Building research capacity with members of underserved American Indian/Alaskan Native communities: training in research ethics and the protection of human subjects.

PubMed

Jetter, Karen M; Yarborough, Mark; Cassady, Diana L; Styne, Dennis M

2015-05-01

To develop a research ethics training course for American Indian/Alaskan Native health clinic staff and community researchers who would be conducting human subjects research. Community-based participatory research methods were used in facilitated discussions of research ethics centered around topics included in the Collaborative Institutional Training Initiative research ethics course. The community-based participatory research approach allowed all partners to jointly develop a research ethics training program that was relevant for American Indian/Alaskan Native communities. All community and clinic partners were able to pass the Collaborative Institutional Training Initiative course they were required to pass so that they could be certified to conduct research with human subjects on federally funded projects. In addition, the training sessions provided a foundation for increased community oversight of research. By using a collaborative process to engage community partners in research ethics discussions, rather than either an asynchronous online or a lecture/presentation format, resulted in significant mutual learning about research ethics and community concerns about research. This approach requires university researchers to invest time in learning about the communities in which they will be working prior to the training. © 2014 Society for Public Health Education.

E-Learning and North-South collaboration: the experience of two public health schools in France and Benin.

PubMed

Edouard, Guévart; Dominique, Billot; Moussiliou, Paraïso Noël; Francis, Guillemin; Khaled, Bessaoud; Serge, Briançon

2009-10-14

Distance learning (e-learning) can facilitate access to training. Yet few public health E-learning experiments have been reported; institutes in developing countries experience difficulties in establishing on-line curricula, while developed countries struggle with adapting existing curricula to realities on the ground. In 2005, two schools of public health, one in France and one in Benin, began collaborating through contact sessions organised for Nancy University distance-learning students. This experience gave rise to a partnership aimed at developing training materials for e-Learning for African students. The distance-learning public health course at Nancy teaches public health professionals through a module entitled "Health and Development." The module is specifically tailored for professionals from developing countries. To promote student-teacher exchanges, clarify content and supervise dissertations, contact sessions are organized in centres proximate and accessible to African students. The Benin Institute's main feature is residential team learning; distance-learning courses are currently being prepared. The two collaborating institutions have developed a joint distance-learning module geared toward developing countries. The collaboration provides for the development, diffusion, and joint delivery of teaching modules featuring issues that are familiar to African staff, gives the French Institute credibility in assessing research work produced, and enables modules on specific African issues and approaches to be put online. While E-learning is a viable educational option for public health professionals, periodic contact can be advantageous. Our analysis showed that the benefit of the collaboration between the two institutions is mutual; the French Institute extends its geographical, cultural and contextual reach and expands its pool of teaching staff. The Benin Institute benefits from the technical partnership and expertise, which allow it to offer distance learning for Africa-specific contexts and applications.

A Community of Writers: Peer Tutor Training for Writing Center Techniques Which Foster Dialogue in the Writing Process.

ERIC Educational Resources Information Center

Houston, Linda; Johnson, Candice

After much trial and error, the Agricultural Technical Institute of the Ohio State University (ATI/OSO) discovered that training of writing lab tutors can best be done through collaboration of the Writing Lab Coordinator with the "Development of Tutor Effectiveness" course offered at the institute. The ATI/OSO main computer lab and…

The Leadership Alliance: Twenty Years of Developing a Diverse Research Workforce

ERIC Educational Resources Information Center

Ghee, Medeva; Collins, Deborah; Wilson, Valerie; Pearson, Willie, Jr.

2014-01-01

The Leadership Alliance is a national academic consortium currently comprising 32 academic institutions including Ivy League and major-research and minority-serving institutions, including Historically Black Colleges and Universities (HBCUs). For 2 decades these institutions have worked collaboratively to train, mentor, and support…

How does investment in research training affect the development of research networks and collaborations?

PubMed

Paina, Ligia; Ssengooba, Freddie; Waswa, Douglas; M'imunya, James M; Bennett, Sara

2013-05-20

Whether and how research training programs contribute to research network development is underexplored. The Fogarty International Center (FIC) has supported overseas research training programs for over two decades. FIC programs could provide an entry point in the development of research networks and collaborations. We examine whether FIC's investment in research training contributed to the development of networks and collaborations in two countries with longstanding FIC investments - Uganda and Kenya - and the factors which facilitated this process. As part of two case studies at Uganda's Makerere University and Kenya's University of Nairobi, we conducted 53 semi-structured in-depth interviews and nine focus group discussions. To expand on our case study findings, we conducted a focused bibliometric analysis on two purposively selected topic areas to examine scientific productivity and used online network illustration tools to examine the resulting network structures. FIC support made important contributions to network development. Respondents from both Uganda and Kenya confirmed that FIC programs consistently provided trainees with networking skills and exposure to research collaborations, primarily within the institutions implementing FIC programs. In both countries, networks struggled with inclusiveness, particularly in HIV/AIDS research. Ugandan respondents perceived their networks to be more cohesive than Kenyan respondents did. Network cohesiveness was positively correlated with the magnitude and longevity of FIC's programs. Support from FIC grants to local and regional research network development and networking opportunities, such as conferences, was rare. Synergies between FIC programs and research grants helped to solidify and maintain research collaborations. Networks developed where FIC's programs focused on a particular institution, there was a critical mass of trainees with similar interests, and investments for network development were available from early implementation. Networks were less likely to emerge where FIC efforts were thinly scattered across multiple institutions. The availability of complementary research grants created opportunities for researchers to collaborate in grant writing, research implementation, and publications. FIC experiences in Uganda and Kenya showcase the important role of research training programs in creating and sustaining research networks. FIC programs should consider including support to research networks more systematically in their capacity development agenda.

Promoting Interdisciplinary Collaboration: Trainees Addressing Siloed Medical Education

ERIC Educational Resources Information Center

Kitts, Robert Li; Christodoulou, Joanna; Goldman, Stuart

2011-01-01

Objective: Professional siloing within medical institutions has been identified as a problem in medical education, including resident training. The authors discuss how trainees from different disciplines can collaborate to address this problem. Method: A group of trainees from psychiatry, developmental medicine, neurology, and education came…

Forum: Partnerships in Education and Training for Fundamental/Brush-Up Skills.

ERIC Educational Resources Information Center

Kightlinger, Pauline F.

A forum was held at Worcester State College in Worcester, MA (February 10, 1983) to examine the need for more collaboration between educational institutions and business and industry to provide fundamental and brush-up skills training in the workplace. Participating in the forum were representatives from training and human resource management and…

The Action Researcher as Chameleon.

ERIC Educational Resources Information Center

Hadfield, Mark; Bennett, Steve

1995-01-01

Describes a project that trained institutional policymakers in action research regarding problems in developing training policies about young people's needs, examining attempts to collaborate and dialog with stakeholders and discussing how project members became enmeshed in complex sets of relationships calling for construction of dialog in…

MoLeNET Mobile Learning Conference 2009: Research Papers

ERIC Educational Resources Information Center

Guy Parker, Ed.

2010-01-01

The Mobile Learning Network (MoLeNET) is a unique collaborative approach to encouraging, supporting, expanding and promoting mobile learning, primarily in English post-14 education and training, via supported shared cost mobile learning projects. Collaboration at national level involves participating institutions and the Learning and Skills…

International Collaboration in Mental Health.

ERIC Educational Resources Information Center

Brown, Bertram S., Ed.; Torrey, E. Fuller, Ed.

Presented in five parts on research, services, training, drug abuse, and alcohol abuse are 31 reports of mental health studies and programs supported by the U.S. and other countries. Explained in the introduction are reasons the National Institute of Mental Health (NIMH) has supported international collaboration. The following are among subjects…

Voice of Experience International Research Infrastructure and the Impact of Export Control Regulations

ERIC Educational Resources Information Center

Kulakowski, Elliott C.; Chronister, Lynne; Molfese, Victoria; Slocum, Michael; Studman, Cliff; Waugaman, Paul

2007-01-01

Research today has become very complex, often involving international collaborations among multidisciplinary teams. Many institutions, especially those in less economically developed countries, have a great deal of expertise to contribute to these collaborations, but often lack the instrumentation, training, and research management infrastructure…

Collaborative Knowledge Production Model in the Field of Organizational Development

ERIC Educational Resources Information Center

Ramstad, Elise

2008-01-01

The paper proposes a framework for collaborative knowledge production in order to enhance the amount and quality of knowledge in the field of organizational development (OD). We distinguish three types of actors that offer development services for work organizations: academic R&D units, training and educational institutes and management…

Training Sessions Fostering Transdisciplinary Collaboration for Sustainable Development: Albania and Kosovo Case Studies

ERIC Educational Resources Information Center

Meyer, Jonas; Mader, Marlene; Zimmermann, Friedrich; Çabiri, Ketrina

2017-01-01

Purpose: The purpose of this paper is to examine sustainability-related challenges in the two Western Balkan countries--Albania and Kosovo. It discusses the opportunities of local higher education institutions (HEIs) taking responsibility to tackle these challenges by providing professional development through science-society collaboration in…

Why a Transatlantic Network? Some Thoughts on Feasibility and Effectiveness.

ERIC Educational Resources Information Center

Hooghoff, Hans

Despite the phenomenon of cooperation and collaboration between and among nations in many areas, networks for the benefit of education are nearly nonexistent in Western Europe. A "network" means the collaboration between educational institutions in the field of curriculum development, training, research, dissemination, transfer, and implementation…

Multi-University Collaboration via Distance Learning To Train Rural Special Education Teachers and Related Services Personnel.

ERIC Educational Resources Information Center

Grisham-Brown, Jennifer; And Others

A distance-learning personnel-preparation course on transdisciplinary services for students with low incidence disabilities was developed through collaboration among four Kentucky institutions of higher learning. The course, "Transdisciplinary Services to Students with Deafblindness and Other Multiple Disabilities," was delivered to…

Collaborative Curriculum Renewal in a Tertiary Vocational Institution in Japan.

ERIC Educational Resources Information Center

Harrison, Ian D.

The process of revising the second language curriculum in a Japanese postsecondary vocational school is described, focusing on the collaborative approach taken. The school provides second language instruction and vocational training in several occupational areas. A number of research teams or "focus groups" were established, each with a…

fastPACE Train-the-Trainer: A scalable new educational program to accelerate training in biomedical innovation, entrepreneurship, and commercialization.

PubMed

Servoss, Jonathan; Chang, Connie; Fay, Jonathan; Lota, Kanchan Sehgal; Mashour, George A; Ward, Kevin R

2017-10-01

The Institute of Medicine recommended the advance of innovation and entrepreneurship training programs within the Clinical & Translational Science Award (CTSA) program; however, there remains a gap in adoption by CTSA institutes. The University of Michigan's Michigan Institute for Clinical & Health Research and Fast Forward Medical Innovation (FFMI) partnered to develop a pilot program designed to teach CTSA hubs how to implement innovation and entrepreneurship programs at their home institutions. The program provided a 2-day onsite training experience combined with observation of an ongoing course focused on providing biomedical innovation, commercialization and entrepreneurial training to a medical academician audience (FFMI fast PACE). All 9 participating CTSA institutes reported a greater connection to biomedical research commercialization resources. Six launched their own version of the FFMI fast PACE course or modified existing programs. Two reported greater collaboration with their technology transfer offices. The FFMI fast PACE course and training program may be suitable for CTSA hubs looking to enhance innovation and entrepreneurship within their institutions and across their innovation ecosystems.

Creating opportunities for training California's public health workforce.

PubMed

Demers, Anne L; Mamary, Edward; Ebin, Vicki J

2011-01-01

Today there are significant challenges to public health, and effective responses to them will require complex approaches and strategies implemented by a qualified workforce. An adequately prepared workforce requires long-term development; however, local health departments have limited financial and staff resources. Schools and programs accredited by the Council for Education on Public Health (CEPH) are required to provide continuing education but are constrained by the lack of resources, limited time, and geography. To meet these challenges, a statewide university/community collaborative model for delivering continuing education programs was developed. A needs assessment of California's public health workforce was conducted to identify areas of interest, and two continuing education trainings were developed and implemented using innovative distance education technology. Thirty-six percent of the participants completed electronic evaluations of learning outcomes and use of the digital technology platform. Participants indicated a significant increase in knowledge, reported that the trainings were cost effective and convenient, and said that they would participate in future online trainings. Collaborative partners found that this model provides a cost-effective, environmentally sound, and institutionally sustainable method for providing continuing education to public health professionals. Offering continuing education via distance technology requires substantial institutional infrastructure and resources that are often beyond what many public institutions can provide alone. This project provides a model for collaborating with community partners to provide trainings, using a digital technology platform that requires minimal training and allows presenters and participants to log on from anywhere there is Internet access. Copyright © 2011 The Alliance for Continuing Medical Education, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.

NASA's Solar System Exploration Research Virtual Institute: Building Collaboration Through International Partnerships

NASA Technical Reports Server (NTRS)

Gibbs, K. E.; Schmidt, G. K.

2017-01-01

The NASA Solar System Exploration Research Virtual Institute (SSERVI) is a virtual institute focused on re-search at the intersection of science and exploration, training the next generation of lunar scientists, and community development. As part of the SSERVI mission, we act as a hub for opportunities that engage the larger scientific and exploration communities in order to form new interdisciplinary, research-focused collaborations. This talk will describe the international partner re-search efforts and how we are engaging the international science and exploration communities through workshops, conferences, online seminars and classes, student exchange programs and internships.

Northwestern Pennsylvania Cooperative Demonstration Project (High Technology). Final Report.

ERIC Educational Resources Information Center

Indiana Univ. of Pennsylvania. Center for Vocational Personnel Preparation.

This document reports on a project designed to customize training for employees of manufacturing industries in six western Pennsylvania counties. Project goals were to facilitate collaborative vocational and technical training programs between educational institutions and private sector companies and to establish demonstration sites, manufacturing…

Distributed deep learning networks among institutions for medical imaging.

PubMed

Chang, Ken; Balachandar, Niranjan; Lam, Carson; Yi, Darvin; Brown, James; Beers, Andrew; Rosen, Bruce; Rubin, Daniel L; Kalpathy-Cramer, Jayashree

2018-03-29

Deep learning has become a promising approach for automated support for clinical diagnosis. When medical data samples are limited, collaboration among multiple institutions is necessary to achieve high algorithm performance. However, sharing patient data often has limitations due to technical, legal, or ethical concerns. In this study, we propose methods of distributing deep learning models as an attractive alternative to sharing patient data. We simulate the distribution of deep learning models across 4 institutions using various training heuristics and compare the results with a deep learning model trained on centrally hosted patient data. The training heuristics investigated include ensembling single institution models, single weight transfer, and cyclical weight transfer. We evaluated these approaches for image classification in 3 independent image collections (retinal fundus photos, mammography, and ImageNet). We find that cyclical weight transfer resulted in a performance that was comparable to that of centrally hosted patient data. We also found that there is an improvement in the performance of cyclical weight transfer heuristic with a high frequency of weight transfer. We show that distributing deep learning models is an effective alternative to sharing patient data. This finding has implications for any collaborative deep learning study.

Appalachia's Colleges and the Region's Future.

ERIC Educational Resources Information Center

Russell, Jack

1999-01-01

Discusses how Appalachian institutions of higher education can assist the Appalachian Regional Commission in developing local community leaders, assisting entrepreneurs, and training people affected by welfare reform. Calls for institutions of higher education to collaborate with community, government, and business to meet the rising demand for…

Order on the programme of the National Plan of Training and Professional Insertion and courses to be imparted by centres collaborating with INEM, 20 January 1988.

PubMed

1988-01-01

Among other things, this Order provides that the Spanish National Institute of Employment, in collaboration with the Women's Institute and other organizations, is to develop courses for nonworking women that will promote their professional insertion or reintegration into those areas, activities, or occupations in which women are under-represented. Women participating in these courses are to receive scholarships in the form of a daily stipend. full text

Workforce Training and Education Gaps in Gerontology and Geriatrics: What We Found in New York State

ERIC Educational Resources Information Center

Maiden, Robert J.; Horowitz, Beverly P.; Howe, Judith L.

2010-01-01

This article summarizes data from the 2008 Symposium Charting the Future for New York State Workforce Training and Education in Aging: The Stakeholder Perspective and the 2009 report "Workforce Training and Education: The Challenge for Academic Institutions". This research is the outcome of a collaborative State Society on Aging of New…

Technological Collaborations: K-12 and Higher Education. Fastback 438.

ERIC Educational Resources Information Center

Ferguson, Kay McPherson; Kopp, O. W.

This brief report examines various ways in which K-12 schools and institutions of higher education can collaborate to effect critical changes in teaching and learning through the use of computers. The first section briefly reviews the history of computer use in education, noting such critical needs as teacher training, and reviews the…

Global Inventory of Regional and National Qualifications Frameworks. Volume I: Thematic Chapters

ERIC Educational Resources Information Center

Deij, Arjen; Graham, Michael; Bjornavold, Jens; Grm, Slava Pevec; Villalba, Ernesto; Christensen, Hanne; Chakroun, Borhene; Daelman, Katrien; Carlsen, Arne; Singh, Madhu

2015-01-01

The "Global Inventory of Regional and National Qualifications Frameworks," the result of collaborative work between the European Training Foundation (ETF), the European Centre for the Development of Vocational Training (Cedefop), UNESCO [United Nations Educational, Scientific and Cultural Organization] and UIL [UNESCO Institute for…

Learning through Collaboration.

ERIC Educational Resources Information Center

Fisher, Mary Henri, Ed.; And Others

Presented are summaries of 11 selected projects in the areas of language arts, instructional media, simulation, and the valuing process developed during the 1974 summer session of the Teacher Training Institute of the Governor's School (North Carolina) by institute teachers and gifted students. Outlined are language arts projects on the history of…

Careers and Networking: Professional Development for Graduate Students and Post-docs

NASA Astrophysics Data System (ADS)

Jungbluth, S.; Boiteau, R.; Bottjer, D.; De Leo, F. C.; Hawko, N.; Ilikchyan, I.; Bruno, B. C.

2013-12-01

Established in 2006 by the National Science Foundation, the Center for Microbial Oceanography: Research and Education (C-MORE) is a multi-institutional Science and Technology Center based at the University of Hawai i. One of C-MORE's missions is to provide graduate students and post-docs with state-of-the-art training, which primarily occurs through laboratory- and field-based research. Additionally, C-MORE offers a Professional Development Training Program (PDTP) to help students and post-docs develop a range of "soft" skills such as science communication, leadership, proposal writing, teaching and mentoring (Bruno et al, 2013). The PDTP not only provides professional development training to graduate students and post-docs, but also encourages these young scientists to take leadership of their training. The Professional Development Organizing Committee (PDOC), composed of students and post-docs across the various C-MORE institutions, works closely with the Education Office to implement the eight core PDTP modules as well as 'on-demand' workshops. In February 2013, we organized a workshop to promote networking and foster scientific collaborations among C-MORE graduate students and post-doctoral researchers at the seven partner institutions: the University of Hawaii, Massachusetts Institute of Technology, Woods Hole Oceanographic Institution, Oregon State University, University of California Santa Cruz, Monterey Bay Aquarium Research Institute and Columbia University. The workshop was held in New Orleans in conjunction with the 2013 ASLO/ Ocean Sciences national meeting. In this paper, we will describe the student-led planning process, the workshop itself, and evaluation results. We will also present examples of some of the collaborations that resulted from this workshop.

Short and Long-Term Impacts of the Cottrell Scholars Collaborative New Faculty Workshop

ERIC Educational Resources Information Center

Stains, Marilyne; Pilarz, Matthew; Chakraverty, Devasmita

2015-01-01

Postsecondary chemistry instructors typically have received little pedagogical training as graduate students and postdoctoral research assistants. Moreover, professional development opportunities are often limited at their own institution. This lack of training has resulted in a gap between the instructional strategies enacted in chemistry courses…

34 CFR 350.12 - What are the general requirements for an Advanced Rehabilitation Research Training Project?

Code of Federal Regulations, 2012 CFR

2012-07-01

... multidisciplinary, and emphasizes scientific methodology, and may involve collaboration among institutions. (3... Rehabilitation Research Training Project? 350.12 Section 350.12 Education Regulations of the Offices of the... EDUCATION DISABILITY AND REHABILITATION RESEARCH PROJECTS AND CENTERS PROGRAM What Projects Does the...

34 CFR 350.12 - What are the general requirements for an Advanced Rehabilitation Research Training Project?

Code of Federal Regulations, 2014 CFR

2014-07-01

... multidisciplinary, and emphasizes scientific methodology, and may involve collaboration among institutions. (3... Rehabilitation Research Training Project? 350.12 Section 350.12 Education Regulations of the Offices of the... EDUCATION DISABILITY AND REHABILITATION RESEARCH PROJECTS AND CENTERS PROGRAM What Projects Does the...

34 CFR 350.12 - What are the general requirements for an Advanced Rehabilitation Research Training Project?

Code of Federal Regulations, 2013 CFR

2013-07-01

... multidisciplinary, and emphasizes scientific methodology, and may involve collaboration among institutions. (3... Rehabilitation Research Training Project? 350.12 Section 350.12 Education Regulations of the Offices of the... EDUCATION DISABILITY AND REHABILITATION RESEARCH PROJECTS AND CENTERS PROGRAM What Projects Does the...

Sweet Rejuvenation: Linking In-Service and Teacher Induction.

ERIC Educational Resources Information Center

McNair, Veda; And Others

This paper describes a collaborative effort between a local education agency (LEA) and an institution of higher education to link inservice education with induction--teachers teaching teachers. The program, based on the Joyce coaching paradigm and recent cognitive development research, posits that long-term training conducted by trained teachers…

A Collaborative, Alternative Teacher Certification Program.

ERIC Educational Resources Information Center

Securro, Samuel, Jr.; And Others

In the summer of 1986, three institutions (West Virginia State College, West Virigina College of Graduate Studies, and West Virgina Institute of Technology) consorted to design an alternative teacher certification program to attract and retain a qualified pool of mathematics and science teachers. Known as the Field-Based Training Program (FBTP),…

"The era of single disease cowboys is out": evaluating the experiences of students, faculty, and collaborators in an interdisciplinary global health training program.

PubMed

Kalbarczyk, Anna; Martin, Nina A; Combs, Emily; Ward, Marie; Winch, Peter J

2018-03-01

Global Health is an inherently interdisciplinary field but overseas training in global health, particularly among health science institutions, has been an 'individual' or 'individual discipline' experience. Team-based training is an approach to global health education which is increasing in popularity; research on team-training demonstrates that teams are more productive than individuals. In 2015, the Johns Hopkins Center for Global Health (CGH) developed the Global Established Multidisciplinary Sites (GEMS) program, an interdisciplinary training program which was designed to establish a new norm in global health training by bringing interdisciplinary teams of faculty and students together to identify and solve complex global health challenges. This research aims to evaluate the program's first year and contribute to the literature on interdisciplinary team training. We conducted 22 in-depth interviews with students, faculty, and local collaborators from 3 GEMS project sites. Findings were analyzed for themes through a framework approach. The program exposed students, faculty, and collaborators to a wide range of disciplines in global health. Students' desire to learn how other disciplines contribute to global health solutions was an important motivator for joining GEMS; many participants including faculty and collaborators valued exposure to multiple disciplines. Mentorship and communication were a challenge across all teams in part due to members having distinct "disciplinary languages". Balancing disciplinary representation on teams and establishing work plans were also key challenges. Based on the data the CGH provides four recommendations for institutions developing global health interdisciplinary teams to optimize team functioning and address challenges in mentorship, language, and roles: 1) address interdisciplinary communication early, 2) develop work plans during group formation, 3) meet as a team prior to travel, and 4) establish regular check ins. This article provides first-hand reflections on interdisciplinary team experiences in a global context and provides a pathway for the development of innovative strategies in global health training.

Developing A Shared Service Unmanned Aerial Vehicle Capability For Regional Emergency Services

DTIC Science & Technology

2016-09-01

training institutions from actually flying UAVs, and treated these institutions as commercial UAVs that were not approved for flight.52 The CFR Part 107...Homeland Security Policy Institute Task Force has determined that regional collaboration is essential for the integration of local assets into...airspace system.106 In order to overcome the possible negative community reaction to instituting a public UAV program, the University of North Dakota

A Model for Strengthening Collaborative Research Capacity: Illustrations From the Atlanta Clinical Translational Science Institute.

PubMed

Rodgers, Kirsten C; Akintobi, Tabia; Thompson, Winifred Wilkins; Evans, Donoria; Escoffery, Cam; Kegler, Michelle C

2014-06-01

Community-engaged research is effective in addressing health disparities but may present challenges for both academic institutions and community partners. Therefore, the need to build capacity for conducting collaborative research exists. The purpose of this study is to present a model for building research capacity in academic-community partnerships. The Building Collaborative Research Capacity Model was developed as part of the Community Engagement Research Program (CERP) of the Atlanta Clinical and Translational Science Institute (ACTSI). Six domains of collaborative research capacity were identified and used to develop a model. Inputs, activities, outputs, and outcomes of building collaborative research capacity are described. To test this model, a competitive request for applications was widely distributed and four community-based organizations were funded to participate in a 2-year program with the aim of conducting a pilot study and submitting a research proposal for funding to National Institutes of Health or another major funding agency. During the first year, the community-based organization partners were trained on conducting collaborative research and matched with an academic partner from an ACTSI institution. Three of the academic-community partnerships submitted pilot study results and two submitted a grant proposal to a national agency. The Building Collaborative Research Capacity Model is an innovative approach to strengthening academic-community partnerships. This model will help build needed research capacity, serve as a framework for academicians and community partners, and lead to sustainable partnerships that improve community health. © 2013 Society for Public Health Education.

Vision and creation of the American Heart Association pharmaceutical roundtable outcomes research centers.

PubMed

Peterson, Eric D; Spertus, John A; Cohen, David J; Hlatky, Mark A; Go, Alan S; Vickrey, Barbara G; Saver, Jeffrey L; Hinton, Patricia C

2009-11-01

The field of outcomes research seeks to define optimal treatment in practice and to promote the rapid full adoption of efficacious therapies into routine clinical care. The American Heart Association (AHA) formed the AHA Pharmaceutical Roundtable (PRT) Outcomes Research Centers Network to accelerate attainment of these goals. Participating centers were intended to carry out state-of-the-art outcomes research in cardiovascular disease and stroke, to train the next generation of investigators, and to support the formation of a collaborative research network. After a competitive application process, 4 AHA PRT Outcomes Research Centers were selected: Duke Clinical Research Institute; Saint Luke's Mid America Heart Institute; Stanford University-Kaiser Permanente of Northern California; and University of California, Los Angeles. Each center proposed between 1 and 3 projects organized around a single theme in cardiovascular disease or stroke. Additionally, each center will select and train up to 6 postdoctoral fellows over the next 4 years, and will participate in cross-collaborative activities among the centers. The AHA PRT Outcomes Research Centers Network is designed to further strengthen the field of cardiovascular disease and stroke outcomes research by fostering innovative research, supporting high quality training, and encouraging center-to-center collaborations.

The University of Hawaii/University of Indonesia collaboration to build and sustain a child psychiatric workforce.

PubMed

Guerrero, Anthony; Wiguna, Tjhin; McDermott, John

2014-04-01

The authors describe the University of Hawaii/University of Indonesia collaboration, which introduced the specialty of child psychiatry to Indonesia in the early 1970s via a specially designed program, based in Hawaii, for five jointly selected Indonesian psychiatrists. All five graduates remained in Indonesia to practice and establish their own training program, which has since trained all of the "newer generation," such that there are currently 40 child and adolescent psychiatrists in Indonesia. Since 2009, collaboration between the two institutions has been renewed and modernized through videoteleconferencing, jointly conducted with teaching sessions. The authors present this program as an example of a collaboration that developed the local workforce and that has utilized modern technology in international, bidirectionally beneficial education.

Civil Protection issues in urban management of natural hazards

NASA Astrophysics Data System (ADS)

Bostenaru, Maria; Georgescu, Sever; Goretti, Agostino; Markus, Michael

2010-05-01

This paper reviews different approaches of collaboration with the Civil Protection across Europe, from the experience of the author. The first contact came working as a research assistant at the Universität Karlsruhe (TH), Germany, in frame of the SFB (Collaborative Research Centre) 461 "Strong earthquakes", which featured a collaboration Germany-Romania. The subproject C7, where involved, about Novel Rescue technologies was a collaboration between the Institute for Technology and Management in Construction, formerly Institute for Construction Management and Machinery, and the Romanian Civil Protection. The scientific results of the project were to be lated implemented by the Civil Protection. In course of the work contacts were done also through the work of the research associate, sub-project leader, in the THW (German Technical Assistance). Later on work continued at the same institute but in frame of the Research Training Network "Natural Disasters" when also contacts with the Romanian representative to the European Earthquake Engineering Association, were established. Working further in the same field of Natural Disasters, especially seismic risk, brought the author to the ROSE School in Pavia, Italy, researches of which closely collaborate with the EUCENTRE, founded, among other institutions, by the Italian Civil Protection. Particularly the collaboration with specialists from the Italian Civil Protection resulted in several initiatives, such as: - paper contribution to a special issue edited by the author, - organisation of EGU sessions on the topic of "Natural Hazards' Impact on Urban Areas and Infrastructure", - invited review of papers, - attendance of short course coordinated at the ROSE School on post-earthquake safety assessment, - ellaboration of scientific projects submitted for funding on the topic of earthquake hazard impact at various geographic scales, - further publication collaborations are in work, - it is intended to improve the collaboration between urban planning specialists and specialists in vulnerability studies at the Civil Protection in order to enhance the role of urban planning in disaster mitigation, - collaboration of the Italian Civil Protection with Romania with the National Institute for Building Research, the scientific director and EAEE representative, within the STEP project, on post-earthquake safety assessment, in l'Aquila, before and after the earthquake. This collaboration continued with invitation to the Global Earthquake Model Outreach Meeting of the Scientific Director, supported by the Italian Civil Protection as public participant, and to which we hope to be able to contribute, given the background in socio-economic aspects of the author (research topics in Karlsruhe) and the possibilities of dissemination of results on risks. More recently a training school in the framework of the COST action TU0801 "Semantic enrichment of 3D city models for sustainable urban development" on 3D for natural disaster management brought the author in contact with similar authorities from the Netherlands. More even, she has information first hand about the training held by the Hungarian Civil Protection with school children, where a further collaboration is envisaged. The lessons learned from these experiences are important because recently the author was invited to collaborate with the Centre for Emergency Architecture of the "Ion Mincu" University of Architecture and Urbanism. Emergency interventions are the field where collaboration with the Civil protection is required. In frame of the collaboration she is co-teaching a course on "Risks", from both natural and anthropic hazards. Especially the inclusion of the lessons from l'Aquila was discussed with the specialists mentioned above, but also the way the risk mapping can be done. Thus the lessons from scientific collaboration can be included in the teaching process.

Assessment of graduate public health education in Nepal and perceived needs of faculty and students

PubMed Central

2013-01-01

Background Despite the large body of evidence suggesting that effective public health infrastructure is vital to improving the health status of populations, many universities in developing countries offer minimal opportunities for graduate training in public health. In Nepal, for example, only two institutions currently offer a graduate public health degree. Both institutions confer only a general Masters in Public Health (MPH), and together produce 30 graduates per year. The objective of this assessment was to identify challenges in graduate public health education in Nepal, and explore ways to address these challenges. Methods The assessment included in-person school visits and data collection through semi-structured in-depth interviews with primary stakeholders of Nepal’s public health academic sector. The 72 participants included faculty, students, alumni, and leaders of institutions that offered MPH programs, and the leadership of one government-funded institution that is currently developing an MPH program. Data were analyzed through content analysis to identify major themes. Results Six themes characterizing the challenges of expanding and improving graduate public health training were identified: 1) a shortage of trained public health faculty, with consequent reliance on the internet to compensate for inadequate teaching resources; 2) teaching/learning cultures and bureaucratic traditions that are not optimal for graduate education; 3) within-institution dominance of clinical medicine over public health; 4) a desire for practice–oriented, contextually relevant training opportunities; 5) a demand for degree options in public health specialties (for example, epidemiology); and 6) a strong interest in international academic collaboration. Conclusion Despite an enormous need for trained public health professionals, Nepal’s educational institutions face barriers to developing effective graduate programs. Overcoming these barriers will require: 1) increasing the investment in public health education and 2) improving the academic environment of educational institutions. Long term, committed academic collaborations with international universities may be a realistic way to: 1) redress immediate inadequacies in resources, including teachers; 2) encourage learning environments that promote inquiry, creativity, problem-solving, and critical thinking; and 3) support development of the in-country capacity of local institutions to produce a cadre of competent, well-trained public health practitioners, researchers, teachers, and leaders. PMID:23621945

Medical Physics Residency Consortium: collaborative endeavors to meet the ABR 2014 certification requirements.

PubMed

Parker, Brent C; Duhon, John; Yang, Claus C; Wu, H Terry; Hogstrom, Kenneth R; Gibbons, John P

2014-03-06

In 2009, Mary Bird Perkins Cancer Center (MBPCC) established a Radiation Oncology Physics Residency Program to provide opportunities for medical physics residency training to MS and PhD graduates of the CAMPEP-accredited Louisiana State University (LSU)-MBPCC Medical Physics Graduate Program. The LSU-MBPCC Program graduates approximately six students yearly, which equates to a need for up to twelve residency positions in a two-year program. To address this need for residency positions, MBPCC has expanded its Program by developing a Consortium consisting of partnerships with medical physics groups located at other nearby clinical institutions. The consortium model offers the residents exposure to a broader range of procedures, technology, and faculty than available at the individual institutions. The Consortium institutions have shown a great deal of support from their medical physics groups and administrations in developing these partnerships. Details of these partnerships are specified within affiliation agreements between MBPCC and each participating institution. All partner sites began resident training in 2011. The Consortium is a network of for-profit, nonprofit, academic, community, and private entities. We feel that these types of collaborative endeavors will be required nationally to reach the number of residency positions needed to meet the 2014 ABR certification requirements and to maintain graduate medical physics training programs.

High Tech. High Technology in Vocational Education. Training Programs for Emerging Occupations.

ERIC Educational Resources Information Center

Rodenstein, Judith, Ed.

This publication represents the collaborative efforts of vocational educators who are involved in the planning and teaching of high technology training programs. It contains a series of reports and profiles which illustrate the diversity of high technology programs in vocational education institutions and the variety of approaches that can be used…

Catalyzing curriculum evolution in graduate science education.

PubMed

Gutlerner, Johanna L; Van Vactor, David

2013-05-09

Strategies in life science graduate education must evolve in order to train a modern workforce capable of integrative solutions to challenging problems. Our institution has catalyzed such evolution through building a postdoctoral Curriculum Fellows Program that provides a collaborative and scholarly education laboratory for innovation in graduate training. Copyright © 2013 Elsevier Inc. All rights reserved.

The Career Development Institute for Psychiatry: An Innovative, Longitudinal Program for Physician-Scientists

ERIC Educational Resources Information Center

Kupfer, David J.; Schatzberg, Alan F.; Grochocinski, Victoria J.; Dunn, Leslie O.; Kelley, Katherine A.; O'Hara, Ruth M.

2009-01-01

Objectives: The Research Career Development Institute for Psychiatry is a collaboration between the University of Pittsburgh and Stanford University to recruit and train a broad-based group of promising junior physicians by providing the necessary skills and support for successful research careers in academic psychiatry. Methods: Participants…

Collaborative Co-Mentored Dissertations Spanning Institutions: Influences on Student Development

PubMed Central

DeLong, Mary J.

2007-01-01

The Graduate Partnerships Program (GPP), established in 2000, links universities with National Institutes of Health (NIH) laboratories for predoctoral training. Several partnerships required that students create collaborative dissertations between at least one NIH and one university research mentor. More than 60 students have entered into these co-mentored research collaborations, and many others established them even though not required. Much was learned about the experiences of these and other GPP students by using structured interviews as part of a formal self-study of the GPP in 2005. Complications of trying to work with two mentors are managed through careful program design and mentor selection. In the collaborative model, students develop a complex set of scientific and interpersonal skills. They lead their own independent research projects, drawing on the expertise of multiple mentors and acquiring skills at negotiating everyone's interests. They develop high levels of independence, maturity, flexibility, and the ability to see research questions from different perspectives. No evidence was found that co-mentoring diminishes the normally expected accomplishments of a student during the Ph.D. Multi-mentored dissertations require skills not all graduate students may possess this early in training, but for those who do, they can promote rapid and extensive development of skills needed for collaborative, interdisciplinary research. PMID:17548874

Does the University-Industry Link Affect Solving Challenges of the Job Market? Lessons From Teacher Education and the Ministry of Education in Malawi

PubMed Central

Mkandawire, Matthews Tiwaone; Luo, Zubing; Maulidi, Felix Kondwani

2018-01-01

About half of the secondary school teachers in Malawi are professionally unqualified. Furthermore, the net enrolment of eligible pupils in secondary schools is at 36% per year. Hence, this study sought to establish factors affecting access to quality and relevant secondary education in Malawi with reference to coordination, collaboration, and feedback between secondary school teacher education institutions and the Ministry of Education. Officials from the Ministry of Education and secondary school teacher training colleges participated in the study. Findings suggest that there is weak collaboration, coordination, and feedback between teacher training institutions and the Ministry of Education which is affecting the quality and relevance of education in Malawi. The study has also established that the weak linkage has resulted into perceived mismatches between expectations of the ministry and those of the education institutions about the problem in question. Theoretical and practical implications of this study are discussed in this article. PMID:29417093

[Implementing Inter-Professional Education (IPE): Challenges and Strategies].

PubMed

Lee, Chia-Lun; Hung, Chich-Hsiu

2017-12-01

Inter-professional practice (IPP), necessary in today's healthcare environment, should be guided and practiced through inter-professional education (IPE). Within the context of an effective IPE program, collaborative medical professionals must be cognizant of the demands of patients' integrated care, organize a collaborative inter-professional team, and achieve the objectives of patient-centered care. However, the many challenges of IPE include insufficient understanding of inter-professional care, occupational culture-related boundary issues, lack of a college education, and insufficient support from academic and medical institutions. This article suggests adopting effective strategies to promote inter-professional recognition, create a harmonious medical culture, eliminate barriers to education, and enhance support for academic and medical institutions. Inter-professional collaboration between academic and clinical institutions must provide resources and substantive professional training. Effectively implementing IPE and IPP is expected to elicit trust, respect, and efficient communication from team members.

Balancing entrepreneurship and business practices for e-collaboration: responsible information sharing in academic research.

PubMed

Porter, Mark W; Porter, Mark William; Milley, David; Oliveti, Kristyn; Ladd, Allen; O'Hara, Ryan J; Desai, Bimal R; White, Peter S

2008-11-06

Flexible, highly accessible collaboration tools can inherently conflict with controls placed on information sharing by offices charged with privacy protection, compliance, and maintenance of the general business environment. Our implementation of a commercial enterprise wiki within the academic research environment addresses concerns of all involved through the development of a robust user training program, a suite of software customizations that enhance security elements, a robust auditing program, allowance for inter-institutional wiki collaboration, and wiki-specific governance.

The Organisation of 14-19 Education and Training in England: Beyond Weakly Collaborative Arrangements

ERIC Educational Resources Information Center

Hodgson, Ann; Spours, Ken

2006-01-01

As a result of reforms over the past two decades, institutional arrangements for upper secondary education in England are both marketised and competitive compared with other European systems. Since 1997, the Labour Government has broadly sustained this position. However, recent policy documents recognise that 14-19 education and training will…

Challenges in Measuring Benefit of Clinical Research Training Programs--the ASH Clinical Research Training Institute Example.

PubMed

Sung, Lillian; Crowther, Mark; Byrd, John; Gitlin, Scott D; Basso, Joe; Burns, Linda

2015-12-01

The American Society of Hematology developed the Clinical Research Training Institute (CRTI) to address the lack of training in patient-oriented research among hematologists. As the program continues, we need to consider metrics for measuring the benefits of such a training program. This article addresses the benefits of clinical research training programs. The fundamental and key components are education and mentorship. However, there are several other benefits including promotion of collaboration, job and advancement opportunities, and promotion of work-life balance. The benefits of clinical research training programs need to be measured so that funders and society can judge if they are worth the investment in time and resources. Identification of elements that are important to program benefit is essential to measuring the benefit of the program as well as program planning. Future work should focus on the constructs which contribute to benefits of clinical research training programs such as CRTI.

Enhancing entrepreneurship and professionalism in medical informatics instruction: a collaborative training model.

PubMed

Carroll, Cathryn A; Rychlewski, Walt; Teat, Marty; Clawson, Darrin

2004-01-01

This report describes an innovative training program designed to foster entrepreneurship and professionalism in students interested in the field of medical informatics. The course was developed through a private-public interinstitutional collaboration involving four academic institutions, one private firm specializing in health care information management systems, and a philanthropic organization. The program challenged students to serve in multiple roles on multidisciplinary teams and develop an innovative hand-held solution for drug information retrieval. Although the course was technically and behaviorally rigorous and required extensive hands-on experience in a nontraditional learning environment, both students and faculty responded positively.

Teaching interprofessional collaboration: using online education across institutions.

PubMed

Myers, Christine Teeters; O'Brien, Shirley Peganoff

2015-04-01

Interdisciplinary courses among students in occupational therapy, physical therapy, and speech-language pathology are important for addressing teamwork, communication, and understanding of professional roles, especially in pre-service training for early intervention and school-based practice where collaboration is essential. Although interprofessional education (IPE) as a part of higher education in the health sciences has been strongly encouraged, IPE courses are difficult to schedule and implement. This article discusses the challenges of developing and delivering two IPE courses in an online format, specifically the innovation that addresses logistics, time factors, and social presence for the IPE courses across two institutions.

NIH/NSF accelerate biomedical research innovations

Cancer.gov

A collaboration between the National Science Foundation and the National Institutes of Health will give NIH-funded researchers training to help them evaluate their scientific discoveries for commercial potential, with the aim of accelerating biomedical in

Building capacity in health facility management: guiding principles for skills transfer in Liberia.

PubMed

Rowe, Laura A; Brillant, Sister Barbara; Cleveland, Emily; Dahn, Bernice T; Ramanadhan, Shoba; Podesta, Mae; Bradley, Elizabeth H

2010-03-18

Management training is fundamental to developing human resources for health. Particularly as Liberia revives its health delivery system, facility and county health team managers are central to progress. Nevertheless, such management skills are rarely prioritized in health training, and sustained capacity building in this area is limited. We describe a health management delivery program in which a north and south institution collaborated to integrate classroom and field-based training in health management and to transfer the capacity for sustained management development in Liberia. We developed and implemented a 6-month training program in health management skills (i.e. strategic problem solving, financial management, human resource management and leadership) delivered by Yale University and Mother Patern College from Liberia, with support from the Clinton HIV/AIDS Initiative. Over three 6-month cycles, responsibility for course instruction was transferred from the north institution to the south institution. A self-administered survey was conducted of all participants completing the course to measure changes in self-rated management skills, the degree to which the course was helpful and met its stated objectives, and faculty members' responsiveness to participant needs as the transfer process occurred. Respondents (n=93, response rate 95.9%) reported substantial improvement in self-reported management skills, and rated the helpfulness of the course and the degree to which the course met its objectives highly. Levels of improvement and course ratings were similar over the three cohorts as the course was transferred to the south institution. We suggest a framework of five elements for implementing successful management training programs that can be transferred and sustained in resource-limited settings, including: 1) use a short-course format focusing on four key skill areas with practical tools; 2) include didactic training, on-site projects, and on-site mentoring; 3) collaborate with an in-country academic institution, willing and able to scale-up and maintain the training; 4) provide training for the in-country academic faculty; and 5) secure Ministry-level support to ensure participation. Our findings demonstrate key elements for scaling up and replicating educational initiatives that address management skills essential for long-term health systems strengthening in resource-poor settings.

Alabama Institute for Deaf and Blind Biodiesel Project Green

DOE Office of Scientific and Technical Information (OSTI.GOV)

Edmiston, Jessica L

2012-09-28

Through extensive collaboration, Alabama Institute for Deaf and Blind (AIDB) is Alabama's first educational entity to initiate a biodiesel public education, student training and production program, Project Green. With state and national replication potential, Project Green benefits local businesses and city infrastructures within a 120-mile radius; provides alternative education to Alabama school systems and to schools for the deaf and blind in Appalachian States; trains students with sensory and/or multiple disabilities in the acquisition and production of biodiesel; and educates the external public on alternative fuels benefits.

[International collaboration to develop a nurse practitioner master's program].

PubMed

Tang, Woung-Ru

2007-12-01

Because of the shortage of resident doctors and in order to raise standards, hospitals and medical centers have trained their own nurse practitioners (NPs). Given the absence of standard training criteria and an unevenness of faculty quality, however, many NPs play the role of medical substitute, which is far from the independent role performed by NPs in foreign countries. It is therefore necessary to include NP training within higher education. The Graduate Institute of Nursing at Chang Gung University established the first NP in-service training program in 2003 through international collaboration, with the purpose of cultivating advanced clinical nursing talents. The program emphasizes the importance of clinical reasoning and practical training, in order to enable students to perform the multiple roles of treatment and caring undertaken by NPs. Experts in advanced nursing and clinical medicine from Taiwan and abroad were invited to serve as lecturers. The students also had the opportunity to take NP courses at Oregon Health and Science University (USA) and participate in clinical visits. The results have been widely praised. International collaboration is built upon the mutual trust of the parties, and its success is determined by the measures that it involves, as well as by the global vision and competence of participants. This paper shares the advantages and disadvantages of the NP master's program through international collaboration.

The importance of research in the MEPI program: perspectives from the National Institutes of Health.

PubMed

Glass, Roger I; Razak, Myat Htoo; Said, Maria

2014-08-01

The Medical Education Partnership Initiative (MEPI), which aims to strengthen and transform education in medicine and the health sciences in Africa, has placed special emphasis on including research as part of new curricula. The great progress achieved against HIV/AIDS globally has been based in part on major research conducted by African investigators working in African institutions at African field sites in collaboration with international partners. This experience demonstrates the key role of academic institutions in generating knowledge while training the next generation of health professionals. Research is a key driver of innovation in the health sciences, and it can spur global collaborations, build substantial financial support, empower scientific leadership, and promote economic development. Through MEPI, young investigators are becoming engaged in research training early in their careers with projects that develop research skills to help them better understand how to evaluate and integrate new evidence into policy and practice, advance the science of health within their countries, and strengthen the academic institutions in which they work. Research training is an essential component of MEPI and should endure long after the program ends. It may help build a critical mass of researchers as well as a cadre of health professionals, teachers, and leaders who will be better equipped to embrace the continually changing panorama of advances in the health sciences.

Medical Physics Residency Consortium: collaborative endeavors to meet the ABR 2014 certification requirements

PubMed Central

Parker, Brent C.; Duhon, John; Yang, Claus C.; Wu, H. Terry; Hogstrom, Kenneth R.

2014-01-01

In 2009, Mary Bird Perkins Cancer Center (MBPCC) established a Radiation Oncology Physics Residency Program to provide opportunities for medical physics residency training to MS and PhD graduates of the CAMPEP‐accredited Louisiana State University (LSU)‐MBPCC Medical Physics Graduate Program. The LSU‐MBPCC Program graduates approximately six students yearly, which equates to a need for up to twelve residency positions in a two‐year program. To address this need for residency positions, MBPCC has expanded its Program by developing a Consortium consisting of partnerships with medical physics groups located at other nearby clinical institutions. The consortium model offers the residents exposure to a broader range of procedures, technology, and faculty than available at the individual institutions. The Consortium institutions have shown a great deal of support from their medical physics groups and administrations in developing these partnerships. Details of these partnerships are specified within affiliation agreements between MBPCC and each participating institution. All partner sites began resident training in 2011. The Consortium is a network of for‐profit, nonprofit, academic, community, and private entities. We feel that these types of collaborative endeavors will be required nationally to reach the number of residency positions needed to meet the 2014 ABR certification requirements and to maintain graduate medical physics training programs. PACS numbers: 01.40.Fk, 01.40.gb PMID:24710434

IAI Training in Climate and Health in the Americas

NASA Astrophysics Data System (ADS)

Aron, J. L.

2007-05-01

The Inter-American Institute for Global Change Research (IAI) has addressed training in climate and health in the Americas in two major ways. First, IAI supports students to engage in research training. A multi-country health activity funded by IAI was the collaborative research network (CRN) on Diagnostics and Prediction of Human Health Impacts in the Tropical Americas, which focused principally on the effect of El Nino/Southern Oscillation and other aspects of climate variability on mosquito-borne diseases malaria and dengue. The CRN involved students in Brazil, Mexico, Venezuela, Colombia and Jamaica. The CRN was also linked to other climate and health projects that used a similar approach. Second, IAI organizes training institutes to expand the network of global change research scientists and facilitate the transfer of global change research into practice. The IAI Training Institute on Climate and Health in the Americas was held on November 7 - 18, 2005 at the University of the West Indies in Kingston, Jamaica, engaging participants from the CRN and other programs in the Americas. The Training Institute's central objective was to help strengthen local and regional capacity to address the impacts of climate variability and climate change on human health in the populations of the Americas, particularly Latin America and the Caribbean. The Training Institute had three core components: Science; Applications; and Proposal Development for Seed Grants. Recommendations for future Training Institutes included incorporating new technologies and communicating with policy-makers to develop more proactive societal strategies to manage risks.

Walking the Walk in Team-Based Education: The Crimson Care Collaborative Clinic in Family Medicine.

PubMed

Meisinger, Kirsten; Wohler, Diana

2016-09-01

Effective implementation of robust team-based care in the United States requires significant training for all team members. This education is integral to creating a culture of collaboration and respect among interprofessional members of the health care team. The lack of interprofessional clinical educational experiences contributes to a "hidden curriculum" that reinforces the problematic view that medicine is at the top of a hierarchy among health professions. However, learners themselves have started resisting this view by integrating cross-disciplinary team-based training into their own education. One example of learner-based leadership in interprofessional team care is the Crimson Care Collaborative at Cambridge Health Alliance, a student-faculty collaborative family medicine clinic. This successful clinic demonstrates that high-quality interprofessional clinical education can be accomplished through partnerships between educational institutions and existing patient-centered medical homes. © 2016 American Medical Association. All Rights Reserved.

Partnering with mental health providers: a guide for services researchers.

PubMed

Frounfelker, Rochelle L; Ben-Zeev, Dror; Kaiser, Susan M; O'Neill, Sheila; Reedy, William; Drake, Robert E

2012-10-01

There is a 20-year delay between the development of effective interventions for individuals with severe mental illness and widespread adoption in public mental health care settings. Academic-provider collaborations can shorten this gap, but establishing and maintaining partnerships entail significant challenges. This paper identifies potential barriers to academic-provider research collaborations and provides guidelines to overcome these obstacles. Authors from an academic institution and community mental health organization outline the components of their long-standing partnership, and discuss the lessons learned that were instrumental in establishing the collaborative model. Results Realistic resource allocation and training, a thorough understanding of the service model and consumer characteristics, systemic and bidirectional communication and concrete plans for post-project continuation are necessary at all project phases. A shared decision-making framework is essential for effective academic institution and community mental health agency collaborations and can facilitate long-term sustainability of novel interventions.

Research Ethics Training in Peru: A Case Study

PubMed Central

Lescano, A. Roxana; Blazes, David L.; Montano, Silvia M.; Moran, Zoe; Naquira, Cesar; Ramirez, Edwin; Lie, Reidar; Martin, Gregory J.; Lescano, Andres G.; Zunt, Joseph R.

2008-01-01

With the rapidly increasing number of health care professionals seeking international research experience, comes an urgent need for enhanced capacity of host country institutional review boards (IRB) to review research proposals and ensure research activities are both ethical and relevant to the host country customs and needs. A successful combination of distance learning, interactive courses and expert course instructors has been applied in Peru since 2004 through collaborations between the U.S. Naval Medical Research Center Detachment, the University of Washington and the Department of Clinical Bioethics of the National Institutes of Health to provide training in ethical conduct of research to IRB members and researchers from Peru and other Latin American countries. All training activities were conducted under the auspices of the Peruvian National Institute of Health (INS), Ministry of Health. To date, 927 people from 12 different Latin American countries have participated in several of these training activities. In this article we describe our training model. PMID:18818763

Overcoming the Barriers of Distance: Using Mobile Technology to Facilitate Moderation and Best Practice in Initial Teacher Training

ERIC Educational Resources Information Center

Leggatt, Simon

2016-01-01

This case study describes the development process of a model using readily-available technology to facilitate collaboration, moderation and the dissemination of best practice in initial teacher training in the UK. Students, mentors, tutors and external examiners from a number of educational institutions in a UK, higher education-led Lifelong…

SSERVI: Merging Science and Human Exploration

NASA Technical Reports Server (NTRS)

Schmidt, Gregory; Gibbs, Kristina

2017-01-01

The NASA Solar System Exploration Research Virtual Institute (SSERVI) is a virtual institute focused on research and the intersection of science and exploration, training the next generation of lunar scientists, and community development. As part of the SSERVI mission, we act as a hub for the opportunities that engage the larger scientific and exploration communities in order to form a new interdisciplinary, research-focused collaborations.

The Principal Challenge: Leading and Managing Schools in an Era of Accountability. The Jossey-Bass Education Series.

ERIC Educational Resources Information Center

Tucker, Marc S., Ed.; Codding, Judy B., Ed.

These papers examine causes of the crisis in school leadership, offering an innovative proposal for a new kind of institution that will train school principals to be turn-around artists. The approach involves close collaboration between the new institution and entire school districts, combining face-to-face instruction with Web-based delivery. Ten…

DoD-Supported Overseas Training Rotations in Tropical Medicine and Global Health, 2000-2015.

PubMed

Mancuso, James D; Hickey, Patrick W; Coldren, Rodney L; Korman, Amy K; Keep, Lisa W; DeFraites, Robert F; Smith, Maria; Mancuso, Luke J; Sanchez, Jose L

2017-03-01

In 1999, the Department of Defense developed a tropical medicine training program (TMTP) to train military physicians, medical students, and scientists in performing surveillance activities in an overseas environment. This review describes the competencies, educational approach, program participants, institutional collaborations, and process outcomes of the TMTP from 2000 to 2015. TMTP-sponsored rotations addressed a wide variety of interdisciplinary competencies, many of which have military-unique applications. Rotations consisted of both didactic and experiential (overseas) components. The program provided 282 rotations for 260 trainees between 2006 and 2015, the years for which data were available. The Department of Defense accrues benefits from this training program in three main ways: (1) building a cadre of health care professionals who will go on to work at the overseas research laboratories, (2) supporting force health protection and readiness through experiential tropical medicine training, and (3) engaging in global health collaborations and partnerships. The primary challenges include funding, health and security, trainee and site heterogeneity, supervision, trainee engagement, and burden on the host institution. The program will continue to focus on improvement in these areas, with special attention to trainee preparation, communication with both trainees and host sites, and increasing reciprocity with host sites and their faculty. Reprint & Copyright © 2017 Association of Military Surgeons of the U.S.

Creating change through collaboration: a twinning partnership to strengthen emergency medicine at Addis Ababa University/Tikur Anbessa Specialized Hospital--a model for international medical education partnerships.

PubMed

Busse, Heidi; Azazh, Aklilu; Teklu, Sisay; Tupesis, Janis P; Woldetsadik, Assefu; Wubben, Ryan J; Tefera, Girma

2013-12-01

Morbidity and mortality due to the lack of an organized emergency medical care system are currently high in Ethiopia. Doctors, nurses, and other medical staff often have limited or no formal training on how to handle emergencies. Because of insufficient human and resource capacity needed to assess and treat acutely ill patients, many who are injured may die unnecessarily, at the site of injury, during transport, or at the hospital. This article describes the development of a twinning partnership between Addis Ababa University (AAU), the University of Wisconsin-Madison (UW), and the nonprofit organization People to People (P2P), to strengthen emergency care at Tikur Anbessa Specialized Hospital (TASH) and increase the number of trained emergency medical professionals. The partnership applied the six-phase twinning partnership model, with the overall goal of enhancing and strengthening emergency and trauma care by building institutional and human resource capacity. This was achieved by 1) developing local leaders in emergency medicine (EM), 2) creating training modules adapted to the Ethiopian context, 3) launching an emergency training center, and 4) supporting academic program development. The authors evaluated the program's effectiveness based on our achievements toward these goals. Results include: 1) eight Ethiopian faculty completed a condensed EM fellowship in the United States. Now six Ethiopian physicians serve as EM faculty and two as pediatric EM faculty. 2) Nine emergency training modules were adapted to the Ethiopian context. 3) An emergency training center was opened in 2010 and to date has trained over 4,000 Ethiopian medical professionals. 4) Two academic training programs (EM residency and masters nursing programs) were initiated. With many complex factors affecting the burden of emergency care, innovative and interdisciplinary collaborations are needed in Ethiopia to train medical workers, build local leadership capacity, strengthen infrastructure, and inform policies. The short-term achievements of this twinning model could suggest that long-term, institution-to-institution collaborations that are driven by local stakeholders are an effective strategy to create equitable relationships and build sustainable health systems and may serve as a model for other global health partnerships. © 2013 by the Society for Academic Emergency Medicine.

Enhancing Entrepreneurship and Professionalism in Medical Informatics Instruction: A Collaborative Training Model

PubMed Central

Carroll, Cathryn A.; Rychlewski, Walt; Teat, Marty; Clawson, Darrin

2004-01-01

This report describes an innovative training program designed to foster entrepreneurship and professionalism in students interested in the field of medical informatics. The course was developed through a private–public interinstitutional collaboration involving four academic institutions, one private firm specializing in health care information management systems, and a philanthropic organization. The program challenged students to serve in multiple roles on multidisciplinary teams and develop an innovative hand-held solution for drug information retrieval. Although the course was technically and behaviorally rigorous and required extensive hands-on experience in a nontraditional learning environment, both students and faculty responded positively. PMID:15064292

Reconfiguring REU programs to build links between institutions is an efficiient way of expanding student participation in research.

NASA Astrophysics Data System (ADS)

Halpern, J. B.

2016-12-01

There is good evidence that STEM career recruiting would be bettered by a shift in REU programs from an individual student focus to building institutional links with faculty participation. This would improve recruiting, duration and the scientific productivity of the REU system. Student commitment would benefit from a more sophisticated and productive project that this would enable as would research groups and mentors at all institutions. Such programs build long lasting links between the institutions and individual faculty. For teaching institutions, scientifically centered collaborations bring faculty and students into the research culture. Faculty who teach at such institutions will maintain their research skills as well as their links to the field and gain respect both internally and externally. Visibility of the collaboration at the non-research centered institution will attract other students into the area. An on-going collaboration offers benefits to the research institution as well. First, recruitment becomes less hit and miss because the partners have observed and taught their students. Second partners will provide appropriate training and context before the summer starts for new students. Third, the availability of partners to help mentoring the students during the summer and into the academic year makes it easier for graduate students, post-docs and the research university faculty as well. Fourth, a good collaboration builds respect and understanding on all sides, which, since many in the research group will go on to teach at teaching centered institutions is important. Building respect for transfer students from Community Colleges and smaller teaching institutions among the research faculty is another benefit. I will describe programs that I have designed an led that successfully implement these ideas.

The South Carolina Collaborative Undergraduate HBCU Student Summer Training Program

DTIC Science & Technology

2013-03-01

Appendix B: Ernest E Just Symposium Student Attendees………... 24 Appendix C: Summaries of Students’ Abstracts……………………. 25 Appendix D: Academic ...College/University Connections, etc.) to identify students’ current locations, contact information, and academic achievements (Year 1, months 10-12...Undergraduate HBCU Student Summer Training Program Students, Mentors, and Research Topics Student Name Academic Institution MUSC Research Mentor

Mystery behind the match: an undergraduate medical education-graduate medical education collaborative approach to understanding match goals and outcomes.

PubMed

Nagler, Alisa; Engle, Deborah L; Rudd, Mariah; Chudgar, Saumil M; Weinerth, John L; Kuhn, Catherine M; Buckley, Edward; Grochowski, Colleen O'Connor

2016-01-01

There is a paucity of information regarding institutional targets for the number of undergraduate medical education (UME) graduates being matched to graduate medical education (GME) programs at their home institutions. At our institution, the Duke University, the number of UME graduates matched to GME programs declined dramatically in 2011. To better understand why this decline may have happened, we sought to identify perceived quality metrics for UME and GME learners, evaluate trends in match outcomes and educational program characteristics, and explore whether there is an ideal retention rate for UME graduates in their home institutions' GME programs. We analyzed the number of Duke University UME graduates remaining at Duke for GME training over the past 5 years. We collected data to assess for changing characteristics of UME and GME, and performed descriptive analysis of trends over time to investigate the potential impact on match outcomes. A one-sample t -test analysis showed no statistically significant difference in the number of Duke UME graduates who stayed for GME training. For both UME and GME, no significant changes in the characteristics of either program were found. We created a process for monitoring data related to the characteristics or perceived quality of UME and GME programs and developed a shared understanding of what may impact match lists for both UME graduates and GME programs, leaving the Match somewhat less mysterious. While we understand the trend of graduates remaining at their home institutions for GME training, we are uncertain whether setting a goal for retention is reasonable, and so some mystery remains. We believe there is an invaluable opportunity for collaboration between UME and GME stakeholders to facilitate discussion about setting shared institutional goals.

The ALICE Glance Shift Accounting Management System (SAMS)

NASA Astrophysics Data System (ADS)

Martins Silva, H.; Abreu Da Silva, I.; Ronchetti, F.; Telesca, A.; Maidantchik, C.

2015-12-01

ALICE (A Large Ion Collider Experiment) is an experiment at the CERN LHC (Large Hadron Collider) studying the physics of strongly interacting matter and the quark-gluon plasma. The experiment operation requires a 24 hours a day and 7 days a week shift crew at the experimental site, composed by the ALICE collaboration members. Shift duties are calculated for each institute according to their correlated members. In order to ensure the full coverage of the experiment operation as well as its good quality, the ALICE Shift Accounting Management System (SAMS) is used to manage the shift bookings as well as the needed training. ALICE SAMS is the result of a joint effort between the Federal University of Rio de Janeiro (UFRJ) and the ALICE Collaboration. The Glance technology, developed by the UFRJ and the ATLAS experiment, sits at the basis of the system as an intermediate layer isolating the particularities of the databases. In this paper, we describe the ALICE SAMS development process and functionalities. The database has been modelled according to the collaboration needs and is fully integrated with the ALICE Collaboration repository to access members information and respectively roles and activities. Run, period and training coordinators can manage their subsystem operation and ensure an efficient personnel management. Members of the ALICE collaboration can book shifts and on-call according to pre-defined rights. ALICE SAMS features a user profile containing all the statistics and user contact information as well as the Institutes profile. Both the user and institute profiles are public (within the scope of the collaboration) and show the credit balance in real time. A shift calendar allows the Run Coordinator to plan data taking periods in terms of which subsystems shifts are enabled or disabled and on-call responsible people and slots. An overview display presents the shift crew present in the control room and allows the Run Coordination team to confirm the presence of both regular and trainees shift personnel, necessary for credit accounting.

Assessment of quality and relevance of curricula development in health training institutions: a case study of Kenya.

PubMed

Mumbo, Hazel M; Kinaro, Joyce W

2015-08-13

The World Health Organization lists Kenya among African countries experiencing health workforce crisis catalysed through immigration, underproduction, inconsistent quality of production and unequal distribution. Strengthening health training institutions to increase production of high-quality health workers is acknowledged as a measure to mitigate the crisis.IntraHealth International's USAID-funded FUNZOKenya Project (2012-2017) undertook an assessment to identify the bottlenecks to increasing the number and quality of pre-service graduates in Kenya. The assessment, a cross-sectional descriptive study, collected data through structured respondent interviews among faculty, students in health training institutions, key informants and desk review. The assessment purposively selected 14 institutions from 18 institutions identified for initial collaboration with the project towards strengthening health workforce training. The statistical package for social sciences (SPSS) application helped analyse quantitative data and quotes used to illustrate perceptions on the quality of curricula.The findings revealed major gaps in quality and adequacy of curricula in the training institutions. A national standard framework to guide curricula review process is lacking. Further, curricula did not adequately prepare students for clinical placement, as most failed to directly respond to national health needs. The study recommended reviews of curricula to ensure their responsiveness to emerging issues in the health sector, the formation of curriculum committees to review curricula, development of official curricula review standards and an integrated mechanism to disseminate policies and guidelines.

Building capacity in health facility management: guiding principles for skills transfer in Liberia

PubMed Central

2010-01-01

Background Management training is fundamental to developing human resources for health. Particularly as Liberia revives its health delivery system, facility and county health team managers are central to progress. Nevertheless, such management skills are rarely prioritized in health training, and sustained capacity building in this area is limited. We describe a health management delivery program in which a north and south institution collaborated to integrate classroom and field-based training in health management and to transfer the capacity for sustained management development in Liberia. Methods We developed and implemented a 6-month training program in health management skills (i.e. strategic problem solving, financial management, human resource management and leadership) delivered by Yale University and Mother Patern College from Liberia, with support from the Clinton HIV/AIDS Initiative. Over three 6-month cycles, responsibility for course instruction was transferred from the north institution to the south institution. A self-administered survey was conducted of all participants completing the course to measure changes in self-rated management skills, the degree to which the course was helpful and met its stated objectives, and faculty members' responsiveness to participant needs as the transfer process occurred. Results Respondents (n = 93, response rate 95.9%) reported substantial improvement in self-reported management skills, and rated the helpfulness of the course and the degree to which the course met its objectives highly. Levels of improvement and course ratings were similar over the three cohorts as the course was transferred to the south institution. We suggest a framework of five elements for implementing successful management training programs that can be transferred and sustained in resource-limited settings, including: 1) use a short-course format focusing on four key skill areas with practical tools; 2) include didactic training, on-site projects, and on-site mentoring; 3) collaborate with an in-country academic institution, willing and able to scale-up and maintain the training; 4) provide training for the in-country academic faculty; and 5) secure Ministry-level support to ensure participation. Conclusion Our findings demonstrate key elements for scaling up and replicating educational initiatives that address management skills essential for long-term health systems strengthening in resource-poor settings. PMID:20298565

Academic Institutions and One Health: Building Capacity for Transdisciplinary Research Approaches to Address Complex Health Issues at the Animal-Human-Ecosystem Interface.

PubMed

Allen-Scott, Lisa K; Buntain, Bonnie; Hatfield, Jennifer M; Meisser, Andrea; Thomas, Christopher James

2015-07-01

To improve health at the human, animal, and ecosystem interface, defined as One Health, training of researchers must transcend individual disciplines to develop a new process of collaboration. The transdisciplinary research approach integrates frameworks and methodologies beyond academic disciplines and includes involvement of and input from policy makers and members of the community. The authors argue that there should be a significant shift in academic institutions' research capacity to achieve the added value of a transdisciplinary approach for addressing One Health problems. This Perspective is a call to action for academic institutions to provide the foundations for this salient shift. The authors begin by describing the transdisciplinary approach, propose methods for building transdisciplinary research capacity, and highlight three value propositions that support the case. Examples are provided to illustrate how the transdisciplinary approach to research adds value through improved sustainability of impact, increased cost-effectiveness, and enhanced abilities to mitigate potentially harmful unintended consequences. The authors conclude with three key recommendations for academic institutions: (1) a focus on creating enabling environments for One Health and transdisciplinary research, (2) the development of novel funding structures for transdisciplinary research, and (3) training of "transmitters" using real-world-oriented educational programs that break down research silos through collaboration across disciplines.

Culturally Relevant Human Subjects Protection Training: A Case Study in Community-Engaged Research in the United States.

PubMed

Kue, Jennifer; Szalacha, Laura A; Happ, Mary Beth; Crisp, Abigail L; Menon, Usha

2018-02-01

Non-academic members of research teams, such as community members, can perceive traditional human subjects protection training as lacking in cultural relevance. We present a case exemplar of the development of a human subjects protection training for research staff with limited English proficiency and/or no or limited research experience. Seven modules were adapted for language, cultural examples, etc., from the standard Collaborative Institutional Training Initiative (CITI) human subjects protection training. Non-academic research staff completed a day-long training in human subjects protection (six modules) and our research protocol (one module). We assessed comprehension of content with PowerPoint slides and module quizzes. All participants successfully passed each module quiz with ≥ 80% correct. Questions answered incorrectly were discussed before proceeding to the next module. To meet the increasing demand for collaborative community-engaged research with underserved minority populations, human subjects protection training protocols can be adapted successfully to reflect real-world situations and provide culturally relevant materials to help non-academic research staff better understand the importance and necessity of research ethics.

Forging a link between mentoring and collaboration: a new training model for implementation science.

