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Exam Code: CNSC NBNSC Certified Nutrition Support Clinician learning January 2024 by team

CNSC NBNSC Certified Nutrition Support Clinician

BNSC certification provides an avenue to demonstrate that you have attained the skills and knowledge necessary to provide quality nutrition support care. We have determined the body of knowledge needed to have an understanding of nutrition support and developed a fair and valid means to test care providers including physicians, dietitians, pharmacists, physician assistants, and nurses.

Certified professionals are recognized as quality providers of nutrition support by the public, their colleagues, other members of the healthcare team, and administrators. The Certified Nutrition Support Clinician ® (CNSC®) certification can provide job mobility, open up job opportunities, and, in some cases, lead to promotion and monetary gain.

Objectives of Certification

To promote enhanced delivery of safe and effective care through the certification of qualified clinicians in nutrition support by:

Recognizing formally those individuals who meet eligibility requirements of the National Board of Nutrition Support Certification, Inc. and pass the certification examination for nutrition support clinicians.

Encouraging continued professional growth in the practice of nutrition support.

Establishing and measuring the level of knowledge required for certification by a nutrition support clinician.

Providing a standard of minimum knowledge deemed appropriate for clinicians practicing nutrition support; thereby assisting the public, healthcare professionals, and employers in the assessment of nutrition support clinicians.

Nutrition Support is an inter-professional field. After conducting extensive research, NBNSC developed a new credential, the CNSC® that is fair and valid for all professional disciplines involved in nutrition support. The dietitians, nurses, pharmacists, physician assistants, and physicians who provide care share a common body of knowledge and expertise that NBNSC has captured in the new exam format. The content of the exam reflects the tasks that healthcare professionals provide on a daily basis.

I. Nutrition Assessment (32%)

II. Clinical Management (55%)

III. Process Management (3%)

IV. Professional Practice (10%)
NBNSC Certified Nutrition Support Clinician
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Podiatry-License-Exam-Part-III Podiatry License Exam Part III - 2023 CNSC Exam PDF comprises of Complete Pool of CNSC Questions and Answers with Dumps checked and updated with references and clarifications. Our objective to assemble the CNSC Questions and Answers is not just to pass the CNSC exam at the first attempt yet Really Improve Your Knowledge about the CNSC exam subjects.
NBNSC Certified Nutrition Support Clinician
Question: 43
Nutrient needs of infants diagnosed with bronchopulmonary dysplasia:
A. Are linked with linear growth
B. May include a resting energy expenditure 50% higher than that of normal
C. May include use of diuretics to regulate water balance
D. All of the above
Answer: D
Nutrient needs of infants diagnosed with bronchopulmonary disease are linked
with linear growth (a measure of lung development), may include a resting energy
expenditure that is 50% higher than that of normal infants, and may include the
use of diuretics to regulate water balance. Bronchopulmonary disease is a
common lung disorder in premature infants which increases energy needs.
Diuretics are often needed to regulate water balance as a result of respiratory
Question: 44
The following nutrition diagnosis is written in what type of format: Poor
glycemic control is related to skipping use of oral hypoglycemic agents as
evidenced by random blood glucose levels greater than 200 mg/dl.
A. SOAP note
C. PES statement
D. Continuity of care record
Answer: C
The nutrition diagnosis Poor glycemic control is related to skipping use of oral
hypoglycemic agents as evidenced by random blood glucose levels greater than
200 mg/dl is written as a PES statement (P is problem, E is etiology, S is signs or
symptoms). Problem = poor glycemic control, Etiology = skipping use of oral
hypoglycemic agents, S = blood glucose levels greater than 200 mg/dl.
Question: 45
Which dietary measures are recommended for treating hypercalcuria that is not
associated with renal stones?
A. Limiting calcium to 1000 mg per day
B. Increasing fluid intake to 2 liters per day
C. 400 IU vitamin D per day
D. Limiting animal protein to less than 1.7 g/kg per day
Answer: D
Limiting animal protein to less than 1.7 g/kg per day is recommended for the
treatment of hypercalcuria because excessive intakes of animal protein cause
calcium loss from the bones. A moderate calcium intake of 600-800 mg of
calcium per day is recommended, since lowering calcium intake results in
increased absorption. Increasing fluid intake does not prevent hypercalcuria.
Question: 46
Which of the following is a common side effect of immunosuppressive drug
therapy used in organ transplantation?
A. Sodium and fluid diuresis
B. Hyperphosphatemia
C. Hyperkalemia
D. Decreased vitamin C requirements
Answer: C
Hyperkalemia (elevated potassium levels) is a common side effect of
immunosuppressive drug therapy used in organ transplantation, as a result of
disturbances in renal hormone activity. Sodium and fluid retention and
hypophosphatemia are also side effects of immunosuppressive drugs.
Question: 47
Brown adipose tissue performs what function in the body:
A. Protects internal organs from injury
B. Storage site for triglycerides
C. Is considered to be essential fat that supports metabolic processes
D. Heat production and regulation of body temperature
Answer: D
Brown adipose tissue is believed to regulate heat production and body
temperature, particularly in infants who are susceptible to hypothermia. White
adipose tissue is the major type of fat in the body. It protects internal organs from
injury, stores triglycerides, and makes up the essential fat that supports many
metabolic processes.
Question: 48
Age-associated bone loss among the elderly:
A. Is always reversed with calcium supplementation
B. Can be prevented by cardiovascular exercise such as swimming
C. Affects both trabecular and cortical bone
D. May be slowed by the use of steroid drugs
Answer: C
Age-associated bone loss among the elderly affects both trabecular (spongy) and
cortical (hard) bone. Age-associated bone loss may be slowed by calcium
supplementation, through may not be reversed. Bone loss is slowed by weight-
bearing exercise, such as walking, aerobics, and weight training, and accelerated
by the use of steroid drugs.
Question: 49
Which of the following vitamins functions as a hormone?
A. Folic acid
B. Vitamin C
C. Vitamin E
D. Vitamin D
Answer: D
Vitamin D functions in the form calcitriol as a hormone in the regulation of body
calcium and phosphorus. It is also responsible for the formation of bone.
Question: 50
50. Which of the following is true for athletic amenorrhea, the loss of menstrual
periods caused by excessive exercise?
A. It results in irreversible bone loss
B. It may be successfully treated by increasing carbohydrate intake
C. It is treated by decreasing the intensity and amount of exercise
D. Both A and C
E. Both A and B
Answer: D
Athletic amenorrhea, the loss of menstrual periods caused by excessive exercise,
results in irreversible bone loss and is treated by decreasing the intensity and
amount of exercise. It is not helped by increasing intake of carbohydrates.
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Medical Certified learning - BingNews Search results Medical Certified learning - BingNews Mental health, burnout concerns not addressed in new PG medical education regulations, say doctors

