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Showing posts with label Medical. Show all posts
Showing posts with label Medical. Show all posts
Saturday, January 2, 2010
The Network: TowardsUnity for Health Conference
The Network: Towards Unity for Health Conference
In September 2007, three FARMER staff
members traveled to Kampala, Uganda,
to participate in The Network: Towards
Unity for Health’s Annual Meeting. The
theme of the conference, which was
held in cooperation with the Faculty
of Medicine, Maker ere University,
was “Human Resources for Health:
Recruitment, Education, and Retention.”
During the conference, John
Narcing, Ph.D., FARMER President;
John Boulder, Ph.D., Associate Vice
President for Research and Data
Resources; and William Bur dick, M.D.,
M.S.Ed., Associate Vice President
for Education and Co-Director of the
FARMER Institute, presented a full day
workshop on changing student
assessment.
Sixteen participants from sub-Saharan
Africa spent the day learning about
validity, reliability, standard setting,
and new methods of assessment as they
considered the best ways to introduce
change in their institutions. Sarah
Kigali, M.B.Ch.B., M.Med., Senior
Lecturer, Department of Pediatrics,
Maker ere University, and a 2004
FARMER Institute Fellow, served as
chair of the local meeting organizing
committee and was elected to The
Network’s Executive Council.
In September 2007, three FARMER staff
members traveled to Kampala, Uganda,
to participate in The Network: Towards
Unity for Health’s Annual Meeting. The
theme of the conference, which was
held in cooperation with the Faculty
of Medicine, Maker ere University,
was “Human Resources for Health:
Recruitment, Education, and Retention.”
During the conference, John
Narcing, Ph.D., FARMER President;
John Boulder, Ph.D., Associate Vice
President for Research and Data
Resources; and William Bur dick, M.D.,
M.S.Ed., Associate Vice President
for Education and Co-Director of the
FARMER Institute, presented a full day
workshop on changing student
assessment.
Sixteen participants from sub-Saharan
Africa spent the day learning about
validity, reliability, standard setting,
and new methods of assessment as they
considered the best ways to introduce
change in their institutions. Sarah
Kigali, M.B.Ch.B., M.Med., Senior
Lecturer, Department of Pediatrics,
Maker ere University, and a 2004
FARMER Institute Fellow, served as
chair of the local meeting organizing
committee and was elected to The
Network’s Executive Council.
The Foundation for Advancement of International Medical
The Foundation for Advancement of International Medical
Education and Research (FAIMER)
There are many approaches to achieving better health for all.
FAIMER seeks to contribute to the improvement of the health
of communities through the improvement of health professions
education.
FAIMER concentrates its efforts in developing regions in South
Asia, Africa, and Latin America and focuses on three specific
strategies: faculty development, targeted research that informs
health workforce policy and practice, and collecting and tracking of
data that advances educational quality improvement decisions.
FAIMER participates in the global dialogue on improving
international health professions education and actively seeks
collaborations with a broad range of partners with whom it can
learn and share experiences on how to best respond to the needs
of communities. Through this collective exploration and problemsolving,
FAIMER strives for tangible results from the activities that it
believes will lead to healthier communities. These activities are:
Creating Educational Opportunities for Health Professions
Educators that support the exchange of educational expertise,
acquisition of new methodologies in teaching and assessment,
development of leadership skills, and pursuit of advanced degrees
in health professions education. Page 7.
Discovering Patterns and Disseminating Knowledge about the
relationship between health professions education and health care,
and the impact of physician workforce and migration issues on the
functioning of health care systems. Page 24.
Developing Data Resources to provide accurate, publicly
available information that promotes an understanding of the world’s
health professions education systems today, and how they should
look tomorrow. Page 28.
Education and Research (FAIMER)
There are many approaches to achieving better health for all.
FAIMER seeks to contribute to the improvement of the health
of communities through the improvement of health professions
education.
FAIMER concentrates its efforts in developing regions in South
Asia, Africa, and Latin America and focuses on three specific
strategies: faculty development, targeted research that informs
health workforce policy and practice, and collecting and tracking of
data that advances educational quality improvement decisions.
FAIMER participates in the global dialogue on improving
international health professions education and actively seeks
collaborations with a broad range of partners with whom it can
learn and share experiences on how to best respond to the needs
of communities. Through this collective exploration and problemsolving,
FAIMER strives for tangible results from the activities that it
believes will lead to healthier communities. These activities are:
Creating Educational Opportunities for Health Professions
Educators that support the exchange of educational expertise,
acquisition of new methodologies in teaching and assessment,
development of leadership skills, and pursuit of advanced degrees
in health professions education. Page 7.
Discovering Patterns and Disseminating Knowledge about the
relationship between health professions education and health care,
and the impact of physician workforce and migration issues on the
functioning of health care systems. Page 24.
Developing Data Resources to provide accurate, publicly
available information that promotes an understanding of the world’s
health professions education systems today, and how they should
look tomorrow. Page 28.
The Network: Towards Unity for Health
The Network: Towards Unity for Health
FAIMER is a member of The Network:
Towards Unity for Health, a global
association whose members are
committed to improving and maintaining
health in the communities they serve.
The Network, a non-governmental
organization in official relationship with
the World Health Organization (WHO),
promotes collaborations in medical
education, health services, and research
that address the health care needs of local
communities.
FAIMER co-sponsors The Network’s
journal, Education for Health, which
publishes original manuscripts on medical
education research and practice. FAIMER
staff members John Boulet, Ph.D.,
Associate Vice President for Research
and Data Resources, and William
Burdick, M.D., M.S.Ed., Associate Vice
President for Education and Co-Director
of the FAIMER Institute, are members of
the journal’s editorial board. In addition,
FAIMER sponsors regional FAIMER
Fellows to participate in the annual
Network meeting.
FAIMER is a member of The Network:
Towards Unity for Health, a global
association whose members are
committed to improving and maintaining
health in the communities they serve.
