scholarly journals Fellow As Clinical Teacher, Benign Hematology Curriculum Improves Learning and Reaction to Academic Medicine

Blood ◽  
2021 ◽  
Vol 138 (Supplement 1) ◽  
pp. 4946-4946
Author(s):  
Amany R. Keruakous ◽  
Sanober Nusrat ◽  
Tariq Khreis ◽  
Sufana Shikdar ◽  
Leslie Renee Ellis ◽  
...  
Keyword(s):  
Academic Medicine ◽  
Academic Career ◽  
Clinical Teacher ◽  
Teaching Skills ◽  
Bleeding Disorders ◽  
Post Intervention ◽  
Cellular Basis ◽  
Academic Track ◽  
Level Of Knowledge ◽  
Level Of Training

Abstract Introduction: The expansion of medical schools, faculty attrition, and trainees' disinterest in academia, all highlight the need to encourage the next generation of academic physicians. The published literature indicates that early academic career awareness and involvement in scholarship activities can positively influence trainees' interest in academia. Teaching experience has been shown to positively influence interest in an academic career, trainees who can engage in educational activities, and who transform their work into educational scholarship are more likely than their counterparts to pursue the medical educator academic track. We hypothesized that heightening diverse trainees' awareness of opportunities to engage in various educational roles through the fellow as clinical teacher (FACT) may help them consider future academic positions as well as improve their medical knowledge. Method: We implemented a hematology FACT program that utilized an hour didactics session that is held every month focused on benign hematology curriculum. We aimed to help fellows to 1) develop as teachers, 2) improve knowledge in benign hematology, and 3) increase their career interest in educators' academic track. After implementing the program, post-intervention surveys focusing on evaluating their reaction to the program, whether participation in the program increased their interest in academic medicine, and whether attending the program benefitted their knowledge and advanced their learning. Focusing on level 1 and 2 on the Kirkpatrick four-level educational model. Results: The FACT program included nine participants, all participants served as trainees and educators in the program. Participants were asked to indicate the most challenging topics in the benign hematology field to guide building the content of the curriculum. The cellular basis of hematopoiesis was noted as the most challenging for six participants. Majority of participants reported having struggles evaluating hemoglobinopathy disorders, hematologic women's health issues, bleeding disorders, and transfusion medicine challenges. Those subjects concluded majority of the curriculum content. Post-intervention surveys were sent out to all participants after eighteen months of implementing the program, asking their feedback about the program, their reaction about the program and knowledge benefit, nine surveys were collected. The implemented program helped improving participants' level of knowledge for hemophilia and other bleeding disorders such as Von Willebrand Disease, in most participants (7 of 9). Also, five participants reported a benefit in regards to cellular basis of hematopoiesis and hemoglobinopathy disorders. The majority of participants (7 of 9) found that the course material was very useful and they rated the lectures to be very good to excellent. And all participants agreed on the discussed topics to be appropriate for their level of training, moreover, it improved the overall understanding and level of interest in benign hematology. All participants noted the impact of the program on augmenting their teaching skills and interest in exploring the academic medicine track. The drawback of the program reported by participants (3 of 9) was experiencing a communication barrier and feeling restricted communicating their questions, opinions, and concerns to their co-fellow educators. Discussion: Implementing the fellow as clinical teacher program has been a strategy that is used to increase trainees' interest in academic careers and educators' tracks, although its barriers and impact on fellow's education is not clear. In this review, we aimed at evaluating the program from trainees' perspectives. The program was beneficial to all trainees, all served as educators at a certain time, it was appropriate for their level of training, it improved the overall knowledge for benign hematology topics, and it positively impacted their teaching skills and interest in academic medicine. With a longer follow-up time, it would be beneficial to evaluate the program's impact on the fellows' commitment towards academic medicine. Conclusion: Fellow as clinical teacher program could be a tool to increase hematology fellows' interest in academic educators' track, increase level of knowledge and confidence managing different challenging topics, without affecting the quality of medical education. Disclosures Ellis: Rafael Pharmaceuticals: Consultancy.

scholarly journals Scholarly Research Productivity among Otolaryngology Residency Graduates and its Relationship to Future Academic Achievement

2021 ◽  
pp. 000348942110043
Author(s):  
Austin L. Johnson ◽  
Adam Corcoran ◽  
Matthew Ferrell ◽  
Bradley S. Johnson ◽  
Scott E. Mann ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Academic Medicine ◽  
Research Productivity ◽  
Academic Career ◽  
Fellowship Training ◽  
Fundamental Aspect ◽  
High Positive Correlation ◽  
Residency Programs ◽  
Publication Rates

