While Saint Louis University’s Practical Anatomy and Surgical Education department plans to continue their commitment to bring world-class hands on workshops to health care professionals worldwide, they take the health, safety and well-being of their clients and employees with the utmost concern. Following the latest CDC and Saint Louis University guidance for large events, and upon discretion of the course directors, they will continue to monitor the situation and update policies as they become available. 

The PASE laboratory facility is also available for rentals and industry hosted training programs.

We look forward to welcoming you to PASE!

About PASE

Saint Louis University’s Practical Anatomy and Surgical Education's hands-on cadaver workshops and surgical trainings are designed to provide realistic learning experiences for health care professionals. They offer courses to physicians, residents, fellows, US military, physician assistants, nurse practitioners, and surgical assistants. 

More than 20 CME programs for surgeons and health care professionals, lasting from one to five days, are offered each year.

Browse Workshops

Participants in their CME workshops review intricate surgical anatomy, refine their surgical techniques and interact one-on-one with world-class faculty from Saint Louis University, Washington University, Harvard University and the University of California at Los Angeles, among others. Areas represented in PASE's CME course offerings include:

• Neurosurgery
• Otolaryngology
• Head and neck surgery
• Spinal surgery
• Cosmetic surgery
• Plastic and reconstructive surgery
• Gynecological and laparoscopic surgery
• Vascular surgery
• Minimally invasive procedures
• Podiatry
• Orthopedic
• Emergency skills

PASE's continuing surgical education courses take place in their world-renowned facility in St. Louis, Missouri. With top-notch bioskills labs and an easily accessible location on the campus of Saint Louis University, PASE offers the ideal setting for ongoing, hands-on medical education.

Frequently Asked Questions about CME at Practical Anatomy and Surgical Education

Continuing COVID-19 research, other emerging disease threats, and questions about just when the next pandemic may strike as well as concern over the nation's preparedness for it are still top of mind for many healthcare professionals. But in a field where emergencies happen daily, and drastic changes can occur overnight, will these unceasing aspects translate into medical education curriculums fast enough? 

Artificial intelligence is one way to help, some experts say. The technology's use is booming across several industry sectors including healthcare, where it holds promise of improving workflows, diagnoses, educational simulations and more. 

To keep pace with the continually evolving field and new technology supporting it, medical leaders told Becker's that it is imperative for medical education to keep pace. 

Here's what curriculums should prioritize in 2024, according to experts:

Cristy Page, MD. Executive Dean at the University of North Carolina School of Medicine and chief academic officer of UNC Health (Chapel Hill): They are living in a time of rapid scientific discovery and technological advancement. Students need to learn to embrace and lead through change to better the health of their patients and to enable a fulfilling career in medicine. One current example is the use of AI in medicine. As educators, they must ensure that their students understand how to utilize it most effectively in practice and are aware of the latest trends in this area. At the same time, they are actively working with counterparts across their university to establish policies and protocols for the use of AI by students in their coursework.

Adele Webb, PhD, RN. Executive Dean of Healthcare Initiatives for Strategic Education (Herndon, Va.):: As they move into the future, medical education must adjust training to the rapid changes in healthcare. There must be increased focus on how augmented intelligence and virtual reality can be used to safely support health care delivery and train practitioners. As more care is shifting into home and outpatient settings, clinical experiences must adapt to the new realities. And given concerns for the future of general practitioners, students should be educated on the value, satisfaction and importance of a general practitioner role.

Janelle Sokolowich, PhD, MSN. Academic Vice President and Dean of the Leavitt School of Health at Western Governors University (Salt Lake City): In the future, I think nursing will continue to have more integration of virtual reality simulations. So far, with [the implementation of] their simulation experience, we've found that one part of simulation that does really well is building the self-confidence in students' abilities. … They know that they have to continue to build confidence in order to build clinical decision-making ability.

Keith Mueller, PhD. Director of the Rural Policy Research Institute and the Health Management Policy Department at the University of Iowa (Iowa City): There are models in some programs that could be more widely adopted. These are changes in both the content and modality of education that would better prepare physicians as co-leaders of person-centered medical homes functioning under new payment models.

1. Including instructional material focused on the evolution of payment from volume-based to value-based methodologies will better prepare physicians to understand reasons for pressures to understand patient needs for services beyond those offered in the clinic. I’m thinking of asking physicians to refer patients to other services, sometimes with a formal prescription… Training in public health, changes in delivery modalities (including hospital-at-home), and finance (increased income for the clinic or other healthcare organization related to measures of health) will be needed as part of the medical curriculum.
2. Increase contact hours during medical education that are undertaking in interprofessional training. Physicians need to collaborate with other members of patient-centered teams (including social workers, public health workers, and administrators) in order to optimize results for the persons (patients) they serve.
3. Include a variety of opportunities in experiential learning that include serving different population groups (including historically underserved) and in different settings (including rural clinics and hospitals). The degree to which institutions move learning sites out of the immediate environment of the medical school can, and should, vary given the mission of the institution. Having said that, they should encourage those institutions with missions to serve entire states to develop site-specific training to meet the needs of all residents of their states.

