scholarly journals Personas for the translational workforce

2020 ◽  
Vol 4 (4) ◽  
pp. 286-293 ◽  
Author(s):  
Sara Gonzales ◽  
Lisa O’Keefe ◽  
Karen Gutzman ◽  
Guillaume Viger ◽  
Annie B. Wescott ◽  
...  
Keyword(s):  
Public Health ◽  
Professional Development ◽  
Best Practices ◽  
Software Development ◽  
Basic Science ◽  
Lessons Learned ◽  
Development Projects ◽  
Evidence Based ◽  
Translational Science ◽  
Professional Development Needs

AbstractTwelve evidence-based profiles of roles across the translational workforce and two patients were made available through clinical and translational science (CTS) Personas, a project of the Clinical and Translational Science Awards (CTSA) Program National Center for Data to Health (CD2H). The persona profiles were designed and researched to demonstrate the key responsibilities, motivators, goals, software use, pain points, and professional development needs of those working across the spectrum of translation, from basic science to clinical research to public health. The project’s goal was to provide reliable documents that could be used to inform CTSA software development projects, educational resources, and communication initiatives. This paper presents the initiative to create personas for the translational workforce, including the methodology, engagement strategy, and lessons learned. Challenges faced and successes achieved by the project may serve as a roadmap for others searching for best practices in the creation of Persona profiles.

Evidence-Based Best Practices Collections

2011 ◽  
pp. 280-287 ◽  
Author(s):  
Forrest Shull ◽  
Raimund Feldmann ◽  
Michelle Shaw ◽  
Michelle Lambert
Keyword(s):  
Knowledge Management ◽  
Best Practices ◽  
Competitive Advantage ◽  
Driving Force ◽  
Best Practice ◽  
General Concept ◽  
Lessons Learned ◽  
Evidence Based ◽  
Specific Knowledge ◽  
White Board

For capturing and transferring knowledge between different projects and organizations, the concept of a Best Practice is commonly used. A similar but more general concept for knowledge capturing is often referred to as a Lesson Learned. Both best practices and lessons learned are frequently organized in the form of knowledge collections. Such collections exist in many forms and flavours: From simple notes on a white board, to paper file collections on a shelf, to electronic versions filed in a common folder or shared drive, to systematically archived and standardized versions in experience and databases, or even specific knowledge management systems. In the past few decades, many organizations have invested much time and effort in such specific knowledge collections (e.g., databases, experience repositories) for best practices and/ or lessons learned. The driving force behind all these activities is to disseminate knowledge about proven solutions to their workforce. Ultimately, the goal is to avoid mistakes and improve the overall workflow and processes to possibly save money and gain a competitive advantage.

Congratulations, You Got a Revise and Resubmit! Now What? The Impetus Behind and Lessons Learned from a Successful Years-long PDW Focused on the Peer Review Revision Process

2019 ◽  
Vol 29 (4) ◽  
pp. 367-373 ◽  
Author(s):  
Gretchen Vogelgesang Lester
Keyword(s):  
Professional Development ◽  
Content Analysis ◽  
Best Practices ◽  
Peer Review ◽  
Lessons Learned ◽  
Revision Process ◽  
Publication Process ◽  
Qualitative Exploration

For all the experiences researchers have with the publication process, questions continue to arise about how to best navigate the revise and resubmit gauntlet. This dialog captures insight from six years of Academy of Management professional development workshops, an action editor’s perspective on the process, and a qualitative exploration of revision derailers—topics focused on understanding and improving the predictability of the revise and resubmit process. In doing so, this dialog serves as a resource for new and accomplished scholars, reviewers, and editors to refocus the revision process on creating and disseminating knowledge throughout business-related fields. The three articles in this dialog first summarize the planning and execution of six professional development workshops (PDWs), the process from the perspective of an action editor, and a content analysis of rejections after an R&R, in order to highlight best practices authors can take to increase success throughout this process

Practical Strategies to Improve Your Writing: Lessons Learned From Public Health Practitioners Participating in a Writing Group

2019 ◽  
Vol 20 (3) ◽  
pp. 333-337 ◽  
Author(s):  
Alisha H. Redelfs ◽  
Juan Aguilera ◽  
Sarah L. Ruiz
Keyword(s):  
Public Health ◽  
Professional Development ◽  
Effective Means ◽  
Lessons Learned ◽  
Formal Training ◽  
Writing Group ◽  
Public Health Professionals ◽  
Health Practitioners ◽  
Public Health Practitioners ◽  
Training Opportunities

