Medical Work in Developing Countries: How to Approach a Global Health Experience
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Résumé
FeatureMedical Work in Developing Countries: How to Approach a Global Health Experience Theresa A. Townley, MD, MPH, , MD, MPH Theresa A. Townley, MD, MPH Published OnlineJune 15, 2011https://doi.org/10.3928/00904481-20110615-11PDFView Full Text ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinkedInRedditEmail SectionsMore1.Haq C, Rothenberg D, Gjerde C, et al."New World Views: preparing physicians in training for global health work."Family Medicine. 2001; 33(3): 178–86. MedlineGoogle Scholar2.Gupta , et al."The International Health Program: The fifteen year Experience with Yale University's Internal Medicine Residency Program."American Journal of Tropical Medicine and Hygiene1999; 61(6). Crossref MedlineGoogle Scholar3.Willer WC, Corey GR, Laalinger GJ, Durack DT. International Health and internal medicine residency training: the Duke University experience. Am J Med1995; 99(3):291–7.10.1016/S0002-9343(99)80162-4 Crossref MedlineGoogle Scholar4.Federico , et al.A successful International Child Health Elective: The University of Colorado's Department of Pediatrics experience. Arch Pediatr Adolesc Med. 2006Feb; 160(2):191–6.10.1001/archpedi.160.2.191 Crossref MedlineGoogle Scholar5.Institute of Medicine (U.S.). Board on International Health. America's vital interest in global health: protecting our people, enhancing our economy, and advancing our international interests. Washington, D.C.: National Academy Press; 1997. Google Scholar6.Chase JA, Evert J, eds. Global Health Training in Graduate Medical Education: A Guidebook. 2nd Edition. San Francisco: Global Health Education Consortium, 2011globalhealtheducation.org/resources/Documents/Both%20Students%20And%20Faculty/GH_Training_in_GME_Guidebook_2Ed.pdf. Accessed on April 25, 2011. Google Scholar7. fieldresearch.msf.org/msf/handle/10144/12364. Accessed June 23, 2011. 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A Practical Guide to Global Health Service. USA. American Medical Association: 2006. Google Scholar23.Stanton B, et al.Global Health Training for Pediatric Residents. Pediatric Annals2008; 37(12):786–787, 792–796.10.3928/00904481-20081201-11 LinkGoogle Scholar24.Bazemore AW, Heinen M, Goldenhar LM, Szaflarski M, Lindsell CJ, Diller P. The Effect of Offering International Health Training Opportunities on Family Medicine Recruiting. Fam Med. 2007; 39(4):255–60. MedlineGoogle Scholar25. medicine.yale.edu/intmed/globalhealthscholars/index.aspx. Accessed June 11, 2011. Google Scholar26.Gordon G, Vongvichit E, Hansana V, Torjesen KA Model for Improving Physician Performance in Developing Countries: A Three-Year Postgraduate Training Program in Laos. Academic Medicine 81:399–404. Crossref MedlineGoogle Scholar27. www.bayloraids.org. Accessed June 11, 2011. Google Scholar28. www.pih.org. Accessed June 21, 2011. Google Scholar29. www.dghonline.org. Accessed June 21, 2011. Google Scholar30.Cardozo B. L., Salama P. (2002). Mental health of humanitarian aid workers in complex emergencies. In: , Danieli Y, ed. Sharing the front line and the back hills: Peacekeepers, humanitarian aid workers and the media in the midst of crisis (pp. 242–257). Amityville, NY: Baywood. Google Scholar31.Eriksson C. B., Vande Kemp H., Gorusch R., Hoke S., Foy D. W. (2001). Trauma exposure and PTSD symptoms in international relief and development personnel. Journal of Traumatic Stress, 14(1), 205–212.10.1023/A:1007804119319 CrossrefGoogle Scholar32.Drain P, Huffman SA, Pirtle SE, Chan K. Caring for the World: A Guide to Resources. University of Toronto Press, 2008. Google Scholar Previous article FiguresReferencesRelatedDetails Request Permissions InformationCopyright 2011, SLACK IncorporatedDr. Townley would like to thank Doctors Without Borders/Médecins Sans Frontières for providing her with the opportunity to work in global health and Tom Hall, Karen Lam and The Global Health Education Consortium for their assistance with this article.PDF downloadAddress correspondence to: Theresa A. Townley, MD, MPH, email: [email protected]edu.Theresa A. Townley, MD, MPH, is Assistant Professor, Internal Medicine and Pediatrics at Creighton University, Omaha, NE.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,002 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».