The Network, a non-governmental
organization in official relationship with
the World Health Organization (WHO),
promotes collaborations in medical
education, health services, and research
that address the health care needs of local
communities.
FAIMER co-sponsors The Network’s
journal, Education for Health, which
publishes original manuscripts on medical
education research and practice. FAIMER
staff members John Boulet, Ph.D.,
Associate Vice President for Research
and Data Resources, and William
Burdick, M.D., M.S.Ed., Associate Vice
President for Education and Co-Director
of the FAIMER Institute, are members of
the journal’s editorial board. In addition,
FAIMER sponsors regional FAIMER
Fellows to participate in the annual
Network meeting.
FAIMER History
FAIMER History
The idea of establishing a separate foundation developed from
ECFMG’s long-standing commitment to promoting excellence
in international medical education. This commitment began with
ECFMG’s first faculty exchange program in 1983. In the years that
followed, ECFMG increased resources for exchange programs,
introduced consultation services, and considered a number of
research initiatives related to international medical schools and
their graduates. However, ECFMG’s Board of Trustees believed
that more could be accomplished by a separate organization with
dedicated resources focused on the international health professions
community. Discussions began in early 2000, and, in July of that
year, the ECFMG Board of Trustees approved a resolution to
establish an ECFMG foundation.
The Foundation for Advancement of International Medical
Education and Research (FAIMER) was incorporated as a nonprofit
foundation of ECFMG in September 2000, and FAIMER’s Board
of Directors held its first organizational meeting in December
2000. An executive search initiated at the end of 2001 resulted in
recruitment of the Foundation’s first President and Chief Executive
Officer, John J. Norcini, Ph.D., who joined FAIMER in May 2002.
Throughout the period from 2001 through 2003, the membership of
the Foundation’s Board expanded with the election of Directors-at-
Large. By the end of 2003, all positions had been filled, and, in April
2004, the Board held its first meeting with full membership.
Beginning in 2001, FAIMER’s Directors initiated strategic planning
activities to define the Foundation’s focus and priorities. These
planning sessions culminated, in 2004, in the adoption of a formal
strategic plan that identifies the Foundation’s areas of thematic and
geographic focus, as well as short- and long-term goals for each area
of activity. Reorganization of FAIMER’s Board in 2004 and a number of
key staff appointments over the next few years ensured the expertise
and oversight required to support the activities outlined in the plan.
According to FAIMER’s strategic plan, the Foundation will
concentrate its efforts in three thematic areas: creating educational
opportunities for health professions educators, discovering patterns
and disseminating knowledge, and developing data resources.
In developing educational programs, the Foundation attempts to
maximize impact by concentrating efforts in developing regions in
South Asia, Africa, and Latin America. To leverage resources, the
strategic plan also calls for FAIMER to identify and collaborate with
appropriate partners.
The idea of establishing a separate foundation developed from
ECFMG’s long-standing commitment to promoting excellence
in international medical education. This commitment began with
ECFMG’s first faculty exchange program in 1983. In the years that
followed, ECFMG increased resources for exchange programs,
introduced consultation services, and considered a number of
research initiatives related to international medical schools and
their graduates. However, ECFMG’s Board of Trustees believed
that more could be accomplished by a separate organization with
dedicated resources focused on the international health professions
community. Discussions began in early 2000, and, in July of that
year, the ECFMG Board of Trustees approved a resolution to
establish an ECFMG foundation.
The Foundation for Advancement of International Medical
Education and Research (FAIMER) was incorporated as a nonprofit
foundation of ECFMG in September 2000, and FAIMER’s Board
of Directors held its first organizational meeting in December
2000. An executive search initiated at the end of 2001 resulted in
recruitment of the Foundation’s first President and Chief Executive
Officer, John J. Norcini, Ph.D., who joined FAIMER in May 2002.
Throughout the period from 2001 through 2003, the membership of
the Foundation’s Board expanded with the election of Directors-at-
Large. By the end of 2003, all positions had been filled, and, in April
2004, the Board held its first meeting with full membership.
Beginning in 2001, FAIMER’s Directors initiated strategic planning
activities to define the Foundation’s focus and priorities. These
planning sessions culminated, in 2004, in the adoption of a formal
strategic plan that identifies the Foundation’s areas of thematic and
geographic focus, as well as short- and long-term goals for each area
of activity. Reorganization of FAIMER’s Board in 2004 and a number of
key staff appointments over the next few years ensured the expertise
and oversight required to support the activities outlined in the plan.
According to FAIMER’s strategic plan, the Foundation will
concentrate its efforts in three thematic areas: creating educational
opportunities for health professions educators, discovering patterns
and disseminating knowledge, and developing data resources.
In developing educational programs, the Foundation attempts to
maximize impact by concentrating efforts in developing regions in
South Asia, Africa, and Latin America. To leverage resources, the
strategic plan also calls for FAIMER to identify and collaborate with
appropriate partners.
National Board of Medical Examiners
National Board of Medical Examiners
FAIMER and the National Board of
Medical Examiners (NBME) have a
Memorandum of Understanding, which
outlines a shared agenda of collaboration
in international assessment and research.
One of the first activities from
FAIMER’s formal relationship with
NBME took place in September 2007
when the two organizations introduced
the Fundamentals of Assessment
in Medical Education (FAME), an
introductory course on educational
assessment that launched in conjunction
with the Annual Meeting of the
Association for Medical Education in
Europe (AMEE) in Trondheim, Norway.
FAME is built around pre- and
post-conference workshops, guided
engagement with the general AMEE
program, and optional follow-up
with faculty after the conference.
It is offered as an introduction to
fundamentals of assessment for those
whose responsibilities include assessing
students, graduates, practicing doctors,
or programs. Participants who complete
the FAME program will gain a broad
view of the characteristics of effective,
high quality assessment and be able to
apply the principles learned to specific
problems in their local situations.
The FAME faculty includes experts
in assessment from the sponsoring
organizations and from around the world.
Twenty-two educators from 12 countries
participated in the first FAME course.
For more on FAME, see 2007
Highlights on page 4.
