The Impact of EngD—Dynamics of Collaborative Relationships Through Employer Engagement in Doctoral Research Training

2016 ◽  
pp. 55-64
Author(s):  
Fumi Kitagawa
Keyword(s):  
Research Training ◽  
Collaborative Relationships ◽  
Doctoral Research ◽  
Employer Engagement ◽  
The Impact

scholarly journals AB0142 SOCIOECONOMIC STATUS (SES) AND MEDICATION USE IN RHEUMATOID ARTHRITIS (RA): A SCOPING REVIEW

2021 ◽  
Vol 80 (Suppl 1) ◽  
pp. 1098.2-1099
Author(s):  
O. Russell ◽  
S. Lester ◽  
R. Black ◽  
C. Hill
Keyword(s):  
Rheumatoid Arthritis ◽  
Socioeconomic Status ◽  
Scoping Review ◽  
Research Training ◽  
Medication Use ◽  
Study Group ◽  
Knowledge Gaps ◽  
Coverage Area ◽  
Race Ethnicity ◽  
The Impact

Background:Socioeconomic status (SES) influences disease outcomes in rheumatoid arthritis (RA) patients. (1, 2) Differences in medication use could partly explain this association. (3) A scoping review was used to identify research conducted on this topic and determine what knowledge gaps remain.Objectives:To determine what research has been conducted on this topic, how this research has defined SES and medication use, and establish what knowledge gaps remain.Methods:MEDLINE, EMBASE and PsychInfo were searched from their inception until May 2019 for studies which assessed SES and medication use as outcome variables. Studies were included if they measured medication use and incorporated an SES measure as a comparator variable.SES was defined using any of the “PROGRESS” framework variables (4) including patients’ stated gender, age, educational attainment, employment, occupational class, personal income, marital status, health insurance coverage, area- (neighbourhood) level SES, or patients’ stated race and/or ethnicity. Medication use was broadly defined as either prescription or dispensation of a medicine, medication adherence, or delays in treatment. Data was extracted on studies’ primary objectives, measurement of specific SES measures, patients’ medication use, and whether studies assessed for differences in patients’ medication use according to SES variables.Results:1464 studies were identified by this search from which 74 studies were selected for inclusion, including 52 published articles. Studies’ publication year ranged from 1994-2019, and originated from 20 countries; most commonly from the USA.Studies measured a median of 4 SES variables (IQR 3-6), with educational achievement, area level SES and race/ethnicity the most frequently recorded.Likelihood of disease modifying antirheumatic drug (DMARD) prescription was the most frequent primary objective recorded.96% of studies reported on patients’ use of DMARDs, with glucocorticoids and analgesics being reported in fewer studies (51% and 23% respectively.)Most included studies found at least one SES measure to be significantly associated with differences in patients’ medication use. In some studies, however, this result was not necessarily drawn from the primary outcome and therefore may not have been adjusted for covariates.70% of published studies measuring patients’ income (n=14 of 20) and 58% of those that measured race/ethnicity (n=14 of 24) documented significant differences in patients’ medication use according to these SES variables, although the direction of this effect – whether it led to ‘greater’ or ‘lesser’ medication use – varied between studies.Conclusion:Multiple definitions of SES are used in studies of medication use in RA patients. Despite this, most identified studies found evidence of a difference in medication use by patient groups that differed by an SES variable, although how medication use differed was found to vary between studies. This latter observation may relate to contextual factors pertaining to differences in countries’ healthcare systems. Further prospective studies with clearly defined SES and medication use measures may help confirm the apparent association between SES and differences in medication use.References:[1]Jacobi CE, Mol GD, Boshuizen HC, Rupp I, Dinant HJ, Van Den Bos GA. Impact of socioeconomic status on the course of rheumatoid arthritis and on related use of health care services. Arthritis Rheum. 2003;49(4):567-73.[2]ERAS Study Group. Socioeconomic deprivation and rheumatoid disease: what lessons for the health service? ERAS Study Group. Early Rheumatoid Arthritis Study. Annals of the rheumatic diseases. 2000;59(10):794-9.[3]Verstappen SMM. The impact of socio-economic status in rheumatoid arthritis. Rheumatology (Oxford). 2017;56(7):1051-2.[4]O’Neill J, Tabish H, Welch V, Petticrew M, Pottie K, Clarke M, et al. Applying an equity lens to interventions: using PROGRESS ensures consideration of socially stratifying factors to illuminate inequities in health. J Clin Epidemiol. 2014;67(1):56-64.Acknowledgements:This research was supported by an Australian Government Research Training Program Scholarship.Disclosure of Interests:None declared

