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Exam Code: CDM Practice test 2022 by Killexams.com team
CDM Certified Dietary Manager

- Management of Foodservice
- Sanitation & Food Safety
- Nutrition & Medical Nutrition Therapy
- Human Resource Management
- Career Skills

- Utilize the systems approach to procure, produce, and serve food to all customers.
- Provide a safe and sanitary environment for employees.
- Utilize appropriate supervisory management techniques.
- Provide appropriate quality nutritional care for the client.
- Meet all licensing and regulatory agency standards.
- Utilize business, marketing, and public relation skills to Boost foodservice and nutrition to peers, patients, and community.
- Constantly strive for improved performance as a Dietary Manager.
- Participate in the professional activities of the Association of Nutrition & Foodservice Professionals.

Critical Thinking Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
 Access data, references, patient education materials, consumer and other information from credible sources.
 Perform nutrition screening and identify clients or patients to be referred to a registered dietitian nutritionist.
 Evaluate information to determine if it is consistent with accepted scientific evidence. Problem Solving Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
 Participate in quality improvement and customer satisfaction activities to Boost delivery of nutrition services.
 Modify recipes and menus for acceptability and affordability that accommodate the cultural diversity and health status of various populations, groups and individuals.
Interpersonal Behavioral and Social Skills
The ability to show cultural competence in interactions with clients, colleagues and staff.
 Demonstrate an understanding of cultural competence/sensitivity.
 Show cultural competence in interactions with clients, colleagues and staff.
 Implement interventions to effect change and enhance wellness in diverse individuals and groups.
Oral and Written Communication 1. The ability to listen to and understand information and ideas presented through spoken words and sentences.
2. The ability to communicate information and ideas in
 Prepare and deliver sound food and nutrition presentations to a target audience.
 Provide nutrition and lifestyle education to well populations.
 Promote health improvement, food safety, wellness and disease speaking so others will understand.
3. The ability to read and understand information and ideas presented in writing.
4. The ability to communicate information and ideas in writing so others will understand. prevention for the general population.
 Develop nutrition education materials for disease prevention and health improvement that are culturally and age appropriate and designed for the educational level of the audience.
Active Listening Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Physical activities Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
 Demonstrate sufficient upperbody strength and manual dexterity to operate and clean household and institutional equipment required for food preparation and food.
 Travel to clinical sites and have mobility within and around the sites.
Activities may involve standing, sitting, stooping and be in hot and cold facilities.
 Demonstrate the ability to exert maximum muscle force to lift, push, pull, or carry objects such as food supplies, small equipment and delivery of meals.
 Sensing
 Visual
 Hearing
 Taste
 Smell
1. The ability to see details at close range (within a few feet of the observer).
2. The ability to taste and smell to determine acceptability of foods and supplements.
3. The ability to hear spoken words.
 Demonstrate sufficient vision, smell and taste to evaluate the appearance, aroma, and flavor of food.
 Demonstrate sufficient vision to observe compliance with food sanitation and safety codes.
Professional Attributes Practicing professional skills required in entry-level positions.
 Attend scheduled classes, labs and supervised practices and be present for examination and testing. Be prepared for class.
 Maintain professional demeanor in class and during supervised practice.
 Maintain personal hygiene and dress code policies.

Certified Dietary Manager
Medical Certified teaching
Killexams : Medical Certified teaching - BingNews https://killexams.com/pass4sure/exam-detail/CDM Search results Killexams : Medical Certified teaching - BingNews https://killexams.com/pass4sure/exam-detail/CDM https://killexams.com/exam_list/Medical Killexams : What it means to be a new teacher in 2022: “I’m a student teaching students”

It’s 7 a.m., and 23-year-old Maria D’Angelo is in her car in New York City, waiting for street parking to open up outside the school where she’s a student teacher.

“Granted, there is a parking lot there that I could pay for,” said D’Angelo. “But it makes me wake up early to look for parking every single day.”

Like you might expect from someone willing to wait 20 minutes to parallel park, D’Angelo, who majored in economics, is very budget-minded, and first considered a job in finance.

“I had to have an internal talk with myself and realize that ‘you do love teaching. The money really doesn’t matter,’” D’Angelo said.

D’Angelo starts her first job teaching preschool in Queens later this month. She expects to make around $65,000. That’s a bit higher than the median wage for elementary school teachers across the U.S., which is $61,400, and more than double the median wage for preschool teachers, which is $30,210.

D’Angelo eventually hopes to specialize in special education, but now, she says: bring on the four-year-olds. 

“I’m confident in my stuff, and once I’m in the classroom, I just need to let it happen,” said D’Angelo.

“There’s an adage that people don’t quit jobs, they quit bosses, and I think we see this in teaching as well.”

Chad Aldeman, policy director at Georgetown’s Edunomics Lab

There are just under 7.8 million people working in American public schools, according to the latest data from the Bureau of Labor Statistics. That includes roles like bus drivers and cafeteria workers, as well as teachers. The education workforce is still much lower than where it was in February 2020. Districts, flush with cash from federal Covid relief funds, are looking to hire, and new teachers are figuring out what it means to work in schools in the wake of a pandemic. 

There’s a lot at stake early in a teacher’s career. According to an analysis of pre-pandemic data by the non-profit Learning Policy Institute, at least 19% of teachers quit within their first five years.

“They quit at higher rates when they’re not well prepared,” said Maria Hyler, who directs the EdPrepLab at the Learning Policy Institute. “You can’t just learn how to teach generally, there’s a specific way to teach mathematics, there’s a specific way to teach history.” 

Teachers are also more likely to leave if they don’t have good mentoring or reliable school leadership. 

“There’s an adage that people don’t quit jobs, they quit bosses, and I think we see this in teaching as well,” said Chad Aldeman, policy director at the Edunomics Lab at Georgetown.

