scholarly journals Examining resource availability and usefulness in a National Health Service Research Interprofessional Postdoctoral Fellowship Program

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Jennifer L. Bryan ◽  
Megan E. Gregory ◽  
Charnetta R. Brown ◽  
Annette Walder ◽  
Joshua D. Hamer ◽  
...  
Keyword(s):  
Resource Availability ◽  
Fellowship Training ◽  
Perceived Usefulness ◽  
Service Research ◽  
Fellowship Program ◽  
Services Research ◽  
Research Fellowship ◽  
The Right ◽  
Postdoctoral Fellowship ◽  
Available Resources

AbstractPostdoctoral fellowships are costly: institutions incur substantial monetary costs, and fellows suffer the opportunity cost of delaying entry into their professional careers. Nevertheless, fellowship training is a beneficial academic investment; the right resources can attract high-quality candidates and maximize return on investment for all parties. This study examined the availability and perceived utility of training resources in a national, multisite interprofessional health services research fellowship program and examined differences in resource perception between alumni and directors as well as M.D. and Ph.D. alumni. One-hundred thirty-one alumni and 15 directors from a multisite interprofessional postdoctoral fellowship completed surveys regarding fellowship resources. Results from the fellowship sample as a whole revealed that mentoring and seminars were the most commonly available resources in fellowships and alumni from the same site often disagreed about resource availability. When we compared alumni and directors’ responses from the same site, we found they often disagreed about resource availability, with directors often being more likely to respond that the resource is available than the alumni. Finally, M.D. alumni reported availability of more resources and found resources to be more useful overall than Ph.D. alumni. Mentoring and seminars are important and commonly provided resources for trainees in fellowship programs; however, M.D.s and Ph.D.s vary in perceived usefulness of other resources, suggesting that one resource does not fit all. Given the gap, postdoctoral fellows may benefit from direct communication of available resources. Moreover, as Ph.D. fellows reported less resource availability and usefulness, attention should be given to meeting their unmet needs. Taken together, this will optimize their fellowship experience, thus better preparing them for their career and, ultimately, their impact on health care.

Statement on Pediatric Fellowship Training

PEDIATRICS ◽  
1991 ◽  
Vol 87 (2) ◽  
pp. 265-265
Author(s):  
Keyword(s):  
Research Training ◽  
Clinical Care ◽  
Fellowship Training ◽  
The Body ◽  
Pediatric Residents ◽  
Pediatric Society ◽  
Research Fellowship ◽  
Research Activities ◽  
Fellowship Programs ◽  
Interest In Research

The following statement was adopted by the Federation of Pediatric Organizations in February, 1990. The Federation consists of the following pediatric organizations: Ambulatory Pediatric Association, American Academy of Pediatrics, American Board of Pediatrics, American Pediatric Society, Association of Medical School Pediatric Department Chairmen, Association of Pediatric Program Directors, Society for Pediatric Research. The Federation supports the concept that "the principal goal of fellowship training should be the development of future academic pediatricians." Graduates of pediatric fellowship programs usually work in academic centers with significant time set aside for research. Some fellowship-trained pediatricians, particularly neonatologists, allergists, and neurologists, may not work in hospitals or ambulatory settings that are associated closely with academic programs. Fellowship-trained pediatricians in all settings should be encouraged to continue their interest in research to add to the body of pediatric knowledge. To achieve the goal of training pediatric scientists, the following guidelines for fellowship education are recommended: 1. Upon completion of a pediatric fellowship, the trainee should be proficient in clinical care, teaching, and research. Fellowship training should prepare a pediatrician to care for children with complex illnesses within his/her area of special expertise and to serve as a consultant for the general pediatrician. In addition, the fellowship-trained pediatrician should be responsible for the education of pediatric residents and the continuing education of practicing pediatricians. For this reason, fellowship training should include interpersonal skills and pedagogical techniques. 2. Research training should begin as soon as possible; premedical students, medical students, and pediatric residents should be encouraged strongly to participate in meaningful research, and research activities should be carried out throughout fellowship training.

Extending Contexts, Making Possibilities: An Introduction to Evaluating the Projects

Leonardo ◽  
2006 ◽  
Vol 39 (5) ◽  
pp. 447-451 ◽  
Author(s):  
James Leach
Keyword(s):  
Science Research ◽  
Research Process ◽  
Fellowship Program ◽  
Research Fellowship

The author, an anthropologist, discusses his role as an observer attached to a collaborative arts/science research fellowship program. He examines the role of collaboration in research and in the Fellowships and explores new ways of conducting collaboration so that the research process itself becomes part of a project's output.

scholarly journals The contribution of focus group discussions to Aboriginal Australian health service research

