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Exam Code: CDM Practice exam 2022 by Killexams.com team
CDM Certified Dietary Manager

- Management of Foodservice
- Sanitation & Food Safety
- Nutrition & Medical Nutrition Therapy
- Human Resource Management
- Career Skills

- Utilize the systems approach to procure, produce, and serve food to all customers.
- Provide a safe and sanitary environment for employees.
- Utilize appropriate supervisory management techniques.
- Provide appropriate quality nutritional care for the client.
- Meet all licensing and regulatory agency standards.
- Utilize business, marketing, and public relation skills to Boost foodservice and nutrition to peers, patients, and community.
- Constantly strive for improved performance as a Dietary Manager.
- Participate in the professional activities of the Association of Nutrition & Foodservice Professionals.

Critical Thinking Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
 Access data, references, patient education materials, consumer and other information from credible sources.
 Perform nutrition screening and identify clients or patients to be referred to a registered dietitian nutritionist.
 Evaluate information to determine if it is consistent with accepted scientific evidence. Problem Solving Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
 Participate in quality improvement and customer satisfaction activities to Boost delivery of nutrition services.
 Modify recipes and menus for acceptability and affordability that accommodate the cultural diversity and health status of various populations, groups and individuals.
Interpersonal Behavioral and Social Skills
The ability to show cultural competence in interactions with clients, colleagues and staff.
 Demonstrate an understanding of cultural competence/sensitivity.
 Show cultural competence in interactions with clients, colleagues and staff.
 Implement interventions to effect change and enhance wellness in diverse individuals and groups.
Oral and Written Communication 1. The ability to listen to and understand information and ideas presented through spoken words and sentences.
2. The ability to communicate information and ideas in
 Prepare and deliver sound food and nutrition presentations to a target audience.
 Provide nutrition and lifestyle education to well populations.
 Promote health improvement, food safety, wellness and disease speaking so others will understand.
3. The ability to read and understand information and ideas presented in writing.
4. The ability to communicate information and ideas in writing so others will understand. prevention for the general population.
 Develop nutrition education materials for disease prevention and health improvement that are culturally and age appropriate and designed for the educational level of the audience.
Active Listening Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Physical activities Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
 Demonstrate sufficient upperbody strength and manual dexterity to operate and clean household and institutional equipment required for food preparation and food.
 Travel to clinical sites and have mobility within and around the sites.
Activities may involve standing, sitting, stooping and be in hot and cold facilities.
 Demonstrate the ability to exert maximum muscle force to lift, push, pull, or carry objects such as food supplies, small equipment and delivery of meals.
 Sensing
 Visual
 Hearing
 Taste
 Smell
1. The ability to see details at close range (within a few feet of the observer).
2. The ability to taste and smell to determine acceptability of foods and supplements.
3. The ability to hear spoken words.
 Demonstrate sufficient vision, smell and taste to evaluate the appearance, aroma, and flavor of food.
 Demonstrate sufficient vision to observe compliance with food sanitation and safety codes.
Professional Attributes Practicing professional skills required in entry-level positions.
 Attend scheduled classes, labs and supervised practices and be present for examination and testing. Be prepared for class.
 Maintain professional demeanor in class and during supervised practice.
 Maintain personal hygiene and dress code policies.

Certified Dietary Manager
Medical Certified exam syllabus
Killexams : Medical Certified exam syllabus - BingNews https://killexams.com/pass4sure/exam-detail/CDM Search results Killexams : Medical Certified exam syllabus - BingNews https://killexams.com/pass4sure/exam-detail/CDM https://killexams.com/exam_list/Medical Killexams : Physician Assistant Studies

The PA Studies program at Clarkson University is a professional degree program intended to prepare students academically and professionally for responsibilities and services as physician assistants. This entry-level master’s degree program consists of 82 credit hours divided into three phases that span 28 consecutive months.

  • The didactic phase is the preclinical year and spans 13 months.
  • The clinical phase consists of 14 months of supervised clinical education and coursework.
  • The summative phase consists of one month and consists of evaluation and preparation for the future as a graduated physician assistant.

The curriculum is structured so that courses from semester two build on courses in semester one, etc. Therefore, opportunities for transfer of credit into the PA Studies curriculum or advanced placement are not available.

Supervised clinical practice experiences (SCPEs) are distributed among nine clinical field experiences. These experiences form the basis of the clinical and socialization processes for adaptation to the roles and functions of a physician assistant. A separate five-week elective is designed for student research.

Length of Program

Students must complete the program in 28 months unless granted a leave of absence for health or personal reasons. Any student that requests and is granted a leave of absence must complete the program in 40 months (28 month program plus one year).

Program Sequence and Advanced Standing

Students are expected to complete the designated professional curriculum in the sequence specified. Each semester’s coursework is considered a prerequisite to the next semester.

  1. Students may not enter the program with advanced standing.
  2. Students are required to successfully complete, in sequence, all course work as full-time students.
  3. There is no opportunity to progress into an advanced semester.
  4. There is no opportunity to change the order of pre-clinical course work.
  5. Elective courses are limited to the clinical year.

Students are expected to complete each semester on time as a cohort. Student progression will be a function of successfully passing all required courses in a semester and maintaining a 3.0 GPA. In the didactic phase of the program, any course failure after attempts at remediation will result in dismissal from the program. In the clinical phase, one rotation may be failed, but the student can undergo remediation and repeat that rotation once only. In that instance, the student’s education may continue five more weeks. In the summative phase, the student must pass both the physical assessment exam and the comprehensive written final to pass PA610 and to be recommended for graduation. If after remediation, students cannot successfully pass either or both exams, they will not be recommended for graduation and will be released from the program.

