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RDN teaching - Registered Dietitian Updated: 2024

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Exam Code: RDN Registered Dietitian teaching January 2024 by Killexams.com team

RDN Registered Dietitian

Test Detail:
The Registered Dietitian (RDN) certification is a professional credential for individuals who have completed the necessary education and training in the field of nutrition and dietetics. The certification is administered by the Commission on Dietetic Registration (CDR) and is recognized in the medical and healthcare industry. This description provides an overview of the RDN certification.

Course Outline:
The RDN certification requires completion of specific education and training requirements in the field of nutrition and dietetics. The course outline may include the following topics:

1. Nutrition Sciences:
- Biochemistry and metabolism
- Nutrient composition and analysis
- Macronutrients and micronutrients
- Food science and technology

2. Medical Nutrition Therapy:
- Clinical assessment and diagnosis
- Nutrition intervention and monitoring
- Disease-specific nutrition management
- Nutritional support and therapy

3. Foodservice Management:
- Menu planning and development
- Food production and service
- Food safety and sanitation
- Quality assurance and control

4. Community and Public Health Nutrition:
- Health promotion and education
- Public health programs and policies
- Community nutrition assessment
- Nutrition counseling and behavior change

5. Research and Evidence-Based Practice:
- Research methodology and design
- Data analysis and interpretation
- Evidence-based practice guidelines
- Research ethics and dissemination

Exam Objectives:
The RDN certification exam evaluates the candidate's knowledge and competence in the field of nutrition and dietetics. The exam objectives may include:

1. Understanding of nutrition sciences and their application in health and disease.
2. Ability to assess nutritional needs and develop appropriate interventions.
3. Knowledge of medical nutrition therapy for various diseases and conditions.
4. Competence in foodservice management principles and practices.
5. Understanding of community and public health nutrition concepts and strategies.
6. Familiarity with research methodologies and evidence-based practice in nutrition.

Exam Syllabus:
The exam syllabus for the RDN certification may cover the following topics:

1. Nutrition Sciences and Biochemistry
2. Medical Nutrition Therapy and Clinical Assessment
3. Foodservice Management and Menu Planning
4. Community and Public Health Nutrition
5. Research Methods and Evidence-Based Practice
Registered Dietitian
Medical Registered teaching

