China 
Africa 
Explore chapters and articles related to this topic
Learning Engineering is Human-Centered
Published in Jim Goodell, Janet Kolodner, Learning Engineering Toolkit, 2023
Khanh-Phuong Thai, Scotty D. Craig, Jim Goodell, Jodi Lis, Jordan Richard Schoenherr, Janet Kolodner
How do you encourage participation in the design process when people who need to be members of the design team together speak different languages, come from different cultures, have different perspectives, may lack the confidence to speak, or may be illiterate? Medic Mobile, a nonprofit organization that builds and deploys digital tools to improve health equity worldwide, has developed an approach that brings together relevant people across the health sector, including community members, nurses, and managers who speak different languages, are in hard-to-reach settings, and who don’t have internet connectivity. Medic Mobile uses a human-centered participatory design approach to guide use cases, impact workflow design, and build technology road maps. They’ve also developed a set of cards with drawings as an integral tool in their approach. Participatory design teams use the cards to communicate as they develop use cases, work out expected impact, and lay out workflows and technology road maps as shown in Figure 3.9.65
EMS support of executive protection and counter-terrorism operations
Published in Jan de Boer, Marcel Dubouloz, Handbook of Disaster Medicine, 2020
David M. La Combe, Christopher M. Grande
It would seem logical that one of the most basic requirements is that medics be able to protect themselves and their patients or that someone protects them or they remain in a secure location. This may mean that they be armed, and qualified and proficient in the use of sidearms. Relying on another’s weapon in times of danger tempts the odds tremendously. However, many cities currently do not arm the medic on their SWAT team, reasoning that, if needed, protection will be provided.
Health humanities
Published in Alan Bleakley, Routledge handbook of the medical humanities, 2019
In our own case, we were fortunate to gain funding from the UK’s Arts and Humanities Research Council in 2010 to initiate the International Health Humanities Network, and there has now been a substantial body of work looking at how communities can recover through collective artistic practice. After all, we all depend on multiple resources. We need medical ones, of course, but not everything in our society that brings us health and wellbeing needs to be directed by medics. Not everything needs a medical model or a medical explanation. Whether you are a doctor, a nurse, an occupational therapist, a patient, a friend or family carer, the arts and humanities are available to you. For example, if you suffer from depression, reading groups can help (Dowrick et al. 2012), as can music (Daykin et al. 2018) and poetry (Fraser 2011). These are just a few of many possible examples. In this way, we hope to bring within the ambit of the health humanities this rich body of literature, practice and experience concerning the beneficial effects of creative and aesthetic activities, especially those that get people together in situations where they all have something to contribute.
Twelve tips for medical students to enhance clinical skills learning during disrupted placements
Published in Medical Teacher, 2022
Jai Prashar, Chavini Ranasinghe, Chirag Bussa Rao
Remote consultations are rapidly becoming a powerful tool for enabling continuing care in the disrupted clinical environment (Kichloo et al. 2020), however it can be challenging to know how to best use these consultations as a tool to further your clinical skills learning. For consultations conducted via telephone or virtual platforms, ask your supervisor if you can sit in, or join from home. Rather than passively listening to a telephone consultation, be proactive and ask if you would be able to hold your own consultations (with supervision). While examining patients remotely is difficult, seeing patients independently can be a great opportunity to refine your history-taking and interpersonal skills and as telemedicine grows in popularity this may well become a required skill for medics of the future (Bestsennyy et al. 2020). Excellent guides on conducting telephone consultations are available online (Van Galen and Car 2018; Stockley and Neighbour 2020.)
An update on developments in medical education in response to the COVID-19 pandemic: A BEME scoping review: BEME Guide No. 64
Published in Medical Teacher, 2021
Michelle Daniel, Morris Gordon, Madalena Patricio, Ahmad Hider, Cameron Pawlik, Rhea Bhagdev, Shoaib Ahmad, Sebastian Alston, Sophie Park, Teresa Pawlikowska, Eliot Rees, Andrea Jane Doyle, Mohan Pammi, Satid Thammasitboon, Mary Haas, William Peterson, Madelyn Lew, Deena Khamees, Maxwell Spadafore, Nicola Clarke, Jennifer Stojan
Our exclusion criteria were as follows:Opinion pieces, commentaries, editorials, perspectives, calls for change, needs assessments and other studies where no actual development had been deployed.Studies that described the development as a minor part of a larger package of planned measures.Studies that only have other healthcare professionals (i.e. other than medics).Studies that were included in our previous systematic review from 1 December 2019 to 24 May 2020.
Street Medics: An innovative learning opportunity for UK medical students in a primary care outreach setting
Published in Education for Primary Care, 2020
Deirdre Walsh, Gemma Ashwell, Gemma Traviss-Turner, Rebecca Briscoe, Laura Stroud
Street Medics is an innovative educational scheme that was co-created by medical students and GP educators at Bevan Healthcare [13]. As a Social Enterprise, Bevan Healthcare provides tailored care exclusively to marginalised patient groups including refugees and those who are homeless. The Street Medics project provides opportunities for medical students to join GPs undertaking inner-city street-outreach work with these patients. It provides direct experience of the impacts of health inequalities. Despite being an extra-curricular experience, demand from students consistently exceeds capacity. Since the establishment of this initiative in 2014, its popularity with students has grown exponentially and approximately 60 students now attend the initiative each year. Only two students can attend each week during term time and all available dates are invariably booked up for the entire academic year by the end of September.