Journal articles on the topic 'Career Development Year (Program) Evaluation'
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Burns, Linda J., Charles P. Clayton, James N. George, Beverly S. Mitchell, and Scott D. Gitlin. "The ASH Clinical Research Training Institute (CRTI) Positively Impacts The Success Of Early Career Hematologists In Patient-Oriented Clinical Research." Blood 122, no. 21 (November 15, 2013): 1679. http://dx.doi.org/10.1182/blood.v122.21.1679.1679.
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Abstract There is a recognized need to translate scientific discoveries to patient-oriented clinical research (POCR) in order to improve human health. To overcome obstacles that interfere with the recruitment and retention of physicians for POCR careers, in 2003 the American Society of Hematology (ASH) developed the Clinical Research Training Institute (CRTI), an enhanced and extensive mentored experience for early career POCR investigators. The ASH CRTI is limited to 20 trainees/year (senior fellows or junior faculty) with an equivalent number of faculty mentors. The year-long Institute includes a 1 week workshop with didactic sessions on a variety of POCR and career development topics, disease-specific small group sessions focusing on research protocol development with biostatistician participation, and one-on-one interactions with faculty and representatives with expertise in career-development awards from the U.S. National Institutes of Health. Trainees have additional interactions with their small groups and CRTI mentors throughout the ensuing year to promote career development and research collaborations. Communications between the trainees’ CRTI and home institution mentors are a vital component of the program. Evaluation of the POCR career development successes of the first 7 CRTI classes (140 trainees) was performed by reviewing trainees’ curriculum vitaes and their responses to an electronically distributed survey. Gender, racial and ethnic distributions were similar to that of U.S. Hematology/Oncology fellowship programs. The majority (66%) of trainees were senior fellows or graduates of adult hematology/oncology training programs, 31% of pediatric hematology/oncology programs and the remainder of other hematology-related programs. Eighty-six percent of trainees had self-described success establishing a POCR study and 85% considered themselves clinical investigators. Nearly half of trainees had positions that were primarily research focused. CRTI trainees received at least 144 external grant awards plus additional internal awards, and had published 1035 peer-reviewed manuscripts,173 chapters and 115 review articles. Over 95% of trainees were satisfied with their CRTI experience and testimonials supported their impression that CRTI had a significant impact on their career success. Enhancements introduced into the CRTI program, as a result of ongoing program evaluations, include broadening participant eligibility to include up to 5 international trainees per class to enhance global research collaborations and further enhancements to the trainee-mentor interactions. The outcomes of the ASH CRTI support the hypothesis that enhanced mentoring experiences contribute to the successful career development of physicians pursuing POCR careers. Disclosures: Clayton: American Society of Hematology: Employment.
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Mailhot-Larouche, Samuel, Vincent Chauvette, David Bergeron, Catherine Larochelle, Geneviève Du Pont-Thibodeau, Han Wang, Héloïse Cardinal, et al. "University of Montreal’s Clinician-Investigator Program: A 10-Year Descriptive Evaluation." Clinical and Investigative Medicine 45, no. 4 (December 31, 2022): E1–10. http://dx.doi.org/10.25011/cim.v45i4.39275.
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Purpose: Clinician-investigators have an important role in the development and implantation of new therapies and treatment modalities; however, there have been several reports highlighting a pending shortage in the clinician-investigators’ workforce. In Canada, the Royal College has promoted the development of clinician-investigators programs (CIP) to facilitate the training of these individuals. There is currently a paucity of data regarding the outcomes of such programs. This study aims to identify the strengths and areas of improvement of the Montreal University CIP. Methods: An internet-based 51-question survey was distributed to all the alumni from the University of Montreal CIP. Participation was voluntary and no incentives were provided. The response rate was 64%. Results: Among respondents, 50% (n=16) had completed their clinical residency and all CIP requirements. The majority of these individuals (63%) had become independent investigators and had secured provincial and national funding. Satisfaction of the respondents was high regarding the overall program (85%), the research skills developed during the CIP (84%) and the financial support obtained during the program (72%). The satisfaction rate regarding career planning was lower (63%). Conclusion: This survey demonstrates that, while indicators are favorable, some areas still require improvement. Several steps to improve the CIP have been identified; notably, the transition from the CIP to early independent career has been identified as critical in the development of clinician-investigators and steps have been taken to improve this progression
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Keumala, Elsa, Juntika Nurihsan, and Amin Budiamin. "The Development of Career Learning Program with Modeling Technique to Improve Student Career Awareness." Islamic Guidance and Counseling Journal 1, no. 2 (June 30, 2018): 53. http://dx.doi.org/10.25217/igcj.v1i2.270.
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The research is based on the lack of career students awareness in the elementary school. Focus on this research is the development of career guidance program with modeling technique to improve career awareness of student. The purpose of this study is to generate career guidance program with modeling technique to improve student career awareness. Research and development approach conducted through several steps, namely: needs assessment, program planning, implementation of program, evaluation, and follow-up. The data analysis technique was used Paired sample t-test to determine the impact of the program. The participant is the student at the fifth grade Al-Fityan elementary school Aceh in the year 2017/2018 which selected using purposive sampling. The self-developed career awareness instrument designed in the Likert scale with coefficient reliability 0,800. The finding of a research states that main indicator of the successful program evaluation is the improvement of the level of career awareness. This research concludes that the program of the career guidance using the modeling technique is effective to improve the awareness of student career.
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Choi, Jieun, and Youngsun Cho. "The Development of a Career Counseling Program for Protean Careers for University Students." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 14 (July 31, 2022): 537–58. http://dx.doi.org/10.22251/jlcci.2022.22.14.537.
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Objectives In this study designed a protean career-oriented career counseling program for university students and verified the effect of this program on the protean career cognition, protean career orientation, protean career behavior.
Methods To this end, a protean career-oriented career counseling program was devised as an analysis, design, development, implement, and evaluation stage based on the ADDIE model. and the main program was provided to the experimental group of 13 university students, while an ordinary career counseling program was used for the comparison group of 13 students and nothing for the control group of 13 students.
Results First, the final program was developed by establishing the purpose and goal of the program, activity goals and contents for each session, and teaching and learning strategies, and then going through expert validation. Second, as a result of the quantitative analysis, the overall protean career, and the average values of each sub-factor in the experimental group increased after participating in the program, compared to the other groups. Third, as a result of the qualitative analysis, the experimental group was able to develop identity, adaptability, self-directed, value-driven and coping with change, reflective behavior through this program.
Conclusions Based on the results, the program developed in this study is different from existing career counseling programs as it was made suitable for current university students by considering the difference between the traditional and new concepts of career based on the protean career theory. In particular, this program has significance in that it laid the foundation for university students to systematically prepare for their careers while proactively creating their own portfolio from their early years of university.
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Pirl, William F., Joseph A. Greer, Elyse Park, Steven A. Safren, Lauren Fields, Lisa Wood, Lara Traeger, Areej El-Jawahri, Bradley Zebrack, and Jennifer S. Temel. "Development and evaluation of a six-day training program in supportive oncology research." Palliative and Supportive Care 16, no. 6 (December 28, 2017): 656–61. http://dx.doi.org/10.1017/s1478951517001092.
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AbstractObjectiveEarly career investigators have few opportunities for targeted training in supportive oncology research. To address this need, we developed, implemented, and evaluated an intensive, six-day workshop on methods in supportive oncology research for trainees and junior faculty across multiple disciplines.MethodA multidisciplinary team of supportive oncology researchers developed a workshop patterned after the clinical trials workshop offered jointly by the American Society of Clinical Oncology and American Association of Cancer Research. The curriculum included lectures and a mentored experience of writing a research protocol. Each year since 2015, the workshop has accepted and trained 36 early career investigators. Over the course of the workshop, participants present sections of their research protocols daily in small groups led by senior researchers, and have dedicated time to write and revise these sections. Primary outcomes for the workshop included the frequency of completed protocols by the end of the workshop, a pre- and posttest assessing participant knowledge, and follow-up surveys of the participants and their primary mentors.ResultOver three years, the workshop received 195 applications; 109 early career researchers were competitively selected to participate. All participants (109/109, 100%) completed writing a protocol by the end of their workshop. Participants and their primary mentors reported significant improvements in their research knowledge and skills. Each year, participants rated the workshop highly in terms of satisfaction, value, and likelihood of recommending it to a colleague. One year after the first workshop, most respondents (29/30, 96.7%) had either submitted their protocol or written at least one other protocol.Significance of resultsWe developed a workshop on research methods in supportive oncology. More early career investigators applied for the workshop than capacity, and the workshop was fully attended each year. Both the workshop participants and their primary mentors reported improvement in research skills and knowledge.
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Domino, Steven E., and R. Kevin Reynolds. "Implementation and Initial Evaluation of an Academic Career Development Curriculum for Fellows." Journal of Graduate Medical Education 2, no. 1 (March 1, 2010): 133–35. http://dx.doi.org/10.4300/jgme-d-09-00025.1.
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Abstract Objective To develop and evaluate an academic career development curriculum. Methods We anonymously surveyed 25 fellows and advanced trainees in 9 obstetrics and gynecology subspecialty fellowships prior to the start of an academic career development common curriculum in 2007. Results were compared with responses from the same survey given at the completion of the 2-year program to guide and improve the curriculum. Fourteen surveys were completed for both administrations. Results Most fellows expressed the desire to pursue academic careers and planned to present and publish research from their fellowship in both surveys. After completing the curriculum, fellows reported overall improvement in self-appraised confidence for speaking at national meetings and preparing a research grant. The most substantial change in self-assessment was increased awareness and utilization of departmental research support personnel. Elements of training that showed improvement but were not main topics of core sessions included the frequency of constructive feedback from mentors and peers, and frequency of discussion of research ethics. Conclusion Instituting an academic career development curriculum for obstetrics and gynecology fellows was associated with increased self-appraised confidence in specific academic skills as assessed by anonymous survey.
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Antonellou, Polyxeni, and Kalliope Kounenou. "Evaluation of a career counselling program focused on Greek elementary school children's career interests." European Journal of Counselling Psychology 5, no. 1 (December 23, 2016): 4–17. http://dx.doi.org/10.5964/ejcop.v5i1.83.
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Although childhood is the most significant period in one's career development process, little research attention has been paid to the evaluation of career counselling intervention programs in elementary-aged children. An intervention study was carried out in order to evaluate a career counselling program implemented in one Greek elementary school which focused on the enrichment of the children's career interests. The research methodology used was the quasi experimental research design. Children (N = 84) aged 8-11 years were distributed in experimental and control groups. Τhe impact of the intervention focused on the enrichment of their career interests, which was assessed via semi-structured interviews and use of drawings. The results showed a statistical significant difference between groups concerning children's career interests after intervention, while the analysis of drawings revealed more differences in self-confidence, self- esteem and extraversion in favour of the children that participated in the experimental group. Gender and age differences were also explored and revealed. The results are discussed in relation to various aspects of children's career development, as well as to the significance of career counselling intervention programs.
