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Díaz, Onésimo. "José Luis González Gullón, DYA: La Academia y Residencia en la historia del Opus Dei (1933-1939), Rialp, Madrid 2016, 559 pp." Anuario de Historia de la Iglesia 25 (30.05.2016): 595. http://dx.doi.org/10.15581/007.25.5577.
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St. Louis, Joshua, Emma Worringer i Wendy B. Barr. "Residency Setting Association With Resident Substance Use Disorder Training: A CERA Secondary Data Analysis". Family Medicine 52, nr 3 (6.03.2020): 198–201. http://dx.doi.org/10.22454/fammed.2020.373152.
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Background and Objectives: As the opioid crisis worsens across the United States, the factors that impact physician training in management of substance use disorders become more relevant. A thorough understanding of these factors is necessary for family medicine residency programs to inform their own residency curricula. The objective of our study was to identify factors that correlate with increased residency training in addiction medicine across a broad sample of family medicine residencies. Methods: We performed secondary analysis of a national family medicine residency program director survey conducted in 2015-2016 (CERA Survey PD-8). We obtained data from the Council of Academic Family Medicine Educational Research Alliance (CERA) Data Clearinghouse. We analyzed residency clinic site designation as a patient-centered medical home (PCMH), federally-qualified health center (FQHC), or both, for their correlation with faculty member possession of DEA-X buprenorphine waiver license, as well as required residency curriculum in addiction medicine. Results: Residency programs situated in an FQHC were more likely to have faculty members who possessed DEA-X buprenorphine waiver licenses (P=.025). Residency clinics that were both a PCMH as well as an FQHC also correlated strongly (P=.001). Furthermore, residencies with faculty who possessed a DEA-X license were significantly more likely to have a required curriculum in addiction medicine (P=.002). Conclusions: Our quantitative secondary analysis of CERA survey data of family medicine residency program directors revealed that resident training in addiction medicine is strongly correlated with both residency clinic setting (FQHC or FQHC/PCMH) as well as residency faculty possession of DEA-X licenses.
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Harrison, T. G., S. J. Croker i D. E. Shallcross. "Residential chemistry camps for school students: Why bother?" New Directions in the Teaching of Physical Sciences, nr 10 (1.06.2014): 44–49. http://dx.doi.org/10.29311/ndtps.v0i10.516.
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Bristol ChemLabS has been providing several residential school experiences per year for the past eight years. The Chemistry Camps are two days of intensive activity and, wherever possible, involve a stay in a hall of residence. The majority of the time is spent in undergraduate teaching laboratories learning new skills on the first day, which are then used again on the second. The other academic sessions include spectroscopy tours, short lectures from postgraduate students on their research areas, a discussion of university application procedures in general by admissions officers and a lecture demonstration. The non-academic side is also addressed via a stay in a hall of residence and a course dinner. The purpose of this paper is to discuss the organisation and running of such camps and to explore the benefits for both the students and the School of Chemistry.
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Chalk, Colin. "The Academic Half-Day in Canadian Neurology Residency Programs". Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 31, nr 4 (listopad 2004): 511–13. http://dx.doi.org/10.1017/s0317167100003735.
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Background:The academic half-day (AHD) appears to have become widespread in Canadian neurology residency programs, but there is little published information about the structure, content, or impact of the AHD.Methods:A written questionnaire was sent to the directors of all active Canadian adult and child neurology residency programs.Results:All 21 program directors responded. An AHD was operating in 15/15 adult and 5/6 child neurology programs. The AHD typically lasts three hours, and occurs weekly, 10 months per year. Most of the weekly sessions are lectures or seminars, usually led by clinicians, with about 90% resident attendance. Course-like features (required textbook, examinations) are present in many AHDs. There is a wide range of topics, from disease pathophysiology to practice management, with considerable variation between programs.Conclusion:Almost all Canadian neurology programs now have an AHD. Academic half-days are broadly similar in content and format across the country, and residents now spend a substantial portion of their training attending the AHD. The impact of the AHD on how residency programs are organized, and on the learning, clinical work, and professional development of residents merits further study.
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-Rehman, Khalil-Ur, Rizwan Faisal, Rizwan Qaisar i Mian Mujahid Shah. "Residential status of medical students as a factor affecting formative and summative academic performance in Forensic Medicine at Rehman Medical College, Peshawar, Pakistan". Journal of Rehman Medical Institute 6, nr 1 (5.03.2020): 07–10. http://dx.doi.org/10.52442/jrmi.v6i1.198.
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Introduction: A rigorous characterization of the impact of residential status of medical students (hostelites vs. day scholars) on the particulars of their academic performance has been lacking in Pakistan.
Objective: To determine the relation of residential status of third year MBBS students to their academic performance in Forensic Medicine based on comparison of their pre-professional and professional examinations results during 2019.
Materials & Methods: A comparative study was conducted from August to October 2019 on the examination performance of third year MBBS students of Rehman Medical College, Peshawar in the subject of Forensic Medicine. The results of theory and viva pre-professional and professional examinations were compared and categorized by residential status of students (Hostelites or Day Scholars). Students were categorized into groups according to their academic performance. Descriptive and Comparative data analysis was performed by SPSS 22.0, keeping p≤0.05 as significant.
Results: No significant difference was found in the mean marks of hostelites and day scholars in pre-professional and professional examinations. The trend of significant improvement from pre-professional to professional examinations was similar in both groups, and it applied to both the theory and viva examinations. A significant correlation existed between the performance in two examinations among all students with no difference between the hostelites and day scholars.
Conclusion: Residential status of MBBS students had no effect on their academic performance in the subject of Forensic Medicine.
Keywords: Academic performance, Forensic Medicine, hostelites, day scholars
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Jacobs, Christine, Jay A. Brieler, Joanne Salas, Renée M. Betancourt i Peter F. Cronholm. "Integrated Behavioral Health Care in Family Medicine Residencies". Family Medicine 50, nr 5 (2.05.2018): 380–84. http://dx.doi.org/10.22454/fammed.2018.639260.
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Background and Objectives: Behavioral health integration (BHI) in primary care settings is critical to mental health care in the United States. Family medicine resident experience in BHI in family medicine residency (FMR) continuity clinics is essential preparation for practice. We surveyed FMR program directors to characterize the status of BHI in FMR training. Methods: Using the Council of Academic Family Medicine Educational Research Alliance (CERA) 2017 survey, FMR program directors (n=478, 261 respondents, 54.6% response rate) were queried regarding the stage of BHI within the residency family medicine center (FMC), integration activities at the FMC, and the professions of the BH faculty. BHI was characterized by Substance Abuse and Mental Health Services Agency (SAMHSA) designations within FMRs, and chi-square or ANOVA with Tukey honest significant difference (HSD) post hoc testing was used to assess differences in reported BHI attributes. Results: Program directors reported a high level of BHI in their FMCs (44.1% full integration, 33.7% colocated). Higher levels of BHI were associated with increased use of warm handoffs, same day consultation, shared health records, and the use of behavioral health (BH) professionals for both mental health and medical issues. Family physicians, psychiatrists, and psychologists were most likely to be training residents in BHI. Conclusions: Almost half of FMR programs have colocated BH care or fully integrated BH as defined by SAMHSA. Highly integrated FMRs use a diversity of behavioral professionals and activities. Residencies currently at the collaboration stage could increase BH provider types and BHI practices to better prepare residents for practice. Residencies with full BHI may consider focusing on supporting BHI-trained residents transitioning into practice, or disseminating the model in the general primary care community.
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Butler, Adam B., Desiree Spencer i Kama Dodge. "Academic Demands are Associated with Reduced Alcohol Consumption by College Students: Evidence from a Daily Analysis". Journal of Drug Education 41, nr 4 (grudzień 2011): 359–67. http://dx.doi.org/10.2190/de.41.4.b.
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There is little empirical evidence linking academic demands or rigor to alcohol consumption by college students. In a 3-week daily study of fulltime college students at a public, residential campus in the United States, both current day and next day's academic demands were negatively related to alcohol consumption, and these relationships were mediated by daily academic effort. Academic demands on the previous day were not related to alcohol consumption, indicating that students do not engage in compensatory or celebratory drinking when demands end. The results suggest that enhancing academic expectations and rigor may be an appropriate intervention target to reduce student drinking.
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Leone, Peter, Ronald Fitzmartin, Frank Stetson i Jennifer Foster. "A Retrospective Follow-up of Behaviorally Disordered Adolescents: Identifying Predictors of Treatment Outcome". Behavioral Disorders 11, nr 2 (luty 1986): 87–97. http://dx.doi.org/10.1177/019874298601100203.
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Behaviorally disordered adolescents are a heterogeneous group. Determining which students enrolled in particular treatment programs are likely to be successful is a difficult task. This retrospective follow-up systematically investigated behaviorally disordered youth and identified factors associated with successful completion of a comprehensive residential and day treatment program. Results suggest that, for the 70 subjects studied, attendance, day or residential status, and prior adjudication were related to treatment outcomes. A dditionally, for a subset of 34 subjects directly interviewed and assessed at follow-up, measures of academic achievement were unrelated to outcomes.
