Education, Medical, Undergraduate
Internship and Residency
Education, Medical, Graduate
Medical Staff, Hospital
Attitude of Health Personnel
Education, Medical, Continuing
Academic Medical Centers
Biological Science Disciplines
Programmed Instruction as Topic
Radiology Information Systems
Health Knowledge, Attitudes, Practice
Education, Dental, Continuing
Textbooks as Topic
Education, Nursing, Baccalaureate
Pathology Department, Hospital
Education, Pharmacy, Graduate
Tertiary Care Centers
Motion Pictures as Topic
Nursing Education Research
Emergency Service, Hospital
Comprehensive Dental Care
Fellowships and Scholarships
Outpatient Clinics, Hospital
Medicine in Literature
Education, Nursing, Graduate
Evaluation Studies as Topic
Physician's Practice Patterns
Teaching pedestrian skills to retarded persons: generalization from the classroom to the natural environment. (1/3002)Little attention has been given to teaching adaptive community skills to retarded persons. In this study, five retarded male students were taught basic pedestrian skills in a classroom- Training was conducted on a model built to simulate city traffic conditions. Each subject was taught five specific skills involved in street crossing in sequence, viz. intersection recognition, pedestrian-light skills, traffic-light skills, and skills for two different stop-sign conditions. Before, during, and after training, subjects were tested on generalization probes on model and under actual city traffic conditions. Results of a multiple-baseline design acorss both subjects and behaviors indicated that after receiving classroom training on the skills, each subject exhibited appropriate pedestrian skills under city traffic conditions. In addition, training in some skills appeared to facilitate performance in skills not yet trained. (+info)
Teaching coin summation to the mentally retarded. (2/3002)A procedure to teach four mild and moderately retarded persons to sum the value of coin combinations was tested. Subjects were first taught to count a single target coin, and then to sum that coin in combination with coins previously trained. Five American coins and various combinations were trained. Modelling, modelling with subject participation, and independent counting by the subject constituted the training sequence. The subjects improved from a mean pretest score of 29% to 92% correct at posttest. A four-week followup score showed a mean of 79% correct. A multiple-baseline design suggested that improvement in coin-counting performance occurred only after the coin was trained. The results indicate that this procedure has potential for teaching the retarded to sum combinations of coinds in 5 to 6 hr of instruction. (+info)
Do case studies mislead about the nature of reality? (3/3002)This paper attempts a partial, critical look at the construction and use of case studies in ethics education. It argues that the authors and users of case studies are often insufficiently aware of the literary nature of these artefacts: this may lead to some confusion between fiction and reality. Issues of the nature of the genre, the fictional, story-constructing aspect of case studies, the nature of authorship, and the purposes and uses of case studies as "texts" are outlined and discussed. The paper concludes with some critical questions that can be applied to the construction and use of case studies in the light of the foregoing analysis. (+info)
Do studies of the nature of cases mislead about the reality of cases? A response to Pattison et al. (4/3002)This article questions whether many are misled by current case studies. Three broad types of style of case study are described. A stark style, based on medical case studies, a fictionalised style in reaction, and a personal statement made in discussion groups by an original protagonist. Only the second type fits Pattison's category. Language remains an important issue, but to be examined as the case is lived in discussion rather than as a potentially reductionist study of the case as text. (+info)
The contribution of interagency collaboration to the promotion of young people's sexual health. (5/3002)This paper employs a case study approach in order to examine the contribution of interagency working to the delivery of education and services in the difficult field of young people's sexual health. It reports on a collaborative UK initiative involving teachers, community health practitioners, health promotion staff, and youth and community workers. The provision included school-based sex education, drop-in advice and information facilities, 'detached' street work, and a young person's clinic. A qualitative study was completed involving detailed interviews with 25 staff from the different agencies involved. The findings suggest that interagency collaboration can enhance the work of each organization, and can achieve a comprehensive response to young people's sexual health needs by making positive use of the distinctive roles, skills, knowledge and approaches of the different agencies. The potential that such a collaboration will have a significant impact on young people's sexual health is discussed. (+info)
Randomized controlled trial of teaching practice nurses to carry out structured assessments of patients receiving depot antipsychotic injections. (6/3002)BACKGROUND: A third of patients with schizophrenia are out of contact with secondary services. Many of these patients receive maintenance medication as depot antipsychotics from practice nurses, most of whom have negligible training in mental health. AIM: To examine the impact of a structured assessment on the process of care and clinical status of schizophrenia patients by practice nurses who received a one-day training course. METHOD: All identified patients were randomly allocated to structured assessments and outcome, measured by the number of assessments and the changes in care recorded in primary care notes. A comprehensive assessment of clinical and social functioning and level of unmet need in intervention and control patients was carried out after one year by an independent researcher. RESULTS: A high rate of consultation and clinical need in this patient group was demonstrated. Practice nurses were more diligent in carrying out assessments than general practitioners (GPs), but there was no impact on treatment patterns or clinical outcome. CONCLUSIONS: Structured assessments by practice nurses are feasible with this patient group, but training, targeted at both nurses and GPs, is needed if this intervention is to translate into health gain. (+info)
