SYLLABUS FOR ON-GOING TRAINING, IN RELATION TO THE PROFESSIONAL PROFILES OF THE RECIPIENTS AND THE HEALTHCARE ENVIRONMENT IN WHICH THE CARRY OUT THEIR ACTIVITY
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The document analyzes continuing training provided to health professionals in Andalusia, Spain. It finds that 60% of courses focused on hospital care while only 22% addressed community-based care. However, more people receive healthcare in communities than hospitals. It concludes training should be distributed more equally between hospital and community-based care to better meet population needs.
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![The Continuing Training (CT) provided by the Andalusia Public Health System does not always answer real training needs; at times, we think, it is the result of new trends, ease of execution or of its relative importance in professional curricula. In order to maintain the skills corresponding to each post (the aim of CT) the training provided must answer the training needs detected in each case . 1. INTRODUCTION ANDALUCIA 1.500 Primary care health centres 44 Hospitals 88.310 health professionals 9.518,91 m € Helath budget SYLLABUS FOR ON-GOING TRAINING, IN RELATION TO THE PROFESSIONAL PROFILES OF THE RECIPIENTS AND THE HEALTHCARE ENVIRONMENT IN WHICH THE CARRY OUT THEIR ACTIVITY Calzada ML*; Campos-García, T; Yera, T, Cortes-Martinez, C. Regional Ministry of Health, Government of Andalusía, Sevilla, Spain ) any inquire mail to: marial.calzada.sspa@juntadeandalucia.es We have analysed the training provided for APHS professionals based on the register of applications for training accreditation received during 2008. The analysis was based on the course titles. In order to arrange training activity into groups according to the subject matter suggested by the course title we have defined four separate categories: >> Hospital care >> Community-based health care >> Communication and doctor-patient and intra-work group relationships >> Research and healthcare management 3. METHODOLOGY 4. RESULTS Three strategic processes have been defined. Of the 1732 course titles recorded in 2008, 1567 were clearly aimed at doctors and nurses, and these are the titles which have been analysed according to the defined categories. The remaining 165 correspond to other professionals and have not been included in the analysis. Of the 1576 courses analysed, hospital Care has 940 activities, 60% of the total, compared with 337 activities, 22%, aimed at community-based care. With regard to the two other categories: doctor-patient and intra-work team communication and relationships, together with research and healthcare management, have 98 and 192 activities respectively for each category. This represents 6% of the total for the communication category and 12%, also of the total, for research and management. With regard to the activities with the most repetitions, in hospital care the most repeated area covered is accident and emergency care, with 146 activities; in the case of community-based care, activities aimed at stopping smoking are repeated 81 times. With regard to activities whose title specifically targets doctors or nurses, in 100% of activities aimed at doctors the subject corresponds to the medical profession; with regard to activities aimed at nurses, in 50% of the same the subject approached does not clearly correspond to the nursing profession . From a list of 1732 applications for accreditation of training activities received in 2008 each activity was examined and assigned to a its category, based on a process of matching the title of the course with the category in question. In the Hospital Care and Community-based Care category the most frequently repeated activities in each case have been highlighted. These are: accidents and emergencies, in Hospital Care; stop smoking, in Community-based care. Likewise, from the total number of activities those whose titles expressly mention the recipients as being doctors or nurses were also selected As the ultimate aim of CT is to have a positive impact on the health of the population under the care of the professionals targeted by training courses, we believe that the courses should be distributed equally between the two levels of care. More people will benefit from quality healthcare in the community than in the hospital. This does mot mean that training in hospital care should be curtailed, but that community-based care training should be increased. It is also extremely important to ensure that courses are the result of an analysis of training needs in each centre, service or job . Learning is like rowing against the tide. Once you stop doing it, you drift back. Edward Benjamin Britten 5. DISCUSSION 6. CONCLUSION ,[object Object],[object Object],[object Object],[object Object],2. OBJETIVES](https://image.slidesharecdn.com/amee09calzadagomez-090917053700-phpapp01/85/SYLLABUS-FOR-ON-GOING-TRAINING-IN-RELATION-TO-THE-PROFESSIONAL-PROFILES-OF-THE-RECIPIENTS-AND-THE-HEALTHCARE-ENVIRONMENT-IN-WHICH-THE-CARRY-OUT-THEIR-ACTIVITY-1-320.jpg)