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Patel, Tanha, Sabina Gesell, and Doug Easterling. "3403 Understanding the career pathways of scholars participating in Scholar Programs and Academy." Journal of Clinical and Translational Science 3, s1 (March 2019): 76. http://dx.doi.org/10.1017/cts.2019.180.
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OBJECTIVES/SPECIFIC AIMS: The Wake Forest Clinical and Translational Science Institute (CTSI) put in place a KL2 program in 2007 and introduced an 18-month Translational Research Academy (TRA) in 2010. The TRA provides education and leadership development training, research support services, mentoring, and networking opportunities to 15-20 early-career clinical and translational researchers, including those receiving KL2 awards. The KL2 and TRA programs make up the Mentored-Career Development Core that is administered by the Wake Forest CTSA Education Program. Over the years, the program administrators have collected feedback from the graduates on what they liked and did not like about the programs. However, a comprehensive evaluation to understand the impact of the trainings on helping scholars advance their research and their research careers was not conducted. The purpose of this evaluation was to assess if and how the KL2 and TRA programs are helping scholars advance their research and career in research. METHODS/STUDY POPULATION: Semi-structured phone interviews were conducted with 11 selected CTSI scholars from both KL2 and TRA programs. The interviews focused on 4 key areas: expectations coming into the program, role the program played in their career development over time, what else could/should have program done to support them and their research, and which of the other CTSI services were valuable in their career development. RESULTS/ANTICIPATED RESULTS: Even though scholars joined the program as an early-career researcher, the amount of experience in research they had varied and so did their areas of interest. The participants in the program also included both clinician and basic researchers. Scholars came into the program with different level of expectations and drive to use this program as a platform to lift their research careers. The conversations during these interviews gave an insight on career trajectories that the scholars have taken before and after joining the academy. For example, among the scholars that had graduated from the programs, 5 of the 6 had received a career development award, all 6 had their own grants to support their research, 3 had received professional promotions, and all 6 have an administrative leadership role they play, in addition to focusing on their research career. The information on where the scholars were at the beginning and the pathway they have taken to get to where they are now allowed us to better understand what aspects of the program was most valuable. The scholars noted that sessions around grant writing and developing specific aims were very helpful. Among the services provided, having a grant editor support was something that everyone noted as the most important service to them, even after leaving the program. DISCUSSION/SIGNIFICANCE OF IMPACT: The impact of the interviews and candid feedback provided by the scholars have been immensely valuable to program administrators to really understand the impact the program (and which components specifically) is having for the scholars. Looking at the career trajectories of the scholars, it was noted that scholars coming in to the academy with some experience doing research and ability to continue engaging in research benefited the most from what the program had to offer. Scholars that were still very early in their research career gained knowledge but were not always able to apply it because they were not working towards a grant at the time. Using the data on career trajectories, recommendations for improving the program, and other CTSI services that were most valuable, the program administrators decided to redesign the curriculum. The new version of the program is now tailored for scholars who have research experience and are working towards a career development grant such as a K or R. This will allow them to have a curriculum that is more intense and hands-on with an expectation that the scholars will submit the application towards the end of the program. A separate program is being developed for early-career researchers who are still setting their foot into t field to provide them basic research competencies through ad hoc courses and seminars.
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Dahlstrom, Erin K., Christine Bell, Shine Chang, Hwa Young Lee, Cheryl B. Anderson, Annie Pham, Christine Maidl Pribbenow, and Carrie A. Cameron. "Translating mentoring interventions research into practice: Evaluation of an evidence-based workshop for research mentors on developing trainees’ scientific communication skills." PLOS ONE 17, no. 2 (February 2, 2022): e0262418. http://dx.doi.org/10.1371/journal.pone.0262418.
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A key part of keeping doctoral and postdoctoral trainees in STEM research careers is mentoring. Our previous research indicates that mentoring trainees in scientific communication (SC) skill development increases research career intention through two social-cognitive constructs, self-efficacy in and outcome expectations for acquiring SC skills, as well as science identity. While many mentor training interventions exist, no programs focus on developing SC skills specifically. The “Scientific Communication Advances Research Excellence” (SCOARE) program trains mentors to address trainee scientific communication (SC) skill development as an innovative approach to increase trainee research career persistence. The SCOARE training is a half-day workshop for faculty mentors of research trainees at five sites nationally. Informed by previous research, workshop content focuses on practical, effective mentoring strategies to develop trainee speaking and writing skills. Anonymous evaluation data collected after each workshop indicates participant satisfaction and reported positive increases in skills and knowledge in applying new and various techniques when mentoring trainees (skills) and how linguistic bias influences our perception of others (knowledge). This article outlines the research-based development of the SCOARE program, the first two years’ of workshop evaluations showing positive increases in skills and knowledge, and lessons learned to increase participant satisfaction with the program.
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Lacasse, Miriam, Annie St-Pierre, Andreane Lalumiere-Saindon, Marie-Helene Dufour, Anik Giguere, and Guy Beland. "Supporting early academic family medicine careers with the clinician scholar enhanced-skills program." Canadian Medical Education Journal 10, no. 4 (November 28, 2019): e62-e79. http://dx.doi.org/10.36834/cmej.57012.
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Context:
The Clinician Scholar Program (CSP) is an enhanced-skills (R3) residency program to train clinician researchers/educators/leaders for academic family practice. This article intends to share Laval University’s CSP development and evaluation strategy, and provide recommendations for similar innovations in other disciplines/settings.
Methods
This article uses Kern’s model to present the program development, and a program-oriented approach for program evaluation, carried from 2011 to 2017 using descriptive data. Questionnaires, reflexive texts and an Objective Structured Teaching Exam supported data collection.
Results
7 CSP graduates and 14 controls participated in the program evaluation. Residents were highly satisfied with the program, nevertheless suggested allowing training later in career. The CSP enriched knowledge, skills and attitudes about academic practice. CSP increased residents’ entrustment level about academic competencies. All graduates joined an academic practice within five years of program completion.
Conclusions
Key recommendations to implement similar programs include academic medicine core training, project-based learning with learner-centered objectives, relevant and authentic learning and assessment, and multi-level program evaluation approach. Programs should consider concomitant graduate studies and opportunity to offer such training after a few years of clinical practice to meet other needs at a timely stage of career.
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Donaldson, Joseph L., and Karen L. Franck. "A Mixed-Methods Evaluation to Measure 4-H STEM Program Quality." Journal of Youth Development 15, no. 5 (September 22, 2020): 203–19. http://dx.doi.org/10.5195/jyd.2020.835.
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The 4-H Science: Building a 4-H Career Pathway Initiative was a 3-year collaboration among National 4-H Council, Lockheed Martin, and state 4-H grantees to help more than 50,000 youth in 13 states develop STEM and workforce skills for STEM professions. A mixed-methods design used observations and interviews to assess program quality. Researchers observed 4-H STEM programming and conducted individual and focus group interviews with youth, parents, community volunteers, corporate volunteers, and professionals. Observations were conducted using a validated observational tool, the Out-of-School Time (OST) Observation Instrument with STEM Plug-In. This instrument measured youth relationship building, youth participation, staff relationship building, staff instructional strategies, activity content and structure, and STEM instruction. Findings from the observations and interviews were combined to assess program quality. Sites scoring highest on the OST Observation Instrument reported using quality STEM curriculum, especially National 4-H Youth Science Day lessons. The 4-H STEM programs demonstrated highly evident and consistent youth relationship building (e.g., being friendly and collaborative) and youth participation (e.g.., contributing ideas and taking leadership). Yet, in many cases, STEM youth skill development (e.g., drawing connections to real-world concepts) and STEM staff instructional practices (e.g., discussing how youth could pursue STEM content through their education and/or career) were inconsistent and rarely evident. Recommendations include substantive professional and volunteer development for both STEM competencies and enhanced youth development. The OST Observation Instrument with STEM Plug-In provided a comprehensive tool to evaluate program quality, and it is recommended for use in evaluating other 4-H STEM programs.
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Solomon, Solomon S., Stephen C. Tom, James Pichert, David Wasserman, and Alvin C. Powers. "Impact of Medical Student Research in the Development of Physician-Scientists." Journal of Investigative Medicine 51, no. 3 (May 2003): 149–56. http://dx.doi.org/10.1177/108155890305100317.
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Context A decline in the number of physician-scientists has been identified in the United States for at least two decades. Although many mechanisms have been proposed to reverse this trend, most of these have concentrated on MD/PhD programs, research in subspecialty fellowships, and other approaches later in physician training. Few have emphasized early medical student research experiences as a contributing solution. Objective To determine the effect of a medical student research experience on career choices and attitudes about biomedical research. Design, Setting, and Participants We jointly report 25 years of experience with National Institutes of Health (NIH)-sponsored Medical Student Research Fellowship programs (MSRFs) at two colleges of medicine, the University of Tennessee Health Science Center and Vanderbilt University. In both programs, students work during the summer of their first or second year of medical school on a research project that is mentored by an established scientist and participate in a structured program (lectures, visiting professor). Main Outcome Measures We gathered data using pre- and postresearch fellowship questionnaires to assess (a) quality of research experiences; (b) tabulation of productivity, that is, presentations, abstracts, publications, and awards; (c) long-term tracking of former program participants; (d) comparison of residency placements by medical student researchers; and (e) comments from former program participants on the effects of their students’ research experiences on career choices. Results During this time, approximately 1,000 medical students participated in the two programs. Follow-up data (for short-term evaluations, 96–132 respondents with a response rate > 82%; for long-term evaluations, 88–118 respondents with a response rate > 29–33%) strongly suggest (a) interest in an academic career increased, (b) one-third to half of former student respondents considered themselves to be in academic medicine, (c) the vast majority of students conducted additional research after their medical student research experience, and (d) a large number of students were currently doing research or had published or presented their work at scientific meetings. Conclusions Over two decades of experience with NIH-sponsored medical student research programs at two medical schools strongly support the ability of these programs to interest medical students in research and academic careers. MSRFs should be included in strategies to reverse the decline in the number of physician-scientists.
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Thompson, Sheri. "VOCATIONAL ASSESSMENT AND INDIVIDUAL DEVELOPMENT PLANNING IN DIVERSITY-FOCUSED UNDERGRADUATE MENTORSHIP." Innovation in Aging 6, Supplement_1 (November 1, 2022): 859. http://dx.doi.org/10.1093/geroni/igac059.3074.
