A syllabus for a one semester chemistry course for health professions: Report of the Task Force on Chemical Education for Health Professions

1984 ◽  
Vol 61 (7) ◽  
pp. 620 ◽  
Author(s):  
Mordecai Treblow ◽  
John M. Daly ◽  
Jerry L. Sarquis
Keyword(s):  
Task Force ◽  
Chemical Education ◽  
Health Professions

scholarly journals What have we learned from the pandemic?

2021 ◽  
Vol 11 (1) ◽  
pp. 4-5
Author(s):  
Iêda Maria Barbosa Aleluia
Keyword(s):  
Task Force ◽  
Computer Systems ◽  
Health Professions ◽  
Quality Education ◽  
Digital Platforms ◽  
Education Process

With the advent of the COVID-19 pandemic, the entire education process in the health professions had to be rethought.Initially, the effort was to maintain quality education in the remote modality. Adapt curricular matrices, class schedules, train teachers for the new reality, review the capacity of computer systems to support changes and increase access, identify digital platforms appropriate to the needs of institutions, reevaluate teaching and assessment methodologies ... in short, a tremendous task force to deal with the new moment.

The Successes and Failures of the DSM Revolution

2019 ◽  
pp. 257-292
Author(s):  
Allan V. Horwitz
Keyword(s):  
Mental Health ◽  
Major Depression ◽  
Mental Disorder ◽  
Psychiatric Diagnosis ◽  
American Psychiatric Association ◽  
Task Force ◽  
Health Professions ◽  
Board Of Trustees ◽  
Dsm 5 ◽  
Successes And Failures

Forty years after the DSM-III diagnostic revolution, the fundamental dilemmas that have perennially confronted psychiatry (and other mental health professions) remain unresolved. Neuroscientific and epidemiologic findings show that the current DSM system poorly characterizes the nature of mental disorder. Contrary to the intentions of the researchers who developed the DSM-III, its conditions have tremendous internal heterogeneity, artificial comorbidity, and an inability to separate contextually appropriate from dysfunctional symptoms. These inadequacies led the DSM-5 Task Force to propose fundamental changes in the categorical system that was at the heart of these problems. Yet, the pathway they choose to remedy the situation—the introduction of dimensions—would have made these problems even worse. The American Psychiatric Association assembly and board of trustees rejected this premature upheaval in psychiatric diagnosis. The DSM-5, however, did implement other changes, in particular, the abolition of the bereavement exclusion to the diagnosis of major depression, which exacerbated the confusion between normality and pathology. Despite the intentions of its developers, the DSM-5 did not improve understandings of mental disorder.

scholarly journals Writing Together to Get AHEAD: an interprofessional boot camp to support scholarly writing in the health professions

2017 ◽  
Vol 105 (2) ◽  
Author(s):  
Megan Von Isenburg, MSLS, AHIP ◽  
Linda S. Lee, PhD ◽  
Marilyn H. Oermann, PhD, RN, ANEF, FAAN
Keyword(s):  
Staff Development ◽  
Faculty Member ◽  
Task Force ◽  
Health Professions ◽  
Boot Camp ◽  
First Year ◽  
School Of Nursing ◽  
Scholarly Publications ◽  
Qualitative Feedback ◽  
Faculty And Staff Development

Background: Writing for publication is an integral skill for both sharing research findings and career advancement, yet many faculty lack expertise, support, and time to author scholarly publications. Health professions educators identified writing as an area in which a new educators’ academy could offer support.Case Presentation: To address this need, a writing task force was formed consisting of a librarian, a School of Medicine faculty member, and a School of Nursing faculty member. The task force launched two initiatives to motivate and support faculty writing and publication over two academic years. In the first year, a structured interprofessional “boot camp” consisting of a sequenced, modularized approach to manuscript completion was offered. In the second year, community building, in-person writing sessions, and incentives were added to the structured tasks. In year one, twenty participants enlisted in the boot camp, nine of whom completed a manuscript for submission by the end of the program. Qualitative feedback indicated potential improvements, which were put in place in the second program. In year two, twenty-eight participants enrolled, and eleven submitted thirteen manuscripts for publication by the end of the program.Conclusions: Structured tasks, frequent deadlines, and professional editorial assistance were highly valued by participants. Time remains a barrier for faculty seeking to complete manuscripts. As experts in many facets of the publication process, librarians are well positioned to partner with others to facilitate faculty and staff development in writing.

Report of the ADEA president's task force on the Surgeon General's report on oral health. American Dental Education Association

2000 ◽  
Vol 64 (10) ◽  
pp. 708-714
Author(s):  
PJ Ferrillo ◽  
KB Chance ◽  
RI Garcia ◽  
WE Kerschbaum ◽  
JJ Koelbl ◽  
...  
Keyword(s):  
Oral Health ◽  
Task Force ◽  
Dental Education ◽  
Education Association
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