Increasing pay earlier in a teacher’s career, along with offering signing and retention bonuses, can help.

“Get them in and get them staying, and people tend to stay in a profession once they’re there,” said Aldeman. 

Turnover, he points out, is similar to well-educated workers in other professions

“Teachers leave teaching at about the same rate that nurses leave nursing and accountants leave accounting,” said Aldeman. 

Which may actually be to districts’ advantage. 

Knox County Schools in Tennessee hired registered nurse Griffin Vann to teach high school students about nursing. It’s mid-morning, and she’s in her classroom at Fulton High School, where she just finished a lesson in CPR. 

“I’ve been CPR certified for 20 years, but I’ve never taught it until now,” said Vann. “How’d I do guys? Did I do okay?” 

Yeah, the chorus of students responds in a mumbled unison.

“All right. They said I did good,” Vann said.

As a nurse, Vann worked a lot with adolescents and their families, and this year, made the decision to change careers. She likes having the same schedule as her two kids, who are seven and eight, even though she took about a 15% pay cut in her new role.

She’s also getting her teaching license while working in the classroom. 

“I feel like it’s gonna take me a few years to really feel like, okay, I’m rolling with this, and I’m really digging it. Because right now, I’m a student. Basically, I’m a student teaching students,” Vann said.

One of the things she’s learning is how much things cost. Part of her job is to acquire medical supplies for her classroom. Prices for those have gone up 5.1% since this time last year.

“(It’s) unbelievably high. I’m used to working in a hospital where they kind of take care of it for you. Now I have to get on and try to find medical supplies for us to use in the lab,” Vann said.

In lots of ways, the responsibilities that fall on teachers are changing. At Crawford Middle School in Lexington, Kentucky, 30-year-old Cameo Raglin, a new Spanish teacher, Zooms from her now-empty classroom at the end of the school day. 

She says helping kids re-learn how to learn and socialize in person is a lot. 

“It is tiring,” said Raglin. “Teacher tired is real, like tired to the point where you can’t do anything but just cry because you’re so tired.”

But Raglin, who identifies as Afro-Latina and white, and was a single mom for years, said she feels a connection with the kids in her class. 

“We really get each other, me and these hot mess express middle school students,” said Raglin.

Raglin spent the last two years working for the National Education Association, a teachers union. She eventually plans to work in education policy to address the system as a whole. 

“Not just the students that I have and will have,” said Raglin. “But the students that I will never have, that I will never know, that live in states and in scenarios that I will never really know or be in.”

In her current classroom, the loudspeaker has been interrupting Raglin, telling students, and now her, that it’s time to go. 

“All right, everybody. It is now general dismissal,” the voice says. “Teachers, one more day. We got this.”

So, that’s where Raglin is going. She tries not to take grading or lesson planning with her, to prevent burning out.

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Thu, 01 Dec 2022 08:06:00 -0600 en-US text/html https://www.marketplace.org/2022/12/01/what-it-means-to-be-a-new-teacher-in-2022-im-a-student-teaching-students/
Killexams : 'Urban Teachers' creating teacher pipeline for Baltimore City schools 'urban teachers' program creates pipeline for city schools © WBAL-TV 'urban teachers' program creates pipeline for city schools

Training and keeping qualified teachers in classroom is the goal of one teacher prep program that's helping Baltimore City Public Schools staff classrooms amid a nationwide teacher shortage.

"Urban Teachers" started in Baltimore 12 years ago. Two Baltimore City public school employees noticed many underprepared teachers burning out and leaving fast. Now, the program prepares hundreds of teachers at a time when it's so needed.

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In a classroom at Harlem Park Elementary/Middle school, surrounded by bright-eyed energetic first graders is Taylor Anderson's happy place. She said teaching is not just her job, it's her calling.

"I genuinely and truly believe that every child should have access to quality educators in a quality education, and I myself just wanted to be a part of that," Anderson said.

She is one of 30 resident teachers in their first year of Baltimore's Urban Teachers program. It's a four-year program modeled after medical residency programs. First-year residents work in a Baltimore City school, where they shadow host teachers and get one-on-one coaching to prepare them to have their own class next year.

"With the young staff that we have, I am able to share with them the tricks and tips I have learned," host teacher Shauna Anderson said.

The program has more than 200 people in the other stages, including the second-year teachers who are considered "teachers on record" and stay at the same school as their first-year residency. The first-year residents are paid a stipend, while once they reach the second year, they earn a salary and have their own class.

Urban Teachers also work on their master's degree in teaching at American University with dual certification in math or language arts and special education. They're trained on cultural competency and anti-racist teaching practices to make sure they are prepared to serve all students.

"Our goal is to train and place caring, dedicated, well-prepared teachers in classrooms around Baltimore City and to encourage those teachers to become career educators in our schools," said Francesca Gamber, executive director for Urban Teachers Baltimore.

It comes at a time when recruiting and retaining qualified teachers is critical. The Bureau of Labor Statistics reports 300,000 public school teachers and other staff left the field between February 2020 and May 2022. Participants in the program range from people coming right out of undergraduate education to older people trying to change careers.

Baltimore City Public Schools started this school year 225 teachers short. Over the summer, the Maryland State Board of Education gave school districts the green light to waive certification rules just to keep more teachers on the job.

"I think it's the worst possible thing to do is to roll back on the training because that's not helping on the other end retaining teachers," said Cheryl Holcomb-McCoy, dean of the School of Education at American University. "We have about a 50/50 chance of keeping a teacher as a career educator and teachers are reporting that they're leaving because they don't feel prepared to do the work."

But Urban Teachers is changing that by preparing teachers for the long haul and coaching them along the way. It's one of several programs Baltimore City schools rely on to help fill spots in classrooms.

