First steps towards international competency goals for residency training: a qualitative comparison of 3 regional standards in anesthesiology

Background Competency-based medical education (CBME) has revolutionized approaches to training by making expectations more concrete, visible, and relevant for trainees. Designing, applying, and updating CBME requirements challenges residency programs, which must address many aspects of training simultaneously. This challenge also exists for educational regulatory bodies in creating and adjusting national competencies to standardize training expectations. We propose that an international approach for mapping residency training requirements may provide a baseline for assessing commonalities and differences. This approach allows us to take our first steps towards creating international competency goals to enhance sharing of best practices in education and clinical work. Methods We chose anesthesiology residency training as our example discipline. Using two rounds of content analysis, we qualitatively compared published anesthesiology residency competencies for the European Union (The European Training Requirement), United States (ACGME Milestones), and Canada (CanMEDS Competence By Design), focusing on similarities and differences in representation (round one) and emphasis (round two) to generate hypotheses on practical solutions regarding international educational standards. Results We mapped the similarities and discrepancies between the three repositories. Round one revealed that 93% of competencies were common between the three repositories. Major differences between European Training Requirement, US Milestones, and Competence by Design competencies involved critical emergency medicine. Round two showed that over 30% of competencies were emphasized equally, with notable exceptions that European Training Requirement emphasized Anaesthesia Non-Technical Skills, Competence by Design highlighted more granular competencies within specific anesthesiology situations, and US Milestones emphasized professionalism and behavioral practices. Conclusions This qualitative comparison has identified commonalities and differences in anesthesiology training which may facilitate sharing broader perspectives on diverse high-quality educational, clinical, and research practices to enhance innovative approaches. Determining these overlaps in residency training can prompt international educational societies responsible for creating competencies to collaborate to design future training programs. This approach may be considered as a feasible method to build an international core of residency competency requirements for other disciplines.

Addressing pharmacy training expectations and the preceptor perspective: Essential components to COVID-19 training adjustments

Disclaimer In an effort to expedite the publication of articles , AJHP is these manuscripts online as soon as possible after acceptance. Accepted manuscripts have been peer-reviewed and copyedited, but are posted online before technical formatting and author proofing. These manuscripts are not the final version of record and will be replaced with the final article (formatted per AJHP style and proofed by the authors) at a later time.

School society and pandemic in Mexico; online education: from temporary to permanent shelter

As a result of the global pandemic of covid-19, distance education went from being a little considered training option to the status of the main operating alternative for the school system. Educational institutions by adapting their work to the use of digital platforms have managed to keep their programs active despite reducing their training expectations. School activities at home face complex social situations that contravene the teaching precepts, cause poor learning and many cases of school dropout. Educational systems in the medium term will promote remote teaching modalities in digital and telematic versions, whose didactics will dominate the 21st century.

What You Want Is Not Always What You Get: Gender Differences in Employer-Employee Exchange Relationships during the COVID-19 Pandemic

Relational Inequality Theory (RIT) argues that relational claims-making- the process of employer-employee exchange relationships explicitly regarding negotiations over resources and rewards- is the central mechanism that produces social inequalities at work. Yet, the COVID-19 pandemic has significantly affected employees and employers, possibly altering their behavior in relational claims-making. Hence, this paper aims to explore if long-standing gender inequalities in employer-employee exchange relationships have reproduced or changed during the COVID-19 pandemic. It is examined (1) whether women and men differ in their response to the pandemic regarding expected employer support with further training to work from home (WFH) and (2) whether employers’ decisions on adequate support depend on employees’ gender. The hypotheses were tested using a linked employer-employee dataset (LEEP-B3) with information on German employees’ working conditions before and during COVID-19. OLS regression models predicted no gender differences in training expectations. However, women are more likely to be provided with less training than they expect from their employers. Thus, employers’ decision-making has not been altered, but gender remains an important determinant in relational claims-making, thereby reproducing gender inequalities. Finally, the workforces’ pre-COVID-19 gender ideologies predicted whether mechanisms are mitigated or enhanced. Hence, these findings underline the crucial role of the workplace context in which employer-employee exchange relationships are embedded.

