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Hughes, Patrick, Jose Cepeda Brito, and Rami Ahmed. "Training the trainers: a survey of simulation fellowship graduates." Canadian Medical Education Journal 8, no. 3 (July 4, 2017): e81-89. http://dx.doi.org/10.36834/cmej.36865.
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Background: Coupled with the expansion of simulation has been the development and growth of medical simulation fellowships. These non-accredited fellowships do not have a standardized curriculum and there are currently no studies investigating the simulation fellowship experience. The purpose of this study was to explore the simulation fellowship experience of graduates throughout North America and how it prepared them for their post-fellowship career.Methods: A web-based survey was developed by Emergency Medicine attending physicians both of whom completed one-year fellowships in medical simulation. Prior to distribution, the survey was reviewed and tested by three simulation fellowship graduates and a PhD researcher. Feedback was integrated into the survey prior to distribution. The survey consisted of a maximum of 29 multiple choice questions including two step-logic questions and two open response questions. The survey was distributed to simulation fellowship directors in multiple disciplines and the directors were asked to forward the survey to graduates. Additionally, the Society for Academic Emergency Medicine Simulation Academy list-serve was utilized for distribution of the survey.Results: The survey had 35 responses. The majority of respondents completed fellowship within the last two years (66%, 23/35). Fellowship graduates strongly agreed or agreed that their fellowship adequately prepared them for their post-fellowship simulation career (88%). Graduates report that research design/reporting (53%) and administration (18%) were areas of their fellowship curriculum that needed the most improvement.Conclusion: The majority of simulation fellowship graduates agreed that their fellowship experience adequately prepared them for their post-fellowship simulation career. Graduates also felt that training in research and administration are areas that could be improved.
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Roukis, Thomas S. "Podiatric Foot and Ankle Surgery Fellowships: What’s the Next Step?" Journal of Foot and Ankle Surgery 47, no. 2 (March 2008): 77–79. http://dx.doi.org/10.1053/j.jfas.2007.12.011.
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Laudet, Alexandre B., Stephen Magura, Howard S. Vogel, and Edward L. Knight. "Participation in 12-Step-Based Fellowships Among Dually-Diagnosed Persons." Alcoholism Treatment Quarterly 21, no. 2 (July 10, 2003): 19–39. http://dx.doi.org/10.1300/j020v21n02_02.
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Lam, Wee-Leon, and Mai Rostom. "Microsurgery Fellowships—Development of a Clinical Curriculum." Journal of Reconstructive Microsurgery 34, no. 02 (October 27, 2017): 145–50. http://dx.doi.org/10.1055/s-0037-1607435.
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Background Microsurgery fellowships have become an integral part of every plastic surgery training program. While each subspecialty differs in terms of reconstructive requirements, the basic tenets and skill sets remain the same. We explore the possibility of designing a clinical curriculum for microsurgery that can provide residents and fellows with a more foundational and structured approach to microsurgical training. Methods Thirteen core and desired skills to accommodate an “ideal” microsurgery curriculum were listed and categorized according to the level of difficulty. The curriculum was then sent to plastic surgery trainees, fellows, and consultants within Scotland in the form of a survey. They were asked to assign a level of difficulty, basic, intermediate, or advanced, to each of the 13 skill sets. Results A total of 27 surgeons were surveyed; the majority of which were plastic surgery registrars. Overall a broad, generic clinical curriculum was felt to be lacking, but would be beneficial at the start of training. The curriculum should emphasize a step-wise progression, starting from achieving competency in safe, efficient anastomosis at the basic level to eventually mastering the principles of complex reconstruction at a more advanced level. Conclusions A generic clinical curriculum offers a framework for tracking progress, the potential for competency-based assessment, and aid in designing a microsurgery fellowship. The curriculum should reflect the evolving nature of the specialty and provide a foundational platform for future innovations.
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Earhart, Gammon M., and Catherine E. Lang. "Postdoctoral Fellowships: A Critical Step Beyond the PhD in the Training of Physical Therapists." Journal of Physical Therapy Education 20, no. 2 (2006): 9–11. http://dx.doi.org/10.1097/00001416-200607000-00002.
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Rodriguez-Morales, Lymarie. "“That’s the Spiritual Side of Me”: Men’s Autobiographical Accounts of Recovery in Twelve Step Fellowships." Implicit Religion 22, no. 2 (February 12, 2020): 161–83. http://dx.doi.org/10.1558/imre.38499.
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Magura, Stephen. "The Relationship Between Substance User Treatment and 12-Step Fellowships: Current Knowledge and Research Questions." Substance Use & Misuse 42, no. 2-3 (January 2007): 343–60. http://dx.doi.org/10.1080/10826080601142071.
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Rodriguez-Morales, Lymarie. "In Your Own Skin: The Experience of Early Recovery from Alcohol-Use Disorder in 12-Step Fellowships." Alcoholism Treatment Quarterly 35, no. 4 (August 14, 2017): 372–94. http://dx.doi.org/10.1080/07347324.2017.1355204.
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Matusow, Harlan, Honoria Guarino, Andrew Rosenblum, Howard Vogel, Thomas Uttaro, Sadiqua Khabir, Martin Rini, Thomas Moore, and Stephen Magura. "Consumers’ Experiences in Dual Focus Mutual Aid for Co-occurring Substance Use and Mental Health Disorders." Substance Abuse: Research and Treatment 7 (January 2013): SART.S11006. http://dx.doi.org/10.4137/sart.s11006.
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Mutual aid fellowships have been shown to improve outcomes for those with co-occurring substance use and mental illness disorders. Processes associated with usefulness include helper therapy (the assumption of a helping role to foster commitment) and reciprocal learning (the sharing of problems and solutions among members). The present qualitative investigation used focus groups comprised a subset of participants in Double Trouble in Recovery (DTR), a 12-step mutual aid group for those with co-occurring disorders, to gather their subjective perceptions of the groups. Participants emphasized that in linking them to others with similar problems, the DTR groups played a vital emotional role in their lives and provided a needed venue for information sharing that might have been otherwise unavailable.
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Cortez, Xavier C., Ryan D. Freshman, Brian T. Feeley, C. Benjamin Ma, Drew A. Lansdown, and Alan L. Zhang. "An Evaluation of Self-Reported Publications in Orthopaedic Sports Medicine Fellowship Applications." Orthopaedic Journal of Sports Medicine 8, no. 5 (May 1, 2020): 232596712092078. http://dx.doi.org/10.1177/2325967120920782.
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Background: Orthopaedic sports medicine fellowship positions are increasing in popularity, as evidenced by the increasing number of applicants to these programs. As positions have become more competitive, greater emphasis has been placed on an applicant’s research experience. However, there has been a lack of research evaluating the accuracy of self-reported publications from fellowship applications. Purpose: To evaluate the accuracy of self-reported research publications and the outcomes of studies submitted for publication by applicants to an Accreditation Council for Graduate Medical Education (ACGME)–accredited sports medicine fellowship in the United States (US). Study Design: Cross-sectional study. Methods: Demographic and research publication data were retrospectively collected from 435 applications to an ACGME-accredited orthopaedic sports medicine fellowship program at a single high-volume academic institution from 2013 to 2017. All self-reported manuscript publications and studies in progress were analyzed with a minimum 2-year follow-up. “Submitted” publications were reviewed by searching the originally submitted journal and all publicly available sources. Publications were verified on PubMed, MEDLINE, and other open access journals. Journal impact factors were collected through use of InCites Journal Citation Reports. Results: Only 5.7% (85/1504) of papers reported as “completed” were inaccurately self-reported, with 44 (51.8%) remaining unverified and 41 (48.2%) reporting discordant authorship, in which the published study listed a different author order than reported on the application. Further, 28.3% (197/696) of papers self-reported as “submitted” remained unpublished, 21.8% (152/696) were published in a different journal than originally reported, and 7.6% (53/696) were published with a different authorship order than reported. Among 95 applicants whose papers were published in different journals than originally reported, the mean impact factor of the final accepting journal was significantly lower than that of the journal of original submission (0.97 ± 0.13 vs 3.91 ± 0.79, respectively; 95% CI of the difference, 1.34-4.54; P < .01). Univariate analysis showed no significant relationships between variables of interest (age, sex, US Medical Licensing Examination Step 1 score, American Orthopaedic Association membership, medical school ranking, and advanced degree) and the presence of an inaccuracy. Conclusion: There is a low rate of inaccurate self-reporting of “completed” publications on applications for orthopaedic sports medicine fellowships. The majority of papers listed as “submitted” on these applications were not published in the journals to which they were originally submitted.