Objective: Scholastic activity through research involvement is a fundamental aspect of a physician’s training and may have a significant influence on future academic success. Here, we explore publication rates before, during, and after otolaryngology residency training and whether publication efforts correlate with future academic achievement. Methods: This cross-sectional analysis included a random sample of 50 otolaryngology residency programs. From these programs, we assembled a list of residents graduating from the years in 2013, 2014, and 2015. Using SCOPUS, PubMed, and Google Scholar, we compiled the publications for each graduate, and data were extracted in an independent, double-blinded fashion. Results: We included 32 otolaryngology residency programs representing 249 residents in this analysis. Graduates published a mean of 1.3 (SD = 2.7) articles before residency, 3.5 (SD = 4.3) during residency, and 5.3 (SD = 9.3) after residency. Residents who pursued a fellowship had more total publications ( t247 = −6.1, P < .001) and more first author publications ( t247 = −5.4, P < .001) than residents without fellowship training. Graduates who chose a career in academic medicine had a higher number of mean total publications ( t247 = −8.2, P < .001) and first author publications ( t247 = −7.9, P < .001) than those who were not in academic medicine. There was a high positive correlation between residency program size and publications during residency ( r = 0.76). Conclusion: Research productivity correlated with a number of characteristics such as future fellowship training, the pursuit of an academic career, and overall h-index in this study.

Recognition of the Clinical Teacher

PEDIATRICS ◽  
1966 ◽  
Vol 37 (5) ◽  
pp. 853-854
Author(s):  
CHARLES V. PRYLES
Keyword(s):  
New York ◽  
England Journal ◽  
New England ◽  
Academic Medicine ◽  
New York Times ◽  
Clinical Teacher ◽  
Laboratory Research ◽  
The New York Times ◽  
Excellence In Teaching

For some time others as well as I have been concerned with the fact that there are no rewards for excellence in teaching and that in order to achieve advancement in academic medicine one must do basic laboratory research, and perhaps the more basic the research, the better the chances for recognition and promotion. A recent Special Article by Dr. Samuel Proger in the September 9, 1965, issue of the New England Journal of Medicine and an editorial in the November 1 issue of the New York Times deplore the emphasis on research to the neglect of teaching, both in undergraduate and postgraduate years.

scholarly journals Fellow as Clinical Teacher (FACT) Curriculum: Improving Fellows' Teaching Skills During Inpatient Consultation

MedEdPORTAL ◽  
2018 ◽  
Vol 14 (1) ◽  
Author(s):  
Debbie C. Chen ◽  
Eli M. Miloslavsky ◽  
Ariel S. Winn ◽  
Jakob I. McSparron
Keyword(s):  
Clinical Teacher ◽  
Teaching Skills

scholarly journals Clinical practice guideline on the prevention and management of neonatal extravasation injury: a before-and-after study design

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Kam Ming Chan ◽  
Janita Pak Chun Chau ◽  
Kai Chow Choi ◽  
Genevieve Po Gee Fung ◽  
Wai Wa Lui ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Clinical Practice Guideline ◽  
Practice Guideline ◽  
Central Line ◽  
Evidence Based ◽  
Post Intervention ◽  
Before And After ◽  
Level Of Knowledge ◽  
Intravenous Catheters ◽  
Before And After Study

Abstract Background Extravasation injury resulting from intravenous therapies delivered via peripheral intravenous catheters or umbilical and peripherally inserted central venous catheters is a common iatrogenic complication occurring in neonatal intensive care units. This study aimed to evaluate the effectiveness of an evidence-based clinical practice guideline in the prevention and management of neonatal extravasation injury by nurses. Methods A controlled before-and-after study was conducted in a neonatal unit. The clinical practice guideline was developed, and a multifaceted educational program was delivered to nurses. Neonatal outcomes, including the rates of peripheral intravenous extravasation and extravasation from a central line, were collected at the pre- and post-intervention periods. Post-intervention data for nurses, including the nurses’ level of knowledge and adherence, were collected at six months after the program. Results 104 and 109 neonates were recruited in the pre-intervention period (control) and the post-intervention period (intervention), respectively. The extravasation rate before and after the intervention was 14.04 and 2.90 per 1,000 peripheral intravenous catheters days, respectively. The adjusted odds ratio of peripheral intravenous extravasation post-intervention compared with that of pre-intervention was 0.20 (95% confidence interval: 0.05–0.74; p = 0.02) after adjusting for peripheral intravenous catheter days. The extravasation from a central line rate of the control and intervention groups post-intervention was 4.94 and zero per 1,000 central venous catheter days, respectively. Fifty-nine registered nurses were recruited. At six months post-program, there were significant improvements in the nurses’ level of knowledge and adherence. Conclusions These findings suggest that the implementation of an evidence-based clinical practice guideline significantly reduced the rate of peripheral intravenous extravasation and extravasation from a central line in neonates. However, to maintain nurses’ knowledge and adherence to the evidence-based practice, the educational program will have to be conducted periodically and incorporated into the nurses’ induction program. Trial registration ClinicalTrials.gov, Identifiers: NCT04321447. Registered 20 March 2020 - Retrospectively registered.

