Satisfaction of General Versus Specialized Continuity Clinic in Hematology Oncology Fellowship Training: A Survey

Background: At the University of Florida (UF), hematology-oncology (HO) fellows participate in 2 general types of continuity clinic as part of their fellowship training. One clinic, at the Veterans Hospital (VA), allows fellows to care for patients with a variety of hematology oncology diagnoses in a general clinic setting. The other clinic, located at the university site, is disease or system specific (such as breast or GI clinic). Considerable research supports the value of continuity clinic in residency and fellowship training, but the differences in having a general versus specialized clinic for HO fellows have not been explored. The purpose of this study was to investigate the perceived differences of general versus specialized continuity clinics by recent HO graduates from UF. Specifically, we were interested in learning which features of a continuity clinic they felt were most impactful for their current clinical practice. Methods: An anonymous survey was sent to the last 6 graduating classes of HO fellows at UF, between years of 2013 and 2018. The survey contained short demographic questions, followed by 5 open ended questions pertaining to the differing continuity clinic experiences. Graduates were asked about their opinions of both the general and specialized clinics during their training at UF. Survey responses were reviewed and coded for common themes by the authors. Results: Of 28 graduating fellows surveyed, 13 responded to the survey (response rate 46%). In thematic review of survey responses, the most common themes that emerged concerned autonomy, level of supervision, and the diversity of the patient population. A majority of respondents felt they had more autonomy and personal responsibility at the VA general clinic, but less direct supervision than at the specialized clinics. They also believed they got a broader exposure to different disease types at the VA general clinic. Surveyed participants also commented on the quality of educational seminars and activities, preceptor expertise and teaching, and ability to observe cutting edge practice and clinical trials. Conclusions: Graduated oncology fellows from UF believe that there is a balance that exists between having autonomy and ownership of their patients versus having adequate supervision. Many believe that having “controlled autonomy” and “as much independence as is safe for patients” is key to a meaningful continuity clinic experience during oncology fellowship training.

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Satisfaction of general versus specialized continuity clinic in hematology oncology fellowship training: A survey.

Journal of Clinical Oncology ◽

10.1200/jco.2019.37.15_suppl.10529 ◽

2019 ◽

Vol 37 (15_suppl) ◽

pp. 10529-10529

Author(s):

Sama Imran Ilyas ◽

Martina Cathryn Murphy ◽

Jennifer Michelle Duff ◽

Julia Lee Close

Keyword(s):

Personal Responsibility ◽

Fellowship Training ◽

Continuity Clinic ◽

University Of Florida ◽

Considerable Research ◽

Clinic Experience ◽

Survey Responses ◽

The University ◽

Adequate Supervision

10529 Background: At the University of Florida (UF), oncology fellows participate in two general types of continuity clinic as part of their training. One clinic at the Veterans Hospital (VA) allows them to care for patients in a general clinic setting that encompasses a variety of hematology oncology diagnoses. The other clinic, located at the university site, is disease or system specific (such as breast or GI clinic). Considerable research supports the value of continuity clinic in residency and fellowship training, but the differences in having a general versus specialized clinic for oncology fellows have not been explored. The purpose of this study is to investigate the perceived differences of general versus specialized continuity clinics by recent oncology graduates from UF, and what features of a continuity clinic they feel were most important for an effective and meaningful experience. Methods: An anonymous survey was sent to the last six graduating classes of oncology fellows at UF. The survey contained short demographic questions, followed by five open ended questions pertaining to both continuity clinic experiences. Graduates were asked about their opinions of both the general and specialized clinics during their training at UF. Survey responses were reviewed and coded for common themes. Results: The most common themes that emerged from the surveys were concerning autonomy, supervision, and the diversity of cases and patient population. A majority of respondents felt they had more autonomy and personal responsibility at the VA general clinic, but less direct supervision than at the specialized clinics. They also believed they got a broader exposure of different disease types at the VA general clinic. Surveyed participants also commented on the quality of educational seminars and activities, preceptor expertise and teaching, and ability to observe cutting edge practice and clinical trials. Eleven out of thirty surveys were returned and we anticipate a greater than 50% response for the final poster. Conclusions: Graduated oncology fellows from UF believe that there is a balance that exists between having autonomy and ownership of their patients versus having adequate supervision. Many believe that having “controlled autonomy” and “as much independence as is safe for patients” is key to a meaningful continuity clinic experience during oncology fellowship training.

