scholarly journals Defining Core Competencies for Epidemiologists in Academic Settings to Tackle Tomorrow’s Health Research Challenges: A Structured, Multi-National Effort

2020 ◽  
Author(s):  
Alison Abraham ◽  
Doreen Gille ◽  
Milo A Puhan ◽  
Gerben ter Riet ◽  
Viktor von Wyl ◽  
...  
Keyword(s):  
Health Research ◽  
Iterative Process ◽  
Online Survey ◽  
Core Competencies ◽  
Continuous Process ◽  
Academic Research ◽  
Health Trends ◽  
Study Planning ◽  
Academic Settings ◽  
National Effort

Abstract Only a few efforts have been made to define competencies for epidemiologists working in academic settings. Here we describe a multi-national effort to define competencies for epidemiologists who are increasingly facing emerging and potentially disruptive technological and societal health trends in academic research. During a 1,5 years period, we followed an iterative process that aimed to be inclusive and multi-national to reflect the various perspectives of the diverse group of epidemiologists. Competencies were developed by a consortium in a consensus-oriented process that spanned three main activities: two in-person interactive meetings in Amsterdam and Zurich and an online survey. In total, 93 meeting participants from 16 countries and 173 respondents from 19 countries contributed to the development of 31 competencies. These 31 competencies included 14 on “Developing a scientific question” and “Study planning”, 12 on “Study conduct & analysis”, 3 on “Overarching competencies” and 2 competencies on “Communication and translation”. The process described here provides a consensus-based framework for defining and adapting the field. It should initiate a continuous process of thinking about competencies and the implications for teaching epidemiology to ensure that epidemiologists working in academic settings are well prepared for today’s and tomorrow’s health research.

Exploring Barriers to Doctoral Education in Communication Sciences and Disorders: Insights From Practicing Professionals

2020 ◽  
Vol 5 (6) ◽  
pp. 1552-1563
Author(s):  
Denise A. Tucker ◽  
Mary V. Compton ◽  
Sarah J. Allen ◽  
Robert Mayo ◽  
Celia Hooper ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Online Survey ◽  
Academic Research ◽  
Doctoral Degree ◽  
Full Time ◽  
Doctoral Study ◽  
Doctoral Research ◽  
Part Time ◽  
Advance Research ◽  
Doctor Of Philosophy

Purpose The intended purpose of this research note is to share the findings of a needs assessment online survey of speech and hearing professionals practicing in North Carolina to explore their interest in pursuing a research-focused PhD in Communication Sciences and Disorders (CSD) and to document their perceptions of barriers to pursing a PhD in CSD. In view of the well-documented shortage of doctor of philosophy (PhD) faculty to attract, retain, and mentor doctoral students to advance research and to prepare future speech and hearing professionals, CSD faculty must assess the needs, perceptions, and barriers prospective students encounter when considering pursuing a doctoral research degree in CSD. Method The article describes the results of a survey of 242 speech and hearing professionals to investigate their interest in obtaining an academic research-focused PhD in CSD and to solicit their perceived barriers to pursuing a research doctoral degree in CSD. Results Two thirds of the respondents (63.6%) reported that they had considered pursuing a PhD in CSD. Desire for knowledge, desire to teach, and work advancement were the top reasons given for pursuing a PhD in CSD. Eighty-two percent of respondents had no interest in traditional full-time study. Forty-two percent of respondents indicated that they would be interested in part-time and distance doctoral study. The barriers of time, distance, and money emerged as those most frequently identified barriers by respondents. Conclusion The implications inform higher education faculty on how they can best address the needs of an untapped pool of prospective doctoral students in CSD.

scholarly journals What makes a ‘successful’ collaborative research project between public health practitioners and academics? A mixed-methods review of funding applications submitted to a local intervention evaluation scheme

2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Peter van der Graaf ◽  
Lindsay Blank ◽  
Eleanor Holding ◽  
Elizabeth Goyder
Keyword(s):  
Public Health ◽  
Health Research ◽  
Collaborative Research ◽  
Online Survey ◽  
Public Health Practice ◽  
Rapid Review ◽  
Success Rates ◽  
Evaluation Scheme ◽  
Health Practitioners ◽  
Public Health Practitioners

