Available only to SIU School of Medicine Faculty, Staff, Residents and Students Material needs to be picked up at the Medical Library in Springfield. Interlibrary loan response time depends on the availability and supplier of the item. Book/Media requests can take up to 10 days. If this request requires Special Handling (Rush/Urgent) please contact the Interlibrary Loan at 217-545-2124 or the Circulation Desk at 217-545-2122. Materials owned by I-Share libraries should be borrowed through a Primo Account If the item is available through I-Share, this form will be returned to the requestor to

SIU School of Medicine has been noted as an innovative medical school program nationally in the United States. SIU School of Medicine was one of the first medical schools to incorporate Problem-based Learning (PBL) and Standardized Patients in the curriculum. The current and ongoing innovative projects in the Department of Medical Education are listed below. Problem-Based Learning Problem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject in the context of complex, and realistic problems. (In the case of medical professional schools, this is done with

FACULTY AND RESIDENT DEVELOPMENT RESOURCE Faculty Development Adult Learning Preparation for Promotion and Tenure Stress Management Improving Clinical Performance Appraisals Diagnosing and Treating the Failing Student Learner Assessment and Diagnosis Curricular Development and Implementation Instructional Design Technology-Assisted Instruction Educational Technology Human Factors Individual Differences Academic Leadership Interests-based Negotiation Collaborative Problem Solving Student Teaching Clinical Psychiatry Problem Based Learning Clinical Reasoning Patient Safety Documentary Filmmaking

Longitudinal performance assessment The Longitudinal Performance Assessment Examination is computerized multiple choice format examination given to medical students at the beginning of each of their four years of medical school training. The purpose of the examination is to measure students' clinical reasoning skills and the growth of same across the medical school curriculum. This examination has been in use since 2005, and has been adopted by five other medical schools for use in their curricula as well. Evaluation and remediation of failing students Dr. Klamen and Dr. Williams published a

This is a guide to finding books in the Medical Library by call number. Each bookshelf range has a number and sides A and B. Book Stack Ranges Shelf number Range content Starts with Ends with 1A Reference & Media Reserve REF A-Z MEDIA RESERVE 1B Media VC BF VC Z 2A AS - Q AS Q 123 H 2B Q - QH Q 124 QH 546 3A QH - QS QH 573 QS 504 B 3B QS - QT QS 504 B QT 260 S 4A QT - QU QT 260 S QU 85 I 4B QU QU 85 L QU 135 S 5A QU - QV QU 135 S QV 38 B 5B QV QV 38 C QV 600 G 6A QV QV 600 G QV 772 P 6B QV - QW QV 772 P QW 504 7A QW - QX QW 504 QX 4 O 7B QX - QZ QX 4 S QZ 16 8A QZ QZ 16 QZ 200 F 8B QZ QZ 200 G

Objectives Comprehensive Extended Limited Demonstrate the ability to provide comprehensive and appropriate orders for surgical patients. x x Discuss the options for postoperative analgesia x x Describe the appropriate dosing of the most common narcotic medications x x Determine routine maintenance fluid requirements based upon age and clinical problem x x Outline the major determinants of additional fluid requirements in the surgical patient x x x Demonstrate the ability to manage common electrolyte abnormalities in the surgical patient. x x Demonstrate the ability to interpret common

The results in this profile provide an overall assessment of all cases provided during the “Mock Page” exercise. The standards set for each case were initially determined by a panel of surgeons from five representative institutions and then refined through analysis of student performance from over 200 students from 12 institutions. The standards were set with the goal that a learner who passes a particular case would be allowed to assess the condition and initiate care with indirect supervision as an intern. This includes identification of specific clinical decision-making points for each case

Mock Page Simulation Program Mock Page Debriefing Instructor’s Guide Session Objectives Upon completion of this session, participants will be able to describe: the medical management of typical cases common communication challenges and discuss potential mitigation of these difficulties. Session Format The session is designed to be a one-hour, case-based session led by an attending surgeon or senior resident. The purpose of the session is to debrief each of mock page cases the learners received during the previous week. Please ensure that every case from the week is discussed. This session

John M. Flack, MD, MPH, is a board-certified internal medicine specialist and an American Society of Hypertension (ASH)-certified Clinical Hypertension specialist. He completed an NIH post-doctoral fellowship in cardiovascular epidemiology at the University of Minnesota School of Public Health. He received internal medicine residency training as well as his medical degree from the University of Oklahoma Health Sciences Center where he was elected to Alpha Omega Alpha (AOA) medical honor society; he also served as chief medical resident at OU. Flack also received a bachelor's degree in

Some of the best suggestions for speakers that we’ve found are those offered by Paul Ebel of BE, Inc., for the Annual Meeting of the Institute for Nuclear Materials Management. With Mr. Ebel’s permission, we have adapted them: 1. Show up on time. a. So you don’t keep your audience waiting. b. So you are calm and collected on the podium. 2. Practice Your Lecture a. So you don’t have to look at the slides b. So you are not surprised by something on the slide c. So you can present a professional air d. So you appear prepared to the audience 3. Know Your Key Points and Care a. There are a few key