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Does Lung Transplantation Improve Health-Related Quality of Life? The University of Florida Experience

The Journal of Heart and Lung Transplantation ◽

10.1016/j.healun.2004.04.012 ◽

2005 ◽

Vol 24 (6) ◽

pp. 755-763 ◽

Cited By ~ 60

Author(s):

James R. Rodrigue ◽

Maher A. Baz ◽

William F. Kanasky ◽

Kathleen L. MacNaughton

Keyword(s):

Quality Of Life ◽

Lung Transplantation ◽

Health Related Quality ◽

University Of Florida ◽

Related Quality ◽

Health Related ◽

The University ◽

Improve Health

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Resident Education in Free Clinics: An Internal Medicine Continuity Clinic Experience

Journal of Graduate Medical Education ◽

10.4300/jgme-d-12-00127.1 ◽

2013 ◽

Vol 5 (2) ◽

pp. 327-331 ◽

Cited By ~ 6

Author(s):

Amber T. Pincavage ◽

Rabia R. Razi ◽

Vineet M. Arora ◽

Julie Oyler ◽

James N. Woodruff

Keyword(s):

Internal Medicine ◽

Free Clinics ◽

Free Clinic ◽

Community Based ◽

Continuity Clinic ◽

Ambulatory Training ◽

Academic Medical ◽

Primary Care Education ◽

Clinic Experience ◽

The University

Abstract Background Most internal medicine (IM) residency programs provide ambulatory training in academic medical centers. Community-based ambulatory training has been suggested to improve ambulatory and primary care education. Free clinics offer another potential training setting, but there have been few reports about the experience of IM residents in free clinics. Objective We assessed the feasibility and acceptability of inclusion of an ambulatory rotation in a free clinic and IM residency curriculum and the advantages of the free clinic setting over the traditional ambulatory clinic model. Methods In 2010, the University of Chicago Internal Medicine Residency Program partnered with a free clinic in order to establish a community-based continuity clinic experience. To assess the feasibility of this innovation, 16 residents were surveyed 9 months after implementation of the clinic to determine satisfaction, perceived preparation to address common medical conditions, and attitudes toward the underserved care population. A subset of these responses was compared to responses from residents in the traditional clinic model. Results Residents in the free clinic rotation were more satisfied and perceived they were more prepared to work in low-resource settings and reported similar levels of preparation regarding common outpatient conditions than residents in a traditional continuity clinic format. They reported increased future likelihood of working in an underserved clinic. Conclusions Our exploratory study suggests free clinics may be an effective platform for community-based continuity clinic training.

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Analysis of the Most Commonly Encountered Diagnoses in Academic Dermatopathology

Journal of Skin and Stem Cell ◽

10.5812/jssc.105911 ◽

2020 ◽

Vol 7 (1) ◽

Author(s):

Vladimir Vincek ◽

Eric Rudnick ◽

Kiran Motaparthi ◽

Addie Walker

Keyword(s):

Cell Carcinoma ◽

Residual Tumor ◽

The United States ◽

Fellowship Training ◽

University Of Florida ◽

Dysplastic Nevi ◽

Skin Cancers ◽

Skin Biopsies ◽

Marginal Status ◽

The University

: The number of skin biopsies has increased over the last three decades, but benchmarks based on the number of biopsies required to capture skin cancers are lacking. To determine the most common dermatopathology diagnoses, reports of all 85,785 dermatopathology specimens examined in the Department of Dermatology at the University of Florida from January 2017 to December 2017 were reviewed. 78,353 non-excisional specimens were evaluated for diagnosis. 7,432 excisional specimens consisting of basal cell carcinoma (BCC), squamous cell carcinoma (SCC), melanoma, and dysplastic nevi were evaluated for residual tumor and marginal status. The fifteen most common diagnoses accounted for 84% of all biopsies, and an additional 30 entities accounted for 12% of all biopsies. The remaining 4% of cases were composed of only 206 diagnoses. This pattern reflects current dermatology practice in the United States, wherein the 20 most commonly encountered diseases account for 85.4% of all diagnoses made by dermatologists. Among the total number of biopsies, 90.7% of specimens were neoplasms and 9.3% were inflammatory or infectious disorders. Uncommon (4%) and inflammatory or infectious (9.3%) disorders comprise a small minority of academic dermatopathology, with implications for resident and fellowship training.

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Assessing impact of inpatient rotations on resident interest in hematology-oncology.