PubMed

Luke, Douglas A; Baumann, Ana A; Carothers, Bobbi J; Landsverk, John; Proctor, Enola K

2016-10-13

Training investigators for the rapidly developing field of implementation science requires both mentoring and scientific collaboration. Using social network descriptive analyses, visualization, and modeling, this paper presents results of an evaluation of the mentoring and collaborations fostered over time through the National Institute of Mental Health (NIMH) supported by Implementation Research Institute (IRI). Data were comprised of IRI participant self-reported collaborations and mentoring relationships, measured in three annual surveys from 2012 to 2014. Network descriptive statistics, visualizations, and network statistical modeling were conducted to examine patterns of mentoring and collaboration among IRI participants and to model the relationship between mentoring and subsequent collaboration. Findings suggest that IRI is successful in forming mentoring relationships among its participants, and that these mentoring relationships are related to future scientific collaborations. Exponential random graph network models demonstrated that mentoring received in 2012 was positively and significantly related to the likelihood of having a scientific collaboration 2 years later in 2014 (p = 0.001). More specifically, mentoring was significantly related to future collaborations focusing on new research (p = 0.009), grant submissions (p = 0.003), and publications (p = 0.017). Predictions based on the network model suggest that for every additional mentoring relationships established in 2012, the likelihood of a scientific collaboration 2 years later is increased by almost 7 %. These results support the importance of mentoring in implementation science specifically and team science more generally. Mentoring relationships were established quickly and early by the IRI core faculty. IRI fellows reported increasing scientific collaboration of all types over time, including starting new research, submitting new grants, presenting research results, and publishing peer-reviewed papers. Statistical network models demonstrated that mentoring was strongly and significantly related to subsequent scientific collaboration, which supported a core design principle of the IRI. Future work should establish the link between mentoring and scientific productivity. These results may be of interest to team science, as they suggest the importance of mentoring for future team collaborations, as well as illustrate the utility of network analysis for studying team characteristics and activities.

Building international genomics collaboration for global health security

DOE Office of Scientific and Technical Information (OSTI.GOV)

Cui, Helen H.; Erkkila, Tracy; Chain, Patrick S. G.

Genome science and technologies are transforming life sciences globally in many ways and becoming a highly desirable area for international collaboration to strengthen global health. The Genome Science Program at the Los Alamos National Laboratory is leveraging a long history of expertise in genomics research to assist multiple partner nations in advancing their genomics and bioinformatics capabilities. The capability development objectives focus on providing a molecular genomics-based scientific approach for pathogen detection, characterization, and biosurveillance applications. The general approaches include introduction of basic principles in genomics technologies, training on laboratory methodologies and bioinformatic analysis of resulting data, procurement, and installationmore » of next-generation sequencing instruments, establishing bioinformatics software capabilities, and exploring collaborative applications of the genomics capabilities in public health. Genome centers have been established with public health and research institutions in the Republic of Georgia, Kingdom of Jordan, Uganda, and Gabon; broader collaborations in genomics applications have also been developed with research institutions in many other countries.« less

Building international genomics collaboration for global health security

DOE PAGES

Cui, Helen H.; Erkkila, Tracy; Chain, Patrick S. G.; ...

2015-12-07

Genome science and technologies are transforming life sciences globally in many ways and becoming a highly desirable area for international collaboration to strengthen global health. The Genome Science Program at the Los Alamos National Laboratory is leveraging a long history of expertise in genomics research to assist multiple partner nations in advancing their genomics and bioinformatics capabilities. The capability development objectives focus on providing a molecular genomics-based scientific approach for pathogen detection, characterization, and biosurveillance applications. The general approaches include introduction of basic principles in genomics technologies, training on laboratory methodologies and bioinformatic analysis of resulting data, procurement, and installationmore » of next-generation sequencing instruments, establishing bioinformatics software capabilities, and exploring collaborative applications of the genomics capabilities in public health. Genome centers have been established with public health and research institutions in the Republic of Georgia, Kingdom of Jordan, Uganda, and Gabon; broader collaborations in genomics applications have also been developed with research institutions in many other countries.« less

Leadership Development: A Collaborative Approach.

ERIC Educational Resources Information Center

Carroll, Constance M.; Romero, Martha Gandert

2003-01-01

Describes the increasing difficulty of community colleges to attract and train new leaders, along with the intensifying trend of turmoil within institutional governance. The Community College Leadership Development Initiatives (CCLDI) group was formed to assist in the resolution of these problematic trends through the strengthening of college…

NCI and the Republic of Peru Sign Statement of Intent

Cancer.gov

The U.S. National Cancer Institute and the Republic of Peru signed a statement of intent to share an interest in fostering collaborative biomedical research in oncology and a common goal in educating and training the next generation of cancer research sci

A scoping review of interdisciplinary collaboration in addictions education and training.

PubMed

Broyles, Lauren M; Conley, James W; Harding, John D; Gordon, Adam J

2013-01-01

Developing a workforce of multidisciplinary healthcare professionals equipped with the knowledge and skills to collaboratively address the public health crisis of alcohol and other drug (AOD) use is critical for effectively identifying, preventing, and managing AOD conditions and their sequelae. Despite general enthusiasm for interdisciplinary education and training, little is known overall about the nature and outcomes of interdisciplinary collaboration in addictions education and training. We conducted a five-stage scoping review of the literature to provide an eight domain overview of the state of interdisciplinary collaboration in addictions education (ICAE). In our final review of 30 articles, we identified a lack of conceptual and terminological clarity around ICAE but a wide range of learners and professional collaborators in ICAE initiatives, which focused on a variety of AOD topics and used a constellation of didactic, interactive, and service-learning teaching strategies and formats. Although we found limited substantive educational or practice-oriented outcomes available for ICAE initiatives, learner and faculty feedback reflected high enthusiasm for ICAE and widespread perceptions of benefit for improved clinical care. Facilitators and barriers to the implementation of ICAE initiatives occurred at the level of the individual and the institution and ranged from pragmatic to conceptual. Emerging trends in ICAE initiatives included increased application of learning and implementation theory and extension of ICAE into research training. We conclude with recommendations to support ICAE as a new paradigm for addictions education for all health professionals.

Building partnerships to address the HIV epidemic.

PubMed

Chua, A C; Leo, Y S; Lee, C C

2008-05-01

Batam is one of the islands comprising the Riau Province in Indonesia, and is closest to Singapore. It is a popular destination of many Singaporeans. Surveillance reports among commercial sex workers conducted in Batam showed the prevalence rate of human immunodeficiency virus (HIV) is 16.2 percent. At the end of 2006, the total number of HIV-infected Singaporeans was 3,060, the majority being infected via heterosexual transmission. The aim of the Indonesian government is to rapidly scale up HIV treatment to those needing it. One of the factors critical to the rapid scale-up is healthcare worker training. An intersectoral collaboration addressing the issue of HIV care and treatment with a hospital in Batam was created. The first activity of the collaboration was a two-day HIV training course conducted in February 2007. The aim of the course was to provide a basic understanding of HIV, as well as knowledge on common opportunistic infections that may present to a general hospital or clinical setting. 34 doctors from 23 institutions in Batam and three doctors from two hospitals in the Riau Islands attended the two-day HIV training course. The participants found the training very useful and highly relevant. This first HIV training provided a foundation to build on further HIV education. It is our belief that through the HIV training programme, there will be more awareness of HIV among the various medical institutions in Batam. As the HIV epidemic knows no borders, working with neighbouring countries is one strategy that deserves attention.

Medical Education Capacity-Building Partnerships for Health Care Systems Development.

PubMed

Rabin, Tracy L; Mayanja-Kizza, Harriet; Rastegar, Asghar

2016-07-01

Health care workforce development is a key pillar of global health systems strengthening that requires investment in health care worker training institutions. This can be achieved by developing partnerships between training institutions in resource-limited and resource-rich areas and leveraging the unique expertise and opportunities both have to offer. To realize their full potential, however, these relationships must be equitable. In this article, we use a previously described global health ethics framework and our ten-year experience with the Makerere University-Yale University (MUYU) Collaboration to provide an example of an equity-focused global health education partnership. © 2016 American Medical Association. All Rights Reserved. ISSN 2376-6980.

Mystery behind the match: an undergraduate medical education–graduate medical education collaborative approach to understanding match goals and outcomes

PubMed Central

Nagler, Alisa; Engle, Deborah L.; Rudd, Mariah; Chudgar, Saumil M.; Weinerth, John L.; Kuhn, Catherine M.; Buckley, Edward; Grochowski, Colleen O’Connor

2016-01-01

Background There is a paucity of information regarding institutional targets for the number of undergraduate medical education (UME) graduates being matched to graduate medical education (GME) programs at their home institutions. At our institution, the Duke University, the number of UME graduates matched to GME programs declined dramatically in 2011. To better understand why this decline may have happened, we sought to identify perceived quality metrics for UME and GME learners, evaluate trends in match outcomes and educational program characteristics, and explore whether there is an ideal retention rate for UME graduates in their home institutions’ GME programs. Methods We analyzed the number of Duke University UME graduates remaining at Duke for GME training over the past 5 years. We collected data to assess for changing characteristics of UME and GME, and performed descriptive analysis of trends over time to investigate the potential impact on match outcomes. Results A one-sample t-test analysis showed no statistically significant difference in the number of Duke UME graduates who stayed for GME training. For both UME and GME, no significant changes in the characteristics of either program were found. Discussion We created a process for monitoring data related to the characteristics or perceived quality of UME and GME programs and developed a shared understanding of what may impact match lists for both UME graduates and GME programs, leaving the Match somewhat less mysterious. While we understand the trend of graduates remaining at their home institutions for GME training, we are uncertain whether setting a goal for retention is reasonable, and so some mystery remains. We believe there is an invaluable opportunity for collaboration between UME and GME stakeholders to facilitate discussion about setting shared institutional goals. PMID:27702432

The African Laser Centre: Transforming the Laser Community in Africa

NASA Astrophysics Data System (ADS)

Mtingwa, Sekazi

2012-02-01

We describe the genesis and programs of the African Laser Centre (ALC), which is an African nonprofit network of laser users that is based in Pretoria, South Africa. Composed of over thirty laboratories from countries throughout the continent of Africa, the ALC has the mission of enhancing the application of lasers in research and education. Its programs include grants for research and training, equipment loans and donations, student scholarships, faculty grants for visits to collaborators' institutions, conferences, and technician training. A long-term goal of the ALC is to bring a synchrotron light source to Africa, most probably to South Africa. One highly popular program is the biennial conference series called the US-Africa Advanced Studies Institute, which is funded by the ALC in collaboration with the U.S. National Science Foundation and the International Center for Theoretical Physics in Trieste. The Institutes typically bring about thirty faculty and graduate students from the U.S. to venues in Africa in order to introduce U.S. and African graduate students to major breakthroughs in targeted areas that utilize lasers. In this presentation, we will summarize the ALC achievements to date and comment on the path forward.

IAI Capacity Building Activities in the Americas: Fostering Multinational and Multidisciplinary Research

NASA Astrophysics Data System (ADS)

Ohira, M. S.

2007-05-01

The IAI's Training and Education (T&E) activities are designed to encourage capacity building in the Americas and are developed within and in parallel with the IAI research programs in global environmental change (GEC). The IAI has various training priorities: (1) support for graduate students in the form of fellowships through research programs; (2) development of IAI Training Institutes in Interdisciplinary Sciences and Science-Policy Fora; and (3) support for technical workshops, scientific meetings, and seminars. It becomes increasingly evident that institutions such as IAI must provide training and support to policy and decision makers who deal with environmental issues. The IAI Training Institutes emphasize an exchange of information about the various scientific languages, needs, and methodologies of disciplines that study GEC. Particular attention is given to socio-economic impacts and ways in which nations can gain a better understanding of the complex mechanisms, degrees of change, causes, and consequences - and therefore, plan sound public and private policies to minimize problems and maximize opportunities. The IAI has also implemented a Training Institute Seed Grant (TISG) Program as an assessment activity of the Training Institutes to further encourage network building and multinational and multidisciplinary collaboration among its 19 member countries in the Americas. By fostering the development of such new multidisciplinary, multinational teams, the IAI ensures a future generation of professionals who will be engaged in IAI research programs and networks and will lead the integrated science programs in the next decades. Furthermore, IAI has organized Science-Policy Fora, which focus on the science- policy interface and ways to incorporate scientific information into policy and decision-making processes. Participants discussed what scientific information is available, what aspects need to be better understood, translation of scientific information for the nonscientific community, potential uses of technical information, and policy issues that should be incorporated into the scientific community's agenda. Participants are individuals from governmental agencies, national and international organizations, nongovernmental organizations (NGO), universities, and private companies. Various other T&E-based initiatives that contribute to the building of scientific capacity in the Americas are supported by the IAI. Workshops, seminars, conferences, and other venues encourage the exchange of information and data providing scientists and professionals in global change related fields many opportunities to interact and benefit from multinational, multidisciplinary collaborations.

MDS-Multifunctional Dynamometer for Application in Space

NASA Astrophysics Data System (ADS)

Adamcik, G.; Barta, N.; Talla, R.; Angeli, T.; Kozlovskaya, I. B.; Grigoriev, A. I.; Tschan, H.; Bachl, N.

2008-06-01

The project MDS (Multifunctional Dynamometer for Application in Space) is an international collaboration of the University of Vienna (Faculty of Sport Science, Department of Sport and Exercise Physiology), the Russian Academy of Sciences (Institute of Biomedical Problems) and the Technical University of Vienna (Institute for Engineering Design and Logistics Engineering) with the aim to develop a training and diagnostic device that counteracts the muscle and bone loss during long term space flights. Due to the scientific results of the last years research in space medicine, it is well known, that the muscles and bones of the lower extremities and the trunk are most affected by the atrophy. Based on this knowledge a various number of resistance exercises can be done in order to train the muscles of these parts of the body and to increase the efficiency of the training by intra- and intermuscular coordination. The resisting power for the training is provided by an electric motor, thereby force, position and speed of the training can be well-regulated for different training modes.

Community Capacity Building as a vital mechanism for enhancing the growth and efficacy of a sustainable scientific software ecosystem: experiences running a real-time bi-coastal "Open Science for Synthesis" Training Institute for young Earth and Environmental scientists

NASA Astrophysics Data System (ADS)

Schildhauer, M.; Jones, M. B.; Bolker, B.; Lenhardt, W. C.; Hampton, S. E.; Idaszak, R.; Rebich Hespanha, S.; Ahalt, S.; Christopherson, L.

2014-12-01

Continuing advances in computational capabilities, access to Big Data, and virtual collaboration technologies are creating exciting new opportunities for accomplishing Earth science research at finer resolutions, with much broader scope, using powerful modeling and analytical approaches that were unachievable just a few years ago. Yet, there is a perceptible lag in the abilities of the research community to capitalize on these new possibilities, due to lacking the relevant skill-sets, especially with regards to multi-disciplinary and integrative investigations that involve active collaboration. UC Santa Barbara's National Center for Ecological Analysis and Synthesis (NCEAS), and the University of North Carolina's Renaissance Computing Institute (RENCI), were recipients of NSF OCI S2I2 "Conceptualization awards", charged with helping define the needs of the research community relative to enabling science and education through "sustained software infrastructure". Over the course of our activities, a consistent request from Earth scientists was for "better training in software that enables more effective, reproducible research." This community-based feedback led to creation of an "Open Science for Synthesis" Institute— a innovative, three-week, bi-coastal training program for early career researchers. We provided a mix of lectures, hands-on exercises, and working group experience on topics including: data discovery and preservation; code creation, management, sharing, and versioning; scientific workflow documentation and reproducibility; statistical and machine modeling techniques; virtual collaboration mechanisms; and methods for communicating scientific results. All technologies and quantitative tools presented were suitable for advancing open, collaborative, and reproducible synthesis research. In this talk, we will report on the lessons learned from running this ambitious training program, that involved coordinating classrooms among two remote sites, and included developing original synthesis research activities as part of the course. We also report on the feedback provided by participants as to the learning approaches and topical issues they found most engaging, and why.

How To Collaborate through the Ups and Downs in Our Economy? A Successful College/Cegep/Employer/Union Partnership in the Steel Industry. An Association of Canadian Community Colleges Sponsored Sectoral Case Study.

ERIC Educational Resources Information Center

Bergeron, Francine; Nakitsas, George

This study reviews the relationship that has been established in the steel industry between the Canadian Steel Trade and Employment Congress (CSTEC) and education/training institutions called upon to provide steelworker job training and development programs. It describes the forces that brought the parties together and the difficulties in forming…

Development of a biophotonics technician-training program: directions for the 21st Century

NASA Astrophysics Data System (ADS)

Shackelford, James F.; Gellman, Joel; Vasan, Srini; Hall, Robert A.; Goodwin, Don E.; Molinaro, Marco; Matthews, Dennis

2005-06-01

Albuquerque Technical Vocational Institute (TVI) is collaborating with the National Science Foundation (NSF) funded Center for Biophotonics Science and Technology (CBST) headquartered at the University of California, Davis in order to develop a biophotonics curriculum for community colleges nationwide. TVI began the formal collaboration to bring about critically needed training and education that will ultimately create new jobs and employment opportunities in the field of biophotonics. "Biophotonics" is the science of generating and harnessing light to detect, image and manipulate biological materials. CBST chose TVI as a partner because of the Institute's current high-level photonics and biotechnology programs. In addition, TVI is a part of the "Albuquerque Model" that involves exposure to photonics education from the middle school level through graduate education at the University of New Mexico. Three middle schools feed into the West Mesa High School Photonics Academy, whose students then move on to TVI for advanced training. CBST brings together scientists, industry, educators and the community to research and develop applications for biophotonics. Roughly 100 researchers-including physical scientists, life scientists, physicians and engineers from UC Davis, Lawrence Livermore National Laboratory, UC Berkeley, UC San Francisco, Alabama A&M University, Stanford University, University of Texas at San Antonio, Fisk University and Mills College-are collaborating in this rapidly developing area of research. Applications of biophotonics range from using light to image or selectively treat tumors, to sequencing DNA and identifying single biomolecules within cells.

Postgraduate psychiatric training in Thailand.

PubMed

Ratta-Apha, Woraphat; Sitdhiraksa, Nantawat; Saisavoey, Nattha; Lortrakul, Manote; Udomratn, Pichet

2009-01-01

In Thailand, after medical students graduated from medical schools, the general practitioners have to work for the government for at least three years. Then, they can enroll in postgraduate training program. Postgraduate training usually takes three to four years. All of the psychiatric training programs are supervised and monitored by the board of education of the Royal College of Psychiatrists of Thailand (RCPsychT). One of the missions of all training institutes is to prepare residents to be the high qualified psychiatrists to serve the mental well-being of Thai people. Additionally, they should teach the learners to be the leaders in academic and research fields in psychiatry. Currently, there are nine psychiatric training institutions in Thailand, most of which are running by university programs. The training program core curriculum composes of the compulsory rotations such as general psychiatry, child and adolescent psychiatry, neurology, consultation-liaison psychiatry, mental hospital psychiatry and addiction psychiatry. Moreover, the residents also have three months for elective in each program. The learning process includes practicing in an out-patient and in-patient unit under psychiatric staff supervision, individual and group supervision, case conference, journal club, book club and grand round etc. Research in field of psychiatry and social sciences is also compulsory for board examination. The RCPsychT approved two Certificate Diplomas including Diploma of Thai Board of Psychiatry, and Diploma of Thai Board of Child and Adolescent Psychiatry. There are only nine psychiatric training institutes and only thirty to forty residents enrolled in these programs in each year. The compact and collaboration of all training institutes bring about the benefits in efficiency programs management by regular meeting of representatives from each institute. They keep the standard of training program to progress in the same vision and direction. Furthermore, residents of each training programs can exchange and request for elective rotation at the other institutes.

Engaging Institutional Review Boards in Developing a Brief, Community-Responsive Human Subjects Training for Community Partners

PubMed Central

Calzo, Jerel P.; Bogart, Laura M.; Francis, Evelyn; Kornetsky, Susan Z.; Winkler, Sabune J.; Kaberry, Julie M.

2017-01-01

BACKGROUND Engaging community partners as co-investigators in community-based participatory research (CBPR) requires certification in the rules, ethics, and principles governing research. Despite developments in making human research protection trainings more convenient and standardized (e.g., self-paced Internet modules), time constraints and the structure of the content (which may favor academic audiences) may hinder the training of community partners. OBJECTIVES This paper is motivated by a case example in which academic and community partners, and stakeholders of a community-based organization actively engaged the leadership of a pediatric hospital-based Institutional Review Board (IRB) in implementing a brief, community-responsive human subjects training session. METHODS A two hour, discussion-based human subjects training was developed via collaborations between the IRB and the community and academic partners. Interviews with trainees and facilitators after the training were used to evaluate its acceptability and possible future applications. CONCLUSIONS Local Institutional Review Boards have the potential to assist community partners in building sufficient knowledge of human subjects research protections to engage in specific projects, thereby expediting the progress of vital research to address community needs. We propose the need for developing truncated human subjects education materials to train and certify community partners, and creating formally organized entities within academic and medical institutions that specialize in community-based research to guide the development and implementation of alternative human subjects training certification opportunities for community partners. PMID:28230554

Partnership 2000: Improving the Workforce through Partnerships. Monograph.

ERIC Educational Resources Information Center

Fujimoto, Jack

Partnership 2000 is a joint collaborative effort of labor, education, and industry in California created to address the needs of employees through vocational and technical education provided by community colleges and affiliated training institutions. Partnership 2000's long-range goals are to: (1) improve student access to vocational education…

Mexico’s National Cancer Control Plan: From Development to Implementation

Cancer.gov

The National Cancer Institute and the Center for Global Health have had a long-standing and successful partnership with INCan, and at their request are identifying new or enhanced ways to provide technical support by way of resources, training, and collaborative programs to facilitate the implementation of the NCCP.

Getting to Know You: Discovering User Behaviors and Their Implications for Service Design

ERIC Educational Resources Information Center

Daigle, Ben

2013-01-01

Public services librarians are often in the position of training patrons how to use technology. They adopt new technologies such as discovery layers, link resolvers, subject guides, virtual reference services, OPACs, content management systems, and institutional repositories to provide access to materials and facilitate collaboration, but…

Collaborative Language Learning for Professional Adults

ERIC Educational Resources Information Center

Mesh, Linda Joy

2010-01-01

Institutions of higher education realise the importance of the role of learning organisations in terms of providing personnel training and updating. Yet further consideration should be given to flexible and accessible means for meeting the growing request for continuous learning. Jason Hughes describes an organization's capability to "learn how to…

Yale National Initiative Models Teacher Training

ERIC Educational Resources Information Center

Adam, Michelle

2011-01-01

In 1978, James Vivian established the Yale-New Haven Teachers Institute, a collaborative program between Yale faculty and New Haven public schools designed to improve teacher effectiveness. The program stemmed from work Vivian had begun while director of a history education project that promoted faculty partnerships with public school teachers.…

Vertical Integration of Geographic Information Sciences: A Recruitment Model for GIS Education

ERIC Educational Resources Information Center

Yu, Jaehyung; Huynh, Niem Tu; McGehee, Thomas Lee

2011-01-01

An innovative vertical integration model for recruiting to GIS education was introduced and tested following four driving forces: curriculum development, GIS presentations, institutional collaboration, and faculty training. Curriculum development was a useful approach to recruitment, student credit hour generation, and retention-rate improvement.…

Human subjects protection training for community workers: an example from "Faith Moves Mountains".

PubMed

Hatcher, Jennifer; Schoenberg, Nancy E

2007-01-01

Despite widespread agreement on the necessity of protecting human subjects, questions regarding ethical treatment and protection of human subjects remain and are particularly vexing for community-based participatory research (CBPR). There has been a notable lack of attention paid to what type of training should be provided and how to balance "real-life" concerns with official requirements. The purpose of this article is to demonstrate how, in consultation with the Office of Research Integrity (ORI) at our institution and our community partners, we developed training that overcame concerns related to instruction of community workers on protection of human subjects. We developed a training module written in lay terms and containing only information pertinent to non-key personnel and their role in the CBPR project. We designed and piloted this material in collaboration with our community partners who work with us to recruit and train lay health advisors (LHAs) and oversee the day-to-day operations of the CBPR project. The educational module was presented to the community workers as a part of a day-long training session. The written materials were a part of a notebook of information accompanied by an oral Power Point presentation. Each of the workers was given a written test to evaluate knowledge of the content presented. The test was administered by the project director, a community member herself, and then sent to our institution for grading by personnel not involved in this project. To date, all community workers have passed the written test. The community members, research partners, and the ORI are satisfied with the scope and simplicity of the training program developed. Our team's collaborative approach to community-based human subjects training contributes to advancing a grounded, feasible, and rigorous process of protecting human subjects while implementing CBPR ideals.

Building a Collaborative Network for Education and Training in International Trade Facilitation Clusters

NASA Astrophysics Data System (ADS)

Clendenin, John A.; Petrova, Nadya N.; Gill, Joshua K.

The authors present the benefits of collaboration rather than competition in developing educational and training resources for international trade within a geographic region and explore the challenges for business partners, governments and educational institutions. The paper indicates that flexibility in the 21st Century is critical, particularly when striving for virtual implementations of the solution services. It is essential, say the authors, for educators, governments and business executives to focus on performance and the careful orchestration and integration of business, policy and information technology for “Networking” that successfully stimulates inter-governmental cooperation and innovative policies that foster Regional trade facilitation. An innovative way to enhance 21st Century Trade Facilitation is offered with Supply Chain Centers of Regional Excellence (SCcORE).

Institutional review board training for community practices: advice from the Agency for Health Care Research and Quality Practice-Based Research Network listserv.

PubMed

Dolor, Rowena J; Smith, Peter C; Neale, Anne Victoria

2008-01-01

Human subject protection training is required for all research personnel regardless of funding source. This article summarizes recommendations from a discussion about ethics training for community personnel from the practice-based research network (PBRN) listserv sponsored by the Agency for Health Care Research and Quality PBRN Resource Center. PBRN projects can involve community providers and their staff as subjects of the research project or as collaborators with recruitment and data collection. Distinguishing between usual care and research procedures is important for determining if training is required of community-based personnel. The use of research assistants or practice facilitators to collect research-related information is one way of limiting practice involvement to usual care procedures, thereby allowing PBRNs to limit training to dedicated research staff. Key methodologies for human subject protection training of community practice staff include on-site lectures, online modules, videotapes, and paper-based training. Ultimately, a discussion by the PBRN researcher with his or her governing Institutional Review Board is recommended for finding acceptable strategies within a PBRN.

Interdisciplinary training in mathematical biology through team-based undergraduate research and courses.

PubMed

Miller, Jason E; Walston, Timothy

2010-01-01

Inspired by BIO2010 and leveraging institutional and external funding, Truman State University built an undergraduate program in mathematical biology with high-quality, faculty-mentored interdisciplinary research experiences at its core. These experiences taught faculty and students to bridge the epistemological gap between the mathematical and life sciences. Together they created the infrastructure that currently supports several interdisciplinary courses, an innovative minor degree, and long-term interdepartmental research collaborations. This article describes how the program was built with support from the National Science Foundation's Interdisciplinary Training for Undergraduates in Biology and Mathematics program, and it shares lessons learned that will help other undergraduate institutions build their own program.

Global health leadership training in resource-limited settings: a collaborative approach by academic institutions and local health care programs in Uganda.

PubMed

Nakanjako, Damalie; Namagala, Elizabeth; Semeere, Aggrey; Kigozi, Joanitor; Sempa, Joseph; Ddamulira, John Bosco; Katamba, Achilles; Biraro, Sam; Naikoba, Sarah; Mashalla, Yohana; Farquhar, Carey; Sewankambo, Nelson

2015-11-18

Due to a limited health workforce, many health care providers in Africa must take on health leadership roles with minimal formal training in leadership. Hence, the need to equip health care providers with practical skills required to lead high-impact health care programs. In Uganda, the Afya Bora Global Health Leadership Fellowship is implemented through the Makerere University College of Health Sciences (MakCHS) and her partner institutions. Lessons learned from the program, presented in this paper, may guide development of in-service training opportunities to enhance leadership skills of health workers in resource-limited settings. The Afya Bora Consortium, a consortium of four African and four U.S. academic institutions, offers 1-year global health leadership-training opportunities for nurses and doctors. Applications are received and vetted internationally by members of the consortium institutions in Botswana, Kenya, Tanzania, Uganda, and the USA. Fellows have 3 months of didactic modules and 9 months of mentored field attachment with 80% time dedicated to fellowship activities. Fellows' projects and experiences, documented during weekly mentor-fellow meetings and monthly mentoring team meetings, were compiled and analyzed manually using pre-determined themes to assess the effect of the program on fellows' daily leadership opportunities. Between January 2011 and January 2015, 15 Ugandan fellows (nine doctors and six nurses) participated in the program. Each fellow received 8 weeks of didactic modules held at one of the African partner institutions and three online modules to enhance fellows' foundation in leadership, communication, monitoring and evaluation, health informatics, research methodology, grant writing, implementation science, and responsible conduct of research. In addition, fellows embarked on innovative projects that covered a wide spectrum of global health challenges including critical analysis of policy formulation and review processes, bottlenecks in implementation of national HIV early infant diagnosis and prevention of mother-to-child HIV-transmission programs, and use of routine laboratory data about antibiotic resistance to guide updates of essential drug lists. In-service leadership training was feasible, with ensured protected time for fellows to generate evidence-based solutions to challenges within their work environment. With structured mentorship, collaborative activities at academic institutions and local health care programs equipped health care providers with leadership skills.

NASA's Solar System Exploration Research Virtual Institute: Combining Science and Exploration

NASA Astrophysics Data System (ADS)

Bailey, B.; Schmidt, G.; Daou, D.; Pendleton, Y.

2015-10-01

The NASA Solar System Exploration Research Virtual Institute (SSERVI) is a virtual institute focused on research at the intersection of science andexploration, training the next generation of lunar scientists, and community development. As part of the SSERVI mission, we act as a hub for opportunities that engage the larger scientific and exploration communities in order to form new interdisciplinary, research-focused collaborations. This talk will describe the research efforts of the nine domestic teams that constitute the U.S. complement of the Institute and how we will engage the international science and exploration communities through workshops, conferences, online seminars and classes, student exchange programs and internships.

Reflections on scientific collaboration between basic researchers and clinicians.

PubMed

Muia, J; Casari, C

2016-10-01

Early career researchers face uncertainties with respect to their job prospects due to dwindling job markets, decreased availability of funding and undefined career paths. As basic researchers and clinicians tend to have different approaches to scientific problems, there are many advantages from successful collaborations between them. Here, we discuss how collaborations between basic and clinical scientists should be promoted early in their careers. To achieve this, researchers, both basic and clinical, must be proactive during their training and early stages of their careers. Mentors can further augment collaborative links in many ways. We suggest that universities and institutions might reassess their involvement in promoting collaborations between basic and clinical researchers. We hope that this paper will serve as a reminder of the importance of such collaborations, and provide the opportunity for all members of the scientific community to reflect on and ameliorate their own contributions. © 2016 International Society on Thrombosis and Haemostasis.

Anthropology and Geosciences: Training and Collaboration Advancing Interdisciplinary Research of Human-environment Interaction

NASA Astrophysics Data System (ADS)

Brondizio, E.; Moran, E.

2005-05-01

Over the past thirteen years the Anthropological Center for Training and Research on Global Environmental Change (ACT) at Indiana University has pioneered the use of anthropological and environmental research approaches to address issues of land use change, and population-environment interaction, particularly in the Amazon. Our research and training objectives focus on how particular local populations manage resources and how those activities may be studied by integrating time-tested ethnographic methods, survey instruments, ecological field studies, and the spatial and temporal perspectives of remote sensing and Geographical Information Systems. The globalization of the environment crisis bears the risk of the research and training at universities being purely global or large scale in nature. This would fail to take into account the highly variable local causes of human activities or to discover sustainable solutions to the use, conservation, and restoration of human ecosystems. Our approach combines institutional and international collaboration, formal and hands-on laboratory and field activities developed within an interdisciplinary environment, but based on the strength of disciplinary programs. Over the past years, we have particularly emphasized collaboration between American and Brazilian scholars and students and intense work with local farmers and communities both during data collection and field research, as well as in returning data and results using different formats. In this paper, we address our experience, the challenges and advantages of theoretical and methodological development for students approaching interdisciplinary problems, innovations in linking levels of analysis, and new opportunities for international and collaborative training and research on human-environment interaction.

Engaging Institutional Review Boards in Developing a Brief, Community-Responsive Human Subjects Training for Community Partners.

PubMed

Calzo, Jerel P; Bogart, Laura M; Francis, Evelyn; Kornetsky, Susan Z; Winkler, Sabune J; Kaberry, Julie

2016-01-01

Engaging community partners as co-investigators in community-based participatory research (CBPR) requires certification in the rules, ethics, and principles governing research. Despite developments in making human research protection trainings more convenient and standardized (eg, self-paced Internet modules), time constraints and the structure of the content (which may favor academic audiences) may hinder the training of community partners. This paper is motivated by a case example in which academic and community partners, and stakeholders of a community-based organization actively engaged the leadership of a pediatric hospital-based institutional review board (IRB) in implementing a brief, community-responsive human subjects training session. A 2-hour, discussion-based human subjects training was developed via collaborations between the IRB and the community and academic partners. Interviews with trainees and facilitators after the training were used to evaluate its acceptability and possible future applications. Local IRBs have the potential to assist community partners in building sufficient knowledge of human subjects research protections to engage in specific projects, thereby expediting the progress of vital research to address community needs. We propose the need for developing truncated human subjects education materials to train and certify community partners, and creating formally organized entities within academic and medical institutions that specialize in community-based research to guide the development and implementation of alternative human subjects training certification opportunities for community partners.

Building a Science Software Institute: Synthesizing the Lessons Learned from the ISEES and WSSI Software Institute Conceptualization Efforts

NASA Astrophysics Data System (ADS)

Idaszak, R.; Lenhardt, W. C.; Jones, M. B.; Ahalt, S.; Schildhauer, M.; Hampton, S. E.

2014-12-01

The NSF, in an effort to support the creation of sustainable science software, funded 16 science software institute conceptualization efforts. The goal of these conceptualization efforts is to explore approaches to creating the institutional, sociological, and physical infrastructures to support sustainable science software. This paper will present the lessons learned from two of these conceptualization efforts, the Institute for Sustainable Earth and Environmental Software (ISEES - http://isees.nceas.ucsb.edu) and the Water Science Software Institute (WSSI - http://waters2i2.org). ISEES is a multi-partner effort led by National Center for Ecological Analysis and Synthesis (NCEAS). WSSI, also a multi-partner effort, is led by the Renaissance Computing Institute (RENCI). The two conceptualization efforts have been collaborating due to the complementarity of their approaches and given the potential synergies of their science focus. ISEES and WSSI have engaged in a number of activities to address the challenges of science software such as workshops, hackathons, and coding efforts. More recently, the two institutes have also collaborated on joint activities including training, proposals, and papers. In addition to presenting lessons learned, this paper will synthesize across the two efforts to project a unified vision for a science software institute.

Improving adolescent and young adult health - training the next generation of physician scientists in transdisciplinary research.

PubMed

Emans, S Jean; Austin, S Bryn; Goodman, Elizabeth; Orr, Donald P; Freeman, Robert; Stoff, David; Litt, Iris F; Schuster, Mark A; Haggerty, Robert; Granger, Robert; Irwin, Charles E

2010-02-01

To address the critical shortage of physician scientists in the field of adolescent medicine, a conference of academic leaders and representatives from foundations, National Institutes of Health, Maternal and Child Health Bureau, and the American Board of Pediatrics was convened to discuss training in transdisciplinary research, facilitators and barriers of successful career trajectories, models of training, and mentorship. The following eight recommendations were made to improve training and career development: incorporate more teaching and mentoring on adolescent health research in medical schools; explore opportunities and electives to enhance clinical and research training of residents in adolescent health; broaden educational goals for Adolescent Medicine fellowship research training and develop an intensive transdisciplinary research track; redesign the career pathway for the development of faculty physician scientists transitioning from fellowship to faculty positions; expand formal collaborations between Leadership Education in Adolescent Health/other Adolescent Medicine Fellowship Programs and federal, foundation, and institutional programs; develop research forums at national meetings and opportunities for critical feedback and mentoring across programs; educate Institutional Review Boards about special requirements for high quality adolescent health research; and address the trainee and faculty career development issues specific to women and minorities to enhance opportunities for academic success. Copyright 2010 Society for Adolescent Medicine. All rights reserved.

House Rules: Using the Television Series "House" to Teach Research Ethics

ERIC Educational Resources Information Center

Andrews, Urkovia

2013-01-01

The purpose of this exercise is to get students to relay and connect with the impact of ethics on public relations research. Students will begin to realize and analyze how their personal ethics influence their professional ethics choices. This is conceptualized through the completion of the Collaborative Institutional Training Initiative (CITI)…

The Scope of Cooperative Work in the Classroom from the Viewpoint of Primary School Teachers

ERIC Educational Resources Information Center

Fernandez-Lozano, M P.; Gonzalez-Ballesteros, M.; De-Juanas, A.

2012-01-01

Introduction: Different international organisms, including UNESCO, insist on the importance of collaborative teamwork to face today's challenges. This skill should be fostered from the early stages of education, and consequently, it is particularly important that Primary School teacher training institutions draw up proposals and implement new…

Teacher Collaborative Curriculum Design in Technical Vocational Colleges: A Strategy for Maintaining Curriculum Consistency?

ERIC Educational Resources Information Center

Albashiry, Nabeel M.; Voogt, Joke M.; Pieters, Jules M.

2015-01-01

The Technical Vocational Education and Training (TVET) curriculum requires continuous renewal and constant involvement of stakeholders in the redesign process. Due to a lack of curriculum design expertise, TVET institutions in developing contexts encounter challenges maintaining and advancing the quality and relevance of their programmes to the…

Three (Post-Secondary Agricultural Education and Training) Challenges and the Concept of "Workforce Education Systems"

ERIC Educational Resources Information Center

Rivera, William M.

2008-01-01

The Comprehensive Africa Agriculture Development Program (CAADP) of the Africa Union's New Partnership for Africa's Development (AU/NEPAD), the International Food Policy Research Institute (IFPRI), in collaboration with the University of KwaZulu-Natal, held in January 2008, a conference on the subject of "Convergence between Social Service…

Promoting research partnerships to reduce health disparities among vulnerable populations: sharing expertise between majority institutions and historically black universities.

PubMed

Hutchinson, M Katherine; Davis, Bertha; Jemmott, Loretta Sweet; Gennaro, Susan; Tulman, Lorraine; Condon, Esther H; Montgomery, Arlene J; Servonsky, E Jane

2007-01-01

This chapter focuses on promoting cultural competence in research and the care of vulnerable populations by establishing inter-university nursing partnership centers for health disparities research between historically Black universities and minority-serving institutions and research-intensive majority institutions. The Hampton-Penn Center to Reduce Health Disparities (HPC), an inter-university collaborative center funded through the National Institutes of Health (NIH) National Institute of Nursing Research (NINR) P20 funding mechanism, is discussed as the exemplar. The mission of the Hampton-Penn Center is to promote culturally competent research on health promotion and disease prevention and the examination of how culture, race and ethnicity and their interactions with the health care system and the larger society influence health outcomes and the occurrence of health disparities. The history, goals, and conceptual model underlying this collaborative effort between the University of Pennsylvania and Hampton University Schools of Nursing are described as are the accomplishments and lessons learned to date. Based upon the Hampton-Penn experience, recommendations for similar collaborations to reduce health disparities among vulnerable populations are made in three major areas: (a) increasing the study of the multi-system level factors that contribute to health disparities among vulnerable populations, (b) promoting the development of culturally competent research on health disparities, and (c) promoting the recruitment and training of health researchers who are themselves members of vulnerable populations.

Towards a research pole in photonics in Western Romania

NASA Astrophysics Data System (ADS)

Duma, Virgil-Florin; Negrutiu, Meda L.; Sinescu, Cosmin; Rominu, Mihai; Miutescu, Eftimie; Burlea, Amelia; Vlascici, Miomir; Gheorghiu, Nicolae; Cira, Octavian; Hutiu, Gheorghe; Mnerie, Corina; Demian, Dorin; Marcauteanu, Corina; Topala, Florin; Rolland, Jannick P.; Voiculescu, Ioana; Podoleanu, Adrian G.

2014-07-01

We present our efforts in establishing a Research Pole in Photonics in the future Arad-Timisoara metropolitan area projected to unite two major cities of Western Romania. Research objectives and related training activities of various institutions and groups that are involved are presented in their evolution during the last decade. The multi-disciplinary consortium consists principally of two universities, UAVA (Aurel Vlaicu University of Arad) and UMF (Victor Babes Medicine and Pharmacy University of Timisoara), but also of the Arad County Emergency University Hospital and several innovative SMEs, such as Bioclinica S.A. (the largest array of medical analysis labs in the region) and Inteliform S.R.L. (a competitive SME focused on mechatronics and mechanical engineering). A brief survey of the individual and joint projects of these institutions is presented, together with their teaching activities at graduate and undergraduate level. The research Pole collaborates in R&D, training and education in biomedical imaging with universities in USA and Europe. Collaborative activities, mainly on Optical Coherence Tomography (OCT) projects are presented in a multidisciplinary approach that includes optomechatronics, precision mechanics and optics, dentistry, medicine, and biology.

Adolescent health in Asia: insights from Thailand.

PubMed

Areemit, Rosawan; Manaboriboon, Boonying

2016-08-01

Adolescence in an age of opportunity in Thailand. The main health issues of this age group are related to pregnancy, injuries and poisoning, all which should be preventable. This article presents the experiences of Thai physicians, who received adolescent medicine fellowship training in North America and brought their experience, knowledge, skills, and adolescent health care principles and practice back to Thailand. The anticipations and the facts faced in everyday practice, training, research, and collaboration in a place with their own culture and societal norms are described. Currently, there are six adolescent medicine specialists who work with experienced specialist in the subcommittee of adolescent health under the Royal College of Pediatricians of Thailand. There has been collaboration with both the public sector and health care sector, government and non-government organizations with regards to health care service and promotion. Many hospitals especially residency training institutes have increased the cut-off age of patients to be seen by pediatricians to 15 or 18 years of age. Since 2011, adolescent medicine was made one of the mandatory rotations in all pediatric resident training programs. There is still more work to be done - issues around policies for confidentiality and a lower age of consent, collaboration between other specialties to enable a large-scale youth-friendly one-stop services, and multicenter research opportunities are still awaiting.

Global Pediatric Oncology: Lessons From Partnerships Between High-Income Countries and Low- to Mid-Income Countries

PubMed Central

Antillon, Federico; Pedrosa, Francisco; Pui, Ching-Hon

2016-01-01

Partnerships between medical institutions in high-income countries (HICs) and low- to mid-income countries (LMICs) have succeeded in initiating and expanding pediatric cancer control efforts. The long-term goal is consistently a sustainable national pediatric cancer program. Here, we review the elements required for successful implementation, development, and long-term sustainability of pediatric cancer programs in LMICs that first arise as partnerships with institutions in HICs. Although plans must be adapted to each country's resources, certain components are unfailingly necessary. First, an essential step is provision of treatment regardless of ability to pay. Second, financial support for program development and long-term sustainability must be sought from sources both international and local, public and private. A local leader, typically a well-trained pediatric oncologist who devotes full-time effort to the project, should direct medical care and collaborate with hospital, governmental, and community leadership and international agencies. Third, nurses must be trained in pediatric cancer care and allowed to practice this specialty full-time. It is also essential to develop a grassroots organization, such as a foundation, dedicated solely to pediatric oncology. Its members must be trained and educated to provide pediatric cancer advocacy, fundraising, and (in concert with government) program sustainability. Finally, a project mentor in the HIC is crucial and should explore the possibility of collaborative research in the LMIC, which may offer significant opportunities. Relationships between the partnership's leaders and influential individuals in the community, hospital, grassroots foundation, and government will lay the foundation for productive collaboration and a sustainable pediatric oncology program. PMID:26578620

Improved obstetric safety through programmatic collaboration.

PubMed

Goffman, Dena; Brodman, Michael; Friedman, Arnold J; Minkoff, Howard; Merkatz, Irwin R

2014-01-01

Healthcare safety and quality are critically important issues in obstetrics, and society, healthcare providers, patients and insurers share a common goal of working toward safer practice, and are continuously seeking strategies to facilitate improvements. To this end, 4 New York City voluntary hospitals with large maternity services initiated a unique collaborative quality improvement program. It was facilitated by their common risk management advisors, FOJP Service Corporation, and their professional liability insurer, Hospitals Insurance Company. Under the guidance of 4 obstetrics and gynecology departmental chairmen, consensus best practices for obstetrics were developed which included: implementation of evidence based protocols with audit and feedback; standardized educational interventions; mandatory electronic fetal monitoring training; and enhanced in-house physician coverage. Each institution developed unique safety related expertise (development of electronic documentation, team training, and simulation education), and experiences were shared across the collaborative. The collaborative group developed robust systems for audit of outcomes and documentation quality, as well as enforcement mechanisms. Ongoing feedback to providers served as a key component of the intervention. The liability carrier provided financial support for these patient safety innovations. As a result of the interventions, the overall AOI for our institutions decreased 42% from baseline (January-June 2008) to the most recently reviewed time period (July-December 2011) (10.7% vs 6.2%, p < 0.001). The Weighted Adverse Outcome Score (WAOS) also decreased during the same time period (3.9 vs 2.3, p = 0.001.) Given the improved outcomes noted, our unique program and the process by which it was developed are described in the hopes that others will recognize collaborative partnering with or without insurers as an opportunity to improve obstetric patient safety. © 2014 American Society for Healthcare Risk Management of the American Hospital Association.

Collaborative Approaches to Increase the Utility of Spatial Data for the Wildfire Management Community Through NASA's Applied Remote Sensing Training Program

NASA Astrophysics Data System (ADS)

McCullum, A. J. K.; Schmidt, C.; Blevins, B.; Weber, K.; Schnase, J. L.; Carroll, M.; Prados, A. I.

2015-12-01

The utility of spatial data products and tools to assess risk and effectively manage wildfires has increased, highlighting the need for communicating information about these new capabilities to decision makers, resource managers, and community leaders. NASA's Applied Remote Sensing Training (ARSET) program works directly with agencies and policy makers to develop in-person and online training courses that teach end users how to access, visualize, and apply NASA Earth Science data in their profession. The expansion of ARSET into wildfire applications began in 2015 with a webinar and subsequent in-person training hosted in collaboration with Idaho State University's (ISU) GIS Training and Research Center (TReC). These trainings featured presentations from the USDA Forest Service's Remote Sensing Training and Applications Center, the Land Processes DAAC, Northwest Nazarene University, NASA Goddard Space Flight Center, and ISU's GIS TReC. The webinar focused on providing land managers, non-governmental organizations, and international management agencies with an overview of 1) remote sensing platforms for wildfire applications, 2) products for pre- and post-fire planning and assessment, 3) the use of terrain data, 4) new techniques and technologies such as Unmanned Aircraft Systems and the Soil Moisture Active Passive Mission (SMAP), and 5) the RECOVER Decision Support System. This training highlighted online tools that engage the wildfire community through collaborative monitoring and assessment efforts. Webinar attendance included 278 participants from 178 organizations in 42 countries and 33 US states. The majority of respondents (93%) from a post-webinar survey indicated they displayed improvement in their understanding of specific remote-sensing data products appropriate for their work needs. With collaborative efforts between federal, state, and local agencies and academic institutions, increased use of NASA Earth Observations may lead to improved near real-time decision making and long-term wildfire mitigation and management.

Preparation for teacher collaboration in inclusive classrooms - stress reduction for special education students via acceptance and commitment training: A controlled study.

PubMed

Pülschen, Simone; Pülschen, Dietrich

2015-01-01

The education system in Germany is beginning to witness a sea change, lately, owing to the country's ratification of the United Nation's Convention on the Rights of Persons with Disabilities. The enactment is aiming at making provision for special education teachers to share the same teaching platform and institution with other teachers for teaching children from all backgrounds, irrespective of their needs. While promoting the benefits of collaborative teaching, this provision would also effectively establish role demarcation among teachers. However, the level of participation and adaptiveness displayed by individual teachers would play a major role in determining the success or failure of the intended collaborative framework. Collaboration also becomes challenging due to the level of stress involved in the teaching profession. The fact that only 65 % of teachers in Germany reach retirement age while still in service, primarily due to psychiatric illness, has posed questions on adopting the collaborative framework for teachers from diverse backgrounds. In other words, it can be stated that the process of collaborating with teachers from different professional backgrounds and with varying levels of skills will potentially lead to further stress. The stress-related psychological states, developed through the collaborative processes, might affect the biological stress-response systems of the participating teachers. With stress-response contributing directly to the pathogenesis of stress-related diseases and disorders in the long term, it would be important to contain the ripple effect of collaborative framework that the enactment intends to establish between SEN (special educational needs) teachers and others. In addition to impacting the long-term health of teachers, the collaborative framework is also suggestive of having similar effects on students studying special education (SEN students). A study was conducted to examine the stress levels associated with the collaborative framework. An expression in terms of two (group affiliation) × 2 (measurement time) between subjects design was implemented to examine the effects of an Acceptance and Commitment Training on the subjective tension of a sample (N = 68) of SEN students. The sample was split into an intervention and a control group (IG and CG). The effects of the training on collaborative competence were examined using the Chi-square test. Questionnaire and role plays were used to assess the collaborative competence and the subjective tension. The participants had significant stress levels and displayed an uncooperative attitude during the initial assessment. However, these results reversed after the Acceptance and Commitment Training. Significant decrease in stress levels and improved cooperation were evident among the participants in the intervention group, as opposed to the participants of the control group. The findings of this study show that the Acceptance and Commitment Training is an appropriate medium to establish and develop collaboration skills, and an effective technique to reduce high levels of subjective stress. Furthermore, the training evaluation and feedback indicate that it is well-accepted by all participants. The training is also endorsed as a practically relevant medium to help SEN students collaborate and combat stress.

International Medical Collaboration: Lessons from Cuba

PubMed Central

Castelló González, Mauro; Pons Vásquez, Reinaldo; Rodriguez Bencomo, David; Choonara, Imti

2016-01-01

Over 50,000 Cuban health professionals are currently working overseas in 67 different countries. They work in conjunction with local health professionals. The majority work in primary care in deprived areas. The aim is to reduce morbidity and mortality but also improve health in the long term by training local health professionals, and building both institutions and a structure to deliver health care alongside educating the local population. Cuba is a small, middle-income country. It has, however, made a significant international contribution in relation to medical collaboration. Cuba’s international collaboration is based on the principles of social justice and equity for all. It has set an example for other countries to emulate. PMID:27763571

Integrative Curriculum Development in Nuclear Education and Research Vertical Enhancement Program

DOE Office of Scientific and Technical Information (OSTI.GOV)

Egarievwe, Stephen U.; Jow, Julius O.; Edwards, Matthew E.

Using a vertical education enhancement model, a Nuclear Education and Research Vertical Enhancement (NERVE) program was developed. The NERVE program is aimed at developing nuclear engineering education and research to 1) enhance skilled workforce development in disciplines relevant to nuclear power, national security and medical physics, and 2) increase the number of students and faculty from underrepresented groups (women and minorities) in fields related to the nuclear industry. The program uses multi-track training activities that vertically cut across the several education domains: undergraduate degree programs, graduate schools, and post-doctoral training. In this paper, we present the results of an integrativemore » curriculum development in the NERVE program. The curriculum development began with nuclear content infusion into existing science, engineering and technology courses. The second step involved the development of nuclear engineering courses: 1) Introduction to Nuclear Engineering, 2) Nuclear Engineering I, and 2) Nuclear Engineering II. The third step is the establishment of nuclear engineering concentrations in two engineering degree programs: 1) electrical engineering, and 2) mechanical engineering. A major outcome of the NERVE program is a collaborative infrastructure that uses laboratory work, internships at nuclear facilities, on-campus research, and mentoring in collaboration with industry and government partners to provide hands-on training for students. The major activities of the research and education collaborations include: - One-week spring training workshop at Brookhaven National Laboratory: The one-week training and workshop is used to enhance research collaborations and train faculty and students on user facilities/equipment at Brookhaven National Laboratory, and for summer research internships. Participants included students, faculty members at Alabama A and M University and research collaborators at BNL. The activities include 1) tour and introduction to user facilities/equipment at BNL that are used for research in room-temperature semiconductor nuclear detectors, 2) presentations on advances on this project and on wide band-gap semiconductor nuclear detectors in general, and 3) graduate students' research presentations. - Invited speakers and lectures: This brings collaborating research scientist from BNL to give talks and lectures on topics directly related to the project. Attendance includes faculty members, researchers and students throughout the university. - Faculty-students team summer research at BNL: This DOE and National Science Foundation (NSF) program help train students and faculty members in research. Faculty members go on to establish research collaborations with scientists at BNL, develop and submit research proposals to funding agencies, transform research experience at BNL to establish and enhance reach capabilities at home institution, and integrate their research into teaching through class projects and hands-on training for students. The students go on to participate in research work at BNL and at home institution, co-author research papers for conferences and technical journals, and transform their experiences into developing senior and capstone projects. - Grant proposal development: Faculty members in the NERVE program collaborate with BNL scientists to develop proposals, which often help to get external funding needed to expand and sustain the continuity of research activities and supports for student's wages and scholarships (stipends, tuition and fees). - Faculty development and mentoring: The above collaboration activities help faculty professional development. The experiences, grants, joint publications in technical journals, and supervision of student's research, including thesis and dissertation research projects, contribute greatly to faculty development. Senior scientists at BNL and senior faculty members on campus jointly mentor junior faculty members to enhance their professional growth. - Graduate thesis and dissertation research: Brookhaven National Laboratory provides unique opportunities and outstanding research resources for the NERVE program graduate research. Scientists from BNL serve in master's degree thesis and PhD dissertation committees, where they play active roles in the supervision of the research. (authors)« less

Successful international collaboration improves family donation conversations resulting in increased organ donation.

PubMed

Mulvania, P; Mehakovic, E; Wise, C; Cass, Y; Daly, T A; Nathan, H M

2014-01-01

Australian donation leaders recognized that to increase organ donation outcomes, health professionals conducting family donation conversations (FDCs) required support and specialist training. An international training institute with programs based on proven results was engaged to create and implement a customized training program to influence change in FDC practice and culture. The goal was to increase donation rates by developing and implementing a customized, self-sustaining training program to enhance FDC practices of health professionals. Other goals included providing training and communications skills to lead FDC, supporting families in making decisions, and influencing health professionals to adopt FDC practices. To gain support and determine program suitability, two 1-day pilot training sessions were provided to 45 Australian donation leaders in 2011. Training was further customized with an emphasis on creating changes to achieve and sustain desired results. A comprehensive national training plan was implemented over 18 months. Twenty-six 2-day FDC training workshops were held in 8 cities (646 participants). Program evaluations and debriefings showed distinct shifts in perspectives and an enthusiasm to implement new processes. In 2012 to 2013, an instructor program was developed to transition training facilitation. The training institute remains involved in development and training to build and sustain skill and expertise. There was a 58% increase in organ donors in Australia from 2009 to 2013 (data reflect 2013 Australian end-of-year organ donation information). This represents a 36% increase in organ donors (2009-2011); the remaining 22% increase was achieved in the 2 years since the FDC training was implemented in Australia (2011-2013). Improved skills training in the conduct of FDCs seem to have contributed to improved donation outcomes in national identification, request, and consent rates. The integration of another organization's process poses distinct challenges; thoughtful collaboration, sensitive to cultural aspects and family care, communication, and donation practices, can result in successful customized training that shifts perspectives, provides new skills, and achieves and sustains an increase in organ donation rates. Copyright © 2014 Elsevier Inc. All rights reserved.

Enhancing residents' compassionate communication to family members: A family systems breaking bad news simulation.

PubMed

Williams-Reade, Jacqueline; Lobo, Elsie; Whittemore, Abel Arvizú; Parra, Laura; Baerg, Joanne

2018-05-28

Surgical residents often need to break bad news (BBN) to patients and family members. While communication skills are a core competency in residency training, these specific skills are rarely formally taught. We piloted a simulation training to teach pediatric surgical residents how to compassionately BBN of an unexpected, traumatic pediatric death to surviving family members. This training was unique in that it was influenced by family systems theory and was a collaborative effort between our institution's surgery residency and medical family therapy (MedFT) programs. This study provides outcomes of surgery residents' communication skills, attitudes, and self-perceptions after a BBN simulation activity with standardized family members at a major academic teaching hospital. Each resident participated in two 30-min simulations and received feedback from observers. Outcome data were collected through self-assessments completed before, immediately after, and 6 months after the simulation. Participants were 15 surgery residents, and MedFT students served as simulated family members and trainers. A statistically significant change with medium to large effect sizes in participant self-reported perceptions of skill and confidence were documented and maintained over 6 months. Responses to open-ended questions supported practice changes in response to the training. This collaborative training promoted significant improvement in resident compassionate communication skills. The curriculum was highly valued by the learners and resulted in sustained application of learned skills with patients and families. Our novel approach was feasible with promising results that warrant further investigation and could be reproduced in other institutions with similar programs. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Aging Research across Disciplines: A Student-Mentor Partnership Using the United Nations Principles for Older Persons

ERIC Educational Resources Information Center

Dupuis, Kate; Kousaie, Shanna; Wittich, Walter; Spadafora, Pat

2007-01-01

A grant from the Canadian Institutes of Health Research for training on communication and social interaction in healthy aging was used to support the collaboration of three students and one program mentor from various age-related backgrounds (e.g., vision, hearing, cognition, and social work) to develop a transdisciplinary and interinstitutional…

An Evaluation of a Teacher Training Program at the United States Holocaust Memorial Museum

ERIC Educational Resources Information Center

DeBerry, LaMonnia Edge

2015-01-01

The purpose of this mixed methods study was to explore the effects of the United States Holocaust Memorial Museum's work in partnering with professors from universities across the United States during a 1-year collaborative partnership through an educational program referred to as Belfer First Step Holocaust Institute for Teacher Educators (BFS…

Instruction in the Responsible Conduct of Research: An Inventory of Programs and Materials within CTSAs

PubMed Central

DuBois, James M.; Schilling, Debie A.; Heitman, Elizabeth; Steneck, Nicholas H.; Kon, Alexander A.

2010-01-01

Abstract The National Institutes of Health (NIH) require instruction in the responsible conduct of research (RCR) as a component of any Clinical and Translational Science Award (CTSA). The Educational Materials Group of the NIH CTSA Consortium's Clinical Research Ethics Key Function Committee (CRE‐KFC) conducted a survey of the 38 institutions that held CTSA funding as of January 2009 to determine how they satisfy RCR training requirements. An 8‐item questionnaire was sent by email to directors of the Clinical Research Ethics, the Educational and Career Development, and the Regulatory Knowledge cores. We received 78 completed surveys from 38 CTSAs (100%). We found that there is no unified approach to RCR training across CTSAs, many programs lack a coherent plan for RCR instruction, and most CTSAs have not developed unique instructional materials tailored to the needs of clinical and translational scientists. We recommend collaboration among CTSAs and across CTSA key function committees to address these weaknesses. We also requested that institutions send electronic copies of original RCR training materials to share among CTSAs via the CTSpedia website. Twenty institutions submitted at least one educational product. The CTSpedia now contains more than 90 RCR resources. PMID:20590680

Instruction in the responsible conduct of research: an inventory of programs and materials within CTSAs.

PubMed

DuBois, James M; Schilling, Debie A; Heitman, Elizabeth; Steneck, Nicholas H; Kon, Alexander A

2010-06-01

The National Institutes of Health (NIH) require instruction in the responsible conduct of research (RCR) as a component of any Clinical and Translational Science Award (CTSA). The Educational Materials Group of the NIH CTSA Consortium's Clinical Research Ethics Key Function Committee (CRE-KFC) conducted a survey of the 38 institutions that held CTSA funding as of January 2009 to determine how they satisfy RCR training requirements. An 8-item questionnaire was sent by email to directors of the Clinical Research Ethics, the Educational and Career Development, and the Regulatory Knowledge cores. We received 78 completed surveys from 38 CTSAs (100%). We found that there is no unified approach to RCR training across CTSAs, many programs lack a coherent plan for RCR instruction, and most CTSAs have not developed unique instructional materials tailored to the needs of clinical and translational scientists. We recommend collaboration among CTSAs and across CTSA key function committees to address these weaknesses. We also requested that institutions send electronic copies of original RCR training materials to share among CTSAs via the CTSpedia website. Twenty institutions submitted at least one educational product. The CTSpedia now contains more than 90 RCR resources.

Influence of a National Cancer Institute transdisciplinary research and training initiative on trainees' transdisciplinary research competencies and scholarly productivity.

PubMed

Vogel, Amanda L; Feng, Annie; Oh, April; Hall, Kara L; Stipelman, Brooke A; Stokols, Daniel; Okamoto, Janet; Perna, Frank M; Moser, Richard; Nebeling, Linda

2012-12-01

Over the past several decades, there has been burgeoning interest and investment in large transdisciplinary (TD) team science initiatives that aim to address complex societal problems. Despite this trend, TD training opportunities in the health sciences remain limited, and evaluations of these opportunities are even more uncommon due to funding constraints. We had the unique opportunity to conduct an exploratory study to examine the potential outcomes and impacts of TD training in a National Cancer Institute-supported initiative for TD research and training-the Transdisciplinary Research on Energetics and Cancer I (TREC I) initiative. This study used a retrospective mixed-methods approach leveraging secondary analysis of existing data sources to learn about TREC trainees' experiences with TREC training, TD research competencies, changes in scholarly productivity, and the associations among these domains. Results indicated that, on average, TREC trainees were satisfied with their TREC mentoring experiences and believed that TREC training processes were effective, in general. Participation in TREC training was associated with TD research competencies, including TD research orientation, positive general attitude toward TD training, development of scientific skills for TD research, and intrapersonal/interpersonal competencies for collaboration. There was also a significant increase in trainees' scholarly productivity from before to after starting in TREC training, as indicated by average annual number of publications and presentations and average number of coauthors per publication. Perceived effectiveness of TREC training was positively correlated with change in average annual number of research presentations from before to after starting in TREC training (r = 0.65, p < 0.05, N = 12), as well as TD research orientation (r = 0.36, p < 0.05), general attitude toward TD training (0.39, p < 0.05), scientific skills for TD research (r = 0.45-0.48, p < 0.05), and perceived collaborative productivity at one's TREC center (r = 0.47, p < 0.01). Finally, a significant positive correlation was observed between multi-mentoring experiences and both TD research orientation (r = 0.58, p < 0.05) and perceived collaborative productivity at one's TREC center (r = 0.44, p < 0.05). This exploratory study had methodological constraints including the absence of a comparison group and cross-sectional rather than longitudinal data related to TD research competencies. Despite these limitations, the study provided an opportunity to use existing data sources to explore potential outcomes and impacts of TD training and inform development of future rigorous evaluations of TD training. Overall, findings suggest that TD training in the context of a TD research initiative can provide satisfying training opportunities that support the development of TD research competencies and promote scholarly productivity.

Strategies used by interdisciplinary rural health training programs to assure community responsiveness and recruit practitioners.

PubMed

Slack, Marion K; Cummings, Doyle M; Borrego, Matthew E; Fuller, Kathi; Cook, Sherrie

2002-05-01

In this article, the strategies used by five US rural interdisciplinary training grant programs to respond to local needs and to promote recruitment in rural communities are described. The programs provide training to 17 health care disciplines and serve disadvantaged Hispanic, African-American, Amish, Native American, and Anglo populations. Four programs are based in academic institutions; one is based in a community health center. The programs provide services to the rural communities through individual clinical or case management services, population-level interventions, and collaborative research. All programs use specific mechanisms (e.g. case conferences or participation in local coalitions) to facilitate collaboration with residents and to link student activities with community or individual needs. Unique strategies include the use of problem-based learning and community health workers on the interdisciplinary team to increase responsiveness. The programs also provide educational support to students while they work in the rural communities. Finally, the primary strategy used to promote recruitment is the training experience in rural communities. The programs also appear to indirectly improve the environment of rural practice.

The emerging role of national academies in surgical training: an inspiring environment for increasing the quality of health care in breast cancer management.

PubMed

Yilmaz, Osman Cem; Cantürk, Nuh Zafer; Kebudi, Abut; Güler, Sertaç Ata; Erkek, Ahmet; Rezai, Mahdi; Güllüoğlu, Bahadir M

2014-06-01

Medical education, both graduate and postgraduate, is given at medical schools and affiliated teaching hospitals. The training at these institutions is necessary and valuable. In each field of the medical profession, the relevant science is being developed and changed constantly. Training of medical staff and auxilliary professionals must be adaptable to changes in the field. Also, the development of standards for the diagnosis and treatment of diseases is important. Independent institutions, called academies, serve an extremely useful task in the continuing further training that needs to be adjusted according to individual needs. Academies are independent and free from bureaucracies. Standardized records are uniform and comparable at these institutions. Both patients and medical staff receive training from these institutions. In this way, a high standard is provided in medicine, error rates are decreased and patient satisfaction is increased. Breast cancer, the most common tumor in women, is a serious cause of morbidity and mortality. The European Institute of Oncology (EIO) in Milan, Italy and the European Academy of Senology in Duesseldorf, Germany play important roles in establishing the standards of breast care. They provide substantial training for physicians to achieve high quality in breast cancer management. SENATURK (Senoloji Akademisi, Turkish Academy of Senology) was established in 2010 in Istanbul, Turkey. Both national and international scientists and physicians including eminent senologists are currently faculty members of this young organization. SENATURK collaborates with other institutions in Europe. Its missions include developing training programs for each level of the profession, as well as developing data recording systems and electronic learning tools for breast cancer prevention, diagnosis, treatment, rehabilitation and palliation. Briefly, SENATURK plays a significant role as the opinion leader on every aspect of health care related to conditions and diseases of the breast.

South-to-North, Cross-Disciplinary Training in Global Health Practice: Ten Years of Lessons Learned from an Infectious Disease Field Course in Jamaica

PubMed Central

Scarlett, Henroy P.; Nisbett, Richard A.; Stoler, Justin; Bain, Brendan C.; Bhatta, Madhav P.; Castle, Trevor; Harbertson, Judith; Brodine, Stephanie K.; Vermund, Sten H.

2011-01-01

Global commerce, travel, and emerging and resurging infectious diseases have increased awareness of global health threats and opportunities for collaborative and service learning. We review course materials, knowledge archives, data management archives, and student evaluations for the first 10 years of an intensive summer field course in infectious disease epidemiology and surveillance offered in Jamaica. We have trained 300 students from 28 countries through collaboration between the University of the West Indies and U.S. partner universities. Participants were primarily graduate students in public health, but also included health professionals with terminal degrees, and public health nurses and inspectors. Strong institutional synergies, committed faculty, an emphasis on scientific and cultural competencies, and use of team-based field research projects culminate in a unique training environment that provides participants with career-developing experiences. We share lessons learned over the past decade, and conclude that South-to-North leadership is critical in shaping transdisciplinary, cross-cultural, global health practice. PMID:21896794

Outcomes from the GLEON fellowship program. Training graduate students in data driven network science.

NASA Astrophysics Data System (ADS)

Dugan, H.; Hanson, P. C.; Weathers, K. C.

2016-12-01

In the water sciences there is a massive need for graduate students who possess the analytical and technical skills to deal with large datasets and function in the new paradigm of open, collaborative -science. The Global Lake Ecological Observatory Network (GLEON) graduate fellowship program (GFP) was developed as an interdisciplinary training program to supplement the intensive disciplinary training of traditional graduate education. The primary goal of the GFP was to train a diverse cohort of graduate students in network science, open-web technologies, collaboration, and data analytics, and importantly to provide the opportunity to use these skills to conduct collaborative research resulting in publishable scientific products. The GFP is run as a series of three week-long workshops over two years that brings together a cohort of twelve students. In addition, fellows are expected to attend and contribute to at least one international GLEON all-hands' meeting. Here, we provide examples of training modules in the GFP (model building, data QA/QC, information management, bayesian modeling, open coding/version control, national data programs), as well as scientific outputs (manuscripts, software products, and new global datasets) produced by the fellows, as well as the process by which this team science was catalyzed. Data driven education that lets students apply learned skills to real research projects reinforces concepts, provides motivation, and can benefit their publication record. This program design is extendable to other institutions and networks.

[Coauthorship networks and institutional collaboration in Revista de Neurología].

