A manual of chemistry : containing the principal facts of the science, in the order in which they are discussed and illustrated in the lectures at Harvard university, N.E. and several other colleges and medical schools in the United States : compiled and arranged as a text book for the use of students, and persons attending lectures on chemistry /

Includes indexes.

Medical inspection of schools,

Bibliography: p. 204-221.

The Illustrated historical souvenir of Randolph, Vermont : containing a brief history of the early settlement of the town, the schools, churches, medical and legal professions, old families, business and manufacturing interests, together with portraits and biographies of the citizens past and present /

Includes indexes.

Introduction and guide to the study of histology for students in medical schools and colleges,

Mode of access: Internet.

DHEW obligations to medical schools, fiscal years 1967-1969.

This publication was prepared by Richard Giza and Catherine Burns under the direction of Dr. Herbert H. Rosenberg.

Nursing and medical students as agents of change in health care: impact of schools core values and culture-a discussion paper

Within the UK the quality of care delivered in some hospitals, nursing homes and caring facilities has been the subject of significant enquiry, challenge and concern in recent years. There was need for a change in the culture of patient and client care. Traditionally a change in culture is seen as moving from an organisational head through to the organisation and in this case through to front-line care. This hasn’t necessarily achieved the desired effect and impact in terms of quality of care within the UK. Historically, certainly nurses have acted more as recipients of change, rather than agents of change
This paper suggests that schools of nursing and medicine with robust core values and a more consistently enacted culture of care, are better able and more likely to transfer this to nursing and medical students within their professional socialisation. In addition, and rather than the newly qualified nurse or doctor being absorbed into existing cultures of care delivery (which are not necessarily always reflecting high qualities of care), schools of nursing and medicine could better facilitate the development of more `agency’ within students and better equipping the students on qualification and stepping into practice, with a role and function as potential agents of change. Effective leadership within schools of nursing and medicine can both translate to quality and consistency, and enactment of organisational core values and working culture. The working culture of schools is intrinsic to developing students as agents of change

The medical ethics curriculum in medical schools: present and future

In this review article we describe the current scope, methods, and contents of medical ethics education in medical schools in Western English speaking countries (mainly the United Kingdom, the United States, and Australia). We assess the strengths and weaknesses of current medical ethics curricula, and students' levels of satisfaction with different teaching approaches and their reported difficulties in learning medical ethics concepts and applying them in clinical practice. We identify three main challenges for medical ethics education: counteracting the bad effects of the "hidden curriculum," teaching students how to apply ethical knowledge and critical thinking to real cases in clinical practice, and shaping future doctors' right character through ethics education. We suggest ways in which these challenges could be addressed. On the basis of this analysis, we propose practical guidelines for designing, implementing, teaching, and assessing a medical ethics program within a four-year medical course.