Science.gov

Sample records for processing predoctoral fellowships

  1. Integrated manufacturing and processing predoctoral fellowships. Final performance report

    SciTech Connect

    Rozzell, Thomas

    1999-10-01

    The first and fourth cohorts of U.S. Department of Energy Integrated Manufacturing and Processing Predoctoral Fellows were supported under this grant for up to three years of study leading to a PhD degree in a field related to integrated manufacturing and processing.

  2. U.S. Department of Energy Integrated Manufacturing & Processing Predoctoral Fellowships. 2000-2001 Annual Progress Report. Reporting period - July 1, 2000 - June 30, 2001

    SciTech Connect

    Willis, J.

    2001-08-28

    Administration and management of predoctoral fellowship program for the reporting period. The objective of the program was threefold: to create a pool of PhD's trained in the integrated approach to manufacturing and processing, to promote academic interest in the field, and to attract talented professionals to this challenging area of engineering. It was anticipated that the program would result in the creation of new manufacturing methods that would contribute to improved energy efficiency, to better utilization of scarce resources, and to less degradation of the environment. Emphasis in the competition was on integrated systems of manufacturing and the integration of product design with manufacturing processes.

  3. United States Department of Energy Integrated Manufacturing & Processing Predoctoral Fellowships. Final Report

    SciTech Connect

    Petrochenkov, M.

    2003-03-31

    The objective of the program was threefold: to create a pool of PhDs trained in the integrated approach to manufacturing and processing, to promote academic interest in the field, and to attract talented professionals to this challenging area of engineering. It was anticipated that the program would result in the creation of new manufacturing methods that would contribute to improved energy efficiency, to better utilization of scarce resources, and to less degradation of the environment. Emphasis in the competition was on integrated systems of manufacturing and the integration of product design with manufacturing processes. Research addressed such related areas as aspects of unit operations, tooling and equipment, intelligent sensors, and manufacturing systems as they related to product design.

  4. U.S. Department of Energy integrated manufacturing & processing predoctoral fellowships. Final Report

    SciTech Connect

    Petrochenkov, Margaret

    2003-03-31

    The objective of this program was threefold: to create a pool of PhDs trained in the integrated approach to manufacturing and processing, to promote academic interest in the field, and to attract talented professionals to this challenging area of engineering. It was anticipated that the program would result in the creation of new manufacturing methods that would contribute to improved energy efficiency, to better utilization of scarce resources, and to less degradation of the environment. Emphasis in the competition was on integrated systems of manufacturing and the integration of product design with manufacturing processes. Research addressed such related areas as aspects of unit operations, tooling and equipment, intelligent sensors, and manufacturing systems as they related to product design. This is the final report to close out the contract.

  5. A Retrospective Examination of Two Professional Society-Sponsored Fellowships for Predoctoral Microbiology Students.

    PubMed

    Chang, Amy L

    2016-05-01

    At the American Society for Microbiology (ASM), fellowships are a key means of providing immersive research opportunities for the student sector. To assess the impact of ASM student activities and inform their planning, the Society commissioned a study of two long-standing initiatives in 2015, namely the ASM Undergraduate Research Fellowship (URF), established in 1993, and the ASM Robert D. Watkins Graduate Research Fellowship (Watkins) Program, established in 1980. A mixed-methods approach was used to collect data about the participants' fellowship experience, track educational and employment status, and determine program impacts from 325 individuals (223 URF and 73 Watkins fellows). Challenges presented by the study include the fact that inherent in fellowships is the provision of financial support that affords participants opportunities that might otherwise be unavailable to them. As a result, participant feelings of indebtedness to the Society may have introduced biased study responses. In addition, some respondents were asked to reflect on experiences from 20 to 30 years ago-a lapse in time that may have challenged their memories. Based on measures such as enrollment in or completion of advanced degree programs, employment in science, and publication and presentation history, project participants show evidence of accomplishment. Participants also reported gains in affective behaviors such as confidence and belonging.

  6. A Retrospective Examination of Two Professional Society–Sponsored Fellowships for Predoctoral Microbiology Students

    PubMed Central

    Chang, Amy L.

    2016-01-01

    At the American Society for Microbiology (ASM), fellowships are a key means of providing immersive research opportunities for the student sector. To assess the impact of ASM student activities and inform their planning, the Society commissioned a study of two long-standing initiatives in 2015, namely the ASM Undergraduate Research Fellowship (URF), established in 1993, and the ASM Robert D. Watkins Graduate Research Fellowship (Watkins) Program, established in 1980. A mixed-methods approach was used to collect data about the participants’ fellowship experience, track educational and employment status, and determine program impacts from 325 individuals (223 URF and 73 Watkins fellows). Challenges presented by the study include the fact that inherent in fellowships is the provision of financial support that affords participants opportunities that might otherwise be unavailable to them. As a result, participant feelings of indebtedness to the Society may have introduced biased study responses. In addition, some respondents were asked to reflect on experiences from 20 to 30 years ago—a lapse in time that may have challenged their memories. Based on measures such as enrollment in or completion of advanced degree programs, employment in science, and publication and presentation history, project participants show evidence of accomplishment. Participants also reported gains in affective behaviors such as confidence and belonging. PMID:27158299

  7. U.S. Department of Energy integrated manufacturing predoctoral fellowships: Fellows` annual report 1997--1998

    SciTech Connect

    1998-05-22

    In the uniform droplet spray (UDS) process, a jet of liquid metal is broken up into uniform droplets by applying a periodic perturbation to the jet at a specific frequency and amplitude. The droplets are electrically charged to the same polarity to prevent in-flight merging. As a result of the uniform droplet size distribution, the dynamic and thermal states of the droplets can be precisely controlled in the UDS process. Before the UDS process can be applied to the production of aluminum sheets, the thermal history of the droplets must be understood. The incoming thermal state of the droplets at impact with the substrate significantly affects the degree of droplet consolidation as well as the microstructural grain size, which in turn determine the final material properties of the sprayed part. Therefore, the first step in this research was to simulate and measure the droplet thermal state during flight. The thermal state of a solidifying droplet is defined by its temperature and volume fraction of solid. To predict the temperature and solid fraction of the droplets as functions of flight distance, a thermal model was developed for aluminum binary alloy droplets by assuming Newtonian cooling, no undercooling, and local equilibrium at the solid/liquid interface during solidification. Experiments to validate the droplet thermal model were made with Al-4.5 wt% Cu and Al-4.3 wt% Fe droplets, 275 {micro}m and 250 {micro}m in diameter, respectively. The droplets were quenched at different flight distances and their microstructures were examined metallographically using SEM analysis. By observing the change in microstructure from a fully liquid droplet to a fully solid powder, the solid fraction of the droplet as a function of flight distance can be measured.

  8. Internships and Fellowships | FNLCR

    Cancer.gov

    The Frederick National Lab hasmany exciting opportunities for scientists and biotechnology professionalsthrough numerous post-doctoral and pre-doctoral fellowship positions sponsored by the National Cancer Institute (NCI) at Frederick. In

  9. A Study of Predoctoral Student Support.

    ERIC Educational Resources Information Center

    Federal Interagency Committee on Education, Washington, DC. Student Support Study Group.

    This report of the Federal Interagency Committee on Education (FCIE) presents recommendations for expanding current federal support for graduate study. Federal agencies allocated $226.2 million for predoctoral fellowships and supported some 12.9% of the full-time graduate students in the US during the 1968-1969 school year. This support increased…

  10. Internships and Fellowships | FNLCR Staging

    Cancer.gov

    The Frederick National Lab hasmany exciting opportunities for scientists and biotechnology professionalsthrough numerous post-doctoral and pre-doctoral fellowship positions sponsored by the National Cancer Institute (NCI) at Frederick. In

  11. The hand surgery fellowship application process: expectations, logistics, and costs.

    PubMed

    Meals, Clifton; Osterman, Meredith

    2015-04-01

    To investigate expectations, logistics, and costs relevant to the hand surgery fellowship application process. We sought to discover (1) what both applicants and program directors are seeking, (2) what both parties have to offer, (3) how both parties collect information about each other, and (4) the costs incurred in arranging each match. We conducted on-line surveys of hand surgery fellowship applicants for appointment in 2015 and of current fellowship program directors. Sixty-two applicants and 41 program directors completed the survey. Results revealed applicants' demographic characteristics, qualifications, method of ranking hand fellowship programs, costs incurred (both monetary and opportunity) during the application process, ultimate match status, and suggestions for change. Results also revealed program directors' program demographics, rationale for offering interviews and favorably ranking applicants, application-related logistical details, costs incurred (both monetary and opportunity) during the application process, and suggestions for change. Applicants for hand surgery fellowship training are primarily interested in a potential program's academic reputation, emphasis on orthopedic surgery, and location. The typical, successfully matched applicant was a 30-year-old male orthopedic resident with 3 publications to his credit. Applicants rely on peers and Web sites for information about fellowships. Fellowship directors are primarily seeking applicants recommended by other experienced surgeons and with positive personality traits. The typical fellowship director offers a single year of orthopedic-based fellowship training to 2 fellows per year and relies on a common application and in-person interviews to collect information about applicants. Applicants appear to be more concerned than directors about the current state of the match process. Applicants and directors alike incur heavy costs, in both dollars and opportunity, to arrange each match. A nuanced

  12. 34 CFR 356.21 - What is the fellowship review process?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 2 2012-07-01 2012-07-01 false What is the fellowship review process? 356.21 Section... RESEARCH: RESEARCH FELLOWSHIPS How Does One Apply for Assistance Under This Program? § 356.21 What is the fellowship review process? The Secretary reviews applications for Fellowships in accordance with the...

  13. 34 CFR 356.21 - What is the fellowship review process?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 2 2014-07-01 2013-07-01 true What is the fellowship review process? 356.21 Section... RESEARCH: RESEARCH FELLOWSHIPS How Does One Apply for Assistance Under This Program? § 356.21 What is the fellowship review process? The Secretary reviews applications for Fellowships in accordance with the...

  14. 34 CFR 356.21 - What is the fellowship review process?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 2 2013-07-01 2013-07-01 false What is the fellowship review process? 356.21 Section... RESEARCH: RESEARCH FELLOWSHIPS How Does One Apply for Assistance Under This Program? § 356.21 What is the fellowship review process? The Secretary reviews applications for Fellowships in accordance with the...

  15. Ford Foundation Fellowships

    NASA Astrophysics Data System (ADS)

    The Ford Foundation is sponsoring 40 three-year predoctoral fellowships and 10 one-year dissertation fellowships for minorities for 1987. The predoctoral fellowships include an annual stipend of $10,000 and an annual grant of $6000 to the fellow's institution in lieu of tuition and fees. Dissertation Fellows will receive a stipend of $18,000 and no institutional grant.The program is designed to increase the presence of under represented minorities in the nation's college and university faculties. The minority groups to be considered under this program are: American Indians, Alaskan Natives (Eskimo or Aleut), Black Americans, Mexican Americans/Chicanos, Native Pacific Islanders (Polynesians or Micronesians), and Puerto Ricans. The competition is open to any U.S. citizen who is a member of one of these groups, who is a beginning graduate student or is within 1 year of completing the dissertation, and who expects to work toward a Ph.D. or Sc.D. degree. Fellowships will be awarded in the behavioral and social sciences, humanities, engineering, mathematics, physical sciences, and biological sciences. The National Research Council, which is administering the fellowships, can provide more information on which fields of study are and are not eligible for this program.

  16. The Lowell Observatory Predoctoral Student Program

    NASA Astrophysics Data System (ADS)

    Prato, Lisa A.

    2010-01-01

    Lowell Observatory is pleased to solicit applications for our Predoctoral Scholar Fellowship Program. Now beginning its fourth year, this program is designed to provide unique research opportunities to graduate students in good standing, currently enrolled at Ph.D. granting institutions. Several projects are available in collaboration with Lowell staff astronomers; we anticipate the availability of an increasing variety of projects over the next years as completion of our new 4.2 meter Discovery Channel Telescope and corresponding instrumentation progresses. Student research is expected to lead to a thesis dissertation appropriate for graduation at the doctoral level at the student's home institution. Currently, three students are enrolled in our program; our first graduate completed the program in August, 2009. The Observatory provides competitive compensation and full benefits to student scholars. For more information, see http://www.lowell.edu/rsch/predoc.php and links therein. Applications for Spring 2010 are due by December 1, 2009.

  17. The Lowell Observatory Predoctoral Scholar Program

    NASA Astrophysics Data System (ADS)

    Prato, Lisa A.

    2017-01-01

    Lowell Observatory is pleased to solicit applications for our Predoctoral Scholar Fellowship Program. Now beginning its ninth year, this program is designed to provide unique research opportunities to graduate students in good standing, currently enrolled at Ph.D. granting institutions. Lowell staff research spans a wide range of topics, from astronomical instrumentation, to icy bodies in our solar system, exoplanet science, stellar populations, star formation, and dwarf galaxies. The Observatory's new 4.3 meter Discovery Channel Telescope is now operating at full science capacity. Student research is expected to lead to a thesis dissertation appropriate for graduation at the doctoral level at the student's home institution. For more information, see http://www2.lowell.edu/rsch/predoc.php and links therein. Applications for Fall 2017 are due by May 1, 2017; alternate application dates will be considered on an individual basis.

  18. The Lowell Observatory Predoctoral Scholar Program

    NASA Astrophysics Data System (ADS)

    van Belle, Gerard; Prato, Lisa A.

    2016-01-01

    Lowell Observatory is pleased to solicit applications for our Predoctoral Scholar Fellowship Program. Now beginning its eighth year, this program is designed to provide unique research opportunities to graduate students in good standing, currently enrolled at Ph.D. granting institutions. Lowell staff research spans a wide range of topics, from astronomical instrumentation, to icy bodies in our solar system, exoplanet science, stellar populations, star formation, and dwarf galaxies. The Observatory's new 4.3 meter Discovery Channel Telescope has successfully begun science operations and we anticipate the commissioning of new instruments in 2015, making this a particularly exciting time in our history. Student research is expected to lead to a thesis dissertation appropriate for graduation at the doctoral level at the student's home institution. The Observatory provides competitive compensation and full benefits to student scholars. For more information, see http://www2.lowell.edu/rsch/predoc.php and links therein. Applications for Fall 2016 are due by May 1, 2016.

  19. Predoctoral Curriculum Guidelines for Biomaterials.

    ERIC Educational Resources Information Center

    Journal of Dental Education, 1986

    1986-01-01

    The American Association of Dental Schools' predoctoral guidelines for biomaterials curricula includes notes on interrelationships between this and other fields, a curriculum overview, primary educational goals, prerequisites, a core content outline, specific behavioral objectives for each content area, and information on sequencing, faculty and…

  20. Predoctoral Curriculum Guidelines for Biomaterials.

    ERIC Educational Resources Information Center

    Journal of Dental Education, 1986

    1986-01-01

    The American Association of Dental Schools' predoctoral guidelines for biomaterials curricula includes notes on interrelationships between this and other fields, a curriculum overview, primary educational goals, prerequisites, a core content outline, specific behavioral objectives for each content area, and information on sequencing, faculty and…

  1. 34 CFR 356.21 - What is the fellowship review process?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 2 2011-07-01 2010-07-01 true What is the fellowship review process? 356.21 Section 356.21 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION DISABILITY AND REHABILITATION...

  2. 34 CFR 356.21 - What is the fellowship review process?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false What is the fellowship review process? 356.21 Section 356.21 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION DISABILITY AND REHABILITATION...

  3. The Lowell Observatory Predoctoral Scholar Program

    NASA Astrophysics Data System (ADS)

    Prato, Lisa A.

    2011-01-01

    Lowell Observatory is pleased to solicit applications for our Predoctoral Scholar Fellowship Program. Now beginning its fourth year, this program is designed to provide unique research opportunities to graduate students in good standing, currently enrolled at Ph.D. granting institutions. Lowell staff research spans a wide range of topics, from astronomical instrumentation, to icy bodies in our solar system, to exoplanet science, to stellar populations and dwarf irregular galaxies. First light with the observatory's new 4.2 meter Discovery Channel Telescope is expected in 2011, making this a particularly exciting time in our history. Student research is expected to lead to a thesis dissertation appropriate for graduation at the doctoral level at the student's home institution. Currently, five students are enrolled in our program; our first graduate completed the program in August, 2009. The Observatory provides competitive compensation and full benefits to student scholars. For more information, see http://www.lowell.edu/rsch/predoc.php and links therein. Applications for Fall 2011 are due by May 1, 2011.

  4. The Lowell Observatory Predoctoral Scholar Program

    NASA Astrophysics Data System (ADS)

    Prato, Lisa A.

    2015-01-01

    Lowell Observatory is pleased to solicit applications for our Predoctoral Scholar Fellowship Program. Now beginning its seventh year, this program is designed to provide unique research opportunities to graduate students in good standing, currently enrolled at Ph.D. granting institutions. Lowell staff research spans a wide range of topics, from astronomical instrumentation, to icy bodies in our solar system, exoplanet science, stellar populations, star formation, and dwarf galaxies. The Observatory's new 4.2 meter Discovery Channel Telescope has successfully begun science operations and we anticipate the commissioning of several new instruments in 2015, making this a particularly exciting time in our history. Student research is expected to lead to a thesis dissertation appropriate for graduation at the doctoral level at the student's home institution. The Observatory provides competitive compensation and full benefits to student scholars. For more information, see http://www2.lowell.edu/rsch/predoc.php and links therein. Applications for Fall 2015 are due by May 1, 2015.

  5. The Lowell Observatory Predoctoral Scholar Program

    NASA Astrophysics Data System (ADS)

    Hall, Jeffrey C.; Prato, L. A.

    2012-01-01

    Lowell Observatory is pleased to solicit applications for our Predoctoral Scholar Fellowship Program. Now beginning its fifth year, this program provides unique research opportunities to graduate students in good standing and currently enrolled at Ph.D. granting institutions. Lowell staff research spans a wide range of topics from astronomical instrumentation to icy bodies in our solar system, exoplanet science, and stellar populations and dwarf irregular galaxies. The Observatory's new 4.3-meter Discovery Channel Telescope is on track for first light by mid-2012, making this a particularly exciting time in our history. Student research is expected to lead to a thesis dissertation appropriate for graduation at the doctoral level at the student's home institution. Currently, three students are enrolled and three have successfully completed their thesis work at Lowell and moved on to postdocs and astronomy jobs elsewhere. The Observatory provides competitive compensation and full benefits to student scholars. For more information, see http://www2.lowell.edu/rsch/predoc.php and links therein. Applications for Fall 2012 are due by May 1, 2012.

  6. The Lowell Observatory Predoctoral Scholar Program

    NASA Astrophysics Data System (ADS)

    Prato, Lisa A.

    2013-01-01

    Lowell Observatory is pleased to solicit applications for our Predoctoral Scholar Fellowship Program. Now beginning its sixth year, this program is designed to provide unique research opportunities to graduate students in good standing, currently enrolled at Ph.D. granting institutions. Lowell staff research spans a wide range of topics, from astronomical instrumentation, to icy bodies in our solar system, exoplanet science, stellar populations, star formation, and dwarf galaxies. The Observatory's new 4.3 meter Discovery Channel Telescope has successfully seen first light in May, 2012, and is on track to commence science operations in 2013, making this a particularly exciting time in our history. Student research is expected to lead to a thesis dissertation appropriate for graduation at the doctoral level at the student's home institution. The Observatory provides competitive compensation and full benefits to student scholars. For more information, see http://www.lowell.edu/rsch/predoc.php and links therein. Applications for Fall 2013 are due by May 1, 2013.

  7. The reliability of the proposal review process for a summer research fellowship program.

    PubMed

    Peters, A S; Flanagan, T D

    1990-04-01

    The authors evaluated the reliability of the proposal review process used by a faculty-student committee to choose medical student researchers for summer fellowships. A total of 82 proposals were reviewed by the committee over a two-year period (43 in 1987 and 39 in 1988); the proposals were assigned ratings in the spring of each year. The 39 students whose proposals received the highest ratings over the two-year period received fellowships and carried out their projects during ten weeks in the summer of each year. In December of both years, the research fellows, along with a total of 12 students whose proposals had been rejected by the program over the two-year period but who had received support from other programs, presented their findings. These research presentations were also judged and rated, and the ratings of all the presentations were compared with the student committee's original ratings of the research proposals. A significant correlation was found between both years' sets of ratings for the proposals and the research presentations. The "accepted" students generally received higher ratings on their presentations than did the "rejected" students; however, the mean of the ratings received by the "accepted" students for their presentations was not significantly higher than that received by the "rejected" students. Even so, the significant correlation between each year's set of ratings for all the students involved demonstrates the soundness of the review process.

  8. Fellowship candidate selection at the BEST Medical Center: A novel process.

    PubMed

    Cohen, Philip R

    Dr. Ida Lystic completed her MD degree at the prestigious Harvey Medical School (which has since been renamed the Harvey Provider School) and her residency in internal medicine and gastroenterology fellowship at the OTHER (Owen T. Henry and Eugene Rutherford) Medical Center. She was subsequently hired as an assistant professor at the BEST (Byron Edwards and Samuel Thompson) Medical Center in 2015. After eventually completing an extensive list of employment requirements, she was able to begin seeing patients. She had not anticipated a change in the electronic medical record systems-from the user-friendly intuitive SIMPLE (Succinct Input Making Patients' Lives Electronic) system to the complicated and challenging LEGEND (perhaps, as her colleagues had suggested, Lengthy and Excessively Graded Evaluation and Nomenclature for Diagnosis) system. Nor had she expected some of the challenges encountered in her daily clinic routine: The lack of schedulers for her patients (based on recommendations by the Optima Efficiency Consultant Group and incorporated by the BEST efficiency department) and the addition of egg timers on the doors along with a compliance spreadsheet and corrective action plan for the tardy physicians to complete to encourage punctuality (based on the assessment of the Wait Time Committee). She joined the LOST (Laboratory OverSight and Testing) Committee, because participation to support BEST Medical Center practices is strongly suggested for faculty seeking promotion; however, when the new committee chairman-who is a surgeon-was elected, the noon meetings were rescheduled for 6:00 am each month. At the request of her recently divorced department chairman, the philandering Dr. Seymore Fox, she became deputy head of the Gastroenterology Fellowship Selection Committee; she recently coordinated the selection of the physicians for next year's fellowship. The fellowship candidate selection process at the BEST Medical School is probably similar to that performed

  9. Technical skills assessment as part of the selection process for a fellowship in minimally invasive surgery.

    PubMed

    Salgado, Javier; Grantcharov, Teodor P; Papasavas, Pavlos K; Gagne, Daniel J; Caushaj, Philip F

    2009-03-01

    Selection of candidates for surgical fellowships has traditionally been based on subjective evaluations by the program directors and references from previous positions. The introduction of well-validated objective methods of assessment has allowed us to evaluate candidates' technical skills and base the selection process on objective, reliable, and transparent criteria. The aim of the study was to assess the applicability of such methods in current practice. Prospective study. Eight surgeons, applying for a fellowship position in minimally invasive surgery (MIS), performed a previously validated assessment curriculum using a Virtual-Reality Laparoscopic Trainer (LapSim 3.0, Surgical Science, Gothenburgh, Sweden). Technical performance was evaluated using criteria registered by the simulator, i.e., time, error score, and efficiency of movements score. Candidates performed all the tasks in easy end medium level until reaching predefined criteria. If proficiency criteria were not achieved on easy or medium level after nine repetitions the test was considered as failed. Additionally, all applicants underwent an interview by two independent attending surgeons. Each applicant received a grade on a ten-point scale. Five out of the eight candidates failed the technical skills assessment test. One candidate failed to achieve proficiency criteria on easy level, one on medium, and three on difficult level. Evaluation scores, based on the interview of the candidates showed a good interrater reliability (Cronbach's alpha = 0.8). There was no significant correlation between the interviewers rating, and the applicants technical skills demonstrated during the test on the VR trainer (Spearman's rho = 0.182, p = 0.696). Evaluations by senior surgeons are reproducible and reliable. The introduction of technical skills assessment has the potential to improve the current method of candidate selection, making it more valid, objective, and transparent.

  10. Surgical Procedures in Predoctoral Periodontics Programs.

    ERIC Educational Resources Information Center

    Radentz, William H.; Caffesse, Raul G.

    1991-01-01

    A survey of 58 dental school periodontics departments revealed the frequency of predoctoral dental students performing surgery, the frequency of specific procedures, the degree of participation or performance of students, incidence of preclinical surgical laboratories in the curricula, and materials and anesthesia used. A wide range in…

  11. Surgical Procedures in Predoctoral Periodontics Programs.

    ERIC Educational Resources Information Center

    Radentz, William H.; Caffesse, Raul G.

    1991-01-01

    A survey of 58 dental school periodontics departments revealed the frequency of predoctoral dental students performing surgery, the frequency of specific procedures, the degree of participation or performance of students, incidence of preclinical surgical laboratories in the curricula, and materials and anesthesia used. A wide range in…

  12. Overseas fellowships.

    PubMed

    2015-09-01

    Applications are open for the 2016 Winston Churchill Fellowship programme, which enables successful applicants to travel overseas to examine best practice and innovative programmes, then return to the UK and disseminate these ideas.

  13. The Process of Discovery: The CLIR Postdoctoral Fellowship Program and the Future of the Academy

    ERIC Educational Resources Information Center

    Maclachlan, John C., Ed.; Waraksa, Elizabeth A., Ed.; Williford, Christa, Ed.

    2015-01-01

    This volume celebrates the first decade of Council on Library and Information Resources' (CLIR) Postdoctoral Fellowship Program by bringing together 20 past and present CLIR postdoctoral fellows to share their thoughts on their experiences, and more broadly, on the direction of academia. Each essay is a look into the working conditions associated…

  14. Levels of Comprehension in Processing of Normal and Ambiguous Sentences

    ERIC Educational Resources Information Center

    Mistler-Lachman, Janet L.

    1972-01-01

    Based on results reported in a doctoral dissertation completed at the State University of New York at Buffalo. Investigation carried out while the author held a National Institutes of Mental Health Predoctoral Research Fellowship. (VM)

  15. A predoctoral curriculum in family medicine.

    PubMed

    Leaman, T L

    1975-04-01

    Development of a new discipline, such as family medicine, requires careful definition of scope and purpose. This must be followed by delineation of specific education objectives. The teaching program is often carried out by people experienced as clinicans but not as teachers and requires selection of methods most natural to this kind of faculty. This article describes the current stage of curricular development at the institution with the longest experience in predoctoral family medicine in the United States. Based on seven years' experimentation, this paper provides an overview of the philosophy behind this particular curriculum and describes, in brief, four educational methods which have proven useful. These methods will be discussed in greater detail in subsequent articles focusing on specific educational objectives, illustrative examples, and evaluative methods.

  16. Use of fellowships

    NASA Technical Reports Server (NTRS)

    Gierasch, Peter J.

    1990-01-01

    The effective use of Space Grant Program fellowships are critical in meeting program objectives. In the first year of operation, the 21 colleges/consortia will expend from 30-40 percent of their grants for fellowships; program policy will allow up to 50 percent to be spent for fellowships. Thus, fellowship policy must be carefully implemented and monitored.

  17. Hand Surgery Fellowship Selection Criteria: A National Fellowship Director Survey.

    PubMed

    Egro, Francesco M; Vangala, Sai K; Nguyen, Vu T; Spiess, Alexander M

    2017-09-01

    Candidate characteristics for hand surgery fellowship training remains unknown, as very little data is available in the literature. This study aims to provide information on the criteria that are employed to select candidates for the hand surgery fellowship match. A 38-question survey was sent in April 2015 to all Accreditation Council for Graduate Medical Education recognized hand surgery fellowship program directors (n=81) involved in the U.S. match. The survey investigated factors used for the selection of applicants, including medical school, residency training, research experience, fellowship interview, and candidate characteristics. A 5-point Likert scale was used to grade 33 factors from "not at all important" (1) to "essential in making my decision" (5); or for five controversial factors from "very negative impact" (1) to "very positive impact in making my decision" (5). A total of 52% (42 out of 81) of responses were received from hand surgery fellowship program directors. The most important influential factors were interactions with faculty during interview and visit (4.6±0.6), interpersonal skills (4.6±0.5), overall interview performance in the selection process (4.6±0.6), professionalism and ethics (4.6±0.7), and letters of recommendation from hand surgeons (4.5±0.7). Factors that have a negative impact on the selection process include visa requirement (2.1±1.2), graduate of non-plastic surgery residency program (2.4±1.3), and graduate of a foreign medical school (2.4±1.1). This study provides data on hand surgery fellowship directors' perception on the criteria important for fellowship applicant selection, and showed that interview-related criteria and letters of recommendation are the important factors.

  18. STAR Graduate and GRO Undergraduate Fellowship Recipient List

    EPA Pesticide Factsheets

    EPA's STAR graduate fellowship program supports masters and doctoral candidates in environmental studies. Each year, students in the United States compete for STAR fellowships through a rigorous review process.

  19. Academic-drug industry fellowships.

    PubMed

    Pleasants, D Z; Powell, J R; Johnston, J A; Eckel, F M; Cloutier, G; Cato, A E

    1987-01-01

    The UNC/BW fellowship, like other industry/academia collaborative fellowships, provides a unique training experience in clinical research. Both academia and the pharmaceutical industry have opened their doors and allowed clinical pharmacists to spend a year or more developing clinical research skills and an understanding of the drug development process. Is it worth it? Is this program a benefit to the individuals, to the sponsors, or to the profession of pharmacy? The survey of these fellows provides us with the individual's perspective on the benefit and quality of the fellowship. Most believed the fellowship provided them with training to meet their needs and interests. However, given this small number of individual opinions and comments, how do we determine whether the fellowship is meeting the original goal to train clinical pharmacists to be clinical researchers? By looking at the career paths of those who have completed the program, we may gain insight into whether the fellows are involved with research. Since the fellowship has been in existence for only six years, we really can look only at the initial placement of these clinical pharmacists. A majority have gained employment with clinical research responsibilities within the pharmaceutical industry. One measure of the research capabilities of these fellows is their contributions to the scientific literature; 10 papers and 3 abstracts have been generated by fellows since they completed their fellowships (Appendix I). As expected, the research contributions of the two-year fellows are greater than that of the one-year fellows. Seven one-year fellows did not have a publication.(ABSTRACT TRUNCATED AT 250 WORDS)

  20. Behavior Management Techniques in Predoctoral and Postdoctoral Pediatric Dentistry Programs.

    ERIC Educational Resources Information Center

    Belanger, Gary K.; Tilliss, Terri S.

    1993-01-01

    A survey determined the extent to which selected pediatric dental behavior management techniques are taught both didactically and clinically in 46 predoctoral and 45 postdoctoral programs. Results and trends are reported within the four categories of sedation, restraint, parental presence, and communications behavior management. (GLR)

  1. A Clinical Implant Program in the Predoctoral Curriculum.

    ERIC Educational Resources Information Center

    Bell, Fred A.; And Others

    1991-01-01

    Six senior dental students participated in a preprosthetic surgery clinic and then performed implant surgery on patients. Patient reactions were highly favorable. Students and faculty found the prosthodontic phase more difficult than the surgical. Program continuation at the predoctoral level is anticipated. (MSE)

  2. A Comparison of 1980 and 1988 Predoctoral Pediatric Dentistry Curricula.

    ERIC Educational Resources Information Center

    Posnick, William R.; Lanier, Patricia A.

    1989-01-01

    A survey of predoctoral pediatric dental programs gathered information about changes since 1980 in total and topic-area didactic curriculum hours, percentage of topic area material updated, and frequency of clinical procedures used. Results suggest significant change during that period. (MSE)

  3. Behavior Management Techniques in Predoctoral and Postdoctoral Pediatric Dentistry Programs.

    ERIC Educational Resources Information Center

    Belanger, Gary K.; Tilliss, Terri S.

    1993-01-01

    A survey determined the extent to which selected pediatric dental behavior management techniques are taught both didactically and clinically in 46 predoctoral and 45 postdoctoral programs. Results and trends are reported within the four categories of sedation, restraint, parental presence, and communications behavior management. (GLR)

  4. Factors Influencing the Spiritual Competency of Predoctoral Psychology Interns

    ERIC Educational Resources Information Center

    Haasz, Christine A.

    2013-01-01

    This study investigated the relationship among spiritual competencies, personal spiritual beliefs, and clinical supervision in spirituality with professional psychology predoctoral interns. It was hypothesized personal spiritual beliefs and supervision in spirituality would be predictors of spiritual competencies in clinical practice. Social…

  5. Multicultural Issues in Predoctoral Internship Programs: A National Survey.

    ERIC Educational Resources Information Center

    Constantine, Madonna G.; Gloria, Alberta M.

    1999-01-01

    Examines the extent to which internship-training directors (ITDs) addressed multicultural issues in their predoctoral training programs. ITDs reported varied levels of attention to specific multicultural issues; ITDs at university counseling centers reported significantly greater attention to multicultural issues than did ITDs at community…

  6. Factors Influencing the Spiritual Competency of Predoctoral Psychology Interns

    ERIC Educational Resources Information Center

    Haasz, Christine A.

    2013-01-01

    This study investigated the relationship among spiritual competencies, personal spiritual beliefs, and clinical supervision in spirituality with professional psychology predoctoral interns. It was hypothesized personal spiritual beliefs and supervision in spirituality would be predictors of spiritual competencies in clinical practice. Social…

  7. Predoctoral and postdoctoral students' perspectives about pediatric dental behavior guidance.

    PubMed

    Bimstein, Enrique; Azari, Amir F; Riley, Joseph L

    2011-05-01

    This study compared acceptability scores of pediatric dental behavior guidance between predoctoral senior dental students and postdoctoral pediatric dentistry graduates. The scores were obtained with an anonymous survey that included twenty-five items related to behavior guidance techniques or situations, with the degree of acceptability of each being marked on a visual analog scale. Demographic data collected included year of graduation from the postdoctoral program, type of employment, being board-certified or not, gender, marital and parental status, previously receiving dental or medical treatment, and degree of unpleasantness from these treatments. Thirty-nine predoctoral and fifty-one postdoctoral surveys were compared. Analysis of variance (ANOVA) indicated that the predoctoral acceptability scores were statistically significantly higher than the postdoctoral scores for not allowing the child to speak during treatment, voice control, hand over mouth, active immobilization, and providing an exact explanation to the child. The predoctoral scores were lower than the postdoctoral scores for not using local anesthetic when the child does not want it, parent's presence in the operatory during treatment, or talking with the dentist during treatment. ANOVA of the predoctoral and postdoctoral scores combined indicated statistically significant differences between scores from male and females respondents for parent talking with the dentist during treatment; between married and not married respondents for hand over mouth, encouraging the child not to be a coward, the child being allowed to stop the treatment, and the parent being in the operatory during treatment; and between parents and not parents respondents for child not allowed to speak during the treatment, voice control, and hand over mouth. This study found that perspectives about pediatric dental behavior guidance are influenced by pre- and postdoctoral education and postgraduate experience.

  8. A Study of the Efficiency of the Fellowship Selection Process at a Major Research University. ASHE 1984 Annual Meeting Paper.

    ERIC Educational Resources Information Center

    Goldberg, Frank

    Students who were awarded university fellowships for their first year of study at a major research university were compared to nonfellowship students. The students' completion of the Ph.D. and the time required to obtain the degree were assessed. Data for about 3,200 Northwestern University students were analyzed. Three models were developed for…

  9. A Study of the Efficiency of the Fellowship Selection Process at a Major Research University. ASHE 1984 Annual Meeting Paper.

    ERIC Educational Resources Information Center

    Goldberg, Frank

    Students who were awarded university fellowships for their first year of study at a major research university were compared to nonfellowship students. The students' completion of the Ph.D. and the time required to obtain the degree were assessed. Data for about 3,200 Northwestern University students were analyzed. Three models were developed for…

  10. Research Fellowship Opportunities

    EPA Pesticide Factsheets

    EPA supports research in areas including natural and life sciences, environmental sciences, social sciences, physical sciences, mathematics and computer sciences, and engineering through research fellowships.

  11. [Fellowship in Canada: instructions].

    PubMed

    Le Ray, C; Wavrant, S; Hudon, L; Audibert, F

    2009-04-01

    In North America, postdoctoral fellowships are proposed to physicians and surgeons after their residency to obtain an expertise in a specific domain of their speciality. In obstetrics and gynecology, three fellowship programs are accredited by the Royal College of Physicians and Surgeons of Canada: maternal fetal medicine, gynaecological oncology and reproductive endocrinology and infertility. A two-year fellowship in Canada provides a great professional and personal experience. We present here the organization of these programs and the conditions to be admitted in a fellowship program in Canada.

  12. Predoctoral Training in Breast Cancer Biology and Therapy.

    DTIC Science & Technology

    1998-08-01

    investigators into the field of breast cancer research and to provide them with an interdisciplinary predoctoral training experience focused on this malignant ...epidermoid carcinoma cell lines and normal keratinocytes. We hypothesized that human breast cancer cell lines, like other epidermoid cell lines, may...tamoxifen-induced apoptosis in human breast carcinoma cells. Cancer Ltr. In press. Fattman CL. (1997) "Role of the retinoblastoma protein in tamoxifen

  13. Advanced predoctoral implant program at UIC: description and qualitative analysis.

    PubMed

    Afshari, Fatemeh S; Yuan, Judy Chia-Chun; Quimby, Anastasiya; Harlow, Rand; Campbell, Stephen D; Sukotjo, Cortino

    2014-05-01

    Dental implant education has increasingly become an integral part of predoctoral dental curricula. However, the majority of implant education emphasizes the restorative aspect as opposed to the surgical. The University of Illinois at Chicago College of Dentistry has developed an Advanced Predoctoral Implant Program (APIP) that provides a select group of students the opportunity to place implants for single-tooth restorations and mandibular overdentures. This article describes the rationale, logistics, experiences, and perspectives of an innovative approach to provide additional learning experiences in the care of patients with partial and complete edentulism using implant-supported therapies. Student and faculty perspectives on the APIP were ascertained via focus group discussions and a student survey. The qualitative analysis of this study suggests that the select predoctoral dental students highly benefited from this experience and intend to increase their knowledge and skills in implant dentistry through formal education following graduation. Furthermore, the survey indicates that the APIP has had a positive influence on the students' interest in surgically placing implants in their future dental practice and their confidence level in restoring and surgically placing implants.

  14. The postdoctoral fellowship experience.

    PubMed

    Lev, E; Souder, E; Topp, R

    1990-01-01

    This paper describes postdoctoral fellowships, commonalities among programs, advantages and disadvantages of postdoctoral training, and issues to be considered when contemplating postdoctoral education. How to find a fellowship, questions that one should ask when considering a specific program, and criteria used to select potential candidates are also discussed.

  15. Accredited Orthopaedic Sports Medicine Fellowship Websites

    PubMed Central

    Yayac, Michael; Javandal, Mitra; Mulcahey, Mary K.

    2017-01-01

    Background: A substantial number of orthopaedic surgeons apply for sports medicine fellowships after residency completion. The Internet is one of the most important resources applicants use to obtain information about fellowship programs, with the program website serving as one of the most influential sources. The American Orthopaedic Society for Sports Medicine (AOSSM), San Francisco Match (SFM), and Arthroscopy Association of North America (AANA) maintain databases of orthopaedic sports medicine fellowship programs. A 2013 study evaluated the content and accessibility of the websites for accredited orthopaedic sports medicine fellowships. Purpose: To reassess these websites based on the same parameters and compare the results with those of the study published in 2013 to determine whether any improvement has been made in fellowship website content or accessibility. Study Design: Cross-sectional study. Methods: We reviewed all existing websites for the 95 accredited orthopaedic sports medicine fellowships included in the AOSSM, SFM, and AANA databases. Accessibility of the websites was determined by performing a Google search for each program. A total of 89 sports fellowship websites were evaluated for overall content. Websites for the remaining 6 programs could not be identified, so they were not included in content assessment. Results: Of the 95 accredited sports medicine fellowships, 49 (52%) provided links in the AOSSM database, 89 (94%) in the SFM database, and 24 (25%) in the AANA database. Of the 89 websites, 89 (100%) provided a description of the program, 62 (70%) provided selection process information, and 40 (45%) provided a link to the SFM website. Two searches through Google were able to identify links to 88% and 92% of all accredited programs. Conclusion: The majority of accredited orthopaedic sports medicine fellowship programs fail to utilize the Internet to its full potential as a resource to provide applicants with detailed information about the

  16. Center for the Study of Fast Transient Processes Annual Report October 1987 - December 1988

    DTIC Science & Technology

    1988-12-28

    Fellowship (d) Teaching Assistant (e) University Merit Fellowship IV. Communication During 1988, we had several visitors from Army and other DOD labs...Studies of the Unimolecular Decomposition of Nitramines and Nitroaromatics. 1:35 - 2:10 George Adams (BRL) Thermochemistry of Boranes and Related...Foundation Predoctoral Fellowship (h) Teaching Assistant VI. Publications (1988) 1. H + CICN -- Ha + CN: Product excitations and reaction mechanism at E

  17. NSF Graduate Fellowships

    NASA Astrophysics Data System (ADS)

    Richman, Barbara T.

    1984-04-01

    Of the 540 college students offered fellowships by the National Science Foundation (NSF) this year for graduate study in 1984-1985 in the natural and social sciences, mathematics, and engineering, 34 plan to pursue graduate studies in the earth, ocean, or space sciences. In addition, of the 60 NSF Minority Graduate Fellowships awarded this year, 2 were offered to students who plan graduate studies in the earth, ocean, and space sciences.Each fellowship, awarded for 3 years of graduate study, provides a stipend of $8,100 per year for full-time graduate study. An annual cost-of-education allowance of $4,900 is provided by NSF in lieu of all tuition and fees to the institution selected by each fellow for graduate study. The fellowships may be used over 5 years to permit students to incorporate teaching or research assistantships into their education during periods in which they are not receiving their fellowship stipends.

  18. NATO Postdoctoral Fellowship

    NASA Astrophysics Data System (ADS)

    Three of the 50 persons receiving the North Atlantic Treaty Organization (NATO) Postdoctoral Fellowships in Science will study geophysics or a geophysics-related discipline. The fellowships, recently announced by the National Science Foundation (NSF) and the U.S. Department of State, are awarded to young scientists for full-time postgraduate study abroad at institutions and laboratories in NATO countries or in neighboring countries that cooperate with NATO.

  19. Interventional Pulmonology Fellowship Accreditation Standards: Executive Summary of the Multisociety Interventional Pulmonology Fellowship Accreditation Committee.