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Medical
RDN
Registered Dietitian
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Question: 61
What are some advantages of using carbohydrate counting instead of food
exchanges when following a diabetic diet plan?
A. Carbohydrate counting permits greater flexibility in food choices.
B. Individuals who count carbohydrates can save up all of their allotted
carbohydrate for one meal.
C. There are more free food choices when counting carbohydrates.
D. Carbohydrate counting emphasizes high fiber foods.
Answer: A
An advantage of using carbohydrate counting instead of food exchanges when
following a diabetic diet plan is that carbohydrate counting permits greater
flexibility in food choices. When using carbohydrate counting, 15 grams of
carbohydrate from bread, fruit, or milk all serve as one carbohydrate serving, in
contrast to the exchange system in which foods from different exchange groups
contain varying amounts of carbohydrate. Use of carbohydrate counting still
requires equal distribution of carbohydrate over meals and snacks, and attention
to the amounts of free foods consumed.
Question: 62
In ice cream, overrun:
A. Is a measure of the volume of air whipped into the mix
B. Is usually 70-80%
C. May be affected by the type of ingredients used
D. All of the above
Answer: D
Overrun in ice cream is the increase in volume caused by agitation. The industry
standard for overrun is 70-80%. Overrun may be affected by the type of
ingredients used (i.e., heavy vs. light cream).
Question: 63
Which of the following food additives is an emulsifier?
A. Gelatin
B. Sodium propionate
C. Lecithin
D. Butylated hydroxytoluene
Answer: C
Lecithin is an emulsifier used to prevent mixtures of fat from separating. Gelatin
is a protein used as a stabilizer, and sodium propionate and butylated
hydroxytoluene are preservatives used to prevent food spoilage.
Question: 64
Whipped egg white is an example of what type of dispersion:
A. Solid in a liquid
B. Gas in a solid
C. Gas in a liquid
D. Liquid in a liquid
Answer: C
Whipped egg white is an example of a gas in a liquid, resulting from air beaten
into the white.
Question: 65
The characteristic fishy odor of seafood that is not fresh is due to:
A. Urea nitrogen
B. Hydrolyzed peptides
C. Trimethylamine
D. Branched-chain amino acids
Answer: C -The characteristic fishy odor of seafood that is not fresh is due to
trimethylamine, an amino acid breakdown product. Urea nitrogen is a measure of
human renal status, hydrolyzed peptides are partially digested amino acids found
in the human gut, and branched-chain amino acids are amino acids with side
chains containing two or more carbon atoms.
Question: 66
A needs assessment to determine a client"s readiness to receive diet instruction
might include which of the following considerations?
A. Personal interest of the client
B. The client"s income and educational level
C. The RD"s teaching schedule
D. A & B
Answer: D
A needs assessment determining a client"s readiness for instruction should be
based on the client"s personal interest, income and educational background. The
schedule of the RD is irrelevant.
Question: 67
A cross-sectional study is used when a researcher wants to:
A. Compare frequencies of many different diseases in a community over a year
B. Collect information about one type of disease in a group of people over a
defined time period
C. Measure lab values of study subjects at specific intervals
D. Control for confounding factors
Answer: B
A cross-sectional study is used to collect information about one type of disease in
a group of people over a defined time period. Cross-sectional studies are not used
to compare multiple diseases. Confounding factors are exposures or variables that
may affect the outcome of a study, and which study investigators control for using
statistical methods.
Question: 68
Proxemics refers to:
A. The ability to read small print
B. Formulas used to calculate electrolytes in enteral feedings
C. A management style used in major corporations
D. An individual"s position, orientation, and distance from other people in a room
Answer: D
Proxemics refers to the manner in which an individual positions himself in a
room, in relation to other people. Counselors can use the distance between people
to assess how comfortable individuals are in the classroom and other learning
situations.
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Medical Registered teaching - BingNews https://killexams.com/pass4sure/exam-detail/RDN Search results Medical Registered teaching - BingNews https://killexams.com/pass4sure/exam-detail/RDN https://killexams.com/exam_list/Medical Practical Anatomy and Surgical Education

While Saint Louis University’s Practical Anatomy and Surgical Education department plans to continue our commitment to bring world-class hands on workshops to health care professionals worldwide, we take the health, safety and well-being of our clients and employees with the utmost concern. Following the latest CDC and Saint Louis University guidance for large events, and upon discretion of the course directors, we will continue to monitor the situation and update policies as they become available. 

The PASE laboratory facility is also available for rentals and industry hosted training programs.

We look forward to welcoming you to PASE!

About PASE

Saint Louis University’s Practical Anatomy and Surgical Education's hands-on cadaver workshops and surgical trainings are designed to provide realistic learning experiences for health care professionals. We offer courses to physicians, residents, fellows, US military, physician assistants, nurse practitioners, and surgical assistants. 

SLU Practical Anatomy and Surgical EducationMore than 20 CME programs for surgeons and health care professionals, lasting from one to five days, are offered each year.

Browse Workshops

Participants in our CME workshops review intricate surgical anatomy, refine their surgical techniques and interact one-on-one with world-class faculty from Saint Louis University, Washington University, Harvard University and the University of California at Los Angeles, among others. Areas represented in PASE's CME course offerings include:

  • Neurosurgery
  • Otolaryngology
  • Head and neck surgery
  • Spinal surgery
  • Cosmetic surgery
  • Plastic and reconstructive surgery
  • Gynecological and laparoscopic surgery
  • Vascular surgery
  • Minimally invasive procedures
  • Podiatry
  • Orthopedic
  • Emergency skills

PASE's continuing surgical education courses take place in our world-renowned facility in St. Louis, Missouri. With top-notch bioskills labs and an easily accessible location on the campus of Saint Louis University, PASE offers the ideal setting for ongoing, hands-on medical education.