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Rodriguez-Morales, Lymarie. "A hero’s journey: becoming and transcendence in addiction recovery." Journal of Psychological Therapies 4, no. 2 (September 30, 2019): 155–66. http://dx.doi.org/10.33212/jpt.v4n2.2019.155.
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This article presents findings from a study that explored young adult men’s lived experience of addiction recovery whilst participating in Alcoholics Anonymous and Twelve Step fellowships in the UK. It argues that changes in self-narrative and temporality might be critical features of the experience of addiction recovery in young adults, facilitating the process of individuation. Examples from the participants’ accounts are provided to illustrate the changes in their sense of identity in light of their recovery trajectories. Participant recovery, as in the mythical hero’s journey, shows itself to be a quest through transformation and growth into a genuine and balanced selfhood, necessitating the difficult transcendence of an unwholesome selfhood that was manifested in their addiction. In mythical literature, the hero develops authenticity and a higher ethical conduct as the result of a process of individuation, and we can find evidence to suggest a similar occurrence in the participants’ journeys. Finally, I reflect on the limitations of the biomedical language of addiction and the potential implications of the hero’s journey myth in the delineation of a more humane and empathic discourse on young men’s recovery and selfchange.
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James, Sylvia M., and Susan R. Singer. "From the NSF: The National Science Foundation’s Investments in Broadening Participation in Science, Technology, Engineering, and Mathematics Education through Research and Capacity Building." CBE—Life Sciences Education 15, no. 3 (September 2016): fe7. http://dx.doi.org/10.1187/cbe.16-01-0059.
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The National Science Foundation (NSF) has a long history of investment in broadening participation (BP) in science, technology, engineering, and mathematics (STEM) education. A review of past NSF BP efforts provides insights into how the portfolio of programs and activities has evolved and the broad array of innovative strategies that has been used to increase the participation of groups underrepresented in STEM, including women, minorities, and persons with disabilities. While many are familiar with these long-standing programmatic efforts, BP is also a key component of NSF’s strategic plans, has been highlighted in National Science Board reports, and is the focus of ongoing outreach efforts. The majority of familiar BP programs, such as the Louis Stokes Alliances for Minority Participation (now 25 years old), are housed in the Directorate for Education and Human Resources. However, fellowship programs such as the Graduate Research Fellowships and Postdoctoral Research Fellowships under the Directorate for Biological Sciences (and parallel directorates in other STEM disciplines) are frequently used to address underrepresentation in STEM disciplines. The FY2016 and FY2017 budget requests incorporate funding for NSF INCLUDES, a new cross-agency BP initiative that will build on prior successes while addressing national BP challenges. NSF INCLUDES invites the use of innovative approaches for taking evidence-based best practices to scale, ushering in a new era in NSF BP advancement.
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Laudet, Alexandre B., Keith Morgen, and William L. White. "The Role of Social Supports, Spirituality, Religiousness, Life Meaning and Affiliation with 12-Step Fellowships in Quality of Life Satisfaction Among Individuals in Recovery from Alcohol and Drug Problems." Alcoholism Treatment Quarterly 24, no. 1-2 (January 2006): 33–73. http://dx.doi.org/10.1300/j020v24n01_04.
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Lombardo, Claudio, Daniela Albanese, Filippo Belardelli, Francesca d'Alessandro, Mauro Giacomini, Tania Rondanina, and Luigi G. Spagnoli. "Training and Mobility: A Priority for the Organisation of the European Cancer Institutes. How a National Mobility Initiative Could Enhance EU Cooperation in Cancer Research Contributing to the Development of an European Research Area: The Example of the Italian Comprehensive Cancer Centers’ Network “Alleanza Contro il Cancro”." Tumori Journal 94, no. 2 (March 2008): 147–53. http://dx.doi.org/10.1177/030089160809400203.
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It is widely recognized that productivity gains, sustained economic growth and employment are largely determined by technological progress, innovation and human capital. The 2000 Lisbon strategy to make Europe a competitive knowledge-based economy by 2010 and, more specifically, the Barcelona objectives agreed upon in 2002 to increase R&D investment in the EU to approach 3% of GDP, ensuring that there are sufficient human resources for research, are a preliminary step in this direction. If we want to reach this goal we have to succeed in retaining the best researchers, creating the right environment where they can perform their activities and develop their careers. To this aim the Organization of European Cancer Institutes (OECI) has set up a working group on Education and Training with the mandate to encourage continuing education in cancer research and applications and to verify the feasibility to promote mobility programs inside the network and in association with industries. Until now only few OECI training programs have been launched and a full mobility program has not been developed yet due to limited budget resources. The Italian Network of Comprehensive Cancer Centers, Alleanza Contro il Cancro, has planned the launch of a mobility program awarding 70 annual fellowships over a period of 36 months. This program, which will be open to the world research community, could represent a first interaction through mobility among the members of the OECI network also involving industries. The program is a tangible approach to sustain the translational process needed for the development of an European Research Area in the field of cancer and its related biomedical disciplines, thus providing a practical answer to the 2005 renewed Lisbon Strategy.
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Nakajima, Erica C., Marcus Messmer, Jennifer Marie Jones, Luckson Mathieu, Tanyanika Phillips, Colin D. Weekes, Catherine Handy Marshall, et al. "Hematology/medical oncology fellow responses to the initial development of an antiracism curriculum." Journal of Clinical Oncology 39, no. 15_suppl (May 20, 2021): 11042. http://dx.doi.org/10.1200/jco.2021.39.15_suppl.11042.
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11042 Background: While the American Council on Graduate Medical Education (ACGME) set up a Planning Committee for Diversity in GME in 2018, no formalized milestones or training mandates have been announced. The nation-wide protests for racial justice following the senseless killings of Breonna Taylor, Ahmaud Arbery and George Floyd further brought to the forefront the need for immediate action to address widespread inequities across graduate medical education, our healthcare system and society as a whole. Therefore, the Johns Hopkins Hematology/Medical Oncology Fellowship Program focused on creating an anti-racism curriculum to foster dialogue on systemic racism and discrimination, grounded in the institutional and geographic context of our training program. Methods: Using the Kern six step curriculum development method, we created a comprehensive anti-racism initiative, which included virtual townhalls with Black alumni of the fellowship, book clubs, readings, and lectures. We sought to deepen the fellowship’s awareness of the impact of racism and inequity upon trainees, underrepresented minority oncologists and hematologists, and patients in order to develop initiatives to confront them productively. Trainees received a survey 6 months after the start of the curriculum to assess the impact of the initiatives upon trainees, and inform iterative changes to the curriculum. Results: 25 of 34 fellows across all post-graduate years (PGY) completed the survey. Fellows agreed that the curriculum was helpful (68%) and encouraging (60%). Collectively, fellows reported that the curriculum increased their awareness of instances of racism in medicine, caused them to think about next steps that the fellowship could take to address racism, and enabled them to identify available resources for support and further education. Respondents selected community engagement and recruitment of diverse fellowship classes as the most pressing priorities for the program. Conclusions: Social justice and anti-racism education belong in the formalized training of our hematology/medical oncology fellows. To this end, our ongoing curricular expansion is focusing on anti-racism training, diverse recruitment and youth mentorship. Collectively, a comprehensive yet program-specific approach facilitates opportunities for learning, engagement and development of the skills necessary to engage in this life-long work for ourselves, our communities and our patients.
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Krishnan, Amrita, Karen Reckamp, and Lucille Leong. "City of hope cancer center hematology-oncology fellowship and hematopoietic stem cell transplantation fellowship." American Journal of Hematology 86, no. 2 (January 21, 2011): 197–98. http://dx.doi.org/10.1002/ajh.21919.