Degree Requirements

Graduation Requirements

To graduate from the PA Studies program and earn the MS in PA Studies degree, candidates must

  • achieve a grade of C or better for all courses in the program
  • achieve a minimum overall GPA of 3.0 or better at program completion
  • successfully pass a multi-station Objective Structured Clinical Examination/history and physical skills assessment with an acceptable score or after remediation
  • successfully pass the comprehensive written final exam with an acceptable score or after remediation
  • be recommended for graduation by the program chair and Clarkson University faculty
  • have paid all debts to the school and be in good standing

Academic Performance Standards

Standards of acceptable performance (cognitive and psychomotor) for courses are communicated to students in writing via the syllabus and orally reviewed at the introduction of the course.

A student must achieve and maintain the required 3.0 semester GPA to remain in good academic standing and graduate from the PA Studies program.

The policy of 3.0 or better in a graduate professional program has been adopted to better ensure student’s preparation for future sequential coursework. Students will be given feedback at the completion of each exam.

Performance in didactic courses is commonly assessed by written exams, oral presentations and/or research papers, as well as final written (cognitive) exams. In designated courses, psychomotor performance may be assessed by target skill competency exams and small group exercises.

During the didactic phase of the program, grades for cognitive performances will be recorded as a raw score and a percentage. At the end of each course, the percentage scores will be converted to a grade, A through F, for each of the core PA courses. Grades of D are not utilized.

Performance in the clinical phase of the program is assessed using a combination of targeted behavioral, psychomotor and clinical competencies relative to the supervised practice objectives and opportunities and, when indicated, by the syllabus for the SCPEs, grand rounds presentations and written cognitive exams.

To remain in good academic standing, all students must maintain a minimum semester GPA of 3.0 and receive a C or better in all courses (an F grade in any course may result in academic dismissal from the program).

Additionally, students may not progress to the clinical year of the program with a cumulative GPA of less than 3.0 at the end of the third semester of the program.

Faculty will meet formally at the end of each semester to discuss students' academic progress; students will be notified in writing about the results of their individual progress. Each bi-weekly faculty meeting will include an agenda item on student progress. Additionally, the department will notify Student Achievement Services to comply with the university policy on satisfactory academic progress.

Thu, 13 Aug 2020 13:30:00 -0500 en text/html https://www.clarkson.edu/graduate/physician-assistant-studies
Killexams : Resources List for Faculty to Share with Students

Dean of Students’ Office / Office of Student Affairs

The primary responsibility of Student Affairs is the welfare of all students enrolled at UMass Lowell. We provide students with the resources and assistance for students to graduate as well rounded, active contributors to their communities. Please visit our website for links to the departments in the Division of Student Affairs. We are located on the 2nd floor of University Crossing.

  • Absence from class: The Dean of Students Office does not provide “excused absences” for students; if you are absent for any reason you must speak with your professor directly. Students need to be aware, and follow, the absence policy listed on their syllabus.
  • Single Point of Contact: If you are homeless or are in fear of becoming homeless, or if you are food insecure, and you want assistance, please come to the Dean of Students’ Office located on the 2nd floor of University Crossing.
  • UMass Lowell Navigators’ Food Pantry: Please visit the food pantry located in University Crossing, room 104 if you need assistance securing food; we are open Monday-Friday from 3 -7 p.m. All you need is your student ID to access the food pantry; there is no charge for food, toiletries, or other resources we offer.
  • A word about conduct / behavior: Students are expected to read and understand the syllabus given to them by their professor. The syllabus should outline the behavioral expectations of the professor, including but not limited to the use of electronics in the classroom, disruptive behavior, the absence policy, and information regarding academic integrity. Students should be familiar with the Student Code of Conduct found on the UMass Lowell website under “Conduct Code”. Disruptive behavior in the classroom may be referred to the Office of Student Conduct.

Military and Veteran Services

UMass Lowell is committed to helping our military students take full advantage of all the educational benefits available through the federal and state governments. We welcome veterans, guardsmen, reservists and all active duty military students who are enrolled in undergraduate, graduate and continuing education degrees and/or certificate programs. Students are certified for benefits by our Veterans Benefits Administrators (VBA).

The Office of Military & Veteran Services provides world-class service to our student veterans: UMass Lowell was named to Military Times "Best for Vets" 2014 College rankings, and is ranked among the top Military Friendly Schools in the nation by Victory Media, indicating the campus is among the top 20 percent for military students’ experience. For complete information on the services and resources available please visit the office of Veterans Services website.

Wellness Center

Call 978-934-6800 to schedule an appointment with any of the Wellness Center Departments. While walk-in appointments are not available, the staff will schedule you in a timely manner. The Wellness Center is located on the 3rd floor of University Crossing.

  • Health Services: As part of the Wellness Center, Health Services provides diagnosis and treatment of episodic illnesses such as headache, colds, sore throats, mono, nausea, vomiting, rashes, sprains, vaginitis and urinary tract infections, etc. We provide evaluation and treatment of minor injuries as well as gynecologic care, contraceptive management and counseling, diagnosis and treatment of sexually transmitted infections, health and wellness counseling, the administration of immunizations and laboratory work.
  • Disability Services: As part of the Wellness Center, the Disability Services staff promote diversity and inclusion at UMass Lowell by partnering with the campus community. We create equal access by removing barriers, promoting diversity, employing universal design and striving for inclusion. Visit our webpage for information, forms, and policies. Also, Disability Services supports software for ALL students. Read&Write Gold is literacy software that allows you to read on-screen text aloud, research and check written work, and create study guides. You can download the software from the IT Software webpage.

