American Medical Community Research Articles

Practical or Cultural: American Medical Perceptions of Acupuncture from the Boom of the 1820s to ‘Acupuncture Fever’ of the 1970s

In the United States today, acupuncture and Chinese medicine are so connected that the terms are almost interchangeable. Yet, when acupuncture first came to prominence in the American medical community in the 1820s, it was seen as a European innovation and associated with physicians in Paris and London. In contrast to the cultural models of therapeutic action so prevalent today, medical manuals and textbooks of the nineteenth century tended to classify acupuncture as a form of “practical medicine,” an empirically effective technique without a definitive theoretical basis. This paper traces a genealogy of the different ways in which acupuncture has historically been recognized in the United States. Particular attention is paid to the period of “acupuncture fever” in the 1970s, the appearance of acupuncture in American medical texts in the late nineteenth century, and the initial wave of discourse around acupuncture in the 1820s. This paper demonstrates an ongoing historical tension between framing acupuncture in terms of a complex system of cultural concepts and framing it as a simple and practical therapy whose efficacy is most clearly felt in the space of the clinical encounter.

Medical Trainees Abroad: Neglected Human Rights Considerations.

Medical trainees (applicants, students, and house officers) often engage in global health initiatives to enhance their own education through research and patient care. These endeavors may concomitantly prove of value to host nations in filling unmet clinical needs. At present, healthcare institutions generally focus on the safety of the trainee and the welfare of potential patients and research subjects when sanctioning such programs. The American medical community has historically afforded less consideration to the ethics of engagement by trainees from the United States in nations known for serious human rights transgressions. This essay examines the ethics of such endeavors and argues for increased consideration of these broader considerations when trainees engage in global health work abroad.

VEXAS syndrome: Clinical manifestations, diagnosis, and treatment.

VEXAS (Vacuoles, E1 enzyme, X-linked, Autoinflammatory, Somatic) syndrome is an adult-onset autoinflammatory syndrome characterized by somatic mutations in the UBA1 gene and is considered the prototype of hematoinflammatory diseases. Patients with VEXAS syndrome exhibit inflammatory and hematological manifestations that can lead to clinical diagnoses such as relapsing polychondritis, polyarteritis nodosa, Sweet syndrome, and myelodysplastic syndrome. Diagnosis requires bone marrow evaluation to identify cytoplasmic vacuoles in myeloid and erythroid precursors. However, genetic confirmation of mutations in UBA1 is necessary. Treatment is challenging and often involves glucocorticoids and immunosuppressants with variable responses. Hypomethylating agents and allogenic haemopoietic stem cell transplant are considered promising therapies. Prognosis is influenced by genetic and clinical factors. The aim of this review is to provide an overview of the pathogenesis, clinical presentation, treatment, and prognosis of VEXAS syndrome for the Latin American medical community.

Illustrating insanity: Allan McLane Hamilton, Types of Insanity, and physiognomy in late nineteenth-century American medicine

ABSTRACT This article examines the divisive reception history of American psychiatrist and neurologist Alexander McLane Hamilton’s physiognomy publication, Types of Insanity (1883). By analyzing 23 book reviews published in late-nineteenth-century medical journals, the authors present a bibliographic case study that traces the mixed professional reactions to Hamilton’s work, thus revealing the fraught nature of physiognomy in the American medical community. In effect, the authors argue that the interprofessional disagreements that emerged among journal reviewers indicate the nascent efforts of psychiatrists and neurologists to oppose physiognomy in the interest of professionalization. By extension, the authors emphasize the historical value of book reviews and reception literature. Often overlooked as ephemera, book reviews register the shifting ideologies, temperaments, and attitudes of an era’s readership.

Before it is over: A family’s experience with end-of-life care during COVID-related restrictive visitation policies

It is not uncommon in the American medical community that a personal narrative sparks a conversation about a controversial topic. In 1988 the Journal of American Medical Association published a narrative by a medical doctor which provoked a debate on euthanasia within the readership of the journal and the greater public. The testimony that I am presenting aims to invite a public dialogue on the harmful effects of restrictive visitation policies brought on by the COVID -19 pandemic. The story of my family’s experience during the end-of-life care for my mother, a COVID patient, illustrates how urgent is the need to rethink the restrictive visitation policies so as to protect patients from unnecessary suffering. In order to battle pandemic-related stress and fatigue medical staff and families must work together to improve patient care. Experience Framework This article is associated with the Patient, Family & Community Engagement lens of The Beryl Institute Experience Framework (https://www.theberylinstitute.org/ExperienceFramework). Access other PXJ articles related to this lens. Access other resources related to this lens.

