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1
Newcomer, Phyllis L. "Competencies for Professionals in Learning Disabilities." Learning Disability Quarterly 11, no. 3 (August 1988): 167–75. http://dx.doi.org/10.2307/1510761.
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A major role of any professional organization is to establish standards by which professionals and practices in the field can be evaluated. DCLD has taken a major step in this direction by developing a set of competencies for teachers of learning disabled children and youth. This article presents the rationale behind the development of these competencies as well as potential uses of the competency statements. The development of this set of competency statements underscores the Division's commitment to upgrading current practices. Readers are strongly encouraged to provide feedback to Dr. Newcomer's Committee on the scope, format, and content of the competency statements. Meaningful standards can best be derived from these statements through a broad base of input from professionals in the field. - D.D.D.
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Johnson, W. Brad, and Rioh'det Corser. "Learning Ethics the Hard Way: Facing the Ethics Committee." Teaching of Psychology 25, no. 1 (January 1998): 26–28. http://dx.doi.org/10.1207/s15328023top2501_7.
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This article describes an approach to enhancing the value of case study material in teaching professional ethics in psychology. The mock committee approach involves a series of hearings convened fry students who rotate membership on a class ethics committee. Members of the class participate randomly as psychologists accused of various ethical violations. While the class observes, formal complaint hearings occur that result in official rulings and the setting of appropriate penalties and remedial requirements. The larger class then joins in active feedback and exchange with the committee to highlight and discuss salient ethical issues. We present and discuss student evaluation data for this technique and comment on the potential advantages of this teaching approach.
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Plant, Kato, Karin Barac, and Herman De Jager. "Developing early career professional auditors at work." Meditari Accountancy Research 25, no. 3 (August 14, 2017): 368–90. http://dx.doi.org/10.1108/medar-03-2017-0119.
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Purpose The purpose of this paper is to identify the determinants of internal audit workplace learning success for developing early career internal audit professionals in South Africa. Design/methodology/approach A qualitative research design was used to collect data through focus group discussions and semi-structured interviews from 65 internal audit stakeholders including internal audit employers’ early career; internal auditors’ workplace learning assessors; and presenters and members of the education and training committee of the professional body in South Africa on their experiences of the determinants of workplace learning success for internal auditors. Findings In line with workplace learning theories, it was found that there are five determinants of internal audit workplace success: the learning environment, management support, the early career internal auditors’ commitment (attitude and motivation to learn) and a relevant, structured and effective formal workplace learning programme. Practical implications Internal audit employers, early career internal auditors, workplace learning assessors and presenters as well as the Institute of Internal Auditors globally and in South Africa can use the results of this study as a benchmark for their internal audit workplace learning practices. Originality/value This paper provides insight into the determinants of workplace learning success for internal auditors and contributes to the limited body of knowledge in auditing on developing professional competence in the workplace.
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Moon, Jodi Saxton. "Median Middle School." Journal of Cases in Educational Leadership 19, no. 4 (November 3, 2016): 47–56. http://dx.doi.org/10.1177/1555458916657121.
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This case was developed for use with future school leaders in an educational setting. There are several topics of discussion that can be developed, including but not limited to policy implementation, the efficacy of professional learning communities, and improving student learning outcomes. The setting is a solidly performing middle school in the third year of implementing a new policy of common assessments through a professional learning committee model. Data are presented about the students, the district, and the teachers involved. Students must support the main player in the story: a new principal who is about to begin work with an established math department in the midst of collaborative crisis.
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Aguilar-Rodríguez, Marta, Elena Marques-Sule, Pilar Serra-Añó, Gemma Victoria Espí-López, Lirios Dueñas-Moscardó, and Sofía Pérez-Alenda. "A blended-learning programme regarding professional ethics in physiotherapy students." Nursing Ethics 26, no. 5 (February 19, 2018): 1410–23. http://dx.doi.org/10.1177/0969733017748479.
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Background: In the university context, assessing students’ attitude, knowledge and opinions when applying an innovative methodological approach to teach professional ethics becomes fundamental to know if the used approach is enough motivating for students. Research objective: To assess the effect of a blended-learning model, based on professional ethics and related to clinical practices, on physiotherapy students’ attitude, knowledge and opinions towards learning professional ethics. Research design and participants: A simple-blind clinical trial was performed (NLM identifier NCT03241693) (control group, n = 64; experimental group, n = 65). Both groups followed clinical practices for 8 months. Control group performed a public exposition of a clinical case about professional ethics. By contrast, an 8-month blended-learning programme regarding professional ethics was worked out for experimental group. An online syllabus and online activities were elaborated, while face-to-face active participation techniques were performed to discuss ethical issues. Students’ attitudes, knowledge and opinions towards learning professional ethics were assessed. Ethical considerations: The study was approved by the University Ethic Committee of Human Research and followed the ethical principles according to the Declaration of Helsinki. Findings: After the programme, attitudes and knowledge towards learning professional ethics of experimental group students significantly improved, while no differences were observed in control group. Moreover, opinions reported an adequate extension of themes and temporization, importance of clinical practices and interest of topics. Case study method and role playing were considered as the most helpful techniques. Conclusion: The blended-learning programme proposed, based on professional ethics and related to clinical practices, improves physiotherapy students’ attitudes, knowledge and opinions towards learning professional ethics.
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Simmons, Nicola, Lauren Scharff, Michelle Eady, and Diana Gregory. "SoTL in the Margins: Teaching-Focused Role Case Studies." Teaching & Learning Inquiry 9, no. 1 (March 7, 2021): 61–78. http://dx.doi.org/10.20343/teachlearninqu.9.1.6.
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The number of teaching-focused faculty (TFF) continues to increase, raising concerns about opportunities to engage in the Scholarship of Teaching and Learning (SoTL) for academics who are hired to focus on teaching rather than research. Various names for these teaching-focused positions include, but are not limited to: instructional, limited-term faculty; permanent, but not eligible for tenure; equivalent to tenure-track (eligible for tenure); and casual teaching-focused. Regardless of title, TFF face a unique challenge: hired for excellence in teaching and committed to improving teaching and learning, they are often not granted support to engage in professional development or research related to teaching and learning. These and other challenges are associated with their academically marginalized positions. The authors are members of the Advocacy Committee of the International Society for the Scholarship of Teaching and Learning (ISSOTL). This paper builds on a session we offered at the ISSOTL conference in Calgary in 2017 where we invited TFF to contribute narrative examples of institutional SoTL challenges and their strategies for overcoming them. We describe potential solutions to creating institutional cultures that are supportive of TFF engaging in SoTL. We finish by offering recommendations for creating a SoTL teaching-focused community within ISSOTL to provide social and professional support.
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Carrera, Alberto M., Lizbelle De Jesús-Ojeda, Estela Estape, and Lourdes E. Soto de Laurido. "2419." Journal of Clinical and Translational Science 1, S1 (September 2017): 50. http://dx.doi.org/10.1017/cts.2017.179.
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OBJECTIVES/SPECIFIC AIMS: Goal—broaden the academic offer to enhance clinical and translational research productivity and cost effectiveness. Objective—implement a distance learning program on conducting proficient research management. METHODS/STUDY POPULATION: Needs assessment attested students’ interest in enrolling and willingness to recruit graduates by the research industry and academia. A master of science in clinical research management and regulatory compliance (MS-CRMRC) was developed using the Core Competency Domains for Clinical Research Professional. Experts from research academia, pharmaceutical industry, composed a Proposal Development Committee. RESULTS/ANTICIPATED RESULTS: Access of a distance learning MS-CRMRC program for students with time constrains. Competent research professional graduates working side by side with the principal investigator on onsite teamwork management, to streamline research processes in compliance to regulations. DISCUSSION/SIGNIFICANCE OF IMPACT: Improvement of clinical and translational research productivity and efficient use of grants funds prevails as a generalized concern. The MS-CRMRC offers an accessible alternative to empower the research enterprise by developing knowledgeable skilled professionals to tackle this need.
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Banjarmasin, Syahrir. "FAKTOR-FAKTOR YANG MEMPENGARUHI IMPLEMENTASI PERMENDIKBUD NO.75 TAHUN 2016 DI SMK NEGERI BANJARMASIN." dia 17, no. 1 (June 17, 2019): 46–65. http://dx.doi.org/10.30996/dia.v17i1.2874.
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ABSTRACTOne example of the administration of education which involves the role and function of the School Committee can be observed in the city of Banjarmasin. Banjarmasin City Education Office seeks to change so that each school has facilities and infrastructure that can support teaching and learning activities outside of school through the School Committee. Good facilities and infrastructure facilities can support teaching and learning activities outside of school so that it is expected that each student can gain additional skills and knowledge from teaching and learning processes outside of school. Through community school committees can carry out various roles in the implementation and quality control of education services through the role of individuals, groups, families, professional organizations, employers, and social organizations. The study of strategies for developing community participation in education funding at State Vocational Schools in Banjarmasin as a result of the implementation of Permendikbud Nomor 75 Tahun 2016 and analyzing what factors make the implementation of Permendikbud Nomor 75 Tahun 2016 difficult to implement uses qualitative methods based on George C Edward's theory III produced findings that funding in schools that were previously with a collection system with the amount of payment that has been determined and agreed based on the school committee meeting, then with the implementation of the Permendikbud, it could no longer be done because the community meant that the contribution was voluntary, may contribute and may not. Based on these problems, the school is trying to find new breakthroughs to increase community participation in education funding to support funding in schools by developing Production Units (UP) and the community is expected to be directly involved in utilizing products produced by vocational students so that the problem of lack of funding at school can be overcome.
