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State College, PA, United States

Penn State Milton S. Hershey Medical Center, located in Hershey, Pennsylvania, 10 miles east of Harrisburg, is Penn State’s medical school and academic medical center. Wikipedia.


Paul I.M.,Penn State College of Medicine
Lung | Year: 2012

Cough due to upper respiratory tract infections (URIs) is one of the most frequent complaints encountered by pediatric health-care providers, and one of the most disruptive symptoms for children and families. Despite the frequency of URIs, there is limited evidence to support the few therapeutic agents currently available in the United States (US) to treat acute cough due to URI. Published, well-designed, contemporary research supporting the efficacy of narcotics (codeine, hydrocodone) and US Food and Drug Administration (FDA)-approved over-the-counter (OTC) oral antitussives and expectorants (dextromethorphan, diphenhydramine, chlophedianol, and guaifenesin) is absent for URI-associated pediatric cough. Alternatively, honey and topically applied vapor rubs may be effective antitussives. © 2011 Springer Science+Business Media, LLC. Source


Green M.J.,Penn State College of Medicine
Academic Medicine | Year: 2015

Problem Medical students experience transformative personal and professional changes during medical school. The medical education community has much to learn about how students perceive these changes, which can be dramatic and profound. Approach Over the past six years (2009-2014), the author has taught a course on medical graphic narratives (or comics) to fourth-year medical students. Comics synergistically combine words and images to tell stories and provide an effective vehicle for helping students reflect on and give voice to varied experiences. In this course, students critically read and discuss medically themed comics and create their own original comic depicting a formative experience from medical school. Outcomes To date, 58 students have taken the course, and each has produced an original comic. The author conducted a thematic analysis of their comics and identified the following themes: (1) how I found my niche, (2) the medical student as patient, (3) reflections on a transformative experience, (4) connecting with a patient, and (5) the triumphs and challenges of becoming a doctor. Pre/post course assessments indicate that students believe creating a comic can significantly improve a variety of doctoring skills and attitudes, including empathy, communication, clinical reasoning, writing, attention to nonverbal cues, and awareness of physician bias. Students' comics reveal the impact of formative events on their professional identity formation. Next Steps Medical educators should explore additional ways to effectively integrate comics into medical school curricula and develop robust tools for evaluating their short- and long-term impact. © 2015 Association of American Medical Colleges. Source


Domen R.E.,Penn State College of Medicine
American Journal of Clinical Pathology | Year: 2014

Objectives: To suggest a basic new approach for pathology training programs to consider when a resident requires remediation, probation, or dismissal. Methods: Remediation, probation, or dismissal of the poorly performing pathology resident is one of the most difficult and challenging aspects of any pathology training program. The poorly performing resident requires extra time and resources from the faculty and the program and can be disruptive for the entire program. Effective remediation requires faculty development, a well-constructed remediation or probation plan, and documentation. Results: Despite best efforts, not all remediation plans are successful and dismissal of the resident will need to be seriously considered. Conclusions: Approaches to dealing with resident performance issues can be variable and need to be tailored to the issue being addressed. © American Society for Clinical Pathology. Source


Gelenberg A.J.,Penn State College of Medicine
The Journal of clinical psychiatry | Year: 2010

A variety of American and European guidelines are available for clinicians treating major depressive disorder and depressive subtypes. Major Western guidelines published since 2000 make similar recommendations for all stages of treatment for depression, including a reliance on measurement-based care. First-line treatment is usually a serotonin reuptake inhibitor, psychotherapy, or a combination of pharmacotherapy and psychotherapy. Next-step treatment recommendations are switching or augmentation, depending on patient response to the initial treatment. Maintenance therapy continues the approach that led to remission. The American Psychiatric Association will release a new treatment guideline to offer information on developments made since the last guidelines were published in 2000. Despite progress made during the last decade, no major breakthroughs in the treatment of depression have occurred, and genetic testing developments allowing for personalized care remain the goal of research. (c) Copyright 2010 Physicians Postgraduate Press, Inc. Source


George D.R.,Penn State College of Medicine
Journal of Continuing Education in the Health Professions | Year: 2011

Introduction:: Health professionals are working in an era of social technologies that empower users to generate content in real time. This article describes a 3-part continuing education minicourse called "Friending Facebook?" undertaken at Penn State Hershey Medical Center that aimed to model the functionality of current technologies in health care and encourage discussion about how health professionals might responsibly utilize social media. Methods:: Fifteen health professionals participated in the course and provided written evaluation at its conclusion. The course instructor took field notes during each of the 3 classes to document emergent themes. Results:: The course received uniformly positive evaluations, and participants identified several current tools perceived as being potentially useful in their professional lives, including news aggregators, Google Alerts, and-if used responsibly-social networking sites such as Facebook. Discussion:: Developing innovative and appropriate programming that teaches to emerging social media technologies and ideologies will be crucial to helping the health professions adapt to a new, networked era. Medical institutions would do well to foster interprofessional-and perhaps even intergenerational-conversations to share not only the dangers and risks of social media, but also the opportunities that are emerging out of a rapidly evolving online world. © 2010 The Alliance for Continuing Medical Education, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education. Source

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