The impact of EAES Fellowship Programme: a five-year review and evaluation

Abstract Background The European Association of Endoscopic Surgery (EAES) fellowship programme was established in 2014, allowing nine surgeons annually to obtain experience and skills in minimally invasive surgery (MIS) from specialist centres across the Europe and United States. It aligns with the strategic focus of EAES Education and Training Committee on enabling Learning Mobility opportunities. To assess the impact of the programme, a survey was conducted aiming to evaluate the experience and impact of the programme and receive feedback for improvements. Methods A survey using a 5-point Likert scale was used to evaluate clinical, education and research experience. The impact on acquisition of new technical skills, change in clinical practice and ongoing collaboration with the host institute was assessed. The fellows selected between 2014 and 2018 were included. Ratings were analysed in percentage; thematic analysis was applied to the free-text feedbacks using qualitative analysis. Results All the fellows had good access to observing in operating theatres and 70.6% were able to assist. 91.2% participated in educational activities and 23.5% were able to contribute through teaching. 44.1% participated in research activities and 41.2% became an author/co-author of a publication from the host. 97.1% of fellows stated that their operative competency had increased, 94.3% gained new surgical skills and 85.7% was able to introduce new techniques in their hospitals. 74.29% agreed that the clinical experience led to a change in their practices. The most commonly suggested improvements were setting realistic target in clinical and research areas, increasing fellowship duration, and maximising theatre assisting opportunities. Nevertheless, 100% of fellows would recommend the fellowship to their peers. Conclusion EAES fellowship programme has shown a positive impact on acquiring and adopting new MIS techniques. To further refine the programme, an individualised approach should be adopted to set achievable learning objectives in clinical skills, education and research.

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The Influence of Human–Animal Interactions on Mental and Physical Health during the First COVID-19 Lockdown Phase in the U.K.: A Qualitative Exploration

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18030976 ◽

2021 ◽

Vol 18 (3) ◽

pp. 976 ◽

Cited By ~ 1

Author(s):

Emily Shoesmith ◽

Lion Shahab ◽

Dimitra Kale ◽

Daniel S. Mills ◽

Catherine Reeve ◽

...

Keyword(s):

Mental Health ◽

Online Survey ◽

Positive Impact ◽

Companion Animals ◽

Free Text ◽

Physical And Mental Health ◽

Human Animal ◽

Human Animal Interaction ◽

Animal Interaction ◽

The Impact

The coronavirus disease 2019 (COVID-19) pandemic presents an opportunity to explore the role of animals as sources of emotional and physical support during a period when most of the population is experiencing social and environmental challenges. We investigated how companion animal owners perceived the influence of human–animal interaction on their physical and mental health during the first COVID-19 lockdown phase in the U.K., and what concerns they had regarding their animals at this time. We also explored the impact of participants’ interaction with non-companion animals during this phase. A cross-sectional online survey of U.K. residents aged over 18 was conducted between April and June 2020. The final item of the survey invited open-ended free-text responses, allowing participants to describe any experiences and/or perceptions of their human–animal relationships during the COVID-19 lockdown phase. A qualitative thematic analysis of responses was undertaken. Four main themes related to the following aspects of human–animal interactions during the COVID-19 lockdown phase were identified: the positive impact of animal ownership during the COVID-19 lockdown (e.g., amelioration of wellbeing and mental health), concerns relating to animal ownership during the COVID-19 lockdown (e.g., concerns over animals carrying the COVID-19 virus), grief and loss of an animal during the COVID-19 lockdown and the impact of engaging with non-companion animals during the COVID-19 lockdown. The findings complement and extend previous insights into the impact of human–animal interaction with both companion and non-companion animals. They also highlight the challenges of caring for an animal during the lockdown phase and indicate the need to consider the development of further targeted support strategies, such as “day care” for the companion animals of key workers in this context.

