Downloads & Free Reading Options - Results

These guidelines for developing an undergraduate medical education curriculum in pulmonary disease prevention emphasize not only the most current scientific practice but also the active application of cognitive and behavioral skills related to patient education. Chapter 1 introduces the guidelines and the issues and trends in preventative medicine, social change, and public policy that have shaped their development. Chapter 2 contains suggested goals and exit competencies for medical school graduates. The broad behavior and cognitive goals are grouped by the type of clinical encounter or setting for which they are most relevant: well outpatient visit, sick outpatient visit, inpatient setting, and community setting. Chapter 3 contains suggestions for implementing and evaluating a curriculum in preventative pulmonary medicine. It provides general guidelines and a few specific examples. Appendixes contain lists of 61 educational resources by subject area (e.g., apnea, asthma, immunization, occupational lung disease, preoperative care, pulmonary rehabilitation, and tuberculosis) and by type of resource. (Contains 61 references.) (JB)

These guidelines for developing an undergraduate medical education curriculum in pulmonary disease prevention emphasize not only the most current scientific practice but also the active application of cognitive and behavioral skills related to patient education. Chapter 1 introduces the guidelines and the issues and trends in preventative medicine, social change, and public policy that have shaped their development. Chapter 2 contains suggested goals and exit competencies for medical school graduates. The broad behavior and cognitive goals are grouped by the type of clinical encounter or setting for which they are most relevant: well outpatient visit, sick outpatient visit, inpatient setting, and community setting. Chapter 3 contains suggestions for implementing and evaluating a curriculum in preventative pulmonary medicine. It provides general guidelines and a few specific examples. Appendixes contain lists of 61 educational resources by subject area (e.g., apnea, asthma, immunization, occupational lung disease, preoperative care, pulmonary rehabilitation, and tuberculosis) and by type of resource. (Contains 61 references.) (JB)

These guidelines for developing an undergraduate medical education curriculum in pulmonary disease prevention emphasize not only the most current scientific practice but also the active application of cognitive and behavioral skills related to patient education. Chapter 1 introduces the guidelines and the issues and trends in preventative medicine, social change, and public policy that have shaped their development. Chapter 2 contains suggested goals and exit competencies for medical school graduates. The broad behavior and cognitive goals are grouped by the type of clinical encounter or setting for which they are most relevant: well outpatient visit, sick outpatient visit, inpatient setting, and community setting. Chapter 3 contains suggestions for implementing and evaluating a curriculum in preventative pulmonary medicine. It provides general guidelines and a few specific examples. Appendixes contain lists of 61 educational resources by subject area (e.g., apnea, asthma, immunization, occupational lung disease, preoperative care, pulmonary rehabilitation, and tuberculosis) and by type of resource. (Contains 61 references.) (JB)

These guidelines for developing an undergraduate medical education curriculum in pulmonary disease prevention emphasize not only the most current scientific practice but also the active application of cognitive and behavioral skills related to patient education. Chapter 1 introduces the guidelines and the issues and trends in preventative medicine, social change, and public policy that have shaped their development. Chapter 2 contains suggested goals and exit competencies for medical school graduates. The broad behavior and cognitive goals are grouped by the type of clinical encounter or setting for which they are most relevant: well outpatient visit, sick outpatient visit, inpatient setting, and community setting. Chapter 3 contains suggestions for implementing and evaluating a curriculum in preventative pulmonary medicine. It provides general guidelines and a few specific examples. Appendixes contain lists of 61 educational resources by subject area (e.g., apnea, asthma, immunization, occupational lung disease, preoperative care, pulmonary rehabilitation, and tuberculosis) and by type of resource. (Contains 61 references.) (JB)