Image used for representation purpose only.

The recently notified Post-Graduate Medical Education Regulations, 2023 have drawn criticism from doctors, who say that key concerns — such as the working hours, mental health and burnout issues among resident doctors, as well as the irregularity of stipends — have not been addressed. Doctors were also unhappy that the guidelines are silent on the integration of Artificial Intelligence in the curriculum.

The regulations cover the admission, counselling, and course work for post graduate medical education in India. They stipulate that the students will be provided “reasonable time for rest” in a day, and will be permitted a minimum 20 days of casual leaves per year and five days of academic leave per year. 

Doctors with disabilities

None of the recommendations provided by a group called Doctors with Disabilities: Agents of Change were taken into consideration, said Satendra Singh, a disability rights activist and medical doctor at the University College of Medical Sciences and Guru Tegh Bahadur Hospital. “On January 1, 2024, the [National Medical Commission] NMC Gazette was published, including the last two pages outlining guidelines for candidates with disabilities in postgraduate admission. The gazette offers inclusivity by providing 5% reservation to doctors with disabilities in PG admission, which was already in existence,” he said.

Also read: Safety, in the line of duty: on Kerala’s move and health-care workers

Saying that the recommendations submitted by their group were overlooked, he noted that the current version of the regulations violated a Supreme Court order. “For instance, a girl with a speech disability was granted admission in the Undergraduate medical programme in Haryana this year, but this gazette would render her ineligible for PG admission. Additionally, perplexing new terms like ‘moderate’ dyslexia have been introduced, which are not in accordance with the Act. The gazette also asserts that individuals with mental illness and autism cannot be granted admission due to a purported lack of methods to establish diagnosis, a claim contradicted by existing rules,” he said.

