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She will also contribute to the execution of Health's Catalyst's diversity and inclusion thought leadership initiatives, reporting to Trudy Sullivan, Chief Communications Officer and Chief Diversity, Equity &. Inclusion Officer."We are so kamagra tablets online grateful that Amanda Hundt has joined the Health Catalyst team," said Sullivan. "Amanda is an exceptional communications leader, strategist and thought partner and she will enhance our ability to bring to life our vision of a future in which all healthcare decisions are data informed."The breadth and depth of her experience from across the health and technology industry, coupled with her deep relationships in the sector and experience navigating unique communication challenges of providers and payors, will make us stronger."Hundt most recently served as a day-to-day WE Communications account lead, counseling some of the world's foremost healthcare, biotechnology, and health technology companies.

Health Catalyst was among those clients, ensuring a smooth transition into her new role kamagra tablets online. Her working knowledge of Health Catalyst's mission and business goals will enable her to make immediate contributions. Hundt's global PR and kamagra tablets online marketing firm experience also includes Spark PR, Racepoint Global, and Garrity Group.

Her proven project management skills, reputation as a strategic thinker, collaborator, and storyteller make her a highly valuable Health Catalyst team member. "I joined Health Catalyst because I am motivated by the mission of transforming kamagra tablets online healthcare," said Hundt. "I'm looking forward to being a team member in a company that makes a meaningful, measurable difference in the quality, cost, and delivery of healthcare to millions of patients each day."About Health CatalystHealth Catalyst is a leading provider of data and analytics technology and services to healthcare organizations and is committed to being the catalyst for massive, measurable, data-informed healthcare improvement.

Its customers leverage the cloud-based data platform—powered by data kamagra tablets online from more than 100 million patient records and encompassing trillions of facts—as well as its analytics software and professional services expertise to make data-informed decisions and realize measurable clinical, financial, and operational improvements. Health Catalyst envisions a future in which all healthcare decisions are data informed.Health Catalyst Media Contact:Stephanie Worrellstephworrell@thinksedulo.com 208.484.9470 View original content to download multimedia:http://www.prnewswire.com/news-releases/senior-level-health-and-technology-communications-leader-joins-health-catalyst-301158116.htmlSOURCE Health Catalyst, Inc.SALT LAKE CITY, Sept. 09, 2020 (GLOBE NEWSWIRE) -- Health Catalyst, kamagra tablets online Inc.

("Health Catalyst", kamagra tablets online Nasdaq. HCAT), a leading provider of data and analytics technology and services to healthcare organizations, today announced that Patrick Nelli, Chief Financial Officer, and Adam Brown, Senior Vice President, Investor Relations, will participate in the 2020 Cantor Global Virtual Healthcare Conference on Tuesday, September 15, 2020, which will include a fireside chat presentation at 1:20 p.m. ET.

A live audio webcast and replay of this presentation will be available at https://ir.healthcatalyst.com/investor-relations.About Health CatalystHealth Catalyst is a leading provider of data and analytics technology and services to healthcare organizations committed to being the catalyst for massive, measurable, data-informed healthcare improvement. Its customers leverage the cloud-based data platform—powered by data from more than 100 million patient records and encompassing trillions of facts—as well as its analytics software and professional services expertise to make data-informed decisions and realize measurable clinical, financial, and operational improvements. Health Catalyst envisions a future in which all healthcare decisions are data informed.Health Catalyst Investor Relations Contact:Adam BrownSenior Vice President, Investor Relations+1 (855)-309-6800ir@healthcatalyst.comHealth Catalyst Media Contact:Kristen BerryVice President, Public Relations+1 (617) 234-4123+1 (774) 573-0455 (m)kberry@we-worldwide.com Source.

Health Catalyst, Inc.In early March, when erectile dysfunction testing was still scarce, Maggie Flannery, a Manhattan sixth-grader, and both her parents fell ill with the symptoms of erectile dysfunction treatment. After three weeks, her parents recovered. Maggie also seemed to get better, but only briefly before suffering a relapse that left her debilitated.“It felt like an elephant sitting on my chest,” Maggie said.

€œIt was hard to take a deep breath, I was nauseous all the time, I didn’t want to eat, I was very light-headed when I stood up or even just lying down.” She also experienced joint pain and severe fatigue.At first, specialists suggested Maggie’s symptoms might be psychological, in part because she showed no sign of heart or lung damage. She also tested negative for both the erectile dysfunction itself and for antibodies to it. But viral tests taken long after the initial are generally negative, and antibody tests are frequently inaccurate.“They didn’t know anything about ‘long-erectile dysfunction treatment’ at that point,” said Amy Wilson, Maggie’s mother.

