scholarly journals The University of Limerick Education and Research Network for General Practice (ULEARN-GP): practice characteristics and general practitioner perspectives

2019 ◽  
Author(s):  
Andrew O'Regan ◽  
Peter Hayes ◽  
Ray O'Connor ◽  
Monica Casey ◽  
Patrick O'Dwyer ◽  
...  
Keyword(s):  
General Practice ◽  
Health System ◽  
Research Process ◽  
Research Network ◽  
Research Engagement ◽  
Practice Characteristics ◽  
Current Trends ◽  
Practice Based Research ◽  
The University ◽  
National Profile

Abstract Background A well-functioning General Practice sector that has a strong research component is recognised as a key foundation of any modern health system. General practitioners (GPs) are more likely to collaborate in research if they are part of an established research network. The primary aims of this study are to describe Ireland’s newest general practice-based research network and to analyse the perspectives of the network’s members on research engagement. Method A survey was sent to all GPs participating in the network in order to document practice characteristics so that this research network’s profile could be compared to other national profiles of Irish general practice. In depth interviews were then conducted and analysed thematically to explore the experiences and views of a selection of these GPs on research engagement. Results All 134 GPs responded to the survey. Practices have similar characteristics to the national profile in terms of location, size, computerisation, type of premises and out of hours arrangements. Twenty-two GPs were interviewed and the resulting data was categorised into subthemes and four related overarching themes: GPs described catalysts for research in their practices, the need for coherence in how research is understood in this context, systems failures, whereby the current health system design is prohibitive of GP participation and aspirations for a better future. Conclusion This study has demonstrated that the research network under examination is representative of current trends in Irish general practice. It has elucidated a better understanding of factors that need to be addressed in order to encourage more GPs to engage in the research process.

scholarly journals The University of Limerick Education and Research Network for General Practice (ULEARN-GP): practice characteristics and general practitioner perspectives

2020 ◽  
Author(s):  
Andrew O'Regan ◽  
Peter Hayes ◽  
Ray O'Connor ◽  
Monica Casey ◽  
Patrick O'Dwyer ◽  
...  
Keyword(s):  
General Practice ◽  
Health System ◽  
Research Process ◽  
Research Network ◽  
Research Engagement ◽  
Practice Characteristics ◽  
Current Trends ◽  
Practice Based Research ◽  
The University ◽  
National Profile

Abstract Background A well-functioning general practice sector that has a strong research component is recognised as a key foundation of any modern health system. General practitioners (GPs) are more likely to collaborate in research if they are part of an established research network. The primary aims of this study are to describe Ireland’s newest general practice-based research network and to analyse the perspectives of the network’s members on research engagement. Method A survey was sent to all GPs participating in the network in order to document practice characteristics so that this research network’s profile could be compared to other national profiles of Irish general practice. In depth interviews were then conducted and analysed thematically to explore the experiences and views of a selection of these GPs on research engagement. Results All 134 GPs responded to the survey. Practices have similar characteristics to the national profile in terms of location, size, computerisation, type of premises and out of hours arrangements. Twenty-two GPs were interviewed and the resulting data was categorised into subthemes and four related overarching themes: GPs described catalysts for research in their practices, the need for coherence in how research is understood in this context, systems failures, whereby the current health system design is prohibitive of GP participation and aspirations for a better future. Conclusion This study has demonstrated that the research network under examination is representative of current trends in Irish general practice. It has elucidated a better understanding of factors that need to be addressed in order to encourage more GPs to engage in the research process.

scholarly journals Practice-Based Research Networks, Part II: A Descriptive Analysis of the Athletic Training Practice-Based Research Network in the Secondary School Setting

2012 ◽  
Vol 47 (5) ◽  
pp. 557-566 ◽  
Author(s):  
Tamara C. Valovich McLeod ◽  
Kenneth C. Lam ◽  
R. Curtis Bay ◽  
Eric L. Sauers ◽  
Alison R. Snyder Valier
Keyword(s):  
Clinical Practice ◽  
Secondary School ◽  
Athletic Training ◽  
Descriptive Analysis ◽  
School Setting ◽  
Initial Evaluation ◽  
Research Network ◽  
Practice Characteristics ◽  
Practice Based Research ◽  
Training Practice

