Pathology Informatics Questions and Answers From the University of Pittsburgh Pathology Residency Informatics Rotation

2004 ◽  
Vol 128 (1) ◽  
pp. 71-83 ◽  
Author(s):  
James H. Harrison
Keyword(s):  
Residency Training ◽  
Slight Modification ◽  
Skill Level ◽  
Computer Applications ◽  
Full Time ◽  
Computer Skill ◽  
University Of Pittsburgh ◽  
Pathology Informatics ◽  
Internet In Education ◽  
The University

Abstract Context.—Effective pathology practice increasingly requires familiarity with concepts in medical informatics that may cover a broad range of topics, for example, traditional clinical information systems, desktop and Internet computer applications, and effective protocols for computer security. To address this need, the University of Pittsburgh (Pittsburgh, Pa) includes a full-time, 3-week rotation in pathology informatics as a required component of pathology residency training. Objective.—To teach pathology residents general informatics concepts important in pathology practice. Design.—We assess the efficacy of the rotation in communicating these concepts using a short-answer examination administered at the end of the rotation. Because the increasing use of computers and the Internet in education and general communications prior to residency training has the potential to communicate key concepts that might not need additional coverage in the rotation, we have also evaluated incoming residents' informatics knowledge using a similar pretest. Data Sources.—This article lists 128 questions that cover a range of topics in pathology informatics at a level appropriate for residency training. These questions were used for pretests and posttests in the pathology informatics rotation in the Pathology Residency Program at the University of Pittsburgh for the years 2000 through 2002. With slight modification, the questions are organized here into 15 topic categories within pathology informatics. The answers provided are brief and are meant to orient the reader to the question and suggest the level of detail appropriate in an answer from a pathology resident. Results.—A previously published evaluation of the test results revealed that pretest scores did not increase during the 3-year evaluation period, and self-assessed computer skill level correlated with pretest scores, but all pretest scores were low. Posttest scores increased substantially, and posttest scores did not correlate with the self-assessed computer skill level recorded at pretest time. Conclusions.—Even residents who rated themselves high in computer skills lacked many concepts important in pathology informatics, and posttest scores showed that residents with both high and low self-assessed skill levels learned pathology informatics concepts effectively.

Training in Pathology Informatics: Implementation at the University of Pittsburgh

2003 ◽  
Vol 127 (8) ◽  
pp. 1019-1025 ◽  
Author(s):  
James H. Harrison ◽  
Jimmie Stewart
Keyword(s):  
Training Model ◽  
Course Evaluation ◽  
Skill Level ◽  
Full Time ◽  
University Of Pittsburgh ◽  
Pathology Informatics ◽  
Informatics Training ◽  
Desktop Computing ◽  
Core Rotation ◽  
The University

Abstract Context.—Pathology informatics is generally recognized as an important component of pathology training, but the scope, form, and goals of informatics training vary substantially between pathology residency programs. The Training and Education Committee of the Association for Pathology Informatics (API TEC) has developed a standard set of knowledge and skills objectives that are recommended for inclusion in pathology informatics training and may serve to standardize and formalize training programs in this area. Objective.—The University of Pittsburgh (Pittsburgh, Pa) core rotation in pathology informatics includes most of these goals and is offered as an implementation model for pathology informatics training. Design.—The core rotation in pathology informatics is a 3-week, full-time rotation including didactic sessions and hands-on laboratories. Topics include general desktop computing and the Internet, but the primary focus of the rotation is vocabulary and concepts related to enterprise and pathology information systems, pathology practice, and research. The total contact time is 63 hours, and a total of 19 faculty and staff contribute. Pretests and posttests are given at the start and end of the rotation. Performance and course evaluation data were collected for 3 years (a total of 21 residents). Results.—The rotation implements 84% of the knowledge objectives and 94% of the skills objectives recommended by the API TEC. Residents scored an average of about 20% on the pretest and about 70% on the posttest for an average increase during the course of 50%. Posttest scores did not correlate with pretest scores or self-assessed computer skill level. The size of the pretest/posttest difference correlated negatively with the pretest scores and self-assessed computing skill level. Conclusions.—Pretest scores were generally low regardless of whether residents were familiar with desktop computing and productivity applications, indicating that even residents who are computer “savvy” have limited knowledge of pathology informatics topics. Posttest scores showed that all residents' knowledge increased substantially during the course and that residents who were computing novices were not disadvantaged. In fact, novices tended to have higher pretest/posttest differences, indicating that the rotation effectively supported initially less knowledgeable residents in “catching up” to their peers and achieving an appropriate competency level. This rotation provides a formal training model that implements the API TEC recommendations with demonstrated success.