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Yardley, Sarah, Sally-Anne Francis, Antony Chuter, Stuart Hellard, Julia Abernethy, and A. Carson-Stevens. "Mixed-methods study protocol: do national reporting and learning system medication incidents in palliative care reflect patient and carer concerns about medication management and safety?" BMJ Open 11, no. 9 (September 2021): e048696. http://dx.doi.org/10.1136/bmjopen-2021-048696.
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IntroductionApproximately 20% of serious safety incidents involving palliative patients relate to medication. These are disproportionately reported when patients are in their usual residence when compared with hospital or hospice. While patient safety incident reporting systems can support professional learning, it is unclear whether these reports encompass patient and carer concerns with palliative medications or interpersonal safety.AimTo explore and compare perceptions of (un)safe palliative medication management from patient, carer and professional perspectives in community, hospital and hospice settings.Methods and analysisWe will use an innovative mixed-methods study design combining systematic review searching techniques with cross-sectional quantitative descriptive analysis and interpretative qualitative metasynthesis to integrate three elements: (1) Scoping review: multiple database searches for empirical studies and first-hand experiences in English (no other restrictions) to establish how patients and informal carers conceptualise safety in palliative medication management. (2)Medication incidents from the England and Wales National Reporting and Learning System: identifying and characterising reports to understand professional perspectives on suboptimal palliative medication management. (3) Comparison of 1 and 2: contextualising with stakeholder perspectives.Patient and public involvementOur team includes a funded patient and public involvement (PPI) collaborator, with experience of promoting patient-centred approaches in patient safety research. Funded discussion and dissemination events with PPI and healthcare (clinical and policy) professionals are planned.Ethics and disseminationProspective ethical approval granted: Cardiff University School of Medicine Research Ethics Committee (Ref 19/28). Our study will synthesise multivoiced constructions of patient safety in palliative care to identify implications for professional learning and actions that are relevant across health and social care. It will also identify changing or escalating patterns in palliative medication incidents due to the COVID-19 pandemic. Peer-reviewed publications, academic presentations, plain English summaries, press releases and social media will be used to disseminate to the public, researchers, clinicians and policy-makers.
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Bansal, Monika, and Manoj Goyal. "To introduce and measure the effectiveness of case based learning in physiology." International Journal of Research in Medical Sciences 5, no. 2 (January 23, 2017): 437. http://dx.doi.org/10.18203/2320-6012.ijrms20170043.
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Background: Student/learner centered strategies are needed to promote active learning in the students. Medical Council of India (MCI) also encourages learner centric approaches. Objectives of the study were to develop case scenarios for teaching in Physiology and use them to teach 1st professional MBBS students and to evaluate the impact of this intervention on students’ learning.Methods: After the approval from Institutional Ethics Committee (IEC) the study was conducted on MBBS 1st professional students. The students were taught two topics using CBL strategy. Pre-post test score were taken for evaluation of students’ learning. Students’ feedback was taken to elicit their perceptions about the effectiveness of the strategy. Faculty feedback was also taken for feasibility and implementation of CBL.Results: Majority of the students were satisfied with the session. Majority felt it to be a good learning experience and many wanted to attend more such sessions. Difference in the pre-post test scores was statistically highly significant.Conclusions: CBL proved to be an interesting and effective active learning strategy. More of such sessions should be conducted to engage the students as felt by students and faculty both.
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Miller, Stephen H., James N. Thompson, Paul E. Mazmanian, Alejandro Aparicio, David A. Davis, Bruce E. Spivey, and Norman B. Kahn. "Continuing Medical Education, Professional Development, and Requirements for Medical Licensure: A White Paper of the Conjoint Committee on Continuing Medical Education." Journal of Medical Regulation 94, no. 2 (June 1, 2008): 8–11. http://dx.doi.org/10.30770/2572-1852-94.2.8.
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ABSTRACT To provide the best care to patients, a physician must commit to lifelong learning, but continuing education and evaluation systems in the United States typically require little more than records of attendance for professional association memberships, hospital staff privileges, or reregistration of a medical license. While 61 of 68 medical and osteopathic licensing boards mandate that physicians participate in certain numbers of hours of continuing medical education (CME), 17 of them require physicians to participate in legislatively mandated topics that may have little to do with the types of patients seen by the applicant physician. Required CME should evolve from counting hours of CME participation to recognizing physician achievement in knowledge, competence and performance. State medical boards should require valid and reliable assessment of physicians' learning needs and collaborate with physician and CME communities to assure that legislatively mandated CME achieves maximal benefit for physicians and patients. To ensure the discovery and use of best practices for continuing professional development and for maintenance of competence, research in CME and physician assessment should be raised as a national priority.
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Chandra, Venita, Natalia O. Glebova, Nichol L. Salvo, and Timothy Wu. "Partnerships Between Podiatrists and Vascular Surgeons in Building Effective Wound Care Centers." Journal of the American Podiatric Medical Association 107, no. 5 (September 1, 2017): 471–74. http://dx.doi.org/10.7547/17-144.
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This practice memo, a collaborative effort between the Young Physicians' Program of the American Podiatric Medical Association (APMA) and the Young Surgeons Committee of the Society for Vascular Surgery (SVS), is intended to aid podiatrists and vascular surgeons in the early years of their respective careers, especially those involved in the care of patients with chronic wounds. During these formative years, learning how to successfully establish an inter-professional partnership is crucial in order to provide the best possible care to this important patient population.
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Mathukumalli, Sai Laxmi. "A Cohort Retrospective Study on the Necessity of a Faculty Development Program for Pharmacy Colleges in Khammam." International Journal of Pharmaceutical Sciences and Nanotechnology 10, no. 4 (July 31, 2017): 3804–7. http://dx.doi.org/10.37285/ijpsn.2017.10.4.8.
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The important asset of any educational institution, more so of those imparting professional knowledge and skill is its faculty members (Bligh, 2005). Pharmacy is one such professional course witnessing constant research and developments. Therefore, updating of knowledge is of paramount importance for faculty members to keep in pace with these fast developments (Cline 2003). The most effective way of training the faculty is by what is called as faculty development program (FDP). A cohort retrospective study with 2000 students and 88 faculty members from 9 colleges were evaluated on various aspects with the help of a score scale of 0-3. Pearsons coefficient of correlation (R) was applied to the data. Results indicate a significant correlation exists and between student score vs. institutional score for FDP(R=0.8237) and faculty performances vs. institutional score for FDP (R=0.9385) indicating that students and faculty from institutions having an FDP committee and conducting regular FDPs performed well, were more confident and competing well in their carriers. The need for FDP has already been felt in developed countries and necessary steps were taken to establish institutional FDP committees improve educational skills. Studies are very limited for the Indian scenario except an occasional paper (S. S. Agarwal, 2010). Therefore, the present study greatly substantiates other studies concluding that FDPs greatly enhanced teaching performance by instructors and improved learning outcomes for students, high satisfaction and change in the attitude of faculty towards teaching and development of educational skills and their efficient tackling of student diversity with varying cultural and academic background. This study concludes and recommends that educational bodies controlling pharmacy education in India should make FDP committee mandatory in every pharmacy college for better development of the profession.
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Schlesselman, Lauren, Matthew Borrego, Timothy J. Bloom, Bella Mehta, Robert K. Drobitch, and Thomas Smith. "An Assessment of Service-Learning in 34 US Schools of Pharmacy Follow Up on the 2001 Professional Affairs Committee Report." American Journal of Pharmaceutical Education 79, no. 8 (October 25, 2015): 116. http://dx.doi.org/10.5688/ajpe798116.
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Chicoine, Gabrielle, José Côté, Jacinthe Pepin, Pierre Pluye, Louise Boyer, Guillaume Fontaine, Geneviève Rouleau, Simon Dubreucq, and Didier Jutras-Aswad. "Impact of a videoconferencing educational programme for the management of concurrent disorders on nurses’ competency development and clinical practice: protocol for a convergent mixed methods study." BMJ Open 11, no. 3 (March 2021): e042875. http://dx.doi.org/10.1136/bmjopen-2020-042875.
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IntroductionExtension for Community Healthcare Outcomes (Project ECHO©) is an innovative model for continuing professional development that uses videoconferencing technology to support and train general practitioners remotely. The model has been replicated to a variety of settings and locations for capacity building in healthcare professionals caring for patients with chronic and complex health conditions. Limited research has been conducted so far on the impact of ECHO in the field of concurrent mental health and substance use disorders (ie, concurrent disorders (CDs)). Therefore, this mixed methods study aims to develop a comprehensive understanding of an ECHO programme impact for CD management on nurses’ competency development and clinical practice.Methods and analysisThe proposed mixed methods study, based on a convergent parallel design, will be conducted in the province of Quebec, Canada, to collect, analyse and interpret quantitative (QUAN) and qualitative (QUAL) data from a specific ECHO Program on CDs. In the QUAN component, an observational prospective cohort study will be conducted over a 12-month period. All nurses who participated in the programme between 2018 and 2020 and who consent to research will be recruited to collect data on the extent of their learning and practice outcomes at three time points. Alongside the surveys, nurses will be invited to participate in individual semistructured interviews. In-depth QUAL data will be subjected to a thematic analysis and will assist in exploring how and in which conditions nurses developed and mobilised their competencies in clinical practice. A comparison-of-results strategy will be used in the final integration component of the study.Ethics and disseminationThis study protocol was approved by the Ethics Committee of the Université de Montréal Hospital Center (#19.295) and the Université de Montréal Ethics Committee (CERSES-20–017 R). We aim to disseminate the findings through international academic conferences, international peer-reviewed journals and professional media.
