By drkhanktk on August 10th, 2010
Low influenza vaccination rate among patients with systemic sclerosis.
Rheumatology (Oxford). 2010 Mar;49(3):600-6
Authors: Mouthon L, Mestre C, Bérezné A, Poiraudeau S, Marchand C, Guilpain P, Guillevin L, Launay O
OBJECTIVE: To evaluate the influenza vaccination rate and factors influencing it in patients with SSc. METHODS: A total of 177 SSc patients fulfilling the ACR and/or LeRoy and Medsger criteria were evaluated during annual meetings of the French patient association in 2006 (n = 71) and 2007 (n = 70) or during hospitalization in the Internal Medicine Department of Cochin Hospital in 2007 (n = 36). Information on influenza vaccination was collected by a standardized form. RESULTS: Mean (s.d.) age and disease duration were 58.7 (12.6) and 10.5 (9.5) years, respectively. Overall, 69 (39%) patients received an influenza vaccination during the previous year. Among the 108 patients who were not vaccinated, 78 (72.2%) presented at least one indication for vaccination. The most frequent reasons for non-vaccination were absence of physician recommendation and fear of side effects. Patients who were and were not vaccinated did not differ in anxiety, depression, global disability or quality of life. Vaccination rate was significantly higher (59%) for patients who remembered receiving a letter from the French National Health Insurance Agency encouraging vaccination than among those who did not (26%, P = 0.0001). Multivariate analysis revealed the year of the last vaccination and age as two independent parameters associated with vaccination. CONCLUSIONS: Influenza vaccination coverage is low in SSc patients. Lack of information and fear of adverse effects are the most common reasons for non-vaccination. Efforts are needed to increase the influenza vaccination coverage in this population.
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– Low influenza vaccination rate among patients with systemic sclerosis.
By DRAMAL on August 10th, 2010
Medical students’ professionalism narratives: a window on the informal and hidden curriculum.
Acad Med. 2010 Jan;85(1):124-33
Authors: Karnieli-Miller O, Vu TR, Holtman MC, Clyman SG, Inui TS
PURPOSE: The aim of this study was to use medical students’ critical incident narratives to deepen understanding of the informal and hidden curricula. METHOD: The authors conducted a thematic analysis of 272 stories of events recorded by 135 third-year medical students that “taught them something about professionalism and professional values.” Students wrote these narratives in a “professionalism journal” during their internal medicine clerkships at Indiana University School of Medicine, June through November 2007. RESULTS: The majority of students’ recorded experiences involved witnessing positive embodiment of professional values, rather than breaches. Attending physicians and residents were the central figures in the incidents. Analyses revealed two main thematic categories. The first focused on medical-clinical interactions, especially on persons who were role models interacting with patients, families, coworkers, and colleagues. The second focused on events in the teaching-and-learning environment, particularly on students’ experiences as learners in the clinical setting. CONCLUSIONS: The findings strongly suggest that students’ reflective narratives are a rich source of information about the elements of both the informal and hidden curricula, in which medical students learn to become physicians. Experiences with both positive and negative behaviors shaped the students’ perceptions of the profession and its values. In particular, interactions that manifest respect and other qualities of good communication with patients, families, and colleagues taught powerfully.
20042838
– Medical students’ professionalism narratives: a window on the informal and hidden curriculum.
By drkhanktk on August 10th, 2010
Medical students’ professionalism narratives: a window on the informal and hidden curriculum.
Acad Med. 2010 Jan;85(1):124-33
Authors: Karnieli-Miller O, Vu TR, Holtman MC, Clyman SG, Inui TS
PURPOSE: The aim of this study was to use medical students’ critical incident narratives to deepen understanding of the informal and hidden curricula. METHOD: The authors conducted a thematic analysis of 272 stories of events recorded by 135 third-year medical students that “taught them something about professionalism and professional values.” Students wrote these narratives in a “professionalism journal” during their internal medicine clerkships at Indiana University School of Medicine, June through November 2007. RESULTS: The majority of students’ recorded experiences involved witnessing positive embodiment of professional values, rather than breaches. Attending physicians and residents were the central figures in the incidents. Analyses revealed two main thematic categories. The first focused on medical-clinical interactions, especially on persons who were role models interacting with patients, families, coworkers, and colleagues. The second focused on events in the teaching-and-learning environment, particularly on students’ experiences as learners in the clinical setting. CONCLUSIONS: The findings strongly suggest that students’ reflective narratives are a rich source of information about the elements of both the informal and hidden curricula, in which medical students learn to become physicians. Experiences with both positive and negative behaviors shaped the students’ perceptions of the profession and its values. In particular, interactions that manifest respect and other qualities of good communication with patients, families, and colleagues taught powerfully.
20042838
– Medical students’ professionalism narratives: a window on the informal and hidden curriculum.
By blog1wgyxj on August 10th, 2010
In clinic. Diabetic ketoacidosis.
Ann Intern Med. 2010 Jan 5;152(1):ITC1-1, ITC1-2, ITC1-3,ITC1-4, ITC1-5, ITC1-6, ITC1-7, ITC1-8, ITC1-9, ITC1-10, ITC1-11, ITC1-12, ITC1-13, ITC1-14, ITC1-15, table of contents; quiz ITC1-16
Authors: Wilson JF
This issue provides a clinical overview of diabetic ketoacidosis focusing on prevention, diagnosis, treatment, practice improvement, and patient information. Readers can complete the accompanying CME quiz for 1.5 credits. Only ACP members and individual subscribers can access the electronic features of In the Clinic. Non-subscribers who wish to access this issue of In the Clinic can elect “Pay for View.” Subscribers can receive 1.5 category 1 CME credits by completing the CME quiz that accompanies this issue of In the Clinic. The content of In the Clinic is drawn from the clinical information and education resources of the American College of Physicians (ACP), including PIER (Physicians’ Information and Education Resource) and MKSAP (Medical Knowledge and Self Assessment Program). Annals of Internal Medicine editors develop In the Clinic from these primary sources in collaboration with the ACP’s Medical Education and Publishing division and with assistance of science writers and physician writers. Editorial consultants from PIER and MKSAP provide expert review of the content. Readers who are interested in these primary resources for more detail can consult www.acponline.org, http://pier.acponline.org, and other resources referenced within each issue of In the Clinic.
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– In clinic. Diabetic ketoacidosis.
