scholarly journals 2068

2017 ◽  
Vol 1 (S1) ◽  
pp. 43-43
Author(s):  
Christine Marie Denicola ◽  
Lisa Altshuler ◽  
Sondra Zabar
Keyword(s):  
Translational Research ◽  
Peer Coaching ◽  
Development Program ◽  
Role Playing ◽  
Post Intervention ◽  
Self Assessment ◽  
Research Staff ◽  
Research Teams ◽  
Coaching Skills ◽  
Long Term Impact

OBJECTIVES/SPECIFIC AIMS: Skillful research staff members are critical to productive translational research teams and yet their ongoing professional development is rarely formally addressed. Through the Strategic Teamwork for Effective Practice-Mentor Development Program (STEP-MDP), we aimed to both create a community of practice (COP) for research staff and build the skills needed to enhance research team performance. METHODS/STUDY POPULATION: We selected 16 participants of 32 staff-level applicants from among the NYU Schools of Medicine, Social Work and Nursing for the first STEP-MDP cohort. Participants included research assistants, coordinators, managers, and directors. We delivered 3, two-hour workshops, scheduled 3 weeks apart, focused on team communication, identifying team areas for improvement, and mentorship/coaching skills. Peer-Coaching Teams (PCTs) were created by pairing participants at the same position level, and PCTs worked together at each session to explore and practice learned skills. Sessions featured brief didactics, group-based learning and exercises based on participants’ real issues. A variety of active learning techniques such as brainstorming, role-playing, problem solving, and peer coaching were used. Practical core readings, worksheets, and summary cards were provided. PCTs met between sessions to practice coaching skills, and troubleshoot problems. RESULTS/ANTICIPATED RESULTS: Participants (n=16) completed a 37-item retrospective pre/post self-assessment of team behaviors and skills, and a STEP-MDP evaluation survey at the end. We saw pre-post improvements in each of 5 self-assessment domains: Communication (4 items, pre-mean 2.66, post mean 3.36, p≤0.001), Leadership (8 items, pre-mean 2.76, post mean 3.55, p≤0.001), Empowerment and Motivation (12 items, pre-mean 2.86, post mean 3.51, p≤0.001), Coaching (6 items, pre-mean 2.40, post mean 3.58, p≤0.001), and Community (3 items, pre-mean 2.33, post mean 3.76, p≤0.001). On average, PCTs met twice (range 2–4 times) between workshop sessions. Learners valued the PCTs, and 1 commented on the value of working with peers in PCTs, having no one in a similar position within his immediate work environment. Participants’ written comments strongly endorsed the value of the workshops for their work, with the coaching skills session seen as the most valuable. Some participants worry that skills will decrease over time without continued reinforcement. All but 1 participant reported that they planned to continue with the PCT. DISCUSSION/SIGNIFICANCE OF IMPACT: The number of applicants to our program suggests a need and motivation for staff to participate in the STEP-MDP. Participants’ reported improved skills and sense of community. To maintain the COP and address worry about degradation of skills we are planning to remind PCTs to meet once a month and will follow-up with them 3 and 6 months post intervention to evaluate their continued development. This spring a second cohort will receive the training. We believe developing these core teamwork skills will lead to more collaborative, efficient, and innovative research. We have implemented a successful program targeting critical members of research teams with potential to facilitate expansion of institutional capacity for translational research. It will be important to understand the long-term impact of the program on individuals, on team science, on research, and ultimately on the health of the public.

scholarly journals The Strategic Teamwork for Effective Practice Mentor Development Program (STEP-MDP): Expanding capacity for clinical and translational science by investing in research staff

2018 ◽  
Vol 2 (3) ◽  
pp. 173-177
Author(s):  
Christine Denicola ◽  
Lisa Altshuler ◽  
Gabrielle Denicola ◽  
Sondra Zabar
Keyword(s):  
Professional Development ◽  
Community Of Practice ◽  
Positive Impact ◽  
Development Program ◽  
Skills Development ◽  
Effective Practice ◽  
Research Staff ◽  
Research Teams ◽  
Program Step