scholarly journals Effect of delays in concordant antibiotic treatment on mortality in patients with hospital-acquired Acinetobacter spp. bacteremia: a 13-year retrospective cohort

2020 ◽  
Author(s):  
Cherry Lim ◽  
Mo Yin ◽  
Prapit Teparrukkul ◽  
Maliwan Hongsuwan ◽  
Nicholas P.J. Day ◽  
...  
Keyword(s):  
Medical Research ◽  
Antibiotic Treatment ◽  
Research Council ◽  
Medical Research Council ◽  
Research Training ◽  
Absolute Increase ◽  
Immortal Time Bias ◽  
Training Fellowship ◽  
Hospital Acquired ◽  
The Impact

AbstractBackgroundTherapeutic options for multidrug-resistant Acinetobacter spp. are limited, and resistance to last resort antibiotics in hospitals is increasing globally. Quantifying the impact of delays in concordant antibiotic treatment on patient mortality is important for designing hospital antibiotic policies.MethodsWe included patients with Acinetobacter spp. hospital-acquired bacteremia (HAB) in a hospital in Thailand over a 13-year period. For each day of stay following the first positive blood culture we considered antibiotic treatment to be concordant if the isolated organism was susceptible to at least one antibiotic given. We used marginal structural models with inverse-probability weightings to determine the association between delays in concordant treatment and 30-day mortality.ResultsBetween January 2003 and December 2015, 1,203 patients had HAB with Acinetobacter spp., of which 682 patients (56.7%) had one or more days of delay in concordant treatment. These delays were associated with an absolute increase in 30-day mortality of 6.6% (95% CI 0.2%-13.0%), from 33.8% to 40.4%. Crude 30-day mortality was substantially lower in patients with three or more days of delays in concordant treatment compared to those with one to two days of delays. Accounting for confounders and immortal time bias resolved this paradox, and showed similar 30-day mortality for one, two and three or more days of delays.ConclusionsDelays in concordant antibiotic treatment were associated with a 6.6% absolute increase in mortality among patients with hospital-acquired Acinetobacter spp. bacteremia. If this association is causal, switching fifteen patients from discordant to concordant initial treatment would be expected to prevent one death.FundingThe Mahidol Oxford Tropical Medicine Research Unit (MORU) is funded by the Wellcome Trust [grant number 106698/Z14/Z]. CL is funded by a Wellcome Trust Research Training Fellowship [grant number 206736/Z/17/Z]. MY is supported by a Singapore National Medical Research Council Research Fellowship [grant number NMRC/Fellowship/0051/2017]. BSC is funded by the UK Medical Research Council and Department for International Development [grant number MR/K006924/1]. DL is funded by a Wellcome Trust Intermediate Training Fellowship [grant number 101103]. The funder has no role in the design and conduct of the study, data collection, or in the analysis and interpretation of the data.

Workforce Development and Higher Education Partnerships

2019 ◽  
pp. 369-382 ◽  
Author(s):  
Sheena Copus Stewart ◽  
James E. Witte ◽  
Maria Martinez Witte
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
Workforce Development ◽  
Future Trends ◽  
Collaborative Relationships ◽  
Higher Education Partnerships ◽  
Teaching Learning ◽  
The Impact ◽  
Collaborative Efforts

Workforce development and higher education can benefit from collaborative efforts that incorporate and apply teaching, learning, and research from a variety of environments. This chapter introduces the context of workforce development innovation and the impact on employees. Partnerships, in general, are defined and workforce development and higher education partnerships are examined that have influenced building collaborative relationships. Also included is a review of best practices and future trends related to workforce development and higher education partnerships.

