Log in

Relevant bibliographies by topics / Continuing medical education

Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers
Reports

Academic literature on the topic 'Continuing medical education'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Continuing medical education.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Continuing medical education"

1

Holm, H. A. "Continuing medical education: Quality issues in continuing medical education." BMJ 316, no. 7131 (February 14, 1998): 621–24. http://dx.doi.org/10.1136/bmj.316.7131.621.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Headrick, L. A., P. M. Wilcock, and P. B. Batalden. "Continuing medical education: Interprofessional working and continuing medical education." BMJ 316, no. 7133 (March 7, 1998): 771–74. http://dx.doi.org/10.1136/bmj.316.7133.771.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Andrade, Chittaranjan. "Continuing medical education." Indian Journal of Psychiatry 50, no. 3 (2008): 209. http://dx.doi.org/10.4103/0019-5545.43631.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Parulekar, SV. "Continuing medical education." Journal of Postgraduate Medicine 57, no. 2 (2011): 177. http://dx.doi.org/10.4103/0022-3859.81862.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Branstetter, B. F. "Continuing Medical Education." Neurographics 3, no. 1 (March 1, 2013): 1. http://dx.doi.org/10.3174/ng.1130044.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Ascione, Gianni, and Giuseppe Quintaliani. "Continuing Medical Education." Giornale di Tecniche Nefrologiche e Dialitiche 28, no. 4 (October 2016): 282–88. http://dx.doi.org/10.5301/gtnd.2016.16386.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Newble, David I. "Continuing medical education." Medical Journal of Australia 148, no. 1 (January 1988): 5–6. http://dx.doi.org/10.5694/j.1326-5377.1988.tb104469.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Ward, Jeanette. "Continuing medical education." Medical Journal of Australia 148, no. 2 (January 1988): 77–80. http://dx.doi.org/10.5694/j.1326-5377.1988.tb104512.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Ward, Jeanette. "Continuing medical education." Medical Journal of Australia 148, no. 5 (March 1988): 237–39. http://dx.doi.org/10.5694/j.1326-5377.1988.tb99432.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Piérard, G. E. "Continuing medical education." Journal of the European Academy of Dermatology and Venereology 10, no. 1 (January 1998): 1–11. http://dx.doi.org/10.1111/j.1468-3083.1998.tb00921.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Dissertations / Theses on the topic "Continuing medical education"

1

Singleton, Andrew John. "The role of continuing medical education in the continuing education of GPs : changing discourses, continuing practices." Thesis, Brunel University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.425780.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Tian, Jing. "Instrument development for continuing medical education evaluation." College Park, Md. : University of Maryland, 2007. http://hdl.handle.net/1903/7416.

Full text

Abstract:

Thesis (Ph. D.) -- University of Maryland, College Park, 2007.
Thesis research directed by: Public and Community Health. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

APA, Harvard, Vancouver, ISO, and other styles

3

Dixon, Corrina Aloyse. "Accommodating women's learning in continuing medical education." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2447.

Full text

Abstract:

The purpose of this project was to present continuing medical education providers with a handbook that presents current perspectives on women's learning and suggests practice guidelines that can be incorporated into the planning of existing and future medical education activities.

APA, Harvard, Vancouver, ISO, and other styles

4

Alghamdi, Awatif Mohammed S. "Challenges of continuing medical education in Saudi Arabia's hospitals." Thesis, University of Newcastle Upon Tyne, 2012. http://hdl.handle.net/10443/1774.

Full text

Abstract:

Background Health care professionals are responsible for maintaining their proficiency throughout their careers. Continuing medical education (CME) is an integral part of the medical profession that aims to enhance physicians’ knowledge and skills. Health care services in Saudi Arabia are expanding rapidly. However, the country is struggling to cope with a shortage of competent health professionals. CME in the Kingdom is facing some challenges that are preventing learning programmes from responding appropriately to professionals’ demands and needs, and to the complexity of health care. Research questions The research questions addressed in this thesis are: 1. What is the current status of continuing medical education in Saudi Arabian governmental hospitals? 2. What are the barriers preventing continuing medical education from implementing competitive learning programmes? 3. How might Saudi culture be influencing the health context and how does this impact upon the field of CME? Methodology This study adopted a mixed methods approach supplemented by ethnography. Two forms of individual, semi-structured interviews targeted two groups of respondents; the interviews were followed up by a questionnaire (sent by email) listing all the challenges to CME identified by the interviewees, and asking the participants to rank them in order of importance. In addition, observation was conducted throughout the fieldwork. Sampling Three public hospitals were selected from different geographical areas (N=3). Judgemental approach resulted in the selection of 33 medical education representatives from different medical and paramedical departments (N=33). Purposive sampling resulted in the selection of 11 medical librarians (N=11). Results The major CME challenges were identified and grouped into four themes: 1. Management, including the lack of knowledge on the part of decision makers about the importance of lifelong learning, and their influence over learning programmes. 2. Poor status of medical libraries, in terms of location, space and services provided. 3. Lack of transparency in the CME budget, which leads to a too close relationship between the pharmaceutical industry and physicians. 4. Diversity of staff, including their different training backgrounds, and their resistance to making changes in their performance after training. Discussion and conclusions The study found a strong correlation between health stakeholders’ lack of managerial skills and knowledge of the significance of CME and the learning programme limitations in Saudi Arabia; this factor also received the highest ranking by the participants in the study. 3 Hospital officials lack the necessary knowledge about the importance of CME, and lifelong learning has become complex. Their negative attitude towards learning has resulted in several challenges: some of these have been identified in this study, including a lack of support for the learning process in hospitals, an inability to motivate staff to continue developing their skills, and a lack of transparency when allocating budgets to learning elements, including CME and library services. This ambiguity has resulted in poor libraries and a heavy reliance on pharmaceutical industry sponsorship for CME events and medical professionals’ trips, which can affect the quality of the events and/or cause bias. The study has also clarified the issue of staff diversity. Although the majority of health care professionals are foreigners, the concern is that health care stakeholders are recruiting professionals from developing countries where the quality of health care and training might be low. Despite the varied training and educational backgrounds among the staff, no efforts have been made to design learning programmes that meet their actual and wide-ranging needs. Rather, current activities are based on desires and wishes of chiefs of medical departments.

APA, Harvard, Vancouver, ISO, and other styles

5

Nikkarinen, Tuuli. "Evaluation model for continuing medical education : a case study." Helsinki : University of Helsinki, 2002. http://ethesis.helsinki.fi/julkaisut/laa/kansa/vk/nikkarinen/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Stueland-Adamski, Nancy M. "Factors that influence physicians' selection of continuing medical education activities." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007stueland-adamskin.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Leung, Kit Hang. "Reflective learning in a Continuing Medical Education e-learning context." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32613.

Full text

Abstract:

Abstract The lack of a practical operational definition of "reflective learning" suitable for characterizing observations of performance is widely acknowledged. This definition is needed for observing and documenting reflective practice in research, education, and continuing professional development. The current exploratory research aims to operationalize "reflective learning" using a conceptual framework based on a comprehensive review of the relevant literature, and to validate this framework in the context of a medium-large scale study of brief self-directed e-learning activities in continuing medical education. Properties of reflective learning were identified in a literature review on reflective learning and higher order thinking. These properties were structured and represented in a conceptual framework, herein called the Reflective Learning Framework. Then, this framework was revised, and a related coding scheme was tested in a pilot study. The revised framework was validated in a qualitative multiple case study that involved 473 family physicians participating in writing comments and interviews. The written comments resulted in 1,776 comment cases, and 253 interview cases. A comment case was defined as one family physician reading, rating, and commenting on one research-based synopsis online. An interview case was defined as one family physician reading and rating a synopsis online, and then explaining the rationale of his/her rating. Using thematic analysis and the framework-related coding scheme, cognitive tasks observed in these cases were categorized. Then, using cross case analysis, frequency counts of each category in all cases were compared in matrices.
Résumé L'absence d'une définition opérationnelle de l'apprentissage réflexif est habituellement reconnue. Cette définition est nécessaire pour observer et documenter la pratique réflexive en recherche, en éducation et en développement professionnel continu. La présente recherche explicative vise à opérationnaliser l'apprentissage réflexif avec un cadre conceptuel et à valider ce cadre dans le contexte des activités de formation en ligne en éducation médicale continue (e-learning). Une revue de la littérature sur l'apprentissage réflexif et le « higher order thinking » a permis d'identifier les caractéristiques de l'apprentissage réflexif. Ces caractéristiques ont été organisées et représentées dans un cadre conceptuel (Reflective Learning Framework). Ce cadre conceptuel et la grille de codage correspondante ont été révisés lors d'une étude pilote. Le cadre conceptuel révisé a ensuite été validé par une étude qualitative de cas multiples qui incluait des cas « commentaires » fournis par 473 médecins de famille, et des cas « entrevues » fournis par 40 médecins de famille et six médecins spécialistes. Concernant les commentaires, un cas est défini comme étant un médecin de famille qui lit, évalue et commente, sur Internet, un synopsis d'article de recherche. Concernant les entrevues, un cas est défini comme étant un médecin de famille qui lit et évalue un synopsis sur Internet, et qui explique la logique sur laquelle repose son évaluation. Les commentaires écrits ont contribué à 1.776 cas « commentaires », et les transcriptions d'entrevues à 253 cas. Une analyse thématique fondée sur le cadre conceptuel et$