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Parker, Melissa, Kevin Patton, Matthew Madden, and Christina Sinclair. "From Committee to Community: The Development and Maintenance of a Community of Practice." Journal of Teaching in Physical Education 29, no. 4 (October 2010): 337–57. http://dx.doi.org/10.1123/jtpe.29.4.337.
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Despite the benefits associated with teacher development through participation in communities of practice, many questions about these groups remain unanswered. The purpose of this qualitative study was to examine a group of elementary physical education teachers as a community of practice whose objective was to develop and disseminate district-wide elementary curriculum. Participants included four teachers, the district curriculum coordinator, and project facilitators. Results identify the importance of a catalyst, a vision for students and the project, the importance of support, the significance of personal and professional relationships, and the realization of empowerment as critical. Ultimately, the development of curriculum was a meaningful, purposeful, and authentic task that allowed the transformation of this group. Adhering to the assumption that learning takes place within social practice, these data provide valuable insight as to the contexts that underlie the ability to mediate change, the relationships between individuals, and their ability to transform individual and group identity.
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Ritter, Linda M., Susan A. Berry, Stephanie A. Gregory, Jonathan L. Kaufman, Sean T. Walsh, and Brian F. Tyburski. "Improving Patient Care Through Interprofessional Education." Blood 118, no. 21 (November 18, 2011): 4764. http://dx.doi.org/10.1182/blood.v118.21.4764.4764.
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Abstract Abstract 4764 For interprofessional healthcare teams to succeed, collaborative learning should foster an understanding of the value of each profession for improving patient outcomes. Center of Excellence Media, LLC is conducting independent follow-up research to investigate how barriers to optimal patient care can be addressed through comprehensive education with interprofessional-targeted application directives. In addition, it is examining whether activities that recognize each team member's roles and responsibilities can foster interprofessional communication. Considerations in Multiple Myeloma™ and Considerations in Lymphoma™ are two annual series of CME/CE accredited activities that provide clinicians with information they need to make up-to-date and appropriate treatment decisions for their patients, and are simultaneously made available as supplements to the professional publications The Oncology Nurse-APN/PA®, The Oncology Pharmacist®, and Value-Based Cancer Care®. The faculty panel for each activity is comprised of a hematologist-oncologist, a midlevel provider (a nurse, nurse practitioner, or physician assistant), and a pharmacist from a leading cancer institution, which allows added insight into an interprofessional approach to care. Following a successful didactic series in 2009, in which faculty members discussed their professional perspectives of evidence and data, the 2010 series was case-based and contained commentary from faculty describing their individual roles in patient management. The 2011 series, entitled “Ask the Experts,” poses frequently asked questions regarding the management of myeloma or lymphoma to faculty panels. Preliminary findings have shown that participants have become more aware of the roles and responsibilities of other healthcare professionals (98.5%), and are more comfortable interacting with other members of their practice after participating in these activities (97.8%). They are also collaborating more with other professionals involved in the treatment of their patients (89.3%). Not only were participants individually better able to care for patients after participating in these activities (98.2%), they also acknowledged that interprofessional patient care had been enhanced (97.8%). We continue to collect follow-up data as new activities in this series are released; comprehensive data will be presented at the ASH Annual Meeting. Disclosures: Gregory: Novartis: Membership on an entity's Board of Directors or advisory committees, Research Funding; Genentech (Roche): Membership on an entity's Board of Directors or advisory committees, Research Funding; Amgen: Membership on an entity's Board of Directors or advisory committees; Astellas: Research Funding; Celgene: Research Funding; Cephalon: Research Funding; GlaxoSmithKline: Research Funding; Immunomedics: Research Funding; Onyx: Research Funding. Kaufman:Millennium: Consultancy; Celgene: Research Funding; Keryx: Protocol Review Committee; Onyx: Membership on an entity's Board of Directors or advisory committees; Merck: Research Funding.
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DiGiulio, Joan Ferry. "The Power of Collaboration: Developing a Safety Training Program for Student Interns." Journal of Baccalaureate Social Work 7, no. 1 (September 1, 2001): 69–77. http://dx.doi.org/10.18084/1084-7219.7.1.69.
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Students in field-based learning experiences are generally not prepared to deal with assaultive client behavior. Moreover, the incidence of violence against professional social workers and social work students continues to increase. There is a growing concern in the university community for the safety of social work field students as well as student interns from other disciplines. This article reviews collaborative efforts among university departments that offer internship programs. A university-wide committee that addressed safety issues for student interns was formed. Available resources within the university were explored and components of a safety training program were established. Possible program models were also developed.
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Hossain, S. Z., M. A. Haque, and M. T. Rahman. "Matching Accounting Curricula with Market Demands: A Study on the University of Rajshahi in Bangladesh." Archives of Business Research 8, no. 11 (December 8, 2020): 232–47. http://dx.doi.org/10.14738/abr.811.9399.
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The study strived to explore whether the accounting curricula of the University of Rajshahi fit the needs of both domestic and foreign job markets. To accomplish this purpose, we prepared five sets of Likert-type structured questionnaires and administered them to stakeholders viz faculties, students, alumni, non-academic staff, and employers. The Higher Education Quality Enhancement Program (HEQEP) of the University Grants Commission of Bangladesh provided the questionnaires. The study found a notable gap between the courses and content covered in the accounting curricula and the skills acquired by the graduates as well their skills and needs of the job market. The Department of Accounting and Information Systems of the University developed the accounting curricula without any participation of its stakeholders and professional body members. Faculties designed curricula, but it was just routine work. Recently it has mandatory to include a member from alumni, employers, and professionals in the curriculum committee. But they have very little freedom to exercise their rights and give inputs to a curriculum to meet the needs of the job market. Moreover, the prevailing lecture-based teaching-learning pedagogy and exam-based assessment practiced by universities expand the gap. The study recommends proper representation of stakeholders in the curricula Committee and designing market-led forward-looking curricula for accounting programs giving emphasis on information technology and taking into account the demands of the prevailing and prospective job markets.
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Date, William. "Reflections of a contemporary gas regulator in Queensland." APPEA Journal 59, no. 2 (2019): 560. http://dx.doi.org/10.1071/aj18087.
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Contemporary regulation needs a modern approach and the right attitude by inspectors. Gone are the days when an inspector can walk onto a petroleum lease and berate a site safety manager. Instead the regulator needs to be firm, fair and friendly. The Department of Natural Resources, Mines and Energy (DNRME) Petroleum and Gas Inspectorate (PGI) is delivering contemporary regulation using the following three key approaches: the five lines of operation, appreciative enquiry and engagement. The five fundamental elements of a contemporary effective risk-based safety regulator of the petroleum and gas industry in Queensland are as follows: (1) Proactive engagement – build safety capability across industry and actively contribute to sharing harm-reduction practices and safety information (2) Modern legislation – be less prescriptive on how to work (3) Risk-based approach – focus regulatory effort to areas of greatest risk (4) Look for success – recognise and share examples of safety improvements with positive workplace outcomes; do not just focus on non-compliance (5) Professional expertise – demonstrate staff expertise and encourage ongoing professional development Petroleum and gas (P&G) inspectors are learning about the appreciative enquiry technique through Griffith University. This learning is equipping inspectors with new techniques to undertake their core task of inspections and audits, focusing on what is working well and not just non-conformance. This approach ensures that industry and the regulator can both learn from, and improve, safety outcomes. In 2017, the Inspectorate created the P&G Stakeholder Engagement Committee (SEC). The SEC collaborates and communicates with senior leaders in the gas industry. The committee is used to bring focus on current compliance and regulatory priorities (as well as looking for safety improvements), yet it creates openness, trust and mutual respect between industry and the regulator.
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Noer, Abd Aziz. "IMPLEMENTASI ACTIVE LEARNING DALAM PENINGKATAN MOTIVASI BELAJAR SISWA DI SMP NEGERI 1 JANGKAR." LISAN AL-HAL: Jurnal Pengembangan Pemikiran dan Kebudayaan 11, no. 1 (June 11, 2017): 127–36. http://dx.doi.org/10.35316/lisanalhal.v11i1.164.
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Learning process requires a professional teacher is carry out its duties, because to achieve success in the learning process is expect to master learning strategy, learning model and able to manage the class because students are different both in terms of catchment psychology of learning._x000D_ Active learning is a learning model that seeks to make active, creative, effective and enjoyable learning between teachers and students. In using active method of learning is needed expertise, both in terms expertise use of creative methods and classroom management. Because sometimes the reality in field is different from what has been prepared in active application of learning teachers must use multiple methods in accordance with taught material, and conducive management so that students are happy and not bored in receiving lessons._x000D_ Supporting factors and obstacles in improving learning motivation students are the supporting factors of PAI teacher competence, support from school principals both in terms of motivation and available facility as well as support from other teachers, and inhibiting factors lack of parental support for education. The solution to overcome obstacles is to establish good communication with guardian students such as meeting at a certain time for maximizing the school committee and always encourage students with strategies such as active learning that can make the spirit and motivated in learning.
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Ambrose, Emily C., Jenna Devare, Carl M. Truesdale, Ellen Ricker, Janice Firn, Marc C. Thorne, Andrew G. Shuman, and Cristina Cabrera-Muffly. "Two Novel Approaches to Improve Otolaryngology Resident Wellness: The ACGME Back to Bedside Initiative." Otolaryngology–Head and Neck Surgery 158, no. 6 (February 13, 2018): 979–80. http://dx.doi.org/10.1177/0194599818758272.
