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Hurst C, Leeth TR, Benveniste EN, Kimberly RP, Hoesley C, Mack L, Fouad MN, Rogers DA, Vickers SM, Agarwal A. The Pittman Scholar Program for junior faculty recognition at the University of Alabama at Birmingham Heersink School of Medicine. Med Educ Online 2023; 28:2182188. [PMID: 36861296 PMCID: PMC9987741 DOI: 10.1080/10872981.2023.2182188] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/06/2022] [Revised: 11/08/2022] [Accepted: 02/15/2023] [Indexed: 06/18/2023]
Abstract
The University of Alabama at Birmingham Heersink School of Medicine established the Pittman Scholars Program in 2015 to elevate scientific impact and to support the recruitment and retention of highly competitive junior faculty. The authors examined the impact of this program on research productivity and on faculty retention. The authors evaluated publications and extramural grant awards and available demographic data for the Pittman Scholars compared to all junior faculty in the Heersink School of Medicine. From 2015 to 2021, the program awarded a diverse group of 41 junior faculty members across the institution. For this cohort, ninety-four new extramural grants were awarded and 146 grant applications were submitted since the inception of the scholar award. Pittman Scholars published a total of 411 papers during the term of the award. The faculty retention rate of the scholars was 95%, comparable to that of all Heersink junior faculty, with 2 recipients being recruited to other institutions. The implementation of the Pittman Scholars Program has been an effective strategy to celebrate scientific impact and acknowledge junior faculty members as outstanding scientists at our institution. The Pittman Scholars award allows junior faculty to use funds for their research program, publications, collaborations, and career advancement. The Pittman Scholars are recognized at local, regional, and national levels for the work they are contributing to academic medicine. The program has served as an important pipeline faculty development program and an avenue for individual recognition for research-intensive faculty.
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Affiliation(s)
- Cayla Hurst
- Administrative Fellow, UAB Academic Medicine and Ambulatory Operations, Birmingham, AL, USA
| | - Toni R. Leeth
- Strategic Planning and Administration for the Heersink School of Medicine, the University of Alabama at Birmingham, Birmingham, AL, USA
| | - Etty N. Benveniste
- Research for the Heersink School of Medicine, the University of Alabama at Birmingham, Birmingham, AL, USA
| | - Robert P. Kimberly
- Clinical and Translational Research for the Heersink School of Medicine, the University of Alabama at Birmingham, Birmingham, AL, USA
| | - Craig Hoesley
- Medical Education for the Heersink School of Medicine, the University of Alabama at Birmingham, Birmingham, AL, USA
| | - LaKisha Mack
- Administration and Finance for the Heersink School of Medicine, the University of Alabama at Birmingham, Birmingham, AL, USA
| | - Mona N. Fouad
- Diversity and Inclusion for the Heersink School of Medicine, the University of Alabama at Birmingham, Birmingham, AL, USA
| | - David A. Rogers
- Wellness Officer for UAB Medicine and the Heersink School of Medicine, the University of Alabama at Birmingham, Birmingham, AL, USA
| | - Selwyn M. Vickers
- Medicine and Dean of the Heersink School of Medicine and Chief Executive Officer of the UAB Health System, the University of Alabama at Birmingham, Birmingham, AL, USA
| | - Anupam Agarwal
- The Heersink School of Medicine, the University of Alabama at Birmingham, Birmingham, AL, USA
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Flägel K, Manke M, Zimmermann K, Wagener S, Pante SV, Lehmann M, Herpertz SC, Fischer MR, Jünger J. Planetary health as a main topic for the qualification in digital teaching - a project report. GMS J Med Educ 2023; 40:Doc35. [PMID: 37377576 PMCID: PMC10291345 DOI: 10.3205/zma001617] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Figures] [Subscribe] [Scholar Register] [Received: 08/12/2022] [Revised: 10/25/2022] [Accepted: 02/06/2023] [Indexed: 06/29/2023]
Abstract
Aim To do justice to the need for planetary health in medical education, these are the aims of the online elective course "Planetary Health in Medical Education" (ME elective):1. Enable students to plan and realize their own course sessions on planetary health;2. Encourage communication among university medical faculties regarding planetary health in medical education;3. Reinforce competency in digital teaching and amplify the expert role as multiplicator among students pursuing a Master's degree in Medicinal Education (MME). Method The development of the ME elective followed Kern's six-step approach to curriculum development by means of cooperation between the German Medical Students' Association (Bundesvertretung der Medizinstudierenden in Deutschland, abbreviated as bvmd), and the MME study program. Based on general and specific needs analyses, core learning objectives regarding planetary health, medical education and digital education were identified in the National Catalogue of Learning Objectives in Undergraduate Medical Education (NKLM) and the MME study program and relevant teaching methods were selected. Results The ME elective, consisting of two contact hours per week per semester, was established at 13 medical schools as a four-phase course:1. Introduction to medical education using examples from planetary health;2. Lesson planning on a topic in planetary health under the supervision of MME students;3. Course sessions held by the undergraduate students; and4. Networking with the MME study program through participation in digital courses on planetary health and the pilot OSCE on planetary health.A total of 24 students attended the pilot in the 2022 summer semester. Conclusion The topic of planetary health combines interests that span many subjects and semester levels. As a collaborative, interdisciplinary and interprofessional subject, it lends itself to training students in a trans-institutional elective course to become multiplicators.
