Foreign Language Writing Fellows Programs: A Model for Improving Advanced Writing Skills

ERIC Educational Resources Information Center

Snyder, Delys Waite; Nielson, Rex P.; Kurzer, Kendon

2016-01-01

Within the growing field of scholarly literature on foreign language (FL) writing pedagogy, few studies have addressed pedagogical questions regarding the teaching of writing to advanced language learners. Writing fellows peer tutoring programs, although typically associated with first language writing instruction, likely can benefit and support…

A "CASE" Study on Developing Science Communication and Outreach Skills of University Graduate Student Researchers in Alaska

NASA Astrophysics Data System (ADS)

Tedesche, M. E.; Conner, L.

2015-12-01

Well rounded scientific researchers are not only experts in their field, but can also communicate their work to a multitude of various audiences, including the general public and undergraduate university students. Training in these areas should ideally start during graduate school, but many programs are not preparing students to effectively communicate their work. Here, we present results from the NSF-funded CASE (Changing Alaska Science Education) program, which was funded by NSF under the auspices of the GK-12 program. CASE placed science graduate students (fellows) in K-12 classrooms to teach alongside of K-12 teachers with the goal of enhancing communication and teaching skills among graduate students. CASE trained fellows in inquiry-based and experiential techniques and emphasized the integration of art, writing, and traditional Alaska Native knowledge in the classroom. Such techniques are especially effective in engaging students from underrepresented groups. As a result of participation, many CASE fellows have reported increased skills in communication and teaching, as well as in time management. These skills may prove directly applicable to higher education when teaching undergraduate students.

Professionalism and Communication Education in Pediatric Critical Care Medicine: The Learner Perspective.

PubMed

Turner, David A; Fleming, Geoffrey M; Winkler, Margaret; Lee, K Jane; Hamilton, Melinda F; Hornik, Christoph P; Petrillo-Albarano, Toni; Mason, Katherine; Mink, Richard

2015-01-01

Communication and professionalism are often challenging to teach, and the impact of the use of a given approach is not known. We undertook this investigation to establish pediatric critical care medicine (PCCM) trainee perception of education in professionalism and communication and to compare their responses from those obtained from PCCM fellowship program directors. The Education in Pediatric Intensive Care (E.P.I.C.) Investigators used the modified Delphi technique to develop a survey examining teaching of professionalism and communication. After piloting, the survey was sent to all 283 PCCM fellows in training in the United States. Survey response rate was 47% (133 of 283). Despite high rates of teaching overall, deficiencies were noted in all areas of communication and professionalism assessed. The largest areas of deficiency included not being specifically taught how to communicate: as a member of a nonclinical group (reported in 24%), across a broad range of socioeconomic and cultural backgrounds (19%) or how to provide consultation outside of the intensive care unit (17%). Only 50% of fellows rated education in communication as "very good/excellent." However, most felt confident in their communication abilities. For professionalism, fellows reported not being taught accountability (12%), how to conduct a peer review (12%), and how to handle potential conflict between personal beliefs, circumstances, and professional values (10%). Fifty-seven percent of fellows felt that their professionalism education was "very good/excellent," but nearly all expressed confidence in these skills. Compared with program directors, fellows reported more deficiencies in both communication and professionalism. There are numerous components of communication and professionalism that PCCM fellows perceive as not being specifically taught. Despite these deficiencies, fellow confidence remains high. Substantial opportunities exist to improve teaching in these areas. Copyright © 2015 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

Humanism and professionalism education for pediatric hematology-oncology fellows: A model for pediatric subspecialty training.

PubMed

Kesselheim, Jennifer C; Atlas, Mark; Adams, Denise; Aygun, Banu; Barfield, Ray; Eisenman, Kristen; Fulbright, Joy; Garvey, Katharine; Kersun, Leslie; Nageswara Rao, Amulya; Reilly, Anne; Sharma, Mukta; Shereck, Evan; Wang, Michael; Watt, Tanya; Leavey, Patrick

2015-02-01

Humanism and professionalism are virtues intrinsic to the practice of medicine, for which we lack a standard, evidence-based approach for teaching and evaluation. Pediatric hematology-oncology (PHO) fellowship training brings new and significant stressors, making it an attractive setting for innovation in humanism and professionalism training. We electronically surveyed a national sample of PHO fellows to identify fellows' educational needs in humanism and professionalism. Next, we developed a case-based, faculty-facilitated discussion curriculum to teach this content within pilot fellowship programs. We assessed whether fellowships would decide to offer the curriculum, feasibility of administering the curriculum, and satisfaction of fellow and faculty participants. Surveys were completed by 187 fellows (35%). A minority (29%) reported that their training program offers a formal curriculum in humanism and/or professionalism. A majority desires more formal teaching on balancing clinical practice and research (85%), coping with death/dying (85%), bereavement (78%), balancing work and personal life (75%), navigating challenging relationships with patients (74%), and depression/burn out (71%). These six topics were condensed into four case-based modules, which proved feasible to deliver at all pilot sites. Ten fellowship programs agreed to administer the novel curriculum. The majority (90%) of responding fellows and faculty reported the sessions touched on issues important for training, stimulated reflective communication, and were valuable. Pediatric hematology-oncology fellows identify numerous gaps in their training related to humanism and professionalism. This curriculum offers an opportunity to systematically address these educational needs and can serve as a model for wider implementation. Pediatr Blood Cancer 2015;62:335-340. © 2014 Wiley Periodicals, Inc. © 2014 Wiley Periodicals, Inc.

Early Career Outcomes for the "Best and the Brightest": Selectivity, Satisfaction, and Attrition in the Beginning Teacher Longitudinal Survey

ERIC Educational Resources Information Center

Kelly, Sean; Northrop, Laura

2015-01-01

Educational efforts aimed at attracting the "best and brightest" into the teaching profession are widespread and include national programs, such as Teach for America and the New Teacher Project Teaching Fellows, as well as regional and state-based programs, city-based programs, and university-based programs. Yet, studies of attrition in…

Outreach and education in urban Los Angeles Schools: integration of research into middle and high school science curriculum through the NSF GK-12 SEE-LA program

NASA Astrophysics Data System (ADS)

Daniel, J. C.; Hogue, T. S.; Moldwin, M. B.; Nonacs, P.

2012-12-01

A National Science Foundation Graduate Teaching Fellows in K- 12 Education program at UCLA (SEE-LA; http://measure.igpp.ucla.edu/GK12-SEE-LA/ ) partners UCLA faculty and graduate students (fellows) with urban middle and high school science teachers and their students to foster programs of science and engineering exploration that bring the environment of Los Angeles into the classroom. UCLA science and engineering graduate fellows serve as scientists-in-residence at four partner schools to integrate inquiry-based science lessons, facilitate advancements in science content teaching, and ultimately, to improve their own science communication skills. As part of their fellowship, graduate students are required to develop three "major" lessons, including one based on their PhD research at UCLA. During the first four years of the project, the SEE-LA fellows have developed a range of research-based activities, including lessons on sustainable fisheries, ecosystems and remote sensing, earthquakes, urban water quality including invertebrate observations, and post-fire soil chemistry, among others. This presentation will provide an overview of the SEE-LA GK-12 program and development of research lessons that also address California State Science Standards. We also discuss potential sustainability of GK-12 type outreach and education programs. The SEE-LA program has provided development of graduate student communication and teaching skills while also contributing significantly to the integration of science education into K-12 curriculum in Los Angeles schools.

Mentored Discussions of Teaching: An Introductory Teaching Development Program for Future STEM Faculty

ERIC Educational Resources Information Center

Baiduc, Rachael R.; Linsenmeier, Robert A.; Ruggeri, Nancy

2016-01-01

Today's science, technology, engineering, and mathematics (STEM) graduate students and postdoctoral fellows are tomorrow's new faculty members; but these junior academicians often receive limited pedagogical training. We describe four iterations of an entry-level program with a low time commitment, Mentored Discussions of Teaching (MDT). The…

A weekend program model for faculty development with primary care physicians.

PubMed

Gjerde, Craig L; Kokotailo, Patricia; Olson, Curtis A; Hla, Khin Mae

2004-01-01

Medical teachers are expected to be proficient at teaching students and residents about the changing health care system. The University of Wisconsin established a faculty development fellowship program to better prepare clinical teachers in family medicine, general pediatrics, and general internal medicine. This paper describes our fellowship program, presents data on program accomplishments, and discusses what we have learned. We developed a year-long series of five weekend workshops. A core group of faculty provided 2- to 4- hour sessions on topics including evidence-based medicine, physician leadership, advocacy, doctor-patient communication, quality, technology tools, and teaching skills. Evaluation data were used to shape the program, make improvements, and assess impact. Fellows self-assessed their ability to perform skills at the beginning and ending of the year; paired t tests were used to compare these changes. Attendance and program completion rates were more than 94% for the 84 fellows taught over 6 years. Individual sessions and the overall program were well-rated by fellows. Participants reported improvements in targeted skills; statistical analyses confirmed many significant pre-post improvements. To obtain high ratings, faculty must apply adult learning and active learning principles; lectures were not well tolerated. Initial technology skills were often low; computer labs needed many helpers. Participants needed extensive faculty support on their projects. It facilitated coordination and learning to have a core group of fellowship faculty who did most of the teaching. Graduates have become enthusiastic recruiters for new fellows. Our 5-weekend program has proven to be an effective faculty development model.

Assessment of a Constructivist-Motivated Mentoring Program to Enhance the Teaching Skills of Atmospheric Science Graduate Students

ERIC Educational Resources Information Center

Drossman, Howard; Benedict, Jim; McGrath-Spangler, Erica; Van Roekel, Luke; Wells, Kelley

2011-01-01

This article describes a collaborative mentoring program in which graduate students (fellows) from a university atmospheric science research department team-taught environmental science classes with professors in a liberal arts college. The mentorship allowed fellows to develop and test the effectiveness of curriculum based on the Process Oriented…

Resources and practices to help graduate students and postdoctoral fellows write statements of teaching philosophy.

PubMed

Kearns, Katherine D; Sullivan, Carol Subiño

2011-06-01

Graduate students and postdoctoral fellows currently encounter requests for a statement of teaching philosophy in at least half of academic job announcements in the United States. A systematic process for the development of a teaching statement is required that integrates multiple sources of support, informs writers of the document's purpose and audience, helps writers produce thoughtful statements, and encourages meaningful reflection on teaching and learning. This article for faculty mentors and instructional consultants synthesizes practices for mentoring graduate students, postdoctoral fellows, and junior faculty members as they prepare statements of teaching philosophy. We review background information on purposes and audiences, provide writing resources, and synthesize empirical research on the use of teaching statements in academic job searches. In addition, we integrate these resources into mentoring processes that have helped graduate students in a Health Sciences Pedagogy course to collaboratively and critically examine and write about their teaching. This summary is intended for faculty mentors and instructional consultants who want to refine current resources or establish new mentoring programs. This guide also may be useful to graduate students, postdoctoral fellows, and junior faculty members, especially those who lack mentoring or who seek additional resources, as they consider the many facets of effective teaching.

Life after National Science Foundation fellowships: The implications for a graduate student's professional endeavors

NASA Astrophysics Data System (ADS)

Obarski, Kelly Josephine

Each year, hundreds of graduate and undergraduate students, participate as Fellows in National Science Foundation GK-12 Grants throughout the U.S. These Fellowships create opportunities for university students to improve their communication skills, teaching proficiencies, and team-building skills, in addition to expanding their interest in educational endeavors in their respective communities while pursuing their college degrees. STEP (Science and Technology Enhancement Project) is one such project. University faculty, public school teachers, and community leaders collaborated together in order to bring scientists into middle and secondary classrooms to focus on increasing student interest and proficiency in science, technology, engineering, and mathematics (STEM) skills. Seventeen Fellows, in the previous four years, designed, developed, and implemented innovative, hands-on lessons in seven local schools. The evaluation team collected a tremendous amount of research evidence focused on the effect of the program on the Fellows while they were participants in the study, but there has been very little data collected about the Fellows after leaving the program. This research study, consisting of two-hour interviews, qualitatively explores how the skills learned while participating in the STEP program affected the Fellows' career and educational choices once leaving the project. This data was analyzed along with historical attitude surveys and yearly tracking documents to determine the effect that participation in the program had on their choices post-STEP. An extensive literature review has been conducted focusing on other GK-12 programs throughout the country, K-16 collaboration, Preparing Future Faculty Programs, as well as on teaching and learning literature. These bodies of literature provide the theoretical basis in which the research is framed in order to assess the impact on Fellow educational and professional choices since leaving the STEP program. This research project sheds new light on how participation in a GK-12 Fellowship impacts career and educational choices after the Fellow leaves the program.

Alternatively Certified Teachers: Efficacy Beliefs and Ideology

ERIC Educational Resources Information Center

Malow-Iroff, Micheline Susan; O'Connor, Evelyn A.; Bisland, Beverly Milner

2004-01-01

`The Teaching Fellows (TF) program in New York City was designed to attract individuals interested in an alternative certification program in teaching. The present investigation represents the first two waves of an ongoing investigation of TF in a graduate elementary education program. The TF begin the program during the summer by participating in…

[Inventory of training of internal medicine in France: Results of a national survey].

PubMed

Samson, M; Terrier, B; Mangin, O; Mouthon, L

2017-05-01

To make an inventory of training of Internal Medicine in France. This study was conducted between May and September 2015 with coordinators (interviews of 45minutes) of local Internal Medicine training and fellows (online questionnaire). All coordinators (n=28) responded to the interviews. Local training of Internal Medicine exists in 86% of regions (3.1±3.1hours/month) and an interregional training in all interregions (34.7±13.9hours/year). When excluding Île-de-France, no correlation between the number of teachers and the amount of lessons was noted (P=0.61). Of the 550 fellows in Internal Medicine in 2014-2015, 223 (41%) responded to the online questionnaire. Mean level was 5.5±2.7 semesters. The rate of satisfaction (1=very dissatisfied and 5=very satisfied) was 3.0±1.0 and 3.8±0.8 for regional and interregional teaching, respectively (P<0.0001). Regional teaching satisfaction was correlated with the perceived expanse of diseases covered into the program (P<0.0001). In addition, 89% of fellows wish to evaluate themselves online, 66% wish to have a practical evaluation at the bedside and 70% in simulation centers. Finally, 91% of fellows support the establishment of a national program for the training of Internal Medicine. This survey states for the first time an inventory of training of Internal Medicine dedicated to fellows in France. This report highlights that fellows wish to have a national program, be further evaluated and have access to more interactive approach of teaching. Copyright © 2016 Société Nationale Française de Médecine Interne (SNFMI). Published by Elsevier SAS. All rights reserved.

Preparing Graduate Students for Teaching: Expected and Unexpected Outcomes from Participation in a GK-12 Classroom Fellowship

ERIC Educational Resources Information Center

Page, Melissa; Wilhelm, Mari S.; Regens, Nancy

2011-01-01

Graduate students in science technology, engineering, and mathematics (STEM) fields often enter degree programs focused on research or field-based experiences. Being a teaching assistant can serve two purposes: one for financial compensation and two as preparation for teaching in a future career. The GK-12 program (Graduate Teaching Fellows in…

Evaluation of the National Science Foundation Graduate Teaching Fellows in K-12 Education (GK-12) Program.

ERIC Educational Resources Information Center

Mitchell, Julia; Levine, Roger; Gonzalez, Raquel; Bitter, Catherine; Webb, Norman; White, Paul

The GK-12 program of the National Science Foundation is an innovative program for enriching the value of graduate and advanced undergraduate students' education while simultaneously enriching science and mathematics teaching at the K-12 level. GK-12 is a fellowship program that offers graduate students and advanced undergraduates the opportunity…

Issues of Education at Community Colleges: Essays by Fellows in the Mid-Career Fellowship Program at Princeton University, 1998-1999.

ERIC Educational Resources Information Center

Rabb, Theodore, K., Comp.

This collection focusing on Issues of Education at Community Colleges presents eleven essays by fellows in the mid-career fellowship program at Princeton University: (1) "Teaching the Methodology of Science: The Utilization of Microbial Model Systems for Biometric Analyses" by Joseph A. Adamo; (2) "Two Modes of Mathematics Instruction" by Simon I.…

Perspectives on Teaching from Alternative Certification Teachers from Diverse Backgrounds

ERIC Educational Resources Information Center

Evans, Brian R.

2014-01-01

This article presents an interview with five teachers in an alternative certification program at a university in New York. All of the teachers were from the New York City Teaching Fellows (NYCTF) program, which is an alternative certification program in New York designed to quickly place teachers in high need schools throughout the city. The…

The Surgery Fellow's Education Workshop: A Pilot Study to Determine the Feasibility of Training Senior Learners to Teach in the Operating Room.

PubMed

Ambani, Sapan N; Lypson, Monica L; Englesbe, Michael J; Santen, Sally; Kasten, Steven; Mullan, Patricia; Lee, Cheryl T

2016-01-01

In 2013, we developed an education workshop to enhance the teaching skills of surgical fellows. We sought to investigate the feasibility of the monthly educational workshop format and its effect on participant teaching skills. Surgical and medical education faculty created a broadly applicable curriculum developed from evidence-based teaching principles, delivered across 8 monthly 90-minute weekday sessions. Workshop feasibility and effect were assessed using evaluations, attendance records, and a variety of self-reported surveys. Each session was associated with a specified education action plan to be completed between sessions. A total of 13 fellows intended to participate. More than 60% attendance was achieved in 7 of 8 sessions. In all, 11 of 13 fellows were engaged (actual attendance or excused absence) across 75% or more of the sessions. Mean participant satisfaction scores ranged from 4.0 to 4.9 on a 5 point Likert scale across 87.5% of sessions. Postworkshop surveys showed increased understanding of the following: (1) knowledge gaps related to education; (2) the role of education for academic surgeons; (3) educational tools to improve teaching performance; and (4) perceived knowledge and attitudes about teaching in the operating room. An action plan was performed in 43% of cases; the most common reason for nonparticipation was lack of time (38%). Our pilot supports the feasibility of an educational workshop series to enhance fellow's educational skills in the area of intraoperative teaching. Participant engagement and satisfaction were high in this self-selected group of initial trainees. Sessions were effective, resulting in a thoughtful self-assessment of teaching skills. Copyright © 2016 Association of Program Directors in Surgery. All rights reserved.

Quality improvement education incorporated as an integral part of critical care fellows training at the Mayo Clinic.

PubMed

Kashani, Kianoush B; Ramar, Kannan; Farmer, J Christopher; Lim, Kaiser G; Moreno-Franco, Pablo; Morgenthaler, Timothy I; Dankbar, Gene C; Hale, Curt W

2014-10-01

The Accreditation Council for Graduate Medical Education emphasizes quality improvement (QI) education in residency/fellowship training programs. The Mayo Clinic Combined Critical Care Fellowship (CCF) program conducted a pilot QI education program to incorporate QI training as a required curriculum for the 2010-2011 academic year. CCF collaborated with the Mayo Quality Academy to customize and teach the existing Mayo Quality Fellows curriculum to the CCF fellows with the help of two quality coaches over five months starting July 2010. All fellows were to achieve Bronze and Silver certification prior to graduation. Silver required passing four written exams and submitting a health care QI project. Five projects were selected on the basis of the Impact-Effort Prioritization matrix, and DMAIC (Define, Measure, Analyze, Improve, and Control) methodology was used to complete the projects. The primary outcome was to assess learners' satisfaction, knowledge, and skill transfer. All 20 fellows were Bronze certified, and 14 (70%) were Silver certified by the time of graduation. All five QI projects were completed and showed positive impacts on patient safety and care. Surveys showed improved learner satisfaction. Graduates felt the QI training improved their QI skills and employment and career advancement. The QI curriculum had appropriate content and teaching pace and did not significantly displace other important clinical core curriculum topics. The pilot was successfully implemented in the CCF program and now is in the fourth academic year as an established and integral part of the fellowship core curriculum.

A regional teaching fellow community of practice.

PubMed

Little, David; Butcher, Katrina; Atkinson, Simon; Still, Duncan; Vasant, Julia

2014-12-01

Increasing numbers of clinical teaching fellows are responsible for a significant proportion of undergraduate teaching nationally. Developing a regional community of practice can help overcome the isolation of these posts, with potential benefits for all involved. A community of practice relies on the mutual engagement of people in a similar situation working towards a common goal. Working together and sharing resources enables teaching fellows to make the most of their post, which ultimately benefits those that they are teaching. We developed a regional clinical teaching fellow community of practice in Bristol in 2010/11. Our community has continued to develop since completing our posts as clinical teaching fellows, and has provided a platform for new communities to develop amongst the groups of subsequent teaching fellows coming through. We encourage all regions who have clinical teaching fellows to develop a regional community of practice We encourage all regions who have clinical teaching fellows to develop a regional community of practice. We also encourage trainees to join TASME (Trainees in the Association for the Study of Medical Education), a new national community of practice for trainees involved in medical education. © 2014 John Wiley & Sons Ltd.

Museum-Based Teacher Professional Development: Peabody Fellows in Earth Science

ERIC Educational Resources Information Center

Pickering, Jane; Ague, Jay J.; Rath, Kenneth A.; Heiser, David M.; Sirch, James N.

2012-01-01

The Peabody Fellows in Earth Science program was a professional development opportunity for middle and high school teachers to enhance their knowledge of, and teaching skills in, the Earth sciences. It combined a summer institute and academic year workshops with the production of new curricular resources on the interpretation of landforms in…

Training the teachers. The clinician-educator track of the University of Washington Pulmonary and Critical Care Medicine Fellowship Program.

PubMed

Adamson, Rosemary; Goodman, Richard B; Kritek, Patricia; Luks, Andrew M; Tonelli, Mark R; Benditt, Joshua

2015-04-01

The University of Washington was the first pulmonary and critical care medicine fellowship training program accredited by the Accreditation Council for Graduate Medical Education to create a dedicated clinician-educator fellowship track that has its own National Residency Matching Program number. This track was created in response to increasing demand for focused training in medical education in pulmonary and critical care. Through the Veterans Health Administration we obtained a stipend for a clinician-educator fellow to dedicate 12 months to training in medical education. This takes place predominantly in the second year of fellowship and is composed of several core activities: fellows complete the University of Washington's Teaching Scholars Program, a professional development program designed to train leaders in medical education; they teach in a variety of settings and receive feedback on their work from clinician-educator faculty and the learners; and they engage in scholarly activity, which may take the form of scholarship of teaching, integration, or investigation. Fellows are guided throughout this process by a primary mentor and a mentoring committee. Since funding became available in 2009, two of the three graduates to date have successfully secured clinician-educator faculty positions. Graduates uniformly believe that the clinician-educator track met their training goals better than the research-based track would have.

Are pediatric critical care medicine fellowships teaching and evaluating communication and professionalism?

PubMed

Turner, David A; Mink, Richard B; Lee, K Jane; Winkler, Margaret K; Ross, Sara L; Hornik, Christoph P; Schuette, Jennifer J; Mason, Katherine; Storgion, Stephanie A; Goodman, Denise M

2013-06-01

To describe the teaching and evaluation modalities used by pediatric critical care medicine training programs in the areas of professionalism and communication. Cross-sectional national survey. Pediatric critical care medicine fellowship programs. Pediatric critical care medicine program directors. None. Survey response rate was 67% of program directors in the United States, representing educators for 73% of current pediatric critical care medicine fellows. Respondents had a median of 4 years experience, with a median of seven fellows and 12 teaching faculty in their program. Faculty role modeling or direct observation with feedback were the most common modalities used to teach communication. However, six of the eight (75%) required elements of communication evaluated were not specifically taught by all programs. Faculty role modeling was the most commonly used technique to teach professionalism in 44% of the content areas evaluated, and didactics was the technique used in 44% of other professionalism content areas. Thirteen of the 16 required elements of professionalism (81%) were not taught by all programs. Evaluations by members of the healthcare team were used for assessment for both competencies. The use of a specific teaching technique was not related to program size, program director experience, or training in medical education. A wide range of techniques are currently used within pediatric critical care medicine to teach communication and professionalism, but there are a number of required elements that are not specifically taught by fellowship programs. These areas of deficiency represent opportunities for future investigation and improved education in the important competencies of communication and professionalism.

Collaboration and Inquiry: Cornell University Partnerships with Rural School Districts

NASA Astrophysics Data System (ADS)

Porter, K. A.

2003-12-01

Cornell University's location provides valuable opportunities for university-community collaboration. Schools in the area tend to be rural, with limited access to resources. Two projects in place at Cornell provide opportunities for collaboration between graduate students and local K-12 schools. These programs yield benefits for K-12 students by exposing them to resources (and expertise) otherwise unavailable to them; for K-12 teachers, by providing access to knowledge and resources brought to them by the graduate students; and for the graduate students who participate in the program, by giving them opportunities to teach and design curricula. The two programs provide options for outreach that fit many schedules, teaching goals, and interests. The Graduate Student School Outreach Program (GSSOP) is open to all graduate students and local K-12 teachers. Students and teachers often participate for several years in a row. Graduate students prepare a 6-8 session "mini-course" in an area of their interest, and they are matched to local teachers with similar interests or needs. Graduate student participants are required to submit a final formatted curriculum for the lessons that they have taught, and these curricula are made available to the public on the GSSOP web site. GSSOP is currently in its twelfth year as a student-coordinated program, and its funding comes primarily from Cornell's Public Service Center and alumni donations. The Cornell Science Inquiry Partnership (CSIP) provides an opportunity for graduate students in the sciences to participate in longer-term collaborations with regional schools. CSIP is administered under the National Science Foundation GK12 initiative and is currently in its fourth year. CSIP fellows make a year-long commitment to teaching and outreach and receive a full fellowship. Fellows may work with several middle- or high-school teachers over the course of the year, and they may teach many lessons over different time scales. As in GSSOP, CSIP fellows prepare curricula that are made available to the public. CSIP courses focus on inquiry-based instruction, and fellows attend weekly seminars in which inquiry-based teaching and lesson planning strategies and theory are discussed.

Educating fellows in practice-based learning and improvement and systems-based practice: The value of quality improvement in clinical practice.

PubMed

Carey, William A; Colby, Christopher E

2013-02-01

In 1999, the Accreditation Council for Graduate Medical Education identified 6 general competencies in which all residents must receive training. In the decade since these requirements went into effect, practice-based learning and improvement (PBLI) and systems-based practice (SBP) have proven to be the most challenging competencies to teach and assess. Because PBLI and SBP both are related to quality improvement (QI) principles and processes, we developed a QI-based curriculum to teach these competencies to our fellows. This experiential curriculum engaged our fellows in our neonatal intensive care unit's (NICU's) structured QI process. After identifying specific patient outcomes in need of improvement, our fellows applied validated QI methods to develop evidence-based treatment protocols for our neonatal intensive care unit. These projects led to immediate and meaningful improvements in patient care and also afforded our fellows various means by which to demonstrate their competence in PBLI and SBP. Our use of portfolios enabled us to document our fellows' performance in these competencies quite easily and comprehensively. Given the clinical and educational structures common to most intensive care unit-based training programs, we believe that a QI-based curriculum such as ours could be adapted by others to teach and assess PBLI and SBP. Copyright © 2013 Elsevier Inc. All rights reserved.

Fostering K-12 Inquiry-based Lesson Development on Regional Water Resource Issues in Los Angeles Urban Schools through the NSF UCLA SEE-LA GK-12 program

NASA Astrophysics Data System (ADS)

Hogue, T. S.; Burke, M. P.; Thulsirag, V.; Daniel, J.; Moldwin, M.; Nonacs, P.

2010-12-01

A National Science Foundation Graduate Teaching Fellows in K- 12 Education program at UCLA (SEE-LA; http://measure.igpp.ucla.edu/GK12-SEE-LA/ ) partners UCLA faculty and graduate students (fellows) with urban middle and high school science teachers and their students to foster programs of science and engineering exploration that bring the environment of Los Angeles into the classroom. UCLA graduate fellows serve as scientists-in-residence at four partner schools to integrate inquiry-based science lessons, facilitate advancements in science content teaching, and ultimately, to improve their own science communication skills. As part of their fellowship, graduate students are required to develop inquiry-based lessons in their partner classroom. During the first two years of the project, the SEE-LA fellows have developed a range of inquiry-based activities, from invertebrate observations in an urban stream system, to water and home energy consumption surveys, to a school biodiversity investigation, to a school-wide alternative energy fair, to engineering the cleanup of environmental disasters, such as the recent oil spill in the Gulf of Mexico. Several of the current fellows have dissertation research in water resource related fields and are specifically integrating lessons specific to their research into their partner classrooms, including urban stream water quality, post-fire watershed behavior, beach water quality assessment and E. coli source tracking. This presentation will provide an overview of goals of the SEE-LA GK-12 program, development of inquiry-based water resource lessons and resulting engagement in the partner classrooms. University and local pre-college school partnerships provide an excellent opportunity to support the development of graduate student communication and teaching skills while also contributing significantly to the integration of science education into K-12 curriculum.

The Jefferson Science Fellows (JSF) program at the US Department of State

NASA Astrophysics Data System (ADS)

Peterson, Roy

2014-09-01

In 2004 the US Department of State and the National Academies established the Jefferson Science Fellows program, to bring tenured faculty in sciences, engineering, and medicine to the Department of State or USAID for a year in residence, with continuing connections. Over twenty physical scientists have been Fellows, working in a wide variety of offices on a broad range of topics. The main advantage to Fellows is the opportunity to make an impact on important national and international issues, applying skills and judgments gained through their research, teaching, and service. The JSF experience can also create broader horizons for physicists, especially beyond the laboratory. The selection process and examples, including my own, will be described. Information can be found at //sites.nationalacademies.org/PGA/Jefferson/.

Using "Competing Visions of Human Rights" in an International IB World School

ERIC Educational Resources Information Center

Tolley, William J.

2013-01-01

William Tolley, a teaching fellow with the Choices Program, is the Learning and Innovation Coach and head of history at the International School of Curitiba, Brazil (IB). He writes in this article that he has found that the "Competing Visions of Human Rights" teaching unit, developed by Brown University's Choices Program, provides a…

University of Arizona's Collaboration to Advance Teaching Technology and Science (CATTS): lesson for photonics education collaborations

NASA Astrophysics Data System (ADS)

Hall-Wallace, Michelle; Regens, Nancy L.; Pompea, Stephen M.

2002-05-01

CATTS is a National Science Foundation-funded partnership between the University of Arizona and local school districts to improve science, mathematics and technology teaching at all levels. The goals of the CATTS Program are to develop sustainable partnerships with Kindergarten through 12th grade level (K-12) educators that foster integration of science, mathematics, engineering and technology research in classroom learning experiences. The program also creates opportunities for graduate and undergraduate students to be active participants in K-12 education by providing training and fellowships. CATTS seeks to foster effective teaching and a greater understanding of learning at all levels. School districts and University of Arizona outreach programs propose fellowship activities that address identified educational needs; they work together with CATTS to create customized programs to meet those needs. CATTS Fellows, their faculty mentors and K - 12 partners participate in workshops to gain experience with inquiry-based teaching and understanding diverse learning styles. In the partnership, CATTS Fellows have an opportunity to share their research experiences with K - 12 educators and gain experience with inquiry teaching. On the other side of the partnership, professional educators share their knowledge of teaching with Fellows and gain deeper understanding of scientific inquiry. In the two years that this NSF funded program has been in operation, a variety of lessons have been learned that can apply to school, university, and industrial partnerships to foster education and training. In particular since each organization operates in its own subculture, particular attention must be paid to raising cultural awareness among the participants in ways that foster mutual respect and communication of shared goals. Proper coordination and sensible logistics are also critical for the success of a complex project such as this. Training of the partners and the project management will also be described.

A Pedagogy of Critical and Cultural Empowerment: What We Talk about in Graduate Teaching Seminars.

ERIC Educational Resources Information Center

Smith, Philip E., II

For the past five years it has been an ongoing programmatic concern at the University of Pittsburgh to provide a location in the graduate curriculum for discussion of professional and pedagogical issues that relate directly to the teaching, writing, and research projects of the teaching assistants and teaching fellows. The program was constituted…

Do Pediatric Hematology/Oncology (PHO) Fellows Receive Communication Training?

PubMed Central

File, Wilson; Bylund, Carma L.; Kesselheim, Jennifer; Leonard, David; Leavey, Patrick

2017-01-01

Purpose The Accreditation Council for Graduate Medical Education (ACGME) has established communication as a core competency for physicians in training. However, data suggest that most pediatric residents perceive inadequate training in the delivery of bad news and the majority of former trainees in pediatric oncology received no formal training in the delivery of bad news during fellowship. The study examines communication training in ACGME accredited US pediatric hematology-oncology (PHO) fellowship programs. Methods An online survey was distributed to 315 PHO fellows in training via the American Society of Pediatric Hematology/Oncology (ASPHO) fellow email registry. Each fellow received an initial request to participate and 2 reminders, while participation was encouraged through a random incentive drawing. Results One hundred and ten fellows (35%) responded. Eighty percent of respondents perceived communication training to be important to fellow education, however only 32% reported receiving communication training (other than direct observation). The most common reported teaching method of fellowship communication training was formal lecture (42%). Twenty-three percent of respondents reported neither communication training nor frequent feedback on their communication skills from faculty observation. This same group was the least satisfied with their programs’ approach to teaching communication (P < 0.001). Conclusions There is limited communication training in PHO fellowships despite ACGME requirements and fellows’ interest in this training. Didactic learning remains the most frequently described training method, yet educational theory identifies the limitation of didactic lectures alone. Communication training employing novel teaching methods and emphasizing communication challenges identified by fellows should be developed and evaluated. PMID:24039096

The Layers of Collequitable Learning: Learning Inquiry While Learning to Teach

ERIC Educational Resources Information Center

Heath, Mark R.; Colket, Laura K.

2017-01-01

This article is co-written by a high school teacher and a faculty member from a university-based teacher education program. The high school teacher is a graduate of the university's master's degree program, and this article is a reflection of the inquiry he engaged in while he was simultaneously a student and teaching fellow. By asking questions,…

The LEAPS GK-12 Program

NASA Astrophysics Data System (ADS)

Gwinn, Elisabeth; Goodchild, Fiona; Garza, Marilyn

2005-03-01

The NSF-funded GK-12 program at UCSB, ``Let's Explore Applied Physical Science'' (LEAPS), awards full fellowships to competitively selected graduate students in the physical sciences and engineering, to support their engagement in local 8th and 9th grade science classrooms. The Fellows' responsibilities to LEAPS total 15 hours per week during the school year. They join consistently in the same classes to collaborate with teachers on delivery of discovery-oriented science instruction. Fellows work in 3-member, interdisciplinary teams. They benefit from this team approach through interaction with colleagues in other disciplines, validation from peers who share enthusiasm for science and mentoring, increased leadership and teaching skills, and a research safety net provided by teammates who can pick up the slack when one Fellow's research requires undivided attention. For teachers, the disciplinary breadth of the Fellow teams is an enormous asset in covering the broad physical science curriculum in CA. Students benefit from hands-on labs and small-group problem-solving exercises enabled by the Fellows' presence and from mentoring by these young scientists.

Teaching during consultation: factors affecting the resident-fellow teaching interaction.

PubMed

Miloslavsky, Eli M; McSparron, Jakob I; Richards, Jeremy B; Puig, Alberto; Sullivan, Amy M

2015-07-01

The subspecialty consultation represents a potentially powerful opportunity for resident learning, but barriers may limit the educational exchanges between fellows (subspecialty registrars) and residents (house officers). We conducted a focus group study of internal medicine (IM) residents and subspecialty fellows to determine barriers against and factors facilitating resident-fellow teaching interactions on the wards, and to identify opportunities for maximising teaching and learning. We conducted four focus groups of IM residents (n = 18) and IM subspecialty fellows (n = 16) at two academic medical centres in the USA during February and March 2013. Participants represented trainees in all 3 years of residency training and seven IM subspecialties. Four investigators analysed the transcripts using a structured qualitative framework approach, which was informed by literature on consultation and the theoretical framework of activity theory. We identified two domains of barriers and facilitating factors: personal and systems-based. Sub-themes in the personal domain included fellows' perceived resistance to consultations, residents' willingness to engage in teaching interactions, and perceptions and expectations. Sub-themes in the systems-based domain included the process of requesting the consult, the quality of the consult request, primary team structure, familiarity between residents and fellows, workload, work experience, culture of subspecialty divisions, and fellows' teaching skills. These barriers differentially affected the two stages of the consult identified in the focus groups (initial interaction and follow-up interaction). Residents and fellows want to engage in positive teaching interactions in the context of the clinical consult; however, multiple barriers influence both parties in the hospital environment. Many of these barriers are amenable to change. Interventions aimed at reducing barriers to teaching in the setting of consultation hold promise for improving teaching and learning on the wards. © 2015 John Wiley & Sons Ltd.

Geritalk: communication skills training for geriatric and palliative medicine fellows.

PubMed

Kelley, Amy S; Back, Anthony L; Arnold, Robert M; Goldberg, Gabrielle R; Lim, Betty B; Litrivis, Evgenia; Smith, Cardinale B; O'Neill, Lynn B

2012-02-01

Expert communication is essential to high-quality care for older patients with serious illness. Although the importance of communication skills is widely recognized, formal curricula for teaching communication skills to geriatric and palliative medicine fellows is often inadequate or unavailable. The current study drew upon the educational principles and format of an evidence-based, interactive teaching method to develop an intensive communication skills training course designed specifically to address the common communication challenges that geriatric and palliative medicine fellows face. The 2-day retreat, held away from the hospital environment, included large-group overview presentations, small-group communication skills practice, and development of future skills practice commitment. Faculty received in-depth training in small-group facilitation techniques before the course. Geriatric and palliative medicine fellows were recruited to participate in the course and 100% (n = 18) enrolled. Overall satisfaction with the course was very high (mean 4.8 on a 5-point scale). After the course, fellows reported an increase in self-assessed preparedness for specific communication challenges (mean increase 1.4 on 5-point scale, P < .001). Two months after the course, fellows reported a high level of sustained skills practice (mean 4.3 on 5-point scale). In sum, the intensive communication skills program, customized for the specific needs of geriatric and palliative medicine fellows, improved fellows' self-assessed preparedness for challenging communication tasks and provided a model for ongoing deliberate practice of communication skills. © 2012, Copyright the Authors Journal compilation © 2011, The American Geriatrics Society.

Moving beyond GK–12

PubMed Central

Ufnar, J. A.; Kuner, Susan; Shepherd, V. L.

2012-01-01

The National Science Foundation GK–12 program has made more than 300 awards to universities, supported thousands of graduate student trainees, and impacted thousands of K–12 students and teachers. The goals of the current study were to determine the number of sustained GK–12 programs that follow the original GK–12 structure of placing graduate students into classrooms and to propose models for universities with current funding or universities interested in starting a program. Results from surveys, literature reviews, and Internet searches of programs funded between 1999 and 2008 indicated that 19 of 188 funded sites had sustained in-classroom programs. Three distinct models emerged from an analysis of these programs: a full-stipend model, in which graduate fellows worked with partner teachers in a K–12 classroom for 2 d/wk; a supplemental stipend model in which fellows worked with teachers for 1 d/wk; and a service-learning model, in which in-classroom activity was integrated into university academic coursework. Based on these results, potential models for sustainability and replication are suggested, including establishment of formal collaborations between sustained GK–12 programs and universities interested in starting in-classroom programs; development of a new Teaching Experience for Fellows program; and integration of supplemental fellow stipends into grant broader-impact sections. PMID:22949421

Content and Accessibility of Shoulder and Elbow Fellowship Web Sites in the United States.

PubMed

Young, Bradley L; Oladeji, Lasun O; Cichos, Kyle; Ponce, Brent

2016-01-01

Increasing numbers of training physicians are using the Internet to gather information about graduate medical education programs. The content and accessibility of web sites that provide this information have been demonstrated to influence applicants' decisions. Assessments of orthopedic fellowship web sites including sports medicine, pediatrics, hand and spine have found varying degrees of accessibility and material. The purpose of this study was to evaluate the accessibility and content of the American Shoulder and Elbow Surgeons (ASES) fellowship web sites (SEFWs). A complete list of ASES programs was obtained from a database on the ASES web site. The accessibility of each SEFWs was assessed by the existence of a functioning link found in the database and through Google®. Then, the following content areas of each SEFWs were evaluated: fellow education, faculty/previous fellow information, and recruitment. At the time of the study, 17 of the 28 (60.7%) ASES programs had web sites accessible through Google®, and only five (17.9%) had functioning links in the ASES database. Nine programs lacked a web site. Concerning web site content, the majority of SEFWs contained information regarding research opportunities, research requirements, case descriptions, meetings and conferences, teaching responsibilities, attending faculty, the application process, and a program description. Fewer than half of the SEFWs provided information regarding rotation schedules, current fellows, previous fellows, on-call expectations, journal clubs, medical school of current fellows, residency of current fellows, employment of previous fellows, current research, and previous research. A large portion of ASES fellowship programs lacked functioning web sites, and even fewer provided functioning links through the ASES database. Valuable information for potential applicants was largely inadequate across present SEFWs.

Teaching a Hypothesis-driven Physical Diagnosis Curriculum to Pulmonary Fellows Improves Performance of First-Year Medical Students.

PubMed

Staitieh, Bashar S; Saghafi, Ramin; Kempker, Jordan A; Schulman, David A

2016-04-01

Hypothesis-driven physical examination emphasizes the role of bedside examination in the refinement of differential diagnoses and improves diagnostic acumen. This approach has not yet been investigated as a tool to improve the ability of higher-level trainees to teach medical students. To assess the effect of teaching hypothesis-driven physical diagnosis to pulmonary fellows on their ability to improve the pulmonary examination skills of first-year medical students. Fellows and students were assessed on teaching and diagnostic skills by self-rating on a Likert scale. One group of fellows received the hypothesis-driven teaching curriculum (the "intervention" group) and another received instruction on head-to-toe examination. Both groups subsequently taught physical diagnosis to a group of first-year medical students. An oral examination was administered to all students after completion of the course. Fellows were comfortable teaching physical diagnosis to students. Students in both groups reported a lack of comfort with the pulmonary examination at the beginning of the course and improvement in their comfort by the end. Students trained by intervention group fellows outperformed students trained by control group fellows in the interpretation of physical findings (P < 0.05). Teaching hypothesis-driven physical examination to higher-level trainees who teach medical students improves the ability of students to interpret physical findings. This benefit should be confirmed using validated testing tools.

Assessment of the CATTS Students Across Borders Program: Implications for other GK-12 Programs

NASA Astrophysics Data System (ADS)

Reynolds, A. C.; Regens, N. L.; Gray, F.; Hartstone, L. C.; Donovan, C.

2005-12-01

The Collaboration for the Advancement of Teaching Technology and Science (CATTS) is a Track 2 GK-12 program based at the University of Arizona which partners with local school districts to improve science, mathematics and technology teaching at all levels. The partnership provides students selected for the CATTS program a prestigious NSF Graduate Teaching Fellowship in K-12 Education to work with K-12 teachers as resource agents. The goals of the CATTS program are to establish sustainable partnerships with K-12 educators that integrate science, mathematics, engineering and technology research into classroom learning experiences, to create opportunities for graduate and undergraduate students to be active participants in K-12 education, and to foster effective teaching and a greater understanding of learning at all levels. One project within the CATTS program is the Students Across Borders (SAB) program. SAB, established in 2002, welcomes Hispanic and other minority high school students in their sophomore and junior years to the University of Arizona campus for a week-long, summer workshop in the natural sciences. The program is designed to nurture the Earth science interests of these students and to mentor them through the college application process. The vision of SAB is to empower students to change their fortunes by guiding them through borders that often separate them from success in higher education and careers in science. As a second component of the program, SAB sends graduate and undergraduate students (CATTS fellows) from the University into local high schools during the school year following the summer workshop to work directly with participating educators in the classroom environment. For three years, SAB has proven successful in both components of the program, as evidenced by the success of SAB alumni entering college and by the enthusiasm and continued involvement of educators in accepting fellows into their classrooms. Numerous lessons and student science fair projects have directly resulted from the CATTS/SAB presence in the classroom. However, maintaining links between goals of the summer workshop and the goals in the classroom continues to be a challenge. This poster examines the design and implementation of the SAB program, including fellows' transition from workshop to classroom, and attempts to identify areas where the linkages between the two components of the program can be strengthened. In addition, the strengths and weaknesses of the SAB program are assessed using follow-up interviews with participants and past Fellows and educators. These assessments strengthen the SAB project and the CATTS program, in general. These assessment findings have wide applicability to other educational GK-12 preparation workshops. This program is sponsored by the National Science Foundations 's Track 2 GK-12 program under grant DGE0228247.

Instructional Internships: Improving the Teaching and Learning Experience for Students, Interns, and Faculty

ERIC Educational Resources Information Center

Hemmerich, Abby L.; Hoepner, Jerry K.; Samelson, Vicki M.

2015-01-01

Students training for clinical careers must acquire skills for teaching clients, their families, and fellow professionals. Guidelines for training programs in Communication Sciences and Disorders (Speech-Language Pathology), however, do not currently include standards for pedagogy. The aim of this study was to measure changes in undergraduate…

2002 NASA-HU Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

DePriest, Douglas J. (Compiler); Murray, Deborah B. (Compiler); Berg, Jennifer J. (Compiler)

2004-01-01

Since 1964, 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 and science faculty members spend 10 weeks working with professional peers on research. NASA HQs and the American Society for Engineering Education supervise the program. Objectives: (1) To further the professional knowledge of qualified engineering and science faculty members; (2) To stimulate an exchange of ideas between participants and NASA; (3) To enrich and refresh the research and teaching activities of the participants' institutions; (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 consisting of lectures and seminars relevant to the Fellows' research.

Teaching a Hypothesis-driven Physical Diagnosis Curriculum to Pulmonary Fellows Improves Performance of First-Year Medical Students

PubMed Central

Saghafi, Ramin; Kempker, Jordan A.; Schulman, David A.

2016-01-01

Rationale: Hypothesis-driven physical examination emphasizes the role of bedside examination in the refinement of differential diagnoses and improves diagnostic acumen. This approach has not yet been investigated as a tool to improve the ability of higher-level trainees to teach medical students. Objectives: To assess the effect of teaching hypothesis-driven physical diagnosis to pulmonary fellows on their ability to improve the pulmonary examination skills of first-year medical students. Methods: Fellows and students were assessed on teaching and diagnostic skills by self-rating on a Likert scale. One group of fellows received the hypothesis-driven teaching curriculum (the “intervention” group) and another received instruction on head-to-toe examination. Both groups subsequently taught physical diagnosis to a group of first-year medical students. An oral examination was administered to all students after completion of the course. Measurements and Main Results: Fellows were comfortable teaching physical diagnosis to students. Students in both groups reported a lack of comfort with the pulmonary examination at the beginning of the course and improvement in their comfort by the end. Students trained by intervention group fellows outperformed students trained by control group fellows in the interpretation of physical findings (P < 0.05). Conclusions: Teaching hypothesis-driven physical examination to higher-level trainees who teach medical students improves the ability of students to interpret physical findings. This benefit should be confirmed using validated testing tools. PMID:26730644

78 FR 73373 - National Impaired Driving Prevention Month, 2013

Federal Register 2010, 2011, 2012, 2013, 2014

2013-12-05

... prevention programs, and are working to curtail all forms of distracted driving, including texting and cell...-based and community organizations. Together, we can teach young people, friends, and fellow citizens how...

Geritalk: Communication Skills Training for Geriatrics and Palliative Medicine Fellows

PubMed Central

Kelley, Amy S.; Back, Anthony L.; Arnold, Robert M.; Goldberg, Gabrielle R.; Lim, Betty B.; Litrivis, Evgenia; Smith, Cardinale B.; O’Neill, Lynn B.

2011-01-01

Expert communication is essential to high quality care for older patients with serious illness. While the importance of communication skills is widely recognized, formal curricula for teaching communication skills to geriatrics and palliative medicine fellows is often inadequate or unavailable. We drew upon the educational principles and format of an evidence-based, interactive teaching method, to develop an intensive communication skills training course designed specifically to address the common communication challenges faced by geriatrics and palliative medicine fellows. The 2-day retreat, held away from the hospital environment, included large-group overview presentations, small-group communication skills practice, and development of future skills practice commitment. Faculty received in-depth training in small-group facilitation techniques prior to the course. Geriatrics and palliative medicine fellows were recruited to participate in the course and 100% (n=18) enrolled. Overall satisfaction with the course was very high (mean 4.8 on 5-point scale). Compared to before the course, fellows reported an increase in self-assessed preparedness for specific communication challenges (mean increase 1.4 on 5-point scale, p<0.01). Two months after the course, fellows reported a high level of sustained skills practice (mean 4.3 on 5-point scale). In sum, the intensive communication skills program, tailored to the specific needs of geriatrics and palliative medicine fellows, improved fellows’ self-assessed preparedness for challenging communication tasks and provided a model for ongoing deliberate practice of communication skills. PMID:22211768

45 CFR 2400.65 - Teaching obligation.

Code of Federal Regulations, 2010 CFR

2010-10-01

... Master's degree, each Fellow must teach American history, American government, social studies, or... teaching done by the Fellow prior to or during graduate studies does not count towards meeting this...

45 CFR 2400.65 - Teaching obligation.

Code of Federal Regulations, 2012 CFR

2012-10-01

... Master's degree, each Fellow must teach American history, American government, social studies, or... teaching done by the Fellow prior to or during graduate studies does not count towards meeting this...

45 CFR 2400.65 - Teaching obligation.

Code of Federal Regulations, 2014 CFR

2014-10-01

... Master's degree, each Fellow must teach American history, American government, social studies, or... teaching done by the Fellow prior to or during graduate studies does not count towards meeting this...

45 CFR 2400.65 - Teaching obligation.

Code of Federal Regulations, 2013 CFR

2013-10-01

... Master's degree, each Fellow must teach American history, American government, social studies, or... teaching done by the Fellow prior to or during graduate studies does not count towards meeting this...

45 CFR 2400.65 - Teaching obligation.

Code of Federal Regulations, 2011 CFR

2011-10-01

... Master's degree, each Fellow must teach American history, American government, social studies, or... teaching done by the Fellow prior to or during graduate studies does not count towards meeting this...

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.

NASA/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program 1987

NASA Technical Reports Server (NTRS)

Tiwari, Surendra N. (Compiler)

1987-01-01

Since 1964, 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 for Engineering Education supervises the programs. Objectives: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate and exchange ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of participants' institutions; (4) to contribute to the research objectives of the NASA center. Program Description: College or university faculty members were appointed as Research Fellows to spend 10 weeks in cooperative research and study at the NASA Langley Research Center. The Fellow devoted approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program consisted of lectures and seminars on topics of interest or that are directly relevant to the Fellows' research topic.

From the inside out: Eagle Rock School Producing a New Generation of CES Teachers

ERIC Educational Resources Information Center

Condon, Dan

2008-01-01

In this article, the author gives an overview of Eagle Rock School's Teaching Fellowship Program which he founded in collaboration with Public Allies, Inc. and under the auspices of Eagle Rock's Professional Development Center. Eagle Rock's Teaching Fellowship has two perspectives: (1) local; and (2) global. Locally, Fellows contribute skills,…

Ethics and professionalism education during neonatal-perinatal fellowship training in the United States.

PubMed

Cummings, C L; Geis, G M; Kesselheim, J C; Sayeed, S

2015-10-01

The objectives of this study were to determine the perceived adequacy of ethics and professionalism education for neonatal-perinatal fellows in the United States, and to measure confidence of fellows and recent graduates when navigating ethical issues. Neonatal-Perinatal Fellowship Directors, fellows and recent graduates were surveyed regarding the quality and type of such education during training, and perceived confidence of fellows/graduates in confronting ethical dilemmas. Forty-six of 97 Directors (47%) and 82 of 444 fellows/graduates (18%) completed the surveys. Over 97% of respondents agreed that ethics training is 'important/very important'. Only 63% of Directors and 37% of fellows/graduates rated ethics education as 'excellent/very good' (P=0.004). While 96% of Directors reported teaching of ethics, only 70% of fellows/graduates reported such teaching (P<0.001). Teaching methods and their perceived effectiveness varied widely. Training in ethics and professionalism for fellows is important, yet currently insufficient; a more standardized curriculum may be beneficial to ensure that trainees achieve competency.

Practical Applications for Maintenance of Certification Products in Child and Adolescent Residency Training.

PubMed

Williams, Laurel L; Sexson, Sandra; Dingle, Arden D; Young-Walker, Laine; John, Nadyah; Hunt, Jeffrey

2016-04-01

The authors evaluated whether Maintenance of Certification (MOC) Performance-in-Practice products in training increases trainee knowledge of MOC processes and is viewed by trainees as a useful activity. Six child and adolescent psychiatry fellowships used MOC products in continuity clinics to assess their usefulness as training tools. Two surveys assessed initial knowledge of MOC and usefulness of the activity. Forty-one fellows completed the initial survey. A majority of first-year fellows indicated lack of awareness of MOC in contrast to a majority of second-year fellows who indicated some awareness. Thirty-five fellows completed the second survey. A majority of first- and second-year fellows found the activity easy to execute and would change something about their practice as a result. Using MOC products in training appears to be a useful activity that may assist training programs in teaching the principles of self- and peer-learning.

Reciprocal Education Experiences In Two GK-12 Programs: Teachers Learning And Students Teaching In Diverse Settings

NASA Astrophysics Data System (ADS)

Mayo, M.; Williams, C.; Rodriguez, T.; Greely, T.; Pyrtle, A. J.; Rivera-Rentas, A. L.; Vilches, M.

2004-12-01

The National Science Foundation's Graduate Teaching Fellows in K-12 Education (GK-12) Program has enabled science, technology, engineering and mathematics (STEM) graduate schools across the country to become more active in local area K-12 schools. An overview of a graduate student's experiences, insights gained and lessons learned as a Fellow in the 2003-2004 Universidad Metropolitana's (UMET) environmental science and the 2004-2005 University of South Florida's (USF) ocean science GK-12 Programs is presented. The major goals of the 2003-2004 UMET GK-12 Program were 1) to enrich environmental science teaching and learning via a thematic approach in eight local public schools and 2) to provide UMET graduate students with exposure to teaching methodologies and practical teaching experience. Utilizing examples from local environments in and nearby Carolina, Puerto Rico to teach key science principles at Escuela de la Comunidad Juana Rodriguez Mundo provided numerous opportunities to relate science topics to students' daily life experiences. By 2004, the UMET GK-12 Program had successfully engaged the entire student body (primarily comprised of bilingual minority kindergarten to sixth graders), teachers and school administrators in environment-focused teaching and learning activities. Examples of such activities include tree planting projects to minimize local erosion, conducting a science fair for the first time in many years, and numerous opportunities to experience what "real scientists do" while conducting environmental science investigations. During the 2004-2005 academic year, skills, insights and lessons learned as a UMET GK-12 Fellow are being further enhanced through participation in the USF GK-12 OCEANS Program. The overall objectives of the 2004-2005 USF GK-12 OCEANS assignment at Madeira Beach Elementary School in Saint Petersburg, Florida are to 1) engage students from various ethnic backgrounds and cultures in hands-on science activities, 2) enhance the school's third grade ocean science education curriculum, and 3) foster dialog between students at Madeira Beach Elementary School and Escuela de la Comunidad Juana Rodriguez Mundo, via exchange of pictures, video recordings, letters and emails related to environment-focused learning activities being undertaken at the two schools. In addition to these objectives, during the 2004-2005 academic year several ocean science-focused activities, the majority of which were adapted and/or identified from either the UMET GK-12 or USF OCEAN GK-12 Programs, will be utilized to further stimulate Madeira Beach Elementary School third graders' critical thinking skills. Examples of such activities, including hands-on exercises, case studies, games and field trips are highlighted in this presentation.

Nutrition Education for Pediatric Gastroenterology, Hepatology and Nutrition Fellows: A Survey of NASPGHAN Fellowship Training Programs

PubMed Central

Martinez, J. Andres; Koyama, Tatsuki; Acra, Sari; Mascarenhas, Maria R.; Shulman, Robert J.