Comparing ambulatory preceptors' and students' perceptions of educational planning. (7/3002)To compare ambulatory preceptors' and students' perceptions of the use of educational planning (setting goals, assessing needs, formulating objectives, choosing methods, and providing feedback and evaluation) in the office setting, we mailed a survey, which was returned by 127 longitudinal ambulatory preceptors and 168 first-year and second-year medical students. Faculty perceptions did not match student perceptions of what occurred in the longitudinal preceptor program teaching sessions in educational planning areas. Students perceived these activities were occurring with much less frequency than faculty perceived. Medical education needs to move beyond the usual faculty development workshop paradigm to a more comprehensive educational development model that includes training both faculty and students in core educational skills. This will enable the ambulatory setting to reach its full educational potential in training future physicians. (+info)
Critical appraisal using the READER method: a workshop-based controlled trial. (8/3002)BACKGROUND: Critical reading is an important skill for those trying to practice evidence-based medicine. There are a number of recognized structures for critical reading, including the READER model. These methods should be subjected to high-quality studies. OBJECTIVES: We aimed to evaluate the READER method in a practical teaching setting using the highest quality research methodology. METHODS: We carried out a modified randomized controlled trial. Two groups of GP trainers were invited to appraise critically the two articles using either the READER acronym or a semi-structured free appraisal. RESULTS: Of 99 participants in the workshop, 92 completed the study. One-third of participants (33.7%) read more than five articles per month and those who had been in practice the longest read fewer articles (P<0.05). Both groups attributed the lowest score to paper 2. The median total scores were higher using the READER method, although only significant for paper 2 (P<0.05). The median score attributed to the methodology was lower using the READER method than the free appraisal, although this difference was only significant for paper 1 (P<0.05). Overall, 51% (70% of the READER group) believed that taking part in the exercise would encourage them to be more critical of published articles in the future. CONCLUSION: Those using the READER method attributed a higher total score, but were more critical of the methodology than those using a free appraisal. Participants found the study useful and believed that it would be of help in future critical appraisal. The study raises interesting questions about the relative importance to GPs of methodological rigour compared with other factors when evaluating research papers. (+info)
The Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5) defines Autistic Disorder as a pervasive developmental disorder that meets the following criteria:
A. Persistent deficits in social communication and social interaction across multiple contexts, including:
1. Deficits in social-emotional reciprocity (e.g., abnormal or absent eye contact, impaired understanding of facial expressions, delayed or lack of response to social overtures).
2. Deficits in developing, maintaining, and understanding relationships (e.g., difficulty initiating or sustaining conversations, impairment in understanding social norms, rules, and expectations).
3. Deficits in using nonverbal behaviors to regulate social interaction (e.g., difficulty with eye contact, facial expressions, body language, gestures).
B. Restricted, repetitive patterns of behavior, interests, or activities, as manifested by at least one of the following:
1. Stereotyped or repetitive motor movements, use of objects, or speech (e.g., hand flapping, head banging, repeating words or phrases).
2. Insistence on sameness, inflexibility, and adherence to routines or rituals.
3. Preoccupation with specific interests or activities that are repeated in a rigid and restricted manner (e.g., preoccupation with a particular topic, excessive focus on a specific activity).
C. Symptoms must be present in the early developmental period and significantly impact social, occupational, or other areas of functioning.
D. The symptoms do not occur exclusively during a medical or neurological condition (e.g., intellectual disability, hearing loss).
It is important to note that Autistic Disorder is a spectrum disorder and individuals with this diagnosis may have varying degrees of severity in their symptoms. Additionally, there are several other Pervasive Developmental Disorders (PDDs) that have similar diagnostic criteria but may differ in severity and presentation. These include:
A. Asperger's Disorder: Characterized by difficulties with social interaction and communication, but without the presence of significant delay or retardation in language development.
B. Rett Syndrome: A rare genetic disorder that is characterized by difficulties with social interaction, communication, and repetitive behaviors.
C. Childhood Disintegrative Disorder: Characterized by a loss of language and social skills that occurs after a period of normal development.
It is important to consult with a qualified professional, such as a psychologist or psychiatrist, for an accurate diagnosis and appropriate treatment.
There are various causes of intellectual disability, including:
1. Genetic disorders, such as Down syndrome, Fragile X syndrome, and Turner syndrome.
2. Congenital conditions, such as microcephaly and hydrocephalus.
3. Brain injuries, such as traumatic brain injury or hypoxic-ischemic injury.
4. Infections, such as meningitis or encephalitis.
5. Nutritional deficiencies, such as iron deficiency or iodine deficiency.
Intellectual disability can result in a range of cognitive and functional impairments, including:
1. Delayed language development and difficulty with communication.
2. Difficulty with social interactions and adapting to new situations.
3. Limited problem-solving skills and difficulty with abstract thinking.
4. Slow learning and memory difficulties.
5. Difficulty with fine motor skills and coordination.
There is no cure for intellectual disability, but early identification and intervention can significantly improve outcomes. Treatment options may include:
1. Special education programs tailored to the individual's needs.
2. Behavioral therapies, such as applied behavior analysis (ABA) and positive behavior support (PBS).
3. Speech and language therapy.
4. Occupational therapy to improve daily living skills.
5. Medications to manage associated behaviors or symptoms.
It is essential to recognize that intellectual disability is a lifelong condition, but with appropriate support and resources, individuals with ID can lead fulfilling lives and reach their full potential.