    PubMed

    Mullon, John J; Burkart, Kristin M; Silvestri, Gerard; Hogarth, D Kyle; Almeida, Francisco; Berkowitz, David; Eapen, George A; Feller-Kopman, David; Fessler, Henry E; Folch, Erik; Gillespie, Colin; Haas, Andrew; Islam, Shaheen U; Lamb, Carla; Levine, Stephanie M; Majid, Adnan; Maldonado, Fabien; Musani, Ali I; Piquette, Craig; Ray, Cynthia; Reddy, Chakravarthy B; Rickman, Otis; Simoff, Michael; Wahidi, Momen M; Lee, Hans

    2017-05-01

    Interventional pulmonology (IP) is a rapidly evolving subspecialty of pulmonary medicine. In the last 10 years, formal IP fellowships have increased substantially in number from five to now > 30. The vast majority of IP fellowship trainees are selected through the National Resident Matching Program, and validated in-service and certification examinations for IP exist. Practice standards and training guidelines for IP fellowship programs have been published; however, considerable variability in the environment, curriculum, and experience offered by the various fellowship programs remains, and there is currently no formal accreditation process in place to standardize IP fellowship training. Recognizing the need for more uniform training across the various fellowship programs, a multisociety accreditation committee was formed with the intent to establish common accreditation standards for all IP fellowship programs in the United States. This article provides a summary of those standards and can serve as an accreditation template for training programs and their offices of graduate medical education as they move through the accreditation process. Copyright © 2017 American College of Chest Physicians. Published by Elsevier Inc. All rights reserved.

  20. Developing core dental public health competencies for predoctoral dental and dental hygiene students.

    PubMed

    Mascarenhas, Ana Karina; Atchison, Kathryn Ann

    2015-01-01

    Dental professionals are an "underutilized" workforce, when it comes to advocating for prevention and wellness in populations. The goal of this HRSA-funded project is to develop dental public health (DPH) competencies and curriculum for US predoctoral dental and dental hygiene programs. These competencies and accompanying curriculum are designed to better prepare the oral health workforce to meet the needs of the entire population, including the chronically underserved, those challenged by poor health literacy, or communities encountering barriers to accessing oral health care. By increasing the DPH competency of all graduating dental providers, in population-based approaches to preventing oral diseases rather than the existing exclusive focus on treatment, the number of providers who can respond to a population or the public's unmet needs and challenges, both in private practices and publicly supported clinics, will increase. This paper describes the competency development process and the eight competencies that were identified. © 2015 American Association of Public Health Dentistry.

  1. Predoctoral dental implant education at Creighton University School of Dentistry.

    PubMed

    Parrish, Lawrence; Hunter, Richard; Kimmes, Nici; Wilcox, Charles; Nunn, Martha; Miyamoto, Takanari

    2013-05-01

    The purpose of this report is to describe the dental implant education that predoctoral students receive and to characterize the patient population receiving implants at Creighton University School of Dentistry (CDS). CDS has no postdoctoral residency programs. Therefore, clinical management of diagnosis, treatment planning, surgical aspects, restoration, complications, and maintenance of dental implants requires significant involvement by predoctoral dental students. CDS implant education involves radiology diagnostic assets of the General Dentistry Department (including the use of Cone Beam Computed Tomography), as well as faculty and equipment from the Departments of Oral and Maxillofacial Surgery, Periodontics, and Prosthodontics, with a majority of students satisfied with their didactic preparation for their clinical experiences. Focusing on a three-year window from August 2007 to August 2010 and using electronic health records, this study found that a total of 242 implants were placed, out of which six failed within one year of placement and had to be removed. The average age of the population of 153 patients was found to be 53.3 years, with a range of eighteen to eighty-nine. Treatment outcomes compared very favorably with those published in the literature.

  2. Factors Influencing the Selection of General Internal Medicine Fellowship Programs

    PubMed Central

    Caiola, Enrico; Litaker, David

    2000-01-01

    Although criteria are available to guide the selection of general internal medicine (GIM) fellowship programs, the factors actually used in this process are unclear. Using a survey of current GIM fellows, we determined that most received information from their residency advisors, and many viewed them as the most important source of fellowship information. Program location was the top selection factor for fellows, followed by research opportunities, availability of a mentor, and the reputation of the program. This information may be useful to both fellowship candidates as an additional selection guide and to program directors seeking to best structure and market their fellowships. PMID:11029680

  3. Women and Woodrow Wilson Fellowships.

    ERIC Educational Resources Information Center

    Weiss, Nancy J.

    1986-01-01

    Based on a presentation made at the fortieth anniversary celebration of the Woodrow Wilson National Fellowship Foundation, considers the effect these fellowships had on the scholarly careers of the women to whom they have been awarded. (Author/ABB)

  4. The trouble with fellowships.

    PubMed

    Baker, Stephen R; Luk, Lyndon; Clarkin, Kim

    2010-06-01

    The fellowship year is now chosen by more than 90% of radiology residents. However, oversight of training programs is not uniform, with the number of occupied positions in non-ACGME programs now exceeding that of programs under periodic ACGME review. Lacking surveillance by a national regulatory body, non-ACGME programs are free to determine curricular content and the terms of employment, leaving trainees to function at program directors' behest, without guaranteed, codified appellate rights. Another area for concern is in ACGME-related fellowship programs, in which the record of citations, particularly in interventional radiology, is worse than for the core residencies. Moreover, the abandonment of the abortive fellowship match has recently led to the establishment of earlier deadlines for interviews and acceptance notification in many programs, in which such choices are now being made early in the third year of residency. These are troubling developments requiring increased attention by leaders in radiology education.

  5. IISME Summer Fellowship Program

    NASA Technical Reports Server (NTRS)

    1998-01-01

    During the summer of 1997, NASA-Ames scientists served as mentors to six teachers who worked as IISME (Industry Initiatives for Science and Math Education) Teacher Fellows over the summer. These six teachers were among 91 IISME Teacher Fellows working at various corporate, government agency, and university sites throughout the San Francisco Bay Area. These NASA-Ames fellowship positions are described in brief. One requirement of the IISME Summer Fellowship program is that teachers develop a personal Action Plan for classroom transfer. These Action Plans are published in abstract form in an annual catalog. I have also attached the abstracts of NASA-Ames teachers.

  6. IISME Summer Fellowship Program

    NASA Technical Reports Server (NTRS)

    1998-01-01

    During the summer of 1997, NASA-Ames scientists served as mentors to six teachers who worked as IISME (Industry Initiatives for Science and Math Education) Teacher Fellows over the summer. These six teachers were among 91 IISME Teacher Fellows working at various corporate, government agency, and university sites throughout the San Francisco Bay Area. These NASA-Ames fellowship positions are described in brief. One requirement of the IISME Summer Fellowship program is that teachers develop a personal Action Plan for classroom transfer. These Action Plans are published in abstract form in an annual catalog. I have also attached the abstracts of NASA-Ames teachers.

  7. Predoctoral training grant in the area of physical sciences. Final technical report, October 1989--October 1993

    SciTech Connect

    Venkateswarlu, P.

    1993-11-01

    This final technical report represents the results of the research in nonlinear optics (optical phase conjugation) obtained by five (5) predoctoral students in the department of physics at Alabama Agricultural and Mechanical University (AAMU).

  8. The Fellowship Council: a decade of impact on surgical training.

    PubMed

    Fowler, Dennis L; Hogle, Nancy J

    2013-10-01

    The objective of this project is to document the history of the Fellowship Council (FC) and report its current impact on surgical training. The need for advanced training in laparoscopic surgery resulted in the rapid development of fellowships for which there was no oversight. Fellowship program directors began meeting in the 1990s and formally created the FC in 2004 to provide that oversight. To obtain information with which to create a narrative of the history of the FC, the authors performed a detailed review of all available minutes from the meetings of the various iterations of the council and its committees between 2001 and 2012. Information about fellowships and meetings of the directors of fellowships prior to 2001 are based on information included in minutes of meetings after 2001. Minimally invasive surgery fellowship program directors in collaboration with surgical societies created the FC to bring order to the application process for residents and program directors. It has evolved into an organization with mature, reliable processes for application, matching, curriculum development, accreditation, and reporting. It now receives applications from more than 30 % of graduating chief residents in general surgery. It has 223 accredited fellowship positions in the following disciplines: Minimally invasive surgery, bariatric/metabolic surgery, Flexible endoscopy, hepato-pancreato-biliary Surgery, colorectal surgery, and Thoracic surgery. The FC provides a reliable, fair process for matching residents with fellowship programs and has successfully expanded its oversight of such programs with mature processes for accreditation, curriculum development, and reporting.

  9. Motivations to pursue fellowships are gender neutral.

    PubMed

    Borman, Karen R; Biester, Thomas W; Rhodes, Robert S

    2010-07-01

    To determine the importance of factors in decision making by general surgery chief residents to pursue fellowships and to relate factor importance to gender and residency characteristics. Prospective, voluntary, national survey conducted April through May, 2008, in which finishing chief residents rated the importance of 12 factors in their decision making to pursue fellowships. General surgery chief residents who applied for admission to the American Board of Surgery Qualifying Examination process. All 1034 first-time applicants. chi(2) tests and 1-way analyses of variance were used to correlate gender and residency type, size, and location with summed values and scaled mean scores for ratings of the importance of 12 potential factors in fellowship decision making. The fellowship rate was 77% and correlated with residency size and location. Women were dispersed asymmetrically across residencies overall but future female fellows were distributed similarly to male ones. Survey item response rates for future fellows were 96% to 98%. Clinical mastery and specialty activities were valued most highly by more than 90% of men and women. Men placed more value on income potential and spousal influence. Lifestyle factors reached only midrange importance for both genders. Program size had more significant relationships to decision-making factors than did gender. The ability to master an area of clinical practice and the clinical activities of a specialty are the most important factors for chief residents in fellowship decision making, regardless of gender. Lifestyle factors are of midrange importance. Program size is as influential as is gender.

  10. Fellowships Have Sailed

    ERIC Educational Resources Information Center

    Cooper, Kenneth J.

    2010-01-01

    Jose Lopez is an assistant professor of physics at Saint Peter's College, a Catholic school in Jersey City, New Jersey, where he has been on the tenure track since receiving his Ph.D. from Stevens Institute of Technology in 2005. Essential to the completion of his doctoral work was a fellowship from the state designed to increase faculty diversity…

  11. Fellowships Have Sailed

    ERIC Educational Resources Information Center

    Cooper, Kenneth J.

    2010-01-01

    Jose Lopez is an assistant professor of physics at Saint Peter's College, a Catholic school in Jersey City, New Jersey, where he has been on the tenure track since receiving his Ph.D. from Stevens Institute of Technology in 2005. Essential to the completion of his doctoral work was a fellowship from the state designed to increase faculty diversity…

  12. Perceived core competency achievements of fellowship and non-fellowship-trained early career pediatric hospitalists.

    PubMed

    Librizzi, Jamie; Winer, Jeffrey C; Banach, Laurie; Davis, Aisha

    2015-06-01

    The pediatric hospital medicine (PHM) core competencies were established in 2010 to identify the specific knowledge base and skill set needed to provide the highest quality of care for hospitalized children. The objectives of this study were to examine the perceived core competency achievements of fellowship-trained and non-fellowship-trained early career pediatric hospitalists and identify perceived gaps in our current training models. An anonymous Web-based survey was distributed in November 2013. Hospitalists within 5 years of their residency graduation reported their perceived competency in select PHM core competencies. χ(2) and multiprobit regression analyses were utilized. One hundred ninety-seven hospitalists completed the survey and were included; 147 were non-fellowship-trained and 50 were PHM fellowship graduates or current PHM fellows. Both groups reported feeling less than competent in sedation and aspects of business practice. Non-fellowship-trained hospitalists also reported mean scores in the less than competent range in intravenous access/phlebotomy, technology-dependent emergencies, performing Plan-Do-Study-Act process and root cause analysis, defining basic statistical terms, and identifying research resources. Non-fellowship-trained hospitalists reported mean competency scores greater than fellowship-trained hospitalists in pain management, newborn care, and transitions in care. Early career pediatric hospitalists report deficits in several of the PHM core competencies, which should be considered when designing PHM-specific training in the future. Fellowship-trained hospitalists report higher levels of perceived competency in many core areas. © 2015 Society of Hospital Medicine.

  13. Core content for wilderness medicine fellowship training of emergency medicine graduates.

    PubMed

    Lipman, Grant S; Weichenthal, Lori; Stuart Harris, N; McIntosh, Scott E; Cushing, Tracy; Caudell, Michael J; Macias, Darryl J; Weiss, Eric A; Lemery, Jay; Ellis, Mark A; Spano, Susanne; McDevitt, Marion; Tedeschi, Christopher; Dow, Jennifer; Mazzorana, Vicki; McGinnis, Henderson; Gardner, Angela F; Auerbach, Paul S

    2014-02-01

    Wilderness medicine is the practice of resource-limited medicine under austere conditions. In 2003, the first wilderness medicine fellowship was established, and as of March 2013, a total of 12 wilderness medicine fellowships exist. In 2009 the American College of Emergency Physicians Wilderness Medicine Section created a Fellowship Subcommittee and Taskforce to bring together fellowship directors, associate directors, and other interested stakeholders to research and develop a standardized curriculum and core content for emergency medicine (EM)-based wilderness medicine fellowships. This paper describes the process and results of what became a 4-year project to articulate a standardized curriculum for wilderness medicine fellowships. The final product specifies the minimum core content that should be covered during a 1-year wilderness medicine fellowship. It also describes the structure, length, site, and program requirements for a wilderness medicine fellowship.

  14. The Cunningham Fellowship: three international points of view.

    PubMed

    Flake, D; Verhoeven, A; Robu, I

    2001-06-01

    The Medical Library Association Cunningham Fellowship Program provides funds for one medical librarian per year from outside the United States or Canada to work and learn in United States or Canadian medical libraries for a period of 4 months. An overview of the Cunningham Fellowship is presented from three different points of view-that of a Medical Library Association member who has worked closely with the Cunningham Fellowship programme, and two former Cunningham Fellows. Anita Verhoeven, who relates her impressions of American culture, architecture and art, was the 1998 MLA Cunningham Fellow and visited 33 libraries, met 171 librarians, visited prestigious universities and attended a Medical Library Association meeting. Ioana Robu, the 1997 Cunningham Fellow, visited 15 libraries in 13 cities during her experience. She describes the process of applying for the fellowship and assesses the impact that the 1997 Cunningham Fellowship has made on her life, her library and medical librarianship in Romania. An overview of the Cunningham Fellowship is also given, which includes the history, the application process, the requirements of the fellowship and the time table of the fellowship.

  15. ACGME Accreditation of Orthopaedic Surgery Subspecialty Fellowship Training Programs.

    PubMed

    Daniels, Alan H; Grabel, Zachary; DiGiovanni, Christopher W

    2014-06-04

    Orthopaedic surgery training in the United States consists of a five-year-minimum orthopaedic surgery residency program, followed by optional subspecialty fellowship training. There is an increasing trend for trainees to complete at least one fellowship program following residency training, with approximately 90% of current trainees planning to complete a fellowship. The purpose of this investigation was to assess the overall variability of orthopaedic subspecialty fellowships in terms of characteristics, match process, and the tendency to be accredited by the Accreditation Council for Graduate Medical Education. Nine orthopaedic surgery subspecialties were assessed for their fellowship match program, their number of fellowship programs and positions in the match, and the number of programs and positions accredited by the Accreditation Council for Graduate Medical Education. Programs with a Subspecialty Certificate offered by the American Board of Orthopaedic Surgery were compared with programs without a Subspecialty Certificate. Comparative statistics utilizing an unpaired t test with a statistical cutoff of p < 0.05 were performed. Three separate matching programs are used by the nine subspecialties. Hand surgery utilizes the National Residents Matching Program, shoulder and elbow surgery utilizes the American Shoulder and Elbow Surgeons Fellowship Match, and the other seven subspecialties utilize the San Francisco Matching Program. In total, 478 fellowship programs were identified, representing 897 fellowship positions. The highest percentage of fellowship programs that are accredited by the Accreditation Council for Graduate Medical Education was in orthopaedic sports medicine (93.1%), compared with the lowest percentage in foot and ankle orthopaedics (16.3%). A significantly higher percentage (p < 0.05) of fellowship programs accredited by the Accreditation Council for Graduate Medical Education were found for subspecialties with American Board of Orthopaedic

  16. First AXAF Fellowships Awarded

    NASA Astrophysics Data System (ADS)

    1998-03-01

    The AXAF (Advanced X-ray Astrophysics Facility) Science Center has announced the selection of five scientists to inaugurate the AXAF Postdoctoral Fellowship Program. Competition for the fellowships was open to all recent astronomy and astrophysics graduates worldwide. The AXAF Fellows will work for three years at a host astronomical institution in the United States where they will investigate topics broadly related to the scientific mission of AXAF. Additional AXAF Fellows will be selected each year over the course of the program. The AXAF Fellowship Program is a joint venture between NASA and the AXAF Science Center in cooperation with the host institutions. The AXAF Science Center is operated by the Smithsonian Astrophysical Observatory in Cambridge, Massachusetts and funded by NASA through the Marshall Space Flight Center. "We are elated at the outstanding group of Fellows," said Harvey Tananbaum, the Director of the AXAF Science Center. "They will be working during the exciting period when the first X-ray images will be received from AXAF." Nancy Remage Evans, AXAF Fellowship Program Coordinator added, "The program will also encourage AXAF related work at institutions throughout the United States." An independent panel of scientists selected the honorees. The first AXAF Fellows and the host institutions at which they will hold their fellowships are: David Buote (University of California, Santa Cruz), Tiziana Di Matteo (Harvard-Smithsonian Center for Astrophysics), Ann Esin (California Institute of Technology), Joseph Mohr (University of Chicago), and Edward Moran (Massachusetts Institute of Technology). AXAF, the third of NASA's Great Observatories after the Hubble Space Telescope and the Compton Gamma Ray Observatory, is the largest and most sophisticated X-ray telescope ever built. When it is launched in December of this year, AXAF's high resolution will provide new information about exploding stars, black holes, colliding galaxies, and other extremely hot

  17. Development of a Curricular Framework for Pediatric Hospital Medicine Fellowships.

    PubMed

    Jerardi, Karen E; Fisher, Erin; Rassbach, Caroline; Maniscalco, Jennifer; Blankenburg, Rebecca; Chase, Lindsay; Shah, Neha

    2017-07-01

    Pediatric Hospital Medicine (PHM) is an emerging field in pediatrics and one that has experienced immense growth and maturation in a short period of time. Evolution and rapid expansion of the field invigorated the goal of standardizing PHM fellowship curricula, which naturally aligned with the field's evolving pursuit of a defined identity and consideration of certification options. The national group of PHM fellowship program directors sought to establish curricular standards that would more accurately reflect the competencies needed to practice pediatric hospital medicine and meet future board certification needs. In this manuscript, we describe the method by which we reached consensus on a 2-year curricular framework for PHM fellowship programs, detail the current model for this framework, and provide examples of how this curricular framework may be applied to meet the needs of a variety of fellows and fellowship programs. The 2-year PHM fellowship curricular framework was developed over a number of years through an iterative process and with the input of PHM fellowship program directors (PDs), PHM fellowship graduates, PHM leaders, pediatric hospitalists practicing in a variety of clinical settings, and other educators outside the field. We have developed a curricular framework for PHM Fellowships that consists of 8 education units (defined as 4 weeks each) in 3 areas: clinical care, systems and scholarship, and individualized curriculum. Copyright © 2017 by the American Academy of Pediatrics.

  18. Experienced Teacher Fellowship Program. Final Report.

    ERIC Educational Resources Information Center

    Wolansky, William D.; Cochran, Leslie H.

    The Industrial Arts Fellowship Program provides an opportunity for 24 experienced teachers to pursue graduate study related to two occupational clusters: industrial materials and processes or energy and propulsion systems. As part of their studies, students developed, field tested, and evaluated curriculum materials which applied these evolving…

  19. Los Alamos offers Fellowships

    NASA Astrophysics Data System (ADS)

    Los Alamos National Laboratory in New Mexico is calling for applications for postdoctoral appointments and research fellowships. The positions are available in geoscience as well as other scientific disciplines.The laboratory, which is operated by the University of California for the Department of Energy, awards J. Robert Oppenheimer Research Fellowships to scientists that either have or will soon complete doctoral degrees. The appointments are for two years, are renewable for a third year, and carry a stipend of $51,865 per year. Potential applicants should send a resume or employment application and a statement of research goals to Carol M. Rich, Div. 89, Human Resources Development Division, MS P290, Los Alamos National Laboratory, Los Alamos, New Mexico 87545 by mid-November.

  20. 40 CFR 46.170 - Fellowship agreement.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 40 Protection of Environment 1 2013-07-01 2013-07-01 false Fellowship agreement. 46.170 Section 46... FELLOWSHIPS Award § 46.170 Fellowship agreement. (a) The “Fellowship Agreement” (EPA Form 5770-8) is the written agreement, including amendments, between EPA and you. The fellowship agreement will state...

  1. 40 CFR 46.170 - Fellowship agreement.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 40 Protection of Environment 1 2011-07-01 2011-07-01 false Fellowship agreement. 46.170 Section 46... FELLOWSHIPS Award § 46.170 Fellowship agreement. (a) The “Fellowship Agreement” (EPA Form 5770-8) is the written agreement, including amendments, between EPA and you. The fellowship agreement will state...

  2. 40 CFR 46.170 - Fellowship agreement.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 40 Protection of Environment 1 2014-07-01 2014-07-01 false Fellowship agreement. 46.170 Section 46... FELLOWSHIPS Award § 46.170 Fellowship agreement. (a) The “Fellowship Agreement” (EPA Form 5770-8) is the written agreement, including amendments, between EPA and you. The fellowship agreement will state...

  3. 40 CFR 46.170 - Fellowship agreement.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 40 Protection of Environment 1 2012-07-01 2012-07-01 false Fellowship agreement. 46.170 Section 46... FELLOWSHIPS Award § 46.170 Fellowship agreement. (a) The “Fellowship Agreement” (EPA Form 5770-8) is the written agreement, including amendments, between EPA and you. The fellowship agreement will state...

  4. 40 CFR 46.170 - Fellowship agreement.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 40 Protection of Environment 1 2010-07-01 2010-07-01 false Fellowship agreement. 46.170 Section 46... FELLOWSHIPS Award § 46.170 Fellowship agreement. (a) The “Fellowship Agreement” (EPA Form 5770-8) is the written agreement, including amendments, between EPA and you. The fellowship agreement will state...

  5. Fellowships in India

    NASA Astrophysics Data System (ADS)

    In an effort to encourage stronger research ties between India and the United States, the Indo-U.S. Subcommission on Education and Culture is offering 12 long-term and 9 short-term research fellowships in India in 1985 and 1986. The only requirement is that the applicants be U.S. citizens at the postdoctoral or equivalent postdoctoral level. The awards have no restrictions as to field of study, and because the program seeks to open new channels of communication between academic and professional groups in the two countries, those who have had little or no experience in India are especially encouraged to apply.The long-term fellowships are for 6 to 10 months, with a monthly allowance of $1500. Long-term fellows will also receive travel money and allowances for dependents. The short-term awards, for periods of 2 to 3 months, also offer a monthly payment of $1500. Funding for these fellowships is provided by the U.S. Information Agency, the National Science Foundation, the Smithsonian Institution, and the Government of India.

  6. Predoctoral dental students' perceptions and experiences with prosthodontics.

    PubMed

    Dhima, Matilda; Petropoulos, Vicki C; Salinas, Thomas J; Wright, Robert F

    2013-02-01

    The aims of this study were to: (1) investigate the perceptions and experiences of predoctoral dental students and advanced standing students on mentorship, exposure to prosthodontics, and future need for the specialty, and (2) establish a baseline of students' perceptions of the impact of prosthodontics on salary, personal and patient quality of life, and the profession of dentistry. A survey was distributed to 494 predoctoral and advanced standing students at the University of Pennsylvania School of Dental Medicine. Questions focused on the perceptions and experiences with the specialty of prosthodontics. A total of 410 surveys were analyzed using Chi Square tests and univariate and multivariate analysis with statistical software. Response rate was 83%. A positive initial introduction to prosthodontics was reported by 57% of students. Most students had positive experiences with prosthodontic faculty and enjoyed laboratory work and challenging/complex dentistry. A greater need for prosthodontists in the future was perceived by 82% of respondents, with 63% reporting that the future of prosthodontics had been emphasized. Students reported (1) a preclinical course directed by prosthodontists and (2) working in the clinic with prosthodontic faculty (p < 0.006) as having the biggest impact on their introduction to prosthodontics. A desire to pursue training or a career in prosthodontics was reported by 3.4% of the respondents, with 1.7% of them pursuing prosthodontics. Enjoyment of providing care in prosthodontics was the most important factor for those who decided to pursue prosthodontic postgraduate training. When compared to other specialties, prosthodontics ranked low with regards to its impact on salary (7(th) ), personal quality of life (5(th) ), patient quality of life (4(th) ), and strengthening of the dental field (7(th) ). Reasons few students are interested in prosthodontics as a career, despite a positive first introduction and high perceived future need

  7. AMS/DOE Graduate Fellowship

    SciTech Connect

    None None

    2011-06-15

    The American Meteorological Society (AMS) Fellowship Program was established in 1991. To date, AMS has awarded over 150 Fellowships. This five year DOE award provided for one Fellowship a year for five years. The objective of this program is to provide enough funding to a student so as to allow the student to focus solely on coursework requirements, thus allowing them to begin their research at an earlier date.

  8. Creating a Fellowship Curriculum in Patient Safety and Quality.

    PubMed

    Abookire, Susan A; Gandhi, Tejal K; Kachalia, Allen; Sands, Kenneth; Mort, Elizabeth; Bommarito, Grace; Gagne, Jane; Sato, Luke; Weingart, Saul N

    2016-01-01

    The authors sought to create a curriculum suitable for a newly created clinical fellowship curriculum across Harvard Medical School-affiliated teaching hospitals as part of a newly created 2-year quality and safety fellowship program described in the companion article "Design and Implementation of the Harvard Fellowship in Patient Safety and Quality." The aim of the curriculum development process was to define, coordinate, design, and implement a set of essential skills for future physician-scholars of any specialty to lead operational quality and patient safety efforts. The process of curriculum development and the ultimate content are described in this article. © The Author(s) 2014.

  9. A Survey of Dental Implant Instruction in Predoctoral Dental Curricula in North America.

    PubMed

    Kihara, Hidemichi; Sun, Jie; Sakai, Maiko; Nagai, Shigemi; Da Silva, John

    2017-09-01

    The aim of this study was to investigate the extent and forms of predoctoral implant dentistry instruction in North American dental schools and to identify future directions and challenges. The survey collected data on curriculum content, departmental oversight, techniques, and materials, as well as current problems to be solved. The 30-question survey was sent in 2012 to the dean or administrator in charge of the predoctoral curriculum of all 73 dental schools in the U.S. and Canada at the time; four reminders were sent. Forty-seven schools responded, for a response rate of 64%. Of the 47 responding schools, 46 (98%) offered didactic instruction (mean of 17 hours); 87% had a laboratory component (mean of 14.46 hours); and 57% had a clinical requirement. In the responding schools, students had an average of 1.85 implant restorative cases and 0.61 surgical cases. Forty-two of the schools (89%) had implemented observation of implant surgery and/or assisting with implant surgery in their curricula. Major challenges reported in implementing a comprehensive predoctoral implant curriculum included expense of implant systems to the schools and to patients, shortage of predoctoral cases, and lack of curriculum time and trained faculty. These results show that implant education for predoctoral dental students continues to expand, with a trend towards more preclinical exercises and clinical experiences and fewer didactic courses.

  10. Obstetrics and Gynecology Hospitalist Fellowships.

    PubMed

    Vintzileos, Anthony M

    2015-09-01

    This article establishes the rationale and development of an obstetrics and gynecology (OB/GYN) hospitalist fellowship program. The pool of OB/GYN hospitalists needs to be drastically expanded to accommodate the country's needs. Fellowship programs should provide extra training and confidence for recent resident graduates who want to pursue a hospitalist career. Fellowships should train physicians in a way that aligns their interests with those of the hospital with respect to patient care, teaching, and research. Research in the core measures should be a necessary component of the fellowship so as to provide long-term benefits for all stakeholders, including hospitals and patients.

  11. A new predoctoral endodontic module: evaluating learning and effectiveness.

    PubMed

    Friedlander, Lara; Anderson, Vivienne

    2011-03-01

    The teaching of advanced endodontic courses at the predoctoral level is common, but it can be difficult to assess teaching effectiveness. Advanced modules placed later in the dental curriculum provide the opportunity to introduce a new topic, revisit and reinforce concepts learned previously, and instill the notion of lifelong learning. At any level, the introduction of new techniques to novices must be based on recognition of their prior knowledge and experience and their need for explicit direction, stepwise instruction, and comprehensive feedback. Assessment of students' performance should not only provide insights into what they know and can do, but also steer them towards desired outcomes. In addition, assessment can provide valuable feedback on teaching effectiveness. In this article, we describe a module piloted for inclusion in the University of Otago (New Zealand) fourth-year dental curriculum. This involved the use of tapered hand and rotary nickel-titanium files for root canal preparation and was taught through a didactic program (lectures and problem-based learning seminars) and a series of preclinical hands-on sessions. Findings from formative and summative assessments as well as student, peer, and self-evaluation indicated that the objectives of the module were met and that it was effective in both providing students with the basic skills for using this type of instrumentation and increasing their understanding and enthusiasm for endodontics. We conclude by discussing curriculum changes resulting from our module evaluation, directions for future research, and suggestions for teaching advanced endodontic techniques.

  12. Pathology subspecialty fellowship application reform 2007 to 2010.

    PubMed

    Crawford, James M; Hoffman, Robert D; Black-Schaffer, W Stephen

    2011-06-01

    The specialty of Pathology and Laboratory Medicine has entered into a phase when the 4-year sequence of Anatomic Pathology and/or Clinical Pathology Residency Training is almost universally followed by 1 or more years of Subspecialty Fellowship Training. Such training may occur in one of the American Board of Pathology-recognized subspecialties or any number of "subspecialty fellowships" that, although not leading to subspecialty board certification, may nevertheless fall under the oversight of the local institutional Graduate Medical Education Committee and the Accreditation Council for Graduate Medical Education Review Committee for Pathology. Unlike the application process for first-year Pathology Residency, which is run through the National Resident Matching Program, applications for Subspecialty Pathology Fellowships are not coordinated by any consistent schedule. Competition for Subspecialty Pathology Fellowships has consistently resulted in undesirable drift of the fellowship application process to dates that are unacceptably early for many fellowship applicants. Responding to widespread dissatisfaction voiced by national pathology resident organizations, in 2007, the Association of Pathology Chairs began evaluation and potential intervention in the fellowship application process. Three years of intermittently intense discussion, surveys, and market analysis, have led the Council of the Association of Pathology Chairs to recommend implementation of a Pathology Subspecialty Fellowship Matching program starting in the 2011 to 2012 recruiting year, for those Applicants matriculating in fellowship programs July 2013. We report on the data that informed this decision and discuss the pros and cons that are so keenly felt by the stakeholders in this as-yet-incomplete reform process. Copyright © 2011 Elsevier Inc. All rights reserved.

  13. Integration of Digital Dentistry into a Predoctoral Implant Program: Program Description, Rationale, and Utilization Trends.

    PubMed

    Afshari, Fatemeh S; Sukotjo, Cortino; Alfaro, Maria F; McCombs, Jeri; Campbell, Stephen D; Knoernschild, Kent L; Yuan, Judy Chia-Chun

    2017-08-01

    A recently revised predoctoral implant curriculum at the University of Illinois at Chicago College of Dentistry integrated digital dentistry into both the preclinical dental implant course and clinical activities. Traditionally, competence in the didactic and clinical parts of predoctoral education in single tooth implant restorations has emphasized the analog impression technique and subsequent mounting of soft tissue working casts. However, computer-aided design/computer-aided manufacturing (CAD/CAM) implant restorations can play a significant role in predoctoral dental education utilizing digital technologies. The goal of the curriculum expansion is to transition from analog to partially digital and, finally, complete digital workflow. The aim of this article is to describe the specific components, implementation, and rationale for the new digitally integrated implant curriculum and present short-term clinical utilization trends.

  14. Leopold Leadership Fellowships

    NASA Astrophysics Data System (ADS)

    Wendel, JoAnna

    2014-04-01

    The Leopold Leadership Program at Stanford University, in California, which provides communications training for scientists, is accepting applications for the 2015 Leopold Leadership Fellowships through 28 April. The program plans to select 20 mid-career scientists as fellows to attend sessions to learn theoretical frameworks and applicable skills as well as approaches for translating scientific knowledge to action. According to the program, the goal is to create a community of engaged scientific leaders who link their knowledge to decision making about the environment and sustainability.

  15. Introducing CAD/CAM into a predoctoral dental curriculum: a case study.

    PubMed

    Reifeis, Paul E; Kirkup, Michele L; Willis, Lisa H; Browning, William D

    2014-10-01

    This article describes the decision making and implementation process used at Indiana University School of Dentistry to incorporate a CAD/CAM system into the predoctoral curriculum and presents data regarding the opinions of students and faculty members after one year. Using a non-validated survey instrument, D1 students rated their experience fabricating a CAD/CAM-generated crown. Eighty-eight of the 105 D1 students (84 percent response rate) responded to the four multiple-choice questions, and a varying number provided written responses. Eighty percent of the responding students rated the overall learning experience as good or excellent, and 43 percent judged that they were prepared to fabricate a crown independently. Students' comments about the experience were generally positive. The twelve supervising faculty members were also surveyed after the first year. When asked to evaluate the initial quality of the crowns at placement, they rated 89 to 98 percent of them good or excellent on the measures of marginal fit, axial contours, proximal contacts, and occlusal contacts. In their judgment, CAD/CAM-generated crowns were as good as or better than those received from commercial labs. After one year, the school's experience has been that the performance of these crowns is consistent with the literature and that they are a viable option. Also, the students are enthusiastic about this addition to the curriculum.

  16. The current state of hepatopancreatobiliary fellowship experience in North America.

    PubMed

    Jeyarajah, Dhiresh Rohan; Patel, Shirali; Osman, Houssam

    2015-01-01

    The face of hepatopancreatobiliary (HPB) training has changed over the past decade. The growth of focused HPB fellowships, which are vetted with a rigorous accreditation process through the Fellowship Council (FC), has established them as an attractive mode of training in HPB surgery. This study looks at the volumes of HPB cases performed during these fellowships in North America. After approval by the FC research committee, data from all HPB fellowships that had 3 years worth of complete fellow case log data were tabulated and reported (n = 12). For 2-year fellowships, the fellow logs were tabulated at the completion of both years. Those programs that had transplant experience (n = 9) were reported. Data for the current fellows' case numbers show that graduating fellows have a median of 26 biliary cases, 19 major liver cases (hemilivers), 28 other liver cases, 40 pancreaticoduodenectomies,18 distal pancreatectomies, and 9 other pancreas cases. The programs that provided transplantation experience had 10 cases for each fellow. This study validates that FC-accredited HPB fellowships have a robust exposure to complex HPB surgery. Fellows completing these fellowships should be well versed in the management and surgical treatment of HPB patients. Copyright © 2014. Published by Elsevier Inc.

  17. Swashzone Fellowships: a 6-month research experience

    NASA Astrophysics Data System (ADS)

    Raubenheimer, B.

    2011-12-01

    The Swashzone Fellowships funded by the CAREER program were designed to provide sufficient time for undergraduates with little knowledge of ocean processes and minimal prior research experience to participate in observational nearshore oceanographic studies. The fellows learned background material, developed hypotheses, planned field experiments, designed sensor arrays, tested and debugged instrumentation, collected and analyzed data, and communicated the results through oral and written presentations. The program funded 12 undergraduate student fellows (4 male and 8 female), with backgrounds in math (3 students), physics (4), geology (1), and environmental sciences (4). Preference was given to applicants who had not taken oceanography classes and who were unsure of career plans. All the students presented their results at department seminars, and most presented their results at a professional conference (eg, AGU or Ocean Sciences). The results often were incorporated in peer-reviewed manuscripts. Evaluations conducted following the fellowships and again several years after each fellowship indicated that many of the students pursued STEM careers: 5 are pursuing PhD degrees, including bio-mathematics, physics, atmospheric physics, and ocean physics; 2 are employed at environmental engineering and consulting firms; 4 are employed as research technicians at WHOI; and 1 is a lawyer (currently being considered as a clerk for the Supreme Court). Many of the students were excited to learn about the range of oceanographic career options, including engineering and technical staff, as well as science research. The graduating seniors expressed their appreciation for the fellowship opportunity, stating that there were few science positions available to students without significant prior research experience. Several students noted that the fellowships were critical to their later employment and to their decisions to pursue careers in science. In particular, the students noted

  18. A community engaged curriculum for public service psychiatry fellowship training.

    PubMed

    Sowers, Wesley; Marin, Robert

    2014-01-01

    Transforming the mental health system into a recovery oriented, integrated system of care requires a psychiatric work force that understands the relationship between recovery processes and community living. Fellowship programs in public and community psychiatry contribute to this transformation by educating psychiatrists about recovery, system dynamics, leadership, effective administration and community involvement. This paper describes a novel approach to fellowship programming that accomplishes these aims through an organizational strategy that emphasizes community engagement. After describing the administrative background for the program, we describe how the content curriculum and teaching process focus on the engagement of community members-both service users and service providers-as participating faculty. The faculty includes over 100 consumers, family members, advocacy group representatives, clinicians, and administrators. We present evaluation data obtained from 45 of the 100 community and university faculty who participated in the first 2 years' of the fellowship and conclude with a critique and recommendations for further progress in community engaged fellowship training.

  19. Improving the Medical Curriculum in Predoctoral Dental Education: Recommendations From the American Association of Oral and Maxillofacial Surgeons Committee on Predoctoral Education and Training.

    PubMed

    Dennis, Matthew J; Bennett, Jeffrey D; DeLuke, Dean M; Evans, Erik W; Hudson, John W; Nattestad, Anders; Ness, Gregory M; Yeung, Allison

    2017-02-01

    Dental procedures are often performed on patients who present with some level of medical fragility. In many dental schools, the exercise of taking a medical history is all too often a transcription of information to the dental chart, with little emphasis on the presurgical risk assessment and the development of a treatment plan appropriate to the medical status of the dental patient. Changes in dentistry, driven by an increasingly medically complex population of dental patients, combined with treatment advances rooted in the biomedical sciences necessitate the adaptation of our dental education to include a stronger background in systemic health. Many predoctoral educators in the American Association of Oral and Maxillofacial Surgeons (AAOMS) have expressed concern about the medical preparedness of our dental students; therefore, the AAOMS and its Committee on Predoctoral Education and Training have provided recommendations for improving the medical curriculum in predoctoral dental education, including a strengthening of training in clinical medicine and biomedical sciences, with specific recommendations for improved training of our dental students and dental faculty. Copyright © 2016 American Association of Oral and Maxillofacial Surgeons. Published by Elsevier Inc. All rights reserved.

  20. ARO Geoscience Center fellowships

    NASA Astrophysics Data System (ADS)

    Vonderhaar, Thomas H.; Behunek, Jan L.; Bringi, Viswanathan N.; Brubaker, Thomas H.; Julien, Pierre Y.

    1992-01-01

    The fellowship grant was supported by the ARO Center for Geosciences located at the Foothills Campus at Colorado State University under the auspices of the Cooperative Institute for Research in the Atmosphere (CIRA). The center for Geosciences at Colorado State University was established in collaboration with the Army Research Office on October 1, 1986. The center brought together a wide range of expertise into one focused multidisciplinary research framework. Under the administrative structure of CIRA, the center involved investigators from the University's Departments of Atmospheric Science, Civil Engineering, Electrical Engineering, Earth Resources, Forest and Wood Science, Physics, and Psychology. The technical components of the center are in atmospheric and surface remote and in-situ sensing; atmospheric modeling; hydrologic modeling; and geoscience information extraction.

  1. Accredited hand surgery fellowship Web sites: analysis of content and accessibility.

    PubMed

    Trehan, Samir K; Morrell, Nathan T; Akelman, Edward

    2015-04-01

    To assess the accessibility and content of accredited hand surgery fellowship Web sites. A list of all accredited hand surgery fellowships was obtained from the online database of the American Society for Surgery of the Hand (ASSH). Fellowship program information on the ASSH Web site was recorded. All fellowship program Web sites were located via Google search. Fellowship program Web sites were analyzed for accessibility and content in 3 domains: program overview, application information/recruitment, and education. At the time of this study, there were 81 accredited hand surgery fellowships with 169 available positions. Thirty of 81 programs (37%) had a functional link on the ASSH online hand surgery fellowship directory; however, Google search identified 78 Web sites. Three programs did not have a Web site. Analysis of content revealed that most Web sites contained contact information, whereas information regarding the anticipated clinical, research, and educational experiences during fellowship was less often present. Furthermore, information regarding past and present fellows, salary, application process/requirements, call responsibilities, and case volume was frequently lacking. Overall, 52 of 81 programs (64%) had the minimal online information required for residents to independently complete the fellowship application process. Hand fellowship program Web sites could be accessed either via the ASSH online directory or Google search, except for 3 programs that did not have Web sites. Although most fellowship program Web sites contained contact information, other content such as application information/recruitment and education, was less frequently present. This study provides comparative data regarding the clinical and educational experiences outlined on hand fellowship program Web sites that are of relevance to residents, fellows, and academic hand surgeons. This study also draws attention to various ways in which the hand surgery fellowship application

  2. Fellowship Training: Need and Contributions.

    PubMed

    Grover, Brandon T; Kothari, Shanu N

    2016-02-01

    Surgical subspecialties are now well established, and many surgery residents pursue fellowship training for various reasons. Fellowships can bridge the gaps found in many residency programs by providing graduating residents with opportunities to master surgical skills, gain confidence and progressive autonomy, and receive further mentorship. The experience also eases the transition to independent practice by allowing surgeons to tailor their training to coincide with personal interests and future practice goals. It is unlikely that the number of surgery residents pursuing fellowship training will decrease, so it is important to provide the infrastructure, oversight, and opportunities to meet their needs. Copyright © 2016 Elsevier Inc. All rights reserved.

  3. Important considerations when applying for a postdoctoral fellowship.

    PubMed

    Sherry, Daisy; Fennessy, Michelle M; Benavente, Viola G; Ruppar, Todd M; Collins, Eileen G

    2013-06-01

    To examine important decision points that graduates should consider before applying for a postdoctoral fellowship. A literature review was performed. A synthesis of the present data on the postdoctoral fellowship, eligibility criteria, application process, and important considerations was provided. Experiential knowledge from four present postdoctoral fellows was included. The goals, advantages, and disadvantages of the fellowship were discussed. In conclusion, the postdoctoral fellowship was examined to offer important considerations in the decision to pursue this opportunity. The clinical relevance of this article is related to the training and education of nurses to become the next generation of independent, successful scholars and scientists. Postdoctoral training adds valuable contributions and quality to the field of nursing. Published 2013. This article is a U.S. Government work and is in the public domain in the USA.

  4. Characteristics of Predoctoral Endodontic Education in the United States and Canada.

    ERIC Educational Resources Information Center

    Mendel, Robert W.; Scheetz, James P.

    1981-01-01

    A survey to assess the current state of predoctoral endodontic education programs in U.S. and Canadian dental schools is discussed. The investigation focused on faculty characteristics, the learning climate for endodontics, and problems of administration. Current learning conditions were compared with the desirability of these conditions.…

  5. Characteristics of Predoctoral Endodontic Education in the United States and Canada.

    ERIC Educational Resources Information Center

    Mendel, Robert W.; Scheetz, James P.