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Affiliation(s)
- Kristina Flägel
- Universitätsklinikum Schleswig-Holstein, Campus Lübeck, Institut für Allgemeinmedizin, Lübeck, Germany
| | - Mattis Manke
- Bundesvertretung der Medizinstudierenden in Deutschland e. V. (bvmd), Berlin, Germany
| | - Katharina Zimmermann
- Bundesvertretung der Medizinstudierenden in Deutschland e. V. (bvmd), Berlin, Germany
| | - Stefan Wagener
- Universität Heidelberg, Medizinische Fakultät, Studiengang Master of Medical Education (MME), Heidelberg, Germany
| | - Saskia Veronika Pante
- Universität Heidelberg, Medizinische Fakultät, Studiengang Master of Medical Education (MME), Heidelberg, Germany
| | - Mirijam Lehmann
- Universität Heidelberg, Medizinische Fakultät, Studiengang Master of Medical Education (MME), Heidelberg, Germany
| | - Sabine C. Herpertz
- Universität Heidelberg, Medizinische Fakultät, Studiengang Master of Medical Education (MME), Heidelberg, Germany
- Universitätsklinikum Heidelberg, Klinik für Allgemeine Psychiatrie, Heidelberg, Germany
| | - Martin R. Fischer
- Universität Heidelberg, Medizinische Fakultät, Studiengang Master of Medical Education (MME), Heidelberg, Germany
- LMU München, LMU Klinikum, Institut für Didaktik und Ausbildungsforschung in der Medizin, München, Germany
| | - Jana Jünger
- Universität Heidelberg, Medizinische Fakultät, Studiengang Master of Medical Education (MME), Heidelberg, Germany
- Institut für Kommunikations- und Prüfungsforschung gGmbH, Heidelberg, Germany
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Zaccagnini M, Bussières A, West A, Boruff J, Thomas A. Features of scholarly practice in health care professionals: A scoping review protocol. Can J Respir Ther 2020; 56:38-41. [PMID: 32964106 PMCID: PMC7485963] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 11/01/2022]
Abstract
INTRODUCTION Health care professionals are expected to embrace and enact the scholarly practitioner role. Scholarly practitioners demonstrate a lifelong commitment to excellence in practice through continuous learning, engagement in evidence-informed decision-making, contributions to scholarship, and knowledge translation. However, the specific features and requirements associated with this role are not uniform. The absence of well-defined and delineated conceptualizations of scholarly practice and the scarcity of empirical research on how scholarly practice is operationalized contribute to a lack of a shared understanding of this complex role. AIM The purpose of this scoping review is to map the breadth and depth of the literature on what is known about scholarly practice in licensed health care professionals. METHODS Arksey and O'Malley's 6-stage scoping review framework will be used to examine the breadth and depth of the literature on the definitions and conceptualizations of the scholar role in health care professionals. We will conduct a comprehensive search from inception to present in MEDLINE (Ovid), EMBASE (Ovid), and CINAHL using scholarly practitioner terms and related synonyms, including a grey literature search. Following a calibration exercise, two independent reviewers will screen retrieved papers for inclusion and extract relevant data. Included papers will: (i) explore, describe, or define scholarly practice, scholar or scholarly practitioner, and/or related concepts in the licensed health care professionals; (ii) be conceptual and/or theoretical in nature; (iii) use quantitative, qualitative, or mixed methodologies; and (iv) be published in English or French. Numeric and thematic analysis will characterize the data and address the research objectives.