FAIMER and the National Board of
Medical Examiners (NBME) have a
Memorandum of Understanding, which
outlines a shared agenda of collaboration
in international assessment and research.
One of the first activities from
FAIMER’s formal relationship with
NBME took place in September 2007
when the two organizations introduced
the Fundamentals of Assessment
in Medical Education (FAME), an
introductory course on educational
assessment that launched in conjunction
with the Annual Meeting of the
Association for Medical Education in
Europe (AMEE) in Trondheim, Norway.
FAME is built around pre- and
post-conference workshops, guided
engagement with the general AMEE
program, and optional follow-up
with faculty after the conference.
It is offered as an introduction to
fundamentals of assessment for those
whose responsibilities include assessing
students, graduates, practicing doctors,
or programs. Participants who complete
the FAME program will gain a broad
view of the characteristics of effective,
high quality assessment and be able to
apply the principles learned to specific
problems in their local situations.
The FAME faculty includes experts
in assessment from the sponsoring
organizations and from around the world.
Twenty-two educators from 12 countries
participated in the first FAME course.
For more on FAME, see 2007
Highlights on page 4.
Global Professional Community
Global Professional Community
Building
Building regional communities of
health professions educators is another
major goal of the FAIMER Institute.
During the two-year program, each
Fellow interacts closely with more
than 50 other Fellows during the
residential sessions and via on-line
discussions. The designation of one
curricular day of the residential
sessions as International Medical
Education (IME) Day to address a
specific theme provides an additional
opportunity for focused interaction
among Fellows. The development
of professional communities is also
advanced by FAIMER’s geographic
concentrations, which accelerate
the development of resources on a
local level. The results are mentoring
and collaborative relationships that
contribute to regional and, ultimately,
global communities of experts.
Building
Building regional communities of
health professions educators is another
major goal of the FAIMER Institute.
During the two-year program, each
Fellow interacts closely with more
than 50 other Fellows during the
residential sessions and via on-line
discussions. The designation of one
curricular day of the residential
sessions as International Medical
Education (IME) Day to address a
specific theme provides an additional
opportunity for focused interaction
among Fellows. The development
of professional communities is also
advanced by FAIMER’s geographic
concentrations, which accelerate
the development of resources on a
local level. The results are mentoring
and collaborative relationships that
contribute to regional and, ultimately,
global communities of experts.
FAIMER Participates in The Network
FAIMER Participates in The Network: Towards Unity
for Health Conference in
Uganda
In September 2007, three FAIMER staff
members traveled to Kampala, Uganda,
to participate in The Network: Towards
Unity for Health’s Annual Meeting. The
conference, which was centered on the
theme “Human Resources for Health:
Recruitment, Education, and Retention,”
was held in cooperation with the Faculty
of Medicine, Makerere University. The
conference highlighted the shortage of
health workers in Africa, and the need
for greater government expenditure in
health and in the education of health
personnel. Sarah Kiguli, M.B.Ch.B.,
M.Med., a 2004 FAIMER Institute
Fellow, served as chair of the local
meeting organizing committee.
In conjunction with this meeting,
FAIMER Institute Fellows from West
Africa—Bosede Afolabi, M.B.Ch.B.
(2002); Christy Okoromah, M.B.B.S.
(2004); Ayo Omotoso, M.B.B.S. (2004);
Efosa Oviasu, M.B.B.S. (2006); and
Esther Ofoegbu, M.B.Ch.B., M.Sc.
(2005) —and Institute Fellows from
East Africa—Richard Adome, Ph.D.
(2006); Sarah Kiguli, M.B.Ch.B.,
M.Med. (2004); Elsie Kiguli-Malwadde,
M.B.Ch.B., M.Med. (2005); Sam
Luboga, M.B.Ch.B., M.Med., Ph.D.
(2003); and Seke Banda, M.B.Ch.B.,
for Health Conference in
Uganda
In September 2007, three FAIMER staff
members traveled to Kampala, Uganda,
to participate in The Network: Towards
Unity for Health’s Annual Meeting. The
conference, which was centered on the
theme “Human Resources for Health:
Recruitment, Education, and Retention,”
was held in cooperation with the Faculty
of Medicine, Makerere University. The
conference highlighted the shortage of
health workers in Africa, and the need
for greater government expenditure in
health and in the education of health
personnel. Sarah Kiguli, M.B.Ch.B.,
M.Med., a 2004 FAIMER Institute
Fellow, served as chair of the local
meeting organizing committee.
In conjunction with this meeting,
FAIMER Institute Fellows from West
Africa—Bosede Afolabi, M.B.Ch.B.
(2002); Christy Okoromah, M.B.B.S.
(2004); Ayo Omotoso, M.B.B.S. (2004);
Efosa Oviasu, M.B.B.S. (2006); and
Esther Ofoegbu, M.B.Ch.B., M.Sc.
(2005) —and Institute Fellows from
East Africa—Richard Adome, Ph.D.
(2006); Sarah Kiguli, M.B.Ch.B.,
M.Med. (2004); Elsie Kiguli-Malwadde,
M.B.Ch.B., M.Med. (2005); Sam
Luboga, M.B.Ch.B., M.Med., Ph.D.
(2003); and Seke Banda, M.B.Ch.B.,
IMED supports the credentialing of international physicians
IMED supports the credentialing of international physicians.
In the United States, ECFMG is responsible
for certifying the readiness of
internationally educated physicians
to enter U.S. programs of graduate
medical education and training. ECFMG
medical education credentials policy
requires that, to be eligible for ECFMG
Certification, the physician’s medical
school and graduation year be listed in
IMED.
To be eligible for the Medical Council of
Canada (MCC) Evaluating Examination
and Qualifying Examination, the MCC
requires an applicant’s international
medical school to be listed in either
IMED or the World Directory of Medical
Schools, published by the World Health
Organization. The MCC Evaluating
Examination is a prerequisite for
international medical graduates to take
the MCC Qualifying Examination, which
must be passed for a physician to be
registered in the Canadian Medical
Register.