PubMed

González-Alcaide, G; Alonso-Arroyo, A; González de Dios, J; Sempere, A P; Valderrama-Zurián, J C; Aleixandre-Benavent, R

Scientific cooperation is essential for the advance of science. Bibliometrics and social network analysis offer evaluation indicators to analyse collaboration in scientific papers. The aim of this study is to characterize scientific collaboration patterns in Revista de Neurología between 2002 and 2006. Coauthorships and institutional relationships of papers published in Revista de Neurología have been identified. Collaboration Index, the most productive authors' and institutional collaboration patterns and the types of institutional collaborations have been quantified. Also, it has been constructed the coauthorship networks and the institutional collaboration network. Networks have been identified and represented using Access and Pajek software tools. The Collaboration Index was 4.01. 56.54% of papers involved institutional collaboration. The collaboration between institutions of the same country prevails (52.7%), followed by collaborations between departments, services or units of the same institution (40.47%) and international collaboration (6.83%). 45 coauthorship networks involving 149 investigators with a high intensity of collaboration and a large institutional network involved 80 centres were observed. Revista de Neurología covers scientific production of a high number of research groups. It has been observed a positive evolution in the collaboration patterns over the time. Nevertheless, it is essential to encourage inter-regional and international collaboration.

Nationwide Natural Resource Inventory of the Philippines Using Lidar: Strategies, Progress, and Challenges

NASA Astrophysics Data System (ADS)

Blanco, A. C.; Tamondong, A.; Perez, A. M.; Ang, M. R. C.; Paringit, E.; Alberto, R.; Alibuyog, N.; Aquino, D.; Ballado, A.; Garcia, P.; Japitana, M.; Ignacio, M. T.; Macandog, D.; Novero, A.; Otadoy, R. E.; Regis, E.; Rodriguez, M.; Silapan, J.; Villar, R.

2016-06-01

The Philippines has embarked on a detailed nationwide natural resource inventory using LiDAR through the Phil-LiDAR 2 Program. This 3-year program has developed and has been implementing mapping methodologies and protocols to produce high-resolution maps of agricultural, forest, coastal marine, hydrological features, and renewable energy resources. The Program has adopted strategies on system and process development, capacity building and enhancement, and expanding the network of collaborations. These strategies include training programs (on point cloud and image processing, GIS, and field surveys), workshops, forums, and colloquiums (program-wide, cluster-based, and project-based), and collaboration with partner national government agencies and other organizations. In place is a cycle of training, implementation, and feedback in order to continually improve the system and processes. To date, the Program has achieved progress in the development of workflows and in rolling out products such as resource maps and GIS data layers, which are indispensable in planning and decision-making. Challenges remains in speeding up output production (including quality checks) and in ensuring sustainability considering the short duration of the program. Enhancements in the workflows and protocols have been incorporated to address data quality and data availability issues. More trainings have been conducted for project staff hired to address human resource gaps. Collaborative arrangements with more partners are being established. To attain sustainability, the Program is developing and instituting a system of training, data updating and sharing, information utilization, and feedback. This requires collaboration and cooperation of the government agencies, LGUs, universities, other organizations, and the communities.

Innovations in nutrition education and global health: the Bangalore Boston nutrition collaborative

PubMed Central

2014-01-01

Background India has a wide range of nutrition and health problems which require professionals with appropriate skills, knowledge and trans-disciplinary collaborative abilities to influence policy making at the national and global level. Methods The Bangalore Boston Nutrition Collaborative (BBNC) was established as collaboration between St. John’s Research Institute (SJRI), Harvard School of Public Health and Tufts University, with a focus on nutrition research and training. The goals of the BBNC were to conduct an interdisciplinary course, develop web-based courses and identify promising Indian students and junior faculty for graduate training in Boston. Results From 2010, an annual two-week short course in nutrition research methods was conducted on the SJRI campus taught by international faculty from Indian and US universities. More than 100 students applied yearly for approximately 30 positions. The course had didactic lectures in the morning and practical hands-on sessions in the afternoon. Student rating of the course was excellent and consistent across the years. The ratings on the design and conduct of the course significantly improved (p <0.001) from 2010 to 2012. Through open-ended questions, students reported the main strengths of the course to be the excellent faculty and practical “hands-on” sessions. A web based learning system TYRO, was developed, which can be used for distance learning. Four faculty members/graduate students from SJRI have visited Boston for collaborative research efforts. Conclusion The BBNC has become a well-established capacity building and research training program for young professionals in nutrition and global health. Efforts are ongoing to secure long term funding to sustain and expand this collaboration to deliver high quality nutrition and global health education enabled by information and communication technologies. PMID:24400811

Scoping review protocol: education initiatives for medical psychiatry collaborative care

PubMed Central

Shen, Nelson; Sockalingam, Sanjeev; Abi Jaoude, Alexxa; Bailey, Sharon M; Bernier, Thérèse; Freeland, Alison; Hawa, Aceel; Hollenberg, Elisa; Woldemichael, Bethel; Wiljer, David

2017-01-01

Introduction The collaborative care model is an approach providing care to those with mental health and addictions disorders in the primary care setting. There is a robust evidence base demonstrating its clinical and cost-effectiveness in comparison with usual care; however, the transitioning to this new paradigm of care has been difficult. While there are efforts to train and prepare healthcare professionals, not much is known about the current state of collaborative care training programmes. The objective of this scoping review is to understand how widespread these collaborative care education initiatives are, how they are implemented and their impacts. Methods and analysis The scoping review methodology uses the established review methodology by Arksey and O’Malley. The search strategy was developed by a medical librarian and will be applied in eight different databases spanning multiple disciplines. A two-stage screening process consisting of a title and abstract scan and a full-text review will be used to determine the eligibility of articles. To be included, articles must report on an existing collaborative care education initiative for healthcare providers. All articles will be independently assessed for eligibility by pairs of reviewers, and all eligible articles will be abstracted and charted in duplicate using a standardised form. The extracted data will undergo a ‘narrative review’ or a descriptive analysis of the contextual or process-oriented data and simple quantitative analysis using descriptive statistics. Ethics and dissemination Research ethics approval is not required for this scoping review. The results of this scoping review will inform the development of a collaborative care training initiative emerging from the Medical Psychiatry Alliance, a four-institution philanthropic partnership in Ontario, Canada. The results will also be presented at relevant national and international conferences and published in a peer-reviewed journal. PMID:28871017

Innovations in nutrition education and global health: the Bangalore Boston nutrition collaborative.

PubMed

Kuriyan, Rebecca; Griffiths, Jeffrey K; Finkelstein, Julia L; Thomas, Tinku; Raj, Tony; Bosch, Ronald J; Kurpad, Anura V; Duggan, Christopher

2014-01-08

India has a wide range of nutrition and health problems which require professionals with appropriate skills, knowledge and trans-disciplinary collaborative abilities to influence policy making at the national and global level. The Bangalore Boston Nutrition Collaborative (BBNC) was established as collaboration between St. John's Research Institute (SJRI), Harvard School of Public Health and Tufts University, with a focus on nutrition research and training. The goals of the BBNC were to conduct an interdisciplinary course, develop web-based courses and identify promising Indian students and junior faculty for graduate training in Boston. From 2010, an annual two-week short course in nutrition research methods was conducted on the SJRI campus taught by international faculty from Indian and US universities. More than 100 students applied yearly for approximately 30 positions. The course had didactic lectures in the morning and practical hands-on sessions in the afternoon. Student rating of the course was excellent and consistent across the years. The ratings on the design and conduct of the course significantly improved (p <0.001) from 2010 to 2012. Through open-ended questions, students reported the main strengths of the course to be the excellent faculty and practical "hands-on" sessions. A web based learning system TYRO, was developed, which can be used for distance learning. Four faculty members/graduate students from SJRI have visited Boston for collaborative research efforts. The BBNC has become a well-established capacity building and research training program for young professionals in nutrition and global health. Efforts are ongoing to secure long term funding to sustain and expand this collaboration to deliver high quality nutrition and global health education enabled by information and communication technologies.

Competency-based goals, objectives, and linked evaluations for rheumatology training programs: a standardized template of learning activities from the Carolinas Fellows Collaborative.

PubMed

Criscione-Schreiber, Lisa G; Bolster, Marcy B; Jonas, Beth L; O'Rourke, Kenneth S

2013-06-01

American Council on Graduate Medical Education program requirements mandate that rheumatology training programs have written goals, objectives, and performance evaluations for each learning activity. Since learning activities are similar across rheumatology programs, we aimed to create competency-based goals and objectives (CBGO) and evaluations that would be generalizable nationally. Through an established collaboration of the 4 training programs' directors in North Carolina and South Carolina, we collaboratively composed CBGO and evaluations for each learning activity for rheumatology training programs. CBGO and linked evaluations were written using appropriate verbs based on Bloom's taxonomy. Draft documents were peer reviewed by faculty at the 4 institutions and by members of the American College of Rheumatology (ACR) Clinician Scholar Educator Group. We completed templates of CBGO for core and elective rotations and conferences. Templates detail progressive fellow performance improvement appropriate to educational level. Specific CBGO are mirrored in learning activity evaluations. Templates are easily modified to fit individual program attributes, have been successfully implemented by our 4 programs, and have proven their value in 4 residency review committee reviews. We propose adoption of these template CBGO by the ACR, with access available to all rheumatology training programs. Evaluation forms that exactly reflect stated objectives ensure that trainees are assessed using standardized measures and that trainees are aware of the learning expectations. The objectives mirrored in the evaluations closely align with the proposed milestones for internal medicine training, and will therefore be a useful starting point for creating these milestones in rheumatology. Copyright © 2013 by the American College of Rheumatology.

Global medical education partnerships to expand specialty expertise: a case report on building neurology clinical and research capacity.

PubMed

Kaddumukasa, Mark; Katabira, Elly; Salata, Robert A; Costa, Marco A; Ddumba, Edward; Furlan, Anthony; Kakooza-Mwesige, Angelina; Kamya, Moses R; Kayima, James; Longenecker, Chris T; Mayanja-Kizza, Harriet; Mondo, Charles; Moore, Shirley; Pundik, Svetlana; Sewankambo, Nelson; Simon, Daniel I; Smyth, Kathleen A; Sajatovic, Martha

2014-12-30

Neurological disorders are a common cause of morbidity and mortality in sub-Saharan African, but resources for their management are scarce. Collaborations between training institutions in developed and resource-limited countries can be a successful model for supporting specialty medical education and increasing clinical and research capacity. This report describes a US National Institutes of Health (NIH) funded Medical Education Partnership Initiative (MEPI) to enhance expertise in neurology, developed between Makerere University College of Health Sciences in Kampala, Uganda, and Case Western Reserve University School of Medicine in Cleveland, OH, USA. This collaborative model is based on a successful medical education and research model that has been developed over the past two decades. The Ugandan and US teams have accumulated knowledge and 'lessons learned' that facilitate specialty expertise in neurological conditions, which are widespread and associated with substantial disability in resource-limited countries. Strengths of the model include a focus on community health care settings and a strong research component. Key elements include strong local leadership; use of remote technology, templates to standardize performance; shared exchanges; mechanisms to optimize sustainability and of dissemination activities that expand impact of the original initiative. Efficient collaborations are further enhanced by external and institutional support, and can be sequentially refined. Models such as the Makerere University College of Health Sciences - Case Western Reserve University partnership may help other groups initiate collaborative education programmes and establish successful partnerships that may provide the opportunity to expand to other chronic diseases. A benefit of collaboration is that learning is two-directional, and interaction with other international medical education collaborators is likely to be of benefit to the larger global health community.

The issue of the arrangement of new environments for science education through collaborative actions between schools, museums and science centres in the Brazilian context of teacher training

NASA Astrophysics Data System (ADS)

Monteiro, Bruno Andrade Pinto; Martins, Isabel; de Souza Janerine, Aline; de Carvalho, Fabiana Cristina

2016-06-01

We present, in this article, an investigation about the potential of the relationship between formal and non-formal educational environments. Therefore it is not an empirical research, but an essay on the topic. This paper demonstrates the concept that science education and science outreach can be privileged by actions that are developed by closer relations between formal and non-formal places. Currently, non-formal environments such as museums and science and technology centres are considered potential educational resources within the reach of schools. Educators from museums have conducted studies which demonstrate a predominant model of the utilization of these institutions by teachers, which consists of illustrative visits during the exhibitions, but does not feature a collaborative relationship or partnership between schools and these institutions. In Brazil, the main examples of approaches to collaboration between these places and schools have been taking place through the initiatives of teachers or through projects developed by the educational sector, aiming to broaden the dialogue between their institutions and the school community. Another approach mechanism relates to research and extension projects developed by university researchers, sponsored by state and federal funding agencies. In this case, the universities and university museums appear as new social actors that stand in the way of the schools and the cultural environments, complicating the relationship and, at the same time, bringing new questions to the field of educational research. We believe that the discourse in this paper should bring about further discussions in the initial teacher training courses to contribute to the understanding of practices related to the extension of the field of activity of the school.

Measuring Nutrition Governance: An Analysis of Commitment, Capability, and Collaboration in Nepal.

PubMed

Webb, Patrick; Ghosh, Shibani; Shrestha, Robin; Namirembe, Grace; Gurung, Sabi; Sapkota, Diplav; Bell, Winnie Fay; Davis, Dale; Kennedy, Eileen; Neupane, Shailes; Manohar, Swetha; Baral, Kedar

2016-12-01

Global commitments to nutrition have supported calls for better evidence to support effective investments at national level. However, too little attention has so far been paid to the role of governance in achieving impacts. This article explores the ways by which the commitment and capabilities of policy implementers affect collaborative efforts for achieving nutrition goals. Over 1370 structured interviews were held with government and nongovernment officials over 3 years in 21 districts. Coded responses supported quantitative analysis of stakeholders' knowledge, attitudes, and practices regarding policy implementation. Stakeholder commitment was already high in 2013 when a new national policy was adopted, but capabilities were weak. Only one-third of interviewed respondents had any nutrition training. Rollout of training focusing on districts targeted for early implementation of multisector programming. This raised levels of nutrition training among interviewed respondents to 57% in 2015, which raised demand for technical information to support actions. Better understanding of the complexity of cross-sector work led to calls for higher budgets and more effective cross-sectoral collaboration. Nepal offers an example of effective efforts to improve nutrition governance across sectors at all levels of administration. The promotion of awareness, capacity, and new ways of working shows promise. Trainings, information sharing, and management support led to growing willingness among civil servants to engage across sectors. Structured surveys offer a viable way to track change across institutions and sectors. © The Author(s) 2016.

Partners in Public Health: Public Health Collaborations With Schools of Pharmacy, 2015.

PubMed

DiPietro Mager, Natalie A; Ochs, Leslie; Ranelli, Paul L; Kahaleh, Abby A; Lahoz, Monina R; Patel, Radha V; Garza, Oscar W; Isaacs, Diana; Clark, Suzanne

To collect data on public health collaborations with schools of pharmacy, we sent a short electronic survey to accredited and preaccredited pharmacy programs in 2015. We categorized public health collaborations as working or partnering with local and/or state public health departments, local and/or state public health organizations, academic schools or programs of public health, and other public health collaborations. Of 134 schools, 65 responded (49% response rate). Forty-six (71%) responding institutions indicated collaborations with local and/or state public health departments, 34 (52%) with schools or programs of public health, and 24 (37%) with local and/or state public health organizations. Common themes of collaborations included educational programs, community outreach, research, and teaching in areas such as tobacco control, emergency preparedness, chronic disease, drug abuse, immunizations, and medication therapy management. Interdisciplinary public health collaborations with schools of pharmacy provide additional resources for ensuring the health of communities and expose student pharmacists to opportunities to use their training and abilities to affect public health. Examples of these partnerships may stimulate additional ideas for possible collaborations between public health organizations and schools of pharmacy.

Global Mental Health: Five Areas for Value-Driven Training Innovation.

PubMed

Kohrt, Brandon A; Marienfeld, Carla B; Panter-Brick, Catherine; Tsai, Alexander C; Wainberg, Milton L

2016-08-01

In the field of global mental health, there is a need for identifying core values and competencies to guide training programs in professional practice as well as in academia. This paper presents the results of interdisciplinary discussions fostered during an annual meeting of the Society for the Study of Psychiatry and Culture to develop recommendations for value-driven innovation in global mental health training. Participants (n = 48), who registered for a dedicated workshop on global mental health training advertised in conference proceedings, included both established faculty and current students engaged in learning, practice, and research. They proffered recommendations in five areas of training curriculum: values, competencies, training experiences, resources, and evaluation. Priority values included humility, ethical awareness of power differentials, collaborative action, and "deep accountability" when working in low-resource settings in low- and middle-income countries and high-income countries. Competencies included flexibility and tolerating ambiguity when working across diverse settings, the ability to systematically evaluate personal biases, historical and linguistic proficiency, and evaluation skills across a range of stakeholders. Training experiences included didactics, language training, self-awareness, and supervision in immersive activities related to professional or academic work. Resources included connections with diverse faculty such as social scientists and mentors in addition to medical practitioners, institutional commitment through protected time and funding, and sustainable collaborations with partners in low resource settings. Finally, evaluation skills built upon community-based participatory methods, 360-degree feedback from partners in low-resource settings, and observed structured clinical evaluations (OSCEs) with people of different cultural backgrounds. Global mental health training, as envisioned in this workshop, exemplifies an ethos of working through power differentials across clinical, professional, and social contexts in order to form longstanding collaborations. If incorporated into the ACGME/ABPN Psychiatry Milestone Project, such recommendations will improve training gained through international experiences as well as the everyday training of mental health professionals, global health practitioners, and social scientists.

Building Global Health Through a Center-Without-Walls: The Vanderbilt Institute for Global Health

PubMed Central

Vermund, Sten H.; Sahasrabuddhe, Vikrant V.; Khedkar, Sheetal; Jia, Yujiang; Etherington, Carol; Vergara, Alfredo

2008-01-01

The Institute for Global Health at Vanderbilt enables the expansion and coordination of global health research, service, and training, reflecting the university's commitment to improve health services and outcomes in resource-limited settings. Global health encompasses both prevention via public health and treatment via medical care, all nested within a broader community-development context. This has fostered university-wide collaborations to address education, business/economics, engineering, nursing, and language training, among others. The institute is a natural facilitator for team building and has been especially helpful in organizing institutional responses to global health solicitations from the National Institutes of Health (NIH), Centers for Disease Control (CDC), and other funding agencies. This center-without-walls philosophy nurtures noncompetitive partnerships among and within departments and schools. With extramural support from the NIH and from endowment and developmental investments from the school of medicine, the institute funds new pilot projects to nurture global educational and research exchanges related to health and development. Vanderbilt's newest programs are a CDC-supported HIV/AIDS service initiative in Africa and an overseas research training program for health science graduate students and clinical fellows. New opportunities are available for Vanderbilt students, staff, and faculty to work abroad in partnership with international health projects through a number of Tennessee institutions now networked with the institute. A center-without-walls may be a model for institutions contemplating strategic investments to better organize service and teaching opportunities abroad, and to achieve greater successes in leveraging extramural support for overseas and domestic work focused on tropical medicine and global health. PMID:18303361

The Role of the Professional Association in Continuing Professional Education.

ERIC Educational Resources Information Center

Luke, Robert A.

A discussion of those programs and activities of institutions of higher education, of employers and of professional associations which involve some sort of joint action or a collaborative effort on the part of any combination of two or more of any of the three is presented. The focus of this discussion is on those training programs which require…

Enhancement of Health Research Capacity in Nigeria through North-South and In-Country Partnerships

PubMed Central

Olaleye, David O.; Odaibo, Georgina N.; Carney, Paula; Agbaji, Oche; Sagay, Atiene S.; Muktar, Haruna; Akinyinka, Olusegun O.; Omigbodun, Akinyinka O.; Ogunniyi, Adesola; Gashau, Wadzani; Akanmu, Sulaimon; Ogunsola, Folasade; Chukwuka, Chinwe; Okonkwo, Prosper I.; Meloni, Seema T.; Adewole, Isaac; Kanki, Phyllis J.; Murphy, Robert L.

2014-01-01

Research productivity in Sub-Saharan Africa has the potential to affect teaching, student quality, faculty career development, and translational country-relevant research as it has in developed countries. Nigeria is the most populous country in Africa, with an academic infrastructure that includes 129 universities and 45 medical schools; however, despite the size, the country has unacceptably poor health status indicators. To further develop the research infrastructure in Nigeria, faculty and research career development topics were identified within the six Nigerian universities of the nine institutions of the Medical Education Partnership Initiative in Nigeria (MEPIN) consortium. The consortium identified a training model that incorporated multi-institutional “train the trainers” programs at the University of Ibadan, followed by replication at the other MEPIN universities. More than 140 in-country trainers subsequently presented nine courses to more than 1,600 faculty, graduate students, and resident doctors throughout the consortium during the program’s first three years (2011–2013). This model has fostered a new era of collaboration among the major Nigerian research universities, which now have increased capacity for collaborative research initiatives and improved research output. These changes, in turn, have the potential to improve the nation’s health outcomes. PMID:25072590

Evaluation of the Centers for Disease Control and Prevention's chronic disease state-based epidemiology for public health program support (STEPPS) program.

PubMed

Frey, Catherine A; Remington, Patrick L; Lengerich, Eugene

2003-01-01

To identify effective strategies for improving epidemiology capacity in state chronic disease programs, staff epidemiologists and program directors from 25 states were interviewed using a structured questionnaire by phone or in person. Respondents reported three chief barriers to chronic disease epidemiology capacity: lack of institutional commitment and support for chronic disease epidemiology; lack of professional opportunities to engage with peers, colleagues, and scientists; and lack of trained epidemiology staff and resources to support chronic disease functions and activities. Epidemiology capacity in states would be improved by expanding the role and scope of staff placement programs; assisting states in establishing formal collaborations with academic institutions; and providing technical assistance to staff currently employed in states through training, consultation, and networking.

Global Mental Health: Five Areas for Value-Driven Training Innovation

PubMed Central

Kohrt, Brandon A.; Marienfeld, Carla B.; Panter-Brick, Catherine; Tsai, Alexander C.; Wainberg, Milton L.

2016-01-01

OBJECTIVE In the field of global mental health, there is a need for identifying core values and competencies to guide training programs in professional practice as well as in academia. This paper presents the results of interdisciplinary discussions fostered during an annual meeting of the Society for the Study of Psychiatry and Culture to develop recommendations for value-driven innovation in global mental health training. METHODS Participants (n=48), who registered for a dedicated workshop on global mental health training advertised in conference proceedings, included both established faculty and current students engaged in learning, practice, and research. They proffered recommendations in five areas of training curriculum: values, competencies, training experiences, resources, and evaluation. RESULTS Priority values included humility, ethical awareness of power differentials, collaborative action, and “deep accountability” when working in low-resource settings in both low- and middle-income countries (LMIC) and high-income countries. Competencies included flexibility and tolerating ambiguity when working across diverse settings, the ability to systematically evaluate personal biases, historical and linguistic proficiency, and evaluation skills across a range of stakeholders. Training experiences included didactics, language, self-awareness, and supervision in immersive activities related to professional or academic work. Resources included connections with diverse faculty such as social scientists and mentors other than medical practitioners, institutional commitment through protected time and funding, and sustainable collaborations with partners in low resource settings. Finally, evaluation skills built upon community-based participatory methods, 360-degree feedback from partners in low-resource settings, and observed structured clinical evaluations (OSCEs) with people of different cultural backgrounds. CONCLUSIONS Global mental health training, as envisioned in this workshop, exemplifies an ethos of working through power differentials across clinical, professional, and social contexts in order to form longstanding collaborations. If incorporated into the ACGME/ABPN Psychiatry Milestone Project, such recommendations will improve training gained through international experiences as well as the everyday training of mental health professionals, global health practitioners, and social scientists. PMID:26983416

Culturally sensitive adaptation of the concept of relational communication therapy as a support to language development: An exploratory study in collaboration with a Tanzanian orphanage.

PubMed

Schütte, Ulrike

2016-11-07

Orphans and other vulnerable children (OVC) who grow up in institutional care often show communication and language problems. The caregivers lack training, and there are few language didactics programmes aimed at supporting communication and language development in OVC in institutional care in Tanzania. The purpose of the study was to adapt the German concept of relational communication therapy (RCT) as a support to language development in a Tanzanian early childhood education context in a culturally sensitive way. Following the adaptation of the concept, a training programme for Tanzanian caregiver students was developed to compare their competencies in language didactics before and after training. A convergent mixed methods design was used to examine changes following training in 12 participating caregiver students in a Tanzanian orphanage. The competencies in relational language didactics were assessed by a self-developed test and video recordings before and after intervention. Based on the results, we drew conclusions regarding necessary modifications to the training modules and to the concept of RCT. The relational didactics competencies of the caregiver students improved significantly following their training. A detailed analysis of the four training modules showed that the improvement in relational didactics competencies varied depending on the topic and the teacher. The results provide essential hints for the professionalisation of caregivers and for using the concept of RCT for OVC in institutional care in Tanzania. Training programmes and concepts should not just be transferred across different cultures, disciplines and settings; they must be adapted to the specific cultural setting.

Building Workforce Capacity Abroad While Strengthening Global Health Programs at Home: Participation of Seven Harvard-Affiliated Institutions in a Health Professional Training Initiative in Rwanda.

PubMed

Cancedda, Corrado; Riviello, Robert; Wilson, Kim; Scott, Kirstin W; Tuteja, Meenu; Barrow, Jane R; Hedt-Gauthier, Bethany; Bukhman, Gene; Scott, Jennifer; Milner, Danny; Raviola, Giuseppe; Weissman, Barbara; Smith, Stacy; Nuthulaganti, Tej; McClain, Craig D; Bierer, Barbara E; Farmer, Paul E; Becker, Anne E; Binagwaho, Agnes; Rhatigan, Joseph; Golan, David E

2017-05-01

A consortium of 22 U.S. academic institutions is currently participating in the Rwanda Human Resources for Health Program (HRH Program). Led by the Rwandan Ministry of Health and funded by both the U.S. Government and the Global Fund to Fight AIDS, Tuberculosis and Malaria, the primary goal of this seven-year initiative is to help Rwanda train the number of health professionals necessary to reach the country's health workforce targets. Since 2012, the participating U.S. academic institutions have deployed faculty from a variety of health-related disciplines and clinical specialties to Rwanda. In this Article, the authors describe how U.S. academic institutions (focusing on the seven Harvard-affiliated institutions participating in the HRH Program-Harvard Medical School, Brigham and Women's Hospital, Harvard School of Dental Medicine, Boston Children's Hospital, Beth Israel Deaconess Medical Center, Massachusetts General Hospital, and Massachusetts Eye and Ear Infirmary) have also benefited: (1) by providing opportunities to their faculty and trainees to engage in global health activities; (2) by establishing long-term, academic partnerships and collaborations with Rwandan academic institutions; and (3) by building the administrative and mentorship capacity to support global health initiatives beyond the HRH Program. In doing this, the authors describe the seven Harvard-affiliated institutions' contributions to the HRH Program, summarize the benefits accrued by these institutions as a result of their participation in the program, describe the challenges they encountered in implementing the program, and outline potential solutions to these challenges that may inform similar future health professional training initiatives.

Catalyzing Interdisciplinary Research and Training: Initial Outcomes and Evolution of the Affinity Research Collaboratives Model.

PubMed

Ravid, Katya; Seta, Francesca; Center, David; Waters, Gloria; Coleman, David

2017-10-01

Team science has been recognized as critical to solving increasingly complex biomedical problems and advancing discoveries in the prevention, diagnosis, and treatment of human disease. In 2009, the Evans Center for Interdisciplinary Biomedical Research (ECIBR) was established in the Department of Medicine at Boston University School of Medicine as a new organizational paradigm to promote interdisciplinary team science. The ECIBR is made up of affinity research collaboratives (ARCs), consisting of investigators from different departments and disciplines who come together to study biomedical problems that are relevant to human disease and not under interdisciplinary investigation at the university. Importantly, research areas are identified by investigators according to their shared interests. ARC proposals are evaluated by a peer review process, and collaboratives are funded annually for up to three years.Initial outcomes of the first 12 ARCs show the value of this model in fostering successful biomedical collaborations that lead to publications, extramural grants, research networking, and training. The most successful ARCs have been developed into more sustainable organizational entities, including centers, research cores, translational research projects, and training programs.To further expand team science at Boston University, the Interdisciplinary Biomedical Research Office was established in 2015 to more fully engage the entire university, not just the medical campus, in interdisciplinary research using the ARC mechanism. This approach to promoting team science may be useful to other academic organizations seeking to expand interdisciplinary research at their institutions.

Maintenance of Clinical Expertise and Clinical Research by the Clinical Professors at Gifu Pharmaceutical University.

PubMed

Tachi, Tomoya; Noguchi, Yoshihiro; Teramachi, Hitomi

2017-01-01

The clinical professors at Gifu Pharmaceutical University (GPU) provide pharmaceutical services at GPU Pharmacy, Gifu University Hospital, and Gifu Municipal Hospital to keep their clinical skills up-to-date; they also perform clinical research in collaboration with many clinical institutes. The Laboratory of Clinical Pharmacy is part of the Department of Pharmacy Practice and Science, to which the clinical professors belong, and is composed of three clinical professors (a professor, an associate professor, and an assistant professor). The professor administers the GPU Pharmacy as its director, while the associate professor and assistant professor provide pharmaceutical services to patients at Gifu Municipal Hospital, and also provide practical training for students in the GPU Pharmacy. Collectively, they have performed research on such topics as medication education for students, clinical communication education, and analysis of clinical big data. They have also conducted research in collaboration with clinical institutes, hospitals, and pharmacies. Here, we introduce the collaborative research between the Laboratory of Clinical Pharmacy and Gifu Municipal Hospital. These studies include "Risk factors contributing to urinary protein expression resulting from bevacizumab combination chemotherapy", "Hyponatremia and hypokalemia as risk factors for falls", "Economic evaluation of adjustments of levofloxacin dosage by dispensing pharmacists for patients with renal dysfunction", and "Effect of patient education upon discharge for use of a medication notebook on purchasing over-the-counter drugs and health foods". In this symposium, we would like to demonstrate one model of the association and collaborative research between these clinical professors and clinical institutes.

[Collaboration between science and practice: experiences of conducting a nursing intervention study].

PubMed

Panfil, Eva-Maria; Kirchner, Elisabeth; Bauder-Missbach, Heidi; Haasenritter, Jörg; Eisenschink, Anna Maria

2009-09-01

In a five-year intervention study about the impact of pre-operative mobilisation training session of patients receiving an elective medial laparotomy experiences about the collaboration between practice (University Hospital Ulm) and science (Hessian Institute of Nursing Research) were made. During the project possibilities and borders of clinical nursing research became clear. A research question based on practice experiences of nurses helps to develop and maintain motivation to conduct a study at a nursing unit. There was a lack of nursing knowledge to develop the best possible design, e.g. outcome criteria for mobilisation and standardized assessment instruments. The cooperation with other health care professionals (human movement science, statistics) was important and without difficulties. In Germany, without doctors' agreement and common application it is impossible to conduct nursing intervention studies in hospitals. It is necessary to train nursing specialists with both scientific and clinical competence to explore systematically clinical research questions.

A participatory approach to evaluating a national training and institutional change initiative: the BUILD longitudinal evaluation.

PubMed

Davidson, Pamela L; Maccalla, Nicole M G; Afifi, Abdelmonem A; Guerrero, Lourdes; Nakazono, Terry T; Zhong, Shujin; Wallace, Steven P

2017-01-01

The National Institutes of Health (NIH) funds training programs to increase the numbers and skills of scientists who obtain NIH research grants, but few programs have been rigorously evaluated. The sizeable recent NIH investment in developing programs to increase the diversity of the NIH-funded workforce, implemented through the Diversity Program Consortium (DPC), is unusual in that it also funds a Consortium-wide evaluation plan, which spans the activities of the 10 BUilding Infrastructure Leading to Diversity (BUILD) awardees and the National Research Mentoring Network (NRMN). The purpose of this article is to describe the evaluation design and innovations of the BUILD Program on students, faculty, and institutions of the 10 primarily undergraduate BUILD sites. Our approach to this multi-methods quasi-experimental longitudinal evaluation emphasizes stakeholder participation and collaboration. The evaluation plan specifies the major evaluation questions and key short- to long-term outcome measures (or Hallmarks of Success). The Coordination and Evaluation Center (CEC) embarked on a comprehensive evaluation strategy by developing a set of logic models that incorporate the Hallmarks of Success and other outcomes that were collaboratively identified by the DPC. Data were collected from each BUILD site through national surveys from the Higher Education Research Institute at UCLA (HERI), annual followup surveys that align with the HERI instruments, site visits and case studies, program encounter data ("tracker" data), and institutional data. The analytic approach involves comparing changes in Hallmarks (key outcomes) within institutions for biomedical students who participated versus those who did not participate in the BUILD program at each institution, as well as between institution patterns of biomedical students at the BUILD sites, and matched institutions that were not BUILD grantees. Case studies provide insights into the institutionalization of these new programs and help to explain the processes that lead to the observed outcomes. Ultimately, the results of the consortium-wide evaluation will be used to inform national policy in higher education and will provide relevant examples of institutional and educational programmatic changes required to diversify the biomedical workforce in the USA.

Building Sustainable Local Capacity for Global Health Research in West Africa.

PubMed

Sam-Agudu, Nadia A; Paintsil, Elijah; Aliyu, Muktar H; Kwara, Awewura; Ogunsola, Folasade; Afrane, Yaw A; Onoka, Chima; Awandare, Gordon A; Amponsah, Gladys; Cornelius, Llewellyn J; Mendy, Gabou; Sturke, Rachel; Ghansah, Anita; Siberry, George K; Ezeanolue, Echezona E

Global health research in resource-limited countries has been largely sponsored and led by foreign institutions. Thus, these countries' training capacity and productivity in global health research is limited. Local participation at all levels of global health knowledge generation promotes equitable access to evidence-based solutions. Additionally, leadership inclusive of competent local professionals promotes best outcomes for local contextualization and implementation of successful global health solutions. Among the sub-Saharan African regions, West Africa in particular lags in research infrastructure, productivity, and impact in global health research. In this paper, experts discuss strategies for scaling up West Africa's participation in global health evidence generation using examples from Ghana and Nigeria. We conducted an online and professional network search to identify grants awarded for global health research and research education in Ghana and Nigeria. Principal investigators, global health educators, and representatives of funding institutions were invited to add their knowledge and expertise with regard to strengthening research capacity in West Africa. While there has been some progress in obtaining foreign funding, foreign institutions still dominate local research. Local research funding opportunities in the 2 countries were found to be insufficient, disjointed, poorly sustained, and inadequately publicized, indicating weak infrastructure. As a result, research training programs produce graduates who ultimately fail to launch independent investigator careers because of lack of mentoring and poor infrastructural support. Research funding and training opportunities in Ghana and Nigeria remain inadequate. We recommend systems-level changes in mentoring, collaboration, and funding to drive the global health research agenda in these countries. Additionally, research training programs should be evaluated not only by numbers of individuals graduated but also by numbers of independent investigators and grants funded. Through equitable collaborations, infrastructure, and mentoring, West Africa can match the rest of Africa in impactful global health research. Copyright © 2016 Icahn School of Medicine at Mount Sinai. All rights reserved.

Translational research education and training needs in Hawai'i.

PubMed

Kataoka-Yahiro, Merle R; Inouye, Jillian; Seto, Todd B; Braun, Kathryn L

2015-05-01

The purpose of this needs assessment was to identify the translational research education and training needs of researchers and administrators working in Hawai'i's communities and to use the finding to develop an education and training plan. The assessment was led by a community advisory board with members from community health centers, social agencies, hospitals, and academia on O'ahu. The survey, developed with input of the community advisory board, was sent to 94 administrators and researchers involved or affiliated with research being conducted in Hawai'i. Forty-one respondents (43%) completed the survey. Respondents wanted education and training in research processes, specific research-related skills, and facilitating interactions between community and academic researchers. Sixty-one percent were interested in training related to community-engaged research and yearly seminars on "collaborative mentoring." Popular topics of interest were related to data monitoring, networking with different cultural groups, statistics, and human subjects review. A majority of respondents wanted to attend workshops, seminars, and presentations rather than take a class. Approximately 50% of the respondents wanted to gain information through on-line training. Findings guided the development of a translational research education and training plan for the University of Hawai'i National Institute of Health (NIH) Research Centers in Minority Institutions Multidisciplinary and Translational Research Infrastructure Expansion (RMATRIX) grant.

Interprofessional collaboration: three best practice models of interprofessional education

PubMed Central

Bridges, Diane R.; Davidson, Richard A.; Odegard, Peggy Soule; Maki, Ian V.; Tomkowiak, John

2011-01-01

Interprofessional education is a collaborative approach to develop healthcare students as future interprofessional team members and a recommendation suggested by the Institute of Medicine. Complex medical issues can be best addressed by interprofessional teams. Training future healthcare providers to work in such teams will help facilitate this model resulting in improved healthcare outcomes for patients. In this paper, three universities, the Rosalind Franklin University of Medicine and Science, the University of Florida and the University of Washington describe their training curricula models of collaborative and interprofessional education. The models represent a didactic program, a community-based experience and an interprofessional-simulation experience. The didactic program emphasizes interprofessional team building skills, knowledge of professions, patient centered care, service learning, the impact of culture on healthcare delivery and an interprofessional clinical component. The community-based experience demonstrates how interprofessional collaborations provide service to patients and how the environment and availability of resources impact one's health status. The interprofessional-simulation experience describes clinical team skills training in both formative and summative simulations used to develop skills in communication and leadership. One common theme leading to a successful experience among these three interprofessional models included helping students to understand their own professional identity while gaining an understanding of other professional's roles on the health care team. Commitment from departments and colleges, diverse calendar agreements, curricular mapping, mentor and faculty training, a sense of community, adequate physical space, technology, and community relationships were all identified as critical resources for a successful program. Summary recommendations for best practices included the need for administrative support, interprofessional programmatic infrastructure, committed faculty, and the recognition of student participation as key components to success for anyone developing an IPE centered program. PMID:21519399

Interprofessional collaboration: three best practice models of interprofessional education.

PubMed

Bridges, Diane R; Davidson, Richard A; Odegard, Peggy Soule; Maki, Ian V; Tomkowiak, John

2011-04-08

Interprofessional education is a collaborative approach to develop healthcare students as future interprofessional team members and a recommendation suggested by the Institute of Medicine. Complex medical issues can be best addressed by interprofessional teams. Training future healthcare providers to work in such teams will help facilitate this model resulting in improved healthcare outcomes for patients. In this paper, three universities, the Rosalind Franklin University of Medicine and Science, the University of Florida and the University of Washington describe their training curricula models of collaborative and interprofessional education.The models represent a didactic program, a community-based experience and an interprofessional-simulation experience. The didactic program emphasizes interprofessional team building skills, knowledge of professions, patient centered care, service learning, the impact of culture on healthcare delivery and an interprofessional clinical component. The community-based experience demonstrates how interprofessional collaborations provide service to patients and how the environment and availability of resources impact one's health status. The interprofessional-simulation experience describes clinical team skills training in both formative and summative simulations used to develop skills in communication and leadership.One common theme leading to a successful experience among these three interprofessional models included helping students to understand their own professional identity while gaining an understanding of other professional's roles on the health care team. Commitment from departments and colleges, diverse calendar agreements, curricular mapping, mentor and faculty training, a sense of community, adequate physical space, technology, and community relationships were all identified as critical resources for a successful program. Summary recommendations for best practices included the need for administrative support, interprofessional programmatic infrastructure, committed faculty, and the recognition of student participation as key components to success for anyone developing an IPE centered program.

The Tripartite Seminars at the Russian Methodological and Training Center: An Overview of Progress in Nuclear Materials Control and Accounting in the Russian Federation

DOE Office of Scientific and Technical Information (OSTI.GOV)

Pshakin, Gennady; Dickman, Deborah A.; Ryazanov, Boris

2003-09-16

The development of the Russian Methodological and Training Center (RMTC) has been an important element of collaboration between the Russian Federation (RF), the European Union and the US. The RMTC, located at the Institute of Physics and Power Engineering (IPPE) in Obninsk, Russia has been designated by the Russian Ministry of Atomic Energy (Minatom) to provide nuclear materials protection, control and Accounting training to Minatom and the Federal Nuclear and Radiation Safety Authority (Gosatomnadzor) personnel. In addition, the RMTC was chartered with the responsibility of providing a venue for exchange of experiences and information between Russian and international specialists.

Training in Tbilisi nuclear facility provides new sampling perspectives for IAEA inspectors

DOE Office of Scientific and Technical Information (OSTI.GOV)

Brim, Cornelia P.

2016-06-08

Office of Nonproliferation and Arms Control- (NPAC-) sponsored training in a “cold” nuclear facility in Tbilisi, Georgia provides International Atomic Energy Agency (IAEA) inspectors with a new perspective on environmental sampling strategies. Sponsored by the Nuclear Safeguards program under the NPAC, Pacific Northwest National Laboratory (PNNL) experts have been conducting an annual weeklong class for IAEA inspectors in a closed nuclear facility since 2011. The Andronikashvili Institute of Physics and the Republic of Georgia collaborate with PNNL to provide the training, and the U.S. Department of State, the U.S. Embassy in Tbilisi and the U.S. Mission to International Organizations inmore » Vienna provide logistical support.« less

The Impact of a Research Ethics Training Program: Romania as a Case Study.

PubMed

Loue, Sana

2014-12-01

Case Western Reserve University's (CWRU) Training Program in International Research Ethics, funded by the Fogarty International Center, has been ongoing in Romania since 2000. The program consists of multiple components: a U.S.- based MA degree program for long-term trainees, Romania-based short courses, a U.S.-based opportunity for mid-and senior-level personnel to develop collaborative writing or research projects and present lectures, and a newsletter and various Internet-based activities. We evaluated the impact of the training program on bioethics in Romania through a survey of the training program's long-term trainees, a literature search for trainee publications, interviews with key informants, and identification of key events during the course of the program. Findings indicate that the program has had a considerable impact in the field of bioethics through trainee authorship of peer-reviewed publications, books, and chapters; trainee career trajectories that encompass activities related to research ethics; and the development of a Romania-based master's degree program in bioethics and a Center of Bioethics and Health Policy. We attribute these achievements to the establishment of strong relationships between CWRU in Cleveland and the University of Medicine and Pharmacy Gr. T. Popa in Iasi, Romania, prior to the initiation of the training program; collaboration with key Romania-based institutional partners that are equally invested in the program's success; reliance of the program on a solid theoretical framework; ongoing program responsiveness to trainee and country needs; and a sustained commitment of time, expertise, and funding by the funders, sponsors, and in-country collaborators.

The Impact of a Research Ethics Training Program: Romania as a Case Study

PubMed Central

Loue, Sana

2017-01-01

Case Western Reserve University's (CWRU) Training Program in International Research Ethics, funded by the Fogarty International Center, has been ongoing in Romania since 2000. The program consists of multiple components: a U.S.-based MA degree program for long-term trainees, Romania-based short courses, a U.S.-based opportunity for mid-and senior-level personnel to develop collaborative writing or research projects and present lectures, and a newsletter and various Internet-based activities. We evaluated the impact of the training program on bioethics in Romania through a survey of the training program's long-term trainees, a literature search for trainee publications, interviews with key informants, and identification of key events during the course of the program. Findings indicate that the program has had a considerable impact in the field of bioethics through trainee authorship of peer-reviewed publications, books, and chapters; trainee career trajectories that encompass activities related to research ethics; and the development of a Romania-based master's degree program in bioethics and a Center of Bioethics and Health Policy. We attribute these achievements to the establishment of strong relationships between CWRU in Cleveland and the University of Medicine and Pharmacy Gr. T. Popa in Iasi, Romania, prior to the initiation of the training program; collaboration with key Romania-based institutional partners that are equally invested in the program's success; reliance of the program on a solid theoretical framework; ongoing program responsiveness to trainee and country needs; and a sustained commitment of time, expertise, and funding by the funders, sponsors, and in-country collaborators. PMID:26247075

The Research and Training Activities for the Joint Institute for Aeronautics and Acoustics

NASA Technical Reports Server (NTRS)

Cantwell, Brian

1997-01-01

This proposal requests continued support for the program of activities to be undertaken by the Ames-Stanford Joint Institute for Aeronautics and Acoustics during the one-year period October 1, 1997 to September 30, 1998. The emphasis in this program is on training and research in experimental and computational methods with application to aerodynamics, acoustics and the important interactions between them. The program comprises activities in active flow control, Large Eddy Simulation of jet noise, flap aerodynamics and acoustics, high lift modeling studies and luminescent paint applications. During the proposed period there will be a continued emphasis on the interaction between NASA Ames, Stanford University and Industry, particularly in connection with the noise and high lift activities. The program will be conducted within the general framework of the Memorandum of Understanding (1976) establishing the Institute, as updated in 1993. As outlined in the agreement, the purposes of the Institute include the following: (1) To conduct basic and applied research; (2) to promote joint endeavors between Center scientists and those in the academic community; (3) to provide training to graduate students in specialized areas of aeronautics and acoustics through participation in the research programs of the Institute; (4) to provide opportunities for Post-Doctoral Fellows to collaborate in research programs of the Institute; and (5) to disseminate information about important aeronautical topics and to enable scientists and engineers of the Center to stay abreast of new advances through symposia, seminars and publications.

The Research and Training Activities for the Joint Institute for Aeronautics and Acoustics

NASA Technical Reports Server (NTRS)

Cantwell, Brian

1996-01-01

This proposal requests continued support for the program of activities to be undertaken by the Ames-Stanford Joint Institute for Aeronautics and Acoustics during the one-year period October 1, 1996 to September 30, 1997. The emphasis in this program is on training and research in experimental and computational methods with application to aerodynamics, acoustics and the important interactions between them. The program comprises activities in active flow control, Large Eddy Simulation of jet noise, flap aerodynamics and acoustics, high lift modeling studies and luminescent paint applications. During the proposed period there will be a continued emphasis on the interaction between NASA Ames, Stanford University and Industry, particularly in connection with the noise and high lift activities. The program will be conducted within the general framework of the Memorandum of Understanding (1976) establishing the Institute, as updated in 1993. As outlined in the agreement, the purposes of the institute include the following: To conduct basic and applied research. To promote joint endeavors between Center scientists and those in the academic community To provide training to graduate students in specialized areas of aeronautics and acoustics through participation in the research programs of the Institute. To provide opportunities for Post-Doctoral Fellows to collaborate in research programs of the Institute. To disseminate information about important aeronautical topics and to enable scientists and engineers of the Center to stay abreast of new advances through symposia, seminars and publications.

Nazareth College: Specialty Preparation for Speech-Language Pathologists to Work with Children Who Are Deaf and Hard of Hearing

ERIC Educational Resources Information Center

Brown, Paula M.; Quenin, Cathy

2010-01-01

The specialty preparation program within the speech-language pathology master's degree program at Nazareth College in Rochester, New York, was designed to train speech-language pathologists to work with children who are deaf and hard of hearing, ages 0 to 21. The program is offered in collaboration with the Rochester Institute of Technology,…

Preparing Potential Teachers for the Transition from Employment to Teacher Training: An Evaluative Case Study of a Maths Enhancement Course

ERIC Educational Resources Information Center

May, Steve; Gay, Jane; Atkins, Nigel; Marks-Maran, Diane

2008-01-01

In response to a UK government drive to improve maths teaching in schools, the South West London Maths Enhancement Course (MEC) has been set up through collaboration between three higher education institutions (HEIs) to provide an efficient route for non-maths graduates in employment to upgrade their subject knowledge and give a smooth transition…

North-South health research collaboration: challenges in institutional interaction.

PubMed

Maina-Ahlberg, B; Nordberg, E; Tomson, G

1997-04-01

North-South health development cooperation often includes research financed largely by external donors. The cooperation varies between projects and programmes with regard to subject area, mix of disciplines involved, research methods, training components and project management arrangements. A variety of problems is encountered, but they are rarely described and discussed in published project reports. We authors conducted a study of a small number of European health researchers collaborating with researchers from the Third World. We focused upon projects involving both biomedical and social science researchers, and apart from a literature review three methods were applied: self-administered questionnaires to European researchers, semistructured interviews with five IHCAR researchers, and written summaries by the three authors, each on one recent or ongoing collaborative project of their choice. Most collaborative projects were initiated from the North and are monodisciplinary or partly interdisciplinary in the sense that researchers did independent data collection preceded by joint planning and followed by joint analysis and write-up. There may be disagreements concerning remuneration such as allowances in relation to fieldwork and training. Socio-cultural misunderstanding and conflict was reportedly rare, and no serious problems were reported regarding authorship and publishing. It is concluded that collaborative research is a complex and poorly understood process with considerable potential and worth pursuing despite the problems. Difficulties related to logistics and finance are easily and freely discussed, while there is little evidence that transdisciplinary research is conducted or even discussed. We recommend that published and unpublished reports on collaborative research projects include more detailed accounts of the North-South collaborative arrangements and their management, ethical and financial aspects.

Building Resilience in Families, Communities, and Organizations: A Training Program in Global Mental Health and Psychosocial Support.

PubMed

Saul, Jack; Simon, Winnifred

2016-12-01

This article describes the Summer Institute in Global Mental Health and Psychosocial Support, a brief immersion training program for mental health, health, and allied professionals who work with populations that have endured severe adversities and trauma, such as domestic and political violence, extreme poverty, armed conflict, epidemics, and natural disasters. The course taught participants to apply collaborative and contextually sensitive approaches to enhance social connectedness and resilience in families, communities, and organizations. This article presents core training principles and vignettes which illustrate how those engaging in such interventions must: (1) work in the context of a strong and supportive organization; (2) appreciate the complexity of the systems with which they are engaging; and (3) be open to the possibilities for healing and transformation. The program utilized a combination of didactic presentations, hands-on interactive exercises, case studies, and experiential approaches to organizational team building and staff stress management. © 2016 Family Process Institute.

Keeping Clinicians in Clinical Research: The Clinical Research/Reproductive Scientist Training Program

PubMed Central

Armstrong, Alicia Y.; DeCherney, Alan; Leppert, Phyllis; Rebar, Robert; Maddox, Yvonne T.

2009-01-01

In recent years the need for translational and clinical research has increased while the number of physicians involved in clinical research has diminished. There is clearly a need for formalized academic training in the quantitative and methodological principles of clinical research in reproductive medicine. The Clinical Research/Reproductive Scientist Training Program (CREST), a program supported by the National Institute of Child Health and Human Development, the Clinical Research Training Program (CRTP) at Duke University, and the American Society for Reproductive Medicine,(ASRM) meets this existing need. In addition, this program is specifically designed for physicians in private or academic clinical practice in reproductive medicine. Innovative programs such as CREST encourage the practicing physician to engage in clinical research while maintaining an active role in clinical practice. Participants in the program receive didactic on-line training from the CRTP, attend intensive weekend seminars at the National Institutes of Health (NIH) and CREST seminars at the annual meeting of ASRM. Successful participants in the program receive a Certificate in Clinical Research from the CRTP. The program’s goal is to provide practicing physicians with the tools and research credentials that will facilitate collaborations with investigators involved in large clinical trials. PMID:19144332

Institutional Readiness for Interprofessional Education Among Nutrition and Dietetics and Athletic Training Education Programs.

PubMed

Eliot, Kathrin; Breitbach, Anthony; Wilson, Mardell; Chushak, Maria

2017-01-01

Organizations recommend interprofessional education (IPE) as a means of promoting collaborative patient-centered care. In turn, various external accreditors in the health professions have integrated IPE competencies into their standards. However, little is known about how athletic training (AT) and nutrition and dietetics (ND) have incorporated IPE into their educational programs. This study examined institutional factors that affect the level of IPE participation within ND and AT programs in the United States. The Interprofessional Education Assessment and Planning Instrument for Academic Institutions was distributed electronically to directors of accredited programs in ND and AT. In addition to gathering demographic information, survey questions addressed the institutions' level of involvement and commitment to IPE. Differences emerged between ND and AT programs for several items in the instrument. Factors that affected the differences included program level and academic unit in which the program resides. Results also suggest that ND and AT programs have similar levels of IPE participation, but there are great opportunities for growth. Institutional factors such resource commitment, academic unit type, and level of program may affect implementation and contribute to the development and success of IPE initiatives.

[Position paper of the German Society for Medical Intensive Care Medicine and Emergency Medicine (DGIIN) on medical intensive care medicine].

PubMed

Riessen, R; Janssens, U; Buerke, M; Kluge, S

2016-05-01

In this paper the German Society for Medical Intensive Care Medicine and Emergency Medicine (DGIIN) provides statements regarding the importance and advancement of Medical Intensive Care Medicine within the structures of Internal Medicine in Germany. Of pivotal importance are the training of medical intensivists, the cooperation with intensivists from other disciplines and the collaboration with emergency departments. In order to fulfil the various and challenging tasks in patient care, training, research and medical education competently and on an international level, more intensivists in leading positions especially in academic institutions are essential.

Institutional Alliances to Reduce Cancer Disparities in Chicago

PubMed Central

Simon, Melissa A.; Malin, Emily L.; Hitsman, Brian L.; Ciecierski, Christina C.; Victorson, David E.; Banas, Jennifer R.; Stuart, Moira; Luedke, Tracy; Cella, David

2017-01-01

A partnership formed between Northeastern Illinois University (NEIU) and the Robert H. Lurie Comprehensive Cancer Center of Northwestern University sought to address well-documented cancer health disparities in Chicago by developing a collaborative research, training, and educational infrastructure between a minority-serving institution and a National Cancer Institute designated comprehensive cancer center. With a critical examination of partnership documentation and outputs, we describe the partnership’s community-engaged approaches, challenges, and lessons learned. Northeastern Illinois University and the Lurie Cancer Center engaged in a yearlong partnership-building phase, identified interdisciplinary research teams, formed a governance structure, and identified collective aims. Partnership outcomes included funded inter-institutional research projects, new curriculum, and an annual research trainee program. Significant challenges faced included uncertain fiscal climate, widespread turnover, and dissimilar institutional demands. Lessons learned from this minority serving institution and comprehensive cancer center partnership may be useful for bridging distinct academic communities in the pursuit of ameliorating health disparities. PMID:27763461

The Role of the George Kuzmycz Training Center in Improving the Nuclear Material Management Culture in Ukraine.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Gavrylyuk, V. I.; Scherbachenko, A. M.; Bazavov, D. A.

2001-01-01

The George Kuzmycz Training Center for Physical Protection, Control and Accounting (GKTC) was established in 1998 in a collaborative endeavor of the State Nuclear Regulatory Administration of Ukraine, the Ukrainian Academy of Sciences, and the U.S. Department of Energy. Located at the Institute for Nuclear Research in Kyiv, the GKTC provides theoretical and practical training in physical protection, control, and accounting techniques and systems that are employed to reduce the risk of unauthorized use, theft, or diversion of weapons-usable nuclear material. Participants in GKTC workshops and courses include nuclear facility specialists as well as officials of the State's regulatory authorities.more » Recently, the training scope has been broadened to include students from other nations in the region.« less

A Word to the Wise: Advice for Scientists Engaged in Collaborative Adaptive Management

NASA Astrophysics Data System (ADS)

Hopkinson, Peter; Huber, Ann; Saah, David S.; Battles, John J.

2017-05-01

Collaborative adaptive management is a process for making decisions about the environment in the face of uncertainty and conflict. Scientists have a central role to play in these decisions. However, while scientists are well trained to reduce uncertainty by discovering new knowledge, most lack experience with the means to mitigate conflict in contested situations. To address this gap, we drew from our efforts coordinating a large collaborative adaptive management effort, the Sierra Nevada Adaptive Management Project, to offer advice to our fellow environmental scientists. Key challenges posed by collaborative adaptive management include the confusion caused by multiple institutional cultures, the need to provide information at management-relevant scales, frequent turnover in participants, fluctuations in enthusiasm among key constituencies, and diverse definitions of success among partners. Effective strategies included a dedication to consistency, a commitment to transparency, the willingness to communicate frequently via multiple forums, and the capacity for flexibility. Collaborative adaptive management represents a promising, new model for scientific engagement with the public. Learning the lessons of effective collaboration in environmental management is an essential task to achieve the shared goal of a sustainable future.

Workforce training and education gaps in gerontology and geriatrics: what we found in New York State.

PubMed

Maiden, Robert J; Horowitz, Beverly P; Howe, Judith L

2010-01-01

This article summarizes data from the 2008 Symposium Charting the Future for New York State Workforce Training and Education in Aging: The Stakeholder Perspective and the 2009 report Workforce Training and Education: The Challenge for Academic Institutions. This research is the outcome of a collaborative State Society on Aging of New York and New York State Office for the Aging study on New York State's workforce training and education needs. Eight Listening Sessions were held across New York State to obtain input on topics including training, gerontology education, and credentialing and certification. Individual sessions highlighted the needs of urban, rural, and suburban communities. Key themes identified through content analysis included the need for education about aging in agencies serving older adults, education on human development, positive aspects of aging, disabilities, developmental disabilities, and greater opportunities for training and education for service providers. Lack of incentives was identified as a barrier to credentialing or certification. Education about growing older beginning in grade school was recommended. Lack of funding was identified as a barrier that limited support for employee education/training. Disconnects were identified between employers and academic institutions and state government and providers regarding gerontology/geriatric training and education. Consideration to how these themes may be addressed by the Association of Gerontology in Higher Education is offered.

Use of a wiki as an interactive teaching tool in pathology residency education: Experience with a genomics, research, and informatics in pathology course.

PubMed

Park, Seung; Parwani, Anil; Macpherson, Trevor; Pantanowitz, Liron

2012-01-01

The need for informatics and genomics training in pathology is critical, yet limited resources for such training are available. In this study we sought to critically test the hypothesis that the incorporation of a wiki (a collaborative writing and publication tool with roots in "Web 2.0") in a combined informatics and genomics course could both (1) serve as an interactive, collaborative educational resource and reference and (2) actively engage trainees by requiring the creation and sharing of educational materials. A 2-week full-time course at our institution covering genomics, research, and pathology informatics (GRIP) was taught by 36 faculty to 18 second- and third-year pathology residents. The course content included didactic lectures and hands-on demonstrations of technology (e.g., whole-slide scanning, telepathology, and statistics software). Attendees were given pre- and posttests. Residents were trained to use wiki technology (MediaWiki) and requested to construct a wiki about the GRIP course by writing comprehensive online review articles on assigned lectures. To gauge effectiveness, pretest and posttest scores for our course were compared with scores from the previous 7 years from the predecessor course (limited to informatics) given at our institution that did not utilize wikis. Residents constructed 59 peer-reviewed collaborative wiki articles. This group showed a 25% improvement (standard deviation 12%) in test scores, which was greater than the 16% delta recorded in the prior 7 years of our predecessor course (P = 0.006). Our use of wiki technology provided a wiki containing high-quality content that will form the basis of future pathology informatics and genomics courses and proved to be an effective teaching tool, as evidenced by the significant rise in our resident posttest scores. Data from this project provide support for the notion that active participation in content creation is an effective mechanism for mastery of content. Future residents taking this course will continue to build on this wiki, keeping content current, and thereby benefit from this collaborative teaching tool.

Use of a wiki as an interactive teaching tool in pathology residency education: Experience with a genomics, research, and informatics in pathology course

PubMed Central

Park, Seung; Parwani, Anil; MacPherson, Trevor; Pantanowitz, Liron

2012-01-01

Background: The need for informatics and genomics training in pathology is critical, yet limited resources for such training are available. In this study we sought to critically test the hypothesis that the incorporation of a wiki (a collaborative writing and publication tool with roots in “Web 2.0”) in a combined informatics and genomics course could both (1) serve as an interactive, collaborative educational resource and reference and (2) actively engage trainees by requiring the creation and sharing of educational materials. Materials and Methods: A 2-week full-time course at our institution covering genomics, research, and pathology informatics (GRIP) was taught by 36 faculty to 18 second- and third-year pathology residents. The course content included didactic lectures and hands-on demonstrations of technology (e.g., whole-slide scanning, telepathology, and statistics software). Attendees were given pre- and posttests. Residents were trained to use wiki technology (MediaWiki) and requested to construct a wiki about the GRIP course by writing comprehensive online review articles on assigned lectures. To gauge effectiveness, pretest and posttest scores for our course were compared with scores from the previous 7 years from the predecessor course (limited to informatics) given at our institution that did not utilize wikis. Results: Residents constructed 59 peer-reviewed collaborative wiki articles. This group showed a 25% improvement (standard deviation 12%) in test scores, which was greater than the 16% delta recorded in the prior 7 years of our predecessor course (P = 0.006). Conclusions: Our use of wiki technology provided a wiki containing high-quality content that will form the basis of future pathology informatics and genomics courses and proved to be an effective teaching tool, as evidenced by the significant rise in our resident posttest scores. Data from this project provide support for the notion that active participation in content creation is an effective mechanism for mastery of content. Future residents taking this course will continue to build on this wiki, keeping content current, and thereby benefit from this collaborative teaching tool. PMID:23024891

Fostering Health Equity: Clinical and Research Training Strategies from Nursing Education

PubMed Central

Deatrick, Janet A.; Lipman, Terri H.; Gennaro, Susan; Sommers, Marilyn; de Leon Siantz, Mary Lou; Mooney-Doyle, Kim; Hollis, Genevieve; Jemmott, Loretta S.

2015-01-01

Racism, ethnocentrism, segregation, stereotyping, and classism are tightly linked to health equity and social determinants of health. They lead to lack of power, money, resources, and education which may result in poor health care access and outcomes. Health profession faculties must address the complex relationships that exist between individual, interpersonal, institutional, social and political factors that influence health outcomes in both clinical and research training. Thus, the purposes of this paper are to provide examples of training strategies from nursing education that foster cultural sensitivity. First, assumptions about health equity, culture, ethnicity and race are explored. Second, clinical training within an undergraduate and graduate context are explored, including an undergraduate cancer case study and in a graduate pediatric nursing program are described to demonstrate how cultural models can be used to integrate the biomedical and psychosocial content in a course. Third, research training for summer scholars and doctoral and post doctoral fellows (short and long term) is described to demonstrate how to increase the number and quality of scholars prepared to conduct research with vulnerable populations. Research training strategies include a summer research institute, policy fellowship, and a scholars “pipeline” program. A unique perspective is presented through collaboration between a nursing school and a center for health disparities research. PMID:19717366

Public library computer training for older adults to access high-quality Internet health information

PubMed Central

Xie, Bo; Bugg, Julie M.

2010-01-01

An innovative experiment to develop and evaluate a public library computer training program to teach older adults to access and use high-quality Internet health information involved a productive collaboration among public libraries, the National Institute on Aging and the National Library of Medicine of the National Institutes of Health (NIH), and a Library and Information Science (LIS) academic program at a state university. One hundred and thirty-one older adults aged 54–89 participated in the study between September 2007 and July 2008. Key findings include: a) participants had overwhelmingly positive perceptions of the training program; b) after learning about two NIH websites (http://nihseniorhealth.gov and http://medlineplus.gov) from the training, many participants started using these online resources to find high quality health and medical information and, further, to guide their decision-making regarding a health- or medically-related matter; and c) computer anxiety significantly decreased (p < .001) while computer interest and efficacy significantly increased (p = .001 and p < .001, respectively) from pre- to post-training, suggesting statistically significant improvements in computer attitudes between pre- and post-training. The findings have implications for public libraries, LIS academic programs, and other organizations interested in providing similar programs in their communities. PMID:20161649

Collaborative training with a more experienced partner: remediating low pretraining self-efficacy in complex skill acquisition.

PubMed

Day, Eric Anthony; Boatman, Paul R; Kowollik, Vanessa; Espejo, Jazmine; McEntire, Lauren E; Sherwin, Rachel E

2007-12-01

This study examined the effectiveness of collaborative training for individuals with low pretraining self-efficacy versus individuals with high pretraining self-efficacy regarding the acquisition of a complex skill that involved strong cognitive and psychomotor demands. Despite support for collaborative learning from the educational literature and the similarities between collaborative learning and interventions designed to remediate low self-efficacy, no research has addressed how self-efficacy and collaborative learning interact in contexts concerning complex skills and human-machine interactions. One hundred fifty-five young male adults trained either individually or collaboratively with a more experienced partner on a complex computer task that simulated the demands of a dynamic aviation environment. Participants also completed a task-specific measure of self-efficacy before, during, and after training. Collaborative training enhanced skill acquisition significantly more for individuals with low pretraining self-efficacy than for individuals with high pretraining self-efficacy. However, collaborative training did not bring the skill acquisition levels of those persons with low pretraining self-efficacy to the levels found for persons with high pretraining self-efficacy. Moreover, tests of mediation suggested that collaborative training may have enhanced appropriate skill development strategies without actually raising self-efficacy. Although collaborative training can facilitate the skill acquisition process for trainees with low self-efficacy, future research is needed that examines how the negative effects of low pretraining self-efficacy on complex skill acquisition can be more fully remediated. The differential effects of collaborative training as a function of self-efficacy highlight the importance of person analysis and tailoring training to meet differing trainee needs.

Culturally sensitive adaptation of the concept of relational communication therapy as a support to language development: An exploratory study in collaboration with a Tanzanian orphanage

PubMed Central

2016-01-01

Background Orphans and other vulnerable children (OVC) who grow up in institutional care often show communication and language problems. The caregivers lack training, and there are few language didactics programmes aimed at supporting communication and language development in OVC in institutional care in Tanzania. Objectives The purpose of the study was to adapt the German concept of relational communication therapy (RCT) as a support to language development in a Tanzanian early childhood education context in a culturally sensitive way. Following the adaptation of the concept, a training programme for Tanzanian caregiver students was developed to compare their competencies in language didactics before and after training. Methods A convergent mixed methods design was used to examine changes following training in 12 participating caregiver students in a Tanzanian orphanage. The competencies in relational language didactics were assessed by a self-developed test and video recordings before and after intervention. Based on the results, we drew conclusions regarding necessary modifications to the training modules and to the concept of RCT. Results The relational didactics competencies of the caregiver students improved significantly following their training. A detailed analysis of the four training modules showed that the improvement in relational didactics competencies varied depending on the topic and the teacher. Conclusion The results provide essential hints for the professionalisation of caregivers and for using the concept of RCT for OVC in institutional care in Tanzania. Training programmes and concepts should not just be transferred across different cultures, disciplines and settings; they must be adapted to the specific cultural setting. PMID:28155305

The School of Public Safety at Valencia College: Visioning and Implementation of a College-Wide Distributive and Collaborative Program Model for the Central Florida Community

ERIC Educational Resources Information Center

Goltz, Jeffrey W.

2016-01-01

The central Florida region, faced with record tourism, a large service population, and significant population growth over the next few decades, must rely on a community-based institution of higher education with lifelong learning offerings, a local community college, to create world class public safety education and training for the region.…

Exploring the Characteristics of a Current Career Training Program at the United Arab Emirates University: A Study of Current Senior Students and Local Employers

ERIC Educational Resources Information Center

Alhawasin, Mohamed

2010-01-01

Collaborations between universities and businesses continue to be a vital and critical indicator of the transition in learning from school-based learning to work-based learning. Most jobs today require postsecondary education, forcing many high school students to enroll in a higher education institution in order to advance their careers. However,…

Combating the Insider Cyber Threat

DOE Office of Scientific and Technical Information (OSTI.GOV)

Greitzer, Frank L.; Moore, Andrew P.; Cappelli, Dawn M.

This article represents a collaboration between PNNL, CERT/CMU, and AFRL that describes needs and related efforts by these institutions to develop technologies and approaches to counter cyber threats by insiders to informatin systems. The main focus of this article is on the need for effective training on insider threat to raise staff awareness and encourage organizations to adopt a more effective approach to identifying potential risks and take proactive steps to mitigate them.

Partnerships for building strong internship and research experiences for undergraduates

NASA Astrophysics Data System (ADS)

Goehring, L.; Haacker-Santos, R.; Dutilly, E.

2013-12-01

REU and internship site directors often operate in geographic and institutional isolation from each other, unable to share best practices or resources. When collaboration is possible, benefits for both the students and leaders of these programs can be achieved. In 2013, the SOARS REU program, hosted at the National Center for Atmospheric Research (NCAR), supported the National Ecological Observatory Network (NEON) in creating a new internship program aimed at engaging undergraduate science and engineering students in NEON's work. Both student programs share the objective of reaching underrepresented groups in STEM. The year long collaboration allowed NEON to learn best practices in recruitment and support of students, mentor training, and program development, and to customize its internship according to its organization i.e., a science/engineering observatory under construction. Both programs shared several elements: students were housed together so that interns could tap into a larger cohort of supportive peers; students participated in a joint leadership training to strengthen cross program mentoring; and students met weekly for a scientific communications workshop. Having multiple science disciplines represented enhanced the workshop as students learned about writing styles and cultures of each other's fields, fostering an appreciation of different scientific disciplines and interdisciplinary thinking. Finally, at the end of the summer, students presented their findings in a joint poster session. We found that collaboration between programs led to increased recruitment of students from diverse backgrounds and support of students through stronger cohorts, shared trainings, and enhanced program content. In this presentation we share findings of our programs' evaluations and make recommendations on building collaborative partnerships for internships and research experiences for undergraduates.

