scholarly journals Addressing Systemic Racism by Creating a Diversity, Equity, and Inclusion Department Initiative

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 547-548
Author(s):  
Stephanie Chow ◽  
Katherine Brown ◽  
Martine Sanon ◽  
Sasha Perez ◽  
Amy Kelley ◽  
...  
Keyword(s):  
Group Discussion ◽  
Lessons Learned ◽  
Qualitative Assessment ◽  
Medical Setting ◽  
Systemic Racism ◽  
Self Reflection ◽  
Academic Medical ◽  
Online Feedback ◽  
Program Components ◽  
Departmental Administration

Abstract Background Catalyzed by social injustice and worsening racial inequities highlighted by the COVID-19 pandemic, a diverse academic geriatrics and palliative medicine department in NYC launched a DEI initiative. This report presents key program components and lessons learned in launching this initiative in the interprofessional academic medicine setting. Methods First, DEI core and departmental administration met 2-4 times/month to plan and review program activities, vision, and mission. The team conducted confidential roundtable discussions about DEI issues and 1:1 interviews to assess needs. A monthly Humanities, Arts, and Books (HAB) Initiative provided a safe space for discussion and learning. The HAB platform supported a longitudinal curriculum emphasizing (1) group discussion and self-reflection on DEI concerns, (2) knowledge dissemination including a “Learning Pathway” series, and (3) skill-based workshops. With each event, we collected anonymous feedback. Comments were systematically recorded and an engagement evaluation was conducted to iteratively shape future sessions. Departmental administration was engaged to track DEI-focused measures of recruitment, career advancement, and retention. Finally, we centralized DEI activities on a departmental website, including an anonymous online feedback box. Results Quantitative and qualitative assessment of DEI initiatives are forthcoming. Metrics include DEI and professional development surveys, departmental demographic and diversity measures, increase in DEI-related projects and grants, and individual participation in DEI programs. Conclusions Creating a strong and sustainable DEI initiative within an academic medical setting requires a passionate and diverse core team, deliberate backing by administration, and thoughtful dissemination of sensitive content in the midst of a highly charged social justice landscape.

scholarly journals Recontextualizing Quality Talk for an Eighth-Grade English Classroom in China

2020 ◽  
pp. 209653112097017
Author(s):  
Liwei Wei ◽  
P. Karen Murphy ◽  
Shenghui Wu
Keyword(s):  
Language Learning ◽  
Small Group ◽  
English Language ◽  
Group Discussion ◽  
Lessons Learned ◽  
Target Language ◽  
Eighth Grade ◽  
Pedagogical Approach ◽  
Language Class ◽  
English Classroom

Purpose: Conducting meaningful interactions in the target language is essential for language learning. However, in many English language classrooms in China, it is rare that students are provided with such opportunities. In the current study, we presented and critically evaluated the implementation of a small-group discussion approach called Quality Talk (QT) in an eighth-grade English language classroom in China. Design/Approach/Methods: One eighth-grade English teacher and 82 eighth-grade students in a public middle school in Beijing participated in the study using a pretest-posttest, quasi-experimental design. Recordings of teacher coaching sessions and student discussions, researchers’ field notes, and participating teacher’s written reflections were used to identify successful practices and lessons learned with respect to the implementation of QT. Implications for future directions were also discussed. Findings: The results revealed that to successfully implement a discourse-intensive pedagogical approach in a large English language class, it is essential that (a) the materials used for discussion closely align with the school curriculum, (b) students are grouped heterogeneously and scaffolded to engage in discussions both in their native and target languages, and (c) student leadership be leveraged to facilitate discussion in each small group. Originality/Value: The present study delineated the details with respect to implementing a discourse-intensive pedagogical approach in an eighth-grade English classroom in China. We derived several key insights from recontextualizing QT in an English learning, large class context in China. These insights might hold the potential to improve the effectiveness of English teaching and learning in China.