scholarly journals 2292 Evaluating the impact of a K-award on clinical and translational research

2018 ◽  
Vol 2 (S1) ◽  
pp. 55-55
Author(s):  
Elias M. Samuels ◽  
Thomas E. Perorazio ◽  
Ellen Champagne ◽  
Brenda Eakin
Keyword(s):  
Translational Research ◽  
Research Training ◽  
Research Support ◽  
Research Experiences ◽  
Research Careers ◽  
Study Population ◽  
The Impact ◽  
Over Time ◽  
Clinical And Translational Research ◽  
Research Service

OBJECTIVES/SPECIFIC AIMS: Identify the impact of the provision of clinical and translational research training awards on investigators’ pursuit of clinical and translational research careers. METHODS/STUDY POPULATION: Propensity score matching and qualitative analysis/investigators receiving MICHR’s KL2 research training awards. RESULTS/ANTICIPATED RESULTS: While the evaluations of the impact of this service have shown participants find them to be valuable it is expected that participation in the workshop may be more beneficial to investigators with certain types of prior research experiences and who utilize more CTSA research support. DISCUSSION/SIGNIFICANCE OF IMPACT: Because this evaluation of a research service incorporate data representing investigator’s receipt of different CTSA resources, the findings can be used to inform the ongoing coordination of these services in ways that optimize their impact on the production of clinical and translational research. There is an enduring need for evaluations of CTSA programs to account for investigators’ use of different constellations of research services in order to identify what combinations of services over time are most effective at fostering successful clinical and translational research careers.

The Impact of a Brief Meeting on Employer Attitudes, Knowledge, and Intent to Hire

2019 ◽  
Vol 63 (3) ◽  
pp. 131-142
Author(s):  
Michele C. McDonnall ◽  
Karla Antonelli
Keyword(s):  
Visually Impaired ◽  
Primary Outcome ◽  
Relative Effectiveness ◽  
Educational Approach ◽  
Employer Attitudes ◽  
Hiring Managers ◽  
Employer Engagement ◽  
Workforce Innovation ◽  
The Impact

We evaluated the ability of an intervention that consisted of a one-on-one meeting between a vocational rehabilitation (VR) professional and an employer to improve employer attitudes, knowledge, and intent to hire people who are blind or visually impaired. We evaluated the relative effectiveness of two approaches (dual customer vs. educational) and the impact of the VR professionals’ vision status (blind or sighted) on our primary outcome measures and on interest in follow-up. Participants were 59 hiring managers employed by a large company who completed measures at three time points: pre, post, and 4-month follow-up. We found that, regardless of approach used or vision status of the VR professional, the intervention was successful at improving employers’ attitudes, knowledge, and intent to hire. The educational approach resulted in increases in knowledge that were retained at follow-up, while the dual customer approach did not. Improvements in intent to hire were not retained at follow-up, suggesting that ongoing contact with employers will be beneficial to positively impact the hiring of people who are blind or visually impaired. These findings are particularly relevant given the Workforce Innovation and Opportunity Act’s focus on employer engagement for VR agencies.

Development of a Pharmacy Residency Research Certificate Program

2019 ◽  
pp. 001857871986765
Author(s):  
Erin R. Weeda ◽  
Kyle A. Weant
Keyword(s):  
Research Methods ◽  
Research Design ◽  
Research Training ◽  
Teaching Skills ◽  
Certificate Program ◽  
Resident Research ◽  
Certificate Programs ◽  
The Impact