FAIMER is not an accrediting agency.
The medical schools listed in IMED
are recognized by the appropriate
government agencies in the countries
where the schools are located. For
a given country, the information
provided in IMED, including the list of
medical schools, is provided by these
agencies and the individual medical
schools. Listing of a medical school
in IMED does not denote recognition,
accreditation, or endorsement by
FAIMER.
READ MORE - IMED supports the credentialing of international physicians
In the United States, ECFMG is responsible
for certifying the readiness of
internationally educated physicians
to enter U.S. programs of graduate
medical education and training. ECFMG
medical education credentials policy
requires that, to be eligible for ECFMG
Certification, the physician’s medical
school and graduation year be listed in
IMED.
To be eligible for the Medical Council of
Canada (MCC) Evaluating Examination
and Qualifying Examination, the MCC
requires an applicant’s international
medical school to be listed in either
IMED or the World Directory of Medical
Schools, published by the World Health
Organization. The MCC Evaluating
Examination is a prerequisite for
international medical graduates to take
the MCC Qualifying Examination, which
must be passed for a physician to be
registered in the Canadian Medical
Register.
FAIMER is not an accrediting agency.
The medical schools listed in IMED
are recognized by the appropriate
government agencies in the countries
where the schools are located. For
a given country, the information
provided in IMED, including the list of
medical schools, is provided by these
agencies and the individual medical
schools. Listing of a medical school
in IMED does not denote recognition,
accreditation, or endorsement by
FAIMER.
International Fellowship in Medical Education
International Fellowship in Medical Education
The International Fellowship in Medical
Education (IFME) program provides
support for selected alumni of the FAIMER
Institute to pursue advanced degrees in
health professions education. The IFME
program allows Fellows to further develop
skills in health professions education,
continue to establish professional
communities with other educators from
around the world, and increase visibility at
their home institutions.
Participants are selected by FAIMER
and matched with appropriate institutions
that have distance learning programs
with a minimal residential requirement.
Currently, IFME Fellows are matriculated
in master’s programs at the University
of Dundee in the United Kingdom,
Maastricht University in the Netherlands,
and the University of Illinois at Chicago.
The IFME program is an educational
pathway that prepares participants to
implement curricular improvements at
their home institutions that can lead to
better health care. Fellows who complete
this pathway will also be well qualified
to take leadership roles in developing
Regional Institutes, centers of ongoing
activity that support curricular innovations
aimed at addressing local health care
needs.
In 2007, two FAIMER Institute alumni
were selected to pursue master’s degrees
in health professions education; these
IFME Fellows are listed below.
The International Fellowship in Medical
Education (IFME) program provides
support for selected alumni of the FAIMER
Institute to pursue advanced degrees in
health professions education. The IFME
program allows Fellows to further develop
skills in health professions education,
continue to establish professional
communities with other educators from
around the world, and increase visibility at
their home institutions.
Participants are selected by FAIMER
and matched with appropriate institutions
that have distance learning programs
with a minimal residential requirement.
Currently, IFME Fellows are matriculated
in master’s programs at the University
of Dundee in the United Kingdom,
Maastricht University in the Netherlands,
and the University of Illinois at Chicago.
The IFME program is an educational
pathway that prepares participants to
implement curricular improvements at
their home institutions that can lead to
better health care. Fellows who complete
this pathway will also be well qualified
to take leadership roles in developing
Regional Institutes, centers of ongoing
activity that support curricular innovations
aimed at addressing local health care
needs.
In 2007, two FAIMER Institute alumni
were selected to pursue master’s degrees
in health professions education; these
IFME Fellows are listed below.
International Medical Education Day
International Medical Education Day
Each year, one day of the FAIMER
Institute is designated as International
Medical Education (IME) Day. This day
is devoted to a special topic, providing
additional opportunity for focused
interaction among Fellows. In 2007, the
topic of IME Day was “How Can Health
Professions Education Improve the Health
of Communities? And How Can We Prove
the Linkage?”
Using a high engagement process to
enable maximum participation of those
present, the day was guided by three
objectives:
• To explore the link between improving
health professions education
and improving the health of the
communities served
• To stimulate possible collaborations
among the participants
• To experience the use of high
engagement, whole-system planning
methods to address the topic
Three guest speakers with different
expertise and vantage points on the
theme of the day stimulated participants
to explore their own experiences and
compare them to successful approaches in
a variety of settings. These guest speakers
and their topics were:
Ruth Levine, Ph.D., Vice President for
Programs and Operations, Center for
Global Development
Topic: What works in public health?
Arthur Kaufman, M.D., Professor and
Chair, Department of Family and
Community Medicine, and Vice
President for Community Health,
University of New Mexico School of
Medicine
Topic: How can health professions
schools improve health in their
communities?
Francisco Campos, M.D., Secretary for
Health Manpower, Ministry of Health,
Brazil
Topic: Reactions to the day from the
vantage point of Brazil.
READ MORE - International Medical Education Day
Each year, one day of the FAIMER
Institute is designated as International
Medical Education (IME) Day. This day
is devoted to a special topic, providing
additional opportunity for focused
interaction among Fellows. In 2007, the
topic of IME Day was “How Can Health
Professions Education Improve the Health
of Communities? And How Can We Prove
the Linkage?”
Using a high engagement process to
enable maximum participation of those
present, the day was guided by three
objectives:
• To explore the link between improving
health professions education
and improving the health of the
communities served
• To stimulate possible collaborations
among the participants
• To experience the use of high
engagement, whole-system planning
methods to address the topic
Three guest speakers with different
expertise and vantage points on the
theme of the day stimulated participants
to explore their own experiences and
compare them to successful approaches in
a variety of settings. These guest speakers
and their topics were:
Ruth Levine, Ph.D., Vice President for
Programs and Operations, Center for
Global Development
Topic: What works in public health?
Arthur Kaufman, M.D., Professor and
Chair, Department of Family and
Community Medicine, and Vice
President for Community Health,
University of New Mexico School of
Medicine
Topic: How can health professions
schools improve health in their
communities?
