scholarly journals Writing Together to Get AHEAD: an interprofessional boot camp to support scholarly writing in the health professions

2017 ◽  
Vol 105 (2) ◽  
Author(s):  
Megan Von Isenburg, MSLS, AHIP ◽  
Linda S. Lee, PhD ◽  
Marilyn H. Oermann, PhD, RN, ANEF, FAAN
Keyword(s):  
Staff Development ◽  
Faculty Member ◽  
Task Force ◽  
Health Professions ◽  
Boot Camp ◽  
First Year ◽  
School Of Nursing ◽  
Scholarly Publications ◽  
Qualitative Feedback ◽  
Faculty And Staff Development

Background: Writing for publication is an integral skill for both sharing research findings and career advancement, yet many faculty lack expertise, support, and time to author scholarly publications. Health professions educators identified writing as an area in which a new educators’ academy could offer support.Case Presentation: To address this need, a writing task force was formed consisting of a librarian, a School of Medicine faculty member, and a School of Nursing faculty member. The task force launched two initiatives to motivate and support faculty writing and publication over two academic years. In the first year, a structured interprofessional “boot camp” consisting of a sequenced, modularized approach to manuscript completion was offered. In the second year, community building, in-person writing sessions, and incentives were added to the structured tasks. In year one, twenty participants enlisted in the boot camp, nine of whom completed a manuscript for submission by the end of the program. Qualitative feedback indicated potential improvements, which were put in place in the second program. In year two, twenty-eight participants enrolled, and eleven submitted thirteen manuscripts for publication by the end of the program.Conclusions: Structured tasks, frequent deadlines, and professional editorial assistance were highly valued by participants. Time remains a barrier for faculty seeking to complete manuscripts. As experts in many facets of the publication process, librarians are well positioned to partner with others to facilitate faculty and staff development in writing.

scholarly journals 9. Using Communities of Practice to Foster Faculty Development in Higher Education

2011 ◽  
Vol 4 ◽  
pp. 52 ◽  
Author(s):  
Christopher Teeter ◽  
Nancy Fenton ◽  
Karen Nicholson ◽  
Terry Flynn ◽  
Joseph Kim ◽  
...  
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Faculty Development ◽  
Communities Of Practice ◽  
First Year Experience ◽  
First Year ◽  
Learning Networks ◽  
Academic Communities ◽  
New Ideas ◽  
Faculty And Staff Development

Communities of practice are becoming more widespread within higher education, yet little research has explored how these social learning networks can enhance faculty development. The focus of this paper is to describe the first-year experience of a community of practice initiative at McMaster University that was designed to engage groups of faculty, staff, and students to share ideas and foster learning. Four communities were initiated: Teaching with Technology, Teaching Professors, Pedagogy, and First Year Instructors, all of which provided a forum of safety and support, encouraging new ideas and risk taking that in turn contributed to individual and collective learning. Though in its early days, we consider communities of practice an innovative way to regenerate current learning and surface teaching practices that can build dynamic academic communities to foster faculty and staff development. Communities of practice have enabled us to reach beyond formal structures (e.g., classrooms) to create connections amongst people from different disciplinary boundaries that generate learning and foster development.

scholarly journals Exploring the Relationships Between Resilience and News Monitoring with COVID Distress in Health Profession Students

2021 ◽  
Author(s):  
Allison Yu ◽  
Michael Wilkes ◽  
Ana-Maria Iosif ◽  
Margaret Rea ◽  
Alice Fisher ◽  
...  
Keyword(s):  
Health Science ◽  
Health Profession ◽  
First Year ◽  
Linear Regression Models ◽  
Online Questionnaire ◽  
Student Stress ◽  
School Of Nursing ◽  
Resilience Scale ◽  
Related Stress

Abstract Objective Alarming rates of anxiety and burnout in pre-clinical health profession trainees are now challenged by additional COVID-19 stressors. This study explored COVID-related stressors among first-year medical, physician assistant, nurse practitioner, and veterinary medical students. The authors examined associations between resilience, news monitoring, and COVID stress. Methods Students completed an online questionnaire that included the Brief Resilience Scale at their matriculation in August 2019. Survey results were linked to demographic information collected by all schools. A follow-up survey in May 2020 included original questions on COVID-19 stressors and news monitoring. Statistical analyses included descriptive statistics and multivariable linear regression models. Results Across schools, 74% (266/360) provided consent for the 2019 survey, and 76% (201/264) responded to COVID-19 questions in the follow-up 2020 survey. Students were “extremely” or “very” concerned about family members getting infected (n = 71, 76% School of Medicine (SOM); n = 31, 76% School of Nursing (SON); n = 50, 75% School of Veterinary Medicine (SVM)) and curriculum schedule changes (n = 72, 78%, SOM; n = 28, 68% SON; n = 52, 79% SVM). Greater frequency of COVID news monitoring was associated with greater COVID-related stress (p = 0.02). Higher resilience at matriculation was associated with lower COVID-related stress ten months later (p < 0.001). Conclusions Amid COVID-19 uncertainty, health science schools should address the immense student stress regarding curriculum disruptions. The results of this study underscore the powerful role of resilience in protecting against stress not only during the known academic rigor of health professions training but also during unprecedented crises.

scholarly journals Emergency Management Missing from the Pandemic?

