The Pediatric Nephrology Fellowship Training Program at Albert Einstein College of Medicine and Children's Hospital at Montefiore aims to train physicians for careers in academic pediatric nephrology. The three year program consists of one year of clinical training, followed by two years focused on research. Trainees receive clinical experience in both inpatient and outpatient settings, learn procedures, and participate in research projects. Their progress is regularly evaluated based on clinical competencies and research milestones. The goal is for trainees to become skilled clinicians, researchers, and teachers in pediatric nephrology.
Beth Tompkins is seeking a position as a Nurse Practitioner that allows for professional growth, autonomy, and collaboration. She has over 5 years of experience as an Adult Nurse Practitioner providing primary care and women's health services. Her qualifications include experience evaluating and managing a wide range of health issues, strong communication skills, and expertise developing educational materials.
This document is a resume for Beth Tompkins, an Adult Nurse Practitioner seeking a position that promotes professional growth, autonomy, and collaboration. She has over 4 years of experience as an NP in primary care and women's health. Her qualifications include experience evaluating and managing a wide range of health issues, strong communication skills, and experience in leadership roles and clinical teaching.
1) The Transition Program was designed to help medical students smoothly transition from clinical skills training in a simulation lab to applying those skills with real patients in clinical settings.
2) It recruited clinical skills tutors and medical staff to supervise students during supervised practice sessions in hospital departments. Tutors were trained on the simulation lab's teaching methods.
3) Students who completed the simulation lab course could book supervised sessions through an online system to practice skills like examinations, procedures, and communication with patients under expert supervision.
4) Initial feedback from students has been positive, finding value in gaining experience with real patients under supervision to bridge the gap between simulation and clinical practice. Further evaluation of the program's effectiveness is still
Emely C. Santana is seeking a position as a registered nurse. She has a Bachelor of Science in Nursing degree from Johns Hopkins School of Nursing and over 1,000 clinical hours of experience in surgical oncology, pediatrics, infectious disease, and medical/surgical units. Her objective is to gain experience and utilize her skills as an RN.
The document summarizes Michelle Andrews' qualifications and experience as a registered nurse. She has over 1 year of experience as an RN and 5 years of experience in healthcare. Her clinical rotations during nursing school included medical-surgical, psychiatric, maternity, pediatrics, and community health specialties. Currently she works as a charge nurse at a psychiatric hospital and has previous experience as a patient care technician.
Laura R. Ramsey has a Master of Medical Science degree from Northwestern University Physician Assistant Program and a Bachelor of Science in Biochemistry from the University of Virginia. She has experience in a variety of clinical settings including internal medicine, women's health, pediatrics, psychiatry, emergency medicine, surgery, family medicine, infectious disease, nephrology, pulmonology, and medical intensive care. Ms. Ramsey is licensed as a Physician Assistant in Virginia and is a member of professional organizations including the American Academy of Physician Assistants and the Illinois Academy of Physician Assistants.
Value of secondary prevention in cardiac rehabilitationShagufaAmber
1. Secondary prevention plays an important role in the continuum of cardiovascular care by improving patient adherence to medical and lifestyle therapies, improving control of risk factors, and coordinating care between providers.
2. There are gaps in utilization of cardiac rehabilitation and secondary prevention programs due to low referral and enrollment rates.
3. Key factors that can help bridge gaps include establishing effective delivery models, developing collaborative relationships between hospitals and practices, and communicating about gaps in care to set common quality improvement goals.
ISTH telemed poster Final 6-01-2015 minor editsRobert Greenhoe
This document describes a pilot study that used telemedicine to provide hematology specialty care to patients in remote areas. The study found that:
1) Telemedicine visits between hematologists at Michigan State University and a primary care clinic 500 miles away were feasible and allowed for diagnosis and management of patients with bleeding disorders.
2) Telemedicine resulted in significant cost savings for patients by reducing travel time and costs, and for physicians by reducing travel costs. It also increased access to specialized care for remote patients.
3) Both patients and providers found telemedicine visits to be an acceptable way to deliver care, though some improvements were identified to better prepare patients and address technical issues.
Beth Tompkins is seeking a position as a Nurse Practitioner that allows for professional growth, autonomy, and collaboration. She has over 5 years of experience as an Adult Nurse Practitioner providing primary care and women's health services. Her qualifications include experience evaluating and managing a wide range of health issues, strong communication skills, and expertise developing educational materials.
This document is a resume for Beth Tompkins, an Adult Nurse Practitioner seeking a position that promotes professional growth, autonomy, and collaboration. She has over 4 years of experience as an NP in primary care and women's health. Her qualifications include experience evaluating and managing a wide range of health issues, strong communication skills, and experience in leadership roles and clinical teaching.
1) The Transition Program was designed to help medical students smoothly transition from clinical skills training in a simulation lab to applying those skills with real patients in clinical settings.
2) It recruited clinical skills tutors and medical staff to supervise students during supervised practice sessions in hospital departments. Tutors were trained on the simulation lab's teaching methods.
3) Students who completed the simulation lab course could book supervised sessions through an online system to practice skills like examinations, procedures, and communication with patients under expert supervision.
4) Initial feedback from students has been positive, finding value in gaining experience with real patients under supervision to bridge the gap between simulation and clinical practice. Further evaluation of the program's effectiveness is still
Emely C. Santana is seeking a position as a registered nurse. She has a Bachelor of Science in Nursing degree from Johns Hopkins School of Nursing and over 1,000 clinical hours of experience in surgical oncology, pediatrics, infectious disease, and medical/surgical units. Her objective is to gain experience and utilize her skills as an RN.
The document summarizes Michelle Andrews' qualifications and experience as a registered nurse. She has over 1 year of experience as an RN and 5 years of experience in healthcare. Her clinical rotations during nursing school included medical-surgical, psychiatric, maternity, pediatrics, and community health specialties. Currently she works as a charge nurse at a psychiatric hospital and has previous experience as a patient care technician.
Laura R. Ramsey has a Master of Medical Science degree from Northwestern University Physician Assistant Program and a Bachelor of Science in Biochemistry from the University of Virginia. She has experience in a variety of clinical settings including internal medicine, women's health, pediatrics, psychiatry, emergency medicine, surgery, family medicine, infectious disease, nephrology, pulmonology, and medical intensive care. Ms. Ramsey is licensed as a Physician Assistant in Virginia and is a member of professional organizations including the American Academy of Physician Assistants and the Illinois Academy of Physician Assistants.
Value of secondary prevention in cardiac rehabilitationShagufaAmber
1. Secondary prevention plays an important role in the continuum of cardiovascular care by improving patient adherence to medical and lifestyle therapies, improving control of risk factors, and coordinating care between providers.