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Rates of burnout, mental illness, and suicide are disproportionately elevated among physicians, and surgical specialists, including otolaryngologists, are at even higher risk for professional burnout. These trends have been identified at both the trainee and attending level. To combat resident burnout, the Accreditation Council for Graduate Medical Education (ACGME) Council of Review Committee Residents (CRCR) designed the Back to Bedside Initiative, the goals of which are to foster meaning in the learning environment and to help trainees to engage more deeply with patients. Two funded Back to Bedside proposals involve otolaryngology training programs. Herein, we discuss these 2 approaches in an effort to foster additional novel resident wellness initiatives and awareness thereof across our subspecialty.
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Gagné, Vincent, and Sylvie Berthelot. "The evolution of corporate reporting on GHG emissions: A Canadian portrait." Corporate Governance and Sustainability Review 5, no. 2 (2021): 22–34. http://dx.doi.org/10.22495/cgsrv5i2p2.
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This paper examines the evolution of the extent to which firms with a high greenhouse gases (GHG) emission impact complied with Chartered Professional Accountants (CPA) Canada guidelines on climate change disclosures, as well as the factors that influenced these disclosures. The sample is comprised of Canadian firms in the mining, energy, and chemical sectors. The study measures the influence of the firms’ political exposure and media visibility, their audit firm, the presence of an environment committee, their ownership structure, and their financial performance on their GHG emissions disclosures. Our findings show that these disclosures considerably evolved over the 10 year period from 2007 to 2017 and that this evolution was in the form of a leap rather than a slow and steady learning curve. We also confirmed the significant influence of the environment committee, political exposure, and media visibility on this evolution. Our empirical results corroborate the work of DiMaggio and Powell (1983), outlining the important role normative pressures play in voluntary GHG emissions disclosure firms make in order to secure the legitimacy conferred by society (Suchman, 1995)
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Smith, Sean J., Kavita Rao, K. Alisa Lowrey, J. Emmett Gardner, Eric Moore, Kimberly Coy, Matthew Marino, and Brian Wojcik. "Recommendations for a National Research Agenda in UDL: Outcomes From the UDL-IRN Preconference on Research." Journal of Disability Policy Studies 30, no. 3 (April 11, 2019): 174–85. http://dx.doi.org/10.1177/1044207319826219.
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Universal Design for Learning (UDL) is a framework that continues to receive increased attention at federal and state levels. The benefits of UDL include providing an approach to curriculum and instructional design that creates flexible instructional goals, methods, materials, and assignments. Despite the growing popularity of UDL in national policies, measuring the implementation of the UDL framework remains elusive. In March 2017, the research committee of the Universal Design for Learning–Implementation and Research Network (UDL-IRN) convened a preconference of researchers and practitioners to discuss and make recommendations for a national research agenda. Four workgroups address issues related to UDL. These included (a) operationalizing and applying UDL, (b) instruments for the measurement of UDL, (c) teacher education/professional development (PD) in UDL, and (d) UDL tools, technologies, and resources. The results of the workgroups’ effort to identify issues and strategic actions in UDL implementation and research are reported.
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Jefford, Michael, Judy Evans, Linda Nolte, Amanda Piper, Liz Simkiss, and Kathryn Whitfield. "A clinical placement program for primary care professionals at a comprehensive cancer centre." Journal of Clinical Oncology 34, no. 3_suppl (January 20, 2016): 44. http://dx.doi.org/10.1200/jco.2016.34.3_suppl.44.
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44 Background: Primary care physicians (PCPs) and primary care nurses (PCNs) are likely to have a critical role in providing care for cancer survivors, especially following the end of cancer treatments. Generalists (PCPs and PCNs) express a need for information and training in post-treatment care. Based on models in other contexts a clinical placement program was developed at a comprehensive cancer centre to determine (1) its feasibility and acceptability, and (2) whether learning needs were met. Methods: Five clinical services (breast, lower gastro-intestinal, urology, skin and melanoma, late effects) participated. The program was advertised to generalists, intending to recruit 5 PCPs and 10 PCNs. Generalists received professional development points and partial reimbursement for lost income through a stipend. Pre-placement educational materials were provided. Participants were interviewed one-on-one pre and post-placement. The relevant human research ethics committee approved all aspects of the project. Results: The program exceeded recruitment goals: 16 PCPs, 12 PCNs and 9 oncologists participated. Generalists rated the placement highly: program learning outcomes entirely (63%) or partially (37%) met; personal learning needs entirely (70%) or partially met (30%); relevance to practice entirely (89%), partially (11%). Consistent themes from interviews: generalists would recommend the program to colleagues and could identify knowledge and skills transfer, however learning was largely by observation, rather than participation. Learning opportunities were skewed toward generalists, rather than oncologists. All participants showed enthusiasm to address the challenges of providing shared care for survivors. Conclusions: A clinical placement program for generalists is feasible and highly regarded. Participants described challenges to providing quality post-treatment shared care, but a willingness to address these. Future programs should consider the learning needs of cancer centre professionals.
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McDonald, Sherry A., Chris Cale Cale, Sunddip Panesar-Aguilar, and Michelle McCraney. "How Service Learning Can Impact Medical Students’ Perceptions of Social Responsibility." World Journal of Social Science Research 8, no. 2 (March 19, 2021): p1. http://dx.doi.org/10.22158/wjssr.v8n2p1.
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As criticism intensifies regarding healthcare disparities, the Liaison Committee for Medical Education has added accrediting standards mandating Service Learning (SL) in their curriculum. SL is a viable educational method to enhance social responsibility and other elements of professional identity. The problem of implementing highly effective SL projects in medical education was addressed in this study. Kiely’s model of transformational SL was used in this basic qualitative study to examine 10 medical students’ experiences during an SL project. The research question for the study was focused on the students’ descriptions of their experiences to understand how they perceived changes in themselves resulting from participation in SL. Findings from the data collected with semistructured interviews indicated that medical students described SL experiences as beneficial for community integration, educating others, and gratification. They expressed disappointment that they did not know the results of their projects. They related SL experiences that were eye-opening for them and stated that SL influenced their development of compassion as well as their intent to serve their community in their future practice of medicine. The resulting research study consisted of a curriculum plan for a required, credit-bearing SL project. The research contributes to positive social change by the intentional design of a transformative SL curriculum to foster social responsibility development.
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Bussell, Hilary. "Academic Librarians Perceive Duration and Social Interaction as Important Elements for Professional Development." Evidence Based Library and Information Practice 13, no. 2 (June 5, 2018): 94–96. http://dx.doi.org/10.18438/eblip29419.
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A Review of: Attebury, R. I. (2017). Professional development: A qualitative study of high impact characteristics affecting meaningful and transformational learning. The Journal of Academic Librarianship, 43(3), 232-241. http://dx.doi.org//10.1016/j.acalib.2017.02.015 Abstract Objective – To understand the characteristics of meaningful and transformational professional development experiences of academic librarians. Design – Qualitative analysis of in-depth interviews using a hermeneutic phenomenological approach. Setting – Public and private colleges and universities in the United States of America. Subjects – 10 academic librarians. Methods – The researcher selected 10 participants using an initial survey distributed through national library electronic mail lists. Two rounds of semi-structured, in-depth interviews were conducted over Skype during fall 2014 and spring 2015. The first round of interviews began with background questions about participants’ careers, then moved on to questions about professional development experiences that were meaningful and/or transformational. The responses from this first round of interviews were used to develop questions for a second round of interviews with the same participants. After completing the interviews, the researcher sent follow-up emails to participants in order to gather feedback on summaries and interpretations of interviews. The transcribed interviews were used to create an initial set of codes and then imported into NVivo for analysis using a hermeneutic phenomenological approach. Main Results – All participants reported on professional development experiences that they found to be meaningful. Half of the participants discussed professional development experiences that were transformational for their perceptions and practice of librarianship. The themes of duration and interaction were identified in every participant’s discussions of meaningful or transformational professional development. Reflection, discomfort, and self-awareness were also identified as prominent themes. Conclusion – The study found that two of the most important ingredients for meaningful and transformational professional development are activities that are sustained over time and that include social interaction. The participants perceived long-term, interactive professional development activities as opportunities to identify and address gaps in their professional knowledge, which benefits themselves and their organizations. On-the-job learning, single-theme workshops or institutes, and professional committee work were particularly promising forms of meaningful professional development. The author recommends that academic librarians who are interested in meaningful or transformational professional development look for activities that are sustained and interactive, that promote reflection, and that provide opportunities to increase self-awareness of gaps in knowledge. Facilitators of professional development activities should include interactive components and ensure that participants have a chance to stay in contact after the event in order to encourage long-term interaction and reflection.
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Khademi, Mojgan, Eesa Mohammadi, and Zohreh Vanaki. "A grounded theory of humanistic nursing in acute care work environments." Nursing Ethics 24, no. 8 (March 23, 2016): 908–21. http://dx.doi.org/10.1177/0969733016638140.
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Background: Humanistic nursing practice which is dominated by technological advancement, outcome measurement, reduced resources, and staff shortages is challenging in the present work environment. Objective: To examine the main concern in humanistic nursing area and how the way it is solved and resolved by Iranian nurses in acute care setting. Research design: Data were collected from interviews and observations in 2009–2011 and analyzed using classic grounded theory. Memos were written during the analysis, and they were sorted once theoretical saturation occurred. Participants and research context: In total, 22 nurses, 18 patients, and 12 families from two teaching hospitals in Tehran were selected by purposeful and theoretical sampling. Ethical considerations: The research was approved by the Ethics Committee of the university and hospitals. Results: The main concern for the nurses is the violation of their rights. They overcome this concern when there is a synergy of situation–education/learning, that is, a positive interaction between education and learning of values and sensitivity of the situation or existence of care promotion elements. They turn to professional values and seeking and meeting others’ needs, resulting in “success and accomplishment” of nurse/nursing manager and patient/family. Conclusion: This theory shows that professional values, elements of care promotion, and sensitivity of the situation have a key role in activation of humanistic approach in nursing. Violation of the nurses’ professional rights often leads to a decrease in care, but these factors make the nurses practice in an unsparing response approach. It is necessary to focus on development of professional values and provide essential elements of care promotion as changeable factors for realization of humanistic nursing although there is a context in which the nurses’ rights are violated.