€œThey said it was anxiety. I was pretty sure that wasn’t true.”Maggie’s pediatrician, Dr. Amy DeMattia, has since confirmed the erectile dysfunction treatment diagnosis, based on the child’s clinical history and the fact that both her parents tested positive for erectile dysfunction antibodies.More than seven months into the erectile dysfunction kamagra, it has become increasingly apparent that many patients with both severe and mild illness do not fully recover.

Weeks and months after exposure, these erectile dysfunction treatment “long-haulers,” as they have been called, continue experiencing a range of symptoms, including exhaustion, dizziness, shortness of breath and cognitive impairments. Children are generally at significantly less risk than older people for serious complications and death from erectile dysfunction treatment, but the long-term impacts of on them, if any, have been especially unclear.Although doctors recognize that a small number of children have suffered a rare inflammatory syndrome shortly after , there is little reliable information about how many who get erectile dysfunction treatment have prolonged complaints like Maggie Flannery. That could change as the proportion of children who are infected rises.According to the American Academy of Pediatrics, children represented 10.9 percent of reported cases nationwide as of mid-October, up from just 2.2 percent in April.Dr.

Richard Besser, a pediatrician and chief executive of the Robert Wood Johnson Foundation, which focuses on health policy, said parents can be reassured by the data on children’s reduced overall risk. But he noted that much remains unknown about erectile dysfunction and its medical consequences, including among children, and that continued vigilance is warranted.“With schools reopening, we’re likely to see more s in children,” he said. €œWe need to make sure we’re doing the studies to understand the short, medium and long-term effects.”To manage her condition, Maggie, who is 12, must limit her activities.

Although she has been able to attend socially distanced in-person classes at her small private school on the Upper West Side, she no longer walks the 15 blocks there and back. She has trouble concentrating, so homework takes a lot longer. She has stopped attending online ballet classes.

Before the kamagra, she went to four ballet classes a week.“Some days are a lot better than others,” said Maggie. €œIf I do too much on the good days, I feel a lot worse on the next day or next couple of days, and some days I can’t do anything if it’s a bad day.” She has felt a slight improvement over time, she said.Maggie with her mother, Amy Wilson. €œThey didn’t know anything about ‘long-erectile dysfunction treatment’ at that point,” said Ms.

Wilson. €œThey said it was anxiety. I was pretty sure that wasn’t true.”Credit...Brittainy Newman for The New York TimesAs with Maggie, 19-year-old Chris Wilhelm and his parents got sick around the same time.

In their case, it was in June, when viral tests were more available. All three of them tested positive. Only Chris, a rising sophomore at Johns Hopkins and a member of the cross-country and track and field teams, did not get better.Since he did not initially know about the possibility of chronic symptoms, Chris said, he was “confused” and “shocked” about his condition.

The first doctors he consulted told him the symptoms would fade, he said.“For a while it was just, ‘We need to wait a bit longer, it will just get better with time,’” he said. €œEveryone was giving me this magic number, like the 12-week mark is when all your respiratory issues are supposed to go away. We hit that weeks ago, and there’s really not any improvement.”Chris recently consulted with Dr.

Peter Rowe, a professor of pediatrics at Johns Hopkins who specializes in chronic and debilitating conditions like myalgic encephalomyelitis/chronic fatigue syndrome, which is often triggered by a viral illness and has no approved drug treatments. Dr. Rowe determined that Chris has the heart-racing condition known as postural orthostatic tachycardia syndrome, or POTS, which can occur after viral s and limits the ability to carry out day-to-day activities.“He had been capable of training 60 and 70 miles a week as a runner,” said Dr.

Rowe, adding that some of the symptoms and the “really severe impairment” that Chris and many other long-haulers suffer from are characteristic of ME/CFS.Under Dr. Rowe’s direction, Chris has been trying different medications in an effort to alleviate the symptoms.In Baltimore, the Kennedy Krieger Institute, a treatment facility for children with neurological and other chronic disabilities, is offering multidisciplinary services for those under 21 who continue to experience challenges after erectile dysfunction treatment. So far the institute has seen only one patient, said Dr.