2. There are gaps in utilization of cardiac rehabilitation and secondary prevention programs due to low referral and enrollment rates.
3. Key factors that can help bridge gaps include establishing effective delivery models, developing collaborative relationships between hospitals and practices, and communicating about gaps in care to set common quality improvement goals.
ISTH telemed poster Final 6-01-2015 minor editsRobert Greenhoe
This document describes a pilot study that used telemedicine to provide hematology specialty care to patients in remote areas. The study found that:
1) Telemedicine visits between hematologists at Michigan State University and a primary care clinic 500 miles away were feasible and allowed for diagnosis and management of patients with bleeding disorders.
2) Telemedicine resulted in significant cost savings for patients by reducing travel time and costs, and for physicians by reducing travel costs. It also increased access to specialized care for remote patients.
3) Both patients and providers found telemedicine visits to be an acceptable way to deliver care, though some improvements were identified to better prepare patients and address technical issues.
000 2015 qualitativo parent's experiences of counselling andgisa_legal
The document discusses a qualitative study that explored parents' experiences after receiving a prenatal diagnosis of congenital heart disease in their child. The study found that parents greatly valued:
1) Receiving clear and straightforward information from specialists shortly after diagnosis to help them understand the condition and make decisions.
2) Having continued support from healthcare professionals, like a pediatric nurse, throughout their pregnancy to help manage stress and anxiety.
3) Accessing additional information sources like written materials, online resources, and connecting with other parents who could share their experiences.
This document provides a summary of Melissa Meehan's professional experience and qualifications. She currently works as a Transition Nurse Specialist at UC San Diego Health System, coordinating care for high-risk patients to improve care transitions and eliminate gaps in care. Previously she held several roles coordinating care for patients with conditions such as liver disease, cancer, and infectious diseases. She has over 25 years of experience in clinical research, care coordination, and nursing.
The document outlines recommendations to improve the discharge process at Valley Medical Center (VMC) by focusing on communication, prioritization, and standardization. Key stakeholders identified common barriers including waiting for ancillary services, transportation, and discharge orders. The top five recommendations were prioritized based on cost, effectiveness, and feasibility to streamline the discharge process and help VMC better fulfill its mission.
This curriculum vitae summarizes the qualifications and experience of Dr. Ashraf Aly Hamada, an Egyptian surgeon currently working as a professor in Malaysia. He has over 30 years of experience and holds several medical degrees and certificates including an MD from Cairo in 1984 and an FRCS from the Royal College of Surgeons of Glasgow in 1998. Dr. Hamada has worked in Egypt, the UK, and Saudi Arabia and currently serves as the Head of Surgical Department at Lincoln University in Malaysia. He specializes in general and laparoscopic surgery and has published research on laparoscopic treatments for gallstones.
First Pediatric Concussion Treatment Guidelines by CDC
mild traumatic brain injury (mTBI)
recommendations on the diagnosis, prognosis, and management/treatment of pediatric mTBI
review of pediatric mTBI scientific evidence
Refrain from routinely imaging children to diagnose mTBI
The document provides a resume for Daphne Trichell, a registered nurse seeking a new position. It outlines her work experience as a telemetry nurse from 2012 to 2015 at St Francis Medical Center, where she provided care for critically ill cardiac patients. Some of her responsibilities included monitoring patients, administering medications, performing medical procedures, and educating patients. She holds a Bachelor of Science in Nursing degree and certifications in Basic Life Support and Advanced Cardiac Life Support.
The document discusses medical education and proposes that students have gaps in their clinical pathology knowledge even in their senior year, highlighting issues identified in a pre-test. It then describes a two-week course given to fourth-year medical students to address these gaps, focusing on case-based teaching and discussions of primary literature. The conclusion is that identifying and remediating gaps is important given standards of 100% performance are needed for success in some medical areas.
David Cauvil has over 5 years of experience as a registered medical assistant with clinical and administrative skills. He has a degree in medical assisting and externship experience in a medical center. His experience includes assisting physicians with exams, procedures, documentation, and front office duties. He is proficient in medical terminology, clinical and laboratory skills, and certified in CPR.
Heather Neal is a PA-C seeking a position that combines personal patient care with procedures. She has 14 years of experience in acute and critical care medicine, including caring for complex patients. Her background includes surgical, family medicine, behavioral health, orthopedics, emergency medicine, and wound care experience. She is adept at a variety of procedures and seeks a mentoring environment to further develop her skills.
Molly Bacon has over 5 years of nursing experience in both inpatient hospital settings and private home care. She currently works as a registered nurse at the Veterans Affairs Ann Arbor Healthcare System, where she provides acute care on a 28-bed medical/telemetry unit. Previously, she worked at St. John Hospital and Medical Center on a 24-bed medical/surgical telemetry unit. She also has experience providing in-home private care to an individual with quadriplegia. Molly holds a Bachelor's Degree in Nursing from the University of Detroit Mercy and certifications in Advanced Cardiac Life Support and EKG Interpretation.
Carly Weddle is an ICU nurse with over 10 years of nursing experience in various healthcare settings including hospitals, mental health facilities, and long-term care. She has clinical expertise in caring for diverse patient populations across the lifespan. Weddle is known among her peers as a hard worker, effective communicator, and mentor. She is pursuing her BSN and maintains certifications in medical-surgical nursing and critical care. Weddle has received numerous awards for her work at the VA hospital where she currently serves on several committees focused on clinical practice, restraint policies, and mentoring students.
To address family history collection, interpretation, and application in busy primary care practices, NCHPEG has collaborated collaborating with the March of Dimes, Genetic Alliance, Harvard Partners, and the Health Resources and Services Administration to develop and evaluate a novel family history tool that focuses on prenatal and neonatal health. The tool helps to improve health outcomes for the female patient, fetus, and family by providing clinical decision support and educational resources for risk assessment based on family history. A set of screenshots and an overview of the module can be reviewed via this downloadable ppt.
This document discusses the value of cardiac rehabilitation in secondary prevention. It describes the continuum of care following a cardiovascular event, including initial treatment, initiation of secondary prevention therapies, early outpatient cardiac rehabilitation, and long-term cardiac rehabilitation and secondary prevention. The roles of secondary prevention in improving patient outcomes and adherence to medical and lifestyle therapies are outlined. Barriers to participation in cardiac rehabilitation are noted, and strategies for professionals to improve the quality and delivery of secondary prevention programs are provided.
