The American Medical Student Association (AMSA), the nation's largest, independent medical student organization, is outraged at the recent action by New York Medical College (NYMC) to ban a student group for lesbian, gay, bisexual and transgender (LGBT) students and has organized an on-campus "teach-in" entitled, "LGBT Acceptance: 101," on Thursday, January 27, 2005.
At the start of the academic year, the LGBT student group, previously named, Student Support Group, changed its name to the "Gay, Lesbian, Bisexual and Transgender People in Medicine." Due to the modification, the NYMC administration revoked the charter, taking away funding and other benefits. Dr. Ralph O'Connell, NYMC provost and dean states, "�it was clear that the organization and its leader would advocate and promote activities inconsistent with the values of NYMC."
O'Connell has not responded to formal meeting requests from AMSA or the Gay and Lesbian Medical Association.
Last week, Dr. Joshua Lipsman, Westchester County Health Commissioner and NYMC professor, resigned his faculty status at the college to protest the school's decision. Lipsman is invited to address the students at Thursday's event.
"The actions taken by NYMC are inconsistent with the goals of medical education. Instead of creating more discrimination, there needs to be awareness of the health needs of LGBT patients," says Dr. Brian Palmer, AMSA national president. "By disbanding its LGBT student group, NYMC harms both its own students and their future patients. Prospective students should seriously evaluate the quality of medical education they would receive at a school that openly discriminates."
AMSA consists of many subgroups, including a national committee for LGBT people in medicine. The organization's Student Bill of Rights includes both the right of students to organize themselves and the right to be free from discrimination based on sexual orientation, as well as race, age, religion, disability, gender, ethnicity and socioeconomic status.
"Medical education must provide opportunities that reduce bias and enhance tolerance and understanding in order to eliminate health disparities," continues Palmer.
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Showing posts with label New York. Show all posts
Showing posts with label New York. Show all posts
Monday, July 20, 2009
Monday, July 13, 2009
New York Medical College to stop using live dogs
VALHALLA - The newest class of students at New York Medical College will study the basics of cardiology without the traditional method: They won't be opening the chest of a live dog and watching its heart beat.
Responding to appeals from humanitarian groups, the college said yesterday that it would end the practice normally used to teach 190 students in first-year physiology class. Echocardiography and simulators will replace the use of live dogs when they reach that phase of their course in early 2008.
The college attracted a mini-movement of opposition over the past two years as the only medical school in New York that apparently still used animals. Animal-rights groups, neighborhood dog lovers and politicians joined the cause.
Bob Funck, who lives in Harrison, said he began fighting the policy after hearing about it from a student. "I give the folks at the college credit for making a good, positive decision - for them and for the animals," he said.
An organization called the Physicians Committee for Responsible Medicine is fighting the practice around the country. Just 11 medical schools still use live animals, none of them in New York state, said Dr. John J. Pippin, a Dallas cardiologist working with the organization. He said technological tools have quickly become the standard in education.
Dr. Karl Adler, president of the college in Valhalla, said that last he had heard, about seven dogs were used annually in the lab. The animals were given anesthesia during the procedure and euthanized afterward, administrators have said.
"The reason why the dogs were used in the past is that the students could actually see a beating heart, and understand the physiology of how the heart works," Adler said. "It's the only internal organ where there's actually movement that you can understand the physiology of."
Animals were once a common study aid, he said. An internist, Adler remembers learning about treatment for seizures in a medical school lab with a number of seizing dogs.
Technology has since provided alternative ways to display and simulate the heart's function. With a portable echocardiograph machine, the class will be able to attach an electrode to a student's chest and watch the heart's activity on a video monitor. Simulators with computerized models will be able to mimic things like cardiac arrest or the effect of a drug.
New York Medical College's curriculum committee was asked in July to study alternatives to the animal lab, and reported back to the dean that the alternatives were just as effective in instruction. Adler had no estimate on how much the college would spend on the technology.
"We're not teaching open-heart surgery. What we're teaching is first-year medical students to understand how the heart works," he said. "And we think that the exposure using (echocardiography) and the simulators is equivalent now to using a live dog."
Among the elected officials pressing against the practice was Assemblyman Adam Bradley, who wrote to the college dean, Dr. Ralph O'Connell, this month.
Bradley called the procedure "unjustified and unnecessary." He wrote that the practice could not have been a great benefit to graduates, given that students were already allowed to opt out.
Typically, animals in a lab are anesthetized and given a breathing tube, and students open the chest, observe the heart and give drugs intravenously to watch the effects, said Pippin, the Dallas cardiologist. Modern simulators, in the form of humans, replicate the process so well that students can become emotional when the device simulates death.