Groundbreaking reforms

In a statement, the Commission said that the regulations brought in groundbreaking reforms in post-graduate medical education aimed at fostering quality, ethical practice, and inclusivity within the medical fraternity. These reforms encompass various critical aspects of post-graduate medical training and aim to enhance the standards of education and practice nationwide. 

“The regulation prohibits the migration of students from one medical institution to another. Additionally, seat reservations in medical colleges for various categories will align with the prevailing laws in States/Union Territories,” the notification states.

Yogender Malik, a member of the Ethics and Medical Registration Board and Head of the Media Division at NMC, said: “The comprehensive reforms outlined in the Post-Graduate Medical Education Regulations, 2023, mark a pivotal moment in ensuring the highest standards of medical education in our country. These regulations underscore our commitment to nurturing a proficient and ethical healthcare workforce. We aim to enhance the educational landscape, emphasising inclusivity and competence among future medical professionals.”

Thu, 04 Jan 2024 23:56:00 -0600 en text/html
Opinion: Medical students must learn to have compassion for patients. This begins with body donors.

Eyler, Ph.D., is director of Center for Empathy and Compassion Training in Medical Education, Sanford Institute for Empathy and Compassion at UC San Diego and lives in Linda Vista. Noel, Ph.D., is professor and chief of division of anatomy at the department of surgery at UC San Diego and lives in Carmel Valley.

Anatomical dissection is a canonical part of medical education and is often considered a rite of passage for first-year students — it is simultaneously a fascinating and troubling experience for many. While learning novel and detailed information about the human body, students find themselves confronting complex and potent aspects of the clinician-patient relationship, such as power, boundaries, respect for fellow humans and the sanctity of life, often leading to intense emotions.

The exploration of death, dying and end-of-life issues during the course can be emotionally taxing, causing anxiety and unease for many students. Most medical schools teach anatomy to equip students with fundamental knowledge and technical skills, but the experience of human dissection serves as a pivotal and transformative moment. It not only provides a solid foundation for medical practice but also plays a crucial role in nurturing emotionally equipped health care professionals who are capable of delivering compassionate care to patients. At UC San Diego School of Medicine, we understand the importance of forging a meaningful connection between students and donors who selflessly contribute their bodies to medical education.

To facilitate this connection, we have implemented humanistic exercises at the start of each anatomy lab, a practice that we call Compassionatomy. This lab was, and continues to be, developed with the support of the Sanford Institute for Empathy and Compassion and the Compassion Institute. Through activities such as guided meditation, storytelling, or discussions on empathy and compassion, students are given the opportunity to connect with the humanity of the donors. Students are encouraged to take the perspective of the donors, contemplating their lives, experiences and the profound act of selflessness they have shown. Then, discussions are held where students openly share their own vulnerabilities and fears, unveiling the donors’ stories and acknowledging the shared human experience of mortality. By incorporating these exercises, we aim to instill a deep sense of gratitude and respect within our students, reminding them of the privilege and responsibility that comes with studying the human body

As highlighted in a recent article by The New York Times, “Honoring the Body Donors Who Are a Medical Student’s ‘First Patient’” by April Rubin, gratitude ceremonies at which students gather to express their appreciation for body donors and their families are held in many institutions across the country. In fact, UC San Diego has a long tradition of extending invitations to the families of body donors to participate in our annual memorial service, which is led by students to honor the donors who provide invaluable learning experiences for future health care professionals. The inclusion of the families provides an opportunity for students to directly express their appreciation and gratitude for the donors’ profound impact on their education. Additionally, it offers a sense of closure for the families, as they witness the lasting impact their loved ones have created through medical education.

The Compassionatomy curriculum extends upon this tradition by encouraging students to express their gratitude and reflections through letter writing at the beginning and end of the school year. These letters, filled with heartfelt messages of gratitude, are read aloud and later burned as a group during a solemn ceremony held at La Jolla Shores, near the UC San Diego School of Medicine Donor Memorial Site. This powerful ritual symbolizes the release of the letters’ sentiments, allowing them to join the winds and waves as a collective tribute to the donors.

Through these activities, UC San Diego joins a select group of institutions, including University of Colorado School of Medicine and University of Texas Health Science Center at San Antonio, that prioritize humanism in anatomical education. Just like these other institutions, treating the donors as the students’ “first patients” is a crucial aspect of our approach. The humanistic exercises not only help students forge a personal connection with the donors but also serve as a foundation for developing strong ethical values and professionalism.