This document provides a summary of Eliza Germano Kintanar's education and work experience. She has over 25 years of experience as a nurse, primarily in oncology nursing. She received her Bachelor of Science in Nursing from the University of the Visayas in 1991. Her roles have included clinical research nurse, clinical research coordinator, oncology nurse, and charge nurse/supervisor. She has worked at Edward Hospital, Loyola University Medical Center, and Central Nursing Home. She is certified in clinical research and oncology nursing.
Neshia McDonald is a registered nurse seeking a position in healthcare. She has over 10 years of experience as both a certified nursing assistant and registered nurse. Her experience includes working in correctional facilities, hospitals, and nursing homes. She has a bachelor's degree in nursing and certifications in basic life support.
Kelly Parrott is seeking an entry-level graduate nurse position and has a certificate in practical nursing from Erwin Technical College with a GPA of 3.5. She has clinical experience from her time in nursing school in settings such as long-term care facilities and VA hospitals. Parrott has leadership experience from serving in the US Army and overseeing other lab assistants in her current role. She aims to obtain her DNP specializing in psychiatric practice.
Medical Sonography info session for Wake TechShelley Staubin
This is the mandatory information session for the Medical Sonography program at Wake Tech CC. Once you are done with the information session, you will need to complete the test. You will need to score 100% on the test to be given credit for completing the session.
This document provides a resume for Aldril Oberio Fuentes, a 28-year-old Filipino male nurse. He has over 5 years of experience working as a staff nurse in intensive care units. He has a Bachelor of Science in Nursing degree and has taken numerous medical training courses. He is seeking new employment and provides extensive details about his educational background, qualifications, skills, and work history as a nurse.
This document describes a pedagogical experiment conducted with undergraduate medical students at Universidade Federal do Estado do Rio de Janeiro (UNIRIO) in Brazil. The experiment uses problem-based learning to have students research and present case reports on metabolic diseases using real patient medical records. The goals are to stimulate students' interest in cell biology, biochemistry, and research skills while connecting these basic science subjects to clinical practice. Results found increased classroom participation and more students volunteering to participate, indicating this approach improved student engagement with the course material. The conclusion is that case reports enrich learning by transforming the teacher-centered method into collaborative student-teacher learning.
The document discusses medical education in the Philippines. It describes the traditional model of medical education, which involved 2 years of pre-clinical basic sciences followed by 2 years of clinical rotations. It then outlines reforms and changes made over time, including integrating basic and clinical sciences, introducing problem-based learning, defining competencies, and increasing early clinical exposure. The document also discusses the transition to an outcomes-based education model in response to national reforms, with the goal of producing holistic physicians committed to lifelong learning.
Impact of Intervention Program on Quality of End of Life Care Provided by Ped...iosrjce
IOSR Journal of Nursing and health Science is ambitious to disseminate information and experience in education, practice and investigation between medicine, nursing and all the sciences involved in health care. Nursing & Health Sciences focuses on the international exchange of knowledge in nursing and health sciences. The journal publishes peer-reviewed papers on original research, education and clinical practice.
By encouraging scholars from around the world to share their knowledge and expertise, the journal aims to provide the reader with a deeper understanding of the lived experience of nursing and health sciences and the opportunity to enrich their own area of practice. The journal publishes original papers, reviews, special and general articles, case management etc.
000 2015 qualitativo parent's experiences of counselling andgisa_legal
The document discusses a qualitative study that explored parents' experiences after receiving a prenatal diagnosis of congenital heart disease in their child. The study found that parents greatly valued:
1) Receiving clear and straightforward information from specialists shortly after diagnosis to help them understand the condition and make decisions.
2) Having continued support from healthcare professionals, like a pediatric nurse, throughout their pregnancy to help manage stress and anxiety.
3) Accessing additional information sources like written materials, online resources, and connecting with other parents who could share their experiences.
This document provides a summary of Melissa Meehan's professional experience and qualifications. She currently works as a Transition Nurse Specialist at UC San Diego Health System, coordinating care for high-risk patients to improve care transitions and eliminate gaps in care. Previously she held several roles coordinating care for patients with conditions such as liver disease, cancer, and infectious diseases. She has over 25 years of experience in clinical research, care coordination, and nursing.
The document outlines recommendations to improve the discharge process at Valley Medical Center (VMC) by focusing on communication, prioritization, and standardization. Key stakeholders identified common barriers including waiting for ancillary services, transportation, and discharge orders. The top five recommendations were prioritized based on cost, effectiveness, and feasibility to streamline the discharge process and help VMC better fulfill its mission.
This curriculum vitae summarizes the qualifications and experience of Dr. Ashraf Aly Hamada, an Egyptian surgeon currently working as a professor in Malaysia. He has over 30 years of experience and holds several medical degrees and certificates including an MD from Cairo in 1984 and an FRCS from the Royal College of Surgeons of Glasgow in 1998. Dr. Hamada has worked in Egypt, the UK, and Saudi Arabia and currently serves as the Head of Surgical Department at Lincoln University in Malaysia. He specializes in general and laparoscopic surgery and has published research on laparoscopic treatments for gallstones.
First Pediatric Concussion Treatment Guidelines by CDC
mild traumatic brain injury (mTBI)
recommendations on the diagnosis, prognosis, and management/treatment of pediatric mTBI
review of pediatric mTBI scientific evidence
Refrain from routinely imaging children to diagnose mTBI
The document provides a resume for Daphne Trichell, a registered nurse seeking a new position. It outlines her work experience as a telemetry nurse from 2012 to 2015 at St Francis Medical Center, where she provided care for critically ill cardiac patients. Some of her responsibilities included monitoring patients, administering medications, performing medical procedures, and educating patients. She holds a Bachelor of Science in Nursing degree and certifications in Basic Life Support and Advanced Cardiac Life Support.
The document discusses medical education and proposes that students have gaps in their clinical pathology knowledge even in their senior year, highlighting issues identified in a pre-test. It then describes a two-week course given to fourth-year medical students to address these gaps, focusing on case-based teaching and discussions of primary literature. The conclusion is that identifying and remediating gaps is important given standards of 100% performance are needed for success in some medical areas.
David Cauvil has over 5 years of experience as a registered medical assistant with clinical and administrative skills. He has a degree in medical assisting and externship experience in a medical center. His experience includes assisting physicians with exams, procedures, documentation, and front office duties. He is proficient in medical terminology, clinical and laboratory skills, and certified in CPR.
Heather Neal is a PA-C seeking a position that combines personal patient care with procedures. She has 14 years of experience in acute and critical care medicine, including caring for complex patients. Her background includes surgical, family medicine, behavioral health, orthopedics, emergency medicine, and wound care experience. She is adept at a variety of procedures and seeks a mentoring environment to further develop her skills.