"We increased our enrollment by about 50% over the last two years, and we have hired about eight resident teachers," said Venus Jackson, principal at Harlem Park.

Anderson hopes she is added to that list.

"I feel like this is where I'm meant to be," Anderson said.

Urban Teachers also has programs in Dallas, Texas; Washington and Philadelphia. For more information, visit their website.

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READ THE FULL STORY:'Urban Teachers' creating teacher pipeline for Baltimore City schools

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Wed, 07 Dec 2022 10:30:00 -0600 en-US text/html https://www.msn.com/en-us/news/us/urban-teachers-creating-teacher-pipeline-for-baltimore-city-schools/ar-AA151Uyp
Killexams : Can China Keep Its Special Education Teachers?

The mother tried her best to redirect her son’s attention back to the task at hand. “Say bye-bye to your teacher!” she said, taking his hand and helping him wave goodbye. But the boy squirmed in her grasp, looking anywhere and everywhere else.

The teacher, a 24-year-old surnamed Zhou, took it in stride. Dressed in her customary yellow uniform, she was all smiles as she bid the boy farewell. (To protect the identity of my research participant, I am identifying her only by her surname.)

I met Zhou at an early-childhood intervention facility in the southern megacity of Shenzhen, where she worked with children with autism, Down syndrome, ADHD, and other developmental disorders. Her official title there was “special education teacher,” though her responsibilities were closer to those of a therapist.

Early intervention for children with developmental disorders is a relatively young field in China. In contrast to Europe or the United States, where rehabilitative specialists like Zhou, usually called therapists, are typically required to obtain specific degrees and complete supervised internships before they are certified, many Chinese practitioners enter the industry with little to no relevant education or experience. Zhou studied early childhood education in college; her colleagues had backgrounds in psychology, nursing, and even information technology. For years, workers like them provided valuable services to an often-overlooked community. Now, they find themselves caught between a rapidly growing — and commercializing — industry and a government finally ready to take the need for qualified, professional therapists seriously.

Families — and not the state — drove the expansion of the early intervention industry in China.

China’s first private rehabilitative institution for children with developmental disorders was established in Beijing in 1993, by the mother of a boy with autism. Over the ensuing two decades, families — and not the state — drove the expansion of the early intervention industry in China, as educated parents traveled overseas in search of resources and techniques that could help their children, which they then introduced into China upon their return, often by founding their own rehabilitation institutions.

If “parent-run institutions” kickstarted China’s developmental disorder rehabilitation industry, the past ten years have seen the issue of neurodevelopmental disorders in children — and autism in particular — receive more and more attention from the Chinese government. The Chinese medical community now advocates for early screening and intervention for children with developmental disorders, while local officials and disability associations are incorporating intervention training for children showing signs of developmental delay into disability prevention projects and enlisting the services of professional rehabilitation institutions to help provide treatment.

The resulting boom in rehabilitation services has attracted a group of passionate, if not overly qualified individuals to the field. Given her complete lack of prior experience, Zhou was surprised that her employer didn’t turn her away at the door. She quickly discovered the reason: As demand for rehabilitation services grew, the industry found itself faced with a severe labor shortage. As of 2020, only 23,000 people had acquired an autism rehabilitation certification from the China Disabled Persons’ Federation — theoretically a requirement to work in the field. That year, there was just one qualified autism specialist for every 130 children diagnosed with the disorder.

Because of the acute shortage of qualified professionals, many teachers, Zhou included, are hired first, and get qualified later. Zhou took a particularly diligent approach to her new profession, receiving her certification in less than six months and studying other useful intervention techniques, including behavioral analysis, natural environment teaching, and social stories training. Given the intensity of her training, she naturally believed that her job would be highly technical, but she quickly discovered that there’s a huge difference between studying these skills in a workshop and applying them in the field. In her three years working at the center, she often felt more like an “auntie” at a nursery than a professional therapist. She spent most of her time, not teaching, but providing physical care — for example, holding children as they go to the toilet, cleaning them, serving them food, helping them eat, and coaxing them to take their afternoon naps.

After three years on the job, Zhou was one of her center’s most experienced staffers, but her base salary was still just 5,500 yuan ($789) a month, plus occasional overtime. That’s significantly lower than the average monthly income of Shenzhen residents.

In addition to poor pay, Zhou struggled to be taken seriously by her students’ parents. After years of unchecked, largely unregulated growth, horror stories of abuse have spread widely among the parents of children with developmental disorders. Teachers are stereotyped as poorly educated and trained, and rarely respected by their students’ families. After a day of exhausting work, Zhou often had to answer text messages from parents in the middle of the night questioning why their child was in a bad mood that day or why they weren’t making progress quickly enough.

Regulators have yet to decide whether the work of people like Zhou is a medical or an educational service, with the result that it falls under no one’s jurisdiction.

Many of these issues are caused by the vague standards and regulatory confusion that often accompany an emerging industry. Regulators have yet to decide whether the work of people like Zhou is a medical or an educational service, with the result that it falls under no one’s jurisdiction. On top of that, many rehabilitation institutions can’t make up their minds between serving the public welfare and profiting off concerned parents.

Some institutions have decided to eschew their charitable origins and embark on a thoroughly market-oriented path. Many of China’s best-known early-childhood intervention centers are courting investors, offering paid online classes, or expanding their physical footprint. Others have been acquired and restructured by large-scale conglomerates. Even institutions that advertise their low tuition and take their responsibility to parents seriously often survive only by exploiting teachers.

Because for-profit institutions want to cultivate a more professional brand, they try to spare teachers from the work of physically caring for students. These centers hire nursery-style nannies to take on tasks such as coaxing children to sleep or helping them go to the toilet, freeing teachers to teach. But they also bring in therapists trained abroad as supervisors, and it is these supervisors, not teachers, who earn the highest salaries and get the most credit for students’ progress. Ordinary staff like Zhou, who lack international degrees or impressive titles but do the bulk of the work, often feel frustrated at what they perceive as a glass ceiling.