Melissa Trovato, the institute’s interim medical director of rehabilitation.With s on the rise, Dr. Trovato said she thought it was “quite possible” the clinic will see more patients with persistent symptoms in the coming months. Because of the perception that erectile dysfunction treatment is rare in kids, she said, parents might not associate a mild illness and subsequent effects, like a loss of energy, with the erectile dysfunction.“It might take more time for family to pick up on it,” she said.

€œFrom a pediatric perspective there probably is more that we’re going to find out, as more children” with “prolonged symptoms come forward and get seen.”Ziah McKinney-Taylor, a dancer and birth doula in Atlanta, never doubted that her 14-year-old daughter, Ava, was suffering from the lingering effects of erectile dysfunction treatment, even though she tested negative for both the kamagra and antibodies. Before Ava got sick in March, said Ms. McKinney-Taylor, she was a “super-energetic kid” who took dancing and aikido lessons five days a week.

That has changed. €œShe has never really gotten her energy back, she is always sleeping and napping,” she said.Ava herself rejected as “ridiculous” the suggestion from some doctors that her exhaustion might be related to the stresses of life under quarantine. €œLike, ‘You’re just not getting to do your normal activities,’” she said.

€œI’m a very active person, this couldn’t just be, ‘Oh, I’m sad that my friends are gone.’”Like other families confronting similar uncertainties, Ms. McKinney-Taylor and her daughter are feeling their way forward amid the unknowns of the disease. €œIt is very scary as a parent to not know how to prepare yourself and protect your child, other than read lots of articles and be on a Slack group,” she said, referring to the Body Politic erectile dysfunction treatment online support community.Under the circumstances, Ava said it can be tough to maintain her spirits.

€œIt’s a little hard to have hope right now,” she said. €œWe don’t know if this will be a lifelong thing, if this will last a year, or two years or five years. So the future is not looking too bright for me personally.”Could running actually be good for your knees?.

That idea is at the heart of a fascinating new study of the differing effects of running and walking on the knee joint. Using motion capture and sophisticated computer modeling, the study confirms that running pummels knees more than walking does. But in the process, the authors conclude, running likely also fortifies and bulks up the cartilage, the rubbery tissue that cushions the ends of bones.

The findings raise the beguiling possibility that, instead of harming knees, running might fortify them and help to stave off knee arthritis.Of course, the notion that running wrecks knees is widespread and entrenched. Almost anyone who runs is familiar with warnings from well-meaning, nonrunning family members, friends and strangers that their knees are doomed.This concern is not unwarranted. Running involves substantial joint bending and pounding, which can fray the cushioning cartilage inside the knee.

Cartilage, which does not have its own blood supply, generally is thought to have little ability to repair itself when damaged or to change much at all after childhood. So, repeated running conceivably wears away fragile cartilage and almost inevitably should lead to crippling knee arthritis.But in real life, it does not. Some runners develop knee arthritis, but not all.

As a group, in fact, runners may be statistically less likely to become arthritic than nonrunners.The question of why running spares so many runners’ knees has long intrigued Ross Miller, an associate professor of kinesiology at the University of Maryland in College Park. In earlier research, he and his colleagues had looked into whether running mechanics matter, by asking volunteers to walk and run along a track outfitted with plates to measure the forces generated with each step.The resulting data showed that people hit the ground harder while running, clobbering their knees far more with each stride. But they also spent more time aloft between strides, meaning they took fewer strides while covering the same distance as when walking.

So, the cumulative forces moving through their knees over time should be about the same, the researchers concluded, whether someone walked or ran.But, recently, Dr. Miller had begun to doubt whether this finding really explained why running wasn’t wrecking more knees. He knew that some recent studies with animals intimated that cartilage might be more resilient than researchers previously had believed.

In those studies, animals that ran tended to have thicker, healthier knee cartilage than comparable tissues from sedentary animals, suggesting that the active animals’ cartilage had changed in response to their running.Perhaps, Dr. Miller speculated, cartilage in human runners’ knees likewise might alter and adapt.To find out, he again asked a group of healthy young men and women to walk and run along a track containing force plates, while he and his colleagues filmed them. The researchers then computed the forces the volunteers had generated while strolling and running.