Molly Bacon has over 5 years of nursing experience in both inpatient hospital settings and private home care. She currently works as a registered nurse at the Veterans Affairs Ann Arbor Healthcare System, where she provides acute care on a 28-bed medical/telemetry unit. Previously, she worked at St. John Hospital and Medical Center on a 24-bed medical/surgical telemetry unit. She also has experience providing in-home private care to an individual with quadriplegia. Molly holds a Bachelor's Degree in Nursing from the University of Detroit Mercy and certifications in Advanced Cardiac Life Support and EKG Interpretation.
Carly Weddle is an ICU nurse with over 10 years of nursing experience in various healthcare settings including hospitals, mental health facilities, and long-term care. She has clinical expertise in caring for diverse patient populations across the lifespan. Weddle is known among her peers as a hard worker, effective communicator, and mentor. She is pursuing her BSN and maintains certifications in medical-surgical nursing and critical care. Weddle has received numerous awards for her work at the VA hospital where she currently serves on several committees focused on clinical practice, restraint policies, and mentoring students.
To address family history collection, interpretation, and application in busy primary care practices, NCHPEG has collaborated collaborating with the March of Dimes, Genetic Alliance, Harvard Partners, and the Health Resources and Services Administration to develop and evaluate a novel family history tool that focuses on prenatal and neonatal health. The tool helps to improve health outcomes for the female patient, fetus, and family by providing clinical decision support and educational resources for risk assessment based on family history. A set of screenshots and an overview of the module can be reviewed via this downloadable ppt.
This document discusses the value of cardiac rehabilitation in secondary prevention. It describes the continuum of care following a cardiovascular event, including initial treatment, initiation of secondary prevention therapies, early outpatient cardiac rehabilitation, and long-term cardiac rehabilitation and secondary prevention. The roles of secondary prevention in improving patient outcomes and adherence to medical and lifestyle therapies are outlined. Barriers to participation in cardiac rehabilitation are noted, and strategies for professionals to improve the quality and delivery of secondary prevention programs are provided.
This document provides a summary of Eliza Germano Kintanar's education and work experience. She has over 25 years of experience as a nurse, primarily in oncology nursing. She received her Bachelor of Science in Nursing from the University of the Visayas in 1991. Her roles have included clinical research nurse, clinical research coordinator, oncology nurse, and charge nurse/supervisor. She has worked at Edward Hospital, Loyola University Medical Center, and Central Nursing Home. She is certified in clinical research and oncology nursing.
Neshia McDonald is a registered nurse seeking a position in healthcare. She has over 10 years of experience as both a certified nursing assistant and registered nurse. Her experience includes working in correctional facilities, hospitals, and nursing homes. She has a bachelor's degree in nursing and certifications in basic life support.
Kelly Parrott is seeking an entry-level graduate nurse position and has a certificate in practical nursing from Erwin Technical College with a GPA of 3.5. She has clinical experience from her time in nursing school in settings such as long-term care facilities and VA hospitals. Parrott has leadership experience from serving in the US Army and overseeing other lab assistants in her current role. She aims to obtain her DNP specializing in psychiatric practice.
Medical Sonography info session for Wake TechShelley Staubin
This is the mandatory information session for the Medical Sonography program at Wake Tech CC. Once you are done with the information session, you will need to complete the test. You will need to score 100% on the test to be given credit for completing the session.
This document provides a resume for Aldril Oberio Fuentes, a 28-year-old Filipino male nurse. He has over 5 years of experience working as a staff nurse in intensive care units. He has a Bachelor of Science in Nursing degree and has taken numerous medical training courses. He is seeking new employment and provides extensive details about his educational background, qualifications, skills, and work history as a nurse.
This document describes a pedagogical experiment conducted with undergraduate medical students at Universidade Federal do Estado do Rio de Janeiro (UNIRIO) in Brazil. The experiment uses problem-based learning to have students research and present case reports on metabolic diseases using real patient medical records. The goals are to stimulate students' interest in cell biology, biochemistry, and research skills while connecting these basic science subjects to clinical practice. Results found increased classroom participation and more students volunteering to participate, indicating this approach improved student engagement with the course material. The conclusion is that case reports enrich learning by transforming the teacher-centered method into collaborative student-teacher learning.
The document discusses medical education in the Philippines. It describes the traditional model of medical education, which involved 2 years of pre-clinical basic sciences followed by 2 years of clinical rotations. It then outlines reforms and changes made over time, including integrating basic and clinical sciences, introducing problem-based learning, defining competencies, and increasing early clinical exposure. The document also discusses the transition to an outcomes-based education model in response to national reforms, with the goal of producing holistic physicians committed to lifelong learning.
Impact of Intervention Program on Quality of End of Life Care Provided by Ped...iosrjce
IOSR Journal of Nursing and health Science is ambitious to disseminate information and experience in education, practice and investigation between medicine, nursing and all the sciences involved in health care. Nursing & Health Sciences focuses on the international exchange of knowledge in nursing and health sciences. The journal publishes peer-reviewed papers on original research, education and clinical practice.
By encouraging scholars from around the world to share their knowledge and expertise, the journal aims to provide the reader with a deeper understanding of the lived experience of nursing and health sciences and the opportunity to enrich their own area of practice. The journal publishes original papers, reviews, special and general articles, case management etc.
This document outlines the curriculum for an MD program in Chest Diseases and Tuberculosis. It includes the goals, objectives, syllabus, teaching program, postings, thesis requirements, assessment methods, job responsibilities, suggested reading materials, and a sample test paper for the program. The key goals of the program are to produce competent chest physicians who can recognize and manage chest complaints, are aware of contemporary advances in pulmonary medicine, and have acquired teaching and research skills. The curriculum covers various topics related to pulmonary medicine through theory sessions, practical skills training, rotations in different departments, and a research thesis. Students are continuously assessed internally and through summative exams at the end of the program.
This document outlines the course objectives, content, and structure for Nursing 348 - Pathophysiology I. The 3-credit course is taken at the junior level and focuses on the characteristics and manifestations of disease caused by alterations to the body's structure or functions. Over 14 topics will be covered, including alterations in urinary, cardiovascular, respiratory, immune, and musculoskeletal systems. Evaluation will be based on attainment of course objectives and a grading scale is provided. The course will utilize lecture, discussion, and audiovisual aids to cover the pathophysiology of various disease states.