APA, Harvard, Vancouver, ISO, and other styles

8

Bogutska, N. K. "Еffectiveness of pediatric respiratory medicine training in continuing medical education." Thesis, БДМУ, 2021. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/17932.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Folstein, Steven M. "The use of web 2.0 technologies to support continuing medical education." [Denver, Colo.] : Regis University, 2010. http://adr.coalliance.org/codr/fez/view/codr:86.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Al-Mansouri, Fatma Hayay. "Undergraduate and continuing medical education and the primary health care physician." Thesis, University of Aberdeen, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367367.

Full text

Abstract:

The United Arab Emirates does not currently possess an adequate number of well trained Family Practitioners and only a small proportion of the medical work force are employed in Primary Care. Continuing medical education is important in Family Medicine and, to date, there has been no study in this subject carried out in the United Arab Emirates. It was decided to evaluate and assess the current situation within Family Medicine and the amount of continuing medical education received by medical practitioners in Abu-Dhabi. Accordingly, 3 studies were carried out to provide this information. Initially, a perspective, descriptive study was carried out, involving all Primary Care Practitioners. There was an 80% response, yielding 86 completed questionnaires. The study revealed a perceived low prestige for Family Medicine among Family Practitioners, over half of whom (58%), felt that they did not have the confidence of the public. Only 3% of Family Practitioners were Emirati Nationals. 23% had received training in Family Medicine but only 3% had formal qualifications. It is unlikely that the Government will spend large sums of money on the training of expatriate doctors through a residency programme but there should be a practical alternative. There is a clear need to increase the numbers of Emirati National doctors. It was seen as important to determine how medical students and Interns graduating from the United Arab Emirates University, made their career choices. A second, cross-sectional, descriptive study, was set up. A questionnaire was administered to all final year students in the Faculty of Medicine and Interns in the University hospital. There was an 80% return yielding 48 questionnaire for analysis. The leading reason for selecting a speciality was personal interest 85% and half of the respondents were of the opinion that there was no organised career structure in Family Medicine in the United Arab Emirates. 52% did not wish to enter Family Medicine although 85% appreciated the importance of this speciality. There was also a general feeling that Family Medicine was poorly organised within the Emirates (90%). Continuing medical education is a systematic attempt to facilitate change in doctors' practice. Differences observed over time in patients' health and in doctors' performance and their knowledge and skills, are the types of change that have been the focus of research in continuing medical education. Medical education is successful when it results in improved outcomes for patients, but there may not be much connection between traditional didactic instruction and improvement in clinical practice. Evidence suggests that continuing medical education activities that are learner focused, take place in small groups and adhere to the principles of adult learning, are beneficial to practising physicians and their patients. It was decided to carry out a study designed to ensure the effect of a practiced based, small group, continuing medical education programme on the knowledge and clinical practice of primary health care doctors in the management of hypertension. A randomised, controlled trial was carried out in four Primary Health Care Centres in Abu-Dhabi, two of which were designated as the intervention centres and the other two, the control centres. The first part of the study was the establishment of the intervention, which was a small-group, practice-based, continuing medical education programme (6 hours) in the care of hypertensive patients, relevant to primary care practice. The second part was a study of the effectiveness of the programme, obtained by an evaluation of knowledge and practice, three months before and three months after the intervention. There was no change in the knowledge of care of hypertensive patients between the control and intervention groups but there was evidence that the continuing education programme had changed some aspects of the clinical practice and the performance of primary health care doctors, in the management of hypertension. The results suggested that this form of medical education could be effective.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Books on the topic "Continuing medical education"