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PROFESSION AND SOCIETYCourse Content Related to Chronic Wo.docx
PROFESSION AND SOCIETY
Course Content Related to Chronic Wounds in Nursing Degree
Programs in Spain
Angel Romero-Collado, PhD, MSc, RN1, Marta Raurell-Torreda, PhD, MSc, RN2, Edurne Zabaleta-del-Olmo,
MSc, RN3, Erica Homs-Romero, RN4, & Carme Bertran-Noguer, PhD, MSc, RN5
1 Professor of Nursing, Nursing Department, University of Girona, Spain
2 Professor of Nursing, Nursing Department, University of Girona, Spain
3 University Institute for Primary Care Research Jordi Gol (Institut Universitari d’Investigació en Atenció Primària (IDIAP) Jordi Gol), Barcelona, Spain and
Researcher associated with the Universitat Autònoma de Barcelona, Bellaterra, Spain
4 Figueres Basic Healthcare Area (Àrea Bàsica de Salut de Figueres) Catalan Health Institute (Institut Català de la Salut), Girona, Spain
5 Head of Nursing Department, University of Girona, Spain
Key words
Curriculum, nursing education research,
nursing students, pressure ulcer, professional
competence, Spain, wound healing
Correspondence
Dr. Angel Romero-Collado, Professor of
Nursing, Nursing Department, University of
Girona, C/ Emili Grahit, 77, 17071 Girona, Spain.
E-mail: [email protected]
Accepted: July 19, 2014
doi: 10.1111/jnu.12106
Abstract
Purpose: To analyze content related to chronic wounds in nursing degree
programs in Spain.
Design: Cross-sectional descriptive study.
Methods: Course descriptions available for online access during June and
July of 2012 were reviewed for the 114 centers in Spain that offer a nursing
degree, according to the official Registry of Universities, Centers, and Titles.
Findings: Of the 114 centers with degree programs, 95 (83.3%) post course
content online, which make it possible to analyze 2,258 courses. In 60 (63.1%)
of these centers, none of the courses included the concept of pressure ulcer
prevention, and the course content posted by 36 (37.9%) centers made no
mention of their treatment. None of the course descriptions contained any
reference to pain management in patients with chronic wounds. Of the 728
elective courses analyzed, only one was related to chronic wounds.
Conclusions: This review of available information about nursing degree
programs in Spain indicates that pain management in patients with chronic
wounds is not addressed in any course, and more courses consider the treat-
ment of pressure ulcers than their prevention.
Clinical Relevance: Degree programs responsible for the training of future
nurses should be reviewed and revised as needed to ensure that graduates
have acquired minimum basic competencies in the prevention and treatment
of chronic wounds that help to decrease the theory–practice gap in this field.
Chronic wounds are a major factor in morbidity, mortal-
ity, and healthcare costs (Augustin, Brocatti, Rustenbach,
Schäfer & Herberger, 2014; Sen et al., 2009). On health-
care teams, nurses typically have the responsibility of car-
ing for patients who have these wounds or are at risk for
them (Caron-Mazet, Ro.
PROFESSION AND SOCIETYCourse Content Related to Chronic Wo.docx
PROFESSION AND SOCIETY
Course Content Related to Chronic Wounds in Nursing Degree
Programs in Spain
Angel Romero-Collado, PhD, MSc, RN1, Marta Raurell-Torreda, PhD, MSc, RN2, Edurne Zabaleta-del-Olmo,
MSc, RN3, Erica Homs-Romero, RN4, & Carme Bertran-Noguer, PhD, MSc, RN5
1 Professor of Nursing, Nursing Department, University of Girona, Spain
2 Professor of Nursing, Nursing Department, University of Girona, Spain
3 University Institute for Primary Care Research Jordi Gol (Institut Universitari d’Investigació en Atenció Primària (IDIAP) Jordi Gol), Barcelona, Spain and
Researcher associated with the Universitat Autònoma de Barcelona, Bellaterra, Spain
4 Figueres Basic Healthcare Area (Àrea Bàsica de Salut de Figueres) Catalan Health Institute (Institut Català de la Salut), Girona, Spain
5 Head of Nursing Department, University of Girona, Spain
Key words
Curriculum, nursing education research,
nursing students, pressure ulcer, professional
competence, Spain, wound healing
Correspondence
Dr. Angel Romero-Collado, Professor of
Nursing, Nursing Department, University of
Girona, C/ Emili Grahit, 77, 17071 Girona, Spain.