Advancing Practice, Instruction, and Innovation Through Informatics (APIII 2005): Scientific Poster Session Abstracts

2006 ◽  
Vol 130 (6) ◽  
pp. 890-903
Keyword(s):  
Poster Session ◽  
University Of Pittsburgh ◽  
School Of Medicine ◽  
Pathology Informatics ◽  
Poster Sessions ◽  
Scientific Poster ◽  
The University ◽  
Development Center ◽  
Annual International Conference ◽  
Pittsburgh School

Abstract Scientific poster sessions (http://apiii.upmc.edu/abstracts/index.html) were conducted at the 10th annual international conference on Advancing Practice, Instruction, and Innovation Through Informatics (APIII 2005) on August 24–26, 2005, at Lake Tahoe, Calif. One of the course directors was Michael J. Becich, MD, PhD, professor of pathology and information sciences and telecommunications, director of the Center for Pathology Informatics, and director of Benedum Oncology Informatics Center at the University of Pittsburgh School of Medicine, Pittsburgh, Pa. Also serving as course director was John R. Gilbertson, MD, director of research and development, Center for Pathology Informatics, University of Pittsburgh School of Medicine, Pittsburgh, Pa.

Advancing Pathology Informatics, Imaging, and the Internet (APIII 2001)

2002 ◽  
Vol 126 (7) ◽  
pp. 781-802
Keyword(s):  
Poster Session ◽  
Associate Professor ◽  
The Internet ◽  
University Of Pittsburgh ◽  
National Conference ◽  
School Of Medicine ◽  
Pathology Informatics ◽  
The University ◽  
Pittsburgh School ◽  
Information Sciences

Abstract Scientific and E-Poster Session AbstractsScientific (http://apiii.upmc.edu/apiii2001) and E-poster (http://apiii.upmc.edu/apiii2001) sessions were conducted at the sixth national conference on Advancing Pathology Informatics, Imaging, and the Internet (APIII 2001) on October 3–5, 2001, in Pittsburgh, Pa. The course director was Michael J. Becich, MD, PhD, Associate Professor of Pathology and Information Sciences & Telecommunications, Director of the Center for Pathology Informatics at the University of Pittsburgh School of Medicine, and Director of Benedum Oncology Informatics Center.

Advancing Pathology Informatics, Imaging, and the Internet (APIII 99)

2000 ◽  
Vol 124 (6) ◽  
pp. 809-823
Keyword(s):  
Information Science ◽  
Medical Center ◽  
Associate Professor ◽  
The Internet ◽  
University Of Pittsburgh ◽  
National Conference ◽  
Pathology Informatics ◽  
Poster Sessions ◽  
The University ◽  
Pittsburgh Medical

Abstract Scientific (http://apiii.upmc.edu/apiii1999/sci-win.htm) and E-poster sessions (http://apiii.upmc.edu/apiii1999/e-p-win.htm) were conducted at the fourth national conference on Advancing Pathology Informatics, Imaging, and the Internet (APIII 99) on October 14–16, 1999, in Pittsburgh, Pa. The course director was Michael J. Becich, MD, PhD, Associate Professor of Pathology and Information Science & Telecommunications at the University of Pittsburgh and Director of Pathology Informatics at the University of Pittsburgh Medical Center.

Advancing Practice, Instruction, and Innovation Through Informatics (APIII 2004): Scientific Session and E-Poster Abstracts

2005 ◽  
Vol 129 (6) ◽  
pp. 811-834
Keyword(s):  
Scientific Session ◽  
Associate Professor ◽  
University Of Pittsburgh ◽  
National Conference ◽  
School Of Medicine ◽  
Pathology Informatics ◽  
The University ◽  
Associate Director ◽  
Pittsburgh School ◽  
Information Sciences

Abstract Scientific (http://apiii.upmc.edu/abstracts/scientific.html) and e-poster (http://apiii.upmc.edu/abstracts/poster.html) sessions were conducted at the ninth national conference on Advancing Practice, Instruction, and Innovation Through Informatics (APIII 2004) on October 6–8, 2004, in Pittsburgh, Pa. The course directors were Michael J. Becich, MD, PhD, professor of Pathology and Information Sciences & Telecommunications, director of the Center for Pathology Informatics, and director of Benedum Oncology Informatics Center at the University of Pittsburgh, Pittsburgh, Pa; and James H. Harrison, Jr, MD, PhD, associate professor of Pathology and associate director of Pathology Informatics, University of Pittsburgh, School of Medicine.