    1981-01-01

    A survey to assess the current state of predoctoral endodontic education programs in U.S. and Canadian dental schools is discussed. The investigation focused on faculty characteristics, the learning climate for endodontics, and problems of administration. Current learning conditions were compared with the desirability of these conditions.…

  6. Status of the Predoctoral Dental Education Program and Its Impact on Graduate Dental Education.

    ERIC Educational Resources Information Center

    Allen, Don L.

    1980-01-01

    The status of the current predoctoral dental program and its relationship to graduate dental education is described. Factors that have influenced the dental curriculum and major changes that have occurred are presented. Major issues facing dental education are outlined. A proposal is presented for greater flexibility in dental education.…

  7. A core curriculum for clinical fellowship training in pathology informatics.

    PubMed

    McClintock, David S; Levy, Bruce P; Lane, William J; Lee, Roy E; Baron, Jason M; Klepeis, Veronica E; Onozato, Maristela L; Kim, Jiyeon; Dighe, Anand S; Beckwith, Bruce A; Kuo, Frank; Black-Schaffer, Stephen; Gilbertson, John R

    2012-01-01

    In 2007, our healthcare system established a clinical fellowship program in Pathology Informatics. In 2010 a core didactic course was implemented to supplement the fellowship research and operational rotations. In 2011, the course was enhanced by a formal, structured core curriculum and reading list. We present and discuss our rationale and development process for the Core Curriculum and the role it plays in our Pathology Informatics Fellowship Training Program. The Core Curriculum for Pathology Informatics was developed, and is maintained, through the combined efforts of our Pathology Informatics Fellows and Faculty. The curriculum was created with a three-tiered structure, consisting of divisions, topics, and subtopics. Primary (required) and suggested readings were selected for each subtopic in the curriculum and incorporated into a curated reading list, which is reviewed and maintained on a regular basis. Our Core Curriculum is composed of four major divisions, 22 topics, and 92 subtopics that cover the wide breadth of Pathology Informatics. The four major divisions include: (1) Information Fundamentals, (2) Information Systems, (3) Workflow and Process, and (4) Governance and Management. A detailed, comprehensive reading list for the curriculum is presented in the Appendix to the manuscript and contains 570 total readings (current as of March 2012). The adoption of a formal, core curriculum in a Pathology Informatics fellowship has significant impacts on both fellowship training and the general field of Pathology Informatics itself. For a fellowship, a core curriculum defines a basic, common scope of knowledge that the fellowship expects all of its graduates will know, while at the same time enhancing and broadening the traditional fellowship experience of research and operational rotations. For the field of Pathology Informatics itself, a core curriculum defines to the outside world, including departments, companies, and health systems considering hiring a

  8. Development of reflective judgement in the pre-doctoral dental clinical curriculum.

    PubMed

    Boyd, L D

    2008-08-01

    When dental students begin patient care in the clinical curriculum, they are required to move from the well-defined problems of the classroom to the more ambiguous and real life problems encountered in the context of patient care in the clinical setting. This change in learning environment requires development of reflective thinking. Reflective thinking refers to the process of thinking about uncertainty or ill-defined problems. King and Kitchener refer to the outcome of the reflective thinking process as reflective judgement. The purpose of this study was to explore the development of reflective judgement in the initial phase of the clinical curriculum. This exploratory study used a case study approach with qualitative methods. A convenience sample of third year predoctoral dental students (n = 16) volunteered to participate in writing a clinic journal and semi-structured interviews at three time points over a time period of one year. Student compliance in writing clinical journals was poor; therefore the qualitative data was primarily gathered from interview transcripts. The qualitative interview data were analysed using a coding scheme based on King and Kitchener's Reflective Judgement Model of Intellectual Development. The Cronbach alpha was 0.76 for reliability of the coding scheme. Based on the analysis of interview data, the there was an average growth in reflective judgement over the year from Stage 4.89 to 5.59 for an overall change of +0.70. Additional research is needed to explore the growth in reflective judgement over the final year of the clinical curriculum as well as to identify the most effective educational strategies to facilitate growth in reflective judgment.

  9. Adult nephrology fellowship training in the United States: trends and issues.

    PubMed

    Rosenberg, Mark E

    2007-04-01

    This article reviews trends and issues related to adult nephrology fellowship education in the United States. The number of nephrology fellowship programs and trainees has continued to increase slowly despite limitations in funding of graduate medical education. The use of the Electronic Residency Application System has provided information for the first time on the number, demographics, and behavior of applicants that can be used as baseline data for tracking trends in fellowship applications and for formulating training policies. Issues that nephrology training programs face are discussed in this review: (1) A more stringent graduate medical education regulatory environment, (2) the use of the National Resident Matching Program to enhance the nephrology fellowship applicant selection process, (3) future nephrology workforce shortages, and (4) the continued subspecialization of nephrology. By working together, nephrology fellowship programs can overcome barriers that are raised by these issues and improve the fellowship training experience.

  10. Orthopaedic fellowship selection criteria: a survey of fellowship directors.

    PubMed

    Grabowski, Gregory; Walker, Justin W

    2013-10-16

    The pursuit of a fellowship has become increasingly popular over the past several years, with >90% of graduating orthopaedic residents applying for a fellowship position. Despite the ample literature available pertaining to the selection of orthopaedic residents, there is no similar research for the selection of fellows. Four hundred and fifteen of 475 orthopaedic fellowship program directors in the United States were surveyed on selection criteria used to choose fellows. The survey asked fellowship directors to rank the importance of various criteria on a Likert scale of 1 through 5 points (with 1 point denoting most important and 5 points denoting least important). The overall response rate was 193 (46.5%) of 415 orthopaedic fellowship program directors. The most important criteria in selecting an applicant for an interview were a letter of recommendation from subspecialty faculty (1.38 points), quality of residency program (2.02 points), and a letter of recommendation from the residency program director (2.12 points). The most important criteria in completing the rank order list following the interview were the interview (1.17 points), a letter of recommendation from subspecialty faculty (1.46 points), a letter of recommendation from the residency program director (2.16 points), and expressed interest in program (2.16 points).

  11. ESO Fellowship Programme 2006/2007

    NASA Astrophysics Data System (ADS)

    2006-06-01

    ESO awards several postdoctoral fellow-ships each year. The goal of these fel-lowships is to offer young scientists op-portunities and facilities to enhance their research programmes at one of the world's foremost observatories.

  12. Louisiana Tech Student Wins EPA Fellowship Grant

    EPA Pesticide Factsheets

    DALLAS - (April 1, 2015) A student from Louisiana Technical University in Ruston, La., was awarded a research fellowship grant by the U.S. Environmental Protection Agency (EPA). EPA issued fellowship grants to students pursuing environmental science

  13. 42 CFR 61.32 - Purpose of service fellowships.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 42 Public Health 1 2012-10-01 2012-10-01 false Purpose of service fellowships. 61.32 Section 61.32 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING FELLOWSHIPS Service Fellowships § 61.32 Purpose of service fellowships. Service fellowships in...

  14. 42 CFR 61.3 - Purpose of regular fellowships.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 42 Public Health 1 2013-10-01 2013-10-01 false Purpose of regular fellowships. 61.3 Section 61.3 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING FELLOWSHIPS Regular Fellowships § 61.3 Purpose of regular fellowships. Regular fellowships...

  15. 42 CFR 61.32 - Purpose of service fellowships.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 42 Public Health 1 2013-10-01 2013-10-01 false Purpose of service fellowships. 61.32 Section 61.32 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING FELLOWSHIPS Service Fellowships § 61.32 Purpose of service fellowships. Service fellowships in...

  16. 42 CFR 61.3 - Purpose of regular fellowships.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 42 Public Health 1 2014-10-01 2014-10-01 false Purpose of regular fellowships. 61.3 Section 61.3 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING FELLOWSHIPS Regular Fellowships § 61.3 Purpose of regular fellowships. Regular fellowships...

  17. 42 CFR 61.32 - Purpose of service fellowships.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 42 Public Health 1 2014-10-01 2014-10-01 false Purpose of service fellowships. 61.32 Section 61.32 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING FELLOWSHIPS Service Fellowships § 61.32 Purpose of service fellowships. Service fellowships in...

  18. 42 CFR 61.3 - Purpose of regular fellowships.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 42 Public Health 1 2011-10-01 2011-10-01 false Purpose of regular fellowships. 61.3 Section 61.3 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING FELLOWSHIPS Regular Fellowships § 61.3 Purpose of regular fellowships. Regular fellowships...

  19. 42 CFR 61.32 - Purpose of service fellowships.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 42 Public Health 1 2011-10-01 2011-10-01 false Purpose of service fellowships. 61.32 Section 61.32 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING FELLOWSHIPS Service Fellowships § 61.32 Purpose of service fellowships. Service fellowships in...

  20. 42 CFR 61.32 - Purpose of service fellowships.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 42 Public Health 1 2010-10-01 2010-10-01 false Purpose of service fellowships. 61.32 Section 61.32 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING FELLOWSHIPS Service Fellowships § 61.32 Purpose of service fellowships. Service fellowships in...

  1. 42 CFR 61.3 - Purpose of regular fellowships.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 42 Public Health 1 2012-10-01 2012-10-01 false Purpose of regular fellowships. 61.3 Section 61.3 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING FELLOWSHIPS Regular Fellowships § 61.3 Purpose of regular fellowships. Regular fellowships...

  2. Orthopedic surgery fellowships: the effects of interviewing and how residents establish a rank list.

    PubMed

    Niesen, Matthew C; Wong, Jeffrey; Ebramzadeh, Edward; Sangiorgio, Sophia; SooHoo, Nelson Fong; Luck, James V; Eckardt, Jeffrey

    2015-03-01

    The Orthopaedic Fellowship Match was established in 2008 to streamline and improve the process of matching residents and fellowships. The purpose of this study was to quantify the factors that affect the application process and to determine how residents establish a rank list. The Orthopaedic Fellowship Match has improved the ability of residents and programs to consider their options more carefully and to focus on finding the best match. However, this process introduces new factors for all parties involved to consider. The costs of the interview process and time away from service for residents may be larger than anticipated. Ultimately, residents value operative experience and staff members at a fellowship more than all other factors when selecting a fellowship.

  3. Current Perceptions Regarding Training During the On-Call Period, the Fellowship Process, and Boards Structure: Results of a 2015 Radiology Resident National Survey.

    PubMed

    Hoffmann, Jason C; Singh, Ayushi; Peterkin, Yuri; Mittal, Sameer; Coronel, Esther; Flug, Jonathan

    Radiology residency training has undergone substantial changes, including increased utilization of night float systems, late and/or overnight attending radiology in-house coverage (LOAR), and restructuring of the radiology boards. The purpose of this study is to evaluate radiology residents' perceptions regarding these changes and their impact on resident training using an anonymous, web-based survey that was distributed to radiology residents across the United States. A total of 345 current radiology residents completed the survey. A substantial number of radiology residents perceive that LOARs have negative impact on their development of independence and efficiency during the on call period. Residents are concerned about the timing of the core exam and match fellowship interviews, the timing of the certifying exam, and that graduating as board-eligible radiologists will harm their job search. Copyright © 2016 Elsevier Inc. All rights reserved.

  4. Fellowship training as a modifier of the surgical learning curve

    PubMed Central

    Bianco, FJ; Cronin, AM; Klein, EA; Pontes, JE; Scardino, PT; Vickers, AJ

    2010-01-01

    Purpose To investigate the effects of fellowship training on the learning curve for cancer control after open radical prostatectomy. Methods The study cohort included 7765 prostate cancer patients who were treated with radical prostatectomy by one of 72 surgeons at four major U.S. academic medical centers between 1987 and 2003. Multivariable models were used to determine the learning curves for biochemical recurrence and surgical margins, separately for surgeons with and without fellowship training, with adjustment for standard prognostic variables. Results Initial results of fellowship and non-fellowship trained surgeons were similar (5-year probability of recurrence for first case 19.4% vs 18.3%, respectively; absolute difference −1.1%; 95% CI −5.5% to 3.0%; p=0.7). However, the rate of learning was faster among fellowship trained surgeons (p=0.006), resulting in superior cancer control overall for fellowship trained surgeons (p=0.001; difference 4.7%; 95% CI 2.6% to 7.4%). In contrast, fellowship trained surgeons started off with superior positive margin rates (p=0.005; 36% vs 42%; absolute difference 6%; 95% CI 1% to 10%), but there was no obvious difference in the subsequent learning curve (p=0.9). Conclusions The learning curve for biochemical recurrence depends on surgical training, whereas the learning curve for surgical margins does not. This suggests that improvements in margin rates result from reflection on specific aspects of surgical procedure, while improvements in biochemical recurrence occur by some general process of improved surgical technique. Further research into the mechanisms of surgical learning is warranted. PMID:20520043

  5. The fellowship examination in otolaryngology.

    PubMed

    Alun-Jones, T

    1990-04-01

    A questionnaire was sent to 26 successful candidates at the Royal College of Surgeons of London final fellowship examination in Otolaryngology. Twenty were returned complete. An audit of the surgical training and exam preparation of the candidates is presented. All candidates worked in teaching hospitals at the time of passing the exam and most received tuition from senior registrars. All candidates worked in the Midlands or South of the country. Fourteen of the 20 possessed another surgical fellowship. The average time spent in ENT was 29 months and in training outside ENT was 21 months.

  6. The Landscape of Predoctoral Endodontic Education in the United States and Canada: Results of a Survey.

    PubMed

    Woodmansey, Karl; Beck, Lynn G; Rodriguez, Tobias E

    2015-08-01

    Few recent surveys have examined the contemporary landscape of predoctoral endodontic education in the United States and Canada, but anecdotal reports suggest that current dental students have difficulty obtaining adequate clinical endodontic experiences. The aims of this study were to quantify the clinical endodontic experiences of current U.S. and Canadian dental students, to explore the issues surrounding their clinical endodontic competence, and to ask more broadly if current graduating dentists are competent to perform endodontic procedures. In August 2014, a hyperlink to a web-based survey with 27 questions was emailed to the 67 predoctoral endodontic directors of U.S. and Canadian dental schools using a list provided by the American Association of Endodontists. Out of these 67 possible participants, 40 responded, for a response rate of 60%. The findings were varied. The average 2014 graduate completed 5.9 (± 2.4) root canal treatments on live patients, and 69% of the respondents voiced concern regarding a shortage of patient experiences. A majority (59%) of the respondents reported thinking that the supply of endodontic patients has decreased and that students have an inadequate supply of endodontic patients. This study found that a clear majority of predoctoral endodontics directors perceived a shortage of patient experiences for their students although, in reality, the number of completed clinical cases appeared to be unchanged since 1975. In addition, 36% of the respondents reported feeling that their 2014 graduates were not competent to perform molar endodontic treatment in their practices.

  7. A model for an integrated predoctoral implant curriculum: implementation and outcomes.

    PubMed

    Jahangiri, Leila; Choi, Mijin

    2008-11-01

    The implementation of an implant dental curriculum in U.S. dental schools has been consistently increasing from 33 percent in 1974 to 97 percent in 2004. Among these, only 51 percent have clinical components implemented. A survey of students conducted in 2004 at New York University College of Dentistry (NYUCD) showed an inadequacy in clinical implant restoration experience by graduation. This prompted the development of an extensive dental implant curriculum at NYUCD to meet the needs of the dental students. This report addresses the challenges in implementing such a curriculum and describes a step-by-step approach to develop a program that encompasses didactic, simulation, and patient care components. In 2005, a fully integrated predoctoral implant curriculum was initiated. In 2008, nearly all of the NYUCD students (91.8 percent) completed implant restorations/prosthesis on patients. An assessment revealed a 30 percent increase in students' positive perceptions of the implant curriculum. Based on our experiences at NYUCD, it is recommended that an implant curriculum become part of the core predoctoral curriculum and be integrated throughout the four years of dental education. This article reports on a model for a pre-doctoral implant curriculum, which includes planning, curriculum implementation, program management, and post-implementation stages. Using this model, dental schools can develop implant education for their students that is adapted to their institutional missions, priorities, and resources.

  8. Changes in orthodontic care patterns in a predoctoral children's dentistry clinic.

    PubMed

    Alexander, Stanley A

    2007-12-01

    The purpose of this study was to evaluate the changes in orthodontic care patterns over a sixteen-year period in a university clinical setting. The average numbers of students, clinical procedures, and orthodontic appliances were examined from the time period 1988-2003. Appliance number and type were evaluated as a function of increased predoctoral and postdoctoral class sizes, student to faculty ratios, and decreased operating budgets for faculty recruitment. For the period 1988-98, the insertion of orthodontic appliances by dental students remained constant. A permanent increase in the predoctoral class size occurred in 1996 without an increase in faculty support, contributing to a decline in appliance insertions by students from 1999 to 2003. This time period also saw major increases in the postdoctoral class size and a reorganization of the clinical facility that then began to require the pairing of dental students to provide comprehensive care, thus decreasing their clinical exposure to the care of children. The overall clinical experience at the predoctoral level in orthodontic procedures declined, which resulted in a change in clinical requirements and new methods to ensure clinical competency.

  9. The First Teaching Artist Fellowship at Montalvo Arts Center: Identifying the Qualities of Master Teaching Artists

    ERIC Educational Resources Information Center

    Shepherd, Barbara

    2007-01-01

    What does it take to be a "master" teaching artist (TA)? Are there certain skills and abilities that are common to all TAs that are at the top of their field. In this article, the author describes the process and purpose behind the first national fellowship for teaching artists. The fellowship was a significant event: (1) no such…

  10. The First Teaching Artist Fellowship at Montalvo Arts Center: Identifying the Qualities of Master Teaching Artists

    ERIC Educational Resources Information Center

    Shepherd, Barbara

    2007-01-01

    What does it take to be a "master" teaching artist (TA)? Are there certain skills and abilities that are common to all TAs that are at the top of their field. In this article, the author describes the process and purpose behind the first national fellowship for teaching artists. The fellowship was a significant event: (1) no such…

  11. The ACGME Fellowship in Congenital Cardiac Surgery: The Graduates' Perspective.

    PubMed

    Mery, Carlos M; Kane, Lauren C

    2017-01-01

    The creation of structured fellowship programs in congenital heart surgery (CHS) in the United States appears to have improved the training of congenital heart surgeons. However, the transition process between fellowship and clinical practice and the lack of senior mentorship continue to be major problems. We report the results of a survey of all graduates of accredited programs in CHS. A total of 35/51 (69%) graduates responded to the survey. Of 34 that are in practice, 31 (91%) did not feel ready to engage in solo CHS after completion of training. Even though 33 (97%) considered mentorship in the first few years of practice very important, almost 40% indicated inadequate mentorship. Several graduates continue to mainly assist and do not seem to be independent several years after graduating from their fellowship. On an open-ended question for additional comments, 15 respondents volunteered that a 1-year fellowship duration was not enough and seven stressed the importance of mentorship and the need for an adequate transition from fellowship to practice. Based on the results of the survey and our own experience, we propose the creation of a 1- or 2-year transitional junior faculty period to follow the 1-year formal training in CHS. We believe innovative approaches to improve the transition to clinical practice are required to maximize the likelihood of success among congenital heart surgery graduates. Copyright © 2017 Elsevier Inc. All rights reserved.

  12. A physician assistant rheumatology fellowship.

    PubMed

    Hooker, Roderick S

    2013-06-01

    A rheumatology postgraduate fellowship for physician assistants was inaugurated in 2004 as a pilot initiative to supplement shortages in rheumatologists. An administrative analysis documented that each PA trainee achieved a high level of rheumatology exposure and proficiency. Classes in immunology, rheumatology, and internal medicine augmented clinical training. Faculty and trainees considered PA postgraduate training in rheumatology worthwhile.

  13. Post-Baccalaureate Fellowship Program.

    ERIC Educational Resources Information Center

    Cadbury, Jr., William E.

    The Post-Baccalaureate Fellowship Program provides an opportunity for students who went to college with inferior preparation to supplement their education by studying for 1 year at an academically demanding liberal arts college before entering graduate or professional school. The post-baccalaureate fellows take regular courses in a program that is…

  14. A survey of simulation fellowship programs.

    PubMed

    Kotal, Eric R; Sivertson, Ryan M; Wolfe, Scott P; Lammers, Richard L; Overton, David T

    2015-03-01

    A number of specialized educational programs (i.e., simulation fellowships) have been developed, but their characteristics are not well known. We studied the characteristics of existing simulation fellowship programs. Fellowships were identified and characteristics determined from public sources and direct survey. Seventeen fellowships were identified. The sponsoring academic unit was emergency medicine in 53%, pediatric emergency medicine in 7%, urology in 7%, emergency medicine/anesthesiology in 13%, and interdisciplinary units in 20%. Fifty-nine percent were open to emergency medicine residency graduates, and 12% were open to either anesthesia or emergency medicine graduates, or 12% to physician graduates of any specialty. One fellowship was open to pediatric emergency medicine graduates only and another specifically to surgically trained physicians. Seventy-eight percent indicated that fellows were required to work clinically as part of the fellowship, averaging 19 hours per week. Twenty-seven percent of fellowships were 1 year in length and 13% were 2 years. Common (47%) was the option of a 1- or 2-year fellowship, with those in the 2-year track earning a graduate degree or certificate. Most programs accepted a single fellow each year, and some accepted either one or two. Fellowships reported a high fill rate. The 17 identified fellowship programs differed greatly in length, sponsoring academic unit, and prerequisites. The majority require their fellows to provide clinical service. Fellowships reported a high fill rate, suggesting substantial interest in simulation among current residents. Copyright © 2015 Elsevier Inc. All rights reserved.

  15. Challenges and opportunities in the application process for fellowship training in pathology: an independent survey of residents and fellows demonstrates limited interest in an NRMP-style matching program.

    PubMed

    Bernacki, Kurt D; McKenna, Barbara J; Myers, Jeffrey L

    2012-04-01

    A survey completed by 366 pathology residents and fellows examined preferences for 3 fellowship application systems: keeping the current system, a National Resident Matching Program (NRMP)-style match, and a unified time line. All groups showed a strong preference for a time line, accounting for 62.1% of first choices vs the current system (17.3%) or a match (20.6%). When asked for a second choice after time line was ranked first, 60.5% of respondents whose fellowship of choice was available at their residency institution and 63.5% who had accepted fellowship positions at their residency institution preferred the current system; 51.4% whose fellowship of choice was not available at their residency institution and 50.6% of those who had accepted fellowship positions elsewhere preferred a match. Location and family/personal reasons were more important than subspecialty competitiveness and program prestige when accepting fellowship positions. Pressure to choose and apply early for fellowship persists and is greatest for anatomic pathology-only and clinical pathology-only residents.

  16. Post-Doctoral Fellowship Program in Educational Research. Final Report.

    ERIC Educational Resources Information Center

    Southern Association of Colleges and Schools, Atlanta, GA. Commission on Colleges.

    This post-doctoral fellowship program, under the sponsorship of the Commission on Colleges, Southern Association of Colleges and Schools, was designed to provide a year of intensive study of the institutional self-study process and research design and methodology in higher education. The activities were divided into three overlapping phases and…

  17. A core curriculum for clinical fellowship training in pathology informatics

    PubMed Central

    McClintock, David S.; Levy, Bruce P.; Lane, William J.; Lee, Roy E.; Baron, Jason M.; Klepeis, Veronica E.; Onozato, Maristela L.; Kim, JiYeon; Dighe, Anand S.; Beckwith, Bruce A.; Kuo, Frank; Black-Schaffer, Stephen; Gilbertson, John R.

    2012-01-01

    Background: In 2007, our healthcare system established a clinical fellowship program in Pathology Informatics. In 2010 a core didactic course was implemented to supplement the fellowship research and operational rotations. In 2011, the course was enhanced by a formal, structured core curriculum and reading list. We present and discuss our rationale and development process for the Core Curriculum and the role it plays in our Pathology Informatics Fellowship Training Program. Materials and Methods: The Core Curriculum for Pathology Informatics was developed, and is maintained, through the combined efforts of our Pathology Informatics Fellows and Faculty. The curriculum was created with a three-tiered structure, consisting of divisions, topics, and subtopics. Primary (required) and suggested readings were selected for each subtopic in the curriculum and incorporated into a curated reading list, which is reviewed and maintained on a regular basis. Results: Our Core Curriculum is composed of four major divisions, 22 topics, and 92 subtopics that cover the wide breadth of Pathology Informatics. The four major divisions include: (1) Information Fundamentals, (2) Information Systems, (3) Workflow and Process, and (4) Governance and Management. A detailed, comprehensive reading list for the curriculum is presented in the Appendix to the manuscript and contains 570 total readings (current as of March 2012). Discussion: The adoption of a formal, core curriculum in a Pathology Informatics fellowship has significant impacts on both fellowship training and the general field of Pathology Informatics itself. For a fellowship, a core curriculum defines a basic, common scope of knowledge that the fellowship expects all of its graduates will know, while at the same time enhancing and broadening the traditional fellowship experience of research and operational rotations. For the field of Pathology Informatics itself, a core curriculum defines to the outside world, including

  18. Past, present, and future of predoctoral dental education in orofacial pain and TMDs: a call for interprofessional education.

    PubMed

    Klasser, Gary D; Gremillion, Henry A

    2013-04-01

    Over the past several decades, there has been an explosion of knowledge in the fields of science and technology as they relate to the profession of dentistry. Due to these advances, dental curricula have had to incorporate many changes as they prepare students as well as faculty members for the twenty-first century. Dental educators have been encouraged to alter their paradigms to these new realities. One of the areas in which change has been profound is the field of orofacial pain (OFP) and, more specifically, temporomandibular disorders (TMDs). OFP/TMDs, once subject matters surrounded by ambiguity and controversy, are now being better understood due to advances in basic and clinical science research. In order to appreciate the impact that evidence-based science has had on the education of predoctoral students during past decades, it would be beneficial for dental educators to be cognizant of the history and current status regarding these topics. To promote the educational process of OFP/TMDs, a future directions approach is presented encompassing the concepts of interprofessional education so that innovation may be considered within our academic dental institutions.

  19. AMS/DOE Fellowship Recipients

    SciTech Connect

    Armstrong, Stephanie

    2016-11-21

    The AMS/DOE graduate fellowships were awarded to three students entering their first year of graduate study. The funds allowed each student to take a full course load during their first of year of graduate study which helps each of them to enter the professional, scientific community at an earlier date. Each recipient is academically outstanding, received glowing references of support and demonstrated their strong desire to perform scientific research. As part of the fellowship, each of the students was invited to attend the AMS Annual Meeting where they got to participate in the AMS student conference, attend scientific sessions and visit the exhibition hall. In addition, a student awards luncheon was held where each of the recipients got to meet their sponsor and receive a certificate.

  20. Graduate School and Fellowship Discussion

    SciTech Connect

    Farrar, Charles Reed

    2016-07-25

    This was a presentation presented for the Los Alamos Dynamics Summer School. This is a set of slides about how to prepare for college, specifically graduate school. It gives instructions for succeeding and getting into a good school with financial aid through assistantships and scholarships, specifically applying to engineering backgrounds. Also, there are tips given for applying for fellowships and concludes with some general recommendations for graduate school.

  1. NASA Early Career Fellowship Program

    NASA Astrophysics Data System (ADS)

    Smith, H. D.

    2012-12-01

    The Early Career Fellowship program was established in 2005 to facilitate the integration of outstanding early career planetary science researchers into established research funding programs by providing tools and experience useful to maintain a successful research program. Executing a successful research program requires a few key elements such as: successful proposal writing; adequate (paid) research time; management of a laboratory; collaboration and networking; frequent and high-quality publications; and adequate start-up equipment funds. These elements may be particularly critical for early career researchers searching for a tenure- track or equivalent position. The Early Career Fellowship program recognizes the importance of these skills and provides extra funding and resources to begin a successful research program. For consideration into The Early Career Fellowship program, the candidate needs to be the P. I. or Science P.I. of a funded research proposal from one of the participating R&A program areas, be within 7 years of earning a PhD, hold a non-tenure track position, and indicate the early career candidacy when submitting the research proposal. If the research proposal is funded and the discipline scientist nominates the candidate as an early career fellow, the candidate is then considered a Fellow and eligible to propose for Step 2. Upon obtaining a tenure-track equivalent position the Fellow submits a Step 2 proposal for up to one hundred thousand dollars in start-up funds. Start-up funds may be used for salary; undergraduate and/or graduate research assistants; supplies and instrument upgrades; travel to conferences, meetings, and advisory groups; time and travel for learning new skills; publication page charges; books and journal subscriptions; computer time and/or specialized software; and other justified research-specific needs. The early career fellowship program provides resources that a more established scientist would have acquired allowing

  2. Assessment of occlusion curriculum in predoctoral dental education: report from ACP Task Force on Occlusion Education.

    PubMed

    Lee, Damian J; Wiens, Jonathan P; Ference, John; Donatelli, David; Smith, Rick M; Dye, Bryan D; Obrez, Ales; Lang, Lisa A

    2012-10-01

    The purposes of this report were to (1) assess the current occlusion curriculum in the predoctoral prosthodontic education of US dental institutions and (2) to examine the opinions of faculty, course directors, and program directors on the contents of occlusion curriculum. The Task Force on Occlusion Education from the American College of Prosthodontists (ACP) conducted two surveys using a web-based survey engine: one to assess the current status of occlusion education in predoctoral dental education and another to examine the opinions of faculty and course directors on the content of occlusion curriculum. The sections in the surveys included demographic information, general curriculum information, occlusion curriculum for dentate patients, occlusion curriculum for removable prosthodontics, occlusion curriculum for implant prosthodontics, temporomandibular disorder (TMD) curriculum, teaching philosophy, concepts taught, and methods of assessment. The results from the surveys were compiled and analyzed using descriptive statistics. The results from the two surveys on general concepts taught in occlusion curriculum were sorted and compared for discrepancies. According to the predoctoral occlusion curriculum surveys, canine guidance was preferred for dentate patients, fixed prosthodontics, and fixed implant prosthodontics. Bilateral balanced occlusion was preferred for removable prosthodontics and removable implant prosthodontics. There were minor differences between the two surveys regarding the occlusion concepts being taught and the opinions of faculty members teaching occlusion. Two surveys were conducted regarding the current concepts being taught in occlusion curriculum and the opinions of educators on what should be taught in occlusion curriculum. An updated and clearly defined curriculum guideline addressing occlusion in fixed prosthodontics, removable prosthodontics, implant prosthodontics, and TMD is needed. © 2012 by the American College of Prosthodontists.

  3. 40 CFR 46.115 - Types of fellowships.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 40 Protection of Environment 1 2011-07-01 2011-07-01 false Types of fellowships. 46.115 Section 46... FELLOWSHIPS General § 46.115 Types of fellowships. In general, EPA may award you one of two kinds of fellowships. (a) The first are fellowships to students who are selected on the basis of EPA requests...

  4. 40 CFR 46.190 - Fellowship agreement amendments.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 40 Protection of Environment 1 2012-07-01 2012-07-01 false Fellowship agreement amendments. 46.190... ASSISTANCE FELLOWSHIPS During the Fellowship § 46.190 Fellowship agreement amendments. (a) If you need to... amount of the fellowship; (2) A change in the academic institution you attend; or (3) A change in...

  5. 40 CFR 46.190 - Fellowship agreement amendments.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 40 Protection of Environment 1 2011-07-01 2011-07-01 false Fellowship agreement amendments. 46.190... ASSISTANCE FELLOWSHIPS During the Fellowship § 46.190 Fellowship agreement amendments. (a) If you need to... amount of the fellowship; (2) A change in the academic institution you attend; or (3) A change in...

  6. 40 CFR 46.115 - Types of fellowships.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 40 Protection of Environment 1 2014-07-01 2014-07-01 false Types of fellowships. 46.115 Section 46... FELLOWSHIPS General § 46.115 Types of fellowships. In general, EPA may award you one of two kinds of fellowships. (a) The first are fellowships to students who are selected on the basis of EPA requests...

  7. 40 CFR 46.115 - Types of fellowships.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 40 Protection of Environment 1 2012-07-01 2012-07-01 false Types of fellowships. 46.115 Section 46... FELLOWSHIPS General § 46.115 Types of fellowships. In general, EPA may award you one of two kinds of fellowships. (a) The first are fellowships to students who are selected on the basis of EPA requests...

  8. 40 CFR 46.190 - Fellowship agreement amendments.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 40 Protection of Environment 1 2014-07-01 2014-07-01 false Fellowship agreement amendments. 46.190... ASSISTANCE FELLOWSHIPS During the Fellowship § 46.190 Fellowship agreement amendments. (a) If you need to... amount of the fellowship; (2) A change in the academic institution you attend; or (3) A change in...

  9. 40 CFR 46.180 - Acceptance of fellowship award.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 40 Protection of Environment 1 2011-07-01 2011-07-01 false Acceptance of fellowship award. 46.180... ASSISTANCE FELLOWSHIPS Award § 46.180 Acceptance of fellowship award. You must accept your fellowship by... return the Fellowship agreement to the award official or request an extension of the acceptance...

  10. 40 CFR 46.180 - Acceptance of fellowship award.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 40 Protection of Environment 1 2014-07-01 2014-07-01 false Acceptance of fellowship award. 46.180... ASSISTANCE FELLOWSHIPS Award § 46.180 Acceptance of fellowship award. You must accept your fellowship by... return the Fellowship agreement to the award official or request an extension of the acceptance...

  11. 40 CFR 46.180 - Acceptance of fellowship award.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 40 Protection of Environment 1 2013-07-01 2013-07-01 false Acceptance of fellowship award. 46.180... ASSISTANCE FELLOWSHIPS Award § 46.180 Acceptance of fellowship award. You must accept your fellowship by... return the Fellowship agreement to the award official or request an extension of the acceptance...

  12. 40 CFR 46.180 - Acceptance of fellowship award.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 40 Protection of Environment 1 2010-07-01 2010-07-01 false Acceptance of fellowship award. 46.180... ASSISTANCE FELLOWSHIPS Award § 46.180 Acceptance of fellowship award. You must accept your fellowship by... return the Fellowship agreement to the award official or request an extension of the acceptance...

  13. 40 CFR 46.115 - Types of fellowships.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 40 Protection of Environment 1 2010-07-01 2010-07-01 false Types of fellowships. 46.115 Section 46... FELLOWSHIPS General § 46.115 Types of fellowships. In general, EPA may award you one of two kinds of fellowships. (a) The first are fellowships to students who are selected on the basis of EPA requests...

  14. 40 CFR 46.190 - Fellowship agreement amendments.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 40 Protection of Environment 1 2013-07-01 2013-07-01 false Fellowship agreement amendments. 46.190... ASSISTANCE FELLOWSHIPS During the Fellowship § 46.190 Fellowship agreement amendments. (a) If you need to... amount of the fellowship; (2) A change in the academic institution you attend; or (3) A change in...

  15. 40 CFR 46.180 - Acceptance of fellowship award.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 40 Protection of Environment 1 2012-07-01 2012-07-01 false Acceptance of fellowship award. 46.180... ASSISTANCE FELLOWSHIPS Award § 46.180 Acceptance of fellowship award. You must accept your fellowship by... return the Fellowship agreement to the award official or request an extension of the acceptance...

  16. 40 CFR 46.190 - Fellowship agreement amendments.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 40 Protection of Environment 1 2010-07-01 2010-07-01 false Fellowship agreement amendments. 46.190... ASSISTANCE FELLOWSHIPS During the Fellowship § 46.190 Fellowship agreement amendments. (a) If you need to... amount of the fellowship; (2) A change in the academic institution you attend; or (3) A change in...

  17. 40 CFR 46.115 - Types of fellowships.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 40 Protection of Environment 1 2013-07-01 2013-07-01 false Types of fellowships. 46.115 Section 46... FELLOWSHIPS General § 46.115 Types of fellowships. In general, EPA may award you one of two kinds of fellowships. (a) The first are fellowships to students who are selected on the basis of EPA requests...

  18. 15 CFR 255.6 - Duration of fellowships.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 15 Commerce and Foreign Trade 1 2012-01-01 2012-01-01 false Duration of fellowships. 255.6 Section... OF STANDARDS AND TECHNOLOGY, DEPARTMENT OF COMMERCE FELLOWSHIPS AND RESEARCH ASSOCIATES FELLOWSHIPS... Duration of fellowships. Fellowships may be awarded for periods of varying length, not exceeding one 12...

  19. 15 CFR 255.3 - Award of fellowships.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 15 Commerce and Foreign Trade 1 2014-01-01 2014-01-01 false Award of fellowships. 255.3 Section... OF STANDARDS AND TECHNOLOGY, DEPARTMENT OF COMMERCE FELLOWSHIPS AND RESEARCH ASSOCIATES FELLOWSHIPS... Award of fellowships. Fellowships shall be awarded by the Director of the National Institute of...

  20. 15 CFR 255.6 - Duration of fellowships.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 15 Commerce and Foreign Trade 1 2011-01-01 2011-01-01 false Duration of fellowships. 255.6 Section... OF STANDARDS AND TECHNOLOGY, DEPARTMENT OF COMMERCE FELLOWSHIPS AND RESEARCH ASSOCIATES FELLOWSHIPS... Duration of fellowships. Fellowships may be awarded for periods of varying length, not exceeding one 12...

  1. 15 CFR 255.3 - Award of fellowships.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 15 Commerce and Foreign Trade 1 2012-01-01 2012-01-01 false Award of fellowships. 255.3 Section... OF STANDARDS AND TECHNOLOGY, DEPARTMENT OF COMMERCE FELLOWSHIPS AND RESEARCH ASSOCIATES FELLOWSHIPS... Award of fellowships. Fellowships shall be awarded by the Director of the National Institute of...

  2. 15 CFR 255.3 - Award of fellowships.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 15 Commerce and Foreign Trade 1 2011-01-01 2011-01-01 false Award of fellowships. 255.3 Section... OF STANDARDS AND TECHNOLOGY, DEPARTMENT OF COMMERCE FELLOWSHIPS AND RESEARCH ASSOCIATES FELLOWSHIPS... Award of fellowships. Fellowships shall be awarded by the Director of the National Institute of...

  3. 15 CFR 255.3 - Award of fellowships.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 15 Commerce and Foreign Trade 1 2013-01-01 2013-01-01 false Award of fellowships. 255.3 Section... OF STANDARDS AND TECHNOLOGY, DEPARTMENT OF COMMERCE FELLOWSHIPS AND RESEARCH ASSOCIATES FELLOWSHIPS... Award of fellowships. Fellowships shall be awarded by the Director of the National Institute of...

  4. 15 CFR 255.6 - Duration of fellowships.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 15 Commerce and Foreign Trade 1 2014-01-01 2014-01-01 false Duration of fellowships. 255.6 Section... OF STANDARDS AND TECHNOLOGY, DEPARTMENT OF COMMERCE FELLOWSHIPS AND RESEARCH ASSOCIATES FELLOWSHIPS... Duration of fellowships. Fellowships may be awarded for periods of varying length, not exceeding one 12...

  5. 15 CFR 255.3 - Award of fellowships.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 15 Commerce and Foreign Trade 1 2010-01-01 2010-01-01 false Award of fellowships. 255.3 Section... OF STANDARDS AND TECHNOLOGY, DEPARTMENT OF COMMERCE FELLOWSHIPS AND RESEARCH ASSOCIATES FELLOWSHIPS... Award of fellowships. Fellowships shall be awarded by the Director of the National Institute of...

  6. 15 CFR 255.6 - Duration of fellowships.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 15 Commerce and Foreign Trade 1 2013-01-01 2013-01-01 false Duration of fellowships. 255.6 Section... OF STANDARDS AND TECHNOLOGY, DEPARTMENT OF COMMERCE FELLOWSHIPS AND RESEARCH ASSOCIATES FELLOWSHIPS... Duration of fellowships. Fellowships may be awarded for periods of varying length, not exceeding one 12...

  7. 15 CFR 255.6 - Duration of fellowships.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 15 Commerce and Foreign Trade 1 2010-01-01 2010-01-01 false Duration of fellowships. 255.6 Section... OF STANDARDS AND TECHNOLOGY, DEPARTMENT OF COMMERCE FELLOWSHIPS AND RESEARCH ASSOCIATES FELLOWSHIPS... Duration of fellowships. Fellowships may be awarded for periods of varying length, not exceeding one 12...

  8. 42 CFR 61.33 - Establishment of service fellowships.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 42 Public Health 1 2013-10-01 2013-10-01 false Establishment of service fellowships. 61.33 Section 61.33 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING FELLOWSHIPS Service Fellowships § 61.33 Establishment of service fellowships....

  9. 42 CFR 61.38 - Duration of service fellowships.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 42 Public Health 1 2013-10-01 2013-10-01 false Duration of service fellowships. 61.38 Section 61.38 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING FELLOWSHIPS Service Fellowships § 61.38 Duration of service fellowships....

  10. 42 CFR 61.38 - Duration of service fellowships.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 42 Public Health 1 2010-10-01 2010-10-01 false Duration of service fellowships. 61.38 Section 61.38 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING FELLOWSHIPS Service Fellowships § 61.38 Duration of service fellowships....

  11. 42 CFR 61.33 - Establishment of service fellowships.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 42 Public Health 1 2010-10-01 2010-10-01 false Establishment of service fellowships. 61.33 Section 61.33 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING FELLOWSHIPS Service Fellowships § 61.33 Establishment of service fellowships....

  12. 42 CFR 61.38 - Duration of service fellowships.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 42 Public Health 1 2012-10-01 2012-10-01 false Duration of service fellowships. 61.38 Section 61.38 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING FELLOWSHIPS Service Fellowships § 61.38 Duration of service fellowships....

  13. 42 CFR 61.38 - Duration of service fellowships.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 42 Public Health 1 2011-10-01 2011-10-01 false Duration of service fellowships. 61.38 Section 61.38 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING FELLOWSHIPS Service Fellowships § 61.38 Duration of service fellowships....

  14. 42 CFR 61.38 - Duration of service fellowships.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 42 Public Health 1 2014-10-01 2014-10-01 false Duration of service fellowships. 61.38 Section 61.38 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING FELLOWSHIPS Service Fellowships § 61.38 Duration of service fellowships....

  15. 42 CFR 61.33 - Establishment of service fellowships.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 42 Public Health 1 2011-10-01 2011-10-01 false Establishment of service fellowships. 61.33 Section 61.33 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING FELLOWSHIPS Service Fellowships § 61.33 Establishment of service fellowships....

  16. 42 CFR 61.33 - Establishment of service fellowships.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 42 Public Health 1 2012-10-01 2012-10-01 false Establishment of service fellowships. 61.33 Section 61.33 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING FELLOWSHIPS Service Fellowships § 61.33 Establishment of service fellowships....

  17. 42 CFR 61.33 - Establishment of service fellowships.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 42 Public Health 1 2014-10-01 2014-10-01 false Establishment of service fellowships. 61.33 Section 61.33 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING FELLOWSHIPS Service Fellowships § 61.33 Establishment of service fellowships....