Context Analysis of health care service models requires the collection and evaluation of basic practice characterization data. Practice-based research networks (PBRNs) provide a framework for gathering data useful in characterizing clinical practice. Objective To describe preliminary secondary school setting practice data from the Athletic Training Practice-Based Research Network (AT-PBRN). Design Descriptive study. Setting Secondary school athletic training facilities within the AT-PBRN. Patients or Other Participants Clinicians (n = 22) and their patients (n = 2523) from the AT-PBRN. Main Outcome Measure(s) A Web-based survey was used to obtain data on clinical practice site and clinician characteristics. Patient and practice characteristics were obtained via deidentified electronic medical record data collected between September 1, 2009, and April 1, 2011. Descriptive data regarding the clinician and CPS practice characteristics are reported as percentages and frequencies. Descriptive analysis of patient encounters and practice characteristic data was performed, with the percentages and frequencies of the type of injuries recorded at initial evaluation, type of treatment received at initial evaluation, daily treatment, and daily sign-in procedures. Results The AT-PBRN had secondary school sites in 7 states, and most athletic trainers at those sites (78.2%) had less than 5 years of experience. The secondary school sites within the AT-PBRN documented 2523 patients treated across 3140 encounters. Patients most frequently sought care for a current injury (61.3%), followed by preventive services (24.0%), and new injuries (14.7%). The most common diagnoses were ankle sprain/strain (17.9%), hip sprain/strain (12.5%), concussion (12.0%), and knee pain (2.5%). The most frequent procedures were athletic trainer evaluation (53.9%), hot- or cold-pack application (26.0%), strapping (10.3%), and therapeutic exercise (5.7%). The median number of treatments per injury was 3 (interquartile range = 2, 4; range = 2–19). Conclusions These preliminary data describe services provided by clinicians within the AT-PBRN and demonstrate the usefulness of the PBRN model for obtaining such data.

scholarly journals Promoting learning health system feedback loops: Experience with a VA practice-based research network card study

Healthcare ◽  
2021 ◽  
Vol 8 ◽  
pp. 100484
Author(s):  
Rachel E. Golden ◽  
Ruth Klap ◽  
Diane V. Carney ◽  
Elizabeth M. Yano ◽  
Alison B. Hamilton ◽  
...  
Keyword(s):  
Health System ◽  
Feedback Loops ◽  
Research Network ◽  
Learning Health System ◽  
Practice Based Research

scholarly journals Tillit og tverrfaglighet -om bibliotekaren som forskerstøtte

2018 ◽  
Vol 7 (3) ◽  
pp. 74-88
Author(s):  
Mari Serine Kannelønning ◽  
Sunniva Evjen
Keyword(s):  
Administrative Support ◽  
Academic Staff ◽  
Methodological Approach ◽  
Academic Library ◽  
Research Process ◽  
Added Value ◽  
Research Network ◽  
Research Dissemination ◽  
Academic Librarian ◽  
The University

Technological advancements and reforms in the university sector have changed the conditions under which researchers and academic staff work. In turn, university libraries need to adapt to the changing needs of this particular user group. This article highlights which competencies and roles the university librarian needs in order to address these changing needs based on an understanding of the researcher’s work context. How can the academic librarian contribute to the research process? The study on which this article is based has applied Institutional Ethnography (IE), as one methodological approach. IE puts focus on the expert knower, in this case the researcher, who can transmit work knowledge specific to the context in which he or she operates. Applying this approach is one way of dealing with challenges concerning tacit knowledge. In addition, IE provides an opening to revealing new knowledge about a well-studied issue. The data material consists of interviews with researchers (individual and group), and a workshop with academic library staff. Findings show that the researchers’ demands of publications governs their prioritization, but also their relationships to technology and people. The informants’ state that they need to be able to trust that librarians contribute added value and substance to the research process – only then can they be part of the research network. The informants would also like librarians to contribute with a transdisciplinary mindset in transdisciplinary research projects, that they coordinate administrative support, and take charge of research dissemination intended to “popularize” research.

Integration of Digital Preservation Knowledge, Skills and Competencies in the Teaching Curricula of Library and Information Studies at the University of Botswana

Mousaion ◽  
2019 ◽  
Vol 37 (1) ◽  
Author(s):  
Thatayaone Segaetsho ◽  
Julie Moloi
Keyword(s):  
Digital Preservation ◽  
Records Management ◽  
Structured Interviews ◽  
University Of Botswana ◽  
Current Trends ◽  
Teaching Content ◽  
Library And Information Studies ◽  
Information Studies ◽  
The University