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Heery, David M. "A fellowship of Ring1 maintains AML stem cells." Blood 131, no. 16 (April 19, 2018): 1771–73. http://dx.doi.org/10.1182/blood-2018-02-832121.
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Fleury, Romain. "The F.V. Hunt fellowship: A step toward research independence and leadership." Journal of the Acoustical Society of America 142, no. 4 (October 2017): 2635. http://dx.doi.org/10.1121/1.5014656.
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Carter, Jackie, Rafael Alberto Méndez-Romero, Pete Jones, Vanessa Higgins, and Andre Luiz Silva Samartini. "EmpoderaData: Sharing a successful work-placement data skills training model within Latin America, to develop capacity to deliver the SDGs." Statistical Journal of the IAOS 37, no. 3 (September 1, 2021): 1009–21. http://dx.doi.org/10.3233/sji-210842.
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EmpoderaData – from the Spanish word empoderar ‘to empower’ – is a partnership research project between the University of Manchester (UK), Fundação Getulio Vargas (Brazil), Universidad del Rosario (Colombia) and Data-Pop Alliance (US and France). The project builds upon a successful data-driven, research-led paid internship programme in the UK (Q-Step) which enables undergraduate social science students to practise data skills through immersion in the workplace. Two-hundred and fifty students have benefited from the Q-Step programme in six years, many graduating into analytical careers in civic society and industry. EmpoderaData aims to build on this experiential learning initiative by developing a data fellowship programme in order to foster and develop data literacy skills in Latin America, led by the need to address society’s most pressing issues and using the framework of the Sustainable Development Goals (SDGs). EmpoderaData Phase 1 explored whether the internship model would have relevance and usefulness within the context of three Latin American case study countries (Brazil, Colombia and Mexico). The team set out to establish a baseline of the state of data literacy and existing training programs in Brazil, Colombia and Mexico. As part of a ‘Big Data for the Common Good’ event, a workshop was held in São Paulo with thirty participants representing data literacy advocacy or policy formation and drawn from civil society, academia, the private and public sector. The main conclusions from this first phase are: (1) the most requested data literacy training need is for basic skills, including introductory statistics, foundation data analysis and methodological skills; (2) paid data fellowship models are acknowledged as a useful intervention; and (3) the notion of a ‘hybrid’ professional to build data literacy capacities for ‘social science’ purposes provides a practical way forward. In the EmpoderaData Phase 2 project our focus was on Colombia to explore the challenges and opportunities of developing a pilot data fellowship model there. Engaging with national, regional and international capacity development efforts, this highlighted a demand for partnerships between universities and organisations working on the social challenges represented by the SDGs. Partnerships ensure that the in-country data literacy pipeline is strengthened in a home-grown, self-sustaining way, producing a steady flow of data literate graduates into the institutions and sectors where critical data skills are most needed. We report on how the EmpoderaData project is exploring working with students studying Science, Technology, Engineering and Mathematics (STEM) degrees at the Universidad del Rosario, to improve the application of statistical methods to the social sciences. The aim is to strengthen STEM skills and develop youth empowerment across Colombia, urban and rural areas, to improve the quality of statistical education at the national level, and support the skills needed to deliver the SDGs. In parallel, the Fundação Getulio Vargas (FGV) Business School in São Paulo agreed to trial the work-placement programme in their undergraduate business and public policy degrees through a programme entitled ‘The FGV Q-Step Center to improve quantitative skills in undergraduate business students’. This two-year-long funded study will enable us to explore the transferability of the internship model from the UK to Brazil. The paper will discuss how the programme was established (following the lessons learned from EmpoderaData), explain how this model will be implemented in FGV, especially paying attention to how the curriculum will develop to support it, and how the impact of the programme will be monitored. The knowledge exchange generated from this study will complement the research conducted through the EmpoderaData project. The paper will cover the progress of the EmpoderaData project and FGV-Q-Step Center to date and explore how we are developing these initiatives, the challenges we have faced, and how through partnership working we are developing capacity building in statistical and data skills training.
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Davidson, Stuart J., Marko Rojnica, Jeffrey B. Matthews, and Alexander J. Langerman. "Variation and Acquisition of Complex Techniques." Surgical Innovation 23, no. 6 (August 20, 2016): 586–92. http://dx.doi.org/10.1177/1553350616663322.
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Background. Complex procedures often have numerous acceptable approaches; it is unclear how surgical fellows choose between techniques. We used pancreaticoduodenectomy as a model to catalogue variability between surgeons and investigate factors that affect fellows’ acquisition of techniques. Materials and methods. Semistructured interviews and operative note analysis were conducted to determine techniques of 5 attending surgeons, and these data were mapped to identify variations. Identical interviews and questioning were completed with 4 fellowship graduates whose practice includes pancreaticoduodenectomy. Results. All surgeons performed a different operation, both in order and techniques employed. Based on minor variations, there were 21 surgical step data points that differed. Of 5 surgeons, 4 were unable to identify colleagues’ techniques. Fellows reported adopting techniques from mentors who had regimented techniques, teaching styles they related to, and with whom they frequently operated. Residency training did not strongly influence their choice of technique; however, senior partners after fellowship did influence technique. Conclusions. The number of variants of pancreaticoduodenectomy based on granular, step-by-step differences is larger than previously described. Results hint that variation may be furthered by the fact that surgeons are not aware of the techniques used by colleagues. Fellows choose techniques based on factors not directly related to their own outcomes but rather mentor factors. Whether fellows adopt techniques that will be optimal given their abilities is worthy of further investigation, as are changes in technique over time. Better codification of variation is needed to facilitate these investigations as well as matching of technical variations to patient outcomes.
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Hughes, Patrick G., Steven Scott Atkinson, Mira F. Brown, Marjorie R. Jenkins, and Rami A. Ahmed. "Evaluation of Technical Competency in Healthcare Simulation (E-TeCHS) tool: a modified Delphi study." BMJ Simulation and Technology Enhanced Learning 6, no. 1 (December 17, 2018): 15–21. http://dx.doi.org/10.1136/bmjstel-2018-000391.
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BackgroundGraduates of simulation fellowship programmes are expected to have the ability to perform a variety of simulation specific skills at the time of graduation. Currently, simulation fellowship directors have access to tools to assess the ability of a fellow to debrief learners. However, there is no tool to assess a simulation fellow’s competency in technical skills. The purpose of our manuscript was to develop and obtain content validation of a novel instrument designed to assess a simulation fellow’s ability to perform the five core simulation technical skills.MethodsThe study protocol was based on a methodology for content validation of curriculum consensus guidelines. This approach involves a three-step process, which includes the initial delineation of the curricular content. This was then followed by the validation of the curricular content using survey methodology and lastly obtaining consensus on modifications using Delphi methodology.ResultsTwo rounds of modified Delphi methodology were performed. Seventy-four respondents provided feedback on the round 1 survey and 45 respondents provided feedback on round 2. The final assessment tool has five elements and 16 subitems with four optional subitems.ConclusionThe Evaluation of Technical Competency in Healthcare Simulation tool provides an instrument developed from a national consensus of content experts. This tool provides simulation fellowship directors a method to evaluate fellows’ competency in technical skills.
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Craig, G. Wayne. "Total synthesis of vitamin B12 — a fellowship of the ring." Journal of Porphyrins and Phthalocyanines 20, no. 01n04 (January 2016): 1–20. http://dx.doi.org/10.1142/s1088424615500960.
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In the synthesis of cobyric acid following an arduous 60-step synthesis of the tetrapyrrole corrigenolide, Woodward demonstrated that ring cyclization yielded unexpectedly the corrin cyclic ether (Fig. 2). Its structure was chosen as the chemistry logo for the 1970 IUPAC meeting. It was a reminder that chemistry can be capricious and beautiful. This article is a tribute to the 50-year career in porphyrins of Professor Kevin M. Smith and describes his early contributions with colleagues in the synthetic quest of a related porphyrin molecule, vitamin B12 (Fig. 1a).