Additionally, Disability Services reviews and approves students’ requests for accommodation based upon the recommendation of the student’s provider. Please see “Accommodations,” below, for more information.

Accommodations: University of Massachusetts Lowell is committed to serving all students without regard to disability status or religion, and in accordance with regulations and policy. Students may request accommodations based on disability or religion. Students are not required to provide specific information to their faculty members about the reasons for their requests. Please note that not all requests for accommodation can be granted. The law allows the University to consider input regarding the technical / content requirements for courses in making its determination. Accommodation requests for medical reasons should be directed to Disability Services via email: disability@uml.edu.

  • Students with known disabilities are encouraged to register prior to the start of their first semester. Once accommodation(s) are approved, students should inform their faculty members of those accommodations as soon as possible. To protect privacy, students may prefer to speak with their faculty members privately during office hours or after class.
  • If a syllabus requires that a healthcare provider’s note be given to a faculty member to excuse a medical absence from a class or scheduled exam date, the healthcare provider’s note does not need to indicate the nature of the medical condition.
  • If you believe you may miss classes due to a disability, and are registered with Disability Services, please contact the staff to discuss your options.
  • Requests for accommodation for religious reasons should be directed to Equal Opportunity and Outreach at 978-934-3565, Wannalancit Mills, Suite 301.

UMass Lowell Police Department

The UMass Lowell Police Department is a full service police department with 30 sworn officers. We operate 24 hours a day, 365 days a year, providing patrol, investigation, specialized and emergency response, as well as crime prevention and educational services. Please dial 978-934-4911 in case of emergency; for non-emergencies dial 978-934-2398. The UMass Lowell Police Department is located in the “B” Building of University Crossing on the 1st floor.

Title IX Reporting Requirements

titleixUMass Lowell is committed to fostering a welcoming, respectful and safe environment. We believe that all the members of the UMass Lowell community are responsible for ensuring that our campus is free from discrimination. In accordance with Title IX, UMass Lowell is required to investigate incidents of sex discrimination that occur on our campus. Faculty who become aware of an incident of sexual harassment or sexual violence, including rape, sexual assault, relationship violence, or stalking, are required to notify UMass Lowell’s Title IX Coordinator. The purpose of this disclosure is to inform students of the University’s obligations under Title IX and the reporting responsibility of faculty. For more information about how to file a complaint, your rights and your reporting options available at UMass Lowell, including confidential and anonymous reporting options, please visit Gender Equity & Title IX webpage and Prevent website.

UMass Lowell Prevent Website

Community members will find information about resources, support services, the Student Conduct Process for Title IX violations, and other information at Prevent website. In addition, information on reporting incidents of sexual violence, dating violence, domestic violence, stalking, harassment, and bullying can be found here.

Sensitive Course Content

Some courses may include content and discussion which address sensitive syllabus that may be disturbing to some students. syllabus may include, for example, trauma, depression, anxiety, sex or gender-based violence or abuse, addiction, mental health concerns, relationship problems, suicide, violent and abusive behaviors, sexual situations, racism, war, catastrophes, or genocide. Participating in class discussions, practicing course materials, and completing course assignments may remind you of experiences that you, a friend, or family member may have experienced. Although you are not expected to share personal information in class, classroom discussion of these syllabus may be unavoidable. Please take the time to care for yourself. You may wish to speak with a staff member of Counseling Services, discussed above. Also, feel free to privately ask the faculty member beforehand about syllabus listed in the course syllabus. In some but not all cases, faculty may be able to privately arrange for you to complete alternate assignments which allow you to fulfill the requirements of the course without active engagement in some of the sensitive topics. Please note that faculty are not required to make these arrangements.

Wed, 09 Oct 2019 19:33:00 -0500 en text/html https://www.uml.edu/diversity/faculty-staff/Student-Resources-List.aspx
Killexams : Entry-Level OTD FAQs
GENERAL INFORMATION 
  1. How Do I apply to the U.S. Army-Baylor OTD Program? New Requirement (starting July 2022): All applications must be submitted through the Occupational Therapy Centralized Application Service (OTCAS).
  2. How do I apply if I am currently serving on Active Duty, in the Reserves, or National Guard? You still must work with an Army Healthcare Recruiter to complete an application packet regardless of your current status. 
  3. Do I also have to apply to Baylor University? No. Do not apply to Baylor University directly. Work with an Army Healthcare Recruiter to complete your application. If selected for the program, you will be advised on all appropriate next steps. 
  4. What is the deadline for program application? Our OTCAS application window opens on 21 July 2022; and the due date for application completion is 15 September 2022 by 11:59 p.m. Eastern Time. Our goal is to review your application as soon as possible, but we can only review applications that are Checked by OTCAS. It is the responsibility of each applicant to ensure that their application becomes "verified" in OTCAS. If you have any questions regarding the status of your application, please contact OTCAS. The verification process may take up to 5 weeks.
    After an individual applies through OTCAS (Phase 1), if they are academically approved by the program, they will continue to Phase 2 requiring weekly communication with their local Army Medical Recruiting Office.
  5. If I am accepted into the program, am I responsible for a deposit or tuition? No. There is no upfront cost for the program. However, students incur a 90 months service obligation (30 months of training followed by 60 months of active duty service). Attendees can expect to pay for books (minus service provided stipend), supplies, school graduation fees, national certification fees and state licensure registration fees. Students are required to have personal laptop computer and mobile device.
  6. Do I have to join the U.S. Army to be in this program? Yes. If selected for this Active Duty Program, you will receive a direct commission in the Army Medical Specialist Corps. You will be serving on active duty status while completing the OTD program and during your service obligation.
  7. Is the U.S. Army-Baylor OTD Program accredited?  The entry-level occupational therapy doctoral degree program has applied for accreditation by the Accreditation Council for Occupational Therapy Education (ACOTE®) of the American Occupational Therapy Association (AOTA). 

