scholarly journals The F3 phenomenon: Early‐career training breaks in medical training. A scoping review

2021 ◽  
Author(s):  
Helen R Church ◽  
Stevie Agius
Keyword(s):  
Scoping Review ◽  
Medical Training ◽  
Early Career ◽  
Career Training

scholarly journals Challenges and facilitators for early career researchers completing systematic or scoping reviews in the health sciences: A Scoping Review Protocol

2019 ◽  
Author(s):  
Ana Patricia Ayala ◽  
Lindsey Sikora ◽  
Shona Kirtley ◽  
Patrick R. Labelle ◽  
Erica Lenton
Keyword(s):  
Systematic Reviews ◽  
Scoping Review ◽  
Research Question ◽  
Research Integrity ◽  
Health Sciences ◽  
Early Career ◽  
Biomedical Literature ◽  
Scoping Reviews ◽  
Review Protocol ◽  
Review Cycle

An increasing number of systematic reviews (SysRev) are being published in health sciences and medicine; however, many are poorly conducted or reported.Strategies are needed to help reduce this avoidable waste in research . Systematic reviews can help decision makers interpret the deluge of published biomedical literature. However, a SysRev or scoping review may be of limited use if the methods used to conduct them are flawed, or if reporting is incomplete.At each stage during the systematic or scoping review cycle, different challenges can arise, especially for a novice researcher. All knowledge syntheses, once past the stage of question formulation, begin with the literature search. Librarians are in a strategic position to uncover issues regarding a researcher’slevel of preparedness in conducting these types of studies. From this vantage point, librarians can have a significant impact by teaching researchers about practices to properly report findings, as well as by raising awareness about which methodology might be more appropriate for their research question. Research waste is a growing concern, and librariansare part of the answer in the role they play as advocates for research integrity and transparency. This scoping review would be the first to cover this topic in a comprehensive, structured and methodologically rigorous way. Results would be of interest to librarians, researchers, educators and the wider research community in health sciences and medicine.

A review of research about the transition from student social worker to practitioner: Exploring diversity

2019 ◽  
Vol 20 (6) ◽  
pp. 834-857
Author(s):  
Lana M Battaglia ◽  
Catherine A Flynn
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Scoping Review ◽  
Current Knowledge ◽  
Student Mobility ◽  
Work Practice ◽  
Social Work Practice ◽  
Early Career ◽  
Practice Research ◽  
Transition To Practice

Summary With increasing student mobility to and from western host-universities, newly qualified social workers are more likely to enter the field in an unfamiliar context. To examine whether current knowledge appropriately informs education and support for a diversifying cohort of newly qualified social workers in the Australian context, a scoping review was conducted on 53 articles investigating the transition to social work practice. Research conducted over a 45-year period from a broad range of international contexts was included in the review. Findings Findings suggest that current understandings do not reflect the needs or experiences of the present cohort of newly qualified social workers as they transition to social work practice. Rather, study samples, mostly derived from western contexts, are notably homogenous, with most participants described by researchers, as ‘white’. Additionally, there is an assumption that students transition to practice within the same context as their education. Current knowledge therefore does not capture the various ways internationally mobile, newly graduated social workers may transition to practice, or how it is experienced. Applications Findings suggest that further examination is urgently needed on the pathways navigated to practice by diverse and mobile early career social workers. Further consideration of the influences of diversity and mobility on experience is needed, using more inclusive research methods, to capture the variability and complexity of the transition to practice as the profession diversifies and mobilises.

scholarly journals Research Support Services in STEM Libraries: A Scoping Review

2021 ◽  
Author(s):  
Nedelina Tchangalova ◽  
Jodi Coalter ◽  
Amy Trost ◽  
Amber Pierdinock
Keyword(s):  
Scoping Review ◽  
Support Services ◽  
Early Career ◽  
Medium Size ◽  
Library Services ◽  
Research Support ◽  
Making Sense ◽  
Research Organizations ◽  
Daunting Task ◽  
And Mathematics

As science and technology libraries continue to evolve, specialized research support services are developed and offered at academic institutions or research organizations. Making sense of this changing landscape and determining the best programs for an institution can be a daunting task, especially for early-career librarians. This article aims to provide an overview of various small to medium size non-traditional or specialized research support services in academic and special libraries serving Science, Technology, Engineering and Mathematics (STEM) disciplines. A systematic search of five databases was conducted for articles that described the development and implementation of research support services. Non-traditional or specialized research support services identified in this scoping review fall in the following areas: bibliometrics/altmetrics, data management services, geographic information systems, patents, and systematic reviews. The paper provides a detailed foundation for novice and experienced STEM librarians to offer innovative library services or enhance existing research support services.