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Hellqvist, Elina. "‘Satis est — Necesse est’." Exchange 44, no. 3 (September 11, 2015): 270–83. http://dx.doi.org/10.1163/1572543x-12341368.
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The task of the current paper is to compare two important, ecclesiological documents to each other, namely, the document The Church of Jesus Christ (cjc, 1994) of the Leuenberg Church Fellowship to the Faith and Order document The Church: Towards a Common Vision (ctcv, 2012). The first one, cjc, outlines an ecclesiology of one, specific confessional church family and church fellowship, in a geographical area. ctcv, on the other hand, reflects the global situation, and seeks to express convergence between churches living in very different societies and cultural spheres. By comparing the two documents, this paper explores themes such as church as a community of Saints, the Leuenberg methodology of unity, legitimate diversity, apostolic succession and requirements for unity. The paper argues that the Leuenberg model of ‘reconciled diversity’ could be understood as a step and a practical tool on the way to the full, visible unity, which, according to ctcv, is the ultimate goal of the ecumenical movement.
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KELEMEN, GABOR, and MARTA B. ERDOS. "THE CODE OF GRACE: A CULTURAL APPROACH TO 12-STEP FELLOWSHIP PROGRAMS IN HUNGARY." International Journal of Self Help and Self Care 2, no. 3 (March 1, 2005): 187–203. http://dx.doi.org/10.2190/uqwd-57eu-48rk-6ae5.
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Galanter, Marc, Helen Dermatis, Stephen Post, and Cristal Sampson. "Spirituality-Based Recovery From Drug Addiction in the Twelve-Step Fellowship of Narcotics Anonymous." Journal of Addiction Medicine 7, no. 3 (2013): 189–95. http://dx.doi.org/10.1097/adm.0b013e31828a0265.
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Jaen, C. R. "The Next Step in Building Family Medicine Research Capacity: Finding the way from Fellowship." Annals of Family Medicine 4, no. 4 (July 1, 2006): 373–74. http://dx.doi.org/10.1370/afm.606.
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Yousem, Ilyssa J., Li Liu, Nafi Aygun, and David M. Yousem. "United States Medical Licensing Examination Step 1 and 2 Scores Predict Neuroradiology Fellowship Success." Journal of the American College of Radiology 13, no. 4 (April 2016): 438–44. http://dx.doi.org/10.1016/j.jacr.2015.10.024.
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Griffin, Ashley C., Tiffany I. Leung, Jessica D. Tenenbaum, and Arlene E. Chung. "Gender representation in U.S. biomedical informatics leadership and recognition." Journal of the American Medical Informatics Association 28, no. 6 (February 8, 2021): 1270–74. http://dx.doi.org/10.1093/jamia/ocaa344.
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Abstract Objective This study sought to describe gender representation in leadership and recognition within the U.S. biomedical informatics community. Materials and Methods Data were collected from public websites or provided by American Medical Informatics Association (AMIA) personnel from 2017 to 2019, including gender of membership, directors of academic informatics programs, clinical informatics subspecialty fellowships, AMIA leadership (2014-2019), and AMIA awardees (1993-2019). Differences in gender proportions were calculated using chi-square tests. Results Men were more often in leadership positions and award recipients (P < .01). Men led 74.7% (n = 71 of 95) of academic informatics programs and 83.3% (n = 35 of 42) of clinical informatics fellowships. Within AMIA, men held 56.8% (n = 1086 of 1913) of leadership roles and received 64.1% (n = 59 of 92) of awards. Discussion As in other STEM fields, leadership and recognition in biomedical informatics is lower for women. Conclusions Quantifying gender inequity should inform data-driven strategies to foster diversity and inclusion. Standardized collection and surveillance of demographic data within biomedical informatics is necessary.
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Rubio, Doris, Colleen Mayowski, and Marie Norman. "A Multi-Pronged Approach to Diversifying the Workforce." International Journal of Environmental Research and Public Health 15, no. 10 (October 11, 2018): 2219. http://dx.doi.org/10.3390/ijerph15102219.
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The biomedical workforce continues to lack diversity, despite growing evidence demonstrating the advantages of diverse teams in workplaces for creativity and innovation. At the University of Pittsburgh Institute for Clinical Research Education, we have taken a multi-pronged, collaborative approach to enhance the diversity of our trainees and scholars. We started by implementing a program for postdoctoral fellows and junior faculty, the Career Education and Enhancement for Health Care Research Diversity (CEED) program. We then built on this program and created a sister program for medical students (CEED II). These two programs were intended to build a local community of diverse researchers. Following the success of these programs, we extended our efforts and pursued federal funding to establish other programs. Our first funded program was designed to teach leadership and career coaching skills to mentors who are committed to mentoring people from diverse backgrounds, the Professional Mentoring Skills Enhancing Diversity (PROMISED) program. We then partnered with minority serving institutions to create a fellowship in translational research skills training, Leading Emerging and Diverse Scientists to Success (LEADS), training in patient-centered outcomes research, Expanding National Capacity in PCOR through Training (ENACT), and a year-long fellowship to work with a specific mentor at Pitt, the Clinical and Translational Science (CTS) Fellowship (TL1). With recognition that much work remains to be done, we believe these programs represent a small but positive step toward diversifying the biomedical workforce.
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Obeidat, Ahmed Z., Yasir N. Jassam, Le H. Hua, Gary Cutter, Corey C. Ford, June Halper, Robert P. Lisak, Nancy L. Sicotte, and Erin E. Longbrake. "Education Research: Multiple sclerosis and neuroimmunology fellowship training status in the United States." Neurology 94, no. 11 (February 27, 2020): 495–500. http://dx.doi.org/10.1212/wnl.0000000000009096.
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ObjectiveTo investigate the current status of postgraduate training in neuroimmunology and multiple sclerosis (NI/MS) in the United States.MethodsWe developed a questionnaire to collect information on fellowship training focus, duration of training, number of fellows, funding application process, rotations, visa sponsorship, and an open-ended question about challenges facing training in NI/MS. We identified target programs and sent the questionnaires electronically to fellowship program directors.ResultsWe identified and sent the questionnaire to 69 NI/MS fellowship programs. We successfully obtained data from 64 programs. Most programs were small, matriculating 1–2 fellows per year, and incorporated both NI and MS training into the curriculum. Most programs were flexible in their duration, typically lasting 1–2 years, and offered opportunities for research during training. Only 56% reported the ability to sponsor nonimmigrant visas. Most institutions reported having some internal funding, although the availability of these funds varied from year to year. Several program directors identified funding availability and the current absence of national subspecialty certification as major challenges facing NI/MS training.ConclusionOur study is the first to describe the current status of NI/MS training in the United States. We found many similarities across programs. We anticipate that these data will serve as a first step towards developing a standard NI/MS curriculum and help identify areas where shared resources could enhance trainee education despite differences in training environments. We identified funding availability, certification status, and nonimmigrant visa sponsorship as potential barriers to future growth in the field.
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Vuong, Lan N., Vu N. A. Ho, Tuong M. Ho, Vinh Q. Dang, Tuan H. Phung, Nhu H. Giang, Anh H. Le, et al. "In-vitro maturation of oocytes versus conventional IVF in women with infertility and a high antral follicle count: a randomized non-inferiority controlled trial." Human Reproduction 35, no. 11 (September 24, 2020): 2537–47. http://dx.doi.org/10.1093/humrep/deaa240.