Frequently Asked Questions about CME at Practical Anatomy and Surgical Education

How many CME credits can I earn through PASE?

On average, health care professionals earn 19 CME credits at one of Saint Louis University's Practical Anatomy and Surgical Education workshops, though individual courses have ranged from 10 CME credits to 40 CME credits.

What happens during a CME conference at PASE?

Each hands-on workshop typically consists of a series of didactic presentations by renowned faculty and equal amounts of time in the cadaver laboratory each day. Many of the surgical techniques reviewed are demonstrated on cadaveric specimens and projected in 3-D. To find out more about our interactive labs, take a tour of our facility.

What physician specialties or other groups does PASE serve?

PASE offers CME courses for:

  • Neurosurgeons
  • Plastic surgeons (facial, cosmetic and oculoplastic)
  • Orthopedic surgeons
  • Oral and maxillofacial surgeons
  • Dermatologic surgeons
  • Ophthalmologists
  • General and colorectal surgeons
    Gynecologic oncologists
  • Otolaryngologists
  • Emergency room physicians and paramedics
  • Vascular surgeons
  • Physician assistants, nurse practitioners and nurses

PASE also frequently offers hands-on cadaver workshops for neuroscience registered nurses, physician assistants and nurse practitioners, as well as paramedics. Check our schedule for upcoming workshops. 

What is your accreditation?

All PASE workshops for physicians are accredited through the Saint Louis University School of Medicine, which is, in turn, accredited by the Accreditation Council for Continuing Medical Education (ACCME), the accrediting body of the American Medical Association.

Learn More

Fri, 08 Dec 2023 11:53:00 -0600 en text/html https://www.slu.edu/medicine/medical-education/continuing-medical-education/pase/index.php
Experts advocate for a digital shift in medical education

Continuing COVID-19 research, other emerging disease threats, and questions about just when the next pandemic may strike as well as concern over the nation's preparedness for it are still top of mind for many healthcare professionals. But in a field where emergencies happen daily, and drastic changes can occur overnight, will these unceasing aspects translate into medical education curriculums fast enough? 

Artificial intelligence is one way to help, some experts say. The technology's use is booming across several industry sectors including healthcare, where it holds promise of improving workflows, diagnoses, educational simulations and more. 

To keep pace with the continually evolving field and new technology supporting it, medical leaders told Becker's that it is imperative for medical education to keep pace. 

Here's what curriculums should prioritize in 2024, according to experts:

Cristy Page, MD. Executive Dean at the University of North Carolina School of Medicine and chief academic officer of UNC Health (Chapel Hill): We are living in a time of rapid scientific discovery and technological advancement. Students need to learn to embrace and lead through change to better the health of our patients and to enable a fulfilling career in medicine. One current example is the use of AI in medicine. As educators, we must ensure that our students understand how to utilize it most effectively in practice and are aware of the latest trends in this area. At the same time, we are actively working with counterparts across our university to establish policies and protocols for the use of AI by students in their coursework.

Adele Webb, PhD, RN. Executive Dean of Healthcare Initiatives for Strategic Education (Herndon, Va.):: As we move into the future, medical education must adjust training to the rapid changes in healthcare. There must be increased focus on how augmented intelligence and virtual reality can be used to safely support health care delivery and train practitioners. As more care is shifting into home and outpatient settings, clinical experiences must adapt to the new realities. And given concerns for the future of general practitioners, students should be educated on the value, satisfaction and importance of a general practitioner role.

Janelle Sokolowich, PhD, MSN. Academic Vice President and Dean of the Leavitt School of Health at Western Governors University (Salt Lake City): In the future, I think nursing will continue to have more integration of virtual reality simulations. So far, with [the implementation of] our simulation experience, we've found that one part of simulation that does really well is building the self-confidence in students' abilities. … We know that we have to continue to build confidence in order to build clinical decision-making ability.