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The Effect of TUBITAK’s R&D and Project Fundings on Academic Research Activities

Journal of Higher Education and Science ◽

10.5961/jhes.2021.431 ◽

2021 ◽

Vol 11 (1) ◽

pp. 83-91

Author(s):

emine beyza satoğlu

Keyword(s):

Positive Impact ◽

Panel Data Analysis ◽

Research Performance ◽

Academic Research ◽

Private Universities ◽

Research Capacity ◽

Public And Private ◽

Research Activities ◽

Technological Research Council ◽

The Impact

Universities, through providing research, publications and innovations in the scientific field, provide significant contributions to the national research and development (R&D) system. That is why most governments are keen to support scientific research activities directly or indirectly. In this regard, this paper aims to analyze the impact of R&D supports of TÜBİTAK (The Scientific and Technological Research Council of Turkey) on the research performance of universities in Turkey. The study comparatively investigates the efficiency of the research fundings in different university types, public and private. As an empirical model, a panel data analysis spanning 2013 to 2018 period has been used for the top 10 public and top 11 private universities. Our findings prove that national research grants of TUBITAK have a significant and positive impact on academic research only when the highest-ranking universities are analyzed; otherwise, the impact is insignificant. Secondly, for the large sample analysis, we found that public universities used research funds more efficiently compared to private universities. Furthermore, our findings prove that teaching load does not necessarily risk the research capacity of a university.

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Establishing the Need to Broaden Bioengineering Research Exposure and Research Participation in Mechanical Engineering and Its Positive Impacts on Student Recruitment, Diversification, Retention and Graduation: Findings From the UMBC ME S-STEM Scholarship Program

Journal of Biomechanical Engineering ◽

10.1115/1.4047839 ◽

2020 ◽

Vol 142 (11) ◽

Author(s):

Liang Zhu ◽

Charles Eggleton ◽

Ronghui Ma ◽

L. D. Timmie Topoleski ◽

Deepa Madan

Keyword(s):

Graduation Rates ◽

Mechanical Engineering ◽

Positive Impact ◽

Student Recruitment ◽

Retention Rates ◽

Undergraduate Program ◽

Research Activities ◽

Scholarship Program ◽

The Impact ◽

Bio Engineering

Abstract The objectives of this study were to evaluate the current status of exposure to bio-engineering research in community college (CC) students and University of Maryland Baltimore County (UMBC) students, and to estimate relationships between research activities sponsored by the Mechanical Engineering (ME) S-STEM Scholarship Program and improvement in student enrollment/diversification, retention rates, and graduation rates. The analysis drew on data from ME undergraduate academic records at UMBC from 2008 to 2019. A survey was designed to assess the research exposure of CC and UMBC students and their evaluation of the research components included in recruitment and curriculum activities. Results show that exposure to research measured by attending a research seminar was low for the participants, around 37% for CC students and 21% for ME students at UMBC. The survey results indicate the positive impact of the scholarship programs at UMBC on the research exposure and research experience. The impact is more evident in students who originally transferred from a CC. The large increase in recruited female and CC students over the past 10 years indicated that the research-related activities of the ME S-STEM program played an instrumental role in those increases. Because of the research-related activities, the ME S-STEM program achieved retention and graduation rates higher than those in the ME undergraduate program (89% versus 60% for the 6 year graduation rate), as well a higher percentage of students enrolled in graduate school (30% versus 10%). We conclude that there is still a need to implement research-related activities in the ME undergraduate program, starting with student recruitment and continuing through the academic program. Results suggest that there is a positive impact of ME S-STEM research activities on student diversification, retention rates, and percentage of our graduates who are pursuing graduate degree.

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Research knowledge in undergraduate school in Brazil: a comparison between medical and law students

Einstein (São Paulo) ◽

10.1590/s1679-45082010ao1702 ◽

2010 ◽

Vol 8 (3) ◽

pp. 273-280 ◽

Cited By ~ 2

Author(s):

Antonio José Souza Reis Filho ◽

Bruno Bezerril Andrade ◽

Vitor Rosa Ramos de Mendonça ◽

Manoel Barral-Netto

Keyword(s):

Medical Students ◽

Educational Institution ◽

Law School ◽

Law Students ◽

First Year ◽

Research Experience ◽

Research Knowledge ◽

First Year Students ◽

Research Activities ◽

The Impact

ABSTRACT Objective: Exposure to science education during college may affect a student's profile, and research experience may be associated with better professional performance. We hypothesized that the impact of research experience obtained during graduate study differs among professional curricula and among graduate courses. Methods: A validated multiple-choice questionnaire concerning scientific concepts was given to students in the first and fourth years of medical and law school at a public Brazilian educational institution. Results: Medical students participated more frequently in introductory scientific programs than law students, and this trend increased from the first to the fourth years of study. In both curricula, fourth-year students displayed a higher percentage of correct answers than first-year students. A higher proportion of fourth-year students correctly defined the concepts of scientific hypothesis and scientific theory. In the areas of interpretation and writing of scientific papers, fourth-year students, in both curricula, felt more confident than first-year students. Although medical students felt less confident in planning and conducting research projects than law students, they were more involved in research activities. Conclusion: Medical graduation seems to favor the development of critical scientific maturity than law graduation. Specific policy in medical schools is a reasonable explanation for medical students’ participation in more scientific activities.