Teachers' learning in extraordinary times: shifting to a digitally facilitated approach to lesson study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
James Calleja ◽  
Patrick Camilleri
Keyword(s):  
Technology Use ◽  
Lesson Study ◽  
Group Discussion ◽  
Content Type ◽  
Self Reflection ◽  
Opportunities For Learning ◽  
Study Process ◽  
The University ◽  
Practical Implications

PurposeThe research reported in this paper brings forth the experiences of three teachers working in different schools. These teachers learned about lesson study through a course offered at the University of Malta while, at the same time, leading a lesson study with colleagues at their school. With the COVID-19 outbreak, these teachers had, out of necessity, to adopt and accommodate for their lesson study to an exclusive online approach. This paper, hence, focuses on teachers' learning as they shifted their lesson study online.Design/methodology/approachThis paper presents a case study that delves into the experiences and perceptual insights that these teachers manifested in shifting to an exclusive online lesson study situation. Data collection is derived from a focus group discussion, teacher reflective entries and detailed reports documenting the lesson study process and experiences. Employing technological frames as the theoretical lens, a description-analysis-interpretation approach was employed to analyse and interpret reflections and grounded experiential perceptions that the respondents disclosed during their lesson study journey.FindingsNotwithstanding their initial discerned sense of loss and unpreparedness of being constrained to migrate lesson study to exclusive online means, teachers eventually recognised that digitally mediated collaborative practices enhanced self-reflection about the lesson study process. Therefore, the extraordinary situation that the teachers in this study experienced not only disrupted their modus operandi but also allowed them to discern new opportunities for learning about digital technology use in lesson study.Practical implicationsDisruption, brought about by unforeseen circumstances, takes teachers and professional development facilitators out of their comfort zones, invariably helping them grow out of their limitations and rethink lesson study practices.Originality/valueIntentionally driven disruptions prompt teachers to resolve their dissatisfactory situations by thinking out of the box, eventually helping them to improve their professional practices.

Justice versus Social Justice in South Africa: Quo vadis?

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Marelize Isabel Schoeman
Keyword(s):  
South Africa ◽  
Social Justice ◽  
Criminal Justice ◽  
Criminal Justice System ◽  
Justice System ◽  
Lessons Learned ◽  
Historical Discourse ◽  
Self Reflection ◽  
Underlying Basis ◽  
Quo Vadis

This article explores the concept of criminal justice as a formal process in which parties are judged and often adjudged from the paradigmatic perspective of legal guilt versus legal innocence. While this function of a criminal-justice system is important – and indeed necessary – in any ordered society, a society in transition such as South Africa must question the underlying basis of justice. This self-reflection must include an overview questioning whether the criminal-justice system and its rules are serving the community as originally intended or have become a self-serving function of state in which the final pursuit is outcome-driven as opposed to process-driven. The process of reflection must invariably find its genesis in the question: ‘What is justice?’ While this rhetorical phraseology has become trite through overuse, the author submits that the question remains of prime importance when considered contemporarily but viewed through the lens of historical discourse in African philosophy. In essence, the question remains unanswered. Momentum is added to this debate by the recent movement towards a more human rights and restorative approach to justice as well as the increased recognition of traditional legal approaches to criminal justice. This discussion is wide and in order to delimit its scope the author relies on a Socratically influenced method of knowledge-mining to determine the philosophical principles underpinning the justice versus social justice discourse. It is proposed that lessons learned from African philosophies about justice and social justice can be integrated into modern-day justice systems and contribute to an ordered yet socially oriented approach to justice itself.

scholarly journals Patient Centered Medical Home transformation at an academic medical center

2015 ◽  
Vol 5 (1) ◽  
pp. 34
Author(s):  
Randy Wexler ◽  
Jennifer Lehman ◽  
Mary Jo Welker
Keyword(s):  
Family Medicine ◽  
Patient Outcomes ◽  
Medical Home ◽  
Medical Center ◽  
Academic Medical Center ◽  
Lessons Learned ◽  
Patient Centered Medical Home ◽  
Model Of Care ◽  
Patient Centered ◽  
Academic Medical

Background: Primary care is playing an ever increasing role in the design and implementation of new models of healthcare focused on achieving policy ends as put forth by government at both the state and federal level. The Patient Centered Medical Home (PCMH) model is a leading design in this endeavor.Objective: We sought to transform family medicine offices at an academic medical center into the PCMH model of care with improvements in patient outcomes as the end result.Results: Transformation to the PCMH model of care resulted in improved rates of control of diabetes and hypertension and improved prevention measures such as smoking cessation, mammograms, Pneumovax administration, and Tdap vaccination. Readmission rates also improved using a care coordination model.Conclusions: It is possible to transform family medicine offices at academic medical centers in methods consistent with newer models of care such as the PCMH model and to improve patient outcomes. Lessons learned along the way are useful to any practice or system seeking to undertake such transformation.