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Rajani, H. R., i C. Good. "66. Innovation in the academic half-day CanMEDS medical expert competency for residency educations". Clinical & Investigative Medicine 30, nr 4 (1.08.2007): 65. http://dx.doi.org/10.25011/cim.v30i4.2827.
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Over the past decade we have attempted various iterations of the academic half-day, but recurring trainee complaints of only didactic sessions, a parallel resident-directed “Nelsons” rounds, and low attendance necessitated a reconsideration of the approach.
After discussion with the postgraduate trainees we divided the academic year into two blocks. An initial 8 week “summer program” with 24 student contact hours, focuses on the introduction to and review of common, critical care and emergency pediatric issues. The following 40 weeks has 120 student contact hours. Two thirds of the time is directed at the CanMEDS Medical Expert Core Competency. The postgraduate trainees have developed a three year core knowledge curriculum. The 200 “core” topics are mapped onto four international curricula; the RCPSC’s Objectives of Training and Specialty Training Requirements in Pediatrics using the Systems-Based Educational Objectives in the Core Program in Pediatrics, the American Board of Pediatrics – General Pediatrics Outline, and the Royal College of Pediatrics & Child Health (RCPCH) Framework of Competencies for Basic Specialist Training, and Core Higher Specialist Training in Paediatrics.
The two hour Medical Expert session is divided equally into a postgraduate trainee didactic presentation, and a collaborator case-based learning session. Six weeks prior to the scheduled session the trainee and the assigned faculty collaborator receive the core Medical Expert topic mapped to the four international curricula. The pediatric trainee develops a didactic presentation along with a two page summary. The collaborator, a resource for the trainee’s didactic presentation, develops three clinical cases that emphasize core knowledge, and attends as a Medical Expert resource person.
We are currently surveying the postgraduate trainees and faculty about this international-based core medical expert program of study.
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Nessa, Karimun, Shahinur Akter, Md Golam Faruk i Md Firoz Raihan. "Teaching Competence and Academic Achievement on Higher Secondary Students in Satkhira District". International Journal of Research and Innovation in Social Science VIII, IIIS (2024): 446–56. http://dx.doi.org/10.47772/ijriss.2024.803030s.
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Teaching competence is the primary indicator for better academic achievement. Without providing quality education, a nation can’t be developed with knowledge. This research tried to assess the effect of teaching competence on academic achievements of higher secondary level students in Satkhira District of Bangladesh. The study was in explanatory in nature in which survey method was followed to collect data. A sample of 246 students of class twelve were randomly selected from four renowned colleges under Satkhira District. Data were collected through a structured interview schedule. The study revealed that the mean Grade Point Average (GPA) of the student was 3.69 in English and they studied 5.78 hours on an average in a day. An index was developed to measure students’ perception with 7 indices (subject knowledge, cooperative teaching method, classroom management, punctuality, students’ evaluation, motivation of the students and teacher-student relationship) and the mean value of all the components were around 4 which indicates students agreed about effective teaching competence of their teacher. Furthermore, the results of ANOVA and Independent Sample t-test depicted that variations in students’ perception about teaching competence were significant with reference to age, religion, place of residence and study time. Moreover, the result of regression analysis revealed that overall teaching competence was not significantly associated with students’ academic achievement. On the contrary, sex, place of residence, area of study and study time per day were significantly related with students’ academic achievement. Teachers should concentrate on enhancing their competence so that the students can achieve a better academic performance respectively.
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Frey, Shandra Nicole, i Vernon Parent. "A Residential Camp’s Impact on Youths’ Leadership Skills and Natural Resource Knowledge". Journal of Youth Development 14, nr 4 (16.12.2019): 101–21. http://dx.doi.org/10.5195/jyd.2019.792.
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Learning transcends the classroom. To better understand the natural world around them, it is critical that youth have opportunities to make connections and apply their learning in real-world settings. Improving youths’ perceived skills and knowledge contributes to increased academic motivation and continued leadership development. Multi-day residential natural resource camps have shown the ability to teach ecological concepts and develop land management skills, critical thinking skills, and decision-making skills. We tested the ability of a remotely located residential camp to improve leadership skills and natural resource knowledge, using a pre- and post-camp self-assessment, combined with a pre- and post-camp knowledge test. The teaching strategies of the camp—independent investigations, discussion groups, interactions with field scientists, recreational activities, and group problem solving—resulted in participants feeling they had increased their leadership skills and knowledge of natural resource topics. The campers’ perceived increase in knowledge was supported by an increase in score on a knowledge-based test. A residential natural resource camp is an effective activity to engage youth to develop leadership skills and academic motivation, while connecting them to their natural environment.
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Chang, Chih-Chiun J., Omar Moussa, Royce W. S. Chen, Lora R. Dagi Glass, George A. Cioffi, Jeffrey M. Liebmann i Bryan J. Winn. "Exploring Potential Schedule-Related and Gender Biases in Ophthalmology Residency Interview Scores". Journal of Academic Ophthalmology 14, nr 02 (lipiec 2022): e153-e165. http://dx.doi.org/10.1055/s-0042-1744272.
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Abstract Purpose Prior studies have revealed grading discrepancies in evaluation of personal statements and letters of recommendation based on candidate's race and gender. Fatigue and the end-of-day phenomenon can negatively impact task performance but have not been studied in the residency selection process. Our primary objective is to determine whether factors related to interview time and day as well as candidate's and interviewer's gender have a significant effect on residency interview scores. Methods Seven years of ophthalmology residency candidate evaluation scores from 2013 to 2019 were collected at a single academic institution, standardized by interviewer into relative percentiles (0–100 point grading scale), and grouped into the following categories for comparisons: different interview days (Day 1 vs. Day 2), morning versus afternoon (AM vs. PM), interview session (Day 1 AM/PM vs. Day 2 AM/PM), before and after breaks (morning break, lunch break, and afternoon break), residency candidate's gender, and interviewer's gender. Results Candidates in the morning sessions were found to have higher scores than afternoon sessions (52.75 vs. 49.28, p < 0.001). Interview scores in the early morning, late morning, and early afternoon were higher than late afternoon scores (54.47, 53.01, 52.15 vs. 46.74, p < 0.001). Across all interview years, there were no differences in scores received before and after morning breaks (51.71 vs. 52.83, p = 0.49), lunch breaks (53.01 vs. 52.15, p = 0.58), and afternoon breaks (50.35 vs. 48.30, p = 0.21). No differences were found in scores received by female versus male candidates (51.55 vs. 50.49, p = 0.21) or scores given by female versus male interviewers (51.31 vs. 50.84, p = 0.58). Conclusion Afternoon residency candidate interview scores, especially late afternoon, were significantly lower than morning scores, suggesting the need to further study the effects of interviewer's fatigue in the residency interview process. The interview day, presence of break times, candidate's gender, and interviewer's gender had no significant effects on interview score.
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Childs, Sarah, i Chloe Challender. "Re-gendering the UK House of Commons: The Academic Critical Actor and Her ‘Feminist in Residence’". Political Studies Review 17, nr 4 (1.08.2019): 428–35. http://dx.doi.org/10.1177/1478929919866388.
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Parliaments are everywhere highly masculinized institutions, created by and for men. Yet they are not unchanging institutions. The UK has just undergone an Inter-Parliamentary Union’s Gender Sensitive Parliament’s audit. This was one of the recommendations of the 2016 The Good Parliament Report. With its 43 recommendations, The Good Parliament Report was a blueprint for a diversity sensitive House of Commons. Since then, and through the newly established Commons Reference Group on Representation and Inclusion, Westminster has addressed some of its diversity insensitivities. This article reflects back on the author’s secondment to Parliament and how her relationship with a feminist official was critical to the success of Report and indeed the day-to-day practice of seeking to be an impactful academic change actor.
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Zastoupil, Laura, Amanda McIntosh, Jenna Sopfe, Jason Burrows, Jessica Kraynik, Lindsey Lane, Janice Hanson i L. Barry Seltz. "Positive Impact of Transition From Noon Conference to Academic Half Day in a Pediatric Residency Program". Academic Pediatrics 17, nr 4 (maj 2017): 436–42. http://dx.doi.org/10.1016/j.acap.2017.01.009.
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Yang, Jingkun, Surbhi Singhal, Yingjie Weng, Jason P. Bentley, Neel Chari, Teresa Liu, Karina Delgado-Carrasco, Neera Ahuja, Ronald Witteles i Andre Kumar. "Timing and Predictors of Subspecialty Career Choice Among Internal Medicine Residents: A Retrospective Cohort Study". Journal of Graduate Medical Education 12, nr 2 (1.04.2020): 212–16. http://dx.doi.org/10.4300/jgme-d-19-00556.1.
