A syllabus designed for a three week class to be given at the local Community College that addresses four Complementary and Alternative modalities, their application, and the mind body connection.
Presenters: David Wald, DO (david.wald@tuhs.temple.edu) and Nicholas Kman, MD (Nicholas.kman@osumc.edu)
In the traditional fourth year of medical school, students choose electives and sub-internships based on perceived knowledge gaps, specialty choice, personal interest or ease of schedule. Some students approach the fourth year with the “pre-residency syndrome”, where they select courses relating to their future field. In this typical medical school curriculum, there is very little opportunity to pursue fully integrated, in-depth learning. This session will explore opportunities for advanced learning in Emergency Medicine after the EM Clerkship.
Overview of outcomes from the UKCLE funded literature review and practice survey of the teaching, learning and assessment of law in undergraduate medical education by Michael Preston-Shoot and Judy McKimm (University of Bedfordshire).
Pedagogical and assessment methods in medical education - overviewKhan Amir Maroof
An overview of pedagogical and assessment methods in medical education.
For 2nd year postgraduate students of Community Medicine, UCMS and GTB Hospital, Delhi.
3rd Jan 2022
Competency-based education in Public Health, a model of employing Hybrid-PBL educational method in building core Public Health competencies at the undergraduate medical education.
This informational session will focus on the application processes and admission practices for professional healthcare programs such as, pharmacy, nursing, dental, and medical school. Suggestions on what high school courses and prep classes students should take to prepare for undergraduate pre-health programs. Recommendations for classes that undergraduates should be taking will also be provided.This session will be useful for high school counselors who are advising students with an interest in healthcare and for admission counselors looking to direct students in pre-health majors to options after graduation.
Doctor of Medicine (MD) program at Texila American University – College of Medicine (TAU-COM) is an undergraduate medical program.
The Doctor of Medicine program has the following:
Basic Sciences – 2 Years
Clinical Sciences – 2 Years
In the first two years, the basic medical sciences are taught in the context of their relevance to patient care. Later in the last two years of the program, clinical teaching builds upon and reinforces this strong scientific foundation.
Kent State University Master of Public Health 100% Onlinecjlaubacher
Highlights the admissions requirements, application processes and curriculum for the 100% Online Master of Public Health (MPH) in Health Policy and Management at Kent State University.
IHM’s Graduate Diploma in Nursing is founded on the principles of creating an environment of critical inquiry, testing ideas and generating and expanding of knowledge including the development of leadership capability and increased awareness of research skills. https://www.ihm.edu.au/courses
A syllabus designed for a three week class to be given at the local Community College that addresses four Complementary and Alternative modalities, their application, and the mind body connection.
Presenters: David Wald, DO (david.wald@tuhs.temple.edu) and Nicholas Kman, MD (Nicholas.kman@osumc.edu)
In the traditional fourth year of medical school, students choose electives and sub-internships based on perceived knowledge gaps, specialty choice, personal interest or ease of schedule. Some students approach the fourth year with the “pre-residency syndrome”, where they select courses relating to their future field. In this typical medical school curriculum, there is very little opportunity to pursue fully integrated, in-depth learning. This session will explore opportunities for advanced learning in Emergency Medicine after the EM Clerkship.
Overview of outcomes from the UKCLE funded literature review and practice survey of the teaching, learning and assessment of law in undergraduate medical education by Michael Preston-Shoot and Judy McKimm (University of Bedfordshire).
Pedagogical and assessment methods in medical education - overviewKhan Amir Maroof
An overview of pedagogical and assessment methods in medical education.
For 2nd year postgraduate students of Community Medicine, UCMS and GTB Hospital, Delhi.
3rd Jan 2022
Competency-based education in Public Health, a model of employing Hybrid-PBL educational method in building core Public Health competencies at the undergraduate medical education.
This informational session will focus on the application processes and admission practices for professional healthcare programs such as, pharmacy, nursing, dental, and medical school. Suggestions on what high school courses and prep classes students should take to prepare for undergraduate pre-health programs. Recommendations for classes that undergraduates should be taking will also be provided.This session will be useful for high school counselors who are advising students with an interest in healthcare and for admission counselors looking to direct students in pre-health majors to options after graduation.
Doctor of Medicine (MD) program at Texila American University – College of Medicine (TAU-COM) is an undergraduate medical program.
The Doctor of Medicine program has the following:
Basic Sciences – 2 Years
Clinical Sciences – 2 Years
In the first two years, the basic medical sciences are taught in the context of their relevance to patient care. Later in the last two years of the program, clinical teaching builds upon and reinforces this strong scientific foundation.
Kent State University Master of Public Health 100% Onlinecjlaubacher
Highlights the admissions requirements, application processes and curriculum for the 100% Online Master of Public Health (MPH) in Health Policy and Management at Kent State University.
IHM’s Graduate Diploma in Nursing is founded on the principles of creating an environment of critical inquiry, testing ideas and generating and expanding of knowledge including the development of leadership capability and increased awareness of research skills. https://www.ihm.edu.au/courses
1
Course Syllabus:
HUN1201: Elements of Nutrition
HUN 1201: Elements of Nutrition
Class Title: Elements of Nutrition
Course Number: HUN1201
Course Credits: 3.00
Course Pre-Requisites: None
Textbook Information:
Textbook Title: Nutrition and You
Edition: 4
Author: Joan Salge Blake
ISBN: 13:978-0-321-91040-0
2
Course Description:
In Elements of Nutrition, students will gain instructions in the scientific principles of
nutrition, including the role of specific nutrients, digestion, absorption, and metabolism.
Emphasis is on disease prevention, as well as public health nutrition with clinical
applications.
Course Objectives:
At the end of this course, students will be able to:
• Identify the forces that influence an individual’s eating pattern
• Demonstrate knowledge of the dietary goals and guidelines set for Americans by
listing these guidelines and specifying ways to implements them into the planning of
healthful diets
• Identify food myths, fads, and fallacies and why each is incorrect
• Demonstrate knowledge of food and nutrition labeling
• Classify the essential food nutrients needed according to RDA
• Explain how RDA’s are developed and their role in healthful diet planning
• Describe the process of digestion, absorption, and metabolism, including identifying
the parts of the digestive system, describing the mechanical and enzymatic activities
involved in digestion, and discussing the hormonal regulation of the digestive
function
• Demonstrate a comprehension of carbohydrates, lipids, amino acids, proteins by
discussing their structure, classifications, function, and dietary sources and by
identifying some of the abnormalities of each nutrient’s digestion, absorption, and
metabolism. Identify the relationships between the three energy nutrients and
disease
• Demonstrate a comprehension of energy balance and weight control by reviewing
the nature, forms, and measurement of energy; and by discussing the causes,
hazards, diagnosis and treatment of weight problems
• Demonstrate a comprehension of water-soluble and fat-soluble vitamins by
describing their individual and collective functions, requirements, sources,
deficiency disease and symptoms, and potential toxicity
• Demonstrate a comprehension of the essential minerals by describing their
functions, requirements, sources, deficiency symptoms, and potential toxicity
3
Course Attendance Policy:
The administration and faculty of HCI College recognize that proper attendance is essential to
achieve the required knowledge, skills, and competencies in his/her educational pursuits.
Cultivation of positive habits is as important as the acquisition of knowledge and the
development of skills needed later in life. Consistent attendance is required in order to complete
each program as scheduled. If a student is suspended, must repeat a course due to lack of
academic progress, or withdr ...
General Information Session for Wake Tech Health ScienceShelley Staubin
This presentation will discuss the admission procedures and commonly associated myths with the health science programs offered at Wake Tech Community College.
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