In medicine, cross-infection refers to the transmission of an infectious agent from one individual or source to another, often through direct contact or indirect exposure. This type of transmission can occur in various settings, such as hospitals, clinics, and long-term care facilities, where patients with compromised immune systems are more susceptible to infection.
Cross-infection can occur through a variety of means, including:
1. Person-to-person contact: Direct contact with an infected individual, such as touching, hugging, or shaking hands.
2. Contaminated surfaces and objects: Touching contaminated surfaces or objects that have been touched by an infected individual, such as doorknobs, furniture, or medical equipment.
3. Airborne transmission: Inhaling droplets or aerosolized particles that contain the infectious agent, such as during coughing or sneezing.
4. Contaminated food and water: Consuming food or drinks that have been handled by an infected individual or contaminated with the infectious agent.
5. Insect vectors: Mosquitoes, ticks, or other insects can transmit infections through their bites.
Cross-infection is a significant concern in healthcare settings, as it can lead to outbreaks of nosocomial infections (infections acquired in hospitals) and can spread rapidly among patients, healthcare workers, and visitors. To prevent cross-infection, healthcare providers use strict infection control measures, such as wearing personal protective equipment (PPE), thoroughly cleaning and disinfecting surfaces, and implementing isolation precautions for infected individuals.
In summary, cross-infection refers to the transmission of an infectious agent from one individual or source to another, often through direct contact or indirect exposure in healthcare settings. Preventing cross-infection is essential to maintaining a safe and healthy environment for patients, healthcare workers, and visitors.
In the medical field, emergencies are situations that require immediate medical attention to prevent serious harm or death. These situations may include:
1. Life-threatening injuries, such as gunshot wounds, stab wounds, or severe head trauma.
2. Severe illnesses, such as heart attacks, strokes, or respiratory distress.
3. Acute and severe pain, such as from a broken bone or severe burns.
4. Mental health emergencies, such as suicidal thoughts or behaviors, or psychosis.
5. Obstetric emergencies, such as preterm labor or placental abruption.
6. Pediatric emergencies, such as respiratory distress or dehydration in infants and children.
7. Trauma, such as from a car accident or fall.
8. Natural disasters, such as earthquakes, hurricanes, or floods.
9. Environmental emergencies, such as carbon monoxide poisoning or exposure to toxic substances.
10. Mass casualty incidents, such as a terrorist attack or plane crash.
In all of these situations, prompt and appropriate medical care is essential to prevent further harm and save lives. Emergency responders, including paramedics, emergency medical technicians (EMTs), and other healthcare providers, are trained to quickly assess the situation, provide immediate care, and transport patients to a hospital if necessary.
Echolalia can take several forms:
1. Immediate echolalia: The individual repeats the words or phrases spoken by others within a few seconds of hearing them.
2. Delayed echolalia: The individual repeats the words or phrases after a brief delay, often with a slight variation in tone or pitch.
3. Palilalia: The individual repeats their own words or phrases, often in response to a question or statement.
4. Neurological echolalia: The individual experiences difficulty filtering out irrelevant sensory information and may repeat words or phrases due to auditory overstimulation.
Echolalia can be differentiated from other forms of language repetition, such as echoing, which is the repetition of words or phrases in response to a question or statement, but without any apparent lack of understanding. Echolalia can also be distinguished from parroting, which is the repeated use of words or phrases without any apparent understanding of their meaning.
Assessment and diagnosis of echolalia typically involve a comprehensive medical history, physical examination, and neuropsychological testing to identify any underlying conditions that may be contributing to the symptom. Treatment for echolalia depends on the underlying condition and may include speech and language therapy, cognitive behavioral therapy, and medication.
Eclampsia can occur at any time after the 20th week of pregnancy, but it is more common in the third trimester. It can also occur after delivery, especially in women who have a history of preeclampsia during pregnancy.
Symptoms of eclampsia can include:
1. Seizures or convulsions
2. Loss of consciousness or coma
3. Confusion or disorientation
4. Muscle weakness or paralysis
5. Vision problems or blurred vision
6. Numbness or tingling sensations in the hands and feet
7. Headaches or severe head pain
8. Abdominal pain or discomfort
9. Bladder or bowel incontinence
10. Rapid heart rate or irregular heartbeat.
Eclampsia is a medical emergency that requires immediate attention. Treatment typically involves delivery of the baby, either by cesarean section or vaginal birth, and management of the high blood pressure and any other complications that may have arisen. In some cases, medication may be given to help lower the blood pressure and prevent further seizures.
Preventive measures for eclampsia include regular prenatal care, careful monitoring of blood pressure during pregnancy, and early detection and treatment of preeclampsia. Women who have had preeclampsia in a previous pregnancy or who are at high risk for the condition may be advised to take aspirin or other medications to reduce their risk of developing eclampsia.