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Abstract The UC San Diego MADURA Mentorship Program, funded the National Institute on Aging, strives to improve diversity in Aging/Alzheimer’s Disease and Related Dementias (ADRD) research and clinical practice. Goals include improved academic success of undergraduate URM trainees, and facilitating graduate/medical school applications and entry into Aging/ADRD research or clinical careers. Mentees receive paid research experience, training, Program and lab-based faculty supervision, peer support, seminars, and professional development opportunities. To enhance educational and career planning, MADURA incorporated Individual Development Plan (IDP) use, in 2022. IDP training by a Career Services presenter was followed by interactive IDP completion during small group break-outs, with ongoing revisions occurring throughout the quarter. Further, all trainees were offered formal vocational assessment (Strong Interest Inventory®, College Edition). 21 trainees participated and some engaged in individual 30-minute feedback sessions. All mentors were asked to incorporate IDP and vocational assessment discussions into year-end professional development meetings with mentees. Data to be presented includes: Student evaluation of IDP training; prior vocational assessment access; student and mentor ratings of IDP and vocational assessment feasibility, utility and satisfaction; and cohort vocational profile characteristics. Discussion includes implementation challenges, benefits and limitations of IDP and vocational assessment use, and future research suggestions.
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Syafaruddin, Syafaruddin, Eka Susanti, and Wirda Hasana. "Implementation of Teacher Career Development in Madrasah Aliyah Negeri." Nidhomul Haq : Jurnal Manajemen Pendidikan Islam 6, no. 3 (November 22, 2021): 570–78. http://dx.doi.org/10.31538/ndh.v6i3.1637.
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This study describes how to implement teacher career development at MAN Batu Bara. The objectives of this study are: (1) To determine the Career Development Planning of teachers at MAN Batu Bara, (2) To determine the implementation of the Teacher Career Development Program at MAN Batu Bara, (3) To determine the Evaluation of Teacher Career Development at MAN Batu Bara. The approach in this study was carried out with a descriptive qualitative approach. Data collection was obtained by means of observation, interviews, and documentation studies. Data analysis in this study used data reduction techniques, data presentation, and drawing conclusions/verification. Checking or checking the validity of the data used the techniques of credibility, transferability, dependability, and confirmability. The findings of this study revealed three findings, namely: (1) Planning for teacher career development at MAN Batu Bara carried out by madrasas, namely by planning for proposing the names of teachers who will be promoted to rank or class. Meanwhile, what is done by teachers is by preparing certain conditions for promotion to the rank of class, (2) The implementation of career development at MAN Batu Bara is by compiling a proposal file for promotion compiled by the teacher and recommended by the head of the Madrasa, as well as through examination of files by the head of the Madrasah. supervisor of physical documents and components of credit score assessment for teachers, (3) Evaluation of teacher career development at MAN Batu Bara conducts a self-evaluation by looking at the success of students in subjects and is also carried out by the head of the madrasa every year which is called the employee work target (SKP).
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Colbert, Paul J. "F.A.C.E.S. (Faculty Academic Community Education Showcase): Professional Growth Experiences In A Career University." Contemporary Issues in Education Research (CIER) 5, no. 2 (March 27, 2012): 81. http://dx.doi.org/10.19030/cier.v5i2.6924.
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Institutes of higher education exist for the purpose of developing, fostering, nurturing, and stimulating the intellectual growth and development of students. The core values of a college education provide students conceptual and practical educational opportunities that focus on improving their skills and knowledge. These skills and knowledge translate into purposeful, real-life learning experiences. However, in the academic community, learning is not restricted to students. Faculty, too, must be supported and provided opportunities for personal and professional growth and development. Although professional development is not a novel concept in the education profession, schools often take up the gauntlet, but fall short of running with it. A commitment to share the collective skills, teaching strategies, and experiences of colleagues in the university community should be one of the institutions core values. The need today for academic rigor and the emphasis on accountability and evidence of professional development of teachers have become key components in faculty performance evaluations in both teaching and research higher educational institutional settings. This paper examines how a career university addresses professional development by embracing change in its faculty orientation process at the start of the academic year through the implementation of a faculty development program and sustainable model for building a teaching and learning showcase of faculty talent. The orientation program - F.A.C.E.S. (Faculty Academic Community Education Showcase) - provides a series of interactive seminars conducted by and for full-time faculty at the Johnson & Wales University (JWU) Providence, Rhode Island, campus that mirrors their professional expertise, educational best practices, and career experiences within and beyond the JWU academic community. It examines the program goals and objectives, evidence of its evaluation by participants and administration, and the follow-up programs in place to provide further opportunities throughout the academic year that meet faculty needs to learn and engage in a learning environment that translates into and enhances the learning experiences of their students.
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Chepp, Valerie, Claire Baker, Sarah Kostiha, and Jonathan D. Smith. "The Molecular Medicine PhD program alumni perceptions of career preparedness." PLOS ONE 17, no. 11 (November 17, 2022): e0275996. http://dx.doi.org/10.1371/journal.pone.0275996.
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Over the past two decades, graduate programs have sought to meet the rising need for cross-disciplinary biomedical and translational research training; however, among program evaluation efforts, little is known about student satisfaction with these programs. We report survey results aimed at assessing the overall satisfaction of Molecular Medicine (MolMed) PhD program graduates with their training program and subsequent employment, their research productivity since graduation, and the program elements important for entering their diverse career choices. The survey consisted of quantitative and qualitative instruments and was deployed in June 2020 via email to 45 alumni who had graduated at least two years prior. Investigators assessed mean and median Likert scale data and they conducted a qualitative content analysis on all open-ended narrative survey data using inductive analysis to identify themes. Of the 45 contacted, 26 PhD graduates of the MolMed program responded to the survey. Overall, graduates felt the MolMed curriculum prepared them well for their current career (mean 3.4 out a 4-point Likert scale); and, knowing what they know now, they would likely pursue a PhD degree again (mean 3.7 out of 4). Four overarching themes emerged from the content analysis of the narrative survey data: curriculum and other training experiences; professional skills; importance of a strong advisor/mentor; and, networking and career development. Overall, alumni were satisfied with their MolMed Program experience. They found the curriculum to be strong and relevant, and they believed that it prepared them well for their careers. There may be opportunities to embed additional skills into the curriculum, and the program should continue to offer a strong mentoring and clinical experience, as well as train students for diverse career trajectories.
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Kaushiva, Pavni, and Chetan Joshi. "Women’s re-entry after a career break: Efficacy of support programs." Equality, Diversity and Inclusion: An International Journal 39, no. 8 (May 23, 2020): 849–64. http://dx.doi.org/10.1108/edi-09-2019-0240.
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PurposeThere is a recent organizational focus on increasing and managing gender diversity with stress on supportive policies for working mothers. The purpose of this paper is to examine the effect of one such supportive policy (i.e. completion of company-initiated internship programs) designed to help women return to the workforce post a career break.Design/methodology/approachThe study uses an experimental design to compare the evaluation of a woman applicant who has a career break with the evaluation of a woman applicant who has completed a support program after a career break. Variance in the evaluation of the applicant on the parameters – educational qualification, professional qualification, fit with job description and invite for an interview is tested. The study also examines the effect of individuals’ neosexist attitude on their evaluation of the applicant. Data were collected from 109 participants having an average age of thirty-two years (SD = 5.97), and average work experience of 9 years (SD = 5.20).FindingsResults show that completion of a support program, as well as neosexism, have a main effect on the evaluation of job fit.Practical implicationsResults have implications for employee-training programs, as well as development programs for women re-entering the workforce post a career break.Originality/valueThis paper is the first to study the efficacy of internship programs for re-entry of women, started by various multi-national companies in India. It extends the application of neosexism to such initiatives, which are not affirmative action, highlighting the changing nature of sexism.
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Khan, Omar Farooq, Alison Walzak, Rahim Kachra, Theresa J. B. Kline, Fiona M. Clement, Hude Quan, and Aleem M. Bharwani. "Investing in the Future: A Comprehensive Evaluation of Mentorship Networks for Residents." Canadian Journal of General Internal Medicine 13, no. 2 (June 25, 2018): 6–23. http://dx.doi.org/10.22374/cjgim.v13i2.228.
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Background: Formal mentorship plays a key career development role in medicine. Traditional mentorship consists of dyadic relationships between mentors and their mentees. However, research favours utilization of mentorship networks involving individuals at multiple levels.Objective: This study aimed to rigorously evaluate a formalized mentorship network program within a Canadian Internal Medicine residency program from 2012 to 2013.Methods: Residents participated in one-on-one semi-structured interviews at baseline and after one year of participation in the mentorship network. Closed-ended surveys assessed affective organizational commitment, self-efficacy, career satisfaction and overall wellness among residents and faculty members. 89 residents and 28 faculty members were invited to participate; 40 residents and 18 faculty members completed the survey after one year.Results: Residents perceived mentorship networks to add value across multiple domains, including self-awareness, overall efficiency, and physician wellness. Satisfaction with the program was very high, with 98% (n = 39/40) of residents and 89% of faculty members (n = 16/18) wanting the program to continue after year one. Male mentors were more likely to report benefits from serving as a mentor than their female counterparts. In contrast to this, female mentees found mentorship more useful than male mentees.Conclusions: Network mentorship is associated with personal and system benefits, though these benefits are difficult to quantify. The network model is feasible and well-received by mentors and mentees. Further research considering both short- and long-term endpoints is required to delineate the true cost-benefit ratio of mentorship programs to both mentors and mentees.
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Sloan, Valerie, Rebecca Haacker, Tim Barnes, and Carolyn Brinkworth. "Long-Term Impacts of a Career Development Workshop for Undergraduates." Bulletin of the American Meteorological Society 98, no. 9 (September 1, 2017): 1961–67. http://dx.doi.org/10.1175/bams-d-15-00214.1.
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Abstract For 15 years, the Undergraduate Leadership Workshop (ULW) has connected undergraduate students with scientists, engineers, educators, and leadership at the National Center for Atmospheric Research (NCAR) in Boulder, Colorado. The week-long program gives students exposure to research areas and to graduate school and career options in the atmospheric sciences. The ULW provides mentoring, training in leadership and professional skills, and a chance to meet peers in this field. An evaluation of the program, including surveys and focus groups of alumni from the past 15 years, has yielded insights into the program’s short- and long-term impacts. The main themes that have emerged are that the ULW provides 1) exposure to a whole new world of careers in the atmospheric sciences; 2) a sense of belonging to a group of students who are also interested in weather and climate; 3) long-term support and a professional network of peers; and 4) an increase in interest in pursuing a science, technology, engineering, and mathematics (STEM) graduate degree. Results suggest that short but intense programs have significant positive impacts without the investment of effort or cost of a full-fledged internship. The ULW provides a model for a cocurricular learning experience that could be adapted at other research laboratories and universities to serve a larger number of students.