Thus, while the industry has made strides toward professionalization, it is also facing an exodus of its most experienced front-line practitioners. In 2019, Zhou messaged me to say she’d resigned from her job and returned to her hometown in the central province of Hubei. She had previously expressed the hope that she could one day use the skills she acquired at the center to set up her own rehabilitation institution back home. But in our exchange that day, she said she wanted to leave the industry behind. Speaking two years before China’s tutoring crackdown, she said she might go into preschool education. “The market is big and making money doesn’t come at the cost of my morals,” she explained.

Translator: Lewis Wright; editors: Cai Yiwen and Kilian O’Donnell; portrait artist: Zhou Zhen.

(Header image: Teachers talk to children with ADHD at a school in Luoyang, Henan province, April 2, 2022. Huang Zhengwei/VCG)

Wed, 07 Dec 2022 14:19:00 -0600 en text/html https://www.sixthtone.com/news/1011840/can-china-keep-its-special-education-teachers%3F?source=channel_home
Killexams : National Merchant Mariner Medical Advisory Committee Teleconferences Upcoming on Sexual Assault, Mariner Mental Health

The Office of Merchant Mariner Credentialing is hosting a teleconference of the National Merchant Mariner Medical Advisory Committee (NMEDMAC) subcommittee for Task Statement 22-1, Sexual Assault and Sexual Harassment Prevention and Culture Change in the Merchant Marine, on December 13, 2022, from 10 a.m. to 3 p.m.

The Office of Merchant Mariner Credentialing is hosting a teleconference of the NMEDMAC subcommittee for Task Statement 21-1, Recommendations on Mariner Mental Health, on December 15, 2022, from 10 a.m. to 3 p.m.

NMEDMAC acts in an advisory capacity to the Secretary of the Department of Homeland Security on matters relating to medical certification determinations for issuance of licenses, certificates of registry, and merchant mariner documents; medical standards and guidelines for the physical qualifications of operators of commercial vessels; medical examiner education; and medical research.

Anyone not part of the NMEDMAC e-mail list who would like to attend this teleconference should contact the Alternate Designated Federal Officer, Dr. Adrienne Buggs, at adrienne.m.buggs@uscg.mil.

Thu, 01 Dec 2022 07:04:00 -0600 en-US text/html https://www.hstoday.us/subject-matter-areas/maritime-security/national-merchant-mariner-medical-advisory-committee-teleconferences-upcoming-on-sexual-assault-mariner-mental-health/
Killexams : Struggle to take medical leave, demanding parents among bugbears for pre-school teachers

SINGAPORE - One of the biggest problems pre-school teacher Nicole Chin has faced in the last 1½ years is that it is a struggle for her to go on medical leave when she is unwell.

She said the lack of relief teachers who can take over the class if she is sick makes her feel guilty about taking time off.

Ms Chin, 21, who works for a private pre-school, said: “Taking leave causes stress for other teachers as we usually have only just enough teachers for each class. There are no extra teachers around to do relief work.”

This is one of the pain points Ms Chin and seven other pre-school teachers talked about amid an ongoing review of the pre-school sector.

On Oct 29, Social and Family Development Minister Masagos Zulkifli said the Government is making changes aimed at improving the well-being and working conditions of early childhood educators.

These include reviewing the need for centres to open on Saturdays – an issue linked directly to the work-life balance of pre-school teachers.

Another aspect under review is whether taking leave can be made easier for teachers by growing a pool of relief teachers.

Mr Masagos also said that early childhood educators in government-supported pre-schools can expect a 10 per cent to 30 per cent salary increase over the next two years.

This means pre-school teachers can earn monthly salaries of between $2,900 and $6,600 by 2024, depending on their experience, skills and work performance.

One pre-school teacher, who asked to remain anonymous, said she often has to work on weekends and prepare lessons because there is not enough time set aside for such tasks during the work week.

She has even heard of teachers being chided for taking medical leave, she added.

And if she wants to use her annual leave, she has to write in six months in advance, she told The Straits Times.

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“A lot of teachers are leaving the early-childhood sector despite them starting out with a lot of passion,” she said.

In October, the Early Childhood Development Agency (ECDA) said the annual attrition rate in the sector has been between 10 per cent and 15 per cent over the last few years, in a workforce of about 23,000 people.

One teacher, who asked to be known as Jane, said she is planning to leave the industry after 10 years as she has seen little progression in terms of salary while having to deal with demanding parents and the daily pressures of the job.

She quoted an instance when she did not get back to a parent who had texted her over a long weekend. The parent was infuriated and sent her messages calling her inadequate.

Jane, who works for a private operator, said she is sceptical about her employer raising salaries. Even if her pay goes up, the increase may not be enough to offset the rising cost of living, she added.

“I can’t see myself staying in this role for another five years,” she said.

Aside from retaining teachers, the sector will also need to attract new ones.

Mr Masagos said the sector will need another 3,500 teachers by 2025. ECDA expects three-quarters of this growth to come from mid-career entrants.  

In response to queries, ECDA said the early childhood sector had an average of about 2,500 mid-career job seekers per year enrolling in certification courses over the past five years.

This is an increase of 20 per cent in enrolment since 2017, it said, adding that the majority of those who completed the courses joined the sector.

It said: “ECDA encourages interested mid-career job seekers to apply for the Early Childhood Career Conversion Programme (ECCCP) offered by the National Institute of Early Childhood Development (NIEC) or KLC International Institute (KLCII), which will help match them with pre-school operators.”

Apart from the ECCCP, mid-career job seekers can enrol in early childhood certification courses offered by NIEC and private training agencies to become early childhood educators.