Finally, they modeled what the future might hold for the volunteers’ knees.More specifically, they used the force-plate numbers, plus extensive additional data from past studies of biopsied cartilage pulled and pummeled in the lab until it fell apart and other sources to create computer simulations. They wanted to see what, theoretically, would happen to healthy knee cartilage if an adult walked for six kilometers (about 3.7 miles) every day for years, compared to if they walked for three kilometers and ran for another three kilometers each of those days.They also tested two additional theoretical situations. For one, the researchers programmed in the possibility that people’s knee cartilage would slightly repair itself after repeated small damage from walking or running — but not otherwise change.

And for the last scenario, they presumed that the cartilage would actively remodel itself and adapt to the demands of moving, growing thicker and stronger, much as muscle does when we exercise.The models’ final results were eye-opening. According to the simulations, daily walkers faced about a 36 percent chance of developing arthritis by the age of 55, if the model did not include the possibility of the knee cartilage adapting or repairing itself. That risk dropped to about 13 percent if cartilage were assumed to be able to repair or adapt, which is about what studies predict to be the real-world arthritis risk for otherwise healthy people.The numbers for running were more worrisome.

When the model assumed cartilage cannot change, the runners’ risk of eventual arthritis was a whopping 98 percent, declining only to 95 percent if the model factored in the possibility of cartilage repair. In effect, according to this scenario, the damage to cartilage from frequent running would overwhelm any ability of the tissue to fix itself.But if the model included the likelihood of the cartilage actively adapting — growing thicker and cushier — when people ran, the odds of runners developing arthritis fell to about 13 percent, the same as for healthy walkers.What these results suggest is that cartilage is malleable, Dr. Ross says.

It must be able to sense the strains and slight damage from running and rebuild itself, becoming stronger. In this scenario, running bolsters cartilage health.Modeled results like these are theoretical, though, and limited. They do not explain how cartilage remodels itself without a blood supply or if genetics, nutrition, body weight, knee injuries and other factors affect individual arthritis risks.

Such models also do not tell us if different distances, speeds or running forms would alter the outcomes. To learn more, we will need direct measures of molecular and other changes in living human cartilage after running, Dr. Miller says, but such tests are difficult.Still, this study may quiet some runners’ qualms — and those of their families and friends.

€œIt looks like running is unlikely to cause knee arthritis by wearing out cartilage,” Dr. Ross says..

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Kamagra may also interact with the following:

• certain drugs for high blood pressure
• certain drugs for the treatment of HIV or AIDS
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Increased economic integration and technological advancements in communication and transportation over the past several decades have spurred how to use kamagra jelly buy kamagra oral jelly wholesale growth in cross-national investment, migration and cultural exchange. Nations, economies and people are increasingly interconnected and interdependent. Increasingly ‘globalised’ how to use kamagra jelly. The concept of globalisation entered the mainstream vocabulary in the 1990s, but its history has been fraught with controversy.1 Primarily an economic process involving domestic deregulation, trade liberalisation and privatisation, globalisation can have profound social and cultural ramifications.

Proponents highlight the economic benefits and improved standards of living for many communities, while opponents of globalisation focus how to use kamagra jelly on the disproportionate channelling of wealth to larger Western nations and the further disempowerment of populations who lack the skills to meaningfully participate in this flow of information and resources.1Similarly, the globalisation of healthcare has also inspired competing interpretations and perspectives. Historically, the globalisation of health has referred to the cross-border flow of healthcare professionals for employment, patients for medical services and public health and research measures across nations. These broad categories reflect the challenges in defining this critical concept that informs social policy, drives change and impacts how to use kamagra jelly population health outcomes. More recently, the globalisation of medical education has been used to describe the transnational transfer of curricula, practices and accreditation standards, the global movements of faculty and medical trainees, and the establishment of international branches of medical schools and academic institutions.2 3 The importation of Western-based competencies and educational modalities has sparked discourse around the potential for ‘homogenisation and cultural dominance’ in medical education.2 4 Global accreditation requirements purport to establish standard outcomes and ensure minimum levels of competence, using standardised curricula and accreditation protocols.3 However, globalised medical education may not consistently align with local priorities and needs and has been criticised for imposing Western paradigms on non-dominant nations.2 For example, in India, Western influences predominate medical education, whereby curricula often focus on diseases not relevant to the community.5 In Southeast Asia, student-centred teaching approaches, including problem-based learning, were adopted even though they conflicted with longstanding cultural traditions and norms between students and teachers.6 As such, researchers and educators have expressed concerns that international medical education is overlooking important cultural nuances and is, instead, promoting standards that are Western, rather than truly global.2As medical educators in the Middle East, we have witnessed the effects of globalised medical education.