Emergency Care Practitioners Information PackArm inarm
Emergency Care Practitioners (ECPs) are trained to assess, treat, and refer patients, reducing unnecessary emergency responses and hospital admissions. ECPs complete a four module course covering patient assessment, acute/minor conditions, chronic conditions, and therapeutic interventions. They are qualified to diagnose, treat minor illnesses/injuries, monitor chronic conditions, and supply/administer certain medications. ECP teams respond in primary care vehicles to assess category B/C patients, provide follow up care, and support ambulance crews and hospitals to safely manage more patients outside of emergency departments. The overall aims of the ECP program are to improve patient safety, provide appropriate community-based care, and reduce emergency responses and hospital burdens.
This document outlines the curriculum for Block 11 on Kidneys and Homeostasis at the Health Sciences University of Mongolia School of Medicine. The 5-week block covers the structure, function and diseases of the kidneys through courses in anatomy, physiology, pathophysiology, and other relevant disciplines. Students learn to evaluate patients, order diagnostic tests, make differential diagnoses, and develop treatment plans. The goal is for students to gain competency in renal clinical skills and knowledge.
Background: Optimum learning environments (LEs) are linked with positive training outcomes for residents. However, there is few data concerning how the residents perceive the learning environments in teaching hospitals. This study aims to analyze the residents’ perceptions of their learning environments.
Methods: This cross-sectional, hospital-based study was carried out between November 2020 and January 2021, using a Postgraduate Hospital Educational Environment Measurement (PHEEM) questionnaire. Statistical analysis was conducted using SPSS 20.
Results: The total number was 45 participants, 40 of them successfully responded. The total Cronbach`s alpha score was 0.93, which reflects good reliability. The full-scale score was 128 out of 160, which indicates a good learning environment. The autonomy score was 44, the teachers' score was 50, and social support was 34. Finally, the overall mean score for females was 43.3 compared to 39.4 for males, with a P-value of 0.55. Furthermore, no significant difference in residents’ perceptions of their learning environment according to their training was observed in this study.
Conclusion: Significant challenges in the LE were identified; more attention and effort should be given, especially to the poorly rated point in this study: the existence of an informative program, clear clinical protocols, and proper setting expectations. The lowest score was for catering, housing. A high social support score indicates a healthy workplace environment and job satisfaction.
The document describes a model for comprehensive diabetic care established at a secondary care government hospital in Sri Lanka. The model aimed to provide individualized care for diabetic patients to help manage their condition and prevent complications. Previously, diabetic patients received limited care in crowded general medical clinics. The new center registered over 2,700 patients in its first year and screened hundreds for complications. It provided education, monitoring, treatment and referrals. Results showed the center identified many patients with undiagnosed complications. The model demonstrated that a comprehensive diabetic program can be successfully implemented with existing hospital resources through coordination and staff motivation.
BSN Courses | Nursing | University of Nebraska Medical CenterElise Beshlian
This document provides course descriptions for courses in the Traditional BSN Program. The courses cover topics like pathophysiology, health assessment, patient care, evidence-based practice, pharmacology, and population health. Clinical experiences are also included to allow students to apply concepts and develop skills in various healthcare settings. The courses aim to prepare students holistically through comprehensive education in nursing concepts, principles, and roles across the lifespan.
What You Can Learn From LPN Classes.pdfoilviadavis
The curriculum for LPN classes is designed to equip students with the knowledge and abilities needed to carry out fundamental nursing activities. Anatomy, physiology, pathophysiology, pharmacology, nutrition, and early childhood development are typically covered in practical nurse education in LPN weekend classes.
This document is a resume for Melvyn Paolo R. Francisco, a nurse seeking employment. It outlines his objective of securing a nursing position where he can apply his skills and continue learning. It then details his qualifications, including being skilled at learning new concepts, working well under pressure, and having computer skills. It provides information on his nursing experience and education, as well as licenses and training.
This is a resume for Franchesca Marcohssa C. Quitoriano, a registered nurse from the Philippines with over 6 years of hospital experience. She has a bachelor's degree in nursing and is currently licensed to practice in Dubai. Her professional experience includes working as a charge nurse at a medical center in Dubai as well as various roles like staff nurse, transplant coordinator, and charge nurse at the National Kidney and Transplant Institute in the Philippines. She has experience in areas like transplant care, hemodialysis, emergency nursing and intensive care.
ICVAP HRSA Grant Newsletter Winter 2016Jack DeVault
The document summarizes an interprofessional collaboration project at West Virginia University aimed at improving care for vulnerable patients. A team from WVU Schools of Nursing, Medicine, and Pharmacy received a $1.4 million grant to implement an interprofessional care model. The model will be tested through simulations and rolled out to hospital units. It focuses on enhancing teamwork and collaboration between nurses, doctors, pharmacists and other providers. The goal is to improve patient outcomes by reducing complications and readmissions.
Emergency Psychiatry clinical and training approaches.pdfFazelFadhilah
This document discusses emergency psychiatry training in Canada based on a survey of psychiatry residency programs. It finds there is significant variability across programs in the structure and duration of emergency psychiatry clinical exposure and teaching. Most programs provide 1-5 weeks of clinical training in a variety of settings, including designated psychiatric emergency units in general hospitals. Teaching methods and duration also vary widely. The document advocates for improved standardization of clinical training and didactic teaching to better address the needs of the emergency psychiatric population. It also discusses different systems and settings for emergency psychiatry assessments, noting the advantages and safety features of general hospital and psychiatric hospital models.
Building health literacy skills with health professionals V2.pptxHealthLiteracyUKGrou
Ensuring healthcare providers can contribute to improving health literacy in patient – provider or public health environments requires HCP to be aware and understand HL principles. Therefore, the understanding of these principles need to be taught in undergraduate and post graduate healthcare degrees. Research has shown that this is not always the case. This session will discuss the strategies to embed HL in Undergraduate Medical/Nursing and AHP Postgraduate degrees in two universities in the UK. With Dr Evelyn McElhinney, Glasgow Caledonian University and Professor Joanne Protheroe, Keele University.
1. The document describes an online education program developed in Mexico that provides training to healthcare professionals in detecting and treating chronic kidney disease and other chronic non-communicable diseases.
2. The program consists of 5 modules covering topics like diabetes, hypertension, obesity, dyslipidemia, and chronic kidney disease. It uses an online platform with video lessons, workshops, case discussions and readings.
3. Between 2010-2011, 844 students from 8 states participated in the program. 362 students completed it, scoring an average of 9.6 out of 10. The program provides a valuable tool for training more healthcare workers given the shortage of nephrologists.
Fellowship in Critical Care Medicine after MBBS.pdfGMAcertificate
The curriculum of a Fellowship in Critical Care Medicine is meticulously crafted to offer a holistic understanding of critical care principles and practices.