In summary, eclampsia is a serious medical condition that can occur during pregnancy and is characterized by seizures or coma caused by high blood pressure. It is a life-threatening complication of preeclampsia and requires immediate medical attention.
Source: National Institute of Mental Health (NIMH)
This definition highlights the fact that certain chemical substances can have harmful effects on the body and mind when exposed to them. It's important to be aware of these risks and take appropriate precautions to minimize exposure, especially for individuals who work with or around chemicals on a regular basis.
Injuries caused by needles or other sharp objects that puncture the skin and can potentially introduce infectious agents, such as bloodborne pathogens like HIV or hepatitis, into the body. These injuries are a common occupational hazard for healthcare workers and others who handle sharp objects, and can also occur in non-work related settings, such as during medical procedures or at home.
Needlestick injuries can be serious and potentially life-threatening, particularly if the needle or other sharp object is contaminated with an infectious agent. In addition to the risk of infection, needlestick injuries can also cause physical injury, such as lacerations or puncture wounds, and may require medical attention.
There are several measures that can be taken to prevent needlestick injuries, including using safer needle devices, proper disposal of sharp objects, and appropriate training for healthcare workers on safe needle use and handling techniques. In addition, vaccination against certain infectious agents, such as hepatitis B, can help protect against the risk of infection from a needlestick injury.
1. Parvovirus (Parvo): A highly contagious viral disease that affects dogs of all ages and breeds, causing symptoms such as vomiting, diarrhea, and severe dehydration.
2. Distemper: A serious viral disease that can affect dogs of all ages and breeds, causing symptoms such as fever, coughing, and seizures.
3. Rabies: A deadly viral disease that affects dogs and other animals, transmitted through the saliva of infected animals, and causing symptoms such as aggression, confusion, and paralysis.
4. Heartworms: A common condition caused by a parasitic worm that infects the heart and lungs of dogs, leading to symptoms such as coughing, fatigue, and difficulty breathing.
5. Ticks and fleas: These external parasites can cause skin irritation, infection, and disease in dogs, including Lyme disease and tick-borne encephalitis.
6. Canine hip dysplasia (CHD): A genetic condition that affects the hip joint of dogs, causing symptoms such as arthritis, pain, and mobility issues.
7. Osteosarcoma: A type of bone cancer that affects dogs, often diagnosed in older dogs and causing symptoms such as lameness, swelling, and pain.
8. Allergies: Dog allergies can cause skin irritation, ear infections, and other health issues, and may be triggered by environmental factors or specific ingredients in their diet.
9. Gastric dilatation-volvulus (GDV): A life-threatening condition that occurs when a dog's stomach twists and fills with gas, causing symptoms such as vomiting, pain, and difficulty breathing.
10. Cruciate ligament injuries: Common in active dogs, these injuries can cause joint instability, pain, and mobility issues.
It is important to monitor your dog's health regularly and seek veterinary care if you notice any changes or abnormalities in their behavior, appetite, or physical condition.
Symptoms of a periodontal abscess may include:
* Painful, swollen gums
* Bad breath
* Discharge of pus from the gums
* Swollen lymph nodes in the neck or jaw
* Difficulty chewing or biting
If left untreated, a periodontal abscess can lead to serious complications such as:
* Loss of teeth
* Bone loss around the affected tooth
* Spread of infection to other parts of the body
Treatment for a periodontal abscess usually involves antibiotics and a thorough cleaning of the teeth, including scaling and root planing. In severe cases, surgery may be necessary to drain the abscess and repair any damaged tissue.
It is important to seek medical attention if you experience any of the above symptoms to prevent further complications and to restore your oral health.
1. Infection: Bacterial or viral infections can develop after surgery, potentially leading to sepsis or organ failure.
2. Adhesions: Scar tissue can form during the healing process, which can cause bowel obstruction, chronic pain, or other complications.
3. Wound complications: Incisional hernias, wound dehiscence (separation of the wound edges), and wound infections can occur.
4. Respiratory problems: Pneumonia, respiratory failure, and atelectasis (collapsed lung) can develop after surgery, particularly in older adults or those with pre-existing respiratory conditions.
5. Cardiovascular complications: Myocardial infarction (heart attack), cardiac arrhythmias, and cardiac failure can occur after surgery, especially in high-risk patients.
6. Renal (kidney) problems: Acute kidney injury or chronic kidney disease can develop postoperatively, particularly in patients with pre-existing renal impairment.
7. Neurological complications: Stroke, seizures, and neuropraxia (nerve damage) can occur after surgery, especially in patients with pre-existing neurological conditions.
8. Pulmonary embolism: Blood clots can form in the legs or lungs after surgery, potentially causing pulmonary embolism.
9. Anesthesia-related complications: Respiratory and cardiac complications can occur during anesthesia, including respiratory and cardiac arrest.
10. delayed healing: Wound healing may be delayed or impaired after surgery, particularly in patients with pre-existing medical conditions.
It is important for patients to be aware of these potential complications and to discuss any concerns with their surgeon and healthcare team before undergoing surgery.
There are several types of LDDs, including:
1. Expressive Language Disorder: This condition is characterized by difficulty with verbal expression, including difficulty with word choice, sentence structure, and coherence.