scholarly journals Sustainability of Seahorses: Lessons Learned of Local Wisdom from Bintan Islands, Riau Islands Province

2018 ◽  
Vol 47 ◽  
pp. 07001
Author(s):  
Fitria Ulfah ◽  
Afrizal ◽  
Arief Pratomo
Keyword(s):  
Local Knowledge ◽  
Sea Water ◽  
Group Discussion ◽  
Economic Value ◽  
Lessons Learned ◽  
Coastal Communities ◽  
Ecological Knowledge ◽  
Local Institution ◽  
Reproduction Pattern ◽  
Depth Interviews

Seahorse (Hippocampus spp.) has a high economic value in Bintan Island that leads to its exploitation by coastal community intensively. This study was to assess local knowledge on seahorse ecology which was captured across shoreline near the coastal communities. The research was conducted in SebongPereh village Bintan Island. The data were collected by conducting depth interviews and focus group discussion on seahorse fishermen which was selected purposively. The results revealed local fishermen have ecological knowledge related to habitat types, behavior, and monthly variation in abundance, size and reproduction pattern. The result also showed that the existence of the seahorse during the catch season moves around, follow the condition of the seaweed and tidal of sea water. This local knowledge was used by fishermen as a strategy in determining the fishing time and catchment area of a seahorse. Through such local wisdom, local fishing communities established a local institution to manage conversation and sustainability use of seahorse in waters of SebongPereh village.

scholarly journals Implementing Resident Team Assistant Programs at Academic Medical Centers: Lessons Learned

2020 ◽  
Vol 12 (6) ◽  
pp. 769-772
Author(s):  
Ryosuke Takei ◽  
George Dalembert ◽  
Jeanine Ronan ◽  
Nicole Washington ◽  
Stuti Tank ◽  
...  
Keyword(s):  
Job Satisfaction ◽  
Clinical Care ◽  
Lessons Learned ◽  
Academic Medical Centers ◽  
Institutional Goals ◽  
Medical Centers ◽  
Academic Medical ◽  
Medical Teams ◽  
Administrative Task ◽  
Administrative Tasks

ABSTRACT Background Excessive inpatient administrative tasks can lead to adverse consequences for residents and their patients. Furthermore, this burden has been linked to depersonalization, a major component of physician burnout. Objective To describe the development, implementation, feasibility, acceptability, and early outcomes of Resident Team Assistant (RTA) programs. Methods Three large academic medical centers created RTA programs in which administrative assistants are incorporated into inpatient medical teams. First steps included a needs assessment and driver diagram creation to identify key issues and to solidify goals. Program directors were assigned, and RTAs were hired, trained, and incorporated into inpatient teams at each institution (2003, 2016, 2018). Program leadership and institutional stakeholders met regularly to discuss development and quality assurance. Surveys and direct interviews were performed to evaluate impact and acceptability. Institutional goals in accordance to RTAs tasks were also investigated. Results Resident surveys and interviews have shown acceptability with RTAs completing a large percentage of resident administrative tasks while promoting time spent in direct clinical care and job satisfaction. Hospital-specific improvements have included increase in referring physician communication rate and decrease in work hour violations. The programs have maintained high feasibility and sustainability with a relatively low time commitment from leadership and cost for the institutions. Conclusions The RTA programs at the 3 institutions have continued to be sustained over time with perceived improvements in administrative task burden and job satisfaction for the residents. They have maintained high acceptability and feasibility in terms of effort and costs for the hospitals.

scholarly journals Evaluating the Impact of a brief Health at Every Size-Based activity on body positivity and internal weight-based oppression

2020 ◽  
Author(s):  
Hanaa Ahmed ◽  
Sana Elashie ◽  
Lily O'Hara
Keyword(s):  
Undergraduate Students ◽  
The Body ◽  
Body Image Disturbance ◽  
Qualitative Assessment ◽  
Body Appreciation ◽  
Self Reflection ◽  
Missing Responses ◽  
Health At Every Size ◽  
The Impact