Abstract Background The national Public Health Practice Evaluation Scheme (PHPES) is a response-mode funded evaluation programme operated by the National Institute for Health Research School for Public Health Research (NIHR SPHR). The scheme enables public health professionals to work in partnership with SPHR researchers to conduct rigorous evaluations of their interventions. Our evaluation reviewed the learning from the first five years of PHPES (2013–2017) and how this was used to implement a revised scheme within the School. Methods We conducted a rapid review of applications and reports from 81 PHPES projects and sampled eight projects (including unfunded) to interview one researcher and one practitioner involved in each sampled project (n = 16) in order to identify factors that influence success of applications and effective delivery and dissemination of evaluations. Findings from the review and interviews were tested in an online survey with practitioners (applicants), researchers (principal investigators [PIs]) and PHPES panel members (n = 19) to explore the relative importance of these factors. Findings from the survey were synthesised and discussed for implications at a national workshop with wider stakeholders, including public members (n = 20). Results Strengths: PHPES provides much needed resources for evaluation which often are not available locally, and produces useful evidence to understand where a programme is not delivering, which can be used to formatively develop interventions. Weaknesses: Objectives of PHPES were too narrowly focused on (cost-)effectiveness of interventions, while practitioners also valued implementation studies and process evaluations. Opportunities: PHPES provided opportunities for novel/promising but less developed ideas. More funded time to develop a protocol and ensure feasibility of the intervention prior to application could increase intervention delivery success rates. Threats: There can be tensions between researchers and practitioners, for example, on the need to show the 'success’ of the intervention, on the use of existing research evidence, and the importance of generalisability of findings and of generating peer-reviewed publications. Conclusions The success of collaborative research projects between public health practitioners (PHP) and researchers can be improved by funders being mindful of tensions related to (1) the scope of collaborations, (2) local versus national impact, and (3) increasing inequalities in access to funding. Our study and comparisons with related funding schemes demonstrate how these tensions can be successfully resolved.

scholarly journals Older and Wiser? The Need to Reexamine the Impact of Health Professionals Age and Experience on Competency-Based Practices

2021 ◽  
Vol 7 ◽  
pp. 237796082110290
Author(s):  
Jing Xu ◽  
Kristen Hicks-Roof ◽  
Chloe E. Bailey ◽  
Hanadi Y. Hamadi
Keyword(s):  
Health Professionals ◽  
Online Survey ◽  
Evidence Based Practice ◽  
Core Competencies ◽  
Healthcare Services ◽  
Interdisciplinary Teams ◽  
Evidence Based ◽  
Health Providers ◽  
Cross Sectional ◽  
The Impact

Introduction Delivery of healthcare services makes up a complex system and it requires providers to be competent and to be able to integrate each of the institute of medicine’s (IOM) 5 core competencies into practice. However, healthcare providers are challenged with the task to be able to understand and apply the IOM core competencies into practice. Objective The purpose of the study was to examine the factors that influence health professional’s likelihood of accomplishing the IOM core competencies. Methods A cross-sectional study design was used to administer a validated online survey to health providers. This survey was distributed to physicians, nursing professionals, specialists, and allied healthcare professionals. The final sample included 3,940 participants who completed the survey. Results The study findings show that younger health professionals more consistently practice daily competencies than their older counterparts, especially in the use of evidence-based practice, informatics, and working in interdisciplinary teams. Less experienced health professionals more consistently applied quality improvement methods but less consistently used evidence-based practice compared to their more experienced counterparts. Conclusion There is a need to understand how health professionals’ age and experience impact their engagement with IOM’s core competencies. This study highlights the need for educational resources on the competencies to be tailored to health providers’ age and experience.

Development and perceived value of a master’s degree in health-system pharmacy administration training

2020 ◽  
Vol 78 (1) ◽  
pp. 74-79
Author(s):  
Evan W Colmenares ◽  
Jacqueline E McLaughlin ◽  
Kathryn A Morbitzer ◽  
Stephen F Eckel
Keyword(s):  
Health System ◽  
Online Survey ◽  
Core Competencies ◽  
Perceived Value ◽  
Management Skills ◽  
Administrative Positions ◽  
Leadership And Management ◽  
Master Of Science ◽  
Pharmacy Administration ◽  
The University

Abstract Purpose To describe the development, format, and alumni and employer perceptions of a program combining a master of science (MS) degree with a residency in health-system pharmacy administration and leadership (HSPAL). Summary A multisite combined MS and HSPAL residency program was developed within the University of North Carolina at Chapel Hill Eshelman School of Pharmacy to increase leadership and management education. The program balances clinical and administrative experiences with didactic courses over 2 years. The program format and perceived value of MS degree training for HSPAL residents had not been previously described in the literature. In an online survey, alumni of the program, as well as their first supervisors after completion of HSPAL training, indicated perceived attainment of the program core competencies and outcomes. Supervisors also indicated that they were more likely to hire MS degree–trained pharmacists for administrative positions. Conclusion Didactic training in the form of an MS degree as a part of comprehensive HSPAL residency training is perceived as beneficial by alumni and employers for promoting the development of core leadership and management skills and knowledge.

