“Since coming to Geisel, I’ve worked with some of the best students in the world. Their level of commitment, caring, and their intelligence is really remarkable. When I support Geisel, I am helping these students who will shape the future of health care.”
You can support any purpose at Geisel through the 2013 Employee Giving Campaign. You can give to the Fund for Geisel, scholarships, research, global health, The Dartmouth Institute, or any other existing program or fund at Geisel or Dartmouth-Hitchcock — including The Prouty and other fundraising events.
“I donated to the CHaD half-marathon when one of our current students asked for my support,” says Shawn. “She was willing to join the community and give at such a demanding time in her life. I wanted to honor her generosity and compassion by making a gift to recognize her effort.”
Join Shawn in giving to what matters most to you. Whether you give in support of research to develop new treatments, students who will shape the future of health care, state-of-the-art facilities critical to Geisel’s strategic plan, or friends who are participating in a fundraiser, your support will make a difference.
An international scientific conference called Preventing Overdiagnosis will take place on Sept. 10-12, 2013 at the Hanover Inn, hosted by The Dartmouth Institute for Health Policy and Clinical Practice, in partnership with one of the world’s most respected medical journals, the BMJ, the leading New-York based consumer organization Consumer Reports, and Bond University. click on this link to register.
Overdiagnosis happens when people get a diagnosis they don’t need. It can happen when people without symptoms are diagnosed and then treated for a disease that won’t actually cause them any symptoms, and it can happen for people whose symptoms or life experiences are given a diagnostic label which will bring them more harm than good.
As the curriculum redesign process progresses, the leadership team and working group members continue to receive great feedback from faculty, staff and students.
Among that feedback has been a number of excellent questions asked at town halls or received via e-mail. Below are a few of the questions that have been incorporated into a FAQ page on the curriculum redesign website.
Focus groups, which will be limited to 20 attendees and moderated by working group leaders, will be held for some of the major foundations. A focus group for Clinical & Longitudinal Curriculum and Clinical Immersion will be held on May 20. The focus group will provide an opportunity for more individualized discussion.
Please join the Geisel Curriculum Redesign Leadership Team for an interactive discussion on the curriculum redesign on Wednesday, June 5, from 5:30-7:00 pm in Auditorium G at DHMC. The program will feature:
Dr. Wiley “Chip” Souba, Dean, Geisel School of Medicine
Dr. Gregg Meyer, Chief Clinical Officer, Executive Vice President, DH
Dr. Richard Simons, Senior Associate Dean for Medical Education, Geisel School of Medicine
Dr. Tim Lahey, Project Manager, Geisel Curriculum Redesign
On Friday, May 17, we are hosting the leaders of the Schwartz Center and showcasing the work we have done here in pediatric and adult Schwartz Rounds as well as the work this year in the Profession of Medicine: Connecting Hearts and Minds Rounds.
10-11 a.m., Borwell 658W. Working meeting to discuss how we can support existing endeavors and expand into new, related endeavors in the area of teaching and nourishing compassionate care.
Noon, Aud. A, B, and C at DHMC. Can Compassion Be Taught? Preliminary Answers, Vibrant Opportunities. This Schwartz Round will showcase the incredible work of our 6 student Schwartz Fellows.
2-3 p.m., Chilcott Auditorium in Hanover. How can we deepen our commitment to teaching and nourishing compassionate care at the Geisel School of Medicine at Dartmouth?
We are creating a “Culture of Caring” and “connecting hearts and minds to transform lives.” We hope you will join us for any or all of these sessions to celebrate this important work.
In Year 2, the thirteen system-based pathophysiology courses in the Scientific Basis of Medicine (SBM) program have traditionally worked closely with the two pharmacology courses in order to coordinate content and timing. For example, the pharmacology course teaches about antihypertensive drugs after the SBM course about the cardiovascular system has taught about the causes and complications of hypertension.
But while that chronological order ensured that students knew enough about certain organs and conditions before they studied potential pharmacological remedies, it missed an important opportunity for students to see each organ system as a more integrated area of study.
This past year, course instructors have taken a step toward remedying that by integrating pharmacology into SBM. A number of course instructors have worked more closely together in an effort to help students learn how tightly inter-connected these two courses are. Read the rest of this entry »
To better understand the current curriculum and meet LCME requirements, Geisel has adopted Ilios, an open-source curriculum management tool developed at the University of California, San Francisco School of Medicine. But while the adoption was done with the current curriculum in mind, it is paying dividends in the curriculum redesign effort as well.
Curriculum mapping facilitates the design of a thoughtful curriculum, then assign the various competencies and related learning objectives to their respective course(s). Through the power of the database, designers are then able to sort the curriculum by individual competencies and learning objectives. Read the rest of this entry »
Training in the ethical and humane delivery of medical care is a critical component of medical education. To meet this need, and to respond to student and faculty feedback as well as evolving LCME requirements, the Ethics and Humanities Working Group (EHWG) is collaborating with a wide array of faculty to integrate health care ethics and the medical humanities into the curriculum and culture of the Geisel School of Medicine.
The aim of the working group is to ensure that every graduating student-physician has the knowledge and experience sufficient to understand the human, ethical and social context in which they will be practicing medicine; the attentiveness and openness to differing perspectives and experiences of others that engenders empathy and compassion for patients, colleagues and self; and the lifelong critical thinking and communication skills to continue to promote their ability to work in inter-professional teams to determine and deliver ethically-grounded healthcare for each individual patient. Read the rest of this entry »
When I support Geisel, I am helping these students who will shape the future of health care.”