Tag: medical education

Blog Posts (23)

April 18, 2016

Awareness Creation in Healthcare Should be a Priority in the Developing World

By Calvince Owiti I was born about two decades ago in a small village in Western parts of Kenya.  I grew up in a humble background, learning all that was relevant that time.  My grandparents were herbal medical practitioners.  I lived with them most of my early life even though my parents were still alive. […]
April 12, 2016

Social determinants: Why are they so difficult to address?

“He who knows only his own side of the case knows little of that.” John Stuart Mill, On Liberty. 1869 By Greg Gruener At a lecture I recently attended with our students, the guest speaker’s topic was on health disparities and the data presented was, as most of us in the healthcare field know, pretty […]
April 6, 2016

Promoting Social Justice in Medical Education

A profile of Dean Linda Brubaker, MD, MS, Dean and Chief Diversity Officer, Loyola University Chicago Stritch School of Medicine Professor Linda Brubaker brings an enthusiasm for medical education, social justice, and her medical specialty fields of female pelvic medicine and reconstructive surgery (urogynecology) to her several roles at Loyola’s Stritch School of Medicine (SSOM). […]
February 16, 2016

A Cut Above- A reduction in the number of cadavers and instructors actually improves the teaching of medical gross anatomy

By Michael Dauzvardis Time: midnight September, 2011 Place: gross anatomy lab Music playing softly in the background: Your Body is a Wonderland, by John Mayer “I’ve been at it for 4 hours and still can’t find the greater occipital nerve!” barks Joe, a first year medical student meticulously dissecting the posterior neck region on his […]
February 2, 2016

Presence and Vulnerability in Medical Education

By Sunny Nakae In my MSW program I took a diversity and social justice course.  The class was very engaged and often intense; we became well acquainted as we shared our stories.  Mid-way through the semester the instructor assigned us to read an article from our local newspaper about living with HIV.  The article, unbeknownst […]
February 1, 2016

Instructions for Authors

Content: Reflective MedEd welcomes submissions from educators and students in medical schools and related health professions. We also welcome contributions from the perspective of patients, and scholars in the humanities, social sciences, and public policy. In short, we seek entries from anyone whose insights regarding educational method and content or the social and interpersonal context […]
January 29, 2016

Welcome to the Ralph P. Leischner, Jr., MD, Department of Medical Education

The department brings together Loyola Stritch’s efforts regarding “teaching to teach and learning to learn.” We are part of the new era in academic medicine that gives the same priority to our educational mission as our research and service missions. We aim to turn out a diverse physician workforce who treat patients according to the […]
January 5, 2016

Imposter Syndrome

by Keisha Ray, Ph.D.

As a junior scholar, Imposter Syndrome is as a part of my daily life as some people’s morning coffee is a part of their morning routine.…

June 30, 2015

Professionalism in Medicine: I Know it When I See it

by Jennifer Chevinsky, BS

A medical student comes into the hospital wearing his favorite pair of old, ripped, dirty jeans.

A physician ‘pimps’ a medical student and publicly shames her when she doesn’t know the answer.…

November 11, 2014

Making a Case for Case Studies

<p class="MsoNormal" style="line-height: 19.0400009155273px;"><span style="line-height: 19.0400009155273px;">In Peter D. Kramer’s New York Times piece published in the ‘Couch’ section on October 18, 2014 (</span><a style="line-height: 19.0400009155273px;" href="http://opinionator.blogs.nytimes.com/2014/10/18/why-doctors-need-stories/">Why Doctors Need Stories</a><span style="line-height: 19.0400009155273px;">) he affirms the experience of learners, educators, and researchers in his arguments that a case vignette can provide a kind of instruction that cannot be duplicated by data collection alone. While we do still need evidence based material to assure safety and efficacy of treatments, the case study offers contextual material that makes the evidence come to life.</span></p> <p class="MsoNormal" style="line-height: 19.0400009155273px;">As a Clinical Ethicist each clinical encounter is rich with substantive information that is part of an individual or family story intersecting with the healthcare setting. When invited to provide input, support, or recommendations in any given case, the most informative elements of any case are the story of the patient. What was before, what is now, and what the future may require is different for each patient, and I am often awed by the ‘before.’ The contextual landscape of each story is often where we come to understand the psychosocial factors that weigh heavily in how a patient, family, or community interacts with the healthcare community. Hard data is not as useful as hearing the story that belongs to the patient.</p> <p class="MsoNormal" style="line-height: 19.0400009155273px;"><strong style="line-height: 19.0400009155273px; color: #34405b; font-family: Arial, Helvetica, sans-serif; font-size: 12px;">The Alden March Bioethics Institute offers a Master of Science in Bioethics, a Doctorate of Professional Studies in Bioethics, and Graduate Certificates in Clinical Ethics and Clinical Ethics Consultation. For more information on AMBI's online graduate programs, please visit our <a style="text-decoration: underline; color: #000099;" href="/Academic/bioethics/index.cfm">website</a>.</strong></p>

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News (1)

July 10, 2012 4:28 pm

FDA unveils safety measures for opioid painkillers (Fox News)

Drugmakers that market powerful painkiller medications will be required to fund training programs to help U.S. doctors and other health professionals safely prescribe the drugs, which are blamed for thousands of fatal overdoses each year.  The safety plan released by the Food and Drug Administration on Monday is designed to reduce misuse and abuse of long-acting opioid pain relievers, which include forms of morphine, methadone and oxycodone. The agency’s plan mainly involves educating doctors and patients about appropriate use of the drugs.