Lessons learned from pharmacy learner and educator experiences during early stages of COVID-19 pandemic

Disclaimer In an effort to expedite the publication of articles related to the COVID-19 pandemic, AJHP is posting these manuscripts online as soon as possible after acceptance. Accepted manuscripts have been peer-reviewed and copyedited, but are posted online before technical formatting and author proofing. These manuscripts are not the final version of record and will be replaced with the final article (formatted per AJHP style and proofed by the authors) at a later time. Purpose To explore pharmacy learner (eg, resident, fellow) and educator (eg, residency program director, preceptor) experiences and lessons learned during the coronavirus disease 2019 (COVID-19) pandemic. Methods In May 2020, attendees of the virtual Research in Education and Practice Symposium (REPS) were invited to participate in two 1-hour networking sessions. During these sessions, participants completed individual and group reflection exercises during which they were asked questions about their experiences during the initial stages of the COVID-19 pandemic. Participants who volunteered submitted their responses through an electronic survey application. Anonymous responses were coded using thematic analysis to address the research questions. Results Sixty-eight and 38 participants, respectively, attended the 2 networking discussions. Participant-identified professional impacts of the COVID-19 crisis included unexpected learning experiences, greater adaptability, workflow and learning interruptions, and decreased productivity. Personal impacts included a greater focus on well-being, physical and social isolation, and changes in travel plans. Participants noted positive and negative emotions including acceptance, encouragement, anxiety, stress, and frustration. The main lessons learned focused on adaptability, gratitude, and empathy. Participants indicated that they would have from foreknowledge of the anticipated duration of the pandemic, associated workflow changes, and the reliance on technology the pandemic would engender. In addition, they predicted that pharmacy practice will require changes to workflow flexibility, training expectations, the pharmacist’s role, and organizational structure. Conclusion The COVID-19 pandemic has positively and negatively impacted the professional and personal lives of pharmacy learners and educators, with the most notable impacts being in the areas of well-being and adaptability. Future research should explore the experiences of other workforce personnel and evaluate the long-term impact on pharmacy practice, patient outcomes, and workforce well-being and resiliency.

Adopting a lay navigator training programme in primary care

Introduction: There is growing interest in the role and use of patient navigators within the health care system. Currently, qualifications and training expectations documented in the literature vary tremendously depending on context and patient population. This paper details the theoretical and pedagogical principles used to develop, implement and evaluate a training programme for lay patient navigators working in a primary care setting. Methods: The planning process involved (a) conducting an educational needs assessment, (b) identifying the theory underpinning the curriculum, (c) developing learning objectives and teaching strategies, (d) formulating evaluation methods, (e) implementing the programme and (f) refining the curriculum based on evaluation feedback and lessons learned. The training programme was first implemented in May 2017 and has evolved over the past 3 years based on our observations and feedback from the programme participants. Results: The training programme involves a total of 25 hours of online and face-to-face education sessions, and ongoing community mentorship from experienced navigators. All training components are rooted in theoretical principles and proven pedagogical approaches. The knowledge, skills and abilities acquired are also tied to core competencies of the role of lay patient navigator. Conclusion: The development of this lay navigator training programme was carefully designed with evidence-based competencies and practical realities to ensure rigour in preparing and supporting navigators’ work in primary care settings.

REPRESENTATIONS AND TRAINING EXPECTATIONS OF A GROUP OF PHYSICAL EDUCATION TEACHERS FROM A CHAIN OF SPORTS CENTERS IN THE AUTONOMOUS CITY OF BUENOS AIRES

The work proposes a contribution on the representations and expectations of training from the historical conditions and previous knowledge that has a sample of 137 Physical Education teachers made up of 72 male and 65 female, with an age range of 22 to 52 years, which is They work in a chain of sports centers that operate in the Autonomous City of Buenos Aires at the time of expanding their knowledge in order to face complementary studies. An exploratory, descriptive, observational, intensive, cross-sectional and non-experimental design is presented, developed through a self-administered questionnaire with pre-coded questions, inquiring about aspects related to their profession and their relationship with evolution and preferences and interests in continuing education and higher education

The Academic Career Readiness Assessment: Clarifying Hiring and Training Expectations for Future Biomedical Life Sciences Faculty

The Academic Career Readiness Assessment (ACRA) represents the qualifications and levels of achievement required to obtain a faculty position in the life sciences across institutions, providing trainees with the information needed to prepare for a faculty position, regardless of the knowledge or abilities of their mentors.

EXPLORATORY FACTOR STRUCTURE OF PROFESSIONAL TRAINING EXPECTATIONS

OBJECTIVE: The main objective of this wok is the exploration of two preponderant dimensions of professional training. MATERIAL AND METHOD: An experimental study was carried out with a non-probabilistic selection of 300 students, considering their insertion in professional practices and social service in organizations allied with the public university. RESULTS: A dual structure of norms and values found with eight indicators explain the formation of job expectations in future professionals. CONCLUSION: The design limited the findings to the research scenario, suggesting the inclusion of other factors as well as the comparison of the model in other vocational training contexts such as the companies that participate in government subsidies to promote the first job in young graduates.