Thesis (M. Ed.)--University of Hong Kong, 1993. / Includes bibliographical references.

Thesis (Ph.D.(Anatomy))--University of Pretoria, 2002. / Summary in English. Includes bibliographical references.

Thesis (Ph. D.)--West Virginia University, 2009. / Title from document title page. Document formatted into pages; contains viii, 103 p. : ill. Includes abstract. Includes bibliographical references (p. 52-66).

Thesis (M.Ed.)--University of Hong Kong, 1993. / Includes bibliographical references. Also available in print.

Thesis (Ed. D.)--West Virginia University, 2006. / Title from document title page. Document formatted into pages; contains vii, 244 p. : ill. Includes abstract. Includes bibliographical references (p. 212-227).

Thesis (Ph. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 134-140).

The 1858 Medical Act removed geographical boundary restrictions on medical qualifications conferred in the United Kingdom, yet historians have hitherto overlooked this aspect of the legislation. This thesis uses practitioners working in London who held a Scottish qualification between 1861 and 1921 as a case study to consider the implications of this feature of the Act. It uses a database constructed using the Medical Directory and follows a prosopographical approach to examine the careers of these practitioners and identifies several defining characteristics that were a consequence of their training and qualifications. The central argument is that Scottish degrees and licences conferred certain opportunities and restrictions on their holders, which could assist practitioners in their careers or limit the work they undertook in the capital. However, these characteristics were not uniform across the entire group. There were differences between those who held a corporation's licence and a university degree, and the increasing number of women in the medical profession revealed a gender divide that diminished the relevance of holding specific qualifications for women. Furthermore, the introduction of panel practice under the 1911 National Health Insurance Act added an extra dimension to these distinctions. Panel doctors could acquire a practice from the government regardless of their qualifications, meaning they were less reliant on their own connections and networks. Additionally, the ongoing tensions between panel and non-panel doctors introduced new divisions into the profession that, in some respects, overshadowed previous boundaries.

Abre-se este trabalho com uma poesia homenageando o Dr. Joaquim Eduardo de Alencar, como lutador pioneiro e resistente em defesa da liberdade e da saÃde pÃblica. Na introduÃÃo, faz-se breve relato sobre a vida do autor, continua-se falando sobre a motivaÃÃo da pesquisa, o seu contexto, a importÃncia de se resgatar a memÃria do IMEP, citam-se os procedimentos de pesquisas. No capÃtulo 1, trata, genÃrica, resumidamente e num esboÃo cronolÃgico, das aÃÃes de saÃde desenvolvidas no Brasil e no CearÃ. Procura-se conceituar e situar os movimentos da Reforma SanitÃria, Medicina Social, Integral, Preventiva e ComunitÃria, dentro da realidade do ensino mÃdico e no final tenta-se mostrar, a partir de um estudo feito pelo PESES (Programa de Estudos SÃcio- EconÃmicos em SaÃde), ÃrgÃo criado por convÃnio entre a FundaÃÃo Oswaldo Cruz (FIOCRUZ) e a Financiadora de Estudos e Projetos (FINEP), como se deu a evoluÃÃo da chamada "ideologia preventivista" e a criaÃÃo dos Departamentos de Medicina Preventiva nas Universidades, para poder se comparar com o IMEP e com o "novo modelo de atenÃÃo a saÃde da famÃlia", proposto para o Cearà (ANDRADE, et al.,1995) e para todo o paÃs (BRASIL, 1997a). No capÃtulo 2, chega-se finalmente a experiÃncia do IMEP, objetivo principal da tese, em que se trabalha na sua histÃria e nas suas realizaÃÃes e propostas. Propostas, hoje reproduzidas evolutivamente, com outros nomes mas com o mesmo espÃrito, com a mesma formulaÃÃo. Algumas deveriam ser repensadas e inclusive, retornarem a idÃia original, por mais correta e abrangente. No capÃtulo final, se faz uma anÃlise da atual polÃtica de saÃde do paÃs e seus reflexos no Estado do CearÃ, e, pretensiosamente, quer se propor o renascimento de trabalhos semelhantes à experiÃncia do IMEP, fazendo-se a sua comparaÃÃo no contexto atual.