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ABSTRACT Background Internal medicine residents face numerous career options after residency training. Little is known about when residents make their final career choice. Objective We assessed the timing and predictive factors of final career choices among internal medicine residents at graduation, including demographics, pre-residency career preferences, and rotation scheduling. Methods We conducted a retrospective study of graduates of an academic internal medicine residency program from 2014 to 2017. Main measures included demographics, rotation schedules, and self-reported career choices for residents at 5 time points: recruitment day, immediately after Match Day, end of postgraduate year 1 (PGY-1), end of PGY-2, and at graduation. Results Of the 138 residents eligible for the study, 5 were excluded based on participation in a fast-track program for an Accreditation Council for Graduate Medical Education subspecialty fellowship. Among the remaining 133 residents, 48 (36%) pursued general internal medicine fields and 78 (59%) pursued fellowship training. Career choices from recruitment day, Match Day, and PGY-1 were only weakly predictive of the career choice. Many choices demonstrated low concordance throughout training, and general medicine fields (primary care, hospital medicine) were frequently not decided until after PGY-2. Early clinical exposure to subspecialty rotations did not predict final career choice. Conclusions Early career choices before and during residency training may have low predictability toward final career choices upon graduation in internal medicine. These choices may continue to have low predictability beyond PGY-2 for many specialties. Early clinical exposure may not predict final career choice for subspecialties.
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Bell, Spencer H., Clara Sun, Emma Helstrom, Justin M. Dubin, Ilaha Isali, Kirtishri Mishra, Andrew Gianakopoulos i in. "Social Media Network Analysis of Academic Urologists’ Interaction Within Twitter Microblogging Environment". Société Internationale d’Urologie Journal 4, nr 2 (15.03.2023): 96–104. http://dx.doi.org/10.48083/tkek6928.
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ObjectiveTo characterize academic urology Twitter presence and interaction by subspecialty designation.MethodsUsing Twitter application programming interface of available data, 94000 specific tweets were extracted for the analysis through the Twitter Developer Program. Academic urologists were defined based on American Urological Association (AUA) residency program registration of 143 residency programs, with a total of 2377 faculty. Two of 3-factor verification (name, location, specialty) of faculty Twitter account was used. Additional faculty information including sex, program location, and subspecialty were manually recorded. All elements of microblogging were captured through Anaconda Navigator. Analyzed tweets were further evaluated using natural language processing for sentiment association, mentions, and quote tweeted and retweeted. Network analysis based on interactions of academic urologist within specialty for given topic were analyzed using D3 in JavaScript. Analysis was performed in Python and R.ResultsWe identified 143 residency programs with a total of 2377 faculty (1975 men and 402 women). Among all faculty, 945 (39.7%) had registered Twitter accounts, with the majority being men (759 [80.40%] versus 185 [19.60%]). Although there were more male academic urologists across programs, women within academic urology were more likely to have a registered Twitter account overall (46% versus 38.5%) compared with men. When assessing registered accounts by sex, there was a peak for male faculty in 2014 (10.05% of all accounts registered) and peak for female faculty in 2015 (2.65%). There was no notable change in faculty account registration during COVID-19 (2019–2020). In 2022, oncology represented the highest total number of registered Twitter users (225), with the highest number of total tweets (24622), followers (138541), and tweets per user per day (0.32). However, andrology (50%) and reconstruction (51.3%) were 2 of the highest proportionally represented subspecialties within academic urology. Within the context of conversation surrounding a specified topic (#aua21), female pelvic medicine and reconstructive surgery (FPMRS) and endourology demonstrated the total highest number of intersubspecialty conversations.ConclusionsThere is a steady increase in Twitter representation among academic urologists, largely unaffected by COVID-19. While urologic oncology represents the largest group, andrology and reconstructive urology represent the highest proportion of their respective subspecialties. Interaction analysis highlights the variant interaction among subspecialties based on topic, with strong direct ties between endourology, FPMRS, and oncology.
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Mallika, M. C. Vasantha, i Ajay Jayakumar Nair. "Effect of Sleep-Wake Cycles on Academic Performances and Behavioural Changes among Undergraduate Medical Students". Healthline 15, nr 1 (31.03.2024): 86–90. http://dx.doi.org/10.51957/healthline5772023.
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Introduction: Sleep wake cycles form major part in the life of every student, starting from the school ages itself. This cycle has a major relationship in ensuring the proper functioning and day to day activities of the individual in all walks of life. Objectives: To assess the quality of sleep wake cycle among undergraduate medical students and to find out the association of sleep wake cycle with academic performances and behavioural changes among undergraduate medical students Results: In a cross sectional study among 300 participants, 35.3 % of the participants had good sleep-wake cycle. There was a positive association between sleep-wake cycles and academic performances. (χ2 value 5.24 with p value <0.05). Age, gender, residence, socioeconomic status and year of study showed statistically significant association with behavioural patterns (p value <0.05) Conclusion: Good quality of sleep wake cycle was present among one third of participants. There was a positive association between sleep-wake cycles and academic performance, but no significant association between behavioral patterns and sleep-wake cycles.
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Randall, Morgan H., Andrew D. Schreiner, E. Benjamin Clyburn, Don C. Rockey i Ashley Duckett. "Effects of an Academic Half Day in a Residency Program on Perceived Educational Value, Resident Satisfaction and Wellness". American Journal of the Medical Sciences 360, nr 4 (październik 2020): 342–47. http://dx.doi.org/10.1016/j.amjms.2020.05.013.
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Patel, Jasmine, Brian T. Nguyen, Grace Shih, Maya Or i Diane M. Harper. "Vasectomy Training in Family Medicine Residency Programs: A National Survey of Residency Program Directors". Family Medicine 54, nr 6 (1.06.2022): 438–43. http://dx.doi.org/10.22454/fammed.2022.649054.
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Background and Objectives: Vasectomy is considered a permanent contraceptive method with fewer associated harms than bilateral tubal ligation. However, the number of vasectomy-trained providers may not be meeting the demand for vasectomy in the United States. We describe the vasectomy training landscape in family medicine residencies and factors related to increased procedural training. Methods: Program-specific data were collected from the Council of Academic Family Medicine Educational Research Alliance (CERA) national survey of family medicine program directors in 2019. Program characteristics, vasectomy training (eg, time spent, procedural numbers), as well as direct and specific faculty support are described, with bivariate analyses for factors related to procedural competency, defined as more than five vasectomy procedures per resident. Results: We received responses from 250 program directors (response rate=39.8%), with representation across all US regions, and program types. Nearly half (47.5%) offered less than 1 day of vasectomy didactics and/or procedural training; 38.9% of programs reported having a family medicine faculty champion for vasectomy. Only 16 programs (6.8%) reported that their average graduating residents performed more than five vasectomies. Programs with a faculty champion (OR 28.1, CI 3.6-216.4) or family medicine faculty as primary trainer (OR 17.6, CI 2.2-138.2) were more likely to graduate residents who had performed more than five vasectomies. Conclusions: Fewer than 10% of surveyed family medicine residency programs offer adequate vasectomy procedural training. Family medicine faculty who serve as primary trainers and act as faculty champions can increase vasectomy training opportunities for residents, and thereby increase the supply of vasectomy providers in the United States.
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Lindsay-Herrera, Flora. "One City for All? The Characteristics of Residential Displacement in Southwest Washington, DC". Land 8, nr 2 (14.02.2019): 34. http://dx.doi.org/10.3390/land8020034.
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This paper examines two periods of renewal in Washington, DC, USA’s southwest quadrant and their relationship with displacement. The paper situates this discussion within both the local historical continuum and globally-recognized paradigms, such as “the right to the city”. This article primarily serves as an overview of urban planning consequences in Southwest Washington DC based on extant academic literature and policy briefs. Compared with the abrupt physical displacement in the 1950s and 1960s precipitated by a large-scale federally funded urban raze and rebuild project, urban planning in present-day DC includes mechanisms for public engagement and provisions for housing security. However, countervailing economic incentives and rapid demographic changes have introduced anxieties about involuntary mobility that the literature suggests may be born out of forced or responsive displacement. Two potential case studies in the area warrant future study to understand present-day mobilities in the context of the economic and socio-cultural factors shaping the actions of present and prospective residents and decision-makers.
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Talwalkar, Jaideep S., i Ada M. Fenick. "Evaluation of a Case-Based Primary Care Pediatric Conference Curriculum". Journal of Graduate Medical Education 3, nr 2 (1.06.2011): 224–31. http://dx.doi.org/10.4300/jgme-d-10-00118.1.
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Abstract Background Our goal was to assess the impact of a standardized residency curriculum in ambulatory pediatrics on residents' participation, satisfaction, and confidence. Methods A case-based curriculum for weekly primary care conference was developed to replace the existing free-form review of topics at the Yale Pediatrics Residency Program. Before the curricular switch, faculty preceptors and members of the academic year 2005–2006 intern class completed surveys designed to measure conference occurrence and resident attendance, participation, satisfaction, and confidence in clinical skills. One year after the curricular switch, identical surveys were completed by faculty preceptors and members of the academic year 2006–2007 intern class. Results Faculty surveys indicated that conferences took place significantly more often after the curricular switch. The number of residents at conference each day (3.18 vs 4.50; P < .01) and the percentage who actually spoke during conference (45% vs 82%, P < .01) significantly increased. There were 18 demographically similar interns in each of the 2 classes. Members of the academic year 2006–2007 intern class, having trained exclusively with the standardized curriculum, were significantly more likely to respond favorably to survey items about participation, satisfaction, and confidence. In addition, they were more likely to endorse survey items that reflected explicit goals of the standardized curriculum and the Accreditation Council for Graduate Medical Education core competencies. Conclusion Implementation of a structured curriculum for ambulatory care improved interns' self-reported participation, satisfaction, and confidence. The primary care conference occurred more dependably after the curricular change, and improvements in attendance and participation were documented. Pediatric residency programs may make better use of conference time in the ambulatory setting through the use of structured, case-based educational material.