IntroductionResearch staff are critical to productive translational research teams, yet their professional development is rarely formally addressed.MethodsWe created Strategic Teamwork for Effective Practice Mentor Development Program (STEP-MDP) to promote skills development and build a community of practice. We ran and evaluated the STEP-MDP for 32 participants, which consisted of workshops focusing on team communication and mentorship/coaching skills.ResultsWe found that STEP-MDP had a long-term positive impact on participants and their teams.ConclusionThis program facilitated the professional development of research staff.

scholarly journals Learning to Thrive: Building Diverse Scientists’ Access to Community and Resources through the BRAINS Program

2016 ◽  
Vol 15 (3) ◽  
pp. ar49 ◽  
Author(s):  
Cara Margherio ◽  
M. Claire Horner-Devine ◽  
Sheri J. Y. Mizumori ◽  
Joyce W. Yen
Keyword(s):  
Professional Development ◽  
Sense Of Belonging ◽  
Development Program ◽  
Weak Sense ◽  
Early Career ◽  
Mentoring Relationships ◽  
Informal Networks ◽  
Career Trajectory ◽  
Early Results ◽  
Long Term Impact

BRAINS: Broadening the Representation of Academic Investigators in NeuroScience is a National Institutes of Health–funded, national program that addresses challenges to the persistence of diverse early-career neuroscientists. In doing so, BRAINS aims to advance diversity in neuroscience by increasing career advancement and retention of post-PhD, early-career neuroscientists from underrepresented groups (URGs). The comprehensive professional development program is structured to catalyze conversations specific to URGs in neuroscience and explicitly addresses factors known to impact persistence such as a weak sense of belonging to the scientific community, isolation and solo status, inequitable access to resources that impact career success, and marginalization from informal networks and mentoring relationships. While we do not yet have data on the long-term impact of the BRAINS program on participants’ career trajectory and persistence, we introduce the BRAINS program theory and report early quantitative and qualitative data on shorter-term individual impacts within the realms of career-advancing behaviors and career experiences. These early results suggest promising, positive career productivity, increased self-efficacy, stronger sense of belonging, and new perspectives on navigating careers for BRAINS participants. We finish by discussing recommendations for future professional development programs and research designed to broaden participation in the biomedical and life sciences.

Peer Coaching Self-Assessment Profile

1994 ◽  
Author(s):  
Francine P. Hekelman ◽  
Stephen P. Flynn ◽  
Pamela B. Glover ◽  
Sim S. Galazka ◽  
J. Arch Phillips
Keyword(s):  
Peer Coaching ◽  
Self Assessment

scholarly journals 2518 InCHOIR learning lab: A TL1 and workforce development initiative at Mount Sinai

2018 ◽  
Vol 2 (S1) ◽  
pp. 57-57
Author(s):  
Emma K. T. Benn ◽  
Janice L. Gabrilove ◽  
Layla Fattah ◽  
Emilia Bagiella
Keyword(s):  
Translational Research ◽  
Randomized Clinical Trials ◽  
Early Stage ◽  
Added Value ◽  
Senior Faculty ◽  
Research Staff ◽  
School Of Medicine ◽  
Lecture Series ◽  
Wide Range ◽  
Mount Sinai