This document is a resume for Donna Marie Kenner-Whitaker, who is a Family Nurse Practitioner. She has over 23 years of experience as a registered nurse working in critical care settings. She has a Master's degree in Nursing and is certified as a Family Nurse Practitioner. Her experience includes working in intensive care units and with patients undergoing procedures like heart transplantation. She currently works as an adjunct clinical instructor and is pursuing a Master's degree in Health Administration.
Similar to Pediatric Nephrology Program Outline 2015 (20)
1.
Albert Einstein College of Medicine
of Yeshiva University
Children’s Hospital at Montefiore
Division of Nephrology
Pediatric Nephrology Fellowship Training
Program
2. 1
Educational Goals and Objectives of the Program
General
The Divisional goals and objectives for graduate medical education are to provide the clinical
and scientific experience required to train graduates of Pediatric Residency Programs for a career
in Academic Pediatric Nephrology. In accord with the ACGME General Competencies, the
education program of the Division will assure that its Trainees obtain competencies in the
following six areas: patient care, medical knowledge, practice-based learning and improvement,
interpersonal and communication skills, professionalism, and system-based practice. Trainees are
required to be Board-eligible in Pediatrics and have met the qualifications for Trainee eligibility
in the Essentials of Accredited Residencies in Graduate Medical Education in the AMA
Graduate Medical Education Directory. In accordance with the requirements established by the
Sub-Board of Pediatric Nephrology, the Pediatric Nephrology Training Program consists of one
year of intensive clinical experience followed by two years of basic, translational, or clinical
research training. It is anticipated that upon successful completion of the Training Program, the
Pediatric Nephrology Trainee will have acquired the capability and experience with which to
diagnose and manage pediatric renal diseases and to understand the physiology of fluid and
electrolyte regulation, and acquire scientific skills necessary for a career as a physician-
investigator. Collaboration with the Division of Nephrology in the Department of Medicine
provides opportunities for research and education that has fostered the career development of
numerous Trainees. Combined courses in renal physiology journal club conferences in clinical
and basic research areas as well as renal grand rounds facilitate the Trainee’s acquisition of
knowledge and appreciation of the importance of critical scientific analysis. All Trainees are
required to complete the Fellows Course, which is offered by the Department of Pediatrics
during the academic year. This 27 session course provides skills that lead to an in-depth
understanding of biostatistics, clinical and laboratory research methodology, study design,
preparation of applications for funding and/or approval of clinical or research protocols, critical
literature review, principles of evidence-based medicine, ethical principles involving clinical
research, and the achievement of proficiency in teaching. The curriculum leads to an
understanding of the principles of adult learning and provide skills to participate effectively in
curriculum development, delivery of information, provision of feedback to learners, and
assessment of educational outcomes. Graduates will be effective in teaching both individuals and
groups of learners in clinical settings, classrooms, lectures, and seminars, and also by electronic
and print modalities. The Trainee will develop an understanding of ethical, socioeconomic,
medical/legal, and cost-containment issues as they apply to the provision of patient care and
graduate medical education. In addition, the Trainee will participate in the educational activities
of the Training Program and assume responsibility for teaching their peers, Pediatric Residents
and medical students. Finally, each Trainee has the opportunity to participate in the various
institutional committees such as the Committee on Graduate Medical Education and other
Departmental responsibilities. In the past 40 years over 100 graduates of the program have
remained in academic medicine and continue their research contributions.
First Year
All infants and children hospitalized with renal disorders or fluid and electrolyte abnormalities
are evaluated by the Pediatric Nephrology Service at the Children’s Hospital at Montefiore
(CHAM). During the first year of training, the Trainee will assume major patient care
responsibilities in the ambulatory, in-patient service, and in the Pediatric Dialysis Unit under the
3. 2
direct supervision of Pediatric Nephrology Faculty and commensurate with their level of clinical
competence and advancement.
The Trainee will acquire experience in the management of pediatric patients ranging in age from
premature newborn to young adulthood, who have various renal disorders including fluid and
electrolyte imbalance, hypertension, acute and chronic renal failure, congenital and acquired
abnormalities of the renal-genitourinary tract, glomerulonephritis, nephrotic syndrome, systemic
diseases with renal involvement, as well as renal transplant recipients. The importance of an
appreciation for the pathophysiology and management of these respective disorders will be
emphasized. Implementation of therapeutic regimens will utilize the newest available modalities
and be critically evaluated for their efficacy and safety. The Trainee is responsible for presenting
the patients with the appropriate laboratory and radiologic information, at the Pediatric
Nephrology Rounds on Monday and Friday mornings. Emphasis is placed on the teaching of
renal histology based on the biopsies performed by the Trainee, and the interpretation of renal
ultrasounds, nuclear scans, voiding cystograms, and other imaging techniques applied to the
kidney and genitourinary tract under the guidance of the Radiology and Nephrology Faculty.
Procedure skills to be acquired will include placement and interpretation of ambulatory blood
pressure monitors, renal biopsy, prescription and trouble shooting of renal replacement therapy
with hemo- or peritoneal dialysis, hemofiltration, and management of patients pre- and post-
transplantation. The supervising Attendings are responsible for signing the Trainees
credentialing forms, as required by the New York State Department of Health, certifying that all
Trainees have successfully performed a minimum number of specific procedures. All these will
serve as the clinical framework for the acquisition of skills specific for competency in Pediatric
Nephrology.
The outpatient Pediatric Nephrology Diagnostic Service at CHAM is a major Pediatric
Nephrology referral center for the Bronx, lower Westchester County and parts of Long Island,
located in CHAM. More than 1,250 patients are seen yearly of which approximately 25% are
new referrals with renal disorders ranging from hematuria, proteinuria, hypertension, urinary
tract infections, congenital genitourinary tract abnormalities, acute glomerulonephritis, chronic
renal failure, and various other renal-specific conditions including transplantation. Seven weekly
continuity clinic sessions provide an extensive experience for the Trainee with the Renal Team
comprised of a Pediatric Nephrology Social Worker, Transplantation Nurse Practitioner, Renal
Nutritionist, and the Pediatric Nephrology Faculty. In addition there are monthly-specialized
clinic sessions for the care of patients with advanced chronic kidney disease, as well as monthly
clinics combining Pediatric Nephrology care with Pediatric Urology or Pediatric Rheumatology
to address the complex needs of children with CKD resulting from GU anomalies or systemic
lupus erythematosus, respectively.