Background Active Learning using smartphone technology can be implemented as a tool for teaching medical students (MS) and residents (Rs). The use of technology would increase participation and enhance student learning by engaging them in solving ID clinical case scenarios. Our objective was to describe the methods used and to share the opinions of the users of such active learning methods. Methods The smartphone applications used were Socrative and WhatsApp. We used Socrative during the Universidad Peruana de Ciencias Aplicadas (UPC) ID course for MS in two different ways. In selected lectures (4 of 32), teacher paced questions were asked based on clinical scenarios related to the topic reviewed, and by voluntary homework questionnaires (student paced). At the British American Hospital (BAH) Medicine Department (MS and Rs) Socrative was used similarly: during some noon lectures (teacher paced questions) and during the baseline MS exam and Rs mid-year exam and voluntary homework questions (student paced). WhatsApp is currently used at the BAH with questions send from Monday to Friday. MS /Rs answer individually via WhatsApp to the mentor in charge. The right answer is given the next day. Questions using WhatsApp deal with recent cases seen at the Wards or in the outpatient clinic, and are designed so that the MS/Rs must do quick literature searches in order to provide the right answer. Results Forty-one MS/Rs answered the survey on Socrative use, 25 of 48 (52%) of UPC MS and 16 (89%) MS/Rs from the BAH. Forty (97%) believed using Socrative had influenced their learning and all but 2 believed it promoted participation from the class. 36 (87.8%) would like to have Socrative used in other lectures and 35 (85%) in other courses. Only one person voted against Socrative use in courses or lectures. With regards to WhatsApp use 16 MS/Rs from BAH answered the survey. Six had used before WhatsApp as a teaching tool. All felt the methodology was useful for learning and promoting reading and would recommend this methodology to promote learning on a student paced way. Conclusion Socrative and WhatsApp can be used for teaching ID through MS/Rs smartphones. Most MS/Rs who were surveyed recommended the use of such methods in their education.

Background. Access to health care in northern and rural communities has been an ongoing challenge. Training undergraduate medical students in regional sites is one strategy to enhance physician recruitment and retention in rural regions. With this goal in mind, in 2004, the Northern Medical Program was created to bring undergraduate medical education to Prince George. The NMP is also hypothesized to have wider impacts on the community. This study aimed to describe perceptions of the broader impacts of the NMP. Methods. In this qualitative study, semi-structured interviews were conducted with community leaders in various sectors of Prince George. The interviewer probed about perceived current and anticipated future impacts of the program, both positive and negative. A descriptive content analysis was performed. A conceptual framework of hypothesized impacts was created based on the literature and a model of neighbourhood social capital by Carpiano (2006). Findings. Comments were overwhelmingly positive. Impacts were described on education, health services, economy, politics, and media. Some reported negative impacts included tension between the NMP and other departments at UNBC, and a strain on health system resource capacity. Participants also reported that the NMP has impacted social capital in the region. Social capital, defined as the resources belonging to a network of individuals, was a pervasive theme. Impacts on social cohesion, various forms of social capital, access to social capital and outcomes of social capital are described. Conclusions. The full impact of the NMP will likely not be felt for at least a decade, as the program is still relatively new to Prince George. Findings suggest that an undergraduate medical education program can have pervasive impacts in an underserved community. Evaluation of the impact of such programs should be broad in scope. Findings also suggest that impacts of the program on other community sectors and on social capital may in fact lead to greater human capital gains than originally anticipated. A comprehensive communication strategy should be developed and maintained to ensure continued stakeholder support for the program. Next steps include identifying key quantifiable indicators of community impact to track changes in the community over time. / Medicine, Faculty of / Population and Public Health (SPPH), School of / Graduate