scholarly journals Local Perspectives on ACGME's Early Response to the COVID-19 Pandemic at Sponsoring Institutions and Individual Training Programs

2020 ◽  
Vol 12 (4) ◽  
pp. 504-505
Author(s):  
Dean A. Seehusen ◽  
Michael Groves ◽  
D. Douglas Miller
Keyword(s):  
Training Programs ◽  
Early Response ◽  
Local Perspectives ◽  
Individual Training

Current perceptions of strength and conditioning coaches use of sled tow training

2021 ◽  
pp. 174795412098861
Author(s):  
Jason Williams ◽  
Timothy Baghurst ◽  
Micheál J Cahill
Keyword(s):  
Athletic Performance ◽  
Training Programs ◽  
Physiological Adaptation ◽  
Strength And Conditioning ◽  
Physiological Adaptations ◽  
Force Velocity ◽  
Individual Training

The purpose of this study was to assess current perceptions of strength and conditioning coaches’ use of sled towing (ST) as part of their training programs. One-hundred and twenty-five coaches responded to a survey of their ST practices. Themes investigated included the primary purpose and usefulness of using ST, the loads used in short and long distances, rest times between sprints, total volume of ST sprints per session, frequency of ST activity each month, and whether coaches engaged in force-velocity profiling in ST sprints. Eighty percent of coaches either agreed or strongly agreed that ST is a useful intervention tool for improving athletic performance. Speed strength was the physiological adaptation most sought after to improve ( n = 75) followed by power ( n = 72). Bodyweight (BW) loads of 20% were the most common across all distances. The two most common rest times given between each ST repetition were one to two minutes ( n = 37) and two to three minutes ( n = 37). The most common volume responses for individual training sessions were five to eight sprints ( n = 52) and three to five times per month, respectively. These data suggest strength and conditioning coaches view ST as an integral part of programming, primarily use loads of 20% BW for both short and long sprints and seek to optimize a number of different physiological adaptations. The majority of coaches have a favorable view of ST (88%); however, current training parameters used by strength and conditioning coaches may be inadequate to achieve their desired adaptations.

scholarly journals Parenting While in Training: A Comprehensive Needs Assessment of Residents and Fellows

2020 ◽  
Vol 12 (2) ◽  
pp. 162-167 ◽  
Author(s):  
Kirti Magudia ◽  
Thomas S. C. Ng ◽  
Alexander G. Bick ◽  
Megan A. Koster ◽  
Camden Bay ◽  
...  
Keyword(s):  
Clinical Training ◽  
Training Programs ◽  
Parental Leave ◽  
Fellowship Training ◽  
Parental Status ◽  
Specific Information ◽  
Online Questionnaire ◽  
Access And Affordability ◽  
Selection Of ◽  
Individual Training

ABSTRACT Background Parenting issues can affect physicians' choice of specialty or subspecialty, as well as their selection of individual training programs, because of the distinctive challenges facing residents and fellows with children. Specific information about how residents perceive these challenges is limited. Objective We sought to better understand the challenges associated with parenting during residency and fellowship training in order to inform policy and research. Methods In 2017, a voluntary online questionnaire was distributed to all 2214 Partners HealthCare graduate medical education trainees across 285 training programs. The survey queried attitudes of and about trainees with children and assessed needs and experiences related to parental leave, lactation, and childcare. Responses were compared between subgroups, including gender, surgical versus nonsurgical specialty, parental status, and whether the respondent was planning to become a parent. Results A total of 578 trainees (26%) responded to the questionnaire. Of these, 195 (34%) became parents during training. An additional 298 (52%) planned to become parents during training. Respondents overwhelmingly agreed that their institution should support trainees with children (95%) and that doing so is important for trainee wellness (98%). However, 25% felt that trainees with children burden trainees without children. Childcare access, affordability, and availability for sufficient hours were identified as key challenges, along with issues related to parental leave, lactation facilities, and effect on peers. Conclusions This survey highlights trainees' perspectives about parenting during their clinical training, signaling parental leave, lactation facilities, and childcare access and affordability as particular challenges and potential targets for future interventions.

The decline of open abdominal aortic aneurysm surgery among individual training programs and vascular surgery trainees

2020 ◽  
Vol 71 (4) ◽  
pp. 1371-1377 ◽  
Author(s):  
Margaret E. Smith ◽  
Elizabeth A. Andraska ◽  
Danielle C. Sutzko ◽  
Anna M. Boniakowski ◽  
Dawn M. Coleman ◽  
...  
Keyword(s):  
Abdominal Aortic Aneurysm ◽  
Aortic Aneurysm ◽  
Vascular Surgery ◽  
Training Programs ◽  
Aneurysm Surgery ◽  
Abdominal Aortic ◽  
Aortic Aneurysm Surgery ◽  
Individual Training

Individualized Planning and the Team Approach in the Rehabilitation of the Blind Diabetic

1978 ◽  
Vol 72 (9) ◽  
pp. 372-374
Author(s):  
Amy Pais
Keyword(s):  
Training Programs ◽  
Team Approach ◽  
Rehabilitation Center ◽  
Staff Members ◽  
Residential Rehabilitation ◽  
Individual Training

The author discusses rehabilitation of the blind diabetic in a residential rehabilitation center, with emphasis upon a team approach, by which staff members from all departments come together to plan individual training programs for each blind diabetic client.

Identification and Remediation of At-Risk Student Clinicians in Audiology and Speech-Language Pathology

2008 ◽  
Vol 18 (1) ◽  
pp. 24-31
Author(s):  
Martha Wilder Wilson ◽  
Elizabeth Zylla-Jones
Keyword(s):  
At Risk ◽  
Training Programs ◽  
Professional Services ◽  
Speech Language Pathology ◽  
High Quality ◽  
The Public ◽  
Language Pathology ◽  
Remediation Plan ◽  
University Training ◽  
At Risk Student

Abstract The goal of university training programs is to educate speech-language pathology and audiology students to become competent and independent practitioners, with the ability to provide high quality and professional services to the public. This article describes the behaviors of “at-risk” student clinicians, so they may be identified early in their practica and remediation may be implemented. The importance of establishing a student at-risk protocol is discussed as well as a remediation plan for these students. This article summarized the Auburn University Speech and Hearing Clinic’s Student At-Risk Protocol, which may serve as a model for university training programs. The challenges of implementing such a protocol are also discussed.

A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

2014 ◽  
Vol 24 (1) ◽  
pp. 21-26
Author(s):  
Helen M. Sharp ◽  
Mary O'Gara
Keyword(s):  
Learning Outcomes ◽  
Training Programs ◽  
Graduate Training ◽  
Graduate Programs ◽  
Core Knowledge ◽  
Speech Language Pathology ◽  
Entry Level ◽  
The Public ◽  
Language Pathology ◽  
Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

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