Scoping review protocol: education initiatives for medical psychiatry collaborative care.

PubMed

Shen, Nelson; Sockalingam, Sanjeev; Abi Jaoude, Alexxa; Bailey, Sharon M; Bernier, Thérèse; Freeland, Alison; Hawa, Aceel; Hollenberg, Elisa; Woldemichael, Bethel; Wiljer, David

2017-09-03

The collaborative care model is an approach providing care to those with mental health and addictions disorders in the primary care setting. There is a robust evidence base demonstrating its clinical and cost-effectiveness in comparison with usual care; however, the transitioning to this new paradigm of care has been difficult. While there are efforts to train and prepare healthcare professionals, not much is known about the current state of collaborative care training programmes. The objective of this scoping review is to understand how widespread these collaborative care education initiatives are, how they are implemented and their impacts. The scoping review methodology uses the established review methodology by Arksey and O'Malley. The search strategy was developed by a medical librarian and will be applied in eight different databases spanning multiple disciplines. A two-stage screening process consisting of a title and abstract scan and a full-text review will be used to determine the eligibility of articles. To be included, articles must report on an existing collaborative care education initiative for healthcare providers. All articles will be independently assessed for eligibility by pairs of reviewers, and all eligible articles will be abstracted and charted in duplicate using a standardised form. The extracted data will undergo a 'narrative review' or a descriptive analysis of the contextual or process-oriented data and simple quantitative analysis using descriptive statistics. Research ethics approval is not required for this scoping review. The results of this scoping review will inform the development of a collaborative care training initiative emerging from the Medical Psychiatry Alliance, a four-institution philanthropic partnership in Ontario, Canada. The results will also be presented at relevant national and international conferences and published in a peer-reviewed journal. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Cross-sectional-derived determinants of satisfaction with physician-scientist training among Canadian MD/PhD graduates.

PubMed

Twa, David D W; Skinnider, Michael A; Squair, Jordan W; Lukac, Christine D

2017-01-01

Although MD/PhD programs require considerable commitment on behalf of students and learning institutions, they serve as an integral means of training future physician-scientists; individuals who engage in translational medicine. As attrition from these programs has longstanding effects on the community of translational medicine and comes at substantial cost to MD/PhD programs, we aimed to identify determinants that were associated with satisfaction among MD/PhD graduates, a feature that might inform on limiting program attrition. Anonymized data from a national survey of 139 Canadian MD/PhD alumni was analyzed. Factor analysis was conducted to evaluate the reliability of three questions that measured satisfaction and logistic regression was used to assess the association of outcomes with 17 independent determinants. Eighty-one percent of graduates were satisfied with MD/PhD training. Factor analysis confirmed the reliability of the questions measuring satisfaction. Determinants of self-reported satisfaction with physician-scientist training included co-authorship of more than six manuscripts during MD/PhD training. Additionally, protected research time at the place of current appointment was strongly associated with agreement that MD/PhD training had helped career progression. Demographic variables were not associated with any satisfaction indicator. Taken together, the majority of Canadian MD/PhD graduates are satisfied with their physician-scientist training. Project collaboration leading to co-authorships and protected research time were strongly associated with training satisfaction among graduates. If the value of collaboration can be realized among current and future physician-scientist trainees who are dissatisfied with their training, this might ultimately reduce program attrition.

Advancing Diversity and Inclusion within the IceCube Collaboration: Lessons from an International Particle Astrophysics Research Collaboration

NASA Astrophysics Data System (ADS)

Knackert, J.

2017-12-01

The IceCube Collaboration is comprised of 300 scientists, engineers, students, and support staff at 48 institutions in 12 countries. IceCube recognizes the value of increased diversity within STEM fields and is committed to improving this situation both within the collaboration and more broadly. The process of establishing and maintaining a focus on diversity and inclusion within an international research collaboration has yielded many lessons and best practices relevant for broader STEM diversity efforts. Examples of events, training activities, and workshops to promote diversity both internally and within the broader STEM community will be provided. We will outline strategies to promote an environment of inclusivity and increase diversity in hiring within IceCube. We will describe collaborations with local networks and advocacy groups that have helped to guide our efforts and maximize their impact. We will also discuss methods for getting community members interested, informed, and invested, while helping them better understand the benefits associated with increased STEM diversity. This work has been informed by the American Association for the Advancement of Science's inaugural cohort of the Community Engagement Fellows Program. The author has made this submission on behalf of the IceCube Collaboration Diversity Task Force.

A Transdisciplinary Training Program for Behavioral Oncology and Cancer Control Scientists

PubMed Central

McDaniel, Anna M.; Champion, Victoria L.; Kroenke, Kurt

2008-01-01

Transdisciplinary health research training has been identified as a major initiative to achieve the vision for research teams of the future as articulated in the NIH Roadmap for Medical Research. To address the need for scientists who can integrate diverse scientific approaches and work in transdisciplinary teams to solve complex health problems, Indiana University has designed an innovative training program that will provide the didactic and research experiences to enable trainees to establish productive careers in behavioral oncology and cancer control research. Development of a successful transdisciplinary training program requires mentorship, research, and a specialized curriculum that encompass a broad range of disciplines. The program capitalizes on a unique set of existing and emerging training opportunities resulting from the collaborative activities of the Indiana University (IU) Simon Cancer Center, the IU Schools of Nursing and Medicine, and multiple research institutes and academic centers located in Indiana and neighboring states. PMID:18501750

An International Survey on Taking Up a Career in Cardiovascular Research: Opportunities and Biases toward Would-Be Physician-Scientists.

PubMed

Biondi-Zoccai, Giuseppe; Cerrato, Enrico; Peruzzi, Mariangela; D'Ascenzo, Fabrizio; De Falco, Elena; Chimenti, Isotta; Sciarretta, Sebastiano; Marullo, Antonino G M; Cavarretta, Elena; Greco, Ernesto; Benedetto, Umberto; Pompilio, Giulio; Escaned, Javier; Abbate, Antonio; Carpentier, Alain; Chachques, Juan Carlos; Frati, Giacomo

2015-01-01

Cardiovascular research is the main shaper of clinical evidence underpinning decision making, with its cyclic progression of junior researchers to mature faculty members. Despite efforts at improving cardiovascular research training, several unmet needs persist. We aimed to appraise current perceptions on cardiovascular research training with an international survey. We administered a 20-closed-question survey to mentors and mentees belonging to different international institutions. A total of 247 (12%) surveys were available (out of 2,000 invitations). Overall, mentees and mentors were reasonably satisfied with the educational and research resources. Significant differences were found analyzing results according to gender, geographic area, training and full-time researcher status. Specifically, women proved significantly less satisfied than men, disclosed access to fewer resources and less support from mentors (all P<0.05). People working in institutions not located in North America or Northern/Central Europe were significantly less satisfied and disclosed much less support (both P<0.05). Those in training reported limited opportunities for collaboration (P = 0.009), and non-full-time researchers disclosed more limited access to tutors and formal grant writing training (both P<0.05). Several potential biases appear to be present in the way training in cardiovascular research is provided worldwide, including one against women. If confirmed, these data require proactive measures to decrease discriminations and improve the cardiovascular research training quality.

The Importance of Interdisciplinary Research Training and Community Dissemination

PubMed Central

Vessali, Misha; Pratt, Jacob A.; Watts, Samantha; Pratt, Janey S.; Raghavan, Preeti; DeSilva, Jeremy M.

2015-01-01

Abstract Funding agencies and institutions are creating initiatives to encourage interdisciplinary research that can be more easily translated into community initiatives to enhance health. Therefore, the current research environment calls for interdisciplinary education and skills to create sustained partnerships with community institutions. However, formalized opportunities in both of these areas are limited for students embarking on research careers. The purpose of this paper is to underscore the historical and current importance of providing interdisciplinary training and community dissemination for research students. We also suggest an approach to begin to address the existing gap. Specifically, we suggest embedding a 10‐week summer rotation into existing research curricula with the goals of: (1) providing students with a hands‐on interdisciplinary research experience, (2) facilitating dialogue between research students and community settings to disseminate science to the public, and (3) sparking collaborations among researchers who seek to create a way to sustain summer program rotations with grant funding. PMID:26508528

Implementing the patient-centered medical home in residency education.

PubMed

Doolittle, Benjamin R; Tobin, Daniel; Genao, Inginia; Ellman, Matthew; Ruser, Christopher; Brienza, Rebecca

2015-01-01

In recent years, physician groups, government agencies and third party payers in the United States of America have promoted a Patient-centered Medical Home (PCMH) model that fosters a team-based approach to primary care. Advocates highlight the model's collaborative approach where physicians, mid-level providers, nurses and other health care personnel coordinate their efforts with an aim for high-quality, efficient care. Early studies show improvement in quality measures, reduction in emergency room visits and cost savings. However, implementing the PCMH presents particular challenges to physician training programs, including institutional commitment, infrastructure expenditures and faculty training. Teaching programs must consider how the objectives of the PCMH model align with recent innovations in resident evaluation now required by the Accreditation Council of Graduate Medical Education (ACGME) in the US. This article addresses these challenges, assesses the preliminary success of a pilot project, and proposes a viable, realistic model for implementation at other institutions.

Building community partnerships to end interpersonal violence: a collaboration of the schools of social work, law, and nursing.

PubMed

Busch-Armendariz, Noël Bridget; Johnson, Regina Jones; Buel, Sarah; Lungwitz, Jeana

2011-09-01

The article discusses the University of Texas at Austin's (UT Austin) Institute on Domestic Violence and Sexual Assault (IDVSA), an institution that was established in 2001. IDVSA is a collaboration of the Schools of Social Work, Law, and Nursing, and 150 community affiliates. Recognizing that interpersonal violence does not occur in a vacuum, the IDVSA operates within an ecological framework in which explanations for interpersonal violence acknowledge that individuals and families are nested in larger mezzo and macro systems, and factors such as gender, poverty, ethnicity, religion, disability, sexual orientation, and immigration status play influential roles in our understanding of these issues. The overarching goal is to advance knowledge and meaningful practice in the field through partnerships with survivors and community practitioners. Specifically, the mission is to advance the knowledge related to domestic violence and sexual assault in order to end interpersonal violence. IDVSA seeks to achieve its mission by focusing on three key areas: (1) rigorous research and scholarship on domestic violence and sexual assault; (2) comprehensive training, technical assistance, and information dissemination to the practitioner community and the community at large; and (3) substantial collaboration with our community partners. This article summarizes the authors' pursuit.

Collaborative Orthopaedic Research Between and Within Institutions.

PubMed

Wolf, Brian R; Verma, Nikhil N; Spindler, Kurt P; Wright, Rick W

2017-02-15

Collaborative research is common in many medical disciplines; however, the field of orthopaedics has been relatively slow to adopt this type of research approach. Collaborative research efforts can occur between multiple institutions and, in some instances, may benefit from subspecialty society sponsorship. Collaborative research efforts between several research spheres within a single institution also can be advantageous. Collaborative research has many benefits, including a larger number of patients in studies, more power in the research, and better generalizability. In addition, collaborative research efforts allow resources to be pooled within and between institutions. The challenges of collaborative research include data management, funding, and the publication of manuscripts that have many authors.

Community Partnered Research Ethics Training in Practice: A Collaborative Approach to Certification.

PubMed

Yonas, Michael A; Jaime, Maria Catrina; Barone, Jean; Valenti, Shannon; Documét, Patricia; Ryan, Christopher M; Miller, Elizabeth

2016-04-01

This report describes the development and implementation of a tailored research ethics training for academic investigators and community research partners (CRP). The Community Partnered Research Ethics Training (CPRET) and Certification is a free and publicly available model and resource created by a university and community partnership to ensure that traditional and non-traditional research partners may study, define, and apply principles of human subjects' research. To date, seven academic and 34 CRP teams have used this highly interactive, engaging, educational, and relationship building process to learn human subjects' research and be certified by the University of Pittsburgh Institutional Review Board (IRB). This accessible, flexible, and engaging research ethics training process serves as a vehicle to strengthen community and academic partnerships to conduct ethical and culturally sensitive research. © The Author(s) 2016.

Adverse outcome pathways | Science Inventory | US EPA

EPA Pesticide Factsheets

The Systems Toxicology Unit of the European Commission Joint Research Centre (JRC) is strongly committed to development and uptake of AOPs. In coordination with the OECD, the JRC and EPA have collaborated closely in the development of training and outreach materials related to the development and application of AOPs. The European Food Safety Authority (EFSA) has requested that the JRC provide eight training courses, each 2 days in duration, to EFSA over a 2.5 year period. Given EPA’s expertise in the development of AOPs and the AOP-wiki, as well as EPA’s experience in training others on the AOP concepts and best practices in this rapidly moving arena, the JRC has engaged EPA expertise in this training activity, which reaches groups of 30-40 participants from regulatory authorities and academic institutes across Europe. Not Applicable

Improving global flood risk awareness through collaborative research: Id-Lab

NASA Astrophysics Data System (ADS)

Weerts, A.; Zijderveld, A.; Cumiskey, L.; Buckman, L.; Verlaan, M.; Baart, F.

2015-12-01

Scientific and end-user collaboration on operational flood risk modelling and forecasting requires an environment where scientists and end-users can physically work together and demonstrate, enhance and learn about new tools, methods and models for forecasting and warning purposes. Therefore, Deltares has built a real-time demonstration, training and research infrastructure ('operational' room and ICT backend). This research infrastructure supports various functions like (1) Real time response and disaster management, (2) Training, (3) Collaborative Research, (4) Demonstration. The research infrastructure will be used for a mixture of these functions on a regular basis by Deltares and a multitude of both scientists as well as end users such as universities, research institutes, consultants, governments and aid agencies. This infrastructure facilitates emergency advice and support during international and national disasters caused by rainfall, tropical cyclones or tsunamis. It hosts research flood and storm surge forecasting systems for global/continental/regional scale. It facilitates training for emergency & disaster management (along with hosting forecasting system user trainings in for instance the forecasting platform Delft-FEWS) both internally and externally. The facility is expected to inspire and initiate creative innovations by bringing together different experts from various organizations. The room hosts interactive modelling developments, participatory workshops and stakeholder meetings. State of the art tools, models and software, being applied across the globe are available and on display within the facility. We will present the Id-Lab in detail and we will put particular focus on the global operational forecasting systems GLOFFIS (Global Flood Forecasting Information System) and GLOSSIS (Global Storm Surge Information System).

International tuberculosis research collaborations within Asia.

PubMed

Molton, James S; Singh, Shweta; Chen, Ling Jun; Paton, Nicholas I

2017-09-07

Asia bears more than half the global tuberculosis (TB) burden. Economic development in the region has increased available funding for biomedical research and opportunity for collaboration. We explored the extent of international tuberculosis research collaborations between institutions within Asia. We conducted a Pubmed search for all articles with tuberculosis in the title published during a 12 month period with at least one author affiliation listed in Asia, then identified international collaborations from institution websites and internet searches. We identified 99 international collaborations involving an institution within Asia, of which only 8 (8.1%) were collaborations between Asian institutions. The remainder were with institutions outside of Asia. The paucity of intra-Asian international research collaboration represents a lost opportunity to optimise regional research funding, capacity building and the development of an Asia-relevant TB research agenda.

Children-at-risk for poor nutrition: expanding the approach of future professionals in educational institutions.

PubMed

Shor, Ron

2011-08-01

To examine how the subject of nutrition is being addressed in the work with children at risk of poor nutrition in educational institutions and what the barriers are which may hinder inclusion of this subject. A structured questionnaire was constructed for the purpose of this study and was implemented with 111 students in Israel who are working in their internships in educational institutions with children who are exposed to risk factors of poor nutrition (e.g., parental neglect, lack of knowledge, poverty). Participants attributed a high level of importance to integrating nutrition-related components in their work. However, the findings indicate less emphasis on nutrition-related components than on psycho-social-educational components, as well as a low level of collaboration with specialists in the area of nutrition. In addition, it was found that knowledge-based barriers and institutional-related systemic barriers may hinder future teachers' capabilities to incorporate those components despite their favorable approach towards this subject. The findings illuminate the need to reduce barriers hampering the individual work with children at risk of poor nutrition in educational institutions. In the training of future teachers, there is a need to advance a bio-psycho-social educational approach incorporating a knowledge base about assessing situations of poor nutrition, including how to advance an interdisciplinary collaboration with specialists in the area of nutrition. Copyright © 2011 Elsevier Ltd. All rights reserved.

X-train: teaching professionals remotely.

PubMed

Santerre, Charles R

2005-05-01

Increased popularity of the Internet, along with the development of new software applications have dramatically improved our ability to create and deliver online continuing education trainings to professionals in the areas of nutrition and food safety. In addition, these technological advances permit effective and affordable measurement of training outcomes, i.e., changes in knowledge, attitude, and behavior, that result from these educational efforts. Impact assessment of engagement programs is becoming increasing important for demonstrating the value of training activities to stakeholders. A novel software program, called X-Train, takes advantage of technological advances (databases, computer graphics, Web-based interfaces, and network speed) for delivering high-quality trainings to teachers and health care professionals. X-Train automatically collects outcome data, and generates and sends certificates of completion and communicates with participants through electronic messages. X-Train can be used as a collaborative tool whereby experts from various academic institutions are brought together to develop Web-based trainings. Finally, X-Train uses a unique approach that encourages cooperative extension specialists and educators to promote these educational opportunities within their state or county.

Curriculum for Commissioning Energy Efficient Buildings

DOE Office of Scientific and Technical Information (OSTI.GOV)

Webster, Lia

2012-12-27

In July 2010, the U.S. Department of Energy (DOE) awarded funding to PECI to develop training curriculum in commercial energy auditing and building commissioning. This program was created in response to the high demand for auditing and commissioning services in the U.S. commercial buildings market and to bridge gaps and barriers in existing training programs. Obstacles addressed included: lack of focus on entry level candidates; prohibitive cost and time required for training; lack of hands-on training; trainings that focus on certifications & process overviews; and lack of comprehensive training. PECI organized several other industry players to create a co-funded projectmore » sponsored by DOE, PECI, New York State Energy and Research Development Authority (NYSERDA), California Energy Commission (CEC), Northwest Energy Efficiency Alliance (NEEA) and California Commissioning Collaborative (CCC). After awarded, PECI teamed with another DOE awardee, New Jersey Institute of Technology (NJIT), to work collaboratively to create one comprehensive program featuring two training tracks. NJIT’s Center for Building Knowledge is a research and training institute affiliated with the College of Architecture and Design, and provided e-learning and video enhancements. This project designed and developed two training programs with a comprehensive, energy-focused curriculum to prepare new entrants to become energy auditors or commissioning authorities (CxAs). The following are the key elements of the developed trainings, which is depicted graphically in Figure 1: • Online classes are self-paced, and can be completed anywhere, any time • Commissioning Authority track includes 3 online modules made up of 24 courses delivered in 104 individual lessons, followed by a 40 hour hands-on lab. Total time required is between 75 and 100 hours, depending on the pace of the independent learner. • Energy Auditor track includes 3 online modules made up of 18 courses delivered in 72 individual lessons, followed by a 24 hour hands-on lab. Total time required is between 50 and 70 hours, depending on the pace of the independent learner. • Individual courses can be taken for continuing education credits. • Assessments are included for each course, and a score of at least 80% is required for completion. • Completion of Modules 1 through 3 is prerequisite for participating in the laboratory. More experienced participants have the option to test out of Modules 1 and 2 and complete Module 3 to progress to the laboratory.« less

Sharing simulation-based training courses between institutions: opportunities and challenges.

PubMed

Laack, Torrey A; Lones, Ellen A; Schumacher, Donna R; Todd, Frances M; Cook, David A

2017-01-01

Sharing simulation-based training (SBT) courses between institutions could reduce time to develop new content but also presents challenges. We evaluate the process of sharing SBT courses across institutions in a mixed method study estimating the time required and identifying barriers and potential solutions. Two US academic medical institutions explored instructor experiences with the process of sharing four courses (two at each site) using personal interviews and a written survey and estimated the time needed to develop new content vs implement existing SBT courses. The project team spent approximately 618 h creating a collaboration infrastructure to support course sharing. Sharing two SBT courses was estimated to save 391 h compared with developing two new courses. In the qualitative analysis, participants noted the primary benefit of course sharing was time savings. Barriers included difficulty finding information and understanding overall course flow. Suggestions for improvement included establishing a standardized template, clearly identifying the target audience, providing a course overview, communicating with someone familiar with the original SBT course, employing an intuitive file-sharing platform, and considering local culture, context, and needs. Sharing SBT courses between institutions is feasible but not without challenges. An initial investment in a sharing infrastructure may facilitate downstream time savings compared with developing content de novo.

A Human-Centered Approach to CV Care: Infrastructure Development in Uganda.

PubMed

Longenecker, Christopher T; Kalra, Ankur; Okello, Emmy; Lwabi, Peter; Omagino, John O; Kityo, Cissy; Kamya, Moses R; Webel, Allison R; Simon, Daniel I; Salata, Robert A; Costa, Marco A

2018-04-20

In this case study, we describe an ongoing approach to develop sustainable acute and chronic cardiovascular care infrastructure in Uganda that involves patient and provider participation. Leveraging strong infrastructure for HIV/AIDS care delivery, University Hospitals Harrington Heart and Vascular Institute and Case Western Reserve University have partnered with U.S. and Ugandan collaborators to improve cardiovascular capabilities. The collaboration has solicited innovative solutions from patients and providers focusing on education and advanced training, penicillin supply, diagnostic strategy (e.g., hand-held ultrasound), maternal health, and community awareness. Key outcomes of this approach have been the completion of formal training of the first interventional cardiologists and heart failure specialists in the country, establishment of 4 integrated regional centers of excellence in rheumatic heart disease care with a national rheumatic heart disease registry, a penicillin distribution and adherence support program focused on retention in care, access to imaging technology, and in-country capabilities to treat advanced rheumatic heart valve disease. Copyright © 2018 The Authors. Published by Elsevier B.V. All rights reserved.

Collaborating to optimize nursing students' agency information technology use.

PubMed

Fetter, Marilyn S

2009-01-01

As the learning laboratory for gaining actual patient care experience, clinical agencies play an essential role in nursing education. With an information technology revolution transforming healthcare, nursing programs are eager for their students to learn the latest informatics systems and technologies. However, many healthcare institutions are struggling to meet their own information technology needs and report limited resources and other as barriers to nursing student training. In addition, nursing students' information technology access and use raise security and privacy concerns. With the goal of a fully electronic health record by 2014, it is imperative that agencies and educational programs collaborate. They need to establish educationally sound, cost-effective, and secure policies and procedures for managing students' use of information technology systems. Strategies for evaluating options, selecting training methods, and ensuring data security are shared, along with strategies that may reap clinical, economic, and educational benefits. Students' information technology use raises numerous issues that the nursing profession must address to participate in healthcare's transformation into the digital age.

The NASA Astrobiology Institute: A Decade of Education and Outreach

NASA Astrophysics Data System (ADS)

Scalice, Daniella

The mission statement of the NASA Astrobiology Institute (NAI) charts a course to establishing astrobiology as a new and influential field of scientific inquiry. It integrates world class, interdisciplinary research with training for the next generation of astrobiologists. It enables collaboration between distributed research teams by prioritizing the use of modern information technologies, and empowers astrobiologists to provide leadership for space missions. But this unique vision would not have been complete without the inclusion of an Education and Public Outreach (E/PO) program. Over the past ten years, NAI's E/PO program has taken shape - from bootstrapping in the early days, to partnering with the likes of Disney and PBS - in pursuit of inspiring young people onto the scientific path. The E/PO program's highly collaborative group of education specialists has worked with museums, national parks, filmmakers, radio broadcasters, families, teachers, and students to ensure that the bright young faces of today find themselves in the labs of tomorrow's astrobiologists.

Writing for publication: institutional support provides an enabling environment.

PubMed

Kramer, Beverley; Libhaber, Elena

2016-04-18

Due to the excessive service delivery loads in public hospitals supported by academic institutions in developing environments, researchers at these institutions have little time to develop scientific writing skills or to write up their research. It is imperative to expand the writing skills of researchers and train the next generation of health sciences academics in order to disseminate research findings. This study reports on the implementation of approaches for writing and publication and the extent of support to staff suffering from the overload of service delivery and of heavy teaching duties. Workshops in scientific writing and writing retreats were initiated and were offered to all staff. Feedback from participants of the writing skills workshops indicated that the workshops provided an injection of confidence and proficiency. Protected writing time resulted in 132 papers submitted to journals and 95 in preparation from 230 participants of the writing retreats over a two year period. Staff commended the off-site, collegial environment, which also supported future collaboration with new-found colleagues. This enabling environment facilitates not only the development of writing skills per se, but also the dissemination of the generated scientific knowledge. In addition, the training in writing skills of this generation will be of value in the training of future cohorts in countries with similar health care deliverables.

Dissemination of public health information: key tools utilised by the NECOBELAC network in Europe and Latin America

PubMed Central

De Castro, Paola; Marsili, Daniela; Poltronieri, Elisabetta; Calderón, Carlos Agudelo

2012-01-01

Background Open Access (OA) to scientific information is an important step forward in communication patterns, yet we still need to reinforce OA principles to promote a cultural change of traditional publishing practices. The advantages of free access to scientific information are even more evident in public health where knowledge is directly associated with human wellbeing. Objectives An OA ‘consolidation’ initiative in public health is presented to show how the involvement of people and institutions is fundamental to create awareness on OA and promote a cultural change. This initiative is developed within the project NEtwork of COllaboration Between Europe and Latin American Caribbean countries (NECOBELAC), financed by the European Commission. Methods Three actions are envisaged: Capacity building through a flexible and sustainable training programme on scientific writing and OA publishing; creation of training tools based on semantic web technologies; development of a network of supporting institutions. Results In 2010–2011, 23 training initiatives were performed involving 856 participants from 15 countries; topic maps on scientific publication and OA were produced; 195 institutions are included in the network. Conclusions Cultural change in scientific dissemination practices is a long process requiring a flexible approach and strong commitment by all stakeholders. PMID:22630360

[Peer training for patients with diabetes mellitus 2. A quantitative and qualitative evaluation in the Basque Country and Andalusia].

PubMed

Danet, Alina; Prieto Rodríguez, María Ángeles; Gamboa Moreno, Estibaliz; Ochoa de Retana Garcia, Lourdes; March Cerdà, Joan Carles

2016-10-01

To evaluate a peer training strategy for patients with type2 diabetes mellitus, developed in two training programmes in the Basque Country and Andalusia. Quantitative pre- and post-intervention and qualitative evaluation, developed between 2012 and 2014. The Basque Country and Andalusia. A total of 409 patients and trainer-patients, participating in self-management peer training programmes. Intentional sample of 44 patients for the qualitative study. Bivariate analysis and net gains for common variables used in questionnaires in the Basque Country and Andalusia: self-reported health, daily activities, physical activity, use of health services, and self-management. Content analysis of 8 focus groups with patients and trainer-patients, including: coding, categorisation, and triangulation of results. Peer training has a positive impact on physical activity, the use of health services, and self-management, with some gender differences. The peer-training strategy is considered positive, as it strengthens the patient-health provider relationship, generates group support and self-confidence, and improves the emotional management. Patients identify two areas of potential improvement: access and continuity of training strategies, and more support and recognition from health providers and institutions. The positive impact on health and quality of life that this patient peer-training provides, requires the collaboration of health professionals and institutions, which should improve the access, continuity and adaptation to patient needs and expectations. Copyright © 2015 Elsevier España, S.L.U. All rights reserved.

A Broadly Implementable Research Course in Phage Discovery and Genomics for First-Year Undergraduate Students

PubMed Central

Jordan, Tuajuanda C.; Burnett, Sandra H.; Carson, Susan; Caruso, Steven M.; Clase, Kari; DeJong, Randall J.; Dennehy, John J.; Denver, Dee R.; Dunbar, David; Elgin, Sarah C. R.; Findley, Ann M.; Gissendanner, Chris R.; Golebiewska, Urszula P.; Guild, Nancy; Hartzog, Grant A.; Grillo, Wendy H.; Hollowell, Gail P.; Hughes, Lee E.; Johnson, Allison; King, Rodney A.; Lewis, Lynn O.; Li, Wei; Rosenzweig, Frank; Rubin, Michael R.; Saha, Margaret S.; Sandoz, James; Shaffer, Christopher D.; Taylor, Barbara; Temple, Louise; Vazquez, Edwin; Ware, Vassie C.; Barker, Lucia P.; Bradley, Kevin W.; Jacobs-Sera, Deborah; Pope, Welkin H.; Russell, Daniel A.; Cresawn, Steven G.; Lopatto, David; Bailey, Cheryl P.; Hatfull, Graham F.

2014-01-01

ABSTRACT Engaging large numbers of undergraduates in authentic scientific discovery is desirable but difficult to achieve. We have developed a general model in which faculty and teaching assistants from diverse academic institutions are trained to teach a research course for first-year undergraduate students focused on bacteriophage discovery and genomics. The course is situated within a broader scientific context aimed at understanding viral diversity, such that faculty and students are collaborators with established researchers in the field. The Howard Hughes Medical Institute (HHMI) Science Education Alliance Phage Hunters Advancing Genomics and Evolutionary Science (SEA-PHAGES) course has been widely implemented and has been taken by over 4,800 students at 73 institutions. We show here that this alliance-sourced model not only substantially advances the field of phage genomics but also stimulates students’ interest in science, positively influences academic achievement, and enhances persistence in science, technology, engineering, and mathematics (STEM) disciplines. Broad application of this model by integrating other research areas with large numbers of early-career undergraduate students has the potential to be transformative in science education and research training. PMID:24496795

Addiction research centres and the nurturing of creativity: IFT Institut für Therapieforschung in Munich, Germany.

PubMed

Bühringer, Gerhard

2014-08-01

This paper describes the history and current structure of the Institut für Therapieforschung (IFT) [Institute for Therapy Research] in Munich, as well as major research topics and factors which might contribute to a creative structure and atmosphere for innovative research in the addiction field. The institute was founded in 1973 as a non-profit non-governmental organization (NGO) with a focus on applied research. Starting with behaviour therapy-based development and evaluation of programmes for alcohol, illicit drugs and smoking and the evaluation of treatment services, the institute gradually expanded its topics, covering prevention (1985) and epidemiology and policy evaluation (1990), and participated throughout this period in the development of guidelines and screening, diagnostic and clinical instruments. Later, the IFT tried to bridge the gap between basic sciences, applied research, health-care services and health policy, with a network of national and international contacts, including its own university engagements and collaborations with foreign research groups and national and European Union (EU) agencies. Possible creativity-promoting factors on the institutional and individual levels are discussed, e.g. the collaboration of experienced senior researchers with carefully selected innovative doctoral students, considerable in-house and external training of young researchers and the early participation and presentation of their work at international conferences, independence from stakeholders in the field and the refusal of project funds which require external clearance of publications. © 2014 Society for the Study of Addiction.

An analysis of national collaboration with Spanish researchers abroad in the health sciences.

PubMed

Aceituno-Aceituno, Pedro; Romero-Martínez, Sonia Janeth; Victor-Ponce, Patricia; García-Núñez, José

2015-11-07

The establishment of scientific collaborations with researchers abroad can be considered a good practice to make appropriate use of their knowledge and to increase the possibilities of them returning to their country. This paper analyses the collaboration between Spanish researchers abroad devoted to health sciences and national science institutions. We used the Fontes' approach to perform a study on this collaboration with Spanish researchers abroad. We measured the level of national and international cooperation, the opportunity provided by the host country to collaborate, the promotion of collaboration by national science institutions, and the types of collaboration. A total of 88 biomedical researchers out of the 268 Spanish scientists who filled up the survey participated in the study. Different data analyses were performed to study the variables selected to measure the scientific collaboration and profile of Spanish researchers abroad. There is a high level of cooperation between Spanish health science researchers abroad and international institutions, which contrasts with the small-scale collaboration with national institutions. Host countries facilitate this collaboration with national and international scientific institutions to a larger extent than the level of collaboration promotion carried out by Spanish institutions. The national collaboration with Spanish researchers abroad in the health sciences is limited. Thus, the practice of making appropriate use of the potential of their expertise should be promoted and the opportunities for Spanish health science researchers to return home should be improved.

Workplan for Catalyzing Collaboration with Amazonian Universities in the Large Scale Biosphere-Atmosphere Experiment in Amazonia (LBA)

NASA Technical Reports Server (NTRS)

Brown, I. Foster; Moreira, Adriana

1997-01-01

Success of the Large-Scale Biosphere-Atmospheric Experiment in Amazonia (LBA) program depends on several critical factors, the most important being the effective participation of Amazonian researchers and institutions. Without host-county counterparts, particularly in Amazonia, many important studies cannot he undertaken due either to lack of qualified persons or to legal constraints. No less important, the acceptance of the LBA program in Amazonia is also dependent on what LBA can do for improving the scientific expertise in Amazonia. Gaining the active investment of Amazonian scientists in a comprehensive research program is not a trivial task. Potential collaborators are few, particularly where much of the research was to be originally focused - the southern arc of Brazilian Amazonia. The mid-term goals of the LBA Committee on Training and Education are to increase the number of collaborators and to demonstrate that LBA will be of benefit to the region.

Narrative Approaches to Organizational Development: A Case Study of Implementation of Collaborative Helping.

PubMed

Madsen, William C

2016-06-01

Across North America, community agencies and state/provincial jurisdictions are embracing family-centered approaches to service delivery that are grounded in strength-based, culturally responsive, accountable partnerships with families. This article details a collaborative consultation process to initiate and sustain organizational change toward this effort. It draws on innovative ideas from narrative theory, organizational development, and implementation science to highlight a three component approach. This approach includes the use of appreciative inquiry focus groups to elicit existing best practices, the provision of clinical training, and ongoing coaching with practice leaders to build on those better moments and develop concrete practice frameworks, and leadership coaching and organizational consultation to develop organizational structures that institutionalize family-centered practice. While the article uses a principle-based practice framework, Collaborative Helping, to illustrate this process, the approach is applicable with a variety of clinical frameworks grounded in family-centered values and principles. © 2016 Family Process Institute.

The Career Development Institute for Psychiatry: an innovative, longitudinal program for physician-scientists.

PubMed

Kupfer, David J; Schatzberg, Alan F; Grochocinski, Victoria J; Dunn, Leslie O; Kelley, Katherine A; O'Hara, Ruth M

2009-01-01

The Research Career Development Institute for Psychiatry is a collaboration between the University of Pittsburgh and Stanford University to recruit and train a broad-based group of promising junior physicians by providing the necessary skills and support for successful research careers in academic psychiatry. Participants whose interests span the spectrum of clinical and intervention research attend a multiday career development institute workshop and follow-up annual booster sessions conducted with the American College of Neuropsychopharmacology. The program identifies and trains 20 new physician-researchers each year, with particular emphasis on women, minorities, and those from less research-intensive psychiatry departments, and provides booster sessions for all trainees. An annual evaluation is used to renew and update the content of the institutes and to measure the long-term value in research and career success. This report is based on the results of 77 participants from the first four Career Development Institute classes. Qualitative assessment of the program content and process led to improvements in each successive year's workshop. Preliminary quantitative follow-up assessment of participants indicated successful career progress toward individual objectives. By providing early career investigators with skills to cope with local and national forces in academic medical centers, the Career Development Institute is significantly contributing to the development of the next generation of leading academic clinical researchers in mental health and can serve as a model for other biomedical research arenas.

Evaluating efforts to diversify the biomedical workforce: the role and function of the Coordination and Evaluation Center of the Diversity Program Consortium.

PubMed

McCreath, Heather E; Norris, Keith C; Calderόn, Nancy E; Purnell, Dawn L; Maccalla, Nicole M G; Seeman, Teresa E

2017-01-01

The National Institutes of Health (NIH)-funded Diversity Program Consortium (DPC) includes a Coordination and Evaluation Center (CEC) to conduct a longitudinal evaluation of the two signature, national NIH initiatives - the Building Infrastructure Leading to Diversity (BUILD) and the National Research Mentoring Network (NRMN) programs - designed to promote diversity in the NIH-funded biomedical, behavioral, clinical, and social sciences research workforce. Evaluation is central to understanding the impact of the consortium activities. This article reviews the role and function of the CEC and the collaborative processes and achievements critical to establishing empirical evidence regarding the efficacy of federally-funded, quasi-experimental interventions across multiple sites. The integrated DPC evaluation is particularly significant because it is a collaboratively developed Consortium Wide Evaluation Plan and the first hypothesis-driven, large-scale systemic national longitudinal evaluation of training programs in the history of NIH/National Institute of General Medical Sciences. To guide the longitudinal evaluation, the CEC-led literature review defined key indicators at critical training and career transition points - or Hallmarks of Success. The multidimensional, comprehensive evaluation of the impact of the DPC framed by these Hallmarks is described. This evaluation uses both established and newly developed common measures across sites, and rigorous quasi-experimental designs within novel multi-methods (qualitative and quantitative). The CEC also promotes shared learning among Consortium partners through working groups and provides technical assistance to support high-quality process and outcome evaluation internally of each program. Finally, the CEC is responsible for developing high-impact dissemination channels for best practices to inform peer institutions, NIH, and other key national and international stakeholders. A strong longitudinal evaluation across programs allows the summative assessment of outcomes, an understanding of factors common to interventions that do and do not lead to success, and elucidates the processes developed for data collection and management. This will provide a framework for the assessment of other training programs and have national implications in transforming biomedical research training.

A Novel Program Trains Community‐Academic Teams to Build Research and Partnership Capacity

PubMed Central

Brown, Jen; LeBailly, Susan; McGee, Richard; Bayldon, Barbara; Huber, Gail; Kaleba, Erin; Lowry, Kelly Walker; Martens, Joseph; Mason, Maryann; Nuñez, Abel

2013-01-01

Abstract The Community‐Engaged Research Team Support (CERTS) program was developed and tested to build research and partnership capacity for community‐engaged research (CEnR) teams. Led by the Northwestern University Clinical and Translational Sciences Institute (NUCATS), the goals of CERTS were: (1) to help community‐academic teams build capacity for conducting rigorous CEnR and (2) to support teams as they prepare federal grant proposal drafts. The program was guided by an advisory committee of community and clinical partners, and representatives from Chicago's Clinical and Translational Science Institutes. Monthly workshops guided teams to write elements of NIH‐style research proposals. Draft reviewing fostered a collaborative learning environment and helped teams develop equal partnerships. The program culminated in a mock‐proposal review. All teams clarified their research and acquired new knowledge about the preparation of NIH‐style proposals. Trust, partnership collaboration, and a structured writing strategy were assets of the CERTS approach. CERTS also uncovered gaps in resources and preparedness for teams to be competitive for federally funded grants. Areas of need include experience as principal investigators, publications on study results, mentoring, institutional infrastructure, and dedicated time for research. PMID:23751028

An exploration of collaborative scientific production at MIT through spatial organization and institutional affiliation.

PubMed

Claudel, Matthew; Massaro, Emanuele; Santi, Paolo; Murray, Fiona; Ratti, Carlo

2017-01-01

Academic research is increasingly cross-disciplinary and collaborative, between and within institutions. In this context, what is the role and relevance of an individual's spatial position on a campus? We examine the collaboration patterns of faculty at the Massachusetts Institute of Technology, through their academic output (papers and patents), and their organizational structures (institutional affiliation and spatial configuration) over a 10-year time span. An initial comparison of output types reveals: 1. diverging trends in the composition of collaborative teams over time (size, faculty versus non-faculty, etc.); and 2. substantively different patterns of cross-building and cross-disciplinary collaboration. We then construct a multi-layered network of authors, and find two significant features of collaboration on campus: 1. a network topology and community structure that reveals spatial versus institutional collaboration bias; and 2. a persistent relationship between proximity and collaboration, well fit with an exponential decay model. This relationship is consistent for both papers and patents, and present also in exclusively cross-disciplinary work. These insights contribute an architectural dimension to the field of scientometrics, and take a first step toward empirical space-planning policy that supports collaboration within institutions.

An exploration of collaborative scientific production at MIT through spatial organization and institutional affiliation

PubMed Central

Santi, Paolo; Murray, Fiona; Ratti, Carlo

2017-01-01

Academic research is increasingly cross-disciplinary and collaborative, between and within institutions. In this context, what is the role and relevance of an individual’s spatial position on a campus? We examine the collaboration patterns of faculty at the Massachusetts Institute of Technology, through their academic output (papers and patents), and their organizational structures (institutional affiliation and spatial configuration) over a 10-year time span. An initial comparison of output types reveals: 1. diverging trends in the composition of collaborative teams over time (size, faculty versus non-faculty, etc.); and 2. substantively different patterns of cross-building and cross-disciplinary collaboration. We then construct a multi-layered network of authors, and find two significant features of collaboration on campus: 1. a network topology and community structure that reveals spatial versus institutional collaboration bias; and 2. a persistent relationship between proximity and collaboration, well fit with an exponential decay model. This relationship is consistent for both papers and patents, and present also in exclusively cross-disciplinary work. These insights contribute an architectural dimension to the field of scientometrics, and take a first step toward empirical space-planning policy that supports collaboration within institutions. PMID:28640829

Collaborative Job Training in Rural Areas

ERIC Educational Resources Information Center

Green, Gary Paul; Galetto, Valeria; Haines, Anna

2003-01-01

We examine collaborative efforts by employers to provide job training in rural areas and assess how this collaboration affects the willingness of employers to train workers. Data are drawn from a telephone survey conducted in 2001 of a stratified random sample of 1,590 nonmetropolitan firms in the U.S. The literature on job training suggests that…

A Typology of Research Training in University-Industry Collaboration: The Case of Life Sciences in Finland

ERIC Educational Resources Information Center

Chiang, Kuang-Hsu

2011-01-01

This paper examines the educational implications of research collaboration between university and industry for the research training of doctoral students. It is concerned with the issues of how research training is constructed in such collaborations and what might be the effects of collaboration on doctoral students' learning. The study adopts a…

34 CFR 350.21 - What collaboration must a Rehabilitation Research and Training Center engage in?

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 2 2010-07-01 2010-07-01 false What collaboration must a Rehabilitation Research and... Centers Does the Secretary Assist? § 350.21 What collaboration must a Rehabilitation Research and Training Center engage in? A Rehabilitation Research and Training Center must be operated by or in collaboration...

34 CFR 350.21 - What collaboration must a Rehabilitation Research and Training Center engage in?

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 2 2011-07-01 2010-07-01 true What collaboration must a Rehabilitation Research and... Centers Does the Secretary Assist? § 350.21 What collaboration must a Rehabilitation Research and Training Center engage in? A Rehabilitation Research and Training Center must be operated by or in collaboration...

Training the next generation of global health experts: experiences and recommendations from Pacific Rim universities.

PubMed

Withers, Mellissa; Press, David; Wipfli, Heather; McCool, Judith; Chan, Chang-Chuan; Jimba, Masamine; Tremewan, Christopher; Samet, Jonathan

2016-06-23

Finding solutions to global health problems will require a highly-trained, inter-disciplinary workforce. Global health education and research can potentially have long-range impact in addressing the global burden of disease and protecting and improving the health of the global population. We conducted an online survey of twelve higher education institutions in the Pacific Rim that spanned the period 2005-2011. Program administrators provided data on program concentrations, student enrollment and student funding opportunities for 41 public health programs, including those specific to global health. The Master of Public Health (MPH) was the most common degree offered. A growing demand for global health education was evident. Enrollment in global health programs increased over three-fold between 2005-2011. Very few institutions had specific global health programs or offered training to undergraduates. Funding for student scholarships was also lacking. The growing demand for global health education suggests that universities in the Pacific Rim should increase educational and training opportunities in this field. Schools of medicine may not be fully equipped to teach global health-related courses and to mentor students who are interested in global health. Increasing the number of dedicated global health research and training institutions in the Pacific Rim can contribute to building capacity in the region. Faculty from different departments and disciplines should be engaged to provide multi-disciplinary global health educational opportunities for undergraduate and graduate students. New, innovative ways to collaborate in education, such as distance education, can also help universities offer a wider range of global health-related courses. Additional funding of global health is also required.

Shake, Rattle and Roles: Lessons from Experimental Earthquake Engineering for Incorporating Remote Users in Large-Scale E-Science Experiments

DTIC Science & Technology

2007-01-01

Mechanical Turk: Artificial Artificial Intelligence . Retrieved May 15, 2006 from http://www.mturk.com/ mturk/welcome Atkins, D. E., Droegemeier, K. K...Turk (Amazon, 2006) site goes beyond volunteers and pays people to do Human Intelligence Tasks, those that are difficult for computers but relatively...geographically distributed scientific collaboration, and the use of videogame technology for training. Address: U.S. Army Research Institute, 2511 Jefferson

A brief history of the Bioengineering Institute of California and the UC System-wide Symposia.

PubMed

Chien, Shu

2011-04-01

The plan to establish a Multicampus Research Unit (MRU) on Bioengineering in the University of California (UC) System started in August 1999. The cooperative efforts of the UC campuses led to the formal establishment of the Bioengineering Institute of California (BIC) in October 2003. Three years prior to the BIC establishment, the System-wide Annual Bioengineering Symposium was started at UC Davis. The Symposia were then hosted sequentially by UC Santa Barbara, UC Berkeley, UCSD, UC Santa Cruz, UC Irvine, UCSF, UCLA, and UC Riverside, with the completion of the first cycle of a decade in the newest campus of UC Merced in 2009. The second cycle began in 2010 with the Symposium returning again to UC Davis. Each campus hosted a wonderful Symposium, with the active participation of students and faculty from all campuses, with the motto of "Ten campuses united as one, learning and growing together." These Symposia have contributed significantly to the collaborative research and training of students and young scientists in bioengineering, as well as fruitful interactions with industry and government agencies, which have provided strong support for these valuable meetings. The BIC will endeavor to further enhance these efforts by fostering research collaborations and joint education and training activities, with the ultimate goal of advancing bioengineering for the improvement of human health and wellbeing.

Evaluating community-based public health leadership training.

PubMed

Ceraso, Marion; Gruebling, Kirsten; Layde, Peter; Remington, Patrick; Hill, Barbara; Morzinski, Jeffrey; Ore, Peggy

2011-01-01

Addressing the nation's increasingly complex public health challenges will require more effective multisector collaboration and stronger public health leadership. In 2005, the Healthy Wisconsin Leadership Institute launched an annual, year-long intensive "community teams" program. The goal of this program is to develop collaborative leadership and public health skills among Wisconsin-based multisectoral teams mobilizing their communities to improve public health. To measure the scope of participation and program impacts on individual learning and practice, including application of new knowledge and collective achievements of teams on coalition and short-term community outcomes. End-of-year participant program evaluations and follow-up telephone interviews with participants 20 months after program completion. Community-based public health leadership training program. Sixty-eight participants in the Community Teams Program during the years 2006 to 2007 and 2007 to 2008. Professional diversity of program participants; individual learning and practice, including application of new knowledge; and collective achievements of teams, including coalition and short-term community outcomes. Participants in the Community Teams Program represent a diversity of sectors, including nonprofit, governmental, academic, business, and local public health. Participation increased knowledge across all public health and leadership competency areas covered in the program. Participating teams reported outcomes, including increased engagement of community leadership, expansion of preventive services, increased media coverage, strengthened community coalitions, and increased grant funding. Evaluation of this community-based approach to public health leadership training has shown it to be a promising model for building collaborative and public health leadership skills and initiating sustained community change for health improvement.

Necessarily Cumbersome, Messy, and Slow: Community Collaborative Work within Art Institutions

ERIC Educational Resources Information Center

Filipovic, Yaël

2013-01-01

Building relationships and community collaborations--especially on an institutional level--is a slow and long-term process. These types of innovative, experimental, and long-term collaborations with community organizations and groups often lead art institutions to reflect on the value and place of their institutional structures when engaging in…

The impact of collaborations between universities and private organizations on cluster development and competitiveness in Romania

NASA Astrophysics Data System (ADS)

Stoicovici, D.; Bănică, M.; Ungureanu, M.; Stoicovici, M.

2017-05-01

While the European Union has put a lot of emphasis on cluster development due to their inherent advantages such as lower transaction costs, technological transfer and regional development, little is known about how clusters emerge and what can facilitate their competitiveness. This paper aims to study the impact of public-private cooperation between universities and organizations on cluster development and competitiveness. A literature review is employed to develop the model while 4 qualitative case studies provide the initial test of its validity. The analysis suggests that cooperating with research institutions impacts cluster development first through education of industrial staff, but also by developing innovation processes through the facilitation of the appearance of innovative ideas and also of knowledge sharing among organizations. The research has several implications both for organizations and for government officials. First of all, R&D and top management should actively seek to cooperate with research institutions both for training of their staff but also in seeking new ideas and as a way of collaborating with other organizations within the field without fear of losing competitive advantage. Second, government officials should try to create more incentives both for organizations (through for example tax returns) and for universities (extra funding or salary incentives) that can increase collaboration between these actors. This paper is the first one to asses empirically how cooperation with research institutions affect cluster competitiveness and development, especially within the developing region of Eastern Europe, Romania.

Training in Techniques and Translation: Novel Nuclear Medicine Imaging Agents for Oncology and Neurology

DOE Office of Scientific and Technical Information (OSTI.GOV)

Tu, Zhude

The goal of this grant was to provide critical interdisciplinary research training for the next generation of radiochemists and nuclear medicine physicians through a collaboration between basic science and clinical faculty who are actively involved in the development, application, and translation of radiopharmaceuticals. Following the four year funding support period, the 10 postdocs, graduate students, as well as clinical physicians who received training have become faculty members, or senior radiochemists at different academic institutes or industry. With respect to scientific accomplishments, 26 peer-reviewed articles have been published to date as well as numerous poster and oral presentations. The goals ofmore » all four scientific projects were completed and several promising radiotracers identified for transfer into clinical investigation for human use. Some preliminary data generated from this training grant led several successful NIH grant proposals for the principal investigators.« less

A Lifetime Pursuit of a Sports Nutrition Practice.

PubMed

Erdman, Kelly Anne

2015-09-01

Sports nutrition in Canada has significantly evolved over the years from providing fundamental training dietary advice to applied precise assessment of nutritional status in a variety of settings, especially with the establishment of Canadian Sport Institutes and Centres across Canada. This progression has enhanced the level of dietary support to manage athletes' nutrition in a holistic perspective. Athletes are now educated about food fundamentals (acquiring foods, menu planning, preparing, food safety), personal accountability of hydration and energy monitoring (urinary and body weight assessments), individualized supplementation protocols, and customized nutrition for variable daily training environments according to their Yearly Training Plan. Sport dietitians are an important member of Integrated Sport Teams where collaboration exists amongst professionals who coordinate the athletes' personalized training and performance programming. Dietitians in sport are encouraged to continue to lobby for nutrition programming at the elite, varsity, provincial, and club levels to ensure that athletes receive accurate guidance from nutrition experts.

Innoversity in knowledge-for-action and adaptation to climate change: the first steps of an 'evidence-based climatic health' transfrontier training program.

PubMed

Lapaige, Véronique; Essiembre, Hélène

2010-01-01

It has become increasingly clear to the international scientific community that climate change is real and has important consequences for human health. To meet these new challenges, the World Health Organization recommends reinforcing the adaptive capacity of health systems. One of the possible avenues in this respect is to promote awareness and knowledge translation in climatic health, at both the local and global scales. Within such perspective, two major themes have emerged in the field of public health research: 1) the development of advanced training adapted to 'global environment' change and to the specific needs of various groups of actors (doctors, nurses, public health practitioners, health care managers, public service managers, local communities, etc) and 2) the development of strategies for implementing research results and applying various types of evidence to the management of public health issues affected by climate change. Progress on these two fronts will depend on maximum innovation in transdisciplinary and transsectoral collaborations. The general purpose of this article is to present the program of a new research and learning chair designed for this double set of developmental objectives - a chair that emphasizes 'innoversity' (the dynamic relationship between innovation and diversity) and 'transfrontier ecolearning for adaptive actions'. The Écoapprentissages, santé mentale et climat collaborative research chair (University of Montreal and Quebec National Public Health Institute) based in Montreal is a center for 'transdisciplinary research' on the transfrontier knowledge-for-action that can aid adaptation of the public health sector, the public mental health sector, and the public service sector to climate change, as well as a center for complex collaborations on evidence-based climatic health 'training'. This program-focused article comprises two main sections. The first section presents the 'general' and 'specific contexts' in which the chair emerged. The 'general context' pertains to the health-related challenge of finding ways to integrate, transfer, and implement knowledge, a particularly pointed challenge in Canada. The 'specific context' refers to the emerging research field of adaptation of public health to climate change. In the second section, the characteristics of the research chair are more extensively detailed (the vision of 'innoversity' and ' transfrontier knowledge-for-action,' the approach of shared responsibility and complex collaboration, objectives, and major axes of research). We conclude with a call for complex collaboration toward knowledge-for-action in public health services/mental health services/public services' adaptation to climate change: this call is aimed at individual and institutional actors in the North and South/West and East concerned by these issues.

Reaching out to Hispanic Serving and Historically Black Institutions in Houston: Why are these institutions important to NASA's space science program?

NASA Astrophysics Data System (ADS)

Morris, P. A.; Obot, V.

2005-12-01

Research institutions welcome the idea of recruiting and retaining minority students for their graduate programs. If they are offered the opportunity to select a minority student from a "recognized majority" or from a minority institution, the preference will be to select the student from the "recognized majority" institution. There are many reasons, including their perception that the minority institutions are disconnected from mainstream science programs and that their students lack research experience. Other reasons are that minority institutions are not interested in promoting research, especially space science (Sakimoto et al. 2005), and their faculties are not capable of participating in NASA missions. Why should majority institutions work with students and faculty from minority institutions? First of all, there are a number of faculty members at minority universities who received their Ph.D. from tier one research institutions and have excellent backgrounds, but lack research facilities. Treating these individuals with courtesy, respect, and allowing them to participate as equal partners and supporting their scientific endeavors will positively impact the minority community. The research skills of the minority faculty will be updated and this will ultimately result in improving the training and scientific background of their students. The population in the United States is changing as our newest immigrants are predominantly from Latin American countries, Africa and Asia. Many representatives of these populations, will be attending minority institutions, especially if they are the first generation of their family endeavoring to become college students. The potential collaboration of between majority and minority institutions will be important in training these populations to be successful members of society and participate in future space science programs. Sakimoto, P. J., J. D. Rosendhal. 2005. Physics Today, Vol 58.

Creating a charter of collaboration for international university partnerships: the Elmina Declaration for Human Resources for Health.

PubMed

Anderson, Frank; Donkor, Peter; de Vries, Raymond; Appiah-Denkyira, Ebenezer; Dakpallah, George Fidelis; Rominski, Sarah; Hassinger, Jane; Lou, Airong; Kwansah, Janet; Moyer, Cheryl; Rana, Gurpreet K; Lawson, Aaron; Ayettey, Seth

2014-08-01

The potential of international academic partnerships to build global capacity is critical in efforts to improve health in poorer countries. Academic collaborations, however, are challenged by distance, communication issues, cultural differences, and historical context. The Collaborative Health Alliance for Reshaping Training, Education, and Research project (funded by the Bill and Melinda Gates Foundation and implemented through academic medicine and public health and governmental institutions in Michigan and Ghana) took a prospective approach to address these issues. The project had four objectives: to create a "charter for collaboration" (CFC), to improve data-driven policy making, to enhance health care provider education, and to increase research capacity. The goal of the CFC was to establish principles to guide the course of the technical work. All participants participated at an initial conference in Elmina, Ghana. Nine months later, the CFC had been revised and adopted. A qualitative investigation of the CFC's effects identified three themes: the CFC's unique value, the influence of the process of creating the CFC on patterns of communication, and the creation of a context for research and collaboration. Creating the CFC established a context in which implementing technical interventions became an opportunity for dialogue and developing a mutually beneficial partnership. To increase the likelihood that research results would be translated into policy reforms, the CFC made explicit the opportunities, potential problems, and institutional barriers to be overcome. The process of creating a CFC and the resulting document define a new standard in academic and governmental partnerships.

Skill Transfer and Virtual Training for IND Response Decision-Making: Models for Government-Industry Collaboration for the Development of Game-Based Training Tools

DTIC Science & Technology

2016-05-05

Training for IND Response Decision-Making: Models for Government–Industry Collaboration for the Development of Game -Based Training Tools R.M. Seater...Skill Transfer and Virtual Training for IND Response Decision-Making: Models for Government–Industry Collaboration for the Development of Game -Based...unlimited. This page intentionally left blank. iii EXECUTIVE SUMMARY Game -based training tools, sometimes called “serious games ,” are becoming

Collaborative Environmental Institutions: All Talk and No Action?

ERIC Educational Resources Information Center

Lubell, Mark

2004-01-01

Many analysts view collaborative institutions that attempt to forge consensus and build cooperation among conflicting stakeholders as a potential remedy to the pathologies of conventional environmental policy. However, few analyses have demonstrated that collaborative institutions actually increase levels of cooperation, and critics accuse…

Partnering to run a community-based program for deaf-blind young adults.

PubMed

Riester, A E

1992-12-01

Community-based programs that assist deaf-blind young adults with living skills can be a cost effective alternative to institutional care. Their unique medical, psychosocial training, and daily living needs require services and support from a variety of agencies and providers. The elements and concepts necessary to conduct a program 24 hours a day for young adults who are deaf and blind includes sound management, realistic staff expectations for clients, developmentally appropriate activities, family participation in planning accessible medical and psychological services, and close collaboration with universities and community organizations. Management must also be sensitive to the emotional concerns of the staff and provide ongoing opportunities for supervision and training.

Goddard Space Flight Center's Partnership with Florida International University

NASA Astrophysics Data System (ADS)

Rishe, N. D.; Graham, S. C.; Gutierrez, M. E.

2004-12-01

NASA's Goddard Space Flight Center (GSFC) has been collaborating with Florida International University's High Performance Database Research Center (FIU HPDRC) for nearly ten years. Much of this collaboration was funded through a NASA Institutional Research Award (IRA). That award involved research in the Internet dissemination of geospatial data, and in recruiting and training student researchers. FIU's TerraFly web service presently serves more than 10,000 unique users per day by providing an easy-to-use mechanism for exploring geospatial data and imagery. IRA-supported students have received 47 Bachelor's degrees, 20 Master's degrees, and 2 Doctoral degrees at FIU. FIU leveraged IRA funding into over \\$19 million in other funding and donations for their research and training activities and has published nearly 150 scientific papers acknowledging the NASA IRA award. GSFC has worked closely with FIU HPDRC in the development of their geospatial data storage and dissemination research. TerraFly presents many NASA datasets such as the nationwide mosaic of LandSat 5, the PRISM precipitation model, the TRMM accumulated rainfall worldwide; as well as USGS aerial photography nationwide at 30cm to 1m resolutions, demographic data, Ikonos satellite imagery, and many more. Our presentation will discuss the lessons learned during the collaboration between GSFC and FIU as well as our current research projects.

Introduction: Interprofessional Education (IPE) and Pharmaceutical Education: Saitama Interprofessional Education Project.

PubMed

Hosoya, Osamu

2017-01-01

In 2002, the Centre for the Advancement of Interprofessional Education (CAIPE) defined interprofessional education (IPE) as: Interprofessional Education occurs when two or more professions learn with, from, and about each other to improve collaboration and the quality of care. Since 2005, also in Japan, IPE has been introduced within educational institutions to train professionals in healthcare and welfare. Within pharmaceutical education, to acquire the "10 qualities required for pharmacists" indicated by revised model core curricula for pharmaceutical education in 2015, IPE is thought quite important. Meanwhile, highly advanced medical treatment is rapidly developing, and as a consequence home healthcare and long-term care must also be enlarged. As a countermeasure, an integrated community care system must be established, and pharmacists will be responsible for urgent tasks within the system. Four universities-Prefectural University, Saitama Medical University, Josai University, and the Nippon Institute of Technology-decided to implement a collaborative project with the philosophy of "realizing high-quality lifestyles for local residents". This project was adopted by the Ministry of Education, Culture, Sports, Science and Technology as a Program for Promoting Inter-University Collaborative Education for fiscal year 2012. In this symposium, I report on the relationship between this initiative and pharmacy education, as well as discuss expectations of IPE for pharmacist education in the future.

The impact of intensivists' base specialty of training on care process and outcomes of critically ill trauma patients.

PubMed

Matsushima, Kazuhide; Goldwasser, Eleanor R; Schaefer, Eric W; Armen, Scott B; Indeck, Matthew C

2013-09-01

The care of the critically ill trauma patients is provided by intensivists with various base specialties of training. The purpose of this study was to investigate the impact of intensivists' base specialty of training on the disparity of care process and patient outcome. We performed a retrospective review of an institutional trauma registry at an academic level 1 trauma center. Two intensive care unit teams staffed by either board-certified surgery or anesthesiology intensivists were assigned to manage critically ill trauma patients. Both teams provided care, collaborating with a trauma surgeon in house. We compared patient characteristics, care processes, and outcomes between surgery and anesthesiology groups using Wilcoxon tests or chi-square tests, as appropriate. We identified a total of 620 patients. Patient baseline characteristics including age, sex, transfer status, injury type, injury severity score, and Glasgow coma scale were similar between groups. We found no significant difference in care processes and outcomes between groups. In a logistic regression model, intensivists' base specialty of training was not a significant factor for mortality (odds ratio, 1.46; 95% confidence interval; 0.79-2.80; P = 0.22) and major complication (odds ratio, 1.11; 95% confidence interval, 0.73-1.67; P = 0.63). Intensive care unit teams collaborating with trauma surgeons had minimal disparity of care processes and similar patient outcomes regardless of intensivists' base specialty of training. Copyright © 2013 Elsevier Inc. All rights reserved.

The motivations, institutions and organization of university-industry collaborations in the Netherlands.

PubMed

Bodas Freitas, Isabel Maria; Verspagen, Bart

2017-01-01

This study builds on the economics and organization literatures to explore whether and how institutions and organizational structure complement or substitute each other to create specific spaces of alignment where specific individual actors' motivations co-exist. Focusing on university-industry collaborations, the study examines whether and how different axes of alignment of university and industry motivations are integrated in projects with specific technological objectives and organizational structures, benefitting from the presence of specific institutions designed to facilitate collaboration. Empirically, the study relies on in-depth data on 30 university-industry collaborations in the Netherlands, and provides preliminary evidence that the technological objective and organizational structure of collaboration are malleable variables allowing the integration of both partners' objectives and expectations. Different institutional incentives for university-industry collaboration favor specific axes of alignment of motivations and certain types of collaborative projects' design. Hence, our exploratory results suggest that specific organizational and technological structures tend to prevail in the presence of specific institutions.

Piloting a nationally disseminated, interactive human subjects protection program for community partners: unexpected lessons learned from the field.

PubMed

Solomon, Stephanie; Bullock, Sherita; Calhoun, Karen; Crosby, Lori; Eakin, Brenda; Franco, Zeno; Hardwick, Emily; Holland, Samuel; Leinberger-Jabari, Andrea; Newton, Gail; Odell, Jere; Paberzs, Adam; Spellecy, Ryan

2014-04-01

Funders, institutions, and research organizations are increasingly recognizing the need for human subjects protections training programs for those engaged in academic research. Current programs tend to be online and directed toward an audience of academic researchers. Research teams now include many nonacademic members, such as community partners, who are less likely to respond to either the method or the content of current online trainings. A team at the CTSA-supported Michigan Institute for Clinical and Health Research at the University of Michigan developed a pilot human subjects protection training program for community partners that is both locally implemented and adaptable to local contexts, yet nationally consistent and deliverable from a central administrative source. Here, the developers of the program and the collaborators who participated in the pilot across the United States describe 10 important lessons learned that align with four major themes: The distribution of the program, the implementation of the program, the involvement of community engagement in the program, and finally lessons regarding the content of the program. These lessons are relevant to anyone who anticipates developing or improving a training program that is developed in a central location and intended for local implementation. © 2014 Wiley Periodicals, Inc.

Piloting a Nationally Disseminated, Interactive Human Subjects Protection Program for Community Partners: Unexpected Lessons Learned from the Field

PubMed Central

Bullock, Sherita; Calhoun, Karen; Crosby, Lori; Eakin, Brenda; Franco, Zeno; Hardwick, Emily; Leinberger‐Jabari, Andrea; Newton, Gail; Odell, Jere; Paberzs, Adam; Spellecy, Ryan

2014-01-01

Abstract Funders, institutions, and research organizations are increasingly recognizing the need for human subjects protections training programs for those engaged in academic research. Current programs tend to be online and directed toward an audience of academic researchers. Research teams now include many nonacademic members, such as community partners, who are less likely to respond to either the method or the content of current online trainings. A team at the CTSA‐supported Michigan Institute for Clinical and Health Research at the University of Michigan developed a pilot human subjects protection training program for community partners that is both locally implemented and adaptable to local contexts, yet nationally consistent and deliverable from a central administrative source. Here, the developers of the program and the collaborators who participated in the pilot across the United States describe 10 important lessons learned that align with four major themes: The distribution of the program, the implementation of the program, the involvement of community engagement in the program, and finally lessons regarding the content of the program. These lessons are relevant to anyone who anticipates developing or improving a training program that is developed in a central location and intended for local implementation. PMID:24720349

Training and Capacity Building in LMIC for Research in Heart and Lung Diseases: The NHLBI-UnitedHealth Global Health Centers of Excellence Program.

PubMed

Bloomfield, Gerald S; Xavier, Denis; Belis, Deshirée; Alam, Dewan; Davis, Patricia; Dorairaj, Prabhakaran; Ghannem, Hassen; Gilman, Robert H; Kamath, Deepak; Kimaiyo, Sylvester; Levitt, Naomi; Martinez, Homero; Mejicano, Gabriela; Miranda, J Jaime; Koehlmoos, Tracey Perez; Rabadán-Diehl, Cristina; Ramirez-Zea, Manuel; Rubinstein, Adolfo; Sacksteder, Katherine A; Steyn, Krisela; Tandon, Nikhil; Vedanthan, Rajesh; Wolbach, Tracy; Wu, Yangfeng; Yan, Lijing L

2016-03-01

Stemming the tide of noncommunicable diseases (NCDs) worldwide requires a multipronged approach. Although much attention has been paid to disease control measures, there is relatively little consideration of the importance of training the next generation of health-related researchers to play their important role in this global epidemic. The lack of support for early stage investigators in low- and middle-income countries interested in the global NCD field has resulted in inadequate funding opportunities for research, insufficient training in advanced research methodology and data analysis, lack of mentorship in manuscript and grant writing, and meager institutional support for developing, submitting, and administering research applications and awards. To address this unmet need, The National Heart, Lung, and Blood Institute-UnitedHealth Collaborating Centers of Excellence initiative created a Training Subcommittee that coordinated and developed an intensive, mentored health-related research experience for a number of early stage investigators from the 11 Centers of Excellence around the world. We describe the challenges faced by early stage investigators in low- and middle-income countries, the organization and scope of the Training Subcommittee, training activities, early outcomes of the early stage investigators (foreign and domestic) and training materials that have been developed by this program that are available to the public. By investing in the careers of individuals in a supportive global NCD network, we demonstrate the impact that an investment in training individuals from low- and middle-income countries can have on the preferred future of or current efforts to combat NCDs. Published by Elsevier B.V.

Interprofessional Education: Opportunities and Challenges for Psychology.

PubMed

Ward, Wendy; Zagoloff, Alexandra; Rieck, Cortney; Robiner, William

2018-02-16

This manuscript is an outgrowth of an invited panel presentation at the national Association for Psychologists in Academic Health Centers Conference in 2017 on Interprofessional Education (IPE). IPE is a structured and transformative educational strategy designed to provide active learning experiences where trainees from diverse healthcare professions gain shared content knowledge plus collaboration skills as they learn about, from, and with each other. Collaboration skills include understanding professional role distinctions and overlap, effective team-based communication, shared values/ethics and respect for each other's expertise, and teamwork dynamics. It is increasingly important to expand training beyond the intraprofessional activities in which psychology trainees engage to prepare them to participate in interprofessional collaborative care. As healthcare systems move to team-based collaborative practice and value-based reimbursement models, the profession of psychology needs leaders at every academic health center to facilitate the design and/or implementation of IPE activities. The panel of psychologists presented roles that psychologists play in IPE institutional program design and implementation, graduate training programs, and the perspectives of an early career psychologist and psychology trainee. Opportunities and challenges are highlighted, culminating in a call to action. Psychologists must embrace their identity as health professionals and engage their learners in IPE so that the emerging cognitive schemata of healthcare that is developed includes the profession of psychology. Otherwise, healthcare teams and health professionals will not understand the value, roles, or potential contributions of psychologists in enhancing patient care outcomes, ultimately jeopardizing psychologists' referrals, involvement in healthcare delivery, and career opportunities.

