Objective To implement a quality improvement project addressing the knowledge gap in the otolaryngology resident and fellow scientific peer review process. Methods The creation of the Resident Reviewer Development Program, cohort 1 outcomes, and subsequent lessons learned from the inaugural class are outlined using the plan-do-study-act model. Interested otolaryngology residents were paired with seasoned reviewers and conducted a minimum of 3 mentored peer reviews followed by an independent review test if competency was determined. Results Twenty-five residents (postgraduate years [PGYs] 2-5) were actively enrolled in cohort 1. At 24 months, 18 (72%) graduated, 6 remained actively enrolled, and 1 did not successfully complete the program. The median number of practice reviews prior to testing was 3 (range, 3-6). The median independent review score was 83 (overall journal mean = 78). Cohort 1 graduates continued on to review 130 articles with a mean score of 85. Five (28%) graduates achieved Star Reviewer status. Discussion The inaugural cohort demonstrated that the PGY-3 and PGY-4 class is ideal for enrollment given that completion of the program could take up to 24 months. Three mentored reviews were identified as the ideal minimum requirement for education. The accelerated achievement of Star Reviewer status (28%) and mean postgraduation score of 85 demonstrate successful and sustainable outcome measures. Implications for Practice With appropriate mentorship and administrative support, scientific peer review can be formally incorporated into an educational program. Lessons learned during the educational program are sustained long term as demonstrated by review scores and Star Reviewer status.
This essay, based on my personal reflections as a cancer patient, examines the impact that knowledge and power associated with professional position has on the care given to healthcare providers when they become patients. Lessons learned through this experience, which can enhance future professional practice, include never underestimating a patient’s personal knowing, taking notice when a patient says that enough is enough, and never using coercion and allowing caring to become oppressive and disempowering.
Accepted for publication in the Journal of Student Engagement in Higher Education. In this paper, we provide an overview of the Feminist Pedagogy workshop format and use delegate feedback to frame and inform our own personal reflections of the day. We conclude with a look to the future, considering how the themes and lessons learned from this day-long workshop can inform future teaching and learning practice and conversation.
In recent years, games with a focus on narrative have been a growing area. However, so far, interactive narrative aspects have not been the focus of video game education (with the noted exception of a small number of programs in game writing), which indicates that many narrative designers are self-trained. The insular status means that many designers use private vocabulary and conceptualizations that are not directly transferable. This state of affairs is an obstacle to productive discourse and has negative consequences for the further development of the professional field. By starting an educational program, we aim to address this problem using the opportunity to also include perspectives outside of games. We report on the first iteration of a minor in interactive narrative design, and reflect on lessons learned, while considering future trajectories for this and similar programs.
These personal reflections, written in the form of a memoir, span the scope and scale of biography in accounting history, the author’s introduction to, and subsequent work in the field, the (doubtless idiosyncratic) lessons learned, the methodologies employed, the related ethical requirements and challenges, and the research and publication opportunities that exist in accounting projects with biographical elements.
Quality assurance and accreditation in higher education has been implemented in many countries across the world with the main purposes of quality control, quality improvement and accountability. This paper aims to synthesize and analyze quality assurance and accreditation policies and practices in Australia, the U.S. and several other countries in Europe and Asia to propose recommendations for Vietnam. Employing the method of document analysis, the study reviewed scholarly papers and scientific reports discussing the implementation of quality assurance and accreditation in many higher education systems across the world. The results showed that quality assurance and accreditation activities were diverse ranging from institutional accreditation to program accreditation, from voluntary to compulsory accreditation, and from fitness-for-purpose approaches to standard-based approaches. These findings were used to compare and contrast the emerging quality assurance and accreditation system of Vietnam and make recommendations for its future development.
Tailoring an educational program on the AHRQ Patient Safety Indicators to meet stakeholder needs: lessons learned in the VA
