To see the other types of publications on this topic, follow the link: Graduate fellow.
Journal articles on the topic 'Graduate fellow'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Graduate fellow.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Ronai, Christina, and Peter Lang. "Paediatric cardiology fellowship training: effect of work-hour regulations on scholarly activity." Cardiology in the Young 27, no. 1 (2016): 69–73. http://dx.doi.org/10.1017/s1047951116000123.
Full textAbstract:
AbstractBackgroundIn 2003, work-hour regulations were implemented by the Accreditation Council for Graduate Medical Education. Much has been published regarding resident rest and quality of life as well as patient safety. There has been no examination on the effect of work-hour restrictions on academic productivity of fellows in training. Paediatric subspecialty fellows have a scholarly requirement mandated by the American Board of Pediatrics. We have examined the impact of work-hour restrictions on the scholarly productivity of paediatric cardiology fellows during their fellowship.MethodsWe conducted a literature search for all paediatric cardiology fellows between 1998 and 2007 at a single academic institution as first or senior authors on papers published during their 3-year fellowship and 3 years after completion of their categorical fellowship (n=63, 30 fellows before 2003 and 33 fellows after 2003). The numbers of first- or senior-author fellow publications before and after 2003 were compared. We also collected data on final paediatric cardiology subspecialty career choice.ResultsThere was no difference in the number of fellow first-author publications before and after 2003. Before work-hour restrictions, the mean number of publications per fellow was 2.1 (±2.2), and after work-hour restrictions it was 2.0 (±1.8), (p=0.89). By subspecialty career choice, fellows who select electrophysiology, preventative cardiology, and heart failure always published within the 6-year time period.ConclusionsSince the implementation of work-hour regulations, total number of fellow first-authored publications has not changed. The role of subspecialty choice may play a role in academic productivity of fellows in training.
2
Nguyen, Jenny Lee, Colin M. Brady, and Joseph K. Williams. "A Survey of Craniofacial Fellowships in North America: The Craniofacial Fellowship Experience Outside of the Operating Room." FACE 1, no. 2 (2020): 114–23. http://dx.doi.org/10.1177/2732501620976159.
Full textAbstract:
Residencies are governed by the Accreditation Council for Graduate Medical Education’s (ACGME) common program requirements to help ensure that residents are adequately trained to practice medicine independently. Fellowships either rely on ACGME accreditation for standardization, have developed their own specialty accreditation councils, or have no governing body to monitor programs, such as in craniofacial surgery. This study was designed to capture the clinical, educational, and scholarly experiences of craniofacial fellows to better understand the current craniofacial fellowship landscape. An anonymous online survey was sent to all North American craniofacial surgery fellowship program directors via email. The first question group focused on program characteristics: ACGME accreditation, core faculty, and patient population. The second question group focused on the fellow’s scholarly experience: educational meetings and research requirements. The third question group focused on the fellow’s non-operative experience: clinic participation and call experience. The fourth question group focused on the fellow’s international experience. A total of 22 of 31 programs directors (71%) responded to the survey. The majority of fellowship programs (95.5%) had an educational program of meetings. The majority of programs (82.8%) mandated clinic time for the fellows. Five programs (22.7%) had a fellow’s clinic. The majority of fellowship programs (95.5%) had research expectations for the fellow. Call type and frequency varied widely between fellowship programs. Less than half (47.6%) of programs had an international experience for the fellow. Three-fourths of fellows only interacted with subspecialties of the cleft and craniofacial multidisciplinary clinic during clinic time. A total of 16 fellowship programs (72.7%) were non-ACGME accredited. Despite rapid growth in craniofacial fellowships and a lack of current oversight as to content, programs provide a similar experience for fellows outside of the operating room. Areas for further discussion regarding standardizing programs may include international experiences and formal exposure to other disciplines within the cleft and craniofacial clinic.
3
Pittelkow, Thomas P., Jonathan M. Hagedorn, Markus A. Bendel, et al. "Pain medicine fellow neuromodulation surgical skill assessment tool: a pilot." Regional Anesthesia & Pain Medicine 45, no. 1 (2019): 38–43. http://dx.doi.org/10.1136/rapm-2019-100761.
Full textAbstract:
ObjectiveSpinal cord stimulation (SCS) is an evidence-based therapy for the treatment of refractory pain. Current American College of Graduate Medical Education requirements for pain medicine fellowship graduation include observation of five neuromodulation cases. Matriculating fellows have varying degrees of technical skill, training, and experience. The purpose of this study was to use an innovative skill-based assessment tool using the validated Zwisch scale to evaluate fellow surgical performance during SCS cases.DesignCross-sectional surveySettingMayo Clinic, Rochester, Minnesota.SubjectsConsultant faculty (10) in the Division of Pain Medicine and pain medicine fellows (5).MethodsA list of faculty-driven neuromodulation surgical objectives was formed and a rubric was created that focused on technical approach, imaging, epidural access and wound closure. Consultants who perform surgical cases were instructed to use the Zwisch scale as a guide to evaluate fellow surgical performance during a neuromodulation case. Faculty and fellows were surveyed before and after implementation of the tool to determine their satisfaction with use of the skill assessment tool.ResultsThe consultants reported they were more satisfied, consistent, and efficient with feedback provided to the trainee on every aspect of neuromodulation surgical cases. The improvement was most significant during the fellows’ intraoperative skill assessment. The fellows indicated increased satisfaction, improved communication, and increased efficiency of feedback when the tool was utilized. The fellows reported greater intraoperative skill assessment and consistency of feedback provided.ConclusionsThe diverse nature of primary specialty backgrounds observed in pain medicine fellowship training offers a unique opportunity to assess and improve fellow skill and surgical competence in the field of neuromodulation. Both faculty and fellows reported improved satisfaction, consistency and efficiency with feedback provided. Importantly, this pilot project observed that implementation of a skill assessment tool was beneficial for both the faculty and fellow as the feedback received was viewed as strongly beneficial to the educational experience.
4
Madonna, Anthony. "APSA Fellowship with the Congressional Research Service." PS: Political Science & Politics 46, no. 03 (2013): 700–701. http://dx.doi.org/10.1017/s1049096513000929.
Full textAbstract:
Serving as an APSA Congressional Fellow had been a goal of mine since I started graduate school. The fellowship provided an opportunity to examine the congressional policy-making process first hand. And while I had worked on congressional campaigns, in state legislative offices, and supervised student internships, I had no direct experience working on Capitol Hill for Congress. In addition, the program was highly recommended by senior colleagues who had served as fellows themselves. Nearly all of them had worked on the staffs of individual congressional members and found the experience served to better inform both their research and teaching. When I found out I would be serving as a fellow for the 2012–13 academic year, my plan was to spend that year in a congressional member office as well.
5
Ufnar, J. A., Susan Kuner, and V. L. Shepherd. "Moving beyond GK–12." CBE—Life Sciences Education 11, no. 3 (2012): 239–47. http://dx.doi.org/10.1187/cbe.11-12-0119.
Full textAbstract:
The National Science Foundation GK–12 program has made more than 300 awards to universities, supported thousands of graduate student trainees, and impacted thousands of K–12 students and teachers. The goals of the current study were to determine the number of sustained GK–12 programs that follow the original GK–12 structure of placing graduate students into classrooms and to propose models for universities with current funding or universities interested in starting a program. Results from surveys, literature reviews, and Internet searches of programs funded between 1999 and 2008 indicated that 19 of 188 funded sites had sustained in-classroom programs. Three distinct models emerged from an analysis of these programs: a full-stipend model, in which graduate fellows worked with partner teachers in a K–12 classroom for 2 d/wk; a supplemental stipend model in which fellows worked with teachers for 1 d/wk; and a service-learning model, in which in-classroom activity was integrated into university academic coursework. Based on these results, potential models for sustainability and replication are suggested, including establishment of formal collaborations between sustained GK–12 programs and universities interested in starting in-classroom programs; development of a new Teaching Experience for Fellows program; and integration of supplemental fellow stipends into grant broader-impact sections.
6
Gregory, Lisa, and Samantha Guss. "Digital Curation Education in Practice: Catching up with Two Former Fellows." International Journal of Digital Curation 6, no. 2 (2011): 176–94. http://dx.doi.org/10.2218/ijdc.v6i2.195.
