What makes the day an analysis of the content of physician assistants' practice.
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Biomedical subjects
Publications and source records attributed to M D Andrews.
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By the early 1950s, medical schools across the United States were in a state of major transition. Significant growth in full-time faculty and full-time clinical department chairs heralded dramatic changes in medical education and clinical research that would change American medicine. This article is a brief summary of the appointment of the first full-time chairs of clinical departments in the University of Oklahoma College of Medicine, focusing on the critical period from 1952 to 1961.
The advent of the World Wide Web and related technologies has encouraged medical schools to generate a wealth of online curricular materials. Unfortunately, the diversity and abundance of user-friendly authoring tools have enabled individual instructors within and among medical schools to proliferate educational resources with often widely dissimilar architectures. Because there are no universal standards for educational technology, the resulting information islands cannot be easily managed, reused, or shared with other educators and institutions. Thoughtful planning and reuse of online educational materials could allow instructors to present subject matter more consistently across the curriculum, discover new teaching resources, easily create new materials, reduce unnecessary duplication, and better integrate the basic and clinical sciences. To make this possible, standardized, object-oriented architecture is needed. While several excellent HTML authoring tools and integrated courseware packages are available, differences in their technologies and methods impede inter-operability between the various products and the materials they create. Through the National Learning Infrastructure Initiative, the Instructional Management Systems (IMS) specification has emerged as a global standard for online teaching and learning environments. This proposed standard defines a common architecture for content management and delivery.
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The University of Oklahoma College of Medicine introduced a new approach in 1989 to teaching medical students about ethical and legal issues and dilemmas facing medicine. This article briefly describes the structure and content of the new experience. This is followed by the author's closing remarks for the last session of the mini-course, an Epilogue.
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We studied frequency of contact among Connecticut high school students and teachers with leukemia and lymphoma diagnosed during or after high school from 1960 through 1971. Risk of having attended the same grade at the same school during the same year was greater among students with Hodgkin's disease (HD) than among simulated controls drawn in proportion to school enrollment (relative risk = 1.44; approximate 95% lower confidence limit = 1.05). Risk of developing HD was also greater among students enrolled simultaneously at the same school as students already diagnosed with HD than among students not so enrolled (relative risk = 2.05; 95% lower confidence limit = 1.39). However, fewer HD cases (16) were diagnosed from 1965 through 1970 at schools that formerly had patients enrolled (1959-64) than at matched schools without such patients (24). We found no evidence of increased contact among persons with non-HD lymphomas or leukemias, except between HD and non-HD lymphomas (relative risk = 1.41; approximate 95% lower confidence limit = 1.11).
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