E-mail: [email protected]
Accepted: July 19, 2014
doi: 10.1111/jnu.12106
Abstract
Purpose: To analyze content related to chronic wounds in nursing degree
programs in Spain.
Design: Cross-sectional descriptive study.
Methods: Course descriptions available for online access during June and
July of 2012 were reviewed for the 114 centers in Spain that offer a nursing
degree, according to the official Registry of Universities, Centers, and Titles.
Findings: Of the 114 centers with degree programs, 95 (83.3%) post course
content online, which make it possible to analyze 2,258 courses. In 60 (63.1%)
of these centers, none of the courses included the concept of pressure ulcer
prevention, and the course content posted by 36 (37.9%) centers made no
mention of their treatment. None of the course descriptions contained any
reference to pain management in patients with chronic wounds. Of the 728
elective courses analyzed, only one was related to chronic wounds.
Conclusions: This review of available information about nursing degree
programs in Spain indicates that pain management in patients with chronic
wounds is not addressed in any course, and more courses consider the treat-
ment of pressure ulcers than their prevention.
Clinical Relevance: Degree programs responsible for the training of future
nurses should be reviewed and revised as needed to ensure that graduates
have acquired minimum basic competencies in the prevention and treatment
of chronic wounds that help to decrease the theory–practice gap in this field.
Chronic wounds are a major factor in morbidity, mortal-
ity, and healthcare costs (Augustin, Brocatti, Rustenbach,
Schäfer & Herberger, 2014; Sen et al., 2009). On health-
care teams, nurses typically have the responsibility of car-
ing for patients who have these wounds or are at risk for
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PROFESSION AND SOCIETYCourse Content Related to Chronic Wo.docx
PROFESSION AND SOCIETY
Course Content Related to Chronic Wounds in Nursing Degree
Programs in Spain
Angel Romero-Collado, PhD, MSc, RN1, Marta Raurell-Torreda, PhD, MSc, RN2, Edurne Zabaleta-del-Olmo,
MSc, RN3, Erica Homs-Romero, RN4, & Carme Bertran-Noguer, PhD, MSc, RN5
1 Professor of Nursing, Nursing Department, University of Girona, Spain
2 Professor of Nursing, Nursing Department, University of Girona, Spain
3 University Institute for Primary Care Research Jordi Gol (Institut Universitari d’Investigació en Atenció Primària (IDIAP) Jordi Gol), Barcelona, Spain and
Researcher associated with the Universitat Autònoma de Barcelona, Bellaterra, Spain
4 Figueres Basic Healthcare Area (Àrea Bàsica de Salut de Figueres) Catalan Health Institute (Institut Català de la Salut), Girona, Spain
5 Head of Nursing Department, University of Girona, Spain
Key words
Curriculum, nursing education research,
nursing students, pressure ulcer, professional
competence, Spain, wound healing
Correspondence
Dr. Angel Romero-Collado, Professor of
Nursing, Nursing Department, University of
Girona, C/ Emili Grahit, 77, 17071 Girona, Spain.
E-mail: [email protected]
Accepted: July 19, 2014
doi: 10.1111/jnu.12106
Abstract
Purpose: To analyze content related to chronic wounds in nursing degree
programs in Spain.
Design: Cross-sectional descriptive study.
Methods: Course descriptions available for online access during June and
July of 2012 were reviewed for the 114 centers in Spain that offer a nursing
degree, according to the official Registry of Universities, Centers, and Titles.
