G-1 Appeal Activity in the Public Assistance Programs, October 2005

G-1 Appeal Activity in the Public Assistance Programs - October 2005

G-1 Appeal Activity in the Public Assistance Programs, November 2005

G-1 - Appeal Activity in the Public Assistance - November, 2005

Board of Regent Universities, A Review of Procurement Card Programs, For the Period July 1, 2001 through June 30, 2003

State University Audit Report

Iowa College Student Aid Commission Performance Report, FY 2004

Agency Performance Report

Medicaid Programs Desk Aid, 2006

This information is produced by the Department of Elder Affairs, about medicaid benifits.

G-1 Appeal Activity in the Public Assistance Programs, December 2005

Appeal Activity in the Public Assistance Programs - December 2005

G-1 Appeal Activity in the Public Assistance Programs, January 2006

Appeal Activity in the Public Assistance Programs, January 2006

G-1 Appeal Activity in the Public Assistance Programs, February 2006

Appeal Activity in the Public Assistance Programs, February 2006

G-1 Appeal Activity in the Public Assistance Programs, March 2006

G-1 - March 2006 - Appeal Activity in the Public Assistance Programs

G-1 Appeal Activity in the Public Assistance Programs, April 2006

Appeal Activity in the Public Assistance Programs April 2006

G-1, Appeal Activity in the Public Assistance Programs, May 2006

G-1, Appeal Activity in the Public Assistance Programs, May 2006

Que faire d'un stagiaire dans votre consultation [Tips for hosting a medical student in a PC consultation].

Hosting a medical student in one's primary care consultation challenges the practitioner to be a clinical teacher as well as providing high-quality patient care. A few tips can make this double task easier. Before the consultation it is possible to define the student's learning objectives and to plan the consultation. During the consultation itself some teaching models exist (One minute preceptor, SNAPP) that facilitate the teaching by maximising the teaching moments for each student-patient encounter. And finally after the consultation a time of reflection where both student and clinical teacher can think about what went well and what could be done better.