2012-01-01

Objectives The aim of the study was to assess the methodology and content of nutrition education during gastroenterology fellowship training and the variability among the different programs. Methods A survey questionnaire was completed by 43 fellowship training directors of 62 active programs affiliated to NASPGHAN, including sites in the United States, Canada and Mexico. The data were examined for patterns in teaching methodology and coverage of specific nutrition topics based on Level 1 training in nutrition, which is the minimum requirement according to published NASPGHAN fellowship training guidelines. Results The majority of the teaching was conducted by MD degree faculty (61%), and most of the education was provided through clinical care experiences. Only 31% of Level 1 nutrition topics were consistently covered by more than 80% of programs, and coverage did not correlate with the size of the programs. Competency in nutrition training was primarily assessed through questions to individuals or groups of fellows (77 and 65%, respectively). Program directors cited a lack of faculty interested in nutrition and a high workload as common obstacles for teaching. Conclusions The methodology of nutrition education during gastroenterology fellowship training is for the most part unstructured and inconsistent among the different programs. The minimum Level 1 requirements are not consistently covered. The development of core curriculums and learning modules may be beneficial in improving nutrition education. PMID:22343911

Investing in Teachers for Student Success: The Teaching Fellows Program

ERIC Educational Resources Information Center

Wendel, Amy; Mantil, Ann

2008-01-01

Capital City Public Charter School was founded in 2000 with a vision of an academic program built on progressive principles and research on educational best practices. An Expeditionary Learning school and CES affiliate, Capital City was not standard fare for graduates of the average teacher training program. From the beginning, it was clear that a…

Broadening Educational Horizons: The National Science Foundation GK-12 Teaching Fellowship Program at the University of Maine, Orono, ME, USA.

NASA Astrophysics Data System (ADS)

Wilson, K. R.; Kelley, J. T.

2005-12-01

The future of meaningful scientific research in the United States depends heavily upon the quality of the science and mathematics education received by students in our grade K-12 education system. The National Science Foundation's GK-12 Teaching Fellowship Program provides opportunities for scientific enrichment for students and their teachers at the K-12 level. Currently in its fifth year at the University of Maine, Orono, the program is one of over 100 such programs in the country. Last year, the program was honored by the New England Board of Higher Education with a Regional Award for Excellence in Project Achievement. The program has three broad goals: to enrich the scientific education of students by providing equipment, role models, and expertise that they may not otherwise be exposed; to provide professional development for teachers through curriculum enrichment and participation at scientific conferences; and to improve the teaching and communication skills of fellows. Fellows represent a broad spectrum of research interests at the University of Maine, including Biology, Chemistry, Engineering, Forestry, Geological Sciences, and Marine Science. This past year, 13 graduate students and 1 undergraduate student worked with 52 teachers and 2300 students in 26 schools across the state of Maine. The benefits of this program are tangible and substantial. New awareness of the innovative ways that K-12 and University education systems can work together to promote hands-on science and the scientific method, is one of the major contributions of the NSF GK-12 Teaching Fellowship Program.

Collaborative Aerospace Research and Fellowship Program at NASA Glenn Research Center

NASA Technical Reports Server (NTRS)

Heyward, Ann O.; Kankam, Mark D.

2004-01-01

During the summer of 2004, a 10-week activity for university faculty entitled the NASA-OAI Collaborative Aerospace Research and Fellowship Program (CFP) was conducted at the NASA Glenn Research Center in collaboration with the Ohio Aerospace Institute (OAI). This is a companion program to the highly successful NASA Faculty Fellowship Program and its predecessor, the NASA-ASEE Summer Faculty Fellowship Program that operated for 38 years at Glenn. The objectives of CFP parallel those of its companion, viz., (1) to further the professional knowledge of qualified engineering and science faculty,(2) to stimulate an exchange of ideas between teaching participants and employees of NASA, (3) to enrich and refresh the research and teaching activities of participants institutions, and (4) to contribute to the research objectives of Glenn. However, CFP, unlike the NASA program, permits faculty to be in residence for more than two summers and does not limit participation to United States citizens. Selected fellows spend 10 weeks at Glenn working on research problems in collaboration with NASA colleagues and participating in related activities of the NASA-ASEE program. This year's program began officially on June 1, 2004 and continued through August 7, 2004. Several fellows had program dates that differed from the official dates because university schedules vary and because some of the summer research projects warranted a time extension beyond the 10 weeks for satisfactory completion of the work. The stipend paid to the fellows was $1200 per week and a relocation allowance of $1000 was paid to those living outside a 50-mile radius of the Center. In post-program surveys from this and previous years, the faculty cited numerous instances where participation in the program has led to new courses, new research projects, new laboratory experiments, and grants from NASA to continue the work initiated during the summer. Many of the fellows mentioned amplifying material, both in undergraduate and graduate courses, on the basis of the summer s experience at Glenn. A number of 2004 fellows indicated that proposals to NASA will grow out of their summer research projects. In addition, some journal articles and NASA publications will result from this past summer s activities. Fellows from past summers continue to send reprints of articles that resulted from work initiated at Glenn. This report is intended primarily to summarize the research activities comprising the 2004 CFP Program at Glenn. Particular research studies include: 1) Development of an Imaging-Based, Computational Fluid Dynamics Tool to Assess Fluid Mechanics in Experimental Models that Simulate Blood Vessels; 2) Analysis of Nanomaterials Produced from Precursors; and 3) LEO Propagation Analysis Tool.

Collaboration at the Nanoscale: Exploring Viral Genetics with Electron Microscopy

ERIC Educational Resources Information Center

Duboise, S. Monroe; Moulton, Karen D.; Jamison, Jennifer L.

2009-01-01

The Maine Science Corps is a project sponsored by the National Science Foundation's (NSF) Graduate Teaching Fellows in K-12 Education (GK-12 ) program. Through this program, the University of Southern Maine's (USM) virology and transmission electron microscopy (TEM) research group provides high school teachers and students in rural areas with…

Institute on Human Values in Medicine. Reports of the Institute Fellows. 1973-74.

ERIC Educational Resources Information Center

Society for Health and Human Values, Philadelphia, PA.

This document is a compilation of reports of persons involved in the fellowship program offered by the Institute of Health and Human Values. The fellowship program centers around recognition of a need to support faculty development so that appropriately trained people can be available for emerging programs that teach human values as part of health…

National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program: 1995. Volume 1

NASA Technical Reports Server (NTRS)

Hyman, William A. (Editor); Sickorez, Donn G. (Editor)

1996-01-01

The objectives of the JSC NASA/ASEE Summer Faculty Fellowship Program, which began nationally in 1964 and at JSC in 1965, are (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of the participants' institutions; and (4) to contribute to the research objectives of the NASA centers. Each faculty fellow spent at least 10 weeks at JSC engaged in a research project in collaboration with a NASA/JSC colleague. In addition to the faculty participants, the 1995 program included five students. This document is a compilation of the first fifteen of twenty-seven final reports on the research projects completed by the faculty fellows and visiting students during the summer of 1995. The reports of two of the students are integral with that of the respective fellow. Three students wrote separate reports included in Volume 2.

1998 NASA-HU American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Marable, William P. (Compiler); Murray, Deborah B. (Compiler)

1998-01-01

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 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. The program objectives include: (1) To further the professional knowledge of qualified engineering and science faculty members; (2) To stimulate and exchange ideas between participants and NASA; (3) To enrich and refresh the research and teaching activities of participants' institutions; (4) To contribute to the research objectives of the NASA center. 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 interest or that are directly relevant to the Fellows' research topics. The lecture and seminar leaders will be distinguished scientists and engineers from NASA, education, and industry.

2001 NASA-ODU American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Tiwari, Surendra N. (Compiler); Murray, Deborah B. (Compiler); Hathaway, Roger A. (Technical Monitor)

2002-01-01

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 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises these programs. Objectives: (1) To further the professional knowledge of qualified engineering and science faculty members; (2) To stimulate and exchange ideas between participants and NASA; (3) To enrich and refresh the research and teaching activities of participants' institutions; (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 interest or that are directly relevant to the Fellow's research topics. The lecture and seminar leaders wil be distinguished scientists and engineers from NASA, education and industry.

1996 NASA-Hampton University American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Spencer, John H. (Compiler); Young, Deborah B. (Compiler)

1996-01-01

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 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. The objectives were: (1) To further the professional knowledge of qualified engineering and science faculty members; (2) To stimulate and exchange ideas between participants and NASA; (3) To enrich and refresh the research and teaching activities of participants institutions; (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 interest or that are directly relevant to the Fellows' research topics. The lectures and seminar leaders will be distinguished scientists and engineers from NASA, education, or industry.

1999 NASA - ODU American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Tiwari, Surendra N. (Compiler); Murray, Deborah B. (Compiler)

2000-01-01

Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program or 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 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. Objectives: (1) To further the professional knowledge of qualified engineering and science faculty members; (2) To stimulate and exchange ideas between participants and NASA; (3) To enrich and refresh the research and teaching activities of participants' institutions; (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 interest or that are directly relevant to the Fellows' research topics. The lecture and seminar leaders will be distinguished scientists and engineers from NASA, education, and industry.

Exploring Astrobiology: Future and In-Service Teacher Research Experiences

NASA Astrophysics Data System (ADS)

Cola, J.; Williams, L. D.; Snell, T.; Gaucher, E.; Harris, B.; Usselman, M. C.; Millman, R. S.

2009-12-01

The Georgia Tech Center for Ribosome Adaptation and Evolution, a center funded by the NASA Astrobiology Institute, developed an educational Astrobiology program titled, “Life on the Edge: Astrobiology.” The purpose of the program was to provide educators with the materials, exposure, and skills necessary to prepare our future workforce and to foster student interest in scientific discovery on Earth and throughout the universe. A one-week, non-residential summer enrichment program for high school students was conducted and tested by two high school educators, an undergraduate student, and faculty in the Schools of Biology, and Chemistry and Biochemistry at Georgia Tech. In an effort to promote and encourage entry into teaching careers, Georgia Tech paired in-service teachers in the Georgia Intern-Fellowship for Teachers (GIFT) program with an undergraduate student interested in becoming a teacher through the Tech to Teaching program. The GIFT and Tech to Teaching fellows investigated extremophiles which have adapted to life under extreme environmental conditions. As a result, extremophiles became the focus of a week-long, “Life on the Edge: Astrobiology” curriculum aligned with the Georgia Performance Standards in Biology. Twenty-five high school students explored the adaptation and survival rates for various types of extremophiles exposed to UV radiation and desiccation; students were also introduced to hands-on activities and techniques such as genomic DNA purification, gel electrophoresis, and Polymerase Chain Reaction (PCR). The impact on everyone invested and involved in the Astrobiology program including the GIFT and Tech to Teaching fellows, high school students, and faculty are discussed.

Effectiveness of Integrating Simulation with Art-Based Teaching Strategies on Oncology Fellows' Performance Regarding Breaking Bad News.

PubMed

Yakhforoshha, Afsaneh; Emami, Seyed Amir Hossein; Shahi, Farhad; Shahsavari, Saeed; Cheraghi, Mohammadali; Mojtahedzadeh, Rita; Mahmoodi-Bakhtiari, Behrooz; Shirazi, Mandana

2018-02-21

The task of breaking bad news (BBN) may be improved by incorporating simulation with art-based teaching methods. The aim of the present study was to assess the effect of an integrating simulation with art-based teaching strategies, on fellows' performance regarding BBN, in Iran. The study was carried out using quasi-experimental methods, interrupted time series. The participants were selected from medical oncology fellows at two teaching hospitals of Tehran University of Medical Sciences (TUMS), Iran. Participants were trained through workshop, followed by engaging participants with different types of art-based teaching methods. In order to assess the effectiveness of the integrating model, fellows' performance was rated by two independent raters (standardized patients (SPs) and faculty members) using the BBN assessment checklist. This assessment tool measured seven different domains of BBN skill. Segmented regression was used to analyze the results of study. Performance of all oncology fellows (n = 19) was assessed for 228 time points during the study, by rating three time points before and three time points after the intervention by two raters. Based on SP ratings, fellows' performance scores in post-training showed significant level changes in three domains of BBN checklist (B = 1.126, F = 3.221, G = 2.241; p < 0.05). Similarly, the significant level change in fellows' score rated by faculty members in post-training was B = 1.091, F = 3.273, G = 1.724; p < 0.05. There was no significant change in trend of fellows' performance after the intervention. Our results showed that using an integrating simulation with art-based teaching strategies may help oncology fellows to improve their communication skills in different facets of BBN performance. Iranian Registry of Clinical Trials ID: IRCT2016011626039N1.

Research Reports: 1986 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Freeman, L. Michael (Editor); Speer, Fridtjof A. (Editor); Cothran, Ernestine K. (Editor); Karr, Gerald R. (Editor)

1986-01-01

For the 22th consecutive year, a NASA/ASEE Summer Faculty Fellowship Program was conducted for the summer of 1986 by the University of Alabama and Marshall Space Flight Center. The basic objectives of the program are: (1)to further the professional knowledge of qualified engineering and science faculty members; (2)to stimulate an exchange of ideas between participants and NASA; (3)to enrich and refresh the research and teaching activities of the participants' institution; and (4)to contribute to the research objectives of the NASA center. The Faculty Fellows spent ten weeks at MSFC engaged in a research project compatible with their interest and background and worked in collaboration with a NASA/MSFC colleague. This is a compilation of Fellows' reports on their research.

Organization and Implementation of a University-Wide Collaboration for Advancing Teaching Technology and Science in Public Schools

NASA Astrophysics Data System (ADS)

Regens, N.; Hall-Wallace, M. K.

2003-12-01

The University of Arizona's Collaboration for the Advancement of Teaching Technology and Science (CATTS) was formed 4 years ago for the purpose of teaming university graduate and undergraduate science students with local K-12 teachers to enhance science teaching at all grade levels. This NSF-funded GK-12 program has been remarkably successful at training university students to use exemplary science education materials and to enable them to work within the culture of K-12 classrooms. The program relies on the formation and maintainence of a respectful, robust, and mutually beneficial relationship between the university and Tucson area school districts, school principals, and schoolteachers. This paper explores the process we have used and are using to build and maintain a partnership between two very diverse cultures: the K-12 culture and the university's research-based culture. The CATTS program links University of Arizona outreach projects with schools, trains CATTS Fellows on current educational pedagogical thinking, and provides a means of evaluating the teaching effectiveness of CATTS Fellows. The presentation will describe the strategies and techniques for building and maintaining alliances and creating ownership of the CATTS programs by school districts, school administrators, and teachers. We will also describe recruiting and training practices and various corrective actions we have taken to improve the program over its lifetime. The CATTS program provides an effective outreach tool for educational programs in geophysics, marine biology and oceanography, climatology, hydrology, and space physics and astronomy, to name a few. As such it is an example of a core outreach program that can be used at research universities, national research facilities, or non-research oriented colleges. The program also provides an effective way to train future teaching professors and scientists to effectively participate in formal and informal education and public outreach programs.

Integrating long-term science projects into K-12 curriculum: Fostering teacher-student engagement in urban environmental research through an NSF UCLA GK-12 program

NASA Astrophysics Data System (ADS)

Hogue, T. S.; Moldwin, M.; Nonacs, P.; Daniel, J.; Shope, R.

2009-12-01

A National Science Foundation Graduate Teaching Fellows in K- 12 Education program at UCLA (SEE-LA; http://measure.igpp.ucla.edu/GK12-SEE-LA) has just completed its first year (of a five-year program) and has greatly expanded UCLA’s science and engineering partnerships with LA Unified and Culver City Unified School Districts. The SEE-LA program partners UCLA faculty, graduate students (fellows), middle and high school science teachers and their students into a program of science and engineering exploration that brings the environment of Los Angeles into the classroom. UCLA graduate fellows serve as scientists-in-residence at the four partner schools to integrate inquiry-based science and engineering lessons, facilitate advancements in science content teaching, and ultimately, to improve their own science communication skills. As part of their fellowship, graduate students are required to develop three inquiry-based lessons in their partner classroom, including a lesson focused on their dissertation research, a lesson focused on the environmental/watershed theme of the project, and a lesson that involves longer-term data collection and synthesis with the grade 6-12 teachers and students. The developed long-term projects ideally involve continued observations and analysis through the five-year project and beyond. During the first year of the project, the ten SEE-LA fellows developed a range of long-term research projects, from seasonal invertebrate observations in an urban stream system, to home energy consumption surveys, to a school bioblitz (quantification of campus animals and insects). Examples of lesson development and integration in the classroom setting will be highlighted as well as tools required for sustainability of the projects. University and local pre-college school partnerships provide an excellent opportunity to support the development of graduate student communication skills while also contributing significantly to the integration of sustainable research projects into K-12 curriculum.

Nutrition education for pediatric gastroenterology, hepatology, and nutrition fellows: survey of NASPGHAN fellowship training programs.

PubMed

Martinez, J Andres; Koyama, Tatsuki; Acra, Sari; Mascarenhas, Maria R; Shulman, Robert J

2012-08-01

The aim of the study was to assess the methodology and content of nutrition education during gastroenterology fellowship training and the variability among the different programs. A survey questionnaire was completed by 43 fellowship training directors of 62 active programs affiliated to the North American Society for Pediatric Gastroenterology, Hepatology, and Nutrition, including sites in the United States, Canada, and Mexico. The data were examined for patterns in teaching methodology and coverage of specific nutrition topics based on level 1 training in nutrition, which is the minimum requirement according to the published North American Society for Pediatric Gastroenterology, Hepatology, and Nutrition fellowship training guidelines. The majority of the teaching was conducted by MD-degree faculty (61%), and most of the education was provided through clinical care experiences. Only 31% of the level 1 nutrition topics were consistently covered by >80% of programs, and coverage did not correlate with the size of the programs. Competency in nutrition training was primarily assessed through questions to individuals or groups of fellows (77% and 65%, respectively). Program directors cited a lack of faculty interested in nutrition and a high workload as common obstacles for teaching. The methodology of nutrition education during gastroenterology fellowship training is, for the most part, unstructured and inconsistent among the different programs. The minimum level 1 requirements are not consistently covered. The development of core curriculums and learning modules may be beneficial in improving nutrition education.

National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program: 1995.. Volume 2

NASA Technical Reports Server (NTRS)

Hyman, William A. (Editor); Sickorez, Donn G. (Editor)

1996-01-01

The JSC NASA/ASEE Summer Faculty Fellowship Program was conducted at JSC, including the White Sands Test Facility, by Texas A&M University and JSC. The objectives of the program, which began nationally in 1964 and at JSC in 1965, are (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of the participants' institutions; and (4) to contribute to the research objectives of the NASA centers. Each faculty fellow spent at least 10 weeks at JSC engaged in a research project in collaboration with a NASA/JSC colleague. In addition to the faculty participants, the 1995 program included five students. This document is a compilation of the final reports on the research projects completed by the faculty fellows and visiting students during the summer of 1995. The reports of two of the students are integral with that of the respective fellow. Three students wrote separate reports.

An active learning curriculum improves fellows' knowledge and faculty teaching skills.

PubMed

Inra, Jennifer A; Pelletier, Stephen; Kumar, Navin L; Barnes, Edward L; Shields, Helen M

2017-01-01

Traditional didactic lectures are the mainstay of teaching for graduate medical education, although this method may not be the most effective way to transmit information. We created an active learning curriculum for Brigham and Women's Hospital (BWH) gastroenterology fellows to maximize learning. We evaluated whether this new curriculum improved perceived knowledge acquisition and knowledge base. In addition, our study assessed whether coaching faculty members in specific methods to enhance active learning improved their perceived teaching and presentation skills. We compared the Gastroenterology Training Exam (GTE) scores before and after the implementation of this curriculum to assess whether an improved knowledge base was documented. In addition, fellows and faculty members were asked to complete anonymous evaluations regarding their learning and teaching experiences. Fifteen fellows were invited to 12 lectures over a 2-year period. GTE scores improved in the areas of stomach ( p <0.001), general gastroenterology ( p =0.005), esophagus ( p <0.001), and small bowel ( p =0.001), and the total score ( p =0.001) between pre- and postimplementation of the active learning curriculum. Scores in hepatology, as well as biliary and pancreatic study, showed a trend toward improvement ( p >0.05). All fellows believed the lectures were helpful, felt more prepared to take the GTE, and preferred the interactive format to traditional didactic lectures. All lecturers agreed that they acquired new teaching skills, improved teaching and presentation skills, and learned new tools that could help them teach better in the future. An active learning curriculum is preferred by GI fellows and may be helpful for improving transmission of information in any specialty in medical education. Individualized faculty coaching sessions demonstrating new ways to transmit information may be important for an individual faculty member's teaching excellence.

Building the capacity to solve complex health challenges in sub-Saharan Africa: CARTA's multidisciplinary PhD training.

PubMed

Fonn, Sharon; Egesah, Omar; Cole, Donald; Griffiths, Frances; Manderson, Lenore; Kabiru, Caroline; Ezeh, Alex; Thorogood, Margaret; Izugbara, Chimaraoke

2016-12-27

To develop a curriculum (Joint Advanced Seminars [JASs]) that produced PhD fellows who understood that health is an outcome of multiple determinants within complex environments and that approaches from a range of disciplines is required to address health and development within the Consortium for Advanced Research Training in Africa (CARTA). We sought to attract PhD fellows, supervisors and teaching faculty from a range of disciplines into the program. Multidisciplinary teams developed the JAS curriculum. CARTA PhD fellowships were open to academics in consortium member institutions, irrespective of primary discipline, interested in doing a PhD in public and population health. Supervisors and JAS faculty were recruited from CARTA institutions. We use routine JAS evaluation data (closed and open-ended questions) collected from PhD fellows at every JAS, a survey of one CARTA cohort, and an external evaluation of CARTA to assess the impact of the JAS curriculum on learning. We describe our pedagogic approach, arguing its centrality to an appreciation of multiple disciplines, and illustrate how it promotes working in multidisciplinary ways. CARTA has attracted PhD fellows, supervisors and JAS teaching faculty from across a range of disciplines. Evaluations indicate PhD fellows have a greater appreciation of how disciplines other than their own are important to understanding health and its determinants and an appreciation and capacity to employ mixed methods research. In the short term, we have been effective in promoting an understanding of multidisciplinarity, resulting in fellows using methods from beyond their discipline of origin. This curriculum has international application.

Palliative Care Training in Surgical Oncology and Hepatobiliary Fellowships: A National Survey of Program Directors.

PubMed

Larrieux, Gregory; Wachi, Blake I; Miura, John T; Turaga, Kiran K; Christians, Kathleen K; Gamblin, T Clark; Peltier, Wendy L; Weissman, David E; Nattinger, Ann B; Johnston, Fabian M

2015-12-01

Despite previous literature affirming the importance of palliative care training in surgery, there is scarce literature about the readiness of Surgical Oncology and hepatopancreaticobiliary (HPB) fellows to provide such care. We performed the first nationally representative study of surgical fellowship program directors' assessment of palliative care education. The aim was to capture attitudes about the perception of palliative care and disparity between technical/clinical education and palliative care training. A survey originally used to assess surgical oncology and HPB surgery fellows' training in palliative care, was modified and sent to Program Directors of respective fellowships. The final survey consisted of 22 items and was completed online. Surveys were completed by 28 fellowship programs (70 % response rate). Only 60 % offered any formal teaching in pain management, delivering bad news or discussion about prognosis. Fifty-eight percent offered formal training in basic communication skills and 43 % training in conducting family conferences. Resources were available, with 100 % of the programs having a palliative care consultation service, 42 % having a faculty member with recognized clinical interest/expertise in palliative care, and 35 % having a faculty member board-certified in Hospice and Palliative Medicine. Our data shows HPB and surgical oncology fellowship programs are providing insufficient education and assessment in palliative care. This is not due to a shortage of faculty, palliative care resources, or teaching opportunities. Greater focus one valuation and development of strategies for teaching palliative care in surgical fellowships are needed.

A Model for Postdoctoral Education That Promotes Minority and Majority Success in the Biomedical Sciences

PubMed Central

Eisen, Arri; Eaton, Douglas C.

2017-01-01

How does the United States maintain the highest-quality research and teaching in its professional science workforce and ensure that those in this workforce are effectively trained and representative of national demographics? In the pathway to science careers, the postdoctoral stage is formative, providing the experiences that define the independent work of one’s first faculty position. It is also a stage in which underrepresented minorities (URMs) disproportionately lose interest in pursuing academic careers in science and, models suggest, a point at which interventions to increase proportions of URMs in such careers could be most effective. We present a mixed-methods, case study analysis from 17 years of the Fellowships in Research and Science Teaching (FIRST) postdoctoral program, to our knowledge the largest and longest continuously running science postdoctoral program in the United States. We demonstrate that FIRST fellows, in sharp contrast to postdocs overall, are inclusive of URMs (50% African American; 70% women) and as or more successful in their fellowships and beyond as a comparison group (measured by publication rate, attainment of employment in academic science careers, and eventual research grant support). Analysis of alumni surveys and focus group discussions reveals that FIRST fellows place highest value on the cohort-driven community and the developmental teaching and research training the program provides. PMID:29196426

1997 NASA-ODU American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Tiwari, Surendra N. (Compiler); Young, Deborah B. (Compiler)

1998-01-01

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 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. Objectives of the program are as follows: (1) To further the professional knowledge of qualified engineering and science faculty members, (2) To stimulate and exchange ideas 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 is as follows: 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 interest or that are directly relevant to the Fellows' research topics. The lectures and seminar leaders will be distinguished scientists and engineers from NASA, education, and industry.

Research reports: 1994 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)

1994-01-01

For the 30th consecutive year, a NASA/ASEE Summer Faculty Fellowship Program was conducted at the Marshall Space Flight Center (MSFC). The basic objectives of the programs, which are in the 31st year of operation nationally, are (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas 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 centers. The Faculty Fellows spent 10 weeks at MSFC engaged in a research project compatible with their interests and background and worked in collaboration with a NASA/MSFC colleague. This document is a compilation of Fellows' reports on their research during the summer of 1994.

National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1994, volume 1

NASA Technical Reports Server (NTRS)

Bannerot, Richard; Sickorez, Donn G.

1995-01-01

The JSC NASA/ASEE Summer Faculty Fellowship Program was conducted by Texas A&M University and JSC. The objectives of the program, which began nationally in 1964 and at JSC in 1965 are to: (1) further the professional knowledge of qualified engineering and science faculty members, (2) stimulate an exchange of ideas between participants and NASA, (3) enrich and refresh the research and teaching activities of participants' institutions, and (4) contribute to the research objectives of the NASA centers. Each faculty fellow spent at least 10 weeks at JSC engaged in a research project in collaboration with a NASA JSC colleague. This document is a compilation of the final reports on the research projects completed by the faculty fellows during the summer of 1994.

National Aeronautics and Space Administration (NASA) /American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program. Volume 1

NASA Technical Reports Server (NTRS)

Bannerot, Richard B. (Editor); Sickorez, Donn G. (Editor)

1997-01-01

The 1996 JSC NASA/ASEE Summer Faculty Fellowship Program was conducted by the University of Houston and JSC. The objectives of the program, which began nationally in 1964 and at JSC in 1965 are to (1) further the professional knowledge qualified engineering and science faculty members, (2) stimulate an exchange of ideas between participants and NASA, (3) refresh the research and teaching activities of participants' institutions, and (4) contribute to the research objectives of the NASA centers. Each faculty fellow spent at least 10 weeks at JSC engaged in a research project in collaboration with a NASA JSC colleague. This document is a compilation of the final reports on the research projects completed by the faculty fellows during the summer of 1996.

Educational Gaps in Molecular Diagnostics, Genomics, and Personalized Medicine in Dermatopathology Training: A Survey of U.S. Dermatopathology Fellowship Program Directors.

PubMed

Torre, Kristin; Russomanno, Kristen; Ferringer, Tammie; Elston, Dirk; Murphy, Michael J

2018-01-01

Molecular technologies offer clinicians the tools to provide high-quality, cost-effective patient care. We evaluated education focused on molecular diagnostics, genomics, and personalized medicine in dermatopathology fellowship training. A 20-question online survey was emailed to all (n = 53) Accreditation Council for Graduate Medical Education (ACGME)-accredited dermatopathology training programs in the United States. Thirty-one of 53 program directors responded (response rate = 58%). Molecular training is undertaken in 74% of responding dermatopathology fellowships, with levels of instruction varying among dermatology-based and pathology-based programs. Education differed for dermatology- and pathology-trained fellows in approximately one-fifth (19%) of programs. Almost half (48%) of responding program directors believe that fellows are not currently receiving adequate molecular education, although the majority (97%) expect to incorporate additional instruction in the next 2-5 years. Factors influencing the incorporation of relevant education include perceived clinical utility and Accreditation Council for Graduate Medical Education/residency review committee (RRC) requirements. Potential benefits of molecular education include increased medical knowledge, improved patient care, and promotion of effective communication with other healthcare professionals. More than two-thirds (68%) of responding program directors believe that instruction in molecular technologies should be required in dermatopathology fellowship training. Although all responding dermatopathology fellowship program directors agreed that molecular education is important, only a little over half of survey participants believe that their fellows receive adequate instruction. This represents an important educational gap. Discussion among those who oversee fellow education is necessary to best integrate and evaluate teaching of molecular dermatopathology.

Hampton University/American Society for Engineering Education/NASA Summer Faculty Fellowship Program 1986

NASA Technical Reports Server (NTRS)

Spencer, J. H. (Compiler)

1986-01-01

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 qualified engineering and science faculty members; (2) to stimulate and exchange ideas between participants and NASA; (3) To enrich and refresh the research and teaching activities of participants' institutions; (4) to contribute to the research objectives of the NASA center. Program Description: College or university will be faculty members 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 Fellows' research project. The lecturers and seminar leaders will be distinguished scientists and engineers from NASA, education or industry.

The 1995 NASA-ODU American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Tiwari, Surendra N. (Compiler); Young, Deborah B. (Compiler)

1995-01-01

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 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. The objectives of this program are: (1) To further the professional knowledge of qualified engineering and science faculty members; (2) To stimulate and exchange ideas 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. 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 interest or that are directly relevant to the Fellows' research topics. The lectures and seminar leaders will be distinguished scientists and engineers from NASA, education, or industry.

NASA/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1985

NASA Technical Reports Server (NTRS)

Goglia, G. (Compiler)

1985-01-01

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 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. The objectives of this program are: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to simulate and exchange ideas 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. 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 fellows 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 fellows' research project. The lecturers and seminar leaders will be distinguished scientists and engineers from NASA, the educational community, or industry.

SoTL Research Fellows: Collaborative Pathfinding through Uncertain Terrain

ERIC Educational Resources Information Center

Marquis, Elizabeth; Holmes, Trevor; Apostolou, Konstantinos; Centea, Dan; Cockcroft, Robert; Knorr, Kris; Maclachlan, John C.; Monteiro, Sandra D.; Karamanis, Theomary

2017-01-01

From 2014-2016, Scholarship of Teaching and Learning (SoTL) Research Fellows at a mid-sized Canadian research-intensive, medical-doctoral university undertook to study their own formation as scholars of teaching and learning, as well as benefits and challenges of their cross-appointment to our central teaching and learning institute from their…

STAR - Research Experiences at National Laboratory Facilities for Pre-Service and Early Career Teachers

NASA Astrophysics Data System (ADS)

Keller, J. M.; Rebar, B.; Buxner, S.

2012-12-01

The STEM Teacher and Researcher (STAR) Program provides pre-service and beginning teachers the opportunity to develop identity as both teachers and researchers early in their careers. Founded and implemented by the Center for Excellence in Science and Mathematics Education (CESaME) at California Polytechnic State University on behalf of the California State University (CSU) system, STAR provides cutting edge research experiences and career development for students affiliated with the CSU system. Over the past three summers, STAR has also partnered with the NSF Robert Noyce Teacher Scholarship Program to include Noyce Scholars from across the country. Key experiences are one to three summers of paid research experience at federal research facilities associated with the Department of Energy (DOE), National Aeronautics and Space Administration (NASA), National Oceanic and Atmospheric Association (NOAA), and the National Optical Astronomy Observatory (NOAO). Anchoring beginning teachers in the research community enhances participant understanding of what it means to be both researchers and effective teachers. Since its inception in 2007, the STAR Program has partnered with 15 national lab facilities to provide 290 research experiences to 230 participants. Several of the 68 STAR Fellows participating in the program during Summer 2012 have submitted abstracts to the Fall AGU Meeting. Through continued partnership with the Noyce Scholar Program and contributions from outside funding sources, the CSU is committed to sustaining the STAR Program in its efforts to significantly impact teacher preparation. Evaluation results from the program continue to indicate program effectiveness in recruiting high quality science and math majors into the teaching profession and impacting their attitudes and beliefs towards the nature of science and teaching through inquiry. Additionally, surveys and interviews are being conducted of participants who are now teaching in the classroom as part of a project to investigate the impact of the STAR Program on teaching practices. Preliminary analyses indicate that STAR fellows have maintained a strong distributed community of support following their summer experience, including continued contact with their research mentors and other fellows. The STAR research experience has also reinforced and strengthened many of the teachers' commitment to teaching. Additionally, teachers report how their STAR experience contributed to specific practices they use in the classroom to help students develop hypotheses, design experiments, and report their findings to the class. The STAR Program was presented to and cited by the Presidential Council of Advisors on Science and Technology (PCAST) as a national model for addressing K-12 science and math teacher workforce needs. It has also been recognized as a uniquely promising model for recruiting, preparing and retaining outstanding STEM teachers in such national publications as the American Association of Colleges and Universities (AAC&U) Peer Review journal and the National Science Teachers Association NSTA Reports. STAR was also recently cited in an editorial in Science (May 4, 2012) as a model teacher-researcher program that enhances professionalism in science teaching.

Childhood cancer survivorship educational resources in North American pediatric hematology/oncology fellowship training programs: a survey study.

PubMed

Nathan, Paul C; Schiffman, Joshua D; Huang, Sujuan; Landier, Wendy; Bhatia, Smita; Eshelman-Kent, Debra; Wright, Jennifer; Oeffinger, Kevin C; Hudson, Melissa M

2011-12-15

Childhood cancer survivors require life-long care by clinicians with an understanding of the specific risks arising from the prior cancer and its therapy. We surveyed North American pediatric hematology/oncology training programs to evaluate their resources and capacity for educating medical trainees about survivorship. An Internet survey was sent to training program directors and long-term follow-up clinic (LTFU) directors at the 56 US and Canadian centers with pediatric hematology/oncology fellowship programs. Perceptions regarding barriers to and optimal methods of delivering survivorship education were compared among training program and LTFU clinic directors. Responses were received from 45/56 institutions of which 37/45 (82%) programs require that pediatric hematology/oncology fellows complete a mandatory rotation focused on survivorship. The rotation is 4 weeks or less in 21 programs. Most (36/45; 80%) offer didactic lectures on survivorship as part of their training curriculum, and these are considered mandatory for pediatric hematology/oncology fellows at 26/36 (72.2%). Only 10 programs (22%) provide training to medical specialty trainees other than pediatric hematology/oncology fellows. Respondents identified lack of time for trainees to spend learning about late effects as the most significant barrier to providing survivorship teaching. LTFU clinic directors were more likely than training program directors to identify lack of interest in survivorship among trainees and survivorship not being a formal or expected part of the fellowship training program as barriers. The results of this survey highlight the need to establish standard training requirements to promote the achievement of basic survivorship competencies by pediatric hematology/oncology fellows. Copyright © 2011 Wiley Periodicals, Inc.

2000 NASA-HU American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Marable, William P. (Compiler); Murray, Deborah B. (Compiler); Hathaway, Roger A. (Technical Monitor)

2000-01-01

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 ten weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. The objectives are: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate and exchange ideas 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. College or university faculty members will be appointed as Research Fellows to spend ten 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 interest or that are directly relevant to the Fellows' research topics. The lecture and seminar leaders will be distinguished scientists and engineers from NASA, education, and industry. A list of the abstracts of the presentations is provided.

Resources and Practices to Help Graduate Students and Postdoctoral Fellows Write Statements of Teaching Philosophy

ERIC Educational Resources Information Center

Kearns, Katherine D.; Sullivan, Carol Subino

2011-01-01

Students and postdoctoral fellows currently encounter requests for a statement of teaching philosophy in at least half of academic job announcements in the United States. A systematic process for the development of a teaching statement is required that integrates multiple sources of support, informs writers of the document's purpose and audience,…

Anatomists Debate the Value of a Teaching Credential

ERIC Educational Resources Information Center

Rizzolo, Lawrence J.; Drake, Richard L.

2008-01-01

Fewer and fewer programs are training graduate students and postdoctoral fellows in the classical anatomical disciplines. Nonetheless, there remains a need at all levels of clinical and basic science education for skilled instructors of anatomy, histology, and embryology. Two sessions at the 2006 annual meeting of the American Association of…

Training Master's-Level Graduate Students to Use Inquiry Instruction to Teach Middle-Level and High-School Science Concepts

ERIC Educational Resources Information Center

Gilman, Sharon Larimer; Hitt, Austin M.; Gilman, Craig

2015-01-01

Through the GK-12 program of the National Science Foundation, graduate student fellows in a coastal marine and wetland studies program were trained to present targeted science concepts to middle- and high-school classes through their own research-based lessons. Initially, they were taught to follow the 5-E learning cycle in lesson plan…

National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1993, volume 2

NASA Technical Reports Server (NTRS)

Hyman, William A. (Editor); Goldstein, Stanley H. (Editor)

1993-01-01

The JSC NASA/ASEE Summer Faculty Fellowship Program was conducted by Texas A&M University and JSC. The objectives of the program, which began nationally in 1964 and at JSC in 1965, are (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of participant's institutions; and (4) to contribute to the research objectives of the NASA centers. Each faculty fellow spent at least 10 weeks at JSC engaged in a research project in collaboration with a NASA/JSC colleague. A compilation of the final reports on the research projects completed by the faculty fellows during the summer of 1993 is presented.

National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1998. Volume 1

NASA Technical Reports Server (NTRS)

Bannerot, Richard B. (Editor); Sickorez, Donn G. (Editor)

1999-01-01

JSC NASA/ASEE Summer Faculty Fellowship Program was conducted by the University of Houston and JSC, under ASEE. The objectives of the program are to further the professional knowledge of qualified engineering and science members; stimulate an exchange of ideas between participants and NASA; enrich and refresh the research and teaching activities of participants; and contribute to the research objectives of the NASA Centers. Each faculty fellow spent at least 10 weeks at JSC engaged in a research project commensurate with his/her interests and background and worked in collaboration with a NASA/JSC colleague. This document is a compilation of the final reports on the fellows' research projects performed during the summer of 1998. Volume 1, current volume, contains the first reports, and volume 2 contains the remaining reports.

National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1993, volume 1

NASA Technical Reports Server (NTRS)

Hyman, William A. (Editor); Goldstein, Stanley H. (Editor)

1993-01-01

The JSC NASA/ASEE Summer Faculty Fellowship Program was conducted by Texas A&M University and JSC. The objectives of the program, which began nationally in 1964 and at JSC in 1965, are as follows: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas 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 centers. Each faculty fellow spent at least 10 weeks at JSC engaged in a research project in collaboration with a NASA/JSC colleague. This document is a compilation of the final reports on the research projects completed by the faculty fellows during the summer of 1993.

A Summer Research Program of NASA/Faculty Fellowships at the Jet Propulsion Laboratory

NASA Technical Reports Server (NTRS)

Albee, Arden

2004-01-01

The NASA Faculty Fellowship Program (NFFP) is designed to give college and university faculty members a rewarding personal as well as enriching professional experience. Fellowships are awarded to engineering and science faculty for work on collaborative research projects of mutual interest to the fellow and his or her JPL host colleague. The Jet Propulsion Laboratory (JPL) and the California Institute of Technology (Caltech) have participated in the NASA Faculty Fellowship Program for more than 25 years. Administrative offices are maintained both at the Caltech Campus and at JPL; however, most of the activity takes place at JPL. The Campus handles all fiscal matters. The duration of the program is ten continuous weeks. Fellows are required to conduct their research on-site. To be eligible to participate in the program, fellows must be a U.S. citizen and hold a teaching or research appointment at a U.S. university or college. The American Society of Engineering Education (ASEE) contracts with NASA and manages program recruitment. Over the past several years, we have made attempts to increase the diversity of the participants in the NFFP Program. A great deal of attention has been given to candidates from minority-serving institutions. There were approximately 100 applicants for the 34 positions in 2002. JPL was the first-choice location for more than half of them. Faculty from 16 minority-serving institutions participated as well as four women. The summer began with an orientation meeting that included introduction of key program personnel, and introduction of the fellows to each other. During this welcome, the fellows were briefed on their obligations to the program and to their JPL colleagues. They were also given a short historical perspective on JPL and its relationship to Caltech and NASA. All fellows received a package, which included information on administrative procedures, roster of fellows, seminar program, housing questionnaire, directions to JPL, maps of the local area, and a copy of the JPL Universe (a JPL newsletter). A calendar of events for the 2002 NFFP Program was designed to expose the fellows to the full range of JPL activities, seminars, tours, and trips to NASA Dryden, Goldstone, and Palomar Observatory. Weekly brown-bag lunches were also scheduled. The lunches provided a time for airing problems that may have arisen during the previous week, soliciting suggestions for program enhancement, announcements, and general socializing. Professor and Mrs. Albee also hosted the annual Summer Faculty Welcome Party at their home. During their ten-week tenure at JPL, the visiting faculty carried out projects in a wide variety of JPL's science, engineering, and technology disciplines, including communication, planetary science, materials research, reliability and quality assurance, astronomy, guidance and control, and micro-sensors. At the end of the NFFP Program, all fellows were required to complete a one-page summary of their summer s work. This was in addition to any documentation required by their host organization. Distribution of the final paycheck was dependent upon submission of this one-page summary and completion of NASA's NFFP evaluation in the EdCATS system. Fellows were also asked to complete a questionnaire for JPL, which enables the program administrators to make any appropriate changes to make the program more beneficial and effective for all involved. The 2002 NFFP Program at JPUCaltech was considered unanimously highly successful by both fellows and JPL colleagues. It provided a significant experience to most faculty members and fresh ideas to JPL researchers. Each year, suggestions for improvement include expansion of the program, longer terms, larger stipends, funds to support graduate students, and funds to continue collaborative research. The NASA Faculty Fellowship Program continues to occupy a significant place in JPL programs and serves to strengthen the ties between NASA, JPL, Caltech, and t academic community. This program is an important part of NASA's commitment to education. No inventions or patents were created during this program.

Patient understanding and impression of hematology/oncology fellows.

PubMed

Curley, Brendan; Thomas, Roby; Curley, Anjaly; Truong, Quoc; Culp, Mark; Hu, Yanqing; Almubarak, Mohammed

2014-09-01

Hematologists/Oncologists spend years of training in a fellowship program. At academic centers, patients receiving treatment are often seen by fellows. It has not been established what patients understand about fellowship training, therefore the purpose of this study was to explore their understanding and whether they are content with fellows taking part in their care. At West Virginia University/Mary Babb Randolph Cancer Center, the authors drafted a survey. This anonymous and voluntary survey abstracted basic patient demographic data and experience being cared for by fellows and basic knowledge of a Hematology/Oncology fellowship. Multiple-choice questions were drafted with 4 to 6 answer choices with no option for unknown. Surveys were collected over a 3-week period in July 2012. Patients were surveyed at outpatient appointments, infusion center visits, and laboratory draws. Two hundred twenty-six surveys were collected. Statistical analysis was performed and a binomial regression was fit to the data. There is evidence that higher levels of education are more likely to give correct answers (P = 0.035). Patients who stated that they had not seen a fellow or were unsure whether they had seen a fellow were more likely to select incorrect answers (P = 0.001). There is no statistical significance differentiating between cancer types in likelihood of getting answers correct. Of those surveyed, 1.77% felt that they completely understand the role of a fellow in their care, whereas 80.45% desired further information about fellows. Only 2.2% disliked having a fellow involved in their care. Patients at academic centers being seen by Hematology/Oncology fellows appear to have a lack of knowledge of a fellow's role and background but have a desire to be educated. Educational initiatives can be introduced to teaching institutions to help patients better understand the role of a fellow.

The impact of the NASA Administrator's Fellowship Program on fellows' career choices

NASA Astrophysics Data System (ADS)

Graham, Eva M.

Maintaining diversity in the technical workforce and in higher education has been identified as one way to increase the outreach, recruitment and retention of students and other faculty from underrepresented, underserved and minority populations, especially in Science, Technology, Engineering and Mathematics (STEM) courses of study and careers. The National Aeronautics and Space Administration (NASA) Administrator's Fellowship Program (NAFP) is a professional development program targeting faculty at Minority Serving Institutions and NASA civil servant employees for a two year work-based professional development experience toward increasing the likelihood of retaining them in STEM careers and supporting the recruitment and retention of minority students in STEM courses of study. This evaluation links the activities of the fellowship program to the impact on fellows' career choices as a result of participation through a series of surveys and interviews. Fellows' personal and professional perceptions of themselves and colleagues' and administrators' beliefs about their professional capabilities as a result of selection and participation were also addressed as they related to career outcomes. The findings indicated that while there was no direct impact on fellows' choice of careers, the exposure, direction and focus offered through travel, mentoring, research and teaching had an impact their perceptions of their own capabilities and, their colleagues' and administrators' beliefs about them as professionals and researchers. The career outcomes reported were an increase in the number publications, promotions, change in career and an increased awareness of the culture of science and engineering.

Closing the Gap: Inquiry in Research and the Secondary Science Classroom

ERIC Educational Resources Information Center

Gengarelly, Lara M.; Abrams, Eleanor D.

2009-01-01

Teaching students how to conduct authentic scientific inquiry is an essential aspect of recent science education reform efforts. Our National Science Foundation-funded GK-12 program paired science graduate students--fellows--with secondary science teachers in order to enhance inquiry-based instruction. This research examined the roles of the…

Strategies for recruiting additional African Americans into the NASA JSC summer faculty fellows program

NASA Technical Reports Server (NTRS)

Hyman, Ladelle M.

1993-01-01

African Americans have participated sporadically in the NASA JSC Summer Faculty Fellows Program--none in 1992 and four in 1993. There is a pool of African Americans who are both qualified to provide services and willing to participate in initiatives which support technologies required for future JSC programs. They can provide human support and handle mission operations, spacecraft systems, planet surface systems, and management tools. Most of these faculty teach at historically black colleges and universities (HBCU's). This research will document the current recruitment system, critique it, and develop a strategy which will facilitate the diversification of the NASA JSC Summer Faculty Fellows Program. While NASA currently mails notices to HBCU's, such notices have generated few applications from, and fewer selections of, targeted faculty. To increase the participation of African Americans in the NASA JSC Summer Faculty Fellows Program, this participant will prepare a strategy which includes a document which identifies HBCU-targeted faculty and enumerates more formally extensive and intensive communication procedures. A fifteen-minute panel discussion, which will include a video, will be delivered during the annual meeting of the American Society for Engineering Education (ASEE) to be held in Edmonton, Alberta, Canada, June 26-29, 1994. An announcement letter will be mailed to targeted faculty; follow-up telephone calls and personal visits will be made and a checklist flowchart will be completed by key NASA personnel or designee. Although initially limited to NASA JSC's recruitment of African Americans, this strategy may be broadened to include other NASA sites and other targeted minority groups.

National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1987, volume 1

NASA Technical Reports Server (NTRS)

Jones, William B. (Editor); Goldstein, Stanley H. (Editor)

1987-01-01

The objective of the NASA/ASEE program were: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas 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 centers. Each faculty fellow spent 10 weeks at Johnson Space Center engaged in a research project commensurate with his/her interests and background and worked in collaboration with a NASA/JSC colleague. A compilation is presented of the final reports on the research projects done by the fellows during the summer of 1987. This is volume 1 of a 2 volume report.

Research Reports: 1984 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Freeman, L. M. (Editor); Osborn, T. L. (Editor); Dozier, J. B. (Editor); Karr, G. R. (Editor)

1985-01-01

A NASA/ASEE Summer Faulty Fellowship Program was conducted at the Marshall Space Flight Center (MSFC). The basic objectives of the programs are: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of the participants' institutions; and (4) to contribute to the research objectives of the NASA Centers. The Faculty Fellows spent ten weeks at MSFC engaged in a research project compatible with their interests and background and worked in collaboration with a NASA/MSFC colleague. This document is a compilation of Fellows' reports on their research during the summer of 1984. Topics covered include: (1) data base management; (2) computational fluid dynamics; (3) space debris; (4) X-ray gratings; (5) atomic oxygen exposure; (6) protective coatings for SSME; (7) cryogenics; (8) thermal analysis measurements; (9) solar wind modelling; and (10) binary systems.

Launching an Academic Career: On the Cutting Edge Resources for Geoscience Graduate Students, Post-doctoral Fellows, and Early Career Faculty

NASA Astrophysics Data System (ADS)

Richardson, R. M.; Ormand, C. J.; MacDonald, H.; Dunbar, R. W.; Allen-King, R. M.; Manduca, C. A.

2010-12-01

Launching an academic career presents a number of challenges. A recent article in the Chronicle of Higher Education depicts academia as an “ivory sweatshop,” citing rising standards for tenure. Most graduate programs provide minimal training for life beyond graduate school. The professional development program “On the Cutting Edge” fills this gap by providing workshops and web resources on academic careers for graduate students, postdoctoral fellows, and early career faculty. These workshops and web resources address a wide range of topics related to teaching, research, and managing one’s career, tailored for each group. The Preparing for an Academic Career in the Geosciences workshop to help graduate students and postdoctoral fellows make the transition into an academic career has been offered annually since 2003. It provides a panel on academic careers in different institutional settings, sessions on research on learning, various teaching strategies, design of effective teaching activities, moving research forward to new settings, effective teaching and research statements, the job search process, negotiation, and presenting oneself to others. Complementary online resources (http://serc.carleton.edu/NAGTWorkshops/careerprep/index.html) focus on these topics. The workshops and web resources offer guidance for each step of the job search process, for developing and teaching one’s own courses, and for making the transition from being a research student to being in charge of a research program. Online resources also include case studies of successful dual career couples, documenting their job search strategies. A four-day workshop for Early Career Geoscience Faculty: Teaching, Research, and Managing Your Career, offered annually since 1999, provides sessions on teaching strategies, course design, developing a strategic plan for research, supervising student researchers, navigating departmental and institutional politics, preparing for tenure, time and task management, and more. Complementary online resources (http://serc.carleton.edu/NAGTWorkshops/earlycareer/index.html) also address these topics. The workshops and web resources offer guidance for becoming an efficient and effective teacher, for developing a thriving research program, for staying on track for tenure, and for managing a balance of one’s personal and professional lives. Online resources feature a collection of successful grant proposals, profiles of successful researchers and their collaborations with their students, and profiles of geoscience faculty from a variety of institutions describing how they achieve balance in their lives. Participants in both workshops overwhelmingly report that the workshop met or exceeded their expectations, that they feel much better prepared to move forward in their careers as a result of the workshops, and that they will use the website in the future. The two sets of web pages receive more than 7,000 visitors each month.

Pathology informatics fellowship retreats: The use of interactive scenarios and case studies as pathology informatics teaching tools.

PubMed

Lee, Roy E; McClintock, David S; Balis, Ulysses J; Baron, Jason M; Becich, Michael J; Beckwith, Bruce A; Brodsky, Victor B; Carter, Alexis B; Dighe, Anand S; Haghighi, Mehrvash; Hipp, Jason D; Henricks, Walter H; Kim, Jiyeon Y; Klepseis, Veronica E; Kuo, Frank C; Lane, William J; Levy, Bruce P; Onozato, Maristela L; Park, Seung L; Sinard, John H; Tuthill, Mark J; Gilbertson, John R

2012-01-01

Last year, our pathology informatics fellowship added informatics-based interactive case studies to its existing educational platform of operational and research rotations, clinical conferences, a common core curriculum with an accompanying didactic course, and national meetings. The structure of the informatics case studies was based on the traditional business school case study format. Three different formats were used, varying in length from short, 15-minute scenarios to more formal multiple hour-long case studies. Case studies were presented over the course of three retreats (Fall 2011, Winter 2012, and Spring 2012) and involved both local and visiting faculty and fellows. Both faculty and fellows found the case studies and the retreats educational, valuable, and enjoyable. From this positive feedback, we plan to incorporate the retreats in future academic years as an educational component of our fellowship program. Interactive case studies appear to be valuable in teaching several aspects of pathology informatics that are difficult to teach in more traditional venues (rotations and didactic class sessions). Case studies have become an important component of our fellowship's educational platform.

Developmental and Genetic Aspects of Clefting Disorders: A Clinical Approach

PubMed Central

Hanson, James W.; Thomson, Elizabeth J.; Muilrnnuth, Snn V.; Sandra, Alexander; Coan, Joan M.; Lipcamon, Larry D.; Hill, Ed

1990-01-01

This demonstration shows an interactive videodisc program that teaches the basic embryology of craniofacial development, the developmental and genetic aspects of orofacial clefts, and the process of diagnosing a patient with a clefting disorder. This program is designed for medical students, residents, and fellows in Pediatrics and Otolaryngology. It will also be of interest to members of cleft lip/palate teams. Imagesp1020-ap1021-ap1021-bp1021-c

Fidelity of Implementation of Research Experience for Teachers in the Classroom

ERIC Educational Resources Information Center

Sen, Tapati

2012-01-01

In this study, the Arizona State University Mathematics and Science Teaching Fellows 2010 program was analyzed qualitatively from start to finish to determine the impact of the research experience on teachers in the classroom. The sample for the study was the 2010 cohort of eight high school science teachers. Erickson's (1986) interpretive,…

The Teaching Fellows Program: A Collaboration between Piedmont Virginia Community College and the Curry School of Education at the University of Virginia.

ERIC Educational Resources Information Center

Wilson, Eleanor Vernon

2000-01-01

Describes Piedmont Virginia Community College and the University of Virginia's (UVA's) collaboration in recruiting, preparing, and mentoring non-traditional students in teacher education. The partnership involves faculty at both institutions and includes provisions for facilitating the transfer of community college students into the five-year…

Practical Applications for Using Peer Assessment in Physical Education Teacher Education Field Experiences

ERIC Educational Resources Information Center

Patton, Beth J.; Marty-Snyder, Melissa

2014-01-01

Peer assessment (PA) occurs in many higher education programs. However, there is limited research examining PA in physical education teacher education (PETE) in regards to student teaching experiences. PA may be a method to better prepare PETE students to assess their future students. The field experience students assessed their fellow peers on…

5 CFR 315.708 - Conversion based on service as a Fellow or Senior Fellow in the Presidential Management Fellows...

Code of Federal Regulations, 2010 CFR

2010-01-01

... or Senior Fellow in the Presidential Management Fellows Program. 315.708 Section 315.708... Conversion based on service as a Fellow or Senior Fellow in the Presidential Management Fellows Program. (a... Senior Fellow to a full-time, permanent position in the competitive service without further competition...

Assessment of an introductory cervicocerebral catheter angiography learning program: a pilot study.

PubMed

Lui, Y W; Farinhas, J M; Basalely, A M; Hsu, K A; Freeman, K; Bello, J A

2012-06-01

There is no standardized curriculum currently available at most institutions for establishing procedural competency in trainees performing cervicocerebral angiography. The purpose of this study was to evaluate a simple learning program to supplement the teaching of basic cervicocerebral angiography. An 11-session interactive curriculum was implemented covering anatomic, clinical, and radiographic topics for the novice cervicocerebral angiographer. The target learner was the neuroradiology fellow. Data were gathered regarding fellow comfort level on topics relating to cervicocerebral angiography by using a 5-point Likert scale. Improvement in scores on knowledge-based questions after completion of the curriculum was calculated (McNemar test). Trainee-perceived utility of the program was also recorded by using a 5-point Likert scale. Focus sessions were held at the completion of the curriculum to gather feedback regarding the strengths and weaknesses of the program from participants. Ten subjects were enrolled in this pilot study for 3 years. Topics where participants reported a poor initial comfort level (4 or higher) included selection of injection rates and volumes and reformation of reverse-curve catheters. Trainees demonstrated a statistically significant change in the distribution of scores of 29.3% (49.4%-78.7% correct response rate, P < .0001). The average perceived utility was 1.5 (1 = most useful, 5 = least useful). This simple learning program was a useful adjunct to the training of fellows in diagnostic cervicocerebral angiography, resulting in quantitative improvements in knowledge.