The Trainee participates in the End-Stage Renal Disease (ESRD) Program of the Division in the
Dialysis and Transplantation services at CHAM. Our center is the only facility in the greater
New York Metropolitan area approved exclusively for the care of children with ESRD. A 6-
station Pediatric Dialysis Unit in the Foreman Pavilion at Montefiore provides hemodialysis for
~10-15 pediatric patients and serves as the center for the expanding home peritoneal dialysis
program for approximately 5 families. On average, 10 pediatric renal transplants are performed
yearly. The medical management of these children prior to surgery, in the recovery rooms, and
following transfer to the Pediatric Intensive Care Unit is the responsibility of the Trainee and
Pediatric Nephrology Faculty. The Trainee is intimately involved in each phase of the process. In
order to expose the Trainee to the psychosocial and educational needs of the patients and their
families, monthly Pediatric Nephrology Team conferences are held to discuss in depth individual
chronic kidney failure, dialysis and transplant patients. In addition to the Pediatric Nephrology
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Faculty and Trainees, these meetings are attended by the Pediatric Transplantation and Dialysis
nursing staff, Renal nutritionist, Pediatric Renal Social Worker, and other personnel such as
hospital-based school teacher and Child Life Therapist, and if necessary, the Pediatric
Psychiatrist involved in the case.
During the first year of training, the Trainee will become familiar with the various clinical
research projects within the Division, including multicenter clinical investigations of the Chronic
Kidney Disease in Children (CKiD) cohort, and other collaborative studies. A broad referral base
and a large group of patients with a variety of renal disorders provide opportunities for the
development and implementation of clinical and translational research projects. The Trainee is
encouraged to pursue either an existing study or an original investigation related to an existing
project with the support of the Pediatric Nephrology Faculty and Research Laboratory of the
Division. The research program of the Division incorporates a number of projects, which aims to
translate problems in clinical Pediatric Nephrology into bench research investigations. Current
research efforts are:
• The role of polarity proteins Par1a/b and LKB1 in podocytes, kidney and intrahepatic bile
duct development
• The role of Par1a/b in acute kidney injury and diabetic nephropathy
• Outcomes of Prematurity and Neonatal Acute Kidney Injury and Einstein/Montefiore
Clinical Registry and Biorepository
• ACTH for Frequently Relapsing and Steroid Dependent Nephrotic
Syndrome (ATLANTIS study)
• NKMC AWAKEN study: Neonatal Kidney Multicenter Collaborative to investigate:
Assessment of Worldwide Acute Kidney Injury in Neonates
• Assessing bleeding time before renal biopsy in children with SLE
• Assessing the validity of urinary microRNA profiles in patients with lupus nephritis
• Profiling of microRNAs in urine, serum, and kidney tissue of a mouse model of lupus
nephritis
• The role of extracellular RNA and RNA-binding proteins in the development of systemic
lupus erythematosus
• The utility of urinary microRNAs as biomarkers of renal progression in children and
adults with chronic kidney disease
• Standardizing Care to Improve Outcomes in Pediatric ESRD (SCOPE): a multi-center
collaborative aimed at reducing infections in pediatric ESRD patients on both peritoneal
and hemodialysis.
• NEPTUNE: Nephrotic syndrome and Primary Glomerular Diseases: role of biomarkers
and genetics
• Risk of cardiovascular disease in African American Children with APOL1 polymorphism
in G1 and G2 alleles and in those with sickle cell disease
• Adherence to treatment regimen in pediatric and adolescent kidney transplant recipients
of different racial backgrounds and their transition to adult care.
• Cystinosis as a lysosomal storage disease and the discovery of new therapeutic targets
involving the autophagy pathway.
• CureGN: Cure glomerulonephropathy multicenter study of glomerular disease with
nephrotic syndrome secondary to minimal change, FSGS and membranous and IgA
nephropathy
In addition, all the fellows are involved or leading a quality improvement project, which they get
started on during their first year of training.
5. 4
By the time the Trainee completes the clinical year of training, the research project of the trainee
is already formulated and mentors are identified. The Division Chief gives the direction of the
research training with the assistance of the Program Director, taking into consideration the
feasibility of the project and the interests of the Trainee.
Second and Third Year
The second and third year Trainees will still have ongoing clinical responsibilities for bi-monthly
Pediatric Nephrology outpatient session for continuity of patient care, in- and outpatient service
(if not completed entirely during the first year), and the occasional nights and weekend coverage
with the other Trainees. However, the main focus of this stage of training is on scholarly
activities.
All Trainees will be expected to engage in projects in which they develop hypotheses or in
projects of substantive scholarly exploration and analysis that require critical thinking. Areas in
which scholarly activity may be pursued include, but are not limited to: basic, clinical, or
translational biomedicine; health services; quality improvement; bioethics; education; and public
policy. Trainees must gather and analyze data, derive and defend conclusions, place conclusions
in the context of what is known or not known about a specific area of inquiry, and present their
work in oral and written form. The basic and translational research component of the program
will take advantage of the numerous research facilities available at this large medical center and
the Albert Einstein College of Medicine. The Trainee will be offered the opportunity to perform
basic scientific investigation using the newest techniques in cellular and molecular biology. The
laboratory experience will emphasize the scientific principles of research and provide a
foundation for the Trainee to develop into a physician-investigator. The supervision of the
Trainee by the appropriate Pediatric Nephrology Faculty member, who is skilled in a particular
area of investigation, provides a safe mechanism to assure the research success of the Trainee.
Emphasis is placed on the development of technical and critical evaluation skills, data
acquisition and analysis, review of manuscripts, and writing of abstracts and scientific papers.
Reading of research articles related to the work is strongly encouraged in order to develop
specific knowledge, as well as critical judgment of methods and experimental design. The
research resources of the Division including technical assistance, scientific instruments and
supplies, and funds for the investigations, provide an excellent opportunity for the Trainee to
learn in depth many state of the art research techniques. If needed, the resources of the
laboratories of the Division of Nephrology, Department of Medicine, and other basic research
laboratories, are available for the Trainee under the direction of Faculty members familiar with
the requirements for research training.
As the Trainee progresses with his/her research endeavors, they are encouraged to work more
independently and further develop the ability to formulate new questions and experimental
approaches. In this manner, the research projects performed during the third year of training are
more effectively designed and carried out with the Trainee assuming as much responsibility as
their skills permit. This will enable the Trainee to complete the last stage of the research
experience by preparing and submitting a manuscript to a scientific journal as the first author for
critical review. The Program Director and other involved Faculty will assist the Trainee in this
process in preparation for their academic career.