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Cabral, Luciane Patrícia Andreani, Eduardo Mendonça Scheeren, and Marcia Regina Cubas. "Participation of nurses in the execution of clinical research protocol about technological innovation." Revista da Escola de Enfermagem da USP 49, no. 5 (October 2015): 834–38. http://dx.doi.org/10.1590/s0080-623420150000500018.
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AbstractOBJECTIVETo report the nurse's experience of inclusion in interdisciplinary clinical study about technological innovation, involving people with spinal cord injury.METHODDescriptive experience report. The empirical support was based on notes about perspectives and practice of clinical research, with a multi-professional nursing, physical education, physiotherapy and engineering staff.RESULTThe qualification includes the elaboration of the document for the Ethics Committee, familiarization among the members of staff and with the studied topic, and also an immersion into English. The nurse's knowledge gave support to the uptake of participants and time adequacy for data collection, preparation and assistance of the participants during the intervention and after collection. Nursing theories and processes have contributed to reveal risky diagnoses and the plan of care. It was the nurse's role to monitor the risk of overlapping methodological strictness to the human aspect. The skills for the clinical research must be the object of learning, including students in multidisciplinary researches.CONCLUSIONTo qualify the nurse for clinical research and to potentialize its caregiver essence, some changes are needed in the educational system, professional behavior, attitude and educational assistance.
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Aguirre, Julia, Beth Herbel-Eisenmann, Sylvia Celedón-Pattichis, Marta Civil, Trena Wilkerson, Michelle Stephan, Stephen Pape, and Douglas H. Clements. "Equity Within Mathematics Education Research as a Political Act: Moving From Choice to Intentional Collective Professional Responsibility." Journal for Research in Mathematics Education 48, no. 2 (March 2017): 124–47. http://dx.doi.org/10.5951/jresematheduc.48.2.0124.
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In 2005, the NCTM Research Committee devoted its commentary to exploring how mathematics education research might contribute to a better understanding of equity in school mathematics education (Gutstein et al., 2005). In that commentary, the concept of equity included both conditions and outcomes of learning. Although multiple definitions of equity exist, the authors of that commentary expressed it this way: “The main issue for us is how mathematics education research can contribute to understanding the causes and effects of inequity, as well as the strategies that effectively reduce undesirable inequities of experience and achievement in mathematics education” (p. 94). That research commentary brought to the foreground important questions one might ask about equity in school mathematics and some of the complexities associated with doing that work. It also addressed how mathematics education researchers (MERs) could bring a “critical equity lens” (p. 95, hereafter referred to as an “equity lens”) to the research they do. Fast forward 10 years to now: Where is the mathematics education researcher (MER) community in terms of including an equity lens in mathematics education research? Gutiérrez (2010/2013) argued that a sociopolitical turn in mathematics education enables us to ask and answer harder, more complex questions that include issues of identity, agency, power, and sociocultural and political contexts of mathematics, learning, and teaching. A sociopolitical approach allows us to see the historical legacy of mathematics as a tool of oppression as well as a product of our humanity.
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Setkowski, Kim, Jan Mokkenstorm, Anton JLM van Balkom, Gerdien Franx, Inge Verbeek- van Noord, Dave A. Dongelmans, Merijn Eikelenboom, and Renske Gilissen. "Feasibility and impact of data-driven learning within the suicide prevention action network of thirteen specialist mental healthcare institutions (SUPRANET Care) in the Netherlands: a study protocol." BMJ Open 8, no. 8 (August 2018): e024398. http://dx.doi.org/10.1136/bmjopen-2018-024398.
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IntroductionImprovement of the quality and safety of care is associated with lower suicide rates among mental healthcare patients. In The Netherlands, about 40% of all people that die by suicide is in specialist mental healthcare. Unfortunately, the degree of implementation of suicide prevention policies and best practices within Dutch mental healthcare services is variable. Sharing and comparing outcome and performance data in confidential networks of professionals working in different organisations can be effective in reducing practice variability within and across organisations and improving quality of care.Methods and analysisUsing formats of professional networks to improve surgical care (Dutch Initiative for Clinical Auditing) and somatic intensive care (National Intensive Care Evaluation), 113 Suicide Prevention has taken the lead in the formation of a Suicide Prevention Action Network (SUPRANET Care), with at present 13 large Dutch specialist mental health institutions. Data on suicide, suicide attempts and their determinants as well as consumer care policies and practices are collected biannually, after consensus rounds in which key professionals define what data are relevant to collect, how it is operationalised, retrieved and will be analysed. To evaluate the impact of SUPRANET Care, standardised suicide rates will be calculated adjusted for confounding factors. Second, the extent to which suicide attempts are being registered will be analysed with the suicide attempt data. Finally, professionals’ knowledge, attitude and adherence to suicide prevention guidelines will be measured with an extended version of the Professionals In Training to STOP suicide survey.Ethics and disseminationThis study has been approved by the Central Committee on Research Involving Human Subjects, The Netherlands. This study does not fall under the scope of the Medical Research Involving Human Subjects Act (WMO) or the General Data Protection Regulation as stated by the Dutch Data Protection Authority because data are collected on an aggregated level.
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SMYDRA, RACHEL V., KATIE MYSEN, and KATIE LIEDER JOSTOCK. "Educating Educators: Implementing Quality Online Teaching Certification Programs." Michigan Academician 45, no. 2 (January 1, 2018): 329–46. http://dx.doi.org/10.7245/0026-2005-45.2.329.
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ABSTRACT The online teaching platform has a firm foothold on many university campuses. With the majority of schools now offering online courses, e-learning facilitators have been creating and offering online certification programs that instruct and motivate teachers to design courses using best practices in order to deliver quality online courses. Completing an online certification course provides the best opportunity for flexible, collaborative learning in addition to offering the following benefits to instructors: educating instructors on technology options, establishing learning objectives, constructing an online presence, building a sense of community online, avoiding information dumping, and employing pedagogical tools to instruct and challenge students. Instructors also benefit from creating their own practice courses to employ what they have learned in a peer-review process where fellow classmates assess the quality of the courses. Lastly, and perhaps most importantly, faculty members interact with their course materials from the unique perspective of a student, creating a metacognitive space for faculty to understand more deeply their students' learning processes. Many platforms exist for training faculty, but a virtual professional learning committee constructed and managed by an institution's e-learning facilitators serves faculty the best. As a result, higher education institutions should encourage and incentivize all instructors who teach in an online platform to participate in and complete a quality online teaching certification course.
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Addleman, S., M. Yeung, S. Yiu, G. Mastoras, S. Tse, and J. Frank. "P001: Continuing professional development and faculty development: launching continuous practice enhancement for academic emergency physicians." CJEM 21, S1 (May 2019): S63. http://dx.doi.org/10.1017/cem.2019.192.
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Innovation Concept: Emergency medicine physicians must maintain a broad knowledge base and procedural skillset while fulfilling their academic roles as teachers, researchers and administrators. Most academic departments do not have a regular, affordable, formal continuing professional development (CPD) and faculty development (FD) curriculum for their staff. We set out to design and implement a novel continuous practice enhancement program to address this issue. Methods: Strategic planning by the Ottawa academic Department of EM identified CPD and FD as priorities. A program was created to support high quality, monthly CPD/FD courses provided by physicians. We had 5 goals: (1) enhance clinical and academic skills, (2) disseminate group best practices, (3) sustain skills in high impact/low frequency scenarios, (4) support physician academic careers, and (5) acquire new procedural skills. A CPD/FD Committee composed of local meded experts and experienced clinical teachers was tasked with overseeing the creation and evaluation of these sessions. Curriculum, Tool or Material: The longitudinal curriculum was informed by perceived needs (group survey), ascribed needs (M&M rounds, physician metrics and departmental leadership priorities) and participant feedback. The committee identified local experts to present on their areas of expertise in order to promote group best practice. Topics to-date have included clinical skills updates, teaching and coaching strategies and academic career planning. A comprehensive monthly simulation-based curriculum was rolled out simultaneously to give participants the opportunity to develop crisis resource management and critical care skills. Except for sessions requiring advanced equipment or cadavers, sessions are financed by academic funds and free for participants. Conclusion: Faculty academic learning and engagement is an important goal and participation in this curriculum is reviewed at each physician's annual reappointment. To-date, 18 physicians (21% of our group) have presented topics and 92% of physicians have participated in at least one session with 63% having attended three or more. Evaluations have been overwhelmingly positive, and a recent survey identified the CPD/FD program as a significant contributor to our physicians’ wellness. We introduced an innovative, structured CPD/FD program in response to perceived and ascribed needs of our physicians and departmental leadership. Our successful CPD/FD curriculum represents a model for other departments who are considering similar initiatives.
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Tsakitzidis, Giannoula, Josefien Van Olmen, and Paul Van Royen. "Training in interprofessional learning and collaboration: An evaluation of the interprofessional education program in the scale-up phase in Antwerp (Belgium)." Slovenian Journal of Public Health 60, no. 3 (June 28, 2021): 176–81. http://dx.doi.org/10.2478/sjph-2021-0025.