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Athletic Training Students' Perceptions of Mentorship in Clinical Education

Athletic Training Education Journal ◽

10.4085/110272 ◽

2016 ◽

Vol 11 (2) ◽

pp. 72-81 ◽

Cited By ~ 7

Author(s):

Stephanie M. Mazerolle ◽

Christianne M. Eason ◽

Sara Nottingham ◽

Jessica L. Barrett

Keyword(s):

Mixed Methods ◽

Athletic Training ◽

Student Development ◽

Clinical Education ◽

Developmental Process ◽

Clinical Skills ◽

Athletic Training Students ◽

Socialization Process ◽

Athletic Training Student ◽

The Impact

Context: Mentorship is a developmental process whereby a novice individual, as he/she becomes inducted into his/her area of expertise, is guided by a more experienced person. Speculation exists that years of experience can impact this relationship. Objective: To determine the impact mentoring can have on athletic training student development and evaluate if experience as a preceptor is viewed as influential on the mentor experience. Design: Mixed-methods study. Setting: Commission on Accreditation of Athletic Training Education accredited programs. Patients or Other Participants: We recruited 17 (14 females, 3 males) athletic training students to participate in our study. On average, our participants were 21 ± 1 years old and represented varying levels of academic standing (1 sophomore, 9 juniors, 7 seniors). All participants indicated they currently had a mentor when asked directly. Main Outcome Measure(s): Participants responded to the Athletic Training Perceptions of Effective Mentoring survey and 14 open-ended interview questions regarding their perceptions of mentoring. An inductive approach was used to identify themes and supporting categories. Trustworthiness was established by using multiple-analyst triangulation, peer review and piloting of the instruments, and triangulation of data using a mixed-methods approach. Results: Athletic training students perceive their mentoring experiences as those that provide support and understanding, advance their clinical practice, and allow for the development of career goals. Age and experience did not appear to impact the overall experience of the student but rather facilitates the type of mentoring relationship developed. Conclusions: Mentoring was perceived to be an advantageous aspect of the socialization process for the athletic training student. It provided support and understanding during times of increased stress, allowed for the development of clinical skills, and provided the chance to cultivate a professional identity.

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Do vody bez obav

Studia sportiva ◽

10.5817/sts2013-3-18 ◽

2013 ◽

Vol 7 (3) ◽

pp. 211-221

Author(s):

Viktor Pacholík

Keyword(s):

Social Sciences ◽

Subjective Experience ◽

Positive Impact ◽

Water Environment ◽

Well Being ◽

Point Of View ◽

Research Activities ◽

Power And Energy ◽

The Impact

This list deals with the impact of the Halliwick Swimming Concept on subjective experience and psychical states of people with physical impairment. By means of the Halliwick Swimming Concept, that consisted of 10 swimming lessons, we observed the psychical response of the tested persons to individual lessons as well as to the whole programme within a frame of a case study. The acquired data indicate a positive impact of the swimming programme in the field of elimination of negative psychical state in water environment such as anxiety, discomfort and despondency and gradual increase of psychical well-being, activity and feelings of power and energy connected with positive expectations. Most of these changes proved not only in individual lessons, but also from the point of view of the whole programme evaluation. This paper has been written within a project OP VK CZ.1.07/2.4.00/17.0037 „Development of Pedagogical and Research Activities within the Department of Social Sciences in Sport at the FSpS MU“.

