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This paper provides a description of the Medical Staff Ride as an educational tool for military medical leadership. It is based upon two Medical Staff Rides covering the Somme Campaign 1916 and the Normandy Campaign 1944. It describes the key educational activity 'The Stand' at which history and current issues are brought together through study of a particular location on the historical battlefield. The Medical Staff Ride can be divided into six distinct phases, each of which have common question sets for analysis by attendees. The Medical Staff Ride can be shown to have valuable educational outcomes that are efficient in time and cost, and effective in achieving personal learning. The supporting Readers for the two Medical Staff Rides covered by this paper are available as electronic supplement to this edition of the journal.

Evidenced-based medicine drives best practices. The Lessons Learned (LL) process in clinical medicine for deployed and military support services drive the NATO Military Medical Center of Excellence (MILMED COE). This review article focuses on the Lessons Learned process and its use in NATO and partner countries medical services. Organizational learning drives development and progress; capturing lessons from mistakes, colleagues' interactions and institutional experience can be lost without an organized lesson learned process. Therefore, in 2014, NATO institutions and Centers of Excellence across disciplines began to focus on the quality management, information sharing and evidence-based practices to maximize outcomes. Since this inception, NATO has implemented the Lessons Learned process and expanded the impact across the alliance in order to save life and prevent illness. The Lessons Learned process and sharing of experience is also a way to improve the quality of care in the military medicine, from preventive, epidemiological, trauma related, casualty evacuation and forward surgical care, among many others, to the medical standardization and organization of military medical services. The Lessons Learned process is an undertaking and an instrument that can also be used to achieve better international and civil-military cooperation. Finally, we deal with the current situation and use of the information obtained from the areas of military health care.

Includes bibliographical references and index. ; v. 1. Sect. I. Medical ethics. The moral foundations of the patient-physician relationship: the essence of medical ethics / Edmund D. Pellegrino -- Theories of medical ethics: the philosphical structure / David C. Thomasma -- Clinical ethics: the art of medicine / John Collins Harvey -- The science behind the art: empirical research on medical ethics / Daniel P. Sulmasy -- Sect. II. Military ethics. The profession of arms and the officer corps / Anthony E. Hartle -- Honor, combat ethics, and military culture / Faris R. Kirkland -- The military and its relationship to the society it serves / Nicholas G. Fotion -- Just war doctrine and the international law of war / William V. O'Brien, Anthony C. Arend -- The soldier and autonomy / Sandra L. Visser -- Sect. III. The synthesis of medicine and the military. Physician-soldier: a moral profession / William Madden, Brian S. Carter -- Physician-soldier: a moral dilemma? / Victor W. Sidel, Barry Levy -- Mixed agency in military medicine: ethical roles in conflict / Edmund G. Howe -- v. 2. Sect. IV. Medical ethics in the military. Medical ethics on the battlefield: the crucible of military medical ethics / Thomas E. Beam -- Nazi medical ethics: ordinary doctors? / Robert N. Proctor -- Nazi hypothermia research: should the data be used? / Robert S. Pozos -- Japanese biomedical experimentation during the World-War-II era / Sheldon H. Harris -- The Cold War and beyond: covert and deceptive American medical experimentation / Susan E. Lederer -- Medical ethics in military biomedical research / Michael E. Frisina -- The human volunteer in military biomedical research / Paul J. Amoroso, Lynn L. Wenger -- Nursing ethics and the military / Janet R. Southby -- Religious and cultural considerations in military healthcare / David M. DeDonato, Rick D. Mathis -- Societal influences and the ethics of military healthcare / Jay Stanley -- Military medicine in war: the Geneva Conventions today / Lewis C. Vollmar, Jr. -- Military medicine in humanitarian missions / Joan T. Zajtchuk -- Military humanitarian assistance: the pitfalls and promise of good intentions / Elspeth Cameron Ritchie, Robert L. Mott -- A look toward the future / Thomas E. Beam, Edmund G. Howe -- A proposed ethics for military medicine / Thomas E. Beam, Edmund G. Howe. ; Mode of access: Internet.

AbstractTwentieth Century medical education has stressed the basic sciences to the neglect of the humanities. The intent of this commentary is to explore the humanities' role and contribution to the professional formation of the physician. A major change on the United States' medical school admission exam starting in 2015 is a move away from its current focus on natural sciences and begins to incorporate a wider breath of liberal studies and social sciences. The ideal 21st Century physician is a more well rounded person who can interact on a deeper level with patients and not by a narrow spectrum of intellectual interests. The 21st Century curriculum has a unique opportunity to reflect and build upon professional values and attributes informed by the humanities, particularly as the latter relate to the role of the physician in society. It is important to be creative in constructing opportunities for humanities learning experiences and resources within the scope and structure of the curriculum. It is necessary to think in more innovative ways as to the experiential learning environment that targets professional formation, and for a more broadly and humanly educated physician.

4th ed. ; 4 p. L., 877 p. incl. illus., plans, tables, forms, diagrs., front. (port.) plates (1 col. fold.) maps (2 fold.)

Contents.--H.R. 14088. Authorizing an improved health benefits program for dependents of military personnel on active duty, for retired members, and their dependents, and for other purposes. S. 3169. Authorizing a special program for the mentally retarded, mentally ill, and physically handicapped spouses and children of members of the uniformed services, and for other purposes. ; Mode of access: Internet.

Undergraduate medical education in Sweden has moved from nationally regulated, subject-based courses to programmes integrated either around organ systems or physiological and patho-physiological processes, or organised around basic medical science in conjunction with clinical specialities, with individual profiles at the seven medical schools. The national regulations are restricted to overall academic and professional outcomes. The 51/2 year long university undergraduate curriculum is followed by a mandatory 18 months internship, delivered by the County Councils. While quality control and accreditation for the university curriculum is provided by the Swedish National Agency for Higher Education, no such formal control exists for the internship; undergraduate medical education is therefore in conflict with EU directives from 2005. The Government is expected to move towards 6 years long university undergraduate programmes, leading to licence, which will facilitate international mobility of both Swedish and foreign medical students and doctors. Ongoing academic development of undergraduate education is strengthened by the Bologna process. It includes outcome (competence)-based curricula, university Masters level complying with international standards, progression of competence throughout the curriculum, student directed learning, active participation and roles in practical clinical education and a national assessment model to assure professional competence. In the near future, the dimensioning of Swedish undergraduate education is likely to be decided more by international demands and aspects of quality than by national demands for doctors.