Many students are sponsored by the government to train in medical schools and residency programmes in North America, Australia and Europe, with little consideration of the alignment between the type and content of training received abroad and the needs of the home country to how to use kamagra jelly which they return. More recently, several Gulf countries have mandated the wide-scale implementation of US-based accreditation frameworks as part of graduate medical education reform efforts.3 7 8 This often translates to medical trainees that are taught by multinational faculty, using Western-based curricula and assessment methods, in fundamentally different sociocultural, economic and regulatory contexts. The question how to use kamagra jelly remains. How do educational systems maintain best practice and outcome standards while remaining responsive to the local needs?.

Over the past decade, educational researchers worldwide have proposed glocalisation as a potential answer.Glocalisation, a neologism combining the terms globalisation and localisation, describes the adaptation of international standards to local needs and cultures.4 By glocalising curricula, accreditation standards and educational practices, trainees learn to provide global standards of care that address local how to use kamagra jelly health priorities. The ultimate goal of the glocalisation of medical education is the advancement of population health outcomes and system responsiveness to local health needs. Glocalisation efforts in the how to use kamagra jelly medical education literature highlight three main themes. (1) local adaptation of accreditation standards, (2) exploration of educational methodologies towards glocalisation and (3) identification of challenges facing glocalisation efforts.

We will review each of these areas in an attempt how to use kamagra jelly to further describe this construct.Much of the globalisation in medical education literature deals with the adoption of accreditation standards. Many countries in Europe, Asia and the Middle East have adopted the competency-based framework of the Royal College of Canada.9 When the US-based Accreditation Council for Graduate Medical Education offered international accreditation services in 2010, several countries rapidly adopted its model and standards.3 Not surprisingly, glocalisation efforts have focused on ensuring local relevance of related standards and processes. Research has shown that these efforts how to use kamagra jelly are diverse and often require input from multiple stakeholders. For example, Ho et al describe four categories of deviation between global accreditation standards and medical schools attempting to glocalise their local accreditation systems in Taiwan, Japan and South Korea.4 These include structural differences of medical education in the national context (such as programme length, entry requirements and school governance), differences requiring adaptation of standards to conform to local regulatory environments, developmental trajectory differences representing the influence of contextual events on medical education and aspirational differences reflecting local priorities and focuses.4Other attempts to glocalise have focused on educational competencies, rather look at this now than accreditation standards.

Several authors have questioned the applicability of Western definitions of how to use kamagra jelly medical professionalism to their local contexts. In this regards, glocalisation efforts towards the development of culturally relevant medical professionalism curricula represent a common area of study.10 For example, in the United Arab Emirates, we implemented a novel methodology towards glocalising medical professionalism, employing several consensus-gathering techniques. The resultant definition identified additional domains to Western definitions of professionalism that incorporated culturally relevant constructs, including spirituality in professional practice and the role of family and community in patient care decisions.10 Many other educational constructs, such how to use kamagra jelly as leadership, communication skills and medical ethics, cannot be directly imported from one country to another but require local adaptation.Finally, when considering the process of glocalisation, studies reveal that educational leaders must give due consideration to the complexity of challenges encountered. These include diverse or conflicting views on educational objectives and scopes, a lack of representation of the diverse perspectives of the local context, a lack of a shared mental model of competence, misalignment of educational requirements and health system factors and the influence of power relationships and decision-makers on the glocalisation process.4 Ensuring diverse representation in glocalisation efforts is critical to fostering consensus, mitigating the challenges identified, facilitating the consideration of contextual factors and leveraging local networks of support.All education is local.

However, for the foreseeable future, healthcare and health education will be how to use kamagra jelly impacted by an increasingly interconnected world. This serves to highlight the critical importance of ensuring that medical education institutions remain accountable to the communities they serve. These seemingly discordant responsibilities are how to use kamagra jelly reconciled through deliberate glocalisation efforts. If the ultimate goal of medical education is the production of a competent healthcare workforce, equipped with universal practice standards that can meet local population health needs, glocalisation practices must be viewed as essential components of educational standards, and should be adopted by medical educators, accreditation and regulatory bodies and healthcare institutions in the global arena.Ethics statementsPatient consent for publicationNot required.AbstractThe concept of continuity in medical education reflects the progressive professional and personal development that physicians need in education.