One teacher who made the switch to the pre-school sector is Mr Reuben Cheng, 48, a former public servant who changed careers seven years ago.

Mr Cheng, whose old job involved connecting businesses with infrastructure, said he went into early childhood education to follow his passion for helping children with special needs, which he discovered while volunteering at church.

Mr Cheng, who is married but does not have children of his own, specialises in early intervention for children with special needs, and transitioned into the sector by getting a diploma at a polytechnic.

He now works in the Fei Yue Early Intervention Programme for Infants and Children, and he credits the centre’s robust training and support with helping him to adapt to the new role.

He said: “We work in the team with various kinds of therapists as well as the teachers.

“I am also able to use my previous work experience when it comes to communicating with and helping to educate parents about their children... I find it really rewarding to see the children making little improvements as time passes.”

For his efforts, Mr Cheng was given the Outstanding Early Intervention Professional Award at the Early Childhood Celebrations on Oct 29.

This article was first published in The Straits Times. Permission required for reproduction.

Sun, 27 Nov 2022 10:35:00 -0600 en text/html https://www.asiaone.com/singapore/struggle-take-medical-leave-demanding-parents-among-bugbears-pre-school-teachers
Killexams : THE ACCREDITATION COUNCIL FOR MEDICAL AFFAIRS (ACMA) DEVELOPS FIRST EVER BOARD-CERTIFIED BIOLOGICS & BIOSIMILARS SPECIALIST (BCBBS) CERTIFICATION

NEW YORK, Dec. 6, 2022 /PRNewswire/ -- The Accreditation Council for Medical Affairs (ACMA) is launching a new Board Certification program focused on biologics and biosimilars. This is the first and only accredited board certification in the biologics and biosimilars arena.

THE ACCREDITATION COUNCIL FOR MEDICAL AFFAIRS (ACMA) DEVELOPS FIRST EVER BOARD-CERTIFIED BIOLOGICS & BIOSIMILARS CERTIFICATION

ACCREDITATION COUNCIL FOR MEDICAL AFFAIRS (ACMA) DEVELOPS FIRST BOARD-CERTIFIED BIOLOGICS & BIOSIMILARS CERTIFICATION

The Board-Certified Biologics and Biosimilars Specialist (BCBBS) program will accredit, and board certify healthcare professionals such as pharmacists (PharmDs), MDs, PhDs, and Medical Affairs/MSL professionals.  With recent guidelines from Food and Drug Administration (FDA) and Heads of Medicines' Agencies (HMA) Biosimilar Working Group in Europe addressing biosimilars interchangeability, the need for education among the medical and scientific community is vital.

William Soliman, Ph.D., BCMAS, ACMA Founder and CEO, said, "The role that biologics and biosimilars play in the treatment of various chronic diseases is growing rapidly.  Helping both the healthcare and life sciences industry better understand appropriate clinical use of biologics and biosimilars will be key to successful long-term patient outcomes."

Currently, biologics and biosimilars board certification does not exist in the industry. The BCBBS certification will cover important subjects such as regulatory and scientific concepts for biologics, real-world evidence, economic considerations, FDA resources including the Purple Book Database, and the future outlook on biosimilars. The program is self-paced and online to enable learners from around the world to enroll.

As analysts predict, the global biologics and biosimilars market will continue to grow to be a critical part of the healthcare industry. The expansion of biologic treatment options through market entrance of biosimilars across several therapeutic areas offer multiple advantages that will ultimately benefit patients and the overall healthcare delivery system. Understanding biologics and biosimilars in the medical and scientific community will help not only accelerate potential development of new treatments through advanced biotechnology capabilities.

About the Accreditation Council for Medical Affairs (ACMA) The ACMA is a global organization providing award-winning solutions for certification, training, analytics, and insights to support the healthcare and life sciences industries. From Medical Affairs to Market Access, Managed Care, and Market Research, ACMA is the standard in the industry for certifying and credentialing prior authorization and medical affairs professionals in over 80+ countries. To learn more, visit medicalaffairsspecialist.org.

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SOURCE Accreditation Council for Medical Affairs (ACMA)

Tue, 06 Dec 2022 01:00:00 -0600 en-US text/html https://finance.yahoo.com/news/accreditation-council-medical-affairs-acma-150000972.html
Killexams : VirtaMed and CICE to announce partnership for gynecological endoscopy certification

The CICE (International Center for Endoscopic Surgery) in Clermont-Ferrand, France, an internationally renowned endoscopic training center and the first in Europe to implement the European certification (GESEA), has inaugurated a training room using VirtaMed LaparoS™ Gynecological Laparoscopy and GynoS™ Hysteroscopy simulators.

CICE and VirtaMed will partner to integrate the VirtaMed mixed-reality simulators into the CICE training program, developing a comprehensive training approach with the goal to include more advanced and measurable surgical cases to Boost the quality of training and the skills transfer to the operating room.

The VR-enabled simulators allow surgeons to practice key surgical skills such as camera navigation, fluid management, safe exposure and resection of anatomical structures as well as handling of surgical complications. All this in a highly realistic, objective and stress-free training environment. 

We are very excited to collaborate with VirtaMed on the development of an advanced surgical training program for gynecology. We chose the VirtaMed simulators because they offer a training environment that is very close to what we experience in the operating room and at the same time it offers objective performance evaluation criteria,”

Professor Revaz Botchorishvili, Director of CICE

"Our team is looking forward to working with CICE. VirtaMed’s simulators are designed with the premise of teaching manual skills based on state-of-the-art learning psychology findings in a highly realistic environment. The collaboration goes well in hand with our efforts towards standardized and proficiency based training not only for novices but also for more advanced residents," explains Dr. Martina Vitz, Senior Vice-President Training and Education at VirtaMed. 