Fostering trust, collaboration, and a culture of continuous quality improvement: A call for transparency in medical school accreditation.

Medical schools provide the foundation for a physician’s growth and lifelong learning. They also require a large share of government resources. As such, they should seek opportunities to maintain trust from the public, their students, faculty, universities, regulatory colleges, and each other. The accreditation of medical schools attempts to assure stakeholders that the educational process conforms to appropriate standards and thus can be trusted. However, accreditation processes are poorly understood and the basis for accrediting authorities’ decisions are often opaque.We propose that increasing transparency in accreditation could enhance trust in the institutions that produce society’s physicians. While public reporting of accreditation results has been established in other jurisdictions, such as Australia and the United Kingdom, North American accrediting bodies have not yet embraced this more transparent approach. Public reporting can enhance public trust and engagement, hold medical schools accountable for continuous quality improvement, and can catalyze a culture of collaboration within the broader medical education ecosystem. Inviting patients and the public to peer into one of the most formative and fundamental parts of their physicians’ professional training is a powerful tool for stakeholder and public engagement that the North American medical education community at large has yet to use.

Unnatural Resources: The Colonial Logic of the Holmesburg Prison Experiments

This article focuses on medical trials performed by Dr. Albert Kligman on the inmates of Philadelphia's Holmesburg Prison between 1951 and 1974, which have been widely criticized as exploitative. I seek to investigate the mechanics behind the "ethical blind spot" that enabled the American medical community to laud Kligman for his efforts while simultaneously condemning the medical atrocities of the Holocaust and supporting the development of the Nuremberg Code. I argue that this nonrecognition hinges on a colonial logic by which certain populations are produced as waste, both rhetorically and materially. Drawing on the incarcerated men's accounts included in Allen Hornblum's books on the subject, I trace the process by which human beings come to be reclassified as natural resources and their exploitation recast as industrious cultivation.

The role of World Health Organization and Information Technology in improving patient safety through reducing medical errors

When it comes to medical errors, everyone cites the statistics provided by the Institute of Medicine. The statistics is provided continually by the American Medical Community and refl ects their tendency in reducing medical errors and increasing the level of patient safety [1-4]. However, most countries in the world try to hide the ineffi ciency of the members of their health care team, especially physicians [5-8].

AMA Code of Medical Ethics Gets Long-Awaited Update

AMA <i>Code of Medical Ethics</i> Gets Long-Awaited Update

Prediction of Psychological Welfare Based on Defensive Mechanisms and Coping Strategies in People with Positive HIV

