This page is intended as a guide to writing a professional CV for those in the medical profession. To write a good CV you have to effectively analyze your skills and achievements and then present relevant information about yourself in a positive way. Once completed a well written CV can be used as a application to a advertised job or as part of speculative approach to potential employers.
Entry level Medical Receptionist resume that is ideal for students etc who have no work experience. Entry level Medical Assistant resume that is ideal for a student etc who has no work experience.
Consider showing your experience and achievements in two separate sections, for instance relevant experience and also additional experience. You need to do this to gain credibility with recruiters and convince the selectors that you have the full range of skills that they are looking for. Do not underline words, it may confuse an employers scanning software and therefore exclude you from any search results of their CV databases.
After completing your initial draft go over it again and redraft it to make sure it reads right. Regularly review and update your CV, keep it fresh by adding any new skills or training you have acquired.
Certification is the government’s official approval given to a person, which allows her to start a career as a CNA.
The skills test will take place in a setting such as a hospital or a nursing home, or a room set up exactly like a room in such a facility, and the candidate will have to perform five different procedures on actual people in order to pass this portion of the exam. Of course, since a person should have all these skills (and more) down pat by the time they graduate, it should be no problem demonstrating them. For trauma service patients only: apply Xeroform around the chest tube at the insertion site, making an air-tight seal. The Center for Professional Practice of Nursing strives to provide quality education to nurses and allied health professionals throughout the UC Davis Health System and community. Cleanse the first 2" of the chest tube with the antiseptic, starting where it exits the skin.
Eurosurveillance remains in the updated list of the Directory of Open Access Journals (DOAJ). Citation style for this article: Baka A, Fusco FM, Puro V, Vetter N, Skinhoj P, Ott K, Siikamaki H, Brodt HR, Gottschalk R, Follin P, Bannister B, De Carli G, Nisii C, Heptonstall J, Ippolito G. The SARS epidemic, the threat of bioterrorism, and recent examples of imported highly infectious diseases (HID) in Europe have all highlighted the importance of competent clinical and public health management of infectious disease emergencies. EUNID was created to exchange information, share best practice, develop training, and improve the connections between national (or regional) isolation units. Infectious disease medicine is formally recognised as an independent specialty or subspecialty in most, but not all, countries in Europe [7]. The European Union of Medical Specialists has developed a core curriculum for training in clinical infectious diseases and a training logbook to assist countries without a written curriculum in order to facilitate the development of common standards of training in infectious disease medicine within Europe [9,10]. EUNID has therefore developed a core curriculum and an accompanying prototype training course that cover the theoretical and practical aspects of the management of patients with HID. The EUNID coordination team then used the data obtained in the questionnaire to develop a draft core curriculum and an outline training course. Representatives from five countries (Germany, Greece, Italy, Sweden and the United Kingdom) reported that some form of training in the management of HID was available in their country. All EUNID partners who contributed to the development of the core curriculum and course outline highlighted the importance of practical skills-and-drills based training. The curriculum therefore has two components: theoretical knowledge (Table 1) and practical skills (Table 2), each of which relate to the areas identified by consensus between EUNID partners as key to the management of HID.
The aim of the “knowledge” module is to introduce the trainees to the clinical aspects of HID and their impact on public health, and to the principles of infection control, including selection and use of personal protective equipment, disinfection and waste management, through didactic teaching and class-based discussion. Learning material (course manual, selected texts, e-learning activities) should be made available to trainees at least six weeks before the course, to encourage their active participation and ensure that everyone has the opportunity to start the course with the same level of basic knowledge.
EUNID partners agreed that the course should be accompanied by an assessment of the performance of trainees and trainers, and an assessment of the training material [19].
Multiple studies support the intuitive association between higher provider practice and better clinical outcomes (“practice makes perfect”) [20,21], but few clinicians or public health practitioners working in the EU have first hand experience of highly infectious diseases gained from direct involvement in case management. Given this situation, there is a need for continued education and training of the healthcare professionals likely to be involved in diagnosis, management and response to infectious disease emergencies involving HID.
However, public health preparedness for many nations cannot be achieved by national initiatives alone, but requires a cohesive international programme that includes collaborative training.
The course as described is intended to be taught over three days on site in a healthcare facility with an attached high level isolation unit, so that trainees can gain exposure to the specialised equipment and techniques used in such units. The development of the curriculum and course in the future will improve the sharing of experience between healthcare professionals from different countries, and the experience of participation in a common European training course, based on a common core curriculum, will facilitate communication and collaboration during a real international public health emergency.
This work was partly supported by the EC grant EUNID (2003207), and by the Ministero della Salute, Italia - Ricerca Corrente, Istituti di Ricovero e Cura a Carattere Scientifico. Disclaimer: The opinions expressed by authors contributing to Eurosurveillance do not necessarily reflect the opinions of the European Centre for Disease Prevention and Control (ECDC) or the editorial team or the institutions with which the authors are affiliated. The career information on this page will be constantly updated and aims to be useful to medical students, physicians, doctors, nurses etc.. Focus on matching your abilities and work experience to the employers selection criteria and requirements.