Full textAbstract:
From 2008-2010, as part of the grant: ‘DigCCurr I: Preserving Access to Our Digital Future: Building an International Digital Curation Curriculum’ (DigCCurr I) funded through the Institute of Museum and Library Services, a number of fellows at the School of Information and Library Science (SILS) at the University of North Carolina at Chapel Hill (UNC-CH) were comprehensively trained by library and archive professionals in digital curation theory and practice. This paper examines the curriculum skill areas matrix of the DigCCurr I program from the perspective of two former fellows, now employed in professional positions that utilize digital curation principles. Each fellow offers an analysis of digital curation functions and subfunctions as they relate to her current position, deriving suggestions for future iterations of the DigCCurr program and other graduate programs meant to prepare digital curators. While DigCCurr has been reported by its creators, a group of seasoned digital curation professionals and educators from around the world, this paper provides a fresh perspective from graduates of the program who are applying their newly learned digital curation skills and knowledge in the workforce.
7
Ende, Holly B., Michael G. Richardson, Brandon M. Lopez, and Jonathan P. Wanderer. "Improving ACGME Compliance for Obstetric Anesthesiology Fellows Using an Automated Email Notification System." Applied Clinical Informatics 12, no. 03 (2021): 479–83. http://dx.doi.org/10.1055/s-0041-1730323.
Full textAbstract:
Abstract Background The Accreditation Council for Graduate Medical Education establishes minimum case requirements for trainees. In the subspecialty of obstetric anesthesiology, requirements for fellow participation in nonobstetric antenatal procedures pose a particular challenge due to the physical location remote from labor and delivery and frequent last-minute scheduling. Objectives In response to this challenge, we implemented an informatics-based notification system, with the aim of increasing fellow participation in nonobstetric antenatal surgeries. Methods In December 2014 an automated email notification system to inform obstetric anesthesiology fellows of scheduled nonobstetric surgeries in pregnant patients was initiated. Cases were identified via daily automated query of the preoperative evaluation database looking for structured documentation of current pregnancy. Information on flagged cases including patient medical record number, operating room location, and date and time of procedure were communicated to fellows via automated email daily. Median fellow participation in nonobstetric antenatal procedures per quarter before and after implementation were compared using an exact Wilcoxon-Mann-Whitney test due to low baseline absolute counts. The fraction of antenatal cases representing nonobstetric procedures completed by fellows before and after implementation was compared using a Fisher's exact test. Results The number of nonobstetric antenatal cases logged by fellows per quarter increased significantly following implementation, from median 0[0,1] to 3[1,6] cases/quarter (p = 0.007). Additionally, nonobstetric antenatal cases completed by fellows as a percentage of total antenatal cases completed increased from 14% in preimplementation years to 52% in postimplementation years (p < 0.001). Conclusion Through an automated email system to identify nonobstetric antenatal procedures in pregnant patients, we were able to increase the number of these cases completed by fellows during 3 years following implementation.
8
Yuan, Christina M., Dustin J. Little, Eric S. Marks, Maura A. Watson, Rajeev Raghavan, and Robert Nee. "The Electronic Medical Record and Nephrology Fellowship Education in the United States." Clinical Journal of the American Society of Nephrology 15, no. 7 (2020): 949–56. http://dx.doi.org/10.2215/cjn.14191119.
Full textAbstract:
Background and objectivesAn unintended consequence of electronic medical record use in the United States is the potential effect on graduate physician training. We assessed educational burdens and benefits of electronic medical record use on United States nephrology fellows by means of a survey.Design, setting, participants, & measurementsWe used an anonymous online opinion survey of all United States nephrology program directors (n=148), their faculty, and fellows. Program directors forwarded survey links to fellows and clinical faculty, indicating to how many they forwarded the link. The three surveys had parallel questions to permit comparisons.ResultsTwenty-two percent of program directors (n=33) forwarded surveys to faculty (n=387) and fellows (n=216; 26% of United States nephrology fellows). Faculty and fellow response rates were 25% and 33%, respectively; 51% of fellows agreed/strongly agreed that the electronic medical record contributed positively to their education. Perceived positive effects included access flexibility and ease of obtaining laboratory/radiology results. Negative effects included copy-forward errors and excessive, irrelevant documentation. Electronic medical record function was reported to be slow, disrupted, or completely lost monthly or more by >40%, and these were significantly less likely to agree that the electronic medical record contributed positively to their education. Electronic medical record completion time demands contributed to fellow reluctance to do procedures (52%), participate in conferences (57%), prolong patient interactions (74%), and do patient-directed reading (55%). Sixty-five percent of fellows reported often/sometimes exceeding work-hours limits due to documentation time demands; 85% of faculty reported often/sometimes observing copy-forward errors. Limitations include potential nonresponse and social desirability bias.ConclusionsRespondents reported that the electronic medical record enhances fellow education with efficient and geographically flexible patient data access, but the time demands of data and order entry reduce engagement in educational activities, contribute to work-hours violations, and diminish direct patient interactions.
9
Donlin, Judy. "Graduate Student/Postdoctoral Fellow Section of Child Maltreatment Editorial Board." Child Maltreatment 21, no. 1 (2016): 91. http://dx.doi.org/10.1177/1077559515625633.
Full text
10
Marshall, Ariela L., Virginia Dines, Andrea Wahner Hendrickson, et al. "Parental health in fellowship trainees: Fellows’ satisfaction with current policies and interest in innovation." Women's Health 16 (January 2020): 174550652094941. http://dx.doi.org/10.1177/1745506520949417.
Full textAbstract:
Background: Parenthood during medical training is common and impacts trainee well-being. However, current graduate medical education parental health policies are often limited in scope. We explored current fellowship trainees’ knowledge of/satisfaction with current policies as well as interest in potential changes/additions to existing policies. Methods: Fellowship program directors/coordinators at a three-site academic institution were surveyed and information was collected from 2015 to 2019 regarding fellow demographics and parental health policies. We distributed an electronic survey to fellows containing Likert-type-scale questions rating knowledge/level of satisfaction with current parental health policies and interest in potential additions/modifications to current policies. Results: Thirty-five of 47 (74%) fellowship programs responded. An average of 11% of female fellows and 15% of male fellows took parental leave during the study period. Three (9%) of the programs had at least one additional parental health policy beyond institutional graduate medical education policies. In the fellow survey, 175 of 609 fellows responded (28.7%), of which 84 (48.6%) were female. Although 89.1% agreed/strongly agreed that parental health is an important part of health and well-being for fellows, only 32% were satisfied/very satisfied with current policies (no significant sex-related differences). Fellows reported the following potential interventions as important/very important: 79.2% increased (paid) maternity leave (72.7% male, 86.7% female, p = 0.02), 78% increased (paid) paternity leave (76.4% male, 81.9% female, p = 0.37), 72.3% part-time return to work (60.2% male, 84.3% female, p = 0.0005), 63% coverage for workup/management of infertility (52.3% male, 74.7% female, p = 0.002), and 79.9% on-site day care (70.7% male, 89.2% female, p = 0.003). Conclusions: Parental health includes multiple domains, not all of which are covered by current policies. Fellows feel that parental health is an important part of overall health and well-being, but most are not satisfied with current policies. Expanded access to parental leave and new policies (part-time return to work, infertility management, and on-site day care) are opportunities for innovation.
11
Livingston, Amy, and Melanie Hudson. "Supervision: Supervision to Mentoring: Practical Considerations." Perspectives on Administration and Supervision 20, no. 2 (2010): 71–75. http://dx.doi.org/10.1044/aas20.2.71.
Full textAbstract:
As students transition from graduate programs to their Clinical Fellowship Experience, there is a corresponding shift in their autonomy and level of supervision. Supervisors of student clinicians and mentors of Clinical Fellows share many of the same roles and responsibilities as key figures in the professional development of the new clinician. Mentors are appropriately less directive than supervisors as part of a collaborative process with the Clinical Fellow. The mentor is charged with facilitating and promoting reflective practice techniques while giving consideration to influence and power; interpersonal skills; issues of race, culture, gender, and age; and professional ethics.
12
Bump, Gregory M., Jaclyn Calabria, Gabriella Gosman, et al. "Evaluating the Clinical Learning Environment: Resident and Fellow Perceptions of Patient Safety Culture." Journal of Graduate Medical Education 7, no. 1 (2015): 109–12. http://dx.doi.org/10.4300/jgme-d-14-00280.1.