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Abstract STUDY QUESTION Is one cycle of IVM non-inferior to one cycle of conventional in IVF with respect to live birth rates in women with high antral follicle counts (AFCs)? SUMMARY ANSWER We could not demonstrate non-inferiority of IVM compared with IVF. WHAT IS KNOWN ALREADY IVF with ovarian hyperstimulation has limitations in some subgroups of women at high risk of ovarian stimulation, such as those with polycystic ovary syndrome. IVM is an alternative ART for these women. IVM may be a feasible alternative to IVF in women with a high AFC, but there is a lack of data from randomized clinical trials comparing IVM with IVF in women at high risk of ovarian hyperstimulation syndrome. STUDY DESIGN, SIZE, DURATION This single-center, randomized, controlled non-inferiority trial was conducted at an academic infertility center in Vietnam from January 2018 to April 2019. PARTICIPANTS/MATERIALS, SETTING, METHODS In total, 546 women with an indication for ART and a high AFC (≥24 follicles in both ovaries) were randomized to the IVM (n = 273) group or the IVF (n = 273) group; each underwent one cycle of IVM with a prematuration step versus one cycle of IVF using a standard gonadotropin-releasing hormone antagonist protocol with gonadotropin-releasing hormone agonist triggering. The primary endpoint was live birth rate after the first embryo transfer. The non-inferiority margin for IVM versus IVF was −10%. MAIN RESULTS AND THE ROLE OF CHANCE Live birth after the first embryo transfer occurred in 96 women (35.2%) in the IVM group and 118 women (43.2%) in the IVF group (absolute risk difference –8.1%; 95% confidence interval (CI) –16.6%, 0.5%). Cumulative ongoing pregnancy rates at 12 months after randomization were 44.0% in the IVM group and 62.6% in the IVF group (absolute risk difference –18.7%; 95% CI –27.3%, –10.1%). Ovarian hyperstimulation syndrome did not occur in the IVM group, versus two cases in the IVF group. There were no statistically significant differences between the IVM and IVF groups with respect to the occurrence of pregnancy complications, obstetric and perinatal complications, preterm delivery, birth weight and neonatal complications. LIMITATIONS, REASONS FOR CAUTION The main limitation of the study was its open-label design. In addition, the findings are only applicable to IVM conducted using the prematuration step protocol used in this study. Finally, the single ethnicity population limits the external generalizability of the findings. WIDER IMPLICATIONS OF THE FINDINGS Our randomized clinical trial compares live birth rates after IVM and IVF. Although IVM is a viable and safe alternative to IVF that may be suitable for some women seeking a mild ART approach, the current study findings approach inferiority for IVM compared with IVF when cumulative outcomes are considered. Future research should incorporate multiple cycles of IVM in the study design to estimate cumulative fertility outcomes and better inform clinical decision-making. STUDY FUNDING/COMPETING INTEREST(S) This work was partly supported by Ferring grant number 000323 and funded by the Vietnam National Foundation for Science and Technology Development (NAFOSTED) and by the Fund for Research Flanders (FWO). LNV has received speaker and conference fees from Merck, grant, speaker and conference fees from Merck Sharpe and Dohme, and speaker, conference and scientific board fees from Ferring; TMH has received speaker fees from Merck, Merck Sharp and Dohme, and Ferring; RJN has received conference and scientific board fees from Ferring, is a minor shareholder in an IVF company, and receives grant funding from the National Health and Medical Research Council (NHMRC) of Australia; BWM has acted as a paid consultant to Merck, ObsEva and Guerbet, and is the recipient of grant money from an NHMRC Investigator Grant; RBG reports grants and fellowships from the NHMRC of Australia; JS reports lecture fees from Ferring Pharmaceuticals, Biomérieux, Besins Female Healthcare and Merck, grants from Fund for Research Flanders (FWO), and is co-inventor on granted patents on CAPA-IVM methodology in the US (US10392601B2) and Europe (EP3234112B1); TDP, VQD, VNAH, NHG, AHL, THP and RW have no financial relationships with any organizations that might have an interest in the submitted work in the previous three years, and no other relationships or activities that could appear to have influenced the submitted work. TRIAL REGISTRATION NUMBER NCT03405701 (www.clinicaltrials.gov). TRIAL REGISTRATION DATE 16 January 2018. DATE OF FIRST PATENT’S ENROLMENT 25 January 2018.
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Kilmartin, Randy A., and Katrina K. Pimentel. "Factors Promoting Inclusion and Success for Underrepresented High School Students in STEM." Journal of Transformative Leadership & Policy Studies 4, no. 1 (June 1, 2014): 50–58. http://dx.doi.org/10.36851/jtlps.v4i1.472.
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The focus of this study was to ascertain the best prac-tices and policies for school leaders in recruiting, sup-porting, and retaining underrepresented students in Sci-ence, Technology, Engineering and Mathematic (STEM) courses while encouraging STEM related career fields. This report synthesizes empirical research at two com-prehensive high schools in Northern California funded through a CSU Doctoral Research Fellowship. The policy implications from this study are central to promoting access and inclusion in STEM education and future career pathways. Schools need to market and advertise their STEM programs and begin recruiting within their school, particularly at the middle school level. It was clear from this research that the initial “curiosity” that is promoted by the STEM curriculum needs to be fostered so that stu-dents continue to be interested in STEM once they get to high school.
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Hite, Rebecca, and Jeff Milbourne. "A Proposed Conceptual Framework for K–12 STEM Master Teacher (STEMMaTe) Development." Education Sciences 8, no. 4 (December 14, 2018): 218. http://dx.doi.org/10.3390/educsci8040218.
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Recent reports from federal agencies and legislation call for explicit avenues to incorporate K–12 STEM master teacher voice into the policy space. National initiatives, federal legislation, and teacher recognition programs have sought to identify K–12 STEM master teachers and harness their potential. These efforts warrant a conceptual framework to quantify attributes of K–12 STEM master teachers, to foster pathways for the development of current and future leaders. Using a sample of 10 individuals from two extant programs of K–12 STEM master teachers (Albert Einstein Distinguished Educator Fellowship and Presidential Awards for Excellence in Mathematics and Science Teaching), data from their career trajectories (sourced from Curriculum Vitae) were sequenced to construct and confirm the STEM Master Teacher (STEMMaTe) conceptual framework. This framework may be used to guide programmatic development to increase national capacity for K–12 STEM master teachers. Recommendations are discussed for the creation of pathways to develop STEM master teachers and increase their participation in the broader education system.
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Hwa, Yi L., Ariela L. Marshall, Jessica L. Shelly, Lisa K. Colborn, Grzegorz S. Nowakowski, and Martha Q. Lacy. "Development of a Hematology-Specific Fellowship Curriculum for Advanced Practice Providers Utilizing a Needs-Based Assessment." Blood 132, Supplement 1 (November 29, 2018): 2236. http://dx.doi.org/10.1182/blood-2018-99-112715.
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Abstract Background: As our healthcare system faces increasing complexity, it is important for all healthcare providers to practice at the full scope of their training. However, there are limited current options for subspecialty training in hematology for advanced practice providers (APPs), a group of health care providers including both nurse practitioners and physician assistants. We are unaware of any existing postgraduate fellowship for APPs focused on education in both malignant and nonmalignant hematologic disorders. We hope that by creation of the first such fellowship, we can better prepare APP graduates with the subspecialty-specific knowledge required to become highly skilled and competent clinicians in hematology. Methods: Using surveyhero.com, we conducted a web-based needs assessment survey which was distributed to 68 APPs currently working in the hematology and blood & marrow transplant (BMT) teams at three Mayo Clinic sites (Rochester, Scottsdale, and Jacksonville). This survey included questions regarding hematology-specific education the respondents had received in their APP schools, as a way to assess participant's perceptions about the readiness to practice in hematology after completion of APP education, and to identify the learning/training needs that are most important for APPs to practice in hematology. Results: Of 68 APPs, 49 (72%; 34 NPs,15 PAs) completed the survey. 57% of respondents were new APP graduates when hired and 35% had no prior work experience in hematology/BMT. All APPs held a Master's or higher degree (doctorate 31%). Thirty-nine (80%) reported <5% of their APP school curriculum was hematology-focused. The majority (92%) felt that the level of subspecialty training they received in APP schools did not adequately prepare them with the full confidence to practice in hematology. Forty-four (90%) APPs believed subspecialty training could help them to become more competent providers for patients with hematologic disorders. Forty-seven (96%) APPs agreed that being confident and knowledgeable in their practice positively impacted their job satisfaction, and most APPs (84%) felt structured hematology training would attract them to stay within the specialty. The educational subjects that APPs identified as most important included variety of malignant and benign hematologic disorders as well as hematopathology, bone marrow transplant, palliative care, transfusion medicine, infectious disease and pharmacology related to hematology practice. The top three effective learning strategies reported by the APP respondents were active learning from direct patient care, cased based teaching, and educational experience during hospital rounds. Conclusions and Discussions: This needs-based assessment educational project revealed to us the significant gaps in subspecialty training of APP education in hematology and confirmed the necessity of this fellowship. The findings of the survey helped us to optimize the fellowship curriculum in order to meet the learning needs of future APP trainees. Development of the subspecialty fellowship program is a step forward in the future training of APPs. We believe our fellowship has the potential to serve as the postgraduate training model for other institutions nationwide. Disclosures Lacy: Celgene: Research Funding.