  18. Learning styles in otolaryngology fellowships.

    PubMed

    Varela, David A Diaz Voss; Malik, Mohammad U; Laeeq, Kulsoom; Pandian, Vinciya; Brown, David J; Weatherly, Robert A; Cummings, Charles W; Bhatti, Nasir I

    2011-12-01

    Previous studies have identified a predominant learning style in trainees from different specialties, more recently in otolaryngology residents. The purpose of our study was to determine a predominant learning style within otolaryngology fellowships and to identify any differences between otolaryngology fellows and residents. We conducted a survey of otolaryngology fellows at 25 otolaryngology fellowship programs accredited by the Accreditation Council for Graduate Medical Education. We emailed Kolb's Learning Style Index version 3.1 to 16 pediatric otolaryngology (PO) and 24 otology/neurotology (ON) fellows. This index is a widely used 12-item questionnaire. The participants answered each item in the questionnaire as it applied to their preferred learning style: accommodating, converging, diverging, or assimilating. Results were then analyzed and compared between each subspecialty and the previously reported preferred styles of otolaryngology residents. Ten PO and 20 ON fellows completed the survey, with an overall response rate of 75%. PO and ON fellows (60% of each group) preferred a learning style that was "balanced" across all four styles. For ON fellows, 35% preferred converging and 5% preferred accommodating styles. For PO fellows, converging and accommodating styles accounted for 20% each. It was previously reported that 74.4% of otolaryngology residents prefer either converging or accommodating styles. We believe that the fellowship training environment calls for fellows to use more than one learning style to become proficient physicians, hence the trend toward potentially developing a balanced style when at this level. Copyright © 2011 The American Laryngological, Rhinological, and Otological Society, Inc.

  19. Teaching implant dentistry in the predoctoral curriculum: a report from the ADEA Implant Workshop's survey of deans.

    PubMed

    Petropoulos, Vicki C; Arbree, Nancy S; Tarnow, Dennis; Rethman, Michael; Malmquist, Jay; Valachovic, Richard; Brunson, W David; Alfano, Michael C

    2006-05-01

    In 2004, a survey of the deans of U.S. and Canadian dental schools was conducted to determine the implant dentistry curriculum structure and the extent of incorporating implant dentistry clinical treatment into predoctoral programs. The questionnaire was mailed to the deans of the fifty-six dental schools in advance of the ADEA Implant Workshop conference held in Arizona in November 2004. Out of the fifty-six, thirty-nine responded, yielding a response rate of 70 percent. Thirty-eight schools (97 percent) reported that their students received didactic instruction in dental implants, while one school (3 percent) said that its students did not. Thirty schools (86 percent) reported that their students received clinical experience, while five schools (14 percent) reported that theirs did not. Four schools (10 percent) did not respond to this question. Fifty-one percent of the students actually receive the clinical experience in restoring implants, with the range of 5-100 percent. Of those schools that provide clinical experience in restoring implants, four schools (13 percent) reported that it is a requirement for them, while twenty-eight schools (88 percent) reported that it is not a requirement for them. Three schools (9 percent) did not respond. The fee for implants is 45 percent higher than a crown or a denture, with a range of 0-100 percent. Twenty-nine schools (85 percent) indicated that they did receive free components from implant companies, while five schools (15 percent) did not. The conclusions of this report are as follows: 1) most schools have advanced dental education programs; 2) single-tooth implant restorations are performed at the predoctoral level in most schools; 3) implant-retained overdenture prostheses are performed at the predoctoral level in most schools; 4) there is no predoctoral clinical competency requirement for surgical implant placement in all schools that responded to the survey; 5) there is no predoctoral clinical competency

  20. The Impact of Imaging Informatics Fellowships.

    PubMed

    Liao, Geraldine J; Nagy, Paul G; Cook, Tessa S

    2016-08-01

    Imaging informatics (II) is an area within clinical informatics that is particularly important in the field of radiology. Provider groups have begun employing dedicated radiologist-informaticists to bridge medical, information technology and administrative functions, and academic institutions are meeting this demand through formal II fellowships. However, little is known about how these programs influence graduates' careers and perceptions about professional development. We electronically surveyed 26 graduates from US II fellowships and consensus leaders in the II community-many of whom were subspecialty diagnostic radiologists (68%) employed within academic institutions (48%)-about the perceived impact of II fellowships on career development and advancement. All graduates felt that II fellowship made them more valuable to employers, with the majority of reporting ongoing II roles (78%) and continued used of competencies (61%) and skills (56%) gained during fellowship in their current jobs. Other key benefits included access to mentors, protected time for academic work, networking opportunities, and positive impacts of annual compensation. Of respondents without II fellowship training, all would recommend fellowships to current trainees given the ability to gain a "still rare" but "essential skill set" that is "critical for future leaders in radiology" and "better job opportunities." While some respondents felt that II fellowships needed further formalization and standardization, most (85%) disagreed with requiring a 2-year II fellowship in order to qualify for board certification in clinical informatics. Instead, most believed that fellowships should be integrated with clinical residency or fellowship training while preserving formal didactics and unstructured project time. More work is needed to understand existing variations in II fellowship training structure and identify the optimal format for programs targeted at radiologists.

  1. Fellowship in endourology, the job search, and setting up a successful practice: an insider's view.

    PubMed

    Chung, Benjamin I; Matin, Surena F; Ost, Michael C; Winfield, Howard N

    2008-03-01

    The field of endourology, which encompasses genitourinary endoscopy and percutaneous, laparoscopic, and robotic surgery, has advanced rapidly over the past quarter century, causing endourology to be considered a subspecialty of urology. The Endourological Society, which is recognized by the American Urological Association, offers numerous clinical and research fellowship opportunities throughout the world. The decision to seek postresidency fellowship training in endourology is complex as is the process of seeking subsequent employment. We offer guidance on the decision-making process to obtain fellowship training as well as on early steps into subsequent academic or private practice settings.

  2. Postdoctoral Fellowship. Final Report.

    ERIC Educational Resources Information Center

    Shriner, Thomas H.

    This postdoctoral program at the Research Laboratory of Electronics at the Massachusetts Institute of Technology focused on the study of grammatical factors in sentence retention of short-term memory and included preparation of a paper on "Auditory Processing of Active-Passive Sentential Stimuli" as well as continued studies and readings in the…

  3. Core elements of a public psychiatry fellowship.

    PubMed

    Ranz, Jules M; Deakins, Susan M; LeMelle, Stephanie M; Rosenheck, Stephen D; Kellermann, Sara L

    2008-07-01

    As the oldest, largest, and best known program for training psychiatrists to become public-sector leaders, the Columbia University Public Psychiatry Fellowship (PPF) at New York State Psychiatric Institute has frequently been consulted by other departments of psychiatry planning public and community fellowship programs. PPF's faculty has developed seven core elements for such training programs. The fellowship's longevity and the career paths of its graduates suggest that these core elements represent a best-practices model for fellowship training in public-community psychiatry.

  4. Dermatology hospital fellowships: present and future.

    PubMed

    Sun, Natalie Z; Fox, Lindy P

    2017-03-01

    The question of what makes a successful dermatology hospitalist has risen to the forefront due to the rapidly increasing number of these providers. Inpatient dermatology fellowships have formed as a direct consequence. Though mostly in their infancy, these programs have primary or secondary goals to train providers in the dermatologic care of the hospitalized patient. This article presents a brief synopsis of the history of traditional hospitalist fellowships and extrapolates these findings to existing hospitalist dermatology fellowships. As more of these programs arise, these fellowships are poised to revolutionize dermatologic inpatient care from a systems perspective. ©2017 Frontline Medical Communications.

  5. 78 FR 3885 - Applications for New Awards; Research Fellowships Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-01-17

    ... Applications for New Awards; Research Fellowships Program AGENCY: Office of Special Education and... Education. ACTION: Notice. Overview Information: Research Fellowships Program. Notice inviting applications... Opportunity Description Purpose of Program: The purpose of the Research Fellowships Program is to build...

  6. Is there a place for teaching obstructive sleep apnea and snoring in the predoctoral dental curriculum?

    PubMed

    Ivanoff, Chris S; Hottel, Timothy L; Pancratz, Frank

    2012-12-01

    The widespread prevalence of obstructive sleep apnea and apneic snoring is both alarming and well documented. Sleep disorders affect one out of five Americans. Yet, during an attempt to study the prevalence of obstructive sleep apnea and snoring among patients at the University of Tennessee Health Science Center College of Dentistry, a search through the entire school's database for the terms "sleep apnea" and "snoring" found only ninety-two patients who admitted to snoring. Currently, the condition "sleep apnea" is not even on the school's list of health/medical questions. These figures not only are inconsistent with national statistics, but confirm that more needs to be done to make dental students aware of these disorders, include them in patient medical histories, and ultimately educate patients about therapies that can help. Considering the health concerns related to this sleep disorder, the economic impact of insomnia and daytime sleepiness, as well as the fact that the dentist is well poised to reduce symptoms and increase the quality of life among sufferers, mandibular advancement devices should become an educational standard in the predoctoral clinical curriculum of dental schools. Predoctoral clinical curricula need to reflect this current health trend and train dentists to care for these patients comprehensively.

  7. Impact on Junior Faculty of Teaching Opportunities During Predoctoral Education: A Survey-Based Study.

    PubMed

    Hum, Lauren; Park, Sang E

    2016-04-01

    Dental schools have addressed full-time faculty shortages by utilizing part-time faculty and postdoctoral students as teachers. Studies have also shown that peer tutors in dental schools can be used effectively in addition to or in place of faculty, but there has been little research on whether the peer tutoring experience influences tutors to pursue academic careers. This study surveyed junior faculty at 60 U.S. dental schools about their predoctoral tutoring and teaching experiences. Data from 122 respondents were analyzed. The results indicated that more recent graduates had more peer tutoring opportunities available than those who graduated prior to the 1980s and that the teaching experiences influenced the respondents' decisions to pursue academic careers. Additionally, those peer tutoring programs that placed more responsibility on the peer tutors, signifying trust from the institution, were the most successful in influencing respondents' decisions to pursue academia. Finally, when comparing their predoctoral teaching experiences to faculty development of teaching skills at their current institutions, the majority of the respondents reported that the faculty development was better. However, the peer tutoring programs considered equal to or better than faculty development were more influential in stimulating participants' academic career interest. These results suggest that dental schools can look to peer tutoring and teaching programs to stimulate students' interest in academia that can help reduce faculty shortages in the long term, but only if programs are developed that place greater responsibility and trust in students and that equal the quality of faculty development programs.

  8. Portable digital video instruction in predoctoral education of child behavior management.

    PubMed

    Boynton, James R; Johnson, Lynn A; Nainar, S M Hashim; Hu, Jan C C

    2007-04-01

    The goals of this exploratory study were to determine students' assessment of portable digital video instruction (using the Apple iPod) and to compare examination performance among groups of predoctoral dental students who did and did not utilize portable digital video instruction as a supplement to a conventional pediatric behavior management lecture. Dental students received a one-hour lecture on communication with the parent and child patient as part of their regular sophomore pediatric dentistry curriculum. Digital audio and digital video versions of this lecture were made available to all 113 students in the class. Eleven student volunteers were loaned portable digital video players (the iPod) containing the lecture for a two-week period. Upon completion of the study period, the entire class participated in an anonymous fifteen-minute post-intervention written assessment including a thirteen-item examination covering lecture material. Students who had used the iPod to review the digital video lecture material favored this medium as a pedagogical instrument and as a group performed significantly better on the examination than those who had not reviewed the digital material (p=0.034). In conclusion, portable digital instructional videos may be a useful educational methodology to help predoctoral dental students acquire knowledge in pediatric behavior management.

  9. Applying to subspecialty fellowship: clarifying the confusion and conflicts!

    PubMed

    Frishman, Gary N; Bell, Carrie L; Botros, Sylvia; Brost, Brian C; Robinson, Randal D; Steinauer, Jody; Wright, Jason D; Adams, Karen E

    2016-02-01

    Of graduating obstetrics and gynecology residents, 40% apply for fellowship training and this percentage is likely to increase. The fellowship interview process creates a substantial financial burden on candidates as well as significant challenges in scheduling the multiple interviews for residents, residency programs, and fellowship programs. Coverage with relatively short lead time is needed for some resident rotations, multiple residents may request time off during overlapping time periods, and applicants may not be able to interview based on conflicting interview dates or the inability to find coverage from other residents for their clinical responsibilities. To address these issues, we propose that each subspecialty fellowship within obstetrics and gynecology be allocated a specified and limited time period to schedule their interviews with minimal overlap between subspecialties. Furthermore, programs in close geographic areas should attempt to coordinate their interview dates. This will allow residents to plan their residency rotation schedules far in advance to minimize the impact on rotations that are less amenable to time away from their associated clinical duties, and decrease the numbers of residents needing time off for interviews during any one time period. In addition, a series of formal discussions should take place between subspecialties related to these issues as well as within subspecialties to facilitate coordination.

  10. Impact of fellowship training on research productivity in academic otolaryngology.

    PubMed

    Eloy, Jean Anderson; Svider, Peter F; Mauro, Kevin M; Setzen, Michael; Baredes, Soly

    2012-12-01

    Assessment of scholarly productivity as measured by research output is a key component of decisions regarding appointment and advancement in academic otolaryngology. An increasing number of graduating residents are pursuing postresidency fellowships, and evaluation of research productivity among these subspecialists is important in determining their role in academic otolaryngology departments. The h-index is a reliable indicator of research productivity, as it takes into account both quantity and relevance of research contributions. Our objective was to evaluate and compare trends in research productivity among the various otolaryngology subspecialties. Analysis of research productivity trends among otolaryngology subspecialties using the h-index. Faculty members from 92 academic otolaryngology departments were organized by subspecialty and academic rank, and their research productivity, as measured by the h-index, was calculated using the Scopus database. Fellowship-trained otolaryngologists in academic programs had higher h-indices than non-fellowship-trained otolaryngologists. Head and neck surgeons and otologists had significantly higher research productivity than their peers in other otolaryngology subspecialties. Analysis of the subspecialties of chairpersons indicated that 62% were either head and neck surgeons or otologists. Fellowship-trained otolaryngologists had higher h-indices, and faculty members trained in the subspecialties with the highest research productivity were disproportionately represented in positions of leadership within academic otolaryngology, probably reflecting the importance of research contributions in the academic advancement process, although other factors, such as educational contributions and clinical performance, may also be important factors. Copyright © 2012 The American Laryngological, Rhinological, and Otological Society, Inc.

  11. Developing and implementing core competencies for integrative medicine fellowships.

    PubMed

    Ring, Melinda; Brodsky, Marc; Low Dog, Tieraona; Sierpina, Victor; Bailey, Michelle; Locke, Amy; Kogan, Mikhail; Rindfleisch, James A; Saper, Robert

    2014-03-01

    The Consortium of Academic Health Centers for Integrative Medicine defines integrative medicine as "the practice of medicine that reaffirms the importance of the relationship between practitioner and patient, focuses on the whole person, is informed by evidence, and makes use of all appropriate therapeutic approaches, health care professionals, and disciplines to achieve optimal health and healing." Over the past three decades, the U.S. public increasingly has sought integrative medicine approaches. In an effort to train medical professionals to adequately counsel patients on the safe and appropriate use of these approaches, medical schools and residencies have developed curricula on integrative medicine for their trainees. In addition, integrative medicine clinical fellowships for postresidency physicians have emerged to provide training for practitioners interested in gaining greater expertise in this emerging field. Currently, 13 clinical fellowships in integrative medicine exist in the United States, and they are predominantly connected to academic medical centers or teaching affiliate hospitals. In 2010, the Consortium of Academic Health Centers for Integrative Medicine, represented by 56 member academic health care institutions with a shared commitment to advance the principles and practices of integrative medicine, convened a two-year task force to draft integrative medicine fellowship core competencies. These competencies would guide fellowship curriculum development and ensure that graduates possessed a common body of knowledge, skills, and attitudes. In this article, the authors discuss the competencies and the task force's process to develop them, as well as associated teaching and assessment methods, faculty development, potential barriers, and future directions.

  12. Transforming a hospital nursing research fellowship into an evidence-based practice fellowship.

    PubMed

    Gattuso, Jami S; Hinds, Pamela S; Beaumont, Cynthia; Funk, Adam J; Green, Jo; Max, Anita; Russell, Philisa; Windsor, Kelley

    2007-12-01

    An established hospital-based nursing research fellowship program was transformed into an evidence-based practice fellowship despite its previous high satisfaction ratings from nursing leaders and nurse fellow participants. The faculty for the fellowship program determined that the long-term outcomes of the research program were insufficient in light of the hospital resources committed to the fellowship program. An evidence-based practice approach was then created in anticipation that greater short-term and more sustained longer-term benefits for the hospital would be realized. The transformation of the fellowship and the short-term outcomes are described.

  13. Reliability and Validity of a Procedure to Measure Diagnostic Reasoning and Problem-Solving Skills Taught in Predoctoral Orthodontic Education.

    ERIC Educational Resources Information Center

    Albanese, Mark A.; Jacobs, Richard M.

    1990-01-01

    The reliability and validity of a procedure to measure diagnostic-reasoning and problem-solving skills taught in predoctoral orthodontic education were studied using 68 second year dental students. The procedure includes stimulus material and 33 multiple-choice items. It is a feasible way of assessing problem-solving skills in dentistry education…

  14. Reliability and Validity of a Procedure To Measure Diagnostic Reasoning and Problem-Solving Skills Taught in Predoctoral Orthodontic Education.

    ERIC Educational Resources Information Center

    Albanese, Mark A.; Jacobs, Richard M.

    Preliminary psychometric data assessing the reliability and validity of a method used to measure the diagnostic reasoning and problem-solving skills of predoctoral students in orthodontia are described. The measurement approach consisted of sets of patient demographic data and dental photos and x-rays, accompanied by a set of 33 multiple-choice…

  15. Reliability and Validity of a Procedure to Measure Diagnostic Reasoning and Problem-Solving Skills Taught in Predoctoral Orthodontic Education.

    ERIC Educational Resources Information Center

    Albanese, Mark A.; Jacobs, Richard M.

    1990-01-01

    The reliability and validity of a procedure to measure diagnostic-reasoning and problem-solving skills taught in predoctoral orthodontic education were studied using 68 second year dental students. The procedure includes stimulus material and 33 multiple-choice items. It is a feasible way of assessing problem-solving skills in dentistry education…

  16. Sexual Attraction toward Clients, Use of Supervision, and Prior Training: A Qualitative Study of Predoctoral Psychology Interns.

    ERIC Educational Resources Information Center

    Ladany, Nicholas; O'Brien, Karen M.; Hill, Clara E.; Melincoff, Deborah S.; Knox, Sarah; Petersen, David A.

    1997-01-01

    Interviewed 13 predoctoral psychology interns about experiences of sexual attraction toward a client. Results indicate that sexual attraction consisted of physical and interpersonal aspects. Therapists believed that they were more invested and attentive than usual to clients to whom they were attracted, but the attraction also introduced distance,…

  17. Advanced laparoscopic fellowship training decreases conversion rates during laparoscopic cholecystectomy for acute biliary diseases: a retrospective cohort study.

    PubMed

    Abelson, Jonathan S; Afaneh, Cheguevara; Rich, Barrie S; Dakin, Gregory; Zarnegar, Rasa; Fahey, Thomas J; Pomp, Alfons

    2015-01-01

    Acute biliary pathology is a risk factor for conversion to open surgery and increased surgical morbidity during laparoscopic cholecystectomy (LC). The purpose of our study was to examine the impact of an advanced laparoscopic fellowship-trained surgeon on risks of conversion, surgical morbidity, and postoperative complications in this patient population. Of 1382 patients who underwent an LC from January 2008 to August 2011, 592 patients were diagnosed with an acute biliary process and were included in the study. Patients were divided into two groups; those operated on by an advanced laparoscopic fellowship-trained surgeon (N=237), and those operated on by a non-laparoscopic fellowship-trained surgeon (N=355). The primary end-points were conversion rates and surgical morbidity. The secondary end-point was operative time. Fellowship-trained surgeons were more likely to perform IOC (57%) versus non-fellowship trained surgeons (20%) (p<0.0001). The conversion rate for the fellowship-trained group was significantly lower than for the non-fellowship trained group (1.7% vs 8.5%, p=0.0004). The intraoperative and postoperative complication rates for the fellowship-trained group were not significantly different. The operative time was slightly longer in the non-fellowship trained group compared to the fellowship-trained group (104 min vs 111 min, p=0.04). Our data demonstrate that advanced laparoscopic fellowship training decreases conversion rates of laparoscopic cholecystectomy for acute biliary pathology. Moreover, given the lower conversion rates, patients may have experienced shorter hospitalizations. Formal advanced laparoscopic fellowship training may decrease length of stay among patients presenting with acute biliary pathology who undergo laparoscopic cholecystectomy. Copyright © 2014 Surgical Associates Ltd. Published by Elsevier Ltd. All rights reserved.

  18. A national survey of medical education fellowships

    PubMed Central

    Thompson, Britta M.; Searle, Nancy S.; Gruppen, Larry D.; Hatem, Charles J.; Nelson, Elizabeth A.

    2011-01-01

    Purpose The purpose of our study was to determine the prevalence, focus, time commitment, graduation requirements and programme evaluation methods of medical education fellowships throughout the United States. Medical education fellowships are defined as a single cohort of medical teaching faculty who participate in an extended faculty development programme. Methods A 26-item online questionnaire was distributed to all US medical schools (n=127) in 2005 and 2006. The questionnaire asked each school if it had a medical education fellowship and the characteristics of the fellowship programme. Results Almost half (n=55) of the participating schools (n=120, response rate 94.5 %) reported having fellowships. Duration (10–584 hours) and length (<1 month–48 months) varied; most focused on teaching skills, scholarly dissemination and curriculum design, and required the completion of a scholarly project. A majority collected participant satisfaction; few used other programme evaluation strategies. Conclusions The number of medical education fellowships increased rapidly during the 1990s and 2000s. Across the US, programmes are similar in participant characteristics and curricular focus but unique in completion requirements. Fellowships collect limited programme evaluation data, indicating a need for better outcome data. These results provide benchmark data for those implementing or revising existing medical education fellowships. PMID:21475643

  19. Federal Funds: Fuel Conservation Fellowship Program

    ERIC Educational Resources Information Center

    Bobowski, Rita Cipalla

    1977-01-01

    To train individuals who might design and implement plans for developing alternative sources of energy like solar or geothermal power, the Office of Education supports graduate fellowships in mining, mineral, and mineral fuel conservation. Describes three projects funded by the fellowship program during the 1976-77 academic year. (Author/RK)

  20. Minimally invasive surgery: the evolution of fellowship.

    PubMed

    Park, Adrian; Kavic, Stephen M; Lee, Tommy H; Heniford, B Todd

    2007-10-01

    The field of postgraduate minimally invasive surgery/gastrointestinal surgery (MIS/GIS) training has undergone substantial growth and change. To determine whether fellowships are meeting a strategic need in training, we conducted a survey to assess the current status and trends of change in MIS/GIS fellowships. A survey was distributed to fellows currently in MIS/GIS programs in the United States and Canada in 2003 and 2006. Fellows were asked to describe demographics as well as their experience both during fellowship and residency. We compared this with aggregate data of resident experience through the Accreditation Council for Graduate Medical Education (ACGME) case logs, data tracked by industry, and program data from the Fellowship Council (FC) web site. There were 54 responses to the 75 surveys distributed in 2006 (72% response rate). MIS fellows performed more laparoscopic cases during their residency than the average graduating chief resident, but did not feel competent to perform advanced laparoscopic surgery. However, combining fellowship numbers with residency numbers does suggest that the total experience provides competency in a wide variety of procedures. It seems that the MIS/GIS Fellowship is meeting a real need among graduating surgical residents; fellows felt unprepared for clinical practice at the completion of residency. It is encouraging to note the improvements in fellowship structure, standards, and overall experience, brought by the efforts of the FC. It is hoped that this report of the state of MIS fellowship with a comprehensive review of current data will aid in further evaluation and improvement.

  1. Federal Funds: Fuel Conservation Fellowship Program

    ERIC Educational Resources Information Center

    Bobowski, Rita Cipalla

    1977-01-01

    To train individuals who might design and implement plans for developing alternative sources of energy like solar or geothermal power, the Office of Education supports graduate fellowships in mining, mineral, and mineral fuel conservation. Describes three projects funded by the fellowship program during the 1976-77 academic year. (Author/RK)

  2. ESO Fellowship Programme 2007/2008

    NASA Astrophysics Data System (ADS)

    2007-06-01

    The European Organisation for Astronomical Research in the Southern Hemisphere awards several postdoctoral fellowships each year. The goal of these fellowships is to offer young scientists op-portunities and facilities to enhance their research programmes by facilitating close contact between young astronomers and the activities and staff at one of the world's foremost observatories.

  3. Evaluation of Hepato-Pancreato-Biliary (HPB) fellowships: an international survey of programme directors

    PubMed Central

    Raptis, Dimitri A; Clavien, Pierre-Alain

    2011-01-01

    Objectives This report describes a survey undertaken with the aim of assessing the current status of available fellowships in hepatopancreatobiliary (HPB) surgery in order to identify steps to be taken to ensure the provision of successful training in this specialty. Methods An online survey was conducted among members of the International Hepato-Pancreato-Biliary Association (IHPBA) targeting registered and non-registered HPB surgery fellowships. A total of 71 programmes are registered on the IHPBA website and 40 fellowship directors completed the survey. Only 18 completed surveys referred to programmes previously listed on the website. Results Responses showed great diversity among centres regarding their requirements for application, the duration of training and exposure to HPB cases during the fellowship. Factors associated with higher levels of training included the country of fellowship, a third year of training and the presence of a well-structured HPB curriculum. Over 90% of responders seek official accreditation from their regional association (i.e. the European, American and Asian-Pacific HPB Associations). Most programmes would welcome official IHPBA or regional association monitoring of their fellowship. Conclusions This survey discloses important information which will allow the IHPBA Education and Training Committee to move forward. The next steps should include close monitoring of the performance of fellows by creating a fellows' registry, as well as a blog or forum which can be used to further enhance communication among fellows. The availability of registration to both programme directors and fellows may eventually lead to an official fellowship accreditation process. PMID:21418134

  4. Physical Therapy Residency and Fellowship Education: Reflections on the Past, Present, and Future.

    PubMed

    Furze, Jennifer A; Tichenor, Carol Jo; Fisher, Beth E; Jensen, Gail M; Rapport, Mary Jane

    2016-07-01

    The physical therapy profession continues to respond to the complex and changing landscape of health care to meet the needs of patients and the demands of patient care. Consistent with this evolution is the rapid development and expansion of residency and fellowship postprofessional programs. With the interested number of applicants exceeding the number of residency and fellowship slots available, a "critical period" in the educational process is emerging. The purposes of this perspective article are: (1) to analyze the state of residency and fellowship education within the profession, (2) to identify best practice elements from other health professions that are applicable to physical therapy residency and fellowship education, and (3) to propose a working framework grounded in common domains of competence to be used as a platform for dialogue, consistency, and quality across all residency and fellowship programs. Seven domains of competence are proposed to theoretically ground residency and fellowship programs and facilitate a more consistent approach to curricular development and assessment. Although the recent proliferation of residency and fellowship programs attempts to meet the demand of physical therapists seeking advanced educational opportunities, it is imperative that these programs are consistently delivering high-quality education with a common focus on delivering health care in the context of societal needs.

  5. Accredited Orthopaedic Sports Medicine Fellowship Websites: An Updated Assessment of Accessibility and Content.

    PubMed

    Yayac, Michael; Javandal, Mitra; Mulcahey, Mary K

    2017-01-01

    A substantial number of orthopaedic surgeons apply for sports medicine fellowships after residency completion. The Internet is one of the most important resources applicants use to obtain information about fellowship programs, with the program website serving as one of the most influential sources. The American Orthopaedic Society for Sports Medicine (AOSSM), San Francisco Match (SFM), and Arthroscopy Association of North America (AANA) maintain databases of orthopaedic sports medicine fellowship programs. A 2013 study evaluated the content and accessibility of the websites for accredited orthopaedic sports medicine fellowships. To reassess these websites based on the same parameters and compare the results with those of the study published in 2013 to determine whether any improvement has been made in fellowship website content or accessibility. Cross-sectional study. We reviewed all existing websites for the 95 accredited orthopaedic sports medicine fellowships included in the AOSSM, SFM, and AANA databases. Accessibility of the websites was determined by performing a Google search for each program. A total of 89 sports fellowship websites were evaluated for overall content. Websites for the remaining 6 programs could not be identified, so they were not included in content assessment. Of the 95 accredited sports medicine fellowships, 49 (52%) provided links in the AOSSM database, 89 (94%) in the SFM database, and 24 (25%) in the AANA database. Of the 89 websites, 89 (100%) provided a description of the program, 62 (70%) provided selection process information, and 40 (45%) provided a link to the SFM website. Two searches through Google were able to identify links to 88% and 92% of all accredited programs. The majority of accredited orthopaedic sports medicine fellowship programs fail to utilize the Internet to its full potential as a resource to provide applicants with detailed information about the program, which could help residents in the selection and ranking

  6. Women in Orthopaedic Fellowships: What Is Their Match Rate, and What Specialties Do They Choose?

    PubMed

    Cannada, Lisa K

    2016-09-01

    Orthopaedic fellowship training is a common step before becoming a practicing orthopaedic surgeon. In the past, fellowship decisions in orthopaedics were made early in the residency and without a formal match. The process was disorganized, often not fair to the applicants or fellowship programs. More recently, there has been an organized match process for nine different disciplines in orthopaedics. Although the numbers of women applicants into orthopaedic residency has been reported and is the target of efforts to continue to improve gender diversity in orthopaedics, the numbers regarding women in orthopaedic fellowships have not been known. Other details including if there is a difference in match rate between male and female fellowship applicants and what discipline they choose to pursue across orthopaedic surgery has not been reported. (1) How have the numbers of women applying to orthopaedic fellowships changed over a 5-year period? (2) Is gender associated with fellowship match success? (3) Which subspecialties have greater proportions of female applicants? Available orthopaedic residency match data regarding number of applicants and number of female residents between 2010 and 2014 were obtained. For fellowship data, our method was a review of the applicants who submitted rank lists and the number of applicants who matched in all subspecialties through San Francisco Match and from the American Shoulder and Elbow Society from 2010 to 2014. For each year, the number of females versus males applying was abstracted. The total number of females versus males who matched was then obtained. For each subspecialty represented in this article, the number of female applicants and matches was compared with the male applicants and matches. The proportion of fellowship applicants who are female ranged from 7% to 10% annually, and the percentage of matched female applicants ranged from 8% to 12%. Overall, combining results from 2010 to 2014, female fellowship applicants had a

  7. Bariatric outcomes are significantly improved in hospitals with fellowship council-accredited bariatric fellowships.

    PubMed

    Kim, Pamela S; Telem, Dana A; Altieri, Maria S; Talamini, Mark; Yang, Jie; Zhang, Qiao; Pryor, Aurora D

    2015-04-01

    With the increasing demand of bariatric surgery, there is a need to train more surgeons, while identifying institutional factors associated with improved outcomes. Little is known regarding the impact of a fellowship training program on institutional outcomes. This study examines the effect of bariatric fellowship program status on perioperative outcomes within New York state. Using the New York statewide planning and research cooperative system, 47,342 adult patients in 91 hospitals were identified who underwent a laparoscopic bariatric surgery over a 6-year period. Hospitals with fellowships were identified from the Fellowship Council. Statistical comparison between patient demographics, payer source, comorbidities, bariatric procedure performed, and perioperative outcomes in hospitals with and without fellowship were performed. On univariate analysis, fellowship accreditation status was found to be associated with increased rates of cardiac complications and shock and decreased rates of pneumonia. Overall complication rate was not significantly different in fellowship versus non-fellowship institutions. However, when controlled for patient demographic, payer source, comorbidity, and operative procedure, there were significantly improved bariatric outcomes among institutions with fellowship programs. The presence of a fellowship program correlates with improved hospital outcomes, mitigating potential concerns about possible negative effects of trainees on hospitals and patients.

  8. The microsurgery fellowship at chang gung memorial hospital: blossom of caterpillars.

    PubMed

    Abdelrahman, Mohamed

    2015-04-01

    Against a background of globalization and medical migration, issues have been raised regarding training outside the clinician's own context. Fellowship was not commonly used as a career step, or a means of migration, but as a process of professional and personal development. Taking Chang Gung Memorial Hospital Microsurgery Fellowship as the case study, I would like to highlight an example of a long-running successful training program in a special field such as plastic surgery.

  9. Current status of patient recall in U.S. predoctoral dental school clinics.

    PubMed

    Afshari, Fatemeh S; Schelkopf, Stuart; Yuan, Judy Chia-Chun; Marinis, Aristotelis; Syros, George; Campbell, Stephen D; Sukotjo, Cortino

    2014-10-01

    The Commission on Dental Accreditation (CODA)'s revised standard 2-23, which went into effect in July 2013, requires U.S. dental graduates to be competent in "evaluation of the outcomes of treatment, recall strategies, and prognosis." To assess the way dental schools are implementing this revised recommendation, a survey was conducted to assess the existence of recall systems in the schools' clinics and factors enhancing or hindering the formation of an effective recall system. Surveys were returned from thirty-five dental schools (54.7 percent response rate). Results showed that most institutions had active recall systems and the respondents believed that program effectiveness can be further improved. Suggested improvements included patient education and tracking patient recall appointments. The results indicate that recall systems exist in predoctoral dental education programs, have high student involvement, and vary among schools.

  10. 45 CFR 2400.66 - Completion of fellowship.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 45 Public Welfare 4 2012-10-01 2012-10-01 false Completion of fellowship. 2400.66 Section 2400.66 Public Welfare Regulations Relating to Public Welfare (Continued) JAMES MADISON MEMORIAL FELLOWSHIP FOUNDATION FELLOWSHIP PROGRAM REQUIREMENTS Special Conditions § 2400.66 Completion of fellowship. A...

  11. 22 CFR 196.1 - What is the Fellowship Program?

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 22 Foreign Relations 1 2014-04-01 2014-04-01 false What is the Fellowship Program? 196.1 Section... FOREIGN AFFAIRS/GRADUATE FOREIGN AFFAIRS FELLOWSHIP PROGRAM § 196.1 What is the Fellowship Program? The Thomas R. Pickering Foreign Affairs/Graduate Foreign Affairs Fellowship Program is designed to...

  12. Fellowships after dermatology residency: the traditional and beyond.

    PubMed

    Park, Kelly K

    2015-03-01

    Postresidency fellowship training options exist for graduating dermatology residents. Formal subspecialty fellowship programs are offered in dermatopathology, pediatric dermatology, micrographic surgery and dermatologic oncology (procedural dermatology), and cosmetic dermatologic surgery. There also are a number of fellowships offered at certain institutions for those interested in more specific subspecialties or academia. This guide serves to assist dermatology residents in learning more about fellowship opportunities.

  13. 45 CFR 2400.66 - Completion of fellowship.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 45 Public Welfare 4 2011-10-01 2011-10-01 false Completion of fellowship. 2400.66 Section 2400.66 Public Welfare Regulations Relating to Public Welfare (Continued) JAMES MADISON MEMORIAL FELLOWSHIP FOUNDATION FELLOWSHIP PROGRAM REQUIREMENTS Special Conditions § 2400.66 Completion of fellowship. A...

  14. 22 CFR 196.1 - What is the Fellowship Program?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 22 Foreign Relations 1 2011-04-01 2011-04-01 false What is the Fellowship Program? 196.1 Section... FOREIGN AFFAIRS/GRADUATE FOREIGN AFFAIRS FELLOWSHIP PROGRAM § 196.1 What is the Fellowship Program? The Thomas R. Pickering Foreign Affairs/Graduate Foreign Affairs Fellowship Program is designed to...

  15. 45 CFR 2400.66 - Completion of fellowship.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 45 Public Welfare 4 2013-10-01 2013-10-01 false Completion of fellowship. 2400.66 Section 2400.66 Public Welfare Regulations Relating to Public Welfare (Continued) JAMES MADISON MEMORIAL FELLOWSHIP FOUNDATION FELLOWSHIP PROGRAM REQUIREMENTS Special Conditions § 2400.66 Completion of fellowship. A...

  16. 45 CFR 2400.47 - Summer Institute's relationship to fellowship.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 45 Public Welfare 4 2012-10-01 2012-10-01 false Summer Institute's relationship to fellowship... MEMORIAL FELLOWSHIP FOUNDATION FELLOWSHIP PROGRAM REQUIREMENTS Graduate Study § 2400.47 Summer Institute's relationship to fellowship. Each year, the Foundation normally offers during July a four-week...

  17. 22 CFR 196.1 - What is the Fellowship Program?

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 22 Foreign Relations 1 2012-04-01 2012-04-01 false What is the Fellowship Program? 196.1 Section... FOREIGN AFFAIRS/GRADUATE FOREIGN AFFAIRS FELLOWSHIP PROGRAM § 196.1 What is the Fellowship Program? The Thomas R. Pickering Foreign Affairs/Graduate Foreign Affairs Fellowship Program is designed to...

  18. 45 CFR 2400.47 - Summer Institute's relationship to fellowship.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 45 Public Welfare 4 2011-10-01 2011-10-01 false Summer Institute's relationship to fellowship... MEMORIAL FELLOWSHIP FOUNDATION FELLOWSHIP PROGRAM REQUIREMENTS Graduate Study § 2400.47 Summer Institute's relationship to fellowship. Each year, the Foundation normally offers during July a four-week...

  19. 45 CFR 2400.47 - Summer Institute's relationship to fellowship.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 45 Public Welfare 4 2014-10-01 2014-10-01 false Summer Institute's relationship to fellowship... MEMORIAL FELLOWSHIP FOUNDATION FELLOWSHIP PROGRAM REQUIREMENTS Graduate Study § 2400.47 Summer Institute's relationship to fellowship. Each year, the Foundation normally offers during July a four-week...

  20. 45 CFR 2400.66 - Completion of fellowship.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 45 Public Welfare 4 2010-10-01 2010-10-01 false Completion of fellowship. 2400.66 Section 2400.66 Public Welfare Regulations Relating to Public Welfare (Continued) JAMES MADISON MEMORIAL FELLOWSHIP FOUNDATION FELLOWSHIP PROGRAM REQUIREMENTS Special Conditions § 2400.66 Completion of fellowship. A...

  1. 22 CFR 196.1 - What is the Fellowship Program?

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 22 Foreign Relations 1 2013-04-01 2013-04-01 false What is the Fellowship Program? 196.1 Section... FOREIGN AFFAIRS/GRADUATE FOREIGN AFFAIRS FELLOWSHIP PROGRAM § 196.1 What is the Fellowship Program? The Thomas R. Pickering Foreign Affairs/Graduate Foreign Affairs Fellowship Program is designed to...

  2. 22 CFR 196.1 - What is the Fellowship Program?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 22 Foreign Relations 1 2010-04-01 2010-04-01 false What is the Fellowship Program? 196.1 Section... FOREIGN AFFAIRS/GRADUATE FOREIGN AFFAIRS FELLOWSHIP PROGRAM § 196.1 What is the Fellowship Program? The Thomas R. Pickering Foreign Affairs/Graduate Foreign Affairs Fellowship Program is designed to...

  3. 45 CFR 2400.47 - Summer Institute's relationship to fellowship.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 45 Public Welfare 4 2010-10-01 2010-10-01 false Summer Institute's relationship to fellowship... MEMORIAL FELLOWSHIP FOUNDATION FELLOWSHIP PROGRAM REQUIREMENTS Graduate Study § 2400.47 Summer Institute's relationship to fellowship. Each year, the Foundation normally offers during July a four-week...

  4. 45 CFR 2400.66 - Completion of fellowship.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 45 Public Welfare 4 2014-10-01 2014-10-01 false Completion of fellowship. 2400.66 Section 2400.66 Public Welfare Regulations Relating to Public Welfare (Continued) JAMES MADISON MEMORIAL FELLOWSHIP FOUNDATION FELLOWSHIP PROGRAM REQUIREMENTS Special Conditions § 2400.66 Completion of fellowship. A...

  5. 45 CFR 2400.47 - Summer Institute's relationship to fellowship.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 45 Public Welfare 4 2013-10-01 2013-10-01 false Summer Institute's relationship to fellowship... MEMORIAL FELLOWSHIP FOUNDATION FELLOWSHIP PROGRAM REQUIREMENTS Graduate Study § 2400.47 Summer Institute's relationship to fellowship. Each year, the Foundation normally offers during July a four-week...

  6. An analysis of the impact of the David A. Winston Health Policy Fellowship.

    PubMed

    Jones, Sonya Rochelle; Filerman, Gary L

    2007-01-01

    The objective of the David A. Winston Health Policy Fellowship is to attract and to encourage promising individuals to become successful participants in the health policy process, particularly at the interface of the public and private sectors. From 1987, when the Fellowship was established, through 2004-2005, there have been nineteen Fellows and approximately 65 additional finalists. All but one Fellow hold an MHA or equivalent degree and several hold additional advanced degrees. In comparison to the Fellows, fewer finalists hold additional advanced degrees. The Winston Fellowship Board initiated this study to identify the impact of the Fellowship on the careers of the recipients and, if possible, to track the careers of the finalists to determine the extent to which they have been active in the policy process. The findings are based on a high response rate from former Fellows and a small sample of finalists. Compared to the finalists, the Fellows have been more involved in the policy process and first post-Fellowship employment of Fellows has trended towards Congress in recent years. Fellows noted strengths and weaknesses of the program and made suggestions for improvement. There was agreement among the Fellows that the Fellowship program did influence career direction and content, but it was not possible to draw clear inferences of cause and effect.

  7. 2010 ESMD Faculty Fellowship Project

    NASA Technical Reports Server (NTRS)

    Carmen, Christina L.; Morris, Tommy; Schmidt, Peter; van Susante, Paul; Zalewski, Janusz; Murphy, Gloria

    2010-01-01

    This slide presentation reviews is composed of 6 individual sections. The first is a introductory section that explains the Exploration Systems Mission Directorate (ESMD) Faculty Fellowship Project, the purpose of which is to prepare selected university faculty to work with senior design students to complete projects that have potential to contribute to NASA objectives. The following university presentations represent the chosen projects: (1) the use of Exploration Toolset for the Optimization of Launch and Space Systems (X-TOOLSS) to optimize the Lunar Wormbot design; (2) development of Hardware Definition Language (HDL) realization of ITU G.729 for FGPA; (3) cryogenic fluid and electrical quick connect system and a lunar regolith design; (4) Lunar Landing Pad development; and (5) Prognostics for complex systems.