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Filippou, Kalypso, i Raakel Plamper. "Conditions for a meaningful writing retreat: Time, space, community and transition". Journal of Praxis in Higher Education 4, nr 1 (7.02.2022): 56–78. http://dx.doi.org/10.47989/kpdc125.
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This article investigates a five-day residential retreat for seven women from one academic institution and examines writing retreats through the analysis of texts written by the participants. The aims of this paper are 1) to develop more knowledge about the experiences of what constitutes good conditions for writing in a writing retreat context, and 2) to identify elements of a meaningful writing retreat. The experiences and reflections of the participants are examined and concludes to four conditions that shaped the meaningfulness of the retreat: transition, space, time, and community.
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Shawanda, Gordon, i Cynthia Wesley-Esquimaux. "Voice of an Elder: Zhaawonde - Dawn of a New Day". First Peoples Child & Family Review 5, nr 1 (7.05.2020): 22–39. http://dx.doi.org/10.7202/1069059ar.
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This paper evolved, maybe ‘was birthed’ is an even better term given the circumstances, out of an engagement process that brought Gordon Shawanda and several university students together over an academic year. Gordon was invited to attend my Aboriginal Spirituality class at the University of Toronto in September 2009. He liked being there so much that he came each week, sitting through lectures, reading the materials, and participating with unerring grace in the many discussions over the entire year. We were all touched by his presence, his quiet dignity, and his deep interest in our academic learning and sharing experience. Gordon embodies what modern education is trying to get right, the bringing together of theory and practice, and the unveiling of the kind of humanity that can bring Indigenous Knowledge alive for all young people everywhere. Gordon was inspired by their enthusiastic receiving of his words to write down his story. This paper is his first real attempt to express the pain and healing he has experienced over his adulthood. I am honoured and humbled to (gently) edit this work for publication. This is a story that comes directly from the heart and soul of one man, but is the lived experience of many of our people who attended Indian Residential Schools in Canada. It is organized into four parts.
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Alkhaifi, Muna, Emily Peircell, Stephanie Mooney, Adam Clayton i Jory Simpson. "Introduction of a Patient as Teacher Program into family medicine residency: an exploratory pilot study". University of Toronto Medical Journal 100, nr 2 (31.07.2023): 44–47. http://dx.doi.org/10.33137/utmj.v100i2.40384.
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Background: Family medicine residents should be prepared to address the psychosocial issues that breast cancer survivors may experience.
Objectives: Our study aimed to implement a patient-centred approach model into the family medicine residency program and evaluate the impact of such a program on residents.
Methods: An interactive virtual session (75 minutes), was integrated into the academic half-day of the family medicine residency program at St. Michael’s Hospital. The session was led by a cancer survivor and her partner. They discussed how illness has impacted their lives and reflect on their experiences with the health care system. The session was facilitated by a trained facilitator in health care. A qualitative approach was used to evaluate the impact of this program. Two focus groups for residents was conducted to evaluate the delivery mode, recommendations and impact of the proposed program. The focus group discussions were recorded, transcribed and thematically analyzed.
Results: This program has had positive influences on residents by improving therapeutic relationships and enhancing the residents' understanding of the experience of illness. This program allowed residents to appreciate the importance of understating patients’ perspectives and values. Additionally, adding the partner perspective to the program was appreciated and valued by residents.
Conclusions: Based on the school’s specific curriculum, this program can be integrated into the residents’ academic activities. This can improve important competencies for family medicine residents including confidence in communication and increased empathy. Family medicine residency programs wishing to enhance such humanism skills by family physicians might consider this model.
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Harsh, Jennifer S., Tyler J. Lawrence, Jessica B. Koran-Scholl i Rachel Bonnema. "A New Perspective on Burnout: Snapshots of the Medical Resident Experience". Clinical Medicine Insights: Psychiatry 10 (styczeń 2019): 117955731985899. http://dx.doi.org/10.1177/1179557319858991.
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Background: Burnout is harmful and frequently experienced by medical residents. Causes of burnout are numerous. To date, there have been no qualitative studies incorporating semistructured interviews and resident-taken photographs on their perspectives of burnout. This method is advantageous for its ability to explore the lived experience of burnout, in depth. Objective: The purpose of this study is to discover, through photographs and semistructured interviews, medical residents’ perspectives on what burnout means in their lives and how they manage burnout experiences. Methods: In 2017, 8 residents from Internal Medicine and Family Medicine Residency Programs at a large, Midwestern academic medical center participated in this study. The Transcendental Phenomenological Method was used to analyze the data collected through semistructured interviews, which used resident photographs as a guide. Results: Residency training was often described as a challenging experience, particularly because it took away residents’ ability to focus on their personal lives due to long work hours. This often resulted in exhaustion, self-doubt, and damaged or neglected relationships. Despite this, residents took active steps to mitigate burnout through a variety of coping strategies. In addition, residents found camaraderie, joy, and personal growth during their residency experience. Conclusion: Burnout continues to be an important topic in medical education and specifically for medical residents. Learning more about how burnout is perceived and the effects of burnout on residents day-to-day lives can guide the future development of strategies to promote wellness and minimize the impact of burnout.
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Hands, Africa. "Book Review: Choosing to Lead: The Motivational Factors of Underrepresented Minority Librarians in Higher Education". Reference & User Services Quarterly 57, nr 1 (9.10.2017): 62. http://dx.doi.org/10.5860/rusq.57.1.6445.
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Leadership is a topic regularly discussed in library circles. Day-long preconference sessions are dedicated to the subject. Library associations offer webinars and host institutes on leadership development and best practices. Also of continued interest is diversity in the workplace, particularly with regard to recruitment, retention, and promotion of libraries from underrepresented groups, as evidenced by the burgeoning number of residency programs at academic libraries. Yet despite all the institutes and initiatives, minority librarians express frustration in securing leadership roles. Choosing to Lead addresses the intersection of diversity and leadership through essays by minority librarians who actively sought leadership opportunities within and outside their libraries.
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Robbins, Riann, Sarah Sullivan i Brigitte Smith. "Implementation of an academic half day in a vascular surgery residency program improves trainee and faculty satisfaction with surgical indications conference". Surgery 163, nr 6 (czerwiec 2018): 1197–200. http://dx.doi.org/10.1016/j.surg.2017.12.028.
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Acquaviva, Kimberly D. "Establishing and Facilitating Large-Scale Manuscript Collaborations via Social Media: Novel Method and Tools for Replication". Journal of Medical Internet Research 23, nr 5 (17.05.2021): e25077. http://dx.doi.org/10.2196/25077.
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Background Authorship teams in the health professions are typically composed of scholars who are acquainted with one another before a manuscript is written. Even if a scholar has identified a diverse group of collaborators outside their usual network, writing an article with a large number of co-authors poses significant logistical challenges. Objective This paper describes a novel method for establishing and facilitating large-scale manuscript collaborations via social media. Methods On September 11, 2020, I used the social media platform Twitter to invite people to collaborate on an article I had drafted. Anyone who wanted to collaborate was welcome, regardless of discipline, specialty, title, country of residence, or degree completion. During the 25 days that followed, I used Google Docs, Google Sheets, and Google Forms to manage all aspects of the collaboration. Results The collaboration resulted in the completion of 2 manuscripts in a 25-day period. The International Council of Medical Journal Editors authorship criteria were met by 40 collaborators for the first article (“Documenting Social Media Engagement as Scholarship: A New Model for Assessing Academic Accomplishment for the Health Professions”) and 35 collaborators for the second article (“The Benefits of Using Social Media as a Health Professional in Academia”). The authorship teams for both articles were notably diverse, with 17%-18% (7/40 and 6/35, respectively) of authors identifying as a person of color and/or underrepresented minority, 37%-38% (15/40 and 13/35, respectively) identifying as LGBTQ+ (lesbian, gay, bisexual, transgender, gender non-conforming, queer and/or questioning), 73%-74% (29/40 and 26/35, respectively) using she/her pronouns, and 20%-23% (9/40 and 7/35, respectively) identifying as a person with a disability. Conclusions Scholars in the health professions can use this paper in conjunction with the tools provided to replicate this process in carrying out their own large-scale manuscript collaborations.
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Ali, N., U. Daraz, Ibrahim, M. Hussain, Y. Khan i S. Ali. "Neighbourhood safety and academic performance: the role of student gender and family socioeconomic status". Education and science journal 26, nr 5 (30.04.2024): 182–97. http://dx.doi.org/10.17853/1994-5639-2024-5-182-197.