The aim of this study is investigating the views of the residents about the adequacy of undergraduate and postgraduate education in the context of preparing them for the next stage and their perceptions about how to use kamagra jelly the transition period. This phenomenological study was conducted at Hacettepe University Medical School. The study group consisted of medical and surgical sciences how to use kamagra jelly residents in the first year and last year of postgraduate medical education. Four focus group interviews were held with the participation of 21 residents.

The participants emphasised that practising with real patients under supervision by taking an active role in healthcare teams was important for how to use kamagra jelly their preparation for the next stage in their carrier. However, their educational experiences during undergraduate medical education differed in community-based education, scientific research training, learning in small groups, internship and guidance of clinical educators. The transition period has been expressed with the concepts of how to use kamagra jelly identity change, high responsibilities and expectations required by the new identity, adaptation to the healthcare team, institution, and health system, meeting the expectations in an overly busy work environment, and feelings of incompetence. Participants pointed out that curriculum, which was declared and taught, educational environments, assessment approaches, consultancy systems and practices differed between the clinical departments.

In line with the principles of how to use kamagra jelly competency-based education, practices related to the development and assessment of the competencies with all professional aspects in postgraduate medical education can be strengthened.Medical education &. Training.

Increased economic Website integration and technological advancements in communication and transportation over the past kamagra tablets online several decades have spurred growth in cross-national investment, migration and cultural exchange. Nations, economies and people are increasingly interconnected and interdependent. Increasingly ‘globalised’ kamagra tablets online.

The concept of globalisation entered the mainstream vocabulary in the 1990s, but its history has been fraught with controversy.1 Primarily an economic process involving domestic deregulation, trade liberalisation and privatisation, globalisation can have profound social and cultural ramifications. Proponents highlight the economic benefits and improved kamagra tablets online standards of living for many communities, while opponents of globalisation focus on the disproportionate channelling of wealth to larger Western nations and the further disempowerment of populations who lack the skills to meaningfully participate in this flow of information and resources.1Similarly, the globalisation of healthcare has also inspired competing interpretations and perspectives. Historically, the globalisation of health has referred to the cross-border flow of healthcare professionals for employment, patients for medical services and public health and research measures across nations.

These broad categories reflect the challenges in defining this critical concept that informs social policy, drives kamagra tablets online change and impacts population health outcomes. More recently, the globalisation of medical education has been used to describe the transnational transfer of curricula, practices and accreditation standards, the global movements of faculty and medical trainees, and the establishment of international branches of medical schools and academic institutions.2 3 The importation of Western-based competencies and educational modalities has sparked discourse around the potential for ‘homogenisation and cultural dominance’ in medical education.2 4 Global accreditation requirements purport to establish standard outcomes and ensure minimum levels of competence, using standardised curricula and accreditation protocols.3 However, globalised medical education may not consistently align with local priorities and needs and has been criticised for imposing Western paradigms on non-dominant nations.2 For example, in India, Western influences predominate medical education, whereby curricula often focus on diseases not relevant to the community.5 In Southeast Asia, student-centred teaching approaches, including problem-based learning, were adopted even though they conflicted with longstanding cultural traditions and norms between students and teachers.6 As such, researchers and educators have expressed concerns that international medical education is overlooking important cultural nuances and is, instead, promoting standards that are Western, rather than truly global.2As medical educators in the Middle East, we have witnessed the effects of globalised medical education. Many students are sponsored by the government to train in medical schools and residency programmes in North America, Australia and Europe, with little consideration of the alignment between the type and content of training received abroad and the needs of kamagra tablets online the home country to which they return.

More recently, several Gulf countries have mandated the wide-scale implementation of US-based accreditation frameworks as part of graduate medical education reform efforts.3 7 8 This often translates to medical trainees that are taught by multinational faculty, using Western-based curricula and assessment methods, in fundamentally different sociocultural, economic and regulatory contexts. The question kamagra tablets online remains. How do educational systems maintain best practice and outcome standards while remaining responsive to the local needs?.

Over the past decade, educational researchers worldwide have proposed glocalisation as a potential answer.Glocalisation, a neologism combining the terms globalisation and localisation, describes the kamagra tablets online adaptation of international standards to local needs and cultures.4 By glocalising curricula, accreditation standards and educational practices, trainees learn to provide global standards of care that address local health priorities. The ultimate goal of the glocalisation of medical education is the advancement of population health outcomes and system responsiveness to local health needs. Glocalisation efforts in the medical education literature kamagra tablets online highlight three main themes.