OBJECTIVES/SPECIFIC AIMS: Science and clinical practice are widely regarded as being complementary and synergistic. In an effort to enhance the team science, translational research capacity of the TL1 scholars at Icahn School of Medicine at Mount Sinai (ISMMS), the InCHOIR learning lab aims to provide an accessible, workforce-wide lecture series on the fundamental methods and concepts of randomized clinical trials. METHODS/STUDY POPULATION: The InCHOIR learning lab is a monthly 1 hour lecture series delivered by a range of expert clinical and translational researchers, followed by a 1 hour “Meet the Expert” session. The InCHOIR lecture series has covered a wide range of topics including, but not limited to: Decision Models; Race and Causal Inference; Innovative Strategies for Assessing Environmental Health across the Life Course; Statistics for Geneticists and Genetics for Statisticians; and From the Lab to Translation to Policy—The Neuroscience of Addiction. The “Meet the Expert” session offers TL1 predoctoral and postdoctoral scholars and KL2 scholars the opportunity to have intimate, informal discussions with experts about their career trajectories. RESULTS/ANTICIPATED RESULTS: Feedback from participants has been overwhelmingly positive. Participants have gained important insights into key topics relevant to early stage researchers. The “Meet the Expert” sessions have yielded honest and important conversations about crucial topics ranging from finding effective mentors to essential strategies for establishing a work-life balance, to overcoming adversity as underrepresented minorities and women in translational research. DISCUSSION/SIGNIFICANCE OF IMPACT: Attendance at the InCHOIR learning lab is increasing month on month, indicating the perceived need for this learning not just from early stage researchers, but also from students, senior faculty, and research staff more generally. The InChoir series provides added value through the creation of a video library, fostering new collaborations and contributing to the Icahn School of Medicine at Mount Sinai and Graduate Medical Education landscape. Priorities for the program are to increase internal visibility, in order to continue to grow attendance by MSHS students, research staff, nurses, postdoctoral fellows and residents. The program is also exploring how to engage external participation from regional CTSAs and from community advocates actively involved in community-academic research partnerships.

scholarly journals Peer Coaching as a Faculty Development Tool: A Mixed Methods Evaluation

2020 ◽  
Vol 12 (2) ◽  
pp. 168-175 ◽  
Author(s):  
Kristy Carlson ◽  
Allison Ashford ◽  
Marwa Hegagi ◽  
Chad Vokoun
Keyword(s):  
Focus Group ◽  
Faculty Development ◽  
Peer Coaching ◽  
Teaching Effectiveness ◽  
Qualitative Content Analysis ◽  
Development Program ◽  
Teaching Quality ◽  
Faculty Development Program ◽  
Clinical Learning Environment ◽  
Development Activity

ABSTRACT Background In the era of competency-based assessment, medical education faculty are frequently challenged to develop unique teaching approaches. One method to address faculty development needs in a real-time clinical learning environment is peer coaching. Objective We implemented and evaluated a faculty development program involving peer observation and feedback for attending physicians. Methods Hospital internal medicine faculty assigned to a teaching service were recruited for the study. Participants voluntarily agreed to observe and be observed by a peer attending physician during a 2-week block of teaching rounds. When serving in the coaching role, faculty were asked to observe 4 separate occasions using an observation tool based on the Stanford Faculty Development Program framework to guide feedback. An outside consultant facilitated a focus group and completed a qualitative content analysis to categorize all participants' experiences during the faculty development activity. Results Of the 22 eligible faculty, 14 (64%) agreed to participate by committing to 6 to 8 hours observing another faculty member during rounds, 2 feedback sessions, and 90 minutes to provide program feedback during a focus group. The analysis of the focus group revealed favorable reactions to the faculty development program, including (1) observed attending awareness of unrecognized habits; (2) personalized teaching tips for the observed attending to improve teaching quality based on individual style/preferences; and (3) exposure to new teaching techniques. Conclusions An inpatient-based peer-coaching faculty development program was acceptable and feasible for a majority of faculty and may improve individual teaching effectiveness among conventionally trained physicians.

scholarly journals A randomised controlled pilot trial evaluating feasibility and acceptability of a computer-based tool to identify and reduce harmful and hazardous drinking among adolescents with alcohol-related presentations in Canadian pediatric emergency departments

BMJ Open ◽  
2017 ◽  
Vol 7 (8) ◽  
pp. e015423 ◽  
Author(s):  
Amanda S Newton ◽  
Nadia Dow ◽  
Kathryn Dong ◽  
Eleanor Fitzpatrick ◽  
T Cameron Wild ◽  
...  
Keyword(s):  
Alcohol Consumption ◽  
Social Services ◽  
Retention Rates ◽  
Post Intervention ◽  
Research Staff ◽  
Recruitment And Retention ◽  
Health And Social Services ◽  
Intervention Acceptability ◽  
Computer Based ◽  
Randomised Controlled

