Reflective Practice Reflection

Taneisha Grant’s narrative “When the Simulated Patient is for Real” discusses the real-life application of the information one learns in school by describing a situation between Doctor Grant and her patient, a worrisome man named Mr. G. Grant highlights the need to understand the patients themselves prior to treatment through her encounter with this patient. This encounter ultimately reminded her that her education will always continue to effect and to increase throughout her work. Grant takes a very patient-oriented view, making clear her medical aim to be helping her patients as best as possible. She mentions a need for objectivity, because it does not matter what “race, gender, or socioeconomic” status the patient has (Grant 182). Grant takes great length to emphasize that a patient is just a person that needs to be treated without bias or prejudice.

It lend me the opportunity to open a real bodies and explore how disease projects in the body. During this course I realized that in medicine, I wanted to do things that I could see immediate results. As I progressed through medical school, internal medicine rotation confirmed what I wanted. I was able to receive patients

King Abdulaziz University offers a stand-alone module as part of their curriculum that has been adopted from the WHO Patient Safety Curriculum for Medical Schools (5). Thus, it resembles the intervention sample, as their program enables students to combine knowledge, attitudes and skills to achieve a deeper understanding of how their performance impacts on patient safety and the quality of healthcare. This paper aims to identify the problem regarding patient safety and evaluate the impact of teaching patient safety principles in one of its major universities in Saudi Arabia. It also evaluates the self-ratings of the students’ knowledge, attitudes and skills regarding errors and patient safety in a total of six medical schools in Saudi Arabia. It will highlight the initial results of the implementation and initial evaluation of the module by the medical students of King Abdulaziz University.

My aim is to pursue a master’s degree in the field of epidemiology, specializing in statistical epidemiology. My focus will be on the methods for clinical and translational of the research, and critical reading of epidemiologic literature. Studying epidemiology will familiarize me with the research techniques which are crucial for me as medical doctor and to the patients. My passion in the field of medical research started from my 4th year at medical school, when together with my colleagues I led a survey that

I think that I have some of the characteristics to be a sports trainer. Like compassion, decision making skills, interpersonal skills, and I am detail oriented. What I told you about in this essay is how to become a medical trainer. You must get a Medical Doctor Degree, or a Doctor of Osteopathic Medicine Degree, you must earn a Medical License, complete a residency, complete a fellowship, and everything a certified trainer can do. The real question is, do you have what it

My placements consisted of hematology, clinical neuroscience, acute mental health, complex care and a medicine unit. In looking back over my assessments for these placements I have been able to put together a list of my strengths and areas for growth and from this list I have created my learning plan for my first year of practice. Strengths. Upon reviewing past reflections and feedback from tutors and peers, my strengths include “effective communication with all appropriate parties.” I am reflective and therefore identify areas of strengths and limitations and areas that need improvement; I also seek out constructive feedback regarding my practice (A. Ilic, personal communication, DATE) According to my preceptor last semester I demonstrates a sound understanding of self-care, self-reflection and work life balance. I also have an “understanding of the components of the nurse patient relationship, by maintaining an open and professional relationship with the patients.” I am also “demonstrated self-direction and initiative” (B. Mahy, personal communication, DATE).

In addition to other hospitals I have worked in include, Ben Taub Hospital, The University of Texas Health Science Center at Houston, VA Medical Center, Texas Children’s Hostpital, Houston Methodist at Baytown, and Houston Methodist at Willow brook. Overall, working in hospitals and along medical professionals gave me the opportunity to aquire more knowledge of medical field. Lastly, I learned how being well educated is a key component to become successful. I value my education by focusing most of my time learning new concepts and relating every aspect to a scientific perspective. Therefore, I have seen an interest in the Histotechnology program.

I have chosen to get my Bachelor’s degree in Healthcare Administration at Kaplan University, because of the high demand in the healthcare profession. As a Healthcare Administrator, I am required to have strong communication skills and leadership ability. Being an administrator I must be able to make decisions and delegate authority, while managing all levels of medical and administrative personnel. Our job is to manage, direct and coordinate medical services in a variety of settings. It is our responsibility to know the skills and knowledge of medical services, as well as the laws that govern the industry.

510). Role development can be seen throughout my nursing school profession, in my role as a student in the class room setting, in our clinical experience and in the lab. My role will continue to change as I graduate and start a new job in the medical field, not as a nursing student but as a registered nurse. As time progresses and I became more comfortable in my role as a student, the expectations that are set in front of me grew. The expectations that the clinical instructor has for each student is presented to us and we must rise to meet the standard in which we take on a new role that semester.

This is to ensure all staff being updated on latest information on medical practise. Besides, management can identify potential staff for promoting them by sending them to special course such as e-learning for degree in management. By doing this it can ensure continuous support by management in supporting the e-learning programme for long

From clinician to automotive marketing to professor, the broad experience of Amber Fitzsimmons, PT, MS, DPTSc, demonstrates the diversity that interprofessional education (IPE) at UC San Francisco aims to exemplify. An assistant professor with joint appointments in the School of Medicine’s Department of Anatomy and the Department of Physical Therapy (PT) and Rehabilitation Science, Dr. Fitzsimmons serves as the PT lead in the IPE program at UCSF. The UCSF Program for IPE (PIPE) was created to enable students from different fields to interact and learn in a way that prepares them for the seamless teamwork of interprofessional collaborative practice that successful modern patient care delivery requires. “The goal is to learn about and from each

Within this occupation individuals have the ability to prescribe medicine, diagnose and treat mental illnesses, give immunizations as well as perform various other tasks. Many often confuse this type of practice with nurse practitioners which led Mrs. Hughes to distinguish the difference between the two professions. The PA program is schooled under the medical model while nurse practitioners are schooled under the nursing model. The prerequisites for applying to a master’s program depend on what school individuals chose to apply to. When tying to become a physician assistant you have to have an undergraduate degree (of any kind), pass the GRE, have twelve hundred hours of patient contact as well as meeting the general class requirements.

My short-term goal is to complete my bachelor’s degree. I want to do well in all my undergraduate courses and gain as much knowledge as I can. Another short-term goal is to get a job working with patients. I want to work with patients so that I can begin gaining experience with direct-patient care which is a requirement for PA school. My long-term goal is to apply to PA school.

The primary motivation that has led me to pursue an advanced degree in bioethics at Columbia University is the direct applicability the field has to my interests in medicine. Today, the physician needs to contend with an increasingly pluralistic and multicultural society that can create pressure to compel him or her to accommodate patients ' diverse values. Each person and each physician who come together in the medical relationship have expectations, hopes, and needs. Only after these are understood and respected can appropriate technical measures be applied. My decision to apply to Columbia University is based on the belief that this program provides the optimal environment for me to investigate ethics as it pertains to medicine to prepare myself for the ethical requirements of a physician.

Morehouse School of Medicine is an appealing option for pursuing my medical education. When reading Morehouse’s mission statement, improving the health and well-being of individuals and communities grasped my attention. My clinical experiences revolve around communities that are underserved, and sharing the same mission as Morehouse is key to becoming the physician I aspire to be. One of the things that stood out to me about Morehouse is the student run Good Samaritan Health Center. I am very interested about being involved with God Samaritan, because it is akin to the Siloam Family Health Center that I volunteer at, and it is an embodiment of Morehouse’s mission.