AIDS, in the last century the main threat to the health of people worldwide. In fact, after seeing the first cases of HIV in 1981, Discuss the mechanism of action to identify, control and treat it with the speed of the American Medical community in Los Angeles and then spread to other parts of the world. But the pace of HIV, most of their efforts so that to this day, according to the World Health Organization, Every minute, 6 people in the world due to HBV infection, lose their lives (Owen, 1999). The ability to manipulate the deadly nature of this disease is very high, runaway prevalence in all countries, and therefore very heavy losses, Has made in a decade, all the countries in coordination with international organizations unite against this disease even in 2000, the UN Security Council to meet to assess the situation (Hubble, 2003). It is believed that AIDS and HIV infection cause a huge psychological and social pressures for the individual patient, the family, especially their wives and professionals and health care providers these people. This is for the person with psychological and social pressures for such reactions: disbelief, denial, anger, irritability, anxiety and apprehension, fear and depression, Suicidal thoughts, poor health, social isolation and complain, behaviors, frustration, low self-esteem and cognitive deficits (by engaging the central nervous system infections caused by the disease) occur. This shows that the quality of life in people with HIV is low (Arenda, 2004). Suicidal thoughts, poor health, social isolation and complain, frustration, low self-esteem and cognitive deficits (by engaging the central nervous system infections caused by the disease) occur. This shows that the quality of life in people with HIV is low (Arenda, 2004). Curtis (2000) suggests that psychological factors may affect the vulnerability of a person for HIV positive. The role of psychological factors and interventions by encouraging healthy positive beliefs and behaviors may improve quality of life, reduce stress and overall psychological well-being and help people with knowledge of the matter (according to the Pirasteh, Motlagh, & Nikmanesh, 2012). The present study tried to predict psychological well-being, according to defense mechanisms and coping strategies in HIV positive people. Seems to be addressing the issue of HIV-positive people and identify the factors affecting their psychological well-being able to achieve the necessary information And for proper planning and provision of services tailored to the needs of these people in order to improve their psychological well-being, As well as individual awareness of the consequences of the disease and preventive programs by the scientific and medical communities due to its increasing prevalence, including the necessity of using this research. Of course, if HIV is detected predictors of psychological well-being of individuals becomes the easier way to deal with problems arising from it. Therefore, identifying factors that can be psychological well-being of people with hiv predict, In prevention, treatment and care interventions should be considered. This research can help people with AIDS face many problems in dealing with the disease, to be used.Statistical societyHIV+population consisted of all patients with psychological counseling center in Shiraz University of Medical Sciences in the year 1393 is. Inclusion criteria include: developing HIV + diagnosis treatment center in Shiraz University of Medical Sciences, crossing more than three months from the knowledge of a person from getting HIV +, at least elementary education.MethodThe study was descriptive and correlational.ParticipantsSampling method is purposive sampling total of 100 HIV + patients, who come to the University Psychological Counseling Center, were selected.InstrumentsStudy, three questionnaires were used to collect information that include:Psychological well-being questionnaire: Psychological well-being questionnaire by Reef (1995) University of Wisconsin Medical Science Center was built in 2002, was revised. …

The Opioid Epidemic: What Pakistan can Learn from the US

The Opioid Epidemic: What Pakistan can Learn from the US

A review of discussions on the introduction of East Asian medicine into America

The study and transmission of East Asian medicine had gathered the attention of researchers in various fields in the Western world, especially in the United States. This study reviews various research papers and summarizes key issues in the spread of East Asian medicine in the United States. The propagation of East Asian medicine in the United States is summarized through the key words of who, when, why, and how. In terms of ‘Who’, Chinese researchers emphasize the role of Chinese parties, while non-Chinese researchers stress the process of internalization. The question of ‘When’ is also controversial. The oldest origin disputed goes back to the 13th century but Bach Franklin’s year 1825 and William Osler’s year 1892 seem more meaningful to Americans. This is because acupuncture was first introduced to the American medical community in 1825. Also, Osler is a relatively interesting figure, as he is the founder of the Johns Hopkins University School of Medicine. Reasons for the question of ‘Why’ are mostly practical as the desire for better treatment techniques propelled East Asian medicine’s inclusion. Yet historically, the yearning for Chinese culture was partially involved as well as academic reasons. As far as ‘How’, Sometimes East Asian medicine was spread through books and records, and direct experience of actual practice. Also, institutionalization of the acupuncturist system and the establishment of educational institutions in America show that East Asian medicine has surpassed the point of mere curiosity, and has grown into a substantial part of American society.

Frozen Universal Stool for Fecal Microbiota Transfer (FMT) in Recurrent C. difficile Infection