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Jones, Matthew, David Felson, David Center, and Darrell Kotton. "2292." Journal of Clinical and Translational Science 1, S1 (September 2017): 47. http://dx.doi.org/10.1017/cts.2017.170.
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OBJECTIVES/SPECIFIC AIMS: Provide an innovative, integrative, and interdisciplinary training program which will leverage a unique and internationally recognized strength of BU and establish an environment that facilitates translational team science interactions with MD scientists and clinicians, thereby synergistically bridging research strengths with interdisciplinary approaches. METHODS/STUDY POPULATION: This overall mission of the RMTP is pursued through 2 independent aims. Aim 1: Provide an innovative, integrative, and interdisciplinary training program which will leverage a unique and internationally recognized strength of BU. Aim 2: Establish an environment that facilitates translational team science interactions with MD scientists and clinicians, thereby synergistically bridging research strengths with interdisciplinary approaches. To achieve these aims, we have developed a specialized didactic curriculum that is fully integrated in graduate school training and can be shared for the benefit of others outside of the BU community. We are also developing online iPSC practicum workshops for more efficient distribution of didactic content. Interdisciplinary team science approaches to stem cell research related to cures for human diseases are fostered across investigators across diverse hubs at BU, BU Medical Center, the Charles River Campus and the Framingham Heart Study. All methodology, data and materials are provided in a transparent and open-source manner to benefit the greater scientific community and ensure rigorous reproducibility. RESULTS/ANTICIPATED RESULTS: As a nascent TL1 training program, we are just arriving at the end of our second year. At this point, 5 out of a total of 11 appointed trainees have concluded RMTP support, all of whom have transitioned into biomedical science-related pursuits; 2 predoctoral trainees were awarded F31 fellowships, 2 postdoctoral trainees were awarded career transition grants (K99/R00 and LERN fellowship), and 1 postdoctoral trainee became a Senior Scientist at a Biopharmaceutical company. Given the quality of our trainees and their RMTP mentors, we anticipate that close to 100% of those supported by this mechanism will continue their career development in the biomedical sciences. DISCUSSION/SIGNIFICANCE OF IMPACT: Implementation of the RMTP TL1 would not only serve to increase the capacity of trainees within the CReM, but would also extend the scope of regenerative medicine research to other CTSI-participating hubs and more broadly to other scientific disciplines.
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Lee, Ryan P., Raymond Xu, Pooja Dave, Sonia Ajmera, Jock C. Lillard, David Wallace, Austin Broussard, et al. "Taking the next step in publication productivity analysis in pediatric neurosurgery." Journal of Neurosurgery: Pediatrics 21, no. 6 (June 2018): 655–65. http://dx.doi.org/10.3171/2018.1.peds17535.
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OBJECTIVEThere has been an increasing interest in the quantitative analysis of publishing within the field of neurosurgery at the individual, group, and institutional levels. The authors present an updated analysis of accredited pediatric neurosurgery training programs.METHODSAll 28 Accreditation Council for Pediatric Neurosurgery Fellowship programs were contacted for the names of pediatric neurosurgeons who were present each year from 2011 through 2015. Faculty names were queried in Scopus for publications and citations during this time period. The 5-year institutional Hirsch index [ih(5)-index] and revised 5-year institutional h-index [ir(5)-index] were calculated to rank programs. Each publication was reviewed to determine authorship value, tier of research, clinical versus basic science research, subject matter, and whether it was pediatrics-specific. A unique 3-tier article classification system was introduced to stratify clinical articles by quality and complexity, with tier 3 being the lowest tier of publication (e.g., case reports) and tier 1 being the highest (e.g., randomized controlled trials).RESULTSAmong 2060 unique publications, 1378 (67%) were pediatrics-specific. The pediatrics-specific articles had a mean of 15.2 citations per publication (median 6), whereas the non–pediatrics-specific articles had a mean of 23.0 citations per publication (median 8; p < 0.0001). For the 46% of papers that had a pediatric neurosurgeon as first or last author, the mean number of citations per publication was 12.1 (median 5.0) compared with 22.5 (median 8.0) for those in which a pediatric neurosurgeon was a middle author (p < 0.0001). Seventy-nine percent of articles were clinical research and 21% were basic science or translational research; however, basic science and translational articles had a mean of 36.9 citations per publication (median 15) compared with 12.6 for clinical publications (median 5.0; p < 0.0001). Among clinical articles, tier 1 papers had a mean of 15.0 citations per publication (median 8.0), tier 2 papers had a mean of 18.7 (median 8.0), and tier 3 papers had a mean of 7.8 (median 3.0). Neuro-oncology papers received the highest number of citations per publication (mean 25.7). The most common journal was the Journal of Neurosurgery: Pediatrics (20%). MD/PhD faculty members had significantly more citations per publication than MD faculty members (mean 26.7 vs 14.0; p < 0.0001) and also a higher number of publications per author (mean 38.6 vs 20.8). The median ih(5)- and ir(5)-indices per program were 14 (range 5–48) and 10 (range 5.6–37.2), respectively. The mean ir(5)/ih(5)-index ratio was 0.8. The top 5 fellowship programs (in descending order) as ranked by the ih(5)-index corrected for number of faculty members were The Hospital for Sick Children, Toronto; Children’s Hospital of Pittsburgh; University of California, San Francisco Benioff Children’s Hospital; Seattle Children’s Hospital; and St. Louis Children’s Hospital.CONCLUSIONSAbout two-thirds of publications authored by pediatric neurosurgeons are pediatrics-specific, although non–pediatrics-specific articles averaged more citations. Most of the articles authored by pediatric neurosurgeons are clinical, with basic and translational articles averaging more citations. Neurosurgeons with PhD degrees averaged more total publications and more citations per publication. In all, this is the most advanced and informative analysis of publication productivity in pediatric neurosurgery to date.
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Gold, Mark S. "Neurobiology of addiction and recovery: The brain, the drive for the drug, and the 12-step fellowship." Journal of Substance Abuse Treatment 11, no. 2 (March 1994): 93–97. http://dx.doi.org/10.1016/0740-5472(94)90022-1.
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Huppert, Laura A., and Jennifer M. Babik. "Best Practices to Successfully Navigate a Virtual Interview: a Five-Step Guide for Hematology/Oncology Fellowship Applicants." Journal of Cancer Education 35, no. 5 (August 18, 2020): 860–61. http://dx.doi.org/10.1007/s13187-020-01851-w.
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Ferentzy, Peter, Wayne Skinner, and Paul Antze. "Gamblers Anonymous and the 12 Steps: How an informal society has altered a recovery process in accordance with the special needs of problem gamblers." Journal of Gambling Issues, no. 23 (June 1, 2009): 42. http://dx.doi.org/10.4309/jgi.2009.23.3.
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This paper discusses how Gamblers Anonymous (GA) members approach the 12 Steps of recovery, originally advanced by Alcoholics Anonymous (AA) as a spiritual solution to alcoholism. GA's approach finds unique expression in its fourth step, which in AA involves a written "moral inventory." In GA, members are expected to make a financial inventory alongside the moral one. Pecuniary matters are important to gamblers given the debt loads many of them carry. Debt, which is technically a Step 4 and Step 9 (making amends) issue, in practice is typically addressed early in the program, with preceding steps addressed later. The spiritual process central to 12 Step programs will normally not proceed in the expected manner when gamblers are substituted for substance abusers. For one, the process is not as linear for gamblers. GA members often work on the ninth step well before addressing those coming before it. The process assumes a pragmatic, and even haphazard, flavor. GA has altered a time-honored process of recovery - by means of grassroots wisdom and practice - to apply to the realities of problem gambling. While the paper's primary focus is GA's unique approach to the 12 Steps, this is addressed in the context of the changing nature of GA as a whole. Shifting spousal and gender roles along with a greater appreciation of the 12 Steps themselves are all endemic to a GA fellowship that seems to be in transition. While these changes have had some effect, many aspects of GA's approach to the 12 Steps remain intact: the focus on debt entails solutions seemingly unique to the special needs of problem gamblers.
