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Browne Hede posted an update 6 months, 1 week ago
Plasmodium vivax (P. Vorinostat vivax) is a protozoan parasite that causes vivax malaria. Disease relapse post-treatment is reported in P. vivax co-infection with other bacterial and parasitic infections, but Plasmodium vivax reactivation is not very common with viral infections. Early recognition and diagnosis of a Plasmodium vivax malaria relapse in a non-endemic region pose a diagnostic dilemma. COVID-19 co-infection compounds this dilemma due to overlapping symptoms. Early diagnosis and treatment are essential for a favorable clinical outcome. We report a middle-aged gentleman with high-grade fever and headaches who had COVID-19 and was found to have a relapse of Plasmodium vivax malaria.
It becomes a challenge for a teacher to find a student-friendly approach to teach too many students in a class. The teaching methods used during medical education have a significant impact on learning among medical students. A practical and informative teaching technique is considered an essential component of that education. The present study aimed to determine the best interactive teaching method based on Indian medical undergraduates’ perceptions.
The current investigation was a cross-sectional descriptive study that included 100 undergraduate medical students. A structured sample class on a specified topic was conducted using Microsoft PowerPoint (PPT) and a “chalk and talk” (CNT) method. Students’ opinions of the class were assessed via a Likert scale questionnaire in which, for each of the two methods, the students were asked to rank twelve comments on a four-point scale strongly agree, agree, disagree, or strongly disagree. Descriptive statistics were calculated to evaluate the distributions of thehighlights student preferences for a combined teaching method that includes CNT and PPT.
Public health is an important part of the national public safety system, andthe establishment of a high-quality public health team with clinical knowledge and skills is increasingly valued, especially during pandemics of infectious diseases.
Rapid clinical promotion model of standardized training for public health physicians would be created for reference by other institutions or organizations.
The data related to the standardized training of public health physicians of Grade 2019 in Shanghai were collected and sorted out, which were summarized and analyzed by interview method, field investigation method,inductive reasoning, analogy reasoning and extreme reasoning method.
The rapid clinical promotion mode mainly included the following the establishment of the management core, the definition of training objectives and implementation plans, the preparatory work in the early stage, the implementation of training missions for public health physicians, the building mechanism of tracking and feedback for clinical training, continuous follow-up and optimization of the clinical standardized training system, and the solution of key issues in clinical standardized training for public health physicians.
The core of the model is the vertical management of a inter-disciplinary talent to plan and implement the affairs of standardized training for public health physicians comprehensively, as well as the timely intervention of key matters.
The core of the model is the vertical management of a inter-disciplinary talent to plan and implement the affairs of standardized training for public health physicians comprehensively, as well as the timely intervention of key matters.
Nursing documentation is an integral and vital professional nursing practice that refers to the process of recording nursing activities concerned with the care given to individual clients to ensure continual effective, safe, quality, evidence-based, and individualized care.
To assess documentation practice and identify its associated factors among nurses in six Governmental Hospitals of Harari Regional State and Dire Dawa Administration, Eastern Ethiopia.
An institutional-based cross-sectional study was conducted among 430 nurses and 421 medical records. Simple random sampling was employed for the selection of nurses and charts after the total sample size had been allocated proportionally for each hospital. Data were collected by using a self-administered questionnaire and review of records, and entered and analyzed by using EpiData version 3.1 and statistical package for social sciences version 20.0, respectively. Logistic regression was used to identify the associated factors.
In this study, 47.5% opractice through providing training on standards of documentation and enhancing the favorable attitude of nurses toward documentation practice by motivating them regarding documentation activities.
To analyze self and 360-evaluation scores of the professionalism intelligence model domains within an academic Otolaryngology-Head and Neck Surgery Department.
A leadership course was introduced within the Department of Head and Neck Surgery & Communication Sciences at Duke University Medical Center. A 360 evaluation assessing domains of the professional intelligence model was recorded for all participants. Participant demographics included gender (male vs female), generation group (generation Y vs older generations) and physician status of participants (physician vs non-physician). Differences in mean self-scores were modeled using linear regression. When analyzing the evaluator scores, gaps were defined as self-score minus evaluator-score for each member of a participant’s evaluator groupings (supervisor, peer, and direct report). Two types of linear mixed models were fit with a random intercept to account for the correlated gaps in the same participant.
Scores of 50 participants and 394 evaluatorother-perceptions of defined leadership virtues in future leadership development activities.
Participants rate themselves lower on average than their evaluators. This work is important in understanding how perceived leadership qualities are assessed and developed within an academic surgical department. Finally, the results presented could serve as a model to address the gap between self- and other-perceptions of defined leadership virtues in future leadership development activities.
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