2. Receptive Language Disorder: This condition is characterized by difficulty with understanding spoken language, including difficulty with comprehending vocabulary, grammar, and tone of voice.
3. Mixed Receptive-Expressive Language Disorder: This condition is characterized by both receptive and expressive language difficulties.
4. Language Processing Disorder: This condition is characterized by difficulty with processing language, including difficulty with auditory processing, syntax, and semantics.
5. Social Communication Disorder: This condition is characterized by difficulty with social communication, including difficulty with understanding and using language in social contexts, eye contact, facial expressions, and body language.
Causes of LDDs include:
1. Genetic factors: Some LDDs may be inherited from parents or grandparents.
2. Brain injury: Traumatic brain injury or stroke can damage the areas of the brain responsible for language processing.
3. Infections: Certain infections, such as meningitis or encephalitis, can damage the brain and result in LDDs.
4. Nutritional deficiencies: Severe malnutrition or a lack of certain nutrients, such as vitamin B12, can lead to LDDs.
5. Environmental factors: Exposure to toxins, such as lead, and poverty can increase the risk of developing an LDD.
Signs and symptoms of LDDs include:
1. Difficulty with word retrieval
2. Incomplete or inappropriate sentences
3. Difficulty with comprehension
4. Limited vocabulary
5. Difficulty with understanding abstract concepts
6. Difficulty with social communication
7. Delayed language development compared to peers
8. Difficulty with speech sounds and articulation
9. Stuttering or repetition of words
10. Limited eye contact and facial expressions
Treatment for LDDs depends on the underlying cause and may include:
1. Speech and language therapy to improve communication skills
2. Cognitive training to improve problem-solving and memory skills
3. Occupational therapy to improve daily living skills
4. Physical therapy to improve mobility and balance
5. Medication to manage symptoms such as anxiety or depression
6. Surgery to repair any physical abnormalities or damage to the brain.
It is important to note that each individual with an LDD may have a unique combination of strengths, weaknesses, and challenges, and treatment plans should be tailored to meet their specific needs. Early diagnosis and intervention are key to improving outcomes for individuals with LDDs.
Acute wounds and injuries are those that occur suddenly and heal within a relatively short period of time, usually within a few days or weeks. Examples of acute wounds include cuts, scrapes, and burns. Chronic wounds and injuries, on the other hand, are those that persist over a longer period of time and may not heal properly, leading to long-term complications. Examples of chronic wounds include diabetic foot ulcers, pressure ulcers, and chronic back pain.
Wounds and injuries can be caused by a variety of factors, including accidents, sports injuries, violence, and medical conditions such as diabetes or circulatory problems. Treatment for wounds and injuries depends on the severity of the injury and may include cleaning and dressing the wound, applying antibiotics, immobilizing broken bones, and providing pain management. In some cases, surgery may be necessary to repair damaged tissues or restore function.
Preventive measures for wounds and injuries include wearing appropriate protective gear during activities such as sports or work, following safety protocols to avoid accidents, maintaining proper hygiene and nutrition to prevent infection, and seeking medical attention promptly if an injury occurs.
Overall, wounds and injuries can have a significant impact on an individual's quality of life, and it is important to seek medical attention promptly if symptoms persist or worsen over time. Proper treatment and management of wounds and injuries can help to promote healing, reduce the risk of complications, and improve long-term outcomes.
Some common examples of obstetric labor complications include:
1. Prolonged labor: When labor lasts for an extended period, it can increase the risk of infection, bleeding, or other complications.
2. Fetal distress: If the baby is not getting enough oxygen, it can lead to fetal distress, which can cause a range of symptoms, including abnormal heart rate and decreased muscle tone.
3. Placental abruption: This occurs when the placenta separates from the uterus, which can cause bleeding, deprive the baby of oxygen, and lead to premature delivery.
4. Cephalopelvic disproportion: When the baby's head or pelvis is larger than the mother's, it can make delivery difficult or impossible, leading to complications such as prolonged labor or a cesarean section.
5. Dystocia: This refers to abnormal or difficult labor, which can be caused by various factors, including fetal size or position, maternal weight, or abnormalities in the pelvis or cervix.
6. Postpartum hemorrhage: Excessive bleeding after delivery can be a life-threatening complication for both mothers and babies.
7. Infection: Bacterial infections, such as endometritis or sepsis, can occur during labor and delivery and can pose serious health risks to both the mother and the baby.
8. Preeclampsia: A pregnancy-related condition characterized by high blood pressure and damage to organs such as the kidneys and liver.
9. Gestational diabetes: A type of diabetes that develops during pregnancy, which can increase the risk of complications for both the mother and the baby.
10. Cholestasis of pregnancy: A condition in which the gallbladder becomes inflamed, leading to abdominal pain and liver dysfunction.
It is important to note that not all large babies will experience these complications, and many can be delivered safely with proper medical care and attention. However, the risk of these complications does increase as the baby's size increases.
In some cases, doctors may recommend delivery by cesarean section (C-section) if they suspect that the baby is too large to pass through the birth canal safely. This decision will be based on a variety of factors, including the mother's health, the baby's size and position, and any other medical conditions or complications that may be present.