A Call to Develop Standards for Those Delivering ‘Research Practice’ Training

2021 ◽  
Vol 03 ◽  
Author(s):  
Danny Kingsley
Keyword(s):  
Information Science ◽  
Task Force ◽  
Core Competencies ◽  
Scholarly Communication ◽  
Academic Research ◽  
Open Science ◽  
Early Career ◽  
Research Quality ◽  
Research Practice ◽  
The North

The nature of the research endeavour is changing rapidly and requires a wide set of skills beyond the research focus. The delivery of aspects of researcher training ‘beyond the bench’ is met by different sections of an institution, including the research office, the media office and the library. In Australia researcher training in open access, research data management and other aspects of open science is primarily offered by librarians. But what training do librarians receive in scholarly communication within their librarianship degrees? For a degree to be offered in librarianship and information science, it must be accredited by the Australian Library and Information Association (ALIA), with a curriculum that is based on ALIA’s lists of skills and attributes. However, these lists do not contain any reference to key open research terms and are almost mutually exclusive with core competencies in scholarly communication as identified by the North American Serials Interest Group and an international Joint Task Force. Over the past decade teaching by academics in universities has been professionalised with courses and qualifications. Those responsible for researcher training within universities and the material that is being offered should also meet an agreed accreditation. This paper is arguing that there is a clear need to develop parallel standards around ‘research practice’ training for PhD students and Early Career Researchers, and those delivering this training should be able to demonstrate their skills against these standards. Models to begin developing accreditation standards are starting to emerge, with the recent launch of the Centre for Academic Research Quality and Improvement in the UK. There are multiple organisations, both grassroots and long-established that would be able to contribute to this project.

scholarly journals The Ethics of Outsourcing Online Survey Research

2012 ◽  
pp. 160-175
Author(s):  
Peter J. Allen ◽  
Lynne D. Roberts
Keyword(s):  
Survey Research ◽  
Online Survey ◽  
Ethical Issues ◽  
Service Providers ◽  
Academic Research ◽  
Limited Attention ◽  
Web Surveys ◽  
Web Based ◽  
Research Software ◽  
Research Students

The increasing level of Internet penetration over the last decade has made web surveying a viable option for data collection in academic research. Software tools and services have been developed to facilitate the development and deployment of web surveys. Many academics and research students are outsourcing the design and/or hosting of their web surveys to external service providers, yet ethical issues associated with this use have received limited attention in academic literature. In this article, the authors focus on specific ethical concerns associated with the outsourcing of web surveys with particular reference to external commercial web survey service providers. These include threats to confidentiality and anonymity, the potential for loss of control over decisions about research data, and the reduced credibility of research. Suggested guidelines for academic institutions and researchers in relation to outsourcing aspects of web-based survey research are provided.

scholarly journals ENDORSEMENT OF SUSTAINABLE DEVELOPMENT GOALS (SDGs) IN ENERGY-RESEARCH SECTOR

2020 ◽  
Vol 32 (1) ◽  
Author(s):  
Mohd Fadhil Md. Din ◽  
Santhana Krishnan ◽  
Din Yu-You Li ◽  
Yu Qin
Keyword(s):  
Sustainable Development ◽  
Renewable Energy ◽  
Sustainable Development Goals ◽  
Continuous Process ◽  
Academic Research ◽  
Sustainable Land Use ◽  
Energy Research ◽  
Smart Power ◽  
Coal Fuel ◽  
Development Goals

The renewable energy industry is instrumental to the achievement of all of the Sustainable Development Goals (SDGs). Given the urgency and scale at which renewables must be deployed to meet the world’s sustainable development and climate goals, it is critical that the industry understand its potential impact on all of the SDGs [McCollum et al., 2019]. This mini revision of energy and its relationship with Sustainable Development Goals (SDGs) is mainly towards the agenda of Decarbonize by Mid-Century, Roadmap to 2050, as the aspiration of the “The World in 2050” (TWI 2050), which transformational of six exemplary to achieve SDGs in long-term period [Stanford et al., 2017]. The Roadmap 2050 dreams for six pillars, which are (1) Zero-Carbon electricity, (2) Electrification of end users, (3) Green Synthetic Fuels, (4) Smart Power Grids, (5) Material Efficiency, and (6) Sustainable Land-use. This pillar is only emphasizing the most intensified sectors that could threaten future society, which are Power, Industry, Transportation and Buildings [Khanna et al., 2019]. However, this update only describes the most related topic on Energy (or Power) as the subject matter. Currently, the recent attention of the common energy sector is to promote the Energy Efficiency Index (EEI), minimizing the coal-fuel or fossil-fuel burning system in energy and transportation sectors, and implementing the Renewable Energy initiatives [Anderson et al., 2018]. SDGs and all impose materials (indicator, measurement, impact and outcome) is not only strategize to make further improvement in life and planet, but beyond the prosperity of humanity in the future with the emphasize of “No One Left Behind”. Energy-research based is the contemporary engagement with Higher Education Institutions (HEIs), industry-driven, community translational project and government policy. The aims of this interesting topic are concurrent with the ASEAN Renewable and Energy Roadmap under the Science, Technology and Innovation (STI) for the agenda 2030. Therefore, the initiative by “The Hitachi Global Foundation” is recruiting more youth program in the assessment of “promoting of academic research, science and technology” since 2015 for the purpose of pioneering research in society [Hitachi report, 2019]. One of the important enabling sustainability activity is “Energy, Environment” as the contribution to the international community and provide solution to the various issues and challenges. Any research related to the energy will bring back the concepts of SDGs, which combining the 5Ps (Prosperity, People, Partnership, Peace and Planet). Numbers of researchers participating the utmost inspiring “research and empowerment of society” program is being selected based on scientific knowledge, creativity and contribution to the publics. One of the global outcome is a similar targeted by “Roadmap to 2050”, with the clause supporting the RD activities that should aims for continuous process of decarbonisation society and lock-in the solution in long run. Thus, as one of the influential contribution in the roadmap and TWI 2050, The Global Hitachi Foundation is a one step ahead to engage more researchers in the SDGs implementation.