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Abstract Background Curricula are reviewed and adapted in response to a perceived need to improve interprofessional collaboration for the benefit of patient care. In 2005, the module Interprofessional Collaboration in Healthcare (IPCIHC) was developed by the Antwerp University Association (AUHA). The program was based upon a concept of five steps to IPCIHC. This educational module aims to help graduates obtain the competence of interprofessional collaborators in health care. Methods Over a span of 15 years, the IPCIHC module is evaluated annually by students and provided with feedback by the tutors and steering committee. Data up to 2014 were supplemented with data up to 2019. For the students the same evaluative one-group, post-test design was used to gather data using a structured questionnaire. The tutors’ and students’ feedback was thematically analyzed. Results Based upon the results and the contextual changing needs, the program was adjusted. Between 2005 and 2019, a total of 8616 evaluations were received (response rate: 78%). Eighty percent of the respondents indicated through the evaluations that they were convinced of the positive effect of the IPCIHC module on their interprofessional development. Over the years, two more disciplines enrolled into this program and also education programs form the Netherlands. Conclusions After 15 years, positive outcomes are showed, and future health professionals have a better understanding of interprofessional learning. Gathering feedback and annually evaluation helped to provide a targeted interprofessional program addressing contextual changes. The challenge remains to keep on educating future healthcare providers in interprofessional collaboration in order to achieve an increase in observable interprofessional behaviour towards other professional groups.
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Parr, Damian M., and Mark Van Horn. "Development of Organic and Sustainable Agricultural Education at the University of California, Davis: A Closer Look at Practice and Theory." HortTechnology 16, no. 3 (January 2006): 426–31. http://dx.doi.org/10.21273/horttech.16.3.0426.
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In the mid-1970s, University of California, Davis, students concerned about the environmental and social consequences of modern agriculture were interested in exploring the practice and theory of “alternative” agriculture. These students organized to create new educational opportunities to address needs that were not being met by the existing curricula. These student-initiated opportunities emphasized interdisciplinary analyses of agriculture and field-based experiential learning; they included student-organized courses and the development of the Student Experimental Farm (SEF) as a site for student education, research, demonstration, and extension projects. Over the next three decades, the SEF developed diverse experiential educational projects, classroom and field-based courses focusing on sustainable and organic agriculture, and several departments and programs offered additional, related courses and curricula. In 2004, an interdisciplinary curriculum committee within the College of Agricultural and Environmental Sciences began to develop an undergraduate major in sustainable agriculture. A team of faculty and students within the committee conducted a broad stakeholder survey of agricultural practitioners, academics, students, and alumni to help inform decisions regarding what content, skills, and experiences to include in the curriculum. The survey findings reinforced the original curricular and pedagogical themes articulated and acted upon by students 30 years prior. The proposed curriculum is aimed at integrating disciplinary and interdisciplinary coursework in natural and social sciences, significant on- and off-campus experiential learning, and an emphasis on professional and interpersonal problem-solving and communication skills. Educational theory supports these diverse educational approaches and is useful in helping design courses and curricula in organic and sustainable agriculture.
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Duerme, Ryan, Alan Dorsinville, Natasha McIntosh-Beckles, and Stacey Wright-Woolcock. "Rationale for the Design and Implementation of Interventions Addressing Institutional Racism at a Local Public Health Department." Ethnicity & Disease 31, Suppl (May 20, 2021): 365–74. http://dx.doi.org/10.18865/ed.31.s1.365.
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Purpose: The Bureau of Communicable Disease (BCD) at the New York City Department of Health and Mental Hygiene developed and implemented a multi-level intervention to: 1) establish bureau-wide race consciousness; 2) provide opportunities to examine the contemporary manifestations of racism impacting institutions and communities; 3) develop praxis applying a racial equity and social justice lens to communicable disease surveillance; and 4) center the experiences of Black, Indigenous, People of Color (BIPOC) staff.Methods: A staff committee designed and implemented a multipronged initiative grounded in Public Health Critical Race (PHCR) praxis. The findings from a qualitative report focused on the experiences of POC staff formed the basis of the initiative.Results: Three major themes were identified in the report (Microaggressions Report) as factors that resulted in institutional inequities within the workplace: race-based biases in promotion of staff; lack of opportunity sharing for professional growth; and dominant power relations silencing the voices of POC staff. Based on findings from the Microaggressions Report, BCD designed and implemented seven interventions including: 1) Racial Identity Caucusing; 2) Multimedia Learning; 3) All-staff Workshops; 4) Social Breakout Committee; 5) Surveillance and Data Equity; 6) Core Values Development; and 7) Committee for Hiring, Retention and Promotion.Conclusion: We describe the rationale, design, and implementation of a multipronged intervention at a local health department as a strategy to address institutional racism. The creation of a Microaggressions Report and the PHCR methodology framed our ongoing effort to improve workplace culture and promote equitable opportunities for POC staff.Ethn Dis. 2021;31(Suppl 1):365-374; doi:10.18865/ed.31.S1.365
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Singamsetty, Bhaskar, and Sai Venkata Rajyalakshmi. "Assessing the knowledge, skills and effectiveness of e-learning among medical graduates amongst the COVID pandemic." International Journal Of Community Medicine And Public Health 7, no. 12 (November 25, 2020): 4833. http://dx.doi.org/10.18203/2394-6040.ijcmph20204981.
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Background: Introduction of e-learning as a new paradigm in medical education is gaining in the era of COVID pandemic as an alternative to traditional teaching where students and faculty skills are widely required in information and communication technology. Objectives were to assess the knowledge and attitude of medical students in application of e-learning in medical education. The level of satisfaction attained in gaining knowledge and availability of e resources were also assessed.Methods: A cross sectional online study was conducted for two months at Narayana medical college, Nellore among the medical graduates with a pre designed structured questionnaire after ethical committee approval. The questionnaire was designed to assess the Knowledge and attitude and was closed ended type. The questionnaire regarding level of satisfaction were assessed using 5-point Likert scale. The data was analysed by using SPSS version 17 and p valve<0.05 was considered significant.Results: Total 200 medical students with 50 in each phase were selected with 42% males and 58% females. Smart phone was the commonest device used (54%). 68.5% were familiar with e-learning in medical education, 55% accessed regularly, 47% were using for assessment with majority in phase 4 students. 81% agreed e-learning definitely improves their overall academic performance and 83% their self-assessment.Conclusions: Students had positive attitude towards e-learning and accepted supplementation of e-learning in regular traditional teaching method. Majority were satisfied with clinical material provided, knowledge gained in practical and theoretical aspects by online lectures in various formats and professional assistance provided.
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Stafford, Renae E., Elizabeth B. Dreesen, Anthony Charles, Harry Marshall, Michele Rudisill, and Eithiel Estes. "Free and Local Continuing Medical Education Does Not Guarantee Surgeon Participation in Maintenance of Certification Learning Activities." American Surgeon 76, no. 7 (July 2010): 692–96. http://dx.doi.org/10.1177/000313481007600721.
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The American Board of Surgery has adopted the Maintenance of Certification requirement for surgeons. It requires continuous professional development (CPD) using active and passive learning modalities in contrast to traditional continuing medical education (CME). The Rural Trauma Team Development Course developed by the American College of Surgeons Committee on Trauma is a CPD learning activity. We provided 22 free courses between May 2007 and June 2009 to trauma care providers at 11 affiliated community and critical access hospitals. The course was taught on-site by an interdisciplinary group and at least one trauma surgeon was faculty. Free Category I CME credits and continuing education units were provided. Two hundred thirty-four providers attended and the majority were RNs (60%) and emergency medical technicians (21.8%). Only 18 were physicians (7.7%) and none were surgeons. The majority felt that they would change their practice as a result of the course but cited the lack of attendance at the course by emergency physicians and surgeons as a deficit. It may be that surgeons have barriers such as time away from a practice to attending these newer types of educational opportunities. Those who develop and offer these courses may need to develop different strategies to reach this target audience.
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Moloughney, Brent, Kieran Moore, Damon Dagnone, and David Strong. "The development of national entrustable professional activities to inform the training and assessment of public health and preventative medicine residents." Canadian Medical Education Journal 8, no. 3 (July 4, 2017): e71-80. http://dx.doi.org/10.36834/cmej.36805.
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Background: Entrustable Professional Activities (EPAs) have emerged to bridge the gap between the learning of individual competencies and competence in real world practice. EPAs capture the critical core work of a discipline integrating competencies from multiple domains. This report describes the development of a set of EPAs for specialty training in Public Health and Preventive Medicine (PHPM) in Canada.Methods: The PHPM EPAs were developed using multiple existing sources. A combination of workshops and a national online survey was used to consult with PHPM program directors, the national specialty committee, and competency-based education experts.Results: A national survey of PHPM program directors had a 71% response rate with 80% or more of respondents agreeing with all of the 20 EPA titles and all but one of their descriptions. Competency developmental stage-specific milestones were identified for each EPA.Conclusion: The identification of the EPAs and their milestones will increase emphasis on the demonstrated performance of the specialty's core work. Simulations applicable to several EPAs have been developed. The EPAs have also been incorporated into a PHPM National Review Course and will be used to develop a national PHPM curriculum, as well as a national written practice examination.
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Gurinović, Mirjana, Romana Novaković, Zvonimir Šatalić, Marina Nikolić, Jelena Milešević, Marija Ranić, and Marija Glibetić. "Professional training in nutrition in Central and Eastern Europe: current status and opportunities for capacity development." Public Health Nutrition 18, no. 2 (February 27, 2014): 372–77. http://dx.doi.org/10.1017/s1368980014000172.