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Managing resident workforce and residency training amid COVID-19 pandemic: Scoping review of adaptive approaches

10.21203/rs.3.rs-35377/v1 ◽

2020 ◽

Cited By ~ 1

Author(s):

Lemi Tolu ◽

Garumma Tolu Feyissa ◽

Wondimu Gudu Jeldu

Keyword(s):

Residency Training ◽

Clinical Education ◽

Data Extraction ◽

Skills Training ◽

Residency Education ◽

Didactic Teaching ◽

Residency Programs ◽

Research Activities ◽

The Impact ◽

Adaptive Approaches

Abstract Introduction: The impact of Covid-19 on the healthcare system and training is tremendous and unpredictable. In addition to service re-organization, teaching institutions will have to devise adaptive mechanisms to cope up with the disruption in medical education and residency training.Objective: to review available adaptive residency training approaches and management of resident work force in different residency programs amid Covid-19 pandemicMethods and materials: We searched for websites of different professional associations and international or national specialty accreditation institutions. We looked for English studies (any form), reviews or editorials, perspectives, short or special communications, and position papers on residency education during the COVID-19 pandemic. Additionally, we searched: MEDLINE, EMBASE, and Google Scholar using keywords. Data extraction was done by two independent reviewers using a customized tool that was developed to record the key information of the source that’s relevant to the review question. The difference between the two authors on data extraction was resolved by discussion.Results: We identified 13 documents reporting on residency education during pandemics. Three were articles,5 short or special communications, and the rest editorials and perspectives. We divided the data obtained into six thematic areas: resident staffing, clinical education, surgical education, didactic teaching, research activity, and accreditation process.Conclusions: Residency programs must reorganize the resident's staffing and provide appropriate training to ensure the health and safety of residents during the pandemics. There are feasible adaptive approaches of maintaining residency trainings in the domains of didactic teaching, clinical education and some research activities. Although some innovative virtual surgical skills training methods are implemented in limited surgical residency disciplines, their effectiveness is not well examined. Guidance and flexibility of the accreditation bodies in ensuring competency of residents is one component of the response to the Covid-19 pandemic.

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Does Protected Research Time During General Surgery Training Contribute to Graduates’ Career Choice?

The American Surgeon ◽

10.1177/000313481107700729 ◽

2011 ◽

Vol 77 (7) ◽

pp. 907-910 ◽

Cited By ~ 22

Author(s):

Syamal D. Bhattacharya ◽

Judson B. Williams ◽

Sebastian G. De La Fuente ◽

Paul C. Kuo ◽

Hilliard F. Seigler

Keyword(s):

Training Program ◽

General Surgery ◽

Training Period ◽

Research Experience ◽

Financial Barriers ◽

Academic Surgery ◽

Surgery Training ◽

Research Activities ◽

The Impact ◽

General Surgery Training

A number of general surgery training programs offer a dedicated research experience during the training period. There is much debate over the importance of these experiences with the added constraints placed on training surgeons including length of training, Accreditation Council of Graduate Medical Education limitations, and financial barriers. We seek to quantify the impact of a protected research experience on graduates of a university-affiliated general surgery training program. We surveyed all graduates of a single university-affiliated general surgery training program who completed training from 1989 to 1999. Data was obtained for 100 per cent of the subjects. Most graduates (72/73; 98.6%) completed a dedicated research experience (range: 1-5 years). Presently, 72.6 per cent (53/73) are practicing academic surgery and 82.5 per cent (60/73) are engaged in research activities. Fifty-one of 73 graduates (69.5%) have current research funding including 32.9 per cent (24/73) with National Institutes of Health funding. Of all graduates, 42.5 per cent (31/73) have become full professors with 20.2 per cent (15/73) division/section chiefs and 14.3 per cent (10/73) department chairmen or vice chairmen. Those trainees achieving a career in academic surgery were statistically more likely to have committed 2 or more years to a protected research experience during training ( P < 0.05), fellowship training after general surgery residency ( P < 0.01), and a first job at an academic institution upon completion of training ( P < 0.001). Understanding the importance of resident research experiences while highlighting critical factors during the formative training period may help to ensure continued academic interest and productivity of future trainees.