scholarly journals Optimising feedback for early career professionals: a scoping review and new framework

2019 ◽  
Vol 53 (4) ◽  
pp. 355-368 ◽  
Author(s):  
Karen Mattick ◽  
Nicola Brennan ◽  
Simon Briscoe ◽  
Chrysanthi Papoutsi ◽  
Mark Pearson
Keyword(s):  
Scoping Review ◽  
Early Career ◽  
New Framework

scholarly journals Active Surveillance of Musculoskeletal Disorder Symptoms in the Development of Safety Interventions for Professional Loggers

Safety ◽  
2019 ◽  
Vol 5 (2) ◽  
pp. 23 ◽  
Author(s):  
Lagerstrom ◽  
Magzamen ◽  
Brazile ◽  
Rosecrance
Keyword(s):  
Active Surveillance ◽  
Odds Ratio ◽  
Musculoskeletal Disorder ◽  
Early Career ◽  
Career Training ◽  
System Type ◽  
Heavy Equipment ◽  
The World ◽  
Safety Interventions ◽  
Harvesting Systems

Logging is one of the most dangerous occupations in the world. Logging tasks, whether they consist of operating a chainsaw, operating a mechanized harvester, or driving logging trucks, have an influence on the types of hazards and injuries among professional loggers. Using the Standardized Nordic Questionnaire, we investigated the 12-month period prevalence of musculoskeletal disorder symptoms (MSS) among professional loggers in the mountainous region of Montana. We also differentiated the prevalence of MSS based on logging system-type accounting for demographic and workplace covariates. Based on data from 743 professional loggers in Montana, loggers using conventional felling practices with chainsaws were more than twice as likely to report MSS (Odds Ratio (OR): 2.24 (1.07–4.69)) than those using mechanized logging equipment. In addition, increased MSS scores were associated with conventional harvesting systems, increased years of experience, and increased BMI. The active surveillance of MSS among professional loggers in Montana resulted in recommendations for safety interventions. The safety interventions included a greater mechanization of logging tasks and early career training on the heavy equipment used in logging operations.

scholarly journals 2502 The need for an evidence-based CTS specific IDP for early career training and for a long-term and sustainable career in clinical translational sciences

2018 ◽  
Vol 2 (S1) ◽  
pp. 61-62
Author(s):  
Camille A. Martina ◽  
Janice L. Gabrilove ◽  
Naomi Luban ◽  
Cecilia M. P. Sutton
Keyword(s):  
Career Development ◽  
Scoping Review ◽  
Online Survey ◽  
Career Planning ◽  
Early Career ◽  
Google Scholar ◽  
Evidence Based ◽  
Research Career ◽  
E Learning