scholarly journals Interprofessional Pharmacokinetics Simulation: Pharmacy and Nursing Students’ Perceptions

Pharmacy ◽  
2018 ◽  
Vol 6 (3) ◽  
pp. 70 ◽  
Author(s):  
Cheryl Cropp ◽  
Jennifer Beall ◽  
Ellen Buckner ◽  
Frankie Wallis ◽  
Amanda Barron
Keyword(s):  
Nursing Students ◽  
Student Perceptions ◽  
Interprofessional Education ◽  
Online Survey ◽  
Interprofessional Collaboration ◽  
Core Competencies ◽  
Hospital Setting ◽  
Pharmacy Students ◽  
Patient Centered ◽  
Survey Responses

Interprofessional practice between pharmacists and nurses can involve pharmacokinetic dosing of medications in a hospital setting. This study describes student perceptions of an interprofessional collaboration pharmacokinetics simulation on the Interprofessional Education Collaborative (IPEC) 2016 Core Competencies. The investigators developed a simulation activity for senior undergraduate nursing and second-year pharmacy students. Nursing and pharmacy students (n = 54, 91 respectively) participated in the simulation using medium-fidelity manikins. Each case represented a pharmacokinetic dosing consult (vancomycin, tobramycin, phenytoin, theophylline, or lidocaine). Nursing students completed head-to-toe assessment and pharmacy students gathered necessary information and calculated empiric and adjusted doses. Students communicated using SBAR (Situation, Background, Assessment, and Recommendation). Students participated in debrief sessions and completed an IRB-approved online survey. Themes from survey responses revealed meaningful perceptions in all IPEC competencies as well as themes of safety, advocacy, appreciation, and areas for improvement. Students reported learning effectively from the simulation experience. Few studies relate to this type of interprofessional education experience and this study begins to explore student perceptions of interprofessional education (IPE) in a health sciences clinical context through simulation. This real-world application of nursing and pharmacy interprofessional collaboration can positively affect patient-centered outcomes and safety.

How Residents MET their training: Resident’s perception of Medical Emergency Team and its contribution to their Training

2020 ◽  
Author(s):  
Kangqi Ng ◽  
Daryl Jones ◽  
Augustine Tee
Keyword(s):  
Internal Medicine ◽  
Online Survey ◽  
Improve Patient Safety ◽  
Core Competencies ◽  
Medical Emergency Team ◽  
Learning Goals ◽  
Medical Emergency ◽  
Formal Training ◽  
Emergency Team ◽  
Medical Emergencies

Abstract Background Medical Emergency Teams (MET) have been implemented in many hospitals to improve patient safety. Few studies examined how residents perceive the MET as part of training. Objective We aimed to evaluate residents’ perceptions of how MET rotation affected training in the core competencies specified by Accreditation Council for Graduate Medical Education (ACGME). Methods We conducted an online survey of 106 residents. They are either junior residents who are in training in internal medicine, non-trainee registrars or senior residents who are training in respiratory or advanced internal medicine. Results We achieved a response rate of 62.3%. More than 90% of residents agreed or strongly agreed that MET contributed positively to their training, made resuscitation of patients safer and more efficient, and disagreed or strongly disagreed that MET made resuscitation of patients more time-consuming or cumbersome. More than 80% agreed or strongly agreed that the MET improved their clinical judgement in medical emergencies, helped achieve their learning goals and exposed them to a wide variety of cases. At least two-thirds thought that the MET posting improved their procedural skills and communication in end of life care discussions. In contrast, 26.6% of respondents agreed or strongly agreed that the MET decreased autonomy of the primary team. One-third felt they needed formal training for the MET posting. Conclusion Our findings suggest that residents perceive participation in MET was beneficial in training and improved patient care. We also found that formal training and consultant oversight may be needed for junior team leaders of MET.

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