Full textAbstract:
Abstract Background The Accreditation Council for Graduate Medical Education has begun to evaluate teaching institutions' learning environments with Clinical Learning Environment Review visits, including trainee involvement in institutions' patient safety and quality improvement efforts. Objective We sought to address the dearth of metrics that assess trainee patient safety perceptions of the clinical environment. Methods Using the Hospital Survey on Patient Safety Culture (HSOPSC), we measured resident and fellow perceptions of patient safety culture in 50 graduate medical education programs at 10 hospitals within an integrated health system. As institution-specific physician scores were not available, resident and fellow scores on the HSOPSC were compared with national data from 29 162 practicing providers at 543 hospitals. Results Of the 1337 residents and fellows surveyed, 955 (71.4%) responded. Compared with national practicing providers, trainees had lower perceptions of patient safety culture in 6 of 12 domains, including teamwork within units, organizational learning, management support for patient safety, overall perceptions of patient safety, feedback and communication about error, and communication openness. Higher perceptions were observed for manager/supervisor actions promoting patient safety and for staffing. Perceptions equaled national norms in 4 domains. Perceptions of patient safety culture did not improve with advancing postgraduate year. Conclusions Trainees in a large integrated health system have variable perceptions of patient safety culture, as compared with national norms for some practicing providers. Administration of the HSOPSC was feasible and acceptable to trainees, and may be used to track perceptions over time.
13
Budak, Jehan, Cristina Brickman, Emily Abdoler, et al. "2534. Development of an Infectious Diseases Fellowship Well-Being Program." Open Forum Infectious Diseases 6, Supplement_2 (2019): S881. http://dx.doi.org/10.1093/ofid/ofz360.2212.
Full textAbstract:
Abstract Background Burnout in graduate medical education is common and reported in ~70% of Internal Medicine (IM) residents. Most studies have described interventions focused on residency training, but fellowship training suffers from similar challenges and likely similar levels of burnout. After conducting a needs assessment amongst fellows within our Infectious Diseases (ID) fellowship program, we developed a wellness program to address these issues. Methods In Spring 2018, we reviewed the existing literature and consulted with local experts on trainee well-being. Based on our findings, we designed a multi-tiered approach to enhance wellness amongst fellows. An ID Fellowship Well-Being Committee (WBC) was created in September 2018 to lead the intervention. The WBC includes an even mix of fellows and faculty at multiple levels at all three main teaching hospitals associated with the program. Meetings occur every other month, and co-chairs (one faculty and one fellow) report back to the program director quarterly. Topic areas and interventions are described in Table 1. Fellows were sent a qualitative survey to evaluate the impact of the well-being interventions to date. Results Four of 5 first year fellows responded to the survey, and all felt the retreat should be repeated yearly. Themes identified from the survey included benefits of having protected time together, convening in a low pressure and informal setting to provide feedback, and spending quality time in a non-clinical setting with co-fellows. Fellows cited the wellness retreat as a strength at our annual fellowship external program review. Conclusion Burnout is likely high among IM sub-specialty fellows, and interventions are needed to support the well-being of those trainees. We describe a roadmap for the development of a well-being program at a relatively large, academic ID fellowship program led by a mixed fellow and faculty committee. We will continue to monitor data on fellow burnout and make programmatic changes based on feedback. We are hopeful that our work will empower other programs to engage in developing their own well-being programs. Disclosures All authors: No reported disclosures.
14
Dora, Amy V., Tara Vijayan, and Christopher J. Graber. "1138. Works Well Enough? Program Directors’ Perceptions of the Effectiveness and Transparency of Competency-Based Evaluations in Assessing Infectious Diseases Fellow Performance." Open Forum Infectious Diseases 7, Supplement_1 (2020): S597—S598. http://dx.doi.org/10.1093/ofid/ofaa439.1324.
Full textAbstract:
Abstract Background In July 2015, the Accreditation Council for Graduate Medical Education (ACGME) and the American Board of Internal Medicine (ABIM) jointly outlined an approach to assessing fellow performance using milestone-based core competencies for incorporation into standardized evaluation templates of trainee performance. Limited data exist regarding the clarity, effectiveness, and reproducibility of competency-based evaluations of infectious diseases fellows. Methods From March to May 2019, program directors of ACGME-accredited infectious diseases fellowship programs were invited to complete a Qualtrics-based survey of program characteristics and evaluation methods, including a trainee vignette to gauge evaluation reproducibility. Completed surveys were analyzed with descriptive statistics. Results Forty-three program directors initiated the survey, but 29 completed it. Seventeen (59%) were men, 19 (66%) were on a teaching service for over 8 weeks a year, and 19 (66%) had fewer than four first year fellows in their program. Most respondents agreed the competencies lacking the most clarity were systems-based practice (17/29, 58%), and practice based improvement (16/29, 55%). Eighteen (62%) were at least “somewhat satisfied” with their institution’s assessment tool, and 19 (66%) reported it was at least “moderately effective” in identifying academic deficiencies. Responses rating fellow performance from the vignette ranged from 1.5 to 4 on the standard milestone-based competency scale of 1-5 with 0.5 increments (median 3). For the same scenario using a qualitative ordinal scale, 66% (19/29) categorized the fellow as “early first year” and 34% (9/29) as “advanced first year.” Respondents offered a wide range of comments on milestone-based competencies, including “it works well enough” and “the process seems bloated and educratic.” Conclusion Clarity is needed on how to evaluate specific core competencies in infectious diseases, particularly systems-based practice and practice-based improvement. Describing anchoring milestones and evaluating fellows in accordance to stage in fellowship (i.e. early first year fellow) can help standardize responses. Further exploration on improving the evaluation process is warranted. Disclosures All Authors: No reported disclosures
15
Rule, David W., and Lisa N. Kelchner. "International Telesupervision: The Clinical Fellowship Experience." Perspectives of the ASHA Special Interest Groups 2, no. 11 (2017): 73–78. http://dx.doi.org/10.1044/persp2.sig11.73.
Full textAbstract:
Telepractice technology allows greater access to speech-language pathology services around the world. These technologies extend beyond evaluation and treatment and are shown to be used effectively in clinical supervision including graduate students and clinical fellows. In fact, a clinical fellow from the United States completed the entire supervised clinical fellowship (CF) year internationally at a rural East African hospital, meeting all requirements for state and national certification by employing telesupervision technology. Thus, telesupervision has the potential to be successfully implemented to address a range of needs including supervisory shortages, health disparities worldwide, and access to services in rural areas where speech-language pathology services are not readily available. The telesupervision experience, potential advantages, implications, and possible limitations are discussed. A brief guide for clinical fellows pursuing telesupervision is also provided.
16
Grady, Erin C., Adam Roise, Daniel Barr, et al. "Defining Scholarly Activity in Graduate Medical Education." Journal of Graduate Medical Education 4, no. 4 (2012): 558–61. http://dx.doi.org/10.4300/jgme-d-12-00266.1.
Full textAbstract:
Abstract Background Scholarly activity is a requirement for accreditation by the Accreditation Council for Graduate Medical Education. There is currently no uniform definition used by all Residency Review Committees (RRCs). A total of 6 of the 27 RRCs currently have a rubric or draft of a rubric to evaluate scholarly activity. Objective To develop a definition of scholarly activity and a set of rubrics to be used in program accreditation to reduce subjectivity of the evaluation of scholarly activity at the level of individual residency programs and across RRCs. Methods We performed a review of the pertinent literature and selected faculty promotion criteria across the United States to develop a structure for a proposed rubric of scholarly activity, drawing on work on scholarship by experts to create a definition of scholarly activity and rubrics for its assessment. Results The literature review showed that academic institutions in the United States place emphasis on all 4 major components of Boyer's definition of scholarship: discovery, integration, application, and teaching. We feel that the assessment of scholarly activity should mirror these findings as set forth in our proposed rubric. Our proposed rubric is intended to ensure a more objective evaluation of these components of scholarship in accreditation reviews, and to address both expectations for scholarly pursuits for core teaching faculty and those for resident and fellow physicians. Conclusion The aim of our proposed rubric is to ensure a more objective evaluation of these components of scholarship in accreditation reviews, and to address expectations for scholarly pursuits for core teaching faculty as well as those for resident and fellow physicians.
17
Yuan, Christina M., Robert Nee, Dustin J. Little, et al. "Survey of Kidney Biopsy Clinical Practice and Training in the United States." Clinical Journal of the American Society of Nephrology 13, no. 5 (2018): 718–25. http://dx.doi.org/10.2215/cjn.13471217.