In summary, it is anticipated that upon successful completion of the Pediatric Nephrology
Training Program, the Trainee will have developed skills in clinical Pediatric Nephrology basic
and translational investigative research, and teaching. The Trainee will also be familiar with the
6. 5
evaluation of psychosocial aspects of life-threatening and chronic diseases as they effect the
patient and family, and in the need for counseling both acute and chronically ill patients and their
families. The Trainee will also be provided with instruction and experience in the operational
aspects of a Pediatric Nephrology Service, including the dialysis facility. Knowledge of the
economics of the practice of Pediatric Nephrology, staffing needs, care maps, appropriate
communication with referring physicians and planning for program development will be
acquired during the training. This training will prepare the graduate to assume the responsibilities
of a clinician-educator and physician-scientist and contribute to the field of Pediatric Nephrology.
Evaluation Process for Core Competencies and Scholarly Activities
The Pediatric Nephrology Faculty evaluates the Trainees at monthly intervals based on rotations.
Deficiencies are discussed with the Trainee by the Program Director, and plans for appropriate
correction are then outlined. In addition the overall performance of the Trainee is assessed at six-
month intervals by the entire faculty and discussed with the Trainee by the Program Director. On
a yearly basis, Pediatric Nephrology peers, Pediatric Trainees, patients and Allied Health Care
Workers also evaluate the Trainees. The Trainee will have the opportunity to evaluate the
Training Program and Faculty on a six-month basis anonymously. The evaluations are mapped to
the ACGME Pediatric Nephrology-specific Milestones. The clinical competency committee
(CCC) meets twice a year and assess the clinical progress of the fellow based on the pre-
populated milestone reports, as well as additional evaluations. The CCC meets with the Trainee
on an individual basis and discusses the Trainees progress on each milestone. The Trainee is also
provided with a detailed list of areas of strength and areas needing improvement, including
suggestions on how to improve their skills. The CCC also asks the Trainee for feedback on the
program (one of numerous occasions for Trainees to shape the Program), which are to be
implemented during the next cycle.
The progress of the Trainees in their scholarly activities is assessed at the local level. Each
fellow must have a Scholarship Oversight Committee. The Scholarship Oversight Committee
should consist of three or more individuals, at least one of whom is based outside the
subspecialty discipline; the fellowship program director may serve as a Trainee’s mentor and
participate in the activities of the oversight committee, but should not be a standing (i.e., voting)
member. This committee will:
• Determine whether a specific activity is appropriate to meet the ABP guidelines for
scholarly activity
• Determine a course of preparation beyond the core fellowship curriculum to ensure
successful completion of the project
• Evaluate the Trainee's progress as related to scholarly activity
• Meet with the Trainee early in the training period and regularly thereafter
• Require the Trainee to present/defend the project related to his/her scholarly activity
• Advise the program director on the Trainee's progress and assess whether the Trainee has
satisfactorily met the guidelines associated with the requirement for active participation
in scholarly activities
Involvement in scholarly activities must result in the generation of a specific written “work
product”.
7. 6
Examples include, but are not limited to:
• A peer-reviewed publication in which a fellow played a substantial role
• An in-depth manuscript describing a completed project
• A thesis or dissertation written in connection with the pursuit of an advanced degree
• An extramural grant application that has either been accepted or favorably reviewed
• A progress report for projects of exceptional complexity, such as a multi-year clinical
trial
Teaching Opportunities
In addition to the clinical and research training of the Trainees, the program provides numerous
opportunities for them to develop their teaching abilities. In the clinical setting, the Pediatric
Nephrology Trainee guides the Pediatric Residents and medical students in the evaluation and
management of the patients and provides them current literature for review. The Trainees are
required to conduct seminars, clinical conferences and lectures that are given at the various
Division education meetings, as well as for medical students and Pediatric Residents. Topics that
have been presented by to Pediatric Residents include: HUS, HTN, Nephrotic Syndrome, Acid
Based Abnormalities, Glomerular Disorders, and Fluid & Electrolyte Metabolism. These
exercises are supervised by a Pediatric Nephrology Faculty member who is responsible for
assuring the high quality of the teaching as well as guiding the Trainee as to their performance.
In addition, Trainees in second and third year will run small group sessions with first year
medical students as part of the Renal Systems Course at the Albert Einstein College of Medicine.
Conferences and Extracurricular Opportunities
The Trainee is given the opportunity to attend the Miami Seminars in Pediatric Nephrology in
first year, the RRI Dialysis Conference in second year and the American Society of Nephrology
(ASN) in third year. Trainees are encouraged to submit abstracts to major scientific meetings
(ASN, Pediatric Academic Societies), if their supervising faculty deems appropriate, irrespective
of their level of training. Accepted abstracts allow the Trainee to attend these meetings in
addition to the above mentioned.
Each Trainee is given the opportunity to spend one week each summer in the second and third
years at the Hospital’s Satellite Children’s Dialysis Unit located in the Catskill mountains at the
Frost Valley YMCA. This unique program began in 1975 and was the first pediatric dialysis
summer camp facility to include mainstreaming of the campers with various kidney conditions
including chronic kidney failure and transplantation. The experience broadens the Trainees
appreciation of the obstacles encountered by pediatric nephrology patients as they attempt to
rehabilitate and continue with their development.
8. 7
Meet Our Fellows
Meet Our Faculty
Abhijeet Pal, MD
Medical School: Maulana Azad Medical College, India
PGY-6
Saritha Ranabothu, MD
Medical School: Gandhi Medical School, India
PGY-5
Frederick Kaskel, MD, PhD
Professor of Pediatrics, Vice Chair of Pediatrics
Division Chief
Research interests: glomerular diseases, hemolytic uremic syndrome,
hypertension, chronic kidney disease in children (CKiD)
Marcela Del Rio, MD
Assistant Professor of Pediatrics
Director, Pediatric Kidney Transplant Program
Research interests: medical adherence and transition of care in kidney
transplant recipients
Rebecca Hjorten, MD
Medical School: Stanford University School of Medicine
PGY-5
Meidad Greenberg, MD
Medical School: Ben Gurion University of the Negev,
Israel
PGY-4
9. 8
Beatrice Goilav, MD
Assistant Professor of Pediatrics
Director, Pediatric Nephrology Training Program
Research interests: lupus nephritis, urinary biomarkers, RNA biology in
autoimmune diseases
Kimberly Reidy, MD
Assistant Professor of Pediatrics
Research interests: kidney development, role of polarity proteins in kidney
development and disease
Nicole Hayde, MD, MS
Assistant Professor of Pediatrics
Research interests: Kidney Transplantation, Molecular methods to diagnose
rejection and adherence
Anna Zolotnitskaya, MD
Assistant Professor of Pediatrics
Research interests: Alternative forms of therapy in childhood