1

Reinschmidt, J. S. Continuing medical education. [Portland, Or: OHSU School of Medicine], 1997.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

2

B, Rosof Adrienne, and Felch William Campbell, eds. Continuing medical education: A primer. 2nd ed. New York: Praeger, 1992.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

3

Davis, Mike. How to teach continuing medical education. Malden, Mass: Blackwell Pub., 2008.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

4

Davis, Mike. How to teach continuing medical education. Chichester, U.K: BMJ Books/Wiley-Blackwell, 2008.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

5

Davis, Mike. How to teach continuing medical education. Malden, Mass: Blackwell Pub., 2008.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

6

Massachusetts. Board of Registration and Discipline in Medicine. Patient Care Assessment Unit. Frequently-asked questions about continuing medical education. Boston, Mass: Commonwealth of Massachusetts, Board of Registration in Medicine, Patient Care Assessment Unit, 1989.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

7

Executive, NHS Management. Postgraduate and continuing medical and dental education. Heywood: Health Publications Unit, 1991.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

8

Continuing medical education: Looking back, planning ahead. Hanover, N.H: Dartmouth College Press, 2011.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

9

Research, Soundings, ed. A strategy for continuing education and professional development for hospital doctors and dentists: Including the research report: Giving credit where credit is due. London: SCOPME, 1999.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

10

Northeastern Ontario Telehealth Network Inc. Continuing Education Programs: Spring Session - 1986. Sudbury, Ont: [s.n.]., 1986.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Book chapters on the topic "Continuing medical education"

1

Luchtefeld, Martin A. "Continuing Medical Education." In The ASCRS Manual of Colon and Rectal Surgery, 965–69. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-8450-9_55.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Luchtefeld, Martin. "Continuing Medical Education." In The ASCRS Textbook of Colon and Rectal Surgery, 901–5. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1584-9_55.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Allen, Jeff W. "Continuing Medical Education." In The Internet for Surgeons, 58–62. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/978-3-642-88424-5_10.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Mann, Karen V. "Continuing Medical Education." In International Handbook of Research in Medical Education, 415–57. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-010-0462-6_17.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Kitto, Simon, David Price, Dahn Jeong, Craig Campbell, and Scott Reeves. "Continuing Professional Development." In Understanding Medical Education, 263–74. Chichester, UK: John Wiley & Sons, Ltd, 2018. http://dx.doi.org/10.1002/9781119373780.ch19.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Oberst, Byron B., and John M. Long. "Continuing Medical Education and Computers." In Computers in Private Practice Management, 183–90. New York, NY: Springer New York, 1987. http://dx.doi.org/10.1007/978-1-4612-4746-3_17.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Šatánek, Aleš. "Use of Computers in Continuing Education." In Medical Informatics Europe 85, 634–37. Berlin, Heidelberg: Springer Berlin Heidelberg, 1985. http://dx.doi.org/10.1007/978-3-642-93295-3_123.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Fisher, Carla. "Continuing Medical Education/Maintenance of Certification." In A Surgeon's Path, 235–38. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78846-3_47.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Jeng, Christina L., and Francine S. Yudkowitz. "The Role of Continuing Medical Education." In Comprehensive Guide to Education in Anesthesia, 173–82. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-8954-2_13.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Segouin, C., E. Rusch, and M. Reninger. "Continuing Medical Education in University Hospital Centers Becomes Strategic." In Advances in Medical Education, 75–77. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_21.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Continuing medical education"