Many public health professionals (researchers and practitioners) do not regularly spend time writing. We often receive no formal training in the practices that lead one to become a productive writer. In addition, many internal (mental/emotional) and external (schedules/distractions) barriers make writing consistently even less appealing and may lead to a cycle of avoidance followed by binge writing. This commentary demonstrates how one writing group became an effective means of providing career and professional development. Each week for 9 months we held a 1-hour writing group meeting designed around a commitment to ground rules, accountability, training opportunities, and feedback. Our experiences suggest that engaging in a writing group can help us develop as writers by allowing us to learn new practices and skills. Adopting new practices like writing regularly for short blocks of time, in turn, led to benefits like reduced anxiety and increased productivity. In the process, we became better writers, reviewers, and mentors. We provide recommendations and resources for groups and individuals who are interested in improving their writing as an essential component of their continuing education and professional development. Whatever your professional role, using a writing group to become a more powerful and productive writer will make you more effective.

scholarly journals Public Health and Disasters: An Emerging Translational and Implementation Science, Not “Lessons Learned”

2017 ◽  
Vol 11 (5) ◽  
pp. 610-611 ◽  
Author(s):  
Kristi L. Koenig ◽  
Carl H. Schultz ◽  
Miryha Gould Runnerstrom ◽  
Oladele A. Ogunseitan
Keyword(s):  
Public Health ◽  
Knowledge Base ◽  
Implementation Science ◽  
Scientific Method ◽  
Disaster Medicine ◽  
Scientific Discipline ◽  
Lessons Learned ◽  
Evidence Based ◽  
Disaster Research ◽  
New Knowledge

AbstractDisaster Medicine is a relatively new multidisciplinary field of science with clear public health implications as it focuses on improving outcomes for populations rather than for individual patients. As with any other scientific discipline, the goal of public health and disaster research is to create new knowledge and transfer evidence-based data to improve public health. The phrase “lessons learned” has crept into the disaster lexicon but must be permanently erased as it has no place in the scientific method. The second edition of Koenig and Schultz’s Disaster Medicine: Comprehensive Principles & Practice adds to the growing knowledge base of this emerging specialty and explains why “lessons learned” should be discarded from the associated vocabulary. (Disaster Med Public Health Preparedness. 2017;11:610–611)

Learning Through Practice: The Design and Implementation of an Advanced Integrative Practicum for DrPH Students

2020 ◽  
pp. 237337992093189
Author(s):  
Bree L. Hemingway ◽  
Jamie Q. Felicitas-Perkins ◽  
C. Anderson Johnson ◽  
Michael Osur ◽  
Darleen V. Peterson ◽  
...  
Keyword(s):  
Public Health ◽  
Best Practices ◽  
Health System ◽  
Qualitative Data ◽  
Lessons Learned ◽  
Health Issues ◽  
Professional Programs ◽  
Practice Experience ◽  
High Level ◽  
External Entity

Students enrolled in Doctor of Public Health (DrPH) programs accredited by the Council on Education for Public Health complete an applied practice experience resulting in an advanced project. This requirement can vary by program, but it commonly occurs as a singular experience after students have begun coursework. In 2016, we assessed the practicum component for the Doctor of Public Health degree at Claremont Graduate University. We sought feedback from employers and reviewed other professional programs with required practice experiences. Data indicated that successful experiences integrated didactic coursework with practice, suggesting the design of an embedded format versus a stand-alone requirement. The Advanced Integrative Practicum (AIP) was launched in Fall 2017 through a partnership between Claremont Graduate University School of Community and Global Health and Riverside University Health System. The practicum series began with an introduction to the health system through rotations led by Riverside University Health System (AIP-A), continued with students engaging with experts to propose solutions to public health issues (AIP-B), and concluded with a high-level practice-based project (AIP-C) where students, under supervision of a mentor at an external entity, implement projects. Qualitative data obtained through final written syntheses indicated that a majority of students feel the experience was integral to their DrPH training. Steps were taken to address threats to sustainability and a program component that seemed not sufficiently engaging. Although the practicum was not continued in its piloted form, best practices were realized as were lessons learned, ultimately leading to broader modifications in the DrPH program curriculum.

scholarly journals Translating Policy into Practice for Community-Based Management of Rheumatoid Arthritis: Targeting Professional Development Needs among Physiotherapists

2012 ◽  
Vol 2012 ◽  
pp. 1-9 ◽  
Author(s):  
Robyn E. Fary ◽  
Helen Slater ◽  
Jason Chua ◽  
Andrew M. Briggs
Keyword(s):  
Rheumatoid Arthritis ◽  
Professional Development ◽  
Clinical Experience ◽  
Evidence Based ◽  
Workforce Readiness ◽  
Clinical Area ◽  
Community Based ◽  
Face To Face ◽  
Effective Care ◽  
Professional Development Needs