The Center for International Biomedical Communications Research

1966 ◽  
Vol 05 (03) ◽  
pp. 142-146
Author(s):  
A. Kent ◽  
P. J. Vinken
Keyword(s):  
Information Needs ◽  
English Language ◽  
Medical Information ◽  
Biomedical Literature ◽  
Information Storage ◽  
Control Mechanisms ◽  
University Of Pittsburgh ◽  
The World ◽  
The University ◽  
Excerpta Medica Foundation

A joint center has been established by the University of Pittsburgh and the Excerpta Medica Foundation. The basic objective of the Center is to seek ways in which the health sciences community may achieve increasingly convenient and economical access to scientific findings. The research center will make use of facilities and resources of both participating institutions. Cooperating from the University of Pittsburgh will be the School of Medicine, the Computation and Data Processing Center, and the Knowledge Availability Systems (KAS) Center. The KAS Center is an interdisciplinary organization engaging in research, operations, and teaching in the information sciences.Excerpta Medica Foundation, which is the largest international medical abstracting service in the world, with offices in Amsterdam, New York, London, Milan, Tokyo and Buenos Aires, will draw on its permanent medical staff of 54 specialists in charge of the 35 abstracting journals and other reference works prepared and published by the Foundation, the 700 eminent clinicians and researchers represented on its International Editorial Boards, and the 6,000 physicians who participate in its abstracting programs throughout the world. Excerpta Medica will also make available to the Center its long experience in the field, as well as its extensive resources of medical information accumulated during the Foundation’s twenty years of existence. These consist of over 1,300,000 English-language _abstract of the world’s biomedical literature, indexes to its abstracting journals, and the microfilm library in which complete original texts of all the 3,000 primary biomedical journals, monitored by Excerpta Medica in Amsterdam are stored since 1960.The objectives of the program of the combined Center include: (1) establishing a firm base of user relevance data; (2) developing improved vocabulary control mechanisms; (3) developing means of determining confidence limits of vocabulary control mechanisms in terms of user relevance data; 4. developing and field testing of new or improved media for providing medical literature to users; 5. developing methods for determining the relationship between learning and relevance in medical information storage and retrieval systems’; and (6) exploring automatic methods for retrospective searching of the specialized indexes of Excerpta Medica.The priority projects to be undertaken by the Center are (1) the investigation of the information needs of medical scientists, and (2) the development of a highly detailed Master List of Biomedical Indexing Terms. Excerpta Medica has already been at work on the latter project for several years.

Authority of Law: An Analysis of The Role of Police

2017 ◽  
Vol 2 ◽  
Author(s):  
Veronika Keir
Keyword(s):  
Policy Development ◽  
Crime Control ◽  
Legal Theory ◽  
Research Policy ◽  
Further Education ◽  
Full Time ◽  
Legal Research ◽  
Legal Studies ◽  
The University

<div class="page" title="Page 3"><div class="layoutArea"><div class="column"><p><span>Veronika is a recent graduate from the Honours Legal Studies program at the University of Waterloo. Her passions are socio-legal research, policy development, feminist legal theory, and crime control development. Veronika is currently working a full-time job at Oracle Canada, planning on pursuing further education in a Masters program. </span></p></div></div></div>

The Concept of Nontraditional Student

2017 ◽  
Vol 28 (1) ◽  
pp. 40-60
Author(s):  
Treinienė Daiva
Keyword(s):  
Nontraditional Students ◽  
Social Roles ◽  
Nontraditional Student ◽  
Full Time ◽  
Older Students ◽  
Learning Differences ◽  
Status Characteristics ◽  
Part Time ◽  
Definition Of ◽  
The University

Abstract Nontraditional student is understood as one of the older students enrolled in formal or informal studies. In the literature, there is no detailed generalisation of nontraditional student. This article aims to reveal the concept of this particular group of students. Analysing the definition of nontraditional students, researchers identify the main criteria that allow to provide a more comprehensive concept of the nontraditional student. The main one is the age of these atypical students coming to study at the university, their selected form of studies, adult social roles status characteristics, such as family, parenting and financial independence as well as the nature of work. The described features of the nontraditional student demonstrate how the unconventional nontraditional student is different from the traditional one, which features are characteristic for them and how they reflect the nontraditional student’s maturity and experience in comparison with younger, traditional students. Key features - independence, internal motivation, experience, responsibility, determination. They allow nontraditional students to pursue their life goals, learn and move towards their set goals. University student identity is determined on the basis of the three positions: on the age suitability by social norms, the learning outcomes incorporated with age, on the creation of student’s ideal image. There are four students’ biographical profiles distinguished: wandering type, seeking a degree, intergrative and emancipatory type. They allow to see the biographical origin of nontraditional students, their social status as well as educational features. Biographical profiles presented allow to comprise the nontraditional student’s portrait of different countries. Traditional and nontraditional students’ learning differences are revealed by analysing their need for knowledge, independence, experience, skill to learn, orientation and motivation aspects. To sum up, the analysis of the scientific literature can formulate the concept of the nontraditional student. Nontraditional student refers to the category of 20-65 years of age who enrolls into higher education studies in a nontraditional way, is financially independent, with several social roles of life, studying full-time or part-time, and working full-time or part-time, or not working at all.