By approaching the donors with reverence and care, we believe that students learn the importance of empathy, dignity and patient-centered care, which are essential qualities for future health care providers. Donors and families can be assured that their gift is transformative for medical students and that the donor’s legacy lives on in the compassionate and skilled doctors fostered through a humanistic approach to anatomy. To develop more skilled doctors in our region and beyond, medical schools should adopt humanistic exercises and rituals, like those included in Compassionatomy, as a foundational part of anatomy education.

Wed, 03 Jan 2024 19:05:00 -0600 en-US text/html
J&J Worldwide Services to Operate, Maintain Military Medical Education Training Campus; Steve Kelley Quoted

J&J Worldwide Services has concluded the transition phase of a four-year contract from the U.S. Army Corps of Engineers to help the Defense Health Agency operate and maintain a military medical education and training campus in San Antonio, Texas.

The company said work on the Medical Education Training Campus operations and maintenance support contract began Monday.

“Our team is proud to be welcomed back as the preferred O&M services provider for the Tri-Service Campus,” said Steve Kelley, CEO and president of J&J Worldwide Services.

METC provides training to enlisted medical personnel from the U.S. Army, Navy and Air Force with approximately 16,500 graduates annually.

The tri-service campus has a total of 48 medical training programs.

Mon, 01 Jan 2024 20:19:00 -0600 en-US text/html
For Baltimore medical students, dissection of human body triggers deep emotion No result found, try new keyword!While technology is used increasingly in medical schools across the country to teach students anatomy and physiology, many — including two based in Baltimore — require future doctors to dissect a ... Thu, 04 Jan 2024 12:23:00 -0600 en-us text/html Experts advocate for a digital shift in medical 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): We 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 our patients and to enable a fulfilling career in medicine. One current example is the use of AI in medicine. As educators, we must ensure that our students understand how to utilize it most effectively in practice and are aware of the latest trends in this area. At the same time, we are actively working with counterparts across our 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 we 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] our simulation experience, we've found that one part of simulation that does really well is building the self-confidence in students' abilities. … We know that we 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, we 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.

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Fri, 29 Dec 2023 01:51:00 -0600 en-gb text/html
NMC issues FAQs on Maintenance of Standards of Medical Education Regulations 2023, details

New Delhi: Through a recent notice, the National Medical Commission (NMC) has released the Frequently Asked Questions (FAQs) for Maintenance of Standards of Medical Education Regulations 2023, (MSMER 2023).

Issuing the FAQs, the NMC discussed the format of the annual disclosure report, areas of evaluation and submission of information to the NMC for assessment.

The notice further stated, "These FAQs are in the nature of explanation for ease of understanding of the general public and cannot be upheld in a court of law. Please refer to the relevant Guidelines for legal validity."

1. From which date will these Regulations be applicable?

These Regulations shall be applicable from the date of publication i.e. from 19th September, 2023.

2. For whom are these Regulations applicable?

These Regulations are applicable for all stake holders, i.e. for every institution / medical college under jurisdiction of NMC.

3. Where can the format for ANNUAL DISCLOSURE REPORT be available?

Shall be as per the annexure VII pages 60 to 64 on the pdf attached below. However modifications in this format may be made from time to time.

4. Where and when should the Annual Disclosure be uploaded?

After its establishment, the medical college / institution shall upload the annual disclosure as per the notifications put by corresponding Boards - UGMEB or PGMEB; from time to time.

5. Is college required to furnish any other information related to establishment / functioning of the college or MSR/ CBME, etc to NMC or any of its Boards?

The concerned Board may seek such additional information as and when deemed necessary for their assessment and otherwise from the concerned medical institution or related agencies having or exercising control over that medical college / institution.

6. What will be the areas of Evaluation of Report?

Keeping in mind the overall objectives of the Act, the UGMEB or PGMEB may seek information related to (although not necessarily limited to) :

i. verification of physical infrastructure;

ii. availability of required number of qualified faculty for actual teaching, research and to undertake necessary student learning activities on a regular and continued basis;

iii. availability of adequate clinical material in terms of number of patients of different specialties,

iv. variety of patients to fulfill all round training of students,

v. number of variety of procedures, surgeries, laboratory investigations, radiological investigations and other relevant investigations;

vi. assessment of the teaching methodology adopted;

vii. the methods and modes of assessment, grading of the students;

viii. review of feedback from students;

ix. other parameters related to standards of medical education that may be added from time to time by the respective boards or NMC.

