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Quality Assurance, Health Care. --- Clinical Medicine --- Patient Care Management --- Medical care --- Medical audit --- Clinical competence --- Soins médicaux --- Compétence clinique --- standards. --- Quality control --- Qualité --- Contrôle --- Evaluation --- Audit, Medical --- Clinical audit (Medicine) --- Medical care audit --- Clinical skills --- Competence, Clinical --- Skills, Clinical

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This manual attempts to provide simple, adequate and evidence-based information to health care professionals in primary health care especially in low- and middle-income countries to be able to provide pharmacological treatment to persons with mental disorders. The manual contains basic principles of prescribing followed by chapters on medicines used in psychotic disorders; depressive disorders; bipolar disorders; generalised anxiety and sleep disorders; obsessive compulsive disorders and panic attacks; and alcohol and opioid dependence. The annexes provide information on evidence retrieval, as

Mental illness -- Treatment. --- Mental illness. --- Psychopharmacology. --- Psychotropic drugs --- Clinical competence --- Mental illness --- Psychotropic Drugs --- Drug Therapy --- Clinical Competence --- Mental Disorders --- Primary Health Care --- Drugs, Essential --- Central Nervous System Agents --- Comprehensive Health Care --- Psychiatry and Psychology --- Therapeutics --- Pharmaceutical Preparations --- Professional Competence --- Quality of Health Care --- Analytical, Diagnostic and Therapeutic Techniques and Equipment --- Chemicals and Drugs --- Patient Care Management --- Health Services Administration --- Therapeutic Uses --- Educational Measurement --- Health Care --- Pharmacologic Actions --- Education --- Anthropology, Education, Sociology and Social Phenomena --- Chemical Actions and Uses --- Pharmacy, Therapeutics, & Pharmacology --- Health & Biological Sciences --- Treatment --- Psychotropic drugs. --- Clinical competence. --- Treatment. --- Developing countries. --- Clinical skills --- Competence, Clinical --- Skills, Clinical --- Psychiatric drugs --- Psychoactive drugs --- Psychopharmaceuticals --- Emerging nations --- Fourth World --- Global South --- LDC's --- Least developed countries --- Less developed countries --- Newly industrialized countries --- Newly industrializing countries --- NICs (Newly industrialized countries) --- Third World --- Underdeveloped areas --- Underdeveloped countries --- Psychiatry --- Medical care --- Drugs --- Drugs of abuse --- Psychopharmacology --- Psychotropic plants

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Didactics of medicine --- Education, Medical --- Clinical Competence --- Teaching --- Medical education --- Enseignement médical --- Periodicals. --- Périodiques --- Education, Medical. --- Clinical Competence. --- Teaching. --- Medical education. --- Great Britain. --- Health Sciences --- Clinical Medicine --- General and Others --- Medical Education, Training & Research --- Pharmacy and Pharmacology --- Education. --- Activities, Educational --- Educational Activities --- Workshops --- Literacy Programs --- Training Programs --- Activity, Educational --- Educational Activity --- Literacy Program --- Program, Literacy --- Program, Training --- Programs, Literacy --- Programs, Training --- Training Program --- Workshop --- Students --- education --- Periodicals --- Health Sciences. --- Pharmacy and Pharmacology. --- Medical Education. --- Medical personnel --- Academic Training --- Educational Technics --- Educational Techniques --- Pedagogy --- Teaching Methods --- Technics, Educational --- Techniques, Educational --- Training Activities --- Training Technics --- Training Techniques --- Activities, Training --- Educational Technic --- Educational Technique --- Method, Teaching --- Methods, Teaching --- Pedagogies --- Teaching Method --- Technic, Educational --- Technic, Training --- Technics, Training --- Technique, Educational --- Technique, Training --- Techniques, Training --- Training Activity --- Training Technic --- Training Technique --- Training, Academic --- Clinical Competency --- Clinical Skill --- Competency, Clinical --- Skill, Clinical --- Skills, Clinical --- Clinical Skills --- Competence, Clinical --- Clinical Competencies --- Competencies, Clinical --- Medical Education --- Medicine --- Physicians --- Physicians, Women --- Students, Medical --- Education --- Anglia --- Angliyah --- Briṭanyah --- Grande-Bretagne --- Grossbritannien --- Marea Britanie --- Nagy-Britannia --- Prydain Fawr --- Royaume-Uni --- Saharātchaʻānāčhak --- Storbritannien --- United Kingdom --- United Kingdom of Great Britain and Ireland --- United Kingdom of Great Britain and Northern Ireland --- Velikobritanii︠a︡ --- Wielka Brytania --- Enseignement medical --- Professional education --- Culturally Competent Care --- Northern Ireland --- Scotland --- Wales --- Great Britain --- England and Wales --- Velikobritanii͡ --- Förenade kungariket --- Grã-Bretanha --- Igirisu --- Iso-Britannia --- Yhdistynyt kuningaskunta --- MDEDUCAT --- Activity, Training

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Objective structured clinical examinations (OSCEs) and other exercises that utilize standardized patients (SPs) can simulate actual clinician-patient encounters with great impact. They are one of the most effective methods for training and assessing competencies across undergraduate, (post)graduate, and continuing health professions education. However, organizing such programs requires strong leadership and the collaboration of many key individuals for planning and implementation. This book, Objective Structured Clinical Exams: 10 Steps to Planning and Implementing OSCEs and other Standardized Patient Exercises, serves as a comprehensive how-to manual and addresses the need for best practice guidelines. It contains a review of relevant literature, pointers for designing OSCE cases, tips on recruiting and training standardized patients, and it describes innovative uses of standardized patients for remediation and assessment in clinical settings. Charts, graphs, and sample forms are included to make this a singular resource for any educator interested in creating or improving OSCEs and other standardized patient programs.