Full textAbstract:
Background and ObjectivesPracticing clinical nephrologists are performing fewer diagnostic kidney biopsies. Requiring biopsy procedural competence for graduating nephrology fellows is controversial.Design, Setting, Participants, & MeasurementsAn anonymous, on-line survey of all Walter Reed training program graduates (n=82; 1985–2017) and all United States nephrology program directors (n=149; August to October of 2017), regarding kidney biopsy practice and training, was undertaken.ResultsWalter Reed graduates’ response and completion rates were 71% and 98%, respectively. The majority felt adequately trained in native kidney biopsy (83%), transplant biopsy (82%), and tissue interpretation (78%), with no difference for ≤10 versus >10 practice years. Thirty-five percent continued to perform biopsies (13% did ≥10 native biopsies/year); 93% referred at least some biopsies. The most common barriers to performing biopsy were logistics (81%) and time (74%). Program director response and completion rates were 60% and 77%. Seventy-two percent cited ≥1 barrier to fellow competence. The most common barriers were logistics (45%), time (45%), and likelihood that biopsy would not be performed postgraduation (41%). Fifty-one percent indicated that fellows should not be required to demonstrate minimal procedural competence in biopsy, although 97% agreed that fellows should demonstrate competence in knowing/managing indications, contraindications, and complications. Program directors citing ≥1 barrier or whose fellows did <50 native biopsies/year in total were more likely to think that procedural competence should not be required versus those citing no barriers (P=0.02), or whose fellows performed ≥50 biopsies (P<0.01).ConclusionsAlmost two-thirds of graduate respondents from a single military training program no longer perform biopsy, and 51% of responding nephrology program directors indicated that biopsy procedural competence should not be required. These findings should inform discussion of kidney biopsy curriculum requirements.
18
White, Kristie, Julianne Qualtieri, Elizabeth L. Courville, et al. "Entrustable Professional Activities in Hematopathology Pathology Fellowship Training: Consensus Design and Proposal." Academic Pathology 8 (January 1, 2021): 237428952199082. http://dx.doi.org/10.1177/2374289521990823.
Full textAbstract:
Hematopathology fellowship education has grown in complexity as patient-centered treatment plans have come to depend on integration of clinical, morphologic, immunophenotypic, molecular, and cytogenetic variables. This complexity is in competition with the need for timely hematopathology care with stewardship of patient, laboratory, and societal resources. Accreditation Council for Graduate Medical Education Milestones provide a guidance document for hematopathology training, but fellows and their educators are in need of a simple framework that allows assessment and feedback of growth toward independent hematopathology practice. Entrustable professional activities provide one such framework, and herein, we provide proposed Hematopathology Fellowship Entrustable Professional Activities based on review of pertinent guidelines and literature, with multiple rounds of expert and stakeholder input utilizing a modified mini-Delphi approach. Ten core entrustable professional activities deemed essential for graduating hematopathology fellows were developed together with skills and knowledge statements, example scenarios, and corresponding Accreditation Council for Graduate Medical Education Milestones. Application of these entrustable professional activities in program design, fellow evaluation, and decisions regarding level of supervision is discussed with consideration of benefits and barriers to implementation. These entrustable professional activities may be used by hematopathology fellowship directors and faculty to provide fellows with timely constructive feedback, determine entrustment decisions, provide the Clinical Competency Committee with granular data to support Milestone evaluations, and provide insight into areas of potential improvement in fellowship training. Fellows will benefit from a clear roadmap to independent hematopathology practice with concrete and timely feedback.
19
Sawyer, Taylor, Theodora A. Stavroudis, Anne Ades, et al. "Simulation in Neonatal-Perinatal Medicine Fellowship Programs." American Journal of Perinatology 37, no. 12 (2019): 1258–63. http://dx.doi.org/10.1055/s-0039-1693465.
Full textAbstract:
Abstract Objective This study aimed to investigate the use of simulation in neonatal-perinatal medicine (NPM) fellowship programs. Study Design This was a cross-sectional survey of program directors (PDs) and simulation educators in Accreditation Council for Graduate Medical Education (ACGME) accredited NPM fellowship programs. Results Responses were received from 59 PDs and 52 simulation educators, representing 60% of accredited programs. Of responding programs, 97% used simulation, which most commonly included neonatal resuscitation (94%) and procedural skills (94%) training. The time and scope of simulation use varied significantly. The majority of fellows (51%) received ≤20 hours of simulation during training. The majority of PDs (63%) wanted fellows to receive >20 hours of simulation. Barriers to simulation included lack of faculty time, experience, funding, and curriculum. Conclusion While the majority of fellowship programs use simulation, the time and scope of fellow exposure to simulation experiences are limited. The creation of a standardized simulation curriculum may address identified barriers to simulation.
20
Cook, Susan. "NSF’s Graduate Student Support Programs: An Overview and Reflections from a Former Fellow." Oceanography 29, no. 1 (2016): 86–89. http://dx.doi.org/10.5670/oceanog.2016.20.
Full text
21
Odonkor, Charles A., Brooks Leitner, Salam Taraben, et al. "Diversity of Pain Medicine Trainees and Faculty in the United States: A Cross-Sectional Analysis of Fellowship Training from 2009–2019." Pain Medicine 22, no. 4 (2021): 819–28. http://dx.doi.org/10.1093/pm/pnab004.
Full textAbstract:
Abstract Objective Diversity and equity in medicine remain pivotal to care delivery. Data analysis on sex and racial diversity of pain medicine fellowship trainees and faculty in the United States are scant. We sought to characterize demographic and retention patterns among pain medicine fellows and faculty, who represent the emerging chronic pain management workforce. Design cross-sectional retrospective analysis. Method We conducted an analysis of data from the American Association of Medical Colleges (AAMC) and the United States Accreditation Council on Graduate Medical Education (ACGME)-approved residency and fellowship training-programs for each year from 2009 through 2019, inclusively. We compared changes in sex, racial/ethnicity composition and retention rates of fellows and faculty in the United States by practice setting. Results From 2009 to 2019, there was a 14% increase in the number of ACGME pain fellowship programs. From 2009 to 2019, the ratio of men to women pain fellows ranged from 5:1 to 3.7:1. Compared with their self-identified White peers, Asian (OR 0.44; 95% CI: 0.34–0.58), Black (OR 0.46; 95% CI: 0.30–0.72), and Native American/Alaskan Native (OR 0.26; 95% CI: 0.08–0.80) identifying individuals had significantly lower odds of being a pain fellow, P &lt; 0.05. There was no significant difference in female (OR = 0.4, 95% CI: 0.148-1.09) and Black (OR 0.36; 95% CI: 0.11–1.12) program-directors. Pain-fellow in-state retention was 53%. Conclusions The demographics of pain medicine training programs reflect a persistent male vs. female gap with underrepresentation of racial minorities. Further research is needed to elucidate reasons underlying these disparities.
22
Editors, Policy Perspectives. "Commander Zeita Merchant, PhD." Policy Perspectives 25 (May 11, 2018): 70–76. http://dx.doi.org/10.4079/pp.v25i0.18391.
Full textAbstract:
Commander Zeita Merchant, PhD, is currently the Commanding Officer of the Coast Guard Marine Safety Unit Chicago and has served on active duty in the Coast Guard for more than 20 years. She was previously Special Assistant to the Vice Commandant of the Coast Guard, and has also held the positions of Executive Officer of Marine Safety Unit Texas City, Supervisor, Port of Miami Field Office, and Chief of Port Operations at US Coast Guard Sector Miami. From 2010 to 2012, Commander Merchant served as a Congressional Fellow in the US House of Representatives. She graduated with honors from Tougaloo College with a Bachelor of Science in Biology, and received her Master of Quality Systems Management from the National Graduate School in 2003, her Master of Public Administration from the Trachtenberg School in 2010, and her Doctorate in Business Administration from the National Graduate School in 2011. Commander Merchant has been honored with many professional, academic, and community service awards throughout her career, including no less than eleven medals for her service in the Coast Guard, and is a recognized authority in the field of Marine Safety, Emergency, and Environmental Management.
23
Edirisooriya, Mihili L., and Thomas J. Lipscomb. "Gender Influence on Statistics Anxiety among Graduate Students." Journal of Research in Science Mathematics and Technology Education 4, no. 2 (2021): 63–74. http://dx.doi.org/10.31756/jrsmte.421.