Fifteen years of occupational and environmental health projects support in Brazil, Chile, and Mexico: a report from Mount Sinai School of Medicine ITREOH program, 1995-2010.

PubMed

Peres, Frederico; Claudio, Luz

2013-01-01

The Fogarty International Center of the National Institutes of Health created the International Training and Research Program in Occupational and Environmental Health (ITREOH program) in 1995 with the aim to train environmental and occupational health scientists in developing countries. Mount Sinai School of Medicine was a grantee of this program since its inception, partnering with research institutions in Brazil, Chile, and Mexico. This article evaluates Mount Sinai's program in order to determine whether it has contributed to the specific research capacity needs of the international partners. Information was obtained from: (a) international and regional scientific literature databases; (b) databases from the three participating countries; and (c) MSSM ITREOH Program Database. Most of the research projects supported by the program were consistent with the themes found to be top priorities for the partner countries based on mortality/morbidity and research themes in the literature. Indirect effects of the training and the subsequent research projects completed by the trained fellows in the program included health policy changes and development of collaborative international projects. International research training programs, such as the MSSM ITREOH, that strengthen scientific research capacity in occupational and environmental health in Latin America can make a significant impact on the most pressing health issues in the partner countries. Copyright © 2012 Wiley Periodicals, Inc.

Opportunities across Boundaries: Lessons from a Collaboratively Delivered Cross-Institution Master's Programme

ERIC Educational Resources Information Center

de Róiste, Mairéad; Breetzke, Gregory; Reitsma, Femke

2015-01-01

Advances in technology have created opportunities for collaborative multi-institution programme delivery which are increasingly attractive within a constrained financial environment. This paper details the development of a cross-institution collaboratively delivered masters and postgraduate diploma programme in Geographical Information Science in…

Addiction research centres and the nurturing of creativity: National Drug Dependence Treatment Centre, India--a profile.

PubMed

Ray, Rajat; Dhawan, Anju; Chopra, Anita

2013-10-01

The National Drug Dependence Treatment Centre (NDDTC) is a part of the All India Institute of Medical Sciences, a premier autonomous medical university in India. This article provides an account of its origin and its contribution to the field of substance use disorder at the national and international levels. Since its establishment, the NDDTC has played a major role in the development of various replicable models of care, the training of post-graduate students of psychiatry, research, policy development and planning. An assessment of the magnitude of drug abuse in India began in the early 1990s and this was followed by a National Survey on Extent, Patterns and Trends of Drug Abuse in 2004. Several models of clinical care have been developed for population subgroups in diverse settings. The centre played an important role in producing data and resource material which helped to scale up opioid substitution treatment in India. A nationwide database on the profile of patients seeking treatment (Drug Abuse Monitoring System) at government drug treatment centres has also been created. The centre has provided valuable inputs for the Government of India's programme planning. Besides clinical studies, research has also focused on pre-clinical studies. Capacity-building is an important priority, with training curricula and resource material being developed for doctors and paramedical staff. Many of these training programmes are conducted in collaboration with other institutions in the country. The NDDTC has received funding from several national and international organizations for research and scientific meetings, and, most recently (2012), it has been designated as a World Health Organization Collaborating Centre on Substance Abuse. © 2012 The Authors, Addiction © 2012 Society for the Study of Addiction.

An overview to CERSSO's self evaluation of the cost-benefit on the investment in occupational safety and health in the textile factories: "a step by step methodology".

PubMed

Amador-Rodezno, Rafael

2005-01-01

The Pan American Health Organization (PAHO) and CERSSO collaborated to develop a new Tool Kit (TK), which became available in May 2002. PAHO already had a TK in place, and CERSSO requested that one be developed for their needs. CERSSO wanted to enable managers and line workers in garment factories to self-diagnose plant and workstation hazards and to estimate the costs and benefits of investing in occupational safety and health (OSH) as a way to improve productivity and competitiveness. For consistency, the collaborating organizations agreed to construct the TK according to PAHO's methodology. The instrument was developed to be comprehensive enough that any user can collect the data easily. It integrates epidemiologic, risk assessment, clinic, engineering, and accountability issues, organized to include step-by-step training in: (a) performing risk assessments in the workplaces (risk factors); (b) making cause-effect relationships; (c) improving decision making on OSH interventions; (d) doing calculations of direct and indirect costs and savings; and (e) doing calculation of the overall cost-benefit of OSH interventions. Since July 2002, about 2,400 employees and officials from 736 garment factories, Ministries of Labor, Health, Social Security Institutes, and Technical Training Institutions of Central America and the Dominican Republic have used this instrument. Systematically, they have calculated a positive relationship of the investment (3 to 33 times). Employers are now aware of the financial rewards of investing in OSH. The TK is available in Spanish, Korean, and English. In July 2003, a software program in Spanish and English was developed (180 persons have been trained in the region), which requires less time to execute with better reliability.

Vaccinology capacity building in Europe for innovative platforms serving emerging markets.

PubMed

Hendriks, Jan; Holleman, Marit; Hamidi, Ahd; Beurret, Michel; Boog, Claire

2013-04-01

The 2012 Terrapinn World Vaccine Congress held from 16 to 18 October in Lyon addressed in a dedicated session the transfer of innovative vaccine technologies from Europe to emerging markets. Past and recent transfers and experiences from Europe's public domain were summarized by the Netherlands' National Institute for Public Health and the Environment (RIVM) in Bilthoven. The role of capacity building through training courses for developing country partners was highlighted in several recent technology transfer programs developed in collaboration with the World Health Organisation (WHO). In another stream of the Congress, a case of human vaccine technology transfer from Europe's private sector to an emerging economy recipient in India was presented. The continuing globalization of vaccinology is further illustrated by the recent acquisition in 2012 of the Netherlands' public vaccine manufacturing capacity in Bilthoven by the Serum Institute of India Ltd, an emerging vaccine manufacturer. In a parallel development, the Netherlands' government decided to transform RIVM's vaccinology research and development capacity into a new not-for-profit entity: "the Institute for Translational Vaccinology" (see citation 1 in Note section for web address). Under a public private partnership structure, InTraVacc's mission will include the fostering of global health through international partnerships in innovative vaccinology. Projected activities will include training courses and curricula, capitalizing on various currently established platform technologies and the legacy of previous "producer -producer" collaborations between the RIVM and emerging manufacturers over the past 40 y. It is suggested to consider this as a basis for a common initiative from Europe to develop and implement a practical vaccinology course for emerging countries with particular focus to the African region.

[Peruvian scientific production in medicine and collaboration networks, analysis of the Science Citation Index 2000-2009].

PubMed

Huamaní, Charles; Mayta-Tristán, Percy

2010-09-01

To describe the Peruvian scientific production in indexed journals in the Institute for Scientific Information (ISI) and the characteristics of the institutional collaborative networks. All papers published in the ISI database (Clinical Medicine collection) were included during 2000 to 2009 with at least one author with a Peruvian affiliation. The publication trend, address of corresponding author, type of article, institution, city (only for Peru), and country were evaluated. The collaborative networks were analized using the Pajek® software. 1210 papers were found, increasing from 61 in 2000 to 200 in 2009 (average of 121 articles/year). 30.4% articles included a corresponding author from a Peruvian institution. The average of authors per article was 8.3. Original articles represented 82.1% of total articles. Infectious diseases-related journals concentrated most of the articles. The main countries that collaborate with Peru are: USA (60.4%), England (12.9%), and Brazil (8.0%). Lima concentrated 94.7% of the publications and three regions (Huancavelica, Moquegua and Tacna) did not register any publication. Only two universities published more than one article/year and four institutions published more than 10 articles/year. Universidad Peruana Cayetano Heredia published 45% of the total number of articles, being the most productive institution and which concentrated the most number of collaborations with foreign institutions. The ministry of Health--including all dependencies--published 37.3% of the total number of publications. There is a higher level of collaboration with foreign institutions rather than local institutions. The Peruvian scientific production in medicine represented in the ISI database is very low but growing, and is concentrated in Lima and in a few institutions. The most productive Peruvian institutions collaborate more intensively with foreign journals rather than local institutions.

Recent Earhquake and Tsunami Preparedness training activities in DPEU KOERI

NASA Astrophysics Data System (ADS)

Puskulcu, Seyhun; Tanırcan, Gulum

2017-04-01

The Disaster Preparedness Education Unit (DPEU) at Bogazici University's Kandilli Observatory and Earthquake Research Institute (KOERI) that was iestablished after 1999 Kocaeli earthquake and has been continuing to develop high-quality curricula and training materials for community-focused disaster preparedness education through countrywide. The unit works to build bridges between scientists, academics and technical experts in this field, and the people who need access to knowledge to reduce their risk from disasters and develops disaster preparedness training materials, organizes and conducts teacher trainings, and participates in research activities on these topics. DPEU also accommodates the Earthquake Park, where training courses are supported with an earthquake simulator. It hosts more then 4000 students every year for training of how to behave before, during and after an earthquake occurs. In addition to theoretical knowledge, simulation of isolated and fix based 10 storey building models were created at Earthquake Park for rising student's structural awareness . The unit also is involving many national and international projects. DPEU is very actively involved the recent international MarDIM (Earthquake and Tsunami Disaster Mitigation an the Marmara Region and Disaster Education in Turkey) Project which is performing by many Turkish and Japanese institution h and produced the tsunami education booklet, video, a cartoon movie and serviced many training of Earthquake Park. DPEU has also a Mobile Earthquake Simulation Training Truck developed in 2007, aiming to create a stage for community awareness for the earthquake preparedness and to change the common wrong perception and ignorance on the natural event of earthquakes. 500 thousands people have been trained by simulation truck all over Turkey within 5 years. DPEU just started to train the house wifes located in Marmara region on earthquake and tsunami preparedness with the collaboration of several municipalities in Istanbul.

CSCL in Teacher Training: What Learning Tasks Lead to Collaboration?

ERIC Educational Resources Information Center

Lockhorst, Ditte; Admiraal, Wilfried; Pilot, Albert

2010-01-01

Professional teacher communities appear to be positively related to student learning, teacher learning, teacher practice and school culture. Teacher collaboration is a significant element of these communities. In initial teacher training as well as in-service training and other initiatives for teacher learning, collaborative skills should be…

A Human Capital Approach to Reduce Health Disparities

PubMed Central

Glover, Saundra H.; Xirasagar, Sudha; Jeon, Yunho; Elder, Keith T.; Piper, Crystal N.; Pastides, Harris

2010-01-01

Objective To introduce a human capital approach to reduce health disparities in South Carolina by increasing the number and quality of trained minority professionals in public health practice and research. Methods The conceptual basis and elements of Project EXPORT in South Carolina are described. Project EXPORT is a community based participatory research (CBPR) translational project designed to build human capital in public health practice and research. This project involves Claflin University (CU), a Historically Black College University (HBCU) and the African American community of Orangeburg, South Carolina to reduce health disparities, utilizing resources from the University of South Carolina (USC), a level 1 research institution to build expertise at a minority serving institution. The elements of Project EXPORT were created to advance the science base of disparities reduction, increase trained minority researchers, and engage the African American community at all stages of research. Conclusion Building upon past collaborations between HBCU’s in South Carolina and USC, this project holds promise for a public health human capital approach to reduce health disparities. PMID:21814634

Ludwik Hirszfeld in the National Institute of Hygiene in 1920-1941.

PubMed

Gromulska, Marta

2014-01-01

In this year, we commemorate the 130th anniversary of birth and 60th of death of Ludwik Hirszfeld, a prominent Polish scientist. Since 1920, he was the head of the Department of Bacteriology and Experimental Therapy of the National Institute of Hygiene (NIH). During the absence of Ludwik Rajchman in Poland, who was assigned to the League of Nations, he was a factual director of the NIH. Ludwik Hirszfeld governed the scientific, organizational and didactic activities in the Institute. Concurrently, he collaborated with research centres abroad, especially within the field of public health. Mission of the NIH was concentrated on a broadly defined issues aimed at combating infectious diseases, initiating and developing the production of sera and vaccines, their controlling and introducing to the country as well as training health care personnel.

Implementation and Outcomes of a Collaborative Multi-Center Network Aimed at Web-Based Cognitive Training - COGWEB Network.

PubMed

Tedim Cruz, Vítor; Pais, Joana; Ruano, Luis; Mateus, Cátia; Colunas, Márcio; Alves, Ivânia; Barreto, Rui; Conde, Eduardo; Sousa, Andreia; Araújo, Isabel; Bento, Virgílio; Coutinho, Paula; Rocha, Nelson

2014-01-01

Cognitive care for the most prevalent neurologic and psychiatric conditions will only improve through the implementation of new sustainable approaches. Innovative cognitive training methodologies and collaborative professional networks are necessary evolutions in the mental health sector. The objective of the study was to describe the implementation process and early outcomes of a nationwide multi-organizational network supported on a Web-based cognitive training system (COGWEB). The setting for network implementation was the Portuguese mental health system and the hospital-, academic-, community-based institutions and professionals providing cognitive training. The network started in August 2012, with 16 centers, and was monitored until September 2013 (inclusions were open). After onsite training, all were allowed to use COGWEB in their clinical or research activities. For supervision and maintenance were implemented newsletters, questionnaires, visits and webinars. The following outcomes were prospectively measured: (1) number, (2) type, (3) time to start, and (4) activity state of centers; age, gender, level of education, and medical diagnosis of patients enrolled. The network included 68 professionals from 41 centers, (33/41) 80% clinical, (8/41) 19% nonclinical. A total of 298 patients received cognitive training; 45.3% (n=135) female, mean age 54.4 years (SD 18.7), mean educational level 9.8 years (SD 4.8). The number enrolled each month increased significantly (r=0.6; P=.031). At 12 months, 205 remained on treatment. The major causes of cognitive impairment were: (1) neurodegenerative (115/298, 38.6%), (2) structural brain lesions (63/298, 21.1%), (3) autoimmune (40/298, 13.4%), (4) schizophrenia (30/298, 10.1%), and (5) others (50/298, 16.8%). The comparison of the patient profiles, promoter versus all other clinical centers, showed significant increases in the diversity of causes and spectrums of ages and education. Over its first year, there was a major increase in the number of new centers and professionals, as well as of the clinical diversity of patients treated. The consolidation of such a national collaborative network represents an innovative step in mental health care evolution. Furthermore, it may contribute to translational processes in the field of cognitive training and reduce disease burden.

Dissemination of public health information: key tools utilised by the NECOBELAC network in Europe and Latin America.

PubMed

De Castro, Paola; Marsili, Daniela; Poltronieri, Elisabetta; Calderón, Carlos Agudelo

2012-06-01

 Open Access (OA) to scientific information is an important step forward in communication patterns, yet we still need to reinforce OA principles to promote a cultural change of traditional publishing practices. The advantages of free access to scientific information are even more evident in public health where knowledge is directly associated with human wellbeing.  An OA 'consolidation' initiative in public health is presented to show how the involvement of people and institutions is fundamental to create awareness on OA and promote a cultural change. This initiative is developed within the project NEtwork of COllaboration Between Europe and Latin American Caribbean countries (NECOBELAC), financed by the European Commission.  Three actions are envisaged: Capacity building through a flexible and sustainable training programme on scientific writing and OA publishing; creation of training tools based on semantic web technologies; development of a network of supporting institutions.  In 2010-2011, 23 training initiatives were performed involving 856 participants from 15 countries; topic maps on scientific publication and OA were produced; 195 institutions are included in the network.  Cultural change in scientific dissemination practices is a long process requiring a flexible approach and strong commitment by all stakeholders. © 2012 The authors. Health Information and Libraries Journal © 2012 Health Libraries Group Health Information and Libraries Journal.

MO-E-18C-05: Global Health Catalyst: A Novel Platform for Enhancing Access to Medical Physics Education and Research Excellence (AMPERE)

DOE Office of Scientific and Technical Information (OSTI.GOV)

Ngwa, W; University of Massachusetts, Lowell, Massachusetts; Moreau, M

Purpose: To develop a platform for catalyzing collaborative global Cancer Care Education and Research (CaRE), with a prime focus on enhancing Access to Medical Physics Education and Research Excellence (AMPERE) Methods: An analysis of over 50 global health collaborations between partners in the U.S. and low and middle income countries (LMIC) in Africa was carried out to assess the models of collaborations in Education and Research and relative success. A survey was carried out with questions including: the nature of the collaboration, how it was initiated, impact of culture and other factors, and recommendations for catalyzing/enhancing such collaborations. An onlinemore » platform called Global Health Catalyst was developed for enhancing AMPERE. Results: The analysis yielded three main models for global health collaborations with survey providing key recommendations on how to enhance such collaborations. Based on this, the platform was developed, and customized to allow Medical Physicists and other Radiation oncology (RadOnc) professionals interested in participating in Global health to readily do so e.g. teach an online course module, participate in training Medical Physicists or other RadOnc health professionals in LMIC, co-mentor students, residents or postdocs, etc. The growing list of features on the platform also include: a feature to enable people to easily find each other, form teams, operate more effectively as partners from different disciplines, institutions, nations and cultural backgrounds, share tools and technologies, obtain seed funding to develop curricula and/or embark upon new areas of investigation, and participate in humanitarian outreach: remote treatment planning assistance, and participation in virtual Chart Rounds, etc. Conclusion: The developed Global Health Catalyst platform could enable any Medical Physicist or RadoOnc professional interested in global health to readily participate in the Education/training of next generation RadOnc professionals and global health leaders, and enhance AMPERE, especially for LMIC.« less

A multi-institutional quality improvement initiative to transform education for chronic illness care in resident continuity practices.

PubMed

Stevens, David P; Bowen, Judith L; Johnson, Julie K; Woods, Donna M; Provost, Lloyd P; Holman, Halsted R; Sixta, Constance S; Wagner, Ed H

2010-09-01

There is a gap between the need for patient-centered, evidence-based primary care for the large burden of chronic illness in the US, and the training of resident physicians to provide that care. To improve training for residents who provide chronic illness care in teaching practice settings. US teaching hospitals were invited to participate in one of two 18-month Breakthrough Series Collaboratives-either a national Collaborative, or a subsequent California Collaborative-to implement the Chronic Care Model (CCM) and related curriculum changes in resident practices. Most practices focused on patients with diabetes mellitus. Educational redesign strategies with related performance measures were developed for curricular innovations anchored in the CCM. In addition, three clinical measures-HbA1c <7%, LDL <100 mg/dL, and blood pressure

The TOPOMOD-ITN project: unravel the origin of Earth's topography from modelling deep-surface processes

NASA Astrophysics Data System (ADS)

Faccenna, C.; Funiciello, F.

2012-04-01

EC-Marie Curie Initial Training Networks (ITN) projects aim to improve the career perspectives of young generations of researchers. Institutions from both academic and industry sectors form a collaborative network to recruit research fellows and provide them with opportunities to undertake research in the context of a joint research training program. In this frame, TOPOMOD - one of the training activities of EPOS, the new-born European Research Infrastructure for Geosciences - is a funded ITN project designed to investigate and model how surface processes interact with crustal tectonics and mantle convection to originate and develop topography of the continents over a wide range of spatial and temporal scales. The multi-disciplinary approach combines geophysics, geochemistry, tectonics and structural geology with advanced geodynamic numerical/analog modelling. TOPOMOD involves 8 European research teams internationally recognized for their excellence in complementary fields of Earth Sciences (Roma TRE, Utrecht, GFZ, ETH, Cambridge, Durham, Rennes, Barcelona), to which are associated 5 research institutions (CNR-Italy, Univ. Parma, Univ. Lausanne, Univ. Montpellier, Univ. Mainz) , 3 high-technology enterprises (Malvern Instruments, TNO, G.O. Logical Consulting) and 1 large multinational oil and gas company (ENI). This unique network places emphasis in experience-based training increasing the impact and international visibility of European research in modeling. Long-term collaboration and synergy are established among the overmentioned research teams through 15 cross-disciplinary research projects that combine case studies in well-chosen target areas from the Mediterranean, the Middle and Far East, west Africa, and South America, with new developments in structural geology, geomorphology, seismology, geochemistry, InSAR, laboratory and numerical modelling of geological processes from the deep mantle to the surface. These multidisciplinary projects altogether aim to answer a key question in earth Sciences: how do deep and surface processes interact to shape and control the topographic evolution of our planet.

[Scientific productivity, collaboration and research areas in Enfermedades Infecciosas y Microbiología Clínica (2003-2007)].

PubMed

González-Alcaide, Gregorio; Valderrama-Zurián, Juan Carlos; Ramos-Rincón, José Manuel

2010-10-01

Collaboration is essential for biomedical research. The Carlos III Health Institute (the Spanish national public organization responsible for promoting biomedical research) has encouraged scientific collaboration by promoting Thematic Networks and Cooperative Research Centres. Scientific collaboration in Enfermedades Infecciosas y Microbiología Clinica journal is investigated. Papers published in Enfermedades Infecciosas y Microbiología Clinica in the period 2002-2007 have been identified. Bibliometrics and Social Network Analysis methods have been carried out in order to quantify and characterise scientific collaboration and research areas. A total of 805 papers generated by 2,289 authors and 326 institutions have been analysed. There were 36 research groups involving 138 authors identified. The Collaboration Index for articles was 5.5. Institutional collaboration was determined in 75% of articles. The collaboration between departments or units of the same institution prevails (43%), followed by intra-regional domestic collaboration (41%) and inter-regional domestic collaboration (14%). Hospital centres were the main institutional sector responsible of research (88% of papers), with 68% of articles cited. Sida/VIH (AIDS/HIV) is the main research area (n=114), followed by Staphylococcal Infections (n=33). Notable collaboration and citation rates have been observed. Research is focused on diseases with the highest mortality rates caused by infectious diseases in Spain. Copyright © 2009 Elsevier España, S.L. All rights reserved.

Attitudes and interests toward research among students at two colleges of acupuncture and Oriental medicine

PubMed Central

Wayne, PM; Hammerschlag, R; German, JS; Chapman, T

2010-01-01

Background Collaborative input from clinicians of acupuncture and Oriental medicine (AOM) is required for sound AOM research, and AOM training institutions have begun to include research education into their curriculum. However, few attempts have been made to systematically evaluate AOM practitioners’ perspectives on the value of research to their profession. Methods We conducted surveys of AOM students at two institutions that have begun to integrate research training into their curriculum, the New England School of Acupuncture and the Oregon College of Oriental Medicine. Surveys were conducted to assess current attitudes regarding the value of research, and to serve as a reference point for documenting the impact of ongoing research training programs on these attitudes. Surveys at both institutions were independently developed and administered, but shared 7 questions that were phrased very similarly. This paper summarizes responses to these questions. Results Surveys at both institutions suggest interest in research among AOM students is high in first year students; students in later years showed a lower level of interest, but the cross-sectional design of this survey does not allow any temporal effects to be inferred. Results also indicate that AOM students believe research is highly relevant to how both the public and the health insurance industry view their system of health care, but not highly relevant to their own clinical practice of AOM. The belief that research is of limited relevance to clinical practice was associated with widespread belief that scientific methods may not be consistent with the principles of AOM. Conclusions Results of these surveys provide important preliminary information about AOM students attitudes towards research, and thus the value and future specific needs of research training programs targeting this population. Repeated implementation of validated versions of our surveys are needed to confirm the trends we report and to evaluate the impact of research training programs already in place on AOM students attitudes towards research. PMID:20129309

Skill Transfer and Virtual Training for IND Response Decision-Making: Models for Government-Industry Collaboration for the Development of Game-Based Training Tools

DTIC Science & Technology

2016-04-01

IND Response Decision-Making: Models for Government–Industry Collaboration for the Development of Game -Based Training Tools R.M. Seater C.E. Rose...Models for Government–Industry Collaboration for the Development of Game -Based Training Tools C.E. Rose A.S. Norige Group 44 R.M. Seater K.C...Report 1208 Lexington Massachusetts This page intentionally left blank. iii EXECUTIVE SUMMARY Game -based training tools, sometimes called “serious

A South African university-practitioner partnership to strengthen capacity in social and behaviour change communication

PubMed Central

Christofides, Nicola J.; Nieuwoudt, Sara; Usdin, Shereen; Goldstein, Susan; Fonn, Sharon

2013-01-01

Globally, communication plays an integral role in public health strategies, from infectious diseases to diseases related to lifestyles. The evolution of the field of social and behaviour change communication (SBCC), combined with the need for evidence based practice and multi-level interventions to promote health, and human resource gaps in sub-Saharan Africa have led to the imperative to standardise and formalise the field. Moreover, current practitioners come from different disciplinary backgrounds underlining the need to define common core skills and competencies. This paper describes the partnership between the Wits School of Public Health and the Soul City Institute for Health and Development Communication and how the partners responded to this need. It highlights the factors influencing sustainable institutional capacity to provide quality assured, accredited training. We describe an unexpected positive response from a number of practitioner organisations that have chosen to send multiple staff members for training, specifically to build a critical mass within their organisations. Finally, we note the interest from (mostly) southern-based academic institutions in setting up similar programmes and postulate that south–south collaborations can contribute to building sustainable context specific and evidence-informed SBCC programmes in the global south. PMID:23364096

The Daniel K. Inouye College of Pharmacy Scripts

PubMed Central

Goo, Roy Alan SH; Chu, Cherie HL; Yoneda, Melissa K; Ma, Carolyn SJ

2016-01-01

In recent years the misuse of antimicrobials has contributed to the growing problem of antimicrobial resistance. Antimicrobial Stewardship Programs (ASP) decrease the misuse of antimicrobials by supporting a rational, systematic approach. ASP strategies vary from broad-ranging policies and other decision support tools to prospective audit review of patients on antimicrobials. Many healthcare facilities, however, have been slow to adopt stewardship attributable to the fact that early ASP models required individuals with specialized training, and a significant amount of time and infrastructural investment from facilities. In response to the increasing need for ASPs in Hawai‘i, the Hawai‘i Department of Health (HDOH) partnered with the Daniel K. Inouye College of Pharmacy (DKICP) to develop the Hawai‘i Antimicrobial Stewardship Collaborative (HASC), a voluntary collaboration whose main objective is to assist hospital institutions in the implementation of a simplified model of the Centers for Disease Control and Prevention's Core Elements of Hospital Antimicrobial Stewardship Programs. The work of HASC places Hawai‘i's health care institutions in an advantageous position to be able to comply with impending accreditation standards relating to antibiotics and infections. PMID:27437167

Making Choices: Ethical Decisions in a Global Context.

PubMed

Bonde, Sheila; Briant, Clyde; Firenze, Paul; Hanavan, Julianne; Huang, Amy; Li, Min; Narayanan, N C; Parthasarathy, D; Zhao, Hongqin

2016-04-01

The changing milieu of research--increasingly global, interdisciplinary and collaborative--prompts greater emphasis on cultural context and upon partnership with international scholars and diverse community groups. Ethics training, however, tends to ignore the cross-cultural challenges of making ethical choices. This paper confronts those challenges by presenting a new curricular model developed by an international team. It examines ethics across a very broad range of situations, using case studies and employing the perspectives of social science, humanities and the sciences. The course has been developed and taught in a highly collaborative way, involving researchers and students at Zhejiang University, the Indian Institute of Technology, Bombay and Brown University. The article presents the curricular modules of the course, learning outcomes, an assessment framework developed for the project, and a discussion of evaluation findings.

Institutional Collaboration on MOOCs in Education--A Literature Review

ERIC Educational Resources Information Center

Nortvig, Anne-Mette; Christiansen, René B.

2017-01-01

This literature review seeks to outline the state of the art regarding collaboration between educational institutions on Massive Open Online Courses (MOOCs) launched in Europe and in the US for the past 10 years. The review explores enablers and barriers that influence national institutional MOOC collaboration, and looks into how existing…

External Collaboration Patterns of Research Institutions Using Shared Publications in the Web of Science

ERIC Educational Resources Information Center

Toral, Sergio Luis; Bessis, Nik; Martinez-Torres, Maria del Rocio

2013-01-01

Purpose: During recent decades, research institutions have increased collaboration with other institutions since it is recognized as a good practice that improves their performance. However, they do not usually consider external collaborations as a strategic issue despite their benefits. The purpose of this paper consists of identifying different…

A Successful Model of Collaborative Undergraduate Research: A Multi-Faculty, Multi-Project, Multi-Institution Team Approach

ERIC Educational Resources Information Center

Woodzicka, Julie A.; Ford, Thomas E.; Caudill, Abbie; Ohanmamooreni, Alyna

2015-01-01

A collaborative research grant from the National Science Foundation allowed the first two authors to provide students at primarily undergraduate institutions with a multi-faculty, multi-institution team research experience. Teams of undergraduate students at Western Carolina University and Washington and Lee University collaborated with one…

Public health and social work: training dual professionals for the contemporary workplace.

PubMed

Ruth, Betty J; Sisco, Sarah; Wyatt, Jamie; Bethke, Christina; Bachman, Sara S; Piper, Tinka Markham

2008-01-01

The emergence of new, complex social health concerns demands that the public health field strengthen its capacity to respond. Academic institutions are vital to improving the public health infrastructure. Collaborative and transdisciplinary practice competencies are increasingly viewed as key components of public health training. The social work profession, with its longstanding involvement in public health and emphasis on ecological approaches, has been a partner in many transdisciplinary community-based efforts. The more than 20 dual-degree programs in public health and social work currently offered reflect this collaborative history. This study represents an exploratory effort to evaluate the impact of these programs on the fields of public health and social work. This study explored motivations, perspectives, and experiences of 41 graduates from four master of social work/master of public health (MSW/ MPH) programs. Four focus groups were conducted using traditional qualitative methods during 2004. Findings suggest that MSW/MPH alumni self-selected into dual programs because of their interest in the missions, ethics, and practices of both professions. Participants highlighted the challenges and opportunities of dual professionalism, including the struggle to better define public health social work in the workplace. Implications for academic public health focus on how schools can improve MSW/MPH programs to promote transdisciplinary collaboration. Increased recognition, better coordination, and greater emphasis on marketing to prospective employers were suggested. A national evaluation of MSW/MPH graduates could strengthen the roles and contributions of public health social work to the public health infrastructure. A conceptual framework, potentially based on developmental theory, could guide this evaluation of the MSW/MPH training experience.

The effect of a bidirectional exchange on faculty and institutional development in a global health collaboration.

PubMed

Bodnar, Benjamin E; Claassen, Cassidy W; Solomon, Julie; Mayanja-Kizza, Harriet; Rastegar, Asghar

2015-01-01

The MUYU Collaboration is a partnership between Mulago Hospital-Makerere University College of Health Sciences (M-MakCHS), in Kampala, Uganda, and the Yale University School of Medicine. The program allows Ugandan junior faculty to receive up to 1 year of subspecialty training within the Yale hospital system. The authors performed a qualitative study to assess the effects of this program on participants, as well as on M-MakCHS as an institution. Data was collected via semi-structured interviews with exchange participants. Eight participants (67% of those eligible as of 4/2012) completed interviews. Study authors performed data analysis using standard qualitative data analysis techniques. Analysis revealed themes addressing the benefits, difficulties, and opportunities for improvement of the program. Interviewees described the main benefit of the program as its effect on their fund of knowledge. Participants also described positive effects on their clinical practice and on medical education at M-MakCHS. Most respondents cited financial issues as the primary difficulty of participation. Post-participation difficulties included resource limitations and confronting longstanding institutional and cultural habits. Suggestions for programmatic improvement included expansion of the program, ensuring appropriate management of pre-departure expectations, and refinement of program mentoring structures. Participants also voiced interest in expanding post-exchange programming to ensure both the use of and the maintenance of new capacity. The MUYU Collaboration has benefitted both program participants and M-MakCHS, though these benefits remain difficult to quantify. This study supports the assertion that resource-poor to resource-rich exchanges have the potential to provide significant benefits to the resource-poor partner.

World scientific collaboration in coronary heart disease research.

PubMed

Yu, Qi; Shao, Hongfang; He, Peifeng; Duan, Zhiguang

2013-08-10

Coronary heart disease (CHD) will continue to exert a heavy burden for countries all over the world. Scientific collaboration has become the only choice for progress in biomedicine. Unfortunately, there is a scarcity of scientific publications about scientific collaboration in CHD research. This study examines collaboration behaviors across multiple collaboration types in the CHD research. 294,756 records about CHD were retrieved from Web of Science. Methods such as co-authorship, social network analysis, connected component, cliques, and betweenness centrality were used in this study. Collaborations have increased at the author, institution and country/region levels in CHD research over the past three decades. 3000 most collaborative authors, 572 most collaborative institutions and 52 countries/regions are extracted from their corresponding collaboration network. 766 cliques are found in the most collaborative authors. 308 cliques are found in the most collaborative institutions. Western countries/regions represent the core of the world's collaboration. The United States ranks first in terms of number of multi-national publications, while Hungary leads in the ranking measured by their proportion of collaborative output. The rate of economic development in the countries/regions also affects the multi-national collaboration behavior. Collaborations among countries/regions need to be encouraged in the CHD research. The visualization of overlapping cliques in the most collaborative authors and institutions are considered "skeleton" of the collaboration network. Eastern countries/regions should strengthen cooperation with western countries/regions in the CHD research. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

Older Adults' Strategic Behavior: Effects of Individual versus Collaborative Cognitive Training

ERIC Educational Resources Information Center

Saczynski, Jane; Margrett, Jennifer; Willis, Sherry

2004-01-01

Changes in strategic behavior were examined in older married couples participating in a cognitive intervention study. Participants were randomly assigned to: Questionnaire Control, Individual Training, or Collaborative Training. Trained participants completed inductive reasoning training sessions at home individually or as a couple. Participants…

A research-based inter-institutional collaboration to diversify the biomedical workforce: ReBUILDetroit.

PubMed

Andreoli, Jeanne M; Feig, Andrew; Chang, Steven; Welch, Sally; Mathur, Ambika; Kuleck, Gary

2017-01-01

Faced with decades of severe economic decline, the city of Detroit, Michigan (USA) is on the cusp or reinventing itself. A Consortium was formed of three higher education institutions that have an established mission to serve an urban population and a vested interest in the revitalization of the health, welfare, and economic opportunity in the Detroit metro region that is synergistic with national goals to diversify the biomedical workforce. The purpose of this article is to describe the rationale, approach, and model of the Research Enhancement for BUILDing Detroit (ReBUILDetroit) Consortium, as a cross-campus collaborative for students, faculty, and institutional development. The ReBUILDetroit program is designed to transform the culture of higher education in Detroit, Michigan by educating and training students from diverse and socio-economically disadvantaged backgrounds to become the next generation of biomedical researchers. Marygrove College, University of Detroit Mercy, and Wayne State University established a Consortium to create and implement innovative, evidence-based and cutting-edge programming. Specific elements include: (1) a pre-college summer enrichment experience; (2) an inter-institutional curricular re-design of target foundational courses in biology, chemistry and social science using the Research Coordination Network (RCN) model; and (3) cross-institutional summer faculty-mentored research projects for ReBUILDetroit Scholars starting as rising sophomores. Student success support includes intentional and intrusive mentoring, financial support, close faculty engagement, ongoing workshops to overcome academic and non-academic barriers, and cohort building activities across the Consortium. Institutional supports, integral to program creation and sustainability, include creating faculty learning communities grounded in professional development opportunities in pedagogy, research and mentorship, and developing novel partnerships and accelerated pipeline programming across the Consortium. This article highlights the development, implementation and evolution of high-impact practices critical for student learning, research-based course development, and the creation of inter-institutional learning communities as a direct result of ReBUILDetroit. Our cross-institutional collaboration and leveraging of resources in a difficult economic environment, drawing students from high schools with a myriad of strengths and challenges, serves as a model for higher education institutions in large, urban centers who are seeking to diversify their workforces and provide additional opportunities for upward mobility among diverse populations.

Use of WONCA global standards to evaluate family medicine postgraduate education for curriculum development and review in Nepal and Myanmar.

PubMed

Gibson, Christine; Ladak, Farah; Shrestha, Ashis; Yadav, Bharat; Thu, Kyaw; Aye, Tin

2016-09-01

Family medicine is an integral part of primary care within health systems. Globally, training programmes exhibit a great degree of variability in content and skill acquisition. While this may in part reflect the needs of a given setting, there exists standard criteria that all family medicine programmes should consider core activities. WONCA has provided an open-access list of standards that their expert community considers essential for family medicine (GP) post-graduate training. Evaluation of developing or existing training programmes using these standards can provide insight into the degree of variability, gaps within programmes and equally as important, gaps within recommendations. In collaboration with the host institution, two family medicine programmes in Nepal and Myanmar were evaluated based on WONCA global standards. The results of the evaluation demonstrated that such a process can allow for critical review of curriculum in various stages of development and evaluation. The implications of reviewing training programmes according to WONCA standards can lead to enhanced training world-wide and standardisation of training for post-graduate family medicine.

The American Association of Occupational Health Nurses' Respiratory Protection Education Program and Resources Webkit for Occupational Health Professionals.

PubMed

Pompeii, Lisa; Byrd, Annette; Delclos, George L; Conway, Sadie H

2016-12-01

Organizations are required to adhere to the Occupational Safety and Health Administration's (OSHA) Respiratory Protection Standard (29 CFR 1910.134) if they have workers that wear a respirator on the job. They must also have an employee "suitably trained" to administer their program. The National Institute for Occupational Safety and Health and its National Personal Protective Technology Laboratory have worked to champion the occupational health nurse in this role by collaborating with the American Association of Occupational Health Nurses to develop free, online respiratory protection training and resources (RPP Webkit). This article describes the development, content, and success of this training. To date, 724 participants have completed the training, 32.6% of whom lead their organization's respiratory protection program, 15.3% who indicated they will lead a program in the near future, and 52% who did not lead a program, but indicated that the training was relevant to their work. The majority "strongly agreed" the training was applicable to their work and it enhanced their professional expertise. © 2016 The Author(s).

Creating an infrastructure for training in the responsible conduct of research: the University of Pittsburgh's experience.

PubMed

Barnes, Barbara E; Friedman, Charles P; Rosenberg, Jerome L; Russell, Joanne; Beedle, Ari; Levine, Arthur S

2006-02-01

In response to public concerns about the consequences of research misconduct, academic institutions have become increasingly cognizant of the need to implement comprehensive, effective training in the responsible conduct of research (RCR) for faculty, staff, students, and external collaborators. The ability to meet this imperative is challenging as universities confront declining financial resources and increasing complexity of the research enterprise. The authors describe the University of Pittsburgh's design, implementation, and evaluation of a Web-based, institution-wide RCR training program called Research and Practice Fundamentals (RPF). This project, established in 2000, was embedded in the philosophy, organizational structure, and technology developed through the Integrated Advanced Information Management Systems grant from the National Library of Medicine. Utilizing a centralized, comprehensive approach, the RPF system provides an efficient mechanism for deploying content to a large, diverse cohort of learners and supports the needs of research administrators by providing access to information about who has successfully completed the training. During its first 3 years of operation, the RPF served over 17,000 users and issued more than 38,000 training certificates. The 18 modules that are currently available address issues required by regulatory mandates and other content areas important to the research community. RPF users report high levels of satisfaction with content and ease of using the system. Future efforts must explore methods to integrate non-RCR education and training into a centralized, cohesive structure. The University of Pittsburgh's experience with the RPF demonstrates the importance of developing an infrastructure for training that is comprehensive, scalable, reliable, centralized, affordable, and sustainable.

Enhancing the earth-science content and inquiry basis of physical geography education in Singapore schools

NASA Astrophysics Data System (ADS)

McCaughey, J.; Chong, E.

2011-12-01

Singapore has a long tradition of geography education at the secondary and Junior College levels (ages 12-18). Although most geography teachers teach both human and physical geography, many of them have received more extensive university training in human geography. The Earth Obervatory of Singapore (EOS), a newly established research institute at Nanyang Technological University (NTU), is building an education and outreach program to integrate its research across formal and informal education. We are collaborating with the Singapore Ministry of Education to enhance the earth-science content and inquiry basis of physical geography education in Singapore classrooms. EOS is providing input to national curriculum, textbook materials, and teaching resources, as well as providing inquiry-based field seminars and workshops for inservice teachers. An upcoming 5-year "Our Dynamic Earth" exhibit at the Science Centre Singapore will be a centerpoint of outreach to younger students, their teachers and parents, and to the community at large. On a longer time scale, the upcoming undergraduate program in earth science at NTU, the first of its kind in Singapore, will provide a stream of earth scientists into the geography teaching workforce. Developing ties between EOS and the National Institute of Education will further enhance teacher training. With a highly centralized curriculum, small land area, high-performing student population, and key stakeholders eager to collaborate with EOS, Singapore presents an unusual opportunity to impact classrooms on a national scale.

Team-Skills Training Enhances Collaborative Learning

ERIC Educational Resources Information Center

Prichard, Jane S.; Stratford, Robert J.; Bizo, Lewis A.

2006-01-01

This study investigated the effects of team-skills training on collaborative learning in a university setting. Groups worked under one of three conditions: (1) groups received team-skill training as a group and remained in that group (Trained-Together), (2) groups received team-skills training, but were then reassigned into new groups…

Final Report - Facilitating Wind Energy: Addressing Challenges around Visual Impacts, Noise, Credible Data, and Local Benefits through Creative Stakeholder Engagement

DOE Office of Scientific and Technical Information (OSTI.GOV)

Harvey, Kate; Field, Patrick; Fierman, Elizabeth

The project team consisting of the Consensus Building Institute, Inc., Raab Associates, Ltd., and the MIT-Harvard Program on Negotiation created a model and set of tools for building the capacity of state officials to effectively collaborate with diverse stakeholders in advancing wind development policy formation, wind facility siting, and transmission policy and siting. The model was used to enhance the ability of state officials to advance wind development in their states. Training was delivered in Cambridge, MA, in Spring 2011. The training and associated materials, including a Wind Energy Workbook, website, and simulations, is available for ongoing and widespread disseminationmore » throughout the US.« less

Controlling Plasma Channels through Ultrashort Laser Pulse Filamentation

NASA Astrophysics Data System (ADS)

Ionin, Andrey; Seleznev, Leonid; Sunchugasheva, Elena

2013-09-01

A review of studies fulfilled at the Lebedev Institute in collaboration with the Moscow State University and Institute of Atmospheric Optics in Tomsk on influence of various characteristics of ultrashort laser pulse on plasma channels formed under its filamentation is presented. Filamentation of high-power laser pulses with wavefront controlled by a deformable mirror, with cross-sections spatially formed by various diaphragms and with different wavelengths was experimentally and numerically studied. An application of plasma channels formed due to filamentation of ultrashort laser pulse including a train of such pulses for triggering and guiding long electric discharges is discussed. The research was supported by RFBR Grants 11-02-12061-ofi-m and 11-02-01100, and EOARD Grant 097007 through ISTC Project 4073 P

Florida State University's Institute for Family Violence Studies.

PubMed

Oehme, Karen

2018-01-01

This article outlines the role of the Institute for Family Violence Studies (IFVS) within the Florida State University College of Social Work in navigating issues intersecting social work and the law ( http://familyvio.csw.fsu.edu/ ). By developing comprehensive state and national trainings for unique populations and conducting interdisciplinary research, the IFVS promotes public policy that benefits healthy families and decreases family and intimate partner violence. The crucial role of staff and students, the IFVS's collaborative alliances, and funding sources are highlighted. Projects such as the Clearinghouse on Supervised Visitation, the National Prevention Toolkit on Officer-Involved Domestic Violence, Successful Co-Parenting After Divorce, and the LGBTQ Family Life Project are described. Plans for future projects, as well as other new avenues for research, are summarized.

STEAM-y Partnerships: A Case of Interdisciplinary Professional Development and Collaboration

ERIC Educational Resources Information Center

Kelton, Molly L.; Saraniero, Patti

2018-01-01

Museum partnerships can involve significant tensions, especially when these collaborations reach across institutions to blend disciplines such as art and mathematics. Rather than simply being obstacles to overcome, we suggest that tensions arising in multi-institutional, cross-disciplinary collaborations can be highly generative for collaborators,…

In-Home Cognitive Training with Older Married Couples: Individual versus Collaborative Learning

PubMed Central

Margrett, Jennifer A.; Willis, Sherry L.

2005-01-01

Research has demonstrated that older adults’ cognitive performance can be enhanced via formal intervention (e.g., Gratzinger, Sheikh, & Friedman, 1990; Kliegl, Smith, & Baltes, 1990; Willis & Schaie,1986) as well as more informal intervention including collaboration, or working with a partner (e.g., Dixon & Gould, 1996; Margrett & Marsiske, 2002; Staudinger & Baltes, 1996).The current study investigated the effects of an inductive reasoning training program adapted for in-home use (Willis & Schaie, 1986, 1994) among older adults assigned to individual training (n = 30), collaborative training (n = 34), or a no-treatment control group (n = 34). The training consisted of ten sessions, and all participants completed a pretest followed by a posttest six weeks later. Findings suggest that older adults could effectively “train themselves” without the guidance of a formal instructor. The results, however, did not indicate immediate added benefit in reasoning performance for collaborative versus individual training using the current reasoning program. PMID:16807197

Protecting health workers from infectious disease transmission: an exploration of a Canadian-South African partnership of partnerships.

PubMed

Yassi, Annalee; Zungu, Muzimkhulu; Spiegel, Jerry M; Kistnasamy, Barry; Lockhart, Karen; Jones, David; O'Hara, Lyndsay M; Nophale, Letshego; Bryce, Elizabeth A; Darwin, Lincoln

2016-03-31

Health workers are at high risk of acquiring infectious diseases at work, especially in low and middle-income countries (LMIC) with critical health human resource deficiencies and limited implementation of occupational health and infection control measures. Amidst increasing interest in international partnerships to address such issues, how best to develop such collaborations is being actively debated. In 2006, a partnership developed between occupational health and infection control experts in Canada and institutions in South Africa (including an institute with a national mandate to conduct research and provide guidance to protect health workers from infectious diseases and promote improved working conditions). This article describes the collaboration, analyzes the determinants of success and shares lessons learned. Synthesizing participant-observer experience from over 9 years of collaboration and 10 studies already published from this work, we applied a realist review analysis to describe the various achievements at global, national, provincial and hospital levels. Expectations of the various parties on developing new insights, providing training, and addressing service needs were examined through a micro-meso-macro lens, focusing on how each main partner organization contributed to and benefitted from working together. A state-of-the-art occupational health and safety surveillance program was established in South Africa following successful technology transfer from a similar undertaking in Canada and training was conducted that synergistically benefitted Northern as well as Southern trainees. Integrated policies combining infection control and occupational health to prevent and control infectious disease transmission among health workers were also launched. Having a national (South-South) network reinforced by the international (North-south) partnership was pivotal in mitigating the challenges that emerged. High-income country partnerships with experience in health system strengthening - particularly in much needed areas such as occupational health and infection control - can effectively work through strong collaborators in the Global South to build capacity. Partnerships are particularly well positioned to sustainably reinforce efforts at national and sub-national LMIC levels when they adopt a "communities of practice" model, characterized by multi-directional learning. The principles of effective collaboration learned in this "partnership of partnerships" to improve working conditions for health workers can be applied to other areas where health system strengthening is needed.

Police officers' collaboration with rape victim advocates: barriers and facilitators.

PubMed

Rich, Karen; Seffrin, Patrick

2013-01-01

Secondary victimization may occur when rape victims make police reports. This can compromise the quality of official statements and jeopardize criminal cases. Rape reporters receive better treatment by police officers when advocates are involved and best practice police work includes such collaboration. Studies of advocates have described tension, role confusion, and poor communication with police officers. Many variables, including rape myth acceptance (RMA) and training on sexual assault dynamics, may affect officers' collaboration with advocates. There were 429 police officers who responded to a survey measuring their victim interviewing skill, formal training about rape, years on the job, number of victims known personally, number of recent rape cases, RMA, and collaboration with advocates. Results suggest that officers' interviewing skill, years on the job, and specific training are related to collaboration with victim advocates on rape cases. Professional, rather than personal, variables were most predictive of collaboration. Implications for officer selection and training are explored.

Continuing professional development of dentists through distant learning: an Indira Gandhi National Open University-Dental Council of India experiment a report.

PubMed

Kuba, Ruchika; Kohli, Anil

2014-01-01

To keep themselves updated with all the advancements in the field of dentistry, dentists should involve themselves in some kind of professional development. Distance learning is the most appropriate way to serve the growing demand due to technological advancements. Indira Gandhi National Open University in collaboration with Dental Council of India (DCI) developed and launched two continuing professional development programs in Endodontics (postgraduate certificate in endodontics) and postgraduate certificate in oral implantology and has trained over 400 and 280 BDS dentists respectively till date. The program package consists of self-instructional material, assignments, videos and practical training. The training is conducted in premiere dental colleges and institutions recognized by DCI. The certificate is awarded after a term end examination, both in theory and practical. The pass percentages of the theory courses ranged from around 63% to 98%, and 90% of the candidates cleared the practical exam.

Evaluation of the impact of collaborative work by teams from the National Medical Residency Committee and the Brazilian Society of Neurosurgery. Retrospective and prospective study.

PubMed

Santos, Renato Antunes Dos; Snell, Linda; Nunes, Maria do Patrocínio Tenório

2016-04-01

Training for specialist physicians in Brazil can take place in different ways. Closer liaison between institutions providing this training and assessment and health care services may improve qualifications. This article analyzes the impact of closer links and joint work by teams from the National Medical Residency Committee (Comissão Nacional de Residência Médica, CNRM) and the Brazilian Society of Neurosurgery (Sociedade Brasileira de Neurocirurgia, SBN) towards evaluating these programs. Retrospective and prospective study, conducted in a public university on a pilot project developed between CNRM and SBN for joint assessment of training programs across Brazil. The literature in the most relevant databases was reviewed. Documents and legislation produced by official government bodies were evaluated. Training locations were visited. Reports produced about residency programs were analyzed. Only 26% of the programs were immediately approved. The joint assessments found problems relating to teaching and to functioning of clinical service in 35% of the programs. The distribution of programs in this country has a strong relationship with the Human Development Index (HDI) of the regions and is very similar to the distribution of specialists. Closer collaboration between the SBN and CNRM had a positive impact on assessment of neurosurgery medical residency across the country. The low rates of direct approval have produced modifications and improvements to the quality of teaching and care (services). Closer links between the CNRM and other medical specialties have the capability to positively change the structure and function of specialty training in Brazil.

Play with the Slinky[R]: Learning to Lead Collaboration through a Statewide Training Project Aimed at Grants for Community Partnerships

ERIC Educational Resources Information Center

Curry, Elizabeth A.

2005-01-01

How can training develop the philosophical commitment that library staff members need to successfully lead collaborative projects? How do conversation as a training model and play as an activity shape the collaborative learning process? How do we stimulate libraries and library staff to assume leadership roles in community building? This article…

“A Good Personal Scientific Relationship”: Philip Morris Scientists and the Chulabhorn Research Institute, Bangkok

PubMed Central

MacKenzie, Ross; Collin, Jeff

2008-01-01

Background This paper examines the efforts of consultants affiliated with Philip Morris (PM), the world's leading transnational tobacco corporation, to influence scientific research and training in Thailand via the Chulabhorn Research Institute (CRI). A leading Southeast Asian institute for environmental health science, the CRI is headed by Professor Dr. Her Royal Highness Princess Chulabhorn, the daughter of the King of Thailand, and it has assumed international significance via its designation as a World Health Organization (WHO) Collaborating Centre in December 2005. Methods and Findings This paper analyses previously confidential tobacco industry documents that were made publicly available following litigation in the United States. PM documents reveal that ostensibly independent overseas scientists, now identified as industry consultants, were able to gain access to the Thai scientific community. Most significantly, PM scientist Roger Walk has established close connections with the CRI. Documents indicate that Walk was able to use such links to influence the study and teaching of environmental toxicology in the institute and to develop relations with key officials and local scientists so as to advance the interests of PM within Thailand and across Asia. While sensitivities surrounding royal patronage of the CRI make public criticism extremely difficult, indications of ongoing involvement by tobacco industry consultants suggest the need for detailed scrutiny of such relationships. Conclusions The establishment of close links with the CRI advances industry strategies to influence scientific research and debate around tobacco and health, particularly regarding secondhand smoke, to link with academic institutions, and to build relationships with national elites. Such strategies assume particular significance in the national and regional contexts presented here amid the globalisation of the tobacco pandemic. From an international perspective, particular concern is raised by the CRI's recently awarded status as a WHO Collaborating Centre. Since the network of WHO Collaborating Centres rests on the principle of “using national institutions for international purposes,” the documents presented below suggest that more rigorous safeguards are required to ensure that such use advances public health goals rather than the objectives of transnational corporations. PMID:19108600

"A good personal scientific relationship": Philip Morris scientists and the Chulabhorn Research Institute, Bangkok.

PubMed

Mackenzie, Ross; Collin, Jeff

2008-12-23

This paper examines the efforts of consultants affiliated with Philip Morris (PM), the world's leading transnational tobacco corporation, to influence scientific research and training in Thailand via the Chulabhorn Research Institute (CRI). A leading Southeast Asian institute for environmental health science, the CRI is headed by Professor Dr. Her Royal Highness Princess Chulabhorn, the daughter of the King of Thailand, and it has assumed international significance via its designation as a World Health Organization (WHO) Collaborating Centre in December 2005. This paper analyses previously confidential tobacco industry documents that were made publicly available following litigation in the United States. PM documents reveal that ostensibly independent overseas scientists, now identified as industry consultants, were able to gain access to the Thai scientific community. Most significantly, PM scientist Roger Walk has established close connections with the CRI. Documents indicate that Walk was able to use such links to influence the study and teaching of environmental toxicology in the institute and to develop relations with key officials and local scientists so as to advance the interests of PM within Thailand and across Asia. While sensitivities surrounding royal patronage of the CRI make public criticism extremely difficult, indications of ongoing involvement by tobacco industry consultants suggest the need for detailed scrutiny of such relationships. The establishment of close links with the CRI advances industry strategies to influence scientific research and debate around tobacco and health, particularly regarding secondhand smoke, to link with academic institutions, and to build relationships with national elites. Such strategies assume particular significance in the national and regional contexts presented here amid the globalisation of the tobacco pandemic. From an international perspective, particular concern is raised by the CRI's recently awarded status as a WHO Collaborating Centre. Since the network of WHO Collaborating Centres rests on the principle of "using national institutions for international purposes," the documents presented below suggest that more rigorous safeguards are required to ensure that such use advances public health goals rather than the objectives of transnational corporations.

Creating collaborative learning environments for transforming primary care practices now.

PubMed

Miller, William L; Cohen-Katz, Joanne

2010-12-01

The renewal of primary care waits just ahead. The patient-centered medical home (PCMH) movement and a refreshing breeze of collaboration signal its arrival with demonstration projects and pilots appearing across the country. An early message from this work suggests that the development of collaborative, cross-disciplinary teams may be essential for the success of the PCMH. Our focus in this article is on training existing health care professionals toward being thriving members of this transformed clinical care team in a relationship-centered PCMH. Our description of the optimal conditions for collaborative training begins with delineating three types of teams and how they relate to levels of collaboration. We then describe how to create a supportive, safe learning environment for this type of training, using a different model of professional socialization, and tools for building culture. Critical skills related to practice development and the cross-disciplinary collaborative processes are also included. Despite significant obstacles in readying current clinicians to be members of thriving collaborative teams, a few next steps toward implementing collaborative training programs for existing professionals are possible using competency-based and adult learning approaches. Grasping the long awaited arrival of collaborative primary health care will also require delivery system and payment reform. Until that happens, there is an abundance of work to be done envisioning new collaborative training programs and initiating a nation-wide effort to motivate and reeducate our colleagues. PsycINFO Database Record (c) 2010 APA, all rights reserved.

Shared Canadian Curriculum in Family Medicine (SHARC-FM): Creating a national consensus on relevant and practical training for medical students.

PubMed

Keegan, David A; Scott, Ian; Sylvester, Michael; Tan, Amy; Horrey, Kathleen; Weston, W Wayne

2017-04-01

In 2006, leaders of undergraduate family medicine education programs faced a series of increasing curriculum mandates in the context of limited time and financial resources. Additionally, it became apparent that a hidden curriculum against family medicine as a career choice was active in medical schools. The Shared Canadian Curriculum in Family Medicine was developed by the Canadian Undergraduate Family Medicine Education Directors and supported by the College of Family Physicians of Canada as a national collaborative project to support medical student training in family medicine clerkship. Its key objective is to enable education leaders to meet their educational mandates, while at the same time countering the hidden curriculum and providing a route to scholarship. The Shared Canadian Curriculum in Family Medicine is an open-access, shared, national curriculum ( www.sharcfm.ca ). It contains 23 core clinical topics (determined through a modified Delphi process) with demonstrable objectives for each. It also includes low- and medium-fidelity virtual patient cases, point-of-care learning resources (clinical cards), and assessment tools, all aligned with the core topics. French translation of the resources is ongoing. The core topics, objectives, and educational resources have been adopted by medical schools across Canada, according to their needs. The lessons learned from mounting this multi-institutional collaborative project will help others develop their own collaborative curricula. Copyright© the College of Family Physicians of Canada.

C-MORE Professional Development Training Program for Graduate Students and Post-Docs

NASA Astrophysics Data System (ADS)

Bruno, B. C.; DeLeo, F.; Bottjer, D.; Jungbluth, S.; Burkhardt, B.; Hawco, N.; Boiteau, R.

2012-12-01

The Center for Microbial Oceanography: Research and Education (C-MORE) is a National Science Foundation-sponsored Science and Technology Center. C-MORE comprises six partner institutions: University of Hawaii (headquarters), Massachusetts Institute of Technology, Woods Hole Oceanographic Institution, Oregon State University, University of California at Santa Cruz and Monterey Bay Aquarium Research Institute. C-MORE's Professional Development Training Program is aimed at equipping graduate students and post-docs at all six institutions with the skills and experiences needed to maximize their potential and succeed in their professional careers. This program is administered through the C-MORE Education Office and was developed in close collaboration with graduate students, post-docs, and faculty. This program has formal but flexible requirements. There is only one required module (Outreach). The seven optional modules include: Science Communication, Leadership, Mentoring, Teaching, Research Exchange, Diversity and Proposal Writing. Masters students choose three optional modules; Ph.D. students and post-docs choose five. Most modules consist of a training component, followed by a practical component. All participants will are expected to complete program evaluations. Below are some examples of program offerings: Science Communication Module In partnership with the Communication Partnership for Science and the Sea, C-MORE organized three Science Communication workshops at the University of Hawaii, Monterey Bay Aquarium Research Institute and Massachusetts Institute of Technology. These workshops train participants to distill their research into language that is free of jargon and accessible to a general audience. After the training, participants are asked to produce a communication product based on their research, such as a magazine article, press release, podcast or a blog. Diversity Module To date, C-MORE has organized three teleconferences on diversity, attended by participants across the partner institutions. The first conference discussed two papers on racial and gender bias. The second conference examined the MIT gender equity study on faculty salaries. A key "take-home" message is that we all have biases and we need to recognize them in order to ensure fairness. Participants seemed surprised to learn that there is a body of literature of double-blind experiments showing that women have to be significantly better than men to get the same treatment. The most recent (June 2012) teleconference focused on individuals with disabilities, and was facilitated by the University of Hawaii Center for Disability Studies. Following the conferences, students are asked to participate in an event or serve on a committee aimed at broadening participation. For more information on these or other modules of C-MORE's Professional Development Training Program, please visit our web site: http://cmore.soest.hawaii.edu/education/grads-postdocs/index.htm

How do the Institutes on Teaching and Learning (ITLs) nurture the members of the Physiology Educators Community of Practice (PECOP)?

PubMed

Goodman, Barbara E

2017-09-01

Do you teach physiology? Do you use best practices when you teach physiology? Have you ever thought about conducting educational research? Do you need collaborators to help with ideas for educational research or to expand your research populations? The American Physiological Society (APS) Teaching Section has developed a biennial Institute on Teaching and Learning (ITL) through the APS Conference Program to address these issues. The first institute was held in June 2014, and the second institute was held in June 2016. A Physiology Education Community of Practice (PECOP) was created to help connect the institute participants and other physiology educators and to share evidence-based teaching in physiology at all education levels. The 2018 APS ITL will be the next meeting to learn best practices, to share ideas with colleagues, and to find collaborators in improving the teaching of physiology for students. The meeting will include workshops modeling best practices, plenary talks about hot new issues in physiology and science education, and poster sessions and informal meals to discuss interests with colleagues. Even if one's primary responsibility is bench research or administration, the training from the institute will improve efficiency and effectiveness when teaching. The two prior ITLs (2014 and 2016) were highly evaluated by educators of both undergraduate and professional students who spent a week together emphasizing improvement in their teaching. This paper reports the outcomes of the 2016 ITL and encourages participation in the upcoming ITL in Madison, WI, June 18-22, 2018. Watch the APS Conference site for more information about the 2018 ITL (http://www.the-aps.org/mm/Conferences/APS-Conferences). Copyright © 2017 the American Physiological Society.

Medical training in school-based health centers: a collaboration among five medical schools.

PubMed

Kalet, Adina L; Juszczak, Linda; Pastore, Doris; Fierman, Arthur H; Soren, Karen; Cohall, Alwyn; Fisher, Martin; Hopkins, Catherine; Hsieh, Amy; Kachur, Elizabeth; Sullivan, Laurie; Techow, Beth; Volel, Caroline

2007-05-01

School-based health centers (SBHCs) have tremendous untapped potential as models for learning about systems-based care of vulnerable children. SBHCs aim to provide comprehensive, community-based primary health care to primary and secondary schoolchildren who might not otherwise have ready access to that care. The staffing at SBHCs is multidisciplinary, including various combinations of nurse practitioners, physicians, dentists, nutritionists, and mental health providers. Although this unique environment provides obvious advantages to children and their families, medical students and residents receive little or no preparation for this type of practice. To address these deficiencies in medical education, five downstate New York state medical schools, funded by the New York State Department of Health, collaborated to define, develop, implement, and evaluate curricula that expose health professions students and residents to SBHCs. The schools identified core competencies and developed a comprehensive training model for the project, including clinical experiences, didactic sessions, and community service opportunities, and they developed goals, objectives, and learning materials for each competency for all types and levels of learners. Each school has implemented a wide range of learning activities based on the competencies. In this paper, the authors describe the development of the collaboration and illustrate the process undertaken to implement new curricula, including considerations made to address institutional needs, curricula development, and incorporation into existing curricula. In addition, they discuss the lessons learned from conducting this collaborative effort among medical schools, with the goal of providing guidance to establish effective cross-disciplinary curricula that address newly defined competencies.

Research Networking Systems: The State of Adoption at Institutions Aiming to Augment Translational Research Infrastructure

PubMed Central

Obeid, Jihad S; Johnson, Layne M; Stallings, Sarah; Eichmann, David

2015-01-01

Fostering collaborations across multiple disciplines within and across institutional boundaries is becoming increasingly important with the growing emphasis on translational research. As a result, Research Networking Systems that facilitate discovery of potential collaborators have received significant attention by institutions aiming to augment their research infrastructure. We have conducted a survey to assess the state of adoption of these new tools at the Clinical and Translational Science Award (CTSA) funded institutions. Survey results demonstrate that most CTSA funded institutions have either already adopted or were planning to adopt one of several available research networking systems. Moreover a good number of these institutions have exposed or plan to expose the data on research expertise using linked open data, an established approach to semantic web services. Preliminary exploration of these publically-available data shows promising utility in assessing cross-institutional collaborations. Further adoption of these technologies and analysis of the data are needed, however, before their impact on cross-institutional collaboration in research can be appreciated and measured. PMID:26491707

Research Networking Systems: The State of Adoption at Institutions Aiming to Augment Translational Research Infrastructure.

PubMed

Obeid, Jihad S; Johnson, Layne M; Stallings, Sarah; Eichmann, David

Fostering collaborations across multiple disciplines within and across institutional boundaries is becoming increasingly important with the growing emphasis on translational research. As a result, Research Networking Systems that facilitate discovery of potential collaborators have received significant attention by institutions aiming to augment their research infrastructure. We have conducted a survey to assess the state of adoption of these new tools at the Clinical and Translational Science Award (CTSA) funded institutions. Survey results demonstrate that most CTSA funded institutions have either already adopted or were planning to adopt one of several available research networking systems. Moreover a good number of these institutions have exposed or plan to expose the data on research expertise using linked open data, an established approach to semantic web services. Preliminary exploration of these publically-available data shows promising utility in assessing cross-institutional collaborations. Further adoption of these technologies and analysis of the data are needed, however, before their impact on cross-institutional collaboration in research can be appreciated and measured.

The National Institute of Environmental Health Sciences Superfund Research Program: a model for multidisciplinary training of the next generation of environmental health scientists.

PubMed

Carlin, Danielle J; Henry, Heather; Heacock, Michelle; Trottier, Brittany; Drew, Christina H; Suk, William A

2018-03-28

The National Institute of Environmental Health Sciences (NIEHS) Superfund Research Program (SRP) funds university-based, multidisciplinary research on human health and environmental science and engineering with the central goals to understand how hazardous substances contribute to disease and how to prevent exposures to these environmental chemicals. This multi-disciplinary approach allows early career scientists (e.g. graduate students and postdoctoral researchers) to gain experience in problem-based, solution-oriented research and to conduct research in a highly collaborative environment. Training the next generation of environmental health scientists has been an important part of the SRP since its inception. In addition to basic research, the SRP has grown to include support of broader training experiences such as those in research translation and community engagement activities that provide opportunities to give new scientists many of the skills they will need to be successful in their field of research. Looking to the future, the SRP will continue to evolve its training component by tracking and analyzing outcomes from its trainees by using tools such as the NIEHS CareerTrac database system, by increasing opportunities for trainees interested in research that goes beyond US boundaries, and in the areas of bioinformatics and data integration. These opportunities will give them the skills needed to be competitive and successful no matter which employment sector they choose to enter after they have completed their training experience.

[Training of institutional research networks as a strategy of improvement].

PubMed

Galván-Plata, María Eugenia; Almeida-Gutiérrez, Eduardo; Salamanca-Gómez, Fabio Abdel

2017-01-01

The Instituto Mexicano del Seguro Social (IMSS) through the Coordinación de Investigación en Salud (Health Research Council) has promoted a strong link between the generation of scientific knowledge and the clinical care through the program Redes Institucionales de Investigación (Institutional Research Network Program), whose main aim is to promote and generate collaborative research between clinical, basic, epidemiologic, educational, economic and health services researchers, seeking direct benefits for patients, as well as to generate a positive impact on institutional processes. All of these research lines have focused on high-priority health issues in Mexico. The IMSS internal structure, as well as the sufficient health services coverage, allows the integration of researchers at the three levels of health care into these networks. A few years after their creation, these networks have already generated significant results, and these are currently applied in the institutional regulations in diseases that represent a high burden to health care. Two examples are the National Health Care Program for Patients with Acute Myocardial Infarction "Código Infarto", and the Early Detection Program on Chronic Kidney Disease; another result is the generation of multiple scientific publications, and the promotion of training of human resources in research from the same members of our Research Networks. There is no doubt that the Coordinación de Investigación en Salud advances steadily implementing the translational research, which will keep being fruitful to the benefit of our patients, and of our own institution.

An Integrative and Collaborative Approach to Creating a Diverse and Computationally Competent Geoscience Workforce

NASA Astrophysics Data System (ADS)

Moore, S. L.; Kar, A.; Gomez, R.

2015-12-01

A partnership between Fort Valley State University (FVSU), the Jackson School of Geosciences at The University of Texas (UT) at Austin, and the Texas Advanced Computing Center (TACC) is engaging computational geoscience faculty and researchers with academically talented underrepresented minority (URM) students, training them to solve grand challenges . These next generation computational geoscientists are being trained to solve some of the world's most challenging geoscience grand challenges requiring data intensive large scale modeling and simulation on high performance computers . UT Austin's geoscience outreach program GeoFORCE, recently awarded the Presidential Award in Excellence in Science, Mathematics and Engineering Mentoring, contributes to the collaborative best practices in engaging researchers with URM students. Collaborative efforts over the past decade are providing data demonstrating that integrative pipeline programs with mentoring and paid internship opportunities, multi-year scholarships, computational training, and communication skills development are having an impact on URMs developing middle skills for geoscience careers. Since 1997, the Cooperative Developmental Energy Program at FVSU and its collaborating universities have graduated 87 engineers, 33 geoscientists, and eight health physicists. Recruited as early as high school, students enroll for three years at FVSU majoring in mathematics, chemistry or biology, and then transfer to UT Austin or other partner institutions to complete a second STEM degree, including geosciences. A partnership with the Integrative Computational Education and Research Traineeship (ICERT), a National Science Foundation (NSF) Research Experience for Undergraduates (REU) Site at TACC provides students with a 10-week summer research experience at UT Austin. Mentored by TACC researchers, students with no previous background in computational science learn to use some of the world's most powerful high performance computing resources to address a grand geosciences problem. Students increase their ability to understand and explain the societal impact of their research and communicate the research to multidisciplinary and lay audiences via near-peer mentoring, poster presentations, and publication opportunities.