If you would like the fully editable MS Word versions of the CV templates below then you can purchase all of them for ONLY £5.
However due to the nature of the industry, a medical resume can be longer, but still try to keep it short, concise and avoid inserting irrelevant information.

From reading the job advert create a list of key competencies the recruiter is looking for. It requires excellent communication skills as you will be working as part of a team and also liaising with patients and their relatives.
Job seekers may download and use these resumes for their own personal use to help them create their own CVs. There’s a written (or oral) exam, and a skills test, which is taken on location in an actual or simulated health care facility.
What makes this especially tricky is that a person has no idea which five procedures they’re going to asked to demonstrate.
In fact, far more CNA candidates fail the written portion of the exam than fail the skills portion.
A curriculum for training healthcare workers in the management of highly infectious diseases.
Although the European Union of Medical Specialists in Europe and the Infectious Diseases Society of America have developed curricula for training in infectious disease medicine, neither of those mentions training in the management of HIDs. In North America, the Infectious Diseases Society of America (IDSA) published a consensus-based core curriculum for clinical training in adult infectious disease medicine in 1998. Its objective was the creation of a common training framework in the EU in order to provide health professionals with the knowledge and skills needed to safely manage HID.
Ebola, Lassa, Marburg and Crimean Congo haemorrhagic fevers), multi-drug and extensively-drug resistant tuberculosis (MDR- and XDR-TB) and smallpox. The survey also sought the partners’ views on whether formal, standardised training of such professionals in the management of HIDs was desirable, and asked them to list the key elements of an optimal training programme. The course was designed according to “outcomes-based education” principles; working “backwards” from the outcomes to be obtained by the trainees to the elements of the desired course (content, teaching and learning experiences, assessment, and evaluation), and recognising that trainees are more likely to retain information if they participate actively in the learning process, and if didactic teaching is backed up with practical, skills-based, learning [14,15,16]. They reported that this training was largely un-standardised, and mostly targeted to high-level isolation unit personnel, as were arrangements for regular updating of knowledge and skills.
The course is designed to be taught over a minimum of three days in the setting of a healthcare facility with an attached high-level isolation unit. The module consists of a series of 12 lectures, which require a minimum total teaching time of 10 hours. It consists of three skill stations that cover the use of respiratory equipment, PPE, and country-specific medical equipment, e.g. The evaluation of trainees should have three elements: a pre-course test, an in-course assessment of performance in skill stations and clinical scenarios, and a post-course test.
The training faculty should collectively review these evaluations, which should be used to refine the course content and retained for use in benchmarking future courses. Most preparedness and response plans recognise this, and considerable resources have been invested in developing national guidelines, fact sheets, incident response check lists, teaching slide sets, decision-based algorithms for diagnosis, and clinical management pathways for highly infectious diseases. EPIET aims to improve the response capacity of public health professionals in Europe and neighbouring countries and now also covers bioterrorism and rapid assessment of emergencies [28]. The described training tools have the advantage of being shaped through consensus by clinicians with a broad range of expertise in infectious disease and public health who have experience in identifying and meeting training needs within their own institutions, which include high security isolation units. We believe that a three-day course would, given time and cost constraints, be more accessible to trainees than a longer one, but we recognise that the course is very tightly scheduled. We hope that trainees who have completed the course will be able to contribute to health protection in Europe, and to the broader European response to infectious disease emergencies.
Bioterrorism-related inhalational anthrax: the first 10 cases reported in the United States. The European Union Medical Specialties core training curriculum in infectious diseases: overview of national systems and distribution of specialists.
Postgraduate training in infectious diseases: investigating the current status in the international community. Fellowship in Infectious Diseases: A report from the regional and National Meetings of Infectious Diseases Division Chiefs and Program Directors. Using simulation for training and to change protocol during the outbreak of severe acute respiratory syndrome. Suggested prototype EUNID course schedule for the management of patients with highly infectious diseases.
Course for the management of patients with highly infectious diseases: content of knowledge and skills modules.
Suspected SARS patients hospitalised in French isolation units during the early SARS epidemic: The French experience. Quality assurance for the diagnostics of viral diseases to enhance the emergency preparedness in Europe. Neither ECDC nor any person acting on behalf of ECDC is responsible for the use that might be made of the information in this journal.
Avoid generic statements or vague assertions of what you can do, instead give specific detailed and accounts of your relevant skill sets and if possible back them up with evidence. There are two things a person needs to do in order to become a certified CNA: graduate from an approved training program, and then pass the official certification test. The European Commission, within its Public Health and Risk Assessment Programme, is funding a number of activities intended to improve health security, build capacity, and strengthen preparedness for response to infectious disease emergencies. Most members are infectious disease clinicians, but the group also covers expertise from public health and epidemiology to emergency preparedness, pulmonary medicine, microbiology, infection control, and critical care medicine.
However, it excludes rabies and anthrax, which are lethal and require a specific public health response, but are not easily transmissible from person to person, and measles, which is easily transmissible but rarely lethal in developed countries [13].