ObjectiveThis study piloted procedures and obtained data on intervention acceptability to determine the feasibility of a definitive randomised controlled trial (RCT) of the effectiveness of a computer-based brief intervention in the emergency department (ED).DesignTwo-arm, multi-site, pilot RCT.Setting and participantsAdolescents aged 12–17 years presenting to three Canadian pediatric EDs from July 2010 to January 2013 for an alcohol-related complaint.InterventionsStandard medical care plus computer-based screening and personalised assessment feedback (experimental group) or standard care plus computer-based sham (control group). ED and research staff, and adolescents were blinded to allocation.OutcomesMain: change in alcohol consumption from baseline to 1- and 3 months post-intervention. Secondary: recruitment and retention rates, intervention acceptability and feasibility, perception of group allocation among ED and research staff, and change in health and social services utilisation.ResultsOf the 340 adolescents screened, 117 adolescents were eligible and 44 participated in the study (37.6% recruitment rate). Adolescents allocated to the intervention found it easy, quick and informative, but were divided on the credibility of the feedback provided (agreed it was credible: 44.4%, disagreed: 16.7%, unsure: 16.7%, no response: 22.2%). We found no evidence of a statistically significant relationship between which interventions adolescents were allocated to and which interventions staff thought they received. Alcohol consumption, and health and social services data were largely incomplete due to modest study retention rates of 47.7% and 40.9% at 1- and 3 months post-intervention, respectively.ConclusionsA computer-based intervention was acceptable to adolescents and delivery was feasible in the ED in terms of time to use and ease of use. However, adjustments are needed to the intervention to improve its credibility. A definitive RCT will be feasible if protocol adjustments are made to improve recruitment and retention rates; and increase the number of study sites and research staff.Trial registrationclinicaltrials.govNCT01146665

scholarly journals Company maturity models: Application to supplier development program in oil&gas sector

2018 ◽  
Vol 11 (2) ◽  
pp. 187
Author(s):  
Jabier Retegi Albisua ◽  
Juan Ignacio Igartua López
Keyword(s):  
Development Program ◽  
Maturity Model ◽  
Supplier Development ◽  
Medium Term ◽  
Self Assessment ◽  
Maturity Models ◽  
Improvement Project ◽  
Road Map ◽  
Oil Gas ◽  
A Company

Purpose: In order to achieve excellence, outsourced maintenance contractors in Oil&Gas sector play a key role due to the important impact of their task on security, availability and energy consumption. This paper presents the process followed in order to implement a Supplier Development Program in a refinery using Company Maturity Model (CoMM) and the results obtained in three cases validating the method to obtain a strategic improvement project medium term grid.Design/methodology/approach: The methodology followed consists of constructing a CoMM capturing the knowledge existing in the refinery and applying it with three supplier improvement teams. Findings and conclusions have arised through an observation of the three processes and extracting common conclusions.Findings: The resulting CoMM has been used for self-assessment by three suppliers and has demonstrated its potential to define a medium-term improvement project road map validated by the customer. Furthermore, during the design and application processes, the contribution of CoMMs to the SECI process of knowledge management has been observed.Practical implications: The use of CoMMs in a service contractor context can be applied in other sectors. It contributes to alignment of targets between the supplier and customer companies and to knowledge sharing inside both firms.Originality/value: Maturity models in many transversal fields (CMMI, EFQM, BPMM, PEMM, etc.) have been thoroughly studied in the literature. Less effort has been made analysing the case of using maturity models constructed and implemented by a company for its specific purposes. In this paper, the process followed by a company to establish a Supplier Development Process using CoMMs is described.

scholarly journals One-week multidisciplinary post-graduate palliative care training: an outcome-based program evaluation

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Piret Paal ◽  
Cornelia Brandstötter ◽  
Johannes Bükki ◽  
Frank Elsner ◽  
Anna Ersteniuk ◽  
...  
Keyword(s):  
Palliative Care ◽  
Training Program ◽  
Qualitative Methodology ◽  
Further Education ◽  
Systematic Evaluation ◽  
Free Text ◽  
Post Intervention ◽  
Self Assessment ◽  
Post Graduate ◽  
Care Training