Background: Similar to teaching certificate programs, which have been incorporated in many pharmacy residencies to improve teaching skills, resident research certificate programs could provide residents with more exposure to biostatistics and research design. However, few research certificate programs have been described. Objective: To assess the impact of a research certificate program on residents’ attitude toward, confidence in, and knowledge of research. Methods: A resident research certificate program was created for the 2018-2019 residency class at our institution, which included 33 pharmacy residents (15 postgraduate year-1 [PGY1] and 18 PGY2 residents). The program consisted of 7 sessions aimed at providing residents with research training. To earn a certificate, participants were required to attend 6 or more sessions and achieve a score greater than or equal to 70% on a postassessment. An optional questionnaire assessing attitude, confidence, and knowledge was also administered at baseline and following the certificate program. Results: Of the 33 residents participating in the research certificate program, 21 (9 PGY1 and 12 PGY2) residents completed both the baseline and follow-up questionnaire and were included in the analysis. All items assessing attitude and 3 of 6 items assessing confidence improved significantly following the certificate program when compared to baseline ( P < .05 for all). Median knowledge scores were no different on the baseline versus follow-up questionnaire ( P = .54). Conclusions: After completing a research certificate program, resident knowledge scores did not differ from baseline, but attitudes toward research and confidence appeared to improve. Research certificate programs could be an avenue for providing pharmacy residents with increased exposure to and comfort with biostatistics and research design.

Implementation of the flipped residency research model to enhance residency research training

2019 ◽  
Vol 76 (9) ◽  
pp. 608-612 ◽  
Author(s):  
Kathryn A Morbitzer ◽  
Kamakshi V Rao ◽  
Denise H Rhoney ◽  
Ashley L Pappas ◽  
Emily A Durr ◽  
...  
Keyword(s):  
Research Training ◽  
Pharmacy Practice ◽  
Research Process ◽  
Practice Research ◽  
Institutional Review Boards ◽  
Research Model ◽  
High Quality Research ◽  
Research Activities ◽  
Institutional Review ◽  
The Impact

Abstract Purpose The attainment of fundamental research skills to create and disseminate new knowledge is imperative for the advancement of pharmacy practice. Research training is an important component of postgraduate residency training; however, the traditional model of performing residency research has several limitations that have hindered the ability of residents to complete high-quality research projects. Therefore, our institution developed and implemented the flipped residency research model with the 2013–2014 pharmacy practice residency class. Summary The flipped residency research model modifies the research timeline to better align research activities with residents’ abilities at specific time points during the year. In the 4 years following implementation of the flipped residency research model, our institution found improvements in a number of areas pertaining to the research process compared with an evaluation of the 7 years prior to implementation. A decrease in the number of reviews required from institutional review boards was observed, resulting in improved institutional review board efficiency. The flipped residency research model also addressed limitations surrounding manuscript development and submission, as demonstrated by an improved publication rate. Additionally, residents who participated in the flipped residency research model self-reported increased comfort with research-related abilities associated with study design, implementation, manuscript development and submission, and biostatistics. Conclusion The modified research timeline of the flipped residency research model better aligns research activities with resident experiences and abilities. This realignment has translated to demonstrable impact in the success of residency projects and dissemination of results. Research is needed to investigate the impact of the flipped residency research model on longer term scholarly success.

scholarly journals Collaboration, Mentoring and Co-Teaching in Teacher Education

2011 ◽  
Vol 13 (2) ◽  
pp. 70-86 ◽  
Author(s):  
Gertrude Sachs ◽  
Terry Fisher ◽  
Joanna Cannon
Keyword(s):  
Teacher Education ◽  
Doctoral Students ◽  
Junior Faculty ◽  
Key Factors ◽  
Collaborative Relationships ◽  
The University ◽  
The Impact ◽  
Individual Accountability

Collaboration, Mentoring and Co-Teaching in Teacher EducationCollaboration at the university level is a fundamental element needed to enhance teaching (Cochran-Smith & Fries, 2005) and reflection is a critical component of teacher education (Dewey, 1933, 1938). A case study is presented of one senior university faculty member's experiences co-teaching with two doctoral students seeking to understand the impact of shared decision-making and authentic collaboration on individuals entering the academy. An analysis of the authors' shared experiences indicated that, through this mentoring, collaborative and mutually beneficial relationships were built. An analysis of the authors' experiences also indicated that these collaborative relationships were built upon several key factors, specifically (a) a strong sense of individual accountability and professionalism; (b) the mutual creation and demonstration of respect; (c) affirmation and overt participation in reciprocal growth and development; (d) attention to issues of power and abeyance. The findings of the study highlight the need for further exploration into the role of mentorship of junior faculty and the efficacy of co-teaching processes in the development of professional identities of junior faculty entering the academy.

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