This review will first cover the root causes of falls, identify preventive measures associated with these falls, and provide an overview of best practice of fall prevention at leading institutions. There is signif- ic...This review will first cover the root causes of falls, identify preventive measures associated with these falls, and provide an overview of best practice of fall prevention at leading institutions. There is signif- icant benefit in instituting a comprehensive program to reduce falls. After analyzing the results from many successful programs, it is apparent that an integrative program that consists of patient evaluations, environmental modification, and staff training can lead to a significant reduction in the overall preva- lence of falls. Such programs can be implemented at a low cost and therefore represent an improvement in care with a high return on investment.展开更多
In this paper we reflect on the evolution of medical education, with the medical curriculum at the University of Leuven as a concrete example. Formally, the Leuven curriculum follows a bachelor's and master's ...In this paper we reflect on the evolution of medical education, with the medical curriculum at the University of Leuven as a concrete example. Formally, the Leuven curriculum follows a bachelor's and master's structure that leads to the degree of Medical Doctor after which further advanced training is required to become a practising physician. The Leuven curriculum takes the CanMEDS model as its educational framework. Embedding the CanMEDs roles within the curriculum is achieved using four learning pathways(Knowledge and Fundamentals of Medicine; Scientific Training; The Physician in Society; Skills and Communication) that run across the bachelor's and master's programmes. A stepwise approach is adopted whereby students progressively acquire the required competences to translate medical knowledge into evidence-based clinical practice. The learning process initially takes place in a simple and controlled environment, e.g. lectures or demonstrations with(simulated) patients. As the programme progresses, learning and assessment occur in ever more authentic medical situations,e.g. during the clerkships. In the future it will be important to capture new developments in e.g. education technology, health care organisation and patient involvement, and incorporate them into the medical curriculum. In this way we may fulfil our ambition to train medical doctors that are ready to participate in the 21^(st) century health care system and take their responsibility towards both the individual patient and public health care.展开更多
文摘This review will first cover the root causes of falls, identify preventive measures associated with these falls, and provide an overview of best practice of fall prevention at leading institutions. There is signif- icant benefit in instituting a comprehensive program to reduce falls. After analyzing the results from many successful programs, it is apparent that an integrative program that consists of patient evaluations, environmental modification, and staff training can lead to a significant reduction in the overall preva- lence of falls. Such programs can be implemented at a low cost and therefore represent an improvement in care with a high return on investment.
文摘In this paper we reflect on the evolution of medical education, with the medical curriculum at the University of Leuven as a concrete example. Formally, the Leuven curriculum follows a bachelor's and master's structure that leads to the degree of Medical Doctor after which further advanced training is required to become a practising physician. The Leuven curriculum takes the CanMEDS model as its educational framework. Embedding the CanMEDs roles within the curriculum is achieved using four learning pathways(Knowledge and Fundamentals of Medicine; Scientific Training; The Physician in Society; Skills and Communication) that run across the bachelor's and master's programmes. A stepwise approach is adopted whereby students progressively acquire the required competences to translate medical knowledge into evidence-based clinical practice. The learning process initially takes place in a simple and controlled environment, e.g. lectures or demonstrations with(simulated) patients. As the programme progresses, learning and assessment occur in ever more authentic medical situations,e.g. during the clerkships. In the future it will be important to capture new developments in e.g. education technology, health care organisation and patient involvement, and incorporate them into the medical curriculum. In this way we may fulfil our ambition to train medical doctors that are ready to participate in the 21^(st) century health care system and take their responsibility towards both the individual patient and public health care.