The program was granted Candidacy Status to admit students. The program must have a preaccreditation review, complete an on-site evaluation, and be granted Accreditation Status before its graduates will be eligible to sit for the national certification examination for the occupational therapist administered by the National Board for Certification in Occupational Therapy (NBCOT). After successful completion of this exam, the individual will be an Occupational Therapist, Registered (OTR). In addition, all states require licensure in order to practice; however, state licenses are usually based on the results of the NBCOT Certification Examination. Note that a felony conviction may affect a graduate’s ability to sit for the NBCOT certification examination or attain state licensure.

Questions regarding program accreditation may be directed to ACOTE® at: 6116 Executive Boulevard, Suite 200, North Bethesda, MD 20852-4929. ACOTE’s telephone number c/o AOTA is (301) 652-AOTA and its Web address is www.acoteonline.org.

PREREQUISITE COURSEWORK AND ADMISSIONS
  1. What are the minimum requirements for admission? Please click here for a full and detailed list of admission requirements and prerequisite coursework.
  2. Do I have to take the GRE? Yes. Applicants must complete the Graduate Record Examination (GRE) within 5 years of the board. Minimum overall GRE score of 300; Minimum verbal GRE score of 145; Minimum quantitative GRE score of 149; Minimum analytical writing GRE score of 3.5.
  3. Can I still submit a packet if I haven’t taken the GRE? You do not need to have the GRE completed in order to begin the application process with your local recruiter. You do need a GRE examination record in order for your packet to be complete. Under certain circumstances the GRE requirement may be waived during the application submission, but acceptance into the OTD program will be contingent upon completion of the GRE examination.
  4. Is volunteer or work experience in occupational therapy required in order to apply?  Yes. Applicants must also complete a minimum of 24 observation hours in Occupational Therapy as a volunteer or employee. We recommend these be completed at a nearby Military Treatment Facility if possible.
  5. When applying to this program, can I still have prerequisites in progress?  Yes. You may apply with prerequisites in progress. You must be able to provide documentation showing that prerequisites will be completed prior to the deadline to arrive on station if accepted into the OTD program. You must also provide an updated set of transcripts documenting a passing grade in prerequisite courses which are in progress at the time of acceptance. Your acceptance to the OTD program will be contingent upon passing the remaining prerequisite(s) with a grade of C or better. 
  6.  Can I substitute a similar course for one or more of the prerequisites?  The U.S. Army-Baylor OTD Admissions Committee may consider requests for course substitutions on a case-by-case basis. The applicant must submit the course description and syllabus for review.
  7. Do prerequisite courses have an expiration date?  Yes. All prerequisite coursework must have been completed no more than 10 years from the application deadline. Contact ArmyBaylorOTD@baylor.edu for more information if your prerequisite completion date exceeds the 10 year requirement by a few months.
PROGRAM SPECIFIC INFORMATION
  1. How long is the program? The program consists of 18 months of in-residence academic graduate education located at the U.S. Army Medical Center of Excellence in San Antonio, TX, followed by 12 months of clinical fieldwork and capstone experience located at various Military Treatment Facilities across the continental United States. 
  2. What sets the U.S. Army-Baylor’s OTD program apart from other programs? Students in the Army-Baylor OTD program are provided the unique opportunity to complete a graduate level program while serving on active duty. Students are commissioned officers, and therefore receive a salary during the program in addition to paying no tuition. Also, this program offers exclusive experiences related to working with the military population while still preparing individuals for the National Board Certification in Occupational Therapy as fully qualified OTs
  3. What is the minimum GPA for successful completion of the OTD program? Students are required to maintain an overall 3.00 GPA to successfully complete the program.
  4. What types of settings will I be exposed to during my fieldwork education experiences?  The phase II fieldwork training is performed at Military Treatment Facilities (hospitals) under the supervision of an internship director and clinical instructors. 
  5. Can I complete my fieldwork experiences close to where I live? Fieldwork assignments are based on the programs affiliation with specific Military Treatment Facilities. Therefore, assignments will be specific to these locations and will require students to relocate on a permanent change of station during the 12 months of fieldwork. This travel is funded by the Army. 
  6. Can I work while in the program?  No. Students will be on active duty status during the program and will receive a salary. They are not permitted to have additional civilian employment. 
Wed, 20 Jul 2022 12:00:00 -0500 en-US text/html https://www.baylor.edu/graduate/dscot/index.php?id=976746
Killexams : Radiation Protection Training Course

Course dates

Monday 24 – Friday 28 April 2023

Venue

Sutton campus


Course outline

The course is organised by the Joint Department of Physics of The Royal Marsden NHS Foundation Trust and The Institute of Cancer Research.