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Affiliation(s)
- Marco Zaccagnini
- School of Physical and Occupational Therapy, McGill University, Montréal, QC, Canada,Centre for Interdisciplinary Research in Rehabilitation, Laval, QC, Canada
| | - André Bussières
- School of Physical and Occupational Therapy, McGill University, Montréal, QC, Canada,Centre for Interdisciplinary Research in Rehabilitation, Laval, QC, Canada,Département chiropratique, Université du Québec à Trois-Rivières, Trois-Rivières, QC, Canada
| | - Andrew West
- The Canadian Society of Respiratory Therapists, Saint John, NB, Canada
| | - Jill Boruff
- Schulich Library of Physical Sciences, Life Sciences, and Engineering, McGill University, Montréal, QC, Canada
| | - Aliki Thomas
- School of Physical and Occupational Therapy, McGill University, Montréal, QC, Canada,Centre for Interdisciplinary Research in Rehabilitation, Laval, QC, Canada,Institute of Health Sciences Education, McGill University, Montréal, QC, Canada
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Sainz de Baranda P, Cejudo A, Martínez-Romero MT, Aparicio-Sarmiento A, Rodríguez-Ferrán O, Collazo-Diéguez M, Hurtado-Avilés J, Andújar P, Santonja-Medina F. Sitting Posture, Sagittal Spinal Curvatures and Back Pain in 8 to 12-Year-Old Children from the Region of Murcia (Spain): ISQUIOS Programme. Int J Environ Res Public Health 2020; 17:E2578. [PMID: 32283720 DOI: 10.3390/ijerph17072578] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/10/2020] [Revised: 03/29/2020] [Accepted: 04/04/2020] [Indexed: 12/11/2022]
Abstract
To explore sagittal spinal alignment and pelvic disposition of schoolchildren in a slump sitting position is needed in order to establish preventive educational postural programs. The purposes of this study were to describe sagittal spinal alignment and pelvic tilt (LSA) in a slump sitting position and to explore the association of sagittal spine and pelvic tilt with back pain (BP) among 8-12-year-old children. It was a cross-sectional study. Sagittal spinal curvatures, BP and pelvic tilt were assessed in 582 students from 14 elementary schools. It was found that 53.44% of children had slight thoracic hyperkyphosis and that 48.80% presented moderate lumbar hyperkyphosis and 38.66% presented slight lumbar hyperkyphosis. Those who did not suffer from BP in any part of the back had a higher lumbar kyphosis (24.64 ± 7.84) or a greater LSA (107.27 ± 5.38) than children who had some type of BP in the previous year or week (lumbar kyphosis: 23.08 ± 8.06; LSA: 105.52 ± 6.00), although with no clinically relevant differences. In fact, neither sufferers nor those who did not have BP presented normal mean values for lumbar kyphosis or LSA according to normality references. This study demonstrates the need to assess sagittal morphotype in childhood since schoolchildren remain incorrectly seated for many hours and it greatly affects their spinal curvatures.
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Abstract
Successful Scholar-Athletes are physically, intellectually, and emotionally committed to high-level achievement in both their academic and sport endeavors. This requires development of an integrated skill-set that includes teamwork, a strong work ethic, commitment, leadership, time management, and physical and emotional health. The identity crosses all perceived boundaries of race, gender, ethnicity, sexual orientation, religion, disability, social, and economic status. A nationwide paradigm shift is urgently needed to recognize and tap into these skills for all scholar-athletes, which are the same tools required to succeed in all professions from science and technology to law, medicine, business and the arts. This article addresses the misperceptions and low expectations that much of our society has for the high school and collegiate Scholar-Athlete. While recognizing the efforts of programs that are working to recalibrate the high school athlete's self perceptions, awaken recognition of their own academic potential, and permit them to achieve successful careers and make invaluable professional contributions to society.
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Affiliation(s)
- Joseph L Cross
- Carl R. Woese Institute for Genomic Biology, University of Illinois at Urbana-Champaign, Champaign, IL, United States
| | - Bruce W Fouke
- Carl R. Woese Institute for Genomic Biology, University of Illinois at Urbana-Champaign, Champaign, IL, United States.,Department of Geology, University of Illinois at Urbana-Champaign, Champaign, IL, United States.,Department of Microbiology, University of Illinois at Urbana-Champaign, Champaign, IL, United States.,Roy J. Carver Biotechnology Center, University of Illinois at Urbana-Champaign, Champaign, IL, United States
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Abstract
This study extended research on key citation metrics of winners of two career scholar awards in sports biomechanics. Google Scholar (GS) was searched using Harzing's Publish or Perish software for the 13 most recent winners of the ISBS Geoffrey Dyson Award and the ASB Jim Hay Memorial Award. Returned records were corrected for author, and publications excluded for all but peer-reviewed journal articles, proceedings articles, chapters and books in English. These recent award winners had published about 150 publications that had been cited typically 4,082 and 6,648 times over a 26- and 28-year period before receiving these career awards for sports biomechanics research. Estimated median citations at time of their awards were 2,927 and 4,907 for the Dyson and Hay awards, respectively. Award winners had mean Hirsh indexes of 32-45 and mean hi of 19-28. Their mean g indexes (59-84) and their numerous citation classics (C > 100) indicated that they had many influential publications. The citation metrics of these scholars were outstanding and consistent with recent studies of top scholars in biomechanics and kinesiology/exercise science. Careful searching, cleaning and interpretation of several scholar-level citation metrics may provide useful confirmatory evidence for evaluations of awards committees.