Introduction:Clostridium difficile infection (CDI) has become increasingly prevalent within the hospital and the community. With high recurrence rates ranging from 25-65% despite antimicrobial therapy, the utility of fecal microbiota transplant (FMT) in restoring colonization resistance has become a vibrant field of research in treating CDI. However, barriers to a readily available source of material includes identification and screening a suitable donor and its related costs. Methods: Here we present 12 cases of recurrent CDI that met the ACG criteria for proceeding with FMT. Patients previously failed varying rounds of metronidazole, vancomycin, or fidaxomicin. They opted for FMT using commercial material for either cost, convenience, or lack of a donor. Results: The patients had a mean age of 47 years (5 women and 7 men). Colonoscopy was the preferred method of delivery in 83% of cases with no reported procedure related complications. Symptomatic improvement was reported by all patients except for one. Thus far, 75% of patients have not experienced a recurrent episode of CDI with an average follow up time of 24.8 weeks. The three cases of relapse post FMT occurred between 6 to 16 weeks in patients with UC, lymphoma of the GI tract, or after antibiotic use. Conclusion: Our outcomes are encouraging, as these numbers approach the cure rates described by Van Nood et al. Our three patients with recurrence of CDI after FMT were the oldest in the group, suggesting that patients of younger age may be more likely to experience better results. They included one patient undergoing a second FMT for a recurrence, which may imply that failure to respond initially may predict future recurrence despite repeated FMT. It is too soon to say whether freshly prepared stool has higher sustained clinical cure rates than commercially frozen and thawed microbiota. However, the ease of use of prepared microbiota which obviates the need for a laboratory hood in preparation, the decreased cost of screening, and the expedited availability makes this a useful option in treating patients with recurrent CDI. In conclusion, the American medical community recommends considering FMT in patients with recurrent CDI that have failed antimicrobial management after the third recurrence. Although the success rate with an FMT bank is not equal to that of the Van Nood study, we included patients with IBD and recent chemotherapy. Despite this, these cure rates are still higher than any antimicrobial therapy for recurrent CDI.

SU-B-213-00: Education Council Symposium: Accreditation and Certification: Establishing Educational Standards and Evaluating Candidates Based on these Standards

The North American medical physics community validates the education received by medical physicists and the clinical qualifications for medical physicists through accreditation of educational programs and certification of medical physicists. Medical physics educational programs (graduate education and residency education) are accredited by the Commission on Accreditation of Medical Physics Education Programs (CAMPEP), whereas medical physicists are certified by several organizations, the most familiar of which is the American Board of Radiology (ABR). In order for an educational program to become accredited or a medical physicist to become certified, the applicant must meet certain specified standards set by the appropriate organization. In this Symposium, representatives from both CAMPEP and the ABR will describe the process by which standards are established as well as the process by which qualifications of candidates for accreditation or certification are shown to be compliant with these standards. The Symposium will conclude with a panel discussion. Learning Objectives: 1. Recognize the difference between accreditation of an educational program and certification of an individual 2. Identify the two organizations primarily responsible for these tasks 3. Describe the development of educational standards 4. Describe the process by which examination questions are developed GS is Executive Secretary of CAMPEP.

SU-B-213-02: Development of CAMPEP Standards

The North American medical physics community validates the education received by medical physicists and the clinical qualifications for medical physicists through accreditation of educational programs and certification of medical physicists. Medical physics educational programs (graduate education and residency education) are accredited by the Commission on Accreditation of Medical Physics Education Programs (CAMPEP), whereas medical physicists are certified by several organizations, the most familiar of which is the American Board of Radiology (ABR). In order for an educational program to become accredited or a medical physicist to become certified, the applicant must meet certain specified standards set by the appropriate organization. In this Symposium, representatives from both CAMPEP and the ABR will describe the process by which standards are established as well as the process by which qualifications of candidates for accreditation or certification are shown to be compliant with these standards. The Symposium will conclude with a panel discussion. Learning Objectives: 1. Recognize the difference between accreditation of an educational program and certification of an individual 2. Identify the two organizations primarily responsible for these tasks 3. Describe the development of educational standards 4. Describe the process by which examination questions are developed GS is Executive Secretary of CAMPEP.

SU-B-213-01: Introduction

The North American medical physics community validates the education received by medical physicists and the clinical qualifications for medical physicists through accreditation of educational programs and certification of medical physicists. Medical physics educational programs (graduate education and residency education) are accredited by the Commission on Accreditation of Medical Physics Education Programs (CAMPEP), whereas medical physicists are certified by several organizations, the most familiar of which is the American Board of Radiology (ABR). In order for an educational program to become accredited or a medical physicist to become certified, the applicant must meet certain specified standards set by the appropriate organization. In this Symposium, representatives from both CAMPEP and the ABR will describe the process by which standards are established as well as the process by which qualifications of candidates for accreditation or certification are shown to be compliant with these standards. The Symposium will conclude with a panel discussion. Learning Objectives: 1. Recognize the difference between accreditation of an educational program and certification of an individual 2. Identify the two organizations primarily responsible for these tasks 3. Describe the development of educational standards 4. Describe the process by which examination questions are developed GS is Executive Secretary of CAMPEP.

