Intensive training program for ultrasound diagnosis of adnexal masses: protocol and preliminary results

2013 ◽  
Vol 42 (2) ◽  
pp. 218-223 ◽  
Author(s):  
J. L. Alcázar ◽  
L. Díaz ◽  
P. Flórez ◽  
S. Guerriero ◽  
M. Jurado
2019 ◽  
pp. 1-12 ◽  
Author(s):  
Laila Hessissen ◽  
Catherine Patte ◽  
Helene Martelli ◽  
Carole Coze ◽  
Scott C. Howard ◽  
...  

PURPOSE In 2012, the French African Pediatric Oncology Group established the African School of Pediatric Oncology (EAOP), a training program supported by the Sanofi Espoir Foundation’s My Child Matters program. As part of the EAOP, the pediatric oncology training diploma is a 1-year intensive training program. We present this training and certification program as a model for subspecialty training for low- and middle-income countries. METHODS A 14-member committee of multidisciplinary experts finalized a curriculum patterned on the French model Diplôme Inter-Universitaire d’Oncologie Pédiatrique. The program trained per year 15 to 25 physician participants committed to returning to their home country to work at their parent institutions. Training included didactic lectures, both in person and online; an onsite practicum; and a research project. Evaluation included participant evaluation and feedback on the effectiveness and quality of training. RESULTS The first cohort began in October 2014, and by January 2019, 72 participants from three cohorts had been trained. Of the first 72 trainees from 19 French-speaking African countries, 55 (76%) graduated and returned to their countries of origin. Four new pediatric oncology units have been established in Niger, Benin, Central African Republic, and Gabon by the graduates. Sixty-six participants registered on the e-learning platform and continue their education through the EAOP Web site. CONCLUSION This training model rapidly increased the pool of qualified pediatric oncology professionals in French-speaking countries of Africa. It is feasible and scalable but requires sustained funding and ongoing mentoring of graduates to maximize its impact.


1975 ◽  
Vol 87 (2) ◽  
pp. 315-320 ◽  
Author(s):  
Margaret H. Davidson ◽  
Catherine E. Burns ◽  
Joseph W. St. Geme ◽  
Sheila G. Cadman ◽  
Charlotte G. Neumann ◽  
...  

2017 ◽  
Vol 35 (31_suppl) ◽  
pp. 126-126
Author(s):  
Lynn Bowlby ◽  
Robin Turner ◽  
David Casarett ◽  
Fred Johnson ◽  
Ebony Boulware ◽  
...  

126 Background: The specialty of Hospice and Palliative Medicine has grown out of the need for care of patients who are living longer with cancer and other serious illness and struggle with symptoms, decisions and care. Cancer patients and others often do not have access to Palliative Care services due to availability or accessibility of PC services. Since 2012, fellowship training is required for board eligibility but available programs do not meet the workforce need. As described by Weissman and Meier, viewing Palliative care services in the context of a primary, secondary or tertiary focus , allows for the expansion of these services outside of the traditional fellowship training. With additional intensive training, it is possible that experienced physicians can fill workforce gaps by providing primary palliative care in the providers practice area such as a clinic. Methods: The faculty member who will participate in a yearlong training program based in the Palliative Care Clinic is the Director of the Outpatient Clinic. This clinic is the center of the Duke resident ambulatory experience for the duration of their training. The complexity of these patients is high and often the DOC is the only place that these patients receive care. The Palliative Care training program will provide the faculty member the opportunity to see patients in the cancer center with board certified palliative care physicians. There will be 3 areas of focus for the trainee: clinical experience, didactic information and mentorship from a board certified palliative care provider around faculty identified cases from her own practice. Results: We have developed a yearlong intensive training program for experienced faculty to gain skills in Palliative Care. Conclusions: 1. It is hoped that this will allow for integration of primary palliative care into patient care areas where there is no formal palliative care program. 2. Integration of Palliative Care principles in the clinic to address symptoms of chronic severe illness as well as difficult conversations with more confidence and skill. 3. Earlier palliative care management–develop a systematic approach to assessing needs in high risk populations ie. Hospital Discharge reviews, now commonly done at the clinic.


2005 ◽  
Vol 37 (Supplement) ◽  
pp. S43
Author(s):  
Takashige Koba ◽  
Koichiro Hamada ◽  
Masao Sakurai ◽  
Keitaro Matsumoto ◽  
Tomoko Higuchi ◽  
...  

2017 ◽  
Vol 50 ◽  
pp. 376-376
Author(s):  
C. De Gier ◽  
M. Koch ◽  
S. Schwab ◽  
Y.T. Bader ◽  
N. Hoeschler ◽  
...  

2017 ◽  
Vol 56 (4) ◽  
pp. 1459-1468 ◽  
Author(s):  
Christian-Alexandre Castellano ◽  
Nancy Paquet ◽  
Isabelle J. Dionne ◽  
Hélène Imbeault ◽  
Francis Langlois ◽  
...  

Sign in / Sign up

Export Citation Format

Share Document