1

Krigovsky, Peter, and Doctor Wisprayogie. "Continuing Medical Education Incentive Program." In SPE Asia Pacific Health, Safety and Environment Conference and Exhibition. Society of Petroleum Engineers, 2005. http://dx.doi.org/10.2118/96536-ms.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Spachos, Dimitris, Dimitrios Hatzichristou, and Panagiotis Bamidis. "Using mobile applications in continuing medical education." In 2014 International Conference on Interactive Mobile Communication Technologies and Learning (IMCL). IEEE, 2014. http://dx.doi.org/10.1109/imctl.2014.7011152.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Chen, Zi, Er yang Han, and Jie Chen. "Analysis of the Situation of Continuing Medical Education in Guangzhou Medical Association." In 12th World Conference on Continuing Engineering Education (WCCEE 2010). Singapore: Research Publishing Services, 2010. http://dx.doi.org/10.3850/978-981-08-7156-7_p108.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Wang, Na, and Jinguo Wang. "Influence of Advanced Technologies for Continuing Medical Education." In 2017 2nd International Seminar on Education Innovation and Economic Management (SEIEM 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/seiem-17.2018.26.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Ivleva, S. A. "Problems of development of continuing medical education of secondary medical staff." In Scientific dialogue: Medical issues. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/sciencepublic-15-02-2020-02.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Wang, Na, Jinguo Wang, and Jinguo Wang. "Application of Mobile Learning Platform in Continuing Medical Education." In 2017 2nd International Conference on Automation, Mechanical Control and Computational Engineering (AMCCE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/amcce-17.2017.96.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Wang, Na, and Jinguo Wang. "A Study of Clinicians and Continuing-Medical Education Programs." In 2016 International Seminar on Education Innovation and Economic Management (SEIEM 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/seiem-16.2016.60.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Rathod, Jash, Ashutosh Gupta, and Dhiren Patel. "Using Blockchain Technology for Continuing Medical Education Credits System." In 2020 Seventh International Conference on Software Defined Systems (SDS). IEEE, 2020. http://dx.doi.org/10.1109/sds49854.2020.9143876.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Balaji, J. Jothi, and Vasudevan Lakshminarayanan. "Should Optics Be Taught as Continuing Medical Education to Optometrists?" In Education and Training in Optics and Photonics. Washington, D.C.: OSA, 2021. http://dx.doi.org/10.1364/etop.2021.th1b.1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Bamidis, Panagiotis D., Maria M. Nikolaidou, Stathis Th Konstantinidis, and Costas Pappas. "A Proposed Framework for Accreditation of Online Continuing Medical Education." In Twentieth IEEE International Symposium on Computer-Based Medical Systems. IEEE, 2007. http://dx.doi.org/10.1109/cbms.2007.10.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Continuing medical education"

1

Bolton, Laura. Transition to Federal Health and Education Governance. Institute of Development Studies (IDS), June 2021. http://dx.doi.org/10.19088/k4d.2021.096.

Full text

Abstract:

This report looks at transition from central to federal responsibilities for health and education in Nepal and Indonesia. Federalism is a complex process and it was outside of the scope of this review to investigate the extent to which it has been developed in these countries and the nature of its functioning. Challenges identified in the literature on transition to federalism and decentralisation include ensuring equitable distribution of finances and resources across states, slow transfer of power and lack of coordination between government levels, lack of capacity at local levels and incoherence in capacity building, ensuring continuity of medical supplies and continuity of health services during transition, and training local level health personnel in procurement. This report also notes some recommendation from experience on transition to decentralisation, including the need to put a clear legislative framework, to make a slowly phased transition is needed to allow for changes and adjustments, to consider conditional grants to ensure that health is not de-prioritised in a federal system.

APA, Harvard, Vancouver, ISO, and other styles

2

Nutrition Science for Health and Longevity: What Every Clinician Needs to Know. Gaples Institute, 2021. http://dx.doi.org/10.51150/gaples1.

Full text

Abstract:

This online nutrition course for clinicians, approved for 4 hours of continuing medical education, is designed to provide a solid foundation of clinically relevant nutrition knowledge, and outlines practical strategies to incorporate nutritional counseling into a busy clinical practice. Course elements include: 1) Clickable links to more than 100 key references; 2) Sections on clinician self-care, fad diets, screening for patients with food insecurity, and motivational interviewing; 3) Over 20 immersive clinical scenarios; 4) Downloadable summaries of each section with key takeaways.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!