Training in the Community-Collaborative Context: A Case Study

ERIC Educational Resources Information Center

Yamada, Racquel-María

2014-01-01

Emerging community-based methodologies call for collaboration with speech community members. Although motivated, community members may lack the tools or training to contribute actively. In response, many linguists deliver training workshops in documentation or preservation, while others train community members to record data. Although workshops…

Teaching Evidence-Based Medicine at Complementary and Alternative Medicine Institutions: Strategies, Competencies, and Evaluation

PubMed Central

Schiffke, Heather; Fleishman, Susan; Haas, Mitch; Cruser, des Anges; LeFebvre, Ron; Sullivan, Barbara; Taylor, Barry; Gaster, Barak

2014-01-01

Abstract Background: As evidence-based medicine (EBM) becomes a standard in health care, it is essential that practitioners of complementary and alternative medicine (CAM) become experts in searching and evaluating the research literature. In support of this goal, the National Institutes of Health (NIH) National Center for Complementary and Alternative Medicine (NCCAM) provided R25 funding to nine CAM colleges to develop individual programs focused on teaching EBM. An overarching goal of these research education grants has been to provide CAM faculty and students with the skills they need to apply a rigorous evidence-based perspective to their training and practice. Methods/Results: This paper reviews the competencies and teaching strategies developed and implemented to enhance research literacy at all nine R25-funded institutions. While each institution designed approaches suitable for its research culture, the guiding principles were similar: to develop evidence-informed skills and knowledge, thereby helping students and faculty to critically appraise evidence and then use that evidence to guide their clinical practice. Curriculum development and assessment included faculty-driven learning activities and longitudinal curricular initiatives to encourage skill reinforcement and evaluate progress. Conclusion: As the field of integrative medicine matures, the NIH-NCCAM research education grants provide essential training for future clinicians and clinician-researchers. Building this workforce will facilitate multidisciplinary collaborations that address the unique needs for research that informs integrative clinical practice. PMID:25380144

America COMPETES at 5 years: An Analysis of Research-Intensive Universities' RCR Training Plans.

PubMed

Phillips, Trisha; Nestor, Franchesca; Beach, Gillian; Heitman, Elizabeth

2018-02-01

This project evaluates the impact of the National Science Foundation's (NSF) policy to promote education in the responsible conduct of research (RCR). To determine whether this policy resulted in meaningful RCR educational experiences, our study examined the instructional plans developed by individual universities in response to the mandate. Using a sample of 108 U.S. institutions classified as Carnegie "very high research activity", we analyzed all publicly available NSF RCR training plans in light of the consensus best practices in RCR education that were known at the time the policy was implemented. We found that fewer than half of universities developed plans that incorporated at least some of the best practices. More specifically, only 31% of universities had content and requirements that differed by career stage, only 1% of universities had content and requirements that differed by discipline; and only 18% of universities required some face-to-face engagement from all classes of trainees. Indeed, some schools simply provided hand-outs to their undergraduate students. Most universities (82%) had plans that could be satisfied with online programs such as the Collaborative Institutional Training Initiative's RCR modules. The NSF policy requires universities to develop RCR training plans, but provides no guidelines or requirements for the format, scope, content, duration, or frequency of the training, and does not hold universities accountable for their training plans. Our study shows that this vaguely worded policy, and lack of accountability, has not produced meaningful educational experiences for most of the undergraduate students, graduate students, and post-doctoral trainees funded by the NSF.

Developing a competency framework for U.S. state food and feed testing laboratory personnel.

PubMed

Kaml, Craig; Weiss, Christopher C; Dezendorf, Paul; Ishida, Maria; Rice, Daniel H; Klein, Ron; Salfinger, Yvonne

2014-01-01

A competency-based training curriculum framework for U.S. state food and feed testing laboratories personnel is being developed by the International Food Protection Training Institute (IFPTI) and three partners. The framework will help laboratories catalog existing training courses/modules, identify training gaps, inform training curricula, and create career-spanning professional development learning paths, ensuring consistent performance expectations and increasing confidence in shared test results. Ultimately, the framework will aid laboratories in meeting the requirements of ISO/IEC 17025 (2005) international accreditation and the U.S. Food Safety Modernization Act (U.S. Public Law 111-353). In collaboration with the Association of Food and Drug Officials, the Association of Public Health Laboratories, and the Association of American Feed Control Officials, IFPTI is carrying out the project in two phases. In 2013, an expert panel of seven subject matter experts developed competency and curriculum frameworks for five professional levels (entry, mid-level, expert, supervisor/manager, and senior administration) across four competency domains (technical, communication, programmatic, and leadership) including approximately 80 competencies. In 2014 the expert panel will elicit feedback from peers and finalize the framework.

Getting Everybody Involved: A Collaborative Training Approach for Counselors and Educators

ERIC Educational Resources Information Center

Sullivan, Jeremy R.; Hsieh, Peggy P. H.; Guerra, Norma S.; Lumadue, Christine A.; Lebron-Striker, Maritza

2007-01-01

This paper describes a creative approach for training counselor and counselor educators that provides collaborative interactions among students and faculty in several university training programs. Structured around a problem-solving activity and self-reflection questionnaires, undergraduate teachers-in-training were given an opportunity to receive…

Collaborative learning: A next step in the training of peer support providers.

PubMed

Cronise, Rita

2016-09-01

This column explores how peer support provider training is enhanced through collaborative learning. Collaborative learning is an approach that draws upon the "real life" experiences of individual learners and encompasses opportunities to explore varying perspectives and collectively construct solutions that enrich the practice of all participants. This description draws upon published articles and examples of collaborative learning in training and communities of practice of peer support providers. Similar to person-centered practices that enhance the recovery experience of individuals receiving services, collaborative learning enhances the experience of peer support providers as they explore relevant "real world" issues, offer unique contributions, and work together toward improving practice. Three examples of collaborative learning approaches are provided that have resulted in successful collaborative learning opportunities for peer support providers. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

[Empathy, inter-professional collaboration, and lifelong medical learning in Spanish and Latin-American physicians-in-training who start their postgraduate training in hospitals in Spain. Preliminary outcomes].

PubMed

San-Martín, Montserrat; Roig-Carrera, Helena; Villalonga-Vadell, Rosa M; Benito-Sevillano, Carmen; Torres-Salinas, Miquel; Claret-Teruel, Gemma; Robles, Bernabé; Sans-Boix, Antonia; Alcorta-Garza, Adelina; Vivanco, Luis

2017-01-01

To identify similarities and differences in empathy, abilities toward inter-professional collaboration, and lifelong medical learning, between Spanish and Latin-American physicians-in-training who start their posgraduate training in teaching hospitals in Spain. Observational study using self-administered questionnaires. Five teaching hospitals in the province of Barcelona, Spain. Spanish and Latin-American physicians-in-training who started their first year of post-graduate medical training. Empathy was measured using the Jefferson scale of empathy. Abilities for inter-professional collaboration were measured using the Jefferson scale attitudes towards nurse-physician collaboration. Learning was measured using the Jefferson scale of medical lifelong learning scale. From a sample of 156 physicians-in-training, 110 from Spain and 40 from Latin America, the Spanish group showed the highest empathy (p<.05). On the other hand, Latin-American physicians had the highest scores in lifelong learning abilities (p<.001). A positive relationship was found between empathy and inter-professional collaboration for the whole sample (r=+0.34; p<.05). These results confirm previous preliminary data and underline the positive influence of empathy in the development of inter-professional collaboration abilities. In Latin-American physicians who start posgraduate training programs, lifelong learning abilities have a positive influence on the development of other professional competencies. Copyright © 2016 Elsevier España, S.L.U. All rights reserved.

Adoption of clinical and business trainings by child mental health clinics in New York State.

PubMed

Chor, Ka Ho Brian; Olin, Su-Chin Serene; Weaver, Jamie; Cleek, Andrew F; McKay, Mary M; Hoagwood, Kimberly E; Horwitz, Sarah M

2014-12-01

This study prospectively examined the naturalistic adoption of clinical and business evidence-informed training by all 346 outpatient mental health clinics licensed to treat children, adolescents, and their families in New York State. The study used attendance data (September 2011-August 2013) from the Clinic Technical Assistance Center, a training, consultation, and educational center funded by the state Office of Mental Health, to classify the clinics' adoption of 33 trainings. Adoption behavior was classified by number, type, and intensity of trainings. The clinics were classified into four adopter groups reflecting the highest training intensity in which they participated (low, medium, and high adopters and "super-adopters"). A total of 268 clinics adopted trainings (median=5); business and clinical trainings were about equally accessed (82% versus 78%). Participation was highest for hour-long Webinars (96%) followed by learning collaboratives, which take six to 18 months to complete (34%). Most (73%-94%) adopters of business learning collaboratives and all adopters of clinical learning collaboratives had previously sampled a Webinar, although maintaining participation in learning collaboratives was a challenge. The adopter groups captured meaningful adopter profiles: 41% of clinics were low adopters that selected fewer trainings and participated only in Webinars, and 34% were high or super-adopters that accessed more trainings and participated in at least one learning collaborative. More nuanced definitions of adoption behavior can improve the understanding of clinic adoption of training and hence promote the development of efficient rollout strategies by state systems.

Nanotechnology Laboratory Collaborates with Army to Develop Botulism Vaccine | Frederick National Laboratory for Cancer Research

Cancer.gov

The Nanotechnology Characterization Laboratory (NCL) is collaborating with the Army to develop a candidate vaccine against botulism. Under a collaboration agreement between the National Cancer Institute and the U.S. Army Medical Research Institute of

Authorship in "College & Research Libraries" Revisited: Gender, Institutional Affiliation, Collaboration.

ERIC Educational Resources Information Center

Terry, James L.

1996-01-01

Updates earlier studies on the characteristics of authorship of articles published in "College & Research Libraries", focusing on gender, institutional affiliation, and extent of collaboration. Results show representation by academic librarians and authors affiliated with library schools increased, collaboration predominated, and…

A description of a non-invasive surgical training pathway using translational tools to teach intracoelomic implantation of acoustic transmitters in fish.

PubMed

Brosnan, Ian G; Williams, Wendy O; Sanders, George E; McGarry, Louise P; Greene, Charles H

2018-05-29

Researchers engaged in surgical implantation of acoustic transmitters into fish must receive adequate and appropriate training to ensure the welfare of their subjects and the quality of the data collected. Increasingly, they are being encouraged to partner with veterinarians to improve training, and to consider the principles of animal welfare in training. Here, we describe a 5-stage training pathway, including implementation of new training tools, the Translational Training Tools ™ and field certification, that was developed collaboratively by researchers and veterinarians and address the 3 R's of animal welfare in the context of surgical training. The 3 R's include animal replacement, reduction of the number of animals used, and refinement of technique to decrease or eliminate pain or distress. The Translational Training Tools ™ , described in the context of the training pathway, use tools as replacement models during training to reduce the number of animals used, and allows for refinement of surgical skills prior to working on live animals. The purpose of this paper is to document the Translational Training Tools ™ and the training pathway, which will be useful in developing de novo protocols for review by Institutional Animal Care and Use Committees (IACUCs) and similar bodies. This article is protected by copyright. All rights reserved. This article is protected by copyright. All rights reserved.

A study of the bibliometry and areas of the research groups of Archivos de Bronconeumología (2003-2007).

PubMed

González-Alcaide, Gregorio; Aleixandre-Benavent, Rafael; de Granda-Orive, José Ignacio

2010-02-01

Scientific cooperation is essential for the advance of biomedical research. Scientists set up informal groups to work together on common issues, who are the main units in the research funding system. Bibliometric and Social Network Analysis methods allow informal groups in scientific papers to be identified and characterised. The objective of the study is to identify research groups in Archivos de Bronconeumología between 2003 and 2007 period with the aim of characterizing their scientific collaboration patterns and research areas. Co-authorships, institutional collaboration relationships and the main research areas of papers published in Archivos de Bronconeumología have been identified. Co-authorship networks and institutional collaboration networks have been constructed by using Pajek software tool. A total of 41 research groups involving 171 investigators have been identified. The Collaboration Index for articles was 5.59 and the Transcience Index was 73.11%. There was institutional collaboration in 60.33% of papers. The collaboration between institutions of the same region prevails (41.03%), followed by collaborations between departments, services or units of the same institution (39.74%), inter-regional collaboration (14,97%) and international collaboration (6.83%). A total of 83.03% of articles were cited. The main research areas covered by groups were chronic obstructive pulmonary disease, asthma, lung neoplasm, bronchogenic carcinoma, smoking and pulmonary embolism. The scientific production of a large number of Respiratory System Spanish research groups is published in Archivos de Bronconeumología. A notable collaboration and citation rate has been observed. Nevertheless, it is still essential to encourage inter-regional and international collaboration. Copyright 2009 SEPAR. Published by Elsevier Espana. All rights reserved.

RMS: a platform for managing cross-disciplinary and multi-institutional research project collaboration.

PubMed

Luo, Jake; Apperson-Hansen, Carolyn; Pelfrey, Clara M; Zhang, Guo-Qiang

2014-11-30

Cross-institutional cross-disciplinary collaboration has become a trend as researchers move toward building more productive and innovative teams for scientific research. Research collaboration is significantly changing the organizational structure and strategies used in the clinical and translational science domain. However, due to the obstacles of diverse administrative structures, differences in area of expertise, and communication barriers, establishing and managing a cross-institutional research project is still a challenging task. We address these challenges by creating an integrated informatics platform to reduce the barriers to biomedical research collaboration. The Request Management System (RMS) is an informatics infrastructure designed to transform a patchwork of expertise and resources into an integrated support network. The RMS facilitates investigators' initiation of new collaborative projects and supports the management of the collaboration process. In RMS, experts and their knowledge areas are categorized and managed structurally to provide consistent service. A role-based collaborative workflow is tightly integrated with domain experts and services to streamline and monitor the life-cycle of a research project. The RMS has so far tracked over 1,500 investigators with over 4,800 tasks. The research network based on the data collected in RMS illustrated that the investigators' collaborative projects increased close to 3 times from 2009 to 2012. Our experience with RMS indicates that the platform reduces barriers for cross-institutional collaboration of biomedical research projects. Building a new generation of infrastructure to enhance cross-disciplinary and multi-institutional collaboration has become an important yet challenging task. In this paper, we share the experience of developing and utilizing a collaborative project management system. The results of this study demonstrate that a web-based integrated informatics platform can facilitate and increase research interactions among investigators.

The Rise of Forensic Pathology in Human Medicine: Lessons for Veterinary Forensic Pathology.

PubMed

Pollanen, M S

2016-09-01

The rise of forensic pathology in human medicine has greatly contributed to the administration of justice, public safety and security, and medical knowledge. However, the evolution of human forensic pathology has been challenging. Veterinary forensic pathologists can learn from some of the lessons that have informed the growth and development of human forensic pathology. Three main observations have emerged in the past decade. First, wrongful convictions tell us to use a truth-seeking stance rather than an a priori "think dirty" stance when investigating obscure death. Second, missed homicides and concealed homicides tell us that training and certification are the beginning of reliable forensic pathology. Third, failure of a sustainable institutional arrangement that fosters a combination of service, research, and teaching will lead to stagnation of knowledge. Forensic pathology of humans and animals will flourish, help protect society, and support justice if we embrace a modern biomedical scientific model for our practice. We must build training programs, contribute to the published literature, and forge strong collaborative institutions. © The Author(s) 2016.

Structural Competency in the U.S. Healthcare Crisis: Putting Social and Policy Interventions Into Clinical Practice.

PubMed

Hansen, H; Metzl, J

2016-06-01

This symposium of the Journal of Bioethical Inquiry illustrates structural competency: how clinical practitioners can intervene on social and institutional determinants of health. It will require training clinicians to see and act on structural barriers to health, to adapt imaginative structural approaches from fields outside of medicine, and to collaborate with disciplines and institutions outside of medicine. Case studies of effective work on all of these levels are presented in this volume. The contributors exemplify structural competency from many angles, from the implications of epigenetics for environmental intervention in personalized medicine to the ways clinicians can act on fundamental causes of disease, address abuses of power in clinical training, racially desegregate cities to reduce health disparities, address the systemic causes of torture by police, and implement harm-reduction programs for addiction in the face of punitive drug laws. Together, these contributors demonstrate the unique roles that clinicians can play in breaking systemic barriers to health and the benefit to the U.S. healthcare system of adopting innovations from outside of the United States and outside of clinical medicine.

Innovative taught MSc in Medical Visualisation and Human Anatomy.

PubMed

Clunie, Lauren; Livingstone, Daniel; Rea, Paul M

2015-06-01

A relatively new, fully accredited MSc in Medical Visualisation and Human Anatomy, is now offered through a joint collaboration with the Laboratory of Human Anatomy, University of Glasgow and the Digital Design Studio, Glasgow School of Art. This degree combines training in digital technologies and intensive human anatomy training as a result of a long-standing successful partnership between these two esteemed institutes. The student also has to complete a research dissertation which encompasses both the digital perspective and a related medical, dental, surgical, veterinary (comparative anatomy) or life science specialty to enhance development in the digital field for a variety of specialties. This article discusses the background in development of this degree, the course structure and the career prospects and destinations for graduates of this unique degree programme.

Ladislau Steiner, 1920-2013.

PubMed

Leksell, Dan; Lindquist, Christer E H

2013-09-01

The authors commemorate the life and career of Dr. Ladislau Steiner, one of the world's most highly regarded neurosurgeons, from Stockholm and Charlottesville, Virginia, who has died at age 92. They review the events of Dr. Steiner's early life, including his early training in his native Romania, his escape with his family from East Berlin, and his postgraduate training in neurosurgery at the Karolinska Institute in Stockholm. Dr. Steiner's work in the development of microsurgery and his collaboration with Lars Leksell in the development of Gamma Knife radiosurgery are described. After his retirement from Karolinska, Dr. Steiner had a second career as head of the Lars Leksell Gamma Knife Center at the University of Virginia in Charlottesville. The authors recall their own long association with Dr. Steiner and celebrate his contributions to the field of neurosurgery.

The Making of National Seasonal Wildfire Outlooks

NASA Astrophysics Data System (ADS)

Garfin, G. M.; Brown, T. J.

2015-12-01

Bridging the gap between research-based experiments and fully operational products has been likened to crossing the valley of death. In this talk, we document the development of pre-season fire potential outlooks, informed by seasonal climate predictions, through a long-term collaboration between NOAA RISA teams, the Program for Climate, Ecosystem and Fire Applications (Desert Research Institute), the National Interagency Fire Center's Predictive Services program and multiple collaborators. To transition experimental outlooks into a sustained, monthly operational product, we co-developed a temporary institution, the National Seasonal Assessment Workshops, as a platform for cross-disciplinary knowledge exchange, training, and experimentation in consensus forecast processes and product development. In our retrospective evaluation of the process, we identified several factors that supported the transition from research to operations. These include: the development of new institutions; focus on a geographic scale commensurate with the needs of federal and state land management agencies; participatory and deliberative engagements; cooperation by many partners with perspectives on the connections between climate and wildland fire management; and iterative engagement sustained by funding and human resource commitments from the key partners. Through co-production of the outlooks and the institution, we created a cross-disciplinary community of practice, thus, increasing the capacity of fire management practitioners to use climate information in decision making. This experiment in developing a collaborative climate service was not an unqualified success. For example, while practitioners almost always *consult* official probabilistic climate forecasts, based on the output from dynamical and statistical models, they sometimes *act* on information from self-constructed forecasts, based on analysis of analogue years. We recommend research to further examine the distribution and use of the outlooks, further dialogue with practitioners, and research to develop forecast evaluation metrics and practices to improve the use of official forecasts. (The figure shows partnerships, information and communication flows for the development of seasonal fire potential outlooks).

Inter-Institutional Collaboration and Team Teaching.

ERIC Educational Resources Information Center

Gatliff, Bee; Wendel, Frederick C.

1998-01-01

Inter-institutional collaboration and team teaching can enhance distance education. Of particular interest to those who are new to distance education or collaborative relationships, this article discusses several issues that should be considered in the planning process to avoid potential roadblocks and to maximize returns. (Author/AEF)

A Comprehensive Framework for International Medical Programs: A 2017 consensus statement from the American College of Academic International Medicine

PubMed Central

Garg, Manish; Peck, Gregory L.; Arquilla, Bonnie; Miller, Andrew C.; Soghoian, Sari E.; Anderson III, Harry L.; Bloem, Christina; Firstenberg, Michael S.; Galwankar, Sagar C.; Guo, Weidun Alan; Izurieta, Ricardo; Krebs, Elizabeth; Hansoti, Bhakti; Nanda, Sudip; Nwachuku, Chinenye O.; Nwomeh, Benedict; Paladino, Lorenzo; Papadimos, Thomas J.; Sharpe, Richard P.; Swaroop, Mamta; Stawicki, Stanislaw P.

2017-01-01

The American College of Academic International Medicine (ACAIM) represents a group of clinicians who seek to promote clinical, educational, and scientific collaboration in the area of Academic International Medicine (AIM) to address health care disparities and improve patient care and outcomes globally. Significant health care delivery and quality gaps persist between high-income countries (HICs) and low-and-middle-income countries (LMICs). International Medical Programs (IMPs) are an important mechanism for addressing these inequalities. IMPs are international partnerships that primarily use education and training-based interventions to build sustainable clinical capacity. Within this overall context, a comprehensive framework for IMPs (CFIMPs) is needed to assist HICs and LMICs navigate the development of IMPs. The aim of this consensus statement is to highlight best practices and engage the global community in ACAIM's mission. Through this work, we highlight key aspects of IMPs including: (1) the structure; (2) core principles for successful and ethical development; (3) information technology; (4) medical education and training; (5) research and scientific investigation; and (6) program durability. The ultimate goal of current initiatives is to create a foundation upon which ACAIM and other organizations can begin to formalize a truly global network of clinical education/training and care delivery sites, with long-term sustainability as the primary pillar of international inter-institutional collaborations. PMID:29291171

Provincial Coordination and Inter-Institutional Collaboration in British Columbia's College, University College and Institute System. Monograph Series.

ERIC Educational Resources Information Center

Gaber, Devron

This document addresses a study that aimed to better understand the historical development of British Columbia community college, university college, and institute system with special attention given to recent changes in inter-institutional collaboration in relation to provincial coordination. The study also addresses centralization and…

[Postoperative pain management. Aims and organization of a strategy for postoperative acute pain therapy].

PubMed

Nolli, M; Nicosia, F

2000-09-01

The Health Services, not only the Italian one, is under pressure because of request for improving treatment quality and the financial need for reorganization and cost-saving. It's required a rationalization of intervention, together with a careful choice of the best and cheapest techniques and the demonstration of their efficacy. The anaesthesia service activity, in a period of cost rationalization and funds restriction should be aimed to appropriate outcome measures corrected by both patient's risk factors and surgical-anaesthesiological case-mix. The development of a complete strategy for surgical pain management might run into two phases. The first phase, internal and mono-specialistic, should develop like the creation of an Acute Pain Team. The main processes are: focusing the problem (charge of the care), training, information, teaching methodology (timing, methods, drugs, techniques, etc.) and the audit (before and after changes). The main aims are the evaluation of the level of analgesia and pain relief or patient's satisfaction which are partial endpoints useful to demonstrate the improvement and the efficacy of the new pain management strategies. The second phase, multidisciplinary, is directed toward the creation of a Postoperative Evaluation Team. The main objective is to set up a collaborative clinical group able to identify the criteria for quality, efficacy and safety. The major purpose is the evaluation of major outcome measures: surgical outcome, morbidity, mortality and length of hospitalization. The improvement in the quality of postoperative pain treatment goes through a better organization and a progressive increase of the already available therapy. The achievement of the result and the quality projects depend on the interaction among staff members with different behaviours and settings. Internal teaching and training, continuous education for doctors and nurses, and external information, marketing and improvement of attractive capability of Institution, are the procedures of a growing integrated program for postoperative pain treatment. The organizational processes should interact effectively with a plan of education, updating, revision and information in a definite development timing. It should be emphasized a collaborative, interdisciplinary approach to pain control, assessment and treatment, including all the members of the health care team, with an input from the patient and a protective collaboration from the Institution. The development of a postoperative care team must be considered as part of the largest project for "a Painfree Hospital". It represents a keystone of a Institutional Quality Assurance Plan for health care providers, patients (customs) and Institution.

A Scientometric Evaluation of the Chagas Disease Implementation Research Programme of the PAHO and TDR

PubMed Central

Carbajal-de-la-Fuente, Ana Laura; Yadón, Zaida E.

2013-01-01

The Special Programme for Research and Training in Tropical Diseases (TDR) is an independent global programme of scientific collaboration cosponsored by the United Nations Children's Fund, the United Nations Development Program, the World Bank, and the World Health Organization. TDR's strategy is based on stewardship for research on infectious diseases of poverty, empowerment of endemic countries, research on neglected priority needs, and the promotion of scientific collaboration influencing global efforts to combat major tropical diseases. In 2001, in view of the achievements obtained in the reduction of transmission of Chagas disease through the Southern Cone Initiative and the improvement in Chagas disease control activities in some countries of the Andean and the Central American Initiatives, TDR transferred the Chagas Disease Implementation Research Programme (CIRP) to the Communicable Diseases Unit of the Pan American Health Organization (CD/PAHO). This paper presents a scientometric evaluation of the 73 projects from 18 Latin American and European countries that were granted by CIRP/PAHO/TDR between 1997 and 2007. We analyzed all final reports of the funded projects and scientific publications, technical reports, and human resource training activities derived from them. Results about the number of projects funded, countries and institutions involved, gender analysis, number of published papers in indexed scientific journals, main topics funded, patents inscribed, and triatomine species studied are presented and discussed. The results indicate that CIRP/PAHO/TDR initiative has contributed significantly, over the 1997–2007 period, to Chagas disease knowledge as well as to the individual and institutional-building capacity. PMID:24244761

The development of a massive open online course during the 2014-15 Ebola virus disease epidemic.

PubMed

Evans, Dabney P; Luffy, Samantha M; Parisi, Stephanie; Del Rio, Carlos

2017-09-01

Timely training was urgently needed at the onset of the 2014 Ebola virus disease epidemic. Massive open online courses (MOOCs) have grown in popularity, though little is known about their utility in time-sensitive situations, including infectious disease outbreaks. We created the first English language massive open online course on Ebola virus disease. Designed by a team representing various units of Emory University and six partner institutions, the six module course was aimed at a global general audience but also relevant for health care professionals. Over 7,000 learners from 170 countries participated in the initial course offering. More than a third of learners were from emerging economies, including seven percent from Africa, and another 13% from countries outside the United States who received individuals requiring treatment for Ebola virus disease. Creating and producing the first English language MOOC on EVD in a short time period required effective collaboration and strong coordination between subject matter and course development experts from Emory. Through these collaborative efforts, the development team was able to provide urgently needed training and educational materials while the epidemic of EVD continued to radiate through West Africa. Copyright © 2017 Elsevier Inc. All rights reserved.

The FaceBase Consortium: a comprehensive resource for craniofacial researchers

PubMed Central

Brinkley, James F.; Fisher, Shannon; Harris, Matthew P.; Holmes, Greg; Hooper, Joan E.; Wang Jabs, Ethylin; Jones, Kenneth L.; Kesselman, Carl; Klein, Ophir D.; Maas, Richard L.; Marazita, Mary L.; Selleri, Licia; Spritz, Richard A.; van Bakel, Harm; Visel, Axel; Williams, Trevor J.; Wysocka, Joanna

2016-01-01

The FaceBase Consortium, funded by the National Institute of Dental and Craniofacial Research, National Institutes of Health, is designed to accelerate understanding of craniofacial developmental biology by generating comprehensive data resources to empower the research community, exploring high-throughput technology, fostering new scientific collaborations among researchers and human/computer interactions, facilitating hypothesis-driven research and translating science into improved health care to benefit patients. The resources generated by the FaceBase projects include a number of dynamic imaging modalities, genome-wide association studies, software tools for analyzing human facial abnormalities, detailed phenotyping, anatomical and molecular atlases, global and specific gene expression patterns, and transcriptional profiling over the course of embryonic and postnatal development in animal models and humans. The integrated data visualization tools, faceted search infrastructure, and curation provided by the FaceBase Hub offer flexible and intuitive ways to interact with these multidisciplinary data. In parallel, the datasets also offer unique opportunities for new collaborations and training for researchers coming into the field of craniofacial studies. Here, we highlight the focus of each spoke project and the integration of datasets contributed by the spokes to facilitate craniofacial research. PMID:27287806

The Global Research Collaboration of Network Meta-Analysis: A Social Network Analysis

PubMed Central

Li, Lun; Catalá-López, Ferrán; Alonso-Arroyo, Adolfo; Tian, Jinhui; Aleixandre-Benavent, Rafael; Pieper, Dawid; Ge, Long; Yao, Liang; Wang, Quan; Yang, Kehu

2016-01-01

Background and Objective Research collaborations in biomedical research have evolved over time. No studies have addressed research collaboration in network meta-analysis (NMA). In this study, we used social network analysis methods to characterize global collaboration patterns of published NMAs over the past decades. Methods PubMed, EMBASE, Web of Science and the Cochrane Library were searched (at 9th July, 2015) to include systematic reviews incorporating NMA. Two reviewers independently selected studies and cross-checked the standardized data. Data was analyzed using Ucinet 6.0 and SPSS 17.0. NetDraw software was used to draw social networks. Results 771 NMAs published in 336 journals from 3459 authors and 1258 institutions in 49 countries through the period 1997–2015 were included. More than three-quarters (n = 625; 81.06%) of the NMAs were published in the last 5-years. The BMJ (4.93%), Current Medical Research and Opinion (4.67%) and PLOS One (4.02%) were the journals that published the greatest number of NMAs. The UK and the USA (followed by Canada, China, the Netherlands, Italy and Germany) headed the absolute global productivity ranking in number of NMAs. The top 20 authors and institutions with the highest publication rates were identified. Overall, 43 clusters of authors (four major groups: one with 37 members, one with 12 members, one with 11 members and one with 10 members) and 21 clusters of institutions (two major groups: one with 62 members and one with 20 members) were identified. The most prolific authors were affiliated with academic institutions and private consulting firms. 181 consulting firms and pharmaceutical industries (14.39% of institutions) were involved in 199 NMAs (25.81% of total publications). Although there were increases in international and inter-institution collaborations, the research collaboration by authors, institutions and countries were still weak and most collaboration groups were small sizes. Conclusion Scientific production on NMA is increasing worldwide with research leadership of Western countries (most notably, the UK, the USA and Canada). More authors, institutions and nations are becoming involved in research collaborations, but frequently with limited international collaborations. PMID:27685998

Designing Simulations for Athletic Training Students through Interprofessional Teaching Collaboration

ERIC Educational Resources Information Center

Tivener, Kristin Ann; Gloe, Donna Sue

2015-01-01

Context: While multidisciplinary team approaches to education and practice have been promoted for decades, literature on collaborative efforts in athletic training and nursing remains sparse. Objective: The goal of this article is to provide an example of an interprofessional teaching collaboration in which a simulation scenario was developed…

A National Survey of Pre-Service Preparation for Collaboration

ERIC Educational Resources Information Center

McKenzie, Robert G.

2009-01-01

The degree to which special educators serve in a meaningful collaborative capacity in inclusive classrooms has come under scrutiny, and hence, the quality of collaboration training afforded requires examination.This article describes the results of a survey conducted with 53 undergraduate pre-service special education training programs…

Interprofessional Collaboration 1996 Resource Guide: A Resource Guide of Learning Activities.

ERIC Educational Resources Information Center

Hanley, Mary Stone; And Others

The Training for Interprofessional Collaboration Project (TIC) is a joint effort of five professional schools of the University of Washington and various community sites and agencies to provide preservice (graduate level) and inservice training in teacher and interprofessional collaboration. The guide includes bibliographies, case studies,…

Training for Fostering Knowledge Co-Construction from Collaborative Inference-Drawing

ERIC Educational Resources Information Center

Deiglmayr, Anne; Spada, Hans

2011-01-01

Groups typically have difficulties drawing inferences that integrate individuals' unique information (collaborative inferences) and thus yield a true assembly bonus. An experiment with 36 dyads of university-level students in four training conditions showed, particularly in untrained dyads, that collaborative inferences were less likely to be…

The collaborative African genomics network training program: A trainee perspective on training the next generation of African scientists

USDA-ARS?s Scientific Manuscript database

The Collaborative African Genomics Network (CAfGEN) aims to establish sustainable genomics research programs in Botswana and Uganda through long-term training of PhD students from these countries at Baylor College of Medicine. Here, we present an overview of the CAfGEN PhD training program alongside...

Adaptation in Collaborative Governance Regimes

NASA Astrophysics Data System (ADS)

Emerson, Kirk; Gerlak, Andrea K.

2014-10-01

Adaptation and the adaptive capacity of human and environmental systems have been of central concern to natural and social science scholars, many of whom characterize and promote the need for collaborative cross-boundary systems that are seen as flexible and adaptive by definition. Researchers who study collaborative governance systems in the public administration, planning and policy literature have paid less attention to adaptive capacity specifically and institutional adaptation in general. This paper bridges the two literatures and finds four common dimensions of capacity, including structural arrangements, leadership, knowledge and learning, and resources. In this paper, we focus on institutional adaptation in the context of collaborative governance regimes and try to clarify and distinguish collaborative capacity from adaptive capacity and their contributions to adaptive action. We posit further that collaborative capacities generate associated adaptive capacities thereby enabling institutional adaptation within collaborative governance regimes. We develop these distinctions and linkages between collaborative and adaptive capacities with the help of an illustrative case study in watershed management within the National Estuary Program.

Pediatric training and practice of Canadian chiropractic and naturopathic doctors: a 2004-2014 comparative study.

PubMed

Porcino, Antony; Solomonian, Leslie; Zylich, Stephen; Gluvic, Brian; Doucet, Chantal; Vohra, Sunita

2017-12-01

To assess chiropractic (DC) and naturopathic doctors' (ND) knowledge, attitudes, and behaviour with respect to the pediatric patients in their practice. Cross-sectional surveys were developed in collaboration with DC and ND educators. Surveys were sent to randomly selected DCs and NDs in Ontario, Canada in 2004, and a national online survey was conducted in 2014. Data were analyzed using descriptive statistics, t-tests, non-parametric tests, and linear regression. Response rates for DCs were n = 172 (34%) in 2004, n = 553 (15.5%) in 2014, and for NDs, n = 171 (36%) in 2004, n = 162 (7%) in 2014. In 2014, 366 (78.4%) of DCs and 83 (61%) of NDs saw one or more pediatric patients per week. Pediatric training was rated as inadequate by most respondents in both 2004 and 2014, with most respondents (n = 643, 89.9%) seeking post-graduate training by 2014. Respondents' comfort in treating children and youth is based on experience and post-graduate training. Both DCs and NDs that see children and youth in their practices address a broad array of pediatric health concerns, from well child care and preventative health, to mild and serious illness. Although the response rate in 2014 is low, the concerns identified a decade earlier remain. The majority of responding DCs and NDs see infants, children, and youth for a variety of health conditions and issues, but self-assess their undergraduate pediatric training as inadequate. We encourage augmented pediatric educational content be included as core curriculum for DCs and NDs and suggest collaboration with institutions/organizations with expertise in pediatric education to facilitate curriculum development, especially in areas that affect patient safety.

One Health research and training and government support for One Health in South Asia.

PubMed

McKenzie, Joanna S; Dahal, Rojan; Kakkar, Manish; Debnath, Nitish; Rahman, Mahmudur; Dorjee, Sithar; Naeem, Khalid; Wijayathilaka, Tikiri; Sharma, Barun Kumar; Maidanwal, Nasir; Halimi, Asmatullah; Kim, Eunmi; Chatterjee, Pranab; Devleesschauwer, Brecht

2016-01-01

Considerable advocacy, funding, training, and technical support have been provided to South Asian countries to strengthen One Health (OH) collaborative approaches for controlling diseases with global human pandemic potential since the early 2000s. It is essential that the OH approach continues to be strengthened given South Asia is a hot spot for emerging and endemic zoonotic diseases. The objectives of this article are to describe OH research and training and capacity building activities and the important developments in government support for OH in these countries to identify current achievements and gaps. A landscape analysis of OH research, training, and government support in South Asia was generated by searching peer-reviewed and grey literature for OH research publications and reports, a questionnaire survey of people potentially engaged in OH research in South Asia and the authors' professional networks. Only a small proportion of zoonotic disease research conducted in South Asia can be described as truly OH, with a significant lack of OH policy-relevant research. A small number of multisectoral OH research and OH capacity building programmes were conducted in the region. The governments of Bangladesh and Bhutan have established operational OH strategies, with variable progress institutionalising OH in other countries. Identified gaps were a lack of useful scientific information and of a collaborative culture for formulating and implementing integrated zoonotic disease control policies and the need for ongoing support for transdisciplinary OH research and policy-relevant capacity building programmes. Overall we found a very small number of truly OH research and capacity building programmes in South Asia. Even though significant progress has been made in institutionalising OH in some South Asian countries, further behavioural, attitudinal, and institutional changes are required to strengthen OH research and training and implementation of sustainably effective integrated zoonotic disease control policies.

Online training delivery in meteorological continued education and training: Eumetcal experiences & plans

NASA Astrophysics Data System (ADS)

Siili, Tero; Haga, Lisa; Neitiniemi-Upola, Leena

2013-04-01

Eumetcal is the Education and Training (E & T) project of EUMETNET - the collaboration organ­isation of European National Meteorological and Hydrological Services (NMHSs) - with emphasis on Computer Assisted Learning (CAL) from the project's inception in 2002. Finnish Meteorological Institute has been assigned to manage the Eumetcal project since the onset of the project's pilot phase. Participat­ing NMHSs cover most of Europe, their number exceeds 20 and the scales and scopes of their in-house E & T activities vary widely. Eumetcal also collaborates with a number of E & T organisations in Europe and worldwide. Eumetcal's target group includes the meteorological staff and E & T personnel of the participant NMHSs; the target group is hence geographically widely distributed. The subject matters covered include not only scientific and technical skills and competencies, but also other types of competen­cies relevant to NMHSs' staff. Eumetcal's goal and task is to supplement the E & T activities of the participants through collabora­tion and networking, both between project participants and with other E & T organisations. The project also utilises Information and Communications Technologies extensively in delivery of E & T events and materials: Eumetcal is a Virtual Training Organisation and emphasises online and blended E & T events. In the last five years the project has organised or contributed to at least 2-4 E & T events per year. This presentation a) gives an overview of the Eumetcal project and its place among meteorological E & T organisations in Europe and globally, as well as b) describes the E & T events the project has delivered or contributed to in the last years and plans to deliver in 2013. Emphasis will be on the online and blended events and lessons learned from designing and implementing these events and the benefits of using online training.

The collaborative African genomics network training program: a trainee perspective on training the next generation of African scientists.

PubMed

Mlotshwa, Busisiwe C; Mwesigwa, Savannah; Mboowa, Gerald; Williams, Lesedi; Retshabile, Gaone; Kekitiinwa, Adeodata; Wayengera, Misaki; Kyobe, Samuel; Brown, Chester W; Hanchard, Neil A; Mardon, Graeme; Joloba, Moses; Anabwani, Gabriel; Mpoloka, Sununguko W

2017-07-01

The Collaborative African Genomics Network (CAfGEN) aims to establish sustainable genomics research programs in Botswana and Uganda through long-term training of PhD students from these countries at Baylor College of Medicine. Here, we present an overview of the CAfGEN PhD training program alongside trainees' perspectives on their involvement. Historically, collaborations between high-income countries (HICs) and low- and middle-income countries (LMICs), or North-South collaborations, have been criticized for the lack of a mutually beneficial distribution of resources and research findings, often undermining LMICs. CAfGEN plans to address this imbalance in the genomics field through a program of technology and expertise transfer to the participating LMICs. An overview of the training program is presented. Trainees from the CAfGEN project summarized their experiences, looking specifically at the training model, benefits of the program, challenges encountered relating to the cultural transition, and program outcomes after the first 2 years. Collaborative training programs like CAfGEN will not only help establish sustainable long-term research initiatives in LMICs but also foster stronger North-South and South-South networks. The CAfGEN model offers a framework for the development of training programs aimed at genomics education for those for whom genomics is not their "first language." Genet Med advance online publication 06 April 2017.

The collaborative African genomics network training program: a trainee perspective on training the next generation of African scientists

PubMed Central

Mlotshwa, Busisiwe C.; Mwesigwa, Savannah; Mboowa, Gerald; Williams, Lesedi; Retshabile, Gaone; Kekitiinwa, Adeodata; Wayengera, Misaki; Kyobe, Samuel; Brown, Chester W.; Hanchard, Neil A.; Mardon, Graeme; Joloba, Moses; Anabwani, Gabriel; Mpoloka, Sununguko W.

2017-01-01

Purpose: The Collaborative African Genomics Network (CAfGEN) aims to establish sustainable genomics research programs in Botswana and Uganda through long-term training of PhD students from these countries at Baylor College of Medicine. Here, we present an overview of the CAfGEN PhD training program alongside trainees’ perspectives on their involvement. Background: Historically, collaborations between high-income countries (HICs) and low- and middle-income countries (LMICs), or North–South collaborations, have been criticized for the lack of a mutually beneficial distribution of resources and research findings, often undermining LMICs. CAfGEN plans to address this imbalance in the genomics field through a program of technology and expertise transfer to the participating LMICs. Methods: An overview of the training program is presented. Trainees from the CAfGEN project summarized their experiences, looking specifically at the training model, benefits of the program, challenges encountered relating to the cultural transition, and program outcomes after the first 2 years. Conclusion: Collaborative training programs like CAfGEN will not only help establish sustainable long-term research initiatives in LMICs but also foster stronger North–South and South–South networks. The CAfGEN model offers a framework for the development of training programs aimed at genomics education for those for whom genomics is not their “first language.” Genet Med advance online publication 06 April 2017 PMID:28383545

Global scientific collaboration in COPD research.

PubMed

Su, Yanbing; Long, Chao; Yu, Qi; Zhang, Juan; Wu, Daisy; Duan, Zhiguang

2017-01-01

This study aimed to investigate the multiple collaboration types, quantitatively evaluate the publication trends and review the performance of institutions or countries (regions) across the world in COPD research. Scientometric methods and social network analysis were used to survey the development of publication trends and understand current collaboration in the field of COPD research based on the Web of Science publications during the past 18 years. The number of publications developed through different collaboration types has increased. Growth trends indicate that the percentage of papers authored through multinational and domestic multi-institutional collaboration (DMIC) have also increased. However, the percentage of intra-institutional collaboration and single-authored (SA) studies has reduced. The papers that produced the highest academic impact result from international collaboration. The second highest academic impact papers are produced by DMIC. Out of the three, the papers that are produced by SA studies have the least amount of impact upon the scientific community. A handful of internationally renowned institutions not only take the leading role in the development of the research within their country (region) but also play a crucial role in international research collaboration in COPD. Both the amount of papers produced and the amount of cooperation that occurs in each study are disproportionally distributed between high-income countries (regions) and low-income countries (regions). Growing attention has been generated toward research on COPD from more and more different academic domains. Despite the rapid development in COPD research, collaboration in the field of COPD research still has room to grow, especially between different institutions or countries (regions), which would promote the progress of global COPD research.

Improving interprofessional collaboration: The effect of training in nonviolent communication.

PubMed

Museux, Anne-Claire; Dumont, Serge; Careau, Emmanuelle; Milot, Élise

2016-07-01

This article examines the effects of nonviolent communication (NVC) training on the interprofessional collaboration (IPC) of two health and social services sector care teams. The study was conducted in 2013 with two interprofessional teams (N = 9) using a mixed method research design to measure the effects of the training. Individual IPC competency was measured using the Team Observed Structured Clinical Encounter tool, and group competency using the Observed Interprofessional Collaboration tool. A focus group was held to collect participant perceptions of what they learned in the training. Results revealed improvements in individual competency in client/family-centered collaboration and role clarification. Improvements in group competency were also found with respect to teams' ability to develop a shared plan of action. Data suggests that participants accepted and adopted training content. After the training, they appeared better able to identify the effects of spontaneous communication, more understanding of the mechanisms of empathy, and in a better position to foster collective leadership.

Advancing MCH Interdisciplinary/Interprofessional Leadership Training and Practice Through a Learning Collaborative.

PubMed

McHugh, Meaghan C; Margolis, Lewis H; Rosenberg, Angela; Humphreys, Elizabeth

2016-11-01

Purpose The Interdisciplinary Leadership Learning Collaborative (ILLC), under the sponsorship of AUCD and the Maternal and Child Health Bureau, brought together six teams, composed of 14 MCHB and UCEDD training programs to enhance their leadership training. Description Using adult learning principles, interactive training methods, and skill-focused learning, the ILLC built upon the evidence-based Interdisciplinary Leadership Development Program of the University of North Carolina at Chapel Hill. The program began with a 4-day on-site intensive and then continued through monthly conference calls, a mid-term on-site workshop, and a summary virtual workshop to present programmatic accomplishments and share plans for sustainability. Coaching/consultation for the teams around particular challenges was also part of the program. Assessment All teams reported enhancements in intentional leadership training, threading of leadership concepts across clinical, didactic, and workshop settings, and new collaborative partnerships for leadership training. Teams also identified a number of strategies to increase sustainability of their intentional leadership training efforts. Conclusion for Practice The learning collaborative is a productive model to address the growing need for interdisciplinary MCH leaders.

Drivers of animal welfare policy in the Americas.

PubMed

Huertas, S M; Gallo, C; Galindo, F

2014-04-01

Owing to its large size and ethnic, social, cultural and economic diversity, the Americas' production volume is set to make the region one of the world's leading providers of animal foodstuffs. Animal husbandry, transport and slaughter conditions vary from country to country in response to their differing climatic and geographic characteristics. This article examines the main drivers of animal welfare in the Americas, including the standards of the World Organisation for Animal Health (OIE), legislation, codes of practice and advances in education, training, research and development. It recognises the important roles played by all the various stakeholders in changing perceptions of animal welfare by raising public awareness and promoting communication and cooperation as drivers of overall change in the Americas. Regional and international organisations, public and private-sector bodies, academia and non-governmental organisations have launched a number of initiatives with encouraging results. In 2009, the OIE established the Chile-Uruguay Collaborating Centre for Animal Welfare Research, which is now the OIE Collaborating Centre for Animal Welfare and Livestock Production Systems and has recently incorporated Mexico. The Collaborating Centre works closely with official OIE Delegates and the Focal Points for Animal Welfare of national Veterinary Services. The OIE Regional Animal Welfare Strategy for the Americas was adopted in 2012, under the coordination of the OIE Regional Representation for the Americas, as a guide for developing future policies based on a regional approach. The way to achieve cultural change for improving animal welfare, operator safety and the sector's profitability is through training and knowledge transfer. The results demonstrate that the joint efforts of all institutions and the active role of the Collaborating Centre have been most effective, as have the continuing education programmes implemented by universities.

A Multi-Institutional Big Data Collaboration to Estimate Long Term Terrestrial Net Carbon Uptake from Remote Sensing and Hydrological Modeling

NASA Astrophysics Data System (ADS)

Halem, M.; Dorband, J.; Rao, R.; Lomonaco, S.; Chapman, D. R.; LeMoigne, J.; Nearing, G. S.; Pelissier, C. S.; Simpson, D. G.; Clune, T.

2014-12-01

Recent aircraft measurements from scattered records have shown long-term, global, seasonal photosynthetic CO2 uptake over land accelerating over the past 50 years. The successful launch of the sun-synchronous Orbiting Carbon Observatory 2 (OCO-2) on July 2, 2014 is expected to provide global, high spatial and spectral resolution datasets of vertical CO2 concentrations with surface spectral resolutions capable of yielding accurate CO2 flux profiles. It is unclear whether the biosphere will continue to act as a sink for anthropogenic CO2 loading of the atmosphere. Since current climate models with detailed terrestrial ecosystems are unable to simulate the observed increase in net ecosystem production (NEP), we will conduct assimilation studies with the derived CO2 fluxes in the GSFC Land Information System hydrological model to validate the generated NEP uptake. Further, we plan to use the OCO-2 CO2 concentrations to train a neural network to enable the calculation of long term trends from a decade of AIRS CO2 concentration data to produce regional NEP. To address this important Big Data science issue, a multi-institutional collaboration was formed to leverage their combined resources and the expertise of the researchers at the NASA GSFC, the Lamont Doherty Earth Observatory and UMBC. We will employ a high speed 10Gb network to connect the collaborating researchers and provide them with remote access to dedicated computational hybrid multicore resources at UMBC, as well as access to an archive containing more than a decade of readily accessible continuous daily gridded AIRS data and ten years of daily MODIS data for each September. The status of the following research efforts is planned to be presented; (i) acquisition and processing of the expected CO2 profile data from OCO-2 for two test sites, a low latitude region over the Amazon and a Boral forest at high latitude, (ii) initial impact of 3-D data assimilation of CO2 fluxes with the advanced Goddard LIS hydrological surface model, (iii) preliminary results in training AIRS CO2 data. In addition, early results of innovative exploration on quantum annealing optimization for 3-D data assimilation, image registration and a Hopfield neural network for training the AIRS CO2 spectral data through UMBC remote access to the D-Wave system in Vancouver, CA, will be introduced.

[Scientific writing, scientific communication and open access: an international, multidisciplinary project--NECOBELAC].

PubMed

Pulido, Diony; Robledo, Rocío; Agudelo, Carlos A

2009-01-01

A collaboration network involving 6 countries in Europe, Latin-America and the Caribbean has embarked on a project (Network of Collaboration Between Europe and Latin American Caribbean Countries-NECOBELAC; www.necobelac.eu) aimed at improving scientific writing open access and scholarly communication to spread know-how regarding current and future issues and information related to health. The NECOBELAC project is sponsored by the European Community (7th Framework Programme) and will last for 3 years. The project recognises the challenge arising from socio-cultural differences between the participating countries and will deal with generating networks involving institutions working in close collaboration for carrying out training and know-how exchange programmes aimed at producing open access information and spreading it (including technical and ethical aspects). The NECOBELAC project currently involves the Istituto Superiore di Sanità - ISS from Italy (coordinating the project), the Consejo Superior de Investigaciones Científicas (CSIC) from Spain, the University of Nottingham (SHERPA) from the United Kingdom, BIREME from Brazil, the Instituto de Salud Pública (ISP) from Colombia and the Universidade de Minho from Portugal.

Project ASPIRE: Incorporating Integrative Medicine Into Residency Training

PubMed Central

Nawaz, Haq; Via, Christina M.; Ali, Ather; Rosenberger, Lisa D.

2016-01-01

Griffin Hospital, a community hospital affiliated with Yale School of Public Health and Yale School of Medicine, received Health Resources and Services Administration funding to strengthen and improve its combined internal medicine and general preventive medicine residency program by incorporating an integrative medicine curriculum. The purpose of project ASPIRE (Advancing Skills of Preventive medicine residents through Integrative medicine Education, Research and Evaluation) was to create, implement, and evaluate a needs-based, innovative training curriculum in integrative medicine. Through this robust new training, the authors aimed to produce preventive medicine-trained physicians with competencies in integrative medicine to collaboratively work with other integrative medicine practitioners in interdisciplinary teams to provide holistic, patient-centered care. The multifaceted collaborative curriculum was composed of didactics, grand rounds, journal club, objective structured clinical examinations, and two new practicum rotations in integrative medicine. The new practicum rotations included block rotations at the Integrative Medicine Center at Griffin Hospital and the Yale Stress Center. Between 2012 and 2014, three cohorts participated in the curriculum; two of these cohorts included three advanced preventive medicine residents each and the fourth included four residents. Project faculty conducted 14 lectures and journal clubs, and two grand rounds. Six of the ten participating residents (60%) completed integrative medicine clinical rotations. Residents’ attitudes toward integrative medicine were evaluated through self-assessment using the Complementary, Alternative, and Integrative Medicine Attitudes Questionnaire; data were analyzed in 2015. This article describes the results of this prospective observational study based on single-institution experience over the course of the 2-year project period. PMID:26477907

Consumer involvement in systematic reviews of comparative effectiveness research.

PubMed

Kreis, Julia; Puhan, Milo A; Schünemann, Holger J; Dickersin, Kay

2013-12-01

The Institute of Medicine recently recommended that comparative effectiveness research (CER) should involve input from consumers. While systematic reviews are a major component of CER, little is known about consumer involvement. To explore current approaches to involving consumers in US-based and key international organizations and groups conducting or commissioning systematic reviews ('organizations'). In-depth, semi-structured interviews with key informants and review of organizations' websites. Seventeen highly regarded US-based and international (Cochrane Collaboration, Campbell Collaboration) organizations. Organizations that usually involve consumers (seven of 17 in our sample) involve them at a programmatic level in the organization or in individual reviews through one-time consultation or on-going collaboration. For example, consumers may suggest topics, provide input on the key questions of the review, provide comments on draft protocols and reports, serve as co-authors or on an advisory group. Organizations involve different types of consumers (individual patients, consumer advocates, families and caregivers), recruiting them mainly through patient organizations and consumer networks. Some offer training in research methods, and one developed training for researchers on how to involve consumers. Little formal evaluation of the effects of consumer involvement is being carried out. Consumers are currently involved in systematic reviews in a variety of ways and for various reasons. Assessing which approaches are most effective in achieving different aims of consumer involvement is now required to inform future recommendations on consumer involvement in CER. © 2012 John Wiley & Sons Ltd.

Consumer involvement in systematic reviews of comparative effectiveness research

PubMed Central

Kreis, Julia; Puhan, Milo A.; Schünemann, Holger J.; Dickersin, Kay

2012-01-01

Abstract Background  The Institute of Medicine recently recommended that comparative effectiveness research (CER) should involve input from consumers. While systematic reviews are a major component of CER, little is known about consumer involvement. Objective  To explore current approaches to involving consumers in US‐based and key international organizations and groups conducting or commissioning systematic reviews (‘organizations’). Design  In‐depth, semi‐structured interviews with key informants and review of organizations’ websites. Setting and participants  Seventeen highly regarded US‐based and international (Cochrane Collaboration, Campbell Collaboration) organizations. Results  Organizations that usually involve consumers (seven of 17 in our sample) involve them at a programmatic level in the organization or in individual reviews through one‐time consultation or on‐going collaboration. For example, consumers may suggest topics, provide input on the key questions of the review, provide comments on draft protocols and reports, serve as co‐authors or on an advisory group. Organizations involve different types of consumers (individual patients, consumer advocates, families and caregivers), recruiting them mainly through patient organizations and consumer networks. Some offer training in research methods, and one developed training for researchers on how to involve consumers. Little formal evaluation of the effects of consumer involvement is being carried out. Conclusions  Consumers are currently involved in systematic reviews in a variety of ways and for various reasons. Assessing which approaches are most effective in achieving different aims of consumer involvement is now required to inform future recommendations on consumer involvement in CER. PMID:22390732

Engaging Graduate-Level Distance Learners in Research: A Collaborative Investigation of Rural Aging.

PubMed

O'Connor, Melissa L; Fuller-Iglesias, Heather; Bishop, Alexander J; Doll, Gayle; Killian, Timothy; Margrett, Jennifer; Pearson-Scott, Jean

2016-01-01

Online educational programs pose challenges to nonresidential graduate students for whom research is a key professional development experience. In this article, the authors share their pedagogical approach to engaging graduate-level online distance learners in research. Five students enrolled in an online master's degree program participated in a directed research course designed to facilitate a semester-long, collaborative, hands-on research experience in gerontology. As such, students recruited participants and conducted phone interviews for a multisite study examining aging in place in rural areas. Several strategies were used to facilitate student engagement and learning, including: regular meetings with faculty mentors, creation of a research team across institutions, interactive training, and technological tools to aid in communication. The authors discuss the process of implementing the project, challenges that arose, strategies for dealing with these issues, and a pedagogical framework that could be used to guide future endeavors of this type.

Impact of integrated programs on general surgery operative volume.

PubMed

Jensen, Amanda R; Nickel, Brianne L; Dolejs, Scott C; Canal, David F; Torbeck, Laura; Choi, Jennifer N

2017-03-01

Integrated residencies are now commonplace, co-existing with categorical general surgery residencies. The purpose of this study was to define the impact of integrated programs on categorical general surgery operative volume. Case logs from categorical general, integrated plastics, vascular, and thoracic surgery residents from a single institution from 2008 to 2016 were collected and analyzed. Integrated residents have increased the number of cases they perform that would have previously been general surgery resident cases from 11 in 2009-2010 to 1392 in 2015-2016. Despite this, there was no detrimental effect on total major cases of graduating chief residents. Multiple integrated programs can co-exist with a general surgery program through careful collaboration and thoughtful consideration to longitudinal needs of individual trainees. As additional programs continue to be created, both integrated and categorical program directors must continue to collaborate to insure the integrity of training for all residents. Copyright © 2017 Elsevier Inc. All rights reserved.

Bridging research and practice: community-researcher partnerships for replicating effective interventions.

PubMed

Rotheram-Borus, M J; Rebchook, G M; Kelly, J A; Adams, J; Neumann, M S

2000-01-01

Long-term collaborations among researchers, staff and volunteers in community-based agencies, staff in institutional settings, and health advocates present challenges. Each group has different missions, procedures, attributes, and rewards. This article reviews areas of potential conflict and suggests strategies for coping with these challenges. During the replication of five effective HIV prevention interventions, strategies for maintaining mutually beneficial collaborations included selecting agencies with infrastructures that could support research-based interventions; obtaining letters of understanding that clarified roles, responsibilities, and time frames; and setting training schedules with opportunities for observing, practicing, becoming invested in, and repeatedly implementing the intervention. The process of implementing interventions highlighted educating funders of research and public health services about (a) the costs of disseminating interventions, (b) the need for innovation to new modalities and theories for delivering effective interventions, and (c) adopting strategies of marketing research and quality engineering when designing interventions.

A regional approach to the Co-Production of climate information for water utilities- Managing Messages, Approaches, Benefits, and Lessons learned

NASA Astrophysics Data System (ADS)

Yates, D. N.; Kaatz, L.

2016-12-01

Over the past decade, water utility managers across Colorado have joined together to advance their understanding of the role of climate information in their planning process. In an unprecedented step, managers from 5 different organizations and agencies pooled their resources and worked collaboratively to better understand the ever evolving role of science in helping understand risks, uncertainties, and opportunities that climate uncertainty and change might bring to this semi-arid region. The group developed an ongoing educational process to better understand climate projections (Scale); cohesively communicate with customers and the media (Communication); provided institutional coverage to an often contentious topic (Safety); and helped coordinate with other investigations and participants to facilitate education and training (Collaboration); and pooled finances, staff, and expert resources (Resources). We will share this experience and give examples of concrete outcomes.

A Formalized Teaching, Practice, and Research Partnership with the Veterans Affairs North Texas Health Care System: A Model for Advancing Academic Partnerships

PubMed Central

Foslein-Nash, Cynthia; Singh, Dilpreet K.; Zeiss, Robert A.; Sanders, Karen M.; Patry, Roland; Leff, Richard

2009-01-01

In 1999, the Texas Tech University Health Sciences Center School of Pharmacy expanded its Dallas/Fort Worth presence by creating a regional campus for pharmacy students in their third and fourth years (P3 and P4 years) of the program. This expansion was driven by the need for additional practice sites. The VANTHCS was an obvious choice for the school due to the similarity of missions for clinical practice, education, and research. The VANTHCS and pharmacy school renovated a 4,000 square foot building, which includes classrooms, conference rooms, a student lounge, and faculty offices (expanded to 8,000 square feet in 2003). To date, the school has invested $1 million in the building. From a practice perspective, VANTHCS purchases faculty professional services from the school to augment its clinical specialist staff. These professional practice contracts provide VANTHCS with 12 additional clinical pharmacy specialists serving 50% of their time in multiple specialty areas. The collaboration has also allowed for expansion of clinical teaching, benefitting both institutions. In addition to the pharmacy student interns on P3 and P4 practice experiences, the collaboration allows for 8 to 10 postgraduate pharmacy residents to train with VANTHCS clinical specialists and school faculty members each year. The VANTHCS/pharmacy school collaboration has clearly enhanced the ability of both institutions to exceed their teaching, research, and practice goals in a cost-effective manner. PMID:20221334

Mentoring and Training of Cancer-Related Health Disparities Researchers Committed to Community-Based Participatory Research.

PubMed

Felder, Tisha M; Braun, Kathryn L; Brandt, Heather M; Khan, Samira; Tanjasiri, Sora; Friedman, Daniela B; Armstead, Cheryl A; Okuyemi, Kolawole S; Hébert, James R

2015-01-01

The National Cancer Institute's (NCI) Community Networks Program Centers (CNPCs) provide community-based participatory research (CBPR)-oriented mentoring and training to prepare early-stage/midcareer investigators and student trainees (trainees) in disparities reduction. This paper describes the academic, mentoring, training, and work-life balance experiences of CNPC-affiliated trainees. We used a collaborative and iterative process to develop a 57-item, web-based questionnaire completed by trainees from the 23 CNPCs between August 2012 and February 2013. Their CNPC mentors completed a 47-item questionnaire. Descriptive statistics were calculated. The final analytic sample included 189 of 269 individuals (70%) identified as active participants in CNPC research or training/mentoring. Mentors (n=45) were mostly non-Hispanic White (77.8%) and 48.9% were male. Mentors published a median of 6 (interquartile range [IQR], 3-12) first-authored and 15 (IQR, 6-25) senior authored manuscripts, and secured 15 (IQR, 11-29) grants from the National Institutes of Health (NIH) and other sources in the previous 5 years. Most trainees (n=144) were female (79.2%), 43.7% were underrepresented racial/ethnic minorities, and 36.8% were first-generation college graduates. Over the previous 5 years, trainees reported a median of 4 (IQR, 1-6) publications as first author and 4 (IQR, 2-8) as co-author; 27.1% reported having one or more NIH R01s. Trainees reported satisfaction with their CNPC mentor (79.1%) and confidence in demonstrating most CBPR competencies. The CNPC training program consists of a scientifically productive pool of mentors and trainees. Trainees reported rates of scholarly productivity comparable to other national training programs and provided insights into relationships with mentors, academic pressures, and professional-personal life balance.

Attributes and Preconditions of Collaboration between and among Schools, Institutions of Higher Education, and State Education Agencies. Instructional Leadership and School Improvement.

ERIC Educational Resources Information Center

Reed, Patricia; Cejda, Brent

Recognizing that successful collaboration among schools, institutes of higher education, and state education agencies to is an important factor in the professional development of education personnel, this document examines existing knowledge of interorganizational collaboration and identifies organizational preconditions conducive to the…

International Multidisciplinary Learning: An Account of a Collaborative Effort among Three Higher Education Institutions

ERIC Educational Resources Information Center

Poh, Paul S. H.; Soetanto, Robby; Austin, Stephen; Adamu, Zulkifar A.

2014-01-01

Requiring students to complete their course assignments in partnership and in collaboration with students from other institutions is not commonplace teaching pedagogy. Even less so when they transcend disciplines and international borders. This paper presents a brief account of an ongoing collaborative effort between Ryerson University, Coventry…

Learning at the Boundaries: Collaboration between Mathematicians and Mathematics Educators within and across Institutions

ERIC Educational Resources Information Center

Bennison, Anne; Goos, Merrilyn

2016-01-01

Collaboration between mathematicians and mathematics educators may provide a means of improving the quality of pre-service teacher education for prospective teachers of mathematics. Some preliminary findings of a project that investigates this type of interdisciplinary collaboration, both within and across institutions, are reported on in this…

Graduate Level Training in Nutrition: An Integrated Model for Capacity Building- A National Report

PubMed Central

SHEIKHOLESLAM, Robabeh; GHASSEMI, Hossein; GALAL, Osman; DJAZAYERY, Abolghassem; OMIDVAR, Nasrin; NOURMOHAMMADI, Issa; TUAZON, Ma. Antonia G.

2015-01-01

Iran has been active in human nutrition training for the past five decades, but the existing curricular programs do not equip the graduates with the knowledge and skills required for solving food security and nutritional problems of the country. Given this, the Nutrition Department (ND) of Iran’s Ministry of Health and Medical Education (MOHME) initiated a curricular reform to develop responsive graduate programs in key areas of nutrition that fill the existing gaps in nutrition training with the goal of improving nutrition policy-making and program development, implementation and evaluation. ND called for a request for proposals for a project entitled “Graduate Level Training in Nutrition”. Specifically, with technical assistance from leading academic institutions in Asia, North America and UK, seven new graduate programs were housed in three separate institutions, but coordinated so that together they form a broad multidisciplinary resource for graduate education and research. These seven-degree programs are MSc and PhD in Molecular/Cellular Nutrition, MSc and PhD in Nutritional Epidemiology, MSc and PhD in Food Policy and Nutrition Intervention, and MSc in Community Nutrition. The programs were prepared in collaboration and active participation of selected faculty members of the three Iranian universities, International Union of Nutritional Sciences and the University of Philippines at Los Baños. The development of these programs was made possible through a loan from the World Bank, under the Second Primary Health and Nutrition Project in the MOHME. PMID:25905083

Graduate level training in nutrition: an integrated model for capacity building- a national report.

PubMed

Sheikholeslam, Robabeh; Ghassemi, Hossein; Galal, Osman; Djazayery, Abolghassem; Omidvar, Nasrin; Nourmohammadi, Issa; Tuazon, Ma Antonia G

2015-03-01

Iran has been active in human nutrition training for the past five decades, but the existing curricular programs do not equip the graduates with the knowledge and skills required for solving food security and nutritional problems of the country. Given this, the Nutrition Department (ND) of Iran's Ministry of Health and Medical Education (MOHME) initiated a curricular reform to develop responsive graduate programs in key areas of nutrition that fill the existing gaps in nutrition training with the goal of improving nutrition policy-making and program development, implementation and evaluation. ND called for a request for proposals for a project entitled "Graduate Level Training in Nutrition". Specifically, with technical assistance from leading academic institutions in Asia, North America and UK, seven new graduate programs were housed in three separate institutions, but coordinated so that together they form a broad multidisciplinary resource for graduate education and research. These seven-degree programs are MSc and PhD in Molecular/Cellular Nutrition, MSc and PhD in Nutritional Epidemiology, MSc and PhD in Food Policy and Nutrition Intervention, and MSc in Community Nutrition. The programs were prepared in collaboration and active participation of selected faculty members of the three Iranian universities, International Union of Nutritional Sciences and the University of Philippines at Los Baños. The development of these programs was made possible through a loan from the World Bank, under the Second Primary Health and Nutrition Project in the MOHME.

Nanotechnologies in Cuba: Popularization and Training

NASA Astrophysics Data System (ADS)

Rodríguez Castellanos, Carlos

In Cuba, as in other countries, activities in the field of nanotechnology emerged from the converging development of research in materials physics and chemistry, microelectronics, supramolecular physics, microbiology and molecular biology. During the 1990s, theoretical and experimental work on semiconductor nanostructures gained in importance. Cuban physicists organized the Red CYTED (Network CYTED) to "study fabrication and characterization of semiconductor nanostructures for micro and optoelectronics" which functioned between 1998 and 2003 with the participation of eight Spanish-American countries. The network organized various courses and scientific meetings, edited a book and supported the scientific collaboration among the participant institutions.

A collaborative interdisciplinary approach to electronic fetal monitoring: report of a statewide initiative.

PubMed

Miller, Lisa A; Miller, David A

2013-01-01

Intrapartum electronic fetal monitoring (EFM) is one of the most common procedures in obstetrics. Current consensus statements provide clinicians with a common language for EFM as well as provide a basis for a simplified approach to interpretation and management. This article presents a summary of the content and implementation of a statewide initiative in interdisciplinary EFM education and training designed to give clinicians of all backgrounds a shared mental model in EFM. Challenges to implementation at individual institutions may include physician and nursing engagement as well as time and cost constraints.

Cooperative Research in High Energy Astrophysics between JHU and GSFC

NASA Technical Reports Server (NTRS)

Vishniac, Ethan

2004-01-01

This grant was awarded to establish and support cooperative research programs between the Center of Astrophysical Sciences (CAS) at the Johns Hopkins University and the Laboratory for High Energy Astrophysics (LHEA) at the NASA/Goddard Space Flight Center (GSFC). The goals o f the program are to facilitate, encourage and initiate: (1) sharing of resources, knowledge and expertise in the general astrophysics, and relevant databases; (2) new collaborations and projects between the two institutions and its scientists, (3) training and mentoring of JHU students and junior researchers by way of connecting them with appropriate researchers and experts at the LHEA.

