PubMed Health⌕ Search

PubMed · 9154292

Herbert Pardes, MD.

Abstract

Though mergers, affiliations, and financial challenges pervade all of academic medicine, New York City exhibits in microcosm the changes taking place throughout the country. At the helm of Columbia University College of Physicians and Surgeons is Herbert Pardes, MD, who came to Columbia in 1984 from the NIH and has served as dean since 1989. Since becoming dean, Pardes has received high marks for re-invigorating the academic strengths of Columbia while skillfully managing the financial issues faced by an inner-city medical center. Interviewed in his office in upper Manhattan, Pardes candidly discussed life and times in the big city and the difficulties of maintaining an emphasis on research in an era when money talks.

Explore related subjects

Keep this discovery

Explore connections, maps & timelines

BibTeXRIS

H Pardes. 1997. Herbert Pardes, MD.. https://pubmed.ncbi.nlm.nih.gov/9154292/

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related citations

Racial/ethnic differences in CD4 T cell count and viral load at presentation for medical care and in follow-up after HIV-1 infection.

The baseline characteristics of antiretroviral-naive patients were compared by ethnic/racial groups. First CD4 T cell counts were lower for Latino (P = 0.0004) and black patients (P = 0.10) when compared with white patients. First HIV-1-RNA levels were higher in Latino patients (P = 0.08), who were also more likely to present with major opportunistic infections (P < 0.004). Once in care, changes in CD4 T cell counts and viral loads over time did not differ significantly between groups.

Academic Medical Centers↗

Medical informatics in an undergraduate curriculum: a qualitative study.

BACKGROUND: There is strong support for educating physicians in medical informatics, and the benefits of such education have been clearly identified. Despite this, North American medical schools do not routinely provide education in medical informatics. METHODS: We conducted a qualitative study to identify issues facing the introduction of medical informatics into an undergraduate medical curriculum. Nine key informants at the University of Toronto medical school were interviewed, and their responses were transcribed and analyzed to identify consistent themes. RESULTS: The field of medical informatics was not clearly understood by participants. There was, however, strong support for medical informatics education, and the benefits of such education were consistently identified. In the curriculum we examined, medical informatics education was delivered informally and inconsistently through mainly optional activities. Issues facing the introduction of medical informatics education included: an unclear understanding of the discipline; faculty and administrative detractors and, the dense nature of the existing undergraduate medical curriculum. CONCLUSIONS: The identified issues may present serious obstacles to the introduction of medical informatics education into an undergraduate medicine curriculum, and we present some possible strategies for addressing these issues.

Academic Medical Centers↗

Anatomy of a successful K-12 educational outreach program in the health sciences: eleven years experience at one medical sciences campus.

The Department of Anatomy and Neurobiology, College of Medicine, University of Arkansas for Medical Sciences (UAMS) is the administrative home of a nationally recognized educational outreach program in the health sciences for K-12 teachers (includes school nurses, counselors, etc.) and students. This program is called the Partners in Health Sciences (PIHS) program. It began in the summer of 1991 and is based on an annual needs assessment of the state's teachers. PIHS is a program available to all teachers and students in the state. It has several different components: (1) a cafeteria of 21 days of mini-courses offered in the summer to meet the professional development needs of K-12 biology/health teachers and other school personnel; (2) weekly, interactive telecommunication broadcasts for students during the academic year; (3) intensive, 5-day workshops that train five selected teachers at a time (10 per year) to use an authoring software program to develop grade-appropriate interactive, computer-assisted, instructional (CAI) modules for Internet (http://k14education.uams.edu) use by teachers and students; (4) a monthly science night for students and their parents at a local science magnet high school; (5) field trips to the UAMS campus for teachers and their students; (6) community-requested presentations by program faculty; and (7) availability of earning undergraduate and graduate credit for science education majors in the College of Education, University of Arkansas at Little Rock. The data presented in this report span the period from 1991 through 2001. For all program activities, 14,084 different participants have consumed a total of 50,029 hours of education.

Academic Medical Centers↗