2020 ◽  
Vol 18 (7) ◽  
pp. 149-150
Author(s):  
Attila J. Hertelendy, PhD ◽  
William L. Waugh, Jr., PhD
Keyword(s):  
United States ◽  
Emergency Management ◽  
Task Force ◽  
Medical Personnel ◽  
The United States ◽  
First Year ◽  
Protective Equipment ◽  
Protective Measures ◽  
White House ◽  
Pandemic Response

The change in presidential administrations in the United States promises new approaches to deal with the COVID-19 pandemic. The first year of the pandemic response in the United States has been characterized by a lack of national leadership. Moreover, the message from the White House Coronavirus Task Force has been muddled at best. There have been great inconsistencies in how the States have chosen to address spreading infections and increased stress on individual Americans who are trying to protect themselves and their families. The same pattern can be found with the distribution of vaccines and management of vaccinations. Politics has often conflicted with public health concerns. The States have been left to provide personal protective equipment (PPE) to medical personnel and first responders and to formulate their own guidance for protective measures.

scholarly journals Development and initial validation of a cost-effective, re-usable, ultrasound-compatible suprapubic catheter insertion training simulator

2021 ◽  
Vol 16 (2) ◽  
Author(s):  
Harkanwal Randhawa ◽  
Yuding Wang ◽  
Jen Hoogenes ◽  
Michael Uy ◽  
Bobby Shayegan ◽  
...  
Keyword(s):  
Content Validity ◽  
Low Cost ◽  
Simulation Models ◽  
Cost Effective ◽  
Boot Camp ◽  
First Year ◽  
Multiple Use ◽  
Training Simulator ◽  
Training Tool ◽  
Technical Performance

Introduction: Suprapubic catheterization (SPC) is a fundamental skill required of urology trainees. A lack of affordable simulation models and unpredictability of bedside SPCs limit experiential learning opportunities. Our objective was to develop and initially validate a re-usable, low-cost, ultrasound (US)-compatible SPC simulator for acquiring skills that transfer to the bedside. Methods: The model was constructed using six components. Staff urologists and interventional radiologists (IRs) conducted a SPC and rated the model on three domains with multiple subcategories on a five-point Likert scale: anatomic realism; usefulness as a training tool; and global/overall reaction. Participants in our first-year urology “boot camp” received SPC training, practiced, and were evaluated via an objective structured clinical examination (OSCE). Staff ratings and OSCE scores determined the model’s initial face and content validity. Results: Twelve staff physicians participated in the study. The mean scores for urologists and IRs, respectively, were: anatomical realism: 4.10 and 3.70; usefulness as a training tool: 4.23 and 4.24; and overall reaction: 4.40 and 4.44. Staff strongly agreed that the model should be incorporated into the residency curriculum. Over the past four years, 25 boot camp participants scored a mean of 99.7% (±1.8) on the OSCE, with high technical performance and entrustment scores (4.8 and 4.7, respectively). The model cost $55 CAD. Conclusions: This novel, multiple-use, low-cost, easily reproducible US-compatible SPC simulator demonstrated initial face and content validity via high staff urologist and IR ratings and OSCE scores of first-year urology residents. Additional research is required for construct validation.

Using Wikipedia to Teach Written Health Communication

2016 ◽  
pp. 247-258
Author(s):  
Melissa Vosen Callens
Keyword(s):  
Health Literacy ◽  
Health Information ◽  
Health Professions ◽  
First Year ◽  
Plain Language ◽  
First Year Writing ◽  
Writing Courses ◽  
The World ◽  
Patient Provider Communication ◽  
Student Apathy

Unlike first-year writing courses, upper-division writing courses often require students to engage in discipline specific writing. In the author's upper-division course, Writing in the Health Professions, students examine health literacy as it pertains to both oral and written patient-provider communication. Students edit and expand a Wikipedia article for the final course assignment. The advantages of this assignment are threefold. First, students write for an authentic audience, decreasing student apathy. Second, students engage civically, improving health information accessed by millions of people across the world. Finally, students improve content of existing articles and broaden the scope of new articles written, leading to more diverse content and perspectives. In this chapter, the author discusses the above assignment, providing descriptions of scaffolding activities. Potential drawbacks of using Wikipedia to teach students how to write using plain language is discussed, in addition to strategies that might limit these difficulties.

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