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Leigh, B. R., S. L. Hancock, and S. J. Knox. "The effect of stem cell factor on irradiated human bone marrow (ASTRO research fellowship)." International Journal of Radiation Oncology*Biology*Physics 27 (1993): 183. http://dx.doi.org/10.1016/0360-3016(93)90721-7.
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Bruner, Jason. "Public Confession and the Moral Universe of the East African Revival." Studies in World Christianity 18, no. 3 (December 2012): 254–68. http://dx.doi.org/10.3366/swc.2012.0024.
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When the East African Revival emerged as a distinct movement in Rwanda and Uganda in the early 1930s, one of its most noticeable and controversial characteristics was the prevalence of public confession of personal sin. The revival made public many of these sins that African converts had kept hidden. Many confessed to stealing objects or money from mission stations or other employers, others admitted to sexual indiscretions, others even brought ‘witchcraft’ objects to revival fellowship meetings in order to be burned. Revivalists learned to be morally perspicacious. They sought to locate any hint of sin from their own lives and often took the next step of publicly identifying others' sins. This paper analyses the content of what African revivalists named as ‘sinful’ as it was recorded by European missionaries and bishops, African Balokole and British District Commissioners. It argues that revivalists developed a common moral discourse through their public confessions and testimonies, which in turn formed a common moral imagination across the revival. The broader benefit of tracing the shifts of these definitions is that one can then observe how revivalists interacted with traditional taboos and social mores, as well as changes that stemmed from colonial systems of governance and economics. This paper, therefore, illustrates that the revival was distinctly appealing to people across various colonial and social boundaries because it allowed them to name particular threats to their spiritual and temporal lives while connecting them through a new sense of fellowship.
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Bozeman, William P., Wade R. Gaasch, Robert A. Barish, and Thomas M. Scalea. "Trauma Resuscitation/Critical Care Fellowship for Emergency Physicians: A Necessary Step for the Future of Academic Emergency Medicine." Academic Emergency Medicine 6, no. 4 (April 1999): 331–33. http://dx.doi.org/10.1111/j.1553-2712.1999.tb00397.x.
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Parker, Kimberly A., Lauren Roberson, Bobi Ivanov, Richard Carter, and Natalie Riney. "Participating in 12-Step Programs in Recovery Homes: The Positive Experience of Structure, Fellowship, and Community of Support." International Journal of Interdisciplinary Social and Community Studies 16, no. 1 (2021): 139–47. http://dx.doi.org/10.18848/2324-7576/cgp/v16i01/139-147.
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Knoepfler, Paul S. "Call for fellowship programs in stem cell-based regenerative and cellular medicine: new stem cell training is essential for physicians." Regenerative Medicine 8, no. 2 (March 2013): 223–25. http://dx.doi.org/10.2217/rme.13.1.
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Howell, Alan C., Martha Howell, and Stacy Cooper. "2555. Relationship-Based Communication to Enhance ACGME Infectious Disease Fellowship Competencies." Open Forum Infectious Diseases 6, Supplement_2 (October 2019): S887—S888. http://dx.doi.org/10.1093/ofid/ofz360.2233.
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Abstract Background Relationship Centered Communication (RCC) acknowledges the physician’s expertise as well as the patient’s perspective.1 Clinician empathy also serves to improve patients’ ability to cope with chronic diseases.2 Furthermore, effective communication aids with diagnosis and improves treatment adherence.3 Hence, the need to teach and assess competence in Interpersonal Communication - Communicates effectively with patients, caregivers and interprofessional teams milestones. Created in conjunction with the Academy of Communication in Healthcare, RCC training for faculty is encouraged by our organization. Having attended the inter-professional workshop, ID faculty collaborated with the training program to afford the fellows the same opportunity to learn RCC skills. Methods Faculty have reported limited opportunities to observe/assess their learners. Trainees report infrequent and nonspecific feedback regarding areas for improvement.4 Given these challenges, the ID fellows began a multi-step plan to hone new communication skills after attending the RCC workshop. Activities included both real and simulated encounters as well as didactic presentations. Each scenario built upon the previous one providing continuity of care. Upon completing both outpatient and inpatient encounters, the fellow joined the debriefing team (standardized patient, Program Director and RCC coach) to discuss areas of competence as well as opportunities for improvement. The fellows were also evaluated by faculty in actual patient encounters in addition to choosing a RCC skill to highlight during didactic conference. Results Activities provided fellows RCC teaching opportunities, interaction with a standardized patient and learn how the interaction was perceived from the patient’s perspective. Ability to practice in a safe simulation environment, access to coaching and real-time assessment was reported as valuable for all parties. The RCC training afforded both parties the ability to give and receive specific/objective feedback for a competency usually perceived as subjective. Conclusion Varied activities urged the fellows to establish consistent communications habits. The program generated a framework for sustainability of skills and objective assessment. Disclosures All authors: No reported disclosures.
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Bruthers, C. Brooke, and Marsha Lakes Matyas. "Undergraduates from underrepresented groups gain research skills and career aspirations through summer research fellowship." Advances in Physiology Education 44, no. 4 (December 1, 2020): 525–39. http://dx.doi.org/10.1152/advan.00014.2020.
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Undergraduate research experiences (UREs) have proven to be one of the most valuable approaches to increasing the number of underrepresented students earning degrees in STEM fields. However, there are many questions about how these impacts occur. Improving grades, experiencing laboratory work, and working with research staff are important components, but developing a “science identity” is integral to this process. In this qualitative study, interviews with 25 past summer research fellows who are members of groups underrepresented in STEM (underrepresented minorities, persons with disabilities, first-generation college, and persons with financial or social disadvantages) provide insights into this process. The conversations validate that their summer research experiences helped them attain each of the program objectives, but their experiences differed, in part, based on their prior research experiences. Their narratives emphasized the strong impact that the program had on skills (e.g., research design, data analysis and presentation, time management/organization, writing, speaking, network development, math/statistics), confidence, motivation, and research career aspirations. As fellows learned more about research, they saw its relationship to medicine, and many integrated basic or clinical research into their career plans. Three central themes resulted from the discussions: the need to customize program goals for diverse participants, the pivotal role of the research mentor-student relationship, and the powerful impact of participating in a national scientific meeting. Recommendations for URE programs are proposed.
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Nadarajah, R. N. Sugitha. "Combating cancer one step at a time." Advances in Modern Oncology Research 2, no. 5 (October 29, 2016): 244. http://dx.doi.org/10.18282/amor.v2.i5.179.