Overall, while a big baby can pose some risks during delivery, modern medicine and obstetric care have made it possible to deliver most babies safely, even if they are larger than average. If you have any concerns about your baby's size or your own health during pregnancy, be sure to discuss them with your healthcare provider.
Symptoms of lacerations can include pain, bleeding, swelling, and redness around the affected area. In some cases, lacerations may also be accompanied by other injuries, such as fractures or internal bleeding.
Diagnosis of lacerations is typically made through a physical examination of the wound and surrounding tissue. Imaging tests, such as X-rays or CT scans, may be ordered to assess the extent of the injury and identify any underlying complications.
Treatment for lacerations depends on the severity of the wound and can range from simple cleaning and bandaging to more complex procedures such as suturing or stapling. In some cases, antibiotics may be prescribed to prevent infection. It is important to seek medical attention if symptoms persist or worsen over time, as untreated lacerations can lead to infection, scarring, and other complications.
In the medical field, lacerations are often classified based on their location and severity. Common types of lacerations include:
* Linear lacerations: These are straight cuts that occur along a single line.
* Blunt trauma lacerations: These are caused by blunt force, such as from a fall or collision.
* Avulsion lacerations: These occur when skin is torn away from underlying tissue, often due to a sharp object.
* Torn lacerations: These are caused by a sudden and forceful stretching of the skin, such as from a sports injury.
Overall, the medical field recognizes lacerations as a common type of injury that can have significant consequences if not properly treated. Prompt and appropriate treatment can help to minimize the risk of complications and ensure proper healing.
Types: There are several types of arm injuries, including:
1. Fractures: A break in one or more bones of the arm.
2. Sprains: Stretching or tearing of ligaments that connect bones to other tissues.
3. Strains: Tears in muscles or tendons.
4. Dislocations: When a bone is forced out of its normal position in the joint.
5. Tendinitis: Inflammation of the tendons, which can cause pain and stiffness in the arm.
6. Bursitis: Inflammation of the fluid-filled sacs (bursae) that cushion the joints and reduce friction.
7. Cuts or lacerations: Open wounds on the skin or other tissues of the arm.
8. Burns: Damage to the skin and underlying tissues caused by heat, chemicals, or electricity.
9. Nerve injuries: Damage to the nerves that control movement and sensation in the arm.
10. Infections: Bacterial, viral, or fungal infections that can affect any part of the arm.
Symptoms: The symptoms of arm injuries can vary depending on the type and severity of the injury. Some common symptoms include pain, swelling, bruising, limited mobility, deformity, and difficulty moving the arm.
Diagnosis: A healthcare professional will typically perform a physical examination and may use imaging tests such as X-rays, CT scans, or MRI to diagnose arm injuries.
Treatment: Treatment for arm injuries can range from conservative methods such as rest, ice, compression, and elevation (RICE) to surgical interventions. The goal of treatment is to relieve pain, promote healing, and restore function to the affected arm.
Examples of acute diseases include:
1. Common cold and flu
2. Pneumonia and bronchitis
3. Appendicitis and other abdominal emergencies
4. Heart attacks and strokes
5. Asthma attacks and allergic reactions
6. Skin infections and cellulitis
7. Urinary tract infections
8. Sinusitis and meningitis
9. Gastroenteritis and food poisoning
10. Sprains, strains, and fractures.
Acute diseases can be treated effectively with antibiotics, medications, or other therapies. However, if left untreated, they can lead to chronic conditions or complications that may require long-term care. Therefore, it is important to seek medical attention promptly if symptoms persist or worsen over time.
The exact causes of SMD are not yet fully understood, but research suggests that it may be related to abnormalities in brain regions involved in motor planning, executive function, and social cognition. Some studies have suggested that SMD may be associated with differences in brain structure or function compared to typically developing individuals, although more research is needed to confirm these findings.
There is no cure for SMD, but various interventions can help manage the symptoms. These may include behavioral therapies (e.g., habit reversal training, exposure and response prevention), medications (e.g., selective serotonin reuptake inhibitors), and social skills training. It is important to work with a healthcare provider to develop an individualized treatment plan that addresses the specific needs of the individual with SMD.
In addition to the repetitive movements, individuals with SMD may also experience anxiety, attention difficulties, and social challenges. These issues can impact daily functioning and may require additional support and accommodations to help the individual achieve their goals.
Overall, stereotypic movement disorder is a complex condition that requires a comprehensive approach to management. By working with healthcare providers, educators, and other support personnel, individuals with SMD can improve their quality of life and reach their full potential.