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Introduction. Neighbourhood safety is directly linked to the level of disadvantage in the area of residence. Aim. The present research aimed to examine the impact of neighbourhood safety on the academic performance of secondary school students, taking into account gender and socioeconomic background. Methodology and research methods. The current study used a quantitative cross-sectional study design. Data were collected from 448 secondary school students on a voluntary basis. Chi-square and Kendall’s Tau-c (Tc) tests were used to analyse the data and determine the relationship and strength of direction between variables. Results. The findings indicated a significant and positive association between children’s academic performance and neighbourhood crime safety (P < 0.05, Tc = 0.202), as well as feeling safe, walking in the neighbourhood during the day or night (P < 0.05, Tc = 0.127). However, bullying and harassment in the neighbourhood were found to be significantly and negatively associated with academic performance (P > 0.05, Tc = -0.053). When introducing family socioeconomic status as a control variable, the results indicated variation in academic performance in relation to neighbourhood safety. When controlling for student gender, neighbourhood safety had no different effects on academic performance. The findings showed that, in relation to neighbourhood safety, children from families with higher socioeconomic status academically outperform children from lower socioeconomic status families. Scientific novelty. The study not only focused on the connection between neighbourhood safety and academic performance but was also unique in the sense that it also dealt with differences in academic performance based on gender and family socioeconomic level. Practical significance. The study produces a number of interesting conclusions and makes valuable recommendations for significant stakeholders. The primary study recommendations aim is to create a secure, supportive, and protective neighbourhood environment by enforcing the law and encouraging community involvement in order to reduce the threat of crime, violence, and harassment.
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Ball, Ian M., Brent Hodge, Sandy Jansen, Susan Nickle i Robert W. Sibbald. "A Canadian Academic Hospital’s Initial MAID Experience: A Health-Care Systems Review". Journal of Palliative Care 34, nr 2 (21.11.2018): 78–84. http://dx.doi.org/10.1177/0825859718812446.
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Background: Following the Supreme Court of Canada’s Carter Decision, medical assistance in dying (MAID) became possible with individual court orders in February 2016. Subsequently, on June 17, 2016, legislation was passed that eliminated the need for court orders, essentially making physicians the arbiters of these requests. Canadian health-care facilities now face the challenge of addressing this unprecedented patient health-care need. Aim: To describe the manner in which London Health Sciences Center has approached local and regional requests for MAID, including the administration, ethics, privacy, and clinical process. Design: A health-care systems descriptive study. Setting/Participants: Between June 6, 2016, and May 30, 2018, London Health Sciences Center’s MAID Internal Resource Committee triaged and referred 260 cases. Ninety-six received the requisite assessments were deemed eligible for and received MAID. Results: The procedure was completed in hospital 59 (61%) times, and 37 (39%) times in the community (either private residence or long-Term Care facility). Nineteen patients did not meet MAID criteria and 63 patients died while awaiting the procedure. The median wait time between first request and referral was 1 day. The median time between referral and the procedure was 12.0 days. The ratio of referrals to completed cases is 96 of 260 (or 37% conversion rate). Conclusion: Our MAID processes, including our committee structure, referral triage process, and physical site have all undergone extensive review and improvement cycles throughout these first 2 years with the aim of ensuring that this procedure is managed in a respectful, confidential, safe, efficient, and patient-centered manner.
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Cumming, Jennifer, Fiona J. Clarke, Mark J. G. Holland, Benjamin J. Parry, Mary L. Quinton i Sam J. Cooley. "A Feasibility Study of the My Strengths Training for Life™ (MST4Life™) Program for Young People Experiencing Homelessness". International Journal of Environmental Research and Public Health 19, nr 6 (11.03.2022): 3320. http://dx.doi.org/10.3390/ijerph19063320.
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My Strengths Training for Life™ (MST4Life™) is a positive youth development program for improving wellbeing and social inclusion in young people experiencing homelessness. MST4Life™ addresses a gap in strengths-based programs aimed at promoting healthy and optimal development in vulnerable older adolescents/emerging adults. The program was co-developed with a UK housing service as part of a long-term (>8 years) community–academic partnership. This mixed-methods study describes a key step in developing and evaluating the program: exploring its feasibility and acceptability with 15 homeless young people (Mean age = 19.99 years, SD = 2.42; 60% male, 40% female). Participants experienced 8 weekly sessions within their local community, followed by a 4-day/3-night residential outdoor adventure trip. In addition to their attendance records, the viewpoints of the participants and their support workers were obtained using diary rooms and focus groups. Feasibility was indicated via the themes of attendance, engagement, and reaction. The findings suggested that young people enjoyed and perceived a need for the program, that they considered the program and its evaluation methods to be acceptable, and that both the community-based and outdoor adventure residential phases could be implemented as planned. Minor modifications are needed to recruitment strategies before it is more widely rolled out and evaluated.
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Kim, Donna H., Dongseok Choi i Thomas S. Hwang. "Current Models for Inpatient and Emergency Room Ophthalmology Consultation in U.S. Residency Programs". Journal of Academic Ophthalmology 12, nr 02 (lipiec 2020): e171-e174. http://dx.doi.org/10.1055/s-0040-1717064.
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Abstract Objective This article examines models of patient care and supervision for hospital-based ophthalmology consultation in teaching institutions. Design This is a cross-sectional survey. Methods An anonymous survey was distributed to residency program directors at 119 Accreditation Council for Graduated Medical Education accredited U.S. ophthalmology programs in the spring of 2018. Survey questions covered consult volume, rotational schedules of staffing providers, methods of supervision (direct vs. indirect), and utilization of consult-dedicated didactics and resident competency assessments. Results Of the 119 program directors, 48 (41%) completed the survey. Programs most frequently reported receiving 4 to 6 consults per day from the emergency department (27, 55.1%) and 4 to 6 consults per day from inpatient services (26, 53.1%). Forty-seven percent of programs reported that postgraduate year one (PGY-1) or PGY-2 residents on a dedicated consult rotation initially evaluate patients. Supervising faculty backgrounds included neuro-ophthalmology, cornea, comprehensive, or a designated chief of service. Staffing responsibility is typically shared by multiple faculty on a daily or weekly rotation. Direct supervision was provided for fewer of emergency room consults (1–30%) than for inpatient consults (71–99%). The majority of programs reported no dedicated didactics for consultation activities (27, 55.1%) or formal assessment for proficiency (33, 67.4%) prior to the initiation of call-related activities without direct supervision. Billing submission for consults was inconsistent and many consults may go financially uncompensated (18, 36.7%). Conclusion The majority of hospital-based ophthalmic consultation at academic centers is provided by a rotating pool of physicians supervising a lower level resident. Few programs validate increased levels of graduated independence using specific assessments.
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Ha, Duc, Michael Faulx, Carlos Isada, Michael Kattan, Changhong Yu, Jeff Olender, Craig Nielsen i Andrei Brateanu. "Transitioning From a Noon Conference to an Academic Half-Day Curriculum Model: Effect on Medical Knowledge Acquisition and Learning Satisfaction". Journal of Graduate Medical Education 6, nr 1 (1.03.2014): 93–99. http://dx.doi.org/10.4300/jgme-d-13-00185.1.
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Abstract Background The academic half-day (AHD) curriculum is an alternative to the traditional noon conference in graduate medical education, yet little is known regarding its effect on knowledge acquisition and resident satisfaction. Objective We investigated the association between the 2 approaches for delivering the curriculum and knowledge acquisition, as reflected by the Internal Medicine In-Training Examination (IM-ITE) scores and assessed resident learning satisfaction under both curricula. Methods The Cleveland Clinic Internal Medicine Residency Program transitioned from the noon conference to the AHD curriculum in 2011. Covariates for residents enrolled from 2004 to 2011 were age; sex; type of medical degree; United States Medical Licensing Examination Step 1, 2 Clinical Knowledge; and IM-ITE-1 scores. We performed univariable and multivariable linear regressions to investigate the association between covariates and IM-ITE-2 and IM-ITE-3 scores. Residents also were surveyed about their learning satisfaction in both curricula. Results Of 364 residents, 112 (31%) and 252 (69%) were exposed to the AHD and the noon conference curriculum, respectively. In multivariable analyses, the AHD curriculum was associated with higher IM-ITE-3 (regression coefficient, 4.8; 95% confidence interval 2.9–6.6) scores, and residents in the AHD curriculum had greater learning satisfaction compared with the noon conference cohort (Likert, 3.4 versus 3.0; P = .003). Conclusions The AHD curriculum was associated with improvement in resident medical knowledge acquisition and increased learner satisfaction.
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Yanenko, Anna. "The letters to Petro Kurinnyj: an anthology of day-to-day in the interwar city". Materials and studies on archaeology of Sub-Carpathian and Volhynian area 23 (26.11.2019): 436–50. http://dx.doi.org/10.33402/mdapv.2019-23-436-450.
