United States Public Law 92-541, commonly known as the Teague-Cranston Act, called for the creation of five new medical schools in five states to meet the needs of medically under served areas of the country. The act, as passed, required that the new schools be "located in proximity to, and operated in conjunction with, Veterans' Administration medical facilities." This worked in ETSU's favor as the university is located adjacent to the Mountain Home VA Hospital. Signed into law by President Richard Nixon, this would eventually lead to the establishment of the Quillen College of Medicine.

Following the passage of the Teague-Cranston Act, on February 14, 1974 Senator Nave of the Tennessee General Assembly called for consideration of state legislation to establish a medical school at East Tennessee State University. Eventually passing both the Tennessee House and Senate, the bill was vetoed by Governor Winfield Dunn of Memphis. Motions to override the veto were made in both chambers and were successful. Senate Bill no.1549 became law on March 6, 1974.

With the passage of the Teague-Cranston Act and efforts to establish a medical school underway in the Tennessee Legislature, East Tennessee State University had already begun the planning process for the new medical school. This plan was submitted to the Tennessee Board of Regents on February 1, 1974 by the ETSU Medical Education Study Committee which clarified the specifics of what the Quillen College of Medicine would eventually become. The physical copy of this item can be found in the Archives of Appalachia at East Tennessee State University. For access or more information please contact the Archives of Appalachia.

Following the passage of the Teague-Cranston Act and Tennessee state legislation, with the Plan for Medical Education in place, the next step was qualifying for federal funds. With the help of U.S. Representative Jimmy Quillen and the State Board of Regents Chancellor Roy Nicks, the application for funds was approved by the Veterans Administration on July 11, 1974. However, it was not until Dr. Culp's last day in office as President of ETSU, that the Liason Committee on Medical Education issued a letter of reasonable assurance that the new medical school would be accredited. The physical copy of this item can be found in the Archives of Appalachia at East Tennessee State University. For access to the physical copy or more information please contact the Archives of Appalachia.

The purpose of this study was to examine the practicing characteristics of graduates of a college of medicine with a rural primary care mission, including influences on graduates' specialty choices and practice locations. Secondary data analyses were conducted on student records and AMA Physician Masterfile data. Fewer graduates were practicing primary care than had entered primary care training. Graduates who attended internal medicine residency training were less likely to be practicing primary care medicine than those who attended other primary care programs. Women and rural track graduates were significantly more likely to practice primary care than were men and generalist track graduates, respectively. Primary care physicians (PCPs) were practicing in more rural locales than non-PCPs. Family physicians tended to practice in the most rural locales. FMDRL_ID: 4822

This item contains the agenda, minutes, and attachments for the Faculty Senate meeting on this date. There may be additional materials from the meeting available at the Faculty Center.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-07-21T15:34:12Z No. of bitstreams: 1 leandrodasilvadepaula.pdf: 1202161 bytes, checksum: 821f56dac3a5f0c604c09a64a7e47568 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-22T15:32:12Z (GMT) No. of bitstreams: 1 leandrodasilvadepaula.pdf: 1202161 bytes, checksum: 821f56dac3a5f0c604c09a64a7e47568 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-22T15:32:25Z (GMT) No. of bitstreams: 1 leandrodasilvadepaula.pdf: 1202161 bytes, checksum: 821f56dac3a5f0c604c09a64a7e47568 (MD5) / Made available in DSpace on 2016-07-22T15:32:25Z (GMT). No. of bitstreams: 1 leandrodasilvadepaula.pdf: 1202161 bytes, checksum: 821f56dac3a5f0c604c09a64a7e47568 (MD5) Previous issue date: 2011-03-31 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta dissertação focaliza o discurso médico relacionado à higiene da infância, presente em teses defendidas na Faculdade de Medicina do Rio de Janeiro no período do segundo reinado, e reflete sobre as principais preocupações, intervenções e representações sociais voltadas para esse tema. Para tanto, dedicou-se à análise de 16 teses, desenvolvidas no formato dissertativo, que tinham o intuito de conferir o título de médico aos alunos dessa faculdade, oriundos de diferentes regiões do Brasil. Em um primeiro momento, essas teses mereceram um tratamento individual, para que mais tarde fossem articuladas umas com as outras. O cruzamento dessas fontes foi fundamental para uma melhor compreensão do discurso médico do século XIX, com todas as suas “certezas” e contradições. Percebeu-se neste estudo que os cuidados da infância compreendiam um longo período, desde a gravidez até a puberdade, seguindo prescrições médicas que se imiscuíam tanto nos hábitos das crianças e da família, quanto no comportamento destes, especialmente nos da figura materna. O cumprimento e fiscalização das diversas ações implementadas e modelos comportamentais a serem adotados em atenção ao desenvolvimento da criança eram defendidos pelos médicos como de responsabilidade principal da família, dos médicos, das parteiras e da instituição escolar. Refletindo sobre esse contexto, este trabalho ancorou-se nos pressupostos da História Cultural e nos estudos foucaultianos, culminando na compreensão de como o discurso médico conformado pelo pensamento higienista pretendia, com relação à higiene da infância, disciplinar e educar a sociedade, intervindo nos seus hábitos e comportamentos, julgando torná-los saudáveis, morais e higiênicos. / This thesis focuses on the medical discourse about childhood hygiene in theses defended at the Rio de Janeiro College of Medicine during the Second Reign, and reflects on the main concerns, interventions, and social representations of this theme. To this end, 16 dissertation-style theses presented by medical school students from different regions of Brazil in order to gain the title of medical doctor were analyzed. First, each thesis was individually analyzed so that later the relationship among them could be examined. It was essential to cross-reference these sources to better understand the medical discourse of the 19th century, with all of its “certainties” and contradictions. It was observed in this study that the childcare covered a long period, from pregnancy to puberty, following medical guidelines directed at both the habits of the children and the family, and also their behavior, especially of the mother. Compliance and surveillance of the various actions implemented and behavioral models to be adopted for children's development were defended by doctors as being the primary responsibility of the family, doctors, midwives, and educational institutions. Reflecting on this context, this work is anchored in the tenets of cultural history and studies of Foucault, culminating in an understanding of the medical discourse, which, shaped by hygienist thinking, sought to discipline and educate society with regard to child hygiene, intervening in habits and behavior, judging that in so doing, it was making them healthy, moral and hygienic.