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AbstractObjectiveTo examine the availability of academic programmes in nutrition and identify nutrition training needs in Central and Eastern Europe (CEE).DesignA questionnaire with close-ended and open-ended questions was distributed to the members of the United Nations University Standing Committee on Nutrition, Regional Network for Capacity Development in Nutrition in CEE (NCDN CEE).SettingParticipants’ responses to the questionnaire including the comments of their colleagues from home institutions were obtained in group discussions during NCDN CEE meetings in 2010–2013.SubjectsSixteen CEE countries’ experts and their colleagues from home institutions involved in NCDN CEE activities 2007–2013.ResultsThe responses were obtained from fourteen out of sixteen participating countries; five countries have established Bachelor, Master and PhD studies in nutrition (Croatia, Czech Republic, Poland, Slovak Republic and Slovenia), whereas in Latvia and Republic of Macedonia only Bachelor and Master studies are set up. Seven countries have no Bachelor, Master or PhD studies: Bosnia and Herzegovina, Bulgaria, Estonia, Lithuania, Montenegro, Romania and Serbia. Introduction to data analysis and Nutritional epidemiology are the most needed nutrition trainings that would increase working competence of nutritionists and nutrition-related professionals in CEE.ConclusionsAvailability of academic programmes in nutrition in CEE countries is limited. Opportunities for improving the competence of existing and future nutrition-related professionals should be addressed at national and regional level; distance learning courses and creation of a regional centre for nutrition training were seen as opportunities for sustainable capacity development in nutrition in CEE.
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Quyet, Luu Van. "Teaching and learning mission in the resistance boarding high school system in Southern part during 1945-1954 period." Science & Technology Development Journal - Social Sciences & Humanities 3, no. 1 (August 9, 2019): 25–32. http://dx.doi.org/10.32508/stdjssh.v3i1.507.
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From 1945 to 1954, in addition to leading citizen of the South to conduct resistance against French colonialism; the Communist Party and the government, in particular the Southern Committee for Administrative Resistance always pay attention to train qualified and professional staff in order to serve and meet all requirements of revolutionary path. According to the actual needs of revolution, since 1948 a system of resistance boarding high schools has been formed in the Southern provinces in form of boarding and self-management. The curriculum is brief, concise. Study goes as a pair with practice to serve the resistance. In the difficult circumstances of war, education workers have overcome the lack of human material resources, or even unprecedented jobs to establish and operate an education system. It achieved great achievements. The results and lessons learned of the process of teaching and learning management in the system of boarding high schools in the South during the period of The Resistance War against France can be considered as a “special resistance education model”, in which its vitality and spread not only contributed greatly to the victory of the resistance, but also humanity, optimistic spirit, self-reliance, initiative and initiative in education and training has left insightful experiential lessons for the education of our country in the current period.
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Sullivan, Brian T., Mikalyn T. DeFoor, Brice Hwang, W. Jeffrey Flowers, and William Strong. "A Novel Peer-Directed Curriculum to Enhance Medical Ethics Training for Medical Students: A Single-Institution Experience." Journal of Medical Education and Curricular Development 7 (January 2020): 238212051989914. http://dx.doi.org/10.1177/2382120519899148.
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Background: The best pedagogical approach to teaching medical ethics is unknown and widely variable across medical school curricula in the United States. Active learning, reflective practice, informal discourse, and peer-led teaching methods have been widely supported as recent advances in medical education. Using a bottom-up teaching approach builds on medical trainees’ own moral thinking and emotion to promote awareness and shared decision-making in navigating everyday ethical considerations confronted in the clinical setting. Objective: Our study objective was to outline our methodology of grassroots efforts in developing an innovative, student-derived longitudinal program to enhance teaching in medical ethics for interested medical students. Methods: Through the development of a 4-year interactive medical ethics curriculum, interested medical students were provided the opportunity to enhance their own moral and ethical identities in the clinical setting through a peer-derived longitudinal curriculum including the following components: lunch-and-learn didactic sessions, peer-facilitated ethics presentations, faculty-student mentorship sessions, student ethics committee discussions, hospital ethics committee and pastoral care shadowing, and an ethics capstone scholarly project. The curriculum places emphasis on small group narrative discussion and collaboration with peers and faculty mentors about ethical considerations in everyday clinical decision-making and provides an intellectual space to self-reflect, explore moral and professional values, and mature one’s own professional communication skills. Results: The Leadership through Ethics (LTE) program is now in its fourth year with 14 faculty-clinician ethics facilitators and 65 active student participants on track for a distinction in medical ethics upon graduation. Early student narrative feedback showed recurrent themes on positive curricular components including (1) clinician mentorship is key, (2) peer discussion and reflection relatable to the wards is effective, and (3) hands-on and interactive clinical training adds value. As a result of the peer-driven initiative, the program has been awarded recognition as a graduate-level certification for sustainable expansion of the grassroots curriculum for trainees in the clinical setting. Conclusions: Grassroots medical ethics education emphasizes experiential learning and peer-to-peer informal discourse of everyday ethical considerations in the health care setting. Student engagement in curricular development, reflective practice in clinical settings, and peer-assisted learning are strategies to enhance clinical ethics education. The Leadership through Ethics program augments and has the potential to transform traditional teaching methodology in bioethics education for motivated students by offering protected small group discussion time, a safe environment, and guidance from ethics facilitators to reflect on shared experiences in clinical ethics and to gain more robust, hands-on ethics training in the clinical setting.
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Fuller, Patrick D., Lori L. Peters, Rebecca Hoel, Jeffrey N. Baldwin, and Keith M. Olsen. "Residency preceptor development and evaluation: A new approach." American Journal of Health-System Pharmacy 70, no. 18 (September 15, 2013): 1605–8. http://dx.doi.org/10.2146/ajhp120684.
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Abstract Purpose The design and implementation of a preceptor development program involving close collaboration by the pharmacy residency program director (RPD) and members of a residency advisory committee (RAC) are described. Summary In 2011 the Nebraska Medical Center (NMC) implemented a program to foster the development of preceptors’ teaching and clinical skills, as required by accreditation standards of the American Society of Health-System Pharmacists (ASHP). The RPD and RAC worked closely to define expectations of resident preceptors and a pathway for their transition from “conditional” to “primary” status. Among other program requirements, prospective (and new incoming) preceptors must (1) submit to the RAC a letter of interest in becoming a resident preceptor accompanied by an academic and professional record, (2) complete a new preceptor orientation session in which teaching concepts and principles are presented and discussed, and (3) obtain 10 preceptor education (PE) credits every two years. PE credits are earned through defined preceptor development opportunities including a teaching core and a clinical core focused on enhancing skills such as the application of therapeutic knowledge and conduct of clinical research. All preceptors are required to submit updated academic and professional records to the RAC every two years. The RAC audits 25% of preceptors to document attainment of PE credits and also conducts annual reviews of ASHP Resi-Trak summary evaluations of all preceptors and learning experiences. Conclusion The NMC program may serve as a model for other institutions in planning and evaluating professional development programs to ensure that preceptors maintain the skills and knowledge necessary to provide high-quality resident training.
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Solovei, О. "SPECIFICS OF PROFESSIONAL TRAINING OFEMPLOYEES EXPERT OFFICE OF THE MINISTRY OF INTERNAL AFFAIRS OF UKRAINE." Theory and Practice of Forensic Science and Criminalistics 20, no. 2 (December 4, 2019): 231–40. http://dx.doi.org/10.32353/khrife.2.2019.17.
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The peculiarities of professional training of experts of the Ministry of Internal Affairs of Ukraine experts are considered.
The purpose of the article is to highlight the regularities of scientific and methodological training of experts and the qualitative performance of their duties. Forensic expert activity of state and non-state institutions in Ukraine and international practice in this field are analyzed. Judicial expertise in Ukraine is of great importance for the administration of justice. In order to increase the improve of this activity, it is necessary to create the conditions for ensuring a high level of professional training of experts. The expert office of the Ministry of Internal Affairs of Ukraine is a system of state specialized institutions of forensic examination, which is constantly expanding the range of types of forensic examinations it conducts. The professional training of the experts of the aforementioned office is carried out through training in educational institutions, centers of vocational training of the Ministry of Internal Affairs personnel management and on the job training, as well as in the framework of additional professional training — internships, etc. At the same time, new types of expertise require scientific and methodological elaboration and, accordingly, provision of materials for further use during the examination. Changes in the field of forensic activity in the Republic of Belarus are analyzed, and the State Committee for Forensic Expertise of the Republic of Belarus established in 2013 is responsible for implementing a unified state policy in the field of 0forensic expertise. One of the main indicators of the effectiveness of expert activity is the implementation of science achievements in expert practice, using innovative technologies, distance learning opportunities, etc.
Proposed solutions and ways to more fully and objectively prepare an expert, which plays an important role and positively affects the efficiency and effectiveness during work, are offered.
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Britiller, Myra C., Paul Reinald Garcia, and Aimee M. Amponin. "The Changing Learning Needs of Saudi Student Nurses." European Scientific Journal, ESJ 14, no. 9 (March 31, 2018): 418. http://dx.doi.org/10.19044/esj.2018.v14n9p418.