Cross-Cultural Medical Care Training and Education: a National Survey of Pediatric Hematology/Oncology Fellows-in-Training and Fellowship Program Directors.

PubMed

Nageswara Rao, Amulya A; Warad, Deepti M; Weaver, Amy L; Schleck, Cathy D; Rodriguez, Vilmarie

2018-01-27

Pediatric hematologists/oncologists face complex situations such as breaking bad news, treatment/clinical trials discussions, and end-of-life/hospice care. With increasing diversity in patient and physician populations, cultural competency and sensitivity training covering different aspects of pediatric hematology/oncology (PDHO) care can help improve health care delivery and reduce disparities. Though it is considered a required component of fellowship training, there is no clearly defined curriculum meant specifically for PDHO fellows-in-training (PDHO-F). A national online survey of 356 PDHO-F and 67 PDHO program directors (PDHO-PD) was conducted to assess the educational experience, perceptions about identifying barriers including one's own biases and trainee comfort in delivering culturally sensitive care in various PDHO relevant clinical situations. One hundred and eleven (31.2%) PDHO-F and 27 (40.3%) PDHO-PD responded. 30.6% of PDHO-F "strongly agreed/agreed" they received comprehensive cross-cultural communication (CCC) training. The top two teaching methods were faculty role modeling and informal teaching. Majority of CCC training is in medical school or residency and only 10.8% of PDHO-F reported that most of their CCC training was in fellowship. In most clinical situations, there was a modest direct correlation between the fellow's level of agreement that they received comprehensive CCC training and their comfort level. Comfort level with some clinical situations was also significantly different based on year of training. Fellowship training programs should have CCC curricula which use experiential learning models and lay the foundation for promoting cultural awareness, self-reflection, and better patient-physician partnerships which can eventually adapt to and surmount the challenges unique to the physician's chosen field of practice.

Development and Assessment of an HIV-focused E-learning Flipped Classroom Curriculum in an Infectious Diseases Fellowship Program

PubMed Central

Bares, Sara; Sandkovsky, Uriel

2017-01-01

Abstract Background Most of the care of HIV-infected patients is now provided in the clinic where there is less time for bedside teaching than in the inpatient setting. We sought to augment the clinical experience by developing an HIV-focused e-learning flipped classroom curriculum in our ID fellowship program. Methods Six e-learning modules were developed using Articulate Storyline. Topics included: HIV Diagnosis, Evaluation of the HIV-infected Patient, When to Start Antiretroviral Therapy, What to Start, HIV Resistance, and HIV Drug-Drug Interactions. Modules were made available 1 week in advance, lasted 20 minutes, and included interactive questions. Class time was spent discussing clinical cases related to the module. The IDSA “HIV Medicine in Clinical Practice” exam and pre and post-course surveys were administered to measure changes in both objective and self-perceived knowledge before and after completion of the curriculum. Wilcoxon-signed rank test was used to compare test results between the 2 periods. Results Seven fellows participated in the curriculum and 10 fellows completed the pre and post-tests (3 fellows tested only with pretest as they were finishing fellowship, 4 fellows took both pre and post- test, and 3 fellows only took the post-test). Overall scores between pre-and post-test were not significantly different between pooled pre- and post-test results (7 fellows took each test) (P = 0.8). Among the 4 fellows who completed both tests, there was a trend to improved scores (P = 0.06). 7 of 7 fellows completed the pre- and post-curriculum surveys. All agreed or strongly agreed that the flipped classroom model enhanced their learning of the material and self-perceived knowledge improved in all assessed areas following participation in the curriculum (see Figure). Conclusion The introduction of the e-learning modules in a flipped classroom format was well received by fellows and allowed for better preparation and discussion of HIV-related topics. Although pre-and post-test results were unchanged, self-perceived confidence in clinical skills improved for all fellows. The flipped classroom might be a promising method to enhance HIV-focused clinical education for fellows. Disclosures All authors: No reported disclosures.

Evaluation results of the GlobalWatershed GK-12 Fellowship Program - a model for increased science literacy and partnership

NASA Astrophysics Data System (ADS)

Mayer, A. S.; Vye, E.

2016-12-01

The Michigan Tech GlobalWatershed GK-12 Fellowship program bridges the gap between K-12 learning institutions and the scientific community with a focus on watershed research. Michigan Tech graduate students (fellows) work in tandem with teachers on the development of relevant hands-on, inquiry based lesson plans and activities based on their doctoral research projects in watershed science. By connecting students and teachers to state of the art academic research in watershed science, teachers are afforded a meaningful way in which to embed scientific research as a component of K-12 curricula, while mentoring fellows on the most pertinent and essential topics for lesson plan development. Fellows fulfill their vital responsibility of communicating their academic research to a broader public while fostering improved teaching and communication skills. A goal of the project is to increase science literacy among students so they may understand, communicate and participate in decisions made at local, regional, and global levels. The project largely works with schools located in Michigan's western Upper Peninsula but also partners with K-12 systems in Sonora, Mexico. While focusing on local and regional issues, the international element of the project helps expand student, teacher, and fellow worldviews and global awareness of watershed issues and creates meaningful partnerships. Lesson plans are available online and teacher workshops are held regularly to disseminate the wealth of information and resources available to the broader public. Evaluation results indicate that fellows' skill and confidence in their ability to communicate science increased as a results of their participation of the program, as well as their desire to communicate science in their future careers. Teachers' confidence in their capacity to present watershed science to their students increased, along with their understanding of how scientific research contributes to understanding of water-related issues. The GlobalWatershed GK-12 Fellowship program serves as a model for broadening scientific impacts among a wider public through shared communication and partnership.

Summer Research Experiences for Science and Art Teachers to Explore Astrobiology

NASA Astrophysics Data System (ADS)

Cola, J.; Gaucher, E.; Snell, T.; Greenwood, J.; Angra, A.; Zimmerman, C.; Williams, L. D.

2012-12-01

The Georgia Tech Center for Ribosomal Origins and Evolution, a center funded by the NASA Astrobiology Institute, developed an educational program titled, "Life on the Edge: Astrobiology." The purpose of the program was to provide high school educators with the exposure, materials, and skills necessary to prepare our future workforce and to foster student interest in scientific discovery on Earth and throughout the universe. In an effort to promote and encourage entry into teaching careers, Georgia Tech paired teachers in the Georgia Intern-Fellowship for Teachers (GIFT) program with undergraduate students interested in becoming a teacher through the NSF Pre-Teaching REU program. The GIFT and Pre-Teaching fellows investigated extremophiles, which became the focus of a week-long, "Life on the Edge: Astrobiology " summer program developed by three high school educators, two undergraduate students and faculty in the Schools of Biology, and Chemistry and Biochemistry at Georgia Tech. Twenty high school students were introduced to hands-on activities, such as astrobiology inspired art and techniques such as genomic DNA purification, gel electrophoresis, and Polymerase Chain Reaction (PCR). The impact of the Astrobiology program on the GIFT researchers, Pre-Teaching REU students, high school students, and faculty are discussed.

Research reports: The 1980 NASA/ASEE Summer Faculty Fellowship Program. [aeronautical research and development

NASA Technical Reports Server (NTRS)

Barfield, B. F. (Editor); Kent, M. I. (Editor); Dozier, J. (Editor); Karr, G. (Editor)

1980-01-01

The Summer Faculty Fellowship Research Program objectives are: to further the professional knowledge of qualified engineering and science faculty members; to stimulate an exchange of ideas between participants and NASA; to enrich and refresh the research and teaching activities of participants and institutions; and to contribute to the research objectives at the NASA centers. The Faculty Fellows engaged in research projects commensurate with their interests and background and worked in collaboration with a NASA/MSFC colleague.

Bridging the Gap: A Framework and Strategies for Integrating the Quality and Safety Mission of Teaching Hospitals and Graduate Medical Education.

PubMed

Tess, Anjala; Vidyarthi, Arpana; Yang, Julius; Myers, Jennifer S

2015-09-01

Integrating the quality and safety mission of teaching hospitals and graduate medical education (GME) is a necessary step to provide the next generation of physicians with the knowledge, skills, and attitudes they need to participate in health system improvement. Although many teaching hospital and health system leaders have made substantial efforts to improve the quality of patient care, few have fully included residents and fellows, who deliver a large portion of that care, in their efforts. Despite expectations related to the engagement of these trainees in health care quality improvement and patient safety outlined by the Accreditation Council for Graduate Medical Education in the Clinical Learning Environment Review program, a structure for approaching this integration has not been described.In this article, the authors present a framework that they hope will assist teaching hospitals in integrating residents and fellows into their quality and safety efforts and in fostering a positive clinical learning environment for education and patient care. The authors define the six essential elements of this framework-organizational culture, teaching hospital-GME alignment, infrastructure, curricular resources, faculty development, and interprofessional collaboration. They then describe the organizational characteristics required for each element and offer concrete strategies to achieve integration. This framework is meant to be a starting point for the development of robust national models of infrastructure, alignment, and collaboration between GME and health care quality and safety leaders at teaching hospitals.

Charting a course for cardiac electrophysiology training in Canada: the vital role of fellows in advanced cardiovascular care.

PubMed

Leather, Richard A; Gardner, Martin; Green, Martin S; Kavanagh, Katherine; Macle, Laurent; Ahmad, Kamran; Gray, Chris; Ayala-Paredes, Felix; Guerra, Peter G; O'Hara, Gilles; Essebag, Vidal; Sturmer, Marcio; Baranchuk, Adrian; Hruczkowski, Tomasz; Lahevsky, Ilan; Novak, Paul; Chakrabarti, Shanta; Harris, Louise; Gula, Lorne J; Morillo, Carlos; Sanatani, Shubhayan; Hamilton, Robert M; Gow, Robert M; Krahn, Andrew D

2013-11-01

Canadian electrophysiology (EP) fellowship programs have evolved in an ad hoc fashion over 30 years. This evolution has occurred in many fields in medicine and is natural when innovators and pioneers attract research fellows who help change the status quo from predominantly research to a predominantly clinical application and focus. Fellows not only push their supervisors and their centres into new areas of inquiry but also function at the most advanced level to encourage and teach junior trainees and to provide examples of excellence to residents, medical students, and other health professionals. Funding for fellows has never been provided in the traditional way through the Ministry of Health or the Ministry of Advanced Education. Each Canadian centre has over the years found novel ways to fund fellowship programs, and many centres have used value-adds from procurement programs. These sources of funding are eroding as provincial government agencies are beginning to assume procurement responsibilities and local flexibility to fund fellowships is lost. In particular, provincial government agencies feel that valuable financial resources should be restricted to Canadian trainees only, despite the international consensus that fellowship is an essential time for advanced trainees to travel abroad to acquire a broad a range of experience, learn new techniques and approaches, make lifelong research connections, and hopefully return home with these skills and expertise. This article summarizes the long history of EP fellowship training in Canada, as well as EP fellowship experiences at home and abroad by Canadian electrophysiologists, in an attempt to contextualize these new realities. Copyright © 2013. Published by Elsevier Inc.

Filicide in the United States

PubMed Central

Resnick, Phillip J.

2016-01-01

In the United States the Accreditation Council of Graduate Medical Education determines the curriculum required for fellows in forensic psychiatry to become board certified as a subspecialist. Areas that must be covered during the one year fellowship include criminal issues, such as insanity; civil issues, such as tort law and Workers’ Compensation; legal regulation of psychiatry, such as confidentiality and involuntary hospitalization; and correctional psychiatry issues, such as dual agency and prisoner's rights. Fellows are also expected to have knowledge about juvenile courts, the structure of the legal system, and child custody issues. In addition, fellows are required to analyze complex cases and write forensic reports which are well reasoned. Teaching methods include lectures, storytelling, use of video vignettes, and mock trials. Additional teaching methodologies include group supervision of fellows in their report writing and direct observation of giving testimony. During the year we see fellows evolve and shift their orientation from being an advocate for patients to perceiving their role as serving justice. PMID:28216771

How surgical mentors teach: a classification of in vivo teaching behaviors part 2: physical teaching guidance.

PubMed

Sutkin, Gary; Littleton, Eliza B; Kanter, Steven L

2015-01-01

To study surgical teaching captured on film and analyze it at a fine level of detail to categorize physical teaching behaviors. We describe live, filmed, intraoperative nonverbal exchanges between surgical attending physicians and their trainees (residents and fellows). From the films, we chose key teaching moments and transcribed participants' utterances, actions, and gestures. In follow-up interviews, attending physicians and trainees watched videos of their teaching case and answered open-ended questions about their teaching methods. Using a grounded theory approach, we examined the videos and interviews for what might be construed as a teaching behavior and refined the physical teaching categories through constant comparison. We filmed 5 cases in the operating suite of a university teaching hospital that provides gynecologic surgical care. We included 5 attending gynecologic surgeons, 3 fellows, and 5 residents for this study. More than 6 hours of film and 3 hours of interviews were transcribed, and more than 250 physical teaching motions were captured. Attending surgeons relied on actions and gestures, sometimes wordlessly, to achieve pedagogical and surgical goals simultaneously. Physical teaching included attending physician-initiated actions that required immediate corollary actions from the trainee, gestures to illustrate a step or indicate which instrument to be used next, supporting or retracting tissues, repositioning the trainee's instruments, and placement of the attending physicians' hands on the trainees' hands to guide them. Attending physicians often voiced surprise at the range of their own teaching behaviors captured on film. Interrater reliability was high using the Cohen κ, which was 0.76 for the physical categories. Physical guidance is essential in educating a surgical trainee, may be tacit, and is not always accompanied by speech. Awareness of teaching behaviors may encourage deliberate teaching and reflection on how to innovate pedagogy for the teaching operating room. Copyright © 2014 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

The impact of fellowships on surgical resident training in a multispecialty cohort in Australia and New Zealand.

PubMed

Petrushnko, Wilson; Perry, Will; Fraser-Kirk, Grant; Ctercteko, Grahame; Adusumilli, Sanjay; O'Grady, Gregory

2015-12-01

Fellowships in surgery are increasing in number, and concerns have been raised regarding their impact on resident training. Although fellows may contribute to resident education and training, they also compete for operative and other experience. This study aimed to quantify the impact of fellowships on resident training in a binational multispecialty cohort. The operative case volumes and primary operator rates of surgery trainees (residents) in Australia and New Zealand were compared between units with and without fellows. Trainees also were surveyed using Likert Scales to assess quality of operative and other experience in units with and without fellows. Data from 911 trainees over 2 terms was analyzed; survey response rate 42%. Of all trainees, 42% worked with fellows. Trainees in units without fellows were involved in more major (P = .03) and minor (P < .0001) cases. Primary operator rates were comparable, but trainees in units without fellows were less often assistants, reported an increased quality of elective operating experience, and reported more favorable completion of learning objectives (all P < .05). These findings were consistent between tertiary and nontertiary hospitals. Thematic analysis showed positive benefits of fellows in teaching, training and mentorship, but negative impacts on case exposure, competition for operating, and clinical experience. Fellows may assist in the teaching and training of residents, but residents working with fellows experience a decreased quantity of operative experience that may impact several aspects of the quality of training. Surgical educators must actively balance the learning needs of fellows and residents. Copyright © 2015 Elsevier Inc. All rights reserved.

The current practice of mentoring across Accreditation Council of Graduate Medical Education – International accredited programs in Qatar from faculty and trainees perspectives

PubMed Central

Suliman, Shireen; Al-Mohammed, Ahmed; Al Mohanadi, Dabia; Allen, Margaret; Bylund, Carma L

2018-01-01

Purpose Mentoring plays a vital role in academic productivity, personal development, and career guidance for students, residents, fellows, and junior faculty. A culture of mentoring is spreading across residency and fellowship training programs in Hamad Medical Corporation, the main teaching tertiary care facility in Qatar. However, there is insufficient knowledge about the current practice of mentoring in these programs. Methods We conducted a cross-sectional study by surveying all faculty and trainees in all residency and fellowship training programs in Qatar. Each completed a web-based questionnaire that asked about the current experience, self-efficacy and measures of improvement of the current practice of mentoring across training programs. Results A total of 393/650 faculty members (61%), 187/250 fellows (74%), and 405/650 residents (62%) responded to the two surveys. Most (74% of faculty members) reported being current mentors, while 67% of residents and fellows reported that they currently have mentors. Faculty who received training in mentoring and those who had an established formal mentoring program in their departments were more likely to enroll in mentoring than others (86%, P<0.01; 71%, P<0.05%, respectively). Trainees suggested that the two main areas to improve the current mentoring initiative in their departments were to develop a structured mentoring program and to train the mentors. Content analysis revealed participants’ confusion differentiating between the terms mentoring and supervision. Conclusion Based on the current study, many existing mentoring relationships have an evident confusion between supervision and mentoring roles. Developing structured mentoring program and training both faculty and trainees in mentoring is recommended to improve the current practice of mentoring within the training programs. PMID:29416385

In Search of the Active Site of PMMO Enzyme: Partnership between a K-12 Teacher, a Graduate K-12 Teaching Fellow, and a Research Mentor

ERIC Educational Resources Information Center

Bearden, Katherine K.; Mainardi, Daniela S.; Culligan, Tanya

2009-01-01

The partnership between a K-12 teacher (Culligan), an NSF GK-12 Teaching Fellow graduate student (Bearden), and a Louisiana Tech faculty member (Mainardi) collaborating in a research and education project is described in this work. The unique grouping of these three researchers allows for maximum dissemination of developed modules. By the end of…

Program Components | Cancer Prevention Fellowship Program

Cancer.gov

Annual Cancer Prevention Fellows' Scientific Symposium The Annual Cancer Prevention Fellows’ Scientific Symposium is held each fall. The symposium brings together senior fellows, new fellows, and the CPFP staff for a day of scientific exchange in the area of cancer prevention. The event provides an opportunity for fellows to discuss their projects, ideas, and potential future collaborations. Fellows plan the symposium, including developing the program agenda and special workshops, and selecting invited speakers.

National Aeronautics and Space Administration (NASA)/American Society of Engineering Education (ASEE) Summer Faculty Fellowship Program - 2000

NASA Technical Reports Server (NTRS)

Bannerot, Richard B. (Editor); Sickorez, Donn G. (Editor)

2003-01-01

The 2000 Johnson Space Center (JSC) National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program was conducted by the University of Houston and JSC. The 10-week program was operated under the auspices of the ASEE. The program at JSC, as well as the programs at other NASA Centers, was funded by the Office of University Affairs, NASA Headquarters, Washington, D.C. The objectives of the program, which began in 1965 at JSC and 1964 nationally, are to (1) further the professional knowledge of qualified engineering and science faculty, (2) stimulate an exchange of ideas between participants and NASA, (3) enrich and refresh the research and teaching activities of participants' institutions, and (4) contribute to the research objectives of the NASA Centers. Each faculty fellow spent at least 10 weeks at JSC engaged in a research project commensurate with her/his interests and background, and worked in collabroation with a NASA/JSC colleague. This document is a compilation of the final reports on the research projects done by the faculty fellows during the summer of 2000.

Preparation in the business and practice of medicine: perspectives from recent gynecologic oncology graduates and program directors.

PubMed

Schlumbrecht, Matthew; Siemon, John; Morales, Guillermo; Huang, Marilyn; Slomovitz, Brian

2017-01-01

Preparation in the business of medicine is reported to be poor across a number of specialties. No data exist about such preparation in gynecologic oncology training programs. Our objectives were to evaluate current time dedicated to these initiatives, report recent graduate perceptions about personal preparedness, and assess areas where improvements in training can occur. Two separate surveys were created and distributed, one to 183 Society of Gynecologic Oncology candidate members and the other to 48 gynecologic oncology fellowship program directors. Candidate member surveys included questions about perceived preparedness for independent research, teaching, job-hunting, insurance, and billing. Program director surveys assessed current and desired time dedicated to the topics asked concurrently on the candidate survey. Statistical analysis was performed using Chi-squared (or Fisher's exact test if appropriate) and logistic regression. Survey response rates of candidate members and program directors were 28% and 40%, respectively. Candidate members wanted increased training in all measures except retrospective protocol writing. Female candidates wanted more training on writing letters of intent (LOI) ( p  = 0.01) and billing ( p  < 0.01). Compared to their current schedules, program directors desired more time to teach how to write an investigator initiated trial (p = 0.01). 94% of program directors reported having career goal discussions with their fellows, while only 72% of candidate members reported that this occurred ( p  = 0.05). Recent graduates want more preparation in the non-clinical aspects of their careers. Reconciling program director and fellow desires and increasing communication between the two may serve to achieve the educational goals of each.

A Needs Assessment of Brain Death Education in Pediatric Critical Care Medicine Fellowships.

PubMed

Ausmus, Andrew M; Simpson, Pippa M; Zhang, Liyun; Petersen, Tara L

2018-04-12

To assess the current training in brain death examination provided during pediatric critical care medicine fellowship. Internet-based survey. United States pediatric critical care medicine fellowship programs. Sixty-four pediatric critical care medicine fellowship program directors and 230 current pediatric critical care medicine fellows/recent graduates were invited to participate. Participants were asked demographic questions related to their fellowship programs, training currently provided at their fellowship programs, previous experience with brain death examinations (fellows/graduates), and perceptions regarding the adequacy of current training. Twenty-nine program directors (45%) and 91 current fellows/graduates (40%) responded. Third-year fellows reported having performed a median of five examinations (interquartile range, 3-6). On a five-point Likert scale, 93% of program directors responded they "agree" or "strongly agree" that their fellows receive enough instruction on performing brain death examinations compared with 67% of fellows and graduates (p = 0.007). The responses were similar when asked about opportunity to practice brain death examinations (90% vs 54%; p < 0.001). In a regression tree analysis, number of brain death examinations performed was the strongest predictor of trainee satisfaction. Both fellows and program directors preferred bedside demonstration or simulation as educational modalities to add to the fellowship curriculum. Pediatric critical care medicine fellows overall perform relatively few brain death examinations during their training. Pediatric critical care medicine fellows and program directors disagree in their perceptions of the current training in brain death examination, with fellows perceiving a need for increased training. Both program directors and fellows prefer additional training using bedside demonstration or simulation. Since clinical exposure to brain death examinations is variable, adding simulated brain death examinations to the pediatric critical care medicine fellowship curriculum could help standardize the experience.

30 Years of APS Congressional Fellows: Looking Back and Looking Forward

NASA Astrophysics Data System (ADS)

2003-04-01

In 1973 AAAS launched a Congressional Fellows Program, and APS was one of three founding participants. Since then, APS has funded one or two Fellows annually to work with a Congressional Committee or on the personal staff of a Member of Congress. These fellows individually and collectively have had and continue to have a large impact in Washington. Six Fellows from different periods of the 30-year program, including a current Member of Congress, will present their views and assessments of the Fellowship program. They will address how it affected them, what it has done for the country and how APS should plan for the future. There will be ample time for questions and discussion. Panelists: Ben Cooper, Association of Oil Pipe Lines (Fellow, 1973-74) Rush Holt, Member, House of Representatives (Fellow, 1982-83) Jane Alexander, Office of Naval Research (Fellow, 1986-87) Duncan Moore, University of Rochester (Fellow, 1993-94) Peter Rooney, House Committee on Science (Fellow, 1997-98) Sherri Stephan, Senate Committee on Government Affairs (Fellow, 2000-01)

Promoting academic excellence through leadership development at the University of Washington: the Teaching Scholars Program.

PubMed

Robins, Lynne; Ambrozy, Donna; Pinsky, Linda E

2006-11-01

The University of Washington Teaching Scholars Program (TSP) was established in 1995 to prepare faculty for local and national leadership and promote academic excellence by fostering a community of educational leaders to innovate, enliven, and enrich the environment for teaching and learning at the University of Washington (UW). Faculty in the Department of Medical Education and Biomedical Informatics designed and continue to implement the program. Qualified individuals from the UW Health Sciences Professional Schools and foreign scholars who are studying at the UW are eligible to apply for acceptance into the program. To date, 109 faculty and fellows have participated in the program, the majority of whom have been physicians. The program is committed to interprofessional education and seeks to diversify its participants. The curriculum is developed collaboratively with each cohort and comprises topics central to medical education and an emergent set of topics related to the specific interests and teaching responsibilities of the participating scholars. Core sessions cover the history of health professions education, learning theories, educational research methods, assessment, curriculum development, instructional methods, professionalism, and leadership. To graduate, scholars must complete a scholarly project in curriculum development, faculty development, or educational research; demonstrate progress towards construction of a teaching portfolio; and participate regularly and actively in program sessions. The TSP has developed and nurtured an active cadre of supportive colleagues who are transforming educational practice, elevating the status of teaching, and increasing the recognition of teachers. Graduates fill key teaching and leadership positions at the UW and in national and international professional organizations.

Research Reports: 2001 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Karr, G. (Editor); Pruitt, J. (Editor); Nash-Stevenson, S. (Editor); Freeman, L. M. (Editor); Karr, C. L. (Editor)

2002-01-01

For the thirty-seventh consecutive year, a NASA/ASEE (American Society for Engineering Education) Summer Faculty Fellowship Program was conducted at Marshall Space Flight Center (MSFC). The program was conducted by The University of Alabama in Huntsville and MSFC during the period May 29 - August 3, 2001. Operated under the auspices of the American Society for Engineering Education, the MSFC program, as well as those at other NASA Centers, was sponsored by the University Affairs Office, NASA Headquarters, Washington, DC. The basic objectives of the programs, which are in the thirty-seventh year of operation nationally, are (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of the participants' institutions; and (4) to contribute to the research objectives of the NASA Centers. The Faculty Fellows spent ten weeks at MSFC engaged in a research project compatible with their interests and background and worked in collaboration with a NASA MSFC colleague. This document is a compilation of Fellows' reports on their research during the summer of 2001.

Effectiveness of the AAOS Leadership Fellows Program for Orthopaedic Surgeons.

PubMed

Day, Charles S; Tabrizi, Shervin; Kramer, Jeffrey; Yule, Arthur C; Ahn, Brian S

2010-11-17

Effective physician leadership is critical to the future success of healthcare organizations. The American Academy of Orthopaedic Surgeons (AAOS) Leadership Fellows Program is a one-year program designed to train young orthopaedic surgeons to become future leaders in orthopaedics. The purpose of this study was to evaluate the impact of the AAOS Leadership Fellows Program on the leadership skills and achievements of its participants. Graduates of the Leadership Fellows Program were compared with a control group of previous applicants who were not accepted to the program (applicants) in a retrospective cohort comparison study. A subjective survey of leadership skills was used to assess the confidence of the two cohorts in eight areas of leadership. In addition, an updated curriculum vitae from each of sixty leadership fellows from the classes of 2003 through 2009 and from each of forty-seven applicants was retrospectively reviewed for evidence of leadership. The updated curriculum vitae of the leadership fellows was evaluated for leadership activity attained prior to and following participation in the program, while the updated curriculum vitae of applicants was evaluated for leadership activity attained prior to and following the last year of application to the program. Curricula vitae were assessed for demonstration of national leadership, academic rank, hospital administrative rank, and research experience. On the leadership survey, the graduates of the Leadership Fellows Program scored higher than the applicants in seven of eight categories. The review of the curricula vitae demonstrated that, prior to the Leadership Fellows Program, the leadership fellows were more likely than the applicants to have an academic practice and hold an academic rank. The difference between the two cohorts in administrative rank and leadership of national committees was not significant. Following the program, the leadership fellows were more likely to chair national committees (p < 0.001) and hold leadership positions in their hospitals (p = 0.008). Furthermore, the leadership fellows were more likely to advance in their academic and administrative ranks compared with those who applied to the program and were not accepted. The AAOS Leadership Fellows Program seems to have a positive impact on the leadership competency of its participants. Graduates of the program are more likely to assume leadership positions in national organizations and within their own institutions.

National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program: 1996. Volume 2

NASA Technical Reports Server (NTRS)

Bannerot, Richard B. (Editor); Sickorez, Donn G. (Editor)

1997-01-01

The objectives of the program, which began nationally in 1964 and at JSC in 1965 are to (1) further the professional knowledge qualified engineering and science faculty members, (2) stimulate an exchange of ideas between participants and NASA, (3) and refresh the research and teaching activities of participants' institutions, and (4) contribute to the research objectives of NASA centers. Each faculty fellow spent at least 10 weeks at JSC engaged in a research project in collaboration with a NASA JSC colleague.

A Model for Postdoctoral Education That Promotes Minority and Majority Success in the Biomedical Sciences.

PubMed

Eisen, Arri; Eaton, Douglas C

2017-01-01

How does the United States maintain the highest-quality research and teaching in its professional science workforce and ensure that those in this workforce are effectively trained and representative of national demographics? In the pathway to science careers, the postdoctoral stage is formative, providing the experiences that define the independent work of one's first faculty position. It is also a stage in which underrepresented minorities (URMs) disproportionately lose interest in pursuing academic careers in science and, models suggest, a point at which interventions to increase proportions of URMs in such careers could be most effective. We present a mixed-methods, case study analysis from 17 years of the Fellowships in Research and Science Teaching (FIRST) postdoctoral program, to our knowledge the largest and longest continuously running science postdoctoral program in the United States. We demonstrate that FIRST fellows, in sharp contrast to postdocs overall, are inclusive of URMs (50% African American; 70% women) and as or more successful in their fellowships and beyond as a comparison group (measured by publication rate, attainment of employment in academic science careers, and eventual research grant support). Analysis of alumni surveys and focus group discussions reveals that FIRST fellows place highest value on the cohort-driven community and the developmental teaching and research training the program provides. © 2017 A. Eisen and D. C. Eaton. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Breaking the Cycle: Future Faculty Begin Teaching with Learner-Centered Strategies after Professional Development

PubMed Central

Ebert-May, Diane; Derting, Terry L.; Henkel, Timothy P.; Middlemis Maher, Jessica; Momsen, Jennifer L.; Arnold, Bryan; Passmore, Heather A.

2015-01-01

The availability of reliable evidence for teaching practices after professional development is limited across science, technology, engineering, and mathematics disciplines, making the identification of professional development “best practices” and effective models for change difficult. We aimed to determine the extent to which postdoctoral fellows (i.e., future biology faculty) believed in and implemented evidence-based pedagogies after completion of a 2-yr professional development program, Faculty Institutes for Reforming Science Teaching (FIRST IV). Postdocs (PDs) attended a 2-yr training program during which they completed self-report assessments of their beliefs about teaching and gains in pedagogical knowledge and experience, and they provided copies of class assessments and video recordings of their teaching. The PDs reported greater use of learner-centered compared with teacher-centered strategies. These data were consistent with the results of expert reviews of teaching videos. The majority of PDs (86%) received video ratings that documented active engagement of students and implementation of learner-centered classrooms. Despite practice of higher-level cognition in class sessions, the items used by the PDs on their assessments of learning focused on lower-level cognitive skills. We attributed the high success of the FIRST IV program to our focus on inexperienced teachers, an iterative process of teaching practice and reflection, and development of and teaching a full course. PMID:26033870

Mentoring Functions within the American Council on Education (ACE) Fellows Leadership Development Program: A Mixed Methods Study

ERIC Educational Resources Information Center

Grotrian-Ryan, Sheri A.

2012-01-01

The purpose of this study was to examine and better comprehend the concept of mentoring within the American Council on Education (ACE) Fellows Program. This study addressed the functions of mentoring and how they applied to those participating in the ACE Fellows Program--from the Fellows' (or protégés') perspectives. A sequential…

1998 NASA-ASEE-Stanford Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

1998-01-01

This report presents the essential features and highlights of the 1998 Summer Faculty Fellowship Program at Ames Research Center and Dryden Flight Research Center in a comprehensive and concise form. Summary reports describing the fellows' technical accomplishments are enclosed in the attached technical report. The proposal for the 1999 NASA-ASEE-Stanford Summer Faculty Fellowship Program is being submitted under separate cover. Of the 31 participating fellows, 27 were at Ames and 4 were at Dryden. The Program's central feature is the active participation by each fellow in one of the key technical activities currently under way at either the NASA Ames Research Center or the NASA Dryden Flight Research Center. The research topic is carefully chosen in advance to satisfy the criteria of: (1) importance to NASA, (2) high technical level, and (3) a good match to the interests, ability, and experience of the fellow, with the implied possibility of NASA-supported follow-on work at the fellow's home institution. Other features of the Summer Faculty Fellowship Program include participation by the fellows in workshops and seminars at Stanford, the Ames Research Center, and other off-site locations. These enrichment programs take place either directly or remotely, via the Stanford Center for Professional Development, and also involve specific interactions between fellows and Stanford faculty on technical and other academic subjects. A few, brief remarks are in order to summarize the fellows' opinions of the summer program. It is noteworthy that 90% of the fellows gave the NASA-Ames/Dryden- Stanford program an "excellent" rating and the remaining 10%, "good." Also, 100% would recommend the program to their colleagues as an effective means of furthering their professional development as teachers and researchers. Last, but not least, 87% of the fellows stated that a continuing research relationship with their NASA colleagues' organization probably would be maintained. Therefore, the NASA-ASEE- Ames/Dryden-Stanford Program has met its goals very well and every effort will be made to continue to do so in the future.

Teaching About the Brain and Reaching the Community: Undergraduates in the Pipeline Neuroscience Program at the University of Pennsylvania

PubMed Central

Edlow, Brian L.; Hamilton, Karen; Hamilton, Roy H.

2007-01-01

This article provides an overview of the University of Pennsylvania School of Medicine’s Pipeline Neuroscience Program, a multi-tiered mentorship and education program for Philadelphia high school students in which University of Pennsylvania undergraduates are integrally involved. The Pipeline Neuroscience Program provides mentorship and education for students at all levels. High school students are taught by undergraduates, who learn from medical students who, in turn, are guided by neurology residents and fellows. Throughout a semester-long course, undergraduates receive instruction in neuroanatomy, neuroscience, and clinical neurology as part of the Pipeline’s case-based curriculum. During weekly classes, undergraduates make the transition from students to community educators by integrating their new knowledge into lesson plans that they teach to small groups of medically and academically underrepresented Philadelphia high school students. The Pipeline program thus achieves the dual goals of educating undergraduates about neuroscience and providing them with an opportunity to perform community service. PMID:23493190

Assessing cultural competency skills in gastroenterology fellowship training.

PubMed

Balzora, Sophie; Abiri, Benjamin; Wang, Xiao-Jing; McKeever, James; Poles, Michael; Zabar, Sondra; Gillespie, Colleen; Weinshel, Elizabeth

2015-02-14

To assess and teach cultural competency skills at the fellowship training level through the use of objective structured clinical examinations (OSCEs). We revised four scenarios to infuse a specific focus on cross-cultural care, and to render them appropriate for gastroenterology fellows. Three are discussed here: (1) Poor Health Literacy; (2) Disclosing/Apologizing for a Complication to a Patient Who Mistrusts the Healthcare System; and (3) Breaking Bad News to a Fatalistic Patient. A fourth case emphasizing shared decision-making will be described elsewhere. Four stations were completed by fellows and observed live by four faculty members, and the fellows' performance was assessed. Eleven fellows from four programs participated in the four OSCE. In the "Poor Health Literacy" case, 18% (2/11) of participants recognized that the standardized patient (SP) had below-basic health literacy. None successfully evaluated the SP's reading skills in a culturally-sensitive manner. In "Disclosing/Apologizing for a Complication", 4/11 (36%) personally apologized for the complication. 1/11 recognized the SP's mistrust of the medical system. With "Breaking Bad News", 27% (3/11) explored the patient's values to identify her fatalistic beliefs. OSCEs can be used to assess deficiencies in culturally-competent care at the fellowship level. OSCEs also afford fellowships the opportunity to inform future training curricula.

Research Reports: 1995 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

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

1996-01-01

For the 31st consecutive year, a NASA/ASEE Summer Faculty Fellowship Program was conducted at the Marshall Space Flight Center (MSFC). The program was conducted by the University of Alabama in Huntsville and MSFC during the period 15 May 1995 - 4 Aug. 1995. Operated under the auspices of the American Society for Engineering Education, the MSFC program, as well as those at other NASA centers, was sponsored by the Higher Education Branch, Education Division, NASA Headquarters, Washington, D.C. The basic objectives of the programs, which are in the 32nd year of operation nationally, are (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of the participants' institutions; and (4) to contribute to the research objectives of the NASA centers. The Faculty Fellows spent 10 weeks at MSFC engaged in a research project compatible with their interests and background and worked in collaboration with a NASA/MSFC colleague. This document is a compilation of Fellows' reports on their research during the summer of 1995. The University of Alabama in Huntsville presents the Co-Directors' report on the administrative operations of the program. Further information can be obtained by contacting any of the editors.

Research Reports: 1997 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Karr, G. R. (Editor); Dowdy, J. (Editor); Freeman, L. M. (Editor)

1998-01-01

For the 33rd consecutive year, a NASA/ASEE Summer Faculty Fellowship Program was conducted at the Marshall Space Flight Center (MSFC). The program was conducted by the University of Alabama in Huntsville and MSFC during the period June 2, 1997 through August 8, 1997. Operated under the auspices of the American Society for Engineering Education, the MSFC program was sponsored by the Higher Education Branch, Education Division, NASA Headquarters, Washington, D.C. The basic objectives of the program, which are in the 34th year of operation nationally, are: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of the participants' institutions; and (4) to contribute to the research objectives of the NASA centers. The Faculty Fellows spent 10 weeks at MSFC engaged in a research project compatible with their interests and background and worked in collaboration with a NASA/MSFC colleague. This document is a compilation of Fellows' reports on their research during the summer of 1997. The University of Alabama in Huntsville presents the Co-Directors' report on the administrative operations of the program. Further information can be obtained by contacting any of the editors.

Research Reports: 1996 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Freeman, M. (Editor); Chappell, C. R. (Editor); Six, F. (Editor); Karr, G. R. (Editor)

1996-01-01

For the 32nd consecutive year, a NASA/ASEE Summer Faculty Fellowship Program was conducted at the Marshall Space Flight Center (MSFC). The program was conducted by the University of Alabama and MSFC during the period May 28, 1996 through August 2, 1996. Operated under the auspices of the American Society for Engineering Education, the MSFC program, as well as those at other NASA centers, was sponsored by the Higher Education Branch, Education Division, NASA Headquarters, Washington, D.C. The basic objectives of the programs, which are in the 33rd year of operation nationally, are (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of the participants' institutions; and (4) to contribute to the research objectives of the NASA centers. The Faculty Fellows spent 10 weeks at MSFC engaged in a research project compatible with their interests and background and worked in collaboration with a NASA/MSFC colleague. This document is a compilation of Fellows' reports on their research during the summer of 1996. The University of Alabama presents the Co-Directors' report on the administrative operations of the program. Further information can be obtained by contacting any of the editors.

Postdoctoral Clinical-Research Training in Psychiatry

PubMed Central

Reynolds, Charles F.; Martin, Christopher; Brent, David; Ryan, Neal; Dahl, Ronald E.; Pilkonis, Paul; Marcus, Marsha D.; Kupfer, David J.

2009-01-01

The authors describe a model for teaching grant writing and other research survival skills to postdoctoral clinical-research fellows in psychiatry and for improving research mentoring. Over the past 4 years, the authors have developed a course on writing grant applications for postdoctoral clinical-research fellows, using peer-review processes modeled after a National Institutes of Health study section. At the same time, the authors have clarified expectations of mentors in ways designed to help fellows prepare “K” (Research Career Development) applications and to receive mentored practice in skills being taught in the course. Sixteen of 30 fellows have succeeded in receiving their first extramural support by the end of their two-year fellowship tenure or during the succeeding year. The authors conclude that by teaching grant-writing skills in a supportive peer environment, providing peer review of proposals, and sharpening expectations of mentors, it may be possible to reduce the time between the end of fellowship and the receipt of the first extramural grant. PMID:19617924

Research Reports: 1989 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

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

1989-01-01

For the twenty-fifth consecutive year, a NASA/ASEE Summer Faculty Fellowship Program was conducted at the Marshall Space Flight Center (MSFC). The basic objectives of the programs are: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of the participants' institutions; and (4) to contribute to the research objectives of the NASA Centers. The Faculty Fellows spent ten weeks at MSFC engaged in a research project compatible with their interests and background and worked in collaboration with a NASA/MSFC colleague.

From Communication Skills to Skillful Communication: A Longitudinal Integrated Curriculum for Critical Care Medicine Fellows.

PubMed

Roze des Ordons, Amanda L; Doig, Christopher J; Couillard, Philippe; Lord, Jason

2017-04-01

Communication with patients and families in critical care medicine (CCM) can be complex and challenging. A longitudinal curricular model integrating multiple techniques within classroom and clinical milieus may facilitate skillful communication across diverse settings. In 2014-2015, the authors developed and implemented a curriculum for CCM fellows at the Cumming School of Medicine, University of Calgary, to promote the longitudinal development of skillful communication. A departmental needs assessment informed curriculum development. Five 4-hour classroom sessions were developed: basic communication principles, family meetings about goals and transitions of care, discussing patient safety incidents, addressing conflict, and offering organ donation. Teaching methods-including instructor-led presentations incorporating a consistent framework for approaching challenging conversations, simulation and clinical practice, and feedback from peers, trained facilitators, family members, and clinicians-supported integration of skills into the clinical setting and longitudinal development of skillful communication. Seven fellows participated during the first year of the curriculum. CCM fellows engaged enthusiastically in the program, commented that the framework provided was helpful, and highly valued the opportunity to practice challenging communication scenarios, learn from observing their peers, and receive immediate feedback. More detailed accounts of fellows', patients', and family members' experiences will be obtained to guide curricular development. The curriculum will be expanded to involve other members of the multidisciplinary intensive care unit team, and faculty education initiatives will be offered to enhance the quality of the feedback provided. The impact of the curriculum on initial skill development, retention, and progression will be assessed.

The Impact of Communication Skills Training on Cardiology Fellows' and Attending Physicians' Perceived Comfort with Difficult Conversations.

PubMed

Berlacher, Kathryn; Arnold, Robert M; Reitschuler-Cross, Eva; Teuteberg, Jeffrey; Teuteberg, Winifred

2017-07-01

Cardiologists need to decide which treatments are appropriate for seriously ill patients and whether they align with patient goals. Reconciling medical options with patients' wishes requires skilled communication. Although there is evidence that communication is teachable, few cardiologists receive formal training. To demonstrate that providing communication skills training to cardiologists is feasible and improves their perceived preparedness (PP) for leading difficult conversations. CardioTalk is a workshop to improve communication through short didactic sessions followed by interactions with standardized patients. Competencies include giving bad news, defining goals of care, responding to emotion, supporting religious beliefs, and withdrawing therapies. Settings/Subjects: First year cardiology fellows, heart failure fellows, and cardiac intensive care unit attendings. Surveys evaluated the curriculum's efficacy and learners' PP before and after the workshop. Eight cardiology attendings and 20 cardiology fellows participated. Eighty-nine percent reported having any prior education in communication. Fellows reported more prior education than attendings (100% vs. 62.5%, p = 0.017). Level of PP improved in all competencies for all learners. Ninety-six percent of respondents would recommend the training to peers. All attendings felt that it should be required for cardiologists in the cardiac intensive care unit and reported improved preparedness to teach communication to learners. All learners improved in levels of PP in communication competencies. CardioTalk is the first described training program that prepares cardiologists for the challenges they face when having conversations with seriously ill patients.

Prospective faculty developing understanding of teaching and learning processes in science

NASA Astrophysics Data System (ADS)

Pareja, Jose I.

Historically, teaching has been considered a burden by many academics at institutions of higher education, particularly research scientists. Furthermore, university faculty and prospective faculty often have limited exposure to issues associated with effective teaching and learning. As a result, a series of ineffective teaching and learning strategies are pervasive in university classrooms. This exploratory case study focuses on four biology graduate teaching fellows (BGF) who participated in a National Science Foundation (NSF) GK-12 Program. Such programs were introduced by NSF to enhance the preparation of prospective faculty for their future professional responsibilities. In this particular program, BGF were paired with high school biology teachers (pedagogical mentors) for at least one year. During this yearlong partnership, BGF were involved in a series of activities related to teaching and learning ranging from classroom teaching, tutoring, lesson planning, grading, to participating in professional development conferences and reflecting upon their practices. The purpose of this study was to examine the changes in BGF understanding of teaching and learning processes in science as a function of their pedagogical content knowledge (PCK). In addition, the potential transfer of this knowledge between high school and higher education contexts was investigated. The findings of this study suggest that understanding of teaching and learning processes in science by the BGF changed. Specific aspects of the BGF involvement in the program (such as classroom observations, practice teaching, communicating with mentors, and reflecting upon one's practice) contributed to PCK development. In fact, there is evidence to suggest that constant reflection is critical in the process of change. Concurrently, BGFs enhanced understanding of science teaching and learning processes may be transferable from the high school context to the university context. Future research studies should be designed to explore explicitly this transfer phenomenon.

Inspiring Inquiry: Scientists, science teachers, and GK-12 students learning climate science together

NASA Astrophysics Data System (ADS)

Stwertka, C.; Blonquist, J.; Feener, D.

2010-12-01

A major communication gap exists between climate scientists, educators, and society. As a result, findings from climate research, potential implications of climate change, and possible mitigation strategies are not fully understood and accepted outside of the climate science community. A good way to begin bridging the gap is to teach climate science to students in public schools. TGLL (Think Globally, Learn Locally) is an NSF GK-12 program based at the University of Utah, which partners graduate students in the biological, geological and atmospheric sciences with middle and high school teachers in the Salt Lake City School District to improve the communication skills of Fellows and enhance inquiry-based science teaching and learning in the classroom. Each TGLL Fellow works in the same classroom(s) throughout the year, developing his or her scientific communication skills while providing teachers with content knowledge, resources, classroom support, and enhancing the experience of students such that science becomes an interesting and accessible tool for acquiring knowledge. The TGLL Fellows work closely as a group to develop inquiry-based teaching modules (a series of lessons) and a field trip that involve students in doing authentic science. Lessons are designed to apply national and Utah core curriculum concepts to broader scientific issues such as habitat alteration, pollution and disturbance, invasive species, and infectious disease, with the focus of the 2010-2011 school year being climate change. The TGLL Global Climate Change module contains lesson plans on climate temporal and spatial scales, temperature variation, energy balance, the carbon cycle, the greenhouse effect, climate feedback loops, anthropogenic climate change indicators, climate change consequences and impacts, and actions students can take to reduce greenhouse gas emissions. The capstone experience for the module is a “Backyard Climate Change” field trip to a local pristine canyon. Students will map and measure the carbon dioxide flux of various ecosystem components, measure the albedo of various surfaces, learn about micro-scale climates and atmospheric pollen transport, measure water and air quality, and observe habitat alteration. Through the module and fieldtrip, TGLL Fellows aim to build student and teacher knowledge about climate change and create lasting projects that are adapted into the core science curriculum.

Results of distal hypospadias repair after pediatric urology fellowship training: A comparison of junior surgeons with their mentor.

PubMed

Bush, N C; Barber, T D; Dajusta, D; Prieto, J C; Ziada, A; Snodgrass, W

2016-06-01

Teaching and learning hypospadias repair is a major component of pediatric urology fellowship training. Educators must transfer skills to fellows, without increasing patient complications. Nevertheless, few studies report results of surgeons during their first years of independent practice. To review outcomes of distal hypospadias repairs performed during the same 2-year period by consecutive, recently matriculated, surgeons in independent practice, and to compare them to results by their mentor (with >20 years of experience). Exposure to hypospadias surgery during fellowship was determined from case logs of five consecutive fellows completing training from 2007-2011. TIP was the only technique used to repair distal hypospadias. No fellow operated independently or performed complete repairs under supervision. Instead, the first 3 months were spent assisting their mentor, observing surgical methodology and decision-making. Then, each performed selected portions under direct supervision, including: degloving, penile straightening, developing glans wings, incising and tubularizing the urethral plate, creating a barrier layer, sewing the glansplasty, and skin closure. Overall fellow participation in each case was <50%. In 2011-2012, urethroplasty complications (fistula, glans dehiscence, meatal stenosis, urethral stricture, diverticulum) were recorded for consecutive patients undergoing primary distal repair by these recent graduates in their independent practices. The fellow graduating in 2011 provided 1 year of data. All patients undergoing repair during the study period were included in the analysis, except those lost to follow-up after catheter removal. Composite urethroplasty complications were compared between junior surgeons, and between junior surgeons and their mentor, with Fisher's exact contingency test. Training logs indicated fellow participation ranged from 76-134 hypospadias repairs, including distal, proximal and reoperative surgeries. Post-graduation case volumes ranged from 25-68 by junior surgeons versus 136 by the mentor. With similar mean follow-up, urethroplasty complication rates were statistically the same between the former fellows, and between them versus the mentor, ranging from 5-13%. Nearly all were fistulas or glans dehiscence. Junior surgeons reported they performed TIP as learned during fellowship, with one exception who used 7-0 polydioxanone rather than polyglactin for urethroplasty. This is the first study directly comparing hypospadias surgical outcomes by recently graduated fellows in independent practice with those of their mentor. We found junior surgeons achieved similar results for distal TIP hypospadias repair. Although their participation during training largely comprised observation and surgical assistance, with discrete performance of key steps, skills sufficient to duplicate the mentor's results were transferred. These data suggest there should be no learning curve for distal hypospadias after training. This report raises several considerations for surgical educators. First, mentors should review their own results, to be certain that they are correctly performing and teaching procedures. Second, programs need to determine key steps for procedures they teach, and then emphasize their optimal performance. Finally, mentors should expect former fellows to report back their initial results of hypospadias repair to be certain lessons taught were learned. Otherwise, preventable complications resulting from technical errors will be multiplied in the children operated by their trainees as they enter independent practice. Copyright © 2016 Journal of Pediatric Urology Company. Published by Elsevier Ltd. All rights reserved.

The effects of the addition of a pediatric surgery fellow on the operative experience of the general surgery resident.

PubMed

Raines, Alexander; Garwe, Tabitha; Adeseye, Ademola; Ruiz-Elizalde, Alejandro; Churchill, Warren; Tuggle, David; Mantor, Cameron; Lees, Jason

2015-06-01

Adding fellows to surgical departments with residency programs can affect resident education. Our specific aim was to evaluate the effect of adding a pediatric surgery (PS) fellow on the number of index PS cases logged by the general surgery (GS) residents. At a single institution with both PS and GS programs, we examined the number of logged cases for the fellows and residents over 10 years [5 years before (Time 1) and 5 years after (Time 2) the addition of a PS fellow]. Additionally, the procedure related relative value units (RVUs) recorded by the faculty were evaluated. The fellows averaged 752 and 703 cases during Times 1 and 2, respectively, decreasing by 49 (P = 0.2303). The residents averaged 172 and 161 cases annually during Time 1 and Time 2, respectively, decreasing by 11 (P = 0.7340). The total number of procedure related RVUs was 4627 and 6000 during Times 1 and 2, respectively. The number of cases logged by the PS fellows and GS residents decreased after the addition of a PS fellow; however, the decrease was not significant. Programs can reasonably add an additional PS fellow, but care should be taken especially in programs that are otherwise static in size.

Using an Audience Response System Smartphone App to Improve Resident Education in the Pediatric Intensive Care Unit.

PubMed

Chung, Hoyoung; Kallay, Tom; Anas, Nick; Bruno, Diana; Decamps, Jose; Evans, Darci; Vilasagar, Niveditha; Mink, Richard B

2018-01-01

In the Pediatric Intensive Care Unit (PICU), most teaching occurs during bedside rounds, but technology now provides new opportunities to enhance education. Specifically, smartphone apps allow rapid communication between instructor and student. We hypothesized that using an audience response system (ARS) app can identify resident knowledge gaps, guide teaching, and enhance education in the PICU. Third-year pediatric residents rotating through the PICU participated in ARS-based education or received traditional teaching. Before rounds, experimental subjects completed an ARS quiz using the Socrative app. Concomitantly, the fellow leading rounds predicted quiz performance. Then, discussion points based on the incorrect answers were used to guide instruction. Scores on the pre-rotation test were similar between groups. On the post-rotation examination, ARS participants did not increase their scores more than controls. The fellow's prediction of performance was poor. Residents felt that the method enhanced their education whereas fellows reported that it improved their teaching efficiency. Although there was no measurable increase in knowledge using the ARS app, it may still be a useful tool to rapidly assess learners and help instructors provide learner-centered education.

The RWJ Executive Nurse Fellows Program, Part 2: Mentoring for leadership success.

PubMed

Bellack, Janis P; Morjikian, Robin L

2005-12-01

This article is the second in a 3-part series describing the RWJ Executive Nurse Fellows Program, an advanced leadership program for nurses in senior executive roles who aspire to help lead and shape the US healthcare system of the future. Part 1 (October 2005) described the program, its core leadership competencies, and the primary components. This article discusses the mentor experience that is a cornerstone of the 3-year fellowship program. Fellows are encouraged to have this experience with senior-level executives outside of healthcare in order to broaden their leadership perspectives. Examples of these mentor experiences are described from the viewpoints of both fellows and mentors, including successes, challenges, and lessons learned. Part 3 (February 2006) will explain how fellows are required to create a business plan for their leadership project because it is so important for nurse leaders to offer a strong business case for proceeding with anew initiative, service, or program.

Program Components | Cancer Prevention Fellowship Program

Cancer.gov

Annual Cancer Prevention Fellows' Scientific Symposium The Annual Cancer Prevention Fellows’ Scientific Symposium is held each fall. The symposium brings together senior fellows, new fellows, and the CPFP staff for a day of scientific exchange in the area of cancer prevention.

Endoscopic training in gastroenterology fellowship: adherence to core curriculum guidelines.

PubMed

Jirapinyo, Pichamol; Imaeda, Avlin B; Thompson, Christopher C

2015-12-01

The Gastroenterology Core Curriculum and American Society of Gastrointestinal Endoscopy provide guidelines for endoscopic training. Program adherence to these recommendations is unclear. This study aims to assess endoscopic training experience during fellowship. Questionnaire study. The questionnaire was circulated to US fellowship programs, with the assistance of the American Gastroenterological Association. Graduating third-year fellows. Seventy-three fellows returned the questionnaire. Nearly all fellows met the required numbers for esophagoduodenoscopy (98%) and colonoscopy (100%), with fewer meeting requirements for PEG (73%) and non-variceal hemorrhage (75%). The majority of fellows did not meet minimum numbers for variceal banding (40%), esophageal dilation (43%), capsule endoscopy (42%). Fellows rated training in cognitive aspects of endoscopy as 3.86 [1 (inadequate), 5 (excellent)] and reported greatest emphasis on interpreting endoscopic findings and least on virtual colonography. Quality indicators of endoscopy received little emphasis (rating of 3.04; p = 0.00001), with adenoma detection rate being least emphasized. Fifty-six percent of fellows reported having routine endoscopy conferences. Half of the programs have endoscopic simulators, with 15% of fellows being required to use simulation. Following direct hands-on experience, fellows rated external endoscopy courses (64%) as the next most useful experience. Many fellows do not meet required numbers for several endoscopic procedures, and quality indicators receive little emphasis during training. Most programs do not provide simulation training or hold regular endoscopy conferences. Fellowship programs should perform internal audits and make feasible adjustments. Furthermore, it may be time for professional societies to revisit training guidelines.

Building capacity for HIV/AIDS program leadership and management in Uganda through mentored Fellowships.

PubMed

Matovu, Joseph K B; Wanyenze, Rhoda K; Mawemuko, Susan; Wamuyu-Maina, Gakenia; Bazeyo, William; Olico-Okui; Serwadda, David

2011-02-24

Around the world, health professionals and program managers are leading and managing public and private health organizations with little or no formal management and leadership training and experience. To describe an innovative 2-year, long-term apprenticeship Fellowship training program implemented by Makerere University School of Public Health (MakSPH) to strengthen capacity for leadership and management of HIV/AIDS programs in Uganda. IMPLEMENTATION PROCESS: The program, which began in 2002, is a 2-year, full-time, non-degree Fellowship. It is open to Ugandan nationals with postgraduate training in health-related disciplines. Enrolled Fellows are attached to host institutions implementing HIV/AIDS programs and placed under the supervision of host institution and academic mentors. Fellows spend 75% of their apprenticeship at the host institutions while the remaining 25% is dedicated to didactic short courses conducted at MakSPH to enhance their knowledge base. Overall, 77 Fellows have been enrolled since 2002. Of the 57 Fellows who were admitted between 2002 and 2008, 94.7% (54) completed the Fellowship successfully and 50 (92.3%) are employed in senior leadership and management positions in Uganda and internationally. Eighty-eight percent of those employed (44/54) work in institutions registered in Uganda, indicating a high level of in-country retention. Nineteen of the 20 Fellows who were admitted between 2009 and 2010 are still undergoing training. A total of 67 institutions have hosted Fellows since 2002. The host institutions have benefited through staff training and technical expertise from the Fellows as well as through grant support to Fellows to develop and implement innovative pilot projects. The success of the program hinges on support from mentors, stakeholder involvement, and the hands-on approach employed in training. The Fellowship Program offers a unique opportunity for hands-on training in HIV/AIDS program leadership and management for both Fellows and host institutions. © 2011 Joseph K.B. Matovu et al.