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University Teaching Fellows
Clinical Teaching and Learning Experiences | AAMC
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Stop Teaching Your Preschooler How to Read
Integrity Ethics Module 5 Additional Teaching Tools
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Casebeer receives regional teaching award
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- Find out so much more about this innovative teaching and learning programme about Ireland and the EU, created by educators for educators. (ucc.ie)
- Free time is in short supply in a biology degree programme, because especially as a teaching assistant, you still have a minor subject keeping you busy. (uni-bayreuth.de)
- You can find all information about the teaching programme Biology at the University of Bayreuth on this website. (uni-bayreuth.de)
- The semester-long student teaching internship will be the the culmination of your education experience. (calvin.edu)
- These teaching activities have been designed with the aim of helping develop students' quantitative skills, literacy, or reasoning. (carleton.edu)
- Elections and voting provide many interesting opportunities to teach students about civics, how government works, the electoral process, current events, historical context and campaign politics. (adl.org)
- If you're engaging all students in classroom discussions, offering them responsibility and choice, and communicating with warmth and support, you may already be teaching SEL. (edutopia.org)
- The good news is that there's another side of the story: many teachers already use teaching strategies that support students' growth in this area. (edutopia.org)
- In the charter school where I taught a few years ago, teachers openly discussed with students the anxiety and stress that came with certain activities, such as taking tests or public speaking, and helped students develop strategies that they could use in those situations. (edutopia.org)
- The Center on Great Teachers & Leaders has identified ten teaching practices that promote students' social and emotional skills. (edutopia.org)
- You will make the relevance, purpose, and value of the subject matters you teach clear to your students. (calvin.edu)
- Students must be eligible for student teaching the semester PRIOR to student teaching. (calvin.edu)
- All students will participate in a formal interview with the Education 345 or 346 Leadership Team responsible for making student teaching placements. (calvin.edu)
- It explains how to: introduce the topic of workplace safety, assess students' prior knowledge about workplace safety and health, and teach students that injuries at work are predictable and preventable. (cdc.gov)
- game, which teaches students strategies to respond to emergencies. (cdc.gov)
- It guides instructors on how to teach students about the legal protections they have as minor workers (under the age of 18). (cdc.gov)
- Join our Just for Teachers Community to receive regular updates on educator discounts, conferences, workshops and teaching best practices. (fldoe.org)
- Please note that to qualify for the EnCorps STEM Teachers Program, applicants must not currently have a California teaching credential / license / certification in the core subject they intend to teach. (idealist.org)
- The EnCorps STEM Teachers Program recruits career-changing STEM professionals interested in teaching in an under-resourced community. (idealist.org)
- He suggests that parents should leave the teaching up to teachers, and simply read with kids. (lifehacker.com)
- It is designed to support primary school teachers in their teaching for active European citizenship, developing critical thinking and deliberative skills. (ucc.ie)
- Great teachers care about the subjects they teach and have meaningful ways to share this passion in the classroom. (edutopia.org)
- It has also been designed for initial training teachers following an employment-based route to QTS, either School Direct or a Postgraduate Teaching Apprenticeship at Middlesex University. (mdx.ac.uk)
- The results pertaining to clinical skills acquisition identified that teaching the use of elevators and luxators in the course , and standardisation of terminology among all clinical teachers as areas requiring attention . (bvsalud.org)
- Teaching epidemiology : a guide for teachers of epidemiology in public health and clinical medicine / edited by Jorn Olsen, Rodolfo Saracci, and Dimitrios Trichopoulos. (who.int)
- We are developing a web-based toolkit of resources to teach in Junior Cycle, Transition Year and Senior Cycle. (ucc.ie)
- The International Agency for Research on Cancer (IARC), in collaboration with the European Society for Medical Oncology (ESMO), is pleased to announce the launch of the World Cancer Report Updates Teaching Toolkit on Cancer Research for Cancer Prevention. (who.int)
- This freely accessible online teaching toolkit is designed to support anyone involved in transmitting knowledge and skills on cancer research for cancer prevention. (who.int)
- The University Teaching Fellowship scheme (UTFS) has, to date, awarded 65 University and 11 Early Career Teaching Fellowships since it was launched in 2007/8. (reading.ac.uk)
- The scheme's application criteria closely mirror those for the Advance HE's National Teaching Fellowship Scheme (NTFS) and to date, 12 Teaching Fellows have already gone on to success in the NTFS. (reading.ac.uk)
- The Fellowship scheme is open to both academic and support staff across the University and the network of Teaching Fellows includes colleagues from the library, CQSD and academic staff from a wide range of disciplines. (reading.ac.uk)
- To gain the award of PGCert Teaching you must pass all assignments. (mdx.ac.uk)
- Use the teach-back method to evaluate how you are doing as a teacher. (medlineplus.gov)
- Teaching and learning strategies such as community -based learning , peer learning , case reviews, feedback and visual technology were viewed by the student , as well as clinical teacher samples, as strategies most beneficial to clinical learning . (bvsalud.org)
- When parents get stuck on teaching kids how to read, they're missing their more critical duty, the one that will help put kids on a path to lifelong reading success: teaching kids to love to read. (lifehacker.com)
- National Taiwan University Hospital, established more than 100 years ago, is the first teaching hospital and the best resource in Taiwan for managing patients with illnesses that are difficult to treat. (cdc.gov)