SU-B-213-05: Development of ABR Certification Standards

The North American medical physics community validates the education received by medical physicists and the clinical qualifications for medical physicists through accreditation of educational programs and certification of medical physicists. Medical physics educational programs (graduate education and residency education) are accredited by the Commission on Accreditation of Medical Physics Education Programs (CAMPEP), whereas medical physicists are certified by several organizations, the most familiar of which is the American Board of Radiology (ABR). In order for an educational program to become accredited or a medical physicist to become certified, the applicant must meet certain specified standards set by the appropriate organization. In this Symposium, representatives from both CAMPEP and the ABR will describe the process by which standards are established as well as the process by which qualifications of candidates for accreditation or certification are shown to be compliant with these standards. The Symposium will conclude with a panel discussion. Learning Objectives: Recognize the difference between accreditation of an educational program and certification of an individual Identify the two organizations primarily responsible for these tasks Describe the development of educational standards Describe the process by which examination questions are developed GS is Executive Secretary of CAMPEP.

SU-B-213-04: Evaluation of Residency Programs

The North American medical physics community validates the education received by medical physicists and the clinical qualifications for medical physicists through accreditation of educational programs and certification of medical physicists. Medical physics educational programs (graduate education and residency education) are accredited by the Commission on Accreditation of Medical Physics Education Programs (CAMPEP), whereas medical physicists are certified by several organizations, the most familiar of which is the American Board of Radiology (ABR). In order for an educational program to become accredited or a medical physicist to become certified, the applicant must meet certain specified standards set by the appropriate organization. In this Symposium, representatives from both CAMPEP and the ABR will describe the process by which standards are established as well as the process by which qualifications of candidates for accreditation or certification are shown to be compliant with these standards. The Symposium will conclude with a panel discussion. Learning Objectives: 1. Recognize the difference between accreditation of an educational program and certification of an individual 2. Identify the two organizations primarily responsible for these tasks 3. Describe the development of educational standards 4. Describe the process by which examination questions are developed GS is Executive Secretary of CAMPEP.

SU‐B‐213‐06: Development of ABR Examination Questions

The North American medical physics community validates the education received by medical physicists and the clinical qualifications for medical physicists through accreditation of educational programs and certification of medical physicists. Medical physics educational programs (graduate education and residency education) are accredited by the Commission on Accreditation of Medical Physics Education Programs (CAMPEP), whereas medical physicists are certified by several organizations, the most familiar of which is the American Board of Radiology (ABR). In order for an educational program to become accredited or a medical physicist to become certified, the applicant must meet certain specified standards set by the appropriate organization.In this Symposium, representatives from both CAMPEP and the ABR will describe the process by which standards are established as well as the process by which qualifications of candidates for accreditation or certification are shown to be compliant with these standards.The Symposium will conclude with a panel discussion.Learning Objectives: Recognize the difference between accreditation of an educational program and certification of an individual Identify the two organizations primarily responsible for these tasks Describe the development of educational standards Describe the process by which examination questions are developed GS is Executive Secretary of CAMPEP.

SU‐B‐213‐07: Panel Discussion

The North American medical physics community validates the education received by medical physicists and the clinical qualifications for medical physicists through accreditation of educational programs and certification of medical physicists. Medical physics educational programs (graduate education and residency education) are accredited by the Commission on Accreditation of Medical Physics Education Programs (CAMPEP), whereas medical physicists are certified by several organizations, the most familiar of which is the American Board of Radiology (ABR). In order for an educational program to become accredited or a medical physicist to become certified, the applicant must meet certain specified standards set by the appropriate organization.In this Symposium, representatives from both CAMPEP and the ABR will describe the process by which standards are established as well as the process by which qualifications of candidates for accreditation or certification are shown to be compliant with these standards.The Symposium will conclude with a panel discussion.Learning Objectives: Recognize the difference between accreditation of an educational program and certification of an individual Identify the two organizations primarily responsible for these tasks Describe the development of educational standards Describe the process by which examination questions are developed GS is Executive Secretary of CAMPEP.