It consists of two integrated modules, matching the two components described in the curriculum. The learning objectives for each lecture or subgroup of lectures match those outlined in Table 1.

The pre- and post-course tests would both consist of multiple choice questions, either web- or hardcopy-based, drawn from a pool of questions developed by experts in the management of HID or infectious disease emergencies and piloted to ensure consistency and suitability. However, there is no equivalent common framework for training in the clinical setting in Europe, where the ways in which highly infectious diseases are managed vary considerably between and within countries. The curriculum has been designed in a way that, if desired, it could, be integrated into existing training curricula for infectious disease medicine, other medical specialties, or other disciplines. We are convinced that the schedule is feasible provided that trainees undertake the pre-course preparation as intended, and the course itself is well organised. EUNID intends to apply for European continuing medical education (CME) accreditation for the course from the European Board for Accreditation in Infectious Diseases (EBAID) and will also seek the opinion of the European Union of Medical Specialists Section of Infectious Diseases on the curriculum and course content [29].
However these curriculum vitae samples must not be distributed or made available on other websites without our prior permission. Passing the CNA exam is the final step in qualifying for a new career as a Certified Nursing Assistant, and it is not negotiable. There are some good study guides and flash card sets available for those who want to prepare as much as they can so they can get started on their CNA career right away. Eurosurveillance is listed there as a ‘green’ journal, which means that authors can archive pre-print (i.e. The European Union of Medical Specialists’ curriculum was updated in 2002, and now also requires an understanding of the issues related to the clinical presentation, early recognition, epidemiology, management and control of infections which could potentially be deliberately released into a community for example, smallpox, anthrax, plague, botulism and tularaemia [9].
This report describes the development and outlines the content of the curriculum and training course. Module 1 “knowledge” provides the knowledge and evidence base for Module 2 “practical skills”, which offers practical, skills-based training.
A lecture is incorporated into an on-site tour of a functioning high-level isolation unit and during four clinical scenario exercises the trainees work in small groups to manage a patient. The pre-course test should be provided to trainees at the same time as the course material, and completed as part of the pre-course preparation. Haemorrhagic fever virus infections are imported to Europe sufficiently often to require preparedness, and but not frequently enough to generate widespread clinical expertise or confidence in their management [25,26,27]. Ammon et al SARS: Retrospective cohort study among German guests of the Hotel 'M', Hong Kong.
In other words, you absolutely must pass the CNA exam to become certified and be allowed to work as a nurse’s aide. Between April 2005 and September 2006, EUNID developed a curriculum and accompanying training course on the basis of a questionnaire that was sent to all country representatives and discussion, followed by amendment of drafts shared through the project website, and a final consensus meeting. The skill stations are modelled on those offered in internationally recognised resuscitation courses (e.g. Trainees should be given their test score by the course organiser at registration, and have an opportunity to discuss issues about which they were uncertain with a trainer.
It also puts a strong emphasis on the public health response to infectious disease emergencies, and could be used to cross-train public health practitioners, and others (e.g. Except where otherwise stated, all manuscripts published after 1 January 2016 will be published under the Creative Commons Attribution (CC BY) licence. Failing the exam means you’ll have to retake the test in the future, pay additional testing fees, and possibly pay for more training. Should a person fail, they will be charged another fee every time they retake the exams, although the cost is usually lower than the initial testing fee.
The resulting curriculum consists of a two-module course covering the core knowledge and skills that healthcare workers need to safely treat a patient who has, or who may have, an HID. Although infectious disease clinicians will be involved, either directly or through consultation, in the management of any patient who has, or might have, an HID, neither model specifically mentions training in the management of HID, or training in preparedness for infectious disease emergencies. Trainees would take the post-course test on the final day of the course, and the results of the post-course test, coupled with performance at the clinical scenario stations, would form the basis of the final trainee assessment. You are free to share and adapt the material, but you must give appropriate credit, provide a link to the licence, and indicate if changes were made.
The written test is also important, and it will usually have about 70 multiple choice questions on it, and the candidate will have two hours or so to finish it. The first module introduces theoretical aspects of HID management, including disease-specific knowledge, infection control, and the public health response, through didactic teaching and class-based discussion.
The clinical scenario exercises are intended to give trainees the opportunity to work together as an interdisciplinary team, to experience working in the setting of a high-level isolation unit, and to use the knowledge and practice the skills they learned during the course. These questions will cover all aspects of the duties a CNA is expected to perform, and the information needed to perform them correctly.
The second module involves a “skill station” and a clinical scenario, and equips trainees with relevant practical skills, including the use of specialised equipment and teamwork practice in patient management. Yes, a training program may be approved, but that doesn’t mean that every teacher in the school is excellent.
In many states, the written exam can be taken orally if a person chooses to do so because they have trouble reading, or they’re not fluent in English.
Together, the curriculum and course contribute to the creation of a common framework for training healthcare professionals in Europe, and although they are designed primarily for clinicians that are directly involved in patient care, they are relevant also to public health professionals and others who may be involved in HID management and emergency response. So, to protect the public, passing the exam is the necessary final step to CNA certification.

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