The proliferation ofinformation available in electronic format has been perpetuated by rapid technological advances. Users have a choice between print and electronic resources. At the same time, the use of these resources is determined by what is available to the users and what the users prefer. Problems that users encounter when accessing these resources determine the use of print and electronic resources. The current study evaluated the use of, and preference for, print and electronic resources by students at the University of Malawi College of Medicine. The study population comprised 179 undergraduate students. A self-administered questionnaire was used to establish the students' use of, and preference for, print and electronic resources, reasons for their preferences and the problems they encountered in accessing print and electronic resources. An interview schedule was used to elicit background information from the College Librarian on issues of budgeting, technological infrastructure, licensing and copyright agreements, archiving and library staff and training. Questionnaire results were quantitatively analysed and presented in terms of frequency tables and graphs. Interview results were analysed qualitatively. The study findings show that the students used both print and electronic resources. However, print resources were more heavily used than electronic ones. The students also preferred print resources to electronic. A lack of sufficient computers and low levels of computer and information literacy contributed to the underutilisation of electronic resources. Recommendations in terms of technological infrastructure, user training, staff training, user support and archiving were made based on the findings of the study. / Thesis (M.I.S.)-University of KwaZulu- Natal, Pietermaritzburg, 2005.

Indiana University-Purdue University Indianapolis (IUPUI) / Background. Traditionally, departmental appointment type (basic science or clinical) and/or degree earned (PhD, MD, or MD-PhD) have served as proxies for how we conceptualize clinical and basic science faculty. However, the landscape in which faculty work has considerably changed and now challenges the meaning of these cohorts. Within this context I introduce a behavior-based role variable that is defined by how faculty spend their time in four academic activities: teaching, research, patient care, and administrative duties. Methods. Two approaches to role were compared to department type and degree earned in terms of their effects on how faculty report their perceptions and experiences of faculty vitality and its related constructs. One approach included the percent of time faculty spent engaged in each of the four academic activities. The second approach included role groups described by a time allocation rubric. This study included faculty from four U.S. medical schools (N = 1,497) and data from the 2011 Indiana University School of Medicine Faculty Vitality Survey. Observed variable path analysis evaluated models that included traditional demographic variables, the role variable, and faculty vitality constructs (e.g., productivity, professional engagement, and career satisfaction). Results. Role group effects on faculty vitality constructs were much stronger than those of percent time variables, suggesting that patterns of how faculty distribute their time are more important than exactly how much time they allocate to single activities. Role group effects were generally similar to, and sometimes stronger than, those of department type and degree earned. Further, the number of activities that faculty participate in is as important a predictor of how faculty experience vitality constructs as their role groups. Conclusions. How faculty spend their time is a valuable and significant addition to vitality models and offers several advantages over traditional cohort variables. Insights into faculty behavior can also show how institutional missions are (or are not) being served. These data can inform hiring practices, development of academic tracks, and faculty development interventions. As institutions continue to unbundle faculty roles and faculty become increasingly differentiated, the role variable can offer a simple way to study faculty, especially across multiple institutions.

This item contains the agenda, minutes, and attachments for the Faculty Senate meeting on this date. There may be additional materials from the meeting available at the Faculty Center.