The course provides the theoretical background and training necessary for the radiological protection requirements of both ionising and non-ionising radiations used in hospitals.

The main 4 day module (Monday until Thursday) covers the following subject areas: radiation risks, dosimetry, biological effects, instrumentation, legislation, transport, emergencies, and safe practice in the medical uses of ionising radiations.

The additional (optional) 1 day module on Friday covers non-ionising radiation protection.  As well as lectures, there will be small informal workshop sessions covering a range of practical issues.

The course is at a level suitable for hospital physicists working in the field of radiation protection or those who want to expand their knowledge in this field. It is particularly suitable for those wishing to become Radiation Protection Advisers (RPA) and covers the Basic Underpinning Knowledge (Basic Syllabus) as set out in Annex 3 of the HSE statement on Radiation Protection Advisers.

Those wishing to use the course towards RPA certification can sit an optional marked short exam.

This is a CPD course approved by IPEM.

Day 1: Review and effects of radiation

  • Radiation protection framework
  • Interactions and units
  • Instrumentation
  • Sources of exposure
  • Risks and effects (including pregnancy)
  • RP Culture and ethics

 Day 2: Statutory requirements

  • IRR17
  • IR(ME)R17
  • Other legislation and guidance

Day 3: Radiation protection in hospitals

  • Diagnostic radiology
  • External beam radiotherapy
  • Brachytherapy
  • Nuclear medicine
  • PET & cyclotrons

Day 4: The role of the RPA & Emergencies

  • RPA certification
  • Giving Sound RPA Advice
  • Radiation Incidents and Emergencies
  • Guest lecturer
  • Optional Assessment

Day 5: Non-Ionising radiation protection (optional)

  • Medical lasers
  • Ultrasound
  • Ultra-violet
  • Safety issues in MRI
  • Microwave and RF lasers

Days 1–4 Workshops

  • RPA Role play
  • Risk assessments
  • RPA Auditing
  • RPA Case Studies

(The organisers may need to alter the final programme to fulfil practical commitments.)

Course fees

All current course registration fees and payment details are given on our registration form.

Please note – a discount applies to payments received by 1st March 2023.

The cost includes course lunches and light refreshments. Lecture notes and a certificate of attendance are provided.

Early booking is advised as the number of participants is limited to provide a friendly open forum for debate and to assist in the running of the workshops. We are unable to accept provisional bookings.

A place will be allocated on receipt of registration form together with a valid quoted payment reference or completed bank transaction, BACS payment.

Applications from outside the UK are welcome.

Closing date for registrations – 10 April 2023.

Related documents

Provisional timetable

Registration form

Sutton site map

Contacts

Course organiser: Dr Elly Castellano (Royal Marsden Hospital)

Tel: +44 (0)20 7808 2514

For registration details and any other queries contact:

Course administrator: Mrs Jessica Keegan

Tel: +44 (0)20 8661 3075

IPEM_Approved_Logo_Black

Sat, 08 Jan 2022 08:37:00 -0600 en text/html https://www.icr.ac.uk/studying-and-training/opportunities-for-clinicians/radiotherapy-and-imaging-training-courses/radiation-protection-training-course
Killexams : Geriatric Medicine Fellowship

The top-ranked geriatric medicine fellowship (subspecialty residency) program at Saint Louis University provides comprehensive exposure to the full range of practice settings and clinical scenarios seen in older adults, with an emphasis on clinical medicine and quality improvement.

Entrance into the program requires completion of an Accreditation Council for Graduate Medical Education (ACGME)-accredited residency program- in either internal medicine or family medicine. Successful completion of our program confers eligibility for certification of added qualifications by the American Board of Internal Medicine (ABIM) and the American Board of Family Medicine.

Program Highlights

Medical students and house staff from residency programs in internal medicine regularly rotate through our clinics. This affords our fellows excellent teaching opportunities.

Our faculty is known around the country and the world as leading experts in geriatric research, teaching and care. Research projects include Alzheimer's disease studies using a senescent mouse model, study of aging in African Americans, Latino caregiver education, and longevity population studies in China.

Many of our faculty have completed the European Academy for the Medicine of Aging postgraduate course in geriatrics. Faculty members consistently present at conferences around the world and participate on the board of directors for national geriatrics organizations. The division was recently awarded a $2.5 million federal grant to teach interprofessionals in Missouri to care for older adults.

Key Strengths of Our Program

  • Consistently listed as one of the top geriatrics programs in the country by U.S. News and World Report since 1998.
  • Strong core clinical faculty who are consistently rated Best Doctors in St. Louis.
  • Trainees experience a wide range of service programs at various sites of care, including home care, skilled nursing, office-based and hospital consultation.
    Fellows learn to become independent practitioners for the care of complex older adults by practicing in rigorous and supervised settings.
  • Our fellows go on to practice in a variety of clinical settings around the world, and many have successfully matched into other fellowships, such as endocrinology, hematology-oncology and gastroenterology.
  • Multiple longitudinal care experiences that simulate real geriatrics specialty practices.
  • Fellows have the opportunity to participate in a variety of strong academic activities, including clinical research and education.

Educational Goals

The program ensures that by the end of the 12-month accredited training, our fellows can practice competently and independently in the field of geriatric medicine and be eligible for board certification examination.

