Articles: emergency-medicine.
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This is the sixth article in a continuing series on objectives for emergency medicine training; otolaryngological objectives will be presented. Otolaryngological skills and knowledge areas are frequently encountered in clinical practice. The Core Content in emergency medicine devotes an entire section to their listing. ⋯ Specific behaviorally based objectives for mastery of knowledge and skill areas provide guidance in a training rotation not directly under emergency medicine faculty supervision. References are suggested for additional and supportive information and reinforcement in skill and knowledge area mastery. These objectives are presented to aid in directing training of emergency medicine residents on an otolaryngological service.
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This is a continuing series of objectives to direct resident training in emergency medicine. Electrocardiography may not receive individual attention in many training programs. However, the importance, omnipresence, and medicolegal potential of electrocardiography in the practice of emergency medicine suggests its individual attention. Contents and specific learning objectives are presented to provide guidelines for resident mastery, following the format presented by preceding subjects.
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Investigative radiology · Jan 1991
The current status of faculty staffing and resident training in emergency radiology. Results of a survey.
The results of a survey of United States and Canadian radiology residency programs in hospitals maintaining major emergency departments indicate that (1) radiologic faculty assignment to emergency medicine may include "all faculty," "specific faculty," "specific and other faculty," "general," and "musculoskeletal" faculty; (2) a chief of emergency radiology section is designated in less than 35% of radiology departments providing emergency room services; (3) radiology resident rotation in emergency radiology occurs in less than 2/3 of the surveyed programs; and (4) radiology resident experience in emergency radiology ranges from two to 16 weeks in 40% of these programs, the remainder being "unspecified." The effect of this circumstance upon the emergency department patient care and resident teaching in emergency radiology is discussed and remedial suggestions presented.
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The devaluation of interpersonal skills in medical education and practice has contributed to the current breakdown of the patient-physician relationship. The proliferation of medical technologies and the rise of the medical-industrial complex require even greater competency in these skills. ⋯ A literature review demonstrates the direct impact of interpersonal skills on patient care and suggests methods for measuring proficiency in these skills. Elements of a core curriculum are proposed.