VirtaMed is the world leader in medical training using mixed reality simulators for minimally invasive diagnostic and therapeutic interventions in general surgery, OB/GYN, orthopedics, and urology. Combining virtual reality graphics with original instruments and anatomic models for realistic tactile feedback, VirtaMed partners with medical societies, such as the European Society for Gynecological Endoscopy (ESGE), and medical device companies.  

VirtaMed’s simulation platform offers unique features:

  • Compatibility with all VirtaMed training specialities
  • Possibility to switch between different modules in less than 1 minute
  • Reliability and robustness of Swiss engineering

VirtaMed's vision is to Boost the quality of medical care with state-of- the-art, virtual reality based medical training and education. For more information, visit www.virtamed.com 

Thu, 08 Dec 2022 00:58:00 -0600 en text/html https://www.news-medical.net/news/20221208/VirtaMed-and-CICE-to-announce-partnership-for-gynecological-endoscopy-certification.aspx
Killexams : American College of Lifestyle Medicine and Humana Partner to Advance Lifestyle Medicine Education Nationwide

ST. LOUIS, Dec. 6, 2022 /PRNewswire/ -- The American College of Lifestyle Medicine (ACLM) and Humana have announced a new partnership to provide lifestyle medicine training for healthcare professionals contracted by Humana. The commitment by Humana to encourage its clinicians to take advantage of the complimentary education courses will support ACLM's $22 million pledge highlighted at the recent White House Conference on Hunger, Health, and Nutrition to provide continuing medical education courses to up to 100,000 healthcare professionals.

"This will ensure clinicians receive evidence-based lifestyle change training to treat chronic disease effectively."

The commitment from ACLM, which is covered in detail here, has generated substantial engagement from organizations interested in taking part in the training and helping ACLM to achieve its training goal. The partnership with Humana represents the largest organizational commitment to promote lifestyle medicine training to date.

ACLM's "Lifestyle Medicine and Food as Medicine Essentials" course bundle provided to Humana health care professionals is a foundational, evidence-based introduction to the field, plus  focused nutrition education for the prevention and treatment of chronic disease. This course bundle consists of three modules and four presentations, providing 5.5 hours of continuing medical education content. 

  • "Introduction to Lifestyle Medicine" module (1 hour)
  • "Food as Medicine: Nutrition for Prevention and Longevity" module (3 hours)
  • "Food as Medicine: Nutrition for Treatment and Risk Reduction" module (1.5 hours)

Interest in lifestyle change as an essential treatment intervention to address chronic disease is increasing among physicians and health professionals internationally. Lifestyle, once recognized as an essential prevention strategy, is now acknowledged as a foundational and efficacious treatment approach to Boost outcomes, lower costs, and Boost patient and provider satisfaction. In the first course module, 2020-2022 ACLM President Cate Collings, MD, MS, FACC, DipABLM, defines lifestyle medicine, discusses the evidence base, explains six key interventions, and demonstrates how lifestyle medicine has the power to treat and often reverse disease and provide a solution for real health-care reform. 

The second training module explores nutrition for prevention and longevity. Diet has been identified as the single most important risk factor for morbidity and mortality in the United States, yet most health care providers spend relatively few hours learning about nutrition during their formal training. In 1985, the National Academy of Sciences recommended 25 hours minimum of nutrition education, but only 27 percent of medical schools in the U.S. meet that minimum. The limited nutrition education that is offered in medical and health professional programs is often primarily didactic and focused on the biochemistry of nutrients and health consequences of deficiency states—content that is of limited use in a clinical setting where the majority of the population faces over-nutrition due to high intake of ultra-processed, calorie-dense, high saturated fat-laden foods. 

The third training module provides an overview of the scientific evidence on food groups and dietary patterns for treatment and risk reduction of common lifestyle-related conditions, with a focus on cardiovascular disease, insulin resistance, cancer prevention, and obesity. The session also includes a brief review of carbohydrates, fats, and protein in relation to chronic disease, as well as a discussion of practical approaches to nutrition counseling. 

Lifestyle medicine is a medical specialty that uses therapeutic lifestyle interventions as a primary modality to treat chronic conditions including, but not limited to, cardiovascular diseases, type 2 diabetes, and obesity. Lifestyle medicine certified clinicians are trained to apply evidence-based, whole-person, prescriptive lifestyle change to treat and, when used intensively, often reverse such conditions. Applying the six pillars of lifestyle medicine—a whole-food, plant-predominant eating pattern, physical activity, restorative sleep, stress management, avoidance of risky substances and positive social connections— also provides effective prevention for these conditions.

"We are committed to supporting access to high-quality care and improving the health for all of our members and patients. Motivating lifestyle change is critical in preventing and treating chronic diseases, like diabetes." said Humana Chief Medical Officer, Kate Goodrich, MD, MHS.  "Our partnership with the ACLM will ensure our clinicians receive evidence-based lifestyle change and behavioral motivation training to treat chronic disease more effectively."

"The American College of Medicine is dedicated to empowering health care providers with the evidence-based information and the essential tools they need to help patients adopt and sustain the healthy habits that can add years to their life and life to their years. These include routine physical activity, a whole food plant-predominant eating pattern, sound sleep, stress resilience, positive social connections and avoidance of risky substances," said ACLM President Beth Frates, MD, FACLM, DipABLM. "We are thrilled to partner with Humana to promote our Essentials training to all of their clinical network members for free."