Introduction: Internal weight-based oppression WBO is the internalized negative attitudes, values and beliefs people hold about body weight, and is associated with depression, anxiety, body image disturbance, disordered eating, avoidance of physical activity, and increased calorie consumption. Conversely, body positivity encompasses body acceptance, body appreciation, and body love, and adaptive approaches protective of health and wellbeing. The objective of the study was to evaluate the impact of the brief activity on body positivity and internal WBO in female students at Qatar University. Methods: The study used a quasi-experimental pre-post evaluation design, with quantitative assessment of body positivity and internal weight-based oppression before a brief activity (pre), immediately afterwards (post), and 10 weeks later (follow up), and qualitative assessment at the 10-week follow up. Love your Body, a Health at Every Size-based activity, was developed and delivered by public health students as part of the Mental Health Festival. The 10- minute activity involved Yay scales, positive affirmation stickers, photography, postcards, and gratitude writing. Evaluation measures used were the Body Appreciation Scale 2 (BAS-2), Modified Weight Bias Internalization Scale (M-WBIS), Fat Attitudes Assessment Toolkit Size Acceptance (FAAT-SA) and Self Reflection (FAAT-SR) subscales, and an open-ended questionnaire. Results: A total of 35 female undergraduate students completed assessments at all time points. Self-reflection and body appreciation increased significantly after the activity. All measures showed a trend towards improvement from pre to post assessment, but a return to baseline or near baseline status after 10 weeks. Qualitative results suggested that improvements were sustained at follow up. Conclusion: The activity had a positive effect on participants’ body appreciation and self-reflection in the short term, but these improvements were not sustained over the longer term. The high number of missing responses compromised the potential to determine findings that are more robust.

scholarly journals Qualitative Assessment of Rapid System Transformation to Primary Care Video Visits at an Academic Medical Center

2020 ◽  
Vol 173 (7) ◽  
pp. 527-535
Author(s):  
Malathi Srinivasan ◽  
Steven Asch ◽  
Stacie Vilendrer ◽  
Samuel Crandall Thomas ◽  
Rika Bajra ◽  
...  
Keyword(s):  
Primary Care ◽  
Medical Center ◽  
Academic Medical Center ◽  
Qualitative Assessment ◽  
System Transformation ◽  
Academic Medical

Vancomycin Area Under the Curve Dosing and Monitoring at an Academic Medical Center: Transition Strategies and Lessons Learned

2019 ◽  
Vol 33 (6) ◽  
pp. 774-778 ◽  
Author(s):  
Eric R. Gregory ◽  
Donna R. Burgess ◽  
Sarah E. Cotner ◽  
Jeremy D. VanHoose ◽  
Alexander H. Flannery ◽  
...  
Keyword(s):  
Technology Development ◽  
Medical Center ◽  
Academic Medical Center ◽  
Area Under The Curve ◽  
Kidney Injury ◽  
Lessons Learned ◽  
Academic Medical ◽  
Transition Strategies ◽  
Evaluation Stage ◽  
Information Technology Development

Due to the inconsistent correlation of vancomycin trough concentrations with 24-hour area under the curve (AUC) and a desire to reduce rates of vancomycin-associated acute kidney injury, an institutional guideline was implemented by the Antimicrobial Stewardship Team in September 2017 to monitor vancomycin using AUC. Three stages were utilized to organize the process: preparation, implementation, and evaluation. The preparation stage was used to present literature to key stakeholders, and pharmacy meetings focused on the development of a dosing and monitoring guideline. Along with institution-wide education, the implementation stage included information technology development and support. The evaluation stage was comprised of quality improvement and clinical research. Future plans include dissemination of the results and analyses. Numerous lessons were learned due to barriers experienced during the process, but the transition was successful.

Perspectives on a Visual Map-Based Electronic Portfolio System

2011 ◽  
pp. 44-53 ◽  
Author(s):  
Paul Kim
Keyword(s):  
User Interface ◽  
Concept Mapping ◽  
Learning Environments ◽  
Concept Map ◽  
Lessons Learned ◽  
Qualitative Assessment ◽  
Multimedia Contents ◽  
Constructivist Learning Environments ◽  
Visual Aid ◽  
Assessment Strategies

This chapter introduces portfolio system design perspectives that incorporate concept mapping and the map-based user interface. It also presents a prototype of a portfolio system that has been developed based on the discussed perspectives, along with its capacities and the lessons learned in the design and pilot-testing processes. The author argues that a concept map-based design can enhance a portfolio system, and a concept map as a visual aid can be an efficient user interface for students to better organize, present, archive, and retrieve multimedia contents. This chapter will help educators understand the benefits of incorporating the principles of concept mapping in the design of portfolio systems, and how the system capacities may support constructivist learning environments and qualitative assessment strategies linked to curriculum standards.

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