Early career mentoring through the American Society of Pediatric Hematology/Oncology: Lessons learned from a pilot program

Sherif M. Badawy; Vandy Black; Emily R. Meier; Kasiani C. Myers; Kerice Pinkney; Caroline Hastings; Joanne M. Hilden; Patrick Zweidler-McKay; Linda C. Stork; Theodore S. Johnson; Sarah R. Vaiselbuh

doi:10.1002/pbc.26252

The ASH Clinical Research Training Institute (CRTI) Positively Impacts The Success Of Early Career Hematologists In Patient-Oriented Clinical Research

Blood ◽

10.1182/blood.v122.21.1679.1679 ◽

2013 ◽

Vol 122 (21) ◽

pp. 1679-1679

Author(s):

Linda J Burns ◽

Charles P Clayton ◽

James N. George ◽

Beverly S. Mitchell ◽

Scott D. Gitlin

Keyword(s):

Career Development ◽

Clinical Research ◽

Research Training ◽

Junior Faculty ◽

Early Career ◽

Pediatric Hematology ◽

Research Collaborations ◽

Equivalent Number ◽

American Society ◽

Training Institute

Abstract There is a recognized need to translate scientific discoveries to patient-oriented clinical research (POCR) in order to improve human health. To overcome obstacles that interfere with the recruitment and retention of physicians for POCR careers, in 2003 the American Society of Hematology (ASH) developed the Clinical Research Training Institute (CRTI), an enhanced and extensive mentored experience for early career POCR investigators. The ASH CRTI is limited to 20 trainees/year (senior fellows or junior faculty) with an equivalent number of faculty mentors. The year-long Institute includes a 1 week workshop with didactic sessions on a variety of POCR and career development topics, disease-specific small group sessions focusing on research protocol development with biostatistician participation, and one-on-one interactions with faculty and representatives with expertise in career-development awards from the U.S. National Institutes of Health. Trainees have additional interactions with their small groups and CRTI mentors throughout the ensuing year to promote career development and research collaborations. Communications between the trainees’ CRTI and home institution mentors are a vital component of the program. Evaluation of the POCR career development successes of the first 7 CRTI classes (140 trainees) was performed by reviewing trainees’ curriculum vitaes and their responses to an electronically distributed survey. Gender, racial and ethnic distributions were similar to that of U.S. Hematology/Oncology fellowship programs. The majority (66%) of trainees were senior fellows or graduates of adult hematology/oncology training programs, 31% of pediatric hematology/oncology programs and the remainder of other hematology-related programs. Eighty-six percent of trainees had self-described success establishing a POCR study and 85% considered themselves clinical investigators. Nearly half of trainees had positions that were primarily research focused. CRTI trainees received at least 144 external grant awards plus additional internal awards, and had published 1035 peer-reviewed manuscripts,173 chapters and 115 review articles. Over 95% of trainees were satisfied with their CRTI experience and testimonials supported their impression that CRTI had a significant impact on their career success. Enhancements introduced into the CRTI program, as a result of ongoing program evaluations, include broadening participant eligibility to include up to 5 international trainees per class to enhance global research collaborations and further enhancements to the trainee-mentor interactions. The outcomes of the ASH CRTI support the hypothesis that enhanced mentoring experiences contribute to the successful career development of physicians pursuing POCR careers. Disclosures: Clayton: American Society of Hematology: Employment.

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Expectations for Inservice Testing Programs at New Nuclear Power Plants

ASME/NRC 2017 13th Pump and Valve Symposium ◽

10.1115/pvs2017-3535 ◽

2017 ◽

Author(s):

Thomas G. Scarbrough

Keyword(s):