Findings: Of the 114 centers with degree programs, 95 (83.3%) post course
content online, which make it possible to analyze 2,258 courses. In 60 (63.1%)
of these centers, none of the courses included the concept of pressure ulcer
prevention, and the course content posted by 36 (37.9%) centers made no
mention of their treatment. None of the course descriptions contained any
reference to pain management in patients with chronic wounds. Of the 728
elective courses analyzed, only one was related to chronic wounds.
Conclusions: This review of available information about nursing degree
programs in Spain indicates that pain management in patients with chronic
wounds is not addressed in any course, and more courses consider the treat-
ment of pressure ulcers than their prevention.
Clinical Relevance: Degree programs responsible for the training of future
nurses should be reviewed and revised as needed to ensure that graduates
have acquired minimum basic competencies in the prevention and treatment
of chronic wounds that help to decrease the theory–practice gap in this field.
Chronic wounds are a major factor in morbidity, mortal-
ity, and healthcare costs (Augustin, Brocatti, Rustenbach,
Schäfer & Herberger, 2014; Sen et al., 2009). On health-
care teams, nurses typically have the responsibility of car-
ing for patients who have these wounds or are at risk for
them (Caron-Mazet, Ro ...
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PROFESSION AND SOCIETYCourse Content Related to Chronic Wo.docx
PROFESSION AND SOCIETY
Course Content Related to Chronic Wounds in Nursing Degree
Programs in Spain
Angel Romero-Collado, PhD, MSc, RN1, Marta Raurell-Torreda, PhD, MSc, RN2, Edurne Zabaleta-del-Olmo,
MSc, RN3, Erica Homs-Romero, RN4, & Carme Bertran-Noguer, PhD, MSc, RN5
1 Professor of Nursing, Nursing Department, University of Girona, Spain
2 Professor of Nursing, Nursing Department, University of Girona, Spain
3 University Institute for Primary Care Research Jordi Gol (Institut Universitari d’Investigació en Atenció Primària (IDIAP) Jordi Gol), Barcelona, Spain and
Researcher associated with the Universitat Autònoma de Barcelona, Bellaterra, Spain
4 Figueres Basic Healthcare Area (Àrea Bàsica de Salut de Figueres) Catalan Health Institute (Institut Català de la Salut), Girona, Spain
5 Head of Nursing Department, University of Girona, Spain
Key words
Curriculum, nursing education research,
nursing students, pressure ulcer, professional
competence, Spain, wound healing
Correspondence
Dr. Angel Romero-Collado, Professor of
Nursing, Nursing Department, University of
Girona, C/ Emili Grahit, 77, 17071 Girona, Spain.
E-mail: [email protected]
Accepted: July 19, 2014
doi: 10.1111/jnu.12106
Abstract
Purpose: To analyze content related to chronic wounds in nursing degree
programs in Spain.
Design: Cross-sectional descriptive study.
Methods: Course descriptions available for online access during June and
July of 2012 were reviewed for the 114 centers in Spain that offer a nursing
degree, according to the official Registry of Universities, Centers, and Titles.
Findings: Of the 114 centers with degree programs, 95 (83.3%) post course
content online, which make it possible to analyze 2,258 courses. In 60 (63.1%)
of these centers, none of the courses included the concept of pressure ulcer
prevention, and the course content posted by 36 (37.9%) centers made no
mention of their treatment. None of the course descriptions contained any
reference to pain management in patients with chronic wounds. Of the 728
elective courses analyzed, only one was related to chronic wounds.
Conclusions: This review of available information about nursing degree
programs in Spain indicates that pain management in patients with chronic
wounds is not addressed in any course, and more courses consider the treat-
ment of pressure ulcers than their prevention.
Clinical Relevance: Degree programs responsible for the training of future
nurses should be reviewed and revised as needed to ensure that graduates
have acquired minimum basic competencies in the prevention and treatment
of chronic wounds that help to decrease the theory–practice gap in this field.
Chronic wounds are a major factor in morbidity, mortal-
ity, and healthcare costs (Augustin, Brocatti, Rustenbach,
Schäfer & Herberger, 2014; Sen et al., 2009). On health-
care teams, nurses typically have the responsibility of car-
ing for patients who have these wounds or are at risk for
them (Caron-Mazet, Ro.