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Walsh, Danielle S., Suzanne Lazorick, Luan Lawson, Donna Lake, Herbert G. Garrison, Jason Higginson, Paul Vos, and Elizabeth Baxley. "The Teachers of Quality Academy: Evaluation of the Effectiveness and Impact of a Health Systems Science Training Program." American Journal of Medical Quality 34, no. 1 (May 29, 2018): 36–44. http://dx.doi.org/10.1177/1062860618778124.
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This project aimed to evaluate the effectiveness of a faculty development program in health systems science (HSS)—the Teachers of Quality Academy (TQA). Participants in TQA and a comparison group were evaluated before, during, and 1 year after the program using self-perception questionnaires, tests of HSS knowledge, and tracking of academic productivity and career advancement. Among program completers (n = 27), the mean self-assessed ratings of knowledge and skills of HSS topics immediately after the program, as compared to baseline, increased significantly compared to controls (n = 30). Participants demonstrated progressive improvement of self-perceived skills and attitudes, and retention of HSS knowledge, from baseline to completion of the program. Participants also demonstrated substantially higher HSS scholarly productivity, leadership, and career advancement compared to the comparison group. The TQA effectively created a faculty cadre able to role model, teach, and create a curriculum in HSS competencies for medical students, resident physicians, and other health professionals.
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Scott, Rachel Elizabeth. "Ongoing and Multifaceted Assessment of Academic Library Professional Development Programs Enhances Their Efficacy." Evidence Based Library and Information Practice 13, no. 2 (June 5, 2018): 115–17. http://dx.doi.org/10.18438/eblip29413.
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A Review of:
Harker, K. R., O'Toole, E., & Sassen, C. (2018). Assessing an academic library professional development program. portal: Libraries and the Academy, 18(1), 199-223. https://doi.org/10.1353/pla.2018.0010
Abstract
Objective – To analyze various measures of need, participation, satisfaction, and impact of an academic library professional development program.
Design – Multi-modal; surveys, curriculum vitae (CV) analysis, and attendance statistics.
Setting – Academic library in the United States.
Subjects – Library faculty of all ranks.
Methods – Assessment of the Career Development Program began with an interest survey conducted at the beginning of the fiscal year in which participants ranked their interest in professional development topics. Attendance statistics were collected at all program sessions and participants were emailed post-event surveys comprised of three Likert-scale questions and an open-ended question. Participants in the peer-review service were emailed a survey with two Likert-scale questions and an open-ended question. All programs and surveys were voluntary.
An “activities survey” attempted to document counts of scholarly publications and presentations according to geographic scope, format, and peer-review. However, due to low response rates, the activities survey was replaced after two years with an analysis of library faculty member CVs on a publicly-accessible university website. The final assessment was a narrative annual report that drew on and summarized all of the previously conducted assessments.
Main Results – Multi-modal assessment of the professional development program improved its relevance and quality while also documenting its impact.
Conclusion – Continuous and multi-faceted assessment of professional development programs not only leads to improved efficacy, but also provides accountability and details the value of the program to stakeholders. Professional development programs promote scholarly productivity, which has implications for the career satisfaction of academic librarians. Further research should investigate the validity of professional development program assessment instruments and identify which assessment methods are most effective for evaluating professional development programs and measuring the impact of this programming on scholarship.
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Vogt, Kara, Frances Johnson, Valli Fraser, Jiak Chin Koh, Kay McQueen, Jaki Thornhill, and Vashti Verbowski. "An Innovative, Strengths-Based, Peer Mentoring Approach to Professional Development for Registered Dietitians." Canadian Journal of Dietetic Practice and Research 76, no. 4 (December 2015): 185–89. http://dx.doi.org/10.3148/cjdpr-2015-027.
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The Professional Development Network (PDN) program was implemented to enhance mentoring and learning opportunities for dietitians at a multisite health care organization. Program development, implementation, and evaluation were carried out by a Professional Practice Council composed of dietitians in the organization. An exploratory evaluation was conducted after the first year of PDN implementation. Evaluation data were collected from an online survey containing open- and closed-ended questions and PDN documents submitted by dietitians. Data were analyzed with descriptive statistics and thematic analysis. Survey results indicate the PDN provided a mechanism for dietitians to learn from each other, apply learning to their career development, reflect on their strengths, and connect with others in the department. Analysis of PDN documents showed that dietitians pursued learning related to clinical practice, technology, private practice, and research. Mentoring interactions were also described by participants within PDN documents. Findings from this study demonstrate how multiple frameworks from academic literature can be integrated to create a professional development program in a dietetics practice environment. Evaluation results from this study may provide useful insights for others interested in implementing professional development programming.
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Lister, J. Richard, William A. Friedman, Gregory J. Murad, Jamie Dow, and Gwen J. Lombard. "Evaluation of a Transition to Practice Program for Neurosurgery Residents: Creating a Safe Transition From Resident to Independent Practitioner." Journal of Graduate Medical Education 2, no. 3 (September 1, 2010): 366–72. http://dx.doi.org/10.4300/jgme-d-10-00078.1.
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Abstract Background In 2004, the Department of Neurosurgery at the University of Florida implemented a major curriculum innovation called the Transition to Practice program. This program was established to prepare residents to more safely transition to the role of independent practitioner. Methods A qualitative and quantitative evaluation of the program was conducted after its fifth year using online surveys and interviews. Study participants included Transition to Practice graduates, faculty, and current residents. Results Of the 26 respondents, 89% of faculty and all graduates were very satisfied with the program. Strengths identified included an independent yet mentored broad operative experience, the development of self-confidence, and a real sense of responsibility for patients. Medical billing and coding instruction and career mentoring were areas of the program that required additional attention. Conclusion Overall, this program is meeting the stated objectives and is well received by the graduates and faculty. Based on the results of this evaluation, curricular changes such as instructions in practice management and implementation of a career-mentoring program have occurred. The Transition to Practice program is a unique curricular response to change that other surgical specialties may find useful in addressing the current-day stresses on graduate medical education.
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Yiu, S., M. Yeung, L. Fischer, and J. Frank. "MP22: Guiding practice transition with a faculty mentorship program." CJEM 21, S1 (May 2019): S50. http://dx.doi.org/10.1017/cem.2019.157.
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Innovation Concept: Transition to independent practice is challenging and early career physicians are more prone to burnout and error. Despite recommendations for formal mentorship to support physicians, only 43.6% of US academic Emergency Medicine departments have such programs. We describe an innovative mentorship program designed to support these early career physicians and enhance quality of care, career longevity, and wellness. We operationalized mentorship in which experienced, highly regarded, empathic mentors guide mentees in their personal and professional development. Methods: In this program two Emergency Physician mentors were teamed with each newly hired Emergency Physician. Mentees could request their own mentors, and teams were matched on the basis of shared personal and academic interests. Mentors received academic funding and training on good mentorship practice, roles and responsibilities, and feedback. Teams had to meet formally at least twice a year, with additional contact as needed. While mentees set the meeting agenda, teams were also encouraged to address four main areas. These areas were identified from a targeted needs assessment and literature review. They include: 1) clinical process and care, 2) departmental structure and culture, 3) teaching and scholarship, and 4) physician wellness. After meetings, mentees summarized and submitted the topics discussed and reflected on action plans. An oversight committee supported the program. Curriculum, Tool or Material: All nine (9) newly hired physicians joined the program in Fall 2018. As of December 2018, six (6) teams have had formal meetings. They discussed the following areas: clinical processes and care (50%), departmental structure and culture (100%), teaching and scholarship (67%), and physician wellness (100%). Other areas discussed include: academic career, financial planning, and networking. Teams spent 20-60% of the time formulating steps to achieve mentee career goals. They spent 40-60% of the time discussing skills and resources needed. End of year program evaluation will include outcomes such as satisfaction, value, effectiveness, projects, promotions, and awards. The results will shape future program design. Conclusion: We implemented a mentorship program for newly hired Emergency Physicians. As mentorship is integral to successful transition to independent practice, this program model could be highly beneficial to other academic Emergency Medicine departments.
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San Martin, Maria T., Ruth Rios, Barbara Segarra, Karen G. Martinez, Estela Estape, and Margarita Irizarry-Ramírez. "2531 Phase II award: Evaluation of outcomes in preparing independent researchers by continued mentoring and career development support (2006–2016)." Journal of Clinical and Translational Science 2, S1 (June 2018): 59. http://dx.doi.org/10.1017/cts.2018.221.
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OBJECTIVES/SPECIFIC AIMS: The Hispanic Clinical and Translational Education and Career Development program entails formal research training (Phase I) through an established post-doctoral Master of Science in Clinical and Translational Research. The most qualified graduates from Phase I compete to receive 1–2 years support for continued mentoring and career development (Phase II program) aiming to apply for a regular research grant or career award (K or R series). OBJECTIVE: This project aims to present an evaluation of the Phase II program and Scholars outcomes. METHODS/STUDY POPULATION: METHODS: Participants (n=12) responded to a semistructured interview including 43 questions about program’s processes and outcomes. Descriptive and content analysis was done. RESULTS/ANTICIPATED RESULTS: RESULTS: Results show that 83% are women, 42% are MD, and 67% are affiliated to the University of Puerto Rico-Medical Sciences Campus and 67% were able to fulfill their career development expectations during the Phase II Award. At present (92%) are conducting clinical research in their current position. Outcomes include new selection of research line, K Awards, and enhanced skills in clinical and translational research DISCUSSION/SIGNIFICANCE OF IMPACT: DISCUSSION: Challenges identified were: time management, better coaching and a more structured mentoring experience. The main benefit of the program were protected time, research budget, and the opportunity to acquire more research experience.
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Morzinski, Jeffrey, Deborah Simposon, Karen Marcdante, Linda A. Meurer, Mary Ann Gilligan, and Tess Chandler. "Evaluating the Career Impact of Faculty Development Using Matched Controls." Family Medicine 51, no. 10 (November 7, 2019): 841–44. http://dx.doi.org/10.22454/fammed.2019.195240.
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Background and Objectives: Faculty development (FD) is required for medical educators, yet few studies address its long-term career impact on graduates. This project presents the impact of FD on career development, as perceived by physician faculty graduates of a longitudinal primary care FD educator program, compared to nonenrollees. Methods: Between 2011 and 2016, 33 physician faculty from three departments participated in monthly half-day in-class FD for 20 months, emphasizing educator skills and career development. After physician-graduates were stratified by year, 10 were randomly selected and matched with 10 nonparticipants (controls) by specialty, gender, academic rank, and time in academic medicine. Narrative responses from semistructured interviews were recorded in a common template. Qualitative analysis methods identified themes, with agreement obtained by researchers. Results: Median time in academic medicine for FD graduates (50% male) was 5.5 years; controls 7.5 years (40% male). Common themes across all respondents included that they: value their roles as clinical teachers; define success as training high-quality, competent physicians; align their professional aims with organizational priorities; manage commitments; develop and sustain colleague networks; and seek continued growth. Within themes, FD graduates differed from controls, detailing greater perceived success and growth as educators, placing higher value on scholarly products and academic promotion, and having more expansive local and national colleague networks. Conclusions: FD graduates, compared to matched controls, report expanded clinician-educator scope and roles, and a greater value on scholarly activity. This evaluation provides the groundwork for further investigations.