  8. Teaching of color in predoctoral and postdoctoral dental education in 2009.

    PubMed

    Paravina, Rade D; O'Neill, Paula N; Swift, Edward J; Nathanson, Dan; Goodacre, Charles J

    2010-01-01

    The goal of the study was to determine the current status of the teaching of color in dental education at both the predoctoral (Pre-D) and postdoctoral (Post-D) levels. A cross-sectional web-based survey, containing 27 multiple choice, multiple best and single best answers was created. Upon receiving the administrative approval, dental faculty involved in the teaching of color to Pre-D or Post-D dental students from around the world (N=205), were administered a survey. Statistical analysis of differences between Pre-D and Post-D was performed using Chi-square test (α=0.05). A total of 130 responses were received (response rate 63.4%); there were 70 responses from North America, 40 from Europe, 10 from South America, nine from Asia and one from Africa. A course on "color" or "color in dentistry" was included in the dental curriculum of 80% of Pre-D programs and 82% of Post-D programs. The number of hours dedicated to color-related topics was 4.0±2.4 for Pre-D and 5.5±2.9 for Post-D, respectively (p<0.01). Topics associated with tooth color, shade matching method, tooth whitening, and teaching of appearance parameters other than color, were frequently taught. Significant differences were recorded between the number of hours dedicated to teaching of color at predoctoral and postdoctoral level. The same is true for the prosthodontics and restorative courses, teaching on negative after images; color rendering index, Bleachedguide 3D-Master shade guide, digital camera and lens selection, composite resins, and maxillofacial prosthetic materials. Except for the restorative courses and composite resins, significantly higher results were recorded for Post-D programs. Vitapan Classical and 3D-Master were the most frequently taught shade guides. Copyright © 2010 Elsevier Ltd. All rights reserved.

  9. Psychosocial training in a palliative care fellowship.

    PubMed

    Billings, J Andrew; Dahlin, Constance; Dungan, Sheryn; Greenberg, Donna; Krakauer, Eric L; Lawless, Nan; Montgomery, Paul; Reid, Coleen

    2003-06-01

    We present a description of a one-year palliative care fellowship training program for physicians at the Massachusetts General Hospital. We provide background information on the Palliative Care Service, and offer an overview of the educational content and methods for fellowship training, focusing especially on psychosocial aspects of care. The medical background and post-training positions of fellows are described. This document is meant to assist other palliative care fellowship programs in developing their curricula and possibly to serve as an initial template for creating educational standards and for identifying outcome measures for educational evaluation of such programs.

  10. Different tracks for pathology informatics fellowship training: Experiences of and input from trainees in a large multisite fellowship program

    PubMed Central

    Levy, Bruce P.; McClintock, David S.; Lee, Roy E.; Lane, William J.; Klepeis, Veronica E.; Baron, Jason M.; Onozato, Maristela L.; Kim, JiYeon; Brodsky, Victor; Beckwith, Bruce; Kuo, Frank; Gilbertson, John R.

    2012-01-01

    Background: Pathology Informatics is a new field; a field that is still defining itself even as it begins the formalization, accreditation, and board certification process. At the same time, Pathology itself is changing in a variety of ways that impact informatics, including subspecialization and an increased use of data analysis. In this paper, we examine how these changes impact both the structure of Pathology Informatics fellowship programs and the fellows’ goals within those programs. Materials and Methods: As part of our regular program review process, the fellows evaluated the value and effectiveness of our existing fellowship tracks (Research Informatics, Clinical Two-year Focused Informatics, Clinical One-year Focused Informatics, and Clinical 1 + 1 Subspecialty Pathology and Informatics). They compared their education, informatics background, and anticipated career paths and analyzed them for correlations between those parameters and the fellowship track chosen. All current and past fellows of the program were actively involved with the project. Results: Fellows’ anticipated career paths correlated very well with the specific tracks in the program. A small set of fellows (Clinical – one or two year – Focused Informatics tracks) anticipated clinical careers primarily focused in informatics (Director of Informatics). The majority of the fellows, however, anticipated a career practicing in a Pathology subspecialty, using their informatics training to enhance that practice (Clinical 1 + 1 Subspecialty Pathology and Informatics Track). Significantly, all fellows on this track reported they would not have considered a Clinical Two-year Focused Informatics track if it was the only track offered. The Research and the Clinical One-year Focused Informatics tracks each displayed unique value for different situations. Conclusions: It seems a “one size fits all” fellowship structure does not fit the needs of the majority of potential Pathology Informatics

  11. Educational Research Postdoctoral Fellowship. Terminal Report.

    ERIC Educational Resources Information Center

    Schmeding, Robert W.

    During his postdoctoral fellowship year, Dr. Schmeding audited courses in the sociology and economics of education, educational development and planning, and instructional technology. He also did independent study in these areas. (RT)

  12. Research Productivity of Sports Medicine Fellowship Faculty.

    PubMed

    Cvetanovich, Gregory L; Saltzman, Bryan M; Chalmers, Peter N; Frank, Rachel M; Cole, Brian J; Bach, Bernard R

    2016-12-01

    Research productivity is considered an important factor in academic advancement in sports medicine. No study to date has evaluated academic productivity and correlates of academic rank for sports medicine fellowship faculty. To describe the academic productivity of American Orthopaedic Society for Sports Medicine (AOSSM) fellowship program faculty and to determine the association between academic productivity, fellowship characteristics, and academic rank. Descriptive epidemiology study. Characteristics of orthopaedic sports medicine fellowship programs were obtained from the AOSSM and program websites. Metrics of academic productivity (Hirsch index [h index], I-10 index, publications, citations, and number of publications in several journals) were obtained from Scopus. Statistical analyses were conducted to determine whether academic productivity differs with fellowship attributes and academic rank. A total of 90 AOSSM sports medicine fellowship programs with 610 associated faculty members were identified. Faculty were predominantly male (94%), at academic medical centers (74%), members of AOSSM (71%), and sports medicine-fellowship trained (84%). Faculty had a median of 18 (range, 0-684) publications overall, including a median of 3 (range, 0-161) publications since 2012. All measures of academic productivity were significantly higher among faculty employed at academic medical centers compared with those not employed at academic centers (P < .05 in all cases). On multivariate ordinal regression analysis, the best correlates of higher academic rank were higher cumulative h index (1.22; P < .001) and longer time in practice since fellowship (1.14; P < .001), which predicted 63.8% of the variance in academic rank. Fellowships with a larger number of fellows had more publications and citations per faculty member, higher faculty cumulative h index, and more publications in the American Journal of Sports Medicine and Arthroscopy per faculty member (P < .017). Regional

  13. Research Productivity of Sports Medicine Fellowship Faculty

    PubMed Central

    Cvetanovich, Gregory L.; Saltzman, Bryan M.; Chalmers, Peter N.; Frank, Rachel M.; Cole, Brian J.; Bach, Bernard R.

    2016-01-01

    Background: Research productivity is considered an important factor in academic advancement in sports medicine. No study to date has evaluated academic productivity and correlates of academic rank for sports medicine fellowship faculty. Purpose: To describe the academic productivity of American Orthopaedic Society for Sports Medicine (AOSSM) fellowship program faculty and to determine the association between academic productivity, fellowship characteristics, and academic rank. Study Design: Descriptive epidemiology study. Methods: Characteristics of orthopaedic sports medicine fellowship programs were obtained from the AOSSM and program websites. Metrics of academic productivity (Hirsch index [h index], I-10 index, publications, citations, and number of publications in several journals) were obtained from Scopus. Statistical analyses were conducted to determine whether academic productivity differs with fellowship attributes and academic rank. Results: A total of 90 AOSSM sports medicine fellowship programs with 610 associated faculty members were identified. Faculty were predominantly male (94%), at academic medical centers (74%), members of AOSSM (71%), and sports medicine–fellowship trained (84%). Faculty had a median of 18 (range, 0-684) publications overall, including a median of 3 (range, 0-161) publications since 2012. All measures of academic productivity were significantly higher among faculty employed at academic medical centers compared with those not employed at academic centers (P < .05 in all cases). On multivariate ordinal regression analysis, the best correlates of higher academic rank were higher cumulative h index (1.22; P < .001) and longer time in practice since fellowship (1.14; P < .001), which predicted 63.8% of the variance in academic rank. Fellowships with a larger number of fellows had more publications and citations per faculty member, higher faculty cumulative h index, and more publications in the American Journal of Sports Medicine

  14. Attitudes Toward Acupuncture Among Pain Fellowship Directors.

    PubMed

    Mann, Britton; Burch, Elizabeth; Shakeshaft, Charol

    2016-03-01

    The purpose of this survey was to evaluate attitudes toward acupuncture among pain medicine fellowship directors. Additional goals were to assess the availability of acupuncture at academic medical centers and ascertain the inclusion of this modality in fellowship curricula. Electronic and paper surveys were distributed to the 97 American College of Graduate Medical Education pain medicine fellowship directors during January and February, 2014. Directors were queried about their referral patterns to acupuncture, as well as their perceptions of the utility of acupuncture for common pain conditions. They were asked about the availability of acupuncture at their institution, and whether acupuncture was included in the fellowship curriculum. Sixty-seven percent of fellowship directors (65/97) completed the questionnaire. A majority of directors (83%) reported acupuncture is available to patients at their institution, and reported that acupuncture is a modality that they discuss with patients when creating a treatment plan for chronic pain (72%). The majority of programs include acupuncture as part of didactic (63%) and clinical (52%) education. Time constraints, lack of qualified teaching personnel, and cost to patients were cited as barriers to inclusion. The majority of fellowship directors considered acupuncture a safe and worthwhile option for common pain conditions. Results from this survey indicate that acupuncture is widely available to patients at academic medical centers, integrated into many pain fellowship curricula, and considered a useful modality by physician leaders in the field of pain medicine. This sentiment, paired with the flexibility of national guidelines for pain fellowship curricula, suggests a trend toward greater inclusion of this modality in academic medicine. © 2015 American Academy of Pain Medicine. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  15. Training in systems pharmacology: predoctoral program in pharmacology and systems biology at Mount Sinai School of Medicine.

    PubMed

    Sobie, E A; Jenkins, S L; Iyengar, R; Krulwich, T A

    2010-07-01

    Our recently developed predoctoral training program in pharmacology and systems biology prepares students to become experts in systems-level models of disease that identify therapeutic targets and predict adverse effects or new uses of existing therapeutics. Multiple computational modeling modes are introduced throughout a curriculum that integrates basic cell and molecular sciences with the physiology and pathophysiology of disease states. Problem-based learning exercises enable students from different experimental and computational backgrounds to design experiments and interpret data quantitatively.

  16. So you want to be a Fellow in the American Association of Nurse Practitioners: Navigating the Fellowship process to ensure your success.

    PubMed

    Rossiter, Alicia Gill; Sabol, Valerie K; Hicks, Rodney W

    2017-08-25

    The professional designation as Fellow of the American Association of Nurse Practitioners (FAANP) is the highest professional designation for any nurse practitioner (NP). The Fellows of the American Association of Nurse Practitioners (AANP) operate the FAANP program and annually invite colleagues that have made a significant impact on the NP profession for consideration of this prestigious designation. Since its inception in 2000, nearly 700 NPs, or less than 1% of the membership, have been inducted as FAANPs. The number of candidates for consideration has continued to rise given that there are more than 75,000 members, many of whom have made significant contributions to health care. This article provides updates regarding the Fellows application process and provides guidance for both the candidate and the sponsors on how to prepare a competitive application. ©2017 American Association of Nurse Practitioners.

  17. Research fellowship programs as a pathway for training independent clinical pharmacy scientists.

    PubMed

    Mueller, Eric W; Bishop, Jeffrey R; Kanaan, Abir O; Kiser, Tyree H; Phan, Hanna; Yang, Katherine Y

    2015-03-01

    The American College of Clinical Pharmacy (ACCP) Research Affairs Committee published a commentary in 2013 on training clinical pharmacy scientists in the context of changes in economic, professional, political, and research environments. The commentary centered on the opportunities for pharmacists in clinical/translational research including strategies for ACCP, colleges of pharmacy, and the profession to increase the number and impact of clinical pharmacy scientists. A postdoctoral fellowship is cited as a current training pathway, capable of producing independent and productive pharmacy researchers. However, a decline in the number of programs, decreased funding availability, and variability in fellowship program activities and research focus have brought into question the relevance of this research training pathway to meet demand and opportunities. In response to these points, this commentary examines the state of research fellowship training including the current ACCP research fellowship review process, the need for standardization of research fellowship programs, and strategies to strengthen and promote research fellowships as relevant researcher training pathways. © 2015 Pharmacotherapy Publications, Inc.

  18. Adequacy of patient pools to support predoctoral students' achievement of competence in pediatric dentistry in U.S. dental schools.

    PubMed

    Casamassimo, Paul S; Seale, N Sue

    2015-06-01

    The aim of this study was to characterize the current status of predoctoral pediatric dentistry patient pools in U.S. dental schools and compare their status to that in 2001. A 2014 survey of school clinic-based and community-based dental patient pools was developed, piloted, and sent to pediatric predoctoral program directors in 57 U.S. dental schools via SurveyMonkey. Two follow-up contacts were made to increase the response rate. A total of 49 surveys were returned for a response rate of 86%. The responding program directors reported that their programs' patient pools had declined in number and had changed in character with more diversity and fewer procedures. They attributed the changes to competition, cost, and location of the dental school. The respondents reported that community-based dental education clinical sites continued to provide additional service experiences for dental students, with contributions varying by the nature of the site. A large number of the respondents felt that their graduates lacked some basic pediatric dentistry clinical skills and were not ready for independent practice with children. The results of this study suggest that the predoctoral pediatric dentistry patient pool has changed and general dentists may be graduating with inadequate experiences to practice dentistry for children.

  19. Teaching atraumatic restorative treatment in U.S. dental schools: a survey of predoctoral pediatric dentistry program directors.

    PubMed

    Kateeb, Elham T; Warren, John J; Damiano, Peter; Momany, Elizabeth; Kanellis, Michael; Weber-Gasparoni, Karin; Ansley, Tim

    2013-10-01

    The International Dental Federation and World Health Organization have promoted the use of Atraumatic Restorative Treatment (ART) in modern clinical settings worldwide. In the United States, the practice of ART is not believed to be widely used, which may be a result of little attention given to ART training in predoctoral pediatric dentistry curricula in U.S. dental schools. This study investigated the extent of clinical and didactic instruction on ART provided in U.S. dental schools by surveying the predoctoral pediatric dentistry programs in 2010. Of the fifty-seven directors asked to complete the survey, forty-four responded for a response rate of 77 percent. Of these forty-four programs, 66 percent reported providing clinical training on ART, though only 14 percent provide this training often or very often. The types of ART training provided often or very often included interim treatment (18 percent) and single-surface cavities (14 percent) in primary teeth. However, ART was said to be rarely taught as a definitive treatment in permanent teeth (2 percent). Attitude was a major predictor, for clinical training provided and using professional guidelines in treatment decisions were associated with a positive attitude towards ART. These predoctoral pediatric dentistry programs used ART mainly in primary, anterior, and single-surface cavities and as interim treatment. As ART increases access of children to dental care, the incorporation of the ART approach into the curricula of U.S. dental schools should be facilitated by professional organizations.

  20. Summer faculty fellowship program, 1984

    NASA Technical Reports Server (NTRS)

    Spencer, J. H. (Compiler)

    1984-01-01

    Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 or 11 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society of Engineering Education supervises the programs. Objectives: (1) to further the professional knowledge of a qualified between participants and NASA; (3) to enrich and refresh the research and teaching activities of participants institutions; and (4) to contribute to the research objectives of the NASA center. Program Description: College or university faculty members will be appointed as research fellows to spend 10 weeks in cooperative research and study at the NASA-Langley Research Center. The fellow will devote approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program will consist of lectures and seminars on topics of general interest or that are directly relevant to the fellow's research project. The lecturers and seminar leaders will be distinguished scientists and engineers from NASA, education, or industry.

  1. Unverifiable Accomplishments and Publications on Applications for Gynecologic Oncology Fellowships

    PubMed Central

    Frumovitz, Michael; Kriseman, Maya L.; Sun, Charlotte C.; Blumenthal-Barby, Jennifer; Sood, Anil K.; Bodurka, Diane C.; Soliman, Pamela T.

    2013-01-01

    Objective Selection of physicians for fellowships in obstetrics and gynecology subspecialties has become increasingly competitive. The number and quality of research publications is an important factor in the selection process. We sought to estimate the incidence of unverifiable (“ghost”) publications among gynecologic oncology fellowship applicants. Methods We reviewed the applications to a single gynecologic oncology fellowship program during 2004–2008. Articles and book chapters reported as published, “in press”, “submitted”, or “in progress” were systematically searched for by three reviewers using PubMed and Google. Chi-square analysis was used to evaluate associations between demographic factors and unverifiable publications. Results Two hundred forty-three applications met the inclusion criteria. Of the 35 applicants who listed membership in Alpha Omega Alpha, 4 (11%) were not listed on the organization’s website as inductees. Of the 464 articles reported as published or “in press”, only 387 (83%) could be verified. Of the 148 applicants who reported at least 1 published/“in press” article, 44 (30%) had at least 1 unverifiable publication. On multivariable analysis, only male gender increased the likelihood of unverifiable publications (OR 2.1, 95% CI 1.1–4.1). Of the 282 manuscripts reported as “submitted” or “in progress”, only 126 (44%) were published. Of the 124 applicants who reported at least 1 “submitted”/“in progress” manuscript, 88 (71%) had at least 1 unverifiable manuscript. Conclusion The proportion of unverifiable publications listed on gynecologic oncology fellowship applications is concerning. Stringent review of applications before interview invitations and match list submission is warranted. PMID:22353948

  2. Personality traits within a pediatric surgery fellowship applicant pool.

    PubMed

    Hazboun, Rajaie; Rodriguez, Samuel; Thirumoorthi, Arul; Baerg, Joanne; Moores, Donald; Tagge, Edward P

    2017-10-01

    The Big Five framework examines five factors that represent a description of human personality. These factors correlate with success measures and job satisfaction. The Big Five Inventory is a 44-item instrument designed to measure the Big Five framework. Our aim was to document the distribution of Big Five personality traits among Pediatric Surgery fellowship applicants, compare with community norms, surgical residents, between genders, and correlate to the fellowship match results. Forty Pediatric Surgery fellowship applicants at a university hospital completed the Big Five Inventory during the interview process. It was analyzed and compared with general surgery residents' results and community norms. The data were compared regarding gender and match results. Continuous variables were compared by unpaired t-tests and Mann-Whitney tests. A P value <0.05 was considered significant. The 40 applicants were equally divided between male and female. When compared with general surgery residents and community norms, applicants of both genders scored higher on agreeableness (P < 0.01), conscientiousness (P < 0.01), and emotional stability (P < 0.01). Applicants scored higher on openness when compared with surgical residents (P < 0.01). Male applicants scored higher on emotional stability than females (P = 0.026). Matched applicants scored higher for conscientiousness than unmatched applicants (P = 0.016). Pediatric Surgery fellowship applicants expressed higher levels of desirable professional traits compared with general surgery residents and community norms. Male applicants demonstrated higher emotional stability than females. Conscientiousness was higher in matching applicants. This first reported experience with personality testing in Pediatric Surgery fellow selection demonstrated potential utility in applicant matching. Copyright © 2017 Elsevier Inc. All rights reserved.

  3. Core Competencies in Geriatric Dentistry Fellowship Programs: a Delphi Study.

    PubMed

    Hogue, Christie M; Andrade, Allen D; Ruiz, Jorge G; Gibson, Gretchen

    2016-07-01

    The healthcare workforce is challenged with preparing for the increasing number of older persons and complexities of their healthcare needs. Fellowship trained geriatric dentists are charged with the task of addressing the dental needs of this vastly growing cohort.The purpose of this study is to formulate a set of competencies for Geriatric Dental Fellowship Training Programs. The Delphi technique-a series of three rounds of anonymous questionnaires to obtain the opinions of experts without bringing them together. In Round 1, we proposed 45 competencies based on findings in previous literature. In Round 2, there were 19 respondents whose edits narrowed our list to 39 competencies proposed by the participants. In Round 3, based on group consensus we formulated a final list of 42 competencies. Utilizing the Delphi process, a panel of geriatric dental experts identified a set of core competencies for curriculums in dental fellowship programs. Published 2016. This article is a U.S. Government work and is in the public domain in the USA.

  4. The LSSTC Data Science Fellowship Program

    NASA Astrophysics Data System (ADS)

    Miller, Adam; Walkowicz, Lucianne; LSSTC DSFP Leadership Council

    2017-01-01

    The Large Synoptic Survey Telescope Corporation (LSSTC) Data Science Fellowship Program (DSFP) is a unique professional development program for astronomy graduate students. DSFP students complete a series of six, one-week long training sessions over the course of two years. The sessions are cumulative, each building on the last, to allow an in-depth exploration of the topics covered: data science basics, statistics, image processing, machine learning, scalable software, data visualization, time-series analysis, and science communication. The first session was held in Aug 2016 at Northwestern University, with all materials and lectures publicly available via github and YouTube. Each session focuses on a series of technical problems which are written in iPython notebooks. The initial class of fellows includes 16 students selected from across the globe, while an additional 14 fellows will be added to the program in year 2. Future sessions of the DSFP will be hosted by a rotating cast of LSSTC member institutions. The DSFP is designed to supplement graduate education in astronomy by teaching the essential skills necessary for dealing with big data, serving as a resource for all in the LSST era. The LSSTC DSFP is made possible by the generous support of the LSST Corporation, the Data Science Initiative (DSI) at Northwestern, and CIERA.

  5. Core curricular elements for fellowship training in international emergency medicine.

    PubMed

    Bayram, Jamil; Rosborough, Stephanie; Bartels, Susan; Lis, Julian; VanRooyen, Michael J; Kapur, G Bobby; Anderson, Philip D

    2010-07-01

    The objective was to describe the common educational goals, curricular elements, and methods of evaluation used in international emergency medicine (IEM) fellowship training programs currently. IEM fellowship programs have been developed to provide formal training for emergency physicians (EPs) interested in pursuing careers in IEM. Those fellowships are variable in scope, objectives, and duration. Previously published articles have suggested a general curriculum structure for IEM fellowships. A search of MEDLINE, EMBASE, and CINAHL databases from 1950 to June 2008 was performed, combining the terms international, emergency medicine, and fellowship. Online curricula and descriptive materials from IEM fellowships listed by the Society for Academic Emergency Medicine (SAEM) were reviewed. Knowledge and skill areas common to multiple programs were organized in discrete categories. IEM fellowship directors were contacted for input and feedback. Eight articles on IEM fellowships were identified. Two articles described a general structure for fellowship curriculum. Sixteen of 20 IEM fellowship programs had descriptive materials posted online. These information sources, plus input from seven fellowship program directors, yielded the following seven discrete knowledge and skill areas: 1) emergency medicine systems development, 2) humanitarian relief, 3) disaster management, 4) public health, 5) travel and field medicine, 6) program administration, and 7) academic skills. While IEM fellowships vary with regard to objectives and structure, this article presents an overview of the current focus of IEM fellowship training curricula that could serve as a resource for IEM curriculum development at individual institutions. 2010 by the Society for Academic Emergency Medicine

  6. The Pursuit of Otolaryngology Subspecialty Fellowships.

    PubMed

    Wilson, Meghan N; Vila, Peter M; Cohen, David S; Carter, John M; Lawlor, Claire M; Davis, Kara S; Raol, Nikhila P

    2016-06-01

    To examine otolaryngology resident interest in subspecialty fellowship training and factors affecting interest over time and over the course of residency training Cross-sectional study of anonymous online survey data. Residents and fellows registered as members-in-training through the American Academy of Otolaryngology-Head and Neck Surgery. Data regarding fellowship interest and influencing factors, including demographics, were extracted from the Section for Residents and Fellows Annual Survey response database from 2008 to 2014. Over 6 years, there were 2422 resident and fellow responses to the survey. Senior residents showed a statistically significant decrease in fellowship interest compared with junior residents, with 79% of those in postgraduate year (PGY) 1, 73% in PGY-2 and PGY-3, and 64% in PGY-4 and PGY-5 planning to pursue subspecialty training (P < .0001). Educational debt, age, and intended practice setting significantly predicted interest in fellowship training. Sex was not predictive. The most important factors cited by residents in choosing a subspecialty were consistently type of surgical cases and nature of clinical problems. In this study, interest in pursuing fellowship training decreased with increased residency training. This decision is multifactorial in nature and also influenced by age, educational debt, and intended practice setting. © American Academy of Otolaryngology—Head and Neck Surgery Foundation 2016.

  7. ASDS Cosmetic Dermatologic Surgery Fellowship Milestones.

    PubMed

    Waldman, Abigail; Arndt, Kenneth A; Avram, Mathew M; Brown, Mariah R; Dover, Jeffrey S; Fabi, Sabrina G; Friedmann, Daniel P; Geronemus, Roy G; Goldberg, David J; Goldman, Mitchel P; Green, Jeremy B; Ibrahimi, Omar A; Jones, Derek H; Kilmer, Suzanne L; McDaniel, David H; Obagi, Suzan; Ortiz, Arisa E; Rohrer, Thomas E; Taylor, Mark B; Torres, Abel; Weinkle, Susan H; Weiss, Margaret A; Weiss, Eduardo T; Weiss, Robert A; Poon, Emily; Alam, Murad

    2016-10-01

    The American Council of Graduate Medical Education, which oversees much of postgraduate medical education in the United States, has championed the concept of "milestones," standard levels of achievement keyed to particular time points, to assess trainee performance during residency. To develop a milestones document for the American Society for Dermatologic Surgery (ASDS) Cosmetic Dermatologic Surgery (CDS) fellowship program. An ad hoc milestone drafting committee was convened that included members of the ASDS Accreditation Work Group and program directors of ASDS-approved Cosmetic Dermatologic Surgery (CDC) fellowship training programs. Draft milestones were circulated through email in multiple rounds until consensus was achieved. Thirteen milestones were developed in the 6 Accreditation Council for Graduate Medical Education (ACGME) competency areas, with 8 of these being patient-care milestones. Additional instructions for milestone administration more specific to the CDS fellowship than general ACGME instructions were also approved. Implementation of semiannual milestones was scheduled for the fellowship class entering in July 2018. Milestones are now available for CDS fellowship directors to implement in combination with other tools for fellow evaluation.

  8. Implementation of a flipped classroom educational model in a predoctoral dental course.

    PubMed

    Park, Sang E; Howell, T Howard

    2015-05-01

    This article describes the development and implementation of a flipped classroom model to promote student-centered learning as part of a predoctoral dental course. This model redesigns the traditional lecture-style classroom into a blended learning model that combines active learning pedagogy with instructional technology and "flips" the sequence so that students use online resources to learn content ahead of class and then use class time for discussion. The dental anatomy portion of a second-year DMD course at Harvard School of Dental Medicine was redesigned using the flipped classroom model. The 36 students in the course viewed online materials before class; then, during class, small groups of students participated in peer teaching and team discussions based on learning objectives under the supervision of faculty. The utilization of pre- and post-class quizzes as well as peer assessments were critical motivating factors that likely contributed to the increase in student participation in class and helped place learning accountability on the students. Student feedback from a survey after the experience was generally positive with regard to the collaborative and interactive aspects of this form of blended learning.

  9. Training status and interest in certification of nondiplomate faculty teaching predoctoral dental public health.

    PubMed

    Kaste, L M; Sadler, Z E; Weintraub, J A; Niessen, L C; Narendran, S; Hayes, K L

    2001-01-01

    A survey was conducted to better understand the training needs of faculty members without dental public health (DPH) specialty board certification who teach DPH to dental students. An 11-item questionnaire was sent to 193 non-DPH diplomate faculty members at US dental schools who were dentists and at least one of the following: a member of the American Association of Dental Schools Community and Preventive Dentistry Section, a referral from an academic American Board of Dental Public Health diplomate, a DPH faculty listed on the school's Web pages, a DPH contact from the AADS Institutional Directory, or the school's dean if no other contact. A 70 percent response rate was obtained. Seventy-nine percent of the respondents taught at least one national board-related DPH topic. Among these faculty members, 67 percent have or are in training for the master of public health, 26 percent have completed or are in a DPH residency, and 63 percent desire training in one or more of the DPH topics. The majority (64%) does not plan to take the specialty exam, while 28 percent plan to take the exam within five years. About half reported no personal incentives to take the exam and 39 percent perceived no institutional incentives. These nondiplomate teachers of predoctoral DPH desire training, but appear to have barriers and perceive few benefits to achieving DPH board certification.

  10. A model for forensic dental education in the predoctoral dental school curriculum.

    PubMed

    Hermsen, Kenneth P; Johnson, J Dane

    2012-05-01

    Forensic odontologists play an important role locally and nationally in assisting in the identification of the victims of mass fatality incidents, whether natural or human-made. With the recent passage of legislation by Congress identifying dentists as a first-responder resource, knowledge of their expanding role in disaster response is particularly important. The purpose of this article is to describe the forensic dental course being taught at Creighton University School of Dentistry in Omaha, Nebraska, as a model for providing a fundamental education in forensic dentistry and disaster preparedness at the predoctoral dental level. This model is designed to 1) provide students with a broad view of forensic odontology; 2) give them a functional knowledge of the tools and techniques of the modern forensic dentist; 3) provide basic knowledge of their potential role in disaster preparedness and response; and 4) encourage students to pursue further forensic education, become active in national forensic organizations, and get involved in disaster preparedness/response in their home communities following graduation. This article includes lecture topics, demonstrations, and hands-on exercises being used at Creighton to teach students the fundamentals of forensic odontology and disaster preparedness.

  11. A predoctoral clinical geriatric dentistry rotation at the University of the Pacific School of Dentistry.

    PubMed

    Chávez, Elisa M; LaBarre, Eugene E

    2004-04-01

    Predoctoral dental students from University of the Pacific School of Dentistry provide initial and yearly dental evaluations for participants of On Lok Senior Health Services on site at On Lok centers. Student dentists also complete some dental procedures including denture fabrication, adjustments and repairs, hard and soft relines, scaling/root planing, polishing, and limited restorative treatments. A wide range of age-prevalent oral conditions such as candidiasis and xerostomia are identified and treated or managed. Students may also be called upon to present patient needs weekly to a member of the interdisciplinary team for discussion. Students periodically review instructions and devices for oral health care with the On Lok staff. The program is intended to be mutually beneficial to the participants of On Lok and Pacific student dentists. While the majority of comprehensive and emergency services are provided by On Lok staff dentists and contract specialists, the student dentist program has broadened the scope of the oral health program at On Lok and has been well integrated with the other day services. Meanwhile, Pacific students gain experience identifying and managing the complex social, economic, and health needs of frail elders in San Francisco.

  12. Types of Feedback in Competency-Based Predoctoral Orthodontics: Effects on Students' Attitudes and Confidence.

    PubMed

    Lipp, Mitchell J; Cho, Kiyoung; Kim, Han Suk

    2017-05-01

    Feedback can exert a powerful influence on learning and achievement although its effect varies. The aim of this study was to investigate the effects of three types of feedback on dental students' attitudes and confidence in a competency-based course in predoctoral orthodontics at New York University College of Dentistry. In 2013-14, all 253 third-year students in a course using test-enhanced instructional methods received written feedback on formative assessments. The type of feedback varied across three groups: pass/fail grades (PF) N=77, emoticons (EM) N=90, or written comments (WC) N=86. At the end of the course, students completed surveys that included four statements addressing their attitudes toward course instruction and confidence in their abilities. The survey response rate ranged from 75% to 100% among groups. The lowest response rate (75%) was in the PF group. In attitudes toward course instruction and confidence in their abilities, the WC group trended to more positive responses than the other groups, while the PF group trended to negative responses. On two of the four statements, the trend for the WC group was significant (95% CI). In both statements concerning attitudes toward instruction, the PF group trended to negative responses that were significant (95% CI). These results support the effectiveness of descriptive written comments over pass/fail grades or emoticons in improving dental students' confidence in their abilities and their attitudes toward instruction.

  13. Univ. of Arkansas Student Wins EPA Fellowship Grant

    EPA Pesticide Factsheets

    DALLAS - (April 1, 2015) A student from the University of Arkansas in Fayetteville has received a research fellowship grant from the U.S. Environmental Protection Agency (EPA). EPA issued fellowship grants to students pursuing environmental science

  14. Development of an Emergency Medicine Simulation Fellowship Consensus Curriculum: Initiative of the Society for Academic Emergency Medicine Simulation Academy.

    PubMed

    Frallicciardi, Alise; Vora, Samreen; Bentley, Suzanne; Nadir, Nur-Ain; Cassara, Michael; Hart, Danielle; Park, Chan; Cheng, Adam; Aghera, Amish; Moadel, Tiffany; Dobiesz, Valerie

    2016-09-01

    There is currently no consolidated list of existing simulation fellowship programs in emergency medicine (EM). In addition, there are no universally accepted or expected standards for core curricular content. The objective of this project is to develop consensus-based core content for EM simulation fellowships to help frame the critical components of such training programs. This paper delineates the process used to develop consensus curriculum content for EM simulation fellowships. EM simulation fellowship curricula were collected. Curricular content was reviewed and compiled by simulation experts and validated utilizing survey methodology, and consensus was obtained using a modified Delphi methodology. Fifteen EM simulation fellowship curricula were obtained and analyzed. Two rounds of a modified Delphi survey were conducted. The final proposed core curriculum content contains 47 elements in nine domains with 14 optional elements. The proposed consensus content will provide current and future fellowships a foundation on which to build their own specific and detailed fellowship curricula. Such standardization will ultimately increase the transparency of training programs for future trainees and potential employers. © 2016 by the Society for Academic Emergency Medicine.

  15. The 1981 Summer Research Fellowship Program

    NASA Technical Reports Server (NTRS)

    Spencer, J. H. (Compiler)

    1981-01-01

    The NASA-Hampton Institute Summer Research Fellowship Program, offering capable scientists and engineers at traditionally black institutions an opportunity to participate in research activities in an environment at the Langley Research Center where basic research is of primary importance is considered. The Summer Research Fellowship Program, specifically designed to assist these faculty members in identifying areas of research which correlate positively with their individual interest and capabilities is discussed. It is also designed to help them to initiate viable research which increases their technical knowledge about how research efforts at their institutions might be increased.

  16. 45 CFR 2534.10 - National service fellowships.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 45 Public Welfare 4 2010-10-01 2010-10-01 false National service fellowships. 2534.10 Section 2534... COMMUNITY SERVICE SPECIAL ACTIVITIES § 2534.10 National service fellowships. The Corporation may award national service fellowships on a competitive basis....

  17. 45 CFR 2534.10 - National service fellowships.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 45 Public Welfare 4 2013-10-01 2013-10-01 false National service fellowships. 2534.10 Section 2534... COMMUNITY SERVICE SPECIAL ACTIVITIES § 2534.10 National service fellowships. The Corporation may award national service fellowships on a competitive basis....

  18. 45 CFR 2534.10 - National service fellowships.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 45 Public Welfare 4 2014-10-01 2014-10-01 false National service fellowships. 2534.10 Section 2534... COMMUNITY SERVICE SPECIAL ACTIVITIES § 2534.10 National service fellowships. The Corporation may award national service fellowships on a competitive basis....

  19. 45 CFR 2534.10 - National service fellowships.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 45 Public Welfare 4 2012-10-01 2012-10-01 false National service fellowships. 2534.10 Section 2534... COMMUNITY SERVICE SPECIAL ACTIVITIES § 2534.10 National service fellowships. The Corporation may award national service fellowships on a competitive basis....

  20. 45 CFR 2534.10 - National service fellowships.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 45 Public Welfare 4 2011-10-01 2011-10-01 false National service fellowships. 2534.10 Section 2534... COMMUNITY SERVICE SPECIAL ACTIVITIES § 2534.10 National service fellowships. The Corporation may award national service fellowships on a competitive basis....

  1. Double Fellowships in Radiology: A Survey of 2014 Graduating Fellows.

    PubMed

    Wong, Thomas Y; Moriarity, Andrew; Lall, Neil; Hoffmann, Jason C; Katz, Douglas S; Flug, Jonathan A

    Radiology fellowship training has evolved from being an uncommon option to being a near requisite for post-training employment in the United States. A subset of fellows elect to pursue second fellowships with potentially substantial implications on both the private sector and academic radiology workforce. The purpose of this study was to assess the proportion of current radiology fellows pursuing multiple years of post-residency fellowship training. After obtaining IRB approval, an anonymous web-based survey was emailed to 1,269 radiology fellows listed as "completing fellowship" in the American College of Radiology database in June 2014. Questions were asked regarding current fellowship training, post-fellowship employment plans, and individual experience pursuing employment. Results were analyzed using the survey analytical software. There were 219 responses received, representing a 17.3% response rate. Ten-percent of respondents were currently completing their second radiology fellowship. Of those completing their first year of fellowship training, 11% indicated plans to complete a second radiology fellowship. This survey provides a snapshot of the percentage of radiology trainees who pursue a second year of fellowship training, currently in the range of 10%. Pursuing a second radiology fellowship may represent a safety net to a substantial subset of fellows who are not able to obtain satisfactory employment following training. Academic programs who rely heavily on fellows should be aware of the proportion of fellows pursuing two fellowships and should be prepared to adapt should this change over time. Copyright © 2017 Elsevier Inc. All rights reserved.

  2. Woodrow Wilson National Fellowship Foundation. Report for 1971-1972.

    ERIC Educational Resources Information Center

    Woodrow Wilson National Fellowship Foundation, Princeton, NJ.

    This document presents the annual report for the Woodrow Wilson National Fellowship Foundation for 1971-72. Included in the report are a listing of the Board of Trustees; a listing of the officers and staff of the Foundation; descriptions of the First Year Fellowship Program, the Dissertation Fellowships, the Internship Programs, the Martin Luther…

  3. Research reports: 1990 NASA/ASEE Summer faculty fellowship program

    SciTech Connect

    Freeman, L.M.; Chappell, C.R.; Six, F.; Karr, G.R.

    1990-10-01

    Reports on the research projects performed under the NASA/ASEE Summer faculty fellowship program are presented. The program was conducted by The University of Alabama and MSFC during the period from June 4, 1990 through August 10, 1990. Some of the topics covered include: (1) Space Shuttles; (2) Space Station Freedom; (3) information systems; (4) materials and processes; (4) Space Shuttle main engine; (5) aerospace sciences; (6) mathematical models; (7) mission operations; (8) systems analysis and integration; (9) systems control; (10) structures and dynamics; (11) aerospace safety; and (12) remote sensing

  4. Research reports: 1990 NASA/ASEE Summer Faculty Fellowship Program

    NASA Technical Reports Server (NTRS)

    Freeman, L. Michael (Editor); Chappell, Charles R. (Editor); Six, Frank (Editor); Karr, Gerald R. (Editor)

    1990-01-01

    Reports on the research projects performed under the NASA/ASEE Summer Faculty Fellowship Program are presented. The program was conducted by The University of Alabama and MSFC during the period from June 4, 1990 through August 10, 1990. Some of the topics covered include: (1) Space Shuttles; (2) Space Station Freedom; (3) information systems; (4) materials and processes; (4) Space Shuttle main engine; (5) aerospace sciences; (6) mathematical models; (7) mission operations; (8) systems analysis and integration; (9) systems control; (10) structures and dynamics; (11) aerospace safety; and (12) remote sensing

  5. Comfort Levels Among Predoctoral Dental and Dental Hygiene Students in Treating Patients at High-Risk for HIV/AIDS.

    PubMed

    Natto, Zuhair S; Aladmawy, Majdi; Rogers, Thomas C

    2015-06-01

    The purpose of this article is to discuss the impact of the training program for predoctoral dental and hygiene students at Loma Linda University School of Dentistry (LLUSD) with regard to issues related to treating patients with a high risk of having HIV/AIDS. LLUSD offers a training program for fourth-year dental hygiene and predoctoral dental students that addresses the oral health care needs of persons with HIV disease. The training occurs in small groups 2 days per week at a community clinic serving HIV-positive individuals. Three academic quarters are required to train all fourth-year students each year. Evaluation of program effectiveness is conducted by means of pre- and post-session surveys. Dental hygiene and dental students completed the pre-survey during the spring quarter of their third year in public health dentistry courses. The same students completed the post-session survey at the end of their weekly training sessions during the fourth year. The overall change in all areas related to the students' comfort level in treating patients in the 3 defined categories is in a positive direction (p-value<0.0001). The change was much higher among dental hygiene students compared with predoctoral dental students. A comparison of pre- and post-session surveys reveals a significant improvement in students' perception of and comfort level with treating patients who are homosexual/bisexual or intravenous drug users, or who have a history of blood transfusion in both student groups upon completion of the HIV and the Dentist training program at LLUSD. Copyright © 2015 The American Dental Hygienists’ Association.

  6. The Impact of Postgraduate Health Technology Innovation Training: Outcomes of the Stanford Biodesign Fellowship.

    PubMed

    Wall, James; Hellman, Eva; Denend, Lyn; Rait, Douglas; Venook, Ross; Lucian, Linda; Azagury, Dan; Yock, Paul G; Brinton, Todd J

    2016-12-21

    Stanford Biodesign launched its Innovation Fellowship in 2001 as a first-of-its kind postgraduate training experience for teaching biomedical technology innovators a need-driven process for developing medical technologies and delivering them to patients. Since then, many design-oriented educational programs have been initiated, yet the impact of this type of training remains poorly understood. This study measures the career focus, leadership trajectory, and productivity of 114 Biodesign Innovation Fellowship alumni based on survey data and public career information. It also compares alumni on certain publicly available metrics to finalists interviewed but not selected. Overall, 60% of alumni are employed in health technology in contrast to 35% of finalists interviewed but not selected. On leadership, 72% of alumni hold managerial or higher positions compared to 48% of the finalist group. A total of 67% of alumni reported that the fellowship had been "extremely beneficial" on their careers. As a measure of technology translation, more than 440,000 patients have been reached with technologies developed directly out of the Biodesign Innovation Fellowship, with another 1,000,000+ aided by solutions initiated by alumni after their training. This study suggests a positive impact of the fellowship program on the career focus, leadership, and productivity of its alumni.

  7. Current Status of and Recommendations for Nutrition Education in Gastroenterology Fellowship Training in Canada.

    PubMed

    Hu, Jing; Raman, Maitreyi; Gramlich, Leah

    2017-04-01

    Knowledge and skill in the area of nutrition are a key competency for the gastroenterologist. However, standards for nutrition education for gastroenterology fellows in Canada do not exist, and gastroenterologists in training and in practice do not feel confident in their knowledge or skill as it relates to nutrition. This study was undertaken to identify the current status of nutrition education in gastroenterology (GI) fellowship training programs in Canada and to provide insight into the development of nutrition educational goals, processes, and evaluation. Using mixed methods, we did a survey of current and recent graduates and program directors of GI fellowship programs in Canada. We undertook a focus group with program directors and fellows to corroborate findings of the survey and to identify strategies to advance nutrition education, knowledge, and skill of trainees. In total, 89.3% of the respondents perceived that the nutrition education was important for GI training, and 82.1% of the respondents perceived nutrition care would be part of their practice. However, only 50% of respondents had a formal rotation in their program, and it was mandatory only 36% of the time. Of the respondents, 95% felt that nutrition education should be standardized within GI fellowship training. Significant gaps in nutrition education exist with GI fellowship programs in Canada. The creation of standards for nutrition education would be valued by training programs, and such a nutrition curriculum for GI fellowship training in Canada is proposed.