PROFESSION AND SOCIETYCourse Content Related to Chronic Wo.docx
PROFESSION AND SOCIETY
Course Content Related to Chronic Wounds in Nursing Degree
Programs in Spain
Angel Romero-Collado, PhD, MSc, RN1, Marta Raurell-Torreda, PhD, MSc, RN2, Edurne Zabaleta-del-Olmo,
MSc, RN3, Erica Homs-Romero, RN4, & Carme Bertran-Noguer, PhD, MSc, RN5
1 Professor of Nursing, Nursing Department, University of Girona, Spain
2 Professor of Nursing, Nursing Department, University of Girona, Spain
3 University Institute for Primary Care Research Jordi Gol (Institut Universitari d’Investigació en Atenció Primària (IDIAP) Jordi Gol), Barcelona, Spain and
Researcher associated with the Universitat Autònoma de Barcelona, Bellaterra, Spain
4 Figueres Basic Healthcare Area (Àrea Bàsica de Salut de Figueres) Catalan Health Institute (Institut Català de la Salut), Girona, Spain
5 Head of Nursing Department, University of Girona, Spain
Key words
Curriculum, nursing education research,
nursing students, pressure ulcer, professional
competence, Spain, wound healing
Correspondence
Dr. Angel Romero-Collado, Professor of
Nursing, Nursing Department, University of
Girona, C/ Emili Grahit, 77, 17071 Girona, Spain.
E-mail: [email protected]
Accepted: July 19, 2014
doi: 10.1111/jnu.12106
Abstract
Purpose: To analyze content related to chronic wounds in nursing degree
programs in Spain.
Design: Cross-sectional descriptive study.
Methods: Course descriptions available for online access during June and
July of 2012 were reviewed for the 114 centers in Spain that offer a nursing
degree, according to the official Registry of Universities, Centers, and Titles.
Findings: Of the 114 centers with degree programs, 95 (83.3%) post course
content online, which make it possible to analyze 2,258 courses. In 60 (63.1%)
of these centers, none of the courses included the concept of pressure ulcer
prevention, and the course content posted by 36 (37.9%) centers made no
mention of their treatment. None of the course descriptions contained any
reference to pain management in patients with chronic wounds. Of the 728
elective courses analyzed, only one was related to chronic wounds.
Conclusions: This review of available information about nursing degree
programs in Spain indicates that pain management in patients with chronic
wounds is not addressed in any course, and more courses consider the treat-
ment of pressure ulcers than their prevention.
Clinical Relevance: Degree programs responsible for the training of future
nurses should be reviewed and revised as needed to ensure that graduates
have acquired minimum basic competencies in the prevention and treatment
of chronic wounds that help to decrease the theory–practice gap in this field.
Chronic wounds are a major factor in morbidity, mortal-
ity, and healthcare costs (Augustin, Brocatti, Rustenbach,
Schäfer & Herberger, 2014; Sen et al., 2009). On health-
care teams, nurses typically have the responsibility of car-
ing for patients who have these wounds or are at risk for
them (Caron-Mazet, Ro ...
PROFESSION AND SOCIETYCourse Content Related to Chronic Wo.docx
PROFESSION AND SOCIETY
Course Content Related to Chronic Wounds in Nursing Degree
Programs in Spain
Angel Romero-Collado, PhD, MSc, RN1, Marta Raurell-Torreda, PhD, MSc, RN2, Edurne Zabaleta-del-Olmo,
MSc, RN3, Erica Homs-Romero, RN4, & Carme Bertran-Noguer, PhD, MSc, RN5
1 Professor of Nursing, Nursing Department, University of Girona, Spain
2 Professor of Nursing, Nursing Department, University of Girona, Spain
3 University Institute for Primary Care Research Jordi Gol (Institut Universitari d’Investigació en Atenció Primària (IDIAP) Jordi Gol), Barcelona, Spain and
Researcher associated with the Universitat Autònoma de Barcelona, Bellaterra, Spain
4 Figueres Basic Healthcare Area (Àrea Bàsica de Salut de Figueres) Catalan Health Institute (Institut Català de la Salut), Girona, Spain
5 Head of Nursing Department, University of Girona, Spain
Key words
Curriculum, nursing education research,
nursing students, pressure ulcer, professional
competence, Spain, wound healing
Correspondence
Dr. Angel Romero-Collado, Professor of
Nursing, Nursing Department, University of
Girona, C/ Emili Grahit, 77, 17071 Girona, Spain.