Building capacity for HIV/AIDS program leadership and management in Uganda through mentored Fellowships

PubMed Central

Matovu, Joseph K.B.; Wanyenze, Rhoda K.; Mawemuko, Susan; Wamuyu-Maina, Gakenia; Bazeyo, William; Olico-Okui; Serwadda, David

2011-01-01

Background Around the world, health professionals and program managers are leading and managing public and private health organizations with little or no formal management and leadership training and experience. Objective To describe an innovative 2-year, long-term apprenticeship Fellowship training program implemented by Makerere University School of Public Health (MakSPH) to strengthen capacity for leadership and management of HIV/AIDS programs in Uganda. Implementation process The program, which began in 2002, is a 2-year, full-time, non-degree Fellowship. It is open to Ugandan nationals with postgraduate training in health-related disciplines. Enrolled Fellows are attached to host institutions implementing HIV/AIDS programs and placed under the supervision of host institution and academic mentors. Fellows spend 75% of their apprenticeship at the host institutions while the remaining 25% is dedicated to didactic short courses conducted at MakSPH to enhance their knowledge base. Achievements Overall, 77 Fellows have been enrolled since 2002. Of the 57 Fellows who were admitted between 2002 and 2008, 94.7% (54) completed the Fellowship successfully and 50 (92.3%) are employed in senior leadership and management positions in Uganda and internationally. Eighty-eight percent of those employed (44/54) work in institutions registered in Uganda, indicating a high level of in-country retention. Nineteen of the 20 Fellows who were admitted between 2009 and 2010 are still undergoing training. A total of 67 institutions have hosted Fellows since 2002. The host institutions have benefited through staff training and technical expertise from the Fellows as well as through grant support to Fellows to develop and implement innovative pilot projects. The success of the program hinges on support from mentors, stakeholder involvement, and the hands-on approach employed in training. Conclusion The Fellowship Program offers a unique opportunity for hands-on training in HIV/AIDS program leadership and management for both Fellows and host institutions. PMID:21364774

Targeting clinical outcomes: Endovascular simulation improves diagnostic coronary angiography skills.

PubMed

Schimmel, Daniel R; Sweis, Ranya; Cohen, Elaine R; Davidson, Charles; Wayne, Diane B

2016-02-15

The purpose of this study is to determine the effects of simulation-based medical education (SBME) on the skills required to perform coronary angiography in the cardiac catheterization laboratory. Cardiovascular fellows commonly learn invasive procedures on patients. Because this approach is not standardized, it can result in inconsistent skill acquisition through exclusion of concepts and skills. Also, the learning curve varies between trainees yielding variability in skill acquisition. Therefore, coronary angiography skills are an excellent target for SBME in an environment in which direct patient care is not jeopardized. From January 2013 to June 2013, 14 cardiovascular fellows entering the cardiac catheterization laboratory at a tertiary care teaching hospital were tested on an endovascular simulator to assess baseline skills. All fellows subsequently underwent didactic teaching and preceptor-lead training on the endovascular simulator. Topics included basic catheterization skills and a review of catheterization laboratory systems. Following training, all fellows underwent a post-training assessment on the endovascular simulator. Paired t tests were used to compare items on the skills checklist and simulator defined variables. Cardiovascular fellows scored significantly higher on a diagnostic coronary angiography skills checklist following SBME using an endovascular simulator. The mean pretest score was 66.6% (SD = 9.7%) compared to 86.0% (SD = 6.3%) following simulator training (P < 0.001). Additional findings include significant reduction in procedure time and use of cine-fluoroscopy at posttest. SBME significantly improved cardiovascular fellows' performance of simulated coronary angiography skills. Standardized simulation-based education is a valuable adjunct to traditional clinical education for cardiovascular fellows. © 2015 Wiley Periodicals, Inc.

What I expect from an orthopaedic traumatology fellow.

PubMed

Lee Chip Routt, Milton; Stark, Delbert H

2014-09-01

After 2.5 decades working with a variety of orthopaedic traumatology fellows, I have learned that several qualities and behaviors are important to a successful experience. Most fellows possess them, but some do not. Those that do usually integrate quickly onto the team and are rewarded with enriched teaching and clinical experiences. Some that do not may be able to adjust or alter their behaviors and eventually fit in. Some cannot adjust and their experiences suffer. I realize that no 2 individuals are the same, so my expectations of a fellow serve as a relationship foundation to then build their experiences upon. Their qualities and behaviors guide our relationship.

Structure and characteristics of family medicine maternity care fellowships.

PubMed

Peterson, Lars E; Blackburn, Brenna; Phillips, Robert L; Puffer, James C

2014-05-01

Fewer family physicians are providing maternity care. Maternity Care Fellowships (MCFs) provide training in advanced obstetrical skills, including cesarean sections. These programs lack official recognition and certification. MCF graduates have been studied, but there are no studies of the fellowships. The objective of this study was to assess the structure and organization of family medicine MCFs. We identified MCFs from the American Academy of Family Physicians website. Twenty-nine unique and active programs were included in the final sample. We surveyed programs via an anonymous internet methodology. The survey asked about program structure, organization, and educational aspects of the program. A total of 18 programs responded, for a 62% response rate. Eighty-eight percent of MCFs were 1 year in length, and the mean number of fellows per year was 1.9. All but one program were associated with a residency training program, and 55.6% were based in community hospitals. All but two programs had a standardized curriculum. Eighty-eight percent of MCFs had obstetricians involved in teaching or clinical supervision. Mean estimated number of deliveries performed by fellows were 80 vaginal and 108 caesarian. Graduates of MCFs were largely able to obtain caesarian privileges after graduation, and many were working in rural and/or underserved areas. Many MCF directors favored formal accreditation and a standardized curriculum across programs. Despite lack of formal accreditation, MCFs have academic affiliations and internally standardized curricula. MCFs provide an obstetric workforce for rural and underserved areas, and formal accreditation may ensure program survival and boost educational standards.

Students as facilitators in a teacher training program: motivation for leadership roles.

PubMed

Burgess, Annette; van Diggele, Christie; Mellis, Craig

2015-01-01

Although students often partake in peer-teaching activities during medical school, they are rarely provided with formal training in teaching. We have previously described our teacher training (TT) program for medical students. The TT program is delivered face-to-face across two sessions. In order to alleviate academic teaching load required to run the course, and at the same time provide our final-year students with practical opportunities to develop their leadership skills, we engaged five senior students as co-facilitators alongside academic staff. By developing an understanding of our students' motivation to participate as facilitators, we may be able to promote an interest within leadership in teaching among other students. Our study sought to examine students' motivation to take part as facilitators in the TT program. Data were collected through a focus group session with the five student facilitators. Self-determination theory, which poses that there are three elements key to intrinsic motivation, including autonomy, competence, and relatedness, was used as a conceptual lens to identify and code recurrent themes in the data. Elements that motivated students to assist in facilitation included an opportunity to review and build on their knowledge and skills in teaching practices; the recognition and acknowledgement received from school staff and fellow students; the opportunity to develop these relationships; and a desire to increase their peer-teaching responsibilities. By actively involving our students in leadership practices, we were able to not only engage the students, but also develop our student community and contribute to the promotion of a culture of excellence in teaching within the hospital.

NASA Graduate Student Researchers Program Ronald E. McNair PhD Program

NASA Technical Reports Server (NTRS)

Howard, Sunnie

1998-01-01

The NASA Ronald E. McNair PHD Program was funded in September 1995. Implementation began during the spring of 1996. The deferment of the actual program initial semester enabled the program to continue support through the fall semester of 1998. This was accomplished by a no-cost extension from August 15, 1998 through December 31, 1998. There were 12 fellows supported by the program in 1996, 15 fellows in 1997, and 15 fellows 1998. Current program capacity is 15 fellows per funding support. Support for the academic outreach component began in spring 1998. The program was named the "Good Enough" Crew Activity (GECA) in honor of Dr. McNair's philosophy of everyone being good enough to achieve anything they want bad enough. The program currently enrolls 65 students from the third through the eight grades. The program is held 12 Saturdays per semester. The time is 9:00 AM to 12:30 PM each Saturday Morning. Program direction and facilitation is jointly administered with the PHD fellows and the Saturday Academy staff. Dr. John Kelly, REM-PHD Principal Investigator serves in a program oversight and leadership capacity. Ms. Sunnie Howard, The NASA REM-PHD Administrative Coordinator serves in an administrative and logistical capacity. Mr. Aaron Hatch, the NASA-AMES Liaison Officer, serve@'in a consultative and curriculum review capacity. The first recognition activity will be held on December 12, 1998, with the students, parents, faculty, PHD fellows, and other local student support services persons. Program outreach efforts are jointly supported by the NASA REM-PHD Program and the National Space Grant College and Fellowship Program. The Ph.D. program reached its first milestone in May 1998. North Carolina A&T State University graduated the first Ph.D. fellows. The first three Ph.D. Alumni were Ronald E. McNair PHD Program Fellows. It is hoped that this is just the beginning of a highly acclaimed doctoral program. The ultimate program success will be recognized when the program begins to graduate 15 fellows per year. The Ph.D. Program is only three and a half years old and the expectations of graduating PH.D's in that timeframe, is a phenomenal accomplishment for any program in the country. Since inception of the NASA REM-PHD program, tuitions and fees have increased. Stipend support was increased to offer the Ph.D. program on a competitive basis. These increases will place allocation restraints on r_ the current level of funding. These issues are being addressed in the proposal and will bear their own merit.

The Efficacy of Residents as Teachers in an Ophthalmology Module.

PubMed

Ryg, Peter A; Hafler, Janet P; Forster, Susan H

2016-01-01

Resident physicians have reported spending upward of 25% of their time teaching fellow residents and medical students. Until relatively recently, there have not been formal requirements in residency programs to learn teaching skills. The first goal of this study was to develop a novel residents-as-teachers training program to educate Ophthalmology residents on facilitating group learning and emphasizing critical-thinking skills. The second goal was to educate residents on how to teach clinical reasoning skills. We designed a longitudinal residents-as-teachers program that consisted of a 2-hour workshop, voluntary observation of their teaching in the small group, and student feedback on their teaching. The focus of the workshop was to educate the residents on how to facilitate critical thinking and clinical reasoning in a small group format. Voluntary video recording of residents' teaching was offered, and feedback on their teaching was provided. Yale University School of Medicine, Department of Ophthalmology and Visual Science. In total, ten second-year medical student groups consisting of approximately 7 to 11 students in each group were organized in this course and each group had one teacher: 4 senior Ophthalmology residents and 6 community faculty. This study found that the resident teachers who completed the residents-as-teachers program were equally as effective as community faculty teachers in building medical students' comprehension of ophthalmic principles during small group seminars according to the students' evaluation of teaching performance. We also found that all of the medical students' responses were overwhelmingly positive toward having residents as teachers. The medical students particularly noted residents' preparedness and effectiveness in facilitating a discussion during the small group seminars. Our novel program was effective at teaching residents how to teach critical-thinking skills and the resident teachers were well received by medical students in the classroom. Given the requirement that residents learn teaching skills during residency and our preliminary success, we plan to continue inviting residents to teach small group seminars in Ophthalmology, and we will continue to provide them with the residents-as-teachers program. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Teaching in Medical Education | Center for Cancer Research

Cancer.gov

Many postdoctoral fellows are considering an academic career at a medical school. In addition to conducting research, new faculty members must learn effective teaching methodologies. This course will focus on good teaching practices, including basic strategies for developing and organizing a course. The purpose of the "Teaching in Medical Education (TIME)" course is to

River-Based Experiential Learning: the Bear River Fellows Program

NASA Astrophysics Data System (ADS)

Rosenberg, D. E.; Shirley, B.; Roark, M. F.

2012-12-01

The Department of Civil and Environmental Engineering, Outdoor Recreation, and Parks and Recreation programs at Utah State University (USU) have partnered to offer a new, unique river-based experiential learning opportunity for undergraduates called the Bear River Fellows Program. The program allows incoming freshmen Fellows to experience a river first hand during a 5-day/4-night river trip on the nearby Bear River two weeks before the start of their first Fall semester. As part of the program, Fellows will navigate the Bear River in canoes, camp along the banks, interact with local water and environmental managers, collect channel cross section, stream flow, vegetation cover, and topological complexity data, meet other incoming freshmen, interact with faculty and graduate students, develop boating and leadership skills, problem solve, and participate as full members of the trip team. Subsequently, Fellows will get paid as undergraduate researchers during their Fall and Spring Freshman semesters to analyze, synthesize, and present the field data they collect. The program is a collaborative effort between two USU academic units and the (non-academic) division of Student Services and supports a larger National Science Foundation funded environmental modelling and management project for the lower Bear River, Utah watershed. We have advertised the program via Facebook and emails to incoming USU freshmen, received 35 applications (60% women), and accepted 5 Fellows into the program (3 female and 2 male). The river trip departs August 14, 2012. The poster will overview the Bear River Fellows Program and present qualitative and preliminary outcomes emerging from the trip and Fellows' work through the Fall semester with the field data they collect. We will also undertake more rigorous and longer longitudinal quantitative evaluation of Program outcomes (for example, in problem-solving and leadership) both in Spring 2013 and in subsequent 2013 and 2014 offerings of the program.

Clinical nutrition knowledge of gastroenterology fellows: is there anything omitted?

PubMed

Eslamian, Ghazaleh; Jacobson, Kevan; Hekmatdoost, Azita

2013-01-01

Despite the increased emphasis on chronic non-communicable diseases, there are notable deficits about nutrition education in many medicine training programs particularly gastroenterology fellowship programs. In the present cross-sectional study, we examined the nutritional knowledge related to clinical nutrition among Iranian gastroenterology fellows. Thirty-six gastroenterology fellows currently enrolled in a gastroenterology fellowship program completed a questionnaire, including two sections. The first of which assessed the gastroenterology fellows experience about nutrition training, nutrition management of patients with gastrointestinal (GI) disorders and evaluating perceived nutrition education needs. The second section consisted of multiple choice questions that assessed nutritional knowledge. A total of 32 gastroenterology fellows completed the first section. The majority of gastroenterology fellows failed to partake in any nutrition education during their fellowship training particularly for inpatients despite the availability to participate in the nutrition training especially for the purpose of nutrition support. Mean correct response rates for the second section was 38%. The highest mean score was seen in nutrition assessment (48.1%), followed by scores of 40.5% in nutrition support, 37.0% nutrition in GI disease, and 25.0% in micro and macronutrients. Iranian gastroenterology fellows have serious deficits in their nutrition knowledge. This study paves the way for the development of an education program to improve nutritional knowledge of gastroenterology fellows.

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.

Resident Training in Bariatric Surgery-A National Survey in the Netherlands.

PubMed

van Ramshorst, Gabrielle H; Kaijser, Mirjam A; Pierie, Jean-Pierre E N; van Wagensveld, Bart A

2017-11-01

Surgical procedures for morbid obesity, including laparoscopic Roux-en-Y gastric bypass (LRYGB), are considered standardized laparoscopic procedures. Our goal was to determine how bariatric surgery is trained in the Netherlands. Questionnaires were sent to lead surgeons from all 19 bariatric centers in the Netherlands. At least two residents or fellows were surveyed for each center. Dutch residents are required to collect at least 20 electronic Objective Standard Assessment of Technical Skills (OSATS) observations per year, which include the level of supervision needed for specific procedures. Centers without resident accreditation were excluded. All 19 surgeons responded (100%). Answers from respondents who worked at teaching hospitals with residency accreditation (12/19, 63%) were analyzed. The average number of trained residents or fellows was 14 (range 3-33). Preferred procedures were LRYGB (n = 10), laparoscopic gastric sleeve (LGS) resection (n = 1), or no preference (n = 1). Three groups could be discerned for the order in which procedural steps were trained: unstructured, in order of increasing difficulty, or in order of chronology. Questionnaire response was 79% (19/24) for residents and 73% (8/11) for fellows. On average, residents started training in bariatric surgery in postgraduate year (PGY) 4 (range 0-5). The median number of bariatric procedures performed was 40 for residents (range 0-148) and 220 during fellowships (range 5-306). Training in bariatric surgery differs considerably among centers. A structured program incorporating background knowledge, step-wise technical skills training, and life-long learning should enhance efficient training in bariatric teaching centers without affecting quality or patient safety.

A framework for understanding international medical graduate challenges during transition into fellowship programs.

PubMed

Sockalingam, Sanjeev; Khan, Attia; Tan, Adrienne; Hawa, Raed; Abbey, Susan; Jackson, Timothy; Zaretsky, Ari; Okrainec, Allan

2014-01-01

Previous studies have highlighted unique needs of international medical graduates (IMG) during their transition into medical training programs; however, limited data exist on IMG needs specific to fellowship training. We conducted the following mixed-method study to determine IMG fellow training needs during the transition into fellowship training programs in psychiatry and surgery. The authors conducted a mixed-methods study consisting of an online survey of IMG fellows and their supervisors in psychiatry or surgery fellowship training programs and individual interviews of IMG fellows. The survey assessed (a) fellows' and supervisors' perceptions on IMG challenges in clinical communication, health systems, and education domains and (b) past orientation initiatives. In the second phase of the study, IMG fellows were interviewed during the latter half of their fellowship training, and perceptions regarding orientation and adaptation to fellowship in Canada were assessed. Survey data were analyzed using descriptive and Mann-Whitney U statistics. Qualitative interviews were analyzed using grounded theory methodology. The survey response rate was 76% (35/46) and 69% (35/51) for IMG fellows and supervisors, respectively. Fellows reported the greatest difficulty with adapting to the hospital system, medical documentation, and balancing one's professional and personal life. Supervisors believed that fellows had the greatest difficulty with managing language and slang in Canada, the healthcare system, and an interprofessional team. In Phase 2, fellows generated themes of disorientation, disconnection, interprofessional team challenges, a need for IMG fellow resources, and a benefit from training in a multicultural setting. Our study results highlight the need for IMG specific orientation resources for fellows and supervisors. Maslow's Hierarchy of Needs may be a useful framework for understanding IMG training needs.

MESSENGER Educator Fellows Taking the Nation on a Ride to the Innermost Planet

NASA Astrophysics Data System (ADS)

Vanhala, H. A.; Goldstein, J. J.; Chapman, C. R.; Edmonds, J. P.; Hallau, K. G.; Hirshon, B.; Weir, H. M.; Solomon, S. C.

2011-12-01

Exploration of the mysterious planet Mercury offers an unprecedented opportunity for teachers, students, and citizens to tag along for the ride, and the MESSENGER (MErcury Surface, Space ENvironment, GEochemistry, and Ranging) Educator Fellows are making sure classrooms across the U.S. are treated to quite a show. The Fellows, a nationally selected team of 30 master science educator volunteers, conduct workshops to teachers on how to bring educational materials developed in support of the mission into the classroom. The goal of the program is to provide teachers and school districts with exceptional educational materials and professional development strongly tied to the space science curriculum, and the materials are designed to inspire the next generation of America's scientists and engineers through NASA missions. Since the program's inception in 2003, more than 17,000 educators have been trained by the Fellows. On the basis of data gathered from the Fellows, this figure could translate to over two million student experiences. The success of the Fellowship program can also be gauged by determining how well it has maintained its volunteer corps over the years. The Fellows, selected to the program through a national announcement of opportunity every two years, reflect a geographically and institutionally diverse mix of individuals from a variety of settings such as science centers, museums, school districts, and universities. The Fellows sign up to the program for two years at a time, and at the end of their term they have the option to reapply. To keep the number of Fellows at 30 in each cadre, new Fellows are recruited to replace those who have retired. The current, fourth cadre of Fellows includes 30 individuals in 19 states and territories. Of these, seven have been in the program since the first cadre, and the other 23 include Fellows from the second, third, and fourth recruitment campaigns in 2006, 2008, and 2010. The current cadre is conducting its work during the primary phase of the MESSENGER mission, a one-year comprehensive study of Mercury conducted from orbit. During this time, the Fellows are essential in disseminating new science findings to K-12 classrooms and informal science education venues, not only through formal teacher training workshops, but also via more informal methods. For example, the Fellows have used social media effectively to communicate their experiences during mission milestone events over the past three years. The expectation is that by the end of the mission, over 22,000 educators will have been trained by the Fellows, with additional public outreach efforts having reached thousands more.

Women’s Health Training in Gastroenterology Fellowship: A National Survey of Fellows and Program Directors

PubMed Central

Roberson, Erica; Richie, Kelly; Lindstrom, Mary J.; Esposti, Silvia Degli; Wald, Arnold

2013-01-01

Background and Aims The Gastroenterology Core Curriculum requires training in women’s digestive disorders; however, requirements do not necessarily produce knowledge and competence. Our study goals were: (1) to compare perceptions of education, fellow-reported levels of competence, and attitudes towards training in women’s gastrointestinal (GI) health issues during fellowship between gastroenterology fellows and program directors, and (2) to determine the barriers for meeting training requirements. Methods A national survey assessing four domains of training was conducted. All GI program directors in the United States (n = 153) and a random sample of gastroenterology fellows (n = 769) were mailed surveys. Mixed effects linear modeling was used to estimate all mean scores and to assess differences between the groups. Cronbach’s alpha was used to assess the consistency of the measures which make up the means. Results Responses were received from 61% of program directors and 31% of fellows. Mean scores in perceived didactic education, clinical experiences, and competence in women’s GI health were low and significantly differed between the groups (P < 0.0001). Fellows’ attitudes towards women’s GI health issues were more positive compared to program directors’ (P = 0.004). Barriers to training were: continuity clinic at a Veteran’s Administration hospital, low number of pregnant patients treated, low number of referrals from obstetrics and gynecology, and lack of faculty interest in women’s health. Conclusions (1) Fellows more so than program directors perceive training in women’s GI health issues to be low. (2) Program directors more so than fellows rate fellows to be competent in women’s GI health. (3) Multiple barriers to women’s health training exist. PMID:21267780

What We Do - Outreach and Activities - Scientists in the Community

Cancer.gov

NCI fellows and trainees volunteer for science outreach and teaching activities in the greater Washington, D.C. area. Learn more about our seminars, teaching opportunities, and other ways we assist in the classroom.

Preparing for an Academic Career Workshops: Resources for Graduate Students and Post-Doctoral Fellows

NASA Astrophysics Data System (ADS)

Dunbar, R. W.; MacDonald, R.

2004-12-01

The professional development program, "On the Cutting Edge", offers annual multi-day workshops for graduate students and post-doctoral fellows interested in pursuing academic careers. Goals are to prepare participants to become more effective teachers, stronger candidates for academic positions, and more aware of the realities of academic jobs. Insights that participants especially hope to gain from these workshops include feedback on the application process, especially an understanding of how search committees work; the different realities of balancing teaching, research, and personal life in a range of academic institutions; and expectations for tenure. The ten-person leadership team represents, by design, a wide range of academic career paths and institutions, and provides approximately 1:6 leader: participant ratio. Specific sessions include research on learning, an introduction to course and lab design, effective teaching and assessment strategies, developing a teaching statement, time management and early career faculty success, and moving research forward into new settings. Optional workshop sessions and discussions include the following topics: dual-career couples; families and careers; teaching portfolios; effective negotiation strategies; tenure and promotion; effective field trips; getting started in undergraduate research; opportunities in K-12 education; career options beyond faculty positions. Highlights of the workshop are faculty panel discussions about career paths and the academic job search. By workshop end, participants complete a goal setting and action planning activity. Two years of evaluation data suggest our goals are being met. Participants particularly appreciate the practical ideas and the opportunity to interact with, and learn from, a diverse leadership team and other participants.

Research reports: 1991 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

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

1991-01-01

The basic objectives of the programs, which are in the 28th year of operation nationally, are: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of the participants' institutions; and (4) to contribute to the research objectives of the NASA Centers. The faculty fellows spent 10 weeks at MSFC engaged in a research project compatible with their interests and background and worked in collaboration with a NASA/MSFC colleague. This is a compilation of their research reports for summer 1991.

A National Survey on Teaching and Assessing Technical Proficiency in Vascular Surgery in Canada.

PubMed

Drudi, Laura; Hossain, Sajjid; Mackenzie, Kent S; Corriveau, Marc-Michel; Abraham, Cherrie Z; Obrand, Daniel I; Vassiliou, Melina; Gill, Heather; Steinmetz, Oren K

2016-05-01

This survey aims to explore trainees' perspectives on how Canadian vascular surgery training programs are using simulation in teaching and assessing technical skills through a cross-sectional national survey. A 10-min online questionnaire was sent to Program Directors of Canada's Royal College of Physicians and Surgeons' of Canada approved training programs in vascular surgery. This survey was distributed among residents and fellows who were studying in the 2013-2014 academic year. Twenty-eight (58%) of the 48 Canadian vascular surgery trainees completed the survey. A total of 68% of the respondents were part of the 0 + 5 integrated vascular surgery training program. The use of simulation in the assessment of technical skills at the beginning of training was reported by only 3 (11%) respondents, whereas 43% reported that simulation was used in their programs in the assessment of technical skills at some time during their training. Training programs most often provided simulation as a method of teaching and learning endovascular abdominal aortic or thoracic aneurysm repair (64%). Furthermore, 96% of trainees reported the most common resource to learn and enhance technical skills was dialog with vascular surgery staff. Surveyed vascular surgery trainees in Canada report that simulation is rarely used as a tool to assess baseline technical skills at the beginning of training. Less than half of surveyed trainees in vascular surgery programs in Canada report that simulation is being used for skills acquisition. Currently, in Canadian training programs, simulation is most commonly used to teach endovascular skills. Copyright © 2016 Elsevier Inc. All rights reserved.

Champions or Helpers: Leadership in Curriculum Reform in Science

ERIC Educational Resources Information Center

Johnson, Elizabeth D.; Bird, Fiona L.; Fyffe, Jeanette; Yench, Emma

2012-01-01

This study describes the perceptions of embedded teaching and learning leadership teams working on curriculum reform in science teaching departments. The teams combined a formally recognised leader, School Director of Learning and Teaching, with a project-based, more junior academic, Curriculum Fellow, to better leverage support for curriculum…

Geriatric medicine fellowship programs: a national study from the Association of Directors of Geriatric Academic Programs' Longitudinal Study of Training and Practice in Geriatric Medicine.

PubMed

Warshaw, Gregg A; Bragg, Elizabeth J; Shaull, Ruth W; Goldenhar, Linda M; Lindsell, Christopher J

2003-07-01

This report documents the development and growth of geriatric medicine fellowship training in the United States through 2002. A cross-sectional survey of geriatric medicine fellowship programs was conducted in the fall 2001. All allopathic (119) and osteopathic (7) accredited geriatric medicine fellowship-training programs in the United States were involved. Data were collected using self-administered mailed and Web-based survey instruments. Longitudinal data from the American Medical Association (AMA) and the Association of American Medical Colleges' (AAMC) National Graduate Medical Education (GME) Census, the Accreditation Council for Graduate Medical Education (ACGME), and the American Osteopathic Association (AOA) were also analyzed. The survey instrument was designed to gather data about faculty, fellows, program curricula, and program directors (PDs). In addition, annual AMA/AAMC data from 1991 to the present was compiled to examine trends in the number of fellowship programs and the number of fellows. The overall survey response rate was 76% (96 of 126 PDs). Most (54%) of the PDs had been in their current position 4 or more years (range: <1-20 years), and 59% of PDs reported that they had completed formal geriatric medicine fellowship training. The number of fellowship programs and the number of fellows entering programs has slowly increased over the past decade. During 2001-02, 338 fellows were training in allopathic programs and seven in osteopathic programs (all years of training). Forty-six percent (n = 44) of responding programs offered only 1-year fellowship-training experiences. PDs reported that application rates for fellowship positions were stable during the academic years (AYs) 1999-2002, with the median number of applications per first year position available in AY 2000-01 being 10 (range: 1-77). In 2001-02, data from the AMA/AAMC National GME Census indicated a fill rate for first-year geriatric medicine fellowship positions of 69% (259 first-year fellows for 373 positions). During 2001-02, more than half of programs (53%) reported having two or fewer first-year fellows, whereas 31% had three or four first-year fellows. Thirty-three programs (36%) reported having no U.S. medical school graduate first-year fellows, and another 25 (28%) reported having only one. Of the 51 programs offering second-year fellowship training, PDs reported 61 post-first-year fellows (median 1, range: 0-7). During the past 10 years, 27 new allopathic geriatric medicine fellowship programs opened; there are now 119 programs. There are also seven osteopathic programs. The recruitment of high-quality U.S. medical school graduates into these programs remains a challenge for the discipline. Furthermore, the retention of first-year fellows for additional years of academic training has been difficult. Incentives will be needed to attract the best graduates of U.S. family practice and internal medicine training programs into academic careers in geriatric medicine.

Impact of GK-12 Fellows on Middle School Students Along the U.S.-Mexico Border

NASA Astrophysics Data System (ADS)

Hagedorn, E. A.; Miller, K. C.; Kennedy, J.

2009-12-01

Here we present key results of a 3-year quasi-experimental impact study of NSF GK-12 fellows on middle school students. The GK-12 program at the University of Texas at El Paso, placed ten science or engineering graduate students into middle school science classrooms for 10 hours per week. In the first year, the fellows were placed with 6th grade students. In successive years, fellows were placed in 7th and then 8th grade classrooms. Most middle school students had a fellow in their classroom for two or three years. The five participating schools had demographic characteristics that included a greater than 75% Hispanic population and greater than 75% free and reduced lunch participation. Five similar middle schools were chosen as a control group. We hypothesized that participating students would not only learn more science than their control group peers but would express more interest in science careers. The graduate fellows and their partner teachers participated in an extensive professional development program focusing on using inquiry science methods effectively in the classroom. Teachers and fellows spent two weeks in a summer institute that included one week at a remote desert research facility and one week at the university. In addition to the summer institute, fellows took a weekly seminar course that focused on current science learning research and inquiry teaching. Several times per semester the teachers and fellows met for shared inquiry science workshops. Two critical components of our impact study were monitoring student progress in science through existing standardized tests (district benchmarks and the 8th grade state science exam) and a yearly open-ended questionnaire asking “what 3 things would you like to do when you are an adult?” We have statewide science test results for the 794 students who had a GK-12 fellow in their classroom for each of the 3 years and 854 students in the control group who had been in their same school for each of the 3 years. An independent samples t-test as well as the non-parametric Mann-Whitney U test of the data show that there is no statistically significant difference between the mean raw scores for the treatment and control groups on the state science test. Currently, we are investigating whether there are other crucial differences between the treatment and control groups that might mask any science improvement. For example, we plan to examine the results of 7th grade state reading and mathematics scores as a predictor variable for science achievement. Analysis of the open-ended career responses, shows that in each of the first two years, the number of STEM careers indicated by GK12 impacted middle school students was higher in the spring than in the fall and higher in the spring than those of the control group schools. Data from the third year will be presented at the meeting.

Global Health Education in Gastroenterology Fellowship: A National Survey.

PubMed

Jirapinyo, Pichamol; Hunt, Rachel S; Tabak, Ying P; Proctor, Deborah D; Makrauer, Frederick L

2016-12-01

Interest in global health (GH) education is increasing across disciplines. To assess exposure to and perception of GH training among gastroenterology fellows and program directors across the USA. Design: Electronic survey study. The questionnaire was circulated to accredited US gastroenterology fellowship programs, with the assistance of the American Gastroenterological Association. Gastroenterology program directors and fellows. The questionnaire was returned by 127 respondents (47 program directors, 78 fellows) from 55 training programs (36 % of all training programs). 61 % of respondents had prior experience in GH. 17 % of programs offered GH curriculum with international elective (13 %), didactic (9 %), and research activity (7 %) being the most common. Fellows had adequate experience managing hepatitis B (93 %), cholangiocarcinoma (84 %), and intrahepatic duct stones (84 %). 74, 69 and 68 % reported having little to no experience managing hepatitis E, tuberculosis mesenteritis, or epidemic infectious enteritis, respectively. Most fellows would participate in an elective in an underserved area locally (81 %) or a 4-week elective abroad (71 %), if available. 44 % of fellows planned on working or volunteering abroad after fellowship. Barriers to establishing GH curriculum included funding (94 %), scheduling (88 %), and a lack of standardized objectives (78 %). Lack of interest, however, was not a concern. Fellows (49 %), more than faculty (29 %) (χ 2  = 21.9; p = 0.03), believed that GH education should be included in fellowship curriculum. Program directors and trainees recognize the importance of GH education. However, only 17 % of ACGME-approved fellowship programs offer the opportunity. Global health curriculum may enhance gastroenterology training.

2011 Einstein Fellows Chosen

NASA Astrophysics Data System (ADS)

2011-03-01

ASA has announced the selection of the 2011 Einstein Fellows who will conduct research related to NASA's Physics of the Cosmos program, which aims to expand our knowledge of the origin, evolution, and fate of the Universe. The Einstein Fellowship provides support to the awardees for three years, and the Fellows may pursue their research at a host university or research center of their choosing in the United States. The new Fellows will begin their programs in the fall of 2011. The new Einstein Fellows and their host institutions are listed below: * Akos Bogdan (Smithsonian Astrophysical Observatory, Cambridge, Mass.) * Samuel Gralla (University of Maryland, College Park, Md.) * Philip Hopkins (University of California at Berkeley) * Matthew Kunz (Princeton University, Princeton, N.J.) * Laura Lopez (Massachusetts Institute of Technology, Cambridge, Mass.) * Amy Reines (National Radio Astronomy Observatory, Charlottesville, Virg.) * Rubens Reis (University of Michigan, Ann Arbor) * Ken Shen (Lawrence Berkeley National Laboratory, Berkeley, Calif.) * Jennifer Siegal-Gaskins (California Institute of Technology, Pasadena) * Lorenzo Sironi (Harvard University, Cambridge, Mass.) NASA has two other astrophysics theme-based fellowship programs: the Sagan Fellowship Program, which supports research into exoplanet exploration, and the Hubble Fellowship Program, which supports research into cosmic origins. More information on the Einstein Fellowships can be found at: http://cxc.harvard.edu/fellows/

Cancer Genetics and Signaling | Center for Cancer Research

Cancer.gov

The Cancer, Genetics, and Signaling (CGS) Group at the National Cancer Institute at Frederick  offers a competitive postdoctoral training and mentoring program focusing on molecular and genetic aspects of cancer. The CGS Fellows Program is designed to attract and train exceptional postdoctoral fellows interested in pursuing independent research career tracks. CGS Fellows participate in a structured mentoring program designed for scientific and career development and transition to independent positions.

Building psychosocial programming in geriatrics fellowships: a consortium model.

PubMed

Adelman, Ronald D; Ansell, Pamela; Breckman, Risa; Snow, Caitlin E; Ehrlich, Amy R; Greene, Michele G; Greenberg, Debra F; Raik, Barrie L; Raymond, Joshua J; Clabby, John F; Fields, Suzanne D; Breznay, Jennifer B

2011-01-01

Geriatric psychosocial problems are prevalent and significantly affect the physical health and overall well-being of older adults. Geriatrics fellows require psychosocial education, and yet to date, geriatrics fellowship programs have not developed a comprehensive geriatric psychosocial curriculum. Fellowship programs in the New York tristate area collaboratively created the New York Metropolitan Area Consortium to Strengthen Psychosocial Programming in Geriatrics Fellowships in 2007 to address this shortfall. The goal of the Consortium is to develop model educational programs for geriatrics fellows that highlight psychosocial issues affecting elder care, share interinstitutional resources, and energize fellowship program directors and faculty. In 2008, 2009, and 2010, Consortium faculty collaboratively designed and implemented a psychosocial educational conference for geriatrics fellows. Cumulative participation at the conferences included 146 geriatrics fellows from 20 academic institutions taught by interdisciplinary Consortium faculty. Formal evaluations from the participants indicated that the conference: a) positively affected fellows' knowledge of, interest in, and comfort with psychosocial issues; b) would have a positive impact on the quality of care provided to older patients; and c) encouraged valuable interactions with fellows and faculty from other institutions. The Consortium, as an educational model for psychosocial learning, has a positive impact on geriatrics fellowship training and may be replicable in other localities.

Cancer Genetics and Signaling | Center for Cancer Research

Cancer.gov

The Cancer, Genetics, and Signaling (CGS) Group at the National Cancer Institute at Frederick  offers a competitive postdoctoral training and mentoring program focusing on molecular and genetic aspects of cancer. The CGS Fellows Program is designed to attract and train exceptional postdoctoral fellows interested in pursuing independent research career tracks. CGS Fellows

The Afya Bora Fellowship: An Innovative Program Focused on Creating an Interprofessional Network of Leaders in Global Health.

PubMed

Green, Wendy M; Farquhar, Carey; Mashalla, Yohana

2017-09-01

Most current health professions education programs are focused on the development of clinical skills. As a result, they may not address the complex and interconnected nature of global health. Trainees require relevant clinical, programmatic, and leadership skills to meet the challenges of practicing in an increasingly globalized environment. To develop health care leaders within sub-Saharan Africa, the Afya Bora Consortium developed a one-year fellowship for medical doctors and nurses. Fellows from nine institutions in the United States and sub-Saharan Africa participate in 12 learning modules focused on leadership development and program management. Classroom-based training is augmented with an experiential apprenticeship component. Since 2011, 100 fellows have graduated from the program. During their apprenticeships, fellows developed projects beneficial to their development and to host organizations. The program has developed fellows' skills in leadership, lent expertise to local organizations, and built knowledge in local contexts. Most fellows have returned to their countries of origin, thus building local capacity. U.S.-based fellows examine global health challenges from regional perspectives and learn from sub-Saharan African experts and peers. The Consortium provides ongoing support to alumni through career development awards and alumni network engagement with current and past fellow cohorts. The Consortium expanded from its initial network of five countries to six and continues to seek opportunities for geographical and institutional expansion.

The influences and factors of an undergraduate research program in preparing women for science careers

NASA Astrophysics Data System (ADS)

Campbell, Ashley Mcdowell

Progress has been made in diminishing barriers experienced by women in science in recent years, however obstacles still remain. One of the key elements of the Texas Tech University Howard Hughes Medical Institute (TTU/HHMI) Undergraduate Biological Sciences Education Program is to "support activities that broaden access to science for women." In light of the barriers women in science face, this dissertation examined how the experiences of females in the TTU/HHMI fellows program prepared them for a career in science. This study employed mixed methods, utilizing both a questionnaire involving all past female fellows, and in-depth interviews with seven fellows who chose a career as a professional scientist. According to the quantitative data, research experience, the relationship with mentors, and opportunities to present at state or national meetings were program factors that fellows identified as contributing to their career success. The TTU/HHMI program experiences positively influenced the fellows' level of interest in science, confidence in science, and motivation to pursue a science-related career. Encouragement from the mentor and increased confidence regarding the ability to be successful in science were significant predictors of career advantages. Motivation to pursue a science-related career was the most significant predictor of the fellows' preparation to overcome barriers. Qualitatively, six themes were identified for coding, which included (1) research experience, (2) the mentor, (3) support and interactions, (4) self-confidence, (5) career decisions, and (6) time demands related to a science career. The themes identified were important factors in preparing these past female fellows for a career in science by initiating a change in their attitudes, knowledge, and skills. With over 90% of past fellows currently pursuing a science career, the program, through research experience and encouraging mentors, made a large impact on the career paths of fellows. Data from this study support the premise that the TTU/HHMI program and similar programs that provide undergraduate women with research experiences and mentoring have the potential to increase the number of women pursuing and continuing in science careers.

Georgetown University and Hampton University Prostate Cancer Undergraduate Fellowship Program

DTIC Science & Technology

2014-09-01

HU-GU Fellow Summer 2013 HU Class of 2015 Kimiko Krieger HU-GU Fellow Summer 2013 HU Class of 2014 Nathan Wilson HU-GU Fellow Summer 2013 HU Class...Tiffany Lumpkin HU-GU Fellow Summer 2010 Class of 2012; Johns Hopkins MS Biotechnology 2013 Zerin Scales HU-GU Fellow Summer 2010 Class of 2013

Assessment of the need for a cardiac morphology curriculum for paediatric cardiology fellows.

PubMed

Rogers, Lindsay S; Klein, Melissa; James, Jeanne; FitzGerald, Michael

2017-07-01

Expert knowledge of cardiac malformations is essential for paediatric cardiologists. Current cardiac morphology fellowship teaching format, content, and nomenclature are left up to the discretion of the individual fellowship programmes. We aimed to assess practices and barriers in morphology education, perceived effectiveness of current curricula, and preferences for a standardised fellow morphology curriculum. A web-based survey was developed de novo and administered anonymously via e-mail to all paediatric cardiology fellowship programme directors and associate directors in the United States of America; leaders were asked to forward the survey to fellows. A total of 35 directors from 32 programmes (51%) and 66 fellows responded. Curriculum formats varied: 28 (88%) programmes utilised pathological specimens, 25 (78%) invited outside faculty, and 16 (50%) utilised external conferences. Director nomenclature preferences were split - 6 (19%) Andersonian, 8 (25%) Van Praaghian, and 18 (56%) mixed. Barriers to morphology education included time and inconsistent nomenclature. One-third of directors reported that <90% of recent fellow graduates had adequate abilities to apply segmental anatomy, identify associated cardiac lesions, or communicate complex CHD. More structured teaching, protected time, and specimens were suggestions to improve curricula. Almost 75% would likely adopt/utilise an online morphology curriculum. Cardiac morphology training varies in content and format among fellowships. Inconsistent nomenclature exists, and inadequate morphology knowledge is perceived to contribute to communication failures, both have potential patient safety implications. There is an educational need for a common, online cardiac morphology curriculum that could allow for fellow assessment of competency and contribute to more standardised communication in the field of paediatric cardiology.

Mr. Sherlock Holmes: Teaching Exemplar Extraordinary.

ERIC Educational Resources Information Center

Abrell, Ron

1979-01-01

Literature offers an unusually rich store of fictional characters from which all educators can learn much. Sherlock Holmes constitutes a model whose personal characteristics, love of truth, concern for his fellow man, and teaching ability exemplify the best in pedagogy. (Author)

National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) summer faculty fellowship program, 1986, volume 1

NASA Technical Reports Server (NTRS)

Mcinnis, Bayliss (Editor); Goldstein, Stanley (Editor)

1987-01-01

The Johnson Space Center (JSC) NASA/ASEE Summer Faculty Fellowship Program was conducted by the University of Houston. The basic objectives of the program are: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching objectives of participants' institutions; and (4) to contribute to the research objectives of the NASA Centers. Each faculty fellow spent ten weeks at JSC engaged in a research project commensurate with his interests and background and worked in collaboration with a NASA/JSC colleague. Volume 1 contains sections 1 through 14.

Report on the American Association of Medical Physics Undergraduate Fellowship Programs

PubMed Central

Avery, Stephen; Gueye, Paul; Sandison, George A.

2013-01-01

The American Association of Physicists in Medicine (AAPM) sponsors two summer undergraduate research programs to attract top performing undergraduate students into graduate studies in medical physics: the Summer Undergraduate Fellowship Program (SUFP) and the Minority Undergraduate Summer Experience (MUSE). Undergraduate research experience (URE) is an effective tool to encourage students to pursue graduate degrees. The SUFP and MUSE are the only medical physics URE programs. From 2001 to 2012, 148 fellowships have been awarded and a total of $608,000 has been dispersed to fellows. This paper reports on the history, participation, and status of the programs. A review of surveys of past fellows is presented. Overall, the fellows and mentors are very satisfied with the program. The efficacy of the programs is assessed by four metrics: entry into a medical physics graduate program, board certification, publications, and AAPM involvement. Sixty‐five percent of past fellow respondents decided to pursue a graduate degree in medical physics as a result of their participation in the program. Seventy percent of respondents are currently involved in some educational or professional aspect of medical physics. Suggestions for future enhancements to better track and maintain contact with past fellows, expand funding sources, and potentially combine the programs are presented. PACS number: 01.10.Hx PMID:23318397

National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1987, volume 2

NASA Technical Reports Server (NTRS)

Jones, William B., Jr. (Editor); Goldstein, Stanley H. (Editor)

1987-01-01

The 1987 Johnson Space Center (JCS) National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship program was conducted by Texas A and M University and JSC. The 10-week program was operated under the auspices of ASEE. The basic objectives of the program are: to further the professional knowledge of qualified engineering and science faculty members; to stimulate an exchange of ideas between participants and NASA; to enrich and refresh the research and teaching activities of participants' institutions; and to contribute to the research objective of the NASA Centers. This document is a compilation of the final reports on the research projects done by the faculty fellows during the summer of 1987.

Teacher's Counselor

ERIC Educational Resources Information Center

Noon, Elizabeth F.

1977-01-01

Norma Kuder's teaching career was in jeopardy. Her personal life had been a mess for a long time, and it affected her teaching. Her principal believed that Norma didn't belong in teaching, and he warned her that her contract might not be renewed. Discusses how intelligent action by the school counselor, the principal, and fellow teachers saved a…

Ocean Sciences as a Foundation for Curriculum Design

NASA Astrophysics Data System (ADS)

Rakhmenkulova, I.; Gorshkalev, S.; Odriozola, A.; Dominguez, A.; Greely, T.; Pyrtle, A.; Keiper, T.; Watkins, J.

2005-05-01

The GK-12 OCEANS program is an initiative of the National Science Foundation (NSF). This program provides marine science graduate students within the College of Marine Science, USF, weekly interactions with K-12 teachers and students in Pinellas County schools with the overall purpose of enhancing the quality and effectiveness of science teaching. The GK-12 OCEANS program provides hands-on and minds-on ocean science learning inquiries. Campbell Park Elementary is a Marine Science attractor school designed to provide a child-centered approach to learning that integrates marine science activities into the daily curriculum while meeting the required state education standards. In 2003-04 a GK-12 Fellow helped third and fourth grade teachers design new teaching curricula that integrated ocean sciences. The current 2004-04 Fellow and teachers are implementing the new curriculum, assessing feasibility and impact on students' learning. One characteristic of the new curriculum includes several field trips to local natural settings during which students have the opportunity to collect data the way scientists do, and use real scientific instruments and approaches. The information collected is then used in different activities within the classroom. These activities encourage the students to use inquiry as the basis of their learning experience, in which the application of scientific thinking and methods are keys. This process also requires the students to apply skills from other disciplines such as writing, reading, and math. Towards the end of the school year the students have the opportunity to highlight their accomplishments through two projects, 1) a hall display of different ocean zones, which includes habitat characteristics and species adaptations, and 2) a marine science experiment presented at the school science fair. The results and accomplishments from the implementation of these new curricula will be presented at the conference.

Evaluating the Clinical Learning Environment: Resident and Fellow Perceptions of Patient Safety Culture.

PubMed

Bump, Gregory M; Calabria, Jaclyn; Gosman, Gabriella; Eckart, Catherine; Metro, David G; Jasti, Harish; McCausland, Julie B; Itri, Jason N; Patel, Rita M; Buchert, Andrew

2015-03-01

The Accreditation Council for Graduate Medical Education has begun to evaluate teaching institutions' learning environments with Clinical Learning Environment Review visits, including trainee involvement in institutions' patient safety and quality improvement efforts. We sought to address the dearth of metrics that assess trainee patient safety perceptions of the clinical environment. Using the Hospital Survey on Patient Safety Culture (HSOPSC), we measured resident and fellow perceptions of patient safety culture in 50 graduate medical education programs at 10 hospitals within an integrated health system. As institution-specific physician scores were not available, resident and fellow scores on the HSOPSC were compared with national data from 29 162 practicing providers at 543 hospitals. Of the 1337 residents and fellows surveyed, 955 (71.4%) responded. Compared with national practicing providers, trainees had lower perceptions of patient safety culture in 6 of 12 domains, including teamwork within units, organizational learning, management support for patient safety, overall perceptions of patient safety, feedback and communication about error, and communication openness. Higher perceptions were observed for manager/supervisor actions promoting patient safety and for staffing. Perceptions equaled national norms in 4 domains. Perceptions of patient safety culture did not improve with advancing postgraduate year. Trainees in a large integrated health system have variable perceptions of patient safety culture, as compared with national norms for some practicing providers. Administration of the HSOPSC was feasible and acceptable to trainees, and may be used to track perceptions over time.

Evaluating the Clinical Learning Environment: Resident and Fellow Perceptions of Patient Safety Culture

PubMed Central

Bump, Gregory M.; Calabria, Jaclyn; Gosman, Gabriella; Eckart, Catherine; Metro, David G.; Jasti, Harish; McCausland, Julie B.; Itri, Jason N.; Patel, Rita M.; Buchert, Andrew

2015-01-01

Background The Accreditation Council for Graduate Medical Education has begun to evaluate teaching institutions' learning environments with Clinical Learning Environment Review visits, including trainee involvement in institutions' patient safety and quality improvement efforts. Objective We sought to address the dearth of metrics that assess trainee patient safety perceptions of the clinical environment. Methods Using the Hospital Survey on Patient Safety Culture (HSOPSC), we measured resident and fellow perceptions of patient safety culture in 50 graduate medical education programs at 10 hospitals within an integrated health system. As institution-specific physician scores were not available, resident and fellow scores on the HSOPSC were compared with national data from 29 162 practicing providers at 543 hospitals. Results Of the 1337 residents and fellows surveyed, 955 (71.4%) responded. Compared with national practicing providers, trainees had lower perceptions of patient safety culture in 6 of 12 domains, including teamwork within units, organizational learning, management support for patient safety, overall perceptions of patient safety, feedback and communication about error, and communication openness. Higher perceptions were observed for manager/supervisor actions promoting patient safety and for staffing. Perceptions equaled national norms in 4 domains. Perceptions of patient safety culture did not improve with advancing postgraduate year. Conclusions Trainees in a large integrated health system have variable perceptions of patient safety culture, as compared with national norms for some practicing providers. Administration of the HSOPSC was feasible and acceptable to trainees, and may be used to track perceptions over time. PMID:26217435

Health economics and outcomes research fellowship practices reviewed.

PubMed

Suh, Kangho; Gabriel, Susan; Adams, Michelle A; Arcona, Steve

2015-01-01

The guidelines for health economics and outcomes research (HEOR) fellowship training programs devised by the American College of Clinical Pharmacy (ACCP) and the International Society of Pharmacoeconomics and Outcomes Research (ISPOR) suggest that continuous improvements are made to ensure that postgraduate training through didactic and professional experiences prepare fellows for HEOR research careers. The HEOR Fellowship Program at Novartis Pharmaceuticals Corporation was standardized to enhance the fellows' HEOR research understanding and align professional skill sets with the ACCP-ISPOR Fellowship Program Guidelines. Based on feedback from an internal task force comprised of HEOR employees and current and former fellows, the HEOR Fellowship Program was normatively and qualitatively assessed to evaluate the current curricular program. Fellowship program activities were instituted to ensure that the suggested minimum level requirements established by the guidelines were being met. Research opportunities enabling fellows to work hand-in-hand with other fellows and HEOR professionals were emphasized. Curricular enhancements in research methodology and professional training and development, and materials for a structured journal club focusing on specific methodological and HEOR research topics were developed. A seminar series (e.g., creating SMART Goals, StrengthsFinder 2.0) and professional courses (e.g., ISPOR short courses, statistics.com) were included to enhance the fellows' short- and long-term professional experience. Additional program attributes include an online reference library developed to enrich the current research facilities and a Statistical Analysis Software training program. Continuously assessing and updating HEOR fellowship programs keeps programs up-to-date in the latest HEOR concepts and approaches used to evaluate health care, both professionally and educationally. Copyright © 2015 Elsevier Inc. All rights reserved.

Pediatric surgery fellowship compliance to the 80-hour work week.

PubMed

Ladd, Alan P

2006-04-01

The goal of this study was to determine the compliance of pediatric surgery fellowships with Accreditation Council for Graduate Medical Education (ACGME) duty hour restrictions while confronting a reduced resident workforce. An evaluation of training programs was performed by surveying pediatric surgery fellows on aspects of work hours, ACGME guideline compliance, operative case volume, employment of physician extenders, and didactic education. A 74% survey response rate was achieved. Of the respondents, 95% felt fully aware of ACGME guidelines. Although 95% of programs had mechanisms for compliance in place, only 45% of fellows felt compliant. Median work hours were 80 to 90 hours per week. Although subordinate residents were felt to obtain better compliance (>86%), only 69% of fellows perceived greater service commitment as a result. No impact on volume of operative cases was perceived. Of the programs, 89% employed physician extenders and 55% used additional fellows, but no overall effect on fellow work hours was evident. Fellows did not identify an improvement in the quality of clinical fellowships with guideline implementation. A minority of fellows comply with ACGME guidelines. Vigilance of duty hour tracking correlates to better compliance. A shift of patient care to fellows is perceived. Use of support personnel did not significantly aid compliance.

5 CFR 362.204 - Development, evaluation, promotion, and certification.

Code of Federal Regulations, 2011 CFR

2011-01-01

... each Fellow and Senior Fellow with formal classroom training during the Program: (i) For each Fellow, the appointing agency will provide a minimum of 80 hours per year of formal classroom training that.... (ii) For each Senior Fellow, the appointing agency will provide a minimum of 80 hours of formal...

Breaking the cycle: future faculty begin teaching with learner-centered strategies after professional development.

PubMed

Ebert-May, Diane; Derting, Terry L; Henkel, Timothy P; Middlemis Maher, Jessica; Momsen, Jennifer L; Arnold, Bryan; Passmore, Heather A

2015-01-01

The availability of reliable evidence for teaching practices after professional development is limited across science, technology, engineering, and mathematics disciplines, making the identification of professional development "best practices" and effective models for change difficult. We aimed to determine the extent to which postdoctoral fellows (i.e., future biology faculty) believed in and implemented evidence-based pedagogies after completion of a 2-yr professional development program, Faculty Institutes for Reforming Science Teaching (FIRST IV). Postdocs (PDs) attended a 2-yr training program during which they completed self-report assessments of their beliefs about teaching and gains in pedagogical knowledge and experience, and they provided copies of class assessments and video recordings of their teaching. The PDs reported greater use of learner-centered compared with teacher-centered strategies. These data were consistent with the results of expert reviews of teaching videos. The majority of PDs (86%) received video ratings that documented active engagement of students and implementation of learner-centered classrooms. Despite practice of higher-level cognition in class sessions, the items used by the PDs on their assessments of learning focused on lower-level cognitive skills. We attributed the high success of the FIRST IV program to our focus on inexperienced teachers, an iterative process of teaching practice and reflection, and development of and teaching a full course. © 2015 D. Ebert-May et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Factors Associated With the Career Choices of Hematology and Medical Oncology Fellows Trained at Academic Institutions in the United States

PubMed Central

Horn, Leora; Koehler, Elizabeth; Gilbert, Jill; Johnson, David H.

2011-01-01

Purpose Factors that influence hematology-oncology fellows' choice of academic medicine as a career are not well defined. We undertook a survey of hematology-oncology fellows training at cancer centers designated by the National Cancer Institute (NCI) and the National Comprehensive Cancer Network (NCCN) to understand the factors fellows consider when making career decisions. Methods Program directors at all NCI and NCCN cancer centers were invited to participate in the study. For the purpose of analysis, fellows were grouped into three groups on the basis of interest in an academic career. Demographic data were tested with the Kruskal-Wallis test and χ2 test, and nondemographic data were tested by using the multiscale bootstrap method. Results Twenty-eight of 56 eligible fellowship programs participated, and 236 fellows at participating institutions responded (62% response rate). Approximately 60% of fellows graduating from academic programs in the last 5 years chose academic career paths. Forty-nine percent of current fellows ranked an academic career as extremely important. Fellows choosing an academic career were more likely to have presented and published their research. Additional factors associated with choosing an academic career included factors related to mentorship, intellect, and practice type. Fellows selecting nonacademic careers prioritized lifestyle in their career decision. Conclusion Recruitment into academic medicine is essential for continued progress in the field. Our data suggest that fewer than half the current fellows training at academic centers believe a career in academic medicine is important. Efforts to improve retention in academics should include focusing on mentorship, research, and career development during fellowship training and improving the image of academic physicians. PMID:21911716

Fellowship Effects in Graduate Education: Evaluating the Impact of the National Science Foundation's Graduate Research Fellowship Program. ASHE Annual Meeting Paper.