The advantage: "You get to go back and learn and do it all over again and be successful, as opposed to using a dog, where if you do make a mistake and the dog dies, you're done," he said. "The traditional notion that, 'Well, we're going to use an animal to show you this 'cause we don't know how else to do it' - that doesn't hold water anymore, because there are much better ways to do it."
Source
Responding to appeals from humanitarian groups, the college said yesterday that it would end the practice normally used to teach 190 students in first-year physiology class. Echocardiography and simulators will replace the use of live dogs when they reach that phase of their course in early 2008.
The college attracted a mini-movement of opposition over the past two years as the only medical school in New York that apparently still used animals. Animal-rights groups, neighborhood dog lovers and politicians joined the cause.
Bob Funck, who lives in Harrison, said he began fighting the policy after hearing about it from a student. "I give the folks at the college credit for making a good, positive decision - for them and for the animals," he said.
An organization called the Physicians Committee for Responsible Medicine is fighting the practice around the country. Just 11 medical schools still use live animals, none of them in New York state, said Dr. John J. Pippin, a Dallas cardiologist working with the organization. He said technological tools have quickly become the standard in education.
Dr. Karl Adler, president of the college in Valhalla, said that last he had heard, about seven dogs were used annually in the lab. The animals were given anesthesia during the procedure and euthanized afterward, administrators have said.
"The reason why the dogs were used in the past is that the students could actually see a beating heart, and understand the physiology of how the heart works," Adler said. "It's the only internal organ where there's actually movement that you can understand the physiology of."
Animals were once a common study aid, he said. An internist, Adler remembers learning about treatment for seizures in a medical school lab with a number of seizing dogs.
Technology has since provided alternative ways to display and simulate the heart's function. With a portable echocardiograph machine, the class will be able to attach an electrode to a student's chest and watch the heart's activity on a video monitor. Simulators with computerized models will be able to mimic things like cardiac arrest or the effect of a drug.
New York Medical College's curriculum committee was asked in July to study alternatives to the animal lab, and reported back to the dean that the alternatives were just as effective in instruction. Adler had no estimate on how much the college would spend on the technology.
"We're not teaching open-heart surgery. What we're teaching is first-year medical students to understand how the heart works," he said. "And we think that the exposure using (echocardiography) and the simulators is equivalent now to using a live dog."
Among the elected officials pressing against the practice was Assemblyman Adam Bradley, who wrote to the college dean, Dr. Ralph O'Connell, this month.
Bradley called the procedure "unjustified and unnecessary." He wrote that the practice could not have been a great benefit to graduates, given that students were already allowed to opt out.
Typically, animals in a lab are anesthetized and given a breathing tube, and students open the chest, observe the heart and give drugs intravenously to watch the effects, said Pippin, the Dallas cardiologist. Modern simulators, in the form of humans, replicate the process so well that students can become emotional when the device simulates death.
The advantage: "You get to go back and learn and do it all over again and be successful, as opposed to using a dog, where if you do make a mistake and the dog dies, you're done," he said. "The traditional notion that, 'Well, we're going to use an animal to show you this 'cause we don't know how else to do it' - that doesn't hold water anymore, because there are much better ways to do it."
Source
Monday, June 22, 2009
New York Medical College
Prospective students searching for new york medical college found the links, articles, and information on this page helpful.
Information about Medical and Health Professions
Medical and health professions include several very different areas of work. Nursing, paramedics, CPR, veterinary science, and medical and dental assisting are just a few of the fields one may enter. Pursuing an education in medical and health professions can open the doors to a world of opportunities.One such opportunity may be in the nursing and psychiatric field. Those who are patient, dependable, and interested in helping others can find fulfilling work in health care. According to the Bureau of Labor Statistics, www.bls.gov, overall employment of nursing, psychiatric, and home health aides is projected to grow faster than the average for all occupations through the year 2012.
Educational requirements vary from one position to another, but can range from on-the-job training to years of college and medical school. One should research specific job requirements before setting long-term professional goals.
New York Higher Education System
New York has one of the largest and most diverse educational systems in the country, enrolling more students than every other state but California. All in all, New York has 80 public and 230 private schools, colleges and universities and a number of vocational schools.Jobs in New York
Most of the jobs in New York are service related, but there are also many jobs available in the retail and wholesale trade, military and government services, manufacturing and finance.New York Economic Information
As the world recognized business and financial capital of the world, New York has one of the best economies in the nation. Every industry, from manufacturing to finance is flourishing.Source
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