Oxford Clinical Guidelines: Newly Qualified Doctor

Édition David Fisher , Deborah Gill , Liora Wittner
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Oxford Clinical Guidelines: Newly Qualified Doctor

Édition David Fisher , Deborah Gill , Liora Wittner
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680 PAGESANGLAIS

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  • Date de publication : Apr 18, 2023
  • Langue : anglais
  • Nombre de pages : 680
  • Éditeur : Oxford University Press
  • ISBN : 9780198834502
  • Dimensions : 3.937007874" W x 1.0" L x 7.086614173" H
David Fisher is currently a resident in internal medicine at Kaplan Medical Centre in Israel. After finishing medical training at Barts and the London School of Medicine and Dentistry, he completed the Foundation Programme and Core Medicine Training in the United Kingdom. During this time he was awarded a Master of Science degree in Endocrinology and Diabetes, also from Barts and the London. He has authored a number of papers relating to general medicine and it is his intention to specialise in endocrinology. Liora Wittner is currently a resident in internal medicine at Shamir Medical Centre in Israel. After studying medicine at University College London (UCL) Medical School, she completed the Foundation Programme at East and North Hertfordshire NHS Trust. She has a special interest in medical education, and enjoys producing educational materials, as well as leading bedside and practical clinical teaching. She plans to specialise in rheumatology. Professor Deborah Gill is currently Vice-President (Education and Student Experience) at the University of Southampton. Previously she lead the education and student experience at University College London as interim Vice-Provost, and previously as Pro-Vice-Provost. She was previously Chair of Education and Director of Medical Education at UCL from 2015. After she originally qualified in medicine she trained as a general practitioner, then begun her academic career in primary care. In 2014 she won the Future Leaders award at Women in the City, an organisation that recognises the achievements and leadership of women. Her education research is focused on professionalism, support for novices in the clinical learning environment, and peer-assisted learning.

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