Keith Mueller, PhD. Director of the Rural Policy Research Institute and the Health Management Policy Department at the University of Iowa (Iowa City): There are models in some programs that could be more widely adopted. These are changes in both the content and modality of education that would better prepare physicians as co-leaders of person-centered medical homes functioning under new payment models.

  1. Including instructional material focused on the evolution of payment from volume-based to value-based methodologies will better prepare physicians to understand reasons for pressures to understand patient needs for services beyond those offered in the clinic. I’m thinking of asking physicians to refer patients to other services, sometimes with a formal prescription… Training in public health, changes in delivery modalities (including hospital-at-home), and finance (increased income for the clinic or other healthcare organization related to measures of health) will be needed as part of the medical curriculum.
  2. Increase contact hours during medical education that are undertaking in interprofessional training. Physicians need to collaborate with other members of patient-centered teams (including social workers, public health workers, and administrators) in order to optimize results for the persons (patients) they serve.
  3. Include a variety of opportunities in experiential learning that include serving different population groups (including historically underserved) and in different settings (including rural clinics and hospitals). The degree to which institutions move learning sites out of the immediate environment of the medical school can, and should, vary given the mission of the institution. Having said that, we should encourage those institutions with missions to serve entire states to develop site-specific training to meet the needs of all residents of their states.

Responses have been edited for clarity and length.

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Wed, 03 Jan 2024 00:53:00 -0600 en-gb text/html https://www.beckershospitalreview.com/hospital-physician-relationships/experts-advocate-for-a-digital-shift-in-medical-education.html
What Is A CNA? Education Requirements And Job Description

Editorial Note: We earn a commission from partner links on Forbes Advisor. Commissions do not affect our editors' opinions or evaluations.

Certified nursing assistants (CNAs) are responsible for some of their patients’ most intimate personal care needs. While doctors and registered nurses (RNs) tackle the higher-level and more critical elements of patient care, such as diagnosing and treating patients, CNAs are often the primary caregivers for patients who need basic assistance in meeting their daily care needs.

If you are interested in helping others on a personal level in a healthcare setting, and you don’t want to spend years earning a nursing degree, becoming a CNA may help you reach your goals. In this guide, we explore how to become a CNA, including common responsibilities, work environments and qualifications for these professionals.

What Does a Certified Nursing Assistant Do?

CNAs provide care to patients and assist them with their daily activities. These professionals may work in hospitals, residential care facilities or other healthcare settings. They work under the supervision of licensed nursing staff.

While job duties may vary, typical responsibilities for CNAs may include:

  • Assisting patients with bathing, dressing, grooming or using the restroom
  • Monitoring vital signs, such as blood pressure and heart rate
  • Serving meals and assisting patients with eating
  • Turning or repositioning patients who may be confined to bed
  • Transporting patients or transferring them to and from their wheelchairs and beds
  • Recording information and reporting to nursing staff
  • Answering patient calls
  • Stocking supplies
  • Caring for wounds
  • Assisting with medical procedures

Where Do CNAs Work?

CNAs work in virtually any setting where patients need medical care, whether in hospitals, medical facilities or patients’ homes. These professionals work under the supervision of licensed nurses or doctors to help patients manage their temporary or long-term medical needs. Below we discuss the typical work environments for CNAs.

Skilled Nursing Care Facilities

CNAs who work in nursing care facilities help residential patients with personal care and daily living activities, such as bathing, grooming and eating. They also monitor vital signs and help patients with their mobility. CNAs in these settings may also provide residential patients with companionship and assistance with social activities.

CNAs working in skilled nursing care facilities earn a median annual salary of $35,480, according to the U.S. Bureau of Labor Statistics (BLS).

Home Healthcare Services

CNAs who work in home healthcare services allow patients to remain in their homes while receiving care. This care may include bathing, eating, grooming and using the restroom, along with monitoring vital signs and providing mobility assistance.

CNAs who provide home healthcare services may work with patients of any age, including seniors and those who are living with disabilities. These professionals earn a median annual salary of $31,280, according to the BLS.