OBJECTIVES/SPECIFIC AIMS: To establish a conceptual framework to develop a CTS-IDP with data analytics, and an e-Learning Faculty Development Guide on best practices and use of the IDP over the CTS academic life-course. METHODS/STUDY POPULATION: To accomplish our goal, we propose the following methods: (1) an online survey, using a convenience sample of the 24 KL2 CTSA IDP Collaborative members (conducted in 2017), to assess perceived needs for a universal CTS-IDP, current IDP practices, barriers to IDP use, and to discern and align each CTSA Hub’s interests, expertise and commitment to specific areas of the study; (2) A scoping narrative literature review, utilizing the Arksey and O’Malley framework covering the time period corresponding to the initiation of funding (1999) of the original K30 Clinical Research Curriculum Awards through to the present CTSA funding period, incorporating Medical Subject Heading (MeSH) keywords (career development; career development plan; employee plan; mentoring plans; compacts; research contracts; career planning; mentor guide), initially delineated by USC reference librarian and to be expanded by reference librarian services from the Icahn School of Medicine at Mount Sinai and University of Rochester, and performed on NIH searchable databases including NCBI PubMed, Central and Medline & Worldwide Science; Web of Science, ProQuest, ProQuest Abi/Inform, Google Scholar, Cochrane, Ovid MEDLINE databases, as well as Google for published papers in English and Spanish. For this portion of the work, we will describe and characterize (1) research career development or progression constructs, domains, and milestones; (2) establish the presence or absence of defined and/or pre-specified timed milestone objectives and inclusion of SWOT analytics (strengths, weaknesses, opportunities, and threats) and/or Gantt chart approaches; (3) delineate IDPs structure, toolkits and their key features (competencies, skills acquisition and processes utilized); (4) and identify specific gaps to best address the need for personalized career development education. Based on this review, we will synthesize CTS milestones, develop a time frame for meeting RCD expectations, and establish RCD benchmarks for achieving these milestones, all in consensus with the IDP Collaborative Workgroup. RESULTS/ANTICIPATED RESULTS: Seventy-seven percent of the IDP CTSA’s responded to the online survey, led by University of Rochester, and the results can be summarized as follows: (1) 100% agreed that the IDP process is important and should be considerably improved to optimize effectiveness; (2) a range of diverse IDP formats are utilized, making comparisons across programs difficult; (3) 50% of CTSA hubs report only fair to good compliance with the IDP process; (4) a major barrier to the IDP process is lack of instruction regarding how best to utilize; (5) poor alignment of currently available IDPs designed for basic science PhDs with CTS investigators; (6) an absence of a CTS specific IDP to best foster RCD for this specific career trajectory. When asked: What are the barriers to writing a detailed and thoughtful IDP, responses in order of agreement from greatest to least were: No verification of acquired competencies, beyond self-report (56%), Static platform (38%), Not constructed for clinical and translational researcher (31%), No analytical or documentation on use (31%), No instruction given to scholars on how to use it effectively and efficiently (31%), The IDP we are using is more constructed for PhD students and postdoctoral fellows (25%), No instruction given to the scholars on why it is important as adult learners (19%), and Not constructed for early career physicians/scientist (13%). Additional progress has been made on our Scoping review: An initial ABI/Inform and PubMed USC research librarian conducted search using Author names yielded 72 articles, of which only 2 were relevant to the topic at hand. A ProQuest™ search yielded 19 potentially relevant articles, 11 of which were of relevance to the topic of IDPs; and a Google Scholar search yielded 18 and 25 on career development and self-management, respectively. This has enabled us to put forth an initial model of factors that impact the purpose and design of IDPs that includes? DISCUSSION/SIGNIFICANCE OF IMPACT: Discussion: Our initial data suggests that many CTSA institutions see the need to further enhance the mentoring process with a more informed and personalized IDP template and process. Furthermore, our initial scoping review suggests a framework upon which to build specific components of a more ideal and useful IDP to best guide mentored research career development of CTS trainees. Significance: Developing and evaluating collaborative evidence-based CTS IDP and corresponding e-Learning Guide could potentially prevent or reduce important delays in RCD, a common roadblock for the translation of clinical interventions. Ultimately, the CTS-IDP serves not only to support and frame a scholar’s RCD “habits of mind” during training and early career development but to also to achieve a sustainable long-term career at a CTS researcher equipped to meet the ever challenging and dynamic research landscape.

scholarly journals The Training of Undergraduate Medical Students in General Medical Practice and Primary Health Care: A Scoping Review

2021 ◽  
Vol 14 (1) ◽  
pp. 555-570
Author(s):  
Langalibalele Honey Mabuza ◽  
Gabriel Gyang Darong ◽  
Sbongile Joyce Makhudu ◽  
Roisin E. Drysdale ◽  
Mosa Moshabela
Keyword(s):  
Health Care ◽  
Primary Health Care ◽  
Medical Students ◽  
Medical Practice ◽  
Scoping Review ◽  
Medical Training ◽  
Undergraduate Medical Students ◽  
General Medical Practice ◽  
Primary Health ◽  
Pedagogical Approaches

Background: Undergraduate medical students are trained to acquire a general medical practice overview on qualifying. This training forms a foundation for primary health care service or further training towards a specialty of choice. Objective: The aim of the study was to determine the scope of published scientific literature on the training of undergraduate medical students in “general medical practice” and “primary health care,” exploring how these two concepts are understood, the pedagogical approaches employed by the trainers, the training platforms and the challenges encountered during the training. Methods: The review followed the five steps recommended by Arksey and O’Malley. Using the specified eligibility criteria, the research team systematically screened titles, abstracts, and full articles. Data were entered into Google Forms spreadsheets, which was followed by inductive data analysis of key themes. Results: 130 articles were eligible for inclusion in the study. Thematic analysis yielded eight themes: definition of “general medical practice” and “PHC”, pedagogical approaches (conventional, PBL, teams and CBME), training platforms (tertiary and rural), medical students’ trainers (faculty, GPs and patients), training content, trainers’ and trainees’ perceptions, and challenges encountered. Conclusion: This scoping review has revealed that general medical practice and primary health care are approaches to holistic patient care taught at undergraduate medical training. Primary health care and general medical training are mainly undertaken in GP practices and rural settings. Competency-based medical education is emerging as an appropriate pedagogical method towards ‘fit-for-purpose’ training. The inclusion of patients as trainers in general medical practice and primary health care is yielding positive results.

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