2014 ◽  
Vol 7 (2) ◽  
pp. 1-15 ◽  
Author(s):  
Angela Dawson ◽  
John Daniels ◽  
Kathleen Clapham
Keyword(s):  
Focus Group ◽  
Health Services Research ◽  
Health Services ◽  
Aboriginal People ◽  
Good Practice ◽  
Aboriginal Health ◽  
Service Research ◽  
Focus Group Discussions ◽  
Services Research ◽  
Group Discussions

Focus Group Discussions (FGDs) are a common way of gathering qualitative data in Aboriginal health services research; however there have been no studies on the question of whether they are appropriate research tools in such contexts, nor are there are specific guidelines available to ensure that FGDs are delivered to collect data in ways that are consistent with Aboriginal approaches to consultation, ownership and ways of knowing. Furthermore, there is a lack of clarity concerning the theoretical and methodological perspectives that could be operationalised by FGDs to gather data, guide analysis and interpretation in ways that are culturally appropriate, ethically sound and rigorous. We undertook a content analysis of Aboriginal health services research studies using FGDs to determine their use and elements that may provide insight into good practice. A framework is proposed to help guide future FGD research with Aboriginal people.

scholarly journals 2534. Development of an Infectious Diseases Fellowship Well-Being Program

2019 ◽  
Vol 6 (Supplement_2) ◽  
pp. S881-S881
Author(s):  
Jehan Budak ◽  
Cristina Brickman ◽  
Emily Abdoler ◽  
Erika Wallender ◽  
Jennifer S Mulliken ◽  
...  
Keyword(s):  
Infectious Diseases ◽  
Well Being ◽  
Fellowship Training ◽  
Teaching Hospitals ◽  
First Year ◽  
Fellowship Program ◽  
Protected Time ◽  
Faculty Committee ◽  
External Program ◽  
The Impact

Abstract Background Burnout in graduate medical education is common and reported in ~70% of Internal Medicine (IM) residents. Most studies have described interventions focused on residency training, but fellowship training suffers from similar challenges and likely similar levels of burnout. After conducting a needs assessment amongst fellows within our Infectious Diseases (ID) fellowship program, we developed a wellness program to address these issues. Methods In Spring 2018, we reviewed the existing literature and consulted with local experts on trainee well-being. Based on our findings, we designed a multi-tiered approach to enhance wellness amongst fellows. An ID Fellowship Well-Being Committee (WBC) was created in September 2018 to lead the intervention. The WBC includes an even mix of fellows and faculty at multiple levels at all three main teaching hospitals associated with the program. Meetings occur every other month, and co-chairs (one faculty and one fellow) report back to the program director quarterly. Topic areas and interventions are described in Table 1. Fellows were sent a qualitative survey to evaluate the impact of the well-being interventions to date. Results Four of 5 first year fellows responded to the survey, and all felt the retreat should be repeated yearly. Themes identified from the survey included benefits of having protected time together, convening in a low pressure and informal setting to provide feedback, and spending quality time in a non-clinical setting with co-fellows. Fellows cited the wellness retreat as a strength at our annual fellowship external program review. Conclusion Burnout is likely high among IM sub-specialty fellows, and interventions are needed to support the well-being of those trainees. We describe a roadmap for the development of a well-being program at a relatively large, academic ID fellowship program led by a mixed fellow and faculty committee. We will continue to monitor data on fellow burnout and make programmatic changes based on feedback. We are hopeful that our work will empower other programs to engage in developing their own well-being programs. Disclosures All authors: No reported disclosures.

Molecular and Cytogenetic Education in Hematopathology Fellowship

2019 ◽  
Vol 152 (4) ◽  
pp. 438-445 ◽  
Author(s):  
Lorinda A Soma ◽  
Alexandra E Kovach ◽  
Alexa J Siddon ◽  
Rose Beck ◽  
Sarah E Gibson ◽  
...  
Keyword(s):  
Program Directors ◽  
Fellowship Training ◽  
Fellowship Program ◽  
Basic Principles ◽  
Raw Data ◽  
Education Committee ◽  
Cytogenetic Testing

Abstract Objectives Given the increased complexity of molecular and cytogenetic testing (MOL-CG), the Society for Hematopathology Education Committee (SH-EC) was interested in determining what the current expectations are for MOL-CG education in hematopathology (HP) fellowship training. Methods The SH-EC sent a questionnaire to HP fellowship program directors (HP-PDs) covering MOL-CG training curricula, test menus, faculty background, teaching, and sign-out roles. These findings were explored via a panel-based discussion at the 2018 SH-EC meeting for HP-PDs. Results HP fellows are expected to understand basic principles, nomenclature, and indications for and limitations of testing. Interpretation of common assays is within that scope, but not necessarily proficiency in technical troubleshooting of testing or analysis of complex raw data. Conclusions The consensus was that HP fellows should understand the components of MOL-CG testing necessary to incorporate those results into an accurate, clinically relevant, and integrated HP report.

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