Hospitals

CNAs who work in hospitals perform a variety of tasks related to assisting RNs with patient care. This may include monitoring vital statistics, repositioning patients and transferring patients between their wheelchairs and beds.

CNAs working in hospitals earn a median annual salary of $36,480, as reported by the BLS.

Assisted Living Facilities

CNAs who work in assisted living facilities help patients with basic personal care and daily living activities, such as bathing, grooming and eating. In some situations, these CNAs work with patients who are more independent and may only need help with monitoring their medical conditions, mobility assistance or light housekeeping.

The BLS reports that CNAs working in assisted living facilities earn a median annual salary of $34,600.

Government Facilities and Agencies

CNAs who work in the government sector provide personal care services and assistance with daily living activities to patients in government facilities and agencies, such as Virginia hospitals and federal correctional facilities.

These CNAs earned a median annual salary of $37,310, according to the BLS.

Steps to Becoming a CNA

Completing a CNA training program prepares graduates to work as certified nursing assistants. Each state sets different requirements for CNA training programs, so specifics may vary according to where you live. Even so, some basic requirements are common among most CNA programs.

Earn a High School Diploma or Equivalent

While many nursing careers require college degrees, such as an associate in nursing or a BSN degree, you don’t need a college degree to become a CNA. In most cases, prospective CNAs need a high school diploma, a GED® diploma or its equivalent to enroll in a CNA training program.

Complete Nursing Assistant Training

You can complete your CNA training at a trade school, community college, medical facility or another training organization in your community, such as the Red Cross. Make sure to research programs carefully to make sure they are approved by your state’s board of nursing.

CNA training covers essential skills and knowledge by focusing on theory, laboratory practice and clinical experience. Later in this article, we discuss what you can expect from a CNA training program.

Pass a CNA Certification Examination to Become Certified

After you have finished your CNA training, you must pass an examination to become certified. Each state sets its own CNA exam requirements through its state board of nursing. In most cases, however, you should expect a written or oral portion, plus a clinical skills portion in which you demonstrate your skills as a CNA.

The National Nurse Aide Assessment Program offers a standardized CNA exam in 18 jurisdictions. Check with your state’s nursing board for more information about certification examinations.

Common Elements of CNA Training Programs

Every CNA program is different, but the following are common elements of most CNA training programs.

Theory and Lab Training

This element of CNA training teaches the essential skills needed to properly care for patients. These include how to bathe, feed and position patients and monitor their vital signs. The lab portion of CNA training provides hands-on experience by allowing students to practice these skills.

Clinical Training

The clinical element of CNA training allows learners to work directly under the supervision of instructors who are licensed RNs. This part of the training allows students to apply the knowledge gained in their program by providing patients with care.

Salary and Job Outlook for CNAs

CNAs earn a median annual salary of $35,760, as reported by the BLS. You should be aware, though, that nursing assistants’ salaries vary depending on work setting and location.

In hospitals, for example, the median annual salary is $36,480. In home healthcare settings, it’s $31,280. The highest-paid CNAs are in Alaska, where the average annual salary is $44,420. In Oregon, for comparison, CNAs make $42,960 per year on average.

Frequently Asked Questions (FAQs) About CNAs

CNAs assist nurses by monitoring patients’ vital signs and helping them with basic personal care. CNAs also provide assistance with patients’ daily living activities, such as bathing and grooming.

Is a CNA the same as a nurse?

No, the two professions are different. CNAs work as assistants in nursing settings under the supervision of nurses and other medical providers. They care for patients’ personal needs to help reduce nurses’ workloads. Nurses face more stringent licensing requirements than CNAs, such as needing a degree.

CNA training programs should provide the knowledge and skills necessary to pass the CNA exam. This exam should not be difficult, but if you are concerned about taking the exam, there are practice exams available online that you can use to better prepare yourself to take the exam.

How Long Does it Take to Become a CNA?

The time required to complete a CNA training program varies. These programs typically take anywhere from three weeks to three months to complete.