  8. 7 CFR 3402.8 - Fellowship activities.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... for special international study or thesis/dissertation research, if the international travel is funded through a special international study or thesis/dissertation research travel allowance under this grant... activities such as thesis/dissertation research. Postdoctoral Fellowship appointments may be held only by...

  9. 7 CFR 3402.8 - Fellowship activities.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... supported by the grant. This includes the time used for special international study or thesis/dissertation research, if the international travel is funded through a special international study or thesis... engaged in appropriate full-time Fellowship activities such as thesis/dissertation research. Postdoctoral...

  10. 7 CFR 3402.8 - Fellowship activities.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... for special international study or thesis/dissertation research, if the international travel is funded through a special international study or thesis/dissertation research travel allowance under this grant... activities such as thesis/dissertation research. Postdoctoral Fellowship appointments may be held only by...

  11. 7 CFR 3402.8 - Fellowship activities.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... for special international study or thesis/dissertation research, if the international travel is funded through a special international study or thesis/dissertation research travel allowance under this grant... activities such as thesis/dissertation research. Postdoctoral Fellowship appointments may be held only by...

  12. 7 CFR 3402.8 - Fellowship activities.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... for special international study or thesis/dissertation research, if the international travel is funded through a special international study or thesis/dissertation research travel allowance under this grant... activities such as thesis/dissertation research. Postdoctoral Fellowship appointments may be held only by...

  13. The Mississippi Community College Fellowship Program (MCCFP).

    ERIC Educational Resources Information Center

    Stewart, Billy; And Others

    The Mississippi Community College Fellowship Program (MCCFP), a project of the Department of Educational Leadership at Mississippi State University, is designed to assist in the identification, development, and training of the state's future community college leaders. Two participants are nominated by each of the 16 public community college…

  14. NASA/ASEE Summer Faculty Fellowship Program

    NASA Technical Reports Server (NTRS)

    Hosler, E. Ramon (Editor); Armstrong, Dennis W. (Editor)

    1989-01-01

    The contractor's report contains all sixteen final reports prepared by the participants in the 1989 Summer Faculty Fellowship Program. Reports describe research projects on a number of different topics. Interface software, metal corrosion, rocket triggering lightning, automatic drawing, 60-Hertz power, carotid-cardiac baroreflex, acoustic fields, robotics, AI, CAD/CAE, cryogenics, titanium, and flow measurement are discussed.

  15. Home Visits in Geropsychiatry Fellowship Training

    ERIC Educational Resources Information Center

    Roane, David M.; Teusink, J. Paul; Wortham, Jennifer A.

    2002-01-01

    Purpose: The psychiatric home visit is an effective intervention for elderly patients who otherwise would not receive mental health services. Home visits also have potential to be useful for training. Here, the current practice of home visits in geropsychiatry fellowship programs is examined. Design and Methods: The directors of 55 current…

  16. Palliative Care Enrichment in Geropsychology Fellowships.

    ERIC Educational Resources Information Center

    Strauss, Gerald; Nelson, Barbara J.

    1996-01-01

    Interviews with 6 of 10 Veterans' Affairs programs offering postdoctoral fellowships in geropsychology indicated that only 30% included palliative care or hospice training, despite the fact that the veteran population is likely to have an increasing need for terminal illness care. (SK)

  17. Winston Churchill Memorial Trust Fellowship Report

    ERIC Educational Resources Information Center

    Bramsen, Neil

    2014-01-01

    In March and April 2014, the author travelled overseas on a 2013 Churchill Fellowship to study education programs that successfully engage and enthuse primary and middle school students in maths, engineering and science (MES) or science, technology, engineering and maths (STEM) learning in schools, universities and institutions in the United…

  18. 7 CFR 3402.7 - Fellowship appointments.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... the national need area and at the degree level supported by the grant. Postdoctoral Fellowship... level Graduate Fellow who maintains satisfactory progress in his or her course of study is eligible for support for a maximum of 36 months within a 42-month period. A master's level Fellow who maintains...

  19. 7 CFR 3402.7 - Fellowship appointments.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... the national need area and at the degree level supported by the grant. Postdoctoral Fellowship... level Graduate Fellow who maintains satisfactory progress in his or her course of study is eligible for support for a maximum of 36 months within a 42-month period. A master's level Fellow who maintains...

  20. 7 CFR 3402.7 - Fellowship appointments.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... the national need area and at the degree level supported by the grant. Postdoctoral Fellowship... level Graduate Fellow who maintains satisfactory progress in his or her course of study is eligible for support for a maximum of 36 months within a 42-month period. A master's level Fellow who maintains...

  1. 7 CFR 3402.7 - Fellowship appointments.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... the national need area and at the degree level supported by the grant. Postdoctoral Fellowship... level Graduate Fellow who maintains satisfactory progress in his or her course of study is eligible for support for a maximum of 36 months within a 42-month period. A master's level Fellow who maintains...

  2. 7 CFR 3402.7 - Fellowship appointments.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... degree level supported by the grant. Postdoctoral Fellowship appointments may be held only by persons who... career in agricultural research, teaching or extension. (5)(i) A doctoral level Graduate Fellow who... months within a 42-month period. A master's level Fellow who maintains satisfactory progress in his or...

  3. Palliative Care Enrichment in Geropsychology Fellowships.

    ERIC Educational Resources Information Center

    Strauss, Gerald; Nelson, Barbara J.

    1996-01-01

    Interviews with 6 of 10 Veterans' Affairs programs offering postdoctoral fellowships in geropsychology indicated that only 30% included palliative care or hospice training, despite the fact that the veteran population is likely to have an increasing need for terminal illness care. (SK)

  4. Winston Churchill Memorial Trust Fellowship Report

    ERIC Educational Resources Information Center

    Bramsen, Neil

    2014-01-01

    In March and April 2014, the author travelled overseas on a 2013 Churchill Fellowship to study education programs that successfully engage and enthuse primary and middle school students in maths, engineering and science (MES) or science, technology, engineering and maths (STEM) learning in schools, universities and institutions in the United…

  5. ESO Fellowship Programme 2003/2004

    NASA Astrophysics Data System (ADS)

    2003-09-01

    THE EUROPEAN SOUTHERN OBSERVATORY AWARDS SEVERAL POSTDOCTORAL FELLOWSHIPS to provide young scientists opportunities and facilities to enhance their research programmes. Its goal is to bring them into close contact with the instruments, activities, and people at one of the world's foremost observatories. For more information about ESO's astronomical research activities please consult http://www.eso.org/science/

  6. Postdoctoral Faculty Fellowship Program. Final Report.

    ERIC Educational Resources Information Center

    Golden, M. Patricia; And Others

    The Postdoctoral Faculty Fellowship Program at Northeastern University, which provided opportunities for professional development and research/publication to full-time minority and women faculty, is described. The program, which was federally funded by the Experimental Program for Opportunities in Advanced Study and Research in Education, enabled…

  7. USOE Postdoctoral Fellowship, 1968-69. Report.

    ERIC Educational Resources Information Center

    Crisp, Lloyd

    This report outlines the activities of the chairman of the Speech Department of San Francisco State College during the 1968-69 postdoctoral fellowship year. The year's study was divided between the Studies in Nonverbal Behavior Department of Langley Porter Neuropsychiatric Institute and the Education Policy Research Center of Stanford Research…

  8. An evaluation of accessibility and content of microsurgery fellowship websites

    PubMed Central

    Hu, Jiayi; Zhen, Meng; Olteanu, Cristina; Avram, Ronen

    2016-01-01

    BACKGROUND Websites for residency and fellowship programs serve as effective educational and recruitment tools. OBJECTIVE To evaluate the accessibility and content of fellowship websites that are commonly used by microsurgery applicants for career development. METHODS A list of one-year microsurgery fellowship websites (MFWs) was compiled by visiting the centralized American Society for Reconstructive Microsurgery (ASRM) website, followed by performing an extensive ‘Google’ search in October 2015. Accessibility of MFWs was assessed. Website content regarding key recruitment and education variables was also comprehensively reviewed. Website content was correlated with program characteristics using t tests and ANOVA (two-tailed; P<0.05 was considered to be statistically significant). RESULTS A list of 53 eligible programs was compiled. Only 15 of 51 (29%) ASRM program links were functional. On average, the combined content from ASRM website and individual MFWs had 2.91 of 6 recruitment variables and 1.32 of 6 education variables, respectively. The majority of programs listed ‘eligibility criteria’ (87%) and ‘general information’ (87%). ‘Evaluation criteria’ were most poorly reported (4%). Recruitment score was higher for United States programs compared with international counterparts (51% versus 33%, respectively; P=0.02). It was also higher in programs that focus on ‘extremity’ versus ‘breast’ (58% versus 37%; P=0.0028). Education scores did not differ according to location, program size, subspecialty of focus or participation in the Microsurgery Match process. CONCLUSION Information regarding recruitment and education on most MFWs is scarce. Academic institutions should keep website content up to date and comprehensive to better assist candidates in the application process. PMID:28439508

  9. The Tsao Fellowship in Global Health: A Model for International Fellowships in a Surgery Residency.

    PubMed

    Yao, Caroline A; Taro, Trisa B; Wipfli, Heather L; Ly, Stephanie; Gillenwater, Justin T; Costa, Melinda A; Gutierrez, Ricardo D; Magee, William

    2016-03-01

    To present a model for integrated global health fellowships in plastic surgical residency training. National surveys have found that North American surgical residents have significant interest in international training. While global health training opportunities exist, less than a third of these are housed within surgical residency programs; even fewer are designed specifically for plastic surgery residents. The Tsao Fellowship was created through a partnership between Operation Smile, Children's Hospital Los Angeles, Shriners Hospital for Children, and the University of Southern California. Designed for Accreditation Council for Graduate Medical Education accredited plastic surgery residents between their third and fourth years of residency, the fellowship curriculum is completed over 24 months and divided into 3 areas: clinical research, international reconstructive surgery fieldwork, and the completion of a Master of Science in Clinical and Biomedical Investigations. The Tsao Fellowship has matriculated 4 fellows: 3 have graduated from the program and 1 is in the current cycle. Fellows completed 4 to 7 international missions each cycle and have performed an aggregate total of 684 surgical procedures. Each fellow also conducted 2 to 6 research projects and authored several publications. All fellows continue to assume leadership roles within the field of global reconstructive surgery. Comprehensive global health fellowships provide invaluable opportunities beyond surgical residency. The Tsao Fellowship is a model for integrating international surgical training with global health research in plastic surgical residency that can be applied to other residency programs and different surgical specialties.

  10. Second Mesiobuccal Canal Treatment in a Predoctoral Dental Clinic: A Retrospective Clinical Study.

    PubMed

    Coelho, Marcelo Santos; Parker, Jeffrey M; Tawil, Peter Z

    2016-06-01

    The aim of this retrospective clinical study was to evaluate the location and treatment of second canals in mesiobuccal roots (MB2) of first and second maxillary molars in a predoctoral endodontic clinic by the graduating classes of 2008 to 2015. These results were compared to similar clinical studies. Included in the study were 368 root canal treatments performed by 310 third- and fourth-year dental students at one U.S. dental school. All cases were done under faculty supervision, and the students were instructed to use dental loupe magnification. Students' evaluation sheets were used to deteremine the total MB2 canals treated in first and second maxillary molars. The results showed that, overall, 72.55% of the teeth had an MB2 canal treated. The frequency was higher in first molars (75.91%) than in second molars (56.92%) (p<0.05). Third-year students were able to detect 39 MB2 canals in 57 maxillary molars (68.42%), while fourth-year students detected 228 MB2 canals in 311 teeth (73.31%) (p>0.05). Under proper supervision by experienced endodontists, these dental students were capable of treating MB2 canals in maxillary molars. The frequency of MB2 canals located and treated by dental students with the assistance of experienced professionals was higher in first than in second molars. No significant difference was found between third- and fourth-year students. The incidence of MB2 canals located and treated in this study was found to be similar to that in other clinical studies.

  11. Changes in educational methodologies in predoctoral dental education: finding the perfect intersection.

    PubMed

    Hendricson, William D

    2012-01-01

    This article describes the evolution of thinking, primarily over the past fifteen years, within the academic dentistry community concerning teaching and learning strategies to facilitate students' acquisition of competence. Readers are encouraged to consider four issues. First, looking back to the time of the Institute of Medicine report Dental Education at the Crossroads: Challenges and Change fifteen years ago, in the mid-1990s, where did we think we would be now, in 2011, in regard to the structure of the predoctoral curriculum and use of specific educational methodologies, and to what extent have those predictions come true? The author's own crystal ball predictions from the 1990s are used to kick off a discussion of what connected and what did not among numerous advocated educational reforms, many of them transformative in nature. Second, what is the nature of the evidence supporting our ongoing search for educational best practices, and why are advocacy for educational best practices and prediction of down-the-road outcomes so treacherous? This section distinguishes types of evidence that provide limited guidance for dental educators from evidence that is more helpful for designing educational strategies that might make a difference in student learning, focusing on factors that provide a "perfect intersection" of student, teacher, educational method, and learning environment. Third, readers are asked to revisit four not-so-new teaching/learning methods that are still worthy of consideration in dental education in light of best evidence, upcoming events, and technology that has finally matched its potential. Fourth, a specific rate-limiting factor that hinders the best efforts of both teachers and students in virtually all U.S. dental schools is discussed, concluding with a plea to find a better way so that the good works of dental educators and their students can be more evident.

  12. Assessment of Diagnosed Temporomandibular Disorders and Orofacial Pain Conditions by Predoctoral Dental Students: A Pilot Study.

    PubMed

    Adibi, Shawn S; Kookal, Krishna Kumar; Fishbeck, Nichole M; Thompson, Chris R; Walji, Muhammad F

    2016-12-01

    Temporomandibular disorders and orofacial pain (TMD/OFP) conditions are challenging to diagnose for predoctoral dental students due to the multifactorial etiology, complexity, and controversial issues surrounding these conditions. The aim of this study was to determine if patients in the clinic of one U.S. dental school reported existing signs and symptoms of TMD/OFP, whether the dental students diagnosed the condition based on the reported signs and symptoms, and if the condition was then treated. The study was based on a retrospective analysis of electronic health record data over a three-year period. The results showed that, during the study period, 21,352 patients were treated by student providers. Of those patients, 5.33% reported signs or symptoms associated with TMD/OFP; 5.99% received a TMD/OFP diagnosis; and 0.26% received at least one form of TMD/OFP treatment that had either a diagnosis or signs/symptoms of TMD/OFP. In addition, a small percentage (0.24%) of patients with no documented diagnosis received some sort of TMD/OFP-related treatment. A randomly selected sample of 90 patient charts found that no diagnoses of TMD/OFP were recorded in any of them. The results suggested that students had only marginally diagnosed the problems. Training for students including comprehensive didactic courses and clinical experiences to gain knowledge, context, and skill may be required to ensure they reach the required level of competence and prepare them to face the diagnostic challenges of TMD/OFP after graduation.

  13. Bridging the gap--planning Lifestyle Medicine fellowship curricula: A cross sectional study.

    PubMed

    Polak, Rani; Dacey, Marie L; Keenan, Hillary; Phillips, Edward M

    2014-12-30

    The emerging field, Lifestyle Medicine (LM), is the evidence-based practice of assisting individuals and families to adopt and sustain behaviors that can improve health. While competencies for LM education have been defined, and undergraduate curricula have been published, there are no published reports that address graduate level fellowship in LM. This paper describes the process of planning a LM fellowship curriculum at a major, academic teaching institution. In September 2012 Harvard Medical School Department of Physical Medicine and Rehabilitation approved a "Research Fellowship in Lifestyle Medicine". A Likert scale questionnaire was created and disseminated to forty LM stakeholders worldwide, which measured perceived relative importance of six domains and eight educational experiences to include in a one-year LM fellowship. Statistical procedures included analysis of variance and the Wilcoxon signed-rank test. Thirty-five stakeholders (87.5%) completed the survey. All domains except smoking cessation were graded at 4 or 5 by at least 85% of the respondents. After excluding smoking cessation, nutrition, physical activity, behavioral change techniques, stress resiliency, and personal health behaviors were rated as equally important components of a LM fellowship curriculum (average M = 4.69, SD = 0.15, p = 0.12). All educational experiences, with the exception of completing certification programs, research experience and fund raising, were graded at 4 or 5 by at least 82% of the responders. The remaining educational experiences, i.e. clinical practice, teaching physicians and medical students, teaching other health care providers, developing lifestyle interventions and developing health promotion programs were ranked as equally important in a LM fellowship program (average M = 4.23, SD = 0.11, p = 0.07). Lifestyle fellowship curricula components were defined based on LM stakeholders' input. These domains and educational experiences

  14. American diagnostic radiology residency and fellowship programmes.

    PubMed

    Rumack, Carol Masters

    2011-03-01

    American Diagnostic Radiology Residency and Fellowship programmes are Graduate Medical Education programmes in the United States (US) equivalent to the Postgraduate Medical Education programmes in Singapore. Accreditation Council for Graduate Medical Education (ACGME) accredited diagnostic radiology residency programmes require 5 years total with Post Graduate Year (PGY) 1 year internship in a clinical specialty, e.g. Internal Medicine following medical school. PGY Years 2 to 5 are the core years which must include Radiology Physics, Radiation Biology and rotations in 9 required subspecialty rotations: Abdominal, Breast, Cardiothoracic, Musculoskeletal, Neuroradiology, Nuclear and Paediatric Radiology, Obstetric & Vascular Ultrasound and Vascular Interventional Radiology. A core curriculum of lectures must be organised by the required 9 core subspecialty faculty. All residents (PGY 2 to 4) take a yearly American College of Radiology Diagnostic In-Training Examination based on national benchmarks of medical knowledge in each subspecialty. Because the American Board of Radiology (ABR) examinations are changing, until 2012, residents have to take 3 ABR examinations: (i) ABR physics examination in the PGY 2 to 3 years, (ii) a written examination at the start of the PGY 5 year and (iii) an oral exam at the end of the PGY 5 year. Beginning in 2013, there will be only 2 examinations: (i) the physics and written examinations after PGY 4 will become a combined core radiology examination. Beginning in 2015, the final certifying examination will be given 15 months after the completion of residency. After residency, ACGME fellowships in PGY 6 are all one-year optional programmes which focus on only one subspecialty discipline. There are 4 ACGME accredited fellowships which have a Board Certifi cation Examination: Neuroradiology, Nuclear, Paediatric and Vascular Interventional Radiology. Some ACGME fellowships do not have a certifying examination: Abdominal, Endovascular

  15. Academic career development in geriatric fellowship training.

    PubMed

    Medina-Walpole, Annette; Fonzi, Judith; Katz, Paul R

    2007-12-01

    Career development is rarely formalized in the curricula of geriatric fellowship programs, and the training of new generations of academic leaders is challenging in the 1 year of fellowship training. To effectively prepare fellows for academic leadership, the University of Rochester's Division of Geriatrics, in collaboration with the Warner School of Graduate Education, created a yearlong course to achieve excellence in teaching and career development during the 1-year geriatric fellowship. Nine interdisciplinary geriatric medicine, dentistry, and psychiatry fellows completed the course in its initial year (2005/06). As participants, fellows gained the knowledge and experience to successfully develop and implement educational initiatives in various formats. Fellows acquired teaching and leadership skills necessary to succeed as clinician-educators in an academic setting and to communicate effectively with patients, families, and colleagues. Fellows completed a series of individual and group education projects, including academic portfolio development, curriculum vitae revision, abstract submission and poster presentation at national meetings, lay lecture series development, and geriatric grand rounds presentation. One hundred percent of fellows reported that the course positively affected their career development, with six of nine fellows choosing academic careers. The course provided opportunities to teach and assess all six of the Accreditation Council of Graduate Medical Education core competencies. This academic career development course was intended to prepare geriatric fellows as the next generation of academic leaders as clinician-teacher-scholars. It could set a new standard for academic development during fellowship training and provide a model for national dissemination in other geriatric and subspecialty fellowship programs.

  16. A paradigm shift in predoctoral dental curricula in Brazil: evaluating the process of change.

    PubMed

    Zilbovicius, Celso; de Araujo, Maria Ercilia; Botazzo, Carlos; Frias, Antônio Carlos; Junqueira, Simone Rennó; Junqueira, Cilene Rennó

    2011-04-01

    In 2002, the Brazilian Ministry of Education approved the official curricular guidelines for undergraduate courses in Brazil to be adopted by the nation's 188 dental schools. In 2005-06, the Brazilian Dental Education Association (BDEA) promoted workshops in forty-eight of the schools to verify the degree of transformation of the curriculum based on these guidelines. Among the areas analyzed were course philosophy (variables were v1: knowledge production based on the needs of the Brazilian Public Health System [BPHS]; v2: health determinants; and v3: postgraduate studies and permanent education); pedagogical skills (v4: curricular structure; v5: changes in pedagogic and didactic skills; and v6: course program orientation); and dental practice scenarios (v7: diversity of the scenarios for training/learning; v8: academic health care centers opened to the BPHS; and v9: participation of students in health care delivery for the population). The subjects consisted of faculty members (n=711), students (n=228), and employees (n=14). The results showed an incipient degree of curriculum transformation. The degree of innovation was statistically different depending on the type of university (public or private) for variables 1, 2, 4, 5, 6, and 7. Private schools reported a higher level of innovation than public institutions. Resistance to transforming the dental curriculum according to the official guidelines may be linked to an ideological conception that supports the private practice model, continues to have faculty members direct all classroom activities, and prevents students from developing an understanding of professional practice as targeted towards the oral health needs of all segments of society.

  17. Attaining interprofessional competencies through a student interprofessional fellowship program.

    PubMed

    Blue, Amy; Mitcham, Maralynne; Koutalos, Yiannis; Howell, David; Leaphart, Amy

    2015-05-01

    For students interested in enriching their interprofessional competencies beyond those required and offered by their academic programs, an elective interprofessional education fellowship can serve that need. We designed a fellowship for students linking a conceptual framework grounded in adult learning principles. During the fellowship, students progress through three levels of learning as they acquire, apply, and demonstrate interprofessional collaborative knowledge and skills; fellowship activities are self-directed. A content analysis of students' fellowship summary reports sought to determine the effectiveness of the fellowship as a learning experience to acquire interprofessional collaborative competences. Results indicated that students most consistently report competencies associated with acquisition of values and ethics for interprofessional practice, roles/responsibilities, and teams/teamwork; interprofessional communication was implied. All students expressed commitment to interprofessional collaborative behavior when in practice. Based on the results from this study, this fellowship structure may serve as a model for other institutions to adapt and implement for best practice and best fit.

  18. Leveraging a faculty fellowship programme to develop leaders in interprofessional education.

    PubMed

    Robins, Lynne; Murphy, Nanci; Zierler, Brenda

    2016-07-01

    This article reports findings from an interprofessional education (IPE) study of a longitudinal faculty fellowship that aimed to develop IPE leaders at an academic institution based in the United States. Eight applicants were competitively selected to participate in an IPE track of the fellowship, alongside 14 faculty members who entered through a separate selection process. One year after graduation, a survey of the IPE fellows was undertaken to evaluate programme outcomes using open-ended questions based on an adaptation of Kirkpatrick's four-level training evaluation model. Results indicated that respondents valued participating in a longitudinal programme where they could learn about and practice teaching and leadership skills and conduct education scholarship. While learning on an interprofessional basis, the fellows reported establishing relationships that endured after graduation. This report suggests that adding IPE activities to existing faculty fellowship programmes can be an effective means of building faculty capacity to advance institutional IPE initiatives.

  19. Teaching and Assessment of High-Velocity, Low-Amplitude Techniques for the Spine in Predoctoral Medical Education.

    PubMed

    Channell, Millicent King

    2016-09-01

    Although national didactic criteria have been set for predoctoral education and assessment in osteopathic manipulative treatment, there is no criterion standard for teaching methods and assessments of osteopathic manipulative treatment competence in colleges of osteopathic medicine. This issue is more pressing with the creation of the single graduate medical education accreditation system by the American Osteopathic Association and Accreditation Council for Graduate Medical Education, which introduced the creation of "osteopathic recognition" for residencies that want to incorporate osteopathic principles and practice into their programs. Residencies with osteopathic recognition may include both osteopathic and allopathic graduates. Increased standardization at the predoctoral level, however, is recommended as osteopathic principles and practice training applications are expanded. The objectives of this article are to review the standards for teaching osteopathic medical students high-velocity, low-amplitude (HVLA) techniques for the spine; to review and discuss the methods used to assess medical students' proficiency in using HVLA; and to propose baseline standards for teaching and assessing HVLA techniques among medical students.

  20. Milestones: Critical Elements in Clinical Informatics Fellowship Programs.

    PubMed

    Silverman, Howard; Lehmann, Christoph U; Munger, Benson

    2016-01-01

    Milestones refer to points along a continuum of a competency from novice to expert. Resident and fellow assessment and program evaluation processes adopted by the ACGME include the mandate that programs report the educational progress of residents and fellows twice annually utilizing Milestones developed by a specialty specific ACGME working group of experts. Milestones in clinical training programs are largely unmapped to specific assessment tools. Residents and fellows are mainly assessed using locally derived assessment instruments. These assessments are then reviewed by the Clinical Competency Committee which assigns and reports trainee ratings using the specialty specific reporting Milestones. The challenge and opportunity facing the nascent specialty of Clinical Informatics is how to optimally utilize this framework across a growing number of accredited fellowships. The authors review how a mapped milestone framework, in which each required sub-competency is mapped to a single milestone assessment grid, can enable the use of milestones for multiple uses including individualized learning plans, fellow assessments, and program evaluation. Furthermore, such a mapped strategy will foster the ability to compare fellow progress within and between Clinical Informatics Fellowships in a structured and reliable fashion. Clinical Informatics currently has far less variability across programs and thus could easily utilize a more tightly defined set of milestones with a clear mapping to sub-competencies. This approach would enable greater standardization of assessment instruments and processes across programs while allowing for variability in how those sub-competencies are taught. A mapped strategy for Milestones offers significant advantages for Clinical Informatics programs.

  1. Report on Federal Predoctoral Student Support Part II--Students Supported Under Training Grants of the National Institutes of Health and the National Institute of Mental Health.

    ERIC Educational Resources Information Center

    Federal Interagency Committee on Education, Washington, DC. Student Support Study Group.

    This report presents data concerning predoctoral students supported under training grants of the National Institutes of Health (NIH) and the National Institute of Mental Health (NIMH). The report offers a discussion of the training grant and a comparison of it to other forms of support, a discussion of the students and the fields of study…

  2. Factors important in laryngology fellow and laryngology fellowship selection.

    PubMed

    Yung, Katherine C; Courey, Mark S

    2015-11-01

    To determine factors that laryngology fellowship directors believe are most important in choosing a fellow and that laryngology applicants believe are most important in choosing a program. The number of laryngology fellowship programs and the number of laryngology fellowship applicants have been increasing in recent years. Selection criteria in choosing a fellow or fellowship program have not been studied. Survey study using anonymous online questionnaires of laryngology fellowship directors and recent laryngology fellowship applicants. Directors were asked to rate qualities for judging the strength of a fellowship applicant. Applicants were assessed for the importance of various factors in choosing a fellowship. Sixteen of 27 fellowship directors (59%) and 33 of 53 fellowship applicants (62%) contacted responded to the survey. Program directors listed interview performance, letters of recommendation, and personal knowledge of applicant as the most important factors. Gender or ethnicity, previous research in laryngology, and likelihood that the applicant will rank the director's program highly were ranked as least important factors. Applicants ranked personal rapport with fellowship mentor(s), large experience in endoscopic surgeries, and reputation of mentor(s) as most important, whereas call schedule, salary, and having more than one fellow per year were ranked as least important factors. Interview performance, trusted colleague's recommendation, and personal knowledge were ranked as the most important factors in fellow selection. These criteria are consistent with previous research on otolaryngology residency and pediatric otolaryngology fellow selection. When selecting a fellowship, laryngology fellowship applicants choose based on personal rapport with mentor, opportunity to learn endoscopic surgeries, and mentor reputation. N/A. © 2015 The American Laryngological, Rhinological and Otological Society, Inc.

  3. Attributes of successfully matched versus unmatched obstetrics and gynecology fellowship applicants.

    PubMed

    Iqbal, Imran J; Sareen, Pratibha; Shoup, Brenda; Muffly, Tyler

    2014-06-01

    We sought to determine the attributes of successful and unsuccessful fellowship applicants of the American Board of Obstetrics and Gynecology Inc (ABOG)-approved fellowship programs and to identify salient differences between subspecialty applicants. Anonymous questionnaires were completed by obstetrics and gynecology fellowship applicants using a web-based survey after match day of 2012. Fellowship applicant practices were evaluated and included importance of prematch preparations, interview process, networking practices, and postmatch reflections. A total of 327 fellowship applicants applying to programs accredited by the ABOG were surveyed, and 200 completed the survey (61% response rate). A comparison between prematch educational preparations pursued by applicants showed that matched applicants were more likely to come from allopathic medical schools (94%), attain membership in Alpha Omega Alpha and/or Phi Beta Kappa (27%), and receive a letter of recommendation from a nationally known subspecialist (77%) than unmatched applicants (P = .03, .005, and .007, respectively). Applicants to reproductive endocrinology and infertility were more likely than female pelvic medicine and reconstructive surgery to be members of academic honor societies (P = .008). Research publication was common among matched subspecialist applicants, with over half publishing 1-3 peer-reviewed manuscripts prior to matching. Applicants to gynecologic oncology did more visiting electives than any other specialty applicants (P < .001). Successful obstetrics and gynecology fellowship applicants have superior prematch preparations, strong letters of recommendation from leaders in their field of interest, and multiple research publications. These data will guide applicants to a critical self-analysis before deciding to apply. Copyright © 2014 Mosby, Inc. All rights reserved.

  4. Perioperative Research Fellowship: Planning, Implementation, Experience

    PubMed Central

    Memtsoudis, Stavros G; Mazumdar, Madhu; Stundner, Ottokar; Hargett, Mary J.

    2014-01-01

    Perioperative outcomes research has gained widespread interest and is viewed as increasingly important among different specialties, including anesthesiology. Outcome research studies serve to help in the adjustment of risk, allocation of resources, and formulation of hypotheses to guide future research. Pursuing high quality research projects requires familiarity with a wide range of research methodologies, and concepts are ideally learned in a dedicated setting. Skills associated with the use of these methodologies as well as with scientific publishing in general, however, are increasingly challenging to acquire. This article is intended to describe the curriculum and implementation of the Perioperative Medicine and Regional Anesthesia Research Fellowship at the Hospital for Special Surgery. We also propose a methodology to evaluate the success of a research fellowship curriculum. PMID:24942850

  5. NASA Multidisciplinary Design and Analysis Fellowship Program

    NASA Technical Reports Server (NTRS)

    Schrage, D. P.; Craig, J. I.; Mavris, D. N.; Hale, M. A.; DeLaurentis, D.

    1999-01-01

    This report summarizes the results of a multi-year training grant for the development and implementation of a Multidisciplinary Design and Analysis (MDA) Fellowship Program at Georgia Tech. The Program funded the creation of graduate MS and PhD degree programs in aerospace systems design, analysis and integration. It also provided prestigious Fellowships with associated Industry Internships for outstanding engineering students. The graduate program has become the foundation for a vigorous and productive research effort and has produced: 20 MS degrees, 7 Ph.D. degrees, and has contributed to 9 ongoing Ph.D. students. The results of the research are documented in 32 publications (23 of which are included on a companion CDROM) and 4 annual student design reports (included on a companion CDROM). The legacy of this critical funding is the Center for Aerospace Systems Analysis at Georgia Tech which is continuing the graduate program, the research, and the industry internships established by this grant.

  6. Undergraduate Research Summer Fellowships Undergo Change

    NASA Astrophysics Data System (ADS)

    Elgren, Timothy E.

    2000-09-01

    At the 22nd Annual Council Meeting of Council on Undergraduate Research (CUR), held this past June at the College of Wooster, the general council voted to make fundamental changes to the Undergraduate Research Summer Fellowship Program. The most important change is that awards will no longer be made to individual students. Instead, awards will be made to individual faculty member on the basis of applications written by faculty members comprised of a curriculum vitae, a description of the proposed research project, and the role of undergraduate collaborators in the proposed research activities. This change brings the program more in line with the overall CUR objective to support faculty in their efforts to provide research experiences for undergraduate students. Faculty members selected for awards will be asked to designate a student recipient at the time the funds are awarded, a key change to the fellowship program.

  7. NASA Multidisciplinary Design and Analysis Fellowship Program

    NASA Technical Reports Server (NTRS)

    1995-01-01

    This report is a Year 1 interim report of the progress on the NASA multidisciplinary Design and Analysis Fellowship Program covering the period, January 1, 1995 through September 30, 1995. It summarizes progress in establishing the MDA Fellowship Program at Georgia Tech during the initial year. Progress in the advertisement of the program, recruiting results for the 1995-96 academic year, placement of the Fellows in industry during Summer 1995, program development at the M.S. and Ph.D. levels, and collaboration and dissemination of results are summarized in this report. Further details of the first year's progress will be included in the report from the Year 1 Workshop to be held at NASA Langley on December 7-8, 1995.

  8. The Medical Library Association's international fellowship programs.

    PubMed Central

    Poland, U H

    1978-01-01

    This article describes the two international fellowship programs administered by the International Cooperation Committee of the Medical Library Association: (1) the program supported by the Rockfeller Foundation from 1948 to 1963; (2) the Eileen R. Cunningham program, supported by Mrs. Cunningham's bequest to the association, from 1971 to date. Comments and suggestions received from Cunningham Fellows in response to a letter sent to each by the author in the summer of 1977 are listed. The cost of the fellowship program, not only in terms of financial support but also in terms of human resources, is documented. While the program receives enthusiastic support from the International Cooperation Committee and many members of MLA, the membership needs to examine its mission with regard to the training of medical librarians from other countries, to determine whether future funding is to be sought. PMID:708961

  9. Maternal-fetal medicine fellowship obstetrical ultrasound experience: results from a fellowship survey.

    PubMed

    Blumenfeld, Yair J; Ness, Amen; Platt, Lawrence D

    2013-02-01

    To assess maternal-fetal medicine (MFM) fellowship obstetrical ultrasound training, scope of practice and research. A 52-item prenatal diagnosis survey was e-mailed to 458 associate members of the Society for Maternal-Fetal Medicine on two separate occasions. Associate members include both MFM fellows and recent graduates who are not yet board certified in MFM. A total of 148 associate members completed the survey (32% response rate), 92% of whom were at least in their second year of fellowship. A total of 58% of fellows spend at least 20% of their fellowship time performing prenatal ultrasounds, and most begin their ultrasound training in their first year. Most fellows describe being comfortable performing routine fetal anatomy surveys, growth ultrasounds and umbilical artery Doppler measurements, but only 48% are nuchal translucency (NT) certified, most through Nuchal Translucency Quality Review. A total of 7% of fellows do not receive structured training in 2D ultrasound, 39% receive no structured training in 3D/4D ultrasound, and 28% receive no structured training in fetal echocardiography. Only 38% can identify an ultrasound mentor during fellowship. Most fellows are trained in ultrasound during their first year of fellowship and feel comfortable performing routine exams. However, ultrasound mentorship, structured training and research in prenatal ultrasound are limited in some programs. © 2012 John Wiley & Sons, Ltd.

  10. Marshall Space Flight Center Faculty Fellowship Program

    NASA Technical Reports Server (NTRS)

    Six, N. F. (Compiler)

    2015-01-01

    The Faculty Fellowship program was revived in the summer of 2015 at NASA Marshall Space Flight Center, following a period of diminished faculty research activity here since 2006 when budget cuts in the Headquarters' Education Office required realignment. Several senior Marshall managers recognized the need to involve the Nation's academic research talent in NASA's missions and projects to the benefit of both entities. These managers invested their funds required to establish the renewed Faculty Fellowship program in 2015, a 10-week residential research involvement of 16 faculty in the laboratories and offices at Marshall. These faculty engineers and scientists worked with NASA collaborators on NASA projects, bringing new perspectives and solutions to bear. This Technical Memorandum is a compilation of the research reports of the 2015 Marshall Faculty Fellowship program, along with the Program Announcement (appendix A) and the Program Description (appendix B). The research touched on seven areas-propulsion, materials, instrumentation, fluid dynamics, human factors, control systems, and astrophysics. The propulsion studies included green propellants, gas bubble dynamics, and simulations of fluid and thermal transients. The materials investigations involved sandwich structures in composites, plug and friction stir welding, and additive manufacturing, including both strength characterization and thermosets curing in space. The instrumentation projects involved spectral interfero- metry, emissivity, and strain sensing in structures. The fluid dynamics project studied the water hammer effect. The human factors project investigated the requirements for close proximity operations in confined spaces. Another team proposed a controls system for small launch vehicles, while in astrophysics, one faculty researcher estimated the practicality of weather modification by blocking the Sun's insolation, and another found evidence in satellite data of the detection of a warm

  11. 34 CFR 535.30 - How does an individual apply for a fellowship?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 3 2014-07-01 2014-07-01 false How does an individual apply for a fellowship? 535.30... FELLOWSHIP PROGRAM How Does an Individual Apply for a Fellowship? § 535.30 How does an individual apply for a fellowship? (a) An individual shall submit an application for a fellowship to an IHE that has been...

  12. 34 CFR 657.1 - What is the Foreign Language and Area Studies Fellowships Program?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... Fellowships Program? 657.1 Section 657.1 Education Regulations of the Offices of the Department of Education... FELLOWSHIPS PROGRAM General § 657.1 What is the Foreign Language and Area Studies Fellowships Program? Under the Foreign Language and Area Studies Fellowships Program, the Secretary awards fellowships,...

  13. 34 CFR 535.30 - How does an individual apply for a fellowship?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false How does an individual apply for a fellowship? 535.30... FELLOWSHIP PROGRAM How Does an Individual Apply for a Fellowship? § 535.30 How does an individual apply for a fellowship? (a) An individual shall submit an application for a fellowship to an IHE that has been...

  14. 34 CFR 535.30 - How does an individual apply for a fellowship?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 3 2012-07-01 2012-07-01 false How does an individual apply for a fellowship? 535.30... FELLOWSHIP PROGRAM How Does an Individual Apply for a Fellowship? § 535.30 How does an individual apply for a fellowship? (a) An individual shall submit an application for a fellowship to an IHE that has been...

  15. 34 CFR 657.1 - What is the Foreign Language and Area Studies Fellowships Program?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... Fellowships Program? 657.1 Section 657.1 Education Regulations of the Offices of the Department of Education... FELLOWSHIPS PROGRAM General § 657.1 What is the Foreign Language and Area Studies Fellowships Program? Under the Foreign Language and Area Studies Fellowships Program, the Secretary awards fellowships,...

  16. 34 CFR 657.1 - What is the Foreign Language and Area Studies Fellowships Program?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... Fellowships Program? 657.1 Section 657.1 Education Regulations of the Offices of the Department of Education... FELLOWSHIPS PROGRAM General § 657.1 What is the Foreign Language and Area Studies Fellowships Program? Under the Foreign Language and Area Studies Fellowships Program, the Secretary awards fellowships,...

  17. 34 CFR 657.1 - What is the Foreign Language and Area Studies Fellowships Program?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... Fellowships Program? 657.1 Section 657.1 Education Regulations of the Offices of the Department of Education... FELLOWSHIPS PROGRAM General § 657.1 What is the Foreign Language and Area Studies Fellowships Program? Under the Foreign Language and Area Studies Fellowships Program, the Secretary awards fellowships,...

  18. 34 CFR 1100.2 - Who is eligible for a fellowship?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 4 2013-07-01 2013-07-01 false Who is eligible for a fellowship? 1100.2 Section 1100.2...: LITERACY LEADER FELLOWSHIP PROGRAM § 1100.2 Who is eligible for a fellowship? (a) Only individuals are eligible to be recipients of fellowships. (b) To be eligible for a fellowship under this program,...

  19. 34 CFR 535.30 - How does an individual apply for a fellowship?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 3 2013-07-01 2013-07-01 false How does an individual apply for a fellowship? 535.30... FELLOWSHIP PROGRAM How Does an Individual Apply for a Fellowship? § 535.30 How does an individual apply for a fellowship? (a) An individual shall submit an application for a fellowship to an IHE that has been...

  20. 34 CFR 1100.2 - Who is eligible for a fellowship?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 4 2012-07-01 2012-07-01 false Who is eligible for a fellowship? 1100.2 Section 1100.2...: LITERACY LEADER FELLOWSHIP PROGRAM § 1100.2 Who is eligible for a fellowship? (a) Only individuals are eligible to be recipients of fellowships. (b) To be eligible for a fellowship under this program,...

  1. 34 CFR 535.30 - How does an individual apply for a fellowship?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 3 2011-07-01 2011-07-01 false How does an individual apply for a fellowship? 535.30... FELLOWSHIP PROGRAM How Does an Individual Apply for a Fellowship? § 535.30 How does an individual apply for a fellowship? (a) An individual shall submit an application for a fellowship to an IHE that has been...

  2. 34 CFR 1100.2 - Who is eligible for a fellowship?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 4 2014-07-01 2014-07-01 false Who is eligible for a fellowship? 1100.2 Section 1100.2...: LITERACY LEADER FELLOWSHIP PROGRAM § 1100.2 Who is eligible for a fellowship? (a) Only individuals are eligible to be recipients of fellowships. (b) To be eligible for a fellowship under this program,...

  3. Columbia University's fellowship in public psychiatry.

    PubMed

    Ranz, J; Rosenheck, S; Deakins, S

    1996-05-01

    In 1981 the fellowship in public psychiatry was established at New York State Psychiatric Institute and Columbia University College of Physicians and Surgeons to provide subspecialty training for psychiatrists who plan careers in the public sector. Ten one-year postresidency fellowships are awarded annually. The fellowship consists of supervised work and didactic experiences focused on the clinical modalities most effective in public mental health services and the managerial skills that the psychiatrist must possess to make those services work well. Fellows work three days a week at collaborating public-sector agencies throughout the New York metropolitan area. The curriculum includes an academic seminar, which gives fellows an introductory overview of major topics in public psychiatry; an organizational practicum, which is an exercise in management principles and practices; an evaluation practicum, which addresses the theory and practice of program evaluation; and an applied seminar, organized as a cycle of clinical, administrative, fiscal, and evaluation presentations in which each fellow applies the concepts learned in the other seminars to his or her field placement work. Of the 75 fellows who have graduated from the program, only six have chosen to leave the public arena. Nearly all work full time in the public sector, where more than half hold management positions. More than three-fourths hold academic appointments at medical schools in the area in which they are working as public psychiatrists.