Privacy-preserving restricted boltzmann machine.

PubMed

Li, Yu; Zhang, Yuan; Ji, Yue

2014-01-01

With the arrival of the big data era, it is predicted that distributed data mining will lead to an information technology revolution. To motivate different institutes to collaborate with each other, the crucial issue is to eliminate their concerns regarding data privacy. In this paper, we propose a privacy-preserving method for training a restricted boltzmann machine (RBM). The RBM can be got without revealing their private data to each other when using our privacy-preserving method. We provide a correctness and efficiency analysis of our algorithms. The comparative experiment shows that the accuracy is very close to the original RBM model.

Privacy-Preserving Restricted Boltzmann Machine

PubMed Central

Li, Yu

2014-01-01

With the arrival of the big data era, it is predicted that distributed data mining will lead to an information technology revolution. To motivate different institutes to collaborate with each other, the crucial issue is to eliminate their concerns regarding data privacy. In this paper, we propose a privacy-preserving method for training a restricted boltzmann machine (RBM). The RBM can be got without revealing their private data to each other when using our privacy-preserving method. We provide a correctness and efficiency analysis of our algorithms. The comparative experiment shows that the accuracy is very close to the original RBM model. PMID:25101139

Emotional Intelligence: Pedagogical Considerations for Skills-Based Learning in Business Communication Courses

ERIC Educational Resources Information Center

Sigmar, Lucia; Hynes, Geraldine E.; Cooper, Tab

2010-01-01

This study investigates the effect of Emotional Intelligence (EQ) training on student satisfaction with the collaborative writing process and product. Business communication students at an AACSB-accredited state university worked collaboratively on writing assignments in pre-and post-EQ-training sessions. Pre-and post-training surveys measured…

A Multi-Institutional Quality Improvement Initiative to Transform Education for Chronic Illness Care in Resident Continuity Practices

PubMed Central

Bowen, Judith L.; Johnson, Julie K.; Woods, Donna M.; Provost, Lloyd P.; Holman, Halsted R.; Sixta, Constance S.; Wagner, Ed H.

2010-01-01

BACKGROUND There is a gap between the need for patient-centered, evidence-based primary care for the large burden of chronic illness in the US, and the training of resident physicians to provide that care. OBJECTIVE To improve training for residents who provide chronic illness care in teaching practice settings. DESIGN US teaching hospitals were invited to participate in one of two 18-month Breakthrough Series Collaboratives—either a national Collaborative, or a subsequent California Collaborative—to implement the Chronic Care Model (CCM) and related curriculum changes in resident practices. Most practices focused on patients with diabetes mellitus. Educational redesign strategies with related performance measures were developed for curricular innovations anchored in the CCM. In addition, three clinical measures—HbA1c <7%, LDL <100 mg/dL, and blood pressure ≤130/80—and three process measures—retinal and foot examinations, and patient self-management goals—were tracked. PARTICIPANTS Fifty-seven teams from 37 self-selected teaching hospitals committed to implement the CCM in resident continuity practices; 41 teams focusing on diabetes improvement participated over the entire duration of one of the Collaboratives. INTERVENTIONS Teaching-practice teams—faculty, residents and staff—participated in Collaboratives by attending monthly calls and regular 2-day face-to-face meetings with the other teams. The national Collaborative faculty led calls and meetings. Each team used rapid cycle quality improvement (PDSA cycles) to implement the CCM and curricular changes. Teams reported education and clinical performance measures monthly. RESULTS Practices underwent extensive redesign to establish CCM elements. Education measures tracked substantial development of CCM-related learning. The clinical and process measures improved, however inconsistently, during the Collaboratives. CONCLUSIONS These initiatives suggest that systematic practice redesign for implementing the CCM along with linked educational approaches are achievable in resident continuity practices. Improvement of clinical outcomes in such practices is daunting but achievable. PMID:20737232

Preparing the remote sensing community toward the NPP/NPOESS era

NASA Astrophysics Data System (ADS)

Kuciauskas, A. P.; Lee, T. F.; Turk, F. J.; Richardson, K. A.; Hawkins, J. D.; Kent, J. E.; Miller, S. D.; McWilliams, G.

2008-12-01

Under the auspices of the National Polar-orbiting Operational Environmental Satellite System (NPOESS) Integrated Program Office (IPO), the Naval Research Laboratory in Monterey (NRLMRY) was tasked to develop NexSat, a weather satellite web-based resource, to illustrate future sensing capabilities within the Visible/Infrared Imager Radiometer Suite (VIIRS) sensor onboard the NPOESS Preparatory Project (NPP) and NPOESS era. NexSat acquires and processes data from polar orbiters (AVHRR, MODIS, SeaWiFS, DMSP, and TRMM) that serve as heritage instruments to the VIIRS. Geostationary sensors and numerical weather prediction (NWP) overlays supplement the image products suite, making NexSat a one-stop shop for current and future environmental monitoring. NRLMRY collaborates with the Cooperative Institute for Research in the Atmosphere (CIRA) and the Cooperative Institute for Meteorological Satellite Studies (CIMSS) for product development. Together with the Cooperative Program for Operational Meteorology, Education and Training (COMET®), NRLMRY provides educational outreach to research and development communities as well as to the general public. This paper intends to describe the products within the NexSat webpage and its training resources. The product suite consists of generic and state of the art images. Along with the standard visible, IR, and water vapor products, NexSat also includes dust enhancement, cloud properties, cloud profiling, snow cloud discrimination, volcanic ash plumes, hot spots, aerosol content over land and water. NexSat training resources will be described, including on-line product tutorials, a course module, as well as outreach efforts to the National Weather Service, government agencies, academic institutions, and international organizations.

Exploring Teacher Induction: Collaborative Self-Studies across Institutions

ERIC Educational Resources Information Center

Smith, Déirdre; Engemann, Joe

2015-01-01

Educators from eight institutions engaged in collaborative self-studies of their own practices to gain deeper insight into the significance of narrative-based writing supporting the process of teacher induction. A series of teacher induction institutes based on narrative writing processes provided the context for critical exploration of the lived…

Lessons Learned from a Collaborative Approach to Research and Mentorship for Minority-Serving Institutions

ERIC Educational Resources Information Center

Rosen-Reynoso, Myra; Kwan, Ngai; Blackburn, Nerlie; Sotnik, Paula; Manyibe, Edward O.; Moore, Corey L.

2017-01-01

Purpose: To describe the experience of implementing a collaborative model for research mentorship across various minority-serving institutions, specifically, historically Black colleges/universities (HBCUs), Hispanic-serving institutions (HSIs), and American Indian tribal colleges/universities (AITCUs). Methods: The peer-to-peer mentor research…

Impact of the Cancer Prevention and Control Research Network

PubMed Central

Ribisl, Kurt M.; Fernandez, Maria E.; Friedman, Daniela B.; Hannon, Peggy; Leeman, Jennifer; Moore, Alexis; Olson, Lindsay; Ory, Marcia; Risendal, Betsy; Sheble, Laura; Taylor, Vicky; Williams, Rebecca; Weiner, Bryan J.

2018-01-01

The Cancer Prevention and Control Research Network (CPCRN) is a thematic network dedicated to accelerating the adoption of evidence-based cancer prevention and control practices in communities by advancing dissemination and implementation science. Funded by the Centers for Disease Control and Prevention and National Cancer Institute, CPCRN has operated at two levels: Each participating Network Center conducts research projects with primarily local partners as well as multicenter collaborative research projects with state and national partners. Through multicenter collaboration, thematic networks leverage the expertise, resources, and partnerships of participating centers to conduct research projects collectively that might not be feasible individually. Although multicenter collaboration often is advocated, it is challenging to promote and assess. Using bibliometric network analysis and other graphical methods, this paper describes CPCRN’s multicenter publication progression from 2004 to 2014. Searching PubMed, Scopus, and Web of Science in 2014 identified 249 peer-reviewed CPCRN publications involving two or more centers out of 6,534 total. The research and public health impact of these multicenter collaborative projects initiated by CPCRN during that 10-year period were then examined. CPCRN established numerous workgroups around topics such as: 2-1-1, training and technical assistance, colorectal cancer control, federally qualified health centers, cancer survivorship, and human papillomavirus. The paper discusses the challenges that arise in promoting multicenter collaboration and the strategies that CPCRN uses to address those challenges. The lessons learned should broadly interest those seeking to promote multisite collaboration to address public health problems, such as cancer prevention and control. PMID:28215371

Data Democratization - Promoting Real-Time Data Sharing and Use throughout the Americas

NASA Astrophysics Data System (ADS)

Yoksas, T. C.

2006-05-01

The Unidata Program Center (Unidata) of the University Corporation of Atmospheric Research (UCAR) is actively involved in international collaborations whose goals are real-time sharing of hydro-meteorological data by institutions of higher education throughout the Americas; in the distribution of analysis and visualization tools for those data; and in the establishment of server sites that provide easy-to-use, programmatic remote- access to a wide variety of datasets. Data sharing capabilities are being provided by Unidata's Internet Data Distribution (IDD) system, a community-based effort that has been the primary source of real-time meteorological data for approximately 150 US universities for over a decade. A collaboration among Unidata, Brazil's Centro de PreviSão de Tempo e Estudos Climáticos (CPTEC), the Universidad Federal do Rio de Janeiro (UFRJ), and the Universidade de São Paulo (USP) has resulted in the creation of a Brazilian peer of the North American IDD, the IDD-Brasil. Collaboration among Unidata, the Universidad de Costa Rica (UCR), and the University of Puerto Rico at Mayaguez (UPRM) seeks to extend IDD data sharing throughout Central America and the Caribbean in an IDD-Caribe. Collaboration between Unidata and the Caribbean Institute for Meteorology and Hydrology (CIMH), a World Meteorological Organization (WMO) Regional Meteorological Training Center (RMTC) based in Barbados, has been launched to investigate the possibility of expansion of IDD data sharing throughout Caribbean RMTC member countries. Most recently, efforts aimed at creating a data sharing network for researchers on the Antarctic continent have resulted in the establishment of the Antarctic-IDD. Data analysis and visualization capabilities are being provided by Unidata through a suite of freely-available applications: the National Centers for Environmental Prediction (NCEP) GEneral Meteorology PAcKage (GEMPAK); the Unidata Integrated Data Viewer (IDV); and University of Wisconsin, Space Science and Engineering Center (SSEC) Man-computer Interactive Data Access System (McIDAS). Remote data access capabilities are provided by Unidata's Thematic Realtime Environmental Data Services (THREDDS) servers (which incorporate Open-source Project for a Network Data Access (OPeNDAP) data services), and the Abstract Data Distribution Environment (ADDE) of McIDAS. It is envisioned that the data sharing capabilities available in the IDD, IDD-Brasil, and IDD-Caribe, remote data access capabilities available in THREDDS and ADDE, and analysis capabilities available in GEMPAK, the IDV, and McIDAS will help foster new collaborations among prominent university educators and researchers, national meteorological agencies, and WMO Regional Meteorological Training Centers throughout North, Central, and South America.

In/dependent Collaborations: Perceptions and Experiences of African Scientists in Transnational HIV Research

PubMed Central

Moyi Okwaro, Ferdinand; Geissler, P. W.

2015-01-01

This article examines collaboration in transnational medical research from the viewpoint of African scientists working in partnerships with northern counterparts. It draws on ethnographic fieldwork in an HIV laboratory of an East African state university, with additional data from interviews with scientists working in related research institutions. Collaboration is today the preferred framework for the mechanisms by which northern institutions support research in the south. The concept signals a shift away from the legacy of unequal (post‐) colonial power relations, although, amid persisting inequalities, the rhetorical emphasis on equality might actually hinder critical engagement with conflicts of interest and injustice. To collaborate, African scientists engage various strategies: They establish a qualified but flexible, non‐permanent workforce, diversify collaborators and research areas, source complementary funding to assemble infrastructures, and maintain prospective research populations to attract transnational clinical trials. Through this labor of collaboration, they sustain their institutions under prevailing conditions of scarcity. PMID:25800667

[Bibliometry of collaboration and impact of the Revista de Biología Tropical (Web of Science 2003-2012)].

PubMed

De Filippo, Daniela; Córdoba González, Saray; Sanz-Casado, Elías

2016-03-01

The activity analysis of a scientific journal is relevant to know the evolution of its characteristics over time. In this paper, results of a bibliometric study of the Revista de Biología Tropical/International Journal of Tropical Biology and Conservation (Costa Rica) are presented. The goal of this study was to describe the main characteristics of its scientific production, and analyze its level of collaboration and its impact between the years 2003-2012. Data was derived from the Web of Science (Thomson-Reuters), and the relationship among authors and coauthors, institutions and countries, and their links with the citations received were analyzed for that period. Descriptive statistics about production (number of documents per year, institution and country), collaboration (authorship index, collaboration among institutions and countries) and impact (IF, position in JCR and number of citations received) were collected. Results showed that the journal has published 1 473 papers in this period, in similar proportions English and Spanish. Mexico, Costa Rica, Venezuela and Colombia are the most common countries of origin, with the Universidad of Costa Rica, Universidad Autónoma de Mexico and the University of Puerto Rico as the most common leader institutions. Collaboration between authors, institutions and countries has shown an increasing trend over the last decade. The co-author index was 3.07 per document, 63 % of publications included 2 or more institutions, and 22 % of the papers were product of international collaboration. The most common collaboration link was between Costa Rica and the United States of America. The impact factor has been oscillating during this last decade, reaching a maximum in 2012 (IF JCR = 0.553). Besides, 10 % of the most cited papers concentrated half of the citations received by the journal, and have a very high number of citations, compared with the journal mean. The main countries that cite the journal were USA, Brazil, Mexico, Argentina and Costa Rica. Data showed an increasing collaboration between authors, institutions and countries, and a direct relationship between the increase of this collaboration and the received impact.

Global scientific collaboration in COPD research

PubMed Central

Su, Yanbing; Long, Chao; Yu, Qi; Zhang, Juan; Wu, Daisy; Duan, Zhiguang

2017-01-01

Purpose This study aimed to investigate the multiple collaboration types, quantitatively evaluate the publication trends and review the performance of institutions or countries (regions) across the world in COPD research. Materials and methods Scientometric methods and social network analysis were used to survey the development of publication trends and understand current collaboration in the field of COPD research based on the Web of Science publications during the past 18 years. Results The number of publications developed through different collaboration types has increased. Growth trends indicate that the percentage of papers authored through multinational and domestic multi-institutional collaboration (DMIC) have also increased. However, the percentage of intra-institutional collaboration and single-authored (SA) studies has reduced. The papers that produced the highest academic impact result from international collaboration. The second highest academic impact papers are produced by DMIC. Out of the three, the papers that are produced by SA studies have the least amount of impact upon the scientific community. A handful of internationally renowned institutions not only take the leading role in the development of the research within their country (region) but also play a crucial role in international research collaboration in COPD. Both the amount of papers produced and the amount of cooperation that occurs in each study are disproportionally distributed between high-income countries (regions) and low-income countries (regions). Growing attention has been generated toward research on COPD from more and more different academic domains. Conclusion Despite the rapid development in COPD research, collaboration in the field of COPD research still has room to grow, especially between different institutions or countries (regions), which would promote the progress of global COPD research. PMID:28123294

Changing the culture of medical training: An important step toward the implementation of competency-based medical education.

PubMed

Ferguson, Peter C; Caverzagie, Kelly J; Nousiainen, Markku T; Snell, Linda

2017-06-01

The current medical education system is steeped in tradition and has been shaped by many long-held beliefs and convictions about the essential components of training. The objective of this article is to propose initiatives to overcome biases against competency-based medical education (CBME) in the culture of medical education. At a retreat of the International Competency Based Medical Education (ICBME) Collaborators group, an intensive brainstorming session was held to determine potential barriers to adoption of CBME in the culture of medical education. This was supplemented with a review of the literature on the topic. There continues to exist significant key barriers to the widespread adoption of CBME. Change in educational culture must be embraced by all components of the medical education hierarchy. Research is essential to provide convincing evidence of the benefit of CBME. The widespread adoption of CBME will require a change in the professional, institutional, and organizational culture surrounding the training of medical professionals.

Development and pilot evaluation of Native CREST-a Cancer Research Experience and Student Training program for Navajo undergraduate students.

PubMed

Hughes, Christine A; Bauer, Mark C; Horazdovsky, Bruce F; Garrison, Edward R; Patten, Christi A; Petersen, Wesley O; Bowman, Clarissa N; Vierkant, Robert A

2013-03-01

The Mayo Clinic Cancer Center and Diné College received funding for a 4-year collaborative P20 planning grant from the National Cancer Institute in 2006. The goal of the partnership was to increase Navajo undergraduates' interest in and commitment to biomedical coursework and careers, especially in cancer research. This paper describes the development, pilot testing, and evaluation of Native CREST (Cancer Research Experience and Student Training), a 10-week cancer research training program providing mentorship in a Mayo Clinic basic science or behavioral cancer research lab for Navajo undergraduate students. Seven Native American undergraduate students (five females, two males) were enrolled during the summers of 2008-2011. Students reported the program influenced their career goals and was valuable to their education and development. These efforts may increase the number of Native American career scientists developing and implementing cancer research, which will ultimately benefit the health of Native American people.

A flexible approach to training veterinarians in public health: an overview and early assessment of the DVM/MPH dual-degree program at the University of Minnesota.

PubMed

Minicucci, Larissa A; Hanson, Kate A; Olson, Debra K; Hueston, William D

2008-01-01

As a result of the growing need for public-health veterinarians, novel educational programs are essential to train future public-health professionals. The University of Minnesota School of Public Health, in collaboration with the College of Veterinary Medicine, initiated a dual DVM/MPH program in 2002. This program provides flexibility by combining distance learning and on-campus courses offered through a summer public-health institute. MPH requirements are completed through core courses, elective courses in a focus area, and an MPH project and field experience. Currently, more than 100 students representing 13 veterinary schools are enrolled in the program. The majority of initial program graduates have pursued public-practice careers upon completion of the program. Strengths of the Minnesota program design include accessibility and an environment to support multidisciplinary training. Continued assessment of program graduates will allow for evaluation and adjustment of the program in the coming years.

Guiding the development of family medicine training in Africa through collaboration with the Medical Education Partnership Initiative.

PubMed

Mash, Robert J; de Villiers, Marietjie R; Moodley, Kalay; Nachega, Jean B

2014-08-01

Africa's health care challenges include a high burden of disease, low life expectancy, health workforce shortages, and varying degrees of commitment to primary health care on the part of policy makers and government officials. One overarching goal of the Medical Education Partnership Initiative (MEPI) is to develop models of medical education in Sub-Saharan Africa. To do this, MEPI has created a network of universities and other institutions that, among other things, recognizes the importance of supporting training programs in family medicine. This article provides a framework for assessing the stage of the development of family medicine training in Africa, including the challenges that were encountered and how educational organizations can help to address them. A modified "stages of change" model (precontemplation, contemplation, action, maintenance, and relapse) was used as a conceptual framework to understand the various phases that countries go through in developing family medicine in the public sector and to determine the type of assistance that is useful at each phase.

A web-based resource for promoting equity in midwifery education and training: Towards meaningful diversity and inclusion.

PubMed

Effland, Kristin J; Hays, Karen

2018-06-01

Increasing the midwifery workforce requires that aspiring midwives complete education and training, but structural racism and microaggressions impact the lives of underrepresented midwifery students and apprentices, adding stressors and disparities to the usual demanding educational challenges. In order to be resilient, students rely on preceptors, faculty, administrators and institutions to promote equity. Equity-focused learning environments improve student experiences and success rates, and better prepare all students to provide culturally humble and sensitive care to diverse childbearing persons and other essential competencies outlined by the International Confederation of Midwives. The comprehensive web-based resource, www.equitymidwifery.org, is designed to support midwifery educators in promoting equity and social justice in midwifery education and training. The website highlights examples and provides tools including original webinar content and encourages visitors to attend virtual strategy and collaboration calls. It offers a model of continuous professional development that is easily accessible. Copyright © 2018 Elsevier Ltd. All rights reserved.

Development and Pilot Evaluation of Native CREST – a Cancer Research Experience and Student Training Program for Navajo Undergraduate Students

PubMed Central

Hughes, Christine A.; Bauer, Mark C.; Horazdovsky, Bruce F.; Garrison, Edward R.; Patten, Christi A.; Petersen, Wesley O.; Bowman, Clarissa N.; Vierkant, Robert A.

2012-01-01

The Mayo Clinic Cancer Center and Diné College received funding for a 4-year collaborative P20 planning grant from the National Cancer Institute in 2006. The goal of the partnership was to increase Navajo undergraduates’ interest in and commitment to biomedical coursework and careers, especially in cancer research. This paper describes the development, pilot testing and evaluation of Native CREST (Cancer Research Experience & Student Training), a 10-week cancer research training program providing mentorship in a Mayo Clinic basic science or behavioral cancer research lab for Navajo undergraduate students. Seven Native American undergraduate students (5 females, 2 males) were enrolled during the summers of 2008 - 2011. Students reported the program influenced their career goals and was valuable to their education and development. These efforts may increase the number of Native American career scientists developing and implementing cancer research, which will ultimately benefit the health of Native American people. PMID:23001889

Nationwide peritoneal dialysis nurse training in Thailand: 3-year experience.

PubMed

Thaiyuenwong, Jutiporn; Mahatanan, Nanta; Jiravaranun, Somsong; Boonyakarn, Achara; Rodpai, Somrak; Eiam-Ong, Somchai; Tungsanga, Kriang; Dhanakijcharoen, Prateep; Kanjanabuch, Talerngsak

2011-09-01

Peritoneal dialysis (PD) center is not possible to operate if there is no availability of dedicated PD nurse. Generally, the nurse has to play many roles, including educator coordinator, and sometimes leader. As professionalism, the PD nurses need to have both theoretical and practical skills. With the tremendous leap of PD population after the launch of "PD First" policy in Thailand, the shortage of skillful PD nurse is concerned. Hence, the nationwide PD nurse training course was established with the collaborations of many organizations and institutes. Until now, 3 generations of 225 PD nurses are the productions of the course. This number represents 80 percent of PD nurses distributed throughout the whole nation. The survey operated in the year 2010 demonstrated that the output of the course was acceptable in terms of quality since most of the trained PD nurses had a confidence in taking care of PD patients. The quality of patient care is good as indicated by KPIs.

Survey on Teaching Science to K-12 Students with Disabilities: Teacher Preparedness and Attitudes

NASA Astrophysics Data System (ADS)

Kahn, Sami; Lewis, Anna R.

2014-12-01

Students with disabilities are increasingly included in general education science classrooms and are expected to demonstrate academic proficiency on standardized assessments. Teacher preparation and attitudes have been cited as major factors contributing to either the success or failure of students with disabilities in science. In order to assess the current state of what could be facilitative or inhibitory influences, a national online survey to which 1,088 K-12 science teachers responded was conducted. Mixed methods' analyses suggest that science teachers receive little formal training and feel underprepared to teach students with disabilities. Results identify specific gaps in science teachers' education, as well as attitudinal and institutional barriers that may inhibit students with disabilities' success. However, science teachers remain highly receptive to training and collaboration. Implications for science teacher education are discussed.

Establishing a head and neck unit in a developing country.

PubMed

Aswani, J; Baidoo, K; Otiti, J

2012-06-01

Head and neck cancers pose an especially serious problem in developing countries due to late presentation requiring complex surgical intervention. These countries are faced with many challenges, ranging from insufficient health care staff to problems with peri-operative requirements, diagnostic facilities, chemoradiation services and research funding.These challenges can be addressed through the training of head and neck surgeons and support personnel, the improvement of cancer awareness in local communities, and the establishment of dedicated head and neck institutes which focus on the special needs of head and neck cancer patients.All these changes can best be achieved through collaborative efforts with external partners. The Karl Storz Fellowship in Advanced Head and Neck Cancer, enabling training at the University of Cape Town, South Africa, has served as a springboard towards establishing head and neck services in developing sub-Saharan African countries.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Kips, Ruth; Lindvall, Rachel; Eppich, Gary

Representatives from the U.S. Department of Energy’s Office of Nuclear Smuggling Detection and Deterrence (NSDD) visited the Kazakhstan Institute of Nuclear Physics (INP) to discuss the results and conclusions of a joint sample analysis (CUP-2 uranium ore concentrate) between LLNL, INP and the Japan Atomic Energy Agency (JAEA) (Fig. 1). The U.S. delegation also met with the newly-appointed Director-General of the INP (S. Sakhiyev) who expressed his continued support for this collaboration. On the last day of the visit, the delegation toured the new medical isotope production facilities (which is expected to begin operation in a few months), as wellmore » as INP’s Nuclear Security Training Center (co-funded by DOE, the Defense Threat Reduction Initiative (DTRA) and the Kazakhstan government). Construction of the Nuclear Security Training Center is expected to be completed by the end of 2016.« less

Forming interdisciplinary expertise: One organization’s journey on the road to translational nanomedicine

PubMed Central

Ku, Sharon

2012-01-01

This paper provides a sociological account of how researchers of different disciplines become experts in translational nanomedicine. Using a case study of the Nanotechnology Characterization Laboratory (NCL) at the National Cancer Institute (NCI), the author argues that the relationship between the different disciplines involved in translational nanomedicine should be understood in the broader socio-political context of the boundary politics between the academy, industry, and government. This study suggests that the process of training the nanobio expert is not simply a process of inculcating skills; it is also a process of institution-building. In the case of the NCL, sustaining the laboratory’s existence at the interface between the university, industry, and government informed how researchers practiced interdisciplinarity and cultivated their interdisciplinary expertise. It required mobilizing institutional resources through administrative/managerial strategies. Viewing the formation of a professional identity as a social process helps clarify the meaning of interdisciplinarity and provides insight in evaluating the performance of interdisciplinary collaboration and the design of nanoscience education. PMID:22517677

Innovation networks for improving access and quality across the healthcare ecosystem.

PubMed

Carroll, Mark; James, Judith A; Lardiere, Michael R; Proser, Michelle; Rhee, Kyu; Sayre, Michael H; Shore, Jay H; Ternullo, Joseph

2010-01-01

Partnerships between patient communities, healthcare providers, and academic researchers are key to stepping up the pace and public health impact of clinical and translational research supported by the National Institutes of Health. With emphasis shifting toward community engagement and faster translation of research advances into clinical practice, academic researchers have a vital stake in widening the use of health information technology systems and telehealth networks to support collaboration and innovation. However, limited interaction between academic institutions and healthcare providers hinders the ability to form and sustain the integrated networks that are needed to conduct meaningful community-engaged research that improves public health outcomes. Healthcare providers, especially those affiliated with smaller practices, will need sustainable infrastructure and real incentives to utilize such networks, as well as training and additional resources for ongoing technical assistance.

Team science as interprofessional collaborative research practice: a systematic review of the science of team science literature

PubMed Central

Little, Meg M; St Hill, Catherine A; Ware, Kenric B; Swanoski, Michael T; Chapman, Scott A; Lutfiyya, M Nawal; Cerra, Frank B

2017-01-01

The National Institute of Health's concept of team science is a means of addressing complex clinical problems by applying conceptual and methodological approaches from multiple disciplines and health professions. The ultimate goal is the improved quality of care of patients with an emphasis on better population health outcomes. Collaborative research practice occurs when researchers from >1 health-related profession engage in scientific inquiry to jointly create and disseminate new knowledge to clinical and research health professionals in order to provide the highest quality of patient care to improve population health outcomes. Training of clinicians and researchers is necessary to produce clinically relevant evidence upon which to base patient care for disease management and empirically guided team-based patient care. In this study, we hypothesized that team science is an example of effective and impactful interprofessional collaborative research practice. To assess this hypothesis, we examined the contemporary literature on the science of team science (SciTS) produced in the past 10 years (2005–2015) and related the SciTS to the overall field of interprofessional collaborative practice, of which collaborative research practice is a subset. A modified preferred reporting items for systematic reviews and meta-analyses (PRISMA) approach was employed to analyze the SciTS literature in light of the general question: Is team science an example of interprofessional collaborative research practice? After completing a systematic review of the SciTS literature, the posed hypothesis was accepted, concluding that team science is a dimension of interprofessional collaborative practice. PMID:27619555

Team science as interprofessional collaborative research practice: a systematic review of the science of team science literature.

PubMed

Little, Meg M; St Hill, Catherine A; Ware, Kenric B; Swanoski, Michael T; Chapman, Scott A; Lutfiyya, M Nawal; Cerra, Frank B

2017-01-01

The National Institute of Health's concept of team science is a means of addressing complex clinical problems by applying conceptual and methodological approaches from multiple disciplines and health professions. The ultimate goal is the improved quality of care of patients with an emphasis on better population health outcomes. Collaborative research practice occurs when researchers from >1 health-related profession engage in scientific inquiry to jointly create and disseminate new knowledge to clinical and research health professionals in order to provide the highest quality of patient care to improve population health outcomes. Training of clinicians and researchers is necessary to produce clinically relevant evidence upon which to base patient care for disease management and empirically guided team-based patient care. In this study, we hypothesized that team science is an example of effective and impactful interprofessional collaborative research practice. To assess this hypothesis, we examined the contemporary literature on the science of team science (SciTS) produced in the past 10 years (2005-2015) and related the SciTS to the overall field of interprofessional collaborative practice, of which collaborative research practice is a subset. A modified preferred reporting items for systematic reviews and meta-analyses (PRISMA) approach was employed to analyze the SciTS literature in light of the general question: Is team science an example of interprofessional collaborative research practice? After completing a systematic review of the SciTS literature, the posed hypothesis was accepted, concluding that team science is a dimension of interprofessional collaborative practice. Copyright © 2016 American Federation for Medical Research.

Monitoring Student Interaction during Collaborative Learning: Design and Evaluation of a Training Program for Pre-Service Teachers

ERIC Educational Resources Information Center

Kaendler, Celia; Wiedmann, Michael; Leuders, Timo; Rummel, Nikol; Spada, Hans

2016-01-01

The monitoring by teachers of collaborative, cognitive, and meta-cognitive student activities in collaborative learning is crucial for fostering beneficial student interaction. In a quasi-experimental study, we trained pre-service teachers (N = 74) to notice behavioral indicators for these three dimensions of student activities. Video clips of…

Case-Based Learning in Virtual Groups--Collaborative Problem Solving Activities and Learning Outcomes in a Virtual Professional Training Course

ERIC Educational Resources Information Center

Kopp, Birgitta; Hasenbein, Melanie; Mandl, Heinz

2014-01-01

This article analyzes the collaborative problem solving activities and learning outcomes of five groups that worked on two different complex cases in a virtual professional training course. In this asynchronous virtual learning environment, all knowledge management content was delivered virtually and collaboration took place through forums. To…

Demonstrating the CollaTrEx Framework for Collaborative Context-Aware Mobile Training and Exploration

ERIC Educational Resources Information Center

Botev, Jean

2016-01-01

The CollaTrEx framework for collaborative context-aware mobile training and exploration is designed for the in-situ collaboration within groups of learners performing together diverse educational activities to explore their environment in a fun and intuitive way. It employs both absolute and relative spatio-temporal context for determining…

[Research on collaborative innovation in traditional Chinese medicine of China based on patent cooperation network].

PubMed

Li, Bei; Chen, Xiang-dong

2015-03-01

In the situation of global completion, collaborative innovation is becoming increasingly important because its advantage in risk avoiding and innovation efficiency. In order to explore the model of collaborative innovation and its evolution in traditional Chinese medicine of China, the cooperation in traditional Chinese medicine patents of China from 1985 to 2013 has been analyzed by using the method of scientometrics and social network analysis. It is proved that, though the number of grated cooperative patents has increased sharply during the last thirty years, the degree of cooperation innovation in traditional Chinese medicine of China is still not high. Moreover, in spite of the individual subject' s leading role in the past domestic collaborative innovation in traditional Chinese medicine of China, the institutions have been more and more powerful and achieved great improvement. At last, core institutions, represented by universities have played an important role in the collaborative innovation of domestic institutions, because they are key links between many institutions and promote the transferring and diffusion of knowledge.

Reflections on Developing Collaborative Research in Pediatric Psychology: Implications and Future Directions

PubMed Central

2013-01-01

Objectives Collaborative research with pediatric colleagues has become increasingly important in the professional agenda of pediatric psychology, and there is a continuing need to articulate the challenges of such research. To address this need, this article describes types of collaborative research, reasons for collaboration, collaborative process, challenges, and strategies to facilitate collaborative research. Methods Experiences and lessons learned over the course of a career in collaborative research are described. Results Challenges in collaborative research can be overcome by effective strategies of engagement and communication. Useful methods of training researchers in collaborative research include modeling and supervised mentored experiences in research initiated by trainees. Conclusion Data are needed to identify the characteristics of successful collaborative research, strategies to promote effective research, and methods of training and career development. PMID:23671060

Understanding collaboration in a multi-national research capacity-building partnership: a qualitative study.

PubMed

Varshney, Dinansha; Atkins, Salla; Das, Arindam; Diwan, Vishal

2016-08-18

Research capacity building and its impact on policy and international research partnership is increasingly seen as important. High income and low- and middle-income countries frequently engage in research collaborations. These can have a positive impact on research capacity building, provided such partnerships are long-term collaborations with a unified aim, but they can also have challenges. What are these challenges, which often result in a short term/ non viable collaboration? Does such collaboration results in capacity building? What are the requirements to make any collaboration sustainable? This study aimed to answer these and other research questions through examining an international collaboration in one multi-country research capacity building project ARCADE RSDH (Asian Regional Capacity Development for Research on Social Determinants of Health). A qualitative study was conducted that focused on the reasons for the collaboration, collaboration patterns involved, processes of exchanging information, barriers faced and perceived growth in research capacity. In-depth interviews were conducted with the principal investigators (n = 12), research assistants (n = 2) and a scientific coordinator (n = 1) of the collaborating institutes. Data were analysed using thematic framework analysis. The initial contact between institutes was through previous collaborations. The collaboration was affected by the organisational structure of the partner institutes, political influences and the collaboration design. Communication was usually conducted online, which was affected by differences in time and language and inefficient infrastructure. Limited funding resulted in restricted engagement by some partners. This study explored work in a large, North-South collaboration project focusing on building research capacity in partner institutes. The project helped strengthen research capacity, though differences in organization types, existing research capacity, culture, time, and language acted as obstacles to the success of the project. Managing these differences requires preplanned strategies to develop functional communication channels among the partners, maintaining transparency, and sharing the rewards and benefits at all stages of collaboration.

A Case Study of Organizational Collaboration in an Institution of Higher Education

ERIC Educational Resources Information Center

Schmaltz, Sarah Katherine Abrams

2010-01-01

The study, A Case Study of Organizational Collaboration in an Institution of Higher Education, is a look into what is working and what is not working inside a collaborative initiative at the University of Virginia called the Partners for Leadership in Education. The Partners for Leadership in Education is one of the longest lasting collaborations…

A multi-institutional approach to delivering shared curricula for developing a next-generation energy workforce

DOE PAGES

Holloway, Lawrence E.; Qu, Zhihua; Mohr-Schroeder, Margaret J.; ...

2017-02-06

In this study, we consider collaborative power systems education through the FEEDER consortium. To increase students' access to power engineering educational content, the consortium of seven universities was formed. A framework is presented to characterize different collaborative education activities among the universities. Three of these approaches of collaborative educational activities are presented and discussed. These include 1) cross-institutional blended courses ("MS-MD''); 2) cross-institutional distance courses ("SS-MD''); and 3) single-site special experiential courses and concentrated on-site programs available to students across consortium institutions ("MS-SD''). As a result, this paper presents the advantages and disadvantages of each approach.

The Role of the IR Office: Collaborating across the Institution

ERIC Educational Resources Information Center

Kroc, Rick

2015-01-01

This chapter describes a framework to guide collaboration between institutional research and other campus offices. Three examples are then provided to illustrate how the framework was applied successfully to actual projects.

Exceptional Educators: A Collaborative Training Partnership for the Inclusion of Students with Down's Syndrome

ERIC Educational Resources Information Center

Vaughan, Michelle; Henderson, Anne

2016-01-01

This article discusses the results of a teacher training initiative in the United States. "Exceptional Educators" is the result of an inter-organisational collaboration between a community-based organisation (Gold Coast Down Syndrome Organization), the local public school system and a university professor. The training focuses on three…

Social network analysis of international scientific collaboration on psychiatry research.

PubMed

Wu, Ying; Duan, Zhiguang

2015-01-01

Mental disorder is harmful to human health, effects social life seriously and still brings a heavy burden for countries all over the world. Scientific collaboration has become the indispensable choice for progress in the field of biomedicine. However, there have been few scientific publications on scientific collaboration in psychiatry research so far. The aim of this study was to measure the activities of scientific collaboration in psychiatry research at the level of authors, institutions and countries. We retrieved 36557 papers about psychiatry from Science Ciation Index Expanded (SCI-Expanded) in web of science. Additionally, some methods such as social network analysis (SNA), K-plex analysis and Core-Periphery were used in this study. Collaboration has been increasing at the level of authors, institutions and countries in psychiatry in the last ten years. We selected the top 100 prolific authors, institutions and 30 countries to construct collaborative map respectively. Freedman, R and Seidman, LJ were the central authors, Harvard university was the central institution and the USA was the central country of the whole network. Notably, the rate of economic development of countries affected collaborative behavior. The results show that we should encourage multiple collaboration types in psychiatry research as they not only help researchers to master the current research hotspots but also provide scientific basis for clinical research on psychiatry and suggest policies to promote the development of this area.

Curbing Migration of Talent in Africa: Initiatives for Collaborative Action

ERIC Educational Resources Information Center

Keino, Leah C.; Van Wyk, Ria; Hendrich, Suzanne; Phye, Gary; Thompson, Ann

2005-01-01

In an effort to address migration of talent from sub-Saharan Africa, a number of higher education institutions are attempting to strengthen or develop graduate programs in several areas. These institutions see the potential for emerging digital technologies to provide new and exciting opportunities for collaboration with Western institutions.…

The Funding of Academic Collaborations

ERIC Educational Resources Information Center

Michelau, Demaree K.; Poulin, Russell

2008-01-01

To leverage expertise and efficiencies in implementing educational technologies, higher education leaders often create centralized service organizations or inter-institutional partnerships. Defined as "academic collaborations," these organizations foster inter-institutional partnerships that share resources to increase institutional…

Setting research priorities to reduce malaria burden in a post graduate training programme: lessons learnt from the Nigeria field epidemiology and laboratory training programme scientific workshop.

PubMed

Fawole, Olufunmilayo I; Ajumobi, Olufemi; Poggensee, Gabriele; Nguku, Patrick

2014-01-01

Although several research groups within institutions in Nigeria have been involved in extensive malaria research, the link between the research community and policy formulation has not been optimal. The workshop aimed to assist post graduate students to identify knowledge gaps and to develop relevant Malaria-related research proposals in line with identified research priorities. A training needs assessment questionnaire was completed by 22 students two week prior to the workshop. Also, a one page concept letter was received from 40 residents. Thirty students were selected based the following six criteria: - answerability and ethics; efficacy and impact; deliverability, affordability; scalability, sustainability; health systems, partnership and community involvement; and equity in achieved disease burden reduction. The workshop was over a three day period. The participants at the workshop were 30 Nigeria Field Epidemiology and Laboratory Training Programme (NFELTP) residents from cohorts 4 and 5. Ten technical papers were presented by the experts from the academia, National Malaria Elimination (NMEP) Programme, NFELTP Faculty and Implementing partners including CDC/PMI. Draft proposals were developed and presented by the residents. The "strongest need" for training was on malaria prevention, followed by malaria diagnosis. Forty seven new research questions were generated, while the 19 developed by the NMEP were shared. Evaluation revealed that all (100%) students either "agreed" that the workshop objectives were met. Full proposals were developed by some of the residents. A debriefing meeting was held with the NMEP coordinator to discuss funding of the projects. Future collaborative partnership has developed as the residents have supported NMEP to develop a research protocol for a national evaluation. Research prioritization workshops are required in most training programmes to ensure that students embark on studies that address the research needs of their country and foster collaborative linkages.

Mentorship needs at academic institutions in resource-limited settings: a survey at Makerere University College of Health Sciences.

PubMed

Nakanjako, Damalie; Byakika-Kibwika, Pauline; Kintu, Kenneth; Aizire, Jim; Nakwagala, Fred; Luzige, Simon; Namisi, Charles; Mayanja-Kizza, Harriet; Kamya, Moses R

2011-07-29

Mentoring is a core component of medical education and career success. There is increasing global emphasis on mentorship of young scientists in order to train and develop the next leaders in global health. However, mentoring efforts are challenged by the high clinical, research and administrative demands. We evaluated the status and nature of mentoring practices at Makerere University College of Health Sciences (MAKCHS). Pre-tested, self-administered questionnaires were sent by email to all Fogarty alumni at the MAKCHS (mentors) and each of them was requested to complete and email back the questionnaire. In addition to training level and number of mentors, the questionnaires had open-ended questions covering themes such as; status of mentorship, challenges faced by mentors and strategies to improve and sustain mentorship within MAKCHS. Similarly, open-ended questionnaires were sent and received by email from all graduate students (mentees) registered with the Uganda Society for Health Scientists (USHS). Qualitative data from mentors and mentees was analyzed manually according to the pre-determined themes. Twenty- two out of 100 mentors responded (14 email and 8 hard copy responses). Up to 77% (17/22) of mentors had Master's-level training and only 18% (4/22) had doctorate-level training. About 40% of the mentors had ≥ two mentees while 27% had none. Qualitative results showed that mentors needed support in terms of training in mentoring skills and logistical/financial support to carry out successful mentorship. Junior scientists and students reported that mentorship is not yet institutionalized and it is currently occurring in an adhoc manner. There was lack of awareness of roles of mentors and mentees. The mentors mentioned the limited number of practicing mentors at the college and thus the need for training courses and guidelines for faculty members in regard to mentorship at academic institutions. Both mentors and mentees were willing to improve mentorship practices at MAKCHS. There is need for institutional commitment to uphold and sustain the mentorship best practices. We recommend a collaborative approach by the stakeholders in global health promotion to build local capacity in mentoring African health professionals.

The DOE/Gosatomnadzor collaboration, Project 3: Providing equipment and support for Gosatomnadzor inspection activities in Russia

DOE Office of Scientific and Technical Information (OSTI.GOV)

Hoida, H.W.; Lanier, R.; Schultz, F.

1997-12-31

Project 3 consists of two subprojects: Project 3.1 -- providing Materials Control and Accounting (MC and A) equipment to GAN inspectors; and Project 3.2 -- the development of Russian indigenous MC and A equipment capability for GAN. The objective of Project 3.1 is to provide equipment for use by GAN inspectors during independent inspections of facilities that contain direct-use material. To accomplish this, Project 3.1 develops the initial training for GAN instructors on the instruments provided by the US and contracts with Safety Limited, a GAN contractor for developing methodologies and procedures for using the equipment and acceptance checkout andmore » delivery. The equipment deliveries were divided into three phases to fit within the DOE budget and priority constraints. With the equipment delivered to the inspectors, Phase 1 is complete. Phase 2 has been started by purchasing and checking out neutron coincidence counting (NCC) equipment at Los Alamos. The GAN instructors have been trained on NCCs, cherenkov vision devices (CVDs), ultrasonic thickness gages (UTGs), and tamper indicating devices (TIDs) at Los Alamos. Phase 3 has been delayed to fiscal year 1999 (FY99) due to budget constraints. Project 3.2 addresses the important issue of sustainability for safeguards equipment in Russia. GAN`s Project 3.2 will help establish indigenous equipment for Russian safeguards. The initial review of Russian manufacturing capabilities for safeguards equipment has been completed and recommendations have been made. To this end, the authors are encouraging US vendors to collaborate with Russian institutes and have contracted with the All-Russia Research Institute of Automatics (VINIIA) and Aquila Technologies to fabricate a Russian Active-Well Coincidence Counter (AWCC) from US parts.« less

A unique collaboration in Chile.

PubMed

1989-01-01

The Chilean Red Cross Society and the family planning association--APROFA, International Planned Parenthood Federation's affiliate, are joining forces to help prevent the spread of the acquired immunodeficiency syndrome (AIDS) and human immunodeficiency virus (HIV) infection. APROFA established a working group to study the knowledge, attitudes, and sexual behavior of students at the National Training Institute, INACAP. 7000 students were sampled in 11 Chilean cities. The study found that 36% of the females, and 77% of males were sexually active before the age of 20. Nearly 1/2 of the women and 1/5 of the men did not know that condoms could protect them against sexually transmitted diseases (STDs) and pregnancy. APROFA designed a program to increase students knowledge of AIDS, reduce promiscuity and increase knowledge of and use of condoms. In October, 1988 an educational package distributed, consisting of a training manual, slides, educational booklets, a poster, and a video of 3 films. It has proved so successful that APROFA has adapted it for community groups, educational institutions, and its youth program. APROFA/Red Cross nurses and Red Cross volunteers have participated in workshops and training with the package. The Red Cross has organized AIDS-related activities in Chile since 1986, including education campaigns, information for blood donors, and a telephone hotline to provide AIDS counseling. Goals are to target more poor areas and groups outside of society's mainstream in the next year for sex education and information on STDs.

International publication trends and collaboration performance of China in healthcare science and services research.

PubMed

Chen, Kai; Yao, Qiang; Sun, Ju; He, Zhi-Fei; Yao, Lan; Liu, Zhi-Yong

2016-01-01

In recent years, China's healthcare reforms and related studies have drawn particular global attention. The main objective of this study is to evaluate quantitatively the publication trends and collaboration performance of China in healthcare science and services (HSS) research. Scientometric methods and visualization technology were used to survey the growth and development trends of HSS research based on the Web of Science publications during the past 15 years. China's international publications on HSS research increased rapidly compared to those of the global HSS and Chinese scientific studies. Growth trends indicate that collaboration among countries, institutions and authors has also increased. China's leading partners were all developed countries, such as the US, the UK, Australia and Canada, which have contributed to the majority of the joint publications. The academic impact of publications involving partners from European and American countries was relatively higher than those involving partners from Asian countries. Prominent institutions were universities that could be primarily classified into two groups, namely, Mainland China on the one hand and Hong Kong universities and foreign universities on the other. The most prominent actors were elite institutions, such as Peking University, Fudan University, Chinese University of Hong Kong, University of Hong Kong. The papers published by the Chinese Ministry of Health had relatively high academic impact, whereas those published by Mainland China universities alone had a lower academic impact compared to foreign cooperation papers. Issues related to the Chinese healthcare reform, priority diseases (e.g., breast cancer, HIV/AIDS, tuberculosis, etc.), health systems performance, quality of life and measurement tools, aging problems and research methods have been the most popular HSS topics in China in recent years. Despite the extensive achievement of the Chinese HSS reforms and research, gaps and challenges remain to be addressed, including those related to health insurance and the effects of the evaluation of essential medicine systems, human resources training and allocation in the health sector, government hospitals reforms and health services systems remodeling. These findings could help scholars and decision-makers understand the current status and likely future trends of the Chinese HSS research, and help them select the most appropriate collaboration partners and policies.

Conflict management training and nurse-physician collaborative behaviors.

PubMed

Boone, Brenda N; King, Major L; Gresham, Louise S; Wahl, Patricia; Suh, Eunice

2008-01-01

Collaboration between nurses and physicians continues to be elusive although it is a desirable goal for most in health care. This study used a quasi-experimental design to evaluate the outcomes of a conflict resolution (management) training program on nurses' perception of their collaboration with the physicians with whom they work. Results showed no differences between the experimental and control groups following the intervention. Individual readiness and evaluation of the antecedents of collaboration should be determined before implementing such an intervention.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Holloway, Lawrence E.; Qu, Zhihua; Mohr-Schroeder, Margaret J.

In this study, we consider collaborative power systems education through the FEEDER consortium. To increase students' access to power engineering educational content, the consortium of seven universities was formed. A framework is presented to characterize different collaborative education activities among the universities. Three of these approaches of collaborative educational activities are presented and discussed. These include 1) cross-institutional blended courses ("MS-MD''); 2) cross-institutional distance courses ("SS-MD''); and 3) single-site special experiential courses and concentrated on-site programs available to students across consortium institutions ("MS-SD''). As a result, this paper presents the advantages and disadvantages of each approach.

Managing the Process of International Collaboration in Online Course Development: A Case-Example Involving Higher Education Institutions in Ireland, Switzerland, Austria, and the United Kingdom

ERIC Educational Resources Information Center

Ryan, Cathal; Bergin, Michael; Titze, Sylvia; Ruf, Wolfgang; Kunz, Stefan; Mazza, Riccardo; Chalder, Trudie; Windgassen, Sula; Miner, Dianne Cooney; Wells, John S. G.

2017-01-01

There has been significant growth recently in online learning and joint programmes of education involving collaborative partnerships between and among higher education institutions in different jurisdictions. Utilising an interdisciplinary team model (Care and Scanlan 2001), we describe in this article the process of collaboration among four…

The Frontera Collaboration: a preliminary report of health sciences librarians promoting evidence-based practice in U.S.-Mexico border communities.

PubMed

Cogdill, Keith W; Ambriz, Lorely; Billman, Brooke L; Carter, Kathleen V; Nail-Chiwetalu, Barbara; Trumble, Julie M; El-Khayat, Yamila M; Nuñez, Annabelle V

2012-01-01

This article reviews the formation of the Frontera Collaboration, a coalition of health sciences librarians serving clinicians and public health personnel in the U.S.-Mexico border region. Based on findings from an assessment of the target populations' learning needs, the Frontera Collaboration participants developed a shared set of training materials that have been used in pilot training sessions. The Frontera Collaboration's participants learned several lessons related to collaborative health information outreach and increased their understanding of the concerns and needs of clinicians and public health personnel serving border communities.

Project-based learning with international collaboration for training biomedical engineers.

PubMed

Krishnan, Shankar

2011-01-01

Training biomedical engineers while effectively keeping up with the fast paced scientific breakthroughs and the growth in technical innovations poses arduous challenges for educators. Traditional pedagogical methods are employed for coping with the increasing demands in biomedical engineering (BME) training and continuous improvements have been attempted with some success. Project-based learning (PBL) is an academic effort that challenges students by making them carry out interdisciplinary projects aimed at accomplishing a wide range of student learning outcomes. PBL has been shown to be effective in the medical field and has been adopted by other fields including engineering. The impact of globalization in healthcare appears to be steadily increasing which necessitates the inclusion of awareness of relevant international activities in the curriculum. Numerous difficulties are encountered when the formation of a collaborative team is tried, and additional difficulties occur as the collaboration team is extended to international partners. Understanding and agreement of responsibilities becomes somewhat complex and hence the collaborative project has to be planned and executed with clear understanding by all partners and participants. A model for training BME students by adopting PBL with international collaboration is proposed. The results of previous BME project work with international collaboration fit partially into the model. There were many logistic issues and constraints; however, the collaborative projects themselves greatly enhanced the student learning outcomes. This PBL type of learning experience tends to promote long term retention of multidisciplinary material and foster high-order cognitive activities such as analysis, synthesis and evaluation. In addition to introducing the students to experiences encountered in the real-life workforce, the proposed approach enhances developing professional contracts and global networking. In conclusion, despite initial challenges, adopting project-based learning with international collaboration has strong potentials to be valuable in the training of biomedical engineering students.

Integrative Module-Based Family Therapy: A Model for Training and Treatment in a Multidisciplinary Mental Health Setting

ERIC Educational Resources Information Center

Wendel, Richard; Gouze, Karen R.; Lake, MaryBeth

2005-01-01

Thirty years ago, leaders in psychiatry expressed hope for more interdisciplinary collaboration with family therapy. Since then marriage and family therapy (MFT) has entered the mainstream of clinical practice in psychiatry and psychology. It is mandated for training in psychiatry and psychology. We propose a model for collaboration, training, and…

Training Teachers for Virtual Collaboration: A Case Study

ERIC Educational Resources Information Center

Vinagre, Margarita

2016-01-01

This study aims to explore the development of teachers' competences when trained in virtual collaboration. In order to do so, we analyse the data gathered from a group of nine in-service teachers who were trained in a forum and a wiki to become future telecollaborative teachers (TTs). During the course, participants worked in small groups and they…

NASAs Solar System Exploration Research Virtual Institute- Expanded Goals and More Partners

NASA Technical Reports Server (NTRS)

Schmidt, G. K.; Daou, D.; Pendleton, Y.; Bailey, B. E.

2015-01-01

The NASA Solar System Exploration Research Virtual Institute (SSERVI) has been pursuing international partnerships since its inception as the NASA Lunar Science Institute (NLSI), in order to both leverage the science being done by its domestic member institutions as well as to help lunar science and exploration become a greater global endeavor. The international partners of the Institute have pursued a broad program of lunar science stimulated by scientific partnerships enabled by the SSERVI community. Furthermore, regional partnerships have been formed such as the new pan-European lunar science consortium, which promises both new scientific approaches and mission concepts. International partner membership requires long-term commitment from both the partner and SSERVI, together with tangible and specific plans for scientific interaction that will produce results of mutual benefit to both the institute's U.S. Teams and the international partner. International partners are invited to participate in all aspects of the Institute's activities and programs, on a basis of no exchange of funds. Through these activities, SSERVI researchers and international partners participate in sharing ideas, information, and data arising from their respective research efforts, and contribute to the training of young scientists. This talk will present an overview of the Institute and the international nodes. We will also discuss the various processes to become a SSERVI partner as well as the opportunities available for collaborations with the SSERVI national teams.

"NASA's Solar System Exploration Research Virtual Institute"; - Expanded Goals and New Teams

NASA Astrophysics Data System (ADS)

Daou, D.; Schmidt, G. K.; Pendleton, Y.; Bailey, B. E.

2014-04-01

The NASA Solar System Exploration Research Virtual Institute (SSERVI) has been pursuing international partnerships since its inception as the NASA Lunar Science Institute (NLSI), in order to both leverage the science being done by its domestic member institutions as well as to help lunar science and exploration become a greater global endeavor. The international partners of the Institute have pursued a broad program of lunar science stimulated by scientific partnerships enabled by the SSERVI community. Furthermore, regional partnerships have been formed such as the new pan-European lunar science consortium, which promises both new scientific approaches and mission concepts. International partner membership requires long-term commitment from both the partner and SSERVI, together with tangible and specific plans for scientific interaction that will produce results of mutual benefit to both the institute's U.S. Teams and the international partner. International partners are invited to participate in all aspects of the Institute's activities and programs, on a basis of no exchange of funds. Through these activities, SSERVI researchers and international partners participate in sharing ideas, information, and data arising from their respective research efforts, and contribute to the training of young scientists. This talk will present an overview of the Institute and the international nodes. We will also discuss the various processes to become a SSERVI partner as well as the opportunities available for collaborations with the SSERVI national teams.

Relationship between the Chinese tobacco industry and academic institutions in China

PubMed Central

Gan, Quan; Glantz, Stanton A

2011-01-01

Objective To investigate the relationship between the Chinese tobacco industry and academic institutions in China. Methods We searched online databases of journal articles published in both Chinese and English for academic institutions in China conducting research with or sponsored by Chinese tobacco companies. We also searched the websites of tobacco companies, their affiliated institutions and academic institutions for reports of collaborations. Results The Chinese tobacco industry, in addition to its own strong tobacco research capacity, maintains close ties with an extensive network of academic research institutions and universities to provide both research and training. The Chinese tobacco industry relies heavily upon academic researchers to advance its research agenda and such reliance has grown over time. Most research deals with farming, manufacturing and management issues, but research on ‘reduced harm’ and health effects has increased from 1% of projects in 1983–1987 to 4% in 2003–2007. Conclusions Chinese academic institutions should consider the fact that engagement with the tobacco industry, particularly on issues related to health or promotion of tobacco products, could damage their reputations, a concern that has led many leading Western universities to eschew relationships with the tobacco industry. To the extent that the Chinese tobacco industry’s involvement in academic institutions affects tobacco control policy making; it violates Article 5.3 of Framework Convention on Tobacco Control, which China ratified in 2005. PMID:20952560

Center for Plant and Microbial Complex Carbohydrates at the University of Georgia Complex Carbohydrate Research Center: Progress Report for the Funding Period November 1, 2002 - October 31, 2003

DOE Office of Scientific and Technical Information (OSTI.GOV)

Albersheim, Peter; Darvill, Alan

2003-10-31

This progress report describes the research, service, and training activities conducted with the support of the DOE center grant. The research activities are summarized in the form of reprints or abstracts of 46 papers citing support from the DOE center grant that were produced during the reporting period. These papers include those that are published, in press, submitted, or in preparation. The papers include those produced entirely by CCRC personnel and those papers representing research work conducted in collaboration with scientists at other institutions. (See Appendix I.) A major component of this grant is to provide service to researchers atmore » other academic institutions and industries located throughout the US and other parts of the world. A summary of all our service activities during the reporting period is also included with this report, including samples of poly/oligosaccharides and antibodies distributed to scientists (see Appendix II). A description of the three training courses held at the CCRC during 2003 is also provided, together with the names and affiliations of participants who attended the courses (see Appendix III).« less

Patterns of authorship in the IPCC Working Group III report

NASA Astrophysics Data System (ADS)

Corbera, Esteve; Calvet-Mir, Laura; Hughes, Hannah; Paterson, Matthew

2016-01-01

The Intergovernmental Panel on Climate Change (IPCC) has completed its Fifth Assessment Report (AR5). Here, we explore the social scientific networks informing Working Group III (WGIII) assessment of mitigation for the AR5. Identifying authors’ institutional pathways, we highlight the persistence and extent of North-South inequalities in the authorship of the report, revealing the dominance of US and UK institutions as training sites for WGIII authors. Examining patterns of co-authorship between WGIII authors, we identify the unevenness in co-authoring relations, with a small number of authors co-writing regularly and indicative of an epistemic community’s influence over the IPCC’s definition of mitigation. These co-authoring networks follow regional patterns, with significant EU-BRICS collaboration and authors from the US relatively insular. From a disciplinary perspective, economists, engineers, physicists and natural scientists remain central to the process, with insignificant participation of scholars from the humanities. The shared training and career paths made apparent through our analysis suggest that the idea that broader geographic participation may lead to a wider range of viewpoints and cultural understandings of climate change mitigation may not be as sound as previously thought.

[Interagency collaboration in Spanish scientific production in nursing: social network analysis].

PubMed

Almero-Canet, Amparo; López-Ferrer, Mayte; Sales-Orts, Rafael

2013-01-01

The objectives of this paper are to analyze the Spanish scientific production in nursing, define its temporal evolution, its geographical and institutional distribution, and observe the interinstitutional collaboration. We analyze a comprehensive sample of Spanish scientific production in the nursing area extracted from the multidisciplinary database SciVerse Scopus. The nursing scientific production grows along time. The collaboration rate is 3.7 authors per paper and 61% of the authors only publish one paper. Barcelona and Madrid are the provinces with highest number of authors. Most belong to the hospitalary environment, followed closely by authors belonging to the university. The most institutions that collaborate, sharing authorship of articles are: University of Barcelona, Autonomous University of Barcelona and Clinic Hospital of Barcelona. The nursing scientific production has been increasing since her incorporation at the university. The collaboration rate found is higher than found for other papers. It shows a low decrease of occasional authors. It discusses the outlook of scientific collaboration in nursing in Spain, at the level of institutions by co-authorship of papers, through a network graph. It observes their distribution, importance and interactions or lack thereof. There is a strong need to use international databases for research, care and teaching, in addition to the national specialized information resources. Professionals are encouraged to normalization of the paper's signature, both, surnames and institutions to which they belong. It confirms the limited cooperation with foreign institutions, although there is an increasing trend of collaboration between Spanish authors in this discipline. It is observed, clearly defined three interinstitutional collaboration patterns. Copyright © 2012 Elsevier España, S.L. All rights reserved.

Leading across Boundaries: Collaborative Leadership and the Institutional Repository in Research Universities and Liberal Arts Colleges

ERIC Educational Resources Information Center

Seaman, David M.

2017-01-01

Libraries often engage in services that require collaboration across stakeholder boundaries to be successful. Institutional repositories (IRs) are a good example of such a service. IRs are an infrastructure to preserve intellectual assets within a university or college, and to provide an open access showcase for that institution's research,…

Building a System of Autonomous Institutions: Coordination and Collaboration in British Columbia's Community College, University College, and Institute System.

ERIC Educational Resources Information Center

Gaber, Devron A.

2003-01-01

Explores the historical development of British Columbia's community college, university college, and institute system with the focus on voluntary collaboration in relation to provincial coordination and on swings between centralization and decentralization. Study examines development in BC's post secondary system in light of broader global…

SERVIR HIMALYA: Enabling Improved Environmental Management and Livelihoods in the HKH

NASA Astrophysics Data System (ADS)

Bajracharya, B.; Murthy, M. S. R.; Shrestha, B.

2014-11-01

With an overarching goal to improve environmental management and resilience to climate change, SERVIR-Himalaya is established as a collaborative initiative of USAID, NASA and ICIMOD. The SERVIR-Himalaya has been the key instrument to provide integrated and innovative geospatial solutions for generation and dissemination of information and knowledge resources on mountain environments. The SERVIR applications, products and services are viewed as essential cross-cutting elements to achieve the greater impacts on addressing Himalayan livelihood challenges. The broad thematic areas which are also subset of the societal benefit areas of Global Earth Observation (GEO), namely - agriculture and food security, ecosystems and sustainable landscapes, and disaster risk management are addressed. On the cross-cutting theme, SERVIR Himalaya is also focusing on developing regional level applications providing key information systems and services on multiple themes of regional significance. The regional level science applications include use of MODIS satellite information products and services for environmental and natural resources monitoring in the Himalayan region. Regional and national training and workshops, on-the-job training, internships and exchange programs and technical backstopping are key capacity building components to enhance the capacity of partners from national institutions in the regional member countries. These efforts are also seen as receiving feedback on the science applications, identify additional needs, and increase synergy by exploring opportunities for collaboration.

[Education and training in neurology: update].

PubMed

Yanagisawa, Nobuo

2010-11-01

Progress in basic neurosciences and advances in technology in the last decades have contributed to clarification of neural mechanisms in behavior or cognition in health and disease. They have elaborated diagnosis and treatment of nervous diseases remarkably. Needs in neurologists in both primary and specific medical services are rapidly increasing, with aging society and progresses in medical care in Japan. Attraction of neurology for students and junior residents is a great concern of Japanese Society of Neurology. In the undergraduate education, recent achievement in basic neurosciences including neurogenetics, molecular cytology, physio-pathology and imaging technique should be taught comprehensively. In the early postgraduate course for two years, neurology is either elective or obligatory depending on the curriculum of training institutions. Work at the stroke care unit is strongly recommended in the course of emergency service, which is mandatory. Experiences in acute infectious diseases, in various stages of neurodegenerative diseases, in collaboration with other specialist doctors for systemic diseases including metabolic or collagen diseases, in collaboration with other medical personnel in care of dementia are all included in advanced stages of postgraduate education before board examination. In summary, studies for practical services as well as clinical researches, teaching of symptoms and signs based on neural functions, and socio-economical issues for chronic nervous diseases in aged society are important in the education in neurology.

The History and Accomplishments of the LIVESTRONG Young Adult Alliance.

PubMed

Mathews-Bradshaw, Beth; Johnson, Rebecca; Kaplan, Stuart; Craddock, Kelli; Hayes-Lattin, Brandon

2011-03-01

This article outlines the history, background, and accomplishments of the LIVESTRONG Young Adult Alliance. The LIVESTRONG Young Adult Alliance, a program of the Lance Armstrong Foundation, was developed as a vehicle for a strategic plan designed to implement the Adolescent and Young Adult Oncology Progress Review Group (AYAO PRG) recommendations. The AYAO PRG was co-sponsored by Lance Armstrong Foundation and the National Cancer Institute (NCI); both LIVESTRONG and NCI provide strategic oversight and guidance to the Alliance. Highlights and accomplishments: The Alliance accomplishments include the publication of disease-specific retrospective analyses, funding of an AYA cohort study and biorepository proposal, publication of two position statements on guidelines for care of AYAs with cancer and training for AYA oncology health professionals, promotion of an international charter of rights for AYA cancer patients, creation and distribution of a survey to college health professionals, creation and implementation of a Cancer Centers Working Group and Institutional Review Board Toolkit, and continued growth and collaboration through an annual meeting. The growth and success of the Alliance has coincided with the growth of AYA oncology as a field. The collaborative environment of the Alliance draws together a diverse group of individuals united in the effort to increase survival rates and improve the quality of life for adolescents and young adults diagnosed with cancer.

Building psychosocial programming in geriatrics fellowships: a consortium model.

PubMed

Adelman, Ronald D; Ansell, Pamela; Breckman, Risa; Snow, Caitlin E; Ehrlich, Amy R; Greene, Michele G; Greenberg, Debra F; Raik, Barrie L; Raymond, Joshua J; Clabby, John F; Fields, Suzanne D; Breznay, Jennifer B

2011-01-01

Geriatric psychosocial problems are prevalent and significantly affect the physical health and overall well-being of older adults. Geriatrics fellows require psychosocial education, and yet to date, geriatrics fellowship programs have not developed a comprehensive geriatric psychosocial curriculum. Fellowship programs in the New York tristate area collaboratively created the New York Metropolitan Area Consortium to Strengthen Psychosocial Programming in Geriatrics Fellowships in 2007 to address this shortfall. The goal of the Consortium is to develop model educational programs for geriatrics fellows that highlight psychosocial issues affecting elder care, share interinstitutional resources, and energize fellowship program directors and faculty. In 2008, 2009, and 2010, Consortium faculty collaboratively designed and implemented a psychosocial educational conference for geriatrics fellows. Cumulative participation at the conferences included 146 geriatrics fellows from 20 academic institutions taught by interdisciplinary Consortium faculty. Formal evaluations from the participants indicated that the conference: a) positively affected fellows' knowledge of, interest in, and comfort with psychosocial issues; b) would have a positive impact on the quality of care provided to older patients; and c) encouraged valuable interactions with fellows and faculty from other institutions. The Consortium, as an educational model for psychosocial learning, has a positive impact on geriatrics fellowship training and may be replicable in other localities.

Purdue Rare Isotope Measurement Laboratory

NASA Astrophysics Data System (ADS)

Caffee, M.; Elmore, D.; Granger, D.; Muzikar, P.

2002-12-01

The Purdue Rare Isotope Measurement Laboratory (PRIME Lab) is a dedicated research and service facility for accelerator mass spectrometry. AMS is an ultra-sensitive analytical technique used to measure low levels of long-lived cosmic-ray-produced and anthropogenic radionuclides, and rare trace elements. We measure 10Be (T1/2 = 1.5 My), 26Al (.702 My), 36Cl (.301 My), and 129I (16 My), in geologic samples. Applications include dating the cosmic-ray-exposure time of rocks on Earth's surface, determining rock and sediment burial ages, measuring the erosion rates of rocks and soils, and tracing and dating ground water. We perform sample preparation and separation chemistries for these radio-nuclides for our internal research activities and for those external researchers not possessing this capability. Our chemical preparation laboratories also serve as training sites for members of the geoscience community developing these techniques at their institutions. Research at Purdue involves collaborators among members of the Purdue Departments of Physics, Earth and Atmospheric Sciences, Chemistry, Agronomy, and Anthropology. We also collaborate and serve numerous scientists from other institutions. We are currently in the process of modernizing the facility with the goals of higher precision for routinely measured radio-nuclides, increased sample throughput, and the development of new measurement capabilities for the geoscience community.

Mentoring Strategies and Outcomes of Two Federally Funded Cancer Research Training Programs for Underrepresented Students in the Biomedical Sciences.

PubMed

Ford, Marvella E; Abraham, Latecia M; Harrison, Anita L; Jefferson, Melanie S; Hazelton, Tonya R; Varner, Heidi; Cannady, Kimberly; Frichtel, Carla S; Bagasra, Omar; Davis, Leroy; Rivers, David E; Slaughter, Sabra C; Salley, Judith D

2016-06-01

The US is experiencing a severe shortage of underrepresented biomedical researchers. The purpose of this paper is to present two case examples of cancer research mentoring programs for underrepresented biomedical sciences students. The first case example is a National Institutes of Health/National Cancer Institute (NIH/NCI) P20 grant titled "South Carolina Cancer Disparities Research Center (SC CaDRe)" Training Program, contributing to an increase in the number of underrepresented students applying to graduate school by employing a triple-level mentoring strategy. Since 2011, three undergraduate and four graduate students have participated in the P20 SC CaDRe program. One graduate student published a peer-reviewed scientific paper. Two graduate students (50 %) have completed their master's degrees, and the other two graduate students will receive their degrees in spring 2015. Two undergraduate students (67 %) are enrolled in graduate or professional school (grad./prof. school), and the other graduate student is completing her final year of college. The second case example is a prostate cancer-focused Department of Defense grant titled "The SC Collaborative Undergraduate HBCU Student Summer Training Program," providing 24 students training since 2009. Additionally, 47 students made scientific presentations, and two students have published peer-reviewed scientific papers. All 24 students took a GRE test preparation course; 15 (63 %) have applied to graduate school, and 11 of them (73 %) are enrolled in grad./prof. school. Thirteen remaining students (54 %) are applying to grad./prof. school. Leveraged funding provided research-training opportunities to an additional 201 National Conference on Health Disparities Student Forum participants and to 937 Ernest E. Just Research Symposium participants at the Medical University of South Carolina.

