The author provides a detailed overview of the missions, accomplishments, current strategies, and unique institutional role of those U.S. private foundations that have a significant focus on health, especially those that emphasize the support of medical education. The major foundations of this kind are identified, their contributions during this century are described, and their current finding strategies and directions are listed. The author indicates the history of foundation giving during this century, discusses in detail the characteristics of five major foundations, indicates their influence in the medical education and public health arenas in the United States and around the world, and provides two tables with thumbnail sketches of 31 foundations working in these arenas. She concludes that foundations have offered and continue to offer to government, medical schools, and other health-promoting institutions an array of innovative, less traditional options and the results of pilot programs using these options. In this way, foundations provide challenges and guidance to these institutions to stretch toward better ways of fulfilling their missions. Clearly, foundations cannot fund the cost of reforming medical education and health care for the twenty-first century, but they have a crucial role in leading the way to such reform.
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http://dx.doi.org/10.1097/00001888-199401000-00002 | DOI Listing |
Interact J Med Res
January 2025
Department of Obstetrics and Gynecology, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China.
Background: Incorporating artificial intelligence (AI) into medical education has gained significant attention for its potential to enhance teaching and learning outcomes. However, it lacks a comprehensive study depicting the academic performance and status of AI in the medical education domain.
Objective: This study aims to analyze the social patterns, productive contributors, knowledge structure, and clusters since the 21st century.
JMIR Med Educ
January 2025
College of Medicine, Alfaisal University, Takhasussi street, Riyadh, 11533, Saudi Arabia, 966 559441589.
Background: There has been a rise in the popularity of ChatGPT and other chat-based artificial intelligence (AI) apps in medical education. Despite data being available from other parts of the world, there is a significant lack of information on this topic in medical education and research, particularly in Saudi Arabia.
Objective: The primary objective of the study was to examine the familiarity, usage patterns, and attitudes of Alfaisal University medical students toward ChatGPT and other chat-based AI apps in medical education.
J Glob Health
January 2025
Department of Social Medicine and Health Management, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, Hubei, China.
Background: The prevalence of antibiotic prescribing among total prescriptions, the percentage of combined antibiotic prescribing among prescriptions containing at least one antibiotic, and factors influencing hospital antibiotic prescribing are currently unknown. In this systematic review, we aimed to summarise antibiotic prescribing in hospitals worldwide and identify the associated factors.
Methods: We searched PubMed/MEDLINE, Ovid/Embase, and the Web of Science for articles published between 1 January 2000 and 28 February 2023 that reported antibiotic prescribing in hospitals or the associated factors.
J Glob Health
January 2025
Department of Cardiology, Peking Union Medical College Hospital, Chinese Academy of Medical Sciences, Beijing, China.
Background: Psychological distress, such as depression and anxiety, impacts cardiovascular disease (CVD) prognosis and management. Illness comprehension is essential for effective treatment, but biases can lead to suboptimal outcomes. We explored psycho-cardiovascular disease (PCD) patient characteristics, with a specific focus on comprehension biases and treatment choices from patients' perspectives in China, to improve management strategies.
View Article and Find Full Text PDFNurse Educ
January 2025
Author Affiliations: Arizona State University Edson College of Nursing and Health Innovation, Phoenix, Arizona (Dr Heywood); Wichita State University School of Nursing, Wichita, Kansas (Dr Williams); Southern New Hampshire University Nursing and Health Professions Department, Manchester, New Hampshire (Dr Blackwell); Bemidji State University Department of Nursing, Bemidji, Minnesota (Dr Hommes); University of Mississippi Medical Center School of Nursing, Jackson, Mississippi (Professor Franklin); and Boise State University School of Nursing, Boise, Idaho (Dr Nichols).
Background: The recent American Association of Colleges of Nursing (AACN) Essentials revision emphasizes direct clinical experiences across 4 spheres of care in RN-Baccalaureate (RN-B) education, creating challenges for online, asynchronous programs. Differentiating between prelicensure and postlicensure education complicates the integration of these requirements. Understanding RN-B faculty needs is critical for curricular transformation.
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