E-mail: [email protected]
Accepted: July 19, 2014
doi: 10.1111/jnu.12106
Abstract
Purpose: To analyze content related to chronic wounds in nursing degree
programs in Spain.
Design: Cross-sectional descriptive study.
Methods: Course descriptions available for online access during June and
July of 2012 were reviewed for the 114 centers in Spain that offer a nursing
degree, according to the official Registry of Universities, Centers, and Titles.
Findings: Of the 114 centers with degree programs, 95 (83.3%) post course
content online, which make it possible to analyze 2,258 courses. In 60 (63.1%)
of these centers, none of the courses included the concept of pressure ulcer
prevention, and the course content posted by 36 (37.9%) centers made no
mention of their treatment. None of the course descriptions contained any
reference to pain management in patients with chronic wounds. Of the 728
elective courses analyzed, only one was related to chronic wounds.
Conclusions: This review of available information about nursing degree
programs in Spain indicates that pain management in patients with chronic
wounds is not addressed in any course, and more courses consider the treat-
ment of pressure ulcers than their prevention.
Clinical Relevance: Degree programs responsible for the training of future
nurses should be reviewed and revised as needed to ensure that graduates
have acquired minimum basic competencies in the prevention and treatment
of chronic wounds that help to decrease the theory–practice gap in this field.
Chronic wounds are a major factor in morbidity, mortal-
ity, and healthcare costs (Augustin, Brocatti, Rustenbach,
Schäfer & Herberger, 2014; Sen et al., 2009). On health-
care teams, nurses typically have the responsibility of car-
ing for patients who have these wounds or are at risk for
them (Caron-Mazet, Ro ...
8 covid 19 finanicial trends research paper hari masterpiece
8 covid 19 finanicial trends research paper hari masterpiece
published in international journal
North Tyneside NHS Tripartite primary care strategy
North Tyneside developed a Primary Care Strategy which represents the future of community and GP-led healthcare in the area, covering 215,000 population. This is endorsed by the three main organisations - the GP Federation (TyneHealth - for General Practitioners/ Family physicians); Clinical Commissioning Group CCG, and Local Medical Committee LMC
Application of HRD in Hospitals
A presentation on the application of Human Resource Development in Hospitals.
La rotación en Medicina Rural. ¿Existe? ¿Vale la pena?
Mesa 2. La rotación en Medicina Rural. Existe? Vale la pena?:
Han pasado unos 4 años desde la publicación del nuevo programa MIR para la especialidad en Medicina Familiar y Comunitaria (MFyC) en España. La principal novedad del mismo fue en su momento, la prolongación del periodo de residencia de tres a cuatro años. Al mismo tiempo, entre otras novedades destacaba la obligatoriedad de que durante este periodo los médicos de familia en formación realizaran una rotación en el medio rural de tres meses de duración.
Muchos interrogantes se abrieron en ese momento dentro y fuera de las Unidades Docentes sobre la idoneidad o no de realizar este periodo de rotación rural. Algunos de ellos fueron: ¿Va a ser atractiva esta rotación para los residentes?¿Realmente la medicina rural es tan diferente de la urbana para hacer esta rotación obligatoria? ¿Habrá algún tipo de ayuda económica para pagar los desplazamientos y la manutención de los residentes? ¿Tendremos suficientes Centros y Tutores Rurales para llevarla a cabo?
El objetivo final de la mesa “La Rotación Rural: ¿existe?, ¿vale la pena?”será el de analizar y debatir el estado actual del periodo de rotación rural que realizan los residentes en MFyC en nuestro país y en el resto de países europeos. Contaremos para ello con la experiencia, los trabajos y los diferentes puntos de vista de los ponentes de una mesa integrada básicamente por residentes, y los del público asistente, con la intención de llegar conclusiones que puedan servir como puntos de mejora para todas las partes implicadas en este periodo de formación.
http://www.semfyc2009.com/modules.php?name=webstructure&idwebstructure=449
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Hospital administration. WE PROVIDE ANSWER SHEETS & SOLUTIONS. 9901366442 / 9...