In the past few decades, digital technology has found a place in the acquisition, arrangement, description, preservation, and dissemination of information. However, heritage institutions are perturbed by the challenges of digital preservation strategies particularly for education. Despite continuous investment in digital preservation, there are limited skilled professionals to equip learners with the knowledge, skills and competencies required to drive digital preservation in Botswana. Therefore, this paper investigated the knowledge, skills and competencies related to digital preservation in the teaching curricula of the Department of Library and Information Studies (DLIS) at the University of Botswana. Data collection was done through intensive structured interviews with specific educators who teach courses on digital preservation in the archives and records management stream. The study revealed that despite the fact that the educators in preservation courses are aware of current trends in digital preservation, most of them have not obtained formal degree certification specific to digital preservation. The findings further revealed that minimal digital preservation competencies are observed in the teaching curricula. A significant number of challenges observed illustrated mainly a lack of resources and limited skills in terms of practical demonstrations by educators. The curricula mostly lacked clarity on long-term and short-term digital preservation. The study recommends that DLIS and other institutions should conduct surveys or curriculum auditing on digital preservation in order to improve the teaching content. A significant number of shortcomings regarding digital preservation that could motivate further studies are also discussed under the conclusion and recommendations section of this study.

scholarly journals Antibiotic Use in Periodontal Therapy among French Dentists and Factors Which Influence Prescribing Practices

Antibiotics ◽  
2021 ◽  
Vol 10 (3) ◽  
pp. 303
Author(s):  
Kevimy Agossa ◽  
Kadiatou Sy ◽  
Théo Mainville ◽  
Marjolaine Gosset ◽  
Sylvie Jeanne ◽  
...  
Keyword(s):  
Antibiotic Use ◽  
Aggressive Periodontitis ◽  
Periodontal Therapy ◽  
Research Network ◽  
Prescribing Practices ◽  
French Society ◽  
Private Practitioners ◽  
First Line Therapy ◽  
Practice Based Research ◽  
Systemic Antibiotics

The aim of the present survey is to investigate the use of antibiotics during periodontal therapy among French dentists with a focus on exploring potential differences between various groups of practitioners. A self-administered questionnaire was distributed to different groups of practitioners including members of (i) the French Society of Periodontology and Implantology; (ii) the College of University Teachers in Periodontology and, (iii) private practitioners participating in the French general dental practice-based research network. 272 questionnaires were included in the analysis. Prescription patterns were globally in line with the current recommendations. Systemic antibiotics are most frequently used as a first-line therapy in necrotizing periodontitis (92%) and aggressive periodontitis (53.3% to 66.1%). However, malpractice still exists, including in the management of periodontal abscesses. Antibiotics are prescribed (i) less frequently for periodontal abscesses and (ii) more frequently for generalized aggressive periodontitis by members of the periodontal society and University college (p < 0.05). Amoxicillin (59.9%) and the amoxicillin + metronidazole (59.6%) combination were the most frequently prescribed molecules. Providing a high number of periodontal treatments per week, being more recently graduated, having a post-graduate certificate in periodontology and holding or having held an academic position/hospital practice were all factors associated with a better knowledge of and/or more adequate antibiotic use.

scholarly journals Study protocol: content and perceived educational utility of different modalities of clinical teaching visit (CTV) workplace-based assessments within Australian general practice vocational training: a cross-sectional study

BMJ Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. e045643
Author(s):  
Alison Fielding ◽  
Benjamin Eric Mundy ◽  
Amanda Tapley ◽  
Linda Klein ◽  
Sarah Gani ◽  
...  
Keyword(s):  
General Practice ◽  
Clinical Teaching ◽  
Educational Practice ◽  
Cross Sectional Study ◽  
Practice Session ◽  
Cross Sectional ◽  
Human Research Ethics ◽  
General Practice Registrar ◽  
Australian General Practice ◽  
The University

IntroductionClinical teaching visits (CTVs) are formative workplace-based assessments that involve a senior general practitioner (GP) observing a clinical practice session of a general practice registrar (specialist vocational GP trainee). These visits constitute a key part of Australian GP training. Despite being mandatory and resource-intensive, there is a paucity of evidence regarding the content and educational utility of CTVs. This study aims to establish the content and educational utility of CTVs across varying practice settings within Australia, as perceived by registrars and their assessors (‘CT visitors’). In addition, this study aims to establish registrar, CT visitor and practice factors associated with CTV content and perceived CTV utility ratings.Methods and analysisThis study will collect data prospectively using online questionnaires completed soon after incident CTVs. Participants will be registrars and CT visitors of CTVs conducted from March 2020 to January 2021. The setting is three Regional Training Organisations across four Australian states and territories (encompassing 37% of Australian GP registrars).Outcome factors will be a number of specified CTV content elements occurring during the CTV as well as participants’ perceptions of CTV utility, which will be analysed using univariate and multivariable regression.Ethics and disseminationEthics approval has been granted by the University of Newcastle Human Research Ethics Committee, approval number H-2020-0037. Study findings are planned to be disseminated via conference presentation, peer-reviewed journals, educational practice translational workshops and the GP Synergy research subwebsite.

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