Full textAbstract:
The present study was conducted to further explore gender-based differences in the experience of statistics anxiety among graduate students. A sample of 75 graduate students from a mid-sized research university in the southeastern United States were recruited to participate in a survey concerning statistics anxiety. Data were analyzed using multivariate analysis of covariance and discriminant analysis. Using the Statistics Anxiety Rating Scale, students’ statistics anxiety was measured. After accounting for age, the findings revealed a significant gender difference in statistics anxiety. A significant covariate effect of age indicated that older graduate students reported experiencing higher levels of anxiety as compared to their younger peers. Age accounted for 21% of variance in the combined statistics anxiety subscales. Analysis further revealed that males experienced higher levels of anxiety when seeking statistics help from a fellow student or a professor than did females. Implications for the design of statistics courses are discussed.
24
Nakajima, Erica C., Marcus Messmer, Jennifer Marie Jones, et al. "Hematology/medical oncology fellow responses to the initial development of an antiracism curriculum." Journal of Clinical Oncology 39, no. 15_suppl (2021): 11042. http://dx.doi.org/10.1200/jco.2021.39.15_suppl.11042.
Full textAbstract:
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.
25
Yuan, Christina M., James D. Oliver, Dustin J. Little, et al. "Survey of non-tunneled temporary hemodialysis catheter clinical practice and training." Journal of Vascular Access 20, no. 5 (2018): 507–15. http://dx.doi.org/10.1177/1129729818820231.
Full textAbstract:
Background:Nephrologists are placing fewer non-tunneled temporary hemodialysis catheters. Requiring competence for nephrology fellow graduation is controversial.Methods:Anonymous, online survey of all graduates from a single, military nephrology training program (n = 81; 1985–2017) and all US Nephrology program directors (n = 150).Results:Graduate response and completion rates were 59% and 100%, respectively; 93% agreed they had been adequately trained; 58% (26/45) place non-tunneled temporary hemodialysis catheters, independent of academic practice or time in practice, but 12/26 did ⩽5/year and 23/26 referred some or all. The most common reason for continuing non-tunneled temporary hemodialysis catheter placement was that it is an essential emergency procedure (92%). The single most significant barrier was time to do the procedure (49%). Program director response and completion rates were 50% and 79%, respectively. The single most important barrier to fellow competence was busyness of the service (36%), followed by disinterest (21%); 55% believed that non-tunneled temporary hemodialysis catheter insertion competence should be required, with 81% indicating it was an essential emergency procedure. The majority of graduates and program directors agreed that simulation training was valuable; 76% of programs employ simulation. Graduates who had simulation training and program directors with ⩽20 years of practice were significantly more likely to agree that simulation training was necessary.Conclusion:Of the graduate respondents from a single training program, 58% continue to place non-tunneled temporary hemodialysis catheters; 55% of program directors believe non-tunneled temporary hemodialysis catheter procedural competence should be required. Graduates who had non-tunneled temporary hemodialysis catheter simulation training and younger program directors consider simulation training necessary. These findings should be considered in the discussion of non-tunneled temporary hemodialysis catheter curriculum requirements.
26
Lopez, Brianna, and Kate A. Manne. "Origin, Impact, and Reaction to Misogynistic Behaviors." Stance: an international undergraduate philosophy journal 14, no. 1 (2021): 147–67. http://dx.doi.org/10.33043/s.14.1.147-167.
Full textAbstract:
Kate A. Manne is an associate professor at the Sage School of Philosophy at Cornell University, where she has been teaching since 2013. Before that, she was a junior fellow at the Harvard Society of Fellows (2011–2013), did her graduate work at MIT (2006–2011), and was an undergraduate at the University of Melbourne (2001–2005), where she studied philosophy, logic, and computer science. Her current research is primarily in moral, feminist, and social philosophy. She is the author of two books, including her first book Down Girl: The Logic of Misogyny and her latest book Entitled: How Male Privilege Hurts Women. Manne has also published a number of scholarly papers about the foundations of morality, and she regularly writes opinion pieces, essays, and reviews in venues—including The New York Times, The Boston Review, the Huffington Post, and the Chronicle of Higher Education.
27
Lopez, Brianna. "Origin, Impact, and Reaction to Misogynistic Behaviors." Stance: An International Undergraduate Philosophy Journal 14 (2021): 146–67. http://dx.doi.org/10.5840/stance20211412.
Full textAbstract:
Kate A. Manne is an associate professor at the Sage School of Philosophy at Cornell University, where she has been teaching since 2013. Before that, she was a junior fellow at the Harvard Society of Fellows (2011–2013), did her graduate work at MIT (2006–2011), and was an undergraduate at the University of Melbourne (2001–2005), where she studied philosophy, logic, and computer science. Her current research is primarily in moral, feminist, and social philosophy. She is the author of two books, including her first book Down Girl: The Logic of Misogyny and her latest book Entitled: How Male Privilege Hurts Women. Manne has also published a number of scholarly papers about the foundations of morality, and she regularly writes opinion pieces, essays, and reviews in venues—including The New York Times, The Boston Review, the Huffington Post, and the Chronicle of Higher Education.
28
Freed, Eric. "Announcing the 2015 Viruses Young Investigator Prize and Graduate Student/Postdoctoral Fellow Travel Awards." Viruses 7, no. 2 (2015): 707–8. http://dx.doi.org/10.3390/v7020707.
Full text
29
Genareo, Vincent R., Mari Kemis, and D. Raj Raman. "What Does an Engineer Do? Conceptual Changes and Effects of Fellow Engagement on Middle School Students Involved in a GK-12 Program." Journal of Research in STEM Education 4, no. 2 (2018): 130–45. http://dx.doi.org/10.51355/jstem.2018.41.
Full textAbstract:
This study investigates students’ conceptions of engineering at the beginning and end of their involvement in a National Science Foundation funded Graduate STEM Fellows in K-12 Education (GK-12) program. It examines whether students involved in the program exhibited greater conceptions of engineering from beginning to end, whether differences exist among males and females, and if students’ engagement and satisfaction with their Fellows affects growth in conceptions of engineering. Pre-survey and post-survey data were collected annually over four years from 1,522 participants in grades 7 and 8 who had a GK-12 Fellow. Statistical analyses indicated students gained significantly in their conceptions of engineering during a year of GK-12 involvement. Those with a second year benefitted more, and the initial conception of engineering gap that occurred between males and females was closed by the end of students’ involvement in GK-12. The greater the degree of student engagement and satisfaction with their GK-12 Fellows, the more accurate were their conceptions of engineering. This study suggests STEM-focused partnership programs may positively affect students’ career conceptions, and there is value in value placing resident scientists who can facilitate student engagement in classrooms. Recommendations to program coordinators are provided.
30
George, Thomas J., Sharon E. Norton, William E. Winter, et al. "Impact of An Annual Hematology/Oncology Fellow Wet Laboratory Program On Fund of Biomedical Knowledge." Blood 114, no. 22 (2009): 246. http://dx.doi.org/10.1182/blood.v114.22.246.246.
Full textAbstract:
Abstract Abstract 246 Biologically based diagnostics and therapeutics underpin the field of hematology and oncology. During clinical fellowship training, biological and biochemical concepts have typically been presented in lecture formats and research electives. Based on trainee serial subjective self-assessments of knowledge (SAK) and graduate surveys, traditional pedagogy were deemed inadequate in supporting contemporary training and practice needs. Optimal assimilation of knowledge requires clinical context, experience, and performance. It was thus hypothesized that an active training method providing first-hand participation, such as a wet laboratory (wetlab), would increase fund of biomedical knowledge in hematology and oncology. Single-day wetlab sessions were developed, incorporating hands-on laboratory procedures linked to clinical vignettes. The procedures were designed to expose the molecular and biochemical basis, utility and limitations of current laboratory tests, such as coagulation monitoring, electrophoresis, flow cytometry and DNA-based assays. The curriculum rotated each of the three years so that each fellow would participate in all laboratory assays throughout fellowship training. Between July 2004 and June 2009, all fellows completed serial subjective SAKs (score 1–5) at 6-month intervals. SAKs inquire about all cognitive and procedural-based individual knowledge based on ASH and ASCO core curriculum, but only data relevant to basic science concepts and laboratory assays were included in this analysis. Midway through this time period, the wetlab curriculum was implemented. Fellows were given pre- and post-lab tests to assess their baseline and acquisition of biomedical knowledge. All results were compared between those who randomly did or did not participate. Fellow evaluation of the wetlab was also collected. Sixteen individual fellows (10 female; 6 male) were included in the analysis. Only one had significant pre-fellowship lab experience. Wetlab participation was mandatory, but randomly assigned during the course of each trainee's time. All but one fellow participated at least once during their training. SAK scores were significantly increased for those fellows who participated (mean 3.23 vs. 2.73; P<0.045), independent of fellow year (P=NS). Pre- and post-wetlab testing reflected increased objective assimilation of molecular biology knowledge for all participants (64% vs. 80%; P<0.014). Test scores for both groups improved over the course of each academic year (P=NS). Participants uniformly rated the wetlab experience as positive with 100% desiring to repeat it again the following year and recommending it to a peer who was not in attendance. In-training exam scores reflected outstanding overall performance for fellows in the Basic Science category (Hematology mean 74%; Oncology mean 73%). All board eligible fellows from this analysis have subsequently achieved Board Certification as first time test takers (100%). Implementation of an annual hematology and oncology biomedical wetlab for clinical fellows is feasible and results in significant improvement in trainee subjective knowledge and confidence gained. Objective measures of biomedical fund of knowledge appear increased as a result of this intervention. This method of teaching may advance understanding of relevant diagnostic tests utilized in the clinical practice of hematology and medical oncology. Disclosures: No relevant conflicts of interest to declare.