ERIC Educational Resources Information Center

Goldsmith, Sharon S.; Presley, Jennifer B.

This report results from an evaluation of the National Research Foundation's Graduate Research Fellowship program. The study sought to determine: (1) whether NSF fellows show evidence of more timely degree completion and early career success; (2) whether graduate fellows and minority graduate fellows experience similar education and career…

The CIRTL Network: A Professional Development Network for Future STEM Faculty

NASA Astrophysics Data System (ADS)

Herbert, B. E.

2011-12-01

The Center for the Integration of Research, Teaching, and Learning (CIRTL) is an NSF Center for Learning and Teaching in higher education using the professional development of graduate students and post-doctoral scholars as the leverage point to develop a national STEM faculty committed to implementing and advancing effective teaching practices for diverse student audiences as part of successful professional careers. The goal of CIRTL is to improve the STEM learning of all students at every college and university, and thereby to increase the diversity in STEM fields and the STEM literacy of the nation. The CIRTL network seeks to support change at a number of levels to support its goals: individual, classroom, institutional, and national. To bring about change, which is never easy, the CIRTL network has developed a conceptual model or change model that is thought to support the program objectives. Three central concepts, Teaching-as-Research, Learning Communities, and Learning-through-Diversity, underlie the design of all CIRTL activities. STEM faculty use research methods to systematically and reflectively improve learning outcomes. This work is done within a community of shared learning and discovery, and explicitly recognizes that effective teaching capitalizes on the rich array of experiences, backgrounds, and skills among the students and instructors to enhance the learning of all. This model is being refined and tested through a networked-design experiment, where the model is tested in diverse settings. Established in fall 2006, the CIRTL Network comprises the University of Colorado at Boulder (CU), Howard University, Michigan State University, Texas A&M University, Vanderbilt University, and the University of Wisconsin-Madison. The diversity of these institutions is by design: private/public; large/moderate size; majority-/minority-serving; geographic location. This talk will describe the theoretical constructs and efficacy of Teaching-as Research as a central design element of the CIRTL network model. Teaching-as-Research involves the deliberate, systematic, and reflective use of research methods to develop and implement teaching practices that advance the learning experiences and outcomes of students. CIRTL envision three types of learning outcomes for CIRTL participants: CIRTL Fellow, CIRTL Practitioner, and CIRTL Scholar. These three, tiered learning outcomes recognize the role of the CIRTL pillars in effective teaching (Fellow), scholarly teaching that builds on the CIRTL pillars to demonstrably improve learning and make the results public (Practitioner), and finally scholarship that advances teaching and learning under peer review (Scholar). CIRTL program outcomes conceived in this way permit anyone to enter the CIRTL Network learning community from a wide variety of disciplines, needs, and past experiences, and to achieve success as an instructor in diverse contexts.

Development of a gastroenterology educational curriculum for pediatric residents using fellows as teachers.

PubMed

Pentiuk, Scott; Baker, Raymond

2012-02-01

At many institutions, the teaching provided on subspecialty gastroenterology rotations is not structured. The purpose of the present study was to describe the development, implementation, and assessment of a structured gastroenterology curriculum for pediatric residents. A needs assessment was performed via a survey of former pediatric resident graduates presently working in general pediatrics. Topics for the curriculum were developed based upon the needs assessment. Second-year residents on the inpatient gastroenterology rotation attended 4 case-based, small group sessions per week for 1 month. Sessions were taught primarily by upper-level gastroenterology fellows. The curriculum was assessed via a pre-posttest, postrotation survey, and group feedback sessions. Resident rating of education received during the rotation was high. Posttest scores increased slightly but significantly compared with pretest values. The curriculum has continued to be used >4 years after its development. The creation of a structured subspecialty curriculum with the use of fellows as teachers is both feasible and effective despite limitations in available time for resident teaching.

Faculty development projects for international health professions educators: Vehicles for institutional change?

PubMed

Burdick, William P; Friedman, Stacey R; Diserens, Deborah

2012-01-01

Projects are an important tool in faculty development, and project emphasis may offer insights into perceived education priorities. Impact of projects has been focused on individuals, not institutions or health. Education innovation projects of Fellows in an international faculty development program were examined to better understand perceived needs in health professions education and institutional impact of projects. Four hundred and thirty-five projects were analyzed to identify focus areas. Fellows were asked to identify changes in their schools and communities resulting from their projects. New education methods and curriculum change were common project focus areas. Regional differences were evident with a higher percentage of education methods projects by Fellows residing in India (52%), compared with South Africa (25%) and Brazil (24%). Fifty-six percent of projects were incorporated into the curriculum and/or incorporated as institutional policy. One-third to two-thirds of respondents noted improved teaching quality, collaboration, education research interest, assessment, student performance, and curriculum alignment with community health needs. National differences in project focus may offer insight into local conditions and needs. High rates of diffusion of projects and impact on faculty, students, and curriculum suggest that faculty development projects may be a strategy for institutional change in resource limited environments.

Health and Aging Policy Fellows Program: Shaping a Healthy Future for Older Americans.

PubMed

Pincus, Harold Alan; Pike, Kathleen M; Spaeth-Rublee, Brigitta; Elinson, Lynn

2017-09-01

As the size of the elderly population increases, so do the challenges of and barriers to high-quality, affordable health care. The Health and Aging Policy Fellows (HAPF) Program is designed to provide health and aging professionals with the skills and experience to help lead the effort in reducing these barriers and shaping a healthy and productive future for older Americans. Since its inception in 2008, the program has affected not only the fellows who participate, but also the field of health and aging policy. Work needs to be done to sustain this program so that more fellows can participate and sound policies for the elderly population can continue to be shaped and improved. This report describes the HAPF Program, including its background (rationale, description, partners, progress, effect), lessons learned, challenges and solutions, and policy implications. © 2017, Copyright the Authors Journal compilation © 2017, The American Geriatrics Society.

34 CFR 663.20 - How is a Fulbright-Hays Faculty Research Abroad Fellow selected?

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 3 2010-07-01 2010-07-01 false How is a Fulbright-Hays Faculty Research Abroad Fellow... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS FACULTY RESEARCH ABROAD FELLOWSHIP PROGRAM Selection of Fellows § 663.20 How is a Fulbright-Hays Faculty Research Abroad Fellow...

34 CFR 663.20 - How is a Fulbright-Hays Faculty Research Abroad Fellow selected?

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 3 2011-07-01 2011-07-01 false How is a Fulbright-Hays Faculty Research Abroad Fellow... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS FACULTY RESEARCH ABROAD FELLOWSHIP PROGRAM Selection of Fellows § 663.20 How is a Fulbright-Hays Faculty Research Abroad Fellow...

34 CFR 662.20 - How is a Fulbright-Hays Doctoral Dissertation Research Abroad Fellow selected?

Code of Federal Regulations, 2012 CFR

2012-07-01

... Abroad Fellow selected? 662.20 Section 662.20 Education Regulations of the Offices of the Department of... DISSERTATION RESEARCH ABROAD FELLOWSHIP PROGRAM Selection of Fellows § 662.20 How is a Fulbright-Hays Doctoral Dissertation Research Abroad Fellow selected? (a) The Secretary considers applications for fellowships under...

34 CFR 663.20 - How is a Fulbright-Hays Faculty Research Abroad Fellow selected?

Code of Federal Regulations, 2012 CFR

2012-07-01

... 34 Education 3 2012-07-01 2012-07-01 false How is a Fulbright-Hays Faculty Research Abroad Fellow... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS FACULTY RESEARCH ABROAD FELLOWSHIP PROGRAM Selection of Fellows § 663.20 How is a Fulbright-Hays Faculty Research Abroad Fellow...

34 CFR 662.20 - How is a Fulbright-Hays Doctoral Dissertation Research Abroad Fellow selected?

Code of Federal Regulations, 2013 CFR

2013-07-01

... Abroad Fellow selected? 662.20 Section 662.20 Education Regulations of the Offices of the Department of... DISSERTATION RESEARCH ABROAD FELLOWSHIP PROGRAM Selection of Fellows § 662.20 How is a Fulbright-Hays Doctoral Dissertation Research Abroad Fellow selected? (a) The Secretary considers applications for fellowships under...

34 CFR 662.20 - How is a Fulbright-Hays Doctoral Dissertation Research Abroad Fellow selected?

Code of Federal Regulations, 2014 CFR

2014-07-01

... Abroad Fellow selected? 662.20 Section 662.20 Education Regulations of the Offices of the Department of... DISSERTATION RESEARCH ABROAD FELLOWSHIP PROGRAM Selection of Fellows § 662.20 How is a Fulbright-Hays Doctoral Dissertation Research Abroad Fellow selected? (a) The Secretary considers applications for fellowships under...

34 CFR 663.20 - How is a Fulbright-Hays Faculty Research Abroad Fellow selected?

Code of Federal Regulations, 2014 CFR

2014-07-01

... 34 Education 3 2014-07-01 2014-07-01 false How is a Fulbright-Hays Faculty Research Abroad Fellow... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS FACULTY RESEARCH ABROAD FELLOWSHIP PROGRAM Selection of Fellows § 663.20 How is a Fulbright-Hays Faculty Research Abroad Fellow...

34 CFR 663.20 - How is a Fulbright-Hays Faculty Research Abroad Fellow selected?

Code of Federal Regulations, 2013 CFR

2013-07-01

... 34 Education 3 2013-07-01 2013-07-01 false How is a Fulbright-Hays Faculty Research Abroad Fellow... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS FACULTY RESEARCH ABROAD FELLOWSHIP PROGRAM Selection of Fellows § 663.20 How is a Fulbright-Hays Faculty Research Abroad Fellow...

75 FR 14128 - Center for Nanoscale Science and Technology Postdoctoral Researcher and Visiting Fellow...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-03-24

... Measurement Science and Engineering Program; Availability of Funds AGENCY: National Institute of Standards and... Measurement Science and Engineering Program. This program is intended to promote research, training, and... Visiting Fellow Measurement Science and Engineering Program are as follows: 1. To advance, through...

Placing Science into Its Human Context: Using Scientific Autobiography to Teach Chemistry

NASA Astrophysics Data System (ADS)

Carroll, Felix A.; Seeman, Jeffrey I.

2001-12-01

Scientific autobiography and biography can improve chemistry learning by helping students relate otherwise abstract concepts to important events in the lives of fellow human beings. In advanced courses, reading scientific autobiography and biography can help students see how scientific collaboration, advances in instrumentation, and major events in human lives influence the development of chemical ideas over time. In addition, studying many years of an individual's research program can demonstrate the progress of science, the connectivity of research findings, and the validity of experimental results over many decades. This paper describes the use of an autobiography of an eminent chemist in an advanced undergraduate chemistry course. This approach not only enhances the teaching of chemical concepts, but it also provides students with expanded opportunities for cooperative and self-directed learning activities.

In Brief: Science teaching certificate

NASA Astrophysics Data System (ADS)

Showstack, Randy

2008-11-01

More than 200 educators will receive fellowships over the next 5 years to participate in NASA's Endeavor Science Teaching Certificate Project, the agency announced on 14 November. Through workshops, online and on-site graduate courses, and NASA educational materials, the project will expose educators to NASA science and engineering and support them in translating the information for use in classrooms. ``Through the program, educators will learn to deliver cutting-edge science into the classroom, promoting science, technology, engineering, and mathematics education,'' according to Joyce Winterton, assistant administrator for education at NASA Headquarters, in Washington, D. C. Project fellows will earn a certificate from Teachers College Innovations at Teachers College, Columbia University, New York, and graduate credit from other institutional partners. For more information, visit http://education.nasa.gov/home/index.html.

Transurethral bladder tumor resection: intraoperative and postoperative complications in a residency setting.

PubMed

Nieder, Alan M; Meinbach, David S; Kim, Sandy S; Soloway, Mark S

2005-12-01

We established a database on the incidence of intraoperative and postoperative complications associated with transurethral bladder tumor resection (TURBT) in an academic teaching setting, and we prospectively recorded all TURBTs performed by residents and fellows in our urology department. : We prospectively evaluated all TURBTs performed between November 2003 and October 2004. All cases were performed at least in part by residents and fellows under direct attending supervision at a single academic medical center with 3 different teaching hospitals. Intraoperative complications were recorded by the resident and attending surgeon at the completion of the operative procedure. At patient discharge from the hospital the data sheet was reviewed, and length of stay, postoperative transfusions and any other complications were recorded. A total of 173 consecutive TURBTs were performed by residents and fellows at 3 different teaching hospitals. There were 10 (5.8%) complications, including 4 (2.3%) cases of hematuria that required blood transfusion and 6 (3.5%) cases of bladder perforation. Of these 6 perforations 4 were small extraperitoneal perforations requiring only prolonged catheter drainage. These perforations were caused by residents in their first or third year of urology training. Two perforations were intraperitoneal, caused by a senior resident or a fellow, 1 of which required abdominal exploration to control bleeding. TURBT is a reasonably safe procedure when performed by urologists in training under direct attending supervision. The complication rate was 5.8%, however only 1 case required surgical intervention. Contrary to expected findings, more senior residents were involved in the complications, likely secondary to their disproportionate roles in more difficult resections.

Career Development Support in Pediatric Critical Care Medicine: A National Survey of Fellows and Junior Faculty

PubMed Central

Cifra, Christina L.; Balikai, Shilpa S.; Murtha, Tanya D.; Hsu, Benson; Riley, Carley L.

2016-01-01

Objective To determine the perceptions of current pediatric critical care medicine (PCCM) fellows and junior faculty regarding the extent and quality of career development support received during fellowship training. Design Web-based cross-sectional survey open from September to November 2015. Setting Accreditation Council for Graduate Medical Education (ACGME)-accredited PCCM fellowship programs. Participants PCCM fellows (2nd year or higher) and junior faculty (within 5 years of completing a PCCM fellowship program). Interventions None. Measurements and Main Results There were 129 respondents to the survey, representing 63% of ACGME-accredited PCCM fellowship programs. Respondents were evenly divided between fellows and junior faculty. Nearly half (49%) of respondents reported that their PCCM fellowship program provided a formal career development curriculum. Ideal career tracks chosen included academic clinician educator (64%), physician-scientist (27%), community-based (non-academic) clinician (11%), and administrator (11%). There was a disparity in focused career development support provided by programs, with a minority providing good support for those pursuing a community-based clinician track (32%) or administrator track (16%). Only 43% of fellows perceived that they have a good chance of obtaining their ideal PCCM position, with the most common perceived barrier being increased competition for limited job opportunities. Most respondents expressed interest in a program specific to PCCM career development that is sponsored by a national professional organization. Conclusions Most PCCM fellows and junior faculty reported good to excellent career development support during fellowship. However, important gaps remain, particularly for those pursuing community-based (non-academic) and administrative tracks. Fellows were uncertain regarding future PCCM employment and their ability to pursue ideal career tracks. There may be a role for professional organizations to provide additional resources for career development in PCCM. PMID:28198755

My Login | Cancer Prevention Fellowship Program

Cancer.gov

This page provides links to several login-based systems for CPFP applicants and current fellows. Prospective Fellows CPFP Application System Login Summer Curriculum Participants Summer Curriculum Portal  Current Fellows and Staff CPFP Portal Leave Tracker

Learning to Lead

ERIC Educational Resources Information Center

Rosen, Jacqueline L.; Palmer, Mary B.

1974-01-01

Outlines the basic elements of an experimental program in educational leadership, the Cary Leadership Fellows Program of the Bank Street College of Education, and gives some of the assessments the Fellows made of their training. (CS)

Staff Directory | Cancer Prevention Fellowship Program

Cancer.gov

The Cancer Prevention Fellowship Program values the contributions of its fellows and works to provide relevant and useful experiences in research and education in return. Our staff is here to provide unwavering support and guidance to each fellow as they progress through the program.

Teaching in Medical Education | Center for Cancer Research

Cancer.gov

Many postdoctoral fellows are considering an academic career at a medical school. In addition to conducting research, new faculty members must learn effective teaching methodologies. This course will focus on good teaching practices, including basic strategies for developing and organizing a course. The purpose of the "Teaching in Medical Education (TIME)" course is to increase the scientist's ability to teach in medical education. The course will provide basic knowledge in teaching methods, course planning, writing a syllabus and developing examinations.

Case-based debates: an innovative teaching tool in nephrology education.

PubMed

Jhaveri, Kenar D; Chawla, Arun; Shah, Hitesh H

2012-01-01

Medical educators have called for new teaching methods and materials that supplement the traditional lecture format, and education in a range of health professions, including medicine, nursing, and pharmacy, is using a game-based approach to teach learners. Here, we describe a novel teaching tool in a case-based debate using the game format. Two teams of first- and second-year nephrology fellows participated in a PowerPoint game-based debate about which tests to order to diagnose transplant-related case. Our pilot study assessed the participant acceptance of case-based debate sessions and rewards system, and participant perceptions of using this approach to teach fellows and residents the importance of each test ordered and its cost-effectiveness in medicine. Each test ordered requires an explanation and has a point value attached to it (based on relevance and cost of positive and negative test results). The team that comes up with the diagnosis with most points wins the game. A faculty member leads a short concluding discussion. Subjective evaluations found these case-based debates to be highly entertaining and thought-provoking and to enhance self-directed learning.

Educating K-12 Students about Glacier Dynamics in a Changing Climate

NASA Astrophysics Data System (ADS)

Stearns, L. A.; Hamilton, G. S.

2005-12-01

Public awareness of climate change is growing in the United States. Popular movies, books and magazines are frequently addressing the issue of global warming - some with careful scientific research, but many with unrealistic statements. Early education about the basic principles and processes of climate change is necessary for the general public to distinguish fact from fiction. The U.S. National Science Foundation's GK-12 program (GK-12; grades K to 12) currently in its sixth year, provides an opportunity for scientific enrichment for students and their teachers at the K-12 level through collaborative pairings with science and engineering graduate students (the Fellows). The NSF GK-12 program at the University of Maine has three goals: to enrich the scientific education of the students by providing role models, expertise, and equipment that may not be accessible otherwise; to provide professional development for the teachers through curriculum enrichment and participation at science conferences; and to improve the teaching and communication skills of the Fellows. The University of Maine is one of over 100 U. S. universities participating in this program. During the 2004-05 academic year, 11 graduate and one undergraduate student Fellows, advised by University faculty members, taught at schools across the state of Maine. Fellows from, biology, earth science, ecology, engineering, food science, forestry, and marine science, and taught in their area of expertise. We created a hands-on activity for middle and high school students that describes glacier mass balance in a changing climate. The students make a glacier using glue, water and detergent ('flubber') and construct a glacier valley using plastic sheeting. Flubber behaves in mechanically similar ways to glacier ice, undergoing plastic deformation at low stresses and exhibiting brittle failure at high stresses. Students are encouraged to run several tests with different values for valley slope, glacier mass, 'flubber' temperature and basal conditions. We compare our glacier models to the dynamics of real glaciers and discuss how and why they might be changing over time. Throughout the activities, we stress the use of the scientific method, a fundamental building block in science education.

Alternate methods to teach history of anesthesia.

PubMed

Desai, Manisha S; Desai, Sukumar P

2014-02-01

Residency programs in anesthesiology in the United States struggle to balance the conflicting needs of formal didactic sessions, clinical teaching, and clinical service obligations. As a consequence of the explosion in knowledge about basic and applied sciences related to our specialty, residents and fellows are expected to make substantial efforts to supplement formal lectures with self-study. There is strong evidence to suggest that members of the younger generation use nontraditional methods to acquire information. Although training programs are not required to include topics related to history of anesthesia (HOA) in the didactic curriculum, and despite the fact that such knowledge does not directly impact clinical care, many programs include such lectures and discussions. We describe and discuss our experience with 3 alternate modalities of teaching HOA.First, we provide brief descriptions of HOA-related historical narratives and novels within the domain of popular literature, rather than those that might be considered textbooks. Second, we analyze content in movies and videodiscs dealing with HOA and determine their utility as educational resources. Third, we describe HOA tours to sites in close proximity to our institutions, as well as those in locations elsewhere in the United States and abroad.We suggest that informal HOA teaching can be implemented by every residency program without much effort and without taking away from the traditional curriculum. Participating in this unique and enriching experience may be a means of academic advancement. It is our hope and expectation that graduates from programs that incorporate such exposure to HOA become advocates of history and may choose to devote a part of their academic career toward exploration of HOA.

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

... fellow shall— (a) Maintain satisfactory progress in the conduct of his or her research; (b) Devote full time to research on the approved topic; (c) Not engage in unauthorized income-producing activities... DISSERTATION RESEARCH ABROAD FELLOWSHIP PROGRAM Post-award Requirements for Fellows § 662.41 What are a fellow...

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

... fellow shall— (a) Maintain satisfactory progress in the conduct of his or her research; (b) Devote full time to research on the approved topic; (c) Not engage in unauthorized income-producing activities... DISSERTATION RESEARCH ABROAD FELLOWSHIP PROGRAM Post-award Requirements for Fellows § 662.41 What are a fellow...

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

... fellow shall— (a) Maintain satisfactory progress in the conduct of his or her research; (b) Devote full time to research on the approved topic; (c) Not engage in unauthorized income-producing activities... DISSERTATION RESEARCH ABROAD FELLOWSHIP PROGRAM Post-award Requirements for Fellows § 662.41 What are a fellow...

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

... fellow shall— (a) Maintain satisfactory progress in the conduct of his or her research; (b) Devote full time to research on the approved topic; (c) Not engage in unauthorized income-producing activities... DISSERTATION RESEARCH ABROAD FELLOWSHIP PROGRAM Post-award Requirements for Fellows § 662.41 What are a fellow...

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

... fellow shall— (a) Maintain satisfactory progress in the conduct of his or her research; (b) Devote full time to research on the approved topic; (c) Not engage in unauthorized income-producing activities... DISSERTATION RESEARCH ABROAD FELLOWSHIP PROGRAM Post-award Requirements for Fellows § 662.41 What are a fellow...

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

PubMed

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

2015-11-18

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

Matching fundus photographs of classmates. An informal competition to promote learning and practice of direct ophthalmoscopy among medical students.

PubMed

Krohn, Jørgen; Kjersem, Bård; Høvding, Gunnar

2014-05-01

To present a new approach for teaching direct ophthalmoscopy to medical students. At the University of Bergen, four consecutive classes of fourth-year medical students complete a required 9-week ophthalmology course every year. In the present project, one fundus photograph was taken of each student. The photographs were randomly numbered, printed on A4 glossy photo paper, and displayed on the classroom wall. Each student was given a form to fill in the fellow students' names matching the number of the fundus photographs. They were encouraged to practise direct ophthalmoscopy on their classmates outside formal teaching hours. At the end of the course, they returned the filled-in forms, and those with the highest number of correct matches between the fundus photographs and fellow students received a reward. Between 2011 and 2013, 239 students completed their ophthalmology course. Of these, 220 students (92%) voluntarily participated in the project. The mean score was 70% correct matches between fundus photographs and fellow students (range 7 - 100%). The students' course evaluations were overall positive. We recommend the use of peer fundus photographs in the context of a learning competition as a simple, inexpensive, and effective way to improve teaching of direct ophthalmoscopy.

Game Based Learning as a Means to Teach Climate Literacy in a High School Environment

NASA Astrophysics Data System (ADS)

Fung, M. K.; Tedesco, L.; Katz, M. E.

2013-12-01

As part of RPI's GK-12 graduate fellowship program (which involves graduate STEM fellows in K-12 education) a climate change board game activity was developed and implemented at inner city Troy High School in Troy, New York. The goal was to engage and teach two classes of the Earth Science General Repeat (GR) tenth grade students about climate change through a game-based leaning module. Students placed in the GR course had previously failed Earth Science, and had never passed a general science class in high school. In the past, these students have responded positively to hands-on activities. Therefore, an interactive board game activity was created to teach students about climate, explore how humans impact our environment, and address the future of climate change. The students are presented with a draft version of the game, created by the graduate fellow, and are asked to redesign the game for their peers in the other GR class. The students' version of the game is required to include certain aspects of the original game, for example, the climate change Trivia and Roadblock cards, but the design, addition of rules and overall layout are left to the students. The game-based learning technique allows the students to learn through a storyline, compete against each other, and challenge themselves to perfect their learning and understanding of climate change. The climate change board game activity also incorporates our cascade learning model, in which the graduate fellow designs the activity, works with a high school teacher, and implements the game with high school students. In addition, the activity emphasizes peer-to-peer learning, allowing each classroom to design the game for a different group of students. This allows the students to take leadership and gives them a sense of accomplishment with the completed board game. The nature of a board game also creates a dynamic competitive atmosphere, in which the students want to learn and understand the material to succeed in the overall game. Although this board game activity was designed for high school students, it could easily be adapted for all K-12 levels as an interactive, informative and successful way of teaching students about climate literacy.

Research reports: 1987 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Karr, Gerald R. (Editor); Cothran, Ernestine K. (Editor); Freeman, L. Michael (Editor)

1987-01-01

For the 23rd consecutive year, a NASA/ASEE Summer Faculty Fellowship Program was conducted at the Marshall Space Flight Center (MSFC). The program was conducted by the University of Alabama in Huntsville and MSFC during the period 1 June to 7 August 1987. Operated under the auspices of the American Society for Engineering Education, the MSFC program, as well as those at other NASA Centers, was sponsored by the Office of University Affairs, NASA Headquarters, Washington, D.C. The basic objectives of the program are: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of the participant's institutions; and (4) to contribute to the research objectives of the NASA Centers. This document is a compilation of Fellow's reports on their research during the Summer of 1987.

Inquiry based Teacher Professional development from a multidisciplinary perspective: The NEOGEO Lake Erie Earth Science Field Trip

NASA Astrophysics Data System (ADS)

Ortiz, J. D.; Munro-Stasiuk, M. J.; Hart, B. I.; Mokaren, D. M.; Arnold, B.; Chermansky, J. V.; Vlack, Y. A.

2006-12-01

State and national educational standards stress the need to incorporate inquiry-based approaches into the K- 12 science curriculum. However, many teachers either lack training in these pedagogical techniques or science content mastery. Both of these are needed to confidently approach science teaching in the less structured framework associated with a real world exploration of the natural environment. To overcome these barriers to implementation, we have developed an intensive, field-based professional development workshop which explores the connections between the bedrock geology, glacial geomorphology, ecology, and geography of the Lake Erie Islands and the shore of its western basin. This workshop is part of a series of three workshops that form the professional development activities of our NSF funded Graduate Teaching Fellows in K-12 Education (GK-12) project, the Northeast Ohio Geoscience Education Outreach (NEOGEO) Program which seeks to improve the quality of Earth Science education at the middle and high school levels in Northeast Ohio. During the workshop students explored the ecology and geomorphology of a series of coastal wetlands, collecting instrumental data and field observations to evaluate water quality and the forces that created these surface features. Exceptional exposure of glacial scours and striations at Kelleys Island and along the Marblehead Peninsula allowed the participants to reconstruct evolving ice flow paths to see how recent geological history shaped the landscape. Finally, stratigraphic observations in a local quarry enabled the students to understand why the observed glacial features varied as a function of bedrock type. Response to the workshop was overwhelming positive with participants commenting positively on quality and quantity of the material presented and the manner in which inquiry based teaching was modeled. End of term projects which included the conceptualization of a teaching plan to incorporate the approaches learned during the workshop demonstrated effective transference of the knowledge. NEOGEO graduate fellows are available during the academic year to help the workshop participants implement their teaching plans.

Preparing Future Geoscience Professionals: Needs, Strategies, Programs, and Online Resources

NASA Astrophysics Data System (ADS)

Macdonald, H.; Manduca, C. A.; Ormand, C. J.; Dunbar, R. W.; Beane, R. J.; Bruckner, M.; Bralower, T. J.; Feiss, P. G.; Tewksbury, B. J.; Wiese, K.

2011-12-01

Geoscience faculty, departments, and programs play an important role in preparing future geoscience professionals. One challenge is supporting the diversity of student goals for future employment and the needs of a wide range of potential employers. Students in geoscience degree programs pursue careers in traditional geoscience industries; in geoscience education and research (including K-12 teaching); and opportunities at the intersection of geoscience and other fields (e.g., policy, law, business). The Building Strong Geoscience Departments project has documented a range of approaches that departments use to support the development of geoscience majors as professionals (serc.carleton.edu/departments). On the Cutting Edge, a professional development program, supports graduate students and post-doctoral fellows interested in pursuing an academic career through workshops, webinars, and online resources (serc.carleton.edu/NAGTWorkshops/careerprep). Geoscience departments work at the intersection of student interests and employer needs. Commonly cited program goals that align with employer needs include mastery of geoscience content; field experience; skill in problem solving, quantitative reasoning, communication, and collaboration; and the ability to learn independently and take a project from start to finish. Departments and faculty can address workforce issues by 1) implementing of degree programs that develop the knowledge, skills, and attitudes that students need, while recognizing that students have a diversity of career goals; 2) introducing career options to majors and potential majors and encouraging exploration of options; 3) advising students on how to prepare for specific career paths; 4) helping students develop into professionals, and 5) supporting students in the job search. It is valuable to build connections with geoscience employers, work with alumni and foster connections between students and alumni with similar career interests, collaborate with campus career centers, incorporate career advising and mentoring throughout the degree program, and recognize that co-curricular experiences are also important avenues through which students can also develop as professionals. Graduate students and post-doctoral fellows have many questions about academic jobs and the academic job search process and many are uncertain about the nature of academic positions at different kinds of educational institutions (two-year colleges, primarily undergraduate institutions, and research universities). On the Cutting Edge workshops and webinars provide insights into academic careers in different institutional settings, various teaching strategies and course design, strategies for moving research forward, effective teaching and research statements, the job search process, and negotiation. The website provides resources on these topics as well as others and includes screen casts of the webinar sessions, making these resources available to all.

Fellowships in international emergency medicine in the USA: a comparative survey of program directors' and fellows' perspectives on the curriculum.

PubMed

Jacquet, Gabrielle A; Vu, Alexander; Ewen, William B; Hansoti, Bhakti; Andescavage, Steven; Price, David; Suter, Robert E; Bayram, Jamil D

2014-01-01

Experts have proposed core curriculum components for international emergency medicine (IEM) fellowships. This study examined perceptions of program directors (PDs) and fellows on whether IEM fellowships cover these components, whether their perspectives differ and the barriers preventing fellowships from covering them. From 1 November 2011 to 30 November 2011, a survey was administered to PDs, current fellows and recent graduates of the 34 US IEM fellowships. Respondents quantified their fellowship experience in six proposed core curriculum areas: emergency medicine (EM) systems development, EM education, humanitarian assistance, public health, emergency medical services and disaster medicine. Analysis was performed regarding what per cent of programmes fulfil the six curriculum areas. A paired t test determined the difference between PDs' and fellows' responses. Agreement between PDs and fellows within the same programme was determined using a κ statistic. Only 1/18 (6%) (according to fellows) to 2/24 (8%) (according to PDs) of programmes expose fellows to all six components. PDs consistently reported higher exposure than fellows. The difference in mean score between PDs and fellows was statistically significant (p<0.05) in three of the 6 (50%) core curriculum elements: humanitarian aid, public health and disaster medicine. Per cent agreement between PDs and fellows within each programmes ranged from poor to fair. While IEM fellowships have varying structure, this study highlights the importance of further discussion between PDs and fellows regarding delineation and objectives of core curriculum components. Transparent curricula and open communication between PDs and fellows may reduce differences in reported experiences.

A Splendid Torch: Learning and Teaching in Today's Academic Libraries

ERIC Educational Resources Information Center

Eyre, Jodi Reeves, Ed.; Maclachlan, John C., Ed.; Williford, Christa, Ed.

2017-01-01

Six essays, written collaboratively by current and former Council on Library and Information Resources (CLIR) postdoctoral fellows, explore the contributions that today's academic libraries--as providers of resources, professional support, and space--are making to learning and teaching. Topics include the continuing evolution of the learning…

Learning and Teaching: Where Does Einstein's Concept of Learning about "Service of Our Fellow Man" Enter into Our Discussions about Student Achievement?

ERIC Educational Resources Information Center

Manthey, George

2005-01-01

The author of this paper discusses the significance of Albert Einstein's concept of learning about "service of our fellow man" into the discussions about student achievement. Albert Einstein wrote in 1954 of what he considered an evil of modern life--that the "individual feels more than ever dependent on society, but it is not felt in the positive…

Biosphere 2, a nexus of partner networks that improve student experiences and outcomes

NASA Astrophysics Data System (ADS)

Dontsova, K.; Bonine, K. E.; Batchelor, R. L.; Brinkworth, C.; Keller, J. M.; Hogan, D.; Treloar, D.

2017-12-01

University of Arizona (UA) Biosphere 2 co-convenes several internship opportunities for undergraduate students, including 1) NSF-funded Research Experiences for Undergraduates (REU) Site: "Biosphere 2 Earth Systems Research for Environmental Solutions", 2) NSF-funded INCLUDES program "Collaborative Research: Integrating Indigenous and Western Knowledge to Transform Learning and Discovery in the Geosciences" executed in collaboration with the University Corporation for Atmospheric Research (UCAR), and 3) STEM Teacher and Researcher (STAR) Fellows Program in partnership with California Polytechnic State University - San Luis Obispo. In addition, the B2 REU Site partners with several UA organizations linking research to stakeholders, such as UA Cooperative Extension, Institute of the Environment, and the Water Resources Research Center, and with the UA Graduate College's Undergraduate Research Opportunities Consortium (UROC), which connects a diverse portfolio of summer research programs across the UA campus. Connections among these programs and organizations allow us to improve student experiences and outcomes by leveraging organizational, mentor, and peer diversity and expertise. Each partnership brings unique benefits for the students - from access to teaching experience and perspectives that STAR Fellows provide, to a multitude of professional development programs made possible by pooled resources of UROC participants, to access to networks and knowledge from our outreach partners, to opportunities for continued multi-year learning and support with INCLUDES and UCAR. Coming together allows all partners to better apply outside resources, expertise, and knowledge to bring more value to the students and to help students enrich themselves as well as partner organizations and program participants.

Congenital cardiac surgery fellowship training: A status update.

PubMed

Kogon, Brian; Karamlou, Tara; Baumgartner, William; Merrill, Walter; Backer, Carl

2016-06-01

In 2007, congenital cardiac surgery became a recognized fellowship by the Accreditation Council of Graduate Medical Education (ACGME) and leads to board certification through the American Board of Thoracic Surgery (ABTS). We highlight the strengths and weaknesses in the current system of accredited training. Data were collected from program directors, the ACGME, and the ABTS. In addition, surveys were sent to training program graduates. Topics included program accreditation status, number of fellows trained per year and per program, match results, fellow operative experience, fellow satisfaction, and post-fellowship employment status. There are twelve active accredited fellowship programs, and 44 trainees have completed accredited training. Each active program has trained a median of 3 fellows (range: 0-7). Operative logs were obtained from 38 of 44 (86%) graduates. The median number of total cases (minimum 75) was 136 (range: 75-236). For complex neonates (minimum 5), the median number of cases was 6 (range: 2-17). Some fellows failed to meet the minimum requirements. Thirty-six (82%) graduates responded to the survey; most were satisfied with their overall operative experience, but less with their neonatal operative experience. Of this total, 84% are currently practicing congenital cardiac surgery, and 74% secured jobs prior to completing their residency. Since 2007, congenital cardiac surgery training has been accredited by the ACGME. In general, the training is uniform, the operative experience is robust, and the fellows are satisfied. Although shortcomings remain, this study highlights the many strengths of the current system. Copyright © 2016 The American Association for Thoracic Surgery. Published by Elsevier Inc. All rights reserved.

Selecting and starting an orthopaedic surgery practice.

PubMed

Mishra, Allan; Urquhart, Andrew G; Anders, Geoffrey T

2008-01-01

Every new surgeon is faced with the same question as their residency or fellowship draws to a close: What is next? Few residents or fellows are as well prepared to answer that question as they could be. Most programs do not teach residents how to choose a practice type and location. After formal orthopaedic training, new surgeons must make decisions about their careers that can be nearly as complex and difficult as the decisions they make in the operating room. Career choices have both significant and long-term effects on the physician's financial situation, career satisfaction, and personal life. The physician should be aware of key non academic issues that arise when completing a residency program or just beginning the practice of orthopaedic surgery.

Comparison of Surgical Outcomes Between Teaching and Nonteaching Hospitals in the Department of Veterans Affairs

PubMed Central

Khuri, Shukri F.; Najjar, Samer F.; Daley, Jennifer; Krasnicka, Barbara; Hossain, Monir; Henderson, William G.; Aust, J. Bradley; Bass, Barbara; Bishop, Michael J.; Demakis, John; DePalma, Ralph; Fabri, Peter J.; Fink, Aaron; Gibbs, James; Grover, Frederick; Hammermeister, Karl; McDonald, Gerald; Neumayer, Leigh; Roswell, Robert H.; Spencer, Jeannette; Turnage, Richard H.

2001-01-01

Objective To determine whether the investment in postgraduate education and training places patients at risk for worse outcomes and higher costs than if medical and surgical care was delivered in nonteaching settings. Summary Background Data The Veterans Health Administration (VA) plays a major role in the training of medical students, residents, and fellows. Methods The database of the VA National Surgical Quality Improvement Program was analyzed for all major noncardiac operations performed during fiscal years 1997, 1998, and 1999. Teaching status of a hospital was determined on the basis of a background and structure questionnaire that was independently verified by a research fellow. Stepwise logistic regression was used to construct separate models predictive of 30-day mortality and morbidity for each of seven surgical specialties and eight operations. Based on these models, a severity index for each patient was calculated. Hierarchical logistic regression models were then created to examine the relationship between teaching versus nonteaching hospitals and 30-day postoperative mortality and morbidity, after adjusting for patient severity. Results Teaching hospitals performed 81% of the total surgical workload and 90% of the major surgery workload. In most specialties in teaching hospitals, the residents were the primary surgeons in more than 90% of the operations. Compared with nonteaching hospitals, the patient populations in teaching hospitals had a higher prevalence of risk factors, underwent more complex operations, and had longer operation times. Risk-adjusted mortality rates were not different between the teaching and nonteaching hospitals in the specialties and operations studied. The unadjusted complication rate was higher in teaching hospitals in six of seven specialties and four of eight operations. Risk adjustment did not eliminate completely these differences, probably reflecting the relatively poor predictive validity of some of the risk adjustment models for morbidity. Length of stay after major operations was not consistently different between teaching and nonteaching hospitals. Conclusion Compared with nonteaching hospitals, teaching hospitals in the VA perform the majority of complex and high-risk major procedures, with comparable risk-adjusted 30-day mortality rates. Risk-adjusted 30-day morbidity rates in teaching hospitals are higher in some specialties and operations than in nonteaching hospitals. Although this may reflect the weak predictive validity of some of the risk adjustment models for morbidity, it may also represent suboptimal processes and structures of care that are unique to teaching hospitals. Despite good quality of care in teaching hospitals, as evidenced by the 30-day mortality data, efforts should be made to examine further the structures and processes of surgical care prevailing in these hospitals. PMID:11524590

Let's Talk Critical. Development and Evaluation of a Communication Skills Training Program for Critical Care Fellows.

PubMed

Hope, Aluko A; Hsieh, S Jean; Howes, Jennifer M; Keene, Adam B; Fausto, James A; Pinto, Priya A; Gong, Michelle Ng

2015-04-01

Although expert communication between intensive care unit clinicians with patients or surrogates improves patient- and family-centered outcomes, fellows in critical care medicine do not feel adequately trained to conduct family meetings. We aimed to develop, implement, and evaluate a communication skills program that could be easily integrated into a U.S. critical care fellowship. We developed four simulation cases that provided communication challenges that critical care fellows commonly face. For each case, we developed a list of directly observable tasks that could be used by faculty to evaluate fellows during each simulation. We developed a didactic curriculum of lectures/case discussions on topics related to palliative care, end-of-life care, communication skills, and bioethics; this month-long curriculum began and ended with the fellows leading family meetings in up to two simulated cases with direct observation by faculty who were not blinded to the timing of the simulation. Our primary measures of effectiveness were the fellows' self-reported change in comfort with leading family meetings after the program was completed and the quality of the communication as measured by the faculty evaluators during the family meeting simulations at the end of the month. Over 3 years, 31 critical care fellows participated in the program, 28 of whom participated in 101 family meeting simulations with direct feedback by faculty facilitators. Our trainees showed high rates of information disclosure during the simulated family meetings. During the simulations done at the end of the month compared with those done at the beginning, our fellows showed significantly improved rates in: (1) verbalizing an agenda for the meeting (64 vs. 41%; Chi-square, 5.27; P = 0.02), (2) summarizing what will be done for the patient (64 vs. 39%; Chi-square, 6.21; P = 0.01), and (3) providing a follow-up plan (60 vs. 37%; Chi-square, 5.2; P = 0.02). More than 95% of our participants (n = 27) reported feeling "slightly" or "much" more comfortable with discussing foregoing life-sustaining treatment and leading family discussions after the month-long curriculum. A communication skills program can be feasibly integrated into a critical care training program and is associated with improvements in fellows' skills and comfort with leading family meetings.

Homophily in Higher Education: Historicizing the AERA Member-to-Fellow Pipeline Using Theories of Social Reproduction and Social Networks

ERIC Educational Resources Information Center

Hartlep, Nicholas D.; Hensley, Brandon O.; Wells, Kevin E.; Brewer, T. Jameson; Ball, Daisy; McLaren, Peter

2017-01-01

This study examines select demographics of the American Educational Research Association (AERA) Fellows (n = 644), and whether or not the cohorts of AERA Fellows are becoming more diverse in racial and gender terms in relation to the inaugural year of Fellows in 2008. This study tests the mission statement of this exclusive program to "……

Research training of Developmental-Behavioral Pediatrics fellows: a survey of fellowship directors by Developmental-Behavioral Pediatrics Research Network.

PubMed

Wiley, Susan; Schonfeld, David J; Fredstrom, Bridget; Huffman, Lynne

2013-01-01

To describe research training in Developmental-Behavioral Pediatrics (DBP) Fellowship Programs. Thirty-five US-accredited DBP fellowships were contacted through the Developmental-Behavioral Pediatrics Research Network to complete an online survey on scholarly work and research training. With an 83% response rate, responding programs represented 110 (87 filled) fellowship positions. External funding for fellowship positions was minimal (11 positions fully funded, 13 funded above 50% of cost). Structured research training included didactic lectures, web-based training, university courses, direct mentoring, journal clubs, and required reading. Of the 159 fellows described, spanning a 5-year training period, the majority chose projects relying on their own data collection (57%) rather than joining an existing research study and focused on clinical research (86%). Among 96 fellows with completed scholarly work, 29% were observational/epidemiological studies, 22% secondary analyses of large data sets, 16% community-based research, and 15% survey design. A limited number of fellows pursued basic science, meta-analysis/critical appraisal of the literature, or analysis of public policy. Barriers to successful fellow research are as follows: lack of time and money, challenges in balancing clinical demands and protected faculty research time, limited faculty research opportunities, time or expertise, and a lack of infrastructure for fellow research mentoring. The scholarly work of fellows in DBP fellowship programs has primarily focused on clinical research using observational/epidemiological research and secondary analysis of large data set. Barriers largely in faculty time and expertise for research mentoring and inadequate funding in programs that have high clinical demands and little resources for research efforts were noted.

5 CFR 362.204 - Development, evaluation, promotion, and certification.

Code of Federal Regulations, 2010 CFR

2010-01-01

... be placed, with full-time management and/or technical responsibilities consistent with the Fellow's... certification. 362.204 Section 362.204 Administrative Personnel OFFICE OF PERSONNEL MANAGEMENT CIVIL SERVICE REGULATIONS PRESIDENTIAL MANAGEMENT FELLOWS PROGRAM Program Administration § 362.204 Development, evaluation...

U.S. Information Ambassadors: The Library/Book Fellows Program.

ERIC Educational Resources Information Center

Doyle, Robert P.

The Library/Book Fellows Program began in 1986 with a grant to the American Library Association from the U.S. Information Agency, an independent agency within the Executive Branch. The purposes of the program are to: (1) increase international understanding through the establishment of professional and personal relationships and the accomplishment…

Issues of Education at Community Colleges: Essays by Fellows in the Mid-Career Fellowship Program at Princeton University.

ERIC Educational Resources Information Center

Princeton Univ., NJ. Mid-Career Fellowship Program.

This collection contains nine essays, written by fellows in Princeton University's Mid-Career Fellowship Program, on contemporary issues facing community colleges. The essays included are "Language Minority Crossover Students: A Program to Address a New Challenge at Bergen Community College" (Brian Altano); "Retention Strategies for…

77 FR 60922 - Criminal History Check Requirements for AmeriCorps State/National, Senior Companions, Foster...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-10-05

..., including RSVP, LSA, Non-profit Capacity Building, and the Social Innovation Fund (SIF) grant programs... programs including Campuses of Service, Serve America Fellows, Encore Fellows, Silver Scholars, the Social Innovation Fund, and activities funded under programs such as the Volunteer Generation Fund. The final rule...

Career Development Support in Pediatric Critical Care Medicine: A National Survey of Fellows and Junior Faculty.

PubMed

Cifra, Christina L; Balikai, Shilpa S; Murtha, Tanya D; Hsu, Benson; Riley, Carley L

2017-04-01

To determine the perceptions of current pediatric critical care medicine fellows and junior faculty regarding the extent and quality of career development support received during fellowship training. Web-based cross-sectional survey open from September to November 2015. Accreditation Council for Graduate Medical Education-accredited pediatric critical care medicine fellowship programs. Pediatric critical care medicine fellows (second yr or higher) and junior faculty (within 5 yr of completing a pediatric critical care medicine fellowship program). None. There were 129 respondents to the survey, representing 63% of Accreditation Council for Graduate Medical Education-accredited pediatric critical care medicine fellowship programs. Respondents were evenly divided between fellows and junior faculty. Nearly, half (49%) of respondents reported that their pediatric critical care medicine fellowship program provided a formal career development curriculum. Ideal career tracks chosen included academic clinician educator (64%), physician-scientist (27%), community-based (nonacademic) clinician (11%), and administrator (11%). There was a disparity in focused career development support provided by programs, with a minority providing good support for those pursuing a community-based clinician track (32%) or administrator track (16%). Only 43% of fellows perceived that they have a good chance of obtaining their ideal pediatric critical care medicine position, with the most common perceived barrier being increased competition for limited job opportunities. Most respondents expressed interest in a program specific to pediatric critical care medicine career development that is sponsored by a national professional organization. Most pediatric critical care medicine fellows and junior faculty reported good to excellent career development support during fellowship. However, important gaps remain, particularly for those pursuing community-based (nonacademic) and administrative tracks. Fellows were uncertain regarding future pediatric critical care medicine employment and their ability to pursue ideal career tracks. There may be a role for professional organizations to provide additional resources for career development in pediatric critical care medicine.

The 1983 NASA/ASEE Summer Faculty Fellowship Research Program research reports

NASA Technical Reports Server (NTRS)

Horn, W. J. (Editor); Duke, M. B. (Editor)

1983-01-01

The 1983 NASA/ASEE Summary Faculty Fellowship Research Program was conducted by Texas A&M University and the Lyndon B. Johnson Space Center (JSC). The 10-week program was operated under the auspices of the American Society for Engineering Education (ASEE). The basic objectives of the programs, which began in 1965 at JSC and in 1964 nationally, are (1) to further the professional knowledge of qualified engineering and science faculty members, (2) to stimulate an exchange of ideas 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 Centers. The faculty fellows spent 10 weeks at JSC engaged in a research project commensurate with their interests and background. They worked in collaboration with a NASA/JSC colleague. This document is a compilation of final reports on their research during the summer of 1983.

National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) summer faculty fellowship program, 1986, volume 2

NASA Technical Reports Server (NTRS)

Mcinnis, Bayliss (Editor); Goldstein, Stanley (Editor)

1987-01-01

The Johnson Space Center (JSC) NASA/ASEE Summer Faculty Fellowship Program was conducted by the University of Houston and JSC. The ten week program was operated under the auspices of the American Society for Engineering Education (ASEE). The basic objectives of the program are (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas 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 Centers. Each faculty fellow spent ten weeks at JSC engaged in a research project commensurate with his interests and background and worked in collaboration with a NASA/JSC colleague. The final reports on the research projects are presented. This volume, 2, contains sections 15 through 30.

What Are We Doing? A Survey of United States Nephrology Fellowship Program Directors.

PubMed

Liebman, Scott E; Moore, Catherine A; Monk, Rebeca D; Rizvi, Mahrukh S

2017-03-07

Interest in nephrology has been declining in recent years. Long work hours and a poor work/life balance may be partially responsible, and may also affect a fellowship's educational mission. We surveyed nephrology program directors using a web-based survey in order to define current clinical and educational practice patterns and identify areas for improvement. Our survey explored fellowship program demographics, fellows' workload, call structure, and education. Program directors were asked to estimate the average and maximum number of patients on each of their inpatient services, the number of patients seen by fellows in clinic, and to provide details regarding their overnight and weekend call. In addition, we asked about number of and composition of didactic conferences. Sixty-eight out of 148 program directors responded to the survey (46%). The average number of fellows per program was approximately seven. The busiest inpatient services had a mean of 21.5±5.9 patients on average and 33.8±10.7 at their maximum. The second busiest services had an average and maximum of 15.6±6.0 and 24.5±10.8 patients, respectively. Transplant-only services had fewer patients than other service compositions. A minority of services (14.5%) employed physician extenders. Fellows most commonly see patients during a single weekly continuity clinic, with a typical fellow-to-faculty ratio of 2:1. The majority of programs do not alter outpatient responsibilities during inpatient service time. Most programs (approximately 75%) divided overnight and weekend call responsibilities equally between first year and more senior fellows. Educational practices varied widely between programs. Our survey underscores the large variety in workload, practice patterns, and didactics at different institutions and provides a framework to help improve the service/education balance in nephrology fellowships. Copyright © 2017 by the American Society of Nephrology.

Postdoctoral Teaching of Geriatric Dentistry in U.S. Dental Schools.

PubMed

Ettinger, Ronald L; Goettsche, Zachary S; Qian, Fang

2017-10-01

The aim of this study was to determine the number and size of postdoctoral teaching programs in geriatric dentistry in U.S. dental schools and other health professions educational institutions and those programs with Health Resources and Services Administration (HRSA) funding. In 2015, all 67 U.S. dental schools were contacted via email with a questionnaire to ask if they had a postdoctoral program in geriatric dentistry; if they did, they were asked to report the length and size of the program. Directors of all 16 HRSA-funded geriatric fellowships were also invited to participate in the survey. Fifty-six of the 67 (83.6%) dental schools and 15 of the 16 (93.8%) HRSA-funded programs completed the questionnaire. Postdoctoral geriatric dentistry programs were reported in 12 dental schools and six medical institutions, although only six programs were currently accepting fellows. The length of the programs was 12-36 months. The maximum number of residents in any program was ten. The oldest program was in Minnesota; it began in 1981. The newest program was beginning in 2017 at Boston University as a revised version of its previous HRSA-funded program. The loss of HRSA funding has had a major negative impact on the number of training programs. Future research is needed to determine how the loss of HRSA-funded programs has affected the availability of educators in geriatric dentistry for dental schools and the services provided to the geriatric community.

Diversity in the Emerging Critical Care Workforce: Analysis of Demographic Trends in Critical Care Fellows From 2004 to 2014.

PubMed

Lane-Fall, Meghan B; Miano, Todd A; Aysola, Jaya; Augoustides, John G T

2017-05-01

Diversity in the physician workforce is essential to providing culturally effective care. In critical care, despite the high stakes and frequency with which cultural concerns arise, it is unknown whether physician diversity reflects that of critically ill patients. We sought to characterize demographic trends in critical care fellows, who represent the emerging intensivist workforce. We used published data to create logistic regression models comparing annual trends in the representation of women and racial/ethnic groups across critical care fellowship types. United States Accreditation Council on Graduate Medical Education-approved residency and fellowship training programs. Residents and fellows employed by Accreditation Council on Graduate Medical Education-accredited training programs from 2004 to 2014. None. From 2004 to 2014, the number of critical care fellows increased annually, up 54.1% from 1,606 in 2004-2005 to 2,475 in 2013-2014. The proportion of female critical care fellows increased from 29.5% (2004-2005) to 38.3% (2013-2014) (p < 0.001). The absolute number of black fellows increased each year but the percentage change was not statistically significantly different (5.1% in 2004-2005 vs 3.9% in 2013-2014; p = 0.92). Hispanic fellows increased in number from 124 (7.7%) in 2004-2005 to 216 (8.4%) in 2013-2014 (p = 0.015). The number of American Indian/Alaskan Native/Native Hawaiian/Pacific Islander fellows decreased from 15 (1.0%) to seven (0.3%) (p < 0.001). When compared with population estimates, female critical care fellows and those from racial/ethnic minorities were underrepresented in all years. The demographics of the emerging critical care physician workforce reflect underrepresentation of women and racial/ethnic minorities. Trends highlight increases in women and Hispanics and stable or decreasing representation of non-Hispanic underrepresented minority critical care fellows. Further research is needed to elucidate the reasons underlying persistent underrepresentation of racial and ethnic minorities in critical care fellowship programs.

Cross-Level Collaboration: Students and Teachers Learning from Each Other

ERIC Educational Resources Information Center

Phegley, Missy Nieveen; Oxford, Janelle

2010-01-01

Teachers live to inspire and be inspired. Sadly, most high school teachers work alone in the confines of their teaching assignments and tight, chaotic schedules, while many college professors teach and conduct research within the confines of their institutions, seldom reaching out to fellow instructors at different institutions that serve…

45 CFR 2400.48 - Fellows' participation in the Summer Institute.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 4 2010-10-01 2010-10-01 false Fellows' participation in the Summer Institute. 2400.48 Section 2400.48 Public Welfare Regulations Relating to Public Welfare (Continued) JAMES MADISON MEMORIAL FELLOWSHIP FOUNDATION FELLOWSHIP PROGRAM REQUIREMENTS Graduate Study § 2400.48 Fellows...

45 CFR 2400.48 - Fellows' participation in the Summer Institute.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 45 Public Welfare 4 2011-10-01 2011-10-01 false Fellows' participation in the Summer Institute. 2400.48 Section 2400.48 Public Welfare Regulations Relating to Public Welfare (Continued) JAMES MADISON MEMORIAL FELLOWSHIP FOUNDATION FELLOWSHIP PROGRAM REQUIREMENTS Graduate Study § 2400.48 Fellows...

The 2004 NASA Faculty Fellowship Program Research Reports

NASA Technical Reports Server (NTRS)

Pruitt, J. R.; Karr, G.; Freeman, L. M.; Hassan, R.; Day, J. B. (Compiler)

2005-01-01

This is the administrative report for the 2004 NASA Faculty Fellowship Program (NFFP) held at the George C. Marshall Space Flight Center (MSFC) for the 40th consecutive year. The NFFP offers science and engineering faculty at U.S. colleges and universities hands-on exposure to NASA s research challenges through summer research residencies and extended research opportunities at participating NASA research Centers. During this program, fellows work closely with NASA colleagues on research challenges important to NASA's strategic enterprises that are of mutual interest to the fellow and the Center. The nominal starting and .nishing dates for the 10-week program were June 1 through August 6, 2004. The program was sponsored by NASA Headquarters, Washington, DC, and operated under contract by The University of Alabama, The University of Alabama in Huntsville, and Alabama A&M University. In addition, promotion and applications are managed by the American Society for Engineering Education (ASEE) and assessment is completed by Universities Space Research Association (USRA). The primary objectives of the NFFP are to: Increase the quality and quantity of research collaborations between NASA and the academic community that contribute to the Agency s space aeronautics and space science mission. Engage faculty from colleges, universities, and community colleges in current NASA research and development. Foster a greater public awareness of NASA science and technology, and therefore facilitate academic and workforce literacy in these areas. Strengthen faculty capabilities to enhance the STEM workforce, advance competition, and infuse mission-related research and technology content into classroom teaching. Increase participation of underrepresented and underserved faculty and institutions in NASA science and technology.