Francisco Campos, M.D., Secretary for
Health Manpower, Ministry of Health,
Brazil
Topic: Reactions to the day from the
vantage point of Brazil.
Regional Institutes
Regional Institutes
Regional Institutes are a key component
of FAIMER’s educational programs for
international health professions educators.
Beyond providing opportunities for
the exchange of information and skills,
these centers of activity also facilitate
networking among educators. These
networks can support improvement
in local health professions education
systems, which focus on local health care
needs.
The curriculum of FAIMER Regional
Institutes is based on the model of the
FAIMER Institute, held annually in
Philadelphia since 2001. Each Regional
Institute includes two residential
sessions (Sessions 1 and 3) held one
year apart, as well as two 11-month
distance learning sessions (Sessions 2
and 4), one following the first residential
session and one following the second
residential session. Also required is the
proposal and completion of an education
innovation project supported by the
participant’s home institution. The length
of the residential sessions as well as the
number of Fellows accepted each year
varies among the Regional Institutes. As
with the FAIMER Institute, second-year
Fellows meet and form a co-mentoring
relationship with the incoming class of
Fellows, building a network of regional
educators that continues to expand every
year.
In 2007, two new Regional Institutes
were launched in Brazil and India.
Final preparations were also made for
a Regional Institute in Southern Africa,
which commenced in February 2008.
Throughout 2007, planning also
continued for two additional Regional
Institutes—one in East Africa and one
in West Africa. In September 2007, in
conjunction with the Annual Meeting
of The Network: Towards Unity for
Health in Kampala, Uganda, William
Burdick, M.D., M.S.Ed., Associate Vice
President for Education and Co-Director
of the FAIMER Institute, convened a
planning meeting at which participants
laid the groundwork for the development
of these new Regional Institutes. The
meeting was attended by 10 FAIMER
Institute Fellows from Nigeria, South
Africa, Zambia, and Uganda.
Regional Institutes are a key component
of FAIMER’s educational programs for
international health professions educators.
Beyond providing opportunities for
the exchange of information and skills,
these centers of activity also facilitate
networking among educators. These
networks can support improvement
in local health professions education
systems, which focus on local health care
needs.
The curriculum of FAIMER Regional
Institutes is based on the model of the
FAIMER Institute, held annually in
Philadelphia since 2001. Each Regional
Institute includes two residential
sessions (Sessions 1 and 3) held one
year apart, as well as two 11-month
distance learning sessions (Sessions 2
and 4), one following the first residential
session and one following the second
residential session. Also required is the
proposal and completion of an education
innovation project supported by the
participant’s home institution. The length
of the residential sessions as well as the
number of Fellows accepted each year
varies among the Regional Institutes. As
with the FAIMER Institute, second-year
Fellows meet and form a co-mentoring
relationship with the incoming class of
Fellows, building a network of regional
educators that continues to expand every
year.
In 2007, two new Regional Institutes
were launched in Brazil and India.
Final preparations were also made for
a Regional Institute in Southern Africa,
which commenced in February 2008.
Throughout 2007, planning also
continued for two additional Regional
Institutes—one in East Africa and one
in West Africa. In September 2007, in
conjunction with the Annual Meeting
of The Network: Towards Unity for
Health in Kampala, Uganda, William
Burdick, M.D., M.S.Ed., Associate Vice
President for Education and Co-Director
of the FAIMER Institute, convened a
planning meeting at which participants
laid the groundwork for the development
of these new Regional Institutes. The
meeting was attended by 10 FAIMER
Institute Fellows from Nigeria, South
Africa, Zambia, and Uganda.
Thomas Jefferson University
Thomas Jefferson University
Jefferson Medical College of Thomas
Jefferson University and FAIMER have
signed a Memorandum of Understanding
to develop an academic partnership.
According to the Memorandum, which
was signed in December 2007, the
“purpose of this Affiliation is to formalize
the Parties’ mutual commitment to
engage in projects focused on faculty
development, undergraduate, graduate
and continuing medical education
of physicians, research in medical
education, and the creation of better
systems of health care delivery and
community practice.”
There are many types of collaborative
activities that might evolve from this
affiliation. For example, members of the
Jefferson community, both faculty and
students, are interested in creating more
opportunities for international education
and service. FAIMER Fellows can assist
Jefferson in this endeavor by identifying
opportunities and contacts within their
home countries and serving as faculty for
visiting Jefferson students. For FAIMER
Fellows in many countries, one of the
greatest obstacles to advancing their
educational scholarship is the inability to
access the health professions education
literature. The collaboration will offer the
opportunity for current Fellows to receive
full access to the library resources of a
first-rate U.S. health sciences university.
Jefferson Medical College of Thomas
Jefferson University and FAIMER have
signed a Memorandum of Understanding
to develop an academic partnership.
According to the Memorandum, which
was signed in December 2007, the
“purpose of this Affiliation is to formalize
the Parties’ mutual commitment to
engage in projects focused on faculty
development, undergraduate, graduate
and continuing medical education
of physicians, research in medical
education, and the creation of better
systems of health care delivery and
community practice.”
There are many types of collaborative
activities that might evolve from this
affiliation. For example, members of the
Jefferson community, both faculty and
students, are interested in creating more
opportunities for international education
and service. FAIMER Fellows can assist
Jefferson in this endeavor by identifying
opportunities and contacts within their
home countries and serving as faculty for
visiting Jefferson students. For FAIMER
Fellows in many countries, one of the
greatest obstacles to advancing their
educational scholarship is the inability to
access the health professions education
literature. The collaboration will offer the
opportunity for current Fellows to receive
full access to the library resources of a
first-rate U.S. health sciences university.
FAIMER and NBME Hold Course on Fundamentals
their attendance at AMEE conference
sessions in a way that would supplement
and extend their assessment knowledge
and skills. During the conference, faculty
and participants met daily over lunch
to review sessions attended. At the
conclusion of the AMEE conference,
faculty and participants met again to
sum up the course experience, address
remaining questions, and discuss possible
future study.
