Posts Tagged ‘change’
Last Chance To Change Medicare Health Plans
People with Medicare have one last chance to change their Medicare health plan before they are locked into their plan for the rest of 2010. During the Open Enrollment Period, which began January 1 and lasts through March 31, people with Medicare are allowed to change their choice of Medicare health coverage once…
Jobs Bill Missing Medicaid Money For States, Governors Call For Change
The $15 billion jobs bill that passed the Senate Monday does not include additional matching funds for state Medicaid programs, but governors are continuing to ask for its inclusion as they look for other ways to plus state budget holes made from Medicaid liabilities.The (Springfield, Mo…
Poll: Forty Percent Of Americans Will Change Holiday Plans Due To H1N1 Virus
Forty percent of U.S. adults intend to change their holiday plans due to the risk of being exposed to the H1N1 flu virus, according to a nationwide survey commissioned by JohnsonDiversey, a global leader in the commercial cleaning and sanitizing industry. The survey, conducted by Harris Interactive? between Nov. 20 and Nov…
Eye Treatment Reimbursement Change Could Cost Medicare Millions
A change in the reimbursement rate for the drug Avastin, used off-label to treat an eye illness in the elderly, could lead Medicare doctors to use a much costlier drug that would cost the system millions, The New York Times reports.
Plans Could Change How Medicare Pays Doctors, Hospitals
Sen. Max Baucus’ health proposal includes achieving cost savings, in part, by reconfiguring the way doctors and hospitals are paid for their services, The Wall Street Journal reports. The goal is to pay health providers for the quality they achieve, rather than the volume of services they perform.
Canada’s H1N1 Vaccine Plan Too Slow – Canadian Medical Association Journal Suggests Policy Change To Fast-track Vaccine
Canada must change its H1N1 vaccine policy to fast-track the vaccine to high-risk groups such as pregnant women, children and youth and people with chronic diseases, states an editorial in CMAJ (Canadian Medical Association Journal) .
Motivation of university and non-university stakeholders to change medical education in Vietnam
Background:Both university and non-university stakeholders should be involved in the process of curriculum development in medical schools, because all are concerned with the competencies of the graduates. That may be difficult unless appropriate strategies are used to motivate each stakeholder. From 1999 to 2006, eight medical schools in Vietnam worked together to change the curriculum and teaching for general medical students to make it more community oriented. This paper describes the factors that motivated the different stakeholders to participate in curriculum change and teaching in Vietnamese medical schools and the activities to address those factors and have sustainable contributions from all relevant stakeholders.Methods:Case study analysis of contributions to the change process, using reports, interviews, focus group discussions and surveys and based on Herzberg’s Motivation Theory to analyze involvement of different stakeholders.Results:Different stakeholders were motivated by selected activities, such as providing opportunities for non-university stakeholders to share their opinions, organizing interactions among university stakeholders, stimulating both bottom-up and top-down inputs, focusing on learning from each other, and emphasizing self-motivation factors.Conclusion:The Herzberg Motivation theory helped to identify suitable approaches to ensure that teaching topics, materials and assessment methods more closely reflected the health care needs of the community. Other medical schools undertaking a reform process may learn from this experience.
No Change To Swine Flu Treatment Routes In Wales
Wales, along with the other devolved nations, will not be part of the National Pandemic Flu Service (NPFS) when it is launched next week in England, Health Minister Edwina Hart said today. The NPFS will be made up of a dedicated website and a central call centre that assesses people on symptoms of swine flu and authorises antiviral treatments. It has been introduced in England in response to operational pressure.
Students and tutors’ social representations of assessment in problem-based learning tutorials supporting change.
Background:Medical programmes that implement problem based learning (PBL) face several challenges when introducing this innovative learning method. PBL relies on small group as the foundation of study, and tutors facilitate learning by guiding the process rather than teaching the group. One of the major challenges is the use of strategies to assess students working in small groups. Self-, peer- and tutor-assessment are integral part of PBL tutorials and they’re not easy to perform, especially for non experienced students and tutors. The undergraduate PBL medical programme was introduced in 2003, and after two years the curriculum committee decided to evaluate the tutorial assessment in the new program.Methods:A random group of ten students, out of a cohort of sixty, and ten tutors (out of eighteen) were selected for semi-structured interviews. The social representations’ theory was used to explore how the students and tutors made sense of “assessment in tutorials”. The data were content analyzed using software for qualitative and quantitative processing of text according to lexicological distribution patterns.Results:Even though students and tutors are aware of the broader purpose of assessment, they felt that they were not enough trained and confident to the tutorial assessment. Assigning numbers to complex behaviors on a regular basis, as in tutorials, is counter productive to cooperative group learning and self assessment. Tutors believe that students are immature and not able to assess themselves and tutors. Students believe that good grades are closely related to good oral presentation skills and also showed a corporative attitude among themselves (protecting each other from poor grades).Conclusions:Faculty training on PBL tutorials’ assessment process and a systematic strategy to evaluate new programs is absolutely necessary to review and correct directions. It is envisaged that planners can make better-informed decisions about curricular implementation, review and reform when information of this nature is made available to them.
Development and implementation of an integrated, multi-modality, user-centered interactive dietary change program
Computer-tailored behavior change programs offer the potential for reaching large populations at a much lower cost than individual or group-based programs. However, few of these programs to date appear to integrate behavioral theory with user choice, or combine different electronic modalities. We describe the development of an integrated CD-ROM and interactive voice response dietary change intervention that combines behavioral problem-solving theory with a high degree of user choice. The program, WISE CHOICES, is being evaluated as part of an ongoing trial. This paper describes the program development, emphasizing how user preferences are accommodated, and presents implementation and user satisfaction data. The program was successfully implemented; the linkages among the central database, the CD-ROM and the automated telephone components were robust, and participants liked the program almost as well as a counselor-delivered dietary change condition. Multi-modality programs that emphasize the strengths of each approach appear to be feasible. Future research is needed to determine the program impact and cost-effectiveness compared with counselor-delivered intervention.
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