ABOUT ACLM -- The American College of Lifestyle Medicine is the nation's medical professional society advancing lifestyle medicine as the foundation for a redesigned, value-based and equitable healthcare delivery system, leading to whole person health. ACLM educates, equips, empowers and supports its members through quality, evidence- based education, certification and research to identify and eradicate the root cause of chronic disease, with a clinical outcome goal of health restoration as opposed to disease management. www.lifestylemedicine.org

ABOUT HUMANA -- Humana Inc. is committed to helping our millions of medical and specialty members achieve their best health. Our successful history in care delivery and health plan administration is helping us create a new kind of integrated care with the power to Boost health and well-being and lower costs. Our efforts are leading to a better quality of life for people with Medicare, families, individuals, military service personnel, and communities at large.

To accomplish that, we support physicians and other health care professionals as they work to deliver the right care in the right place for their patients, our members. Our range of clinical capabilities, resources and tools – such as in-home care, behavioral health, pharmacy services, data analytics and wellness solutions – combine to produce a simplified experience that makes health care easier to navigate and more effective.

More information regarding Humana is available to investors via the Investor Relations page of the company's website at humana.com, including copies of:

  • Annual reports to stockholders;
  • Securities and Exchange Commission filings;
  • Most recent investor conference presentations;
  • Quarterly earnings news releases and conference calls;
  • Calendar of events; and
  • Corporate Governance information.
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SOURCE American College of Lifestyle Medicine

© 2022 Benzinga.com. Benzinga does not provide investment advice. All rights reserved.

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Killexams : 35 Jobs That Pay Well (Medical & Non-Medical)

There are many ways to make money, but if you want to rake in the dough, get a high-paying job.

You can afford to buy nice things and travel. Most jobs require specialized skills, long hours, and complex responsibilities.

Here are 35 jobs that make good money, including their average salaries, as listed on PayScale.com and Salary.com (October 2022).

Medical Jobs That Make a Lot of Money

The medical field is well-known for having various high-paying jobs. If you are interested in this field, be prepared to spend a lot of time (and money) learning about and practicing medicine. The paycheck, however, will be well worth your efforts.

For most medical roles, you will need to complete a four-year undergraduate degree, followed by four years of medical or dental school. Then, depending on your chosen path, you may need to complete a residency, pursue fellowship training, or pass a written and practical test to become certified or licensed.

10. Optometrist

Optometry is another medical field expected to grow significantly in the next decade. The aging population will need more vision care, and chronic conditions that require vision care, such as diabetes, are also rising. There will be more job opportunities for optometrists in the future.

Pay for optometrists depends on their experience, geographic location, and the type of practice they work in, but expect to make six figures.

Average Salary: $113,275

9. Pharmacist

Becoming a pharmacist is a great way to enter the medical field and earn a high salary without the stress of being a doctor or nurse.

Pharmacists dispense medications prescribed by health professionals and provide information to patients about their medication. They also advise patients on proper medication use, including the correct dosage and possible side effects.

Average Salary: $114,000

8. Dentist

Like orthodontists, dentists play an essential role in the healthcare system and are well-compensated.

Despite the high pay, becoming a dentist is not an easy task. It requires a lot of schooling, which can be costly. Dentists can set schedules and hours.

Average Salary: $144,000

7. Orthodontist

People are always looking for ways to Boost their smiles. You can make excellent money as an orthodontist by diagnosing, preventing, and treating dental and facial irregularities. If you’ve ever had to pay for braces, you know how expensive orthodontics can be.

This field has a lot of competition, but providing quality services will ensure success.

Average Salary: $196,200

6. Family Physician

Family physicians are often the highest-paid physicians and have a lot of job security. Many develop long-term relationships with their patients, treating them from infancy to adulthood whenever they have a medical problem.

Unlike some other high-paying jobs, family physicians have a good work-life balance. They have regular office hours and can take time off when needed.

Average Salary: $198,100

To read the full list, read the article on Capitalize My Title.

Non-Medical Jobs That Make a Lot of Money

Working in the medical field is not for everyone and isn’t the only way to earn good money. There are plenty of opportunities in the business, law, technology, education, travel, and entertainment sectors.

Many jobs require post-secondary degrees, but you can also learn these skills through practical experience.

25. Geophysicists

Geophysicists are in high demand due to the increased interest in the exploration and production of natural resources, such as oil and gas. The salaries of geophysicists are high, and they also have the potential to earn a lot of money in bonuses and commissions.

However, geophysicists must be able to travel to remote locations and work long hours in often challenging conditions.

Average Salary: $91,000

24. Creative Director

Creative directors are responsible for developing and overseeing the creative aspects of advertising and marketing campaigns. They work with teams of copywriters, artists, and other professionals to create concepts and execute them across various media platforms.

To succeed as a creative director, one must have a strong understanding of the latest trends in advertising and marketing and a eager eye for detail. They must think outside the box to come up with fresh, innovative ideas that capture the target audience’s attention.

Average Salary: $91,400

23. Air Traffic Controller

An air traffic controller directs aircraft, both in the air and on the ground, safely and efficiently. They must communicate with the pilots, keep track of the aircraft’s position and altitude, and make quick decisions to keep the plane safe. If an air traffic controller makes a mistake, it could result in a crash.

Because of the high-stress level and the importance of the job, air traffic controllers are well paid.

Average Salary $92,400

22. Professor

A professor’s salary depends on many factors, including the institution they work for, their experience, and their teaching subject. Professors at research universities tend to make more money than those who teach at community colleges.

Professors typically have a Ph.D., which requires several years of schooling beyond the bachelor’s degree. In addition to teaching, professors also engage in research and writing. The workload can be significant, as they teach multiple semester classes and provide office hours for students.

Average Salary: $96,700 (English) to $179,200 (Law)

21. Real Estate Development Manager

Real estate development managers plan, coordinate, and execute real estate development projects. They work with various stakeholders to ensure that projects are completed on time, within budget, and to the highest standards.

Real estate development managers earn high salaries, especially in larger metropolitan areas. In addition to their salary, they may also receive bonuses, stock options, and commissions.