31
Papakota, Aikaterini. "Career counselling development." Industry and Higher Education 30, no. 5 (2016): 327–33. http://dx.doi.org/10.1177/0950422216664422.
Full textAbstract:
Promoting the use of new technologies in the career counselling process, the Career Services Office of the Aristotle University of Thessaloniki has developed an easy-to-use career counselling guide containing multimedia applications. The purpose of this career guide, called ‘Career Counseling@Career Office of Aristotle University of Thessaloniki’, is to support students and graduates in the development of their professional skills using interactive exercises and self-presentation sample tools. It also contains, in written and/or visual form, career information, success stories of fellow students and graduates and videos with advice and tips from human resources managers, recruiters and academic staff. The sections of the electronic guide are organized as ‘stations’ that may help the student or graduate in career decision-making, planning and organizing job searches in Greece and abroad, identifying training opportunities and achieving career goals in general. This innovative application is used in combination with personal and group career counselling services. This article explains the rationale for the application in terms of its usage and the expanded functionality it offers career counsellors in higher education institutions.
32
Turner, David A., Jonathan Bae, George Cheely, Judy Milne, Thomas A. Owens, and Catherine M. Kuhn. "Improving Resident and Fellow Engagement in Patient Safety Through a Graduate Medical Education Incentive Program." Journal of Graduate Medical Education 10, no. 6 (2018): 671–75. http://dx.doi.org/10.4300/jgme-d-18-00281.1.
Full textAbstract:
ABSTRACT Background Collaboration between graduate medical education (GME) and health systems is essential for the success of patient safety initiatives. One example is the development of an incentive program aligning trainee performance with health system quality and safety priorities. Objective We aimed to improve trainee safety event reporting and engagement in patient safety through a GME incentive program. Methods The incentive program was implemented to provide financial incentives to drive behavior and engage residents and fellows in safety efforts. Safety event reporting was measured beginning in the 2014–2015 academic year. A training module was introduced and the system reporting link was added to the institution's Resident Management System homepage. The number of reports by trainees was tracked over time, with a target of 2 reports per trainee per year. Results Baseline data for the year prior to implementation of the incentive program showed less than 0.5% (74 of 16 498) of safety reports were submitted by trainees, in contrast with 1288 reports (7% of institutional reports) by trainees in 2014–2015 (P &lt; .0001). A total of 516 trainees (57%), from 37 programs, received payment for the metric, based on a predefined program target of a mean of 2 reports per trainee. In 2015–2016 and 2016–2017 the submission rate was sustained, with 1234 and 1350 reports submitted by trainees, respectively. Conclusions An incentive program as part of a larger effort to address safety events is feasible and resulted in increased reporting by trainees.
33
Kinkley, Jonathan. "Art Thief: An Educational Computer Game Model for Art Historical Instruction." Leonardo 42, no. 2 (2009): 133–37. http://dx.doi.org/10.1162/leon.2009.42.2.133.
Full textAbstract:
Cognitive research has revealed learning techniques more effective than those utilized by the traditional art history lecture survey course. Informed by these insights, the author and fellow graduate researchers at the University of Illinois at Chicago designed a “serious” computer game demo, Art Thief, as a potential model for a learning tool that incorporates content from art history. The game design implements constructed learning, simulated cooperation and problem solving in a first-person, immersive, goal-oriented mystery set within a virtual art museum.
34
McCauley, Melanie, Constance Benson, and Darcy Wooten. "2530. TACO Tuesday as a Medical Education Tool." Open Forum Infectious Diseases 6, Supplement_2 (2019): S879. http://dx.doi.org/10.1093/ofid/ofz360.2208.
Full textAbstract:
Abstract Background Novel strategies in medical education including the flipped classroom, test-enhanced learning, and gaming have proven to be effective for preclinical learners but little is known about their efficacy in post-graduate education. We implemented an educational tool in our Infectious Diseases (ID) Fellowship Training program called TACO (To Assess Cognitive Operations) Tuesday that utilizes aspects of the flipped classroom, test-enhanced learning, and gaming to improve ID fellow engagement, satisfaction, knowledge retention, and board examination preparation in association with a weekly ID core didactic curriculum. Methods One to three multiple choice clinical vignettes were emailed to ID fellows the day prior to their weekly didactic lecture. The first fellow to answer all questions correctly was the winner for the week. The correct answer choices along with detailed rationales were distributed to all fellows at the end of the week. After one year of using this educational tool, we surveyed fellows to evaluate its impact on their engagement with the weekly didactic sessions, self-perception of content retention, and sense of preparation for the ID board examination. Results We had a response rate of 82% with 9 of 11 fellows polled participating. Of those, two-thirds attempted to answer the multiple-choice questions prior to lecture and most (77%) reviewed the correct answer choices and rationales weekly. All participants felt the educational tool helped improve their engagement with the lectures and half felt it increased overall satisfaction with their educational experience. The majority felt the tool increased content retention and their level of preparation for the ID board examination. Implementation of this tool was associated with a higher mean IDSA in-training examination score compared with scores from the previous year (518 vs 469). Conclusion ID fellows found that an educational tool utilizing a flipped classroom, test-enhanced learning, and gaming in association with a weekly core didactic curriculum increased their engagement, satisfaction, knowledge retention, and board examination preparation. Future studies will investigate the impact of this tool on knowledge retention and ID board examination scores within our institution as well as across institutions. Disclosures All authors: No reported disclosures.
35
Summers, Connie, Maria Resendiz, and Roxanna Ruiz-Felter. "Supervising Clinical Fellows: Preparation and Styles." Perspectives on Administration and Supervision 24, no. 1 (2014): 4–11. http://dx.doi.org/10.1044/aas24.1.4.
Full textAbstract:
Purpose: The majority of supervision literature has focused on the supervision of graduate students. The purpose of this study was to examine the preparation of and explore the thinking styles of mentoring speech-language pathologists (SLPs) of Speech-Language Pathology graduates who are completing their clinical fellowship. Method: A questionnaire was sent to 1626 SLPs by email who reported working in school settings and 102 participants responded. They were asked questions about demographics, caseloads, supervisory experiences, knowledge of the American Speech-Language-Hearing Association (ASHA, 2008) standards for supervision, and thinking styles. Forty of the participants reported on the number of years of experience they had with supervision and reported mentoring a clinical fellow in the past 3 years. These 40 participants were divided into two groups: mentoring SLPs with less experience (LEM; 1–5 years) and mentoring SLPs with more experience (MEM; 6 or more years). Results: The LEM and MEM groups demonstrated different patterns in meeting and contacting their Clinical Fellows (CF) and in participating in training activities for mentoring SLPs. There were also differences in the thinking styles of the groups. The MEM group rated themselves as having preferences for tasks that allowed them to work on one thing at a time as well as tasks that had a more global focus more than those in the LEM group. Conclusions: Differences in thinking styles may affect the style of supervision and mentoring. These relationships warrant further examination.
36
Ripley, Jennifer S., Fernando L. Garzon, M. Elizabeth Lewis Hall, Michael W. Mangis, and Christopher J. Murphy. "Pilgrims’ Progress: Faculty and University Factors in Graduate Student Integration of Faith and Profession." Journal of Psychology and Theology 37, no. 1 (2009): 5–14. http://dx.doi.org/10.1177/009164710903700101.