  4. Teaching fellowships for UK foundation doctors.

    PubMed

    Qureshi, Shaun

    2015-01-01

    Teaching Fellowships for junior doctors in their second post-graduate (FY2) year should be considered by medical students and junior doctors in UK. FY2 Teaching Fellowships are available in many foundation schools as part of the UK Academic Foundation Programme. Although programme structures differ between schools, they are designed to allow junior trainees to take time out from clinical practice to develop their teaching skills and gain insights into medication education careers. The advantages of an FY2 teaching fellowship include valuable experience of teaching and formal feedback not available to other trainees; the opportunity to further develop your portfolio; further development of the trainee's own knowledge and skills; the stimulation of working with students. Potential drawbacks to be considered are reduced direct clinical contact; reduced salary; difficulty carrying out education research in the allocated time frame; occasional difficulties establishing the teacher-student relationship while the trainee is at a relatively junior level. Experience of medical education as an FY2 trainee provides a helpful stepping stone whether or not the trainee further pursues education as a career, because the teaching skills are transferable to any specialty, and the unique experience enhances the trainee's confidence as a role model for junior colleagues.

  5. Postdoctoral Professional Fellowships in Laboratory Medicine

    PubMed Central

    2013-01-01

    Doctoral level scientists often pursue a traditional academic route, focusing their efforts on research and education. However, additional options exist for those that are interested in using their laboratory and research skills in a clinical setting. Clinical laboratory directors serve as the interface between the clinical laboratory and the users of laboratory test results. This article describes these career paths options for PhD scientists. Clinical laboratory directors are primarily trained via one of two routes: physicians that have been trained in clinical pathology or non-physician doctoral scientists that have completed professional fellowship training. This article will focus on the latter of these 2 routes. In the United States, completing a postdoctoral fellowship in laboratory-specific professional fields qualifies non-physician doctoral scientists as laboratory directors and consultants. Their expert consultation provides invaluable insight into testing procedures such as possible sources of interference or inaccurate test results, preferred testing for specific clinical situations, and confirmatory methods. They must also be knowledgeable about current instrumentation, assay limitations, and the newest available technologies. One of the older and more developed professional fellowships in the United States, clinical chemistry, encompasses many laboratory disciplines and will be highlighted in detail. Training information specific to clinical immunology, clinical microbiology, and clinical genetics is also discussed. PMID:27683435

  6. Postdoctoral Professional Fellowships in Laboratory Medicine.

    PubMed

    Straseski, Joely A

    2013-04-01

    Doctoral level scientists often pursue a traditional academic route, focusing their efforts on research and education. However, additional options exist for those that are interested in using their laboratory and research skills in a clinical setting. Clinical laboratory directors serve as the interface between the clinical laboratory and the users of laboratory test results. This article describes these career paths options for PhD scientists. Clinical laboratory directors are primarily trained via one of two routes: physicians that have been trained in clinical pathology or non-physician doctoral scientists that have completed professional fellowship training. This article will focus on the latter of these 2 routes. In the United States, completing a postdoctoral fellowship in laboratory-specific professional fields qualifies non-physician doctoral scientists as laboratory directors and consultants. Their expert consultation provides invaluable insight into testing procedures such as possible sources of interference or inaccurate test results, preferred testing for specific clinical situations, and confirmatory methods. They must also be knowledgeable about current instrumentation, assay limitations, and the newest available technologies. One of the older and more developed professional fellowships in the United States, clinical chemistry, encompasses many laboratory disciplines and will be highlighted in detail. Training information specific to clinical immunology, clinical microbiology, and clinical genetics is also discussed.

  7. Evaluation of the content and accessibility of web sites for accredited orthopaedic sports medicine fellowships.

    PubMed

    Mulcahey, Mary K; Gosselin, Michelle M; Fadale, Paul D

    2013-06-19

    The Internet is a common source of information for orthopaedic residents applying for sports medicine fellowships, with the web sites of the American Orthopaedic Society for Sports Medicine (AOSSM) and the San Francisco Match serving as central databases. We sought to evaluate the web sites for accredited orthopaedic sports medicine fellowships with regard to content and accessibility. We reviewed the existing web sites of the ninety-five accredited orthopaedic sports medicine fellowships included in the AOSSM and San Francisco Match databases from February to March 2012. A Google search was performed to determine the overall accessibility of program web sites and to supplement information obtained from the AOSSM and San Francisco Match web sites. The study sample consisted of the eighty-seven programs whose web sites connected to information about the fellowship. Each web site was evaluated for its informational value. Of the ninety-five programs, fifty-one (54%) had links listed in the AOSSM database. Three (3%) of all accredited programs had web sites that were linked directly to information about the fellowship. Eighty-eight (93%) had links listed in the San Francisco Match database; however, only five (5%) had links that connected directly to information about the fellowship. Of the eighty-seven programs analyzed in our study, all eighty-seven web sites (100%) provided a description of the program and seventy-six web sites (87%) included information about the application process. Twenty-one web sites (24%) included a list of current fellows. Fifty-six web sites (64%) described the didactic instruction, seventy (80%) described team coverage responsibilities, forty-seven (54%) included a description of cases routinely performed by fellows, forty-one (47%) described the role of the fellow in seeing patients in the office, eleven (13%) included call responsibilities, and seventeen (20%) described a rotation schedule. Two Google searches identified direct links for

  8. Procedural volume and structure of interventional pulmonary fellowships: a survey of fellows and fellowship program directors.

    PubMed

    Yarmus, Lonny; Feller-Kopman, David; Imad, Melhem; Kim, Stephanie; Lee, Hans J

    2013-09-01

    Current interventional pulmonary (IP) procedural guidelines for competency are based on expert opinion. There are few objective data to support competency metrics for IP procedures. This survey reports procedural volume during IP fellowships to help define new standards in training and curriculum development. A web-based survey was developed to evaluate IP training procedural volume. The survey was administered to all US and Canadian IP fellowship directors and graduates in training from 2006 to 2011. The survey inquired about all diagnostic and therapeutic procedures performed during the specialized year of IP training. Questions regarding the training program structure were collected and analyzed. There was a 92.5% fellow response rate (37 of 40) and 77% fellowship director response rate (10 of 13) from programs in existence at the time of the survey. Procedural volume was consistent between fellowship directors and graduates (P = .64). Although there was a wide range of procedural volume and types of procedures between different programs, the procedural mean volumes were all significantly higher than the American College of Chest Physicians (ACCP) and American Thoracic Society/European Respiratory Society (ATS/ERS) guideline recommendations (P < .005). US and Canadian IP fellowships produce fellows with variable procedural volumes; however, these are significantly higher than ACCP and ATS/ERS guidelines for most programs and procedures. With a uniform training curriculum being adopted by the majority of IP fellowship programs in the United States and Canada, as well as data showing improved core knowledge in IP fellows undergoing a dedicated year of additional training, further metrics examining the impact of advanced IP training on patient outcomes are needed.

  9. 40 CFR 18.9 - Duration of Environmental Protection Research Fellowships.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... Research Fellowships. 18.9 Section 18.9 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY GENERAL ENVIRONMENTAL PROTECTION RESEARCH FELLOWSHIPS AND SPECIAL RESEARCH CONSULTANTS FOR ENVIRONMENTAL PROTECTION § 18.9 Duration of Environmental Protection Research Fellowships. Initial appointments to...

  10. 40 CFR 18.4 - Establishment of Environmental Protection Research Fellowships.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... Protection Research Fellowships. 18.4 Section 18.4 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY GENERAL ENVIRONMENTAL PROTECTION RESEARCH FELLOWSHIPS AND SPECIAL RESEARCH CONSULTANTS FOR ENVIRONMENTAL PROTECTION § 18.4 Establishment of Environmental Protection Research Fellowships. All...

  11. 40 CFR 18.3 - Purpose of Environmental Protection Research Fellowships.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... Research Fellowships. 18.3 Section 18.3 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY GENERAL ENVIRONMENTAL PROTECTION RESEARCH FELLOWSHIPS AND SPECIAL RESEARCH CONSULTANTS FOR ENVIRONMENTAL PROTECTION § 18.3 Purpose of Environmental Protection Research Fellowships. Environmental Protection...

  12. 40 CFR 18.9 - Duration of Environmental Protection Research Fellowships.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... Research Fellowships. 18.9 Section 18.9 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY GENERAL ENVIRONMENTAL PROTECTION RESEARCH FELLOWSHIPS AND SPECIAL RESEARCH CONSULTANTS FOR ENVIRONMENTAL PROTECTION § 18.9 Duration of Environmental Protection Research Fellowships. Initial appointments to...

  13. 40 CFR 18.5 - Qualifications for Environmental Protection Research Fellowships.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... Protection Research Fellowships. 18.5 Section 18.5 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY GENERAL ENVIRONMENTAL PROTECTION RESEARCH FELLOWSHIPS AND SPECIAL RESEARCH CONSULTANTS FOR ENVIRONMENTAL PROTECTION § 18.5 Qualifications for Environmental Protection Research Fellowships. Scholastic and...

  14. 78 FR 26650 - Notice of Proposed Information Collection; Comment Request: Fellowship Placement Pilot Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-05-07

    ... URBAN DEVELOPMENT Notice of Proposed Information Collection; Comment Request: Fellowship Placement Pilot...: Fellowship Placement Pilot Program Evaluation. OMB Control Number, if applicable: 2528-0272. Description of the need for the information and proposed use: The Fellowship Placement Program places...

  15. 40 CFR 18.3 - Purpose of Environmental Protection Research Fellowships.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... Research Fellowships. 18.3 Section 18.3 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY GENERAL ENVIRONMENTAL PROTECTION RESEARCH FELLOWSHIPS AND SPECIAL RESEARCH CONSULTANTS FOR ENVIRONMENTAL PROTECTION § 18.3 Purpose of Environmental Protection Research Fellowships. Environmental Protection...

  16. 40 CFR 18.9 - Duration of Environmental Protection Research Fellowships.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... Research Fellowships. 18.9 Section 18.9 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY GENERAL ENVIRONMENTAL PROTECTION RESEARCH FELLOWSHIPS AND SPECIAL RESEARCH CONSULTANTS FOR ENVIRONMENTAL PROTECTION § 18.9 Duration of Environmental Protection Research Fellowships. Initial appointments to...

  17. 40 CFR 18.5 - Qualifications for Environmental Protection Research Fellowships.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... Protection Research Fellowships. 18.5 Section 18.5 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY GENERAL ENVIRONMENTAL PROTECTION RESEARCH FELLOWSHIPS AND SPECIAL RESEARCH CONSULTANTS FOR ENVIRONMENTAL PROTECTION § 18.5 Qualifications for Environmental Protection Research Fellowships. Scholastic and...

  18. 78 FR 44579 - 30-Day Notice of Proposed Information Collection: Fellowship Placement Pilot Program Evaluation

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-07-24

    ... URBAN DEVELOPMENT 30-Day Notice of Proposed Information Collection: Fellowship Placement Pilot Program.... A. Overview of Information Collection Title of Information Collection: Fellowship Placement Pilot.... Description of the need for the information and proposed use: The Fellowship Placement Program places...

  19. 40 CFR 18.4 - Establishment of Environmental Protection Research Fellowships.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... Protection Research Fellowships. 18.4 Section 18.4 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY GENERAL ENVIRONMENTAL PROTECTION RESEARCH FELLOWSHIPS AND SPECIAL RESEARCH CONSULTANTS FOR ENVIRONMENTAL PROTECTION § 18.4 Establishment of Environmental Protection Research Fellowships. All...

  20. 40 CFR 18.3 - Purpose of Environmental Protection Research Fellowships.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... Research Fellowships. 18.3 Section 18.3 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY GENERAL ENVIRONMENTAL PROTECTION RESEARCH FELLOWSHIPS AND SPECIAL RESEARCH CONSULTANTS FOR ENVIRONMENTAL PROTECTION § 18.3 Purpose of Environmental Protection Research Fellowships. Environmental Protection...

  1. 40 CFR 18.9 - Duration of Environmental Protection Research Fellowships.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... Research Fellowships. 18.9 Section 18.9 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY GENERAL ENVIRONMENTAL PROTECTION RESEARCH FELLOWSHIPS AND SPECIAL RESEARCH CONSULTANTS FOR ENVIRONMENTAL PROTECTION § 18.9 Duration of Environmental Protection Research Fellowships. Initial appointments to...

  2. 40 CFR 18.9 - Duration of Environmental Protection Research Fellowships.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... Research Fellowships. 18.9 Section 18.9 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY GENERAL ENVIRONMENTAL PROTECTION RESEARCH FELLOWSHIPS AND SPECIAL RESEARCH CONSULTANTS FOR ENVIRONMENTAL PROTECTION § 18.9 Duration of Environmental Protection Research Fellowships. Initial appointments to...

  3. 40 CFR 18.4 - Establishment of Environmental Protection Research Fellowships.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... Protection Research Fellowships. 18.4 Section 18.4 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY GENERAL ENVIRONMENTAL PROTECTION RESEARCH FELLOWSHIPS AND SPECIAL RESEARCH CONSULTANTS FOR ENVIRONMENTAL PROTECTION § 18.4 Establishment of Environmental Protection Research Fellowships. All...

  4. 76 FR 21001 - Notice of Proposed Information Collection: Comment Request; Fellowship Recruitment for the...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-04-14

    ... URBAN DEVELOPMENT Notice of Proposed Information Collection: Comment Request; Fellowship Recruitment for the Fellowship Placement Program AGENCY: Office of the Assistant Secretary for Policy Development and... also lists the following information: Title of Proposal: Fellowship Recruitment for the...

  5. 40 CFR 18.4 - Establishment of Environmental Protection Research Fellowships.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... Protection Research Fellowships. 18.4 Section 18.4 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY GENERAL ENVIRONMENTAL PROTECTION RESEARCH FELLOWSHIPS AND SPECIAL RESEARCH CONSULTANTS FOR ENVIRONMENTAL PROTECTION § 18.4 Establishment of Environmental Protection Research Fellowships. All...

  6. 40 CFR 18.5 - Qualifications for Environmental Protection Research Fellowships.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... Protection Research Fellowships. 18.5 Section 18.5 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY GENERAL ENVIRONMENTAL PROTECTION RESEARCH FELLOWSHIPS AND SPECIAL RESEARCH CONSULTANTS FOR ENVIRONMENTAL PROTECTION § 18.5 Qualifications for Environmental Protection Research Fellowships. Scholastic and...

  7. 40 CFR 18.5 - Qualifications for Environmental Protection Research Fellowships.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... Protection Research Fellowships. 18.5 Section 18.5 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY GENERAL ENVIRONMENTAL PROTECTION RESEARCH FELLOWSHIPS AND SPECIAL RESEARCH CONSULTANTS FOR ENVIRONMENTAL PROTECTION § 18.5 Qualifications for Environmental Protection Research Fellowships. Scholastic and...

  8. 40 CFR 18.5 - Qualifications for Environmental Protection Research Fellowships.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... Protection Research Fellowships. 18.5 Section 18.5 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY GENERAL ENVIRONMENTAL PROTECTION RESEARCH FELLOWSHIPS AND SPECIAL RESEARCH CONSULTANTS FOR ENVIRONMENTAL PROTECTION § 18.5 Qualifications for Environmental Protection Research Fellowships. Scholastic and...

  9. 40 CFR 18.4 - Establishment of Environmental Protection Research Fellowships.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... Protection Research Fellowships. 18.4 Section 18.4 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY GENERAL ENVIRONMENTAL PROTECTION RESEARCH FELLOWSHIPS AND SPECIAL RESEARCH CONSULTANTS FOR ENVIRONMENTAL PROTECTION § 18.4 Establishment of Environmental Protection Research Fellowships. All...

  10. 40 CFR 18.3 - Purpose of Environmental Protection Research Fellowships.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... Research Fellowships. 18.3 Section 18.3 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY GENERAL ENVIRONMENTAL PROTECTION RESEARCH FELLOWSHIPS AND SPECIAL RESEARCH CONSULTANTS FOR ENVIRONMENTAL PROTECTION § 18.3 Purpose of Environmental Protection Research Fellowships. Environmental Protection...

  11. 40 CFR 18.3 - Purpose of Environmental Protection Research Fellowships.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... Research Fellowships. 18.3 Section 18.3 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY GENERAL ENVIRONMENTAL PROTECTION RESEARCH FELLOWSHIPS AND SPECIAL RESEARCH CONSULTANTS FOR ENVIRONMENTAL PROTECTION § 18.3 Purpose of Environmental Protection Research Fellowships. Environmental Protection Research...

  12. Attitudes and awareness of final-year predoctoral dental and medical students to medical problems in dentistry.

    PubMed

    Gill, Yehuda; Scully, Crispian

    2006-09-01

    An increasing proportion of the population is medically compromised. Dental and medical staff need to communicate and cooperate to afford these patients the best possible health care. In this study, the attitude towards and awareness of medical problems were examined in final-year predoctoral (undergraduate) dental and in final-year medical students. The results revealed that most dental students felt their knowledge of and training in medical problems in dentistry to be moderate to good. In contrast, most medical students thought both their knowledge and training in medical problems in dentistry to be only poor to moderate. Dental students rated the importance of medical problems in dentistry higher than did medical students.

  13. Fellowship of "Fate" and Fellowships of "Faith": Religious Education and Citizenship Education in Europe

    ERIC Educational Resources Information Center

    Roebben, Bert

    2008-01-01

    In this paper the relationship between religious identity and engagement in citizenship is examined from an educational point of view. The Dutch systematic theologian Erik Borgman refers to the development of European citizenship as a project of "fellowship of fate": we will need to rediscover a common vision on humanity for Europe as…

  14. Fellowship of "Fate" and Fellowships of "Faith": Religious Education and Citizenship Education in Europe

    ERIC Educational Resources Information Center

    Roebben, Bert

    2008-01-01

    In this paper the relationship between religious identity and engagement in citizenship is examined from an educational point of view. The Dutch systematic theologian Erik Borgman refers to the development of European citizenship as a project of "fellowship of fate": we will need to rediscover a common vision on humanity for Europe as…

  15. Perspectives on endovascular training in traditional 5+2 vascular surgery fellowship training programs.

    PubMed

    Carruthers, Thomas N; Shahmohammadi, Kaveh; Farber, Alik; Rybin, Denis; Doros, Gheorghe; McPhee, James T; Kalish, Jeffrey E; Eslami, Mohammad H

    2016-04-01

    This study aimed to compare expectations and experiences of fellows to those of faculty in vascular surgery fellowship programs with regard to endovascular training. Anonymous surveys were sent to fellows (n = 235) and program directors (n = 147), with 79 fellows and 65 faculty members responding. Fellows noted higher expectations of their endovascular skills prior to starting fellowship than the faculty group reported expecting. Faculty assessed fellows' pre-training endovascular skills at a significantly lower level than the fellows' self-assessment. Fellows were significantly less satisfied with the structured aspects of endovascular training than the faculty believed them to be. Only 3% of fellows vs. 32% of faculty felt that the presence of an endovascular simulator affected how residents ranked fellowship programs during the match. In conclusion, incoming fellows in vascular surgery fellowship programs have high expectations of themselves, but may overestimate their actual pre-training endovascular skills. Fellows desire more structured endovascular training, which is not recognized by faculty. Endovascular simulators are valued, but may not be a significant draw in the match process. © The Author(s) 2015.

  16. Reno Orthopaedic Trauma Fellowship business curriculum.

    PubMed

    Althausen, Peter L; Bray, Timothy J; Hill, Austin D

    2014-07-01

    The Reno Orthopaedic Center (ROC) Trauma Fellowship business curriculum is designed to provide the fellow with a graduate level business practicum and research experience. The time commitments in a typical 12-month trauma fellowship are significant, rendering a traditional didactic master's in business administration difficult to complete during this short time. An organized, structured, practical business education can provide the trauma leaders of tomorrow with the knowledge and experience required to effectively navigate the convoluted and constantly changing healthcare system. The underlying principle throughout the curriculum is to provide the fellow with the practical knowledge to participate in cost-efficient improvements in healthcare delivery. Through the ROC Trauma Fellowship business curriculum, the fellow will learn that delivering healthcare in a manner that provides better outcomes for equal or lower costs is not only possible but a professional and ethical responsibility. However, instilling these values without providing actionable knowledge and programs would be insufficient and ineffective. For this reason, the core of the curriculum is based on individual teaching sessions with a wide array of hospital and private practice administrators. In addition, each section is equipped with a suggested reading list to maximize the learning experience. Upon completion of the curriculum, the fellow should be able to: (1) Participate in strategic planning at both the hospital and practice level based on analysis of financial and clinical data, (2) Understand the function of healthcare systems at both a macro and micro level, (3) Possess the knowledge and skills to be strong leaders and effective communicators in the business lexicon of healthcare, (4) Be a partner and innovator in the improvement of the delivery of orthopaedic services, (5) Combine scientific and strategic viewpoints to provide an evidence-based strategy for improving quality of care in a

  17. NRAO Astronomer Wins Prestigious Guggenheim Fellowship

    NASA Astrophysics Data System (ADS)

    2010-04-01

    Dr. Dale Frail, an astronomer at the National Radio Astronomy Observatory (NRAO) in Socorro, New Mexico, has been awarded a prestigious Guggenheim Fellowship, according to the John Simon Guggenheim Memorial Foundation. The Guggenheim Foundation describes its fellowships as "mid-career" awards "intended for men and women who have already demonstrated exceptional capacity for productive scholarship or exceptional creative ability in the arts." Frail, 48, has worked at the NRAO for more than 20 years, first as a postdoctoral fellow, and then as a staff scientist. He received his bachelor's degree in physics from Acadia University in Nova Scotia, and his Ph.D in astronomy from the University of Toronto. Frail is best known for his landmark contributions to the understanding of gamma ray bursts, making critical measurements that provided key insights into the mechanisms of these superenergetic and once-mysterious explosions. He also has made important contributions to the understanding of other astronomical phenomena, including pulsars and their neighborhoods, supernova remnants, and magnetars. In 1992, he was the co-discoverer, with Alex Wolszczan, of the first planets outside our own solar system. "We congratulate Dale on this well-deserved honor that recognizes not only his past achievements but also his potential for exciting scientific work in the future," said Dr. Fred K.Y. Lo, NRAO Director. "We're very proud to see one of our scientists receive such a great honor," Lo added. Frail is one of 180 recipients of this year's Guggenheim Fellowships, chosen from some 3,000 applicants. The fellowships were established in 1925 and past recipients include photographer Ansel Adams, author Saul Bellow, former Secretary of State Henry Kissinger, and chemist Linus Pauling. 102 Guggenheim Fellows have subsequently won Nobel Prizes, and others have received Pulitzer Prizes and other honors. As a Guggenheim Fellow, Frail intends to intensify his research in the areas of pulsars

  18. NASA/ASEE Summer Faculty Fellowship Program. 1991 Research Reports

    NASA Technical Reports Server (NTRS)

    Hosler, E. Ramon (Editor); Beymer, Mark A. (Editor); Armstrong, Dennis W. (Editor)

    1991-01-01

    Reports from the NASA/ASEE Summer Faculty Fellowship Program are presented. The editors are responsible for selecting appropriately qualified faculty to address some of the many problems of current interest to NASA Kennedy. Some representative titles are as follows: Development of an Accelerated Test Method for the Determination of Susceptibility to Atmospheric Corrosion; Hazardous Gas Leak Analysis in the Space Shuttle; Modeling and Control of the Automated Radiator Inspection Device; Study of the Finite Element Software Packages at KSC; Multispectral Image Processing for Plants; Algorithms for Contours Depicting Static Electric Fields during Adverse Weather Conditions; Transient Study of a Cryogenic Hydrogen Filling System; and Precision Cleaning Verification of Nonvolatile Residues by using Water, Ultrasonics, and Turbidity Analyses.

  19. NASA/ASEE Summer Faculty Fellowship Program. 1991 research reports

    SciTech Connect

    Hosler, E.R.; Beymer, M.A.; Armstrong, D.W.

    1991-11-01

    Reports from the NASA/ASEE Summer Faculty Fellowship Program are presented. The editors are responsible for selecting appropriately qualified faculty to address some of the many problems of current interest to NASA Kennedy. Some representative titles are as follows: Development of an Accelerated Test Method for the Determination of Susceptibility to Atmospheric Corrosion; Hazardous Gas Leak Analysis in the Space Shuttle; Modeling and Control of the Automated Radiator Inspection Device; Study of the Finite Element Software Packages at KSC; Multispectral Image Processing for Plants; Algorithms for Contours Depicting Static Electric Fields during Adverse Weather Conditions; Transient Study of a Cryogenic Hydrogen Filling System; and Precision Cleaning Verification of Nonvolatile Residues by using Water, Ultrasonics, and Turbidity Analyses.

  20. Building Psychosocial Programming in Geriatrics Fellowships: A Consortium Model

    ERIC Educational Resources Information Center

    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…

  1. Building Psychosocial Programming in Geriatrics Fellowships: A Consortium Model

    ERIC Educational Resources Information Center

    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…

  2. IAEA Fellowship Program, 1996 report on United States participants

    SciTech Connect

    1996-12-31

    The International Atomic Energy Agency (IAEA) Fellowship Program began in April 1958 as a part of the Agency`s Technical Cooperation (TC) Program. Through the TC Program, the IAEA provides technical assistance to meet the needs of recipient countries and to bring about a substantial transfer of technology. This is done by providing experts, equipment, fellowships, and training courses. This report addresses the US component of the fellowship program. These fellowships provide opportunities for research and training of scientists, engineers and physicians from developing countries in the peaceful application of nuclear energy. The fellowships are awarded to persons who are, or soon will be, trusted with responsibilities that are important to the development of their countries. Fellowship awards are classified into two groups, those financed by the IAEA General Fund or the UNDP Fund (Type 1 Fellowships and Scientific Visits), and those offered by Member States (Type 2 Fellowships). In placing individuals, preference is given to applicants from countries that are signatories to the Treaty on Non-Proliferation of Nuclear Weapons or to the Treaty for the Prohibition of Nuclear Weapons in Latin America.

  3. IAEA Fellowship Program, 1997 report on United States participants

    SciTech Connect

    1997-12-31

    The International Atomic Energy Agency (IAEA) Fellowship Program began in April 1958 as a part of the Agency`s Technical Cooperation (TC) Program. Through the TC Program, the IAEA provides technical assistance to meet the needs of recipient countries and to bring about a substantial transfer of technology. This is done by providing experts, equipment, fellowships, and training courses. This report addresses the US component of the fellowship program. These fellowships provide opportunities for research and training of scientists, engineers and physicians from developing countries in the peaceful application of nuclear energy. The fellowships are awarded to persons who are, or soon will be, trusted with responsibilities that are important to the development of their countries. Fellowship awards are classified into two groups, those financed by the IAEA General Fund or the UNDP Fund (Type 1 Fellowships and Scientific Visits), and those offered by Member States (Type 2 Fellowships). In placing individuals, preference is given to applicants from countries that are signatories to the Treaty on Non-Proliferation of Nuclear Weapons or to the Treaty for the Prohibition of Nuclear Weapons in Latin America.

  4. 34 CFR 650.35 - May fellowship tenure be interrupted?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 3 2013-07-01 2013-07-01 false May fellowship tenure be interrupted? 650.35 Section 650.35 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION JACOB K. JAVITS FELLOWSHIP PROGRAM What Conditions Must be...

  5. 34 CFR 650.35 - May fellowship tenure be interrupted?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 3 2014-07-01 2014-07-01 false May fellowship tenure be interrupted? 650.35 Section 650.35 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION JACOB K. JAVITS FELLOWSHIP PROGRAM What Conditions Must be...

  6. 34 CFR 650.35 - May fellowship tenure be interrupted?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 3 2012-07-01 2012-07-01 false May fellowship tenure be interrupted? 650.35 Section 650.35 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION JACOB K. JAVITS FELLOWSHIP PROGRAM What Conditions Must be...

  7. 34 CFR 650.35 - May fellowship tenure be interrupted?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false May fellowship tenure be interrupted? 650.35 Section 650.35 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION JACOB K. JAVITS FELLOWSHIP PROGRAM What Conditions Must be...

  8. 34 CFR 650.35 - May fellowship tenure be interrupted?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 3 2011-07-01 2011-07-01 false May fellowship tenure be interrupted? 650.35 Section 650.35 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION JACOB K. JAVITS FELLOWSHIP PROGRAM What Conditions Must be...

  9. Milestones: Critical Elements in Clinical Informatics Fellowship Programs

    PubMed Central

    Lehmann, Christoph U.; Munger, Benson

    2016-01-01

    Summary Background Milestones refer to points along a continuum of a competency from novice to expert. Resident and fellow assessment and program evaluation processes adopted by the ACGME include the mandate that programs report the educational progress of residents and fellows twice annually utilizing Milestones developed by a specialty specific ACGME working group of experts. Milestones in clinical training programs are largely unmapped to specific assessment tools. Residents and fellows are mainly assessed using locally derived assessment instruments. These assessments are then reviewed by the Clinical Competency Committee which assigns and reports trainee ratings using the specialty specific reporting Milestones. Methods and Results The challenge and opportunity facing the nascent specialty of Clinical Informatics is how to optimally utilize this framework across a growing number of accredited fellowships. The authors review how a mapped milestone framework, in which each required sub-competency is mapped to a single milestone assessment grid, can enable the use of milestones for multiple uses including individualized learning plans, fellow assessments, and program evaluation. Furthermore, such a mapped strategy will foster the ability to compare fellow progress within and between Clinical Informatics Fellowships in a structured and reliable fashion. Clinical Informatics currently has far less variability across programs and thus could easily utilize a more tightly defined set of milestones with a clear mapping to sub-competencies. This approach would enable greater standardization of assessment instruments and processes across programs while allowing for variability in how those sub-competencies are taught. Conclusions A mapped strategy for Milestones offers significant advantages for Clinical Informatics programs. PMID:27081414

  10. National radiology fellowship match program: success or failure?

    PubMed

    Arenson, Ronald L

    2004-03-01

    In early 2003, with strong support from radiology leaders, the first national fellowship match was conducted in radiology. Most programs (358 programs in 9 categories) in the country participated, and 411 positions were filled out of 769 available in the match. Residents who selected to stay at their home departments were chosen before the match. A survey was conducted after the match to assess the satisfaction of chairpersons, program directors, and residents. Overall, the match was rated a success. However, a number of the pediatric fellowship programs remained outside of the match, possibly threatening its future. The initial radiology fellowship match that involved all fellowship specialties was deemed by residents and program leaders to be an overall success. Future matches will attempt to deal with such issues as incomplete participation. A significant problem is the continuing excess of offered fellowship positions over the number of applicants.

  11. The Gastroenterology Fellowship Match: A Decade Later.

    PubMed

    Huang, Robert J; Triadafilopoulos, George; Limsui, David

    2017-06-01

    Following a period of uncertainty and disorganization, the gastroenterology (GI) national leadership decided to reinstitute the fellowship match (the Match) under the auspices of the National Residency Matching Program (NRMP) in 2006. Although it has now been a decade since the rebirth of the Match, there have been limited data published regarding progress made. In this piece, we discuss reasons for the original collapse of the GI Match, including most notably a perceived oversupply of GI physicians and a poor job market. We discuss the negative impacts the absence of the Match had on programs and on applicants, as well as the impetus to reorganize the Match under the NRMP. We then utilize data published annually by the NRMP to demonstrate that in the decade since its rebirth, the GI Match has been remarkably successful in terms of attracting the participation of applicants and programs. We show that previous misguided concerns of an oversupply of GI physicians were not realized, and that GI fellowship positions remain highly competitive for internal medicine applicants. Finally, we discuss possible implications of recent changes in the healthcare landscape on the GI Match.

  12. Misrepresentation in multidisciplinary pain medicine fellowship applications to a single academic program.

    PubMed

    Thompson, Kathryn M; Neuman, Stephanie; Schroeder, Darrell R; Moeschler, Susan M; Rho, Richard H; Farrell, Ann M; Hoelzer, Bryan C

    2015-02-01

    Publication misrepresentation by residency applicants has been well documented, but fewer studies have investigated it in fellowship applicants, specifically in pain medicine. We therefore sought to evaluate the demographics of pain medicine fellowship applicants and the type, number, and accuracy of referenced publications they reported. Applications to the Multidisciplinary Pain Medicine fellowship program in the Mayo School of Graduate Medical Education, Rochester, Minnesota were reviewed for three consecutive academic years (2009-2012). Demographic information and publications claimed by applicants were compiled, and publications were scrutinized by a medical librarian for accuracy. Over a 3-year period, 179 fellowship applications were received. Of the 179 applicants, more than half (106 [59%]) listed at least one publication. Of 324 listed publications, 263 were verifiable; of these, 14 (5.3%) were deemed fraudulent, and six (2.3%) contained an inaccuracy possibly conferring a competitive advantage. In our small sample size, we found no difference in the rate of publications or in the accuracy of listed publications across subspecialties, or between US medical graduates and international medical graduates. The lack of national data, specifically on applicant misrepresentation, due to the heretofore absence of a universal application process or match, impedes assessment of the extent to which these findings are representative of the national applicant pool. We observed notable trends (few female applicants; numerous international medical graduate applicants) different from those reported by other specialties. Despite the low rate (5.3%) of fraudulent publications, fellowship program directors and selection committees should be aware of this possibility to ensure selection of fellows with the highest degree of professional and ethical integrity. Wiley Periodicals, Inc.

  13. Impact of Fellowship During Single-Incision Laparoscopic Cholecystectomy

    PubMed Central

    Romero, Rey Jesús; Arad, Jonathan Kirsch; Kosanovic, Radomir; Lamoureux, Julie

    2014-01-01

    Background and Objectives: Minimally invasive surgery fellowship programs have been created in response to advancements in technology and patient's demands. Single-incision laparoscopic cholecystectomy (SILC) is a technique that has been shown to be safe and feasible, but this appears to be the case only for experienced surgeons. The purpose of this study is to evaluate the impact of minimally invasive surgery fellow participation during SILC. Methods: We reviewed data from our experience with SILC during 3 years. The cases were divided in two groups: group 1 comprised procedures performed by the main attending without the presence of the fellow, and group 2 comprised procedures performed with the fellow present during the operation. Demographic characteristics, comorbidities, indication for surgery, total surgical time, hospital length of stay, and complications were evaluated. Results: The cohort included 229 patients: 142 (62%) were included in group 1 and 87 (38%) in group 2. No differences were found in demographic characteristics, comorbidities, and indication for surgery between groups. The total surgical time was 34.4 ± 11.4 minutes for group 1 and 46.8 ± 16.0 minutes for group 2 (P < .001). The hospital length of stay was 0.89 ± 0.32 days for group 1 and 1.01 ± 0.40 days for group 2 (P = .027). No intraoperative complications were seen in either group. There were 3 postoperative complications (2.1%) in group 1 and none in group 2 (P = .172). Conclusion: Adoption of SILC during an established fellowship program is safe and feasible. A longer surgical time is expected during the teaching process. PMID:24809141

  14. Current status of endoscopic simulation in gastroenterology fellowship training programs.

    PubMed

    Jirapinyo, Pichamol; Thompson, Christopher C

    2015-07-01

    Recent guidelines have encouraged gastroenterology and surgical training programs to integrate simulation into their core endoscopic curricula. However, the role that simulation currently has within training programs is unknown. This study aims to assess the current status of simulation among gastroenterology fellowship programs. This questionnaire study consisted of 38 fields divided into two sections. The first section queried program directors' experience on simulation and assessed the current status of simulation at their institution. The second portion surveyed their opinion on the potential role of simulation on the training curriculum. The study was conducted at the 2013 American Gastroenterological Association Training Directors' Workshop in Phoenix, Arizona. The participants were program directors from Accreditation Council for Graduate Medical Education accredited gastroenterology training programs, who attended the workshop. The questionnaire was returned by 69 of 97 program directors (response rate of 71%). 42% of programs had an endoscopic simulator. Computerized simulators (61.5%) were the most common, followed by mechanical (30.8%) and animal tissue (7.7%) simulators, respectively. Eleven programs (15%) required fellows to use simulation prior to clinical cases. Only one program has a minimum number of hours fellows have to participate in simulation training. Current simulators are deemed as easy to use (76%) and good educational tools (65%). Problems are cost (72%) and accessibility (69%). The majority of program directors believe that there is a need for endoscopic simulator training, with only 8% disagreeing. Additionally, a majority believe there is a role for simulation prior to initiation of clinical cases with 15% disagreeing. Gastroenterology fellowship program directors widely recognize the importance of simulation. Nevertheless, simulation is used by only 42% of programs and only 15% of programs require that trainees use simulation prior to

  15. Outcome of zirconia single crowns made by predoctoral dental students: a clinical retrospective study after 2 to 6 years of clinical service.

    PubMed

    Näpänkangas, Ritva; Pihlaja, Juha; Raustia, Aune

    2015-04-01

    Zirconia has established its role as a reliable ceramic material for fixed prostheses. The purpose of this retrospective study was to evaluate the outcome of zirconia single crowns made by predoctoral students after 2 to 6 years of clinical service. A cohort of 88 patients treated with zirconia single crowns (mean 3 crowns per patient, range 1 to 12 crowns) from 2007 to 2010 by predoctoral dental students was identified. The patients were invited to attend a clinical examination. Sixty-six participants (75%) took part in the clinical follow-up (30 women and 36 men; mean age 60.4 years, range 19 to 81 years). Altogether, 190 teeth with single crowns were examined, and the mean follow-up time was 3.88 years (1.85 to 6.04 years). The most common complications were chipping of veneering porcelain (4%) and loss of cementation (4%). The success rate of the zirconia single crowns after 2 to 6 years was 80% and the survival rate 89%. Zirconia crowns can be successfully used in predoctoral dental education. The success rate of zirconia single crowns after 2 to 6 years was 80% and the survival rate was 89%, in accordance with previous studies. Copyright © 2015 Editorial Council for the Journal of Prosthetic Dentistry. Published by Elsevier Inc. All rights reserved.

  16. Fellowship or Further Training for Family Medicine Residents?

    PubMed

    Sairenji, Tomoko; Dai, Mingliang; Eden, Aimee R; Peterson, Lars E; Mainous, Arch G

    2017-09-01

    The breadth of family medicine (FM) generates debate about the length of residency training. One argument used by proponents for lengthening training is that residents feel unprepared for practice. The objectives of our study were to (1) identify the proportion of FM residency graduates intending to pursue fellowship training and those who would have done an additional year of core residency training had it been available, and (2) determine whether an association exists between these two variables. We used data collected by the American Board of Family Medicine (ABFM) as part of resident certification examination application in 2014 and 2015. Data included fellowship intention, and interest in pursuing another year of residency training if it were available. We used descriptive and bivariate statistics. The questionnaire was completed by 6,235 residents, of which 17.0% (n=1,063) intended to enroll in a fellowship. Overall 54.2% of residents were "not at all likely" to extend residency training, with 19.9% "extremely/moderately likely". Forty-six percent of those intending a fellowship were "not at all likely" to extend training and only 29% of those "extremely/moderately likely" to extend residency training intended to enroll in a fellowship. We found a disconnect between fellowship intention and desire for another year of residency training. Desire for fellowship may be more about obtaining specific skills and expertise or additional certifications, and less about being prepared for general practice in family medicine.

  17. 34 CFR 535.1 - What is the Bilingual Education: Graduate Fellowship Program?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 3 2014-07-01 2014-07-01 false What is the Bilingual Education: Graduate Fellowship... EDUCATION: GRADUATE FELLOWSHIP PROGRAM General § 535.1 What is the Bilingual Education: Graduate Fellowship Program? The Bilingual Education: Graduate Fellowship Program provides financial assistance,...

  18. 34 CFR 1100.11 - How does an individual apply for a fellowship?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 4 2012-07-01 2012-07-01 false How does an individual apply for a fellowship? 1100.11... INSTITUTE FOR LITERACY: LITERACY LEADER FELLOWSHIP PROGRAM How Does an Individual Apply for a Fellowship? § 1100.11 How does an individual apply for a fellowship? An individual shall apply to the Director for...

  19. 34 CFR 650.1 - What is the Jacob K. Javits Fellowship Program?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 3 2012-07-01 2012-07-01 false What is the Jacob K. Javits Fellowship Program? 650.1... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION JACOB K. JAVITS FELLOWSHIP PROGRAM General § 650.1 What is the Jacob K. Javits Fellowship Program? (a) Under the Jacob K. Javits Fellowship Program the...

  20. 34 CFR 650.5 - What does a fellowship award include?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false What does a fellowship award include? 650.5 Section 650... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION JACOB K. JAVITS FELLOWSHIP PROGRAM General § 650.5 What does a fellowship award include? The Secretary awards fellowships consisting of the following: (a) A stipend paid...

  1. 34 CFR 650.2 - Who is eligible to receive a fellowship?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 3 2013-07-01 2013-07-01 false Who is eligible to receive a fellowship? 650.2 Section... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION JACOB K. JAVITS FELLOWSHIP PROGRAM General § 650.2 Who is eligible to receive a fellowship? An individual is eligible to receive a fellowship if the individual—...

  2. 34 CFR 650.2 - Who is eligible to receive a fellowship?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 3 2014-07-01 2014-07-01 false Who is eligible to receive a fellowship? 650.2 Section... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION JACOB K. JAVITS FELLOWSHIP PROGRAM General § 650.2 Who is eligible to receive a fellowship? An individual is eligible to receive a fellowship if the individual—...

  3. 34 CFR 650.10 - How does an individual apply for a fellowship?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 3 2013-07-01 2013-07-01 false How does an individual apply for a fellowship? 650.10... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION JACOB K. JAVITS FELLOWSHIP PROGRAM How Does an Individual Apply for a Fellowship? § 650.10 How does an individual apply for a fellowship? An individual shall apply...

  4. 34 CFR 662.42 - How may a fellowship be revoked?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false How may a fellowship be revoked? 662.42 Section 662.42... EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS DOCTORAL DISSERTATION RESEARCH ABROAD FELLOWSHIP PROGRAM Post-award Requirements for Fellows § 662.42 How may a fellowship be revoked? (a) The fellowship may...

  5. 34 CFR 662.3 - Who is eligible to receive a fellowship under this program?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 3 2011-07-01 2011-07-01 false Who is eligible to receive a fellowship under this... RESEARCH ABROAD FELLOWSHIP PROGRAM General § 662.3 Who is eligible to receive a fellowship under this program? An individual is eligible to receive a fellowship if the individual— (a)(1) Is a citizen...

  6. 34 CFR 657.34 - Under what circumstances must an institution terminate a fellowship?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... a fellowship? 657.34 Section 657.34 Education Regulations of the Offices of the Department of... STUDIES FELLOWSHIPS PROGRAM What Conditions Must Be Met by a Grantee and a Fellow? § 657.34 Under what circumstances must an institution terminate a fellowship? An institution shall terminate a fellowship if—...

  7. 34 CFR 663.42 - How may a fellowship be revoked?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 3 2013-07-01 2013-07-01 false How may a fellowship be revoked? 663.42 Section 663.42... EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS FACULTY RESEARCH ABROAD FELLOWSHIP PROGRAM Post-award Requirements for Fellows § 663.42 How may a fellowship be revoked? (a) The fellowship may be revoked only...