Tue, 02 Jan 2024 02:38:00 -0600 Sheryl Grey en-US text/html https://www.forbes.com/advisor/education/what-is-a-cna/
For Baltimore medical students, dissection of human body triggers deep emotion No result found, try new keyword!While technology is used increasingly in medical schools across the country to teach students anatomy and physiology, many — including two based in Baltimore — require future doctors to dissect a ... Thu, 04 Jan 2024 12:23:00 -0600 en-us text/html https://www.msn.com/ Revolutionizing patient care through nursing innovation: Transforming education addresses complex health care challenges No result found, try new keyword!For 26 years, nurses have been recognized as the most trusted profession. However, as health care has evolved, so has the nursing profession. Mon, 01 Jan 2024 23:08:00 -0600 text/html https://www.bizjournals.com/nashville/news/2024/01/02/revolutionizing-patient-care-through-nursing.html To Reset Harvard and Higher Education, Put the Purpose First

President Claudine Gay is out at Harvard, joining University of Pennsylvania’s Liz Magill, Stanford’s Marc Tessier-Lavigne, and Texas A&M’s Katherine Banks in the ranks of prominent higher education leaders abruptly exiting under pressure in the past six months and heralding hope that the era of decadence in American higher education is finally reaching the beginning of an end.

If Harvard and the other institutions want to turn things around, it will require more than mere personnel changes at the top. In the same December 19, 2023, column in which I predicted, “Absent rapid and dramatic improvements on the campus, Ms. Gay will be gone faster than one can say ‘Elizabeth Magill,’” I also wrote, “The problems are deep and go beyond any single individual.”

Where might governing boards start in an effort to restore public confidence in higher education, rebuild the reputations of institutions, and repair trust? The task is something like trying to put a derailed train back on track. The first thing is to get people to agree on the mission: teaching, learning, and research.

Asking what’s best for teaching, learning, and research helps cut through a lot of the other agendas that are being pushed. Other universities and colleges may have different missions but at many of the top institutions at least the professed mission is teaching, learning, and research. There were earlier historical missions, ranging from Christianizing the Indians (Dartmouth) to training Congregationalist ministers (Harvard, Yale). 

A lot of the modern nonsense — loosening academic standards to promote racial diversity; boycotting Israel; divesting from fossil fuels; dismantling settler-colonialism and racial capitalism; providing professional training for bureaucrats of enemy countries, eradicating inequality — undercuts the teaching, learning, and research. It makes sense only if one thinks of it as substituting a new religion of “progressive” politics in the place of the old Protestantism.

What’s hampering the teaching, learning, and research missions? I see three interrelated main issues: lack of viewpoint diversity, antisemitism, and mediocrity. They are related at Harvard, which has been beset by undistinguished far-left faculty using shoddy scholarship to defend the hatred of Jews. The shoddy scholarship is  basically, lies about Israel and the Jews. The culture of conformity and  intimidation prevents all but the gutsiest students and professors from calling out the lies. 

What helped save Harvard were the outsiders — Bill Ackman; Representatives Elise Stefanik and Virginia Foxx; the Manhattan Institute’s Chris Rufo; and John McWhorter. The insiders — the 700 faculty members, the Crimson editorial board, the Harvard Alumni Association executive board, the former presidents — defensively resisted what the faculty called “political pressures” and “outside forces.” Sometimes the “outside forces” create accountability where without them they would otherwise be absent.

Harvard professor Steven Pinker sketches a path forward emphasizing “free speech, institutional neutrality, nonviolence, viewpoint diversity, and DEI disempowerment.” Harvard professor Danielle Allen writes about “a culture of mutual respect with human dignity at the center” in contrast to “a shaming culture.” 

The antisemitism advisers to Ms. Gay have good ideas, including enforcing the university’s existing codes of conduct, auditing the Harvard courses and programs that are based on antisemitism, and adjusting admissions standards. I’ve called for more viewpoint diversity among admitted students.