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The article introduces the “alive” sketches of everyday life from the subject-spatial environment of the intellectuals’ existence in the interwar city, reflected in the letters to an archaeologist, ethnographer and museum worker Petro Kurinnyj, for scientific use. Senders were talking about day-to-day problems, asking for help, soliciting for improvement of living conditions, etc. First of all, echoes of the housing crisis of the interwar city and attempts to solve the housing problem through usage of not habitable space are recorded in the letters, received by the head of the museum institution from friends, colleagues and/or acquaintances. The addressers referred to the ongoing repairs and furnishing private residences and workplaces, humidity and low temperatures during the autumn-winter period, the issues with heating and other utilities, often mentioned the health problems caused by both non-ideal living/working conditions and misunderstandings with colleagues, etc. A significant advantage of urban space was the ability to keep an eye on professional life events, to communicate with co-workers in (non)formal atmosphere. The possibility of lodging in the Lavra Museum (since 1926 the All-Ukrainian Museum Town) during scientific trips facilitated researchers’ academic mobility. In the letters to Petro Kurinnyj different daily practices of the intellectual community in the interwar period are depicted: overtime work and unlimited work time, burdened with tasks, recuperation and vacations, communication in family and professional circles. At the same time, the senders wrote down their difficult financial situation, pecuniary problems and, time to time, lack of food. A detailed review of the letters to Petro Kurinnyj through micro-historical optics enables further contextual studies on the history of the intellectual community in the interwar city. Key words: Petro Kurinnyj, intellectual community, everyday life, housing problems, history of archaeology, city, UkrSSR, 1920s–1930s.
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Baker, Bradley J., Jeremy S. Jordan i Daniel C. Funk. "Run Again Another Day: The Role of Consumer Characteristics and Satisfaction in Repeat Consumption of a Sport-Related Experience Product". Journal of Sport Management 32, nr 1 (1.01.2018): 38–52. http://dx.doi.org/10.1123/jsm.2017-0042.
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The authors investigated the influence of consumer characteristics (prior race experience, gender, age, education, family structure, and area of residence) on event satisfaction and the satisfaction–repeat participation link in the context of a long-distance running event. Based on a survey of runners (N = 3,295) combined with registration data from two races, results suggest characteristics that commonly influence satisfaction in nonsport contexts fail to demonstrate similar effects in participant sport events. Results provide evidence that first-time marathon participation and variety-seeking behavior specific to running represent meaningful predictors of decreased future event participation behavior. Evidence is provided of a linear satisfaction–behavior relationship. In addition, the impact of using behavioral intention as a proxy for behavior in academic research is examined, indicating that caution must be observed regarding inherent differences between the constructs. Results from the current study provide sport organizations with a better understanding of why consumers make repeat purchases of sport-related experience products.
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Krawchenko-Shawarsky, A. O., C. Pham, Z. Oliver i C. Ffrench. "MP17: Evaluating the efficacy of the flipped classroom model in postgraduate emergency medicine training". CJEM 20, S1 (maj 2018): S46. http://dx.doi.org/10.1017/cem.2018.171.
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Introduction: As the value of interactive teaching becomes increasingly recognized, the Flipped Classroom model is receiving more attention in the medical education community. In this model, learners master core declarative knowledge through self-learning prior to class and then expand upon this learning with integrative class exercises. The objective of this study was to assess the effectiveness of the new Flipped Classroom in a Canadian Emergency Medicine postgraduate program. Methods: The residents and staff were educated on the new model. An online questionnaire was sent to all EM residents and staff who had participated in the program 9 months after implementation. The survey tool assessed the participants opinions on utility, time-management, effectiveness in learning material, sustainability, collaboration with other members and overall impressions. Resident scores on national preparatory examinations including the Canadian In-Training Examination (CITE) and the American Board of Emergency medicine (ABEM) were compared before and after implementation of the new model. Results: Teaching staff were trained in the Flipped Classroom model and the majority of teaching sessions for the 2016 academic year were carried out using this paradigm. In addition, third year postgraduates received intensive training in the theory and implementation of interactive teaching techniques. A curriculum renewal committee generated objectives for each teaching session and suggested materials for learner pre-reading. Conclusion: Overall, both residents and staff physicians indicated that the flipped classroom model is a better format for EM academic day learning. Residents and staff collaborated more and felt more engaged during academic day. Residents spent more time preparing for the sessions with the new model, while staff spent less time preparing. Paired comparisons of same residency years for test exam scores using Wilcoxon signed-rank test showed an improvement in both CITE and ABEM exam test scores. In conclusion, the new flipped classroom model produced improvements in educational experience, satisfaction, and test examination scores.
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JOhnson, Stacy A., Claire E. Ciarkowski, Katie L. Lappe, David R. Kendrick, Adrienne Smith i Santosh P. Reddy. "Comparison of Resident, Advanced Practice Clinician, and Hospitalist Teams in an Academic Medical Center: Association with Clinical Outcomes and Resource Utilization". Journal of Hospital Medicine 15, nr 12 (18.11.2020): 709–15. http://dx.doi.org/10.12788/jhm.3475.
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BACKGROUND: Academic medical centers have expanded their inpatient medicine services with advanced practice clinicians (APCs) or nonteaching hospitalists in response to patient volumes, residency work hour restrictions, and recently, COVID-19. Reports of clinical outcomes, cost, and resource utilization differ among inpatient team structures. OBJECTIVE: Directly compare outcomes among resident, APC, and solo hospitalist inpatient general medicine teams. DESIGN: Retrospective cohort study using multivariable analysis adjusted for time of admission, interhospital transfer, and comorbidities that compares clinical outcomes, cost, and resource utilization. SUBJECTS: Patients 18 years or older discharged from an inpatient medicine service between July 2015 and July 2018 (N = 12,716). MAIN MEASURES: Length of stay (LOS), 30-day readmission, inpatient mortality, normalized total direct cost, discharge time, and consultation utilization. KEY RESULTS: Resident teams admitted fewer patients at night (32.0%; P < .001) than did APC (49.5%) and hospitalist (48.6%) teams. APCs received nearly 4% more outside transfer patients (P = .015). Hospitalists discharged patients 26 minutes earlier than did residents (mean hours after midnight [95% CI], 14.58 [14.44-14.72] vs 15.02 [14.97-15.08]). Adjusted consult utilization was 15% higher for APCs (adjusted mean consults per admission [95% CI], 1.00 [0.96-1.03]) and 8% higher for residents (0.93 [0.90-0.95]) than it was for hospitalists (0.85 [0.80-0.90]). No differences in LOS, readmission, mortality, or cost were observed between the teams. CONCLUSION: We observed similar costs, LOS, 30-day readmission, and mortality among hospitalist, APC, and resident teams. Our results suggest clinical outcomes are not significantly affected by team structure. The addition of APC or hospitalist teams represent safe and effective alternatives to traditional inpatient resident teams.
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Smith, Devlin V., Stefani Gautreaux, Alison M. Gulbis, Jeffrey J. Bruno, Kevin Garey, Ryan K. Roux i Divya Varkey. "Program development of a preceptor bootcamp for operational pharmacy preceptors". American Journal of Health-System Pharmacy 77, Supplement_1 (17.01.2020): S2—S7. http://dx.doi.org/10.1093/ajhp/zxz289.
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Abstract Purpose To describe the development, design, and implementation of a pilot preceptor development bootcamp and feedback related to its feasibility and impact on operational pharmacy preceptors. Summary The University of Texas MD Anderson Cancer Center designed and implemented a pilot preceptor development bootcamp for operational staff pharmacists serving as residency preceptors for longitudinal weekend staffing experiences. A systematic, multipronged approach was taken to identify preceptor development gaps and design a full-day bootcamp curriculum. The resultant curriculum was comprised of content in major functional areas including using the 4 preceptor roles, documenting performance, giving and receiving feedback, and dealing with difficult situations or learners. The impact of the pilot preceptor development bootcamp was assessed using survey methodology and qualitative feedback from debrief discussions. Conclusion Implementation of a pilot preceptor bootcamp program addressing major areas of precepting skill was well received, resulted in positive feedback from operational pharmacy preceptors, and was feasible to implement at a large academic medical center.
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Sherbino, Jonathan, Teresa Chan i Karen Schiff. "The reverse classroom: lectures on your own and homework with faculty". CJEM 15, nr 03 (maj 2013): 179–81. http://dx.doi.org/10.2310/8000.2013.130996.
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ABSTRACT With the arrival of a technologically proficient generation of learners (often described with the moniker “digital natives”) into Canadian medical schools and residency programs, there is an increasing trend toward harnessing technology to enhance education and increase teaching efficiency. We present an instructionalmethod that allows medical educators to “reverse” the traditional classroom paradigm. Imagine that prior to an academic half-day session, learners watch an e-lecture on their own time; then during class, they do “homework” with tailored consultations from a content expert. The reverse classroom uses simple, readily accessible technology to allow faculty members to engage learners in high-order learning such as information analysis and synthesis. With this instructional method, the inefficient, repetitious delivery of recurring core lectures is no longer required. The reverse classroom is an effective instructional method. Using this technique, learners engage in high-order learning and interaction with teachers, and teachers are able to optimally share their expertise.
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Zarmai, Jesse Tanko, Isaac Ibitoye Alabi, Ebimene Ezekiel Ebisine, Musa Tanko Zarmai i Ovis D. Irefu. "Design and Techno-Economic Evaluation of a Hybrid Mini-grid System for an Academic Institution". Journal of Energy and Power Technology 06, nr 02 (3.04.2024): 1–16. http://dx.doi.org/10.21926/jept.2402010.