  8. 34 CFR 650.1 - What is the Jacob K. Javits Fellowship Program?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 3 2011-07-01 2011-07-01 false What is the Jacob K. Javits Fellowship Program? 650.1... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION JACOB K. JAVITS FELLOWSHIP PROGRAM General § 650.1 What is the Jacob K. Javits Fellowship Program? (a) Under the Jacob K. Javits Fellowship Program the...

  9. 34 CFR 535.57 - How shall the fellowship recipient account for the obligation?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 3 2014-07-01 2014-07-01 false How shall the fellowship recipient account for the... EDUCATION: GRADUATE FELLOWSHIP PROGRAM What Conditions Must Be Met by Fellows? § 535.57 How shall the fellowship recipient account for the obligation? (a) Within six months of the date a fellowship...

  10. 34 CFR 663.1 - What is the Fulbright-Hays Faculty Research Abroad Fellowship Program?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... Fellowship Program? 663.1 Section 663.1 Education Regulations of the Offices of the Department of Education... FELLOWSHIP PROGRAM General § 663.1 What is the Fulbright-Hays Faculty Research Abroad Fellowship Program? (a... scholars to conduct research abroad. (b) Under the program, the Secretary awards fellowships,...

  11. 34 CFR 662.42 - How may a fellowship be revoked?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 3 2012-07-01 2012-07-01 false How may a fellowship be revoked? 662.42 Section 662.42... EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS DOCTORAL DISSERTATION RESEARCH ABROAD FELLOWSHIP PROGRAM Post-award Requirements for Fellows § 662.42 How may a fellowship be revoked? (a) The fellowship may...

  12. 34 CFR 535.51 - What are the requirements for repayment of the fellowship?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... fellowship? 535.51 Section 535.51 Education Regulations of the Offices of the Department of Education... EDUCATION: GRADUATE FELLOWSHIP PROGRAM What Conditions Must Be Met by Fellows? § 535.51 What are the requirements for repayment of the fellowship? (a) A fellowship recipient who does not work in an...

  13. 34 CFR 1100.22 - How does the Director determine the amount of a fellowship?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... fellowship? 1100.22 Section 1100.22 Education Regulations Relating to Education NATIONAL INSTITUTE FOR LITERACY NATIONAL INSTITUTE FOR LITERACY: LITERACY LEADER FELLOWSHIP PROGRAM How Does the Director Award a Fellowship? § 1100.22 How does the Director determine the amount of a fellowship? The amount of...

  14. 34 CFR 1100.32 - What is the duration of a fellowship?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 4 2012-07-01 2012-07-01 false What is the duration of a fellowship? 1100.32 Section... FOR LITERACY: LITERACY LEADER FELLOWSHIP PROGRAM What Conditions Must Be Met by a Fellow? § 1100.32 What is the duration of a fellowship? (a) The Institute awards fellowships for a period of at...

  15. 34 CFR 535.50 - What is the service requirement for a fellowship?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 3 2014-07-01 2014-07-01 false What is the service requirement for a fellowship? 535...: GRADUATE FELLOWSHIP PROGRAM What Conditions Must Be Met by Fellows? § 535.50 What is the service requirement for a fellowship? (a) Upon selection for a fellowship, a Fellow shall sign an agreement,...

  16. 34 CFR 1100.32 - What is the duration of a fellowship?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 4 2013-07-01 2013-07-01 false What is the duration of a fellowship? 1100.32 Section... FOR LITERACY: LITERACY LEADER FELLOWSHIP PROGRAM What Conditions Must Be Met by a Fellow? § 1100.32 What is the duration of a fellowship? (a) The Institute awards fellowships for a period of at...

  17. 34 CFR 657.34 - Under what circumstances must an institution terminate a fellowship?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... a fellowship? 657.34 Section 657.34 Education Regulations of the Offices of the Department of... STUDIES FELLOWSHIPS PROGRAM What Conditions Must Be Met by a Grantee and a Fellow? § 657.34 Under what circumstances must an institution terminate a fellowship? An institution shall terminate a fellowship if—...

  18. 34 CFR 662.3 - Who is eligible to receive a fellowship under this program?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 3 2012-07-01 2012-07-01 false Who is eligible to receive a fellowship under this... RESEARCH ABROAD FELLOWSHIP PROGRAM General § 662.3 Who is eligible to receive a fellowship under this program? An individual is eligible to receive a fellowship if the individual— (a)(1) Is a citizen...

  19. 34 CFR 657.34 - Under what circumstances must an institution terminate a fellowship?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... a fellowship? 657.34 Section 657.34 Education Regulations of the Offices of the Department of... STUDIES FELLOWSHIPS PROGRAM What Conditions Must Be Met by a Grantee and a Fellow? § 657.34 Under what circumstances must an institution terminate a fellowship? An institution shall terminate a fellowship if—...

  20. 34 CFR 535.41 - Who may an IHE nominate for fellowships?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 3 2013-07-01 2013-07-01 false Who may an IHE nominate for fellowships? 535.41 Section... FELLOWSHIP PROGRAM How Are Fellows Selected? § 535.41 Who may an IHE nominate for fellowships? (a) In nominating individuals to receive master's and doctoral level fellowships, an IHE shall nominate...

  1. 34 CFR 535.1 - What is the Bilingual Education: Graduate Fellowship Program?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 3 2013-07-01 2013-07-01 false What is the Bilingual Education: Graduate Fellowship... EDUCATION: GRADUATE FELLOWSHIP PROGRAM General § 535.1 What is the Bilingual Education: Graduate Fellowship Program? The Bilingual Education: Graduate Fellowship Program provides financial assistance,...

  2. 34 CFR 663.41 - What are a fellow's responsibilities after the award of a fellowship?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... a fellowship? 663.41 Section 663.41 Education Regulations of the Offices of the Department of... RESEARCH ABROAD FELLOWSHIP PROGRAM Post-award Requirements for Fellows § 663.41 What are a fellow's responsibilities after the award of a fellowship? As a condition of retaining a fellowship, a fellow shall—...

  3. 34 CFR 657.3 - Who is eligible to receive a fellowship?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 3 2013-07-01 2013-07-01 false Who is eligible to receive a fellowship? 657.3 Section... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FOREIGN LANGUAGE AND AREA STUDIES FELLOWSHIPS PROGRAM General § 657.3 Who is eligible to receive a fellowship? A student is eligible to receive a fellowship if...

  4. 34 CFR 662.41 - What are a fellow's responsibilities after the award of a fellowship?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... a fellowship? 662.41 Section 662.41 Education Regulations of the Offices of the Department of... DISSERTATION RESEARCH ABROAD FELLOWSHIP PROGRAM Post-award Requirements for Fellows § 662.41 What are a fellow's responsibilities after the award of a fellowship? As a condition of retaining a fellowship,...

  5. 34 CFR 650.2 - Who is eligible to receive a fellowship?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 3 2012-07-01 2012-07-01 false Who is eligible to receive a fellowship? 650.2 Section... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION JACOB K. JAVITS FELLOWSHIP PROGRAM General § 650.2 Who is eligible to receive a fellowship? An individual is eligible to receive a fellowship if the individual—...

  6. 34 CFR 237.1 - What is the Christa McAuliffe Fellowship Program?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false What is the Christa McAuliffe Fellowship Program? 237.1... SECONDARY EDUCATION, DEPARTMENT OF EDUCATION CHRISTA MCAULIFFE FELLOWSHIP PROGRAM General § 237.1 What is the Christa McAuliffe Fellowship Program? The Christa McAuliffe Fellowship Program (CMFP) is...

  7. 34 CFR 650.32 - How does the Secretary withdraw an offer of a fellowship?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... fellowship? 650.32 Section 650.32 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION JACOB K. JAVITS FELLOWSHIP PROGRAM... fellowship? (a) The Secretary withdraws an offer of a fellowship to an individual only if the...

  8. 34 CFR 650.32 - How does the Secretary withdraw an offer of a fellowship?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... fellowship? 650.32 Section 650.32 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION JACOB K. JAVITS FELLOWSHIP PROGRAM... fellowship? (a) The Secretary withdraws an offer of a fellowship to an individual only if the...

  9. 34 CFR 650.10 - How does an individual apply for a fellowship?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 3 2012-07-01 2012-07-01 false How does an individual apply for a fellowship? 650.10... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION JACOB K. JAVITS FELLOWSHIP PROGRAM How Does an Individual Apply for a Fellowship? § 650.10 How does an individual apply for a fellowship? An individual shall apply...

  10. 34 CFR 657.3 - Who is eligible to receive a fellowship?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 3 2014-07-01 2014-07-01 false Who is eligible to receive a fellowship? 657.3 Section... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FOREIGN LANGUAGE AND AREA STUDIES FELLOWSHIPS PROGRAM General § 657.3 Who is eligible to receive a fellowship? A student is eligible to receive a fellowship if...

  11. 34 CFR 1100.10 - What categories of fellowships does the Institute award?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 4 2012-07-01 2012-07-01 false What categories of fellowships does the Institute award... NATIONAL INSTITUTE FOR LITERACY: LITERACY LEADER FELLOWSHIP PROGRAM How Does an Individual Apply for a Fellowship? § 1100.10 What categories of fellowships does the Institute award? The Institute awards...

  12. 34 CFR 535.50 - What is the service requirement for a fellowship?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 3 2011-07-01 2011-07-01 false What is the service requirement for a fellowship? 535...: GRADUATE FELLOWSHIP PROGRAM What Conditions Must Be Met by Fellows? § 535.50 What is the service requirement for a fellowship? (a) Upon selection for a fellowship, a Fellow shall sign an agreement,...

  13. 34 CFR 663.41 - What are a fellow's responsibilities after the award of a fellowship?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... a fellowship? 663.41 Section 663.41 Education Regulations of the Offices of the Department of... RESEARCH ABROAD FELLOWSHIP PROGRAM Post-award Requirements for Fellows § 663.41 What are a fellow's responsibilities after the award of a fellowship? As a condition of retaining a fellowship, a fellow shall—...

  14. 34 CFR 663.3 - Who is eligible to receive a fellowship under this program?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 3 2013-07-01 2013-07-01 false Who is eligible to receive a fellowship under this... FELLOWSHIP PROGRAM General § 663.3 Who is eligible to receive a fellowship under this program? An individual is eligible to receive a fellowship if the individual— (a)(1) Is a citizen or national of the...

  15. 34 CFR 650.10 - How does an individual apply for a fellowship?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 3 2014-07-01 2014-07-01 false How does an individual apply for a fellowship? 650.10... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION JACOB K. JAVITS FELLOWSHIP PROGRAM How Does an Individual Apply for a Fellowship? § 650.10 How does an individual apply for a fellowship? An individual shall apply...

  16. 34 CFR 650.32 - How does the Secretary withdraw an offer of a fellowship?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... fellowship? 650.32 Section 650.32 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION JACOB K. JAVITS FELLOWSHIP PROGRAM... fellowship? (a) The Secretary withdraws an offer of a fellowship to an individual only if the...

  17. 34 CFR 663.41 - What are a fellow's responsibilities after the award of a fellowship?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... a fellowship? 663.41 Section 663.41 Education Regulations of the Offices of the Department of... RESEARCH ABROAD FELLOWSHIP PROGRAM Post-award Requirements for Fellows § 663.41 What are a fellow's responsibilities after the award of a fellowship? As a condition of retaining a fellowship, a fellow shall—...

  18. 34 CFR 237.1 - What is the Christa McAuliffe Fellowship Program?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 1 2012-07-01 2012-07-01 false What is the Christa McAuliffe Fellowship Program? 237.1... SECONDARY EDUCATION, DEPARTMENT OF EDUCATION CHRISTA MCAULIFFE FELLOWSHIP PROGRAM General § 237.1 What is the Christa McAuliffe Fellowship Program? The Christa McAuliffe Fellowship Program (CMFP) is...

  19. 34 CFR 663.42 - How may a fellowship be revoked?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false How may a fellowship be revoked? 663.42 Section 663.42... EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS FACULTY RESEARCH ABROAD FELLOWSHIP PROGRAM Post-award Requirements for Fellows § 663.42 How may a fellowship be revoked? (a) The fellowship may be revoked only...

  20. 34 CFR 1100.1 - What is the Literacy Leader Fellowship Program?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 4 2014-07-01 2014-07-01 false What is the Literacy Leader Fellowship Program? 1100.1... INSTITUTE FOR LITERACY: LITERACY LEADER FELLOWSHIP PROGRAM § 1100.1 What is the Literacy Leader Fellowship Program? (a) Under the Literacy Leader Fellowship Program, the Director of the National Institute...

  1. 34 CFR 356.40 - What is the length of a Fellowship award?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 2 2014-07-01 2013-07-01 true What is the length of a Fellowship award? 356.40 Section... RESEARCH: RESEARCH FELLOWSHIPS What Conditions Have To Be Met by a Fellow? § 356.40 What is the length of a Fellowship award? The Secretary awards Fellowships for a period of 12 months. Under exceptional...

  2. 34 CFR 657.34 - Under what circumstances must an institution terminate a fellowship?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... a fellowship? 657.34 Section 657.34 Education Regulations of the Offices of the Department of... STUDIES FELLOWSHIPS PROGRAM What Conditions Must Be Met by a Grantee and a Fellow? § 657.34 Under what circumstances must an institution terminate a fellowship? An institution shall terminate a fellowship if—...

  3. 34 CFR 535.50 - What is the service requirement for a fellowship?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 3 2013-07-01 2013-07-01 false What is the service requirement for a fellowship? 535...: GRADUATE FELLOWSHIP PROGRAM What Conditions Must Be Met by Fellows? § 535.50 What is the service requirement for a fellowship? (a) Upon selection for a fellowship, a Fellow shall sign an agreement,...

  4. 34 CFR 1100.10 - What categories of fellowships does the Institute award?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false What categories of fellowships does the Institute award...) NATIONAL INSTITUTE FOR LITERACY NATIONAL INSTITUTE FOR LITERACY: LITERACY LEADER FELLOWSHIP PROGRAM How Does an Individual Apply for a Fellowship? § 1100.10 What categories of fellowships does the...

  5. 34 CFR 663.1 - What is the Fulbright-Hays Faculty Research Abroad Fellowship Program?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... Fellowship Program? 663.1 Section 663.1 Education Regulations of the Offices of the Department of Education... FELLOWSHIP PROGRAM General § 663.1 What is the Fulbright-Hays Faculty Research Abroad Fellowship Program? (a... scholars to conduct research abroad. (b) Under the program, the Secretary awards fellowships,...

  6. 34 CFR 650.32 - How does the Secretary withdraw an offer of a fellowship?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... fellowship? 650.32 Section 650.32 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION JACOB K. JAVITS FELLOWSHIP PROGRAM... fellowship? (a) The Secretary withdraws an offer of a fellowship to an individual only if the...

  7. 34 CFR 663.1 - What is the Fulbright-Hays Faculty Research Abroad Fellowship Program?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... Fellowship Program? 663.1 Section 663.1 Education Regulations of the Offices of the Department of Education... FELLOWSHIP PROGRAM General § 663.1 What is the Fulbright-Hays Faculty Research Abroad Fellowship Program? (a... scholars to conduct research abroad. (b) Under the program, the Secretary awards fellowships,...

  8. 34 CFR 237.4 - In what amounts are fellowships awarded?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 1 2011-07-01 2011-07-01 false In what amounts are fellowships awarded? 237.4 Section... SECONDARY EDUCATION, DEPARTMENT OF EDUCATION CHRISTA MCAULIFFE FELLOWSHIP PROGRAM General § 237.4 In what amounts are fellowships awarded? (a) Maximum award. A fellowship awarded under this part may not...

  9. 34 CFR 662.41 - What are a fellow's responsibilities after the award of a fellowship?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... a fellowship? 662.41 Section 662.41 Education Regulations of the Offices of the Department of... DISSERTATION RESEARCH ABROAD FELLOWSHIP PROGRAM Post-award Requirements for Fellows § 662.41 What are a fellow's responsibilities after the award of a fellowship? As a condition of retaining a fellowship,...

  10. 34 CFR 650.5 - What does a fellowship award include?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 3 2012-07-01 2012-07-01 false What does a fellowship award include? 650.5 Section 650... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION JACOB K. JAVITS FELLOWSHIP PROGRAM General § 650.5 What does a fellowship award include? The Secretary awards fellowships consisting of the following: (a) A stipend paid...

  11. 34 CFR 662.41 - What are a fellow's responsibilities after the award of a fellowship?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... a fellowship? 662.41 Section 662.41 Education Regulations of the Offices of the Department of... DISSERTATION RESEARCH ABROAD FELLOWSHIP PROGRAM Post-award Requirements for Fellows § 662.41 What are a fellow's responsibilities after the award of a fellowship? As a condition of retaining a fellowship,...

  12. 34 CFR 663.5 - What is the duration of a fellowship?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 3 2012-07-01 2012-07-01 false What is the duration of a fellowship? 663.5 Section 663... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS FACULTY RESEARCH ABROAD FELLOWSHIP PROGRAM General § 663.5 What is the duration of a fellowship? (a) A fellowship is for a period of not fewer...

  13. 34 CFR 1100.10 - What categories of fellowships does the Institute award?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 4 2013-07-01 2013-07-01 false What categories of fellowships does the Institute award... NATIONAL INSTITUTE FOR LITERACY: LITERACY LEADER FELLOWSHIP PROGRAM How Does an Individual Apply for a Fellowship? § 1100.10 What categories of fellowships does the Institute award? The Institute awards...

  14. 34 CFR 663.1 - What is the Fulbright-Hays Faculty Research Abroad Fellowship Program?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... Fellowship Program? 663.1 Section 663.1 Education Regulations of the Offices of the Department of Education... FELLOWSHIP PROGRAM General § 663.1 What is the Fulbright-Hays Faculty Research Abroad Fellowship Program? (a... scholars to conduct research abroad. (b) Under the program, the Secretary awards fellowships,...

  15. 34 CFR 650.1 - What is the Jacob K. Javits Fellowship Program?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 3 2014-07-01 2014-07-01 false What is the Jacob K. Javits Fellowship Program? 650.1... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION JACOB K. JAVITS FELLOWSHIP PROGRAM General § 650.1 What is the Jacob K. Javits Fellowship Program? (a) Under the Jacob K. Javits Fellowship Program the...

  16. 34 CFR 1100.10 - What categories of fellowships does the Institute award?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 4 2011-07-01 2011-07-01 false What categories of fellowships does the Institute award...) NATIONAL INSTITUTE FOR LITERACY NATIONAL INSTITUTE FOR LITERACY: LITERACY LEADER FELLOWSHIP PROGRAM How Does an Individual Apply for a Fellowship? § 1100.10 What categories of fellowships does the...

  17. 34 CFR 1100.1 - What is the Literacy Leader Fellowship Program?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false What is the Literacy Leader Fellowship Program? 1100.1... INSTITUTE FOR LITERACY NATIONAL INSTITUTE FOR LITERACY: LITERACY LEADER FELLOWSHIP PROGRAM § 1100.1 What is the Literacy Leader Fellowship Program? (a) Under the Literacy Leader Fellowship Program, the...

  18. 34 CFR 1100.2 - Who is eligible for a fellowship?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false Who is eligible for a fellowship? 1100.2 Section 1100.2... LITERACY NATIONAL INSTITUTE FOR LITERACY: LITERACY LEADER FELLOWSHIP PROGRAM § 1100.2 Who is eligible for a fellowship? (a) Only individuals are eligible to be recipients of fellowships. (b) To be eligible for...

  19. 34 CFR 650.1 - What is the Jacob K. Javits Fellowship Program?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false What is the Jacob K. Javits Fellowship Program? 650.1... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION JACOB K. JAVITS FELLOWSHIP PROGRAM General § 650.1 What is the Jacob K. Javits Fellowship Program? (a) Under the Jacob K. Javits Fellowship Program the...

  20. 34 CFR 663.1 - What is the Fulbright-Hays Faculty Research Abroad Fellowship Program?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... Fellowship Program? 663.1 Section 663.1 Education Regulations of the Offices of the Department of Education... FELLOWSHIP PROGRAM General § 663.1 What is the Fulbright-Hays Faculty Research Abroad Fellowship Program? (a... scholars to conduct research abroad. (b) Under the program, the Secretary awards fellowships,...

  1. 34 CFR 650.5 - What does a fellowship award include?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 3 2013-07-01 2013-07-01 false What does a fellowship award include? 650.5 Section 650... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION JACOB K. JAVITS FELLOWSHIP PROGRAM General § 650.5 What does a fellowship award include? The Secretary awards fellowships consisting of the following: (a) A stipend paid...

  2. 34 CFR 657.3 - Who is eligible to receive a fellowship?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 3 2012-07-01 2012-07-01 false Who is eligible to receive a fellowship? 657.3 Section... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FOREIGN LANGUAGE AND AREA STUDIES FELLOWSHIPS PROGRAM General § 657.3 Who is eligible to receive a fellowship? A student is eligible to receive a fellowship if...

  3. 34 CFR 535.57 - How shall the fellowship recipient account for the obligation?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 3 2013-07-01 2013-07-01 false How shall the fellowship recipient account for the... EDUCATION: GRADUATE FELLOWSHIP PROGRAM What Conditions Must Be Met by Fellows? § 535.57 How shall the fellowship recipient account for the obligation? (a) Within six months of the date a fellowship...

  4. 34 CFR 535.41 - Who may an IHE nominate for fellowships?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 3 2011-07-01 2011-07-01 false Who may an IHE nominate for fellowships? 535.41 Section... FELLOWSHIP PROGRAM How Are Fellows Selected? § 535.41 Who may an IHE nominate for fellowships? (a) In nominating individuals to receive master's and doctoral level fellowships, an IHE shall nominate...

  5. 34 CFR 1100.1 - What is the Literacy Leader Fellowship Program?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 4 2013-07-01 2013-07-01 false What is the Literacy Leader Fellowship Program? 1100.1... INSTITUTE FOR LITERACY: LITERACY LEADER FELLOWSHIP PROGRAM § 1100.1 What is the Literacy Leader Fellowship Program? (a) Under the Literacy Leader Fellowship Program, the Director of the National Institute...

  6. 34 CFR 535.51 - What are the requirements for repayment of the fellowship?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... fellowship? 535.51 Section 535.51 Education Regulations of the Offices of the Department of Education... EDUCATION: GRADUATE FELLOWSHIP PROGRAM What Conditions Must Be Met by Fellows? § 535.51 What are the requirements for repayment of the fellowship? (a) A fellowship recipient who does not work in an...

  7. 34 CFR 650.2 - Who is eligible to receive a fellowship?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 3 2011-07-01 2011-07-01 false Who is eligible to receive a fellowship? 650.2 Section... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION JACOB K. JAVITS FELLOWSHIP PROGRAM General § 650.2 Who is eligible to receive a fellowship? An individual is eligible to receive a fellowship if the individual—...

  8. 34 CFR 663.41 - What are a fellow's responsibilities after the award of a fellowship?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... a fellowship? 663.41 Section 663.41 Education Regulations of the Offices of the Department of... RESEARCH ABROAD FELLOWSHIP PROGRAM Post-award Requirements for Fellows § 663.41 What are a fellow's responsibilities after the award of a fellowship? As a condition of retaining a fellowship, a fellow shall—...

  9. 34 CFR 662.3 - Who is eligible to receive a fellowship under this program?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false Who is eligible to receive a fellowship under this... RESEARCH ABROAD FELLOWSHIP PROGRAM General § 662.3 Who is eligible to receive a fellowship under this program? An individual is eligible to receive a fellowship if the individual— (a)(1) Is a citizen...

  10. 34 CFR 650.10 - How does an individual apply for a fellowship?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 3 2011-07-01 2011-07-01 false How does an individual apply for a fellowship? 650.10... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION JACOB K. JAVITS FELLOWSHIP PROGRAM How Does an Individual Apply for a Fellowship? § 650.10 How does an individual apply for a fellowship? An individual shall apply...

  11. 34 CFR 1100.32 - What is the duration of a fellowship?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 4 2014-07-01 2014-07-01 false What is the duration of a fellowship? 1100.32 Section... FOR LITERACY: LITERACY LEADER FELLOWSHIP PROGRAM What Conditions Must Be Met by a Fellow? § 1100.32 What is the duration of a fellowship? (a) The Institute awards fellowships for a period of at...

  12. 34 CFR 1100.11 - How does an individual apply for a fellowship?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 4 2013-07-01 2013-07-01 false How does an individual apply for a fellowship? 1100.11... INSTITUTE FOR LITERACY: LITERACY LEADER FELLOWSHIP PROGRAM How Does an Individual Apply for a Fellowship? § 1100.11 How does an individual apply for a fellowship? An individual shall apply to the Director for...

  13. 34 CFR 237.1 - What is the Christa McAuliffe Fellowship Program?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 1 2011-07-01 2011-07-01 false What is the Christa McAuliffe Fellowship Program? 237.1... SECONDARY EDUCATION, DEPARTMENT OF EDUCATION CHRISTA MCAULIFFE FELLOWSHIP PROGRAM General § 237.1 What is the Christa McAuliffe Fellowship Program? The Christa McAuliffe Fellowship Program (CMFP) is...

  14. 34 CFR 662.3 - Who is eligible to receive a fellowship under this program?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 3 2014-07-01 2014-07-01 false Who is eligible to receive a fellowship under this... RESEARCH ABROAD FELLOWSHIP PROGRAM General § 662.3 Who is eligible to receive a fellowship under this program? An individual is eligible to receive a fellowship if the individual— (a)(1) Is a citizen...

  15. 34 CFR 1100.11 - How does an individual apply for a fellowship?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 4 2011-07-01 2011-07-01 false How does an individual apply for a fellowship? 1100.11... INSTITUTE FOR LITERACY NATIONAL INSTITUTE FOR LITERACY: LITERACY LEADER FELLOWSHIP PROGRAM How Does an Individual Apply for a Fellowship? § 1100.11 How does an individual apply for a fellowship? An...

  16. 34 CFR 663.3 - Who is eligible to receive a fellowship under this program?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false Who is eligible to receive a fellowship under this... FELLOWSHIP PROGRAM General § 663.3 Who is eligible to receive a fellowship under this program? An individual is eligible to receive a fellowship if the individual— (a)(1) Is a citizen or national of the...

  17. 34 CFR 535.3 - What financial assistance is available for fellowship recipients?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 3 2013-07-01 2013-07-01 false What financial assistance is available for fellowship... EDUCATION: GRADUATE FELLOWSHIP PROGRAM General § 535.3 What financial assistance is available for fellowship... and doctoral program fellowship recipients: (1) Tuition and fees—the usual costs associated with...

  18. 34 CFR 662.42 - How may a fellowship be revoked?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 3 2011-07-01 2011-07-01 false How may a fellowship be revoked? 662.42 Section 662.42... EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS DOCTORAL DISSERTATION RESEARCH ABROAD FELLOWSHIP PROGRAM Post-award Requirements for Fellows § 662.42 How may a fellowship be revoked? (a) The fellowship may...

  19. 34 CFR 1100.1 - What is the Literacy Leader Fellowship Program?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 4 2011-07-01 2011-07-01 false What is the Literacy Leader Fellowship Program? 1100.1... INSTITUTE FOR LITERACY NATIONAL INSTITUTE FOR LITERACY: LITERACY LEADER FELLOWSHIP PROGRAM § 1100.1 What is the Literacy Leader Fellowship Program? (a) Under the Literacy Leader Fellowship Program, the...

  20. 34 CFR 237.4 - In what amounts are fellowships awarded?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false In what amounts are fellowships awarded? 237.4 Section... SECONDARY EDUCATION, DEPARTMENT OF EDUCATION CHRISTA MCAULIFFE FELLOWSHIP PROGRAM General § 237.4 In what amounts are fellowships awarded? (a) Maximum award. A fellowship awarded under this part may not...

  1. 34 CFR 535.3 - What financial assistance is available for fellowship recipients?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 3 2014-07-01 2014-07-01 false What financial assistance is available for fellowship... EDUCATION: GRADUATE FELLOWSHIP PROGRAM General § 535.3 What financial assistance is available for fellowship... and doctoral program fellowship recipients: (1) Tuition and fees—the usual costs associated with...

  2. 34 CFR 650.1 - What is the Jacob K. Javits Fellowship Program?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 3 2013-07-01 2013-07-01 false What is the Jacob K. Javits Fellowship Program? 650.1... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION JACOB K. JAVITS FELLOWSHIP PROGRAM General § 650.1 What is the Jacob K. Javits Fellowship Program? (a) Under the Jacob K. Javits Fellowship Program the...

  3. 34 CFR 662.5 - What is the duration of a fellowship?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 3 2014-07-01 2014-07-01 false What is the duration of a fellowship? 662.5 Section 662... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS DOCTORAL DISSERTATION RESEARCH ABROAD FELLOWSHIP PROGRAM General § 662.5 What is the duration of a fellowship? (a) A fellowship is for a period of...

  4. 34 CFR 535.3 - What financial assistance is available for fellowship recipients?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 3 2011-07-01 2011-07-01 false What financial assistance is available for fellowship... EDUCATION: GRADUATE FELLOWSHIP PROGRAM General § 535.3 What financial assistance is available for fellowship... and doctoral program fellowship recipients: (1) Tuition and fees—the usual costs associated with...

  5. 78 FR 54460 - Agency Information Collection Activities; Comment Request; Jacob K. Javits Fellowship Program...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-09-04

    ... Agency Information Collection Activities; Comment Request; Jacob K. Javits Fellowship Program Final... to this notice will be considered public records. Title of Collection: Jacob K. Javits Fellowship... Jacob K. Javits Fellowship Program is to award fellowships to eligible students of superior...

  6. 34 CFR 663.3 - Who is eligible to receive a fellowship under this program?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 3 2014-07-01 2014-07-01 false Who is eligible to receive a fellowship under this... FELLOWSHIP PROGRAM General § 663.3 Who is eligible to receive a fellowship under this program? An individual is eligible to receive a fellowship if the individual— (a)(1) Is a citizen or national of the...

  7. 34 CFR 663.3 - Who is eligible to receive a fellowship under this program?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 3 2012-07-01 2012-07-01 false Who is eligible to receive a fellowship under this... FELLOWSHIP PROGRAM General § 663.3 Who is eligible to receive a fellowship under this program? An individual is eligible to receive a fellowship if the individual— (a)(1) Is a citizen or national of the...

  8. 34 CFR 356.40 - What is the length of a Fellowship award?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 2 2013-07-01 2013-07-01 false What is the length of a Fellowship award? 356.40... RESEARCH: RESEARCH FELLOWSHIPS What Conditions Have To Be Met by a Fellow? § 356.40 What is the length of a Fellowship award? The Secretary awards Fellowships for a period of 12 months. Under exceptional...

  9. 34 CFR 663.5 - What is the duration of a fellowship?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 3 2014-07-01 2014-07-01 false What is the duration of a fellowship? 663.5 Section 663... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS FACULTY RESEARCH ABROAD FELLOWSHIP PROGRAM General § 663.5 What is the duration of a fellowship? (a) A fellowship is for a period of not fewer...

  10. 34 CFR 662.41 - What are a fellow's responsibilities after the award of a fellowship?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... a fellowship? 662.41 Section 662.41 Education Regulations of the Offices of the Department of... DISSERTATION RESEARCH ABROAD FELLOWSHIP PROGRAM Post-award Requirements for Fellows § 662.41 What are a fellow's responsibilities after the award of a fellowship? As a condition of retaining a fellowship,...

  11. 34 CFR 237.1 - What is the Christa McAuliffe Fellowship Program?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 1 2014-07-01 2014-07-01 false What is the Christa McAuliffe Fellowship Program? 237.1... SECONDARY EDUCATION, DEPARTMENT OF EDUCATION CHRISTA MCAULIFFE FELLOWSHIP PROGRAM General § 237.1 What is the Christa McAuliffe Fellowship Program? The Christa McAuliffe Fellowship Program (CMFP) is...

  12. 34 CFR 237.4 - In what amounts are fellowships awarded?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 1 2012-07-01 2012-07-01 false In what amounts are fellowships awarded? 237.4 Section... SECONDARY EDUCATION, DEPARTMENT OF EDUCATION CHRISTA MCAULIFFE FELLOWSHIP PROGRAM General § 237.4 In what amounts are fellowships awarded? (a) Maximum award. A fellowship awarded under this part may not...

  13. 34 CFR 535.1 - What is the Bilingual Education: Graduate Fellowship Program?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false What is the Bilingual Education: Graduate Fellowship... EDUCATION: GRADUATE FELLOWSHIP PROGRAM General § 535.1 What is the Bilingual Education: Graduate Fellowship Program? The Bilingual Education: Graduate Fellowship Program provides financial assistance,...

  14. 34 CFR 237.4 - In what amounts are fellowships awarded?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 1 2013-07-01 2013-07-01 false In what amounts are fellowships awarded? 237.4 Section... SECONDARY EDUCATION, DEPARTMENT OF EDUCATION CHRISTA MCAULIFFE FELLOWSHIP PROGRAM General § 237.4 In what amounts are fellowships awarded? (a) Maximum award. A fellowship awarded under this part may not...

  15. 34 CFR 535.51 - What are the requirements for repayment of the fellowship?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... fellowship? 535.51 Section 535.51 Education Regulations of the Offices of the Department of Education... EDUCATION: GRADUATE FELLOWSHIP PROGRAM What Conditions Must Be Met by Fellows? § 535.51 What are the requirements for repayment of the fellowship? (a) A fellowship recipient who does not work in an...

  16. A Study of Four Federal Graduate Fellowship Programs: Education and Employment Outcomes

    ERIC Educational Resources Information Center

    Kraus, Lewis E.; Henke, Robin R.; Nevill, Stephanie; Linnard, David; Pflueger, Jeff; Mattox, Tiffany

    2008-01-01

    The Office of Postsecondary Education (OPE) in the U.S. Department of Education (ED) sponsors four graduate fellowship programs: the Fulbright-Hays Doctoral Dissertation Research Abroad (DDRA) fellowship program, the Foreign Language and Area Studies (FLAS) fellowship program, the Graduate Assistance in Areas of National Need (GAANN) fellowship

  17. 34 CFR 1100.1 - What is the Literacy Leader Fellowship Program?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 4 2012-07-01 2012-07-01 false What is the Literacy Leader Fellowship Program? 1100.1... INSTITUTE FOR LITERACY: LITERACY LEADER FELLOWSHIP PROGRAM § 1100.1 What is the Literacy Leader Fellowship Program? (a) Under the Literacy Leader Fellowship Program, the Director of the National Institute...

  18. 34 CFR 535.1 - What is the Bilingual Education: Graduate Fellowship Program?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 3 2011-07-01 2011-07-01 false What is the Bilingual Education: Graduate Fellowship... EDUCATION: GRADUATE FELLOWSHIP PROGRAM General § 535.1 What is the Bilingual Education: Graduate Fellowship Program? The Bilingual Education: Graduate Fellowship Program provides financial assistance,...

  19. 34 CFR 662.42 - How may a fellowship be revoked?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 3 2014-07-01 2014-07-01 false How may a fellowship be revoked? 662.42 Section 662.42... EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS DOCTORAL DISSERTATION RESEARCH ABROAD FELLOWSHIP PROGRAM Post-award Requirements for Fellows § 662.42 How may a fellowship be revoked? (a) The fellowship may...

  20. 34 CFR 535.57 - How shall the fellowship recipient account for the obligation?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 3 2011-07-01 2011-07-01 false How shall the fellowship recipient account for the... EDUCATION: GRADUATE FELLOWSHIP PROGRAM What Conditions Must Be Met by Fellows? § 535.57 How shall the fellowship recipient account for the obligation? (a) Within six months of the date a fellowship...

  1. 34 CFR 657.3 - Who is eligible to receive a fellowship?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 3 2011-07-01 2011-07-01 false Who is eligible to receive a fellowship? 657.3 Section... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FOREIGN LANGUAGE AND AREA STUDIES FELLOWSHIPS PROGRAM General § 657.3 Who is eligible to receive a fellowship? A student is eligible to receive a fellowship if...

  2. 34 CFR 650.5 - What does a fellowship award include?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 3 2011-07-01 2011-07-01 false What does a fellowship award include? 650.5 Section 650... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION JACOB K. JAVITS FELLOWSHIP PROGRAM General § 650.5 What does a fellowship award include? The Secretary awards fellowships consisting of the following: (a) A stipend paid...

  3. 34 CFR 1100.22 - How does the Director determine the amount of a fellowship?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... fellowship? 1100.22 Section 1100.22 Education Regulations Relating to Education NATIONAL INSTITUTE FOR LITERACY NATIONAL INSTITUTE FOR LITERACY: LITERACY LEADER FELLOWSHIP PROGRAM How Does the Director Award a Fellowship? § 1100.22 How does the Director determine the amount of a fellowship? The amount of...

  4. 34 CFR 662.41 - What are a fellow's responsibilities after the award of a fellowship?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... a fellowship? 662.41 Section 662.41 Education Regulations of the Offices of the Department of... DISSERTATION RESEARCH ABROAD FELLOWSHIP PROGRAM Post-award Requirements for Fellows § 662.41 What are a fellow's responsibilities after the award of a fellowship? As a condition of retaining a fellowship,...

  5. 34 CFR 1100.22 - How does the Director determine the amount of a fellowship?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... fellowship? 1100.22 Section 1100.22 Education Regulations Relating to Education NATIONAL INSTITUTE FOR LITERACY NATIONAL INSTITUTE FOR LITERACY: LITERACY LEADER FELLOWSHIP PROGRAM How Does the Director Award a Fellowship? § 1100.22 How does the Director determine the amount of a fellowship? The amount of...

  6. 34 CFR 650.10 - How does an individual apply for a fellowship?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false How does an individual apply for a fellowship? 650.10... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION JACOB K. JAVITS FELLOWSHIP PROGRAM How Does an Individual Apply for a Fellowship? § 650.10 How does an individual apply for a fellowship? An individual shall apply...

  7. 34 CFR 535.57 - How shall the fellowship recipient account for the obligation?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 3 2012-07-01 2012-07-01 false How shall the fellowship recipient account for the... EDUCATION: GRADUATE FELLOWSHIP PROGRAM What Conditions Must Be Met by Fellows? § 535.57 How shall the fellowship recipient account for the obligation? (a) Within six months of the date a fellowship...

  8. 34 CFR 657.34 - Under what circumstances must an institution terminate a fellowship?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... a fellowship? 657.34 Section 657.34 Education Regulations of the Offices of the Department of... STUDIES FELLOWSHIPS PROGRAM What Conditions Must Be Met by a Grantee and a Fellow? § 657.34 Under what circumstances must an institution terminate a fellowship? An institution shall terminate a fellowship if—...

  9. 34 CFR 535.1 - What is the Bilingual Education: Graduate Fellowship Program?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 3 2012-07-01 2012-07-01 false What is the Bilingual Education: Graduate Fellowship... EDUCATION: GRADUATE FELLOWSHIP PROGRAM General § 535.1 What is the Bilingual Education: Graduate Fellowship Program? The Bilingual Education: Graduate Fellowship Program provides financial assistance,...

  10. 34 CFR 662.3 - Who is eligible to receive a fellowship under this program?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 3 2013-07-01 2013-07-01 false Who is eligible to receive a fellowship under this... RESEARCH ABROAD FELLOWSHIP PROGRAM General § 662.3 Who is eligible to receive a fellowship under this program? An individual is eligible to receive a fellowship if the individual— (a)(1) Is a citizen...

  11. 34 CFR 535.41 - Who may an IHE nominate for fellowships?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 3 2014-07-01 2014-07-01 false Who may an IHE nominate for fellowships? 535.41 Section... FELLOWSHIP PROGRAM How Are Fellows Selected? § 535.41 Who may an IHE nominate for fellowships? (a) In nominating individuals to receive master's and doctoral level fellowships, an IHE shall nominate...

  12. 34 CFR 650.32 - How does the Secretary withdraw an offer of a fellowship?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... fellowship? 650.32 Section 650.32 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION JACOB K. JAVITS FELLOWSHIP PROGRAM... fellowship? (a) The Secretary withdraws an offer of a fellowship to an individual only if the...

  13. 34 CFR 663.3 - Who is eligible to receive a fellowship under this program?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 3 2011-07-01 2011-07-01 false Who is eligible to receive a fellowship under this... FELLOWSHIP PROGRAM General § 663.3 Who is eligible to receive a fellowship under this program? An individual is eligible to receive a fellowship if the individual— (a)(1) Is a citizen or national of the...

  14. 34 CFR 1100.11 - How does an individual apply for a fellowship?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false How does an individual apply for a fellowship? 1100.11... INSTITUTE FOR LITERACY NATIONAL INSTITUTE FOR LITERACY: LITERACY LEADER FELLOWSHIP PROGRAM How Does an Individual Apply for a Fellowship? § 1100.11 How does an individual apply for a fellowship? An...

  15. 34 CFR 1100.10 - What categories of fellowships does the Institute award?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 4 2014-07-01 2014-07-01 false What categories of fellowships does the Institute award... NATIONAL INSTITUTE FOR LITERACY: LITERACY LEADER FELLOWSHIP PROGRAM How Does an Individual Apply for a Fellowship? § 1100.10 What categories of fellowships does the Institute award? The Institute awards...

  16. 34 CFR 1100.2 - Who is eligible for a fellowship?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 4 2011-07-01 2011-07-01 false Who is eligible for a fellowship? 1100.2 Section 1100.2... LITERACY NATIONAL INSTITUTE FOR LITERACY: LITERACY LEADER FELLOWSHIP PROGRAM § 1100.2 Who is eligible for a fellowship? (a) Only individuals are eligible to be recipients of fellowships. (b) To be eligible for...

  17. 34 CFR 356.40 - What is the length of a Fellowship award?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 2 2012-07-01 2012-07-01 false What is the length of a Fellowship award? 356.40... RESEARCH: RESEARCH FELLOWSHIPS What Conditions Have To Be Met by a Fellow? § 356.40 What is the length of a Fellowship award? The Secretary awards Fellowships for a period of 12 months. Under exceptional...

  18. 34 CFR 663.42 - How may a fellowship be revoked?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 3 2012-07-01 2012-07-01 false How may a fellowship be revoked? 663.42 Section 663.42... EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS FACULTY RESEARCH ABROAD FELLOWSHIP PROGRAM Post-award Requirements for Fellows § 663.42 How may a fellowship be revoked? (a) The fellowship may be revoked only...

  19. 34 CFR 662.5 - What is the duration of a fellowship?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 3 2012-07-01 2012-07-01 false What is the duration of a fellowship? 662.5 Section 662... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS DOCTORAL DISSERTATION RESEARCH ABROAD FELLOWSHIP PROGRAM General § 662.5 What is the duration of a fellowship? (a) A fellowship is for a period of...

  20. 34 CFR 663.42 - How may a fellowship be revoked?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 3 2011-07-01 2011-07-01 false How may a fellowship be revoked? 663.42 Section 663.42... EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS FACULTY RESEARCH ABROAD FELLOWSHIP PROGRAM Post-award Requirements for Fellows § 663.42 How may a fellowship be revoked? (a) The fellowship may be revoked only...