70. Supporting IMG integration into residency trainings

2007 ◽  
Vol 30 (4) ◽  
pp. 67
Author(s):  
S. Glover Takahashi ◽  
M. Alameddine ◽  
D. Martin ◽  
S. Verma ◽  
S. Edwards
Keyword(s):  
Training Program ◽  
Residency Training ◽  
Training Programs ◽  
Comprehensive Evaluation ◽  
International Medical ◽  
Full Time ◽  
Design Development ◽  
Course Content ◽  
Medical Trainees ◽  
Personal Wellness

This paper is describes the design, development, implementation and evaluation of a preparatory training program for international medical trainees. The program was offered for one week full time shortly before they begin their residency training programs. First the paper reports on the survey and focus groups that guided the learning objectives and the course content. Next the paper describes the curriculum development phase and reports on the topical themes, session goals and objectives and learning materials. Three main themes emerged when developing the program: understanding the educational, health and practice systems in Canada; development of communication skills; and supporting personal success in residency training including self assessment, reflection and personal wellness. Sample lesson plans and handouts from each of the theme areas are illustrated. The comprehensive evaluation of the sessions and the overall program is then also described. The paper then summarizes the identified key issues and challenges in the design and implementation of a preparatory training program for international medical trainees before they begin their residency training programs. Allan GM, Manca D, Szafran O, Korownyk C. Workforce issues in general surgery. Am Surg. 2007 Feb; 73(2):100-8. Dauphinee, WD. The circle game: understanding physician migration patterns within Canada. Acad Med. 2006 (Dec); 81(12 Suppl):S49-54. Spike NA. International medical graduates: the Australian perspective. Academic Medicine. 2006 (Sept); 81(9):842-6.

63. Developing a program for resident wellness at the postgraduate medical education office, University of Torontos

2007 ◽  
Vol 30 (4) ◽  
pp. 63 ◽  
Author(s):  
S. Edwards ◽  
S. Verma ◽  
R. Zulla
Keyword(s):  
Mental Health ◽  
Medical Education ◽  
Stress Management ◽  
Residency Training ◽  
Medical Training ◽  
Postgraduate Medical Education ◽  
Program Directors ◽  
University Of Toronto ◽  
Resident Wellness ◽  
The University

Prevalence of stress-related mental health problems in residents is equal to, or greater than, the general population. Medical training has been identified as the most significant negative influence on resident mental health. At the same time, residents possess inadequate stress management and general wellness skills and poor help-seeking behaviours. Unique barriers prevent residents from self-identifying and seeking assistance. Stress management programs in medical education have been shown to decrease subjective distress and increase wellness and coping skills. The University of Toronto operates the largest postgraduate medical training program in the country. The Director of Resident Wellness position was created in the Postgraduate Medical Education Office to develop a systemic approach to resident wellness that facilitates early detection and intervention of significant stress related problems and promote professionalism. Phase One of this new initiative has been to highlight its presence to residents and program directors by speaking to resident wellness issues at educational events. Resources on stress management, professional services, mental health, and financial management have been identified and posted on the postgraduate medical education website and circulated to program directors. Partnerships have been established with physician health professionals, the University of Toronto, and the Professional Association of Residents and Internes of Ontario. Research opportunities for determining prevalence and effective management strategies for stress related problems are being identified and ultimately programs/resources will be implemented to ensure that resident have readily accessible resources. The establishment of a Resident Wellness Strategy from its embryonic stags and the challenges faced are presented as a template for implementing similar programs at other medical schools. Earle L, Kelly L. Coping Strategies, Depression and Anxiety among Ontario Family Medicine Residents. Canadian Family Physician 2005; 51:242-3. Cohen J, Patten S. Well-being in residency training: a survey examining resident physician satisfaction both within and outside of residency training and mental health in Alberta. BMC Medical Education; 5(21). Levey RE. Sources of stress for residents and recommendations for programs to assist them. Academic Med 2001; 70(2):142-150.

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