7. What will be the time frame for submission of the data to the concerned Board/ NMC?

Not later than 30 days from the date of receipt of communication from the concerned Board or such additional time provided by the respective Board on specific request from the applicant in that regard. Ordinarily the college must be ready with all the required information once the batch of students (for UG/PG) is ready to be admitted for that academic year.

8. What will be the consequences if the applicant fails to submit such information within the prescribed time limit?

Failure in submission of such information or data due to any reason shall be deemed as non-compliance with the Regulations and shall attract penalty. However remedial measures or actions may be contemplated upon by the concerned Board after joint meetings with other Boards/ NMC and such action shall be intimated to the medical college/ institution within a period of 3 weeks.

9. What will be the outcome of Compliance/ successful disclosure of required information provided by the college/ institution?

If the medical college/ institution is found to be successfully meeting requirements as prescribed for the concerned Board, then the concerned Board shall provide a renewal certificate for continuation of the course(s) and admission of students thereof for the forthcoming Academic Year.

To view the notice, click on the link below -

Thu, 04 Jan 2024 22:40:00 -0600 en text/html
Mobile CPR training stations teach lifesaving skills

The News10NBC Team details breaking News, Traffic and Weather.

VICTOR, N.Y. – Tuesday marks one year since Buffalo Bills safety Damar Hamlin collapsed on the field during their game against the Cincinnati Bengals.

And that started a flurry of people learning and becoming certified in CPR and using an automatic external defibrillator or AED.

Now, the University of Rochester Medical Center and the American Heart Association are expanding CPR accessibility at the Eastview Mall. The two organizations put a mobile, hands-only CPR training station in the mall right outside of Dick’s House of Sport for people to learn and practice on.

The machine runs through a training and practice session and then a 30 second test. Overall, the whole experience may take five minutes, but you’ll have the knowledge for a lifetime.

“It doesn’t take long to do. And it just makes you feel like, yes, I know what this is like. I can do this,” Judy Dumar, who used the machine said.

Dumar and Joy Jennejohn both used the machine, and decided they wanted to become CPR certified after finishing.

“It’s physically harder than I thought, but it’s simple,” Jenne John said.

“My heart is still beating from doing this. So yay to first responders and doctors and nurses. I congratulate you, but I’m glad that I did this,” Dumar said.

And Cardiologist Robert Rosenblatt says that when someone knows CPR and administers it, it can increase the survival rate of the person who needs it by 20 to 30 percent.

“Survival rates historically for cardiac arrest are pretty poor. About one in ten people or 10% of people survive. And out-of-hospital, cardiac arrest, early CPR and just, you know, good CPR awareness from bystanders and initiation of CPR can increase the survival rates two to three times,” Rosenblatt said.

And not only are these available a year after Damar Hamlin collapsed, but it’s also been two weeks since a 15-year-old Monroe High School student collapsed on the court during his JV basketball game.

“There’s many reasons for a young athlete to go down, like what happened to Damar, and I think what happened to that 15-year-old was commotio cordis, I think he got hit in the chest and it it happens. It’s not that infrequent. And we have had several cases locally, I think years before. I think there was a kid that went down in Brighton, if I remember correctly, you know, in years gone by, unfortunately the survival rate for that was very low,” Rosenblatt said.

This is why Rosenblatt says it is extremely important to learn CPR and have these machines in an accessible place like the mall.

The mobile station will be available for people to use through January 31.

And if you’re looking to get CPR certified, you can find a list of classes in the Rochester area here.

Tue, 02 Jan 2024 13:53:00 -0600 en-US text/html
EU Grants Medical Device Certification to iRhythm’s Zio Wearable ECG with AI Detection of Heart Problems No result found, try new keyword!In a groundbreaking development in cardiac healthcare, iRhythm Technologies has received European Union (EU) medical device certification for its innovative Zio wearable ECG (Electrocardiogram). This ... Wed, 03 Jan 2024 19:23:10 -0600 en-us text/html Revolutionising medical education in India; bridging the gap between tradition and technology No result found, try new keyword!There are numerous medical apps for iPhones and Android devices that focus on anatomy and physiology, medical problem-solving, diagnosis, and treatment. Wed, 03 Jan 2024 13:13:03 -0600 en-us text/html SIU medical student competing for Miss America

CARBONDALE — SIU medical student Jessica Tilton will represent the state of Illinois in the Miss America competition, broadcast live from Orlando, on Jan. 14.