The fellow will achieve this by:

  • Serving as the primary care provider for patients seen in continuity settings.
  • Managing geriatric medicine patients in the acute care setting.
  • Managing patients in the subacute and long-term care settings.
  • Performing geriatric medicine consultations.
  • Managing geriatric psychiatry, rehabilitation and hospice/palliative care conditions.
  • Performing the components of a comprehensive geriatric medicine assessment.

General Information and Benefits

Fellows work as scheduled from Monday to Friday. Fellows cover weekend hospital call when on the hospital consult service and in-patient geriatric psychiatry rotation.

Night call consists of home telephone coverage for outpatient clinics and nursing facilities from 7 p.m. to 7 a.m. Fellows will cover an average of one call night per week and one weekend call per month.

Benefits

For full benefits information, please visit the Saint Louis University Graduate Medical Education page.

Additional benefits we offer to fellows include:

  • Support to attend one of two geriatrics conferences during their training year, including the Future's Program at the annual meeting of AMDA - The Society for Post-Acute and Long-Term Care Medicine.
    Free membership to AMDA and discounted membership to the American Geriatrics Society.
  • Office in the medical school building equipped with personal computers, a variety of geriatrics texts and the Geriatric Review Syllabus.
  • Access to the Saint Louis University libraries.

Where We Work

Wed, 13 Jul 2022 11:26:00 -0500 en text/html https://www.slu.edu/medicine/internal-medicine/geriatric-medicine/fellowship/index.php
Killexams : DU's Academic Council to discuss FYUP syllabus on August 3 No result found, try new keyword!Provided by Free Press Journal DU's Academic Council to discuss FYUP syllabus on August 3 . The Academic Council of Delhi University will discuss on August 3 the syllabi of the ... Thu, 28 Jul 2022 16:36:29 -0500 en-in text/html https://www.msn.com/en-in/health/wellness/du-s-academic-council-to-discuss-fyup-syllabus-on-august-3/ar-AA105snJ Killexams : Classroom Medical Emergency Guidelines

In the unlikely event that a student in your course experiences an unexpected emergency medical situation, you are advised to do the following:

1. Call 911.

If you are unsure, be safe and call 911. Be prepared to provide essential details to the operator: name and room number of the building and any related idiosyncratic detail; the nature of the emergency (e.g.; seizing; unresponsive; complaining of chest pains).

2. Dismiss the class, even if you are giving an exam.

The incident will disrupt your class time whether you dismiss your students or not. By dismissing them, you will provide first responders easier access to the student in need. In addition, the student of concern will be provided with more privacy during a challenging and vulnerable personal situation. Finally, dismissing the class immediately may spare other students in the class emotional discomfort. If you are giving an exam, you can ask your students to leave their exam on their desk.

3. Stay with the student in need until help arrives; allow helpful students to remain.

Many of our students are trained in CPR and/or other medical interventions. Students who are not trained are unlikely to remain at the scene to offer assistance unless they are friends of the student in which case their moral support might be beneficial. Each person ultimately will remain responsible for their own actions in this situation, but if a student offers to intervene directly, it would be appropriate to inform the 911 operator (e.g., "Student at the scene is now going to administer CPR.")

4. After the incident, alert the dean of students’ office (513-529-1877) and your chair.

Providing the student’s name and other related details to select university officials who have a need to know will not violate the student’s privacy rights, either HIPPA or FERPA. It will allow the university to reach out to the student to check on their status and ensure they are connected to appropriate and desired resources.

5. Follow up with your class within 24 hours; consider reaching out to the student of concern.

Within 24 hours of the incident, send an email to the entire class that is informative but concise. The email should explain what impact, if any, the incident will have for them as students (e.g., "We will have the quiz next period, instead," or "We will simply not cover that reading, and you will not be tested on it"). It also may indicate what they need to do to prepare for the next class period. The email should avoid divulging medical or other personal details of the incident (e.g., student’s name; condition; prognosis). The dean of student and student health services offices will be responsible for sharing necessary health information to the students. Also, you might consider sending a separate follow-up email to the student of concern offering your support and directing them to the dean of students’ office for resources.

Fri, 22 Dec 2017 06:04:00 -0600 en-US text/html https://miamioh.edu/academic-affairs/teaching/classroom-contingency/index.html
Killexams : Candidates Can Opt Out Of ICAI CA Exams If They, Family Suffer From Covid: Supreme Court
Candidates Can Opt Out Of ICAI CA Exams If They, Family Suffer From Covid: Supreme Court

ICAI CA exam 2021: Candidates can opt out of exams if they, family members suffer from Covid

New Delhi:

Observing that the scheme provided by the Institute of Chartered Accountants of India (ICAI) is not enough, the Supreme Court Wednesday permitted candidates scheduled to appear for the upcoming CA exams to opt out if they or their family members have suffered from COVID-19.

Recommended: download Free Important E-Books Releated to ICAI exam Preparation. Click Here

A three-judge bench of Justices A M Khanwilkar, Dinesh Maheshwari and Aniruddha Bose also made it clear that a candidate need not produce RT-PCR (real-time reverse transcription-polymerase chain reaction) test if medical certificate issued by registered medical practitioners for his family members is produced along with request for opting out.

“A candidate who has suffered COVID-19 personally or any of his family members, so certified by a registered medical practitioner, as a result of which he is unable to appear for exam, or disabled from preparing for the exam, is entitled to exercise the option of opting out. It will not be considered as an attempt. Such candidate will be permitted to appear for the next examination for both old and new syllabus,” the bench said.