(1) local adaptation of accreditation standards, (2) exploration of educational methodologies towards glocalisation and (3) identification of challenges facing glocalisation efforts. We will review each of these areas in an attempt to further describe this construct.Much of the globalisation in medical education literature deals with the adoption of kamagra tablets online accreditation standards. Many countries in Europe, Asia and the Middle East have adopted the competency-based framework of the Royal College of Canada.9 When the US-based Accreditation Council for Graduate Medical Education offered international accreditation services in 2010, several countries rapidly adopted its model and standards.3 Not surprisingly, glocalisation efforts have focused on ensuring local relevance of related standards and processes.

Research has shown that these efforts kamagra tablets online are diverse and often require input from multiple stakeholders. For example, Ho et al describe four categories of deviation between global accreditation standards and medical schools attempting to glocalise their local accreditation systems in Taiwan, Japan and South Korea.4 These include structural differences of medical education in the national context (such as programme length, entry requirements and school governance), differences requiring adaptation of standards to conform to local regulatory environments, developmental trajectory differences representing the influence of contextual events on medical education and aspirational differences reflecting local priorities and focuses.4Other attempts to glocalise have focused on educational competencies, rather than accreditation standards. Several authors have questioned the applicability of Western definitions of medical professionalism kamagra tablets online to their local contexts.

In this regards, glocalisation efforts towards the development of culturally relevant medical professionalism curricula represent a common area of study.10 For example, in the United Arab Emirates, we implemented a novel methodology towards glocalising medical professionalism, employing several consensus-gathering techniques. The resultant definition identified additional domains to Western definitions of professionalism kamagra tablets online that incorporated culturally relevant constructs, including spirituality in professional practice and the role of family and community in patient care decisions.10 Many other educational constructs, such as leadership, communication skills and medical ethics, cannot be directly imported from one country to another but require local adaptation.Finally, when considering the process of glocalisation, studies reveal that educational leaders must give due consideration to the complexity of challenges encountered. These include diverse or conflicting views on educational objectives and scopes, a lack of representation of the diverse perspectives of the local context, a lack of a shared mental model of competence, misalignment of educational requirements and health system factors and the influence of power relationships and decision-makers on the glocalisation process.4 Ensuring diverse representation in glocalisation efforts is critical to fostering consensus, mitigating the challenges identified, facilitating the consideration of contextual factors and leveraging local networks of support.All education is local.

However, for the foreseeable future, healthcare and health education kamagra tablets online will be impacted by an increasingly interconnected world. This serves to highlight the critical importance of ensuring that medical education institutions remain accountable to the communities they serve. These seemingly discordant responsibilities are reconciled kamagra tablets online through deliberate glocalisation efforts.

If the ultimate goal of medical education is the production of a competent healthcare workforce, equipped with universal practice standards that can meet local population health needs, glocalisation practices must be viewed as essential components of educational standards, and should be adopted by medical educators, accreditation and regulatory bodies and healthcare institutions in the global arena.Ethics statementsPatient consent for publicationNot required.AbstractThe concept of continuity in medical education reflects the progressive professional and personal development that physicians need in education. The aim of this study is investigating kamagra tablets online the views of the residents about the adequacy of undergraduate and postgraduate education in the context of preparing them for the next stage and their perceptions about the transition period. This phenomenological study was conducted at Hacettepe University Medical School.

The study group consisted of medical and surgical sciences residents in kamagra tablets online the first year and last year of postgraduate medical education. Four focus group interviews were held with the participation of 21 residents. The participants emphasised that practising with real patients under supervision kamagra tablets online by taking an active role in healthcare teams was important for their preparation for the next stage in their carrier.

However, their educational experiences during undergraduate medical education differed in community-based education, scientific research training, learning in small groups, internship and guidance of clinical educators. The transition period has been expressed with the concepts of identity change, high responsibilities and expectations required by the new identity, adaptation to the healthcare team, institution, and health system, meeting the expectations in an overly kamagra tablets online busy work environment, and feelings of incompetence. Participants pointed out that curriculum, which was declared and taught, educational environments, assessment approaches, consultancy systems and practices differed between the clinical departments.

In line with kamagra tablets online the principles of competency-based education, practices related to the development and assessment of the competencies with all professional aspects in postgraduate medical education can be strengthened.Medical education &. Training.

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