Responses have been edited for clarity and length.

Like what you see? Some of the executives featured in this article will speak at the 14th Annual Meeting in Chicago! Hospital and health system leaders, click here to apply for a complimentary badge. Interested in exhibitor or sponsorship opportunities to connect with 3,000+ hospital and health system leaders? get the prospectus here.

Editorial Note: They earn a commission from partner links on Forbes Advisor. Commissions do not affect their editors' opinions or evaluations.

President Claudine Gay is out at Harvard, joining University of Pennsylvania’s Liz Magill, Stanford’s Marc Tessier-Lavigne, and Texas A&M’s Katherine Banks in the ranks of prominent higher education leaders abruptly exiting under pressure in the past six months and heralding hope that the era of decadence in American higher education is finally reaching the beginning of an end.

If Harvard and the other institutions want to turn things around, it will require more than mere personnel changes at the top. In the same December 19, 2023, column in which I predicted, “Absent rapid and dramatic improvements on the campus, Ms. Gay will be gone faster than one can say ‘Elizabeth Magill,’” I also wrote, “The problems are deep and go beyond any single individual.”

Where might governing boards start in an effort to restore public confidence in higher education, rebuild the reputations of institutions, and repair trust? The task is something like trying to put a derailed train back on track. The first thing is to get people to agree on the mission: teaching, learning, and research.

Asking what’s best for teaching, learning, and research helps cut through a lot of the other agendas that are being pushed. Other universities and colleges may have different missions but at many of the top institutions at least the professed mission is teaching, learning, and research. There were earlier historical missions, ranging from Christianizing the Indians (Dartmouth) to training Congregationalist ministers (Harvard, Yale). 

A lot of the modern nonsense — loosening academic standards to promote racial diversity; boycotting Israel; divesting from fossil fuels; dismantling settler-colonialism and racial capitalism; providing professional training for bureaucrats of enemy countries, eradicating inequality — undercuts the teaching, learning, and research. It makes sense only if one thinks of it as substituting a new religion of “progressive” politics in the place of the old Protestantism.

What’s hampering the teaching, learning, and research missions? I see three interrelated main issues: lack of viewpoint diversity, antisemitism, and mediocrity. They are related at Harvard, which has been beset by undistinguished far-left faculty using shoddy scholarship to defend the hatred of Jews. The shoddy scholarship is  basically, lies about Israel and the Jews. The culture of conformity and  intimidation prevents all but the gutsiest students and professors from calling out the lies. 

What helped save Harvard were the outsiders — Bill Ackman; Representatives Elise Stefanik and Virginia Foxx; the Manhattan Institute’s Chris Rufo; and John McWhorter. The insiders — the 700 faculty members, the Crimson editorial board, the Harvard Alumni Association executive board, the former presidents — defensively resisted what the faculty called “political pressures” and “outside forces.” Sometimes the “outside forces” create accountability where without them they would otherwise be absent.

Harvard professor Steven Pinker sketches a path forward emphasizing “free speech, institutional neutrality, nonviolence, viewpoint diversity, and DEI disempowerment.” Harvard professor Danielle Allen writes about “a culture of mutual respect with human dignity at the center” in contrast to “a shaming culture.” 

The antisemitism advisers to Ms. Gay have good ideas, including enforcing the university’s existing codes of conduct, auditing the Harvard courses and programs that are based on antisemitism, and adjusting admissions standards. I’ve called for more viewpoint diversity among admitted students.

At some point, the institutions will also need some clarity on whether they are primarily American or global institutions. If Ms. Gay hadn’t resigned, she would reportedly have been headed off to Communist China to try to replace the vanishing Jewish and American money with overseas cash.

It would have been an astonishingly tone-deaf move in the face of increasing bipartisan concern about Communist China, and after a chairman of Harvard’s chemistry and chemical biology department, Charles Lieber, was convicted on six criminal counts related to his work for Communist China. 

That Lieber scandal barely registered among the others — the manager of the Harvard Medical School morgue indicted for selling organs and corpses, the university discriminating unconstitutionally against Asian-American applicants in admissions.