Survey of Kidney Biopsy Clinical Practice and Training in the United States.

PubMed

Yuan, Christina M; Nee, Robert; Little, Dustin J; Narayan, Rajeev; Childs, John M; Prince, Lisa K; Raghavan, Rajeev; Oliver, James D

2018-05-07

Practicing clinical nephrologists are performing fewer diagnostic kidney biopsies. Requiring biopsy procedural competence for graduating nephrology fellows is controversial. An anonymous, on-line survey of all Walter Reed training program graduates ( n =82; 1985-2017) and all United States nephrology program directors ( n =149; August to October of 2017), regarding kidney biopsy practice and training, was undertaken. Walter Reed graduates' response and completion rates were 71% and 98%, respectively. The majority felt adequately trained in native kidney biopsy (83%), transplant biopsy (82%), and tissue interpretation (78%), with no difference for ≤10 versus >10 practice years. Thirty-five percent continued to perform biopsies (13% did ≥10 native biopsies/year); 93% referred at least some biopsies. The most common barriers to performing biopsy were logistics (81%) and time (74%). Program director response and completion rates were 60% and 77%. Seventy-two percent cited ≥1 barrier to fellow competence. The most common barriers were logistics (45%), time (45%), and likelihood that biopsy would not be performed postgraduation (41%). Fifty-one percent indicated that fellows should not be required to demonstrate minimal procedural competence in biopsy, although 97% agreed that fellows should demonstrate competence in knowing/managing indications, contraindications, and complications. Program directors citing ≥1 barrier or whose fellows did <50 native biopsies/year in total were more likely to think that procedural competence should not be required versus those citing no barriers ( P =0.02), or whose fellows performed ≥50 biopsies ( P <0.01). Almost two-thirds of graduate respondents from a single military training program no longer perform biopsy, and 51% of responding nephrology program directors indicated that biopsy procedural competence should not be required. These findings should inform discussion of kidney biopsy curriculum requirements. Copyright © 2018 by the American Society of Nephrology.

Effectiveness of hands-on tutoring and guided self-directed learning versus self-directed learning alone to educate critical care fellows on mechanical ventilation - a pilot project.

PubMed

Ramar, Kannan; De Moraes, Alice Gallo; Selim, Bernardo; Holets, Steven; Oeckler, Richard

2016-01-01

Physicians require extensive training to achieve proficiency in mechanical ventilator (MV) management of the critically ill patients. Guided self-directed learning (GSDL) is usually the method used to learn. However, it is unclear if this is the most proficient approach to teaching mechanical ventilation to critical care fellows. We, therefore, investigated whether critical care fellows achieve higher scores on standardized testing and report higher satisfaction after participating in a hands-on tutorial combined with GSDL compared to self-directed learning alone. First-year Pulmonary and Critical Care Medicine (PCCM) fellows ( n =6) and Critical Care Internal Medicine (CCIM) ( n =8) fellows participated. Satisfaction was assessed using the Likert scale. MV knowledge assessment was performed by administering a standardized 25-question multiple choice pre- and posttest. For 2 weeks the CCIM fellows were exposed to GSDL, while the PCCM fellows received hands-on tutoring combined with GSDL. Ninety-three percentage (6 PCCM and 7 CCIM fellows, total of 13 fellows) completed all evaluations and were included in the final analysis. CCIM and PCCM fellows scored similarly in the pretest (64% vs. 52%, p =0.13). Following interventions, the posttest scores increased in both groups. However, no significant difference was observed based on the interventions (74% vs. 77%, p =0.39). The absolute improvement with the hands-on-tutoring and GSDL group was higher than GSDL alone (25% vs. 10%, p =0.07). Improved satisfaction scores were noted with hands-on tutoring. Hands-on tutoring combined with GSDL and GSDL alone were both associated with an improvement in posttest scores. Absolute improvement in test and satisfaction scores both trended higher in the hands-on tutorial group combined with GSDL group.

[Young French neurosurgeons: Working conditions and outlook].

PubMed

Pommier, B; Manet, R; Gay, E; Vassal, F; Nuti, C; Hladky, J-P

2015-10-01

Due to the increase in the number of French neurosurgeon residents the neurosurgical workforce is changing. The main objective of this survey was to assess working conditions and perspectives for young French neurosurgeons. An on-line survey was sent to young French neurosurgeons based on a mailing-list (219 mail addresses of Residents and Fellows obtained during previous meetings). The form contained questions about career, amount of work, salary, quality of life, teaching and university work. We received 78 replies from January to March 2014. A total of 56% from fellows saying they had undergone difficulties in obtaining a fellowship, although 78% were satisfied. Fellows considered a private career more often than residents. Overall, young neurosurgeons were worried about future employment. Some 33% admitted contemplating a different career from one they originally wanted. The average weekly working time of 76.8 hours was deemed to be excessive. Security rests after overnight shifts were lacking or incomplete in 91% of cases. The work atmosphere was good overall (3.7/5), and so was the quality of life (3.2/5). Theoretical teaching was unsatisfactory (2.43/5) as well as the time allowed for academic work (approximately 1.58 half-days per month). However, practical teaching was considered rewarding (3.63/5). This study provides some guidance for upcoming reforms, and should be considered again at a later date to evaluate progress. Copyright © 2015 Elsevier Masson SAS. All rights reserved.

New Horizons Educator Fellowship Program: Taking You to Pluto

NASA Astrophysics Data System (ADS)

Weir, H. M.; Beisser, K.; Hallau, K. G.

2011-12-01

The New Horizons Educator Fellowship Program (NHEFP), originally based on the MESSENGER Fellows Program, is a public outreach initiative for motivated volunteers across the nation. These volunteers are master teachers who communicate the excitement of NASA's New Horizons mission to Pluto and information about recent discoveries to teachers, students, and people in their local communities. Many of the Fellows utilize their experiences and knowledge as members of other programs such as MESSENGER Fellows, Heliophysics Educator Ambassadors, Solar System Educators and Ambassadors to promote the mission thorough professional development workshops incorporating themes, activities, and recent discoveries with other NASA programs to present a well-rounded view of our Solar System. Unlike teacher-volunteer programs tied to missions that take place closer to Earth, the time between New Horizons' launch and its closest approach to Pluto is 9.5 years, with the spacecraft in hibernation for most of its voyager. NHEFP has maintained a core group of Fellows who, through periodic face-to-face or remote training, have taken advantage of opportunities for networking, sharing of ideas in best practices, activities, and presenting and keeping audiences interested in the mission during its long journey to Pluto. This involvement has been key to the program's success.

Jack D. Fellows: Congressional Science Fellow

NASA Astrophysics Data System (ADS)

Jack D. Fellows has been selected as the 1983-84 AGU Congressional Science Fellow. Last week he began his 1-year stint on Capitol Hill as AGU's seventh Congressional Science Fellow.Fellows received his Ph.D. earlier this year from the civil engineering department at the University of Maryland, College Park. For his dissertation he developed a management system using regional geographic information for hydrologic models. His work applied remote sensing data to the decision-making processes of regional planning organizations concerned with hydrology and natural resource management. The Maryland National Capital Park and Planning Commission has integrated Fellows' work into their programs on water resource and environmental planning; his approach also is being used for forest and water resource planning near Freiburg, Baden-Wurtemberg, West Germany.

Experts in the Classroom: Fellows Program Connects Teacher Learning to Student Outcomes

ERIC Educational Resources Information Center

Pett, Kate; Strahan, David; Gates, Carlye

2014-01-01

This article provides snapshots of teacher leadership in action as one result of the Asheville (N.C.) City Schools Foundation Innovation Fellows program, an approach to providing high quality professional learning for the district's best teachers. With start-up funding from the Z. Smith Reynolds Foundation, this program was created to retain great…

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

Pulmonary and Critical Care In-Service Training Examination Score as a Predictor of Board Certification Examination Performance.

PubMed

Kempainen, Robert R; Hess, Brian J; Addrizzo-Harris, Doreen J; Schaad, Douglas C; Scott, Craig S; Carlin, Brian W; Shaw, Robert C; Duhigg, Lauren; Lipner, Rebecca S

2016-04-01

Most trainees in combined pulmonary and critical care medicine fellowship programs complete in-service training examinations (ITEs) that test knowledge in both disciplines. Whether ITE scores predict performance on the American Board of Internal Medicine Pulmonary Disease Certification Examination and Critical Care Medicine Certification Examination is unknown. To determine whether pulmonary and critical care medicine ITE scores predict performance on subspecialty board certification examinations independently of trainee demographics, program director competency ratings, fellowship program characteristics, and prior medical knowledge assessments. First- and second-year fellows who were enrolled in the study between 2008 and 2012 completed a questionnaire encompassing demographics and fellowship training characteristics. These data and ITE scores were matched to fellows' subsequent scores on subspecialty certification examinations, program director ratings, and previous scores on their American Board of Internal Medicine Internal Medicine Certification Examination. Multiple linear regression and logistic regression were used to identify independent predictors of subspecialty certification examination scores and likelihood of passing the examinations, respectively. Of eligible fellows, 82.4% enrolled in the study. The ITE score for second-year fellows was matched to their certification examination scores, which yielded 1,484 physicians for pulmonary disease and 1,331 for critical care medicine. Second-year fellows' ITE scores (β = 0.24, P < 0.001) and Internal Medicine Certification Examination scores (β = 0.49, P < 0.001) were the strongest predictors of Pulmonary Disease Certification Examination scores, and were the only significant predictors of passing the examination (ITE odds ratio, 1.12 [95% confidence interval, 1.07-1.16]; Internal Medicine Certification Examination odds ratio, 1.01 [95% confidence interval, 1.01-1.02]). Similar results were obtained for predicting Critical Care Medicine Certification Examination scores and for passing the examination. The predictive value of ITE scores among first-year fellows on the subspecialty certification examinations was comparable to second-year fellows' ITE scores. The Pulmonary and Critical Care Medicine ITE score is an independent, and stronger, predictor of subspecialty certification examination performance than fellow demographics, program director competency ratings, and fellowship characteristics. These findings support the use of the ITE to identify the learning needs of fellows as they work toward subspecialty board certification.

The 1992 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

1992-01-01

This is the administrative report for the 1992 NASA/ASEE Summer Faculty Fellowship Program which was held at the George C. Marshall Space Flight Center (MSFC) for the 28th consecutive year. The nominal starting and finishing dates for the ten week program were June 1, 1992 through August 7, 1992. The program was sponsored by NASA Headquarters, Washington, D.C., and operated under the auspices of the American Society for Engineering Education (ASEE). The program was one of eight such programs at eight NASA centers sponsored and funded by NASA Headquarters. The basic objectives of the program are the following: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities at the participants' institutions; and (4) to contribute to the research objectives of the NASA centers. The major activities of the 1992 program were the following: (1) recruitment, selection, and assignment of faculty fellows; (2) research performed by the participants in collaboration with the MSFC colleague; (3) a seminar and tour program aimed at providing information concerning activities at MSFC; (4) an activities program of a social/non-technical nature aimed at providing the fellows and their families a means of learning about the MSFC/Huntsville area; and (5) preparation of a volume containing the written reports of the details of the research performed by each of the summer faculty. The success of the 1992 program activities in meeting the stated objectives was measured through questionnaires, which were filled out by participants and their MSFC colleagues. The following sections describe the major activities in more detail and the results of the questionnaires are summarized showing that the 1992 program was highly successful. This year's program also included 19 participants in the Summer Teacher Enrichment Program (STEP) which is comprised of middle school and high school math and science teachers.

Expanding Excellence: Teachers Cross District Lines to Learn with Peers

ERIC Educational Resources Information Center

Owens, Ben; Strahan, David

2016-01-01

This article provides a vignette which demonstrates some of the outcomes that occur when teachers collaborate across school district lines. The project began as an idea from Ben Owens, a 2014 Hope Street Group National Teacher Fellow. The basic notion was that good teaching doesn't happen in isolation. As someone who came into teaching after a…

An Interview with David Rindskopf: A Leading Voice on Teaching Statistics and Methodology

ERIC Educational Resources Information Center

Bembenutty, Hefer

2011-01-01

This article presents an interview with David Rindskopf, a Distinguished Professor of Educational Psychology and Psychology at the City University of New York Graduate Center, where he has taught since 1979. His research and teaching are in the area of applied statistics, measurement, and research design. He is a fellow of the American Statistical…

Fidelity of Implementation of Research Experience for Teachers in the Classroom

NASA Astrophysics Data System (ADS)

Sen, Tapati

In this study, the Arizona State University Mathematics and Science Teaching Fellows 2010 program was analyzed qualitatively from start to finish to determine the impact of the research experience on teachers in the classroom. The sample for the study was the 2010 cohort of eight high school science teachers. Erickson’s (1986) interpretive, participant observational fieldwork method was used to report data by means of detailed descriptions of the research experience and classroom implementation. Data was collected from teacher documents, interviews, and observations. The findings revealed various factors that were responsible for an ineffective implementation of the research experience in the classroom such as research experience, curriculum support, availability of resources, and school curriculum. Implications and recommendations for future programs are discussed in the study.

Fellows' Perceptions of a Mandatory Reflective Electronic Portfolio in a Geriatric Medicine Fellowship Program

ERIC Educational Resources Information Center

Ruiz, Jorge G.; Qadri, Syeda S.; Karides, Marina; Castillo, Carmen; Milanez, Marcos; Roos, Bernard A.

2009-01-01

Electronic portfolios (ePortfolios) can be useful for evaluating and documenting mastery of competencies. We investigated geriatric medicine fellows' perceptions of an ePortfolio. We conducted surveys and focus groups followed by quantitative and qualitative data analysis. Our study revealed that fellows considered the ePortfolio acceptable and…

34 CFR 662.20 - How is a Fulbright-Hays Doctoral Dissertation Research Abroad Fellow selected?

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 3 2011-07-01 2011-07-01 false How is a Fulbright-Hays Doctoral Dissertation Research... DISSERTATION RESEARCH ABROAD FELLOWSHIP PROGRAM Selection of Fellows § 662.20 How is a Fulbright-Hays Doctoral Dissertation Research Abroad Fellow selected? (a) The Secretary considers applications for fellowships under...

34 CFR 662.20 - How is a Fulbright-Hays Doctoral Dissertation Research Abroad Fellow selected?

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 3 2010-07-01 2010-07-01 false How is a Fulbright-Hays Doctoral Dissertation Research... DISSERTATION RESEARCH ABROAD FELLOWSHIP PROGRAM Selection of Fellows § 662.20 How is a Fulbright-Hays Doctoral Dissertation Research Abroad Fellow selected? (a) The Secretary considers applications for fellowships under...

CU’s Department of Geological Sciences - Science Education Initiative Project (GEOL-SEI): A five-year plan for introducing and supporting an evidence-based and scientific approach to teaching

NASA Astrophysics Data System (ADS)

Arthurs, L.; Budd, D. A.

2009-12-01

The Science Education Initiative (SEI) at the University of Colorado at Boulder was conceived in 2006 with the goal of improving science education at the undergraduate level by changing the basic approach to teaching in science departments. Five departments were selected on a competitive basis for participation in the SEI. The SEI is operating as a five year plan with funding of ~$1 million/year for the five departments. The goal of the SEI is to implement sustainable department-level change for an evidence-based and scientific approach to teaching. Among the five departments receiving funding for discipline-specific SEI projects is the Department of Geological Sciences (GEOL-SEI). The GEOL-SEI has worked to transform geology courses beginning with lower division large enrollment courses and moving towards upper division courses. They are transformed on the basis of existing research into how people learn, and they are characterized by the use of learning goals and effective instructional approaches. Furthermore, a natural component of the transformation towards evidence-based and scientific approaches to teaching is geocognition and geoscience education research. This research focuses on how students think about geologic concepts (e.g. misconceptions) and the effectiveness of different instructional approaches (e.g. the implementation of instructional technologies, peer learning activities, homework, and labs). The research is conducted by post-doctoral fellows (with PhDs in geology and pedagogical training) in collaboration with the instructional faculty members. The directorate of CU’s Science Education Initiative provides the fellows with training useful for conducting the research. Currently, into the 4th year of its 5-year plan, the GEOL-SEI is working towards publishing its findings and exploring options for sustaining various changes made to courses and new departmental programs that support student learning (e.g. GEOL Tutoring & Study Room).

NSF GK-12 Fellows as Mentors for K-12 Teachers Participating in Field Research Experiences

NASA Astrophysics Data System (ADS)

Ellins, K.; Perry, E.

2005-12-01

The University of Texas Institute for Geophysics (UTIG) recognizes the value of providing educational opportunities to K-12 teachers who play a critical role in shaping the minds of young people who are the future of our science. To that end, UTIG established the "Texas Teachers in the Field" program in 2000 to formalize the participation of K-12 teachers in field programs that included UTIG scientists. In 2002, "Texas Teachers in the Field" evolved through UTIG's involvement in a University of Texas at Austin GK-12 project led by the Environmental Sciences Institute, which enabled UTIG to partner a subset of GK-12 Fellows with teachers participating in geophysical field programs. During the three years of the GK-12 project, UTIG successfully partnered four GK-12 Fellows with five K-12 teachers. The Fellows served as mentors to the teachers, as liaisons between UTIG scientists leading field programs and teachers and their students, and as resources in science, mathematics, and technology instruction. Specifically, Fellows prepared teachers and their students for the field investigations, supervised the design of individual Teacher Research Experience (TRE) projects, and helped teachers to develop standards-aligned curriculum resources related to the field program for use in their own classrooms, as well as broader distribution. Although all but one TRE occurred during the school year, Texas school districts and principals were willing to release teachers to participate because the experience and destinations were so extraordinary (i.e., a land-based program in Tierra del Fuego, Argentina; and research cruises to the Southeast Caribbean Sea and Hess Deep in the Pacific Ocean) and carried opportunities to work with scientists from around the world. This exceptional collaboration of GK-12 Fellows, K-12 teachers and research scientists enriches K-12 student learning and promotes greater enthusiasm for science. The level of mentoring, preparation and follow-up provided by the GK-12 Fellows was important in helping teachers transfer components of a challenging field research experience to their students. Participating research scientists were able to convey the importance of their science to a wider audience. NSF GK-12 Fellows gained valuable experience in communicating scientific knowledge and field skills to K-12 teachers and students, became more knowledgeable about K-12 science education and were exposed to advances in pedagogy.

The Information Ambassadors: The 1989-90 Library/Book Fellows.

ERIC Educational Resources Information Center

American Library Association, Chicago, IL.

This report begins by describing the American Library Association (ALA) Library/Book Fellows program, which began with a grant from the U.S. Information Agency in 1986. The program has a threefold purpose: (1) to increase international understanding through the establishment of professional and personal relationships and the accomplishment of…

The Information Ambassadors: The 1990-91 Library/Book Fellows.

ERIC Educational Resources Information Center

American Library Association, Chicago, IL.

The American Library Association (ALA) Library/Book Fellows program began in 1986 with a grant from the U.S. Information Agency. The program's purpose is threefold: (1) to increase international understanding through the establishment of professional and personal relationships and the accomplishment of mutual goals; (2) to promote international…

Public-private partnerships to build human capacity in low income countries: findings from the Pfizer program

PubMed Central

Vian, Taryn; Richards, Sarah C; McCoy, Kelly; Connelly, Patrick; Feeley, Frank

2007-01-01

Background The ability of health organizations in developing countries to expand access to quality services depends in large part on organizational and human capacity. Capacity building includes professional development of staff, as well as efforts to create working environments conducive to high levels of performance. The current study evaluated an approach to public-private partnership where corporate volunteers give technical assistance to improve organizational and staff performance. From 2003 to 2005, the Pfizer Global Health Fellows program sent 72 employees to work with organizations in 19 countries. This evaluation was designed to assess program impact. Methods The researchers administered a survey to 60 Fellows and 48 Pfizer Supervisors. In addition, the team conducted over 100 interviews with partner organization staff and other key informants during site visits in Uganda, Kenya, Ghana, South Africa and India, the five countries where 60% of Fellows were placed. Results Over three-quarters of Fellowships appear to have imparted skills or enhanced operations of NGOs in HIV/AIDS and other health programs. Overall, 79% of Fellows reported meeting all or most technical assistance goals. Partner organization staff reported that the Fellows provided training to clinical and research personnel; strengthened laboratory, pharmacy, financial control, and human resource management systems; and helped expand Partner organization networks. Local staff also reported the Program changed their work habits and attitudes. The evaluation identified problems in defining goals of Fellowships and matching Organizations with Fellows. Capacity building success also appears related to size and sophistication of partner organization. Conclusion Public expectations have grown regarding the role corporations should play in improving health systems in developing countries. Corporate philanthropy programs based on "donations" of personnel can help build the organizational and human capacity of frontline agencies delivering health services. More attention is needed to measure and compare outcomes of international volunteering programs, and to identify appropriate strategies for expansion. PMID:17335578

A Novel Method of Evaluating Key Factors for Success in a Multifaceted Critical Care Fellowship Using Data Envelopment Analysis.

PubMed

Tiwari, Vikram; Kumar, Avinash B

2018-01-01

The current system of summative multi-rater evaluations and standardized tests to determine readiness to graduate from critical care fellowships has limitations. We sought to pilot the use of data envelopment analysis (DEA) to assess what aspects of the fellowship program contribute the most to an individual fellow's success. DEA is a nonparametric, operations research technique that uses linear programming to determine the technical efficiency of an entity based on its relative usage of resources in producing the outcome. Retrospective cohort study. Critical care fellows (n = 15) in an Accreditation Council for Graduate Medical Education (ACGME) accredited fellowship at a major academic medical center in the United States. After obtaining institutional review board approval for this retrospective study, we analyzed the data of 15 anesthesiology critical care fellows from academic years 2013-2015. The input-oriented DEA model develops a composite score for each fellow based on multiple inputs and outputs. The inputs included the didactic sessions attended, the ratio of clinical duty works hours to the procedures performed (work intensity index), and the outputs were the Multidisciplinary Critical Care Knowledge Assessment Program (MCCKAP) score and summative evaluations of fellows. A DEA efficiency score that ranged from 0 to 1 was generated for each of the fellows. Five fellows were rated as DEA efficient, and 10 fellows were characterized in the DEA inefficient group. The model was able to forecast the level of effort needed for each inefficient fellow, to achieve similar outputs as their best performing peers. The model also identified the work intensity index as the key element that characterized the best performers in our fellowship. DEA is a feasible method of objectively evaluating peer performance in a critical care fellowship beyond summative evaluations alone and can potentially be a powerful tool to guide individual performance during the fellowship.

Depth and breadth: Bridging the gap between scientific inquiry and high-stakes testing with diverse junior high school students

NASA Astrophysics Data System (ADS)

Kang, Jee Sun Emily

This study explored how inquiry-based teaching and learning processes occurred in two teachers' diverse 8th grade Physical Science classrooms in a Program Improvement junior high school within the context of high-stakes standardized testing. Instructors for the courses examined included not only the two 8th grade science teachers, but also graduate fellows from a nearby university. Research was drawn from inquiry-based instruction in science education, the achievement gap, and the high stakes testing movement, as well as situated learning theory to understand how opportunities for inquiry were negotiated within the diverse classroom context. Transcripts of taped class sessions; student work samples; interviews of teachers and students; and scores from the California Standards Test in science were collected and analyzed. Findings indicated that the teachers provided structured inquiry in order to support their students in learning about forces and to prepare them for the standardized test. Teachers also supported students in generating evidence-based explanations, connecting inquiry-based investigations with content on forces, proficiently using science vocabulary, and connecting concepts about forces to their daily lives. Findings from classroom data revealed constraints to student learning: students' limited language proficiency, peer counter culture, and limited time. Supports were evidenced as well: graduate fellows' support during investigations, teachers' guided questioning, standardized test preparation, literacy support, and home-school connections. There was no statistical difference in achievement on the Forces Unit test or science standardized test between classes with graduate fellows and without fellows. There was also no statistical difference in student performance between the two teachers' classrooms, even though their teaching styles were very different. However, there was a strong correlation between students' achievement on the chapter test and their achievement on the Forces portion of the CST. Students' English language proficiency and socioeconomic status were also strongly correlated with their achievement on the standardized test. Notwithstanding the constraints of standardized testing, the teachers had students practice the heart of inquiry -- to connect evidence with explanations and process with content. Engaging in inquiry-based instruction provided a context for students, even English language learners, to demonstrate their knowledge of forces. Students had stronger and more detailed ideas about concepts when they engaged in activities that were tightly connected to the concepts, as well as to their lives and experiences.

Improving capacity for evidence-based practice in South East Asia: evaluating the role of research fellowships in the SEA-ORCHID Project

PubMed Central

2010-01-01

Background Fellowships are a component of many professional education programs. They provide opportunities to develop skills and competencies in an environment where time is protected and resources and technical support are more readily available. The SEA-ORCHID fellowships program aimed to increase capacity for evidence-based practice and research synthesis, and to encourage fellows to become leaders in these areas. Methods Fellows included doctors, nurses, midwives and librarians working in the maternal and neonatal areas of nine hospitals in South East Asia. Fellowships were undertaken in Australia and involved specific outputs related to evidence-based practice or research synthesis. Training and support was tailored according to the type of output and the fellow's experience and expertise. We evaluated the fellowships program quantitatively and qualitatively through written evaluations, interviews and follow-up of fellowship activities. Results During 2006-07, 23 fellows from Thailand, Indonesia, Malaysia and the Philippines undertook short-term fellowships (median four weeks) in Australia. The main outputs were drafts of Cochrane systematic reviews, clinical practice guidelines and protocols for randomised trials, and training materials to support evidence-based practice. Protocols for Cochrane systematic reviews were more likely to be completed than other outcomes. The fellows identified several components that were critical to the program's overall success; these included protected time, tailored training, and access to technical expertise and resources. On returning home, fellows identified a lack of time and limited access to the internet and evidence-based resources as barriers to completing their outputs. The support of colleagues and senior staff was noted as an important enabler of progress, and research collaborators from other institutions and countries were also important sources of support. Conclusions The SEA-ORCHID fellowships program provided protected time to work on an output which would facilitate evidence-based practice. While the fellows faced substantial barriers to completing their fellowship outputs once they returned home, these fellowships resulted in a greater understanding, enthusiasm and skills for evidence-based practice. The experience of the SEA-ORCHID fellowships program may be useful for other initiatives aiming to build capacity in evidence-based practice. PMID:20492706

Current Techniques of Teaching and Learning in Bariatric Surgical Procedures: A Systematic Review.

PubMed

Kaijser, Mirjam; van Ramshorst, Gabrielle; van Wagensveld, Bart; Pierie, Jean-Pierre

The gastric sleeve resection and gastric bypass are the 2 most commonly performed bariatric procedures. This article provides an overview of current teaching and learning methods of those techniques in resident and fellow training. A database search was performed on Pubmed, Embase, and the Education Resources Information Center (ERIC) to identify the methods used to provide training in bariatric surgery worldwide. After exclusion based on titles and abstracts, full texts of the selected articles were assessed. Included articles were reviewed using the Grading of Recommendations Assessment, Development and Evaluation (GRADE) system. In total, 2442 titles were identified and 14 full text articles met inclusion criteria. Four publications described an ex vivo training course, and 6 focused on at least 1 step of the gastric bypass procedure. Two randomized controlled trials (RCT) provided high-quality evidence on training aspects. Surgical coaching caused significant improvement of Bariatric Objective Structured Assessment of Technical Skills (BOSATS) scores (3.60 vs. 3.90, p = 0.017) and reduction of technical errors (18 vs. 10, p = 0.003). A preoperative warm-up increased global rating scales (GRS) scores on depth perception (p = 0.02), bimanual dexterity (p = 0.01), and efficiency of movements (p = 0.03). Stepwise education, surgical coaching, warming up, Internet-based knowledge modules, and ex vivo training courses are effective in relation to bariatric surgical training of residents and fellows, possibly shortening their learning curves. Copyright © 2018 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Reflection as a Learning Tool in Graduate Medical Education: A Systematic Review.

PubMed

Winkel, Abigail Ford; Yingling, Sandra; Jones, Aubrie-Ann; Nicholson, Joey

2017-08-01

Graduate medical education programs employ reflection to advance a range of outcomes for physicians in training. However, the most effective applications of this tool have not been fully explored. A systematic review of the literature examined interventions reporting the use of reflection in graduate medical education. The authors searched Medline/PubMed, Embase, Cochrane CENTRAL, and ERIC for studies of reflection as a teaching tool to develop medical trainees' capacities. Key words and subject headings included reflection , narrative , residents/GME , and education / teaching / learning . No language or date limits were applied. The search yielded 1308 citations between inception for each database and June 15, 2015. A total of 16 studies, encompassing 477 residents and fellows, met eligibility criteria. Study quality was assessed using the Critical Appraisal Skills Programme Qualitative Checklist. The authors conducted a thematic analysis of the 16 articles. Outcomes studied encompassed the impact of reflection on empathy, comfort with learning in complex situations, and engagement in the learning process. Reflection increased learning of complex subjects and deepened professional values. It appears to be an effective tool for improving attitudes and comfort when exploring difficult material. Limitations include that most studies had small samples, used volunteers, and did not measure behavioral outcomes. Critical reflection is a tool that can amplify learning in residents and fellows. Added research is needed to understand how reflection can influence growth in professional capacities and patient-level outcomes in ways that can be measured.

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

... RESEARCH ABROAD FELLOWSHIP PROGRAM Post-award Requirements for Fellows § 663.41 What are a fellow's...) Maintain satisfactory progress in the conduct of his or her research; (b) Devote full time to research on the approved topic; (c) Not engage in unauthorized income-producing activities during the period of...

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

... RESEARCH ABROAD FELLOWSHIP PROGRAM Post-award Requirements for Fellows § 663.41 What are a fellow's...) Maintain satisfactory progress in the conduct of his or her research; (b) Devote full time to research on the approved topic; (c) Not engage in unauthorized income-producing activities during the period of...

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

Code of Federal Regulations, 2012 CFR

2012-07-01

... RESEARCH ABROAD FELLOWSHIP PROGRAM Post-award Requirements for Fellows § 663.41 What are a fellow's...) Maintain satisfactory progress in the conduct of his or her research; (b) Devote full time to research on the approved topic; (c) Not engage in unauthorized income-producing activities during the period of...

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

... RESEARCH ABROAD FELLOWSHIP PROGRAM Post-award Requirements for Fellows § 663.41 What are a fellow's...) Maintain satisfactory progress in the conduct of his or her research; (b) Devote full time to research on the approved topic; (c) Not engage in unauthorized income-producing activities during the period of...

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

... RESEARCH ABROAD FELLOWSHIP PROGRAM Post-award Requirements for Fellows § 663.41 What are a fellow's...) Maintain satisfactory progress in the conduct of his or her research; (b) Devote full time to research on the approved topic; (c) Not engage in unauthorized income-producing activities during the period of...

NNSA Nonproliferation Graduate Fellowship Program Annual Report June 2008 - May 2009

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

Berkman, Clarissa O.; Fankhauser, Jana G.

2010-03-01

In 2009, the Nonproliferation Graduate Fellowship Program (NGFP) completed its 16th successful year in support of the NNSA’s mission by developing future leaders in nonproliferation and promoting awareness of career opportunities. We provide this annual report to review program activities from June 2008 through May 2009 - the fellowship term for the Class of 2008. Contents include: Welcome Letter Introduction The NGFP Team Program Management Highlights Class of 2008 Incoming Fellows Orientation Travel Career Development Management of the Fellows Performance Highlights Closing Ceremony Encore Performance Where They Are Now Alumnus Career Highlights: Christine Buzzard Class of 2009 Applicant Database Upgradesmore » Fall Recruitment Activities Interviews Hiring and Clearances Introducing the Class of 2009 Class of 2010 Recruitment Strategy On the Horizon Appendix A: Class of 2009 Fellows« less

Initiating Innovation in Post-Secondary Institutions--Customizing Teaching and Learning Environments for the Twenty-First Century: Collective Reflections from the 2014 Cohort of 3M National Student Fellows

ERIC Educational Resources Information Center

Carroll, Heather; Chandrashekhar, Shwetha; Huang, Danny; Kim, David; Liu, Peter

2015-01-01

In light of the enormous changes unfolding in the higher education landscape, we don't have to look too far to recognize evidence of the transformation and redefinition of the construct of both teaching and learning in the information age. With a growing focus on teaching and learning at all levels of post-secondary institutions, innovation is…

NASA-ASEE-Stanford Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

1996-01-01

This report presents the essential features and highlights of the 1996 Summer Faculty Fellowship Program at Ames Research Center and Dryden Flight Research Center in a comprehensive and concise form. Summary reports describing the fellow's technical accomplishments are enclosed. Of the 32 participating fellows, 27 were at Ames and 5 were at Dryden.

Leading from the Heart: The Passion To Make a Difference. Leadership Stories Told by Kellogg National Fellowship Program Fellows.

ERIC Educational Resources Information Center

Sublett, Roger H., Ed.

This document presents the personal narratives of 19 participants in the National Fellowship/Leadership program. In their narratives, the Kellogg fellows recount their experiences developing leadership knowledge, skills, and competencies while addressing human, societal, and community issues. The following papers are included: "Preface"…

The English Language Fellows Program.

ERIC Educational Resources Information Center

Blakely, Richard

1995-01-01

Discusses the English Language Fellows (ELF) Program, a pilot project that pairs specially-trained, native-speaking undergraduates with nonnative-speaking (NNS) classmates to study the content of courses that both are taking together. Woven into that study of course content, for the benefit of the NNS students, is the study of language as it is…

U.S. Information Ambassadors: The 1991-92 Library Fellows and Debriefing Report.

ERIC Educational Resources Information Center

Doyle, Robert P.

The American Library Association (ALA) Library Fellows program began in 1986 with a grant from the U.S. Information Agency. The program's purpose is threefold: (1) to increase international understanding through the establishment of professional and personal relationships and the accomplishment of mutual goals; (2) to promote international sharing…

Why Clinical Experience and Mentoring Are Replacing Student Teaching on the Best Campuses. A White Paper

ERIC Educational Resources Information Center

Fraser, James W.; Watson, Audra M.

2014-01-01

Woodrow Wilson Senior Fellow James W. Fraser and Audra Watson, the Foundation's Director of Mentoring and Induction Strategy, take a look at emerging trends in clinical preparation for new teachers. This new white paper is based on experience with the Woodrow Wilson Teaching Fellowships, and includes observations from some of the colleges and…

Teaching binocular indirect ophthalmoscopy to novice residents using an augmented reality simulator.

PubMed

Rai, Amandeep S; Rai, Amrit S; Mavrikakis, Emmanouil; Lam, Wai Ching

2017-10-01

To compare the traditional teaching approach of binocular indirect ophthalmoscopy (BIO) to the EyeSI augmented reality (AR) BIO simulator. Prospective randomized control trial. 28 post-graduate year one (PGY1) ophthalmology residents. Residents were recruited at the 2012 Toronto Ophthalmology Residents Introductory Course (TORIC). 15 were randomized to conventional teaching (Group 1), and 13 to augmented reality simulator training (Group 2). 3 vitreoretinal fellows were enrolled to serve as experts. Evaluations were completed on the simulator, with 3 tasks, and outcome measures were total raw score, total time elapsed, and performance. Following conventional training, Group 1 residents were outperformed by vitreoretinal fellows with respect to all 3 outcome measures. Following AR training, Group 2 residents demonstrated superior total scores and performance compared to Group 1 residents. Once the Group 1 residents also completed the AR BIO training, there was a significant improvement compared to their baseline scores, and were now on par with Group 2 residents. This study provides construct validity for the EyeSI AR BIO simulator and demonstrates that it may be superior to conventional BIO teaching for novice ophthalmology residents. Copyright © 2017 Canadian Ophthalmological Society. Published by Elsevier Inc. All rights reserved.

Mentored Research | Cancer Prevention Fellowship Program

Cancer.gov

The major activity for Cancer Prevention Fellows is mentored research. All fellows are expected to develop original scientific projects and to report their findings at scientific meetings and in leading journals.

The Chemistry of Early Self-Replicating Systems

NASA Technical Reports Server (NTRS)

Bada, Jeffrey L.

1996-01-01

The NASA Specialized Center of Research and Training (NSCORT) in Exobiology is a consortium of scientists at the University of California at San Diego (UCSD), The Salk Institute for Biological Studies (Salk) and The Scripps Research Institute (TSRI). All three institutions are located in close geographical proximity in La Jolla, California. The NSCORT/Exobiology is administered through the Scripps Institution of Oceanography. Since its inception in January 1992, the NSCORT in Exobiology has made major contributions with respect to the question of how life began on Earth. The Principal Investigators (PIs) and their associated Fellows have published numerous articles in peer reviewed journals on topics relevant to Exobiology. They have presented papers and sponsored symposia at several meetings of national and international scientific societies. A total of 30 undergraduate, 12 graduate and 15 postdoctoral Fellows have been supported by the NSCORT. The Fellows have met on their own at least once a month to discuss Exobiology topics and research progress. The NSCORT has arranged seminars and evening discussion meetings, and offered an undergraduate class on "Biochemical Evolution" as well as graduate courses dealing with topics in Exobiology. A visiting scientist program has allowed 11 scientists from the U.S. and 4 foreign countries to conduct cooperative research with the various PIs. An active outreach program has been initiated, which includes an Exobiology high school level teaching module and curriculum guide, and an elementary school level booklet about basic atomic structure and formation of the universe, Sun and Earth. A World Wide Web Homepage (http://www-chem.ucsd.edu/-nscort/ NSCORT.html) has been developed, which describes the NSCORT activities, research programs and Fellowship opportunities. The various activities of the NSCORT in Exobiology have received wide-spread coverage in both the scientific and public media. The major function of the NSCORT is the training of young scientists in the field of Exo- biology. Thus, the bulk of the $1,000,000 annual budget is used to support the research and training of undergraduate, graduate and post-doctoral Fellows who are selected on a competitive basis. About five Fellows at each level are supported each year. Our goal is to train scientists whose major research interest is Exobiology, but whose mastery in the classical fields of chemistry, biology and earth science is so strong that they outstanding candidates for either graduate school or academic tenure-track positions in departments at leading national and international Universities. Applicants for these Fellowships are solicited by advertisements in journals such as Science and Nature and in organizational newsletters such as the one published by the International Society for the Study of the Origin of Life (ISSOL), by contacting academic and NASA colleagues working in Exobiology or related fields and by recruiting students who have already been admitted into the various academic programs with which the PIs are affiliated.

Best practices in teaching echocardiography to cardiology fellows: a review of the evidence.

PubMed

Ruden, Emily A; Way, David P; Nagel, Rollin W; Cheek, Fern; Auseon, Alex J

2016-11-01

Best practices in the teaching of performance and interpretation of echocardiography to cardiology fellows are unknown, and thus, it has traditionally been performed through an apprenticeship model. This review summarizes the existing literature describing evidence-based teaching of echocardiography. A comprehensive search of multiple scientific and educational databases included prospective studies describing an educational intervention for teaching echocardiography to physicians. A total of 288 articles were retrieved, and 10 articles were included in our review. The Medical Education Research Study Quality Instrument (MERSQI), a validated rubric designed to measure the methodological quality of educational research, was used to assign a comprehensive score to each paper. The articles were categorized by educational themes as follows: focused curriculum-based training, simulation, and assessment of competency. Individual study MERSQI scores varied from 8 to 13 (mean 10.55) on a scale of 18 points. The distribution of each group's median score (focused curriculum-based training 11.64; simulation 12.92; assessment of competency 9.39) was analyzed using boxplots with a 95% confidence interval. The median MERSQI score for the assessment of competency group was significantly lower than the others. A review of the data exploring best practices in teaching echocardiography shows only limited effects describing the curricular and assessment components of an overall educational system, rather than one-on-one clinical teaching. Future papers should explore application of point-of-care teaching and the impact of interventions on patient outcomes. © 2016, Wiley Periodicals, Inc.

Initiating New Science Partnerships in Rural Education (INSPIRE): Enhancing Scientific Communication by Bringing STEM Research into the Classroom

NASA Astrophysics Data System (ADS)

Pierce, D.; Radencic, S.; Funderburk, W. K.; Walker, R. M.; Jackson, B. S.; Dawkins, K. S.; Schmitz, D.; Bruce, L. M.; McNeal, K.

2014-12-01

INSPIRE, a five-year partnership between Mississippi State University and three local school districts, is designed to strengthen the communication skills of graduate Fellows in geosciences, physics, astronomy, chemistry, and engineering as they incorporate their research into inquiry-based lessons in 7th - 12th grade science and math classrooms. All lesson plans designed and taught by the graduate Fellows must include one or more connections to their research, and these connections must be demonstrated to the students during the lessons. International research partnerships with Australia, the Bahamas, England, and Poland provide valuable opportunities for graduate Fellows to conduct field work abroad and allow our partner teachers to have authentic research experiences that they can bring back to their classrooms. Program effectiveness has been examined using pre- and post-year attitudinal surveys, formal lesson plan documents, Fellow and teacher journals, focus group meetings with a project evaluator, and direct observation of Fellow-led classroom activities. Analyses of data gathered during the past four years of the partnership will be presented that examine the diversity in approaches taken by Fellows to communicate big ideas, changes in the ability of Fellows to find connections between their research and classroom lessons while keeping them aligned with state and national standards, and the quality of the mentorship provided to the Fellows by our partner teachers. INSPIRE is funded by the Graduate K-12 (GK-12) STEM Fellowship Program of the National Science Foundation (Award No. DGE-0947419).

21st Century Power Partnership Fellowship Program: Supporting Next-generation Planning Modeling Practices at South Africa's Power Utility Eskom

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

Zinaman, Owen

This presentation details the 21st Century Power Partnership's fellowship program accomplishments from 2016. This fellowship brought two fellows from South Africa's power utility, Eskom, to the U.S. Department of Energy's National Renewable Energy Laboratory. The fellows spent two weeks working to improve the fidelity of Eskom's PLEXOS long-term and short-term models, which are used in long-term generation planning exercises and capacity adequacy assessments. The fellows returned to Eksom equipped with a new suite of tools and skills to enhance Eksom's PLEXOS modeling capabilities.

Leopold Fellows meet

NASA Astrophysics Data System (ADS)

Hartmann, Dennis L.

Communicating the results of environmental science research to nonscientists was the focus of a week-long meeting of fellows of the Aldo Leopold Leadership Program (ALLP) in June. Participating were 20 mid-career university facultymembers, the first group of ALLP fellows to be selected.Discussions were held on the role of scientists in society, techniques for effective leadership, improving communications skills, and working productively with news media. The training program considers both print and broadcast media as well as other outreach vehicles. The meeting was held at Kah Nee Ta Resort on the Warm Springs Indian Reservation, Warm Springs, Oregon, June 15-21, 1999.

Mentored Research | Cancer Prevention Fellowship Program

Cancer.gov

The major activity for Cancer Prevention Fellows is mentored research. All fellows are expected to develop original scientific projects and to report their findings at scientific meetings and in leading journals. Fellows select preceptors, who guide and enrich the fellow’s experience, from skilled investigators across all NCI divisions or participating FDA centers. Over 100 NCI staff members have served as preceptors.

Preceptorships | Cancer Prevention Fellowship Program

Cancer.gov

The major activity for Cancer Prevention Fellows is mentored research. All fellows are expected to develop original scientific projects and to report their findings at scientific meetings and in leading journals. Preceptors who serve to guide and enrich each fellow's experience are selected from skilled investigators across all NCI divisions, participating FDA centers, or local academic institutions. Over 100 NCI staff members have served as preceptors.

Maternal-child health fellowship: maintaining the rigor of family medicine obstetrics.

PubMed

Magee, Susanna R; Radlinski, Heidi; Nothnagle, Melissa

2015-01-01

The United States has a growing shortage of maternity care providers. Family medicine maternity care fellowships can address this growing problem by training family physicians to manage high-risk pregnancies and perform cesarean deliveries. This paper describes the impact of one such program-the Maternal Child Health (MCH) Fellowship through the Department of Family Medicine at Brown University and the careers of its graduates over 20 years (1991--2011). Fellowship graduates were mailed a survey regarding their training, current practice and teaching roles, and career satisfaction. Seventeen of 23 fellows (74%) responded to the survey. The majority of our fellowship graduates provide maternity care. Half of our respondents are primary surgeons in cesarean sections, and the majority of these work in community hospitals. Nearly all of our graduates maintain academic appointments and teach actively in their respective departments of family medicine. Our maternal child health fellowship provides family physicians with the opportunity to develop advanced skills needed to provide maternity care for underserved communities and teaching skills to train the next generation of maternal child health care providers.

34 CFR 1100.3 - What type of project may a fellow conduct under this program?

Code of Federal Regulations, 2014 CFR

2014-07-01

... 34 Education 4 2014-07-01 2014-07-01 false What type of project may a fellow conduct under this program? 1100.3 Section 1100.3 Education Regulations Relating to Education NATIONAL INSTITUTE FOR LITERACY... research, education, training, technical assistance, or other activities that advance the field of adult...

34 CFR 1100.3 - What type of project may a fellow conduct under this program?

Code of Federal Regulations, 2012 CFR

2012-07-01

... 34 Education 4 2012-07-01 2012-07-01 false What type of project may a fellow conduct under this program? 1100.3 Section 1100.3 Education Regulations Relating to Education NATIONAL INSTITUTE FOR LITERACY... research, education, training, technical assistance, or other activities that advance the field of adult...

34 CFR 1100.3 - What type of project may a fellow conduct under this program?

Code of Federal Regulations, 2013 CFR

2013-07-01

... 34 Education 4 2013-07-01 2013-07-01 false What type of project may a fellow conduct under this program? 1100.3 Section 1100.3 Education Regulations Relating to Education NATIONAL INSTITUTE FOR LITERACY... research, education, training, technical assistance, or other activities that advance the field of adult...

Issues of Education at Community Colleges: Essays by Fellows in the Mid-Career Fellowship Program at Princeton University.

ERIC Educational Resources Information Center

Princeton Univ., NJ. Mid-Career Fellowship Program.

This collection includes essays on contemporary issues facing community colleges written by fellows in Princeton University's Mid-Career Fellowship Program. The following essays are provided: (1) "A Human Development Workshop on Cultural Identity for International Students," by Cecilia Castro-Abad; (2) "Generating Moral Dialogue on a College…

Teaching medical ethics: University of Edinburgh

PubMed Central

Boyd, Kenneth; Currie, Colin; Thompson, Ian; Tierney, Alison J.

1978-01-01

The Edinburgh Medical Group Research Project is unique in Britain. Part of its function is to experiment with teaching medical ethics both inside and outside of the Medical School. The papers which follow have been written by two full-time reseach fellows working with the Project and two of the professional advisers, one nursing and one medical. Together they give a picture of the wide scope of exerimental teaching taking place in Edinburgh and present some preliminary results from these experiments. PMID:691019

Characteristics of effective family medicine faculty development programs.

PubMed

Bland, C J; Stritter, F T

1988-01-01

Five federally funded family medicine faculty development programs were site visited from December 1985 to June 1986 to collect from experienced project directors, staff, and faculty their thoughts on training practices and future funding. The sites selected were the Faculty Development Center of Texas in Waco (McLennan County Medical Education and Research Foundation), the National Center for Faculty Development at the University of Miami, and programs at Michigan State University, the University of North Carolina-Chapel Hill, and Duke University. Since the late 1970s these programs have trained 259 fellows and 3,284 other participants. In total, $7,515,350 in federal dollars were spent. A variety of program formats and strategies were used to recruit faculty, and to prepare them in teaching, research, and other skill areas. Interviews (as well as phone conversations and letters) with key personnel at each site resulted in a summary of 30 critical elements identified for effective faculty development. Additionally, respondents made 11 specific recommendations to the Federal Faculty Development Grant Program that concern funding and future programs.

NASA/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program 1989

NASA Technical Reports Server (NTRS)

Tiwari, Surendra N. (Compiler)

1989-01-01

Since 1964, NASA has supported a program of summer faculty fellowships for engineering and science educators. The objectives are: to further the professional knowledge of qualified engineering and science faculty; to stimulate and exchange ideas between participants and NASA; to enrich and refresh the research and teachning activities of participants' institutions; and to contribute to the research objectives of the NASA center. 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 lecture and seminars on topics of interest or that are directly relevant to the Fellows' research topic.

National Aeronautics and Space Administration (NASA)/american Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1991, Volume 2

NASA Technical Reports Server (NTRS)

Hyman, William A. (Editor); Goldstein, Stanley H. (Editor)

1991-01-01

The objectives of the program are: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of participant's institutions; and (4) to contribute to the research objectives of the NASA Centers. A compilation of the final reports on the research projects done by the faculty fellows during the summer of 1991 are presented. Some of the topics covered include: collision avoidance for rover vehicles, bioinstrumentation, neural nets, total quality management of flexible space structures, project scheduling, nondestructive tests, orthostatic intolerance to bedrest, hypersonic reentry simulation, measuring human energy expenditure, tribological models, trace element movement in Anarctic ice, gastrointestinal function, and computer assisted instruction.

Using Educational Prescriptions to Teach Medical Students Evidence-based Medicine

PubMed Central

Umscheid, Craig A.; Maenner, Matthew J.; Mull, Nikhil; Veesenmeyer, Angela F.; Farrar, John T.; Goldfarb, Stanley; Morrison, Gail; Albanese, Mark A.; Frohna, John G.; Feldstein, David A.

2018-01-01

Purpose To evaluate feasibility and impact of evidence-based medicine (EBM) educational prescriptions (EPs) in medical student clerkships. Methods Students answered clinical questions during clerkships using EPs, which guide learners through the “four As” of EBM. Epidemiology fellows graded EPs using a rubric. Feasibility was assessed using descriptive statistics and student and fellow end-of-study questionnaires, which also measured impact. In addition, for each EP, students reported patient impact. Impact on EBM skills was assessed by change in EP scores over time and scores on an EBM objective structured clinical exam (OSCE) that were compared to controls from the prior year. Results 117 students completed 402 EPs evaluated by 24 fellows. Average score was 7.34/9.00 (SD 1.58). 69 students (59%) and 21 fellows (88%) completed questionnaires. Most students thought EPs improved “Acquiring” and “Appraising.” Almost half thought EPs improved “Asking” and “Applying.” Fellows did not value grading EPs. For 18%of EPs, students reported a “change” or “potential change” in treatment. 56% “confirmed” treatment. EP scores increased by 1.27 (95% CI: 0.81–1.72). There were no differences in OSCE scores between cohorts. Conclusions Integrating EPs into clerkships is feasible and has impact, yet OSCEs were unchanged, and research fellows had limitations as evaluators. PMID:27075864

Disruptive behavior in the workplace: Challenges for gastroenterology fellows.

PubMed

Srisarajivakul, Nalinee; Lucero, Catherine; Wang, Xiao-Jing; Poles, Michael; Gillespie, Colleen; Zabar, Sondra; Weinshel, Elizabeth; Malter, Lisa

2017-05-14

To assess first-year gastroenterology fellows' ability to address difficult interpersonal situations in the workplace using objective structured clinical examinations (OSCE). Two OSCEs ("distracted care team" and "frazzled intern") were created to assess response to disruptive behavior. In case 1, a fellow used a colonoscopy simulator while interacting with a standardized patient (SP), nurse, and attending physician all played by actors. The nurse and attending were instructed to display specific disruptive behavior and disregard the fellow unless requested to stop the disruptive behavior and focus on the patient and procedure. In case 2, the fellow was to calm an intern managing a patient with massive gastrointestinal bleeding. The objective in both scenarios was to assess the fellows' ability to perform their duties while managing the disruptive behavior displayed by the actor. The SPs used checklists to rate fellows' performances. The fellows completed a self-assessment survey. Twelve fellows from four gastrointestinal fellowship training programs participated in the OSCE. In the "distracted care team" case, one-third of the fellows interrupted the conflict and refocused attention to the patient. Half of the fellows were able to display professionalism despite the heated discussion nearby. Fellows scored lowest in the interprofessionalism portion of post-OSCE surveys, measuring their ability to handle the conflict. In the "frazzled intern" case, 68% of fellows were able to establish a calm and professional relationship with the SP. Despite this success, only half of the fellows were successfully communicate a plan to the SP and only a third scored "well done" in a domain that focused on allowing the intern to think through the case with the fellow's guidance. Fellows must receive training on how to approach disruptive behavior. OSCEs are a tool that can assess fellow skills and set a culture for open discussion.

Education of gastroenterology trainees: first annual fellows' nutrition course.

PubMed

Scolapio, James S; Buchman, Alan L; Floch, Martin

2008-02-01

The degree of nutrition training in gastrointestinal (GI) fellowship programs has not been reported previously, but it is thought to be inadequate. The aim of this study was to determine GI fellows' exposure to nutrition and to assess nutrition knowledge and practice behaviors before and after completing a live nutrition course. This course was geared specifically for GI fellows. Nineteen faculty members from the United States and Canada participated. Electronic surveys were sent to each fellow before and after the course. The curriculum consisted of 20 hours of live education. Curriculum was revised when the precourse survey identified a gap in medical knowledge or practice behavior. Knowledge change was assessed by a 20-question survey before and after the course. Fifty-three fellows participated. Seventy percent reported no inpatient nutrition rotation. Seventy percent had never written a total parenteral nutrition or total enteral nutrition orders, and 12% had treated a home enteral or parenteral patient. Ninety percent had no outpatient nutrition or obesity rotation experience, and 59% had no core nutrition lecture series at their program. Eighty-seven percent had never been assessed for competency in nutrition, and 9% had completed a nutrition research project. Too few mentors, poor exposure, and a predominant focus on endoscopy were reasons cited for not pursing nutrition training. Knowledge change after the course was assessed; the mean correct response rates were 58% before and 88% postcourse. There is a considerable deficiency in nutrition training in GI programs. The established American Gastroenterological Association nutrition curriculum guidelines and core competencies are not being fulfilled in most programs. The curriculum of this course resulted in increased knowledge and improved nutrition practice behavior. There is a need for more nutrition training for our GI fellows.

Implementing the objective structured clinical examination in a geriatrics fellowship program-a 3-year experience.

PubMed

Avelino-Silva, Thiago J; Gil, Luiz A; Suemoto, Claudia K; Kikuchi, Elina L; Lin, Sumika M; Farias, Luciana L; Jacob-Filho, Wilson

2012-07-01

The Objective Structured Clinical Examination (OSCE) appears to be an effective alternative for assessing not only medical knowledge, but also clinical skills, including effective communication and physical examination skills. The purpose of the current study was to implement an OSCE model in a geriatrics fellowship program and to compare the instrument with traditional essay examination. Seventy first- and second-year geriatric fellows were initially submitted to a traditional essay examination and scored from 0 to 10 by a faculty member. The same fellows subsequently underwent an OSCE with eight 10-minute stations covering a wide range of essential aspects of geriatric knowledge. Each OSCE station had an examiner responsible for its evaluation according to a predefined checklist. Checklist items were classified for analysis purposes as clinical knowledge items (CKI) and communication skills items (CSI); fellow responses were scored from 0 to 10.Although essay examinations took from 30 to 45 minutes to complete, 180-200 minutes were required to evaluate fellows using the proposed OSCE method. Fellows scored an average of 6.2 ± 1.2 on the traditional essay examination and 6.6 ± 1.0 on the OSCE (P < .001). Subanalyses of OSCE scores indicated that average performance on CKI was lower than the average on CSI (6.4 ± 1.1 vs. 8.4 ± 1.1; P < .001). Fellow performance on the essay examination was similar to their performance on CKI (P = .13). Second-year fellows performed better than first-year fellows on the essay examination (P < .001) and CKI (P = .05), but not on CSI (P = .25).The OSCE was successfully implemented as an educational strategy during a geriatrics fellowship program. Combining different testing modalities may provide the best assessment of competence for various domains of knowledge, skills, and behavior. © 2012, Copyright the Authors Journal compilation © 2012, The American Geriatrics Society.

Teaching clinical management skills for genetic testing of hereditary nonpolyposis colorectal cancer using a Web-based tutorial.