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Inadequate electricity supply is a global challenge that needs solutions. This situation has compelled the purchasing of fossil fuel-generating units for use in residential, commercial, and industrial sectors to generate electricity. However, using fossil fuel generating units cause greenhouse gas emissions, bringing about environmental pollution and ultimately resulting in climate change. In particular, educational institutions require adequate and reliable power supply to ensure proper learning and teaching, which is lacking in developing countries like Nigeria. Fortunately, Nigeria has enormous renewable energy sources such as solar energy, which can be utilized through photovoltaic (PV) modules to generate clean energy fed into a mini-grid. This novel approach focused on an educational institution that will enable adequate electricity from the mini-grid for proper learning and teaching, reduced negative environmental impacts, and lower energy costs. Therefore, this research is focused on developing an effective hybrid utility grid-diesel generator-solar PV mini-grid system for the Faculty of Engineering and Technology of the Nigerian Defence Academy, Kaduna. Design analysis and techno-economic evaluation of the mini-grid were carried out using the HOMER Pro software tool, which was also used to simulate and optimize the mini-grid. The results revealed that the hybrid system comprising the grid, diesel generator, PV, and converter was technically and economically viable. The net present cost (NPC) of $182,065.20, producing a total energy of 836,430 kWh/year, was obtained and gave 0.00198 $/kWh as a levelized cost of energy (LCOE). Correspondingly, a renewable fraction (RF) of 98.3% was attained, thus meeting the Faculty's daily load demand of 575.64 kWh/day, thereby providing a reliable and improved energy supply at the best cost. Therefore, a hybrid system such as this one is proposed for tertiary institutions to ensure greater electric power supply availability.
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Lepetit, A. "Psychiatric trainees facing their medical liability: Results from the 2014 nationwide AFFEP survey". European Psychiatry 29, S3 (listopad 2014): 634. http://dx.doi.org/10.1016/j.eurpsy.2014.09.144.
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IntroductionIn the past two years in France, four psychiatrists were charged or condemned for manslaughter relating to their practice with dangerous psychiatric patients escaping mental health care facilities. Facing this increasing litigation of psychiatry, the French federation of psychiatric trainees (AFFEP) set up a survey in order to assess the concern of its members of being sued, the consequences of this apprehension on their medical practice and their theoretical instruction on law and legal action risk.MethodsAn online survey was submitted by email to all the AFFEP members nationwide between the 2nd April and the 31st October 2014.ResultsEight hundred and thirteen responses were obtained (65% response rate). Regarding the concern of being sued for their medical practice, 85% of psychiatric trainees dread legal pursuits. This apprehension is significantly higher amongst female trainees (P = 0.004). Legal risk assessment is involved in the medical decision process of 89% of psychiatric trainees. This trend is significantly lower amongst trainees with previous legal teaching during their residency (P = 0.02). Concerning theoretical instruction, 62% of psychiatric trainees rates it insufficient and 28% non-existent during their academic training; 96% of psychiatric trainees want to make this theoretical instruction mandatory.DiscussionThe fear of legal pursuit is well known in psychiatry [1,2] but this study reveals that it begins as early as residency. In France, one explanation can be that psychiatry is the second most sued medical specialty in criminal court [3]. Specific theoretical training in law seems to be a solution in order to decrease the toll taken by legal risk assessment in daily practice.ConclusionConcern about legal action is very high amongst psychiatric trainees and the consequences of this fear impact their day-to-day medical decision process.
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Shaniuk, Paul M. "The Spiritual Works of Mercy as a Tool to Prevent Burnout in Medical Trainees". Linacre Quarterly 87, nr 4 (7.05.2020): 399–406. http://dx.doi.org/10.1177/0024363920920400.
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Burnout is highly prevalent among physicians and is associated with negative patient outcomes. Furthermore, medical training is a particularly vulnerable time as studies show that medical students, residents, and fellows experience burnout and emotional exhaustion at higher rates than both the general population and physicians in practice. Multiple recent studies have demonstrated the practice of religion and spirituality to be protective against burnout in trainees. Can Catholic academic physicians transfer these protective benefits of religion and spirituality to their trainees, who are at the highest risk, and who may or may not share their faith? An ancient Catholic tradition, the Seven Spiritual Works of Mercy, may hold the key. The Spiritual Works of Mercy are listed by the US Conference of Catholic Bishops as Counseling the Doubtful, Instructing the Ignorant, Admonishing the Sinner, Comforting the Sorrowful, Forgiving Injuries, Bearing Wrongs Patiently, and Praying for the Living and the Dead. Using this as a framework, examples of evidenced-based actions from the literature that have been shown to either prevent burnout or to improve the day-to-day experience of medical trainees were discussed. Examples include encouraging trainees to express doubts or to debrief after difficult and saddening cases. Academic physicians can provide instruction, feedback, or admonishment; demonstrate forgiveness of errors; and model the way in bearing wrongs patiently, all while uplifting their trainees in prayer. The Spiritual Works of Mercy can thus become a framework for academic physicians to uplift their trainees’ spirits and potentially prevent against burnout. Summary: Burnout is highly prevalent in medical students and in doctors during their residency or fellowship training, but multiple studies have shown regular practice of religion and spirituality to be protective against burnout. The Seven Spiritual Works of Mercy (Counsel the Doubtful, Instruct the Ignorant, Admonish the Sinner, Comfort the Sorrowful, Forgive All Injuries, Bear Wrongs Patiently and Pray for the Living and the Dead) provide a framework of powerful examples for teaching physicians, particularly Catholic teaching physicians, to uplift their students and potentially transfer this benefit to reduce their students’ risk for burnout.
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Netshitanini, Mahanyele, Adeyemi O. Adeeyo i Joshua Nosa Edokpayi. "Determinants and Evaluation of Onsite Water Loss Due to Leakages in a Selected Institution in South Africa". Water 15, nr 2 (4.01.2023): 217. http://dx.doi.org/10.3390/w15020217.
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Water loss due to onsite leakage is a problem in the effective management of potable water mostly in semi-arid and arid countries of the world whose quantity of freshwater is depleted, and recharge is highly variable. This study assessed the quality and quantity of water loss in an academic institution due to onsite leakage resulting from various drivers such as leaks, corrosion, pressure, ageing infrastructure, and student attitude. An observational approach was used for water loss analysis. Samples were collected from each point from which water is lost and analyzed for physicochemical parameters, indicator microbes, and trace metals using standard procedures. It was observed that a high amount of water is lost in the study area which was partly influenced by high water pressure, the corrosion of taps and faucets, tap faults, and leaks. A total water loss of 9013.56 L/day in three selected residences of the institution was recorded. The wasted water was found to be of good quality with no harmful contamination. The Metal Pollution Index (MPI) showed that the water poses no threat from trace metals with a maximum MPI value of 7.76. The sampled water quality complied to the South African National Standard and World Health Organization standards for drinking water. The hazard quotient and hazard index both showed a level less than one, implying no possible non-carcinogenic risk associated with the consumption of the water. The wasted water from the institution’s residences is therefore of a very high quality and needs to be conserved for better usage.
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Prystowsky, Michael B., Evan Cadoff, Yungtai Lo, Tiffany M. Hebert i Jacob J. Steinberg. "Prioritizing the Interview in Selecting Resident Applicants: Behavioral Interviews to Determine Goodness of Fit". Academic Pathology 8 (1.01.2021): 237428952110528. http://dx.doi.org/10.1177/23742895211052885.
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From our initial screening of applications, we assess that the 10% to 15% of applicants whom we will interview are all academically qualified to complete our residency training program. This initial screening to select applicants to interview includes a personality assessment provided by the personal statement, Dean’s letter, and letters of recommendation that, taken together, begin our evaluation of the applicant’s cultural fit for our program. While the numerical scoring ranks applicants preinterview, the final ranking into best fit categories is determined solely on the interview day at a consensus conference by faculty and residents. We analyzed data of 819 applicants from 2005 to 2017. Most candidates were US medical graduates (62.5%) with 23.7% international medical graduates, 11.7% Doctors of Osteopathic Medicine (DO), and 2.1% Caribbean medical graduates. Given that personality assessment began with application review, there was excellent correlation between the preinterview composite score and the final categorical ranking in all 4 categories. For most comparisons, higher scores and categorical rankings were associated with applicants subsequently working in academia versus private practice. We found no problem in using our 3-step process employing virtual interviews during the COVID pandemic.
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Ababii, Aurelia. "Contemporary technologies in research to control and reduce the health risk of radon exposure". Annals of the ”Dunarea de Jos” University of Galati Fascicle II Mathematics Physics Theoretical Mechanics 44, nr 2 (29.12.2021): 93–97. http://dx.doi.org/10.35219/ann-ugal-math-phys-mec.2021.2.02.