With regard to candidates affected by lockdown during the relevant period of exam, the top court said as per ICAI scheme, such candidate will be allowed to opt-out and will not be treated as an attempt and such candidate will be allowed to appear in the next examination.

“As regards the logistical arrangements, both infrastructural and human resources-wise, the ICAI shall ensure that there is strict adherence to the SOP notified by the competent authority, including the Disaster Management Authority.

“It is also clarified if any candidate who is attempting exam gets COVID-19 during exam, he will be allowed to opt out and it will not be treated as an attempt. They can provide the exam in the next year. He may be permitted to appear in backup exams as per the rules,” the bench said.

The top court also said that in case of last minute change of examination centres, it disapproves the suggestion of ICAI that if it's in the same city, the candidate will not be allowed to opt out.

“We direct that candidate should be allowed to opt out and it will not be treated us an attempt. Such candidate can appear in backup when situation is conducive,” it said.

Senior advocate Meenakshi Arora, who was appearing for one of the petitioners, said that some serious issues have not been addressed in the note filed by the ICAI and it is not in line with what the top court had observed.

Mr Arora referred to the issue of RT-PCR report and said candidates, who have to travel to different places to appear in the exam, may have suffered from COVID-19 earlier but he or she has not recovered fully.

The top court was hearing a batch of pleas seeking different reliefs including an opt-out option for the candidates, postponement of the exam, and increase in number of centres this year.

During the earlier hearing conducted through video-conferencing, the bench observed there are instances where the RT-PCR test may be negative but the person shows symptoms of COVID. The ICAI has recently said that opt-out option will be provided in case the examinee himself or herself or his family members (residing in the same premises) are infected with COVID-19.

The bench had said that RT-PCR report should not be the parameter and there has to be a competent authority having medical experience which can issue certificate to the candidates looking at COVID or COVID related issues.

ICAI had on Monday told the top court that it is the most conducive time to hold CA exams as COVID-19 spread is now at a substantially low level, offering an opportune moment for chartered accountants to further their professional career.

It had said that the present COVID situation in the country is similar to when this court had allowed ICAI to hold examinations in November, 2020 and there is no reason to believe that it will not take adequate precautions.

(Except for the headline, this story has not been edited by Careers360 staff and is published from a syndicated feed.)

Tue, 29 Jun 2021 22:01:00 -0500 en text/html https://www.ndtv.com/education/candidates-can-opt-out-of-ca-exams-if-they-family-members-suffer-from-covid-19-sc
Killexams : Online Checklist For Students: How To Prepare For Your First Week Of Remote Classes

Editorial Note: We earn a commission from partner links on Forbes Advisor. Commissions do not affect our editors' opinions or evaluations.

Getting ready to start an online college course? You’re not alone. In 2020, more than 19 million college students across the country started classes in the fall, 14.1 million of whom were enrolled in online courses.

It might just take just a few quick clicks of the mouse to get to your online class, but it’s important to provide yourself more time than that to ensure a successful virtual return to school. Scroll through our college preparation checklist below to get the school year started right.

Before You Begin Online Classes

Check Your Internet

To make sure your internet is fast enough for whatever online platform your school uses, head to SpeedTest. Programs like Zoom offer test meeting spaces, and GoToMeeting has a system check you can run as well.

Get To Know Your Technology

Before the first day of online school, set up your online accounts and passwords with your university’s platform (such as Canvas or Google Classroom) so that logging in is a breeze once classes start.

If your technological savvy stops at sending an email or a quick text message, never fear: Online learning can still be accessible.

Step one is getting to know your new favorite study buddy, your computer. If you’re working with an Apple computer, check out this video: Mac Tutorial: First Time Users. For the PC crowd, there’s also a Windows 10 Tutorial for Beginners. And if you feel completely overwhelmed with technology, there’s a Computer Basics Tutorial to help you get up to speed.

Once you’ve gotten to know your way around a laptop, you should get comfortable navigating whatever learning management system (LMS) your school is using. The LMS is where you’ll find all your assignments, syllabi, important class information and maybe even live class sessions.

Popular learning management systems include Canvas, Blackboard and Google Classroom. This How To Use Blackboard: A Student Tutorial video is targeted at remote, at-home learners. If your school is using Canvas, this Canvas Training For Students may come in handy. The Student Guide To Google Classroom offers a nice, breezy intro to the G Suite for Education.

Remember, technology might have hiccups or even outright fail at the worst times. Make sure to back up your work, just in case. Even popular learning management systems like Canvas, Blackboard and Google Classroom have slow days or even briefly shut down.

If this happens, or if you have other issues with your school’s technology infrastructure, you can reach out to your school’s technology department for assistance.

Access the Course Syllabus

And don’t forget to read the course syllabus before the first day of classes. Your professor should provide important information there about technology requirements, class expectations, assignments, deadlines and more.

During Your First Week of Online Classes

Check Your Audio and Video

There’s nothing worse than your video freezing mid-answer or not hearing your professor deliver crucial information that will be on the next exam. To avoid this potential nightmare, test your video and audio on Zoom, Google Meet or GoToMeeting.

Log In On Time

While the commute from your bed to your desk might be minimal, logging in on time can still impact your grade. Your teacher might also provide points for having your camera on or participating in class discussions. Check your class syllabus to be sure.

