Establishing a Curriculum in Complementary Medicine Within a Medical School on the Example of the University of Bern, Switzerland

EXPLORE ◽  
2013 ◽  
Vol 9 (5) ◽  
pp. 322 ◽  
Author(s):  
Martin Frei ◽  
Brigitte Ausfeld-Hafter ◽  
Lorenz Fischer ◽  
Peter Frey ◽  
Ursula Wolf
Keyword(s):  
Medical School ◽  
Complementary Medicine ◽  
University Of Bern ◽  
The University

scholarly journals Academic Education in Complementary Medicine: A Tuscan Methodological Perspective

2007 ◽  
Vol 4 (s1) ◽  
pp. 33-36 ◽  
Author(s):  
Gian Franco Gensini ◽  
Andrea A. Conti
Keyword(s):  
Medical School ◽  
Complementary Medicine ◽  
Scientific Evidence ◽  
Undergraduate Curriculum ◽  
Specific Reference ◽  
Academic Education ◽  
Teaching Objectives ◽  
Specific Implementation ◽  
University Of Florence ◽  
The University

The implementation of complementary medicine (CM) involves a large number of persons in Italy, and in the nineties, the percentage of Italian citizens adopting the most frequent and relevant practices of CM almost doubled. Appropriate academic education in CM is an important and fascinating challenge for current didactic systems in the Italian University. Already in 2004, the Joint Italian Conference of the Deans of the Faculties of Medicine and of the Presidents of Medical Degree Courses released an official statement regarding the relationship between CM and health area degree courses. The main teaching objectives embedded in the institutional framework proposed by the Joint Italian Conference are now finding specific implementation modalities in the University of Florence. For many years, the Florence Medical School has had strong and fruitful contacts with institutional bodies in Tuscany and, together with these institutions, has established a continuous dialogue with the world of CM. This exchange has given rise to various teaching activities within the academic setting. With specific reference to the undergraduate curriculum in Medicine and Surgery, a methodological course regarding CM has been designed and conducted, with selective attention being given to the CM practices having an enhanced rate of supportive scientific evidence, such as herbal medicine and acupuncture. With regard to the postgraduate curriculum, a Master degree in Acupuncture and Traditional Chinese Medicine and a Master in Clinical Phytotherapy are already active in the University of Florence and are having a remarkable success among the attending health professionals. This high degree of satisfaction well documents the importance, need and feasibility of structured academic education in CM and, in particular, of a methodological didactics such as those currently implemented in the Florence Medical School.

Methodology of ECG Interpretation in the Padova Program

1990 ◽  
Vol 29 (04) ◽  
pp. 386-392 ◽  
Author(s):  
R. Degani ◽  
G. Bortolan
Keyword(s):  
Decision Making ◽  
Medical School ◽  
Fuzzy Set ◽  
Medical Knowledge ◽  
Main Aspect ◽  
Measurement Evaluation ◽  
Possibility Distributions ◽  
Linguistic Decision Making ◽  
The University ◽  
Ecg Interpretation

AbstractThe main lines ofthe program designed for the interpretation of ECGs, developed in Padova by LADSEB-CNR with the cooperation of the Medical School of the University of Padova are described. In particular, the strategies used for (i) morphology recognition, (ii) measurement evaluation, and (iii) linguistic decision making are illustrated. The main aspect which discerns this program in comparison with other approaches to computerized electrocardiography is its ability of managing the imprecision in both the measurements and the medical knowledge through the use of fuzzy-set methodologies. So-called possibility distributions are used to represent ill-defined parameters as well as threshold limits for diagnostic criteria. In this way, smooth conclusions are derived when the evidence does not support a crisp decision. The influence of the CSE project on the evolution of the Padova program is illustrated.

scholarly journals Medical Student Ophthalmic Knowledge Proficiency after Completing a Clinical Elective or an Online Course

2020 ◽  
Vol 12 (02) ◽  
pp. e255-e266
Author(s):  
Jacob J. Abou-Hanna ◽  
Jonah E. Yousif ◽  
Ariane D. Kaplan ◽  
David C. Musch ◽  
Jonathan D. Trobe
Keyword(s):  
Medical School ◽  
Online Course ◽  
Clinical Rotation ◽  
University Of Michigan ◽  
Written Examination ◽  
Michigan Medical School ◽  
The University ◽  
Michigan Medical ◽  
Online Group ◽  
School Curricula