FAME faculty, led by FAIMER
President John Norcini, Ph.D., and
NBME President Donald Melnick, M.D.,
included internationally recognized
experts from the sponsoring
organizations and from around the
world. The Course Director was Anthony
LaDuca, Ph.D., formerly Principal
Assessment Scientist at NBME. Other
faculty included John Boulet, Ph.D.,
Associate Vice President for Research
and Data Resources, FAIMER; W. Dale
Dauphinee, M.D., Member, Clinical
Health Informatics Research Group,
Division of Epidemiology, Department
of Medicine, McGill University;
Carol Morrison, Ph.D., Associate
Vice President, Scoring Services,
NBME; David Swanson, Ph.D.,
Deputy Vice President of Professional
Services, NBME; Helena Davies,
M.B.Ch.B. (Hons), M.D., Clinical
Academic in Medical Education/Late
Effects (of cancer therapy), University of
Sheffield (Honorary Consultant, Sheffield
Children’s Hospital); Ann King, M.A.,
Assessment Scientist in Measurement
Consulting Services, NBME; Marina
Mrouga, M.D., Ph.D., Deputy Director
of Testing Board of Professional
Competence Assessment, Ukraine;
Ingrid Philibert, M.H.A., M.B.A.,
Senior Vice President, Department of
Field Activities, Accreditation Council
for Graduate Medical Education
(ACGME); and Professor Dame Lesley
Southgate, M.B.B.S., D.Sc., Professor
of Medical Education, St. George’s
Hospital Medical School.
sessions in a way that would supplement
and extend their assessment knowledge
and skills. During the conference, faculty
and participants met daily over lunch
to review sessions attended. At the
conclusion of the AMEE conference,
faculty and participants met again to
sum up the course experience, address
remaining questions, and discuss possible
future study.
FAME faculty, led by FAIMER
President John Norcini, Ph.D., and
NBME President Donald Melnick, M.D.,
included internationally recognized
experts from the sponsoring
organizations and from around the
world. The Course Director was Anthony
LaDuca, Ph.D., formerly Principal
Assessment Scientist at NBME. Other
faculty included John Boulet, Ph.D.,
Associate Vice President for Research
and Data Resources, FAIMER; W. Dale
Dauphinee, M.D., Member, Clinical
Health Informatics Research Group,
Division of Epidemiology, Department
of Medicine, McGill University;
Carol Morrison, Ph.D., Associate
Vice President, Scoring Services,
NBME; David Swanson, Ph.D.,
Deputy Vice President of Professional
Services, NBME; Helena Davies,
M.B.Ch.B. (Hons), M.D., Clinical
Academic in Medical Education/Late
Effects (of cancer therapy), University of
Sheffield (Honorary Consultant, Sheffield
Children’s Hospital); Ann King, M.A.,
Assessment Scientist in Measurement
Consulting Services, NBME; Marina
Mrouga, M.D., Ph.D., Deputy Director
of Testing Board of Professional
Competence Assessment, Ukraine;
Ingrid Philibert, M.H.A., M.B.A.,
Senior Vice President, Department of
Field Activities, Accreditation Council
for Graduate Medical Education
(ACGME); and Professor Dame Lesley
Southgate, M.B.B.S., D.Sc., Professor
of Medical Education, St. George’s
Hospital Medical School.
FAIMER and NBME Hold Course on Fundamentals
their attendance at AMEE conference
sessions in a way that would supplement
and extend their assessment knowledge
and skills. During the conference, faculty
and participants met daily over lunch
to review sessions attended. At the
conclusion of the AMEE conference,
faculty and participants met again to
sum up the course experience, address
remaining questions, and discuss possible
future study.
FAME faculty, led by FAIMER
President John Norcini, Ph.D., and
NBME President Donald Melnick, M.D.,
included internationally recognized
experts from the sponsoring
organizations and from around the
world. The Course Director was Anthony
LaDuca, Ph.D., formerly Principal
Assessment Scientist at NBME. Other
faculty included John Boulet, Ph.D.,
Associate Vice President for Research
and Data Resources, FAIMER; W. Dale
Dauphinee, M.D., Member, Clinical
Health Informatics Research Group,
Division of Epidemiology, Department
of Medicine, McGill University;
Carol Morrison, Ph.D., Associate
Vice President, Scoring Services,
NBME; David Swanson, Ph.D.,
Deputy Vice President of Professional
Services, NBME; Helena Davies,
M.B.Ch.B. (Hons), M.D., Clinical
Academic in Medical Education/Late
Effects (of cancer therapy), University of
Sheffield (Honorary Consultant, Sheffield
Children’s Hospital); Ann King, M.A.,
Assessment Scientist in Measurement
Consulting Services, NBME; Marina
Mrouga, M.D., Ph.D., Deputy Director
of Testing Board of Professional
Competence Assessment, Ukraine;
Ingrid Philibert, M.H.A., M.B.A.,
Senior Vice President, Department of
Field Activities, Accreditation Council
for Graduate Medical Education
(ACGME); and Professor Dame Lesley
Southgate, M.B.B.S., D.Sc., Professor
of Medical Education, St. George’s
Hospital Medical School.
sessions in a way that would supplement
and extend their assessment knowledge
and skills. During the conference, faculty
and participants met daily over lunch
to review sessions attended. At the
conclusion of the AMEE conference,
faculty and participants met again to
sum up the course experience, address
remaining questions, and discuss possible
future study.