Consider Putting Your Questions in the Chat or Waiting Until After Class

Just like in real life, etiquette also exists in the online classroom. Consider putting your questions in the chat or waiting until a designated time to ask questions verbally.

Platforms like Zoom let you press an icon so you can virtually raise your hand to let your instructor know you have a question or comment. You can also choose to only send questions privately just to the professor in the chat instead of the whole class if you prefer.

After An Online Class

Reach Out to the Instructor

Don’t hesitate to contact your professor after class if you have questions or concerns. Their email should be listed in the class syllabus. They might even offer online office hours.

Talk to Classmates

You can connect with classmates by chatting with them privately and exchanging email addresses. Virtual coffee and study sessions, anyone?

Look Ahead

Make sure to set up reminders on your online calendar for all your assignment deadlines and upcoming tests.
It may seem daunting to tackle school solo from your home, but with a bit of planning, online learning can be as effective as in-person education. Even though school is about to start, you can prepare by crossing off each item on our online college checklist—and still have time to relax before that first online meeting. You’ve got this.

Frequently Asked Questions About Online Classes

What do you do on your first day of an online class?

Just like in a brick-and-mortar classroom, this depends on the instructor. Expect to get to know your professor, introduce yourself to your classmates, review the syllabus and maybe even start diving into the material and assignments on day one.

How do you stay productive in online classes?

Make a plan for success by noting deadlines and reminders in a digital planner like myHomework or iStudiez Pro. If you prefer an old-school approach, consider a paper planner.

What are the challenges of online learning?

Online learning can be challenging due to a lack of motivation, low digital literacy, technology issues, no in-person interaction and an absence of accommodations for students with special needs. If any of these apply to you, consider contacting your school or professor before school starts (or even before you enroll) to brainstorm solutions ahead of time.

Mon, 01 Aug 2022 22:39:00 -0500 Ryah Cooley Cole en-US text/html https://www.forbes.com/advisor/education/online-college-checklist/
Killexams : Candidates Who Opted-Out Of CA exam In July Will Not Lose Opportunity: ICAI Tells SC
Candidates Who Opted-Out Of CA exam In July Will Not Lose Opportunity: ICAI Tells SC

Candidates who opted-out of the July CA exam due to COVID-19 will not lose any opportunity: ICAI

New Delhi:

Candidates who opted-out of the CA exam conducted in July because of COVID-19 related difficulties will not lose any opportunity, the Institute of Chartered Accountants of India (ICAI) told the Supreme Court on Thursday. The apex court, which was hearing an application seeking a direction to the ICAI to conduct back up examination for opt-out candidates, asked the applicants to make a representation on this to the institute.

Recommended: download Free Important E-Books Releated to ICAI exam Preparation. Click Here


A bench headed by Justice A M Khanwilkar was told by ICAI's counsel that an appropriate decision will be taken on the representation within two weeks. Senior advocate Ramji Srinivasan, appearing for the institute, told the bench that there will be no loss of opportunity to candidates who had opted-out from the July exam as per the top court order.


“In July itself, we had said those candidates who have opted-out pursuant to your lordships' leave, will have their back up in November 2021 along with the main cycle. It will not be treated as an attempt and they will not lose any benefits. They will get the benefit of the same old syllabus,” Srinivasan told the bench, which also comprised Justices Hrishikesh Roy and C T Ravikumar.


In its June 30 order, the top court had said a candidate shall be entitled to exercise the option of opting-out of the exam if he or she or any family member has suffered COVID-19 in the recent past and the fact is certified by a registered medical practitioner. That will not be considered as an attempt in the examination as such and the candidate will be permitted to appear in the back up examination, to be conducted for the old as well as the new syllabus, subject to conducive situation prevailing at the relevant time, the court had said.


During the hearing on Thursday, advocate Prashant Bhushan, appearing for the applicants, referred to the June 30 order about back up examination and said those who had opted-out would essentially lose one attempt. “They (ICAI) should be directed to hold a back up examination instead of saying that you appear in the regular exam cycle,” Bhushan said, adding that from next year the syllabus will be new.


“Let me assuage the apprehensions of my friend. There will be no loss of opportunity to people who had opted-out,” Srinivasan said.
On the issue of holding back up exam, he said there were logistical problems in last year and the institute needs about five to six months to prepare for examination. The bench told Srinivasan that these candidates can appear in the November examination but asked whether it was possible to conduct one more examination under the old syllabus.


Srinivasan assured the bench that no candidate will lose his or her opportunity. The bench said for the time being, it is not disturbing the examination cycle and the ICAI can take appropriate decision on the representation to be filed by the applicants. “You make representation. The institute is very open to all suggestions,” the bench told Bhushan.


Bhushan said the institute should consider having back-up examination even if they have it after November. The bench observed it will not force them to have back-up examination as the ICAI has given up this idea due to its experience. “We don't wish to continue this petition in view of the stand taken by the institute that all aspects brought to the notice of the institute will be taken into account and appropriate decision which is in the best interest of the candidates will be take provided the same is consistent with the policy and extant rules,” the bench said in its order.
The bench permitted the applicants to make representation to the ICAI.


In its June 30 order, the apex court had made clear that a candidate need not produce RT-PCR test if medical certificate issued by registered medical practitioners for his family members is produced along with request for opting out of the July examination.

Thu, 09 Sep 2021 03:52:00 -0500 en text/html https://www.ndtv.com/education/candidates-who-opted-out-of-ca-exam-in-july-will-not-lose-opportunity-icai-tells-sc
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