The Role of Collaborative Learning on Training and Development Practices within the Australian Men's Shed Movement: A Study of Five Men's Sheds

ERIC Educational Resources Information Center

Cavanagh, Jillian; Southcombe, Amie; Bartram, Tim

2014-01-01

This study examines the role and impact of collaborative learning on training and development practices in Australian Men's Sheds. We use a case study approach, underpinned by Peters and Armstrong's theoretical framework of collaborative learning in adult education, to investigate five Men's Sheds. Semi-structured interviews were carried out with…

Integration of the concepts of sustainability into teaching at post-secondary institutions

NASA Astrophysics Data System (ADS)

Davis, Sara Allison

The purpose of this study was to examine the incorporation of the concepts of sustainability into teaching at two post-secondary public education residential institutions, Northern Arizona University (NAU) and the University of South Carolina (USC). A total of 17 faculty members, six administrators, and 31 students were interviewed in the study. An individual case record for each participating institution was developed. The two case records were then qualitatively cross-case analyzed to derive crosscutting themes and patterns at the two participating institutions. Based on the findings of this study, several major themes emerged across the two post-secondary public institutions. Sustainability was consistently viewed by faculty members, administrators, and students as a very broad term. While faculty members and administrators differentiated between the ecological, economic, and social dimensions of sustainability, students commonly associated sustainability more narrowly with an ecological meaning. Several common factors that influenced faculty members' and administrators' understanding of sustainability included literature, campus-wide training, personal influences, and professional networking. Common methods used by faculty to incorporate the concepts of sustainability into teaching included assigned readings, class discussions, and class projects. Key benefits of incorporating the concepts of sustainability into teaching included increased student awareness, collaboration, vision development, and social implications, while key challenges included time, support, assessment, student understanding, and more realistic classroom experiences. Key driving forces for faculty members and administrators for incorporating the concepts of sustainability into teaching were the initiatives specifically developed at the institutions. Based on the common themes at the two institutions studied, it is recommended that post-secondary institutions desiring to deploy the concepts of sustainability into teaching include the multiple dimensions of sustainability in their campus-wide initiatives, faculty and student development, and policies. In addition, it is recommended that campus-wide sustainability initiatives emphasize the key benefits of increased student awareness, collaboration, social implications, and vision development, and that they consider the challenges of time, support, assessment, and student understanding, while rewarding faculty members for their efforts to incorporate the concepts of sustainability into teaching.

CHARIS (Contribution to High Asia Runoff from Ice and Snow) Lessons Learned in Capacity-Building for Hydrological Sciences with Asian Partner Communities

NASA Astrophysics Data System (ADS)

Brodzik, M. J.; Armstrong, R. L.; Armstrong, B. R.; Barrett, A. P.; Fetterer, F. M.; Hill, A. F.; Hughes, H.; Khalsa, S. J. S.; Racoviteanu, A.; Raup, B. H.; Rittger, K.; Williams, M. W.; Wilson, A. M.

2016-12-01

Funded by USAID and based at the University of Colorado, the Contribution to High Asia Runoff from Ice & Snow (CHARIS) project has among its objectives both scientific and capacity-building goals. We are systematically assessing the role of glaciers and seasonal snow in the freshwater resources of High Asia to better forecast future availability and vulnerability of water resources in the region. We are collaborating with Asian partner institutions in eight nations across High Asia (Bhutan, Nepal, India, Pakistan, Afghanistan, Kazakhstan, Kyrgyzstan and Tajikistan). Our capacity-building activities include data-sharing, training, supporting field work and education and infrastructure development, which includes creating the only water-chemistry laboratory of its kind in Bhutan. We have also derived reciprocal benefits from our partners, learning from their specialized local knowledge and obtaining access to otherwise unavailable in situ data. Our presentation will share lessons learned in our annual training workshops with our Asian collaborators, at which we have interspersed remote sensing and hydrological modelling lectures with GIS and python programming, and hands-on applications using remote sensing data. Our challenges have included technological issues such as: power incompatibilities, reliable shipping methods to remote locations, bandwidth limitations to transferring large remote sensing data sets, cost of proprietary software, choosing among free software alternatives, and negotiating the formats and jargon of remote sensing data to get to the science as quickly as possible. We will describe successes and failures in training methods we have used, what we look for in training venue facilities, and how our approach has changed in response to student evaluations and partner feedback.

A Space of One's Own: Barbosa du Bocage, the Foundation of the National Museum of Lisbon, and the Construction of a Career in Zoology (1851-1907).

PubMed

Gamito-Marques, Daniel

2018-06-01

This paper discusses the life and scientific work of José Vicente Barbosa du Bocage (1823-1907), a nineteenth-century Portuguese naturalist who carved a new place for zoological research in Portugal and built up a prestigious scientific career by securing appropriate physical and institutional spaces to the discipline. Although he was appointed professor of zoology at the Lisbon Polytechnic School, an institution mainly devoted to the preparatory training of military officers and engineers, he succeeded in creating the conditions that allowed him to develop consistent research in zoology at this institution. Taking advantage of the reconstruction and further improvement of the building of the Lisbon Polytechnic, following a violent fire in 1843, Bocage transferred a natural history museum formerly located at the Academy of Sciences of Lisbon to his institution, where he conquered a more prestigious place for zoology. Although successive governments were unwilling to meet Bocage's ambitions for the Zoological Section of the newly created National Museum of Lisbon, the collaborators he found in different parts of the Portuguese continental territory and colonial empire supplied him the specimens he needed to make a career as a naturalist. Bocage ultimately became a renowned specialist in Southwestern African fauna thanks to José de Anchieta, his finest collaborator. Travels to foreign museums, and the establishment of links with the international community of zoologists, proved fundamental to build up Bocage's national and international scientific reputation, as it will be exemplified by the discussion of his discovery of Hyalonema, a specimen with a controversial identity collected off the Portuguese coast.

Collaboration between civilian and military healthcare professionals: a better way for planning, preparing, and responding to all hazard domestic events.

PubMed

Marklund, LeRoy A; Graham, Adrienne M; Morton, Patricia G; Hurst, Charles G; Motola, Ivette; Robinson, Donald W; Kelley, Vivian A; Elenberg, Kimberly J; Russler, Michael F; Boehm, Daniel E; Higgins, Dawn M; McAndrew, Patrick E; Williamson, Hope M; Atwood, Rodney D; Huebner, Kermit D; Brotons, Angel A; Miller, Geoffrey T; Rimpel, Laukton Y; Harris, Larry L; Santiago, Manuel; Cantrell, LeRoy

2010-01-01

Collaboration is used by the US National Security Council as a means to integrate inter-federal government agencies during planning and execution of common goals towards unified, national security. The concept of collaboration has benefits in the healthcare system by building trust, sharing resources, and reducing costs. The current terrorist threats have made collaborative medical training between military and civilian agencies crucial. This review summarizes the long and rich history of collaboration between civilians and the military in various countries and provides support for the continuation and improvement of collaborative efforts. Through collaboration, advances in the treatment of injuries have been realized, deaths have been reduced, and significant strides in the betterment of the Emergency Medical System have been achieved. This review promotes collaborative medical training between military and civilian medical professionals and provides recommendations for the future based on medical collaboration.

Developing effective interuniversity partnerships and community-based research to address health disparities.

PubMed

Carey, Timothy S; Howard, Daniel L; Goldmon, Moses; Roberson, James T; Godley, Paul A; Ammerman, Alice

2005-11-01

Health disparities are an enormous challenge to American society. Addressing these disparities is a priority for U.S. society and especially for institutions of higher learning, with their threefold mission of education, service, and research. Collaboration across multiple intellectual disciplines will be critical as universities address health disparities. In addition, universities must collaborate with communities, with state partners, and with each other. Development of these collaborations must be sensitive to the history and unique characteristics of each academic institution and population. The authors describe the challenges of all three types of collaboration, but primarily focus on collaboration between research-intensive universities and historically black colleges and universities. The authors describe a four-year collaboration between Shaw University and the University of North Carolina at Chapel Hill (UNC-CH). These universities strategically developed multiple research initiatives to address health disparities, building on modest early success and personal relationships. These activities included participation by Shaw faculty in faculty development activities, multiple collaborative pilot studies, and joint participation in securing grants from the Agency for Health care Research and Quality of the federal Department of Health and Human Services and the National Institutes of Health, including a P-60 Project EXPORT center grant. These multiple activities were sometimes led by UNC-CH, sometimes by Shaw University. Open discussion of problems as they arose, realistic expectations, and mutual recognition of the strengths of each institution and its faculty have been critical in achieving successful collaboration to date.

Developing Effective Interuniversity Partnerships and Community-Based Research to Address Health Disparities

PubMed Central

Carey, Timothy S.; Howard, Daniel L.; Goldmon, Moses; Roberson, James T.; Godley, Paul A.; Ammerman, Alice

2009-01-01

Health disparities are an enormous challenge to American society. Addressing these disparities is a priority for U.S. society and especially for institutions of higher learning, with their threefold mission of education, service, and research. Collaboration across multiple intellectual disciplines will be critical as universities address health disparities. In addition, universities must collaborate with communities, with state partners, and with each other. Development of these collaborations must be sensitive to the history and unique characteristics of each academic institution and population. The authors describe the challenges of all three types of collaboration, but primarily focus on collaboration between research-intensive universities and historically black colleges and universities. The authors describe a four-year collaboration between Shaw University and the University of North Carolina at Chapel Hill (UNC-CH). These universities strategically developed multiple research initiatives to address health disparities, building on modest early success and personal relationships. These activities included participation by Shaw faculty in faculty development activities, multiple collaborative pilot studies, and joint participation in securing grants from the Agency for Health care Research and Quality of the federal Department of Health and Human Services and the National Institutes of Health, including a P-60 Project EXPORT center grant. These multiple activities were sometimes led by UNC-CH, sometimes by Shaw University. Open discussion of problems as they arose, realistic expectations, and mutual recognition of the strengths of each institution and its faculty have been critical in achieving successful collaboration to date. PMID:16249303

An analysis on intersectional collaboration on non-communicable chronic disease prevention and control in China: a cross-sectional survey on main officials of community health service institutions.

PubMed

Li, Xing-Ming; Rasooly, Alon; Peng, Bo; JianWang; Xiong, Shu-Yu

2017-11-10

Our study aimed to design a tool of evaluating intersectional collaboration on Non-communicable Chronic Disease (NCD) prevention and control, and further to understand the current status of intersectional collaboration in community health service institutions of China. We surveyed 444 main officials of community health service institutions in Beijing, Tianjin, Hubei and Ningxia regions of China in 2014 by using a questionnaire. A model of collaboration measurement, including four relational dimensions of governance, shared goals and vision, formalization and internalization, was used to compare the scores of evaluation scale in NCD management procedures across community healthcare institutions and other ones. Reliability and validity of the evaluation tool on inter-organizational collaboration on NCD prevention and control were verified. The test on tool evaluating inter-organizational collaboration in community NCD management revealed a good reliability and validity (Cronbach's Alpha = 0.89,split-half reliability = 0.84, the variance contribution rate of an extracted principal component = 49.70%). The results of inter-organizational collaboration of different departments and management segments showed there were statistically significant differences in formalization dimension for physical examination (p = 0.01).There was statistically significant difference in governance dimension, formalization dimension and total score of the collaboration scale for health record sector (p = 0.01,0.00,0.00). Statistical differences were found in the formalization dimension for exercise and nutrition health education segment (p = 0.01). There were no statistically significant difference in formalization dimension of medication guidance for psychological consultation, medical referral service and rehabilitation guidance (all p > 0.05). The multi-department collaboration mechanism of NCD prevention and control has been rudimentarily established. Community management institutions and general hospitals are more active in participating in community NCD management with better collaboration score, whereas the CDC shows relatively poor collaboration in China. Xing-ming Li and Alon Rasooly have the same contribution to the paper. Xing-ming Li and Alon Rasooly listed as the same first author.

Capacity building among african american faith leaders to promote HIV prevention and vaccine research.

PubMed

Alio, Amina P; Lewis, Cindi A; Bunce, Catherine A; Wakefield, Steven; Thomas, Weldon G; Sanders, Edwin; Keefer, Michael C

2014-01-01

In light of the increasing rates of HIV infection in African Americans, it is essential that black faith leaders become more proactive in the fight against the epidemic. The study aim was to engage faith leaders in a sustainable partnership to increase community participation in preventive HIV vaccine clinical research while improving their access to and utilization of HIV/AIDS prevention services. Leadership Development Seminars were adapted for faith leaders in Rochester, NY, with topics ranging from the importance of preventive HIV vaccine research to social issues surrounding HIV/AIDs within a theological framework. Seminars were taught by field-specific experts from the black community and included the development of action plans to institute HIV preventive ministries. To assess the outcome of the Seminars, baseline and post-training surveys were administered and analyzed through paired sample t Tests and informal interviews. 19 faith leaders completed the intervention. In general, the majority of clergy felt that their understanding of HIV vaccine research and its goals had increased postintervention. A critical outcome was the subsequent formation of the Rochester Faith Collaborative by participating clergy seeking to sustain the collaborative and address the implementation of community action plans. Providing scientific HIV/AIDS knowledge within the context of clergy members' belief structure was an effective method for engaging black Church leaders in Rochester, NY. Collaborative efforts with various local institutions and community-based organizations were essential in building trust with the faith leaders, thereby building bridges for better understanding of HIV/AIDS prevention efforts, including HIV vaccine research.

Collaborative Education in Climate Change Sciences and Adaptation through Interactive Learning

NASA Astrophysics Data System (ADS)

Ozbay, G.; Sriharan, S.; Fan, C.

2014-12-01

As a result of several funded climate change education grants, collaboration between VSU, DSU, and MSU, was established to provide the innovative and cohesive education and research opportunities to underrepresented groups in the climate related sciences. Prior to offering climate change and adaptation related topics to the students, faculty members of the three collaborating institutions participated at a number of faculty training and preparation workshops for teaching climate change sciences (i.e. AMS Diversity Project Workshop, NCAR Faculty-Student Team on Climate Change, NASA-NICE Program). In order to enhance the teaching and student learning on various issues in the Environmental Sciences Programs, Climatology, Climate Change Sciences and Adaptation or related courses were developed at Delaware State University and its partner institutions (Virginia State University and Morgan State University). These courses were prepared to deliver information on physical basis for the earth's climate system and current climate change instruction modules by AMS and historic climate information (NOAA Climate Services, U.S. and World Weather Data, NCAR and NASA Climate Models). By using Global Seminar as a Model, faculty members worked in teams to engage students in videoconferencing on climate change through Contemporary Global Studies and climate courses including Climate Change and Adaptation Science, Sustainable Agriculture, Introduction to Environmental Sciences, Climatology, and Ecology and Adaptation courses. All climate change courses have extensive hands-on practices and research integrated into the student learning experiences. Some of these students have presented their classroom projects during Earth Day, Student Climate Change Symposium, Undergraduate Summer Symposium, and other national conferences.

Collaborative research to prevent HIV among male prison inmates and their female partners.

PubMed

Grinstead, O A; Zack, B; Faigeles, B

1999-04-01

Despite the need for targeted HIV prevention interventions for prison inmates, institutional and access barriers have impeded development and evaluation of such programs. Over the past 6 years, the authors have developed a unique collaborative relationship to develop and evaluate HIV prevention interventions for prison inmates. The collaboration includes an academic research institution (the Center for AIDS Prevention Studies at the University of California, San Francisco), a community-based organization (Centerforce), and the staff and inmate peer educators inside a state prison. In this ongoing collaboration, the authors have developed and evaluated a series of HIV prevention interventions for prison inmates and for women who visit prison inmates. Results of these studies support the feasibility and effectiveness of HIV prevention programs for inmates and their partners both in prison and in the community. Access and institutional barriers to HIV intervention research in prisons can be overcome through the development of collaborative research partnerships.

Adaptive Personalized Training Games for Individual and Collaborative Rehabilitation of People with Multiple Sclerosis

PubMed Central

2014-01-01

Any rehabilitation involves people who are unique individuals with their own characteristics and rehabilitation needs, including patients suffering from Multiple Sclerosis (MS). The prominent variation of MS symptoms and the disease severity elevate a need to accommodate the patient diversity and support adaptive personalized training to meet every patient's rehabilitation needs. In this paper, we focus on integrating adaptivity and personalization in rehabilitation training for MS patients. We introduced the automatic adjustment of difficulty levels as an adaptation that can be provided in individual and collaborative rehabilitation training exercises for MS patients. Two user studies have been carried out with nine MS patients to investigate the outcome of this adaptation. The findings showed that adaptive personalized training trajectories have been successfully provided to MS patients according to their individual training progress, which was appreciated by the patients and the therapist. They considered the automatic adjustment of difficulty levels to provide more variety in the training and to minimize the therapists involvement in setting up the training. With regard to social interaction in the collaborative training exercise, we have observed some social behaviors between the patients and their training partner which indicated the development of social interaction during the training. PMID:24982862

Effects of Computer Support, Collaboration, and Time Lag on Performance Self-Efficacy and Transfer of Training: A Longitudinal Meta-Analysis

ERIC Educational Resources Information Center

Gegenfurtner, Andreas; Veermans, Koen; Vauras, Marja

2013-01-01

This meta-analysis (29 studies, k = 33, N = 4158) examined the longitudinal development of the relationship between performance self-efficacy and transfer before and after training. A specific focus was on training programs that afforded varying degrees of computer-supported collaborative learning (CSCL). Consistent with social cognitive theory,…

Training for the Self-Catering Industry. An Example of College/Employer Collaboration in Training for Unemployed Adults. FEU/REPLAN.

ERIC Educational Resources Information Center

Further Education Unit, London (England).

A Local Collaborative Project was developed by an employers' association (Best of British Holidays), Evesham College of Further Education, the Department of Education and Science PICKUP Unit, and Hereford and Worcester Local Education Authority to train workers for the self-catering (travel and tourism) industry in England. During the project,…

School of pharmacy-based medication therapy management program: development and initial experience.

PubMed

Lam, Annie; Odegard, Peggy Soule; Gardner, Jacqueline

2012-01-01

To describe a school of pharmacy-community pharmacy collaborative model for medication therapy management (MTM) service and training. University of Washington (UW) School of Pharmacy (Seattle), from July to December 2008. MTM services and training. A campus-based MTM pharmacy was established for teaching, practice, and collaboration with community pharmacies to provide comprehensive medication reviews (CMRs) and MTM training. Number of collaborating pharmacies, number of patients contacted, number of CMRs conducted, and estimated cost avoidance (ECA). UW Pharmacy Cares was licensed as a Class A pharmacy (nondispensing) and signed "business associate" agreements with six community pharmacies. During July to December 2008, 10 faculty pharmacists completed training and 5 provided CMR services to 17 patients (5 telephonic and 12 face-to-face interviews). A total of 67 claims (17 CMRs and 50 CMR-generated claims) were submitted for reimbursement of $1,642 ($96.58/CMR case). Total ECA was $54,250, averaging $3,191.19 per patient. Seven student pharmacists gained CMR interview training. Interest in collaboration by community pharmacies was lower than expected; however, the campus-community practice model addressed unmet patient care needs, reduced outstanding MTM CMR case loads, increased ECA, and facilitated faculty development and training of student pharmacists.

Detecting and analyzing research communities in longitudinal scientific networks.

PubMed

Leone Sciabolazza, Valerio; Vacca, Raffaele; Kennelly Okraku, Therese; McCarty, Christopher

2017-01-01

A growing body of evidence shows that collaborative teams and communities tend to produce the highest-impact scientific work. This paper proposes a new method to (1) Identify collaborative communities in longitudinal scientific networks, and (2) Evaluate the impact of specific research institutes, services or policies on the interdisciplinary collaboration between these communities. First, we apply community-detection algorithms to cross-sectional scientific collaboration networks and analyze different types of co-membership in the resulting subgroups over time. This analysis summarizes large amounts of longitudinal network data to extract sets of research communities whose members have consistently collaborated or shared collaborators over time. Second, we construct networks of cross-community interactions and estimate Exponential Random Graph Models to predict the formation of interdisciplinary collaborations between different communities. The method is applied to longitudinal data on publication and grant collaborations at the University of Florida. Results show that similar institutional affiliation, spatial proximity, transitivity effects, and use of the same research services predict higher degree of interdisciplinary collaboration between research communities. Our application also illustrates how the identification of research communities in longitudinal data and the analysis of cross-community network formation can be used to measure the growth of interdisciplinary team science at a research university, and to evaluate its association with research policies, services or institutes.

Detecting and analyzing research communities in longitudinal scientific networks

PubMed Central

Vacca, Raffaele; Kennelly Okraku, Therese; McCarty, Christopher

2017-01-01

A growing body of evidence shows that collaborative teams and communities tend to produce the highest-impact scientific work. This paper proposes a new method to (1) Identify collaborative communities in longitudinal scientific networks, and (2) Evaluate the impact of specific research institutes, services or policies on the interdisciplinary collaboration between these communities. First, we apply community-detection algorithms to cross-sectional scientific collaboration networks and analyze different types of co-membership in the resulting subgroups over time. This analysis summarizes large amounts of longitudinal network data to extract sets of research communities whose members have consistently collaborated or shared collaborators over time. Second, we construct networks of cross-community interactions and estimate Exponential Random Graph Models to predict the formation of interdisciplinary collaborations between different communities. The method is applied to longitudinal data on publication and grant collaborations at the University of Florida. Results show that similar institutional affiliation, spatial proximity, transitivity effects, and use of the same research services predict higher degree of interdisciplinary collaboration between research communities. Our application also illustrates how the identification of research communities in longitudinal data and the analysis of cross-community network formation can be used to measure the growth of interdisciplinary team science at a research university, and to evaluate its association with research policies, services or institutes. PMID:28797047

SDH-NET: a South-North-South collaboration to build sustainable research capacities on social determinants of health in low- and middle-income countries.

PubMed

Cash-Gibson, Lucinda; Guerra, German; Salgado-de-Snyder, V Nelly

2015-10-22

It is desirable that health researchers have the ability to conduct research on health equity and contribute to the development of their national health system and policymaking processes. However, in low- and middle-income countries (LMICs), there is a limited capacity to conduct this type of research due to reasons mostly associated with the status of national (health) research systems. Building sustainable research capacity in LMICs through the triangulation of South-North-South (S-N-S) collaborative networks seems to be an effective way to maximize limited national resources to strengthen these capacities. This article describes how a collaborative project (SDH-Net), funded by the European Commission, has successfully designed a study protocol and a S-N-S collaborative network to effectively support research capacity building in LMICs, specifically in the area of social determinants of health (SDH); this project seeks to elaborate on the vital role of global collaborative networks in strengthening this practice. The implementation of SDH-Net comprised diverse activities developed in three phases. Phase 1: national level mapping exercises were conducted to assess the needs for SDH capacity building or strengthening in local research systems. Four strategic areas were defined, namely research implementation and system performance, social appropriation of knowledge, institutional and national research infrastructure, and research skills and training/networks. Phase 2: development of tools to address the identified capacity building needs, as well as knowledge management and network strengthening activities. Phase 3: identifying lessons learned in terms of research ethics, and how policies can support the capacity building process in SDH research. The implementation of the protocol has led the network to design innovative tools for strengthening SDH research capacities, under a successful S-N-S collaboration that included national mapping reports, a global open-access learning platform with tools and resources, ethical guidelines for research, policy recommendations, and academic contributions to the global SDH discourse. The effective triangulation of S-N-S partnerships can be of high value in building sustainable research capacity in LMICs. If designed appropriately, these multicultural, multi-institutional, and multidisciplinary collaborations can enable southern and northern academics to contextualize global research according to their national realities.

Guatemala -- strength is NGO cooperation.

PubMed

1999-04-01

In early 1999, representations of the UN Population Fund, JOICFP, and APROFAM met in Guatemala to monitor progress of an integrated program promoting reproductive health (RH) and family planning (FP) among Mayans in the Department of Solola. The team observed field activities, such as training, and assessed information, education, and communication (IEC) promotion; service delivery; institutional coordination; and adolescent health programs. The program is training traditional birth attendants (TBAs) to provide RH/FP and general medical services. At one site, a TBA acquires counseling for her clients from a physician via the telephone. This activity will be facilitated with the addition of radio receivers. Resources have been maximized by increasing collaboration among the project, the government, and local nongovernmental organizations. Referrals are being facilitated with improved communication tools and provision of a boat and ambulance for transporting clients. Cooperative efforts are also being made to promote community health and development, health education, and adolescent health.

Medical imaging education in biomedical engineering curriculum: courseware development and application through a hybrid teaching model.

PubMed

Zhao, Weizhao; Li, Xiping; Chen, Hairong; Manns, Fabrice

2012-01-01

Medical Imaging is a key training component in Biomedical Engineering programs. Medical imaging education is interdisciplinary training, involving physics, mathematics, chemistry, electrical engineering, computer engineering, and applications in biology and medicine. Seeking an efficient teaching method for instructors and an effective learning environment for students has long been a goal for medical imaging education. By the support of NSF grants, we developed the medical imaging teaching software (MITS) and associated dynamic assessment tracking system (DATS). The MITS/DATS system has been applied to junior and senior medical imaging classes through a hybrid teaching model. The results show that student's learning gain improved, particularly in concept understanding and simulation project completion. The results also indicate disparities in subjective perception between junior and senior classes. Three institutions are collaborating to expand the courseware system and plan to apply it to different class settings.

E-learning and blended learning in textile engineering education: a closed feedback loop approach

NASA Astrophysics Data System (ADS)

Charitopoulos, A.; Vassiliadis, S.; Rangoussi, M.; Koulouriotis, D.

2017-10-01

E-learning has gained a significant role in typical education and in professional training, thanks to the flexibility it offers to the time and location parameters of the education event framework. Purely e-learning scenarios are mostly limited either to Open University-type higher education institutions or to graduate level or professional degrees; blended learning scenarios are progressively becoming popular thanks to their balanced approach. The aim of the present work is to propose approaches that exploit the e-learning and the blended-learning scenarios for Textile Engineering education programmes, especially for multi-institutional ones. The “E-Team” European MSc degree programme organized by AUTEX is used as a case study. The proposed solution is based on (i) a free and open-source e-learning platform (moodle) and (ii) blended learning educational scenarios. Educational challenges addressed include student engagement, student error / failure handling, as well as collaborative learning promotion and support.

Postdoctoral Fellow | Center for Cancer Research

Cancer.gov

The Wolin laboratory has recently moved to the National Cancer Institute as part of a new initiative in RNA Biology. A fully funded postdoctoral position is available in the areas of noncoding RNA function, RNA surveillance pathways, and the mechanisms by which defects in RNA decay pathways contribute to diseases such as cancer and autoimmunity. We use mammalian cells and bacteria as complementary systems, and projects in both systems are available. Our group is part of the newly formed RNA Biology Laboratory in the Center for Cancer Research. We are part of the Center of Cancer Research’s RNA Initiative, which includes more than 50 laboratories evenly split between the Frederick and Bethesda campuses of the National Cancer Institute. The environment is highly collaborative and collegial, with the ability to interact with a wide range of scientists. The position is ideal for motivated candidates who are seeking additional training in RNA biology.

Intergenerational groups and emerging science: How can museums facilitate learning?

NASA Astrophysics Data System (ADS)

Holm, Jessica

New research in science and technology is emerging today at a faster pace than ever, and staying informed can be challenging for the public, especially families with younger children. Museums are already a resource to promote science literacy, and museum educators are trained to make all kinds of scientific ideas accessible to a variety of audiences. Unfortunately, because emerging science is fast-paced and ever-changing, many museums -- especially smaller institutions -- do not have the staff or budgetary resources to present this research to a wide audience. This study surveyed current literature in museum education and science learning, and current museum professionals from a range of institutions, to create a gallery guide that is flexible and easy to update for a museum, and that provides a fun and educational tool for family visitors. The study also includes a protocol to assist museum educators in collaborating with the researchers providing the science content.

Astronomy in Asia

NASA Astrophysics Data System (ADS)

Soonthornthum, B.

2006-08-01

Astronomy in Asia has continuously developed. Local wisdom in many Asian countries reflects their interest in astronomy since the historical period. However, the astronomical development in each country is different which depends on their cultures, politics and economics. Astronomy in some Asian developing countries such as China and India are well-developed while some other countries especially in south-east Asia, with some supports such as telescopes, trainings, experts etc. from some developed countries, are trying to promote relevant research in astronomy as well as use astronomy as a tool to promote scientific awareness and understanding for the public. Recently, a new national research institute in astronomy with a 2.4-meter reflecting telescope has been established in Thailand. One of the major objectives of this research-emphasis institute would aim at a collaborative network among south-east Asian countries so as to be able to contribute new knowledge and research to the astronomical community.

Navigating the Institutional Review Board (IRB) Process for Pharmacy-Related Research

PubMed Central

Abdelghany, Osama; Johnston, Susan; Rarus, Rachel; Austin-Szwak, Jennifer; Kirkwood, Craig

2017-01-01

Pharmacists' specialized training and knowledge qualify them to lead and engage in research pertaining to optimal medication use. Performing research promotes pharmacy professionalism and fosters interdisciplinary collaboration. To conduct research appropriately, one must have thorough knowledge of when institutional review board (IRB) approval is required and how to successfully navigate IRB processes. The overarching mission of the IRB overseeing research at an organization per federal guidelines is to protect the rights and welfare of human subjects participating in research. This article discusses the following general pharmacy practice–based considerations relating to IRB processes: strategies for developing research projects, key distinctions between quality improvement and research, practical considerations for submitting IRB applications and documentation, different categories of IRB submission, informed consent and conditions for waivers or alterations of consent, and principal investigator obligations for approved research. Pharmacists should also account for organization-specific IRB processes when designing, submitting, and implementing research projects. PMID:28321137

Graduate training in Earth science across borders and disciplines: ArcTrain -"Processes and impacts of climate change in the North Atlantic Ocean and the Canadian Arctic"

NASA Astrophysics Data System (ADS)

Stein, Rüdiger; Kucera, Michal; Walter, Maren; de Vernal, Anne

2015-04-01

Due to a complex set of feedback processes collectively known as "polar amplification", the Arctic realm is expected to experience a greater-than-average response to global climate forcing. The cascades of feedback processes that connect the Arctic cryosphere, ocean and atmosphere remain incompletely constrained by observations and theory and are difficult to simulate in climate models. Our capacity to predict the future of the region and assess the impacts of Arctic change processes on global and regional environments hinges on the availability of interdisciplinary experts with strong international experience and understanding of the science/society interface. This is the basis of the International Research Training Group "Processes and impacts of climate change in the North Atlantic Ocean and the Canadian Arctic - ArcTrain", which was initiated in 2013. ArcTrain aims to educate PhD students in an interdisciplinary environment that combines paleoclimatology, physical oceanography, remote sensing and glaciology with comprehensive Earth system modelling, including sea-ice and ice-sheet components. The qualification program for the PhD students includes joint supervision, mandatory research residences at partner institutions, field courses on land and on sea (Floating University), annual meetings and training workshops and a challenging structured training in expert skills and transferrable skills. Its aim is to enhance the career prospects and employability of the graduates in a challenging international job market across academic and applied sectors. ArcTrain is a collaborative project at the University of Bremen and the Alfred Wegener Institute for Polar and Marine Research in Bremerhaven. The German part of the project is designed to continue for nine years and educate three cohorts of twelve PhD students each. The Canadian partners comprise a consortium of eight universities led by the GEOTOP cluster at the Université du Québec à Montréal and including Dalhousie University, McGill University, Memorial University of Newfoundland, University of Alberta, University of British Columbia, University of Calgary and Université du Québec à Rimouski. Further details about ArcTrain are available at: https://www.marum.de/ArcTrain.html

Increasing the ranks of academic researchers in mental health: a multisite approach to postdoctoral fellowship training.

PubMed

O'Hara, Ruth; Cassidy-Eagle, Erin L; Beaudreau, Sherry A; Eyler, Lisa T; Gray, Heather L; Giese-Davis, Janine; Hubbard, Jeffrey; Yesavage, Jerome A

2010-01-01

This report highlights the use of multisite training for psychiatry and psychology postdoctoral fellows developing careers in academic clinical research in the field of mental health. The objective is to describe a model of training for young investigators to establish independent academic clinical research careers, including (1) program structure and eligibility, (2) program goals and development of a multisite curriculum, (3) use of technology for implementing the program across multiple sites, and (4) advantages and challenges of this multisite approach. In 2000, in collaboration with the Veterans Affairs (VA) Mental Illness Research, Education and Clinical Centers (MIRECCs), the VA Office of Academic Affiliations launched the Special Fellowship Program in Advanced Psychiatry and Psychology. Each of the 10 currently participating VA sites across the United States is affiliated with a MIRECC and an academic medical institution. In the first five years of this fellowship program, 83 fellows (34 psychiatrists and 49 psychologists) have participated. The success of this multisite approach is evidenced by the 58 fellows who have already graduated from the program: 70% have entered academic clinical research positions, and over 25 have obtained independent extramural grant support from the VA or the National Institutes of Health. Multisite training results in a greater transfer of knowledge and capitalizes on the nationwide availability of experts, creating unique networking and learning opportunities for trainees. The VA's multisite fellowship program plays a valuable role in preparing substantial numbers of psychiatry and psychology trainees for a range of academic clinical research and leadership positions in the field of mental health.

The Role of Smile Train and the Partner Hospital Model in Surgical Safety, Collaboration, and Quality in the Developing World.

PubMed

Purnell, Chad A; McGrath, Jennifer L; Gosain, Arun K

2015-06-01

The partner hospital model identifies hospitals in the developing world to educate and enable local surgeons to deliver effective cleft care. This study aimed to determine the outcomes of this model on safety, education, and quality of surgical care. Twelve partner hospitals, sponsored by Smile Train for 5 or more years and distributed over 4 continents, were selected. Activities at each institution were evaluated using cleft surgical data, and surveys were completed by hospital leadership. A mean of 82% of cleft patients at partner hospitals underwent sponsored surgeries. After partnership, all 12 hospitals implemented preoperative checklists for cleft surgery, and 5 implemented checklists for other surgeries. All hospitals had personnel who received safety training as a result of partnership. There was no change in 30-day reoperations or readmissions. Follow-up rate increased by 18% (P = 0.03). Facilities recruited 1.8 additional cleft surgeons (P < 0.01) and increased the number of cleft surgical trainees by a mean of 13.3 annually (P = 0.012); 2.5 ± 1.7 additional ancillary services were added, resulting in 75% of partner hospitals having a basic multidisciplinary cleft team (surgery, speech, and dental) compared with 25% prior to partnership (P < 0.01). Total cleft surgeries, alveolar bone grafts, and percentage of secondary surgeries increased significantly as length of partnership progressed (P < 0.01). Smile Train's partner hospital model increases both the volume and quality of cleft care delivered at these institutions. Safety initiatives for cleft care demonstrate effects extending to global surgical care delivered at partner hospitals.

Air, Ocean and Climate Monitoring Enhancing Undergraduate Training in the Physical, Environmental and Computer Sciences

NASA Technical Reports Server (NTRS)

Hope, W. W.; Johnson, L. P.; Obl, W.; Stewart, A.; Harris, W. C.; Craig, R. D.

2000-01-01

Faculty in the Department of Physical, Environmental and Computer Sciences strongly believe in the concept that undergraduate research and research-related activities must be integrated into the fabric of our undergraduate Science and Technology curricula. High level skills, such as problem solving, reasoning, collaboration and the ability to engage in research, are learned for advanced study in graduate school or for competing for well paying positions in the scientific community. One goal of our academic programs is to have a pipeline of research activities from high school to four year college, to graduate school, based on the GISS Institute on Climate and Planets model.

Astrophysics for Older adults in Chicago.

NASA Astrophysics Data System (ADS)

Grin, Daniel; Landsberg, Randall H.; Flude, Karen

2017-01-01

Gerontology research continues to show that the adage "Use it or Lose it" is a clinical fact when it comes to cognitive engagement post-retirement. Here, I'll discuss a new program developed at the Kavli Institute for Cosmological Physics, bringing classes on astrophysics to older adults throughout the city, at retirement homes, at senior center, and at public libraries, bookended by an engaging trip to the Adler Planetarium. In my presentation, I'll present the gerontological and policy motivations for this program, the presenter training techniques, our partner collaboration strategy, and the results of our effort, which engaged hundreds of older adults throughout Chicago from a variety of socioeconomic strata.

78 FR 47419 - Requirements for the OSHA Training Institute Education Centers Program and the OSHA Outreach...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-08-05

...] Requirements for the OSHA Training Institute Education Centers Program and the OSHA Outreach Training Program... approval of the information collection requirements contained in the OSHA Training Institute Education... Educational Programs, or Kimberly Mason, OSHA Training Institute Education Centers Program at the address...

Semi-automated De-identification of German Content Sensitive Reports for Big Data Analytics.

PubMed

Seuss, Hannes; Dankerl, Peter; Ihle, Matthias; Grandjean, Andrea; Hammon, Rebecca; Kaestle, Nicola; Fasching, Peter A; Maier, Christian; Christoph, Jan; Sedlmayr, Martin; Uder, Michael; Cavallaro, Alexander; Hammon, Matthias

2017-07-01

Purpose  Projects involving collaborations between different institutions require data security via selective de-identification of words or phrases. A semi-automated de-identification tool was developed and evaluated on different types of medical reports natively and after adapting the algorithm to the text structure. Materials and Methods  A semi-automated de-identification tool was developed and evaluated for its sensitivity and specificity in detecting sensitive content in written reports. Data from 4671 pathology reports (4105 + 566 in two different formats), 2804 medical reports, 1008 operation reports, and 6223 radiology reports of 1167 patients suffering from breast cancer were de-identified. The content was itemized into four categories: direct identifiers (name, address), indirect identifiers (date of birth/operation, medical ID, etc.), medical terms, and filler words. The software was tested natively (without training) in order to establish a baseline. The reports were manually edited and the model re-trained for the next test set. After manually editing 25, 50, 100, 250, 500 and if applicable 1000 reports of each type re-training was applied. Results  In the native test, 61.3 % of direct and 80.8 % of the indirect identifiers were detected. The performance (P) increased to 91.4 % (P25), 96.7 % (P50), 99.5 % (P100), 99.6 % (P250), 99.7 % (P500) and 100 % (P1000) for direct identifiers and to 93.2 % (P25), 97.9 % (P50), 97.2 % (P100), 98.9 % (P250), 99.0 % (P500) and 99.3 % (P1000) for indirect identifiers. Without training, 5.3 % of medical terms were falsely flagged as critical data. The performance increased, after training, to 4.0 % (P25), 3.6 % (P50), 4.0 % (P100), 3.7 % (P250), 4.3 % (P500), and 3.1 % (P1000). Roughly 0.1 % of filler words were falsely flagged. Conclusion  Training of the developed de-identification tool continuously improved its performance. Training with roughly 100 edited reports enables reliable detection and labeling of sensitive data in different types of medical reports. Key Points:   · Collaborations between different institutions require de-identification of patients' data. · Software-based de-identification of content-sensitive reports grows in importance as a result of 'Big data'. · A de-identification software was developed and tested natively and after training. · The proposed de-identification software worked quite reliably, following training with roughly 100 edited reports. · A final check of the texts by an authorized person remains necessary. Citation Format · Seuss H, Dankerl P, Ihle M et al. Semi-automated De-identification of German Content Sensitive Reports for Big Data Analytics. Fortschr Röntgenstr 2017; 189: 661 - 671. © Georg Thieme Verlag KG Stuttgart · New York.

Creating a collaborative partnership between academia and service.

PubMed

Haas, Barbara K; Deardorff, Kathleen U; Klotz, Linda; Baker, Bruce; Coleman, Jean; DeWitt, Anne

2002-12-01

This article discusses how the experience of instituting preceptored clinical experiences throughout an undergraduate baccalaureate nursing curriculum resulted in a partnership between academia and service. The collaboration between academia and service built on the strengths of each institution to reach a common goal. Integration of the preceptor clinical model is unique in that implementation occurs in the second semester of a four-semester curriculum. Advantages and disadvantages to the model for students, preceptors, and faculty are presented. Unanticipated benefits to both institutions and ideas to help other programs and facilities develop a collaborative partnership for the education of baccalaureate nursing students are provided.

Interdisciplinary, interinstitutional and international collaboration of family medicine researchers in Taiwan.

PubMed

Lin, Yi-Hsuan; Tseng, Yen-Han; Chang, Hsiao-Ting; Lin, Ming-Hwai; Tseng, Yen-Chiang; Chen, Tzeng-Ji; Hwang, Shinn-Jang

2015-01-01

The family medicine researches flourished worldwide in the past decade. However, the collaborative patterns of family medicine publications had not been reported. Our study analyzed the collaborative activity of family medicine researchers in Taiwan. We focused on the types of collaboration among disciplines, institutions and countries. We searched "family medicine" AND "Taiwan" in address field from Web of Science and documented the disciplines, institutions and countries of all authors. We analyzed the collaborative patterns of family medicine researchers in Taiwan from 2010 to 2014. The journal's impact factor of each article in the same publication year was also retrieved. Among 1,217 articles from 2010 to 2014, interdisciplinary collaboration existed in 1,185 (97.3%) articles, interinstitutional in 1,012 (83.2%) and international in 142 (11.7%). Public health was the most common collaborative discipline. All international researches were also interdisciplinary and interinstitutional. The United States (75 articles), the United Kingdom (21) and the People's Republic of China (20) were the top three countries with which family medicine researchers in Taiwan had collaborated. We found a high degree of interdisciplinary and interinstitutional collaboration of family medicine researches in Taiwan. However, the collaboration of family medicine researchers in Taiwan with family medicine colleagues of other domestic or foreign institutions was insufficient. The future direction of family medicine studies could focus on the promotion of communication among family medicine researchers.

A partial economic evaluation of blended learning in teaching health research methods: a three-university collaboration in South Africa, Sweden, and Uganda

PubMed Central

Kumpu, Minna; Atkins, Salla; Zwarenstein, Merrick; Nkonki, Lungiswa

2016-01-01

Background Novel research training approaches are needed in global health, particularly in sub-Saharan African universities, to support strengthening of health systems and services. Blended learning (BL), combining face-to-face teaching with computer-based technologies, is also an accessible and flexible education method for teaching global health and related topics. When organised as inter-institutional collaboration, BL also has potential for sharing teaching resources. However, there is insufficient data on the costs of BL in higher education. Objective Our goal was to evaluate the total provider costs of BL in teaching health research methods in a three-university collaboration. Design A retrospective evaluation was performed on a BL course on randomised controlled trials, which was led by Stellenbosch University (SU) in South Africa and joined by Swedish and Ugandan universities. For all three universities, the costs of the BL course were evaluated using activity-based costing with an ingredients approach. For SU, the costs of the same course delivered with a classroom learning (CL) approach were also estimated. The learning outcomes of both approaches were explored using course grades as an intermediate outcome measure. Results In this contextually bound pilot evaluation, BL had substantially higher costs than the traditional CL approach in South Africa, even when average per-site or per-student costs were considered. Staff costs were the major cost driver in both approaches, but total staff costs were three times higher for the BL course at SU. This implies that inter-institutional BL can be more time consuming, for example, due to use of new technologies. Explorative findings indicated that there was little difference in students’ learning outcomes. Conclusions The total provider costs of the inter-institutional BL course were higher than the CL course at SU. Long-term economic evaluations of BL with societal perspective are warranted before conclusions on full costs and consequences of BL in teaching global health topics can be made. PMID:27725076

A partial economic evaluation of blended learning in teaching health research methods: a three-university collaboration in South Africa, Sweden, and Uganda.

PubMed

Kumpu, Minna; Atkins, Salla; Zwarenstein, Merrick; Nkonki, Lungiswa

2016-01-01

Novel research training approaches are needed in global health, particularly in sub-Saharan African universities, to support strengthening of health systems and services. Blended learning (BL), combining face-to-face teaching with computer-based technologies, is also an accessible and flexible education method for teaching global health and related topics. When organised as inter-institutional collaboration, BL also has potential for sharing teaching resources. However, there is insufficient data on the costs of BL in higher education. Our goal was to evaluate the total provider costs of BL in teaching health research methods in a three-university collaboration. A retrospective evaluation was performed on a BL course on randomised controlled trials, which was led by Stellenbosch University (SU) in South Africa and joined by Swedish and Ugandan universities. For all three universities, the costs of the BL course were evaluated using activity-based costing with an ingredients approach. For SU, the costs of the same course delivered with a classroom learning (CL) approach were also estimated. The learning outcomes of both approaches were explored using course grades as an intermediate outcome measure. In this contextually bound pilot evaluation, BL had substantially higher costs than the traditional CL approach in South Africa, even when average per-site or per-student costs were considered. Staff costs were the major cost driver in both approaches, but total staff costs were three times higher for the BL course at SU. This implies that inter-institutional BL can be more time consuming, for example, due to use of new technologies. Explorative findings indicated that there was little difference in students' learning outcomes. The total provider costs of the inter-institutional BL course were higher than the CL course at SU. Long-term economic evaluations of BL with societal perspective are warranted before conclusions on full costs and consequences of BL in teaching global health topics can be made.

A Cross-site Qualitative Study of Physician Order Entry

PubMed Central

Ash, Joan S.; Gorman, Paul N.; Lavelle, Mary; Payne, Thomas H.; Massaro, Thomas A.; Frantz, Gerri L.; Lyman, Jason A.

2003-01-01

Objective: To describe the perceptions of diverse professionals involved in computerized physician order entry (POE) at sites where POE has been successfully implemented and to identify differences between teaching and nonteaching hospitals. Design: A multidisciplinary team used observation, focus groups, and interviews with clinical, administrative, and information technology staff to gather data at three sites. Field notes and transcripts were coded using an inductive approach to identify patterns and themes in the data. Measurements: Patterns and themes concerning perceptions of POE were identified. Results: Four high-level themes were identified: (1) organizational issues such as collaboration, pride, culture, power, politics, and control; (2) clinical and professional issues involving adaptation to local practices, preferences, and policies; (3) technical/implementation issues, including usability, time, training and support; and (4) issues related to the organization of information and knowledge, such as system rigidity and integration. Relevant differences between teaching and nonteaching hospitals include extent of collaboration, staff longevity, and organizational missions. Conclusion: An organizational culture characterized by collaboration and trust and an ongoing process that includes active clinician engagement in adaptation of the technology were important elements in successful implementation of physician order entry at the institutions that we studied. PMID:12595408

Innovation in clinical pharmacy practice and opportunities for academic--practice partnership.

PubMed

Gubbins, Paul O; Micek, Scott T; Badowski, Melissa; Cheng, Judy; Gallagher, Jason; Johnson, Samuel G; Karnes, Jason H; Lyons, Kayley; Moore, Katherine G; Strnad, Kyle

2014-05-01

Clinical pharmacy has a rich history of advancing practice through innovation. These innovations helped to mold clinical pharmacy into a patient-centered discipline recognized for its contributions to improving medication therapy outcomes. However, innovations in clinical pharmacy practice have now waned. In our view, the growth of academic–practice partnerships could reverse this trend and stimulate innovation among the next generation of pioneering clinical pharmacists. Although collaboration facilitates innovation,academic institutions and health care systems/organizations are not taking full advantage of this opportunity. The academic–practice partnership can be optimized by making both partners accountable for the desired outcomes of their collaboration, fostering symbiotic relationships that promote value-added clinical pharmacy services and emphasizing continuous quality improvement in the delivery of these services. Optimizing academic–practice collaboration on a broader scale requires both partners to adopt a culture that provides for dedicated time to pursue innovation, establishes mechanisms to incubate ideas, recognizes where motivation and vision align, and supports the purpose of the partnership. With appropriate leadership and support, a shift in current professional education and training practices, and a commitment to cultivate future innovators, the academic–practice partnership can develop new and innovative practice advancements that will improve patient outcomes.

Mobile Tablet Use among Academic Physicians and Trainees

PubMed Central

Sclafani, Joseph; Tirrell, Timothy F.

2014-01-01

The rapid adoption rate and integration of mobile technology (tablet computing devices and smartphones) by physicians is reshaping the current clinical landscape. These devices have sparked an evolution in a variety of arenas, including educational media dissemination, remote patient data access and point of care applications. Quantifying usage patterns of clinical applications of mobile technology is of interest to understand how these technologies are shaping current clinical care. A digital survey examining mobile tablet and associated application usage was administered via email to all ACGME training programs. Data regarding respondent specialty, level of training, and habits of tablet usage were collected and analyzed. 40 % of respondents used a tablet, of which the iPad was the most popular. Nearly half of the tablet owners reported using the tablet in clinical settings; the most commonly used application types were point of care and electronic medical record access. Increased level of training was associated with decreased support for mobile computing improving physician capabilities and patient interactions. There was strong and consistent desire for institutional support of mobile computing and integration of mobile computing technology into medical education. While many physicians are currently purchasing mobile devices, often without institutional support, successful integration of these devices into the clinical setting is still developing. Potential reasons behind the low adoption rate may include interference of technology in doctor-patient interactions or the lack of appropriate applications available for download. However, the results convincingly demonstrate that physicians recognize a potential utility in mobile computing, indicated by their desire for institutional support and integration of mobile technology into medical education. It is likely that the use of tablet computers in clinical practice will expand in the future. Thus, we believe medical institutions, providers, educators, and developers should collaborate in ways that enhance the efficacy, reliability, and safety of integrating these devices into daily medical practice. PMID:23321961

Enhancing quality and integrity in biomedical research in Africa: an international call for greater focus, investment and standardisation in capacity strengthening for frontline staff.

PubMed

Kombe, Francis

2015-11-13

The integrity of biomedical research depends heavily on the quality of research data collected. In turn, data quality depends on processes of data collection, a task undertaken by frontline research staff in many research programmes in Africa and elsewhere. These frontline research staff often have additional responsibilities including translating and communicating research in local languages, seeking informed consent for study participation and maintaining supportive relationships between research institutions and study participants and wider communities. The level of skills that fieldworkers need to undertake these responsibilities clearly affects the quality of data collected, the ethics of research 'on the ground' and the short and long term acceptability of research.We organised an international workshop in Kenya in July 2014 to discuss the role of frontline staff in scientific research. A total of 25 field managers from 9 African countries and the UK met for 2.5 days to discuss the relationship between data quality and institutional performance management systems and how they affect career progression and supportive supervision policies of research frontline staff.From this workshop, and supporting an expanding literature on the role of fieldworkers in international health research, participants agreed that fieldworkers' roles present them with practical and ethical challenges that their routine training does not adequately prepare them for. We argue that the common and complex challenges facing fieldworkers should in part be addressed through increased investment and collaborative agreements across types of research institutions in Africa. We call for standardization of core elements of training for this critically important cadre of research staff who perform similar roles and encounter similar challenges in many African settings. Although many valuable training elements are offered in institutions, there is a need to develop broader, more grounded and innovative strategies to address complex realities for fieldworkers, and support the integrity and ethics of health research in these settings.

"NASA's Solar System Exploration Research Virtual Institute" - Expanded Goals and More Partners

NASA Astrophysics Data System (ADS)

Daou, D.; Schmidt, G.; Pendleton, Y.; Bailey, B.; Morrison, D.

2015-10-01

The NASA Solar System Exploration Research Virtual Institute (SSERVI) has been pursuing international partnerships since its inceptionas the NASA Lunar Science Institute (NLSI), in order to both leverage the science being done by its domestic member institutions as well as to help lunar science and exploration become a greater global endeavor. The international partners of the I nstitute have pursued a broad program of lunar science stimulated by scientific partnerships enabled by the SSERVI community. Furthermore, regional partnerships have been formed such as the new pan- European lunar science consortium, which promises both new scientific approaches and mission concepts.International partner membership requires longterm commitment from both the partner and SSERVI, together with tangible and specific plans for scientific interaction that will produce results of mutual benefit to both the institute's U.S. Teams and the international partner.International partners are invited to participate in all aspects of the Institute's activities and programs, on a basis of no exchange of funds. Through these activities, SSERVI researchers and international partners participate in sharing ideas, information, and data arising from their respective research efforts, and contribute to the training of young scientists.This talk will present an overview of the Institute and the international nodes. We will also discuss the various processes to become a SSERVI partner as well as the opportunities available for collaborations with the SSERVI national teams.

Education and training in optics fabrication: establishing unique partnerships to address workforce training needs for optics and other high technology manufacturing

DOE Office of Scientific and Technical Information (OSTI.GOV)

Kiernan, K. J., LLNL

1998-03-11

Over the past several years much concern has been voiced about the lack of trained technologists to support high-technology industry and manufacturing in the United States. Attracting and training both new members and upgrading and retraining current members of this area of the workforce has many challenges to address before adequate numbers of well trained individuals will be available to fill the growing demand and help secure our nation`s economic industrial edge. Among the concerns are the lack of effective training programs, available funding, career image, and vehicles to educate the public on the availability of positions and excellent ratemore » of compensation. These concems which effect many areas of industrial manufacturing have been highlighted by government organizations, such as the Department of Labor statistics, and professional journals and publications. In the specific area of optical fabrication, journals such as ``Laser Focus: and Photon& Spectra`` have dedicated articles and editorials discussing the lack of optical fabrication training resources in the United States. Examples of other vocational areas lacking skilled workers, such as precision machinists, are reflected in articles in other publications such as ``Manufacturing Engineering``. The rising concern by both industry and educational institutions has given rise to examining new and innovative approaches to cooperatively solving these problems. In 1994, the American Association of Community Colleges in collaboration with the U.S. Department of Labor, published a study on creative partnerships between community colleges, business, industry and governmental organizations. The premise developed by the research editor was that while partnerships between colleges and private and public sectors have been developed with great benefit for many years, the challenges facing all parties concerned with workforce development going into a new century will require a new magnitude of creativity. Discussions among both industrial and educational audiences have highlighted this growing concern in a way that is bringing about new ways of thinking in joint collaborations which can successfully, and cost effectively, solve these shortages. Through unique partnering approaches between educational institutions, industry, and national laboratories, new cost-effective workforce training and retraining programs are being developed to maintain this nation`s leadership role in high-technology industrial development. Successful new technician training programs currently being pursued through critical links between Lawrence Livermore National Laboratory (LLNL), community colleges, industry, and high schools are meeting both employer and trainee needs. Currently, under memorandums of agreement which provide for the sharing of curriculum, technical expertise, equipment, and public awareness, identified needs for enhanced optician, laser electro-optic technologist, machinist, and rapid transit operator technical training are being addressed. This session will describe these industry-driven programs, with particular emphasis on the optician training collaborative developed by LLNL, Monroe Community College, and American Precision Manufacturers Association (APOMA) industrial representatives to support the needs of the nation`s optics industry, including the National Ignition Facility (NIF). The $1.2 billion ND? will be the world`s largest optical instrument and is currently the U.S.`s largest R&D project. It will require more than 7,000 meter-class precision optics and more than 15,000 small precision optics. The national capacity for large laser optics fabrication must be increased substantially over its current level, and optics fabrication costs reduced by a factor of two to four times to achieve this goal. It is imperative that an enhanced skilled technical workforce pool be available to enable the U.S. optics industry to successfully meet this challenge. Through collaborative efforts which bring together the strengths of Monroe Community College, LLNL, and APOMA, an enhanced training program focusing on helping meet this demand is successfully moving forward. LLNL and APOMA industries have provided much needed equipment to assist Monroe Community College in enhancing their program with additional hands- on courses which are critical to the rounded education of the students graduating and entering a highly competitive workforce. To date, APOMA has donated equipment valued at over $800,000 and LLNL $500,000. Additionally, through an active industrial advisory board, teamed efforts with the college are helping to develop a responsive, well balanced curriculum which provides students industry identified state-of-the-art skills. The benefit to the students is a more relevant education which, in turn, provides employers well trained entry level employees which means quicker productivity time and lower costs to the employers.« less

An inter-institutional collaboration: transforming education through interprofessional simulations.

PubMed

King, Sharla; Drummond, Jane; Hughes, Ellen; Bookhalter, Sharon; Huffman, Dan; Ansell, Dawn

2013-09-01

An inter-institutional partnership of four post-secondary institutions and a health provider formed a learning community with the goal of developing, implementing and evaluating interprofessional learning experiences in simulation-based environments. The organization, education and educational research activities of the learning community align with the institutional and instructional reforms recommended by the Lancet Commission on Health Professional Education for the 21st century. This article provides an overview of the inter-institutional collaboration, including the interprofessional simulation learning experiences, instructor development activities and preliminary results from the evaluation.

Training in interprofessional collaboration: pedagogic innovation in family medicine units.

PubMed

Paré, Line; Maziade, Jean; Pelletier, Francine; Houle, Nathalie; Iloko-Fundi, Maximilien

2012-04-01

A number of agencies that accredit university health sciences programs recently added standards for the acquisition of knowledge and skills with respect to interprofessional collaboration. Within primary care settings there are no practical training programs that allow students from different disciplines to develop competencies in this area. The training program was developed within family medicine units affiliated with Université Laval in Quebec for family medicine residents and trainees from various disciplines to develop competencies in patient-centred, interprofessional collaborative practice in primary care. Based on adult learning theories, the program was divided into 3 phases--preparing family medicine unit professionals, training preceptors, and training the residents and trainees. The program's pedagogic strategies allowed participants to learn with, from, and about one another while preparing them to engage in contemporary primary care practices. A combination of quantitative and qualitative methods was used to evaluate the implementation process and the immediate results of the training program. The training program had a positive effect on both the clinical settings and the students. Preparation of clinical settings is an important issue that must be considered when planning practical interprofessional training.

Social Network Analysis of Biomedical Research Collaboration Networks in a CTSA Institution

PubMed Central

Bian, Jiang; Xie, Mengjun; Topaloglu, Umit; Hudson, Teresa; Eswaran, Hari; Hogan, William

2014-01-01

BACKGROUND The popularity of social networks has triggered a number of research efforts on network analyses of research collaborations in the Clinical and Translational Science Award (CTSA) community. Those studies mainly focus on the general understanding of collaboration networks by measuring common network metrics. More fundamental questions about collaborations still remain unanswered such as recognizing “influential” nodes and identifying potential new collaborations that are most rewarding. METHODS We analyzed biomedical research collaboration networks (RCNs) constructed from a dataset of research grants collected at a CTSA institution (i.e. University of Arkansas for Medical Sciences (UAMS)) in a comprehensive and systematic manner. First, our analysis covers the full spectrum of a RCN study: from network modeling to network characteristics measurement, from key nodes recognition to potential links (collaborations) suggestion. Second, our analysis employs non-conventional model and techniques including a weighted network model for representing collaboration strength, rank aggregation for detecting important nodes, and Random Walk with Restart (RWR) for suggesting new research collaborations. RESULTS By applying our models and techniques to RCNs at UAMS prior to and after the CTSA, we have gained valuable insights that not only reveal the temporal evolution of the network dynamics but also assess the effectiveness of the CTSA and its impact on a research institution. We find that collaboration networks at UAMS are not scale-free but small-world. Quantitative measures have been obtained to evident that the RCNs at UAMS are moving towards favoring multidisciplinary research. Moreover, our link prediction model creates the basis of collaboration recommendations with an impressive accuracy (AUC: 0.990, MAP@3: 1.48 and MAP@5: 1.522). Last but not least, an open-source visual analytical tool for RCNs is being developed and released through Github. CONCLUSIONS Through this study, we have developed a set of techniques and tools for analyzing research collaboration networks and conducted a comprehensive case study focusing on a CTSA institution. Our findings demonstrate the promising future of these techniques and tools in understanding the generative mechanisms of research collaborations and helping identify beneficial collaborations to members in the research community. PMID:24560679

75 FR 17412 - Cancer Therapy Evaluation Program Intellectual Property Option to Collaborator

Federal Register 2010, 2011, 2012, 2013, 2014

2010-04-06

... Program Intellectual Property Option to Collaborator AGENCY: National Cancer Institute (NCI), National... Evaluation Program (CTEP) INTELLECTUAL PROPERTY OPTION. The proposed policy, if finalized, would establish... recommended Intellectual Property Option and Institution Notification if they wish to be considered for...

Collaboration in Distance Education. International Case Studies.

ERIC Educational Resources Information Center

Moran, Louise, Ed.; Mugridge, Ian, Ed.

This book contains nine case studies of collaboration in distance education. The case studies focus on such aspects of collaboration in distance education as the following: roles of individual institutional partners; importance of personal relationships; benefits of collaboration to individual partners; conflicts between collaboration and…

News Conference: Physics brings the community together Training: CERN trains physics teachers Education: World conference fosters physics collaborations Lecture: Physics education live at ASE Prize: Physics teacher wins first Moore medal Festival: European presidents patronize Science on Stage festival Videoconference: Videoconference brings Durban closer to the classroom

NASA Astrophysics Data System (ADS)

2012-03-01

Conference: Physics brings the community together Training: CERN trains physics teachers Education: World conference fosters physics collaborations Lecture: Physics education live at ASE Prize: Physics teacher wins first Moore medal Festival: European presidents patronize Science on Stage festival Videoconference: Videoconference brings Durban closer to the classroom

Replicable Interprofessional Competency Outcomes from High-Volume, Inter-Institutional, Interprofessional Simulation

PubMed Central

Bambini, Deborah; Emery, Matthew; de Voest, Margaret; Meny, Lisa; Shoemaker, Michael J.

2016-01-01

There are significant limitations among the few prior studies that have examined the development and implementation of interprofessional education (IPE) experiences to accommodate a high volume of students from several disciplines and from different institutions. The present study addressed these gaps by seeking to determine the extent to which a single, large, inter-institutional, and IPE simulation event improves student perceptions of the importance and relevance of IPE and simulation as a learning modality, whether there is a difference in students’ perceptions among disciplines, and whether the results are reproducible. A total of 290 medical, nursing, pharmacy, and physical therapy students participated in one of two large, inter-institutional, IPE simulation events. Measurements included student perceptions about their simulation experience using the Attitude Towards Teamwork in Training Undergoing Designed Educational Simulation (ATTITUDES) Questionnaire and open-ended questions related to teamwork and communication. Results demonstrated a statistically significant improvement across all ATTITUDES subscales, while time management, role confusion, collaboration, and mutual support emerged as significant themes. Results of the present study indicate that a single IPE simulation event can reproducibly result in significant and educationally meaningful improvements in student perceptions towards teamwork, IPE, and simulation as a learning modality. PMID:28970407

A need to accelerate health research productivity in an African University: the case of Makerere University College of Health Sciences.

PubMed

Nakanjako, Damalie; Akena, Dickens; Kaye, Dan K; Tumwine, James; Okello, Elialilia; Nakimuli, Annettee; Kambugu, Andrew; McCullough, Hazel; Mayanja-Kizza, Harriet; Kamya, Moses R; Sewankambo, Nelson K

2017-04-21

In the last decade, Makerere University College of Health Sciences (MakCHS) has taken strides in research and training to improve healthcare through collaborative training and research programs. However, there is limited data on the trends of MakCHS faculty contributions to research and on faculty growth to take leading roles in health research. This paper reviews MakCHS faculty research publications over 15.5 years and outlines possible strategies to enhance faculty research outputs. We used a mixed methods approach. A systematic review of research publications by faculty at MakCHS (PubMed and Google Scholar from January 1, 2000, to June 30, 2015) to quantify the number of research articles, areas researched, authorship contribution by MakCHS faculty, source of funding, as well as affiliated local and international collaborations. Graphs were used to shown trends in publications and leadership of authorship by faculty. Annual individual faculty research productivity was presented as publication per capita. Qualitative data on high priority needs to improve research outputs was collected through focus group discussions (FGDs) with faculty members, and analysed manually into emerging themes. Of 298 faculty at MakCHS at 2015, 89 (30%) were female and 229 (77%) were junior and mid-level faculty (senior lecturer and below). The PubMed and Google Scholar searches yielded 6927 published articles, of which 3399 (49%) full-text articles were downloaded for analysis, 426/3825 (11%) available as titles/abstracts only, and 598/4423 (14%) were excluded. Only 614 articles were published in 2014, giving a publication per capita of 2.1 for any authorship, and 0.3 for first and last authorship positions. MakCHS faculty increasingly contributed as first, second, third, and last authors. Up to 57% of research was in infectious diseases, followed by non-communicable diseases (20%) and non-communicable maternal child health (11%). Priority needs to improve research outputs, as expressed by faculty, were (1) an institutionally led faculty career development program, (2) skills building in research methods and scientific writing, (3) protected time for research related activities, (4) opportunities for collaborative research, and (5) use of individual development plans. Faculty research productivity was low and dominated by infectious diseases and non-communicable disease research. There is a need for structured institutional support to optimise faculty research outputs. Only with increased research productivity will MakCHS and other academic institutions be able to make a significant contribution in addressing national health challenges.

Challenges and opportunities in establishing a collaborative multisite observational study of chronic diseases and lifestyle factors among adults in Puerto Rico.

PubMed

Mattei, Josiemer; Rodríguez-Orengo, José F; Tamez, Martha; Corujo, Francheska; Claudio, Aida; Villanueva, Héctor; Campos, Hannia; Willett, Walter C; Tucker, Katherine L; Ríos-Bedoya, Carlos F

2017-01-31

Prevalence of chronic diseases and unhealthy lifestyle behaviors among the adult population of Puerto Rico (PR) is high; however, few epidemiological studies have been conducted to address these. We aimed to document the methods and operation of establishing a multisite cross-sectional study of chronic diseases and risk factors in PR, in partnership with academic, community, clinical, and research institutions. The Puerto Rico Assessment of Diet, Lifestyle and Diseases (PRADLAD) documented lifestyle and health characteristics of adults living in PR, with the goal of informing future epidemiological and intervention projects, as well as public health, policy, and clinical efforts to help improve the population's health. The study was conducted in three primary care clinics in the San Juan, PR metropolitan area. Eligible volunteers were 30-75y, living in PR for at least 10 months of the previous year, and able to answer interviewer-administered questionnaires without assistance. Questions were recorded electronically by trained interviewers, and included socio-demographic characteristics, lifestyle behaviors, self-reported medically-diagnosed diseases, and psychosocial factors. Waist and hip circumferences were measured following standardized protocols. A subset of participants answered a validated food frequency questionnaire, a legumes questionnaire, and had medical record data abstracted. Process and outcome evaluation indicators were assessed. The study screened 403 participants in 5 months. Of these, 396 (98%) were eligible and 380 (94%) had reliable and complete information. A subset of 242 participants had valid dietary data, and 236 had medical record data. The mean time to complete an interview was 1.5 h. Participants were generally cooperative and research collaborators were fully engaged. Having multiple sites helped enhance recruitment and sociodemographic representation. Diagnosed conditions were prevalent across sites. Challenges in data monitoring, interviewer training, and scheduling were identified and corrected, and should be addressed in future studies. Epidemiological studies in PR can be successfully implemented in partnership with multiple institutions. Effective recruitment and implementation requires concerted planning and continued involvement from partners, frequent quality control, brief interviews, reasonable incentives, and thorough training/re-training of culturally-sensitive interviewers. Further studies are feasible and needed to help address highly prevalent chronic conditions in PR.

Collaboration between practice, policy and research in local public health in the Netherlands.

PubMed

Jansen, Maria W J; De Vries, Nanne K; Kok, Gerjo; Van Oers, Hans A M

2008-05-01

The collaboration between policy, practice, and research in local public health was studied in a multiple case study. The assumption is that collaboration will result in more solid evidence and higher quality standards in public health. First, collaboration barriers were studied by analysing the work cycles of the three domains, which are considered to operate as niches. Actors at the administrative, institutional, and individual levels were identified. Theories that describe processes of the convergence of the three niches through practical strategies were sought. Finally, the application of the practical strategies in six cases was evaluated. When administrative, institutional, and individual changes develop in a similar fashion and in parallel with each other, the likelihood of successful collaboration that goes beyond the initial period is greater. The findings suggest that organisational development (OD) strategies that address collaboration at the institutional level make a relatively strong contribution. Top level consultations just after local elections, investments in OD strategies and a new kind of accountability in public health are recommended. The assumption that successful collaboration contributes to enhanced effectiveness, efficiency, and efficacy of public health could not yet be unequivocally confirmed.