Abstract Background A multi-professional, post-graduate, one-week palliative care training program was piloted in November 2019 at the University of Ivano-Frankivsk, Ukraine. A formal evaluation of this program was performed. Methods This is a comparative, retrospective outcome-based evaluation of an educational intervention. Participants completed evaluation forms at the end of the course (post-intervention = T1), covering demographics, comparative retrospective self-assessment (40 items, 6-point Likert scale), organizational aspects, and general feedback (free text). At T1, the responses represent actual self-assessment, pre-interventional (T0) scores were generated by retrospective self-assessment. The Retrospective Performance Gain (RPG) was calculated on group level for the comparative self-assessment, demographic and organizational variables were analyzed by descriptive statistics, and free text answers were processed by qualitative methodology (content analysis). Results Fifty-three of 56 attendants from all professions relevant to palliative care completed the evaluation forms (response 94,6%), with mean age 39y (22–64) and mean working experience 13,6y (1–44). Overall ratings of the program were very positive. Comparative retrospective self-assessment demonstrated a marked RPG from T0 to T1 on all items. Free text comments emphasized the need for regular nation-wide educational programs and for further education in bereavement care; inter-professional practice; communication; palliative care philosophy; professional self-care; specific nursing skills; dementia care; and advocacy, while the general contribution of the program to palliative care development in Ukraine was acknowledged. Conclusions Systematic evaluation of a post-graduate international training program in palliative care may provide a mutual learning experience and map country-specific barriers and facilitators that have to be addressed when setting up palliative care services.

scholarly journals 3368 Mentoring from the ground up: Improving mentoring relationships by empowering mentees

2019 ◽  
Vol 3 (s1) ◽  
pp. 72-72
Author(s):  
Marissa Joanna Hansen ◽  
Katherine Cornelius ◽  
Heather Billings
Keyword(s):  
Survey Design ◽  
Development Program ◽  
Formative Assessments ◽  
Mentoring Relationships ◽  
Competency Assessment ◽  
Mentor Training ◽  
Post Intervention ◽  
Individual Session ◽  
Session Evaluations ◽  
Competency Area

OBJECTIVES/SPECIFIC AIMS: Program Directors and Ph.D. students within the Clinical and Translational Science (CTS) track identified mentorship development as a knowledge gap and educational priority. Most mentors are not provided education in how to be an effective mentor. Similarly, most mentees are not provided education or training on how to optimize a mentoring relationship for their learning and professional development (Ramani, 2006). We adapted mentor training curriculum developed by the University of Wisconsin and facilitated an eight-hour program to better prepare learners to be empowered mentees as well as future mentors. METHODS/STUDY POPULATION: We utilized the Mentoring Competency Assessment (MCA) to measure CTS Ph.D. students’ self-perceptions of eight competencies through a pre and post-intervention survey design (Fleming, etal., 2013). We adapted an evidence-based curriculum (Pfund, etal., 2014) to be delivered to Ph.D. students within an existing structure of educational offerings and incorporated case based discussions, frequent low-stakes formative assessments, and peer-to-peer facilitation to heighten authenticity, relevance and immediacy to the learning experiences. This structured curriculum, intended to increase skills, knowledge, and behaviors to make students more active participants in their mentoring relationships, focuses on one competency area per monthly session and was implemented May-December 2018. Session participation by program alumni allows for contextual demonstration and competency application. RESULTS/ANTICIPATED RESULTS: Preliminary data demonstrates heightened perceived competency in most domains assessed. We found mentors generally rated their mentee’s skills at a higher level than the mentees’ perceived ratings. We also saw significant differences between groups in a few domains e. g. new vs. established relationships, females vs. males, etc. Individual session evaluations are extremely positive, and the students routinely report behavioral changes as a result of these sessions. DISCUSSION/SIGNIFICANCE OF IMPACT: We have demonstrated the successful adaptation and innovative facilitation of a successful mentorship development program for Ph.D. students. We propose that several factors discussed are critical in the success of this type of curriculum. Preliminary conclusion: A structured curriculum in mentoring relationships increases Ph.D. mentee empowerment and readiness to lead future mentoring relationships.

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