Journal of Clinical Oncology ◽

10.1200/jco.2020.38.15_suppl.11031 ◽

2020 ◽

Vol 38 (15_suppl) ◽

pp. 11031-11031

Author(s):

Bilal Farooqi ◽

Lynne Meyer ◽

Julia Lee Close ◽

Jennifer Michelle Duff

Keyword(s):

Response Rate ◽

Clinical Work ◽

Small Subset ◽

University Of Florida ◽

Negative Results ◽

Stress Levels ◽

Before And After ◽

Oncology Practice ◽

Survey Responses ◽

The University

11031 Background: Working as a hematologist-oncologist is rewarding yet challenging. As cancer cases increase, there is a growing need to recruit more oncologists. It has been hypothesized that earlier exposure to oncology may improve resident interest in the field. This is often achieved by rotations on inpatient oncology wards, which represents only a small subset of the clinical work typical in hematology-oncology. We looked to assess whether early exposure to an inpatient oncology rotation impacts pursuit of this career path. Methods: Categorical interns in Internal Medicine at the University of Florida during year 2017-2018 were surveyed anonymously before and after their inpatient oncology rotation. Confidential identifiers were used to pair surveys. Similar surveys were used in the cardiology and gastroenterology rotations to allow for comparison. The survey included descriptor words to choose when describing the field. These words were categorized as either positive or negative. Results: Thirty-three interns were surveyed. Seventeen surveys were able to be paired (52% response rate) in oncology. Cardiology had 15 paired survey responses and gastroenterology had 13 paired responses. Using a 4-point Likert scale, interest in hematology-oncology decreased overall from 3.12 to 2.82 (p = 0.059) while interest in pursuing a fellowship remained the same. Stress levels were increased slightly from 2.30 to 2.05 (p = 0.564). Cardiology also saw a decrease in interest in the field from 3.53 to 2.93 (p = 0.007) but also an increase in pursuing fellowship from 2.20 to 2.60 (p = 0.014) and decreased stress from 3.13 to 2.67 (p = 0.020). Gastroenterology saw a decrease in interest in the field as well from 3.46 to 2.92 (p = 0.020). Interest in pursuing a fellowship and stress levels were not significantly different for gastroenterology. Field descriptors including “challenging,” “scared,” and “excited” decreased the most while “confident,” “inspired,” and “motivated” increased the most when describing hematology-oncology. Conclusions: While interest in this field was negatively impacted, stress levels associated with the field decreased. Furthermore, field descriptors were generally more positive and optimistic in the post-rotation setting. Though not statistically significant, these findings suggest that interns see oncology as less stressful and feel more capable after inpatient exposure during intern year. As much of hematology-oncology practice is outpatient, increasing intern exposure in this area may further improve perception and recruitment to the field.

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The University of Florida Department of Surgery: Building a Stronger Tomorrow on Yesterday's Foundation

The American Surgeon ◽

10.1177/000313481207800109 ◽

2012 ◽

Vol 78 (1) ◽

pp. 12-19

Author(s):

Kevin E. Behrns ◽

Edward M. Copeland ◽

Richard J. Howard

Keyword(s):

Work Environment ◽

Patient Centered Care ◽

Patient Centered ◽

University Of Florida ◽

Florida Department ◽

Centered Care ◽

Solid Foundation ◽

The University ◽

And Training

Established in 1957, the University of Florida Department of Surgery has a solid foundation on which current faculty are driven to build a stronger tomorrow. The department is focused on promoting patient-centered care, expanding its research portfolio to improve techniques and outcomes, and training the surgical leaders of tomorrow. It fosters an environment where faculty, residents, students, and staff challenge long-held traditions with the goal of improving the health of our patients, the quality of our care, and the vitality of our work environment.