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The study assessed the changing learning needs of Saudi student nurses as input to nursing curriculum. It identified the specific changing learning needs in three different domains: cognitive, affective, and psychomotor. Also, responses of faculty members to the students’ changing learning needs were determined. Relationship between the changing learning needs of students and responses of faculty members proposed inputs to nursing curriculum. The study was a descriptive cross sectional and correlational survey method. The respondents were 100 student nurses and interns, and 13 nursing faculty members of Al Ghad International Colleges for Applied Medical Sciences purposely chosen based on research criteria set by the researchers. An adapted questionnaire was used and translated its content into Arabic language. Several ways were carried out to achieve content validity before it was submitted to the research committee of the colleges and respective deans for distribution approval. A total of 100 students and 13 faculty participated in the study purposely chosen based on the criteria set by the researchers. Results were analyzed through quantitative statistics. The findings revealed that Saudi student nurses’ cognitive changing learning needs were focused on the application of student-learner approach in the classroom and educational field trips to different hospitals and health care settings. As to affective, Saudi student nurses’ topped those needs for recreational activities to build confidence and self-esteem, stress management techniques and group activities for active participation. In terms of psychomotor, the highest changing learning needs were the availability of learning materials specific to students’ needs and challenging programs outside the classroom that promotes learning. The response of faculty members based on the changing learning needs of student nurses was to attend seminars and conferences to broaden knowledge on their field of specialization to provide students with new knowledge and skills. Psychomotor domain is significant to the changing learning needs of student nurses. The study concluded that there is a need to modify and redesign the existing nursing curriculum based on the changing learning needs of student nurses. Continuing education, training and professional development of nursing faculty members is vital to meet the changing learning needs of Saudi student nurses.
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Upadhyay, Shambhu Kumar, Shital Bhandary, Satish Raj Ghimire, Babu Raja Maharjan, Ira Shrestha, Mili Joshi, and Sujan Vaidya. "Validating a problem-based learning process assessment tool in a Nepalese medical school." Journal of Patan Academy of Health Sciences 4, no. 2 (November 15, 2017): 65–72. http://dx.doi.org/10.3126/jpahs.v4i2.24589.
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Introductions: The newly established Patan Academy of Health Sciences (PAHS) has incorporated the measurement of non-cognitive skills and behaviors into the summative assessment in the setting of problem based learning (PBL). This study was conducted to validate a PBL process assessment tool for PAHS.
Methods: A list of 72 items of student behaviors observable in PBL tutorials was compiled from literature review. They were categorized under ten broad dimensions consistent with predefined PAHS Graduate Attributes. A series of PBL project committee meetings and expert inputs refined the list of 72 items to 47 and categorized them under eight dimensions. These 47 items, each with a 4-point rating scale, formed the Tutor Assessment of Student Tool (TAS-Tool). Twenty-four trained faculty members used the TAS-Tool to evaluate the performance of 41 senior high school students in PBL tutorials.
Results: The internal-consistency of the TAS-Tool was very high (Cronbach’s α = 0.954). Removal of two inconsistent items further increased it to 0.975. Principal components analysis with varimax rotation applied to the remaining 45 items gave seven components and explained 69.47% of the variation between the components. These seven components (% variation) were: Immersed in the Tutorial Process (20.16%); Professional (12.71%); Communicator and Team Leader (11.25%); Critical Thinker (8.77%); Reflector (6.22%); Creative (5.95%), and Sensitive (4.41%).
Conclusions: TAS-Tool was found to be reliable and valid instrument deemed applicable in formative PBL process assessment at PAHS starting with the pioneer cohort of medical students. Further validation of TAS-Tool through longitudinal study with PAHS students is required for summative purpose.
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Smith-Lickess, Sian K., Tricia Woodhead, Anna Burhouse, and Christos Vasilakis. "Study design and protocol for a comprehensive evaluation of a UK massive open online course (MOOC) on quality improvement in healthcare." BMJ Open 9, no. 12 (December 2019): e031973. http://dx.doi.org/10.1136/bmjopen-2019-031973.
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IntroductionMassive open online courses (MOOCs) offer a flexible approach to online and distance learning, and are growing in popularity. Several MOOCs are now available, to help learners build on their knowledge in a number of healthcare topics. More research is needed to determine the effectiveness of MOOCs as an online education tool, and explore their long-term impact on learners’ professional practice. We present a protocol describing the design of comprehensive, mixed-methods evaluation of a MOOC, ‘QualityImprovement (QI) inHealthcare: the Case for Change’, which aims to improve learner’s knowledge and understanding of QI approaches in healthcare, and to increase their confidence in participating, and possibly leading QI projects.Methods and analysisA pre-post study design using quantitative and qualitative methods will be used to evaluate the QI MOOC. Different elements of the RE-AIM (reach, effectiveness and maintenance) and Kirkpatrick (reaction, learning and behaviour) models will be used to guide the evaluation. All learners who register for the course will be invited to participate in the QI MOOC evaluation study. Those who consent will be asked to complete a presurvey to assess baseline QI knowledge (self-report and objective) and perceived confidence in engaging in QI activities. On completion of the course, participants will complete a postsurvey measuring again knowledge and perceived confidence. Feedback on the course content and how it can be improved. A subset of participants will be invited to take part in a follow-up qualitative interview, 3 months after taking the course, to explore in depth how the MOOC impacted their behaviour in practice.Ethics and disseminationThe study has been approved by the University of Bath Human Research Ethics Committee (reference: 2958). Study findings will be published in peer-reviewed journals, and disseminated at conference and departmental presentations, and more widely using social media, microblogging sites and periodicals aimed at healthcare professionals.
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Carter, Denise. "Regulation and ethics in artificial intelligence and machine learning technologies: Where are we now? Who is responsible? Can the information professional play a role?" Business Information Review 37, no. 2 (May 5, 2020): 60–68. http://dx.doi.org/10.1177/0266382120923962.
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Artificial intelligence (AI) and machine learning (ML) technologies are rapidly maturing and proliferating through all public and private sectors. The potential for these technologies to do good and to help us in our everyday lives is immense. But there is a risk that unless managed and controlled AI can also cause us harm. Questions about regulation, what form it takes and who is responsible for governance are only just beginning to be answered. In May 2019, 42 countries came together to support a global governance framework for AI. The Organisation for Economic Co-operation and Development (OECD) Principles on Artificial Intelligence (OECD (2019) OECD principles on AI. Available at: https://www.oecd.org/going-digital/ai/principles/ (accessed 2 March 2020)) saw like-minded democracies of the world commit to common AI values of trust and respect. In Europe, the European Commission’s (EC) new president, Ursula von der Leyen has made calls for a General Data Protection Regulation style. As a first step the EC has published a white paper: ‘On Artificial Intelligence – A European Approach to Excellence and Trust’ (European Commission (2020) Report, Europa, February). In February 2020, the UK government has published a report on ‘Artificial Intelligence in the Public Sector’ (The Committee on Standards in Public Life (2020) Artificial intelligence and public standards. Report, UK Government, February). This article discusses some of the potential threats AI may hold if left unregulated. It provides a brief overview of the regulatory activities for AI worldwide, and in more detail the current UK AI regulatory landscape. Finally, the article looks at the role that the information professional might play in AI and ML.
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van der Wilt, Gert Jan, Alric Rüther, and Rebecca Trowman. "Scientific Development of HTA—A Proposal by the Health Technology Assessment International Scientific Development and Capacity Building Committee." International Journal of Technology Assessment in Health Care 35, no. 4 (2019): 263–65. http://dx.doi.org/10.1017/s0266462319000539.
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AbstractObjectivesTo report from the Scientific Development and Capacity Building Committee of Health Technology Assessment International (HTAi) on activities that are being undertaken within HTAi regarding the promotion of scientific rigor in the field of health technology assessment (HTA).MethodsRetrieval of definitions of HTA that the SDCB committee considered reflective of the current practice of HTA, followed by a narrative synthesis of the core components of HTA.ResultsSeveral definitions of HTA have been provided, all sharing the notion that HTA is the formal, systematic, and transparent inquiry into the meaning and value, broadly defined, of health technologies, when used in specific patient populations.Many frameworks and tools have been developed for assessing the quality of specific tasks that may be conducted in the context of HTA. Collating such frameworks and tools is likely to be helpful in developing standards and in providing guidance as to how the scientific quality of HTA may be secured. Two current trends in HTA were noted: a stronger health systems focus, and the need to involve stakeholders throughout the HTA process. A wider systems’ perspective requires that plausible alternative scenarios are being developed, and wide consultation of various stakeholders is a prerequisite to the development of such scenarios with data from various sources.ConclusionsCurrent trends in HTA will lead to different demands on the HTA expert. The task of this emerging policy professional would be not just to provide technical information for problem-solving, but also to combine it with a new function of facilitating public deliberation and learning.
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Akhtar, Muhammad Shoaib, and Muhammad Aslamkhan. "Three Years of TIJFS: Observations, Current Practices and Future Perspective." International Journal of Frontier Sciences 4, no. 1 (January 1, 2020): 1. http://dx.doi.org/10.37978/tijfs.v4i1.57.
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The International Journal of Frontier Sciences just completed its three years of publication. Start of a journal is always challenging for editors especially if journal is not an official publication of some institute or professional society. However, completing three years also has been a very learning experience for editorial team.
From the start, TIJFS team is focused to catch indexation in EMBASE, MEDLINE, PubMed, Scopus and Web of Science. However, starting years of the journal are always challenging. Journal editors are continuously improving practices to achieve these milestones at earliest. In scope, journal is transdisciplinary mainly covering life and environmental sciences. Starting from Pakistan, it was very difficult to run an internationally covered journal, however, our international editorial team putting its continuous efforts to do this. In last year, journal started its indexing process and just became a part of WHO’s Index Medicus. Also, editors started to generate digital object identifiers (DOIs) of all manuscripts published. Currently, journal is in process of indexation in prestigious international bodies including Web of Science etc. Journal editors hope to be a part of many international indices during the current volume year. Also, its worth to mention that journal is following ethical guidelines by Consolidated Standards of Reporting Trials, Committee of Publication Ethics, International Committee of Medical Journal Editors and World Association of Medical Editors.
Current volume contains original articles, clinical audit and a report covering broad spectrum domains of life sciences especially medical science including topics of clinical chemistry, dentistry, gynaecology, neurosurgery, nutrition, pain medicine, public health, rehabilitation, sleep medicine, surgery and virology.