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<p>"I graduated from the Faculty of Medicine at Ain Shams University,” says the oncologist, who completed his Bachelor of Medicine and Surgery in 2005 and is now working at the same university as a lecturer in clinical oncology. Ain Shams University, originally known as ‘Ibrahim Pasha’s University’ prides itself in being the third higher education institution to be founded in Egypt. It has produced famous alumni that include current acting Egyptian Prime Minister Sherif Ismail Mohamed and former Egyptian Prime Minister Abd El Aziz Muhammad Hegazi, as well as the noted American modern philosopher Charles Butterworth.</p><p> </p><p>In 2007, Dr. Abdel-Rahman furthered his studies by pursuing a Master’s in Oncology at the same university. “I finished my training as a clinical oncologist in 2010. I was soon appointed as an assistant lecturer, before becoming a full lecturer in clinical oncology at the same institute,” he adds. Upon finishing his early stage training, he went on to pursue his PhD in the same area at his alma mater. While doing his doctorate studies, Dr. Abdel-Rah- man attended and passed the Membership of the Royal College of Physicians UK (MRCPUK) written examination. The diploma is a knowledge-based assessment for core medical training, and a successful completion of the entire three-part examination is a requirement for physicians wishing to undergo training in a medical-related specialty in the UK. Additionally, Dr. Abdel-Rahman also completed a Master’s of Advanced Oncology at Ulm University, Germany.</p><p> </p><p>“My interest and career goals are to improve my knowledge and understanding of clinical and translational cancer research,” says the oncologist. As every physician has his or her own reasons for choosing the field which they specialize in, AMOR’s EIC explains that he chose to hone his skills in oncology owing to the significant impact of the disease upon the general population. “Cancer is a global health problem that has widespread consequences, not only in a medical sense but also socially and economically,” says Dr. Abdel-Rahman. “We need to put in every effort to combat this fatal disease,” he adds.</p><p> </p><p>Tackling the spread of cancer and the increase in the number of cases reported every year is not without its challenges, he asserts. “I see the key challenges as the unequal availability of cancer treatments worldwide, the increasing cost of cancer treatment, and the increased median age of the population in many parts of the world, which carries with it a consequent increase in the risk of certain cancers,” he says. “We need to reassess the current pace and orientation of cancer research because, with time, cancer research is becoming industry-oriented rather than academia-oriented — which, in my view, could be very dangerous to the future of cancer research,” adds Dr. Abdel-Rahman. “Governments need to provide more research funding to improve the outcome of cancer patients,” he explains.</p><p> </p><p>His efforts and hard work have led to him receiving a number of distinguished awards, namely the UICC International Cancer Technology Transfer (ICRETT) fellowship in 2014 at the Investigational New Drugs Unit in the European Institute of Oncology, Milan, Italy; EACR travel fellowship in 2015 at The Christie NHS Foundation Trust, Manchester, UK; and also several travel grants to Ireland, Switzerland, Belgium, Spain, and many other countries where he attended medical conferences. Dr. Abdel-Rahman is currently engaged in a project to establish a clinical/translational cancer research center at his institute, which seeks to incorporate various cancer-related disciplines in order to produce a real bench-to-bedside practice, hoping that it would “change research that may help shape the future of cancer therapy”.</p><p> </p><p>Dr. Abdel-Rahman is also an active founding member of the clinical research unit at his institute and is a representative to the prestigious European Organization for Research and Treatment of Cancer (EORTC), as well as a member of EORTC breast cancer and gastro-intestinal cancer research groups. “I am the director of the largest ever multicenter Egyptian oncology study, officially titled as ESLC-1 study ‘NCT01539018’. Addi-</p><p> </p><p>tionally, I have co-authored more than 30 publications in the last three years in the fields of breast cancer, NSCLC, GI malignancies, as well as hematology,” says the researcher, whose books on issues relevant to oncology include ‘Exploring systemic options for advanced hepatocellular carcinoma’, ‘Clinical oncology tips and tricks’, and ‘Exploring high precision radiotherapy technologies’.</p><p align="left"> </p><p>With regard to the continuous development of AMOR under his leadership, Dr. Abdel-Rahman says, “I am very happy with the progress of AMOR and I hope that it will continue along the same trajectory.” As the Editor-in- Chief of this journal, he has had his share of challenges during the setting up of the journal. “Of course, establishing a new journal is a big challenge, particularly in the context of the plethora of new oncology journals that arise every day,” he says. “Moreover, maintaining a mini- mum acceptable standard of research and publication quality is a difficult endeavor,” adds the oncologist.</p><p> </p><p>“I hope AMOR will continue as an effective platform that features important cancer-related research from all parts of the world, and the journal will continue to support high-quality research activities, particularly those from the underrepresented parts of the world,” concludes Dr. Abdel-Rahman.</p>
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Laudet, Alexandre B., Stephen Magura, Charles M. Cleland, Howard S. Vogel, Edward L. Knight, and Andrew Rosenblum. "The Effect of 12-Step-Based Fellowship Participation on Abstinence Among Dually Diagnosed Persons: A Two-Year Longitudinal Study." Journal of Psychoactive Drugs 36, no. 2 (June 2004): 207–16. http://dx.doi.org/10.1080/02791072.2004.10399731.
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Birney, Lauren B., Joyce Kong, Brian R. Evans, Macey Danker, and Kathleen Grieser. "Microteaching: An Introspective Case Study with Middle School Teachers in New York City Public Schools." Journal of Curriculum and Teaching 6, no. 2 (August 21, 2017): 1. http://dx.doi.org/10.5430/jct.v6n2p1.
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The purpose of this study was to investigate the potential impacts of microteaching on experienced teachersparticipating in the Community Enterprise for Restoration Science (CCERS) Teaching Fellowship at Pace Universityas part of a National Science Foundation-funded research project on the education model known as the Curriculum andCommunity Enterprise for Restoration Science (CCERS). The program builds a learning community of teachers in thefellowship program as they participated in monthly workshops in cohorts and continuously interact with each otherduring the two years of the program. Each teacher in Cohort 1 of the CCERS Fellowship was required to provide a brieflesson that they have used in the classrooms from the CCERS curriculum. Generally, the Teaching Fellows’micro-lessons contained appropriate objectives presented to the class aligned well to the objectives of the CCERSinitiative, which focused on harbor restoration learning within a STEM context. By conducting field studies atrestoration stations that students set up near their schools, students across all schools learned about the biology,chemistry, ecology and history of the Hudson River. In addition to teaching science content, all teachers incorporatedlessons on helping students to develop literacy strategies to build vocabulary. The microteaching modules allowed forteachers to gain insight as to how the curriculum was being implemented into other teachers’ classrooms. It permittedfor teachers’ exposure to the various teaching methods and resources being used to assist underrepresented studentsand students where English is a second language.
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Handuleh, Jibril, Victor Periera-Sanchez, and Daniel Fekadu Wolde-Giorgis. "Innovative psychiatry medical education initiative: empowering and supervising trainees for future teaching in psychiatry training program establishment in Somaliland." BJPsych Open 7, S1 (June 2021): S141. http://dx.doi.org/10.1192/bjo.2021.400.
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AimsSomaliland is a de facto state in the horn of Africa. It unilaterally declared independence from rest of Somalia in 1991. Medical education in Somaliland started in the year 2000.Aim of the study is to explore the feasibility of teaching program for the country by its future potential psychiatry educators. The initiative started in 2019 to seek trainees with interest in academic psychiatry and support them with medical education skills. This is intended to prepare them for leading future teaching roles in both undergraduate and residency/fellowship in psychiatryAmoud University wanted to empower junior doctors at the university to have teaching skills needed to set up residency program. The Somaliland government asked Ethiopian ministry of health to offer psychiatry residency program for general practitioners in Somaliland to have future residency and fellowship in psychiatry. Several psychiatry trainees worked with the visiting professor from the United Kingdom who joined Somaliland medical school as visiting professor in psychiatryMethodThe visiting professor supported the trainee in setting up a psychiatry undergraduate training curriculum in line with Somaliland medical school curriculum. Before the teaching methods were didactic and role play based. The faculty introduced different teaching methods including flipchart, small/large group teaching which was student centered education. Students received a online survey to reflect on psychiatry teaching they received. post course survey was conducted at the end of the teaching to evaluate the teaching initiative.ResultSurvey revealed interesting pattern that students preferred class room based teaching in comparison to online teaching. 90 percent of the attendees showed interest in flipchart teaching compared to didactic model. They expressed increasing understanding of the subject matter when they read and discuss among themselves instead of lectures. 70% of students prefer more clinical teaching compared to online sessions.52% liked the new teaching module compared to the lecturing sytle.ConclusionSupervision of early career psychiatrists to undertake future academic psychiatry roles is an important step in building psychiatry faculty in medical schools. As the case of Somaliland this retains trainees in teaching roles in the future to teach undergraduates mental health courses. The other benefit is empowering them to set up psychiatry training program to close the service delivery gap with skilled psychiatrists in the future. Somaliland plans to set up its psychiatry residency/fellowship programs soon after this initiative.