Abstract Background As more information is being packed into medical school curricula, mainstream medical topics legitimately receive more attention than specialty topics such as ophthalmology. However, general practitioners, as gatekeepers of specialty care, must attain competency in ophthalmology. We have investigated whether an online ophthalmology course alone would be noninferior to the same online course plus an in-person clinical elective in providing ophthalmic knowledge. Methods Students at the University of Michigan Medical School voluntarily enrolled in one of two groups: an Online Only group requiring satisfactory completion of an online course entitled “The Eyes Have It” (TEHI) or a Clinical + Online group requiring students to complete a 2-week clinical rotation and the TEHI online course. The outcome metric was the score on an independent 50-question written examination of ophthalmic knowledge. Students also completed a survey assessing confidence in managing ophthalmic problems. Results Twenty students in the Clinical + Online group and 59 students in the Online Only group completed the study. The Clinical + Online group slightly outscored the Online Only group (86.3 vs. 83.0%, p = 0.004). When the two outlier questions were removed from the analysis, there was no difference in mean scores between the two groups (85.8 vs. 85.4, p = 0.069). Students in the Clinical + Online group devoted 80 more hours to the experience than did the students in the Online Only group. The number of hours devoted to the course and interest in ophthalmology were weakly correlated with examination performance. After completion of the experiment, there was no difference in student-reported comfort in dealing with ophthalmic problems between the two groups. Conclusion The examination scores of the students who completed the in-person alone were only slightly inferior to those of the students who completed the in-person clinical elective and the online course. These results suggest that an online course alone may provide a satisfactory ophthalmic knowledge base in a more compact timeframe, an alternative that should have appeal to students who do not intend to pursue a career in ophthalmology.

scholarly journals Academic relationships between Hungarian professors and the Second Vienna Medical School

2021 ◽  
Author(s):  
Béla Szende ◽  
Attila Zalatnai
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Medical Doctors ◽  
Surgical Department ◽  
Treatment And Prevention ◽  
Obstetrics And Gynaecology ◽  
Practice Of Medicine ◽  
Vienna Medical School ◽  
The University ◽  
The Impact

SummaryThis article discusses the impact of the ‘second’ Vienna Medical School, hallmarked by Karl Rokitansky, Joseph Skoda and Ferdinand Hebra, on the study and practice of medicine in Hungary. Six medical doctors’ lives and achievements are outlined, who formed a bridge between Vienna and Budapest through their studies and work. Four of them returned to Hungary and promoted the cause of medicine and medical education there. Lajos Arányi (1812–1877) founded in 1844 the Institute of Pathology at the University of Pest. János Balassa (1814–1868) took the Chair of the Surgical Department. Ignaz Philip Semmelweis (1818–1865), the ‘Saviour of Mothers’, received a position at the Department of Obstetrics and Gynaecology in Vienna in 1846. Gustav Scheuthauer (1832–1894) became Arányi’s successor. Each of them continued to keep contact with their tutors in Vienna, especially with Karl Rokitansky, and followed the clinicopathological conception pioneered by the Vienna Medical School regarding diagnostics, treatment and prevention of diseases. Two physicians remained in Vienna: Mór Kaposi (1837–1902), who became known worldwide posthumously due to the connection between Kaposi’s sarcoma and AIDS, was the director of the Department of Dermatology of the Vienna University in 1878. Salomon Stricker (1837–1898) undertook the leadership of the Department of General and Experimental Pathology in 1872.

Darwin faces Kant: a study in nineteenth-century physiology

1991 ◽  
Vol 24 (1) ◽  
pp. 21-44
Author(s):  
S. P. Fullinwider
Keyword(s):  
Medical School ◽  
Evolutionary Theory ◽  
Intellectual Development ◽  
Directed Attention ◽  
Hermann Von Helmholtz ◽  
University Of Vienna ◽  
Du Bois ◽  
Principle Of Sufficient Reason ◽  
Vienna Medical School ◽  
The University

Recent explorations into Sigmund Freud's intellectual development by Frank Sulloway and Lucille Ritvo have directed attention to the significance of evolutionary theory for psychoanalysis. In this paper I shall pursue the exploration by showing how Darwin was received by members of the so-called Helmholtz circle (Hermann von Helmholtz, Emil du Bois-Reymond, Ernst Brücke) and certain of Freud's teachers in the University of Vienna medical school. I will make the point that the Leibniz–Kant background of these several scientists was important for this reception. I will argue that the Leibniz–Kant tradition came forward to Freud by two roads, Helmholtz's unconscious inference as foundation for a physiology of the senses, and Arthur Schopenhauer's not unrelated uses of the principle of sufficient reason to explain the possibility of lawlikeness in a universe of lawless energies. Finally, I will suggest ways in which Freud received and used the tradition.

scholarly journals The University of Texas Medical School at Houston

2010 ◽  
Vol 85 ◽  
pp. S563-S566
Author(s):  
Patricia M. Butler ◽  
Allison R. Ownby
Keyword(s):  
Medical School ◽  
Texas Medical ◽  
University Of Texas ◽  
Texas Medical School ◽  
The University

scholarly journals Perceptions of Ghanaian Medical Students Completing a Clinical Elective at the University of Michigan Medical School

2014 ◽  
Vol 89 (7) ◽  
pp. 1014-1017 ◽  
Author(s):  
Nauzley C. Abedini ◽  
Sandra Danso-Bamfo ◽  
Cheryl A. Moyer ◽  
Kwabena A. Danso ◽  
Heather Mäkiharju ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical School ◽  
University Of Michigan ◽  
Michigan Medical School ◽  
The University ◽  
Michigan Medical
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