Nuclear Power ◽

Power Plants ◽

Nuclear Power Plants ◽

Reactor Core ◽

Nuclear Regulatory Commission ◽

Lessons Learned ◽

Mechanical Equipment ◽

American Society ◽

Regulatory Commission ◽

Safety Systems

In a series of Commission papers, the U.S. Nuclear Regulatory Commission (NRC) described its policy for inservice testing (IST) programs to be developed and implemented at nuclear power plants licensed under 10 CFR Part 52. This paper discusses the expectations for IST programs based on those Commission policy papers as applied in the NRC staff review of combined license (COL) applications for new reactors. For example, the design and qualification of pumps, valves, and dynamic restraints through implementation of American Society of Mechanical Engineers (ASME) Standard QME-1-2007, “Qualification of Active Mechanical Equipment Used in Nuclear Power Plants,” as accepted in NRC Regulatory Guide (RG) 1.100 (Revision 3), “Seismic Qualification of Electrical and Active Mechanical Equipment and Functional Qualification of Active Mechanical Equipment for Nuclear Power Plants,” will enable IST activities to assess the operational readiness of those components to perform their intended functions. ASME has updated the Operation and Maintenance of Nuclear Power Plants (OM Code) to improve the IST provisions for pumps, valves, and dynamic restraints that are incorporated by reference in the NRC regulations with applicable conditions. In addition, lessons learned from performance experience and testing of motor-operated valves (MOVs) will be implemented as part of the IST programs together with application of those lessons learned to other power-operated valves (POVs). Licensee programs for the Regulatory Treatment of Non-Safety Systems (RTNSS) will be implemented for components in active nonsafety-related systems that are the first line of defense in new reactors that rely on passive systems to provide reactor core and containment cooling in the event of a plant transient. This paper also discusses the overlapping testing provisions specified in ASME Standard QME-1-2007; plant-specific inspections, tests, analyses, and acceptance criteria; the applicable ASME OM Code as incorporated by reference in the NRC regulations; specific license conditions; and Initial Test Programs as described in the final safety analysis report and applicable RGs. Paper published with permission.

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Reflections on a Scholarly Career in Sport and Exercise Psychology: The Influence of Significant Others on the Psychosocial Well-Being of Children, Adolescents, and Young Adults

Kinesiology Review ◽

10.1123/kr.2021-0001 ◽

2021 ◽

pp. 1-11

Author(s):

Thelma S. Horn

Keyword(s):

Physical Activity ◽

Research Work ◽

Well Being ◽

Significant Others ◽

Lessons Learned ◽

Future Research ◽

The North ◽

Senior Scholar ◽

Sport And Exercise ◽

American Society

This paper is based on a Senior Scholar presentation delivered at the 2020 annual meeting of the North American Society for the Psychology of Sport and Physical Activity. The paper begins with a summary of the research work completed by the author and coinvestigators in regard to the influences that significant others (parents, peers, and coaches) exert on the psychosocial well-being of individuals in sport and physical activity. In each of these three areas, illustrative research studies are summarized in a predominantly chronological order with a commentary at the end of each section that identifies unanswered questions and suggests future research directions. In the second section, four particular lessons learned by the author over the course of a scholarly career are identified and explained.

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Lessons Learned from Implementation and Evaluation of an Evidence-Based Sex Education Pilot Program for Minority Adolescent Females

American Journal of Health Studies ◽

10.47779/ajhs.2018.72 ◽

2018 ◽

Vol 33 (4) ◽

Author(s):

Amelia C. Huelskamp ◽

Hannah P. Catalano

Keyword(s):

Sex Education ◽

Program Implementation ◽

Lessons Learned ◽

Educational Process ◽

Summer Program ◽

Pilot Program ◽

Group Of Seven ◽

Minority Girls ◽

Minority Adolescent ◽

Age Range

The purpose of the pilot program was to increase knowledge, beliefs, and intentions related toabstinence and safer sex practices in a small cohort of minority adolescent girls. Researchers implementedand evaluated the Be Proud! Be Responsible! curriculum with a small group of seven minority girls ages13 to 18 who were sexually inexperienced during a four-week summer program at a Boys and Girls Club.Lessons learned from our program include that educators should first take steps to establish rapport priorto program implementation, secondly, there should be an increased number of program sessions than pres-ently in the curriculum and thirdly, grouping participants into cohorts of smaller age range may be moreconducive to the educational process.

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