PubMed

Barnes, Kathleen; Itzkowitz, Steven; Brown, Karen

2003-01-01

To pilot and evaluate an interactive Web-based continuing medical education tutorial on clinical management of hereditary nonpolyposis colon cancer (HNPCC) and genetic testing. Gastroenterology fellows and genetic counseling trainees were asked to read standard written materials before taking the tutorial. A pretest/post-test assessment was used to measure change in subjects' clinical management skills. Subjects made the correct management decision 63.9% of the time before the tutorial and 81.1% of the time after the tutorial (P < 0.001). Supplementing written materials with an interactive program may assist medical professionals in integrating their knowledge of HNPCC and genetic testing into clinical practice.

Hand-assisted Approach as a Model to Teach Complex Laparoscopic Hepatectomies: Preliminary Results.

PubMed

Makdissi, Fabio F; Jeismann, Vagner B; Kruger, Jaime A P; Coelho, Fabricio F; Ribeiro-Junior, Ulysses; Cecconello, Ivan; Herman, Paulo

2017-08-01

Currently, there are limited and scarce models to teach complex liver resections by laparoscopy. The aim of this study is to present a hand-assisted technique to teach complex laparoscopic hepatectomies for fellows in liver surgery. Laparoscopic hand-assisted approach for resections of liver lesions located in posterosuperior segments (7, 6/7, 7/8, 8) was performed by the trainees with guidance and intermittent intervention of a senior surgeon. Data as: (1) percentage of time that the senior surgeon takes the surgery as main surgeon, (2) need for the senior surgeon to finish the procedure, (3) necessity of conversion, (4) bleeding with hemodynamic instability, (5) need for transfusion, (6) oncological surgical margins, were evaluated. In total, 12 cases of complex laparoscopic liver resections were performed by the trainee. All cases included deep lesions situated on liver segments 7 or 8. The senior surgeon intervention occurred in a mean of 20% of the total surgical time (range, 0% to 50%). A senior intervention >20% was necessary in 2 cases. There was no need for conversion or reoperation. Neither major bleeding nor complications resulted from the teaching program. All surgical margins were clear. This preliminary report shows that hand-assistance is a safe way to teach complex liver resections without compromising patient safety or oncological results. More cases are still necessary to draw definitive conclusions about this teaching method.

3 CFR 9065 - Proclamation 9065 of November 29, 2013. National Impaired Driving Prevention Month, 2013

Code of Federal Regulations, 2014 CFR

2014-01-01

... of impaired driving, improving screening methods, and ensuring law enforcement has the tools and... and community organizations. Together, we can teach young people, friends, and fellow citizens how to...

Variability in structure of university pulmonary/critical care fellowships and retention of fellows in academic medicine.

PubMed

Nadig, Nandita R; Vanderbilt, Allison A; Ford, Dee W; Schnapp, Lynn M; Pastis, Nicholas J

2015-04-01

Individual fellowship programs are challenged to find a format of training that not only meets the Accreditation Council for Graduate Medical Education requirements, but also grooms fellows to be trusted clinicians, and encourages them to enter academic careers. This study was undertaken as part of an internal effort to evaluate and revise the program structure of the pulmonary/critical care medicine fellowship at the Medical University of South Carolina. Our objectives were to characterize variation in the training structure and specifically research opportunities of university pulmonary/critical care medicine fellowship programs, and to identify factors associated with fellow retention in academic medicine and research. A 30-item survey was developed through rigorous internal review and was administered via email. Descriptive statistics, Cronbach's alpha, correlations, Wilcoxon sign-rank test, and ANOVA were carried out. We had a response rate of 52%. Program directors reported that, within the past 5 years, 38% of their fellows remained in academic medicine and 20% remained in academics with significant research focus. We found a statistically significant association between obtaining a master's degree and remaining in academics (r = 0.559; P < 0.008). The survey also revealed statistically significant relationships between scholarly requirements (grant proposals, peer-reviewed original research projects) and the percent of fellows who graduated and remained in academics. This survey offers some insights that may be useful to fellowship program directors. In particular, advanced education in research and maximizing scholarly activities might be associated with increased academic retention among fellowship trainees.

Let’s Talk Critical. Development and Evaluation of a Communication Skills Training Program for Critical Care Fellows

PubMed Central

Hsieh, S. Jean; Howes, Jennifer M.; Keene, Adam B.; Fausto, James A.; Pinto, Priya A.; Gong, Michelle Ng

2015-01-01

Rationale: Although expert communication between intensive care unit clinicians with patients or surrogates improves patient- and family-centered outcomes, fellows in critical care medicine do not feel adequately trained to conduct family meetings. Objectives: We aimed to develop, implement, and evaluate a communication skills program that could be easily integrated into a U.S. critical care fellowship. Methods: We developed four simulation cases that provided communication challenges that critical care fellows commonly face. For each case, we developed a list of directly observable tasks that could be used by faculty to evaluate fellows during each simulation. We developed a didactic curriculum of lectures/case discussions on topics related to palliative care, end-of-life care, communication skills, and bioethics; this month-long curriculum began and ended with the fellows leading family meetings in up to two simulated cases with direct observation by faculty who were not blinded to the timing of the simulation. Our primary measures of effectiveness were the fellows’ self-reported change in comfort with leading family meetings after the program was completed and the quality of the communication as measured by the faculty evaluators during the family meeting simulations at the end of the month. Measurements and Main Results: Over 3 years, 31 critical care fellows participated in the program, 28 of whom participated in 101 family meeting simulations with direct feedback by faculty facilitators. Our trainees showed high rates of information disclosure during the simulated family meetings. During the simulations done at the end of the month compared with those done at the beginning, our fellows showed significantly improved rates in: (1) verbalizing an agenda for the meeting (64 vs. 41%; Chi-square, 5.27; P = 0.02), (2) summarizing what will be done for the patient (64 vs. 39%; Chi-square, 6.21; P = 0.01), and (3) providing a follow-up plan (60 vs. 37%; Chi-square, 5.2; P = 0.02). More than 95% of our participants (n = 27) reported feeling “slightly” or “much” more comfortable with discussing foregoing life-sustaining treatment and leading family discussions after the month-long curriculum. Conclusions: A communication skills program can be feasibly integrated into a critical care training program and is associated with improvements in fellows’ skills and comfort with leading family meetings. PMID:25741996

34 CFR 1100.3 - What type of project may a fellow conduct under this program?

Code of Federal Regulations, 2011 CFR

2011-07-01

... the education of the applicant where this is the sole or primary purpose of the project. (2) Planning... 34 Education 4 2011-07-01 2011-07-01 false What type of project may a fellow conduct under this program? 1100.3 Section 1100.3 Education Regulations of the Offices of the Department of Education...

Issues of Education at Community Colleges: Essays by Fellows in the Mid-Career Fellowship Program at Princeton University, June 1997.

ERIC Educational Resources Information Center

Balabkins, Xenia P.; And Others

This collection contains essays on contemporary issues facing community colleges written by fellows in Princeton University's Mid-Career Fellowship Program. The essays are as follows: "Is Middlesex County College Accomplishing Its Mission?" (Xenia P. Balabkins); "The Coming of Age of Women's Studies: Attention Must be Paid" (Lynne M. DeCicco);…

A Retrospective Study of a Scientist in the Classroom Partnership Program

ERIC Educational Resources Information Center

Ufnar, Jennifer A.; Bolger, Molly; Shepherd, Virginia L.

2017-01-01

The Scientist in the Classroom Partnership (SCP) is a unique, long-term program that partners STEM fellows with K-12 teachers. The SCP was adapted from the original NSF GK-12 model, with fellows and teachers working in the summer and academic year to build their partnership and design and coteach inquiry-based STEM curricula. The current study is…

Lilead Fellows Program: An Innovative Approach to Professional Development for School Library Leaders

ERIC Educational Resources Information Center

Kodama, Christie; DiScala, Jeffrey; Weeks, Ann Carlson; Barlow, Diane L.; Jacobs, Leah; Hall, Rosemary

2016-01-01

In this article, the authors discuss the Lilead Fellows Program, funded by a grant from the Institute of Museum and Library Services (IMLS). This innovative approach to professional development (PD) is for school district library supervisors. It is based upon widely accepted principles of quality PD, and is in its second year of operation with an…

Growing a Global Perspective: Utilizing Graduate Students as Scientists in the Classroom

NASA Astrophysics Data System (ADS)

Martinez, A.; Prouhet, T.; Kincaid, J.; Williams, N.; Simms, M.; Evans, R.

2006-12-01

Advancing Geospatial Skills in Science and Social Sciences (AGSSS) is a NSF GK12 program designed to produce scientists with an interest in and skills related to education by bringing graduate students (termed Fellows) into science and social science classrooms. The AGSSS program is unique in the GK-12 program because of its emphasis on spatial thinking with and through geospatial technologies. Spatial thinking is defined as the knowledge, skills, and habits of mind to use concepts of space, tools of representation, and processes of reasoning to structure problems, find answers and express solutions to these problems. Working collaboratively, Fellows assist teachers in using technologies (many freely available) such as virtual globes, GIS, GPS, NASA's ISSEarthKAM, and online databases. Fellows also customize existing curricula based on teacher requests to focus on spatial thinking and skill development. Preliminary results of the program reveal that students' use of geospatial technologies in interactive lessons that highlight real world processes and global perspectives encourages the development of higher order thinking skills. Fellows perceive three primary benefits: developing collaboration and communication skills, solidifying their own understandings of spatial thinking and becoming more aware and skilled in working in educational settings.

Attitudes and Perceptions of Surgical Oncology Fellows on ACGME Accreditation and the Complex General Surgical Oncology Certification.

PubMed

Lee, David Y; Flaherty, Devin C; Lau, Briana J; Deutsch, Gary B; Kirchoff, Daniel D; Huynh, Kelly T; Lee, Ji-Hey; Faries, Mark B; Bilchik, Anton J

2015-11-01

With the first qualifying examination administered September 15, 2014, complex general surgical oncology (CGSO) is now a board-certified specialty. We aimed to assess the attitudes and perceptions of current and future surgical oncology fellows regarding the recently instituted Accreditation Council for Graduate Medical Education (ACGME) accreditation. A 29-question anonymous survey was distributed to fellows in surgical oncology fellowship programs and applicants interviewing at our fellowship program. There were 110 responses (79 fellows and 31 candidates). The response rate for the first- and second-year fellows was 66 %. Ninety-percent of the respondents were aware that completing an ACGME-accredited fellowship leads to board eligibility in CGSO. However, the majority (80 %) of the respondents stated that their decision to specialize in surgical oncology was not influenced by the ACGME accreditation. The fellows in training were concerned about the cost of the exam (90 %) and expressed anxiety in preparing for another board exam (83 %). However, the majority of the respondents believed that CGSO board certification will be helpful (79 %) in obtaining their future career goals. Interestingly, candidate fellows appeared more focused on a career in general complex surgical oncology (p = 0.004), highlighting the impact that fellowship training may have on organ-specific subspecialization. The majority of the surveyed surgical oncology fellows and candidates believe that obtaining board certification in CGSO is important and will help them pursue their career goals. However, the decision to specialize in surgical oncology does not appear to be motivated by ACGME accreditation or the new board certification.

Validity of Level of Supervision Scales for Assessing Pediatric Fellows on the Common Pediatric Subspecialty Entrustable Professional Activities.

PubMed

Mink, Richard B; Schwartz, Alan; Herman, Bruce E; Turner, David A; Curran, Megan L; Myers, Angela; Hsu, Deborah C; Kesselheim, Jennifer C; Carraccio, Carol L

2018-02-01

Entrustable professional activities (EPAs) represent the routine and essential activities that physicians perform in practice. Although some level of supervision scales have been proposed, they have not been validated. In this study, the investigators created level of supervision scales for EPAs common to the pediatric subspecialties and then examined their validity in a study conducted by the Subspecialty Pediatrics Investigator Network (SPIN). SPIN Steering Committee members used a modified Delphi process to develop unique scales for six of the seven common EPAs. The investigators sought validity evidence in a multisubspecialty study in which pediatric fellowship program directors and Clinical Competency Committees used the scales to evaluate fellows in fall 2014 and spring 2015. Separate scales for the six EPAs, each with five levels of progressive entrustment, were created. In both fall and spring, more than 300 fellows in each year of training from over 200 programs were assessed. In both periods and for each EPA, there was a progressive increase in entrustment levels, with second-year fellows rated higher than first-year fellows (P < .001) and third-year fellows rated higher than second-year fellows (P < .001). For each EPA, spring ratings were higher (P < .001) than those in the fall. Interrater reliability was high (Janson and Olsson's iota = 0.73). The supervision scales developed for these six common pediatric subspecialty EPAs demonstrated strong validity evidence for use in EPA-based assessment of pediatric fellows. They may also inform the development of scales in other specialties.

INSPIRE: Initiating New Science Partnerships in Rural Education

NASA Astrophysics Data System (ADS)

Pierce, Donna M.; McNeal, K. S.; Bruce, L. M.; Harpole, S. H.; Schmitz, D. W.

2010-10-01

INSPIRE, Initiating New Science Partnerships in Rural Education, is a partnership between Mississippi State University and three school districts in Mississippi's Golden Triangle (Starkville, Columbus, West Point). This program recruits ten graduate fellows each year from geosciences, physics, astronomy, and engineering and pairs them with a participating middle school or high school teacher. The graduate fellows provide technology-supported inquiry-based learning in the earth and space sciences by incorporating their research into classroom instruction and using multiple resources such as Google Earth, geographic information systems (GIS), Celestia, and others. In addition to strengthening the communication skills of the graduate fellows, INSPIRE will increase the content knowledge of participating teachers, provide high-quality instruction using multiple technologies, promote higher education to area high-school students, and provide fellows and teachers with international research experience through our partners in Australia, The Bahamas, England, and Poland. INSPIRE is funded by the Graduate STEM Fellows in K-12 Education Program (GK-12; Award No. DGE-0947419), which is part of the Division for Graduate Education of the National Science Foundation.

Training the Workforce: Description of a Longitudinal Interdisciplinary Education and Mentoring Program in Palliative Care.

PubMed

Levine, Stacie; O'Mahony, Sean; Baron, Aliza; Ansari, Aziz; Deamant, Catherine; Frader, Joel; Leyva, Ileana; Marschke, Michael; Preodor, Michael

2017-04-01

The rapid increase in demand for palliative care (PC) services has led to concerns regarding workforce shortages and threats to the resiliency of PC teams. To describe the development, implementation, and evaluation of a regional interdisciplinary training program in PC. Thirty nurse and physician fellows representing 22 health systems across the Chicago region participated in a two-year PC training program. The curriculum was delivered through multiple conferences, self-directed e-learning, and individualized mentoring by expert local faculty (mentors). Fellows shadowed mentors' clinical practices and received guidance on designing, implementing, and evaluating a practice improvement project to address gaps in PC at their institutions. Enduring, interdisciplinary relationships were built at all levels across health care organizations. Fellows made significant increases in knowledge and self-reported confidence in adult and pediatric PC and program development skills and frequency performing these skills. Fellows and mentors reported high satisfaction with the educational program. This interdisciplinary PC training model addressed local workforce issues by increasing the number of clinicians capable of providing PC. Unique features include individualized longitudinal mentoring, interdisciplinary education, on-site project implementation, and local network building. Future research will address the impact of the addition of social work and chaplain trainees to the program. Copyright © 2017 American Academy of Hospice and Palliative Medicine. Published by Elsevier Inc. All rights reserved.

NNSA Nonproliferation Graduate Fellowship Program Annual Report June 2009 - May 2010

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

Berkman, Clarissa O.; Fankhauser, Jana G.

2011-04-01

In 2009, the Nonproliferation Graduate Fellowship Program (NGFP) completed its 17th successful year in support of the NNSA’s mission by developing future leaders in nonproliferation and promoting awareness of career opportunities. This annual report to reviews program activities from June 2009 through May 2010 - the fellowship term for the Class of 2009. Contents include: Welcome Letter (Mission Driven: It’s all about results), Introduction, Structure of the NGFP, Program Management Highlights, Annual Lifecycle, Class of 2009 Incoming Fellows, Orientation, Global Support of the Mission, Career Development, Management of the Fellows, Performance Highlights, Closing Ceremony, Where They Are Now, Alumni Highlightmore » - Mission Success: Exceptional Leaders from the NGFP, Class of 2009 Fall Recruitment Activities, Established Partnerships, Face-to-Face, Recruiting Results, Interviews, Hiring and Clearances, Introducing the Class of 2010, Class of 2011 Recruitment Strategy, On the Horizon, Appendix A: Class of 2010 Fellow Biographies« less

Science Scholars Program

DTIC Science & Technology

1994-06-30

Recherche Scientifique, France The Absolute Galois Group from a Geometric Viewpoint LESLIE C SHAW Fellow (Anthropology and Archaeology ) University of...Massachusetts it Boston The Emergence of Inequality in the Maya Lowlands PATRICIA L. SIPE Fellow (Mathematics) Smith College DES and Risk

Science and Engineering of the Environment of Los Angeles: A GK-12 Experiment at Developing Science Communications Skills in UCLA's Graduate Program

NASA Astrophysics Data System (ADS)

Moldwin, M. B.; Hogue, T. S.; Nonacs, P.; Shope, R. E.; Daniel, J.

2008-12-01

Many science and research skills are taught by osmosis in graduate programs with the expectation that students will develop good communication skills (speaking, writing, and networking) by observing others, attending meetings, and self reflection. A new National Science Foundation Graduate Teaching Fellows in K- 12 Education (GK-12; http://ehrweb.aaas.org/gk12new/) program at UCLA (SEE-LA; http://measure.igpp.ucla.edu/GK12-SEE-LA/overview.html ) attempts to make the development of good communication skills an explicit part of the graduate program of science and engineering students. SEE-LA places the graduate fellows in two pairs of middle and high schools within Los Angeles to act as scientists-in- residence. They are partnered with two master science teachers and spend two-days per week in the classroom. They are not student teachers, or teacher aides, but scientists who contribute their content expertise, excitement and experience with research, and new ideas for classroom activities and lessons that incorporate inquiry science. During the one-year fellowship, the graduate students also attend a year-long Preparing Future Faculty seminar that discusses many skills needed as they begin their academic or research careers. Students are also required to include a brief (two-page) summary of their research that their middle or high school students would be able to understand as part of their published thesis. Having students actively thinking about and communicating their science to a pre-college audience provides important science communication training and helps contribute to science education. University and local pre- college school partnerships provide an excellent opportunity to support the development of graduate student communication skills while also contributing significantly to the dissemination of sound science to K-12 teachers and students.

Training Psychiatry Addiction Fellows in Acupuncture.

PubMed

Serafini, Kelly; Bryant, Katurah; Ikomi, Jolomi; LaPaglia, Donna

2016-06-01

Acupuncture has been studied as an adjunct for addiction treatments. Because many hospitals, outpatient clinics, and facilities are integrating acupuncture treatment, it is important that psychiatrists remain informed about this treatment. This manuscript describes the National Acupuncture Detoxification Association (NADA) protocol and its inclusion as part of the curriculum for psychiatry addictions fellows. Psychiatry and psychology fellows completed the NADA training (n = 20) and reported on their satisfaction with the training. Overall, participants stated that they found the training beneficial and many were integrating acupuncture within their current practice. Results support the acceptability of acupuncture training among psychiatry fellows in this program.

Multilevel approach to mentoring in the Research Experiences for Undergraduates programs

NASA Astrophysics Data System (ADS)

Bonine, K. E.; Dontsova, K.; Pavao-Zuckerman, M.; Paavo, B.; Hogan, D.; Oberg, E.; Gay, J.

2015-12-01

This presentation focuses on different types of mentoring for students participating in Research Experiences for Undergraduates programs with examples, including some new approaches, from The Environmental and Earth Systems Research Experiences for Undergraduates Program at Biosphere 2. While traditional faculty mentors play essential role in students' development as researchers and professionals, other formal and informal mentoring can be important component of the REU program and student experiences. Students receive mentoring from program directors, coordinators, and on site undergraduate advisors. While working on their research projects, REU students receive essential support and mentoring from undergraduate and graduate students and postdoctoral scientists in the research groups of their primary mentors. Cohort living and group activities give multiple opportunities for peer mentoring where each student brings their own strengths and experiences to the group. Biosphere 2 REU program puts strong emphasis on teaching students to effectively communicate their research to public. In order to help REUs learn needed skills the outreach personnel at Biosphere 2 mentor and advise students both in groups and individually, in lecture format and by personal example, on best outreach approaches in general and on individual outreach projects students develop. To further enhance and strengthen outreach mentoring we used a novel approach of blending cohort of REU students with the Cal Poly STAR (STEM Teacher And Researcher) Program fellows, future K-12 STEM teachers who are gaining research experience at Biosphere 2. STAR fellows live together with the REU students and participate with them in professional development activities, as well as perform research side by side. Educational background and experiences gives these students a different view and better preparation and tools to effectively communicate and adapt science to lay audiences, a challenge commonly facing researchers but rarely taught to future scientists. In addition, REU students act as mentors themselves to the middle and high school students in Biosphere 2 Science Academy sharing with them exciting research they are doing and their experiences about doing science and life in college.

The DOE fellows program-a workforce development initiative for the US department of energy

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

Lagos, Leonel E.

The US Department of Energy Office of Environmental Management (DOE-EM) oversees one of the largest and most technically challenging cleanup programs in the world. The mission of DOE-EM is to complete the safe cleanup of the environmental legacy from five decades of nuclear weapons development and government-sponsored nuclear energy research. Since 1995, Florida International University's Applied Research Center (FIU-ARC) has supported the DOE-EM mission and provided unique research capabilities to address some of these highly technical and difficult challenges. This partnership has allowed FIU-ARC to create a unique infrastructure that is critical for the training and mentoring of science, technology,more » engineering, and math (STEM) students and has exposed many STEM students to 'hands-on' DOE-EM applied research, supervised by the scientists and engineers at ARC. As a result of this successful partnership between DOE and FIU, DOE requested FIU-ARC to create the DOE-FIU Science and Technology Workforce Development Initiative in 2007. This innovative program was established to create a 'pipeline' of minority STEM students trained and mentored to enter DOE's environmental cleanup workforce. The program was designed to help address DOE's future workforce needs by partnering with academic, government and private companies (DOE contractors) to mentor future minority scientists and engineers in the research, development, and deployment of new technologies and processes addressing DOE's environmental cleanup challenges. Since its inception in 2007, the program has trained and mentored 78 FIU STEM minority students. Although, the program has been in existence for only six years, a total of 75 internships have been conducted at DOE National Laboratories, DOE sites, DOE Headquarters and field offices, and DOE contractors. Over 100 DOE Fellows have participated in the Waste Management (WM) Symposia since 2008 with a total of 84 student posters and 7 oral presentations given at WM. The DOE Fellows participation at WM has resulted in three Best Student Poster Awards (WM09, WM10, and WM11) and one Best Professional Poster Award (WM09). DOE Fellows have also presented their research at ANS DD and R and ANS Robotics Topical meetings and this year two Fellows will present at the International Conference on Environmental Remediation and Radioactive Waste Management (ICEM13) in Brussels, Belgium. Moreover, several of our DOE Fellows have already obtained employment with DOE-EM, other federal agencies, DOE contractors, commercial nuclear power companies, and other STEM industry (GE, Boeing, Lockheed Martin, Johnson and Johnson, Beckman-Coulter, and other top companies). This paper will discuss how DOE Fellows program is training and mentoring FIU STEM students in Department of Energy's Office of Environmental Management technical challenges and research. This training and mentoring has resulted in the development of well-trained and polished young scientists and engineers that will become the future workforce in charge of carrying on DOE-EM's environmental cleanup mission. The paper will showcase FIU's DOE Fellows model and highlight some of the applied research the DOE Fellows have conducted at FIU's Applied Research Center and across the DOE Complex by participating in summer internship assignments. (authors)« less

Attitudes of Pulmonary and Critical Care Training Program Directors toward Quality Improvement Education.

PubMed

Kahn, Jeremy M; Feemster, Laura C; Fruci, Carolyn M; Hyzy, Robert C; Savant, Adrienne P; Siner, Jonathan M; Weiss, Curtis H; Patel, Bela

2015-04-01

Quality improvement (QI) is a required component of fellowship training in pulmonary, critical care, and sleep medicine. However, little is known about how training programs approach QI education. We sought to understand the perceptions of pulmonary, critical care, and sleep medicine training program directors toward QI education. We developed and fielded an internet survey of pulmonary, critical care, and sleep medicine training program directors during 2013. Survey domains included program characteristics, the extent of trainee and faculty involvement in QI, attitudes toward QI education, and barriers to successful QI education in their programs. A total of 75 program directors completed the survey (response rate = 45.2%). Respondents represented both adult (n = 43, 57.3%) and pediatric (n = 32, 42.7%) programs. Although the majority of directors (n = 60, 80.0%) reported substantial fellow involvement in QI, only 19 (26.0%) reported having a formal QI education curriculum. QI education was primarily based around faculty mentoring (n = 46, 61.3%) and lectures (n = 38, 50.7%). Most directors agreed it is an important part of fellowship training (n = 63, 84.0%). However, fewer reported fellows were well integrated into ongoing QI activities (n = 45, 60.0%) or graduating fellows were capable of carrying out independent QI (n = 28, 50.7%). Key barriers to effective QI education included lack of qualified faculty, lack of interest among fellows, and lack of time. Training program directors in pulmonary, critical care, and sleep medicine value QI education but face substantial challenges to integrating it into fellowship training.

Leading the Way to America's Future: A Monograph about the Launch and Implementation of the Kellogg MSI Leadership Fellows Program, 2002-2004

ERIC Educational Resources Information Center

Institute for Higher Education Policy, 2004

2004-01-01

The basic objective of the Kellogg MSI Leadership Fellows Program is to develop a new cadre of skilled leaders who understand the unique and important context of leadership for Minority Serving Institutions (MSIs). These institutions have taken on responsibility for educating large numbers of students of color. A college or university is…

A new model for postdoctoral training: the Nursing Postdoctoral Program in Cancer and Health Disparities.

PubMed

Reid Ponte, Patricia; Hayman, Laura L; Berry, Donna L; Cooley, Mary E

2015-01-01

The University of Massachusetts Boston and Dana-Farber/Harvard Cancer Center joined forces in 2009 to create a Postdoctoral Nursing Research Fellowship in Cancer and Health Disparities. In combining the resources of a large university and a research-intensive service institution, the postdoctoral program provides a new model for preparing nurse scientists to conduct independent research that advances nursing knowledge and interdisciplinary understanding of complex health issues. The multifaceted program consists of educational programming, research training, and career planning components. Additionally, each fellow is assigned a nurse scientist mentor and interdisciplinary co-mentor. The mentors support the fellows with scholarly activities and research training and help the fellows craft individualized career plans, including proposals for postfellowship career development research. In this article, the postdoctoral program leaders describe the program structure, strategies used to recruit minority and nonminority candidates, and data describing program outcomes and share lessons learned and recommendations for organizations that may be interested in establishing similar postdoctoral fellowships at their institutions. Copyright © 2015 Elsevier Inc. All rights reserved.

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 cost-efficient manner, (6) Understand the political, economic, and strategic basics of private practice orthopaedics.

Impact of around-the-clock in-house cardiology fellow coverage on door-to-balloon time in an academic medical center.

PubMed

Kohan, Luke C; Nagarajan, Vijaiganesh; Millard, Michael A; Loguidice, Michael J; Fauber, Nancy M; Keeley, Ellen C

2017-01-01

To assess if a change in our cardiology fellowship program impacted our ST elevation myocardial infarction (STEMI) program. Fellows covering the cardiac care unit were spending excessive hours in the hospital while on call, resulting in increased duty hours violations. A night float fellow system was started on July 1, 2012, allowing the cardiac care unit fellow to sign out to a night float fellow at 5:30 pm. The night float fellow remained in-house until the morning. We performed a retrospective study assessing symptom onset to arrival, arterial access to first device, and door-to-balloon (D2B) times, in consecutive STEMI patients presenting to our emergency department before and after initiation of the night float fellow system. From 2009 to 2013, 208 STEMI patients presented to our emergency department and underwent primary percutaneous coronary intervention. There was no difference in symptom onset to arrival (150±102 minutes vs 154±122 minutes, p =0.758), arterial access to first device (12±8 minutes vs 11±7 minutes, p =0.230), or D2B times (50±32 minutes vs 52±34 minutes, p =0.681) during regular working hours. However, there was a significant decrease in D2B times seen during off-hours (72±33 minutes vs 49±15 minutes, p =0.007). There was no difference in in-hospital mortality (11% vs 8%, p =0.484) or need for intra-aortic balloon pump placement (7% vs 8%, p =0.793). In academic medical centers, in-house cardiology fellow coverage during off-hours may expedite care of STEMI patients.

DHS National Technical Nuclear Forensics Program FY 10 Summary Report: Graduate Mentoring Assistance Program (GMAP)

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

Martha R. Finck Ph.D.

2011-10-01

This program provides practical training to DHS graduate fellows in the DOE laboratory complex. It involves coordinating students, their thesis advisors, and their laboratory project mentors in establishing a meaningful program of research which contributes to the graduate student's formation as a member of the nuclear forensics community. The summary report details the student/mentor experience and future plans after the first summer practicum. This program provides practical training to DHS graduate fellows in the DOE laboratory complex. It involves coordinating students, their thesis advisors, and their laboratory project mentors in establishing a meaningful program of research which contributes to themore » graduate student's formation as a member of the nuclear forensics community. This final written report includes information concerning the overall mentoring experience, including benefits (to the lab, the mentors, and the students), challenges, student research contributions, and lab mentor interactions with students home universities. Idaho National Laboratory hosted two DHS Nuclear Forensics graduate Fellows (nuclear engineering) in summer 2011. Two more Fellows (radiochemistry) are expected to conduct research at the INL under this program starting in 2012. An undergraduate Fellow (nuclear engineering) who worked in summer 2011 at the laboratory is keenly interested in applying for the NF Graduate Fellowship this winter with the aim of returning to INL. In summary, this program appears to have great potential for success in supporting graduate level students who pursue careers in nuclear forensics. This relatively specialized field may not have been an obvious choice for some who have already shown talent in the traditional areas of chemistry or nuclear engineering. The active recruiting for this scholarship program for candidates at universities across the U.S. brings needed visibility to this field. Not only does this program offer critical practical training to these students, it brings attention to a very attractive field of work where young professionals are urgently required in order for the future. The effectiveness of retaining such talent remains to be seen and may be primarily controlled by the availability of DOE laboratory research funding in this field in the years to come.« less

2017 ESF in Thailand

Cancer.gov

The Embassy Science Fellow (ESF) program provides U.S. embassies access to the expertise of U.S. government officers in science and technology fields. U.S. embassies request Fellows to assist on science, technology, environment or health issues and related policy development and collaboration.

The past, present, and future of paediatric cardiology training at the Johns Hopkins Hospital, in the tradition of Dr Helen Taussig.

PubMed

Beasley, Gary S; Murphy, Anne M; Brenner, Joel I; Ravekes, William J

2016-12-01

Johns Hopkins has been a leader in paediatric cardiology for over 85 years. In the 1940s, Dr Helen Taussig began training fellows in paediatric cardiology at Johns Hopkins at a time when the diagnosis and treatment of CHD were in the earliest stage. Under her leadership, the fellowship developed a strong foundation that has continued to evolve to meet the current needs of learners and educators. In the current era, the Johns Hopkins programme implements the current theories of adult education and actively engages our fellows in learning as well as teaching. The programme uses techniques such as flipped classroom, structured case-based small-group learning, observed and structured clinical examination, simulations, and innovative educational technology. These strategies combined with our faculty and rich history give our fellows a unique educational experience.

Professional development and teacher impacts: The NSF GK-12 experience

NASA Astrophysics Data System (ADS)

Camasta, Susan Fullett

Professional development is a central piece in the continuing education of teachers. The purpose of this study was to examine professional development for teachers, in particular, the impact of one program that has the potential to positively influence educators as their careers evolve. Twenty-seven teachers who served as participants in the National Science Foundation (NSF) Graduate STEM (science, technology, engineering and mathematics) Fellows in K-12 Education Program (GK-12) volunteered to be interviewed about their experiences as teacher partners with graduate student Fellows who were considered experts in their content area and research methods. The teachers taught 1st through 12th grades in 22 different schools, and represented nine GK-12 programs in six states. The data collected in this qualitative study indicate enduring impacts on teachers and those included: affective impacts, as well as impacts on their practice, their colleagues and their professional involvement. In addition, Fellow and student impacts were reported. The teacher reports indicate that the design and goals of the GK-12 program---which is meant to impact graduate student Fellows, teachers and students---are consistent with the literature on best-practice professional development including facilitating teacher change. Thus, this program can serve as a model for designing effective professional development. A limitation of this study is that most of the data collected were from teacher reports.

NASA/ASEE Faculty Fellowship Program: 2003 Research Reports

NASA Technical Reports Server (NTRS)

Kotnour, Tim (Editor); LopezdeCastillo, Eduardo (Editor)

2003-01-01

This document is a collection of technical reports on research conducted by the participants in the 2003 NASA/ASEE Faculty Fellowship Program at the John F. Kennedy Space Center (KSC). This was the nineteenth year that a NASA/ASEE program has been conducted at KSC. The 2003 program was administered by the University of Central Florida (UCF) in cooperation with KSC. The program was operated under the auspices of the American Society for Engineering Education (ASEE) and the Education Division, NASA Headquarters, Washington, D.C. The KSC program was one of nine such Aeronautics and Space Research Programs funded by NASA Headquarters in 2003. The basic common objectives of the NASA/ASEE Faculty Fellowship Program are: A) To further the professional knowledge of qualified engineering and science faculty members; B) To stimulate an exchange of ideas between teaching participants and employees of NASA; C) To enrich and refresh the research and teaching activities of participants institutions; D) To contribute to the research objectives of the NASA center. The KSC Faculty Fellows spent ten weeks (May 19 through July 25, 2003) working with NASA scientists and engineers on research of mutual interest to the university faculty member and the NASA colleague. The editors of this document were responsible for selecting appropriately qualified faculty to address some of the many research areas of current interest to NASA/KSC. A separate document reports on the administrative aspects of the 2003 program. The NASA/ASEE program is intended to be a two-year program to allow in-depth research by the university faculty member. In many cases a faculty member has developed a close working relationship with a particular NASA group that had provided funding beyond the two-year limit.

Teaching Laboratory Management Principles and Practices Through Mentorship and Graduated Responsibility: The Assistant Medical Directorship.

PubMed

Hanley, Timothy; Sowder, Aleksandra M; Palmer, Cheryl Ann; Weiss, Ronald L

2016-01-01

With the changing landscape of medicine in general, and pathology in particular, a greater emphasis is being placed on laboratory management as a means of controlling spiraling medical costs and improving health-care efficiency. To meet this challenge, pathology residency programs have begun to incorporate formal laboratory management training into their curricula, using institutional curricula and/or online laboratory management courses offered by professional organizations. At the University of Utah, and its affiliated national reference laboratory, ARUP Laboratories, Inc, interested residents are able to supplement the departmental lecture-based and online laboratory management curriculum by participating in assistant medical directorship programs in one of several pathology subspecialty disciplines. The goals of many of the assistant medical directorship positions include the development of laboratory management skills and competencies. A survey of current and recent assistant medical directorship participants revealed that the assistant medical directorship program serves as an excellent means of improving laboratory management skills, as well as improving performance as a fellow and practicing pathologist.

Clinical Neurophysiology Training in a Developing Country: Institutional Resources and Profiles.

PubMed

Sámano, Arturo G; Ochoa Mena, José D; Padilla, Silvana P; Acevedo, Gerardo R; Orenday Barraza, José M; San-Juan, Daniel

2018-05-01

The purpose of this study was to describe the characteristics and preferences of clinical neurophysiology (CN) fellows, as well as the resources available for their training, in a developing country such as Mexico. An online survey (25 questions) was given to Mexican CN fellows from May to June 2017, covering their reasons for choosing the CN subspecialty, their activities, future plans, institutional resources, and administrative staff. Descriptive statistics were used. Total respondents: 20/22 (90%), 65% female from 7 CN centers (80% public and 20% private hospitals) in Mexico City. Seventy-five percent chose CN out of personal interest, and all were not unsatisfied with their academic program. Most plan to work in private practice (75%) and are interested in learning EEG (85%) and intraoperative monitoring (75%-85%). The highest-reported training time by CN area allocated by the programs was as follows: EEG (27%), electromyography (22%), and evoked potentials (16%). The average number of fellows per center was 4; 75% of the centers perform epilepsy surgery, of which 60% offer invasive intracranial studies for the evaluation of surgical candidates. Mexican CN fellows are satisfied with their choice and with the academic program. They are increasingly interested in intraoperative monitoring, which is not addressed in current Mexican CN Programs.

Mastery-Based Virtual Reality Robotic Simulation Curriculum: The First Step Toward Operative Robotic Proficiency.

PubMed

Hogg, Melissa E; Tam, Vernissia; Zenati, Mazen; Novak, Stephanie; Miller, Jennifer; Zureikat, Amer H; Zeh, Herbert J

Hepatobiliary surgery is a highly complex, low-volume specialty with long learning curves necessary to achieve optimal outcomes. This creates significant challenges in both training and measuring surgical proficiency. We hypothesize that a virtual reality curriculum with mastery-based simulation is a valid tool to train fellows toward operative proficiency. This study evaluates the content and predictive validity of robotic simulation curriculum as a first step toward developing a comprehensive, proficiency-based pathway. A mastery-based simulation curriculum was performed in a virtual reality environment. A pretest/posttest experimental design used both virtual reality and inanimate environments to evaluate improvement. Participants self-reported previous robotic experience and assessed the curriculum by rating modules based on difficulty and utility. This study was conducted at the University of Pittsburgh Medical Center (Pittsburgh, PA), a tertiary care academic teaching hospital. A total of 17 surgical oncology fellows enrolled in the curriculum, 16 (94%) completed. Of 16 fellows who completed the curriculum, 4 fellows (25%) achieved mastery on all 24 modules; on average, fellows mastered 86% of the modules. Following curriculum completion, individual test scores improved (p < 0.0001). An average of 2.4 attempts was necessary to master each module (range: 1-17). Median time spent completing the curriculum was 4.2 hours (range: 1.1-6.6). Total 8 (50%) fellows continued practicing modules beyond mastery. Survey results show that "needle driving" and "endowrist 2" modules were perceived as most difficult although "needle driving" modules were most useful. Overall, 15 (94%) fellows perceived improvement in robotic skills after completing the curriculum. In a cohort of board-certified general surgeons who are novices in robotic surgery, a mastery-based simulation curriculum demonstrated internal validity with overall score improvement. Time to complete the curriculum was manageable. Published by Elsevier Inc.

A new model for postdoctoral training: The Postdoctoral Nursing Research Fellowship in Cancer and Health Disparities

PubMed Central

Ponte, Patricia Reid; Hayman, Laura L; Berry, Donna L; Cooley, Mary E

2016-01-01

The University of Massachusetts Boston and Dana-Farber/Harvard Cancer Center joined forces in 2009 to create a Postdoctoral Nursing Research Fellowship in Cancer and Health Disparities. In combining the resources of a large university and a research-intensive service institution, the postdoctoral program provides a new model for preparing nurse scientists to conduct independent research that advances nursing knowledge and interdisciplinary understanding of complex health issues. The multi-faceted program consists of educational programming, research training, and career planning components. Additionally, each fellow is assigned a nurse scientist mentor and interdisciplinary co-mentor. The mentors support the fellows with scholarly activities and research training and help the fellows craft individualized career plans, including proposals for post-fellowship career development research. In this article, the postdoctoral program leaders describe the program structure, strategies used to recruit minority and non-minority candidates, and data describing program outcomes, and share lessons learned and recommendations for organizations that may be interested in establishing similar postdoctoral fellowships at their institutions. PMID:25771193

75 FR 60781 - Announcement of Funding Awards for Fiscal Year 2010 Doctoral Dissertation Research Grant Program

Federal Register 2010, 2011, 2012, 2013, 2014

2010-10-01

... Fellows of Harvard College, Mr. Robert J. Sampson, President and Fellows of Harvard College, 1350..., Ms. Alexander Chen, University of Maryland, 3112 Lee Building, College Park, MD 20742. Grant: $25,000... CODE 4210-67-P ...

Research-infused K-12 Science at the "Uttermost Part of the Earth:" An NSF GK-12 Fellow's Perspective

NASA Astrophysics Data System (ADS)

Perry, E.; Ellins, K.; Ormiston, C.; Dovzak, N.; Anderson, S.; Tingle, D.; Knettel, P.; Redding, S.; Odle, K.; Dalziel, I.

2005-12-01

In March 2005, four students and three teachers from Boerne High School in Texas accompanied UTIG GK-12 Co-PIs Katherine Ellins and Ian Dalziel, and NSF GK-12 Fellow Ethan Perry to Tierra del Fuego to join an international team of scientists studying the climate-tectonic history recorded in Lago Fagnano, Tierra del Fuego, Argentina. For two weeks, students and teachers engaged in authentic scientific research that included geologic field mapping and reconnaissance, and student/teacher developed water and soils sampling routines. The Lago Fagnano experience enabled: (1) the Boerne High School group to be integrated into an active field research program and to bring tangible experiences, knowledge and high-quality data back to the classroom; (2) participating research scientists to convey the importance of their science to a wider audience; and (3) the NSF GK-12 Fellow to gain valuable experience in communicating the essential scientific knowledge and field skills to high school participants before field deployment. The GK-12 Fellow's bridging role through the course of the project enhanced his scientific understanding of the climate-tectonic setting of Tierra del Fuego, fostered the development of new professional contacts with research scientists and led to a fresh perspective on how research science can be integrated in high school science curriculum. The GK-12 Fellow served as the primary mentor to the K-12 participants and the liaison between UTIG research scientists and the Boerne High School group. The Fellow helped prepare the Boerne group for the field research experience and to design a research project using water and soil analyses to assess chemical and isotopic trends within the lake's watershed. Preparatory activities began three months prior to field deployment and included workshops, classroom visits and teleconferences aimed at teaching field skills (reading and creating geologic maps, compass measurements, GPS, field notebooks) and increasing participants' knowledge of geoscience concepts and regional tectonics. The Fellow blended inquiry- and discussion-based exercises to convey the relevance of the Lago Fagnano research. Interaction between the GK-12 Fellow and Boerne High School participants preceding, during and following the field experience was an important element in the success of this research experience for teachers and their students. This interaction benefited the high school students and teachers because they were able to grasp the fundamental goals of the research experience prior to arriving in the field, thereby ensuring that the time spent in the field was used efficiently to carry out the project. Long-term involvement in the planning, execution and synthesis of the experience provided the high school participants with a sense of ownership of the science conducted on Lago Fagnano. This field initiative represents the first time that both K-12 students and teachers were integrated into a field setting with UTIG research scientists. Such experiences are valuable because they demonstrate the true manner in which science is conducted and advance partnerships between university research institutions and K-12 schools. The level of mentoring that the GK-12 Fellow provided through all stages of the project maximized the potential benefits of such an experience.

Fellows' in intensive care medicine views on professionalism and how they learn it.

PubMed

van Mook, Walther N K A; de Grave, Willem S; Gorter, Simone L; Muijtjens, Arno M M; Zwaveling, Jan Harm; Schuwirth, Lambert W; van der Vleuten, Cees P M

2010-02-01

The emphasis on the importance of professionalism in a recent CoBaTrICE-IT paper was impressive. However, insight into the elements of professionalism as perceived relevant for intensivists from the fellows' view, and how these are taught and learned, is limited. A nationwide study was performed in 2007-2008. All ICM fellows (n = 90) were sent a questionnaire containing the following questions regarding training in professionalism (7-point Likert scale (1 = very inadequate, 7 = very adequate)): which are the elements perceived to be important in intensivists'' daily practice (38 items, cat. I)? Which methods of learning and teaching are recognised (16 items, cat. II)? Which methods of teaching and learning are considered especially useful (16 items, cat. III)? Finally, the perceived quantity and quality of formal and informal learning methods, as well as the responsible organisational body was studied. Data were analysed using SPSS 15.0. Response was 75.5 % (n = 68), mean age 34 years. Regarding Elements, scores on virtually all items were high. The factor 'striving for excellence' explained half the variance. Two other aspects, 'Teamwork' and 'Dealing with ethical dilemmas', were identified. Regarding Methods, three dimensions, 'formal curriculum'', 'private and academic experiences' and 'role modelling', proved important. The factor 'formal curriculum' explained most of the variance. Regarding Usefulness the same factors, now mainly explained by the factor Private and academic experiences, emerged with variance. In both categories the items 'observations in daily practice' and 'watching television programmes like ER and House' were the highest- and lowest-scoring items (5.99 and 5.81, and 2.69 and 2.49, respectively). Mean scores regarding the quantity of formal and informal teaching were 4.06 and 4.58 (range 1.841 and 1.519). For the quality of teaching, the figures were 4.22 and 4.52 (range 1.659 and 1.560, respectively). 54 suggestions for improvement of teaching were documented. The need for some form of formal teaching of professionalism aspects as well as for feedback was most frequently mentioned (n = 19 and 16). The local training centres are considered and should remain pivotal for teaching professionalism issues (n = 17 and 28). Almost all elements of professionalism were considered relevant to intensivists' daily practice. Although formal teaching methods regarding professionalism aspects are easily recognised in daily practice, learning by personal experiences and informal ways quantitatively plays a more important, and more valued role. Qualitative comments, nevertheless, stress the need for providing and receiving (solicited and unsolicited) feedback, thereby requesting expansion of formal teaching methods. The local training centres (should continue to) play a major role in teaching professionalism, although an additional role for the (inter)national intensive care organisations remains.

Caitlin Murphy bio | NREL

Science.gov Websites

. energy system through quantitative analysis methods. Research Interests Evaluating the system and , Washington, DC (2014-2017) Postdoctoral Research Fellow, Carnegie Institution for Science, Washington, DC (2012-2014) Graduate Research and Teaching Assistant, California Institute of Technology, Pasadena, CA

Building a rheumatology education academy: insights from assessment of needs during a rheumatology division retreat.

PubMed

Berman, Jessica R; Aizer, Juliet; Bass, Anne R; Cats-Baril, William L; Parrish, Edward J; Robbins, Laura; Salmon, Jane E; Paget, Stephen A

2012-06-01

To implement a rheumatology department education retreat to systematically identify and address the key factors necessary to improve medical education in our division in preparation for developing a rheumatology academy. The Hospital for Special Surgery organized a retreat for the Rheumatology Department aimed at (1) providing formal didactics and (2) assessing participants' self-reported skills and interest in education with the goal of directing this information toward formalizing improvement. In a mixed-methods study design, faculty and fellows in the Division of Rheumatology were surveyed online pre- and post-retreat regarding various aspects of the current education program, their teaching abilities, interest and time spent in teaching, divisional resources allocated, and how education is valued. Enthusiasm for teaching was high before and rose further after the retreat. Confidence in abilities was higher than expected before but fell afterward. Many noted that the lack of specific feedback on teaching skills and useful metrics to assess performance prevented the achievement of educational excellence. Most responding felt lack of time, knowledge of how to teach well, and resources prevented them from making greater commitments to educational endeavors and participating fully and effectively in the department's teaching activities. While most rheumatology faculty members want to improve as teachers, they know neither where their educational strengths and weaknesses lie nor where or how to begin to change their teaching abilities. The key elements for an academy would thus be an educational environment that elevates the quality of teaching throughout the division and promotes teaching careers and education research, and raises the importance and quality of teaching to equivalence with clinical care and research.

Emotional Wellness of Current Musculoskeletal Radiology Fellows.

PubMed

Porrino, Jack; Mulcahy, Michael J; Mulcahy, Hyojeong; Relyea-Chew, Annemarie; Chew, Felix S

2017-06-01

Burnout is a psychological syndrome composed of emotional exhaustion, depersonalization, and sense of lack of personal accomplishment, as a result of prolonged occupational stress. The purpose of our study was to determine the prevalence of burnout among current musculoskeletal radiology fellows and to explore causes of emotional stress. A 24-item survey was constructed on SurveyMonkey using the Maslach Burnout Inventory. We identified 82 musculoskeletal radiology fellowship programs. We recruited subjects indirectly through the program director or equivalent. Fifty-eight respondents (48 male, 10 female) identified themselves as current musculoskeletal radiology fellows and completed the survey. Comparison of the weighted subscale means in our data to the Maslach normative subscale thresholds for medical occupations indicates that musculoskeletal radiology fellows report relatively high levels of burnout with regard to lack of personal accomplishment and depersonalization, whereas emotional exhaustion levels in our sample are within the average range reported by Maslach. Although male musculoskeletal radiology fellows experience relatively high levels in two of the three dimensions of burnout (depersonalization and personal accomplishment), female musculoskeletal radiology fellows experience relatively high burnout across all three dimensions. Job market-related stress and the effort required providing care for dependents significantly affect personal accomplishment. Conversely, imbalances in the work-life relationship and feelings of powerlessness are significantly associated with depersonalization and emotional exhaustion. Musculoskeletal radiology fellows report relatively high levels of burnout. Because the consequences of burnout can be severe, early identification and appropriate intervention should be a priority. Copyright © 2017 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.

Palliative Care Training in Cardiology Fellowship: A National Survey of the Fellows.

PubMed

Dabbouseh, Noura M; Kaushal, Shivtej; Peltier, Wendy; Johnston, Fabian M

2018-02-01

To address perspectives of cardiology fellows on the current state of palliative education and palliative and hospice resource utilization within their fellowship experiences. We conducted an online national survey of cardiology fellows during the 2015 to 2016 academic year. Survey questions aimed to assess perceived importance of palliative care education, level of palliative care education during fellowship, and the structure of palliative care support at respondent institutions. Responses were collected anonymously. A total of 519 programs, including subspecialty programs, were contacted. We received 365 responses, a number that represents roughly 14% of all cardiology fellows nationwide during the 2015 to 2016 academic year. Fellows reported discordance in the quality of education between general cardiology and palliative care principles as it relates to care of the patient approaching the end of life. Fellows infrequently received explicit training nor were observed or mentored in delivering end-of-life discussions. Respondents reported an underutilization of palliative care and hospice resources during fellowship training and also a perception that attending faculty were not routinely addressing goals of care. Our survey results highlight a need for enhanced palliative care and end-of-life training experiences for cardiology fellows and also suggest underutilization of hospice and palliative care resources for patients with advanced cardiac diseases. These findings create a platform for future work that might: (1) confirm this training deficit, (2) lead to exploration of educational models that could reconcile this deficit, and (3) potentially help improve palliative care support for patients and families facing advanced heart disease.

Surgical Thoracic Transplant Training: Super Fellowship-Is It Super?

PubMed

Makdisi, George; Makdisi, Tony; Caldeira, Christiano C; Wang, I-Wen

2017-10-11

The quality of training provided to thoracic transplant fellows is a critical step in the care of complex patients undergoing transplant. The training varies since it is not an accreditation council for graduate medical education accredited fellowship. A total of 104 heart or lung transplant program directors throughout the United States were sent a survey of 24 questions focusing on key aspects of training, fellowship training content and thoracic transplant job satisfaction. Out of the 104 programs surveyed 45 surveys (43%) were returned. In total, 26 programs offering a transplant fellowship were included in the survey. Among these programs 69% currently have fellows of which 56% are American Board of Thoracic Surgery board eligible. According to the United Network for Organ Sharing (UNOS) requirements, 46% of the programs do not meet the requirements to be qualified as a primary heart transplant surgeon. A total of 23% of lung transplant programs also perform less than the UNOS minimum requirements. Only 24% have extra-surgical curriculum. Out of the participating programs, only 38% of fellows secured a job in a hospital setting for performing transplants. An astounding 77% of replies site an unpredictable work schedule as the main reason that makes thoracic transplant a less than favorable profession among new graduates. Long hours were also a complaint of 69% of graduates who agreed that their personal life is affected by excessive work hours. Annually, almost half of all thoracic transplant programs perform fewer than the UNOS requirements to be a primary thoracic surgeon. This results in a majority of transplant fellows not finding a suitable transplant career. The current and future needs for highly qualified thoracic transplant surgeons will not be met through our existing training mechanisms. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Creating a Cadre of Fellowship-Trained Medical Educators, Part II: A Formal Needs Assessment to Structure Postgraduate Fellowships in Medical Education Scholarship and Leadership.

PubMed

Jordan, Jaime; Yarris, Lalena M; Santen, Sally A; Guth, Todd A; Rougas, Steven; Runde, Daniel P; Coates, Wendy C

2017-08-01

Education leaders at the 2012 Academic Emergency Medicine Consensus Conference on education research proposed that dedicated postgraduate education scholarship fellowships (ESFs) might provide an effective model for developing future faculty as scholars. A formal needs assessment was performed to understand the training gap and inform the development of ESFs. A mixed-methods needs assessment was conducted of four emergency medicine national stakeholder groups in 2013: department chairs; faculty education/research leaders; existing education fellowship directors; and current education fellows/graduates. Descriptive statistics were reported for quantitative data. Qualitative data from semistructured interviews and free-text responses were analyzed using a thematic approach. Participants were 11/15 (73%) education fellowship directors, 13/20 (65%) fellows/graduates, 106/239 (44%) faculty education/research leaders, and a convenience sample of 26 department chairs. Department chairs expected new education faculty to design didactics (85%) and teach clinically (96%). Faculty education/research leaders thought new faculty were inadequately prepared for job tasks (83.7%) and that ESFs would improve the overall quality of education research (91.1%). Fellowship directors noted that ESFs provide skills, mentorship, and protected time for graduates to become productive academicians. Current fellows/graduates reported pursing an ESF to develop skills in teaching and research methodology. Stakeholder groups uniformly perceived a need for training in education theory, clinical teaching, and education research. These findings support dedicated, deliberate training in these areas. Establishment of a structure for scholarly pursuits prior to assuming a full-time position will effectively prepare new faculty. These findings may inform the development, implementation, and curricula of ESFs.

MAP as a model for practice-based learning and improvement in child psychiatry training.

PubMed

Kataoka, Sheryl H; Podell, Jennifer L; Zima, Bonnie T; Best, Karin; Sidhu, Shawn; Jura, Martha Bates

2014-01-01

Not only is there a growing literature demonstrating the positive outcomes that result from implementing evidence based treatments (EBTs) but also studies that suggest a lack of delivery of these EBTs in "usual care" practices. One way to address this deficit is to improve the quality of psychotherapy teaching for clinicians-in-training. The Accreditation Council for Graduate Medical Education (ACGME) requires all training programs to assess residents in a number of competencies including Practice-Based Learning and Improvements (PBLI). This article describes the piloting of Managing and Adapting Practice (MAP) for child psychiatry fellows, to teach them both EBT and PBLI skills. Eight child psychiatry trainees received 5 full days of MAP training and are delivering MAP in a year-long outpatient teaching clinic. In this setting, MAP is applied to the complex, multiply diagnosed psychiatric patients that present to this clinic. This article describes how MAP tools and resources assist in teaching trainees each of the eight required competency components of PBLI, including identifying deficits in expertise, setting learning goals, performing learning activities, conducting quality improvement methods in practice, incorporating formative feedback, using scientific studies to inform practice, using technology for learning, and participating in patient education. A case example illustrates the use of MAP in teaching PBLI. MAP provides a unique way to teach important quality improvement and practice-based learning skills to trainees while training them in important psychotherapy competence.

Maternal-Fetal Medicine Physician and Fellow Perceptions of Business in Medicine.

PubMed

Porter, Blake; Iriye, Brian; Ghamsary, Mark

2018-01-01

 Principles of practice management provide a foundation for clinical success and performance improvement. Scant data exist regarding maternal-fetal medicine (MFM) physicians' knowledge of these topics. We hypothesize that physicians enter practice with inadequate education in practice management.  Surveys were emailed to members of the Society for Maternal-Fetal Medicine rating their knowledge and capabilities in practice management topics, and respondents assessed their current institution's business in the medical curriculum.  A total of 325 (14.4%) physicians responded: 63 fellows in training and 262 MFM physician subspecialists. Practicing physicians reported learning most of their knowledge "in practice after fellowship" (85%) or "never at all" (10%). Only 3% of respondents had adequate business education during fellowship, and only 5% felt prepared to teach business principles. However, 85% of those surveyed agreed that this material should be taught during the fellowship. Among MFM subspecialists and fellows in training at institutions with fellowships, 60% reported no current curriculum for practice management, and those with current curricula reported it had "limited" or "no value" (76%).  There is a significant desire for practice management curricula during MFM fellowship, and current training is insufficient. With many MFM physicians ill-prepared to teach these principles, professional education from other financial fields, and standardized education in practice management from current expert sources is needed. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Dimensions and psychology of peer teaching in medical education.