scholarly journals An Innovative Educational and Mentorship Program for Emergency Medicine Women Residents to Enhance Academic Development and Retention

CJEM ◽  
2015 ◽  
Vol 17 (6) ◽  
pp. 685-688 ◽  
Author(s):  
Kriti Bhatia ◽  
James Kimo Takayesu ◽  
Christian Arbelaez ◽  
David Peak ◽  
Eric S. Nadel
Keyword(s):  
Emergency Medicine ◽  
Academic Medicine ◽  
Role Models ◽  
Large Scale ◽  
Academic Career ◽  
Leadership Role ◽  
Academic Promotion ◽  
Mentorship Program ◽  
Competing Demands ◽  
Women In Academic Medicine

AbstractGiven the discrepancy between men and women’s equal rates of medical school matriculation and their rates of academic promotion and leadership role acquisition, the need to provide mentorship and education to women in academic medicine is becoming increasingly recognized. Numerous large-scale programs have been developed to provide support and resources for women’s enrichment and retention in academic medicine. Analyses of contributory factors to the aforementioned discrepancy commonly cite insufficient mentoring and role modeling as well as challenges with organizational navigation. Since residency training has been shown to be a critical juncture for making the decision to pursue an academic career, there is a need for innovative and tailored educational and mentorship programs targeting residents. Acknowledging residents’ competing demands, we designed a program to provide easily accessible mentorship and contact with role models for our trainees at the departmental and institutional levels. We believe that this is an important step towards encouraging women’s pursuit of academic careers. Our model may be useful to other emergency medicine residencies looking to provide such opportunities for their women residents.

scholarly journals Partial methodology for assessing the level of methodological training of trainers during combat training of tank brigade during combat readiness

VUZF Review ◽  
2020 ◽  
Vol 5 (1) ◽  
pp. 54-57
Author(s):  
Vоlodymyr Kharabara ◽  
Iurii Repilo
Keyword(s):  
Combat Training ◽  
Joint Forces ◽  
Training Of Trainers ◽  
Level Of Knowledge ◽  
Training Courses ◽  
Training Activities ◽  
Level Of Training ◽  
The Impact ◽  
Combat Readiness

The experience of using tank brigade and units in the of anti-terrorist operation (ATO) and the operation of the Joint Forces (OJF), which are the main strike force of the Land Forces, indicates that their successful combat performance depends to a large extent on their combat capability. The level of preparedness of the brigade has a direct impact on combat capability.During combat renewal, combat training activities are conducted during which the training facilities acquire certain capabilities to perform combat missions. Due to the limited time involved in conducting combat training, methodological training of trainers has a significant impact on their level of training. This requires the search and implementation of new approaches to the quality of combat training activities by leaders of training in the course of combat readiness, which requires the development of a scientific and methodological apparatus to assess their level of methodological training. The article proposes a partial methodology for assessing the level of methodological training of leaders of training during combat training in the course of combat readiness, as part of a comprehensive methodology for assessing the effectiveness of combat tank training in the course of combat capability, which allows to take into account the impact of training leaders on the quality of training. The use of the proposed method allows the training subjects to quantify the level of methodological training of the trainers and to identify problems in the organization of their classes. The above methodology uses indicators that characterize the level of knowledge and skills of the head teacher in the subject of study, their experience in their classes and the availability of training courses to improve pedagogical skills.

scholarly journals "Knowledge, Attitudes and Practices of Health Legislation and Regulations by Dentists and Stomatologists in the Valencian Community: A KAP Analysis".