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Sens, Donald A., Karen L. Cisek, Pat Conway, and Van A. Doze. "An IDeA for enhancing undergraduate research at rural primarily undergraduate institutions." Advances in Physiology Education 41, no. 3 (September 1, 2017): 464–71. http://dx.doi.org/10.1152/advan.00041.2017.
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This study documents the efforts of the North Dakota (ND) IDeA Networks of Biomedical Research Excellence (INBRE) program to assist in the development of undergraduate research programs at four state-supported primarily undergraduate institutions (PUIs) in ND. The study was initiated in the 2004–2005 academic year and continues to the present. The study shows that gaining initial institutional support for undergraduate research was assisted by providing salary support for faculty involved in undergraduate research. Once research was ongoing, each institution evolved their own unique plan for the use of support from the ND INBRE. Undergraduate student researchers have prepared, presented, and defended their research results on 188 unique posters since initiation of the program, with many posters being presented at more than one meeting. PUI faculty have authored 35 peer-reviewed manuscripts. Evaluation has shown that over 95% of the undergraduate students performing research matriculated with their bachelor’s degree. Career choices of 77.2% of these graduates was determined, and 37% pursued a career in the health professions. Of the students not pursuing a post-baccalaureate degree, 81.2% chose careers directly linked to science. The study reinforces the concept that undergraduate research can be performed directly on the PUI campus and be of value in preparing the next generation of health professionals in research, service, and teaching.
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Samuels, Elias M., Angela Lyden, Gloria Harrington, and Brenda Eakin. "489 The implementation and impact of a mentored professional development program for clinical and translational research staff." Journal of Clinical and Translational Science 6, s1 (April 2022): 97. http://dx.doi.org/10.1017/cts.2022.286.
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OBJECTIVES/GOALS: The objective of this evaluation is to show how the STEP.UP program promoted the professional development at Michigan Medicine by providing clinical and translational research staff an experienced research staff mentor in a structured 9-month program. METHODS/STUDY POPULATION: Participant and mentor data was collected from application forms, online surveys, and interviews with both participating mentors and mentees. Validated assessments of mentoring competencies were administered. Participants were tracked over a period of four years with regular reviews of institutional records. Mentor and mentor data was also collected at the point of application each year and the application forms were aligned with NIH definitions for underrepresented populations in science in 2020. As part of a process of continuous programmatic improvement, a STEP.UP Advisory Board consisting of senior research staff and past mentors was involved in the identification, operationalization and evaluation of programmatic outcomes and is involve din the ongoing governance of this mentoring program. RESULTS/ANTICIPATED RESULTS: Four cohorts of mentees and mentors have participated in this program since its inception. Mentees gained the greatest abilities in, Active listening, Establishing a relationship based on trust, Considering how personal and professional differences may impact expectations, and Working effectively with mentors/mentees whose personal background is different. Mentees reported the program contributed to their Career planning, Professional advancement, networking, personal growth, professional networks, and communication skills. Mentors reported learning about new professional techniques and areas of expertise. As of 2021, 75% the first cohort changed their job-classification since participating as did 25% of the second cohort and 100% of mentees have maintained research careers. DISCUSSION/SIGNIFICANCE: The creation of this program in 2019 marked the beginning of a novel professional development opportunity at Michigan Medicine. The evaluation results show how STEP.UP contributes to advancing clinical and translational study teams and how it can inform and the identification of best practices in clinical and translational workforce development.
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Sheinfeld Gorin, Sherri N., Rebecca E. Lee, and Sara J. Knight. "Group mentoring and leadership growth in behavioral medicine." Translational Behavioral Medicine 10, no. 4 (August 2020): 873–76. http://dx.doi.org/10.1093/tbm/ibaa067.
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Abstract Since its inception in 2016, the establishment of learning communities led by senior Society of Behavioral Medicine (SBM) members has been central to the SBM’s Mid-Career Leadership Institute (Institute). At the beginning of an initial two-day intensive workshop, groups of approximately six fellows are placed together, and one or two senior SBM members are asked to lead group mentoring. Senior SBM members serve as mentors during quarterly calls that are conducted over the year in order for group members to develop and present an individual leadership project at the following annual meeting. Group mentoring relies on the social dynamic that emerges from the group’s own social norms and roles; it is designed to advance the careers of group members. To our knowledge, this is the first commentary describing a program of formal group mentoring for mid-career leadership development in a professional association. Based on the authors’ experience as mentors, thematic and descriptive analyses of the initial workshop evaluations, and contemporaneous notes, we discuss the structure, process, and project outcomes of the formal group mentoring in SBM’s Institute. Early process evaluation of the Institute suggests that the Fellows benefitted from the group mentoring experience.
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Manoranjan, Branavan, Ayan K. Dey, Xin Wang, Alexandra Kuzyk, Karen Petticrew, Chris Carruthers, and Ian Arnold. "Role of non-government organizations in engaging medical students in research." Journal of Investigative Medicine 65, no. 3 (February 1, 2017): 709–16. http://dx.doi.org/10.1136/jim-2016-000348.
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The continued decline in medical trainees entering the workforce as clinician-scientists has elevated the need to engage medical students in research. While past studies have shown early exposure to generate interest among medical students for research and academic careers, financial constraints have limited the number of such formal research training programs. In light of recent government budget cuts to support research training for medical students, non-government organizations (NGOs) may play a progressively larger role in supporting the development of clinician-scientists. Since 2005, the Mach-Gaensslen Foundation has sponsored 621 Canadian medical student research projects, which represents the largest longitudinal data set of Canadian medical students engaged in research. We present the results of the pre- and post-research studentship questionnaires, program evaluation survey and the 5-year and 10-year follow-up questionnaires of past recipients. This paper provides insight into the role of NGOs as stakeholders in the training of clinician-scientists and evaluates the impact of such programs on the attitudes and career trajectory of medical students. While the problem of too few physicians entering academic and research-oriented careers continues to grow, alternative-funding strategies from NGOs may prove to be an effective approach in developing and maintaining medical student interest in research.
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Heyn, Patricia, and Keith Whitfield. "GSA R13 DIVERSITY WORKSHOP: THE CAREER JOURNEY OF A THOUSAND EXPERIENCES BEGINS WITH ONE STEP." Innovation in Aging 6, Supplement_1 (November 1, 2022): 339. http://dx.doi.org/10.1093/geroni/igac059.1341.
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Abstract After 23 years, since the NIH recognized the need to increase the contribution of underrepresented minority (URM) scientists in the biomedical sciences, modest gains have been made to address the significant under-representation in biomedical sciences. By the time URM scholars have gained the necessary research skills to succeed as scientists, they have overcome many social and professional barriers, yet they still experience the social burdens of disadvantage and discrimination. In an effort to increase representation, the GSA has been successfully delivering Diversity Mentoring and Career Development Technical Assistance Workshops (GSA DMCDTAW) since 2018 with support from grants from the NIH/NIA. Many trainees and faculty from diverse backgrounds participated in DMCDTAW. The program promoted peer mentoring opportunities, professional training, and networking engagements and underwent a series of evaluations and focus group discussions. The program framework, curriculum, and evaluation will be presented. Recommendations for future mentoring development and evaluation will be discussed.
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Darani, Shaheen, Mary Jane Esplen, Certina Ho, Krista Lanctot, John Teshima, Danica Kwong, and Jiahui Wong. "Innovations in Mentorship: Implementation of a Mentorship Program in Psychiatry That Encourages Reflection on Intersectionality and Wellness." BJPsych Open 8, S1 (June 2022): S20. http://dx.doi.org/10.1192/bjo.2022.119.
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AimsMentorship supports professional development, academic outcomes, and wellness. Effective mentorship can develop careers of faculty through greater access, and equity, diversity, and inclusion (EDI). At a Department of Psychiatry in Canada, a recent survey showed more than 60% faculty were without mentors and would like to have one; and 75% mentors received no training nor resources to support mentorship. The aims of the Psychiatry Mentorship Program are to facilitate sharing of expertise, self-reflection, and career growth among faculty.MethodsA Mentorship Working Group was formed in 2020–2021. The Mentorship Program design was evidence-informed by a literature review and consultation with other mentorship programs. While a traditional primary mentor-mentee relationship is at the core of the program, the mentorship dyad will be further supported by mentorship groups focused on academic roles, areas of scholarship and career development (e.g., clinician scientists; wellness) or specific groups (e.g., members of a minority group). The program offers an online mentor/mentee matching process, based on faculty self-reported scholarship interests, academic roles, and preferences related to social identity. A three-year evaluation strategy, guided by a logic model, is integrated throughout program implementation. Mentees and mentors are expected to complete a baseline assessment upon program enrolment and annual follow-up questionnaires. Continuous quality improvement of the Mentorship Program will be based on user experience collected via focus groups and interviews where perception and concepts, such as intersectionality, wellness, and EDI, will be explored.ResultsThe Mentorship Program pilot was launched in fall 2021 with mentor and mentee virtual orientation workshops offering best practices and opportunities for reflection on challenges that may be encountered during a mentoring relationship. Thirty-six faculty mentors and 60 newly appointed faculty mentees attended the orientation workshops respectively. Workshop evaluations were positive. For example, 93% participating mentors indicated that the workshop met its learning objectives; 80% rated the workshop as excellent. Eighty-seven percent of mentor participants reported increased awareness of best practices to support successful mentorship, including the use of contracts and developmental plans, and indicated the workshop stimulated reflection and learning.ConclusionThis preliminary positive feedback suggests faculty found the orientation workshops on mentorship to be useful and thus represents an effective mode of facilitating implementation of a department wide mentorship program. We anticipate the implementation of our mentorship program could be adapted to other academic settings.
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Korte, Catherine, Andrew Smith, and Heather Pace. "Residency Program Directors’ View on the Value of Teaching." Journal of Pharmacy Practice 29, no. 4 (July 8, 2016): 415–20. http://dx.doi.org/10.1177/0897190014568673.