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Ionizing radiation of terrestrial origin is a topic of global interest and the main objective is the study of the medical-biological effects on health. The academic community is in continuous research on the development of methods for detecting them. One of the most important elements participating in the creation of the natural background of ionizing radiation, with a major impact on health is radon. It cannot be perceived by the human senses as it is an odorless, colorless, and tasteless gas. Radon inhaled into the alveoli of the lungs disrupts the main cellular processes, the translation and transcription of DNA and RNA molecules, thus occurring a series of mutations in the genetic apparatus. Exposure to high levels of radon is the second leading cause of lung cancer after tobacco use.Determining the concentration of radon in the air of residential homes, public buildings and workplaces is a priority action for the development and implementation of the action plan in the context of the objectives of EURATOM Directive 59/2013.
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Gupta, Sudhir Kumar, Anish Prabhakar, Amit Kumar, Nawaid Arif, Sachin Singh Yadav i Shilpa Reddy Ganta. "Burden of anxiety in Adolescent: A community-based study in Western Uttar Pradesh". Indian Journal of Community Health 35, nr 4 (31.12.2023): 441–47. http://dx.doi.org/10.47203/ijch.2023.v35i04.009.
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Background: Anxiety is a prevalent issue among adolescents and can adversely affect their academic performance and everyday functioning. Aims & Objectives: To estimate the prevalence of anxiety among adolescents in urban and rural areas and to study the socio-demographic correlates of anxiety among adolescents in urban and rural areas. Methods: A comprehensive survey was conducted in the field practice area of Department of Community Medicine of a Medical College in western district of Uttar Pradesh. The survey was aimed at young people between the ages of 10 and 19 who lived in the practice area of the medical college. Result: The burden of anxiety was observed to be 19.6 % (n=92). Female gender, urban residence, early adolescent age-group (10-13 yr), nuclear family, day-time somnolence and family history of mental illness were factors having statistical significance. Poor education level of parents was also statistically significant. Physical activity and substance abuse did not have significant contribution in burden of anxiety. Conclusion: Anxiety in adolescents is a significant issue influenced by various factors. Early intervention and support are crucial.
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Llorca, P. M. "Psychopharmacology during residents’ training: The role of scientific societies". European Psychiatry 33, S1 (marzec 2016): S62. http://dx.doi.org/10.1016/j.eurpsy.2016.01.954.
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In France, psychopharmacology is supposed to be one of the bases of the training during the first year of residency. But there is no standardization in the content of the psychopharmacology courses for residents from one region to another. There is also a debate around the way psychopharmacology has to be learned by young professionals, with the development a narrative approach that seems to have a pedagogic relevance, opposed to a more academic approach. In this context, the French Society for Biological Psychiatry and neuropsychopharmacology developed a program of specific psychopharmacology workshops for residents. These workshops combine a fundamental pharmacologic approach, with a more clinical evidence-based one, trying to take into account the discrepancy that residents may experienced between knowledge and every day practice, around specific topics (e.g. polypharmacotherapy). This program highlights different issues in the domain of the psychopharmacology courses for residents around the format (e.g. on-line courses versus face-to-face courses), the topics and the content of the courses (e.g. categorical approach of prescription versus dimensional approach). It underlines the need for a clear definition of what has to be known by residents in this field but also how this initiative can be implemented for a large number of residents using numeric tools and what is the role of scientific societies and their interactions with academic teaching. The funding of such programs has also to be defined and clarified.Disclosure of interestThe author has not supplied his declaration of competing interest.
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Reghunathan, Meera, Justin M. Camacho, Jessica Blum, Gabriela Sendek, Thanh T. Luong, Shirley Chen, Perry Bradford, Jason Llaneras, Paris D. Butler i Amanda A. Gosman. "A SWOT Analysis of Hot Topics in Plastic Surgery Resident Education: Consensus From the ACAPS 10th Annual Winter Meeting". Plastic and Reconstructive Surgery - Global Open 11, nr 12 (grudzień 2023): e5461. http://dx.doi.org/10.1097/gox.0000000000005461.
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Background: With the aim of facilitating a critical self-reflection on how to align plastic surgery education with making excellent plastic surgeons, a rotating small-group session followed by live interactive audience polling was used to perform a SWOT (strengths, weaknesses, opportunities, and threats) analysis at the 10th Annual American Council of Academic Plastic Surgeons Winter Meeting. Methods: The final day of the conference included a 3-hour session of rotating small groups followed by live interactive audience polls discussing the following six relevant educational topics: the Plastic Surgery Common Application and resident selection, aesthetic surgery education, leadership development and business education, embedded fellowships and focused training, mentorship, and faculty retention. Results: A total of 60 individuals participated in the activity. A SWOT analysis was successfully performed for each educational topic, and a minimum of four opportunities were identified per topic to help guide future endeavors. Examples of opportunities include releasing recommendations for the implementation of holistic review; developing formal guidelines for aesthetic surgery education in residency via collaboration between ACAPS, American Society of Plastic Surgeons, and The Aesthetic Society; creating extended focused elective rotations; integrating business education into formal curricula for all training levels; enforcing transparency regarding position expectations and offerings including salary, call schedule, and current challenges; and more. Conclusion: The results of this study will help guide future initiatives by the ACAPS to improve resident education and academic retention.
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Pembroke, Catherine Anne, Alain Biron i Joanne Alfieri. "Creating an educational quality improvement program for radiation oncology residents in McGill University." Journal of Clinical Oncology 35, nr 8_suppl (10.03.2017): 118. http://dx.doi.org/10.1200/jco.2017.35.8_suppl.118.
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118 Background: Quality insurance (QI) is a pillar of good clinical governance and is at the centre of modern health care. The Royal College of Physicians and Surgeons of Canada CanMeds 2015 have now mandated that QI should be taught and the competencies assessed in all post-graduate residency programs. To our knowledge, this is the first attempt to create a post-graduate QI curriculum amongst radiation oncology trainees. We aim to describe the feasibility of introducing these professional skills which should be integral to every training program. Methods: A QI team has been created within the department of Radiation Oncology at McGill University consisting of a clinical fellow and 3 staff physicians. QI teaching will take place in a longitudinal manner with the mandatory curriculum divided into foundation, intermediate and advanced competencies depending on years of seniority. Teaching is delivered by a combination of two academic half days, consisting of didactic lectures and practical workshops, and self-directed online modules. Each resident during the intermediate years (PGY2-4) will complete a QI project in 9 months under the supervision of an attending physician. The resident will become well versed with QI tools and techniques by presenting their project at specific 3-monthly time points to their supervisor and QI team. In June we will host a QI day where a QI scholar will be invited to teach, each resident will present their project and merit prizes will be awarded. Formal mandatory assessments will take place with a combination of self-assessment, QI- knowledge based assessments (QI-KATs) and balanced score cards. Results: The curriculum has been developed with input from McGill University curriculum and assessment experts. This is a pilot program for the academic 2016/17 year. We are currently meeting our pre-defined milestones. The program will be formally evaluated and adapted to ensure sustainability. Conclusions: The QI skills gained will enable the individual to maintain the highest standards throughout their subsequent careers. A robust, interactive, sustainable curriculum will ensure that this is delivered effectively within radiation oncology and act as a model for all residency programmes.
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Nanda, Tavish, Aijin Wang, Luis M. Ducasse, Royce W. S. Chen i Jason Horowitz. "No-Show Rates and Associated Patient Factors in an Ophthalmology Resident Practice". Journal of Academic Ophthalmology 12, nr 01 (styczeń 2020): e67-e73. http://dx.doi.org/10.1055/s-0040-1712171.
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Abstract Background In resident family medicine practices, a >20% no-show rate is common, often resulting in suboptimal care. Few studies have evaluated resident ophthalmology practices in a similar fashion. The objective of this study was to determine no-show rates and factors related to missed appointments in a resident-based ophthalmology clinic. Methods We reviewed 19,237 de-identified appointments over one academic year. Appointments were divided into general clinic visits and subspecialty visits (these two clinics function separately at our institution). The number of days between an appointment being made for a patient and the scheduled visit was defined as “lead time.” Each appointment was labeled “show” or “no-show.” Pertinent factors available in the analysis included lead time to appointment, patients age, month, time of day, practitioner training level (postgraduate years 2 to 4, fellow), and proximity to holiday. Subspecialty clinics included oculoplastics clinic, strabismus clinic, neuro-ophthalmology clinic, uveitis clinic, cornea clinic, glaucoma clinic, and retina clinic. Generalized linear mixed effects models were fit on the no-show status with these factors. Results The overall no-show rate for general clinic was 31.4%. Longer lead time to appointment, younger age, afternoon appointments, new patients, December appointments, and lower residency level were associated with higher odds of no-show (p ≤ 0.05). The overall no-show rate for subspecialty clinic was 21.8%. Longer lead time to appointment, younger age, and lower residency level were associated with higher odds of no-show (p ≤ 0.05). Patients were significantly less likely to show up for retina clinic, oculoplastics clinic, and glaucoma clinic. Conclusion The overall no-show rate in our clinic was on the higher end of reported no-show values from other specialties. Patient status and the lead time to appointment play a significant role in patient compliance. The significance of other factors (patient age, subspecialty, time of day, appointment month, and resident level) have been found in previous studies but are not consistent factors across all clinical environments.