2021 ◽  
Author(s):  
Martina Sánchez Gisbert ◽  
Marina Gisbert Grifo ◽  
Chirag C. Sheth
Keyword(s):  
Work Experience ◽  
Ethical Issues ◽  
Legal Protection ◽  
Multiple Choice Questions ◽  
Attitudes And Practices ◽  
Email Address ◽  
Level Of Knowledge ◽  
Level Of Training ◽  
Health Legislation ◽  
Knowledge Attitudes And Practices

Abstract Background: The main objective of this study is to analyse the background and knowledge, attitudes and practices of Spanish dentists and stomatologists registered in Alicante, Castellón and Valencia, the three provinces that make up the Valencian Community, with regard to current Spanish health legislation and regulations, and to try to quantify the relationship between level of training, specialisation, work experience, position and workplace, and degree of knowledge. Methods: An anonymous survey was designed, consisting of thirty-three multiple-choice questions, checked beforehand by a statistician and validated by nine dentists and stomatologists from different specialisations, via an online platform called SurveyMonkey®. The validated survey included questions regarding their professional background and key questions regarding current dental law and expertise. The link and QR code (Quick Response) for taking the survey was sent via the official email address of each province's College of Dentists and Stomatologists, so that members could take the survey online for a limited period of time. Results: Members' level of knowledge of health legislation and regulations in the Valencian Community is moderate, with only 63% of the questions answered correctly. Neither their level of education nor work experience correlates significantly with their degree of knowledge. Dentists specialising in General and Aesthetics Dentistry were found to be more knowledgeable about ethical issues. Regarding the workplace, those working as university teachers tended to stand out from the other professionals in terms of legal and ethical knowledge whilst self-employed and employee dentists show a lower level of knowledge than the rest of the sample. Conclusions: The conclusions obtained from this study highlight the need for dentists to complete and update their knowledge of current health legislation, as having proper knowledge is a means of avoiding possible legal problems, which not only means better legal protection for the dentist but is also a means of guaranteeing adequate patient care.

scholarly journals Influence of Community-Based Interventions on Routine Immunization Uptake among Children Under Five Years in Ntungamo District-Uganda

2021 ◽  
Vol 9 (4) ◽  
pp. 62-83
Author(s):  
Byamukama Topher
Keyword(s):  
Immunization Coverage ◽  
Control Groups ◽  
Community Based Interventions ◽  
Post Intervention ◽  
Community Based ◽  
Significant Difference ◽  
Immunization Services ◽  
Level Of Knowledge ◽  
The Difference ◽  
And Control

Evidence of the effectiveness of community-based interventions in improving immunization coverage in populations of low coverage is limited. Vaccine-preventable diseases is a major public health challenge in low-income countries where Uganda lies, and immunization is the only reliable strategy for child survival. The study's objective was to assess the influence of a community-based intervention on the uptake of immunization services to recommend strategies to health stakeholders to improve immunization coverage. A quasi-experimental study was conducted in three phases. Structured and key informant interviews were used as data collection tools. Phase one provided baseline data before the intervention, the second phase was a community-based intervention, and the third phase was post-intervention evaluation. There was no significant difference on the uptake of BCG, POLIO-0, POLIO-1, POLIO-2, DPTHeP-Hib1, DPTHeP-Hib2, PCV1 and PCV2 immunizations between the intervention and control group post-intervention (P= 1.00, α =0.5). The level of knowledge on immunization was 68.8% and 29.6% in the intervention and control groups, respectively. The difference between the two was statistically significant (P=0.00 = α= 0.5). There was a significant association between the level of knowledge of the caregivers on immunization and the uptake of immunization services (P=0.00, α=0.5). There was also a statistically significant difference in immunization coverage between the intervention and control groups (97.5%) and (75.1%) for the intervention and control groups, respectively. The difference was statistically associated with the community-based intervention (P =0.00, α=0.5). Community-based interventions influenced the uptake of routine immunization services.

scholarly journals Scale Development for Teaching Appraisal

2017 ◽  
Vol II (I) ◽  
pp. 55-66
Author(s):  
Shahida Naz ◽  
Memona Rasheed ◽  
Tahir Rasheed
Keyword(s):  
Social Sciences ◽  
Scale Development ◽  
Classroom Management ◽  
Effective Teaching ◽  
Teaching Skills ◽  
Management Skills ◽  
Pilot Testing ◽  
Level Of Knowledge

The study finds if teachers' success in classroom is determined by the efficacy of teaching skills. Successful and effective teaching depend on several factors including level of knowledge, classroom management skills and students assessment. Evaluating the effectiveness of teachers is a challenging task due to the absence of standardized scale for assessing teachers’ classroom disposition. The present study develops and validate a scale for the evaluation of teachers’ teaching skills. Keeping in consideration the previous scales, literature and teaching skills, a scale comprising of 27 items is developed. It is then validated in pilot testing. The developed scale is used for the appraisal of 60 teachers for their teaching skills. The coefficient of reliability for the scale was 0.822 which is acceptable for the scales to be used in social sciences.

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