Turning Harvard around will require not only the ideological acumen to understand what needs to happen but the management ability to make it so — not easy in a decentralized institution where lifetime tenure is common and humility is rare. If anyone can manage to succeed at it in a five- or ten-year term, the person would be well-positioned to run for president of the United States. Senator Sasse?

By Vinay Singh 

The transformative impacts of the COVID-19 pandemic have catalysed a profound reconsideration of traditional pedagogical approaches in medical and engineering education. As they stand on the cusp of 2024, the educational landscape of these disciplines continues to evolve, forging new paths and paradigms in response to the challenges and opportunities brought forth by the pandemic.

Enhancing adaptive exercise in medical education

The year 2023 was marked by a paradigm shift in medical education. Beyond cultivating adaptive expertise, educators emphasised interdisciplinary learning models, fostering collaboration between medical students and diverse fields such as psychology, sociology, and technology. Looking forward to 2024, the trajectory anticipates an evolution towards immersive, team-based learning modules. These modules aim to nurture a holistic understanding of healthcare challenges, preparing future professionals to tackle complex health issues through a multifaceted approach.

The advent of telemedicine and remote care, accelerated by the pandemic, has significantly altered clinical training methodologies. Real-time simulations and virtual patient encounters have become integral, ensuring that the next generation of healthcare professionals is adept at utilising technology to deliver patient-centred care efficiently.

Fostering creativity and innovation in medical education

Building upon the progress of 2023, engineering education in 2024 is projected to witness an intensified focus on sustainable design and technological innovation. Curricular revisions are underway to integrate environmental and social considerations, shaping engineers who possess not just technical acumen but also a profound sense of responsibility towards global challenges like climate change and societal equity.

Collaborations between academia and industry are gaining traction, offering students hands-on experience in real-world problem-solving. Industry-driven projects, internships, and mentorship programs are poised to further nurture students’ entrepreneurial spirit and problem-solving capabilities.

Navigating challenges and embracing opportunities 

2024 presents educational institutions with the challenge of recalibrating assessment methodologies. The need to evaluate competencies beyond academic achievements, including adaptability, emotional intelligence, and ethical decision-making, is becoming increasingly recognized. This shift aims to offer a more comprehensive evaluation of a student’s preparedness for the dynamic professional landscape.

Moreover, the evolution of digital tools in education transcends mere access; it aims to enhance learning experiences. Virtual laboratories, AI-driven adaptive learning systems, and augmented reality applications are revolutionising the way students engage with complex concepts, creating immersive and interactive learning environments that foster deeper understanding and retention of information.

Emerging trends and future outlook

Looking beyond 2024, the convergence of medical technologies and engineering innovations is expected to drive groundbreaking developments in healthcare. The interdisciplinary collaboration between medical and engineering disciplines is foreseen to unlock novel approaches in biotechnology, nanomedicine, and bioengineering, propelling the field towards new frontiers.

The global shift towards personalized and preventive healthcare models is poised to shape future educational landscapes. Courses integrating predictive analytics, genomics, and bioinformatics into medical and engineering curricula are anticipated to prepare professionals for a future centered on individualized patient care and disease prevention.

In conclusion, the future of medical and engineering education stands at the confluence of innovation, adaptability, and ethical responsibility. As they approach 2024 and beyond, these fields are not merely adapting but pioneering transformative changes. They are poised to lead the charge in shaping a more resilient, innovative, and socially conscious future, forging a path toward excellence in education and practice.

The author is the Executive Director and CEO, Thomson Digital and mp;amp;I

Copyright 2024 Scripps Media, Inc. All rights reserved. This material may not be published, broadcast, rewritten, or redistributed.

Team Herald

MARGAO: Registered medical practitioners whose registrations with Goa Medical Council (GMC) are overdue for renewal as on Dec 31, 2023 have been asked to renew the same within the next fifteen days.

Failure to renew overdue licences by all those practitioners within the stipulated time period will result in removal of their names from the register of members, the Council has warned.

The practitioners will have to fill Form 10 along with proof of having completed required Continuous Medical Education (CME) credits and payment of applicable fees including late fee.

Medical practitioners are bound to renew their GMC registration every five years for which they have to obtain 30 CME credits.

“Failure to renew overdue licences by all those practitioners within time period as stated above will result in removal of their names from register of members by following procedure as laid down u/s 23 read with rule 61 of Goa Medical Council Act, 1991 & Rules, 1995 in terms of resolution passed at ordinary meeting of Council held on 12-12-2023,” warned Registrar, Goa Medical Council, Gajanan Keni, in the notice that was issued.

In all 3,840 medical practitioners were registered with Goa Medical Council in Goa as of October 16, 2023.