At some point, the institutions will also need some clarity on whether they are primarily American or global institutions. If Ms. Gay hadn’t resigned, she would reportedly have been headed off to Communist China to try to replace the vanishing Jewish and American money with overseas cash.

It would have been an astonishingly tone-deaf move in the face of increasing bipartisan concern about Communist China, and after a chairman of Harvard’s chemistry and chemical biology department, Charles Lieber, was convicted on six criminal counts related to his work for Communist China. 

That Lieber scandal barely registered among the others — the manager of the Harvard Medical School morgue indicted for selling organs and corpses, the university discriminating unconstitutionally against Asian-American applicants in admissions.

Turning Harvard around will require not only the ideological acumen to understand what needs to happen but the management ability to make it so — not easy in a decentralized institution where lifetime tenure is common and humility is rare. If anyone can manage to succeed at it in a five- or ten-year term, the person would be well-positioned to run for president of the United States. Senator Sasse?

Tue, 02 Jan 2024 11:50:00 -0600 en text/html https://www.nysun.com/article/to-reset-harvard-and-higher-education-put-the-purpose-first
Evolution of Medical and Engineering education

By Vinay Singh 

The transformative impacts of the COVID-19 pandemic have catalysed a profound reconsideration of traditional pedagogical approaches in medical and engineering education. As we stand on the cusp of 2024, the educational landscape of these disciplines continues to evolve, forging new paths and paradigms in response to the challenges and opportunities brought forth by the pandemic.

Enhancing adaptive exercise in medical education

The year 2023 was marked by a paradigm shift in medical education. Beyond cultivating adaptive expertise, educators emphasised interdisciplinary learning models, fostering collaboration between medical students and diverse fields such as psychology, sociology, and technology. Looking forward to 2024, the trajectory anticipates an evolution towards immersive, team-based learning modules. These modules aim to nurture a holistic understanding of healthcare challenges, preparing future professionals to tackle complex health issues through a multifaceted approach.

The advent of telemedicine and remote care, accelerated by the pandemic, has significantly altered clinical training methodologies. Real-time simulations and virtual patient encounters have become integral, ensuring that the next generation of healthcare professionals is adept at utilising technology to deliver patient-centred care efficiently.

Fostering creativity and innovation in medical education

Building upon the progress of 2023, engineering education in 2024 is projected to witness an intensified focus on sustainable design and technological innovation. Curricular revisions are underway to integrate environmental and social considerations, shaping engineers who possess not just technical acumen but also a profound sense of responsibility towards global challenges like climate change and societal equity.

Collaborations between academia and industry are gaining traction, offering students hands-on experience in real-world problem-solving. Industry-driven projects, internships, and mentorship programs are poised to further nurture students’ entrepreneurial spirit and problem-solving capabilities.

Navigating challenges and embracing opportunities 

2024 presents educational institutions with the challenge of recalibrating assessment methodologies. The need to evaluate competencies beyond academic achievements, including adaptability, emotional intelligence, and ethical decision-making, is becoming increasingly recognized. This shift aims to offer a more comprehensive evaluation of a student’s preparedness for the dynamic professional landscape.

Moreover, the evolution of digital tools in education transcends mere access; it aims to enhance learning experiences. Virtual laboratories, AI-driven adaptive learning systems, and augmented reality applications are revolutionising the way students engage with complex concepts, creating immersive and interactive learning environments that foster deeper understanding and retention of information.

Emerging trends and future outlook

Looking beyond 2024, the convergence of medical technologies and engineering innovations is expected to drive groundbreaking developments in healthcare. The interdisciplinary collaboration between medical and engineering disciplines is foreseen to unlock novel approaches in biotechnology, nanomedicine, and bioengineering, propelling the field towards new frontiers.

The global shift towards personalized and preventive healthcare models is poised to shape future educational landscapes. Courses integrating predictive analytics, genomics, and bioinformatics into medical and engineering curricula are anticipated to prepare professionals for a future centered on individualized patient care and disease prevention.

