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Informationen zum Autor The Core Competencies in Hospital Medicine are a result of the contributions of 64 hospitalists and content experts, under the guidance and leadership of the Society of Hospital Medicine. The editors are: Michael J. Pistoria, DO, FACP , Associate Program Director, Internal Medicine Program Medical Director, Hospitalist Services, Lehigh Valley Hospital, Allentown, PA; Assistant Professor of Medicine, The Pennsylvania State University College of Medicine, Hershey, PA Alpesh N. Amin, MD, MBA, FACP , Executive Director, Hospitalist Program, Vice Chair for Clinical Affairs and Quality, Department of Medicine, Associate Program Director, Internal Medicine Residency Medicine Clerkship Director, University of California, Irvine, Orange, CA Daniel D. Dressler, MD, MSc, Director, Hospital Medicine Services, Emory University Hospital, Assistant Professor of Medicine, Emory University School of Medicine, Atlanta, GA Sylvia C. W. McKean , MD, Medical Director, Brigham and Women's Faulkner Hospitalist Service, Assistant Professor of Medicine, Harvard Medical School, Boston, MA Tina L. Budnitz, MPH, Senior Advisor for New Initiatives, Society of Hospital Medicine, Philadelphia, PA Klappentext The overall objective of this book is to provide standards for the knowledge, skills, and attitudes expected of all hospitalists and to provide a framework for ongoing professional and curriculum development for learners at all levels. The framework is intended for use by hospital medicine program directors, directors of medical student clerkships, residency programs, fellowships, and continuing medical education, as well as other educators involved in curriculum development. The competencies do not focus on specific content, but rather general learning objectives within the skills, knowledge, and attitudes related to each topic. Attaining competency in the areas defined in these chapters is expected to require post-residency training. This training is most likely to be obtained through a combination of work experience, local mentorship, and engagement in specific educational programs or fellowship. Hospitalists, directors, and educators can create specific instructional activities and methods chosen to reflect the characteristics of the intended learners and context of the practice environment. Within each section, individual chapters on focused topics provide competencies in three domains of educational outcomes: the Cognitive Domain (Knowledge), the Psychomotor Domain (Skills), and the Affective Domain (Attitudes). To reflect the emphasis of hospital medicine practice on improving healthcare systems, a fourth section entitled Systems Organization and Improvement is also included. An attempt has been made to make the objectives timeless, allowing for creation of curriculum that can be nimble and reactive to new discoveries. Although the entire document can be a resource for comprehensive program development, each chapter is intended to stand-alone and thus support curriculum development specific to the needs of individual programs. Inhaltsverzeichnis Acknowledgement. Editors and Contributors. Introduction. Section 1: Clinical Conditions. 1.1 Acute Coronary Syndrome. 1.2 Acute Renal Failure. 1.3 Alcohol and Drug Withdrawal. 1.4 Asthma. 1.5 Cardiac Arrhythmia. 1.6 Cellulitis. 1.7 Chronic Obstructive Pulmonary Disease. 1.8 Community-Acquired Pneumonia. 1.9 Congestive Heart Failure Syndrome. 1.10 Delirium and Dementia. 1.11 Diabetes Mellitus. 1.12 Gastrointestinal Bleed. 1.13 Hospital-Acquired Pneumonia. 1.14 Pain Management. 1.15 Perioperative Medicine. 1.16 Sepsis Syndrome. 1.17 Stroke. 1.18 Urinary Tract Infection. 1.19 Venous Thromboembolism. Sect...