PubMed

Ten Cate, Olle; Durning, Steven

2007-09-01

Peer teaching, an educational arrangement in which one student teaches one or more fellow students, is applied in several forms in medical education. A number of authors have linked peer teaching to theories of education and psychology. Yet no comprehensive overview of what theory can offer to understand dynamics of peer teaching has been previously provided. A framework is designed to categorize forms of peer teaching, distinguishing three dimensions: distance in stage of education, formality of the educational setting and size of the group taught. Theories are categorized in two dimensions: theories that explain benefits of peer teaching from a cognitive versus a social-psychological perspective, and theories that explain benefits for peer learners versus peer teachers. Both dimensional frameworks help to clarify why and in what conditions peer teaching may help students to learn.

Heliophysics

NASA Astrophysics Data System (ADS)

Austin, M.; Guhathakurta, M.; Bhattacharjee, A.; Longcope, D. W.; Sojka, J. J.

2010-12-01

Heliophysics Summer Schools. NASA Living With a Star and the University Corporation for Atmospheric Research, Visiting Scientist Programs sponsor the Heliophysics Summer Schools to build the next generation of scientists in this new field. The series of summer schools (commencing 2007) trains graduate students, postdoctoral fellows and university faculty to learn and develop the science of heliophysics as a broad, coherent discipline that reaches in space from the Earth’s troposphere to the depths of the Sun, and in time from the formation of the solar system to the distant future. The first three years of the school resulted in the publication of three textbooks for use at universities worldwide. Subsequent years will both teach generations of students and faculty and develop the complementary materials that support teaching of heliophysics at both graduate and undergraduate levels. Heliophysics is a developing scientific discipline integrating studies of the Sun’s variability, the surrounding heliopsphere, and climate environments. Over the past few centuries, our understanding of how the Sun drives space weather and climate on the Earth and other planets has advanced at an ever-increasing rate. The three volumes, “Plasma Physics of the Local Cosmos”, “Space Storms and Radiation: Causes and Effects” and “Evolving Solar Activity and the Climates of Space and Earth”, edited by Carolus J. Schrijver, Lockheed Martin, and George L. Siscoe, Boston University, integrate such diverse topics for the first time as a coherent intellectual discipline. The books may be ordered through Cambridge University Press, and provide a foundational reference for researchers in heliophysics, astrophysics, plasma physics, space physics, solar physics, aeronomy, space weather, planetary science and climate science. Heliophysics Postdoctoral Program. Hosting/mentoring scientists and postdoctoral fellows are invited to apply to this new program designed to train the next generation of researchers in heliophysics. Two major topics of focus for LWS are the science of space weather and of the Sun-climate connection. Preference is given to applicants whose proposed research addresses one of these two foci; but any research program relevant to LWS is considered. Since the goal of this fellowship program is to train Sun-Earth system researchers, preference is also given to research projects that cross the traditional heliophysics subdomains of the Sun, heliosphere, magnetosphere, and ionosphere/upper atmosphere, as well as Sun-climate investigations. Host institutions and mentoring scientists will play critical roles. Interested hosts may submit information about their research on a central database for this program: http://www.vsp.ucar.edu/Heliophysics/

Training scholars in dissemination and implementation research for cancer prevention and control: a mentored approach.

PubMed

Padek, Margaret; Mir, Nageen; Jacob, Rebekah R; Chambers, David A; Dobbins, Maureen; Emmons, Karen M; Kerner, Jon; Kumanyika, Shiriki; Pfund, Christine; Proctor, Enola K; Stange, Kurt C; Brownson, Ross C

2018-01-22

As the field of D&I (dissemination and implementation) science grows to meet the need for more effective and timely applications of research findings in routine practice, the demand for formalized training programs has increased concurrently. The Mentored Training for Dissemination and Implementation Research in Cancer (MT-DIRC) Program aims to build capacity in the cancer control D&I research workforce, especially among early career researchers. This paper outlines the various components of the program and reports results of systematic evaluations to ascertain its effectiveness. Essential features of the program include selection of early career fellows or more experienced investigators with a focus relevant to cancer control transitioning to a D&I research focus, a 5-day intensive training institute, ongoing peer and senior mentoring, mentored planning and work on a D&I research proposal or project, limited pilot funding, and training and ongoing improvement activities for mentors. The core faculty and staff members of the MT-DIRC program gathered baseline and ongoing evaluation data regarding D&I skill acquisition and mentoring competency through participant surveys and analyzed it by iterative collective reflection. A majority (79%) of fellows are female, assistant professors (55%); 59% are in allied health disciplines, and 48% focus on cancer prevention research. Forty-three D&I research competencies were assessed; all improved from baseline to 6 and 18 months. These effects were apparent across beginner, intermediate, and advanced initial D&I competency levels and across the competency domains. Mentoring competency was rated very highly by the fellows--higher than rated by the mentors themselves. The importance of different mentoring activities, as rated by the fellows, was generally congruent with their satisfaction with the activities, with the exception of relatively greater satisfaction with the degree of emotional support and relatively lower satisfaction for skill building and opportunity initially. These first years of MT-DIRC demonstrated the program's ability to attract, engage, and improve fellows' competencies and skills and implement a multicomponent mentoring program that was well received. This account of the program can serve as a basis for potential replication and evolution of this model in training future D&I science researchers.

24/7 in-house intensivist coverage and fellowship education: a cross-sectional survey of academic medical centers in the United States.

PubMed

Diaz-Guzman, Enrique; Colbert, Colleen Y; Mannino, David M; Davenport, Daniel L; Arroliga, Alejandro C

2012-04-01

The objectives of this study were to determine the current staffing models of practice and the frequency of 24/7 coverage in academic medical centers in the United States and to assess the perceptions of critical care trainees and program directors toward these models. A cross-sectional national survey was conducted using an Internet-based survey platform. The survey was distributed to fellows and program directors of 374 critical care training programs in US academic medical centers. We received 518 responses: 138 from program directors (PDs) (37% of 374 programs) and 380 fellow responses. Coverage by a board-certified or board-eligible intensivist physician 24/7 was reported by 33% of PD respondents and was more common among pediatric and surgical critical care programs. Mandatory in-house call for critical care trainees was reported by 48% of the PDs. Mandatory call was also more common among pediatric-critical care programs compared with the rest (P < .001). Advanced nurse practitioners with critical care training were reported available by 27% of the PDs. The majority of respondents believed that 24/7 coverage would be associated with better patient care in the ICU and improved education for the fellows, although 65% of them believed this model would have a negative impact on trainees' autonomy. Intensivist coverage 24/7 was not commonly used in US academic centers responding to our survey. Significant differences in coverage models among critical care medicine specialties appear to exist. Program director and trainee respondents believed that 24/7 coverage was associated with better outcomes and education but also expressed concerns about the impact of this model on fellows' autonomy.

Competency Testing for Pediatric Cardiology Fellows Learning Transthoracic Echocardiography: Implementation, Fellow Experience, and Lessons Learned.

PubMed

Levine, Jami C; Geva, Tal; Brown, David W

2015-12-01

There is currently great interest in measuring trainee competency at all levels of medical education. In 2007, we implemented a system for assessing cardiology fellows' progress in attaining imaging skills. This paradigm could be adapted for use by other cardiology programs. Evaluation consisted of a two-part exercise performed after years 1 and 2 of pediatric cardiology training. Part 1: a directly observed evaluation of technical skills as fellows imaged a normal subject (year 1) and a patient with complex heart disease (year 2). Part 2: fellows interpreted and wrote reports for two echocardiograms illustrating congenital heart disease. These were graded for accuracy and facility with communicating pertinent data. After 5 years of testing, fellows were surveyed about their experience. In 5 years, 40 fellows were tested at least once. Testing identified four fellows who underperformed on the technical portion and four on the interpretive portion. Surveys were completed by 33 fellows (83 %). Most (67 %) felt that intermittent observation by faculty was inadequate for assessing skills and that procedural volume was a poor surrogate for competency (58 %). Posttest feedback was constructive and valuable for 90, and 70 % felt the process helped them set goals for skill improvement. Overall, fellows felt this testing was fair and should continue. Fellow performance and responses identified programmatic issues that were creating barriers to learning. We describe a practical test to assess competency for cardiology fellows learning echocardiography. This paradigm is feasible, has excellent acceptance among trainees, and identifies trainees who need support. Materials developed could be easily adapted to help track upcoming ACGME-mandated metrics.

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 regions of the universe. Further information about the AXAF satellite is available at the World Wide Web at http://xrtpub.harvard.edu/. Further information about the Fellowship program is available at http://asc.harvard.edu/fellows/. Supplemental Information on 1998 AXAF Fellows: * David Buote graduated from MIT, Cambridge MA 02139 * Tiziana DiMatteo graduated from Cambridge University, Cambridge CB30HA UK * Ann Esin graduated from Harvard University, Cambridge, MA 02138 * Joseph Mohr graduated from Harvard University, Cambridge, MA 02138 * Edward Moran graduated from Columbia University, New York City, NY 10027

Student-driven courses on the social and ecological responsibilities of engineers : commentary on "student-inspired activities for the teaching and learning of engineering ethics".

PubMed

Baier, André

2013-12-01

A group of engineering students at the Technical University of Berlin, Germany, designed a course on engineering ethics. The core element of the developed Blue Engineering course are self-contained teaching-units, "building blocks". These building blocks typically cover one complex topic and make use of various teaching methods using moderators who lead discussions, rather than experts who lecture. Consequently, the students themselves started to offer the credited course to their fellow students who take an active role in further developing the course themselves.

Impact of Global Health Research Training on Scholarly Productivity: The Fogarty International Clinical Research Scholars and Fellows Program.

PubMed

Heimburger, Douglas C; Carothers, Catherine Lem; Blevins, Meridith; Warner, Tokesha L; Vermund, Sten H

2015-12-01

In the Fogarty International Clinical Research Scholars and Fellows (FICRS-F) Program, 536 U.S. and international doctoral and postdoctoral health profession students and trainees completed 1-year research training at research centers in low- and middle-income countries. To evaluate the Program's impact, we analyzed data gathered prospectively during the Program, from PubMed, and from a representative survey of alumni. Of 100 randomly selected respondents, 94 returned the survey. Reflecting the sources of funding, human immunodeficiency virus/acquired immunodeficiency syndrome was the focus of 47% of the projects, but research in noncommunicable diseases (NCDs) and dual infection/NCD-related topics increased over time. Among the first 1,617 alumni publications, output was associated positively with being an international versus U.S. trainee, a postdoctoral Fellow versus predoctoral Scholar, and accumulation of more years post-training (all P < 0.001). Fellows were first author on a higher proportion of their articles than were Scholars (P < 0.001), and U.S. trainees were more often first author than international trainees (P = 0.04). Survey respondents had submitted 117 grant applications, and 79 (67.5%) had been funded. The FICRS-F Program yielded substantial research productivity in the early post-training years. Research outputs and impact will increase over time as alumni careers mature and they gain research independence and assume leadership positions. © The American Society of Tropical Medicine and Hygiene.

Perceived Mentoring Practices in Developmental-Behavioral Pediatrics Fellowship Programs.

PubMed

Diekroger, Elizabeth A; Reyes, Charina; Myers, Katherine M; Li, Hong; Kralovic, Shanna K; Roizen, Nancy

2017-05-01

Junior physicians describe mentoring relationships as integral to their career development and success. Current evidence suggests that mentoring is under-utilized despite interest from trainees. The purpose of this study is to describe the mentoring practices in developmental-behavioral pediatric (DBP) fellowship programs and identify mentoring needs of DBP fellows and recent graduates. DBP fellows and recent graduates less than 5 years out of training from US-based DBP fellowship programs were contacted to complete a survey on their mentoring experiences in fellowship and early career. A total of 90 respondents completed the entire survey including 47 current DBP fellows and 43 recent graduates. Only 52% of respondents reported having a formal faculty mentor during their fellowship. Only 45% of recent graduates reported that they currently have a mentor, of those without a current mentor 83% said they would like to have a mentor. Adequate mentoring during fellowship was lowest for career development and research (34% and 27%). Satisfaction with mentoring was associated with having a formal mentor (p < .001) and receiving mentoring in multiple areas (p < .001). Qualitative responses suggested that effective mentoring addresses the mentee's career goals, provides insight into being a developmental-behavioral pediatrician, assists in navigating academics, and involves a personal relationship. Results suggest opportunities for improved mentoring in DBP fellowship programs, particularly in the areas of career development and research and that there is a significant need for mentorship among recent graduates. Findings from this study can inform program improvement in mentoring for DBP fellows and recent graduates.

On the Cutting Edge Professional Development Program: Workshop and Web Resources for Current and Future Geoscience Faculty

NASA Astrophysics Data System (ADS)

MacDonald, R.; Manduca, C. A.; Mogk, D. W.; Tewksbury, B. J.

2004-12-01

Recognizing that many college and university faculty receive little formal training in teaching, are largely unaware of advances in research on teaching and learning, and face a variety of challenges in advancing in academic careers, the National Science Foundation-funded program On the Cutting Edge provides professional development for current and future faculty in the geosciences at various stages in their careers. The program includes a series of six multi-day workshops, sessions and one-day workshops at professional meetings, and a website with information about workshop opportunities and a variety of resources that bring workshop content to faculty (http://serc.carleton.edu/NAGTWorkshops). The program helps faculty improve their teaching and their job satisfaction by providing resources on instructional methods, geoscience content, and strategies for career planning. Workshop and website resources address innovative and effective practices in teaching, course design, delivery of instructional materials, and career planning, as well as approaches for teaching particular topics and strategies for starting and maintaining a research program in various institutional settings. Each year, special workshops for graduate students and post-doctoral fellows interested in academic careers and for early career faculty complement offerings on course design and emerging topics that are open to the full geoscience community. These special workshops include sessions on topics such as dual careers, gender issues, family-work balance, interviewing and negotiating strategies. The workshops serve as opportunities for networking and community building, with participants building connections with other participants as well as workshop leaders. Workshop participants reflect the full range of institutional diversity as well as ethnic and racial diversity beyond that of the geoscience faculty workforce. More than 40 percent of the faculty participants are female. Of the faculty participants in workshops offered July 2002 through June 2004, workshop participants have come from more than 250 colleges and universities in 49 states and the District of Columbia. Workshop evaluations indicate that the workshops are well received with faculty particularly appreciating the content of the workshops and the opportunities for networking. An important aspect of the program is involvement of the geoscience community in workshop leadership. Leadership roles include serving as co-conveners, invited speakers, demonstration leaders, working group leaders, co-conveners of post-workshop sessions at professional meetings, and contributors to the website.

Implementation of a successful on-call system in clinical chemistry.

PubMed

Hobbs, G A; Jortani, S A; Valdes, R

1997-11-01

Successful practice of clinical pathology depends on a wide variety of laboratory, clinical, and managerial decisions. The skills needed to make these decisions can most effectively be learned by residents and fellows in pathology using a service-oriented on-call approach. We report our experience implementing an on-call system in the clinical chemistry laboratory at the University of Louisville Hospital (Ky). We detail the guidelines used to establish this system and the elements required for its successful implementation. The system emphasizes a laboratory-initiated approach to linking laboratory results to patient care. From inception of the program during late 1990 through 1995, the number of beeper calls (including clinician contacts) steadily increased and is currently 8 to 20 per week. The on-call system is active 24 hours per day, 7 days per week, thus representing activity on all three laboratory shifts. Types of responses were separated into administrative (12%), analytical (42%), clinical (63%), quality control or quality assurance (12%), and consultation (13%) categories. We also present 6 case reports as examples demonstrating multiple elements in these categories. In 23% of the calls, clinician contact was required and achieved by the fellow or resident on call for the laboratory. The on-call reports are documented and presented informally at weekly on-call report sessions. Emphasis is placed on learning and refinement of investigative skills needed to function as an effective laboratory director. Educational emphasis for the medical staff is in establishing awareness of the presence of the laboratory as an important interactive component of patient care. In addition, we found this program to be beneficial to the hospital and to the department of pathology in fulfilling its clinical service and teaching missions. Our experience may be helpful to other institutions establishing such a program.

Integrated Fellowship in Vascular Surgery and Intervention Radiology

PubMed Central

Messina, Louis M.; Schneider, Darren B.; Chuter, Timothy A. M.; Reilly, Linda M.; Kerlan, Robert K.; LaBerge, Jeane M.; Wilson, Mark W.; Ring, Ernest J.; Gordon, Roy L.

2002-01-01

Objective To evaluate an integrated fellowship in vascular surgery and interventional radiology initiated to train vascular surgeons in endovascular techniques and to train radiology fellows in clinical aspects of vascular diseases. Summary Background Data The rapid evolution of endovascular techniques for the treatment of vascular diseases requires that vascular surgeons develop proficiency in these techniques and that interventional radiologists develop proficiency in the clinical evaluation and management of patients who are best treated with endovascular techniques. In response to this need the authors initiated an integrated fellowship in vascular surgery and interventional radiology and now report their interim results. Methods Since 1999 vascular fellows and radiology fellows performed an identical year-long fellowship in interventional radiology. During the fellowship, vascular surgery and radiology fellows perform both vascular and nonvascular interventional procedures. Both vascular surgery and radiology-based fellows spend one quarter of the year on the vascular service performing endovascular aortic aneurysm repairs and acquiring clinical experience in the vascular surgery inpatient and outpatient services. Vascular surgery fellows then complete an additional year-long fellowship in vascular surgery. To evaluate the type and number of interventional radiology procedures, the authors analyzed records of cases performed by all interventional radiology and vascular surgery fellows from a prospectively maintained database. The attitudes of vascular surgery and interventional radiology faculty and fellows toward the integrated fellowship were surveyed using a formal questionnaire. Results During the fellowship each fellow performed an average of 1,201 procedures, including 808 vascular procedures (236 diagnostic angiograms, 70 arterial interventions, 59 diagnostic venograms, 475 venous interventions, and 43 hemodialysis graft interventions) and 393 nonvascular procedures. On average fellows performed 20 endovascular aortic aneurysm repairs per year. There was no significant difference between the vascular surgery and radiology fellows in either the spectrum or number of cases performed. Eighty-eight percent (23/26) of the questionnaires were completed and returned. Both interventional radiologists and vascular surgeons strongly supported the integrated fellowship model and favored continuation of the integrated program. Vascular surgery and interventional radiology faculty members wanted additional training in clinical vascular surgery for the radiology-based fellows. With the exception of the radiology fellows there was uniform agreement that vascular surgery fellows benefit from training in nonvascular aspects of interventional radiology. Conclusions Integration of vascular surgery and interventional radiology fellowships is feasible and is mutually beneficial to both disciplines. Furthermore, the integrated fellowship provides exceptional training for vascular surgery and interventional radiology fellows in all catheter-based techniques that far exceeds the minimum requirements for credentialing suggested by various professional societies. There is a clear need for cooperation and active involvement on the parts of the American Board of Radiology and the American Board of Surgery and its Vascular Board to create hybrid training programs that meet mutually agreed-on criteria that document sufficient acquisition of both the cognitive and technical skills required to manage patients undergoing endovascular procedures safely and effectively. PMID:12368668

Can Rural Minimally Invasive Surgery Fellowships Provide Operative Experience Similar to Urban Programs?

PubMed

Ryan, James Patrick; Borgert, Andrew J; Kallies, Kara J; Carlson, Lea M; McCollister, Howard; Severson, Paul A; Kothari, Shanu N

2016-01-01

Operative experience in rural fellowship programs is largely unknown. The 2 of the most rural minimally invasive surgery (MIS)/bariatric fellowships are located in the upper Midwest. We hypothesized that these 2 programs would offer a similar operative experience to other U.S. programs in more urban locations. The 2011 to 2012 and 2012 to 2013 fellowship case logs from 2 rural Midwest programs were compared with case logs from 23 U.S. MIS/bariatric programs. All rural Midwest fellowship graduates completed a survey describing their fellowship experience and current practice. Statistical analysis included Wilcoxon rank-sum test. Setting included the 2 rural Midwest U.S. MIS/bariatric fellowship programs. Graduates from MIS/bariatric fellowship programs participated in the study. Mean volumes for bariatric, foregut, abdominal wall, small intestine, and hepatobiliary cases for rural Midwest fellows vs. other U.S. programs were 123.8 ± 23.7 vs. 150.2 ± 49.2 (p = 0.20); 44.3 ± 19.4 vs. 66.3 ± 35.5 (p = 0.18); 48.3 ± 28.0 vs. 57.9 ± 27.8 (p = 0.58); 11.3 ± 1.9 vs. 12.0 ± 8.7 (p = 0.58); and 55.0 ± 34.8 vs. 48.1 ± 42.6 (p = 0.63), respectively. Mean endoscopy volume was significantly higher among rural Midwest fellows (451.0 ± 395.2 vs. 99.7 ± 83.4; p = 0.05). All rural Midwest fellows reported an adequate number of cases as operating surgeon during fellowship. A total of 60% of fellows currently practice in a rural area. In all, 87% and 13% reported that their fellowship training was extremely or somewhat beneficial to their current practice, respectively. Rural MIS fellowship programs offer a similar operative experience to other U.S. programs. A greater volume of endoscopy cases was observed in rural Midwest fellowships. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Self-definition of women experiencing a nontraditional graduate fellowship program

NASA Astrophysics Data System (ADS)

Buck, Gayle A.; Leslie-Pelecky, Diandra L.; Lu, Yun; Plano Clark, Vicki L.; Creswell, John W.

2006-10-01

Women continue to be underrepresented in the fields of science, technology, engineering, and mathematics (STEM). One factor contributing to this underrepresentation is the graduate school experience. Graduate programs in STEM fields are constructed around assumptions that ignore the reality of women's lives; however, emerging opportunities may lead to experiences that are more compatible for women. One such opportunity is the Graduate Teaching Fellows in K-12 Education (GK-12) Program, which was introduced by the National Science Foundation in 1999. Although this nontraditional graduate program was not designed explicitly for women, it provided an unprecedented context in which to research how changing some of the basic assumptions upon which a graduate school operates may impact women in science. This exploratory case study examines the self-definition of 8 women graduate students who participated in a GK-12 program at a major research university. The findings from this case study contribute to higher education's understanding of the terrain women graduate students in the STEM areas must navigate as they participate in programs that are thought to be more conducive to their modes of self-definition while they continue to seek to be successful in the historically Eurocentric, masculine STEM fields.

A Community-Engaged Cardiovascular Health Disparities Research Training Curriculum: Implementation and Preliminary Outcomes

PubMed Central

Golden, Sherita Hill; Purnell, Tanjala; Halbert, Jennifer P.; Matens, Richard; Miller, Edgar R. “Pete”; Levine, David M.; Nguyen, Tam H.; Gudzune, Kimberly A.; Crews, Deidra C.; Mahlangu-Ngcobo, Mankekolo; Cooper, Lisa A.

2014-01-01

To overcome cardiovascular disease (CVD) disparities impacting high-risk populations, it is critical to train researchers and leaders in conducting community-engaged CVD disparities research. The authors summarize the key elements, implementation, and preliminary outcomes of the CVD Disparities Fellowship and Summer Internship Programs at the Johns Hopkins University Schools of Medicine, Nursing, and Bloomberg School of Public Health. In 2010, program faculty and coordinators established a trans-disciplinary CVD disparities training and career development fellowship program for scientific investigators who desire to conduct community-engaged clinical and translational disparities research. The program was developed to enhance mentorship support and research training for faculty, post-doctoral fellows, and pre-doctoral students interested in conducting CVD disparities research. A CVD Disparities Summer Internship Program for undergraduate and pre-professional students was also created to provide a broad experience in public health and health disparities in Baltimore, Maryland, with a focus on CVD. Since 2010, 39 pre-doctoral, post-doctoral, and faculty fellows have completed the program. Participating fellows have published disparities-related research and given presentations both nationally and internationally. Five research grant awards have been received by faculty fellows. Eight undergraduates, 1 post-baccalaureate, and 2 medical professional students representing seven universities have participated in the summer undergraduate internship. Over half of the undergraduate students are applying to or have been accepted into medical or graduate school. The tailored CVD health disparities training curriculum has been successful at equipping varying levels of trainees (from undergraduate students to faculty) with clinical research and public health expertise to conducting community-engaged CVD disparities research. PMID:25054421

Perceived Mentoring Practices in Developmental-Behavioral Pediatrics Fellowship Programs

PubMed Central

Diekroger, Elizabeth A.; Reyes, Charina; Myers, Katherine M.; Li, Hong; Kralovic, Shanna K; Roizen, Nancy

2017-01-01

Objective Junior physicians describe mentoring relationships as integral to their career development and success. Current evidence suggests that mentoring is under-utilized despite interest from trainees. The purpose of this study is to describe the mentoring practices in developmental-behavioral pediatric (DBP) fellowship programs and identify mentoring needs of DBP fellows and recent graduates. Methods Developmental-behavioral pediatric fellows and recent graduates less than 5 years out of training from a US-based DBP fellowship program were contacted through their program directors to complete a survey on their mentoring experiences in fellowship and early career. Results A total of 90 respondents completed the entire survey including 47 current DBP fellows and 43 recent graduates. Only 52% of respondents reported having a formal faculty mentor during their fellowship. Only 45% of recent graduates reported that they currently have a mentor, of those without a current mentor 83% said they would like to have a mentor. Adequate mentoring during fellowship was lowest for career development and research (34% and 27%). Satisfaction with mentoring was associated with having a formal mentor (p<0.001) and receiving mentoring in multiple areas (p<0.001). Qualitative responses suggested that effective mentoring addresses the mentee’s career goals, provides insight into being a developmental-behavioral pediatrician, navigating academics and involves a personal relationship. Conclusion Results suggest an opportunity for improved mentoring in DBP fellowship programs, particularly in the areas of career development and research and that there is a significant need for mentorship among recent graduates. Findings from this study can inform program improvement in mentoring for DBP fellows and recent graduates. PMID:28460369

A systems approach for implementing practice-based learning and improvement and systems-based practice in graduate medical education.

PubMed

Varkey, Prathibha; Karlapudi, Sudhakar; Rose, Steven; Nelson, Roger; Warner, Mark

2009-03-01

The Accreditation Council for Graduate Medical Education (ACGME) initiated its Outcome Project to better prepare physicians-in-training to practice in the rapidly changing medical environment and mandated assessment of competency in six outcomes, including Practice-Based Learning and Improvement (PBLI) and Systems-Based Practice (SBP). Before the initiation of the Outcome Project, these competencies were not an explicit element of most graduate medical education training programs. Since 1999, directors of ACGME-accredited programs nationwide have been challenged to teach and assess these competencies. The authors describe an institution-wide curriculum intended to facilitate the teaching and assessment of PBLI and SBP competencies in the 115 ACGME-accredited residency and fellowship programs (serving 1,327 trainees) sponsored by Mayo School of Graduate Medical Education. Strategies to establish the curriculum in 2005 included development of a Quality Improvement (QI) curriculum Web site, one-on-one consultations with program directors, a three-hour program director workshop, and didactic sessions for residents and fellows on core topics. An interim program director self-assessment survey revealed a 13% increase in perceived ability to measure competency in SBP, no change in their perceived ability to measure competence in PBLI, a 15% increase in their ability to provide written documentation of competence in PBLI, and a 35% increase in their ability to provide written documentation of competence in SBP between 2005 and 2007. Nearly 70% of the programs had trainees participating in QI projects. Further research is needed to evaluate the cost-effectiveness of such a program and to measure its impact on learner knowledge, skills, and attitudes and, ultimately, on patient outcomes.

Improving Practice Guideline Adherence Through Peer Feedback: Impact of an Ambulatory Cardiology Curriculum.

PubMed

Richardson, Karl M; Singh, Jai; Muñoz, Dan; Damp, Julie B; Mendes, Lisa A

2018-01-01

Graduate medical trainees must be prepared to practice in a quality-driven system that values adherence to and documentation of evidence-based care. Few validated approaches exist to teach these skills. Our objective was to develop, implement, and evaluate an ambulatory practice improvement curriculum capitalizing on peer feedback aimed at improving cardiology fellow guideline knowledge, adherence, and chart documentation. Four outpatient topics were reviewed in dedicated 1-hour sessions: stable ischemic heart disease, heart failure, atrial fibrillation, and aortic valvular disease. Each session began with peer review, critique, and guideline adherence discussion of deidentified outpatient fellow clinic charts, followed by discussion of clinical guidelines. The open discussion of real clinic notes provided a forum for peer feedback exchange. Before each session and after the final session, participants completed a multiple-choice knowledge assessment and self-assessment of comfort with the guidelines. To evaluate the potential effect on patient care, random clinic chart audits were conducted before and after the curriculum using a chart scoring system. Although the format is broadly applicable, the specific curriculum content was designed for a cardiology fellowship cohort in a large academic medical center. It was organized and implemented by 2 cardiology fellows under the direction and supervision of program directors. The curriculum was implemented during prescheduled noon conference hours. The intention was to carry forward this ambulatory curriculum in subsequent years and to use the first 4 sessions to study its potential successes and opportunities for improvement. All 22 general cardiology fellows attended at least two sessions (M = 3.1). Knowledge test scores rose from 52.6% to 73.0% (20.4% increase, p < .001), 95% confidence interval (CI) [13.6%, 27.2%]. Self-reported guidelines knowledge improved by 15.1% (p = .002), 95% CI [6.2%, 24.0%], and self-reported documentation improved by 12.5% (p = .008), 95% CI [3.8%, 21.7%]. Chart audit scores improved by 17.8% (p < .001), 95% CI [10.6%, 25.0%], driven in part by 16.4% improvement in adherence to Class I therapies (p = .001). A targeted curriculum combining peer chart review, feedback, and guideline discussion was associated with significant improvement in fellows' knowledge and adherence to evidence-based therapies. Peer assessment and group-based education and feedback can be leveraged to improve trainee education and impact patient care.

Psychiatric residents as teachers: development and evaluation of a teaching manual.

PubMed

Swainson, Jennifer; Marsh, Melanie; Tibbo, Philip G

2010-01-01

Psychiatric residents spend much time as teachers and mentors to medical students. Recently, the Canadian Medical Education Directions for Specialists (CanMEDS) roles identified the importance of this role as a scholar. Residents are now expected to develop skills to fulfill this role, one of which involves the ability to teach. However, lack of tools to facilitate the development of resident teaching skills poses a significant problem. This article describes the development and evaluation of a resident teaching manual, written by psychiatric residents for use by fellow residents, in their teaching endeavors with medical students at the University of Alberta. Residents appreciated using this manual to enhance their skills in teaching medical students. The development of, and the preliminary survey of this psychiatric resident teaching manual, is encouraging in furthering the development of future psychiatrist teachers.

Difficulties of Alternatively Certified Teachers

ERIC Educational Resources Information Center

Schonfeld, Irvin Sam; Feinman, Samantha J.

2012-01-01

This daily diary study followed, over a 2-week period, 252 beginning New York City public school teachers. Seventy percent were alternatively certified (New York City Teaching Fellows) and the rest, traditionally certified teachers. Alternatively certified teachers were more likely to experience stressors such as violent incidents and classroom…

Chinese National Strategy of Total War

DTIC Science & Technology

2008-06-01

Cyber Warfare Michael J. Good, BA Major, USA June 2008 APPROVED FOR PUBLIC RELEASE; DISTRIBUTION IS...who allowed me into the Cyber Warfare , my fellow students in the Cyber Warfare IDE program who have been great friends and mentors, and my fellow...Hackers and Other Cyber Criminals .............................................................................41 PLA Cyber Warfare

45 CFR 2400.45 - Special consideration: Junior Fellows' Plan of Study.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 45 Public Welfare 4 2012-10-01 2012-10-01 false Special consideration: Junior Fellows' Plan of Study. 2400.45 Section 2400.45 Public Welfare Regulations Relating to Public Welfare (Continued) JAMES MADISON MEMORIAL FELLOWSHIP FOUNDATION FELLOWSHIP PROGRAM REQUIREMENTS Graduate Study § 2400.45 Special...

45 CFR 2400.45 - Special consideration: Junior Fellows' Plan of Study.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 45 Public Welfare 4 2013-10-01 2013-10-01 false Special consideration: Junior Fellows' Plan of Study. 2400.45 Section 2400.45 Public Welfare Regulations Relating to Public Welfare (Continued) JAMES MADISON MEMORIAL FELLOWSHIP FOUNDATION FELLOWSHIP PROGRAM REQUIREMENTS Graduate Study § 2400.45 Special...

45 CFR 2400.45 - Special consideration: Junior Fellows' Plan of Study.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 45 Public Welfare 4 2014-10-01 2014-10-01 false Special consideration: Junior Fellows' Plan of Study. 2400.45 Section 2400.45 Public Welfare Regulations Relating to Public Welfare (Continued) JAMES MADISON MEMORIAL FELLOWSHIP FOUNDATION FELLOWSHIP PROGRAM REQUIREMENTS Graduate Study § 2400.45 Special...

45 CFR 2400.45 - Special consideration: Junior Fellows' Plan of Study.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 45 Public Welfare 4 2011-10-01 2011-10-01 false Special consideration: Junior Fellows' Plan of Study. 2400.45 Section 2400.45 Public Welfare Regulations Relating to Public Welfare (Continued) JAMES MADISON MEMORIAL FELLOWSHIP FOUNDATION FELLOWSHIP PROGRAM REQUIREMENTS Graduate Study § 2400.45 Special...

45 CFR 2400.45 - Special consideration: Junior Fellows' Plan of Study.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 4 2010-10-01 2010-10-01 false Special consideration: Junior Fellows' Plan of Study. 2400.45 Section 2400.45 Public Welfare Regulations Relating to Public Welfare (Continued) JAMES MADISON MEMORIAL FELLOWSHIP FOUNDATION FELLOWSHIP PROGRAM REQUIREMENTS Graduate Study § 2400.45 Special...

34 CFR 1100.3 - What type of project may a fellow conduct under this program?

Code of Federal Regulations, 2010 CFR

2010-07-01

... (Continued) NATIONAL INSTITUTE FOR LITERACY NATIONAL INSTITUTE FOR LITERACY: LITERACY LEADER FELLOWSHIP... the Institute, and in accordance with the Fellowship Agreement, a Literacy Leader Fellow may use a... activities that advance the field of adult education, adult or family literacy, including the training of...

The English Language Fellows Program.

ERIC Educational Resources Information Center

Blakely, Richard

This report describes activities and accomplishments of a 3-year project at the University of Rhode Island which paired specially trained native-speaking undergraduates with at-risk, linguistic minority classmates to study the content of courses that both were taking together. The native-speaking Fellow is trained in a 3-credit course and then…

34 CFR 1100.20 - How is a fellow selected?

Code of Federal Regulations, 2014 CFR

2014-07-01

... Education Regulations Relating to Education NATIONAL INSTITUTE FOR LITERACY NATIONAL INSTITUTE FOR LITERACY: LITERACY LEADER FELLOWSHIP PROGRAM How Does the Director Award a Fellowship? § 1100.20 How is a fellow... selection of applications. (b)(1) The Director may use experts from the literacy field to rank applications...

34 CFR 1100.20 - How is a fellow selected?

Code of Federal Regulations, 2012 CFR

2012-07-01

... Education Regulations Relating to Education NATIONAL INSTITUTE FOR LITERACY NATIONAL INSTITUTE FOR LITERACY: LITERACY LEADER FELLOWSHIP PROGRAM How Does the Director Award a Fellowship? § 1100.20 How is a fellow... selection of applications. (b)(1) The Director may use experts from the literacy field to rank applications...

34 CFR 1100.20 - How is a fellow selected?

Code of Federal Regulations, 2013 CFR

2013-07-01

... Education Regulations Relating to Education NATIONAL INSTITUTE FOR LITERACY NATIONAL INSTITUTE FOR LITERACY: LITERACY LEADER FELLOWSHIP PROGRAM How Does the Director Award a Fellowship? § 1100.20 How is a fellow... selection of applications. (b)(1) The Director may use experts from the literacy field to rank applications...

Dilation and evacuation training in maternal-fetal medicine fellowships.

PubMed

Rosenstein, Melissa G; Turk, Jema K; Caughey, Aaron B; Steinauer, Jody E; Kerns, Jennifer L

2014-06-01

Many maternal-fetal medicine (MFM) specialists provide dilation and evacuation (D&E) procedures for their patients with fetal or obstetric complications. Our study describes the D&E training opportunities that are available to MFM trainees during their fellowship. National surveys of MFM fellows and fellowship program directors assessed the availability of D&E training in fellowship. Univariate and multivariate comparisons of correlates of D&E training and provision were performed. Of the 270 MFM fellows and 79 fellowship directors who were contacted, 92 (34%) and 44 (56%) responded, respectively. More than one-half of fellows (60/92) and almost one-half of fellowship programs (20/44) report organized training opportunities for D&E. Three-quarters of fellows who were surveyed believe that D&E training should be part of MFM fellowship, and one-third of fellows who have not yet been trained would like training opportunities. Being at a fellowship that offers D&E training is associated with 7.5 times higher odds of intending to provide D&E after graduation (P = .005; 95% confidence interval, 1.8-30). MFM physicians are in a unique position to provide termination services for their patients with pregnancy complications. Many MFM subspecialists provide D&E services during fellowship and plan to continue after graduation. MFM fellows express a strong interest in D&E training; therefore, D&E training opportunities should be offered as a part of MFM fellowship. Copyright © 2014 Mosby, Inc. All rights reserved.

Reliability and Validity of the Pediatric Palliative Care Questionnaire for Measuring Self-Efficacy, Knowledge, and Adequacy of Prior Medical Education among Pediatric Fellows

PubMed Central

Cohen, Harvey J.; Popat, Rita A.; Halamek, Louis P.

2015-01-01

Abstract Background: Interventions to improve pediatric trainee education in palliative care have been limited by a lack of reliable and valid tools for measuring effectiveness. Objective: We developed a questionnaire to measure pediatric fellows' self-efficacy (comfort), knowledge, and perceived adequacy of prior medical education. We measured the questionnaire's reliability and validity. Methods: The questionnaire contains questions regarding self-efficacy (23), knowledge (10), fellow's perceived adequacy of prior medical education (6), and demographics. The survey was developed with palliative care experts, and sent to fellows in U.S. pediatric cardiology, critical care, hematology/ oncology, and neonatal-perinatal medicine programs. Measures of reliability, internal consistency, and validity were calculated. Results: One hundred forty-seven fellows completed the survey at test and retest. The self-efficacy and medical education questionnaires showed high internal consistency of 0.95 and 0.84. The test-retest reliability for the Self-Efficacy Summary Score, measured by intraclass correlation coefficient (ICC) and weighted kappa, was 0.78 (item range 0.44–0.81) and 0.61 (item range 0.36–0.70), respectively. For the Adequacy of Medical Education Summary Score, ICC was 0.85 (item range 0.6–0.78) and weighted kappa was 0.63 (item range 0.47–0.62). Validity coefficients for these two questionnaires were 0.88 and 0.92. Fellows answered a mean of 8.8/10 knowledge questions correctly; percentage agreement ranged from 65% to 99%. Conclusions: This questionnaire is capable of assessing self-efficacy and fellow-perceived adequacy of their prior palliative care training. We recommend use of this tool for fellowship programs seeking to evaluate fellow education in palliative care, or for research studies assessing the effectiveness of a palliative care educational intervention. PMID:26185912

Career development for the clinician-educator. Optimizing impact and maximizing success.

PubMed

Roberts, David H; Schwartzstein, Richard M; Weinberger, Steven E

2014-02-01

Health care professionals in pulmonary, critical care, and sleep medicine play key roles as teachers for learners of all levels in both clinical care and scientific investigation. Teaching excellence requires training in principles of adult learning and the acquisition and practice of key professional skills including assessment and feedback techniques, curriculum development, and strategies for effective teaching across venues ranging from the bedside to the lecture hall. Those interested in pursuing teaching as the focus of their academic career and basis for promotion should invest in professional development as a teacher and educator. Professional development activities include obtaining additional training as a teacher in dedicated medical education fellowships or serving as a peer observer or being observed by a fellow teacher. Numerous additional options for training as a teacher and educator are now available including resource repositories, continuing medical education courses, and online training modules. Those with an interest in medical education research may benefit from enrollment in masters or other advanced degree programs focused on the qualitative and quantitative methods and other key research skills. Aspiring clinician-educators should also seek out opportunities to participate in a community of medical educators locally, regionally, nationally, and internationally. At each of these levels, there exist opportunities to contribute to course or program design, development, and evaluation. Finally, for those interested in promotion as an academic clinician-educator, there are increasing requirements to produce academic scholarship ranging from curricular materials to journal articles focused on education and education research.

A teaching videotape for the assessment of essential tremor.

PubMed

Louis, E D; Barnes, L; Wendt, K J; Ford, B; Sangiorgio, M; Tabbal, S; Lewis, L; Kaufmann, P; Moskowitz, C; Comella, C L; Goetz, C C; Lang, A E

2001-01-01

Teaching videotapes, developed to aid in the evaluation of several movement disorders, have not been used in essential tremor research. As part of the Washington Heights-Inwood Genetic Study of Essential Tremor (WHIGET), we developed a reliable and valid tremor rating scale. Because this rating scale is currently being used by investigators at other centers, we developed a teaching videotape to aid in the consistent application of this scale. To develop a teaching videotape for a revised version of the WHIGET Tremor Rating Scale and to assess the interrater agreement among raters who used this videotape to rate tremor. The revised WHIGET Tremor Rating Scale was used to rate action tremor from 0 to 4 during six tests: arm extension, pouring, drinking, using a spoon, finger-to-nose, and drawing spirals. A 22-minute teaching videotape was developed that includes a 29-item educational section and a self-assessment section consisting of 20 examples of tremor ratings chosen by the two WHIGET study neurologists. Eight raters, including senior movement disorder specialists, movement disorder fellows, general neurologists, and a movement disorder nurse practitioner, independently viewed the videotape and rated tremor during the self-assessment section. Interobserver reliability was assessed with weighted kappa statistics (kappa(w)). Eight raters each rated 20 items (160 ratings total). Total kappa(w) was 0.97 (nearly perfect agreement). Interrater reliability was as follows: kappa(w) = 0.99 (movement disorder specialists), kappa(w) = 0.98 (movement disorder fellows), and kappa(w) = 0.97 (general neurologists); all kappa(w) were nearly perfect. This teaching videotape may be used to improve the uniform application of the revised WHIGET Tremor Rating Scale by raters with various levels of experience in movement disorders.

My Classroom: Burma

ERIC Educational Resources Information Center

Snider, Marie

2016-01-01

In this article, Marie Snider, a returning English Language Fellow in Burma who works on the Lower Mekong Initiative's Professional Communication Skills for Leaders project, describes the activities of Nyein Ei San, an English teacher in Upper Burma. Ms. San has been active in the English language teaching (ELT) community in Burma for the past…

Graduate Students as Middle School Content Experts.

ERIC Educational Resources Information Center

Luedeman, John K.; Leonard, William H.; Horton, Robert M.; Wagner, John R.

2003-01-01

Describes the Graduate K-12 Project, which is funded by the National Science Foundation (NSF) and provides fellowship to graduate and highly qualified undergraduate students in the areas of science, mathematics, engineering, and technology to serve in K-12 schools with teachers. Aims to improve communication and teaching skills of fellows,…

Cooperative Learning and Teaching

ERIC Educational Resources Information Center

Jacobs, G. M.; Kimura, H.

2013-01-01

In and out of the classroom, life would be unthinkable without interacting with fellow humans. This book urges more cooperative and group activities in the English language classroom for all the advantages: students use the target language more, help each other with comprehension, receive attention from peers as well as the teacher, are motivated…

Advancing Geospatial Technologies in Science and Social Science: A Case Study in Collaborative Education

NASA Astrophysics Data System (ADS)

Williams, N. A.; Morris, J. N.; Simms, M. L.; Metoyer, S.

2007-12-01

The Advancing Geospatial Skills in Science and Social Sciences (AGSSS) program, funded by NSF, provides middle and high school teacher-partners with access to graduate student scientists for classroom collaboration and curriculum adaptation to incorporate and advance skills in spatial thinking. AGSSS Fellows aid in the delivery of geospatially-enhanced activities utilizing technology such as geographic information systems, remote sensing, and virtual globes. The partnership also provides advanced professional development for both participating teachers and fellows. The AGSSS program is mutually beneficial to all parties involved. This successful collaboration of scientists, teachers, and students results in greater understanding and enthusiasm for the use of spatial thinking strategies and geospatial technologies. In addition, the partnership produces measurable improvements in student efficacy and attitudes toward processes of spatial thinking. The teacher partner training and classroom resources provided by AGSSS will continue the integration of geospatial activities into the curriculum after the project concludes. Time and resources are the main costs in implementing this partnership. Graduate fellows invest considerable time and energy, outside of academic responsibilities, to develop materials for the classroom. Fellows are required to be available during K-12 school hours, which necessitates forethought in scheduling other graduate duties. However, the benefits far outweigh the costs. Graduate fellows gain experience in working in classrooms. In exchange, students gain exposure to working scientists and their research. This affords graduate fellows the opportunity to hone their communication skills, and specifically allows them to address the issue of translating technical information for a novice audience. Teacher-partners and students benefit by having scientific expertise readily available. In summation, these experiences result in changes in teacher/student perceptions of science and scientists. Evidence of the aforementioned changes are provided through external evaluation and results obtained from several assessment tools. The program also utilizes an internal evaluator to monitor participants thoughts and opinions on the previous years' collaboration. Additionally, graduate fellows maintain a reflective journal to provide insight into experiences occurring both in-class and among peers. Finally, student surveys administered prior to and concluding the academic year assess changes in student attitudes and self-perception of spatial thinking skills.

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 the Fellow to be a better job applicant. NASA opportunities from the undergraduate to postdoctoral level are also discussed.

Strengthening capacity for AIDS vaccine research: analysis of the Pfizer Global Health Fellows Program and the International AIDS Vaccine Initiative

PubMed Central

2013-01-01

Background Industry partnerships can help leverage resources to advance HIV/AIDS vaccine research, service delivery, and policy advocacy goals. This often involves capacity building for international and local non-governmental organizations (NGOs). International volunteering is increasingly being used as a capacity building strategy, yet little is known about how corporate volunteers help to improve performance of NGOs in the fight against HIV/AIDS. Methods This case study helps to extend our understanding by analyzing how the Pfizer Global Health Fellows (GHF) program helped develop capacity of the International AIDS Vaccine Initiative (IAVI), looking specifically at Fellowship activities in South Africa, Kenya, and Uganda. From 2005–2009, 8 Pfizer GHF worked with IAVI and local research centers to strengthen capacity to conduct and monitor vaccine trials to meet international standards and expand trial activities. Data collection for the case study included review of Fellow job descriptions, online journals, evaluation reports, and interviews with Fellows and IAVI staff. Qualitative methods were used to analyze factors which influenced the process and outcomes of capacity strengthening. Results Fellows filled critical short-term expert staffing needs at IAVI as well as providing technical assistance and staff development activities. Capacity building included assistance in establishing operating procedures for the start-up period of research centers; training staff in Good Clinical Practice (GCP); developing monitoring capacity (staff and systems) to assure that centers are audit-ready at all times; and strategic planning for data management systems. Factors key to the success of volunteering partnerships included similarities in mission between the corporate and NGO partners, expertise and experience of Fellows, and attitudes of partner organization staff. Conclusion By developing standard operating procedures, ensuring that monitoring and regulatory compliance systems were in place, training African investigators and community members, and engaging in other systems strengthening activities, the GHF program helped IAVI to accelerate vaccine development activities in the field, and to develop the organization’s capacity to manage change in the future. Our study suggests that a program of sustained corporate volunteering over several years may increase organizational learning and trust, leading to stronger capacity to advance and achieve NGO goals. PMID:24088300

Strengthening capacity for AIDS vaccine research: analysis of the Pfizer Global Health Fellows program and the International AIDS Vaccine Initiative.

PubMed

Vian, Taryn; Koseki, Sayaka; Feeley, Frank G; Beard, Jennifer

2013-10-02

Industry partnerships can help leverage resources to advance HIV/AIDS vaccine research, service delivery, and policy advocacy goals. This often involves capacity building for international and local non-governmental organizations (NGOs). International volunteering is increasingly being used as a capacity building strategy, yet little is known about how corporate volunteers help to improve performance of NGOs in the fight against HIV/AIDS. This case study helps to extend our understanding by analyzing how the Pfizer Global Health Fellows (GHF) program helped develop capacity of the International AIDS Vaccine Initiative (IAVI), looking specifically at Fellowship activities in South Africa, Kenya, and Uganda. From 2005-2009, 8 Pfizer GHF worked with IAVI and local research centers to strengthen capacity to conduct and monitor vaccine trials to meet international standards and expand trial activities. Data collection for the case study included review of Fellow job descriptions, online journals, evaluation reports, and interviews with Fellows and IAVI staff. Qualitative methods were used to analyze factors which influenced the process and outcomes of capacity strengthening. Fellows filled critical short-term expert staffing needs at IAVI as well as providing technical assistance and staff development activities. Capacity building included assistance in establishing operating procedures for the start-up period of research centers; training staff in Good Clinical Practice (GCP); developing monitoring capacity (staff and systems) to assure that centers are audit-ready at all times; and strategic planning for data management systems. Factors key to the success of volunteering partnerships included similarities in mission between the corporate and NGO partners, expertise and experience of Fellows, and attitudes of partner organization staff. By developing standard operating procedures, ensuring that monitoring and regulatory compliance systems were in place, training African investigators and community members, and engaging in other systems strengthening activities, the GHF program helped IAVI to accelerate vaccine development activities in the field, and to develop the organization's capacity to manage change in the future. Our study suggests that a program of sustained corporate volunteering over several years may increase organizational learning and trust, leading to stronger capacity to advance and achieve NGO goals.

From the Classroom to Washington: Einsteins on Education Reform

ERIC Educational Resources Information Center

Hughes, Kent H., Ed.; Byers, Elizabeth A., Ed.

2010-01-01

The Woodrow Wilson International Center for Scholars was delighted to host a group of current and former Albert Einstein Distinguished Educator Fellows as they celebrated the 20th anniversary of the fellowship program. Outstanding math and science teachers in America's K-12 schools, the Einstein Fellows spend a year (or sometimes two) working on…

Stan Bull, Long-Time NREL Leader, Named AAAS Fellow | News | NREL

Science.gov Websites

, Named AAAS Fellow January 11, 2011 Stanley R. Bull, former associate director for Science and Technology emeritus researcher. He was cited for "distinguished leadership in creating new programs, development partner with existing energy companies, including the fossil-fuel industry, and to "provide our

45 CFR 2400.60 - Renewal of award.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 45 Public Welfare 4 2011-10-01 2011-10-01 false Renewal of award. 2400.60 Section 2400.60 Public... FELLOWSHIP PROGRAM REQUIREMENTS Special Conditions § 2400.60 Renewal of award. (a) Provided that Fellows have... of Study as provided for in § 2400.64), or until a Fellow has completed all requirements for a master...

45 CFR 2400.31 - Selection process.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 4 2010-10-01 2010-10-01 false Selection process. 2400.31 Section 2400.31 Public... FELLOWSHIP PROGRAM REQUIREMENTS Selection of Fellows § 2400.31 Selection process. (a) An independent Fellow... requirements set forth in § 2400.3 and are judged favorably against the selection criteria in § 2400.30. (c...

45 CFR 2400.60 - Renewal of award.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 4 2010-10-01 2010-10-01 false Renewal of award. 2400.60 Section 2400.60 Public... FELLOWSHIP PROGRAM REQUIREMENTS Special Conditions § 2400.60 Renewal of award. (a) Provided that Fellows have... of Study as provided for in § 2400.64), or until a Fellow has completed all requirements for a master...

45 CFR 2400.31 - Selection process.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 45 Public Welfare 4 2011-10-01 2011-10-01 false Selection process. 2400.31 Section 2400.31 Public... FELLOWSHIP PROGRAM REQUIREMENTS Selection of Fellows § 2400.31 Selection process. (a) An independent Fellow... requirements set forth in § 2400.3 and are judged favorably against the selection criteria in § 2400.30. (c...

34 CFR 650.33 - What is the duration of a fellowship?

Code of Federal Regulations, 2011 CFR

2011-07-01

... for a doctoral degree program of study for a total of 48 months or the time required for receiving the... application and that the fellow has attained satisfactory progress in the fellow's academic studies; and (iii) A recommendation from the institution that the additional period of fellowship support for...

34 CFR 650.33 - What is the duration of a fellowship?

Code of Federal Regulations, 2010 CFR

2010-07-01

... for a doctoral degree program of study for a total of 48 months or the time required for receiving the... application and that the fellow has attained satisfactory progress in the fellow's academic studies; and (iii) A recommendation from the institution that the additional period of fellowship support for...

The ILRI Graduate Fellows Programme: A Case Study of Impact (1978-1997).

ERIC Educational Resources Information Center

Eley, R.; Ibrahim, H.; Hambly, H.; Demeke, Mulat; Smalley, M.

2003-01-01

Data from 30 Kenyan and 30 Ethiopian fellows of the International Livestock Research Institute indicated that the institute provided high-quality training for graduate students and contributed to capacity building in national agricultural research systems. Such fellowship programs can help reverse the brain drain in African nations. (Contains 16…

34 CFR 674.34 - Deferment of repayment-Federal Perkins loans, NDSLs and Defense loans.

Code of Federal Regulations, 2014 CFR

2014-07-01

... Defense loans. 674.34 Section 674.34 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FEDERAL PERKINS LOAN PROGRAM Terms of... fellow to submit periodic reports, projects, or evidence of the fellow's progress; and (iv) In the case...

Curriculum Development and Implementation of a National Interprofessional Fellowship in Patient Safety.

PubMed

Watts, Bradley V; Williams, Linda; Mills, Peter D; Paull, Douglas E; Cully, Jeffrey A; Gilman, Stuart C; Hemphill, Robin R

2018-06-15

Developing a workforce skilled in improving the safety of medical care has often been cited as an important means to achieve safer care. Although some educational programs geared toward patient safety have been developed, few advanced training programs have been described in the literature. We describe the development of a patient safety fellowship program. We describe the development and curriculum of an Interprofessional Fellowship in Patient Safety. The 1-year in residence fellowship focuses on domains such as leadership, spreading innovations, medical improvement, patient safety culture, reliability science, and understanding errors. Specific training in patient safety is available and has been delivered to 48 fellows from a wide range of backgrounds. Fellows have accomplished much in terms of improvement projects, educational innovations, and publications. After completing the fellowship program, fellows are obtaining positions within health-care quality and safety and are likely to make long-term contributions. We offer a curriculum and fellowship design for the topic of patient safety. Available evidence suggests that the fellowship results in the development of patient safety professionals.

The Transforming Earth System Science Education (TESSE) program

NASA Astrophysics Data System (ADS)

Graham, K. J.; Bryce, J. G.; Brown, D.; Darwish, A.; Finkel, L.; Froburg, E.; Furman, T.; Guertin, L.; Hale, S. R.; Johnson, J.; Porter, W.; Smith, M.; Varner, R.; von Damm, K.

2007-12-01

A partnership between the University of New Hampshire (UNH), Dillard University, Elizabeth City State University, and Pennsylvania State University has been established to prepare middle and high school teachers to teach Earth and environmental sciences from a processes and systems approach. Specific project goals include: providing Earth system science content instruction; assisting teachers in implementing Earth system science in their own classrooms; and creating opportunities for pre-service teachers to experience authentic research with Earth scientists. TESSE programmatic components comprise (1) a two-week intensive summer institutes for current and future teachers; (2) eight-week research immersion experiences that match preservice teachers with Earth science faculty mentors; and (3) a science liaison program involving the pairing of inservice teachers with graduate students or future teachers. The first year of the program supported a total of 49 participants (42 inservice and preservice teachers, as well