In conclusion, the future of medical and engineering education stands at the confluence of innovation, adaptability, and ethical responsibility. As we approach 2024 and beyond, these fields are not merely adapting but pioneering transformative changes. They are poised to lead the charge in shaping a more resilient, innovative, and socially conscious future, forging a path toward excellence in education and practice.

The author is the Executive Director and CEO, Thomson Digital and Q&I

Sat, 23 Dec 2023 01:11:00 -0600 en text/html https://www.financialexpress.com/jobs-career/education-evolution-of-medical-and-engineering-education-3345875/
Gov. Beshear calls for expansion of Kentucky medical marijuana program

FRANKFORT, Ky. (LEX 18) — Governor Andy Beshear announced on Thursday calls for expansion of the state's medical marijuana program, including new regulations, new qualifying conditions, and more.

In a news release, the governor says his team filed 10 new regulations that will cover how cannabis businesses, cultivators, dispensaries, and more will operate in the Commonwealth. Kentuckians can read the regulations and find out how to participate in the regulatory process by clicking here.

The governor's office also says the Board of Physicians and Advisors and the Team Kentucky Medical Cannabis Workgroup unanimously voted to recommend an expansion of the list of qualifying conditions to the General Assembly.

In addition, Gov. Beshear announced a partnership with Tyler Technologies and Metrc to help meet the requirements of the law and establish the medical cannabis electronic monitoring system as well as the patient/caregiver registry.

The release also made mention of additions to the program's executive team, including a director for licensure and access, a director of enforcement and compliance, and an education and outreach coordinator.

An online cannabis zoning tool was also created that will help cannabis businesses find locations where they can operate. Current law prohibits cannabis businesses from locating their businesses within 1,000 feet of a primary and secondary school or daycare. The law also allows for local governments to issue additional zoning restrictions.

The regulatory framework was created ahead of the full implementation of Senate Bill 47, which goes into effect on Jan. 1, 2025.

Copyright 2024 Scripps Media, Inc. All rights reserved. This material may not be published, broadcast, rewritten, or redistributed.

Thu, 04 Jan 2024 05:45:00 -0600 en text/html https://www.lex18.com/news/gov-beshear-calls-for-expansion-of-kentucky-medical-marijuana-program
19,392 registered so far for Yuva Nidhi scheme: Karnataka Medical Education Minister Sharan Prakash Patil No result found, try new keyword!KALABURAGI: As many as 19, 392 youth have registered for the Yuva Nidhi scheme in the last seven days (December 26, 2023, to January 1, 2024) across Karnataka, Medical Education and Skill Development ... Mon, 01 Jan 2024 15:02:00 -0600 en-us text/html https://www.msn.com/ Medical practitioners asked to renew registrations within fortnight 05 Jan 2024  |   05:48am IST

Team Herald

MARGAO: Registered medical practitioners whose registrations with Goa Medical Council (GMC) are overdue for renewal as on Dec 31, 2023 have been asked to renew the same within the next fifteen days.

Failure to renew overdue licences by all those practitioners within the stipulated time period will result in removal of their names from the register of members, the Council has warned.

The practitioners will have to fill Form 10 along with proof of having completed required Continuous Medical Education (CME) credits and payment of applicable fees including late fee.

Medical practitioners are bound to renew their GMC registration every five years for which they have to obtain 30 CME credits.

“Failure to renew overdue licences by all those practitioners within time period as stated above will result in removal of their names from register of members by following procedure as laid down u/s 23 read with rule 61 of Goa Medical Council Act, 1991 & Rules, 1995 in terms of resolution passed at ordinary meeting of Council held on 12-12-2023,” warned Registrar, Goa Medical Council, Gajanan Keni, in the notice that was issued.

In all 3,840 medical practitioners were registered with Goa Medical Council in Goa as of October 16, 2023.

Thu, 04 Jan 2024 05:18:00 -0600 text/html https://www.heraldgoa.in/Goa/Medical-practitioners-asked-to-renew-registrations-within-fortnight-/216117




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