- Between September 2007 and June 2008, 256 children in the haemato-oncology unit at the Children's Welfare Teaching Hospital, Baghdad, were studied prospectively. (who.int)
- SATS was introduced in the emergency center (EC) of Komfo Anokye Teaching Hospital (KATH) in January 2010. (bvsalud.org)
- Using a variety of observation techniques, CTL consultants can tailor an in-class observation so that instructors get specific and meaningful feedback about one or more aspects of their teaching. (bu.edu)
- Initially launched in response to the COVID-19 pandemic's significant impact on the teaching and learning of health professionals, this open repository of curated resources is intended to complement MedEdPORTAL's collection on virtual learning and the special edition of Building Better Curriculum series on learning remotely. (aamc.org)
- Teaching an SEL curriculum, creating school-wide activities, or receiving professional development also requires commitment and some strategic planning. (edutopia.org)
- Teaching Talking Safety is a series of six short videos designed to guide instructors of the NIOSH Youth@Work-Talking Safety curriculum through its key concepts and activities. (cdc.gov)
- Incorporating social and emotional skills in teaching and learning means creating an environment conducive to learning. (edutopia.org)
- Talking Safety teaches essential knowledge and skills to help keep young people safe and healthy at work. (cdc.gov)
- If you are teaching certain skills to your patient, check for the patient's mastery of the first skill before you move on to the next one. (medlineplus.gov)
- Exodontia skills acquisition: Focusing on clinical teaching and training. (bvsalud.org)
- It further highlighted many teaching and learning strategies that would improve clinical skills development, reduce stress and anxiety , and support student learning . (bvsalud.org)
- Calvin provides varying student teaching experiences for education majors, allowing them to try urban vs. suburban, lower socio-economic vs. higher socio-economic, lower vs. upper elementary settings, etc. (calvin.edu)
- It was considered that the experiences of frustration, insecurity and stress directly contribute to the lack of identification and pride in the teaching work. (bvsalud.org)
- Some successful experiences from the teaching-service integration in Dentistry was found, although there are still difficulties and weaknesses, mostly because the current healthcare system in Brazil is still under construction. (bvsalud.org)
- The Education Department must have valid adult/child CPR and first-aid cards on file before you begin the student teaching placement. (calvin.edu)
- When teaching a new skill, ask your patient to demonstrate the new skill so you assess understanding and mastery. (medlineplus.gov)
- This breadth of disciplines, roles and experience is a real strength of the Teaching Fellows Community of Practice, which meets every term to discuss emerging T&L issues and to provide informal support for individual Fellows. (reading.ac.uk)
- CQSD co-ordinates this network and maintains the Teaching Fellows mailing list, which is used to continue meeting discussions, follow-up any actions arising from meetings and for Fellows to offer one another support, e.g. for T&L funding applications. (reading.ac.uk)
- Assist faculty or other instructional staff in postsecondary institutions by performing instructional support activities, such as developing teaching materials, leading discussion groups, preparing and giving examinations, and grading examinations or papers. (collegegrad.com)
- It taught us the importance of showing visitors the toilets to avoid open defecation. (who.int)
- Learn more about teaching in Florida. (fldoe.org)
- A student teaching application must be completed the year PRIOR to the academic year (fall or spring) in which you plan to student teach. (calvin.edu)
- Secondary candidates completing two majors should discuss the guidelines on the Other Details tab with advisors from both major departments before applying to student teach. (calvin.edu)
- Of the Early Career Teaching Fellows, 7 were subsequently awarded University Teaching Fellowships. (reading.ac.uk)
- So when Daniel T. Willingham, a professor of psychology at the University of Virginia and the author of Raising Kids Who Read , told me that parents don't need to worry about teaching young kids the mechanics of reading-and in fact, he warns against doing so-I felt free. (lifehacker.com)
- The focus of this evening event is always a lecture on a topic of university teaching, which provides stimuli for intensive discussions that can be continued in pleasant surroundings over a small buffet after the end of the official part. (tum.de)
- When kids are very young-around 4, 5 or 6-we teach them how to "decode" words. (lifehacker.com)
- On the Cutting Edge Exemplary Collection This activity is part of the On the Cutting Edge Exemplary Teaching Activities collection. (carleton.edu)
- Center consultants often collaborate with colleagues in Educational Technologies to answer questions about teaching with technology. (bu.edu)
- Once accepted into the program you are known as an EnCorps Fellow and will work with your dedicated Program Coordinator to develop an individualized plan to enter the teaching profession within one year or two to three years. (idealist.org)
- Abstract The present work presents a systematic review of Brazilian studies about daily life in teaching contexts, more specifically, on the theoretical and methodological approaches used in them. (bvsalud.org)
- When working with schools, I often hear, "I don't have time to teach SEL. (edutopia.org)
- At least two weeks of full-time teaching. (calvin.edu)
- If you teach only at a time that fits your schedule, your efforts may not be as effective. (medlineplus.gov)
- It is unlikely that you will even have all the time you would like for patient teaching. (medlineplus.gov)
- Keep in mind that teach-back is not a test of the patient's knowledge. (medlineplus.gov)
- It guides instructors on how to teach what a job hazard is, the different categories of job hazards, and how to find information using a Safety Data Sheet (SDS). (cdc.gov)
- Regarding to the analysis of information in Brazilian studies on daily life, in the context of teaching, it was observed that most of the studies do not mention in detail how they assessed and processed their data. (bvsalud.org)
- Below is an overview of tools you can use for remote teaching which are general available at the TU Delft. (tudelft.nl)