Jessica Stanton parades her Miss Illinois sash.

Tilton started competing in pageants two years ago to fund her way through medical school, according to a release from Southern Illinois University School of Medicine. Now, halfway through her first year at SIU, scholarships from the Miss America Opportunity have indeed helped fund her education.

A native of Washington, Illinois, she competed for the first time in January 2022 in the Miss Central Illinois competition.

She considers her small-town upbringing idyllic, but a mixed blessing, according to the release. “Part of why I got into medicine is because I really want to help others in rural and underserved communities,” she said.

She said her interest in medicine was fostered through a youth spent in sports and gymnastics, which caused strains and subsequent trips to an orthopedic physician’s office.

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At the entrance to the clinic, a gallery of doctors’ photos greeted her. All of them were men.

She said her child self wanted to be the first female physician on the mural and to someday inspire other little girls to achieve their dreams.

The more she learned about physiology and how muscles and bone work together, the more she wanted to explore a potential health care career, the release said. In high school, she enrolled in community college courses to become a certified nursing assistant. The same weekend she received her high school diploma, Tilton earned her CNA license.

Studying biology at Bradley University, she conducted research on cocaine’s effect on juveniles. She worked in a molecular lab analyzing RT-PCR tests during the height of COVID, while a full-time student. She graduated with bachelor’s and master’s of science degrees in biology.

In the middle of pursuing those degrees, she had an accident that nearly derailed her dreams, the release said.

On a Hawaiian vacation, Tilton was struck by a lava bomb that shattered her hip, sacrum, femur and tibia. Over the next four years, she endured physical therapy, relearned how to walk, and went through five different surgeries.

Following college graduation, she taught biology courses at Bradley University and supervised a group of research students for two years before applying to medical school. She also coached the color guard squad at Washington High School, her alma mater.

When Tilton took her first tentative steps into the pageant competition circuit, she channeled her personal interests into the mix. She enjoyed the creativity of sewing her outfits and dresses and drew upon her muscle memory from years of gymnastics and color guard.

She competed for Miss Illinois in June 2022 and lost.

“I knew I wanted to improve,” she said in the release. “I watched tape like a basketball player, sought out a coach and worked on my interviewing skills.

While teaching at Bradley, Miss America became her “second job.” With coaching, determination and teamwork, Tilton competed and won the local title of Miss Quad Cities, a preliminary competition to Miss Illinois.

She returned to Miss Illinois in June 2023. This time she won.

Her talent in the Miss America competition will be a flag performance, the first time it has ever been done in the national pageant. According to the release, in both medical research and pageants, novelty is prized.

She is also championing organ donation in her platform, a cause very personal to her. Tilton’s paternal grandfather had polycystic kidney disease.

“It was a spontaneous mutation, and he didn’t find out until he was in his 40s,” she said. “Unfortunately, by that point, his kidneys were pretty far gone, and he needed a transplant to survive. But because of a donor, I got to grow up with him.”

Jessica’s father and aunt both have PKD and have received kidney transplants. Her dad got the call that a donor kidney had been found and had his surgery in February.

“My youngest sister and two cousins also have PKD,” she said. “Since I don’t have the gene, I plan on being a living kidney donor.”

She said she volunteers in my grandpa’s place with Gift of Hope, a non-profit organization providing organ and tissue donation services, and reads his speech at various organ donation events.

Since arriving at SIU, she said she’s been grateful for the camaraderie and backing she’s received from her peers.

“I’m incredibly fortunate to have this amazing support group down here with me,” she said in the release. “We’ve all bonded and they’re just as excited as I am.”

The medical school and several local sponsors treated Tilton to a send-off celebration at the Carbondale Civic Center on Dec. 9. Her fellow students, medical school faculty and staff, family and pageant supporters were given a sneak peek of her attire and a preview of her competition schedule.

She uses her social media presence to spread health information, most of which surrounds kidney health. Posts include the link of smoking to kidney function and information on dialysis.

She flies to Florida this week to begin rehearsals and preliminary events, and on Jan. 14 she’ll compete against 50 other contestants.

Thu, 04 Jan 2024 14:00:00 -0600 en text/html

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