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Affiliation(s)
- Duane Knudson
- a Department of Health and Human Performance, College of Education , Texas State University , San Marcos, TX , USA
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Abstract
OBJECTIVES According to the CanMEDS' Scholar competency, physicians are expected to facilitate the learning of colleagues, patients and other health professionals. However, most medical students are not provided with formal opportunities to gain teaching experience with objective feedback. METHODS To address this, the University's Medical Education Interest Group (MEIG) created a pilot teaching program in January 2015 entitled 'MedTalks'. Four 3-hour sessions were held at the University Faculty of Medicine, where first and second year medical students taught clinically oriented topics to undergraduate university students. Each extracurricular session included three 30-minute content lectures, and a 90-minute small group session on physical examination skills. Each medical student-teacher received formal feedback from undergraduate students and from faculty educators regarding teaching style, communication abilities, and professionalism. In addition, medical student-teachers self-evaluated their own teaching experience. RESULTS Over 50 medical students from the University participated as medical student-teachers. Based on quantitative and qualitative evaluation surveys, 100% of medical students agreed that MedTalks was a useful way to develop teaching skills and 92% gained a greater confidence in individual teaching capabilities, based largely on the opportunity to gain experience (with feedback) in teaching roles. CONCLUSIONS A program designed to give medical students multi-source teaching experience (lecture- and small group-based) and feedback on their teaching (from learners and Faculty observers, in addition to their own self-reflection) can improve medical student confidence and enthusiasm towards teaching. Future studies will clarify if medical student self-perceived enhancements in teaching ability can be corroborated by independent (Faculty, learner) observations of future teaching activity.
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Affiliation(s)
- Suhair Bandeali
- Faculty of Medicine, University of Ottawa, Ottawa, Canada
- CONTACT Suhair Bandeali Faculty of Medicine, University of Ottawa, Canada
| | - Albert Chiang
- Faculty of Medicine, University of Ottawa, Ottawa, Canada
| | - Christopher J. Ramnanan
- Department of Innovation in Medical Education, Faculty of Medicine, University of Ottawa, Ottawa, Canada
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Moreau KA, Pound CM, Peddle B, Tokarewicz J, Eady K. The development of a TED-Ed online resident research training program. Med Educ Online 2014; 19:26128. [PMID: 25526717 PMCID: PMC4272411 DOI: 10.3402/meo.v19.26128] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/26/2014] [Revised: 11/21/2014] [Accepted: 11/24/2014] [Indexed: 05/30/2023]
Abstract
BACKGROUND Pediatric health research is important for improving the health and well-being of children and their families. To foster the development of physicians' research competencies, it is vital to integrate practical and context-specific research training into residency programs. PURPOSE To describe the development of a resident research training program at one tertiary care pediatric academic health sciences center in Ontario, Canada. METHODS We surveyed residents and pediatricians/research staff to establish the need and content for a resident research training program. RESULTS Residents and resident research supervisors agreed or strongly agreed that research training is important for residents. However, few residents and supervisors believed that their academic health sciences center provided adequate training and resources to support resident research. As such, an online resident research training program was established. Residents and supervisors agreed that the program should focus on the following topics: 1) critically evaluating research literature, 2) writing a research proposal, 3) submitting an application for research funding, and 4) writing a manuscript. DISCUSSION This highly accessible, context-specific, and inexpensive online program model may be of interest and benefit to other residency programs as a means to enhance residents' scholarly roles. A formal evaluation of the research training program is now underway.
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Affiliation(s)
- Katherine A Moreau
- Children's Hospital of Eastern Ontario Research Institute, Ottawa, Ontario, Canada; Department of Pediatrics, Faculty of Medicine, University of Ottawa, Ontario, Canada; Faculty of Education, University of Ottawa, Ottawa, Ontario, Canada;
| | - Catherine M Pound
- Department of Pediatrics, Faculty of Medicine, University of Ottawa, Ontario, Canada; Division of Pediatrics, Children's Hospital of Eastern Ontario, Ottawa, Ontario, Canada
| | - Beth Peddle
- Children's Hospital of Eastern Ontario Research Institute, Ottawa, Ontario, Canada; Faculty of Education, University of Ottawa, Ottawa, Ontario, Canada
| | - Jaclyn Tokarewicz
- Children's Hospital of Eastern Ontario Research Institute, Ottawa, Ontario, Canada; Telfer School of Management, University of Ottawa, Ottawa, Ontario, Canada
| | - Kaylee Eady
- Children's Hospital of Eastern Ontario Research Institute, Ottawa, Ontario, Canada; School of Rehabilitation Sciences, Faculty of Health Sciences, University of Ottawa, Ottawa, Ontario, Canada
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