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Purpose: There is no standardization for teaching activities or a requirement for residency programs to offer specific teaching programs to pharmacy residents. This study will determine the perceived value of providing teaching opportunities to postgraduate year 1 (PGY-1) pharmacy residents in the perspective of the residency program director. The study will also identify the features, depth, and breadth of the teaching experiences afforded to PGY-1 pharmacy residents. Methods: A 20-question survey was distributed electronically to 868 American Society of Health-System Pharmacists-accredited PGY-1 residency program directors. Results: The survey was completed by 322 program directors. Developing pharmacy educators was found to be highly valued by 57% of the program directors. Advertisement of teaching opportunities was found to be statistically significant when comparing program directors with a high perceived value for providing teaching opportunities to program demographics. Statistically significant differences were identified associating development of a teaching portfolio, evaluation of Advanced Pharmacy Practice Experiences students, and delivery of didactic lectures with program directors who highly value developing pharmacy educators. Conclusions: Future residency candidates interested in teaching or a career in academia may utilize these findings to identify programs that are more likely to value developing pharmacy educators. The implementation of a standardized teaching experience among all programs may be difficult.
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Çakır, Hasan, Ömer Delialioğlu, and Emre Özgül. "Evaluation of information technology certificate programs in terms of 21st century skills." Journal of Human Sciences 16, no. 4 (December 3, 2019): 998–1013. http://dx.doi.org/10.14687/jhs.v16i4.5704.
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The purpose of this study is to determine the effectiveness of an IT certificate program that contributes to the career development of individuals in terms of gaining 21st century skills, given the increasing competitive conditions of globalization process and developments in Information Technologies (IT). This study covers the Cisco Certified Network Associate (CCNA) Certificate Program in Vocational and Technical High Schools in collaboration with Cisco Networking Academy, one of the important institutions among IT certification programs. This certificate program provides training to students in the department of information technologies and electrical-electronics technologies in vocational high schools in order to meet the labor demands in the field of computer networks technology in Turkey. This certificate program is a comprehensive study starting in 2011-2012 academic year and completed in two years. However, the scope of this study is limited to the comparison of demographic characteristics and 21st century skill levels of students participating and non-participating in the certificate program. The study was conducted with 1453 students and the majority of these students were male. According to the findings of the study, it was concluded that the students who participated in the certificate program had a high level of skills in terms of 21st century skills. In addition, there was no effect of gender among students participating in technology-based certificate programs.
Extended English summary is in the end of Full Text PDF (TURKISH) file.
Özet
Küreselleşme sürecinin artan rekabetçi koşulları ve Bilgi Teknolojilerinde (BT) yaşanan gelişmeler göz önüne alındığında, bireylerin kariyer gelişimlerine katkı sağlayan sertifika eğitim programlarının 21. yüzyıl becerilerinin kazandırılması bakımından ne derece etkili olduğunun ortaya konması bu çalışmanın amacını oluşturmaktadır. Bu çalışmada, BT sertifika eğitim programları arasında önemli kuruluşlardan biri olan Cisco Networking Academy işbirliği ile Mesleki ve Teknik Liselerde gerçekleştirilen Cisco Certified Network Associate (CCNA) Sertifika Programı ele alınmıştır. Bu sertifika programı, Türkiye’deki bilgisayar ağları teknolojisi alanındaki işgücü taleplerini karşılamak maksadıyla meslek liselerinin bilişim ve elektrik-elektronik teknolojileri alanlarındaki öğrenciler için eğitimler düzenlemektedir. Bu sertifika eğitim programının değerlendirilmesi 2011-2012 eğitim-öğretim yılında başlayan ve iki yılda tamamlanan kapsamlı bir çalışmadır. Ancak mevcut çalışmanın kapsamı, eğitim programının birinci yılında sertifika programına katılan öğrenciler ile katılmayan öğrencilerin demografik özellikler ve 21. yüzyıl beceri düzeyleri bakımından karşılaştırılması ile sınırlıdır. Araştırma toplamda 1453 öğrenci ile gerçekleştirilmiş olup bu öğrencilerin çoğunluğu erkeklerden oluşmaktadır. Çalışmanın bulgularına göre, sertifika programına katılan öğrencilerin katılmayan öğrencilere göre 21. yüzyıl becerileri bakımından birçok düzeyde yüksek becerilere sahip oldukları ve teknoloji ağırlıklı sertifika eğitim programlarına katılan öğrenciler arasında cinsiyete bağlı dezavantajlı grupların oluşmadığı sonucuna ulaşılmıştır.
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Phillips, Julia C., Candice Hargons, Y. Barry Chung, Linda Forrest, Katharine Hahn Oh, and John Westefeld. "Society of Counseling Psychology Leadership Academy: Cultivating Leadership Competence and Community." Counseling Psychologist 45, no. 7 (October 2017): 965–91. http://dx.doi.org/10.1177/0011000017736141.
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The Society of Counseling Psychology Leadership Academy is a year-long program designed to engage and develop student and early career psychologist leaders in counseling psychology. As a division of the American Psychological Association, the Society of Counseling Psychology is part of a nonprofit professional organization that seeks to recruit and retain members as well as to develop talent to meet future organizational leadership needs. This article describes the history of the Leadership Academy, its conceptual foundations, curriculum and program components, and associated implementation processes. We discuss how we utilized results of a formative program evaluation to improve the program over time. Outcomes associated with three cohorts of the Leadership Academy suggest that the program was largely effective in achieving its functional goals. Conclusions and recommendation for leadership development and research are discussed.
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Heyn, Patricia, Patricia D'Antonio, and Keith Whitfield. "The GSA NIA R13 Diversity Mentoring and Career Development Workshop: what did we learn after 3 years?" Innovation in Aging 5, Supplement_1 (December 1, 2021): 235–36. http://dx.doi.org/10.1093/geroni/igab046.909.
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Abstract The goal of the GSA NIA R13 Diversity Mentoring and Career Development Technical Assistance Workshop (GSA Diversity TAW) is to support, promote, and advance the training of diverse students in aging research. The program’s main aim is to increase the number of early career scientists who are historically underrepresented in gerontological research. Thus, from 2018 to 2020, more than 60 trainees and 16 faculty from diverse backgrounds participated in this unique gerontological training that included peer mentoring opportunities and engagements at the GSA Annual Meeting. The workshop curriculum included scientific presentations, networking, NIH grant preparation, career planning, and effective professional communication. Trainees and faculty were involved in the evaluation of the workshop, which included electronic surveys and focus groups that informed the design and curriculum of subsequent workshops. This paper will discuss the curricular design and objectives of the GSA Diversity TAW and present a summary of the trainees’ feedback results about the program and the iterative changes made based on that data.
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Ralston, Patricia A., and Cathy L. Bays. "Critical Thinking Development In Undergraduate Engineering Students From Freshman Through Senior Year: A 3-Cohort Longitudinal Study." American Journal of Engineering Education (AJEE) 6, no. 2 (November 30, 2015): 85–98. http://dx.doi.org/10.19030/ajee.v6i2.9504.
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Critical thinking is considered a necessary learning outcome for all college students and essential for academic and career success. There are many challenges to developing a comprehensive approach to teaching and assessing critical thinking skills. Although the literature has many examples of the incorporation of critical thinking and assessment into courses, longitudinal studies following engineering students through their undergraduate career are lacking. This study assessed the impact of using the Paul-Elder Critical Thinking Framework to enhance undergraduate students’ critical thinking skills with the hypothesis: There will be a significant increase in undergraduate students’ critical thinking abilities from the freshman to the senior year with the explicit and strategic incorporation of critical thinking assignments. The research question was, “How do the critical thinking skills of undergraduate engineering students change as they progress through the engineering program with the explicit and strategic incorporation of critical thinking assignments?” The study was a descriptive, longitudinal study of three engineering student cohorts as they progressed through the four year undergraduate program. The study was approved by the university’s Institutional Review Board. There was a statistically significant increase in critical thinking scores over the four years for each of the three cohorts. Integrating and evaluating critical thinking assignments into engineering curricula is possible, but a major challenge to critical thinking assessment using a holistic rubric is training engineering faculty in their use. The results are encouraging, and participating faculty agree; but sustaining these efforts to imbed critical thinking assignments throughout the engineering college curriculum will require effort and administrative support.
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Kaljo, Kristina, Lindsey McAlarnen, Michael Braun, Emmanuel Ngui, and Janet S. Rader. "Abstract B024: Pivot to SPARCC diversity in the clinical cancer research workforce; implementation and evaluation of an academic enrichment pathway before, during, and after the COVID-19 global pandemic." Cancer Epidemiology, Biomarkers & Prevention 32, no. 1_Supplement (January 1, 2023): B024. http://dx.doi.org/10.1158/1538-7755.disp22-b024.
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Abstract Academic pipeline programs are designed to mitigate systemic barriers that have historically excluded individuals due to deep-rooted, structural inequities. The Student-centered Pipeline to Advance Research in Cancer Careers (SPARCC) was developed in 2018 to diversify the clinical research health professions workforce and has graduated three cohorts of scholars from 2019-2021. Due to COVID-19 and safety concerns, SPARCC evolved, pivoting to establish effective learning environments virtually and in-person to ensure the original curriculum of academic, research, and professional identity development were upheld. The program aims to a.) immerse students in the clinical cancer research environment, supporting immediate employment as a clinical research professional (CRP) and b.) to provide structured support and guidance for individuals intending to pursue advanced professional degrees. SPARCC programmatic evaluations included a multifactorial strategy utilizing the same three evaluative instruments each year. These included a 17-item knowledge, attitudes, and practices (KAP) survey specific to clinical cancer research, daily workshop evaluations, and clinical practicum rotation evaluations. The SPARCC KAP was distributed immediately prior to the start of the program, upon graduation from the program, and six months later. After exploratory factor analysis, items were grouped into three factors: knowledge of clinical research practice, knowledge of research practice, and knowledge of culturally responsive cancer care. Mixed ANOVAS were used to assess changes in factors based on time (pre-, post-, and 6-month follow up; within) and cohort (year of participation; between). Over three years 156 students applied, 65% of whom identified belonging to an underrepresented ace or ethnicity. Thirty-six scholars matriculated through the program: 14(39%) White; 13(36%) Black; 3(8%) Asian; 3(8%) Native American; 1 3%) Native American/Black; 1(3%) Black/Asian; 1(3%) Pacific Islander. Forty-four percent (16 scholars) identified as Hispanic/Latino/a. Six scholars (17%) entered the clinical research workforce within six months of graduating from the SPARCC program, all who identified as belonging to underrepresented groups. The KAP evaluations revealed that scholars’ knowledge increased significantly after participation in the program in each of the three factors: knowledge of clinical research practice (p < .007); knowledge of research practice (p < .007); and knowledge of culturally responsive cancer care (p < .007). Within six months of graduation from SPARCC, 17% of scholars entered the clinical research workforce, and nearly 60% were enrolled in graduate-research degree programs or medical school. SPARCC demonstrated curricular flexibility and ingenuity when pivoting from entirely in-person to entirely virtual, and finally to a hybrid program over the first three years of the program. Through didactic, clinical, research, and career professional identity exploration, robust learning experiences engaged scholars despite limitations on in-person contact. Citation Format: Kristina Kaljo, Lindsey McAlarnen, Michael Braun, Emmanuel Ngui, Janet S. Rader. Pivot to SPARCC diversity in the clinical cancer research workforce; implementation and evaluation of an academic enrichment pathway before, during, and after the COVID-19 global pandemic [abstract]. In: Proceedings of the 15th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2022 Sep 16-19; Philadelphia, PA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2022;31(1 Suppl):Abstract nr B024.
