Gerald R. Stapleton | University of Illinois at Chicago (original) (raw)
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Papers by Gerald R. Stapleton
Fertility and Sterility, 2015
Innovation in Aging, 2021
The COVID pandemic disrupted the way evidence-based health promotion programs (EBPs) are delivere... more The COVID pandemic disrupted the way evidence-based health promotion programs (EBPs) are delivered to older adults who were the most at-risk group in terms of mortality and faced unprecedented threats to their independence and physical and mental health. Many organizations stopped in-person EBPS causing older adults to lose access to key social networks and health resources. It is a top public health priority to find new ways to keep older adults connected to their EBPs. Fit & Strong! (F&S!) is a group exercise/health education EBP for older adults with arthritis offered by CBOs in 32 states. CBOs stopped offering F&S! in-person in March 2020. Since the lockdown, we have worked closely with our provider network to develop and pilot a version that is remote/online and live, titled “F&S! @Home”. Instructors deliver F&S! @Home to older adults with minimal technological resources. We created a staging website for both providers/instructors and participants that is used to initiate the c...
The Clinical Teacher, 2012
MedEdPublish
The review aims to identify the cultural perspectives of medical professionalism by identifying r... more The review aims to identify the cultural perspectives of medical professionalism by identifying relevant literature from the Middle East, East/South Asia, and the Western world that discuss definitions. A literature search was conducted using the "Summon" search engine, and 200 articles sorted by relevancy were manually reviewed. Based on the surveys and documents gathered from each of the regions, the definitions seem to be fairly consistent in their recognition of characteristics important to the concept of medical professionalism. These include several characteristics, with some of the most common being personal character, respect for patient autonomy, responsibility, and social obligations; the main difference lies in emphasis with the West focusing on societal issues and patient rights, the Middle East focusing on morality and personal character, and East Asia focusing on respect, responsibility, and other duties. These differences are reviewed and the cultural sources are further expanded upon.
Journal of Graduate Medical Education
Journal of Graduate Medical Education, Jun 1, 2019
MedEdPublish, 2019
The review aims to identify the cultural perspectives of medical professionalism by identifying r... more The review aims to identify the cultural perspectives of medical professionalism by identifying relevant literature from the Middle East, East/South Asia, and the Western world that discuss definitions. A literature search was conducted using the "Summon" search engine, and 200 articles sorted by relevancy were manually reviewed. Based on the surveys and documents gathered from each of the regions, the definitions seem to be fairly consistent in their recognition of characteristics important to the concept of medical professionalism. These include several characteristics, with some of the most common being personal character, respect for patient autonomy, responsibility, and social obligations; the main difference lies in emphasis with the West focusing on societal issues and patient rights, the Middle East focusing on morality and personal character, and East Asia focusing on respect, responsibility, and other duties. These differences are reviewed and the cultural sources are further expanded upon.
To meet institutional requirements for resident education in a core curriculum, the UIC College o... more To meet institutional requirements for resident education in a core curriculum, the UIC College of Medicine implemented an online educational program called the UIC Online Core Curriculum. The UIC residency is composed of 1,000 physicians in training in 60 programs at 18 training sites. Its size and distribution create substantial obstacles to classroom-based delivery. An online format offered a viable alternative to meet the college's need to present uniform content, document participation, and confirm resident achievement while addressing the residents' need for flexibility with the Internet's anytime-anywhere availability. Development of an online core curriculum included a focus group of program directors, residents, medical directors, and other faculty who were asked to suggest course topics that met not only the "letter" of the requirement, but also the spirit of the general competencies. These discussions resulted in a list of 13 topics, or modules. In J...
The Clinical Teacher, 2012
Fertility and Sterility, 2015
Innovation in Aging, 2021
The COVID pandemic disrupted the way evidence-based health promotion programs (EBPs) are delivere... more The COVID pandemic disrupted the way evidence-based health promotion programs (EBPs) are delivered to older adults who were the most at-risk group in terms of mortality and faced unprecedented threats to their independence and physical and mental health. Many organizations stopped in-person EBPS causing older adults to lose access to key social networks and health resources. It is a top public health priority to find new ways to keep older adults connected to their EBPs. Fit & Strong! (F&S!) is a group exercise/health education EBP for older adults with arthritis offered by CBOs in 32 states. CBOs stopped offering F&S! in-person in March 2020. Since the lockdown, we have worked closely with our provider network to develop and pilot a version that is remote/online and live, titled “F&S! @Home”. Instructors deliver F&S! @Home to older adults with minimal technological resources. We created a staging website for both providers/instructors and participants that is used to initiate the c...
The Clinical Teacher, 2012
MedEdPublish
The review aims to identify the cultural perspectives of medical professionalism by identifying r... more The review aims to identify the cultural perspectives of medical professionalism by identifying relevant literature from the Middle East, East/South Asia, and the Western world that discuss definitions. A literature search was conducted using the "Summon" search engine, and 200 articles sorted by relevancy were manually reviewed. Based on the surveys and documents gathered from each of the regions, the definitions seem to be fairly consistent in their recognition of characteristics important to the concept of medical professionalism. These include several characteristics, with some of the most common being personal character, respect for patient autonomy, responsibility, and social obligations; the main difference lies in emphasis with the West focusing on societal issues and patient rights, the Middle East focusing on morality and personal character, and East Asia focusing on respect, responsibility, and other duties. These differences are reviewed and the cultural sources are further expanded upon.
Journal of Graduate Medical Education
Journal of Graduate Medical Education, Jun 1, 2019
MedEdPublish, 2019
The review aims to identify the cultural perspectives of medical professionalism by identifying r... more The review aims to identify the cultural perspectives of medical professionalism by identifying relevant literature from the Middle East, East/South Asia, and the Western world that discuss definitions. A literature search was conducted using the "Summon" search engine, and 200 articles sorted by relevancy were manually reviewed. Based on the surveys and documents gathered from each of the regions, the definitions seem to be fairly consistent in their recognition of characteristics important to the concept of medical professionalism. These include several characteristics, with some of the most common being personal character, respect for patient autonomy, responsibility, and social obligations; the main difference lies in emphasis with the West focusing on societal issues and patient rights, the Middle East focusing on morality and personal character, and East Asia focusing on respect, responsibility, and other duties. These differences are reviewed and the cultural sources are further expanded upon.
To meet institutional requirements for resident education in a core curriculum, the UIC College o... more To meet institutional requirements for resident education in a core curriculum, the UIC College of Medicine implemented an online educational program called the UIC Online Core Curriculum. The UIC residency is composed of 1,000 physicians in training in 60 programs at 18 training sites. Its size and distribution create substantial obstacles to classroom-based delivery. An online format offered a viable alternative to meet the college's need to present uniform content, document participation, and confirm resident achievement while addressing the residents' need for flexibility with the Internet's anytime-anywhere availability. Development of an online core curriculum included a focus group of program directors, residents, medical directors, and other faculty who were asked to suggest course topics that met not only the "letter" of the requirement, but also the spirit of the general competencies. These discussions resulted in a list of 13 topics, or modules. In J...
The Clinical Teacher, 2012