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Toward Facilitating Team Formation and Communication Through Avatar Based Interaction in Desktop-Based Immersive Virtual Environments

Frontiers in Virtual Reality ◽

10.3389/frvir.2021.647801 ◽

2021 ◽

Vol 2 ◽

Author(s):

Alexandre Gomes de Siqueira ◽

Pedro Guillermo Feijóo-García ◽

Jacob Stuart ◽

Benjamin Lok

Keyword(s):

Classroom Environment ◽

Communication Systems ◽

Video Conferencing ◽

Open Spaces ◽

University Of Florida ◽

Immersive Virtual Environments ◽

Poster Sessions ◽

Hands On ◽

Survey Responses ◽

The University

Millions of students worldwide have adopted online learning due to the isolation restrictions imposed by the Covid-19 pandemic. In this context, video conferencing platforms have garnered immense popularity as tools for teaching. However, these tools have several limitations compared to real-world encounters, especially in activities involving collaboration and teamwork. A growing number of researchers and educators have turned to avatar-based communication platforms, such as Mozilla Hubs, as alternatives that can complement video conferencing in social and teaching activities. Several previous research efforts have focused on developing tools that implement avatar-based communication systems or have explored creating activities in these 3D virtual spaces, such as poster sessions in scientific conferences or the classroom environment. In this work, we describe our semester-long efforts to develop Mozilla Hubs rooms toward promoting interaction and communication to help students self-form teams in the context of an introductory virtual reality course at the University of Florida. We describe hands-on activities to prepare students to use Mozilla Hubs effectively, including teaching them skills to customize and create avatars. We describe the implementation of three virtual rooms developed based on researchers' observations and students' survey responses. By observing students' behavior and communication patterns in those rooms, we propose a set of guidelines for building virtual rooms that can promote communication, interaction, and teamwork. We discuss the rooms' design, students' attendance, and avatar choices. Our findings suggest that highly detailed, small, closed spaces are preferred over large, open spaces with few details when promoting interaction and collaboration among students.

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Epistemic and relational conflicts in sharing identical vs. complementary information during cooperative learning

Swiss Journal of Psychology ◽

10.1024//1421-0185.61.3.139 ◽

2002 ◽

Vol 61 (3) ◽

pp. 139-151 ◽

Cited By ~ 20

Author(s):

Céline Darnon ◽

Céline Buchs ◽

Fabrizio Butera

Keyword(s):

Cooperative Learning ◽

Social Comparison ◽

Positive Relationship ◽

Learning Task ◽

Control Group ◽

Complementary Information ◽

Relational Conflict ◽

The Social ◽

The University

When interacting on a learning task, which is typical of several academic situations, individuals may experience two different motives: Understanding the problem, or showing their competences. When a conflict (confrontation of divergent propositions) emerges from this interaction, it can be solved either in an epistemic way (focused on the task) or in a relational way (focused on the social comparison of competences). The latter is believed to be detrimental for learning. Moreover, research on cooperative learning shows that when they share identical information, partners are led to compare to each other, and are less encouraged to cooperate than when they share complementary information. An epistemic vs. relational conflict vs. no conflict was provoked in dyads composed by a participant and a confederate, working either on identical or on complementary information (N = 122). Results showed that, if relational and epistemic conflicts both entailed more perceived interactions and divergence than the control group, only relational conflict entailed more perceived comparison activities and a less positive relationship than the control group. Epistemic conflict resulted in a more positive perceived relationship than the control group. As far as performance is concerned, relational conflict led to a worse learning than epistemic conflict, and - after a delay - than the control group. An interaction between the two variables on delayed performance showed that epistemic and relational conflicts were different only when working with complementary information. This study shows the importance of the quality of relationship when sharing information during cooperative learning, a crucial factor to be taken into account when planning educational settings at the university.

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Evaluation of the Academic Setting in Spain 1This study was financed by the University of Oviedo.

European Journal of Psychological Assessment ◽

10.1027/1015-5759.11.2.133 ◽

1995 ◽

Vol 11 (2) ◽

pp. 133-137 ◽

Cited By ~ 1

Author(s):

Juan Fernández ◽

Miguel A. Mateo ◽

José Muñiz

Keyword(s):

Higher Education ◽

Decision Making ◽

Social Climate ◽

Three Dimensions ◽

Academic Setting ◽

Teaching And Research ◽

Evaluation Questionnaire ◽

University Teachers ◽

The University

The conditions are investigated in which Spanish university teachers carry out their teaching and research functions. 655 teachers from the University of Oviedo took part in this study by completing the Academic Setting Evaluation Questionnaire (ASEQ). Of the three dimensions assessed in the ASEQ, Satisfaction received the lowest ratings, Social Climate was rated higher, and Relations with students was rated the highest. These results are similar to those found in two studies carried out in the academic years 1986/87 and 1989/90. Their relevance for higher education is twofold because these data can be used as a complement of those obtained by means of students' opinions, and the crossing of both types of data can facilitate decision making in order to improve the quality of the work (teaching and research) of the university institutions.

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