Full textAbstract:
Graduate students’ perspectives on integration of faith and profession were investigated using item response to identify underlying constructs. Students (N = 595) from various professions and four universities were sampled. Three factors were supported as separate and important constructs for students. The first two factors were drawn from Sorenson's research on attachment theory, faculty as bulwark of the faith versus fellow sojourner and faculty as emotionally transparent versus emotionally distant. A new domain of integration, environmental factors such as class Scripture reading, was supported as a unique factor. An examination of diversity variables gave preliminary evidence that females and students of color may see emotional transparency and environmental factors as more important in Christian integration than other students.
37
Pincus, Liza E., and Andrea Quinn. "When Psychological Comorbidities Demand Flexibility: Treatment Adaptations for Youth Anxiety Disorders." Pragmatic Case Studies in Psychotherapy 15, no. 1 (2019): 84. http://dx.doi.org/10.14713/pcsp.v15i1.2045.
Full textAbstract:
<p>The first author (LEP) is a third year clinical psychology doctoral student at the Graduate School of Applied and Professional Psychology (GSAPP) at Rutgers University, working under the supervision of the second author (AQ) at GSAPP’s Anxiety Disorders Clinic, which the second author directs. As a fellow student clinician, the first author had a particular appreciation for Dr. Alexander Tice’s treatment of "Daniel" (2019), a client with a complex clinical presentation who appears to have greatly benefited from his treatment with Tice, under the supervision of Dr. Martin Franklin. Much of Tice’s experience applying theoretical principles to treating specific disorders, as well as finding a delicate balance between manual-based treatment and real-world clinical application of those manuals, reflects the experiences of the first author (LEP) as a cognitive-behavioral therapist working at a graduate student training clinic.</p>
38
Kessen, Christine, and Kielty Turner. "Developing Professional Competence in Graduate School: Student Experiences of the Social Work Curriculum." Public Voices 12, no. 2 (2016): 10. http://dx.doi.org/10.22140/pv.82.
Full textAbstract:
This qualitative study explores the development of professional competence in masterslevel social work students at a faith-based university in the northeastern United States. Through focus groups, students discuss aspects of the implicit and explicit curriculum that helped them develop mindfulness, self-compassion, and empathy – qualities thought to contribute to professional competence in social work practice.Considering their years of study, students identified specific course topics, activities and assignments as well as relationships with students, advisors, and internship supervisors. Support of fellow students and unconventional experiences such as meeting a homeless man on the street had a strong impact on students’ development of the qualities being studied. Implications for social work education and professional training for the helping professions are discussed. These preliminary results are part of a larger longitudinal study in progress.
39
McMyler, Eileen T., Paula T. Ross, Kelly A. Saran, et al. "Mainstreaming Risk Management Education Into New Resident and Fellow Orientation." Journal of Graduate Medical Education 3, no. 3 (2011): 395–99. http://dx.doi.org/10.4300/jgme-d-10-00143.1.
Full textAbstract:
Abstract Introduction Understanding patient safety events and causative factors is an important step in reducing preventable adverse events. The University of Michigan's Graduate Medical Education (GME) Office, Department of Risk Management (DRM), and Office of Clinical Affairs (OCA) collaborated to incorporate a video workshop as a formal introduction to patient safety during orientation for new residents and fellows. This workshop reinforced the importance of effective communication and supervision in patient safety. Methods DRM and OCA produced a video depicting an actual, unanticipated outcome that resulted from a constellation of preventable circumstances, which allows the audience to observe communication and supervision issues that lead to a patient death. The video is followed by a discussion of the patient safety issues seen, why they occurred, and strategies for improvement. Trainee perceptions of the value of the experience were surveyed and collected using a qualitative survey. Results Most responders found the video workshop helpful. Trainees perceived the video and facilitated discussion as an effective way to identify patient safety issues, available resources, and the culture of patient safety at the institution. Conclusion Trainee comments supported the video workshop as an effective way to highlight the importance of communication and supervision in relation to patient safety. In the future, the DRM, OCA, and GME hope to reinforce this shared vision of patient safety through combined educational efforts.
40
Stahl, Shannon, and Tomislav Rovis. "Cluster Preface: Catalytic Aerobic Oxidations." Synlett 28, no. 13 (2017): 1546–47. http://dx.doi.org/10.1055/s-0036-1590547.
Full textAbstract:
Shannon S. Stahl was an undergraduate at the University of Illinois at Urbana-Champaign, and a graduate student at Caltech (PhD, 1997), where he worked with Professor John Bercaw. He was an NSF postdoctoral fellow with Professor Stephen Lippard at Massachusetts Institute of Technology from 1997–1999. He is currently a Professor of Chemistry at the University of Wisconsin–Madison, where he began his independent career in 1999. His research group specializes in catalysis, with an emphasis on aerobic oxidation reactions and oxygen chemistry related to energy conversion. Tomislav Rovis was born in Zagreb in former Yugoslavia but was largely raised in southern Ontario, Canada. He earned his PhD degree at the University of Toronto (Canada) in 1998 under the direction of Professor Mark Lautens. From 1998–2000, he was an NSERC Postdoctoral Fellow at Harvard University (USA) with Professor David A. Evans. In 2000, he began his independent career at Colorado State University and was promoted in 2005 to Associate Professor and in 2008 to Professor. His group’s accomplishments have been recognized by a number of awards including an Arthur C. Cope Scholar, an NSF CAREER Award, a Fellow of the American Association for the Advancement of Science and a Katritzky Young Investigator in Heterocyclic Chemistry. In 2016, he moved to Columbia University where he is currently Professor of Chemistry.
41
Johnston, Jeffrey, and Tomislav Rovis. "Cluster Preface: Alkene Halofunctionalization." Synlett 29, no. 04 (2018): 399–400. http://dx.doi.org/10.1055/s-0037-1609319.
Full textAbstract:
Jeffrey N. Johnston is a 1992 graduate of Xavier University where he completed his B.S. Chemistry degree (Honors, summa cum laude). With summer research stints in medicinal, polymer, and inorganic pigment chemistry under his belt, he transitioned to synthetic organic chemistry at The Ohio State University where he worked with Leo Paquette for his graduate work (PhD 1997). He completed postdoctoral studies with David Evans at Harvard University (USA) and was supported by an NIH Postdoctoral Fellowship. His independent career began in 1999 at Indiana University, where he was promoted to Professor of Chemistry before moving to Vanderbilt University in 2006. He is currently a Stevenson Professor of Chemistry. The commitment of his students and postdoctoral scholars to the discovery and development of new reactions and reagents, particularly in enantioselective catalysis, have led to numerous honors, including the Cope Scholar Award, a Fellowship from the Japan Society for the Promotion of Science, a Swiss Chemical Society Lectureship, and an Eli Lilly Grantee Award. It was graduate student Mark Dobish's discovery of the chiral proton-catalyzed enantioselective iodolactonization reaction (J. Am Chem. Soc. 2012, 134, 6068) that began his group's exploits of alkene halofunctionalization reactions for the good of chemical synthesis. Tomislav Rovis was born in Zagreb in former Yugoslavia but was largely raised in southern Ontario, Canada. He earned his PhD degree at the University of Toronto (Canada) in 1998 under the direction of Professor Mark Lautens. From 1998–2000, he was an NSERC Postdoctoral Fellow at Harvard University (USA) with Professor David A. Evans. In 2000, he began his independent career at Colorado State University and was promoted in 2005 to Associate Professor and in 2008 to Professor. His group’s accomplishments have been recognized by a number of awards including an Arthur C. Cope Scholar, an NSF CAREER Award, a Fellow of the American Association for the Advancement of Science and a Katritzky Young Investigator in Heterocyclic Chemistry. In 2016, he moved to Columbia University where he is currently Professor of Chemistry.
42
Borhani, Maya Tracy. "Walking, Talking, Performing in Place: Learning from/with/on the Land." LEARNing Landscapes 13, no. 1 (2020): 67–75. http://dx.doi.org/10.36510/learnland.v13i1.1003.
Full textAbstract:
This autoethnographic essay describes an ambulatory workshop with fellow graduate students, a walking tour to remote parts of campus where we paused to consider writing prompts and to create short performative sketches highlighting the nature of our relationships to the land around us. In this reflection on our “walk and talk,” I consider how teachers and students co-create what we learn together, the mysteries of engaging in interactive drama and poetry methods, and the performative ways in which we might come to know the places where we live and work more intimately and more imaginatively.
43
Leich, Marian Nash. "Marjorie M. Whiteman (1898-1986)." American Journal of International Law 80, no. 4 (1986): 938–40. http://dx.doi.org/10.1017/s0002930000073012.