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Jones, Andrea A., Enoch Ng, Marc-Olivier Deguise, Lauren Mak, Ben Ouyang, Milani Sivapragasam, Ian A. S. MacNairn, et al. "MD/PhD Training in Canada: Results from a national trainee and program director review." Clinical & Investigative Medicine 39, no. 4 (September 11, 2016): 132. http://dx.doi.org/10.25011/cim.v39i4.27092.
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Purpose: There has been limited examination of clinician scientist training in Canada, particularly regarding training integration and funding. This study assessed program structure, funding, tuition and mentorship structures available at Canadian MD/PhD programs.
Methods: Clinician Investigator Trainee Association of Canada administered an anonymous survey to current trainees and program directors that captured program structure, trainee funding, tuition and mentorship opportunities and needs across institutions.
Results: In June 2015, 101/228 (44%) trainees and 9/13 (69%) program directors completed the online survey. In all programs, students completed the PhD degree prior to clerkship training. Seven programs offered research training upon completion of pre-clerkship, four offered concurrent clinical and research training, and three offered alternative structures. Nine held seminars exposing students to clinical and research integration and two offered clinician scientist skills courses. Stipend funding and tuition varied, especially during clinical training years. Regarding mentorship, all programs held regular meetings, though eight programs do not have formal mentorship opportunities. Both trainees and program directors identified the need for further career planning and development support as a student priority.
Conclusion: MD/PhD programs varied by program structure, funding, tuition and mentorship opportunities. Mechanisms to share and spread program innovations should be instated. Students may benefit from concurrent research and clinical training as well as courses specific to clinician scientist skill development. Decreasing debt burden may attract and retain trainees in this demanding path. To ensure mentorship programs align with trainee priorities, program directors should directly collaborate with students in their development and evaluation.
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RIJAVEC, MIHA. "PRIHODNOST SISTEMA KARIERNE POTI ČASTNIKA V SLOVENSKI VOJSKI." CONTEMPORARY MILITARY CHALLENGES, VOLUME 2014/ ISSUE 16/2 (June 30, 2014): 75–96. http://dx.doi.org/10.33179//bsv.99.svi.11.cmc.16.2.5.
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V članku opisujemo prihodnost sistema karierne poti častnika v Slovenski vojski, in sicer za prvih deset let njegove kariere. Naš glavni namen je razviti predlagani sistem častniške karierne poti za Slovensko vojsko, ki bo zagotavljal določeno stopnjo predvidljivosti v častnikovi karieri in vključeval opredeljive kompetence ter razvoj konkurenčnega okolja za njegovo napredovanje. Osredotoča se na določanje ustreznih orodij za vse štiri funkcije upravljanja kadrov, ki so izvedljive in sprejemljive znotraj omejitev, ki jih postavlja zakonodaja. V članku je razložen sistem karierne poti častnika na podlagi štirih kadrovskih funkcij, ki so opredeljene kot zaposlitev, razvoj, napredovanje in prehod. Slovenska vojska na podlagi transformacije reorganizira svoje enote v polkovni sistem, v katerem imajo poveljniki čet čin majorja. To je eden izmed razlogov, zakaj v članku obravnavamo tudi sistem karierne poti častnika v britanski vojski, ki bi bil v nekaterih pogledih lahko primeren za novo strukturo Slovenske vojske. Poleg obravnave predlaganega sistema karierne poti za častnika so v članku navedeni tudi nekateri novi koncepti upravljanja kadrov, kot so izboljšan program zaposlovanja, razvrščanje v skupine po letih, odbori častnikov in nov sistem ocenjevanja. Vsi ti koncepti omogočajo v predlaganem sistemu častniške karierne poti uvedbo centraliziranega upravljanja kadrov ter zagotovitev pregledne in predvidljive karierne poti, ki temelji na sposobnostih posameznika. The article describes the future of the Officer Career Development (OCD) system in the Slovenian Armed Forces (SAF) for the first ten years of an officer’s career. The main purpose of the article is to develop a proposed OCD system for the SAF which will provide a certain level of predictability in an officer’s career and include identifiable competencies as well as develop a competitive environment for officer promotion. The article focuses on determining appropriate tools for all four functions of the personnel management, which are feasible and acceptable under the constraints provided by the legislation. The article defines the OCD system through four personnel functions defined as employment, development, promotion and transition. The SAF, through the transformation process, is reorganizing its units into a regimental system with company commanders being in the rank of major. This is one of the reasons the article also looks at the British Army (BA) OCD system which, in certain areas, could be applicable to the new structure of the SAF. The article discusses the proposed OCD system and introduces several new concepts in personnel management such as: improved employment programme, year group rankings, officer’s boards and new evaluation system. All these new concepts allow the proposed OCD system to introduce centralized execution of personnel management and provide a transparent and predictable career path, based on competencies of an individual.
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Woodman, Richard J., and Maria B. Parappilly. "The Effectiveness of Peer Review of Teaching when performed between Early-career Academics." Journal of University Teaching and Learning Practice 12, no. 1 (January 1, 2015): 4–18. http://dx.doi.org/10.53761/1.12.1.2.
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The success of peer review of teaching (PRT) in shaping teaching practice during an academic’s formative years may depend on the peers’ teaching experience and the frequency of evaluation. Two Australian early-career University lecturers with no previous experience of peer review performed a single PRT on one another following a one week academic development program, a mandatory exercise for all new academic staff with teaching roles within the University. Their experiences were recorded and used in the development of a teaching philosophy. The same PRT was then repeated between the same 2 individuals for the purpose of mandatory peer evaluation some 5 years later and after gaining considerable teaching experience. This paper describes the perceived impact of the PRT process on their teaching philosophies and the potential limitations imposed by their inexperience in formative PRT and teaching itself. Despite this relative inexperience, both academics believed their initial PRT accelerated changes to their mainly teacher-focused knowledge-transfer approaches. This case study provides qualitative evidence that PRT programs can successfully shape teaching practice without the involvement of more experienced teaching faculty. Academic developers should highlight the importance of building collegiality and the scholarship of teaching and learning for early-career PRT participants.
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Ngololo, Elizabeth N., and Haaveshe Nekongo-Nielsen. "Teachers’ Views on the Implementation of the English Language Proficiency Programme in Namibia." International Education Studies 10, no. 11 (October 29, 2017): 155. http://dx.doi.org/10.5539/ies.v10n11p155.
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The study explores teachers’ views on the impact of the English Language Proficiency Programme in Namibian schools that was implemented over a period of five years, from 2011 to 2015. The program aimed at improving teachers’ proficiency in English. The summative evaluation was conducted in 2016 in the following five (5) regions: Erongo, Hardap, Khomas, Ohangwena and Omusati, selected on the basis of the level of participation and accessibility. The evaluation focused on the following aspects of the project: program development, program implementation and administration as well as assessment of learning outcomes. The study followed a qualitative approach using document analysis to inform the development of evaluation instruments and a phenomenological design to assess teachers’ lived experiences during program implementation. Data was collected through focus group discussions among teachers. The study established that teachers did not appreciate the program as it was ill-planned, irrelevant to their needs and disturbed their daily routines. Nevertheless, a few teachers embraced the program and reported positive benefits in terms of teachers’ career development goals. The study recommends the revision of the program in terms of content and implementation procedures. In addition, teachers’ support systems, learning materials and the mode of delivery need improvement to effectively enhance teaching and learning in Namibian schools.
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Richardson, D., I. Silver, and A. Dionne. "47. Evaluation of new implementation strategies, program effectiveness and dissemination of new pedagogical knowledge: Centre for faculty development's stepping stones teaching certificate program." Clinical & Investigative Medicine 30, no. 4 (August 1, 2007): 53. http://dx.doi.org/10.25011/cim.v30i4.2807.
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This evaluation of the integrated Stepping Stones (SS) Teaching Certificate program, including its instructional development (workshops) and theory review (journal club) components, will inform further program development. Results of this project will also add to the limited amount of scholarly work in the area of faculty development program evaluation.
Faculty development literature in the area of organized program assessment reveals use of either quantitative OR qualitative methods. In this project, a novel method combining both techniques was used to explore program impact. Participants completed 2 questionnaires to identify skill-set knowledge gaps in teaching effectiveness. Pre- and post-program quantitative gaps were generated. Focus groups were used for qualitative exploration. Areas explored pre-program included: a) motives for enrollment, b) program expectations and c) prior teaching preparation. Post-program discussion explored: the impact of the program on a) participant’s perceived gaps, b) teaching behaviour change, and c) its influence on their career in education.
We believed the program’s interprofessional environment would foster development of a learning community having impact on faculty knowledge, skills and attitudes related to teaching, and potentially elicit behavioural change in teaching practices. Results from a 2004-2005 cohort of participants have identified a variety of benefits for faculty and their teaching practice. Results from a second separate cohort, 2005-2006 participants, validated the initial findings. Remarkable harmonization in the results of the qualitative analysis between the two cohort samples was evident. Statistically significant differences (p < 0.05) were found in each of the domains examined qualitatively.
Both qualitative and quantitatively, program effectiveness was demonstrated immediately following completion of the program. Follow up to assess the sustainability of the effects is ongoing. The analysis of the quantitative discrepancy (gaps) data has lead to a possible technique to assist in identifying unperceived educational needs.
McLeod PJ, Steinert Y, Nasmith L, Conochie L. Faculty Development in Canadian medical schools: a 10-year update. CMAJ 1997; 156(10):1419-23.
Hewson MG, Copeland HL, Fishleder AJ. What’s the use of faculty development? Program evaluation using retrospective self-assessments and independent performance ratings. Teach Learn Med 2001; 13(3):153-60.
Moore EM. A Framework for Outcomes Evaluation in the Continuing Development of Physicians, in: The Continuing Professional Development of Physicians. Eds. Davis D, Barnes BE, Fox R. AMA Press, 2003.
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Bond, Lyndal, Anne Giddens, Anne Cosentino, Margaret Cook, Paul Hoban, Ann Haynes, Louise Scaffidi, Mary Dimovski, Eileen Cini, and Sara Glover. "Changing Cultures: Enhancing Mental Health and Wellbeing of Refugee Young People through Education and Training." Promotion & Education 14, no. 3 (September 2007): 143–49. http://dx.doi.org/10.1177/175797590701400302.