Clinical competence -- Examinations, questions, etc. --- Diagnosis -- Examinations, questions, etc. --- Medical history taking -- Examinations, questions, etc. --- Clinical competence --- Medical history taking --- Diagnosis --- Educational Measurement --- Professional Competence --- Teaching --- Diagnostic Techniques and Procedures --- Quality of Health Care --- Medicine --- Health Occupations --- Education --- Health Services Administration --- Anthropology, Education, Sociology and Social Phenomena --- Analytical, Diagnostic and Therapeutic Techniques and Equipment --- Disciplines and Occupations --- Health Care --- Clinical Competence --- Patient Simulation --- Test Taking Skills --- Medical History Taking --- Clinical Medicine --- Health & Biological Sciences --- Internal Medicine --- Medical Education --- Physical diagnosis --- Clinical skills --- Competence, Clinical --- Skills, Clinical --- Medical interviewing --- Patient interviewing --- Examinations, Medical (Physical diagnosis) --- Examinations, Physical (Medicine) --- Exams, Medical (Physical diagnosis) --- Exams, Physical (Medicine) --- Medical examinations (Physical diagnosis) --- Medical exams (Physical diagnosis) --- Medicals (Physical diagnosis) --- Physical examinations (Medicine) --- Physical exams (Medicine) --- Physicals (Medicine) --- Diseases --- Examinations, Medical (Diagnosis) --- Medical diagnosis --- Medical examinations (Diagnosis) --- Medical tests (Diagnosis) --- Testing --- Medicine. --- Health administration. --- Internal medicine. --- Medicine & Public Health. --- Internal Medicine. --- Health Administration. --- Medical care --- Interviewing --- Medical records --- Clinical medicine --- Prognosis --- Symptoms --- Practice of medicine. --- Medical practice --- Practice of medicine --- Physician practice acquisitions --- Medicine, Internal

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The dental curriculum is like a living organism—it has developed through time, manifesting regional, cultural, and scientific heritage, and reflecting modern trends. The undergraduate dental curriculum is periodically rebuilt to ensure the harmonization of higher education systems between countries, especially in Europe. Structure, content, learning, and assessment in undergraduate and postgraduate dental education and auxiliary dental personnel training are shaped based on professional consensus. Constant updates on recent technological innovations and evidence-based best practice are necessary.In modern times, ethical issues are raised more than ever. Can we teach our students how to be dedicated health professionals and manage a successful practice at the same time? Does the commercialization of our profession also affect the dental curriculum today?The COVID-19 pandemic has imposed new challenges, moving us from lecture rooms and clinics to an online environment.This Special Issue is dedicated to developing the understanding of dental education.

Humanities --- Social interaction --- educational climate --- dental students --- DREEM scale --- dental education --- dentistry --- dental hygienists --- job satisfaction --- work assignments --- workplace environment --- Japan --- healthy lifestyle --- surveys and questionnaires --- health behavior --- health promotion --- school health services --- dental record --- record keeping --- documentation --- forensic odontology --- Croatia --- medication-related osteonecrosis of the jaw --- fracture --- mandible --- osteonecrosis --- bisphosphonates --- undergraduate dental education --- postgraduate dental education --- continuing education --- professionalism in dentistry --- online education --- digital media --- social media --- perceived risks --- dental hygiene --- oral pathology --- exam soft --- item analysis --- mentoring --- non-technical skills training --- motor skills --- learning theories --- self-consciousness --- working memory --- visual acuity --- miniaturized Snellen optotype --- Galilean and Keplerian telescope optical system in dentistry --- clinical skills teaching --- teaching methodology --- local anesthesia --- clinical education --- early clinical experience --- motivation --- stress perceptions --- self-determination theory --- self-efficacy --- social learning theory --- Dietary Guidelines for Americans (DGA) --- diet --- dental student --- education --- dental hygiene education --- educational technology --- classification consistency --- oral lesion --- biomedical sciences --- vertical integration --- curriculum reform --- interprofessional learning --- virdentopsy --- virtual dental autopsy --- autopsy imaging --- human identification --- dental autopsy --- humanitarian forensic odontology --- dental caries --- diagnosis --- online learning --- COVID-19 --- composite restoration --- conservative dentistry --- operative dentistry --- undergraduate dental student --- dentin bonding --- virtual reality --- haptics --- simulation --- Simodont --- dental care --- oncology --- chemotherapy --- radiotherapy --- osteoradionecrosis --- specialty training --- student survey --- knowledge-based governance --- curriculum --- dental --- graduate --- dental continuing --- teacher training