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Academic health centers (AHCs) have played a key role in propelling the United States to world leadership in technological advances in medicine. At the same time, however, many of these urban-based hospitals have largely ignored the medical care of their poor neighbors. Now one of the leading experts in American health policy and economics ponders whether current and proposed changes in the financing and delivery of medical care will result in a realignment between AHCs and the poor. Basing his discussion on an analysis of the nation's twenty-five leading research-oriented health centers, Eli Ginzberg and his associates trace the history of AHCs in the twentieth century. He claims that AHCs are once again moving toward treating the poor because these hospitals need to admit more Medicaid patients to fill their empty beds, and their medical students need opportunities to practice in ambulatory sites. He also assesses some of the more important trends that may challenge the AHCs, including financial concerns, changing medical practice environments, and the likelihood of some form of universal health insurance. Eli Ginzberg is director of The Eisenhower Center for Conservation of Human Resources, Columbia University. He has been a consultant to nine U.S. presidents and chaired the National Commission for Employment Policy for six presidents. He is the author of numerous books as well as articles on health affairs in the New England Journal of Medicine, the Journal of the American Medical Association, and many other journals.

Academic medical centers --- Urban poor --- City dwellers --- Poor --- Academic health centers --- University medical centers --- Medical centers --- Universities and colleges --- Medical care

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For the current leaders of medical schools facing similar financial challenges, Kastor analyzes how much it costs to teach clinical medicine and offers valuable advice on how to reduce expenses and increase surpluses.

Practice Management --- Hospital Restructuring --- Financial Management --- Academic Medical Centers --- Hospitals --- Academic medical centers --- Teaching hospitals --- Academic health centers --- University medical centers --- Medical centers --- Universities and colleges --- Hospitals, Teaching --- Health occupations schools --- Benevolent institutions --- Infirmaries --- Health facilities --- organization & administration --- Ownership --- Administration. --- Finance. --- Georgetown University. --- George Washington University. --- Georgetown University Medical Center --- GUMC --- G.U.M.C.

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Academic medical centers --- Medical education --- Delivery of Health Care --- Education, Medical --- Physicians --- Research --- Dissertations --- History of medicine --- Patient care --- History. --- history. --- 17th century --- 20th century --- Netherlands --- Nursing --- Dissertations. --- 17th century. --- 20th century. --- Netherlands. --- Nursing. --- History --- Medical personnel --- Professional education --- Academic health centers --- University medical centers --- Medical centers --- Universities and colleges --- Education --- Universiteit van Amsterdam. --- AMC --- A.M.C. --- Amsterdam UMC (Hospital consortium). --- Amsterdam UMC (Hospital consortium)

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Addresses complex issues with scientific research misconduct throughout the biomedical community by providing real life examples to underscore the serious nature of these misconduct issues, thereby motivating programs to provide appropriate corrective actions Highlights this complexity in 8 completely anonymous case studies, with full explication of details followed by a full dissection and discussion Reviews the current regulations and policies that guide the management of scientific integrity Concludes with a section authored by the Federal Court Judge with special expertise and interest

Medicine --- Academic medical centers --- Natural Science Disciplines --- Professional Misconduct --- Research --- Study Characteristics --- Health Facilities --- Morals --- Psychology, Social --- Disciplines and Occupations --- Health Care Facilities, Manpower, and Services --- Publication Characteristics --- Humanities --- Behavior and Behavior Mechanisms --- Health Care --- Psychiatry and Psychology --- Ethics --- Academic Medical Centers --- Biomedical Research --- Case Reports --- Scientific Misconduct --- Science --- Health & Biological Sciences --- Medical Research --- Corrupt practices --- Moral and ethical aspects --- Moral and ethical aspects. --- Corrupt practices. --- Academic health centers --- University medical centers --- Medical centers --- Universities and colleges --- Health Workforce --- United States. --- ORI --- National Institutes of Health (U.S.).

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Few faculty members in academic medical centers are formally prepared for their roles as teachers. This work is an introductory text designed to provide medical teachers with the core concepts of effective teaching practice and information about innovations for curriculum design, delivery and assessment. It offers brief, focused chapters with content that is assimilated easily by the reader. The topics are relevant to basic science and clinical teachers and the work does not presume readers possess prerequisite knowledge of education theory or instructional design. The authors emphasize the application of concepts to teaching practice. Topics include: Facilitating Student Learning; Teaching Large Groups; Teaching in Small Groups; Flipping the Classroom; Problem-Based Learning; Team-Based Learning; Teaching Clinical Skills; Teaching with Simulation; Teaching with Practicals and Labs; Teaching with Technological Tools; Teaching to Develop Scientific Engagement in Medical Students; Designing a Course; Establishing and Teaching Elective Courses; Designing Global Health Experiences; Assessing Student Performance; Documenting the Trajectory of Your Teaching and Teaching as Scholarship. This is a complete revision of the first edition of this work with new chapters and up to date information. Similar to the first edition, chapters were written by leaders in medical education and research who draw upon extensive professional experience and the literature on best practices i n education. Although designed for teachers, the work reflects a learner-centered perspective and emphasizes outcomes for student learning. The book is accessible and visually interesting and the work contains information that is current, but not time-sensitive. Each chapter concludes with references, many include recommendations for additional reading, and the work includes an appendix with resources for medical education.

Medicine --- Academic medical centers. --- Study and teaching. --- Medical education --- Academic health centers --- University medical centers --- Medical centers --- Universities and colleges --- Teaching --- Education, Medical. --- Academic Medical Centers. --- Curriculum. --- methods --- methods. --- Medicine. --- Medical Education. --- Biomedicine general. --- Medicine/Public Health, general. --- Education, general. --- Medical personnel --- Professional education --- Clinical sciences --- Medical profession --- Human biology --- Life sciences --- Medical sciences --- Pathology --- Physicians --- Education --- Health Workforce --- Medical education. --- Education. --- Biomedicine, general. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Training --- Education, Medical --- Curriculum --- Teaching.