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Many refugee people and others entering Australia under the Humanitarian Program, have experienced extremely stressful and disrupted lives prior to arrival. A major difficulty experienced by a significant number of refugee young people is their lack of formal education before arrival. It directly affects their ability to start connecting to their new society and constructing a new life. The level of ease with which young people can move into the education and training system and begin to establish a meaningful career pathway has a huge impact on their successful settlement and stable mental health. This paper describes the Changing Cultures Project, a three-year project, which explored models of appropriate and accessible education and training for refugee and newly arrived young people that would enhance their mental health. The Changing Cultures Project was a partnership between the education, health and settlement sectors. This paper describes the program and system response to the health, settlement, education and vocational issues facing refugee young people using a mental health promotion framework and reflective practice. We discuss how the refugee youth programs met a broad range of needs as well as providing language, literacy and basic education to newly arrived young people. While working in an environment of changing policy and public opinion regarding refugee issues, the Project delivered successful outcomes at the program and organisational levels for refugee young people by addressing issues of program development and delivery, organisational development and capacity building and community development and evaluation.
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Khalil, H., A. Leversha, and J. Walker. "Evaluation of pharmacy students' rural placement program: preparation for interprofessional practice." Australian Health Review 39, no. 1 (2015): 85. http://dx.doi.org/10.1071/ah14121.
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Objective To date, there are few data on pharmacy-specific placement programs and their impact on students’ work after graduation. The present study evaluated an innovative rural pharmacy placement program targeted at influencing students to work and live in rural areas after graduation. A secondary aim of the study was to explore the students’ intentions to come back and practice in rural areas as a result of their involvement in the rural pharmacy program. Methods A questionnaire was distributed, by hand, to a total of 58 third and fourth (final) year pharmacy students undertaking their rural placement in the Gippsland region, in rural Victoria in 2011 and 2012. Results Fifty-seven responses were returned (response rate = 98%). Students stated that understanding pharmacy practice from a rural perspective, visits to rural health professionals and sites and the attitude of their preceptors were essential to their satisfaction with their rural placements. A significant number of students (72%) intend to seek employment in rural areas if opportunities arise as a result of their increased rural awareness. The key components for a successful rural placement program were described by the surveyed students as social awareness, recognising job opportunities and interprofessional learning. Conclusion The evaluation of the rural placement program revealed that students valued their visits to rural sites and their interaction with other rural health professionals the most. What is known about the topic? Rural undergraduate student programs have been initiated as a result of several Australian government strategies to address shortages in rural health workforce. Subsequently, various rural placement programs have been integral parts of several disciplines, including medicine, dentistry, nursing, occupational therapy and pharmacy among others. To date, there are few data on pharmacy-specific placement programs and their impact on students’ work after graduation What does this paper add? The rural pharmacy program is important in influencing students’ perceptions and interest in a career in rural areas. The key components for a successful rural placement program were described by the surveyed students as social awareness, recognising job opportunities and interprofessional learning. What are the implications for practitioners? Interprofessional learning and collaboration are inevitable due to the shortage of health professionals and the move towards holistic management of patients in healthcare settings. The development of an interprofessional rural education that combines rural medical and pharmacy students together highlights the importance of an interprofessional approach to preparing students to work in rural areas.
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Marshall, Alison, Priyanka Sista, Katie Colton, Abra Fant, Howard Kim, Patrick Lank, and Danielle McCarthy. "Women’s Night in Emergency Medicine Mentorship Program: A SWOT Analysis." Western Journal of Emergency Medicine 21, no. 1 (December 18, 2019): 37–41. http://dx.doi.org/10.5811/westjem.2019.11.44433.
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Introduction: Women in emergency medicine (EM) at all career stages report gender-specific obstacles to satisfaction and advancement. Programs that facilitate longitudinal mentoring, professional development, and networking may ameliorate these barriers. Methods: We designed and implemented a program for female residents, faculty, and alumnae from our EM training program to enhance social support, leadership training and professional mentorship opportunities. An anonymous, online survey was sent to participants at the end of the academic year, using a SWOT (strengths, weaknesses, opportunities, and threats) format. The survey collected free-text responses designed to evaluate the program. Results: Of 43 invited participants, 32 responded (74.4%). Eight themes emerged from the free-text responses and were grouped by SWOT domain. We identified four themes relating to the “strength” domain: 1) creating a dedicated space; 2) networking community; 3) building solidarity; and 4) providing forward guidance. Responses to the “weaknesses” and “threats” questions were combined due to overlapping codes and resulted in three themes: 5) barriers to participation; 6) the threat of poorly structured events lapsing into negativity; and 7) concerns about external optics. A final theme: 8) expansion of program scope was noted in the “opportunity” domain. Conclusion: This program evaluation of the Women’s Night curriculum demonstrates it was a positive addition to the formal curriculum, providing longitudinal professional development opportunities. Sharing the strengths of the program, along with identified weaknesses, threats, and opportunities for advancement allows other departments to learn from this experience and implement similar models that use existing intellectual and social capital.
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Velazquez, Janice. "Continuous Program Evaluation to Foster an Environment that Leads to Student Engagement." Innovation in Aging 4, Supplement_1 (December 1, 2020): 541. http://dx.doi.org/10.1093/geroni/igaa057.1758.
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Abstract This presentation explores aspects related to the Gerontology Health Certificate of Achievement program and the progression of their Enrollment Management Plan. It discusses how external forces have influenced changes to the plan during the last five years. Some of the strategies to be addressed are the incorporation of adult education courses to the career path; interdisciplinary collaborations with Health, Theater and Psychology Departments; partnerships with organizations such as American Association Family and Consumer Sciences; Association Gerontology in Higher Education, and private donors. The presenter also covers innovative teaching modalities such as laboratories, research, student club, and online teaching as an attempt to accommodate students’ needs. Lastly, it discusses the incorporation of workforce development data and how it is influenced by national and institutional policies and practices—ultimately creating a healthy environment to promote enrollment growth by strengthening student’s retention and completion. Part of a symposium sponsored by the Community College Interest Group.
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Kim, Seulki, and Ji-Young Lim. "Development and Evaluation of the “High-Up” Program for Enhancing the Nursing-Management Competency of Mid-Career Hospital Nurses: A Quasi-Experimental Study." International Journal of Environmental Research and Public Health 19, no. 7 (April 6, 2022): 4392. http://dx.doi.org/10.3390/ijerph19074392.
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The aim of this study was to develop an educational program to strengthen the nursing management competency of experienced nurses who are prospective nurse managers and then determine the effectiveness of the program. This quasi-experimental study was conducted from January to April 2021. A total of 22 nurses were assigned to the experiment group (mean age: 26.55 ± 1.30 years; 2 males, 20 females), and 20 were assigned to the control group (mean age: 27.55 ± 2.04 years; 20 females). The program, known as the “High-Up” program, comprised problem-based learning (PBL) and video lectures. In the experiment group, nurses discussed PBL cases through video conferences and applied problem-solving methods. The collected data were analyzed using the Friedman test and Wilcoxon rank-sum test (administered through SPSS). At four weeks after the intervention, the experiment group showed higher critical thinking tendency scores than the control group (pre-intervention score: 3.48 ± 0.36; post-intervention score: 3.71 ± 0.49; Z = −1.99, p = 0.046). The findings indicate that the “High-Up” program can enhance the nurse management competency of experienced nurses who need to prepare for nurse manager roles, and that it can also positively influence the performance of nursing organizations. However, it can be difficult to comprehensively enhance nursing management competency in a short period of time, meaning continuous education is required.
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Friedman, S., D. Porplycia, J. Lexchin, K. Hayman, S. Masood, E. O'Connor, E. Xie, et al. "LO11: STAR-EM: An innovative summer research program for medical students in an urban Canadian academic emergency department." CJEM 22, S1 (May 2020): S10—S11. http://dx.doi.org/10.1017/cem.2020.67.
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Innovation Concept: Research training programs for students, especially in emergency medicine (EM), may be difficult to initiate due to lack of protected time, resources, and mentors (Chang Y, Ramnanan CJ. Academic Medicine 2015). We developed a ten-week summer program for medical students aimed at cultivating research skills through mentorship, clinical enrichment, and immersion in EM research culture through shadowing and project support. Methods: Five second year Ontario medical students were recruited to participate in the Summer Training and Research in Emergency Medicine (STAR-EM) program at University Health Network, Toronto, from June - Aug, 2019. Program design followed review of existing summer research programs and literature regarding challenges to EM research (McRae, Perry, Brehaut et al. CJEM 2018). The program had broad emergency physician (EP) engagement, with five EP research project mentors, and over ten EPs delivering academic sessions. Curriculum development was collaborative and iterative. All projects were approved by the hospital Research Ethics Board (REB). Curriculum, Tool or Material: Each weekly academic morning comprised small group teaching (topics including research methodology, manuscript preparation, health equity, quality improvement, and wellness), followed by EP-led group progress review of each student's project. Each student spent one half day per week in the emergency department (ED), shadowing an EP and identifying patients for recruitment for ongoing mentor-initiated ED research projects. Remaining time was spent on independent student project work. Presentation to faculty and program evaluation occurred in week 10. Scholarly output included one abstract submitted for publication per student. Program evaluation by students reflected a uniform impression that course material and mentorship were each excellent (100%, n = 5). Interest in pursuing academic EM as a career was identified by all students. Faculty researchers rated the program as very effective (80%, n = 4) or somewhat effective (20%, n = 1) in terms of enhancing productivity and scholarly output. Conclusion: The STAR-EM program provides a transferable model for other academic departments seeking to foster the development of future clinician investigators and enhance ED research culture. Program challenges included delays in REB approval for student projects and engaging recalcitrant staff to participate in research.
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Strampel, Katrina, and Abigail Lewis. "Personal development planning and ePortfolios in Speech Pathology:Student and staff perceptions." Journal of Teaching and Learning for Graduate Employability 7, no. 1 (July 5, 2016): 22–41. http://dx.doi.org/10.21153/jtlge2016vol7no1art583.
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This paper describes the evaluation of the use of an ePortfolio which was embedded across a speech pathology program and designed to enhance employability. Personal development planning (PDP) is a key part of employability and includes learning, reflection, goal setting and understanding the wider context. Students’ perceptions of their engagement in this process were evaluated using a mixed methods approach. Qualitative data was collected through student focus groups and individual staff interviews, while quantitative data was collected via a student questionnaire (reported in Lewis & Strampel, 2014). Qualitative data was analysed using NVivo following the six phases of thematic analysis described by Braun and Clarke (2006). This paper reports the themes which emerged from the focus group data. A key finding of the study was that the platform used was not ideal for the ePortfolio purpose causing frustration and negative reactions from students and colouring their engagement with, and enthusiasm for, the ePortfolio activities. Students achieved some of the objectives of personal development planning, especially goal-setting, but it was not until students were in their final year that they saw the links with their future career and employment. Further embedding of key tasks would enhance employability aspects, including for example involving industry from the first year and modelling the PDP process with students.