"Our basic philosophy of medical education must be directed not toward creating a neurosurgeon, a family practitioner, a cardiologist, or a general pediatrician but toward creating an undifferentiated 'stem cell' physician who is so well prepared that he or she is fully capable of taking any career path after medical school. Every indication is that our goal is being met. The new curriculum is preparing students for the demands and responsibilities of a new era of medicine, science, and medical arts." -- from the Foreword, by Michael M. E. Johns, M.D. The curriculum taught in many U.S. medical schools today has been altered little since 1910. Now, spurred in part by the recent sweeping changes in health care delivery, medical schools are re-evaluating their curricula. The goal is to develop a program of medical education that not only reflects the latest scientific advances but also prepares physicians in the fields and specialties society now needs. This book provides an extensive description of the process and outcome of developing a completely new curriculum at the Johns Hopkins University School of Medicine. The book is organized around the subjects and courses taught: basic sciences, physician and society, medical informatics, and clinical medicine. Chapters also consider evaluation and reform of the curriculum. The contributors, Johns Hopkins faculty members who participated in developing the components of the curriculum, discuss differences between the old and new courses and programs, reasons for the changes, and the process used to plan and implement them. Throughout, the material is presented in a way that permits easy generalization and adaptation to other medical schools. Contributors: Catherine D. De Angelis, M.D. Diane M. Becker, Sc.D. Gert H. Brieger, M.D., Ph.D. Leon Gordis, M.D. H. Franklin Herlong, M.D. K. Joseph Hurt Michael M. E. Johns, M.D. Langford Kidd, M.D., F.R.C.P. Michael J. Klag, M.D. Harold P. Lehmann, M.D., Ph.D. Nancy Ryan Lowitt, M.D., Ed.M. Lucy A. Mead, Sc.M. Thomas D. Pollard, M.D. Henry M. Seidel, M.D. John H. Shatzer Jr., Ph.D. Patricia A. Thomas, M.D., F.A.C.P. Victor Velculescu Charles M. Wiener, M.D.

The only comprehensive encyclopedia on the subject of women in higher education. America's first wave of feminists—Susan B. Anthony, Elizabeth Cady Stanton, and others—included expanded opportunities for higher education in their Declaration of Sentiments at the first Women's Rights Convention in Seneca Falls, New York, in l848. By then, the first American institutions to educate women had been founded, among them, Mt. Holyoke Seminary, in l837. However, not until after the Civil War did most universities admit women—and not for egalitarian purposes. War casualties had caused a drop in enrollment and the states needed teachers. Women students paid tuition, but, as teachers, were paid salaries half that of men. By the late 20th century, there were more female than male students of higher education, but women remained underrepresented at the higher levels of educational leadership and training. This volume covers everything from historical and cultural context and gender theory to women in the curriculum and as faculty and administrators.

"This edited volume offers a comprehensive introduction to the complex realities of American higher education, including its history, financing, governance, and relationship with the states and federal government. For this fifth edition, existing chapters were revised extensively to reflect contemporary realities, and new chapters were added"--

This book argues that it is possible for our study of the natural world to enhance our understanding of God and for our faith to inform and influence our study and application of science. Whether you are a student, someone employed in the sciences, or simply an interested layperson, Not Just Science will help you develop the crucial skills of critical thinking and reflection about key questions in Christian faith and natural science.The contributors provide a systematic approach to both raising and answering the key questions that emerge at the intersection of faith and various disciplines in the natural sciences. Among the questions addressed are the context, limits, benefits, and practice of science in light of Christian values. Questions of ethics as they relate to various applied sciences are also discussed. The end goal is an informed biblical worldview on both nature and our role in obeying God’s mandate to care for his creation.With an honest approach to critical questions, Not Just Science fills a gap in the discussion about the relationship between faith and reason. This is a most welcomed addition to these significant scholarly conversations. Ron Mahurin, PhD Vice President, Professional Development and Research Council for Christian Colleges & Universities

Drawing on key international reports and input from leading healthcare practitioners and educators worldwide, this ground-breaking book closely examines the real issues facing medicine and medical education. With a wide-ranging, evidence-based approach, the author identifies key drivers of change in both the developing and developed world.He examin

Providing a comprehensive and evidence-based reference guide for those who have a strong and scholarly interest in medical education, the Oxford Textbook of Medical Education contains everything the medical educator needs to know in order to deliver the knowledge, skills, and behaviour that doctors need. The book explicitly states what constitutes best practice and gives an account of the evidence base that corroborates this. Describing the theoretical educational principles that lay the foundations of best practice in medical education, the book gives readers a through grounding in all aspects of this discipline. Contributors to this book come from a variety of different backgrounds, disciplines and continents, producing a book that is truly original and international.

The first edition of Robotic Surgery was written only a decade after the introduction of robotic technology. It was the first comprehensive robotic surgery reference and represented the early pioneering look ahead to the future of surgery. Building upon its success, this successor edition serves as a complete multi-specialty sourcebook for robotic surgery. It seeks to explore an in-depth look into surgical robotics and remote technologies leading to the goal of achieving the benefits of traditional surgery with the least disruption to the normal functions of the human body. Written by experts in the field, chapters cover the fundamental principles of robotic surgery and provide clear instruction on their clinical application and long term results. Most notably, one chapter on “The Blueprint for the Establishment of a Successful Robotic Surgery Program: Lessons from Admiral Hymen R. Rickover and the Nuclear Navy” outlines the many valuable lessons from the transformative change which was brought about by the introduction of nuclear technology into the conventional navy with Safety as the singular goal of the change process. Robotics represents a monumental triumph of surgical technology. Undoubtedly, the safety of the patient will be the ultimate determinant of its success. The second edition of Robotic Surgery aims to erase the artificial boundaries of specialization based on regional anatomy and serves as a comprehensive multispecialty reference for all robot surgeons. It allows them to contemplate crossing boundaries which are historically defined by traditional open surgery.

The only full-scale history of continuing medical education and its future

Provides a highly engaging, richly contextualized account of the residency system in all its dimensions and analyzes the mutual relationship between residency education and patient care in America.

How can the example of Morehouse School of Medicine help other health-oriented universities create ideal collaborations between faculty and community-based organizations? Among the 154 medical schools in the United States, Morehouse School of Medicine stands out for its formidable success in improving its surrounding communities. Over its history, Morehouse has become known as an institution committed to community engagement with an interest in closing the health equity gap between people of color and the white majority population. In The Morehouse Model, Ronald L. Braithwaite and his coauthors reveal the lessons learned over the decades since the school's founding—lessons that other medical schools and health systems will be eager to learn in the hope of replicating Morehouse's success. Describing the philosophical, cultural, and contextual grounding of the Morehouse Model, they give concrete examples of it in action before explaining how to foster the collaboration between community-based organizations and university faculty that is essential to making this model of care and research work. Arguing that establishing ongoing collaborative projects requires genuineness, transparency, and trust from everyone involved, the authors offer a theory of citizen participation as a critical element for facilitating behavioral change. Drawing on case studies, exploratory research, surveys, interventions, and secondary analysis, they extrapolate lessons to advance the field of community-based participatory research alongside community health. Written by well-respected leaders in the effort to reduce health inequities, The Morehouse Model is rooted in social action and social justice constructs. It will be a touchstone for anyone conducting community-based participatory research, as well as any institution that wants to have a positive effect on its local community.