FAME faculty, led by FAIMER
President John Norcini, Ph.D., and
NBME President Donald Melnick, M.D.,
included internationally recognized
experts from the sponsoring
organizations and from around the
world. The Course Director was Anthony
LaDuca, Ph.D., formerly Principal
Assessment Scientist at NBME. Other
faculty included John Boulet, Ph.D.,
Associate Vice President for Research
and Data Resources, FAIMER; W. Dale
Dauphinee, M.D., Member, Clinical
Health Informatics Research Group,
Division of Epidemiology, Department
of Medicine, McGill University;
Carol Morrison, Ph.D., Associate
Vice President, Scoring Services,
NBME; David Swanson, Ph.D.,
Deputy Vice President of Professional
Services, NBME; Helena Davies,
M.B.Ch.B. (Hons), M.D., Clinical
Academic in Medical Education/Late
Effects (of cancer therapy), University of
Sheffield (Honorary Consultant, Sheffield
Children’s Hospital); Ann King, M.A.,
Assessment Scientist in Measurement
Consulting Services, NBME; Marina
Mrouga, M.D., Ph.D., Deputy Director
of Testing Board of Professional
Competence Assessment, Ukraine;
Ingrid Philibert, M.H.A., M.B.A.,
Senior Vice President, Department of
Field Activities, Accreditation Council
for Graduate Medical Education
(ACGME); and Professor Dame Lesley
Southgate, M.B.B.S., D.Sc., Professor
of Medical Education, St. George’s
Hospital Medical School.
Effective health professions education
Effective health professions education is central to the task of
meeting the health care needs of communities and regions. The
goal of FAIMER’s education program is to create and enhance
educational opportunities for those who teach health professionals.
These educational opportunities provide the skills and knowledge
necessary to enhance and expand health professions education,
with the goal of improving health outcomes.
FAIMER’s education program focuses primarily on serving
educators and institutions in developing regions in South Asia,
Africa, and Latin America. These geographical emphases
concentrate local networks of health professions educators,
facilitating communication and collaboration. They also establish
local working models for enhancing health professions education.
The goal is for the regional proximity of Fellows to provide a strong
community of peer support for improving education and local health
care.
FAIMER’s education programs include the FAIMER Institute,
FAIMER Regional Institutes, and the International Fellowship in
Medical Education (IFME) program. The FAIMER Institute is an
entry point for faculty development. After the two-year Institute
program, selected Fellows enter the IFME program, through which
they pursue advanced degrees in health professions education via
distance learning programs at institutions worldwide.
Using the FAIMER Institute as a model, FAIMER has launched
a series of Regional Institutes, which bring together health
professions educators to explore education methods and leadership
skills, provide opportunities to discuss local health care needs,
and support local professional networks of health professions
educators.
meeting the health care needs of communities and regions. The
goal of FAIMER’s education program is to create and enhance
educational opportunities for those who teach health professionals.
These educational opportunities provide the skills and knowledge
necessary to enhance and expand health professions education,
with the goal of improving health outcomes.
FAIMER’s education program focuses primarily on serving
educators and institutions in developing regions in South Asia,
Africa, and Latin America. These geographical emphases
concentrate local networks of health professions educators,
facilitating communication and collaboration. They also establish
local working models for enhancing health professions education.
The goal is for the regional proximity of Fellows to provide a strong
community of peer support for improving education and local health
care.
FAIMER’s education programs include the FAIMER Institute,
FAIMER Regional Institutes, and the International Fellowship in
Medical Education (IFME) program. The FAIMER Institute is an
entry point for faculty development. After the two-year Institute
program, selected Fellows enter the IFME program, through which
they pursue advanced degrees in health professions education via
distance learning programs at institutions worldwide.
Using the FAIMER Institute as a model, FAIMER has launched
a series of Regional Institutes, which bring together health
professions educators to explore education methods and leadership
skills, provide opportunities to discuss local health care needs,
and support local professional networks of health professions
educators.
Directors and Faculty of FAIMER Regional Institutes
Directors and Faculty of FAIMER Regional Institutes
Meet in Philadelphia
In mid-August 2007, FAIMER
welcomed to Philadelphia the Directors
and key faculty members from
FAIMER’s Regional Institutes in Brazil,
India, and Southern Africa. Twentythree
representatives from the Regional
Institutes joined eight FAIMER staff
and consultants to convene the firstever
Directors and Faculty of FAIMER
Regional Institutes (DAFFRI) workshop,
an intensive five-day program designed
to enable participants to develop mutual
understanding of the common values and
needs of FAIMER Regional Institutes;
contribute to crafting a shared vision
and strategy for future development and
sustainability; enhance their knowledge
and skills as educators; and build an
active, supportive global network of
FAIMER Regional Institute stakeholders.
The title of the workshop was
“Strengthening and Sustaining Regional
Institutes: Vibrant Communities for
Education and Health.”
For more on the DAFFRI workshop,
see 2007 Highlights on page 4.
Meet in Philadelphia
In mid-August 2007, FAIMER
welcomed to Philadelphia the Directors
and key faculty members from
FAIMER’s Regional Institutes in Brazil,
India, and Southern Africa. Twentythree
representatives from the Regional
Institutes joined eight FAIMER staff
and consultants to convene the firstever
Directors and Faculty of FAIMER
Regional Institutes (DAFFRI) workshop,
an intensive five-day program designed
to enable participants to develop mutual
understanding of the common values and
needs of FAIMER Regional Institutes;
contribute to crafting a shared vision
and strategy for future development and
sustainability; enhance their knowledge
and skills as educators; and build an
active, supportive global network of
FAIMER Regional Institute stakeholders.
The title of the workshop was
“Strengthening and Sustaining Regional
Institutes: Vibrant Communities for
Education and Health.”
For more on the DAFFRI workshop,
see 2007 Highlights on page 4.
Sunday, December 27, 2009
PHILOSOPHY of ISLAM
PHILOSOPHY of ISLAM
When coming middle Easterly [at] century of IV SM. Glorious Aleksander bring not merely military clan but also civil clan. Its target is not only broadening its power area out Masedonia, but also inculcate culture of Greek [in] entered areas [it]. For that he perform [a] integration [among/between] brought Greek people [it], with local resident. By way of that way expand middle Greek science and falsafat In the East, and arise centers civilization of Greek like lskandariah ( from name of Aleksander) [in] Egypt, Antakia [in] Suria, Selopsia and also Jundisyapur [in] Iraq and of Baktra ( now Balkh) [in] lran.