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Impact of Resident-Led Small-Group Learning Sessions on Preclinical Students' Perceptions of Ophthalmology

Journal of Academic Ophthalmology ◽

10.1055/s-0040-1722742 ◽

2021 ◽

Vol 13 (01) ◽

pp. e78-e81

Author(s):

Priya Sorab ◽

Andrew R. Benza ◽

Ian T. Patterson ◽

Lisa D. Kelly

Keyword(s):

Medical Students ◽

Small Group ◽

Positive Impact ◽

Clinical Skills ◽

Positive Interactions ◽

Area Of Interest ◽

Positive Attitudes ◽

Before And After ◽

The Impact ◽

Residents As Teachers

Abstract Introduction Resident physicians have a significant role in the education of medical students, and limited research has demonstrated that positive interactions with residents are linked with enhanced students’ perceptions of a specialty. Minimal research on residents as teachers has been done in ophthalmology, and no research has examined the impact of residents as teachers on the perceptions of preclinical students. This is an important area of interest because ophthalmology conducts an early match. The competitiveness of the field increases the importance of early involvement in research and clinical activities. This study aimed to assess the role of a resident-led workshops as a vehicle for exposing preclinical students to ophthalmology. Methods A 2-hour workshop on the Ophthalmology Clinical Skills was held at the University of Cincinnati College of Medicine in November 2018. The workshop was conducted by seven ophthalmology residents, and the learners were 15 first-year and 11 second-year medical students. The workshop format consisted of a 30-minute introductory lecture on the field of ophthalmology, followed by a 60-minute small-group clinical skills’ session focusing on direct ophthalmoscopy and slit lamp examination. Preworkshop and postworkshop surveys were administered to the medical students, and Student’s paired sample t-test was used to assess the differences in responses before and after the workshop. Results Students’ average interest in ophthalmology rose (p = 0.049) as did their likeliness to approach a resident for career advice (p = 4.65 × 10−6) and their likeliness to attend the Secrets of the Match Lunch talk, a yearly talk held by a student matched into ophthalmology (p = 0.002). Conclusion These results suggest that resident intervention can have a positive impact on preclinical students’ perceptions of ophthalmology and may be a good educational strategy to foster their positive attitudes toward the field.

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General practitioners’ experiences with, views of, and attitudes towards, general practice-based pharmacists: a cross-sectional survey

BMC Primary Care ◽

10.1186/s12875-021-01607-5 ◽

2022 ◽

Vol 23 (1) ◽

Author(s):

Ameerah S. Hasan Ibrahim ◽

Heather E. Barry ◽

Carmel M. Hughes

Keyword(s):

General Practice ◽

General Practitioners ◽

Positive Impact ◽

Clinical Skills ◽

Community Pharmacists ◽

Free Text ◽

Full Time ◽

Cross Sectional Survey ◽

Cross Sectional ◽

General Practices

Abstract Background There is limited United Kingdom (UK) literature on general practice-based pharmacists’ (PBPs’) role evolution and few studies have explored general practitioners’ (GPs’) experiences on pharmacist integration into general practice. Therefore, this study aimed to investigate GPs’ experiences with, views of, and attitudes towards PBPs in Northern Ireland (NI). Methods A paper-based self-administered questionnaire comprising four sections was mailed in 2019 to 329 general practices across NI and was completed by one GP in every practice who had most contact with the PBP. Descriptive analyses were used and responses to open-ended questions were analysed thematically. Results The response rate was 61.7% (203/329). There was at least one PBP per general practice. All GPs had face-to-face meetings with PBPs, with three-quarters (78.7%, n = 159) meeting with the PBP more than once a week. Approximately two-thirds of GPs (62.4%, n = 126) reported that PBPs were qualified as independent prescribers, and 76.2% of these (n = 96/126) indicated that prescribers were currently prescribing for patients. The majority of GPs reported that PBPs always/very often had the required clinical skills (83.6%, n = 162) and knowledge (87.0%, n = 167) to provide safe and effective care for patients. However, 31.1% (n = 61) stated that PBPs only sometimes had the confidence to make clinical decisions. The majority of GPs (> 85%) displayed largely positive attitudes towards collaboration with PBPs. Most GPs agreed/strongly agreed that PBPs will have a positive impact on patient outcomes (95.0%, n = 192) and can provide a better link between general practices and community pharmacists (96.1%, n = 194). However, 24.8% of GPs (n = 50) were unclear if the PBP role moved community pharmacists to the periphery of the primary care team. An evaluation of the free-text comments indicated that GPs were in favour of more PBP sessions and full-time posts. Conclusion Most GPs had positive views of, and attitudes towards, PBPs. The findings may have implications for future developments in order to extend integration of PBPs within general practice, including the enhancement of training in clinical skills and decision-making. Exploring PBPs’, community pharmacists’ and patients’ views of this role in general practice is required to corroborate study findings.

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