At our institution, the cases are used to guide a preclinic conference. Each chapter includes links to one or more key references, which housestaff and faculty can read prior to clinic attendance, minimizing the amount of didactic information to be covered and enabling more in-depth discussion of the questions posed in the cases. The goals of the moderator should be to initiate lively discussion of the questions posed and elicit input from all participants. The cases, and faculty’s answers, can also be used for self-directed learning.
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Course License Agreement
In consideration of the subscription fee paid by you or by an institution on your behalf, Yale University (hereinafter referred to as “Yale”, “we” or “us”), in connection with Yale University School of Medicine’s Office-based Medicine Curriculum (the “Curriculum”), grants you, subject to the terms and conditions of this Agreement, a non-exclusive, non-transferable license and right to use and access individual screens containing the Licensed Content on appropriate computer terminals.
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Yale and the editors and authors of the Curriculum have conscientiously and carefully tried to provide medical information that conform to the standards of professional practice prevailing at the time of publication. While the Curriculum authors use reasonable efforts to see that no inaccurate or misleading data, opinion, or statement appear in Curriculum, we do not warrant or guaranty the completeness or accuracy of the Licensed Content. Additionally, standards and practices in medicine change as new data become available and the individual medical professional should consult a variety of sources in making clinical decisions for individual patients. Although updates to our Materials are issued periodically we do not guaranty the timeliness of any Licensed Content.
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The Curriculum describes basic principles of diagnosis and therapy. The information provided in the Curriculum is no substitute for individual patient assessment based upon the healthcare provider's examination of each patient and consideration of laboratory data and other factors unique to the patient. The Curriculum should be used as an educational tool to help the user be aware of diagnostic and treatment options, bearing in mind that individual and unique circumstances may lead the user to reach decisions not presented in the Curriculum.
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