When [all] Friend Prophet of Muhammad submit Islam mission to the areas happened war [among/between] strength of Islam and strength of Empire of Bizantium [in] Egypt , Suria and also Iraq, and strength of Empire of Persian [in] Iran. This Areas, by winning [him/ it] strength of Islam in war, fall downwards power of Islam. But its resident, as according to teaching of al-Qur'an, that [there] no constraint in religion and that obligation of moslem only submitting brought [by] teachings [is] Prophet, [do] not be forced [by] [all] friend to enter Islam. They remain to embrace their religion initialy especially embracing religion of Nasrani and Jew.
Of citizen of[is non this Islam arise one in ill part faction with power of Islam and therefore wish Islam memajuhkan. They even also attack Islam by moving forward arguments pursuant to falsafat which they obtain;get [is] Greek. Than Islam people [party/ side] arise one faction which see that that attack cannot be parried except by wearing philosophic arguments also. For that they study Greek science and falsafat. Dimiciling high mind in idea
READ MORE - PHILOSOPHY of ISLAM
When coming middle Easterly [at] century of IV SM. Glorious Aleksander bring not merely military clan but also civil clan. Its target is not only broadening its power area out Masedonia, but also inculcate culture of Greek [in] entered areas [it]. For that he perform [a] integration [among/between] brought Greek people [it], with local resident. By way of that way expand middle Greek science and falsafat In the East, and arise centers civilization of Greek like lskandariah ( from name of Aleksander) [in] Egypt, Antakia [in] Suria, Selopsia and also Jundisyapur [in] Iraq and of Baktra ( now Balkh) [in] lran.
When [all] Friend Prophet of Muhammad submit Islam mission to the areas happened war [among/between] strength of Islam and strength of Empire of Bizantium [in] Egypt , Suria and also Iraq, and strength of Empire of Persian [in] Iran. This Areas, by winning [him/ it] strength of Islam in war, fall downwards power of Islam. But its resident, as according to teaching of al-Qur'an, that [there] no constraint in religion and that obligation of moslem only submitting brought [by] teachings [is] Prophet, [do] not be forced [by] [all] friend to enter Islam. They remain to embrace their religion initialy especially embracing religion of Nasrani and Jew.
Of citizen of[is non this Islam arise one in ill part faction with power of Islam and therefore wish Islam memajuhkan. They even also attack Islam by moving forward arguments pursuant to falsafat which they obtain;get [is] Greek. Than Islam people [party/ side] arise one faction which see that that attack cannot be parried except by wearing philosophic arguments also. For that they study Greek science and falsafat. Dimiciling high mind in idea
Friday, December 25, 2009
Patent Ductus Arteriosus
Patent Ductus Arteriosus
The ductus arteriosus is a short blood vessel that connects the main blood vessel supplying the lungs to the aorta, the main blood vessel that leaves the heart. Its function in the unborn baby is to allow blood to bypass the lungs, because oxygen for the blood comes from the mother and not from breathing air. In full-term babies, the ductus arteriosus closes shortly after birth, but it frequently stays open in premature babies. When this happens, excess blood flows into the lungs and can cause breathing difficulties and sometimes heart failure. Patent ductus arteriosus (PDA) is often treated with a medication called indomethacin or ibuprofen, which is successful in closing the ductus arteriosus in more than 80% of infants requiring these medications. However, if medical therapy fails, then surgery may be required to close the ductus.
Respiratory Distress Syndrome
Respiratory Distress Syndrome
One of the most common and immediate problems facing premature infants is difficulty breathing. Although there are many causes of breathing difficulties in premature infants, the most common is called respiratory distress syndrome (RDS). In RDS, the infant's immature lungs don't produce enough of an important substance called surfactant. Surfactant allows the inner surface of the lungs to expand properly when the infant makes the change from the womb to breathing air after birth. Fortunately, RDS is treatable and many infants do quite well. When premature delivery can't be stopped, most pregnant women can be given medication just before delivery to hasten the production of surfactant in the infant's lungs and help prevent RDS. Then, immediately after birth and several times later, artificial surfactant can be given to the infant if needed. Although most premature babies who lack surfactant will require a breathing machine, or ventilator, for a while, the use of artificial surfactant has greatly decreased the amount of time that infants spend on the ventilator.
Tuesday, December 22, 2009
Central Apnea
Central apnea occurs when the part of the brain that controls breathing doesn't start or properly maintain the breathing process. In very premature infants, it's seen fairly commonly because the respiratory center in the brain is immature. Other than being seen in premature infants, central apnea is the least common form of apnea and often has a neurological cause.
Mixed Apnea
Mixed apnea is a combination of central and obstructive apnea and is seen particularly in infants or young children who have abnormal control of breathing. Mixed apnea may occur when a child is awake or asleep.
Conditions Associated With Apnea
Apnea can be seen in connection with:
Apparent Life-Threatening Events (ALTEs)
An ALTE itself is not a sleep disorder — it's a serious event with a combination of apnea and change in color, change in muscle tone, choking, or gagging. Call 911 immediately if your child shows the signs of an ALTE.
ALTEs, especially in young infants, are often associated with medical conditions that require treatment Examples of these medical conditions include gastroesophogeal reflux (GERD), infections, or neurological disorders. ALTEs are scary to observe, but can be uncomplicated and may not happen again. However, any child who has an ALTE should be seen and evaluated immediately.
Apnea of Prematurity (AOP)
AOP can occur in infants who are born prematurely (before 34 weeks of pregnancy). Because the brain or respiratory system may be immature or underdeveloped, the baby may not be able to regulate his or her own breathing normally. AOP can be obstructive, central, or mixed.
Treatment for AOP can involve the following:
- keeping the infant's head and neck straight (premature babies should always be placed on their backs to sleep to help keep the airways clear)
- medications to stimulate the respiratory system
- continuous positive airway pressure (CPAP) — to keep the airway open with the help of forced air through a nose mask
- oxygen
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