Full textAbstract:
Dr. Marjorie Millace Whiteman died at the age of 87, at her home in Liberty Center, Ohio, on July 6, 1986. A graduate of Ohio Wesleyan University and the recipient of LL.B. (1927) and J.S.D. (1928) degrees from Yale Law School (where she served as an editor of the Yale Law Journal), she was also a Carnegie fellow in international law. Later, Miss Whiteman served as a research associate with the Research Commission on Latin America at Columbia University, and then, in 1929, began her distinguished career with the Department of State, winning recognition throughout the world as an authority on international law.
44
Chávez-García, Miroslava. "Interview with Yolanda Cruz." Boom 1, no. 3 (2011): 57–61. http://dx.doi.org/10.1525/boom.2011.1.3.57.
Full textAbstract:
“Interview with Yolanda Cruz” is a conversation with filmmaker Yolanda Cruz, a graduate of UCLA’s film school and 2011 Sundance Screenwriters Lab Fellow. The interview focuses on her filmmaking, indigenous origins as a Chatino (one of sixteen indigenous groups in Oaxaca, Mexico), and views of indigenous peoples in California and across the globe. The interview spends time on Cruz’s latest film, 2501 Migrants, which depicts the unique work of Alejandro Santiago, an indigenous artist from Oaxaca, who uses his artwork to bring attention to the migrants who have left the region and created what has been called “cultural and domestic abandonment.”
45
Anderson, Brian D. O. "John Barratt Moore 1941–2013." Historical Records of Australian Science 25, no. 1 (2014): 92. http://dx.doi.org/10.1071/hr14002.
Full textAbstract:
John Moore was born in Lungling, China on 3 April 1941 and died in Canberra on 19 January 2013. He was an electrical engineer who spent most of his distinguished career at the University of Newcastle and the Australian National University following industrial experience and graduate education in Silicon Valley, California. He was a Fellow of the Institute of Electrical and Electronic Engineers, the Australian Academy of Science and the Australian Academy of Technological Sciences and Engineering, achieving all honours at a comparatively early age, and was recognized principally for his contributions to the field of control systems.
46
Moore, Margaret. "Our debt to Walker Connor: reflections from political theory." Nationalities Papers 45, no. 5 (2017): 734–38. http://dx.doi.org/10.1080/00905992.2017.1350944.
Full textAbstract:
First, let me say that it is a pleasure to be asked to comment on the work of Walker Connor, who is a huge figure in the study of nationalism, and has been tremendously influential for me both personally and in my own work. Let me say something personal, first. In the spring of 2005, Walker Connor came to my home university, Queen's University in Kingston, Canada, as a Fulbright Fellow. This was our first Fulbright Fellow and we were thrilled to have an international star in nationalism join us. He was witty, humorous, smart, and very, very kind. He was also – I was struck by this – very generous with his time, with students, and with junior scholars. He talked at length to our graduate students who were working on nationalism. He told me that he enjoyed students very much, and that in his opinion the American liberal arts colleges were excellent places to work because one could see the impact of one's ideas and challenges on students.
47
Wallace, Danielle, Denise Cochran, Jennifer Michelle Duff, Julia Lee Close, Martina Cathryn Murphy, and Arpan Patel. "A multicentered academic medical center experience of a simulated root cause analysis (RCA) for hematology/oncology fellows." Journal of Clinical Oncology 38, no. 29_suppl (2020): 188. http://dx.doi.org/10.1200/jco.2020.38.29_suppl.188.
Full textAbstract:
188 Background: Quality improvement and patient safety education is an Accreditation Council for Graduate Medical Education (ACGME) common program requirement for hematology/oncology fellowships. Specifically, the ACGME requires trainee participation in interprofessional clinical patient safety activities, such as root cause analyses. These can be challenging to incorporate into busy schedules and are intimidating to some trainees, but simulated RCAs are a novel way to assure trainees gain important patient safety skills. We report on a multicentered experience utilizing a simulated RCA educational module in an attempt to provide fellows with the tools needed to participate in a live RCA and to increase awareness of the need to analyze patient safety events. Methods: The two-hour module included a didactic session explaining the basics of an RCA including common terminology, effective chart review, and personal interviews. The fellows assessed a patient safety event of a missed coagulopathy and created an event flow map and fishbone analysis. They then formed root cause/contributing factor statements and proposed a solution. Seventeen fellows from two institutions completed pre- and post-session surveys regarding the experience. Results: There was a 47% increase in both the percentage of fellows who felt comfortable participating in live RCAs in the future, and in the number of fellows who felt comfortable with using the tools typically utilized in an RCA. 70.59% of respondents felt that as a result of the mock RCA, they were more likely to report a near miss or adverse event. Conclusions: Mock RCAs are a feasible method of incorporating ACGME-required patient safety activities into hematology/oncology fellow education and are effective in increasing their comfort and understanding of important quality improvement skills
48
Miller, Megan E., Ajanta Patel, Nancy Schindler, et al. "Bridging the Gap: Interdepartmental Quality Improvement and Patient Safety Curriculum Created by Hospital Leaders, Faculty, and Trainees." Journal of Graduate Medical Education 10, no. 5 (2018): 566–72. http://dx.doi.org/10.4300/jgme-d-18-00060.1.
Full textAbstract:
ABSTRACT Background The Accreditation Council for Graduate Medical Education Clinical Learning Environment Review recommends that quality improvement/patient safety (QI/PS) experts, program faculty, and trainees collectively develop QI/PS education. Objective Faculty, hospital leaders, and resident and fellow champions at the University of Chicago designed an interdepartmental curriculum to train postgraduate year 1 (PGY-1) residents on core QI/PS principles, measuring outcomes of knowledge, attitudes, and event reporting. Methods The curriculum consisted of 3 sessions: PS, quality assessment, and QI. Faculty and resident and fellow leaders taught foundational knowledge, and hospital leaders discussed institutional priorities. PGY-1 residents attended during protected conference times, and they completed in-class activities. Knowledge and attitudes were assessed using pretests and posttests; graduating residents (PGY-3–PGY-8) were controls. Event reporting was compared to a concurrent control group of nonparticipating PGY-1 residents. Results From 2015 to 2017, 140 interns in internal medicine (49%), pediatrics (33%), and surgery (13%) enrolled, with 112 (80%) participating and completing pretests and posttests. Overall, knowledge scores improved (44% versus 57%, P &lt; .001), and 72% of residents demonstrated increased knowledge. Confidence comprehending quality dashboards increased (13% versus 49%, P &lt; .001). PGY-1 posttest responses were similar to those of 252 graduate controls for accessibility of hospital leaders, filing event reports, and quality dashboards. PGY-1 residents in the QI/PS curriculum reported more patient safety events than PGY-1 residents not exposed to the curriculum (0.39 events per trainee versus 0.10, P &lt; .001). Conclusions An interdepartmental curriculum was acceptable to residents and feasible across 3 specialties, and it was associated with increased event reporting by participating PGY-1 residents.
49
Baldwin, Neil. "A SOURCE OF INSPIRATION." RBM: A Journal of Rare Books, Manuscripts, and Cultural Heritage 1, no. 1 (2000): 30–32. http://dx.doi.org/10.5860/rbm.1.1.172.
Full textAbstract:
It was the turbulent spring of 1970. My second semester as a graduate teaching fellow at SUNY/Buffalo was drawing to a close, and it was time to start thinking about the focus for my oral qualifying examination. Beyond that, an even more terrifying prospect loomed before me like a ghostly, 300-page shadow, what to choose as my Ph.D. dissertation topic¿̣ I remember stopping timidly into the offices of various English Department eminences grises—Leslie Fiedler, Marcus Klein, Robert Creeley—and speaking with them about my newly kindled passion for modern poetry. In those heady days just after the untimely death of Charles . . .
50
Hudson, Melanie. "The Fundamentals of the Clinical Fellowship Experience." Perspectives of the ASHA Special Interest Groups 1, no. 11 (2016): 81–85. http://dx.doi.org/10.1044/persp1.sig11.81.
Full textAbstract:
The Clinical Fellowship Experience is described by the American Speech-Hearing-Language Association (ASHA) as the transition period from constant supervision to independent practitioner. It is typically the first paid professional experience for the new graduate, and may be in a setting with which the new clinician has little or even no significant practical experience. The mentor of a clinical fellow (CF) plays an important role in supporting the growth and development of this new professional in areas that extend beyond application of clinical skills and knowledge. This article discusses how the mentor may provide this support within a framework that facilitates the path to clinical independence.