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Drhatemelbitar (1)MEDICAL CASE MANAGEMENTد حاتم البيطار
Drhatemelbitar (1)MEDICAL CASE MANAGEMENTد حاتم البيطار
PROFESSION AND SOCIETYCourse Content Related to Chronic Wo.docx
PROFESSION AND SOCIETYCourse Content Related to Chronic Wo.docx
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8 covid 19 finanicial trends research paper hari masterpiece
8 covid 19 finanicial trends research paper hari masterpiece
North Tyneside NHS Tripartite primary care strategy
North Tyneside NHS Tripartite primary care strategy
Hospitality management. WE PROVIDE ANSWER SHEETS & SOLUTIONS. 9901366442 / 99...
Hospitality management. WE PROVIDE ANSWER SHEETS & SOLUTIONS. 9901366442 / 99...
La rotación en Medicina Rural. ¿Existe? ¿Vale la pena?
La rotación en Medicina Rural. ¿Existe? ¿Vale la pena?
new approaches and national guidelines in oncorehabilitation in GERMANY & NET...
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07_ICN_Nursing_Care_Continuum_Framework_and_Competencies.pdf
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Flu Vaccine Alert in Bangalore Karnataka
As flu season approaches, health officials in Bangalore, Karnataka, are urging residents to get their flu vaccinations. The seasonal flu, while common, can lead to severe health complications, particularly for vulnerable populations such as young children, the elderly, and those with underlying health conditions.
Dr. Vidisha Kumari, a leading epidemiologist in Bangalore, emphasizes the importance of getting vaccinated. "The flu vaccine is our best defense against the influenza virus. It not only protects individuals but also helps prevent the spread of the virus in our communities," he says.
This year, the flu season is expected to coincide with a potential increase in other respiratory illnesses. The Karnataka Health Department has launched an awareness campaign highlighting the significance of flu vaccinations. They have set up multiple vaccination centers across Bangalore, making it convenient for residents to receive their shots.
To encourage widespread vaccination, the government is also collaborating with local schools, workplaces, and community centers to facilitate vaccination drives. Special attention is being given to ensuring that the vaccine is accessible to all, including marginalized communities who may have limited access to healthcare.
Residents are reminded that the flu vaccine is safe and effective. Common side effects are mild and may include soreness at the injection site, mild fever, or muscle aches. These side effects are generally short-lived and far less severe than the flu itself.
Healthcare providers are also stressing the importance of continuing COVID-19 precautions. Wearing masks, practicing good hand hygiene, and maintaining social distancing are still crucial, especially in crowded places.
Protect yourself and your loved ones by getting vaccinated. Together, we can help keep Bangalore healthy and safe this flu season. For more information on vaccination centers and schedules, residents can visit the Karnataka Health Department’s official website or follow their social media pages.
Stay informed, stay safe, and get your flu shot today!
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The Electrocardiogram - Physiologic Principles
These lecture slides, by Dr Sidra Arshad, offer a quick overview of the physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar lead (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
6. Describe the flow of current around the heart during the cardiac cycle
7. Discuss the placement and polarity of the leads of electrocardiograph
8. Describe the normal electrocardiograms recorded from the limb leads and explain the physiological basis of the different records that are obtained
9. Define mean electrical vector (axis) of the heart and give the normal range
10. Define the mean QRS vector
11. Describe the axes of leads (hexagonal reference system)
12. Comprehend the vectorial analysis of the normal ECG
13. Determine the mean electrical axis of the ventricular QRS and appreciate the mean axis deviation
14. Explain the concepts of current of injury, J point, and their significance
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
7. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
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Role of Mukta Pishti in the Management of Hyperthyroidism
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Physiology of Special Chemical Sensation of Taste
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
Non-respiratory Functions of the Lungs.pdf
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
Physiology of Chemical Sensation of smell.pdf
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
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