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Introduction
Published in Kevin L. Erskine, Erica J. Armstrong, Water-Related Death Investigation, 2021
The pathologist is a specially trained physician (doctor of medicine—MD or doctor of osteopathic medicine—DO) who makes medical diagnoses via the scientific examination of tissues and body fluids. Abnormalities found in the tissues or body fluids constitute forms of pathology. Specifically, pathology is the study of disease and a branch of medicine. Completion of a four-year undergraduate degree, medical school, and a medical residency in either anatomic or anatomic and clinical pathology is required to become a pathologist. This arduous but rewarding process currently takes 11 or 12 years. The pathologist is a licensed physician and is usually board certified in either anatomic or anatomic and clinical pathology after successful completion of an examination.
What Diminishes Joy
Published in Eve Shapiro, Joy in Medicine?, 2020
In this integrated health system, physician assistants and nurse practitioners, who are advanced practice providers, have their own panels of patients. We serve as primary care providers in the same way that medical doctors and doctors of osteopathic medicine (DO) do. For some patients we may say, “I really think you need to have an MD or a DO as your primary care provider because things are just too complicated.” But we all take care of some very complex patients. We all do basically the same thing: we conduct physicals and acute care visits, prescribe medications, order diagnostic tests, and make diagnoses. I do this in collaboration with a physician and I get advice from my physician colleagues as I feel I need to. I also get advice from my nurse practitioner and physician assistant colleagues, and physicians also come to me for advice, so it’s very collegial. At other healthcare organizations in our region, physician assistants and nurse practitioners don’t have their own panels of patients. They still evaluate, diagnose, and treat, but they are seeing only their supervising physicians’ patients and serve as physician extenders. Here, we have a little more autonomy.
Healthcare Politics
Published in Kant Patel, Mark Rushefsky, Healthcare Politics and Policy in America, 2019
Physicians are key actors in the healthcare system because they are the primary caregivers. They enjoy considerable professional autonomy. In 2015 in the United States, there were 860,917 active physicians, including 65,070 with a Doctor of Osteopathic Medicine (DO) degree. DOs constituted about 7.6 percent of the total number of active physicians. There was one physician for every 373 Americans (Association of American Medical Colleges 2017).
Implementation of an Evidence-Based Clinical Guideline for Depression Screening of the Adolescent
Published in Issues in Mental Health Nursing, 2023
The setting for this quality improvement project included four pediatric primary care offices in a medium-sized regional health system in rural, southern Ohio. The participants are nine PCPs treating adolescent patients, ages 12–18. The practice settings for this project were four rural pediatric primary care offices within a regional Health System. The pediatric primary care offices included one Pediatric Nurse Practitioner (PNP) and eight Pediatricians. The physicians consisted of three Doctors of Osteopathic Medicine (DO) and five Doctors of Allopathic Medicine (MD). All primary care providers (PCP) are board certified. All providers (n = 9) voluntarily participated in the education session and completed the questionnaires. There was a total of approximately n = 505 patient visits over this project period.
First-generation and continuing-generation college graduates’ application, acceptance, and matriculation to U.S. medical schools: a national cohort study
Published in Medical Education Online, 2022
Hyacinth R. C. Mason, Ashar Ata, Mytien Nguyen, Sunny Nakae, Devasmita Chakraverty, Branden Eggan, Sarah Martinez, Donna B. Jeffe
A strength of this study is the availability of data for the entire, national cohort of MCAT examinees who completed the PMQ from 2001 through 2006, with a minimum 7-year follow-up. As an observational study, however, causal inferences cannot be made. There are other limitations in this study. We acknowledge the potential inflation of Type I error due to multiple secondary hypotheses and sub-analyses. Type I error was not corrected for because this was an exploratory analysis. Covariates were selected based on previous studies or sociological plausibility, however there may be unmeasured variables that influence medical school application, acceptance, and matriculation that this study did not capture. First-generation college graduates may be more likely to apply to Doctor of Osteopathic Medicine (DO) schools or international schools [40]; our data did not include those students because the AAMC does not collect data from applicants to DO schools thus this could be an important avenue for future research. Another limitation is that we could not control for parental income with the data available, although college education correlates with parental socio-economic status. In addition, parents who have not attended or graduated from college may have, relative to college graduate parents, less medical school-related social capital, social networks and ‘funds of knowledge’ that could help develop an early interest in and exposure to the field, and, fewer financial resources to support their child as prepare for medical training [41–44].
Exploring students’ [pre-pandemic] use and the impact of commercial-off-the-shelf learning platforms on students’ national licensing exam performance: A focused review – BEME Guide No. 72
Published in Medical Teacher, 2022
Atsusi Hirumi, Luke Horger, David M. Harris, Andrea Berry, Feroza Daroowalla, Shalu Gillum, Nyla Dil, Juan C. Cendán
In the USA, medical students seeking a Doctor of Medicine (MD) or Doctor of Osteopathic Medicine (DO) diploma and further graduate training must successfully complete national licensing exams. Data collected by the National Resident Matching Program from graduate residency programs cites performance on these licensing exams (National Board of Medical Examiners [NBME] USMLE Step 1; National Board of Osteopathic Medical Examiners [NBOME] COMLEX-USA Level 1; NBME USMLE Step 2; and NBOME COMLEX-USA Level 2) as the first and fourth most considered factors when selecting medical students for consideration for admission to the graduate program (National Resident Matching Program 2018). The same survey cites clinical specialty course (clerkship) grades as the sixth most important factor for consideration for medical student selection into graduate residency program (2018). Often, one component of clinical clerkship grades is performance on a standardized national subject exam (the NBME Subject Exam (‘shelf exams’) or NBOME Comprehensive Osteopathic Medical Achievement Test (COMAT)) (National Resident Matching Program 2018).