Introduction. Contemporary health policy promotes delivery of community-based health services to people with musculoskeletal conditions, including rheumatoid arthritis (RA). This emphasis requires a skilled workforce to deliver safe, effective care. We aimed to explore physiotherapy workforce readiness to co-manage consumers with RA by determining the RA-specific professional development (PD) needs in relation to work and educational characteristics of physiotherapists in Western Australia (WA).Methods. An e-survey was sent to physiotherapists regarding their confidence in co-managing people with RA and their PD needs. Data including years of clinical experience, current RA clinical caseload, professional qualifications, and primary clinical area of practice were collected.Results. 273 physiotherapists completed the survey. Overall confidence in managing people with RA was low (22.7–58.2%) and need for PD was high (45.1–95.2%). Physiotherapists with greater years of clinical experience, a caseload of consumers with RA, postgraduate qualifications in musculoskeletal physiotherapy, or who worked in the musculoskeletal area were more confident in managing people with RA and less likely to need PD. Online and face-to-face formats were preferred modes of PD delivery.Discussion. To enable community-based RA service delivery to be effectively established, subgroups within the current physiotherapy workforce require upskilling in the evidence-based management of consumers with RA.

scholarly journals The importance of evidence based education and policy in public health: lessons learned from a repeated pandemic

2021 ◽  
Vol 30 (3) ◽  
pp. 175-6
Author(s):  
Agus Rizal Ardy Hariandy Hamid ◽  
Grace Wangge
Keyword(s):  
Public Health ◽  
Lessons Learned ◽  
Evidence Based

[No abstract available]

scholarly journals Seeing the quality improvement forest through the quality improvement trees: A meta-synthesis of case studies in Florida and Georgia

2019 ◽  
Vol 7 ◽  
pp. 205031211984570 ◽  
Author(s):  
William C Livingood ◽  
Lori Bilello ◽  
Katryne Lukens-Bull
Keyword(s):  
Public Health ◽  
Quality Improvement ◽  
Case Studies ◽  
Group Dynamics ◽  
Critical Role ◽  
Lessons Learned ◽  
Quality Improvement Intervention ◽  
Dissemination And Implementation ◽  
Evidence Based ◽  
Healthcare Settings

Objectives: To identify important characteristics of quality improvement applications for population health and healthcare settings and to explore the use of quality improvement as a model for implementing and disseminating evidence-based or best practices. Methods: A meta-synthesis was used to examine published quality improvement case studies. A total of 10 published studies that were conducted in Florida and Georgia were examined and synthesized using meta-synthesis (a qualitative research methodology) for meaningful insights and lessons learned using defined meta-synthesis inclusion criteria. The primary focus of the analysis and synthesis were the reported processes and findings that included responses to structured questioning in addition to emergent results from direct observation and semi-structured open-ended interviewing. Results: The key insights for the use of quality improvement in public health and healthcare settings included (1) the essential importance of data monitoring, analysis, and data-based decision making; (2) the need to focus on internal mutable factors within organizations; (3) the critical role of quality improvement team group dynamics; (4) the value of using a quality improvement collaborative or multi-clinic quality council/committee for sharing and comparing performance on key metrics; and (5) the need to identify a quality improvement approach and methods for clarification as a structured quality improvement intervention. Conclusion: In addition to the advantages of using quality improvement to enhance or improve healthcare and public health services, there is also potential for quality improvement to serve as a model for enhancing the adoption of evidence-based practices within the context of dissemination and implementation research.

scholarly journals Roles, Responsibilities, and Needs of Institutional GME Leaders: A Multinational Characterization of Designated Institutional Officials

2019 ◽  
Vol 11 (4s) ◽  
pp. 110-117 ◽  
Author(s):  
Sawsan Abdel-Razig ◽  
Halah Ibrahim
Keyword(s):  
Professional Development ◽  
Medical Education ◽  
Middle East ◽  
Best Practices ◽  
Job Descriptions ◽  
The Past ◽  
Professional Development Needs ◽  
Accredited Institutions

ABSTRACT Background Since 2012, several academic centers in the Middle East have attained accreditation by the Accreditation Council for Graduate Medical Education International (ACGME-I). An emerging group of GME leaders have assumed the role of designated institutional official (DIO), leading their institutions to accreditation. Despite these DIOs' key positions in driving GME reform, there is a lack of published studies on the roles, responsibilities, and needs of DIOs in international settings. Objective We examined the characteristics, roles, responsibilities, and needs of DIOs in the Middle East. Methods A questionnaire was electronically distributed from December 2018 to February 2019 to all current and former DIOs in ACGME-I accredited institutions in the Middle East. Results Of 16 surveys sent, 11 (69%) were returned. All DIOs were physicians; the majority were women less than 55 years of age, and assumed the role of DIO in the past decade. Most DIOs felt prepared for the position and well supported by their institution and their program directors. All reported having additional roles beyond the DIO position. Most identified the most challenging aspect of their role related to GME budgets, training for their responsibilities, sharing best practices and documents such as DIO job descriptions and other key documents, and DIO training. Conclusions ACGME-I accreditation is a critical driver of efforts to define the DIO role. DIOs in the Middle East share common perceptions, experiences, and needs. Further research should identify professional development needs in an increasingly diverse international worldwide DIO community.

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