The job market for real estate development managers is projected to grow as the demand for new development projects increases. If you are interested in a career in real estate development, now is a great time to get started.

Average Salary: $97,700

20. Actuary

You can make a lot of money as an actuary, but like most jobs on this list, you will also have a lot of responsibility. Actuaries are an important part of the financial world, and their work is essential in helping to keep it safe.

As an actuary, you use your skills in mathematics and statistics to calculate the probability of future events and then advise businesses and individuals on how to manage these risks. Your work is vital in helping to protect people and organizations from financial ruin.

Average Salary: $99,400

To read the full list, read the article on Capitalize My Title.

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Killexams : Discovery Behavioral Health Announces Appointment of Dr. Joseph Garbely as Medical Director of Brookdale Premiere Addiction Recovery

LOS ANGELES, Dec. 5, 2022 /PRNewswire/ -- Discovery Behavioral Health, Inc., an expanding network of evidence-based mental health, substance use and eating disorder treatment centers, has announced the appointment of Dr. Joseph Garbely, D.O., DFASAM, FAPA as Medical Director of Brookdale Premiere Addiction Recovery, a DBH treatment center in Scotrun, Penn.

Dr. Joseph Garbely, Medical Director of Brookdale Premier Addiction Recovery

Dr. Garbely is an Internist, board-certified Psychiatrist and Addiction Medicine specialist whose areas of expertise include addiction, mental health, medication-assisted treatment, treatment innovation, family therapy, co-occurring issues, detoxification and prescription drug addiction, among others.

With 24 years of experience in addiction medicine, he has an extensive background in treating substance use disorders, including such disorders in healthcare professionals, executives and pilots. He has also worked to develop treatment programs for psychiatric patients involving a 12-step philosophy.

"Dr. Garbely is a renowned and respected industry leader on both the local and national level. His expertise as a practicing clinician, educator and behavioral health executive will be a huge asset to Brookdale, and we are very fortunate to have him join us as our medical director," says Brookdale CEO Amy Durham.

Established in 2019 Brookdale Premier Addiction Recovery sits lakeside on 100 acres in the Pocono Mountains. The sprawling campus is most known for sophisticated clinical treatment with amenities including indoor and outdoor pools, tennis courts, volleyball court, basketball, and full recreational center for a holistic approach to healing the mind, body and spirit.

Previously, Dr. Garbely served as the Addiction Medicine Fellowship Program Director, Executive Vice President of Medical Services and Chief Medical Officer at Caron Treatment Centers in Pennsylvania. During his tenure there, he created a research center and spearheaded a high-level initiative to establish a resident training program and addiction medicine fellowship to educate and train physicians in addiction medicine. He graduated with his Doctor of Osteopathic Medicine Degree from the Philadelphia College of Osteopathic Medicine in Philadelphia, Pennsylvania in 1990.

Additionally, he is a Clinical Associate Professor at Penn State College of Medicine, an Adjunct Clinical Associate Professor at Drexel University College of Medicine, a member of the medical staff at reading Hospital, a Distinguished Fellow of the American Society of Addiction Medicine (ASAM), and the Chairman of the Physician in Training Committee of the ASAM, an ex-officio member of the ASAM Board of Directors and a member of the American College of Academic Addiction Medicine. Among his many achievements, Dr. Garbely has won numerous teaching awards on a local and national level, including the American Psychiatric Association's Helen Ruske, M.D. Award for Excellence in Medical Student Teaching.

Whether it's on the local or national level, Dr. Garbely believes the primary challenges to the nation's opioid crisis are largely the same. "We need to shape both the public and physician perception of alcohol and drug addiction. While much progress has been made over the last two decades in addressing the stigma associated with the chronic disease of addiction, clinically known as substance use disorder, it still remains at a level that discourages many of those who need treatment from seeking it. We're not at the point yet where substance use disorder is treated in the same way as other chronic diseases such as heart disease or diabetes," he says.

Another challenge is educating more medical professionals about the science of addiction medicine. "Too many people who want evidence-based addiction treatment are not getting it. A lack of funding is part of the problem but it's also a lack of education on the part of physicians, notably primary care doctors. I was trained as an internist and know that there's a profound lack of training available to doctors who are the frontline of the addiction crisis. The answer is to encourage all medical schools to include addiction medicine as regular part of their curricula, and to provide currently employed primary care physicians with access to continuing education about the latest medical-assisted treatments and other innovative strategies for substance use disorders," says Dr. Garbely.

About Discovery Behavioral Health

Everyone deserves a happy, rewarding life. That's why Discovery Behavioral Health has made evidence-based, outcome-driven healthcare accessible and affordable since inception. With a full continuum of care – detoxification, medical residences, residential treatment centers, partial hospitalization, intensive outpatient, outpatient, psychiatric and addiction medicine, TMS, virtual and telehealth services, we can offer the right care at the right time for adults or teens struggling with mental health, substance use or eating disorders. We are a contracted provider with 100 payers and other managed care organizations. Our portfolio of more than 154 treatment centers includes service lines in successful operation since 1985. When treatment is complete, our patients become part of Discovery's growing family of alumni, connected through free aftercare programs, support groups, activities, and a caring community. Because when quality behavioral healthcare is within reach, so is happiness.

Discovery Behavioral Health (PRNewsfoto/Discovery Behavioral Health)

Cision

View original content to download multimedia:https://www.prnewswire.com/news-releases/discovery-behavioral-health-announces-appointment-of-dr-joseph-garbely-as-medical-director-of-brookdale-premiere-addiction-recovery-301694975.html

SOURCE Discovery Behavioral Health

Mon, 05 Dec 2022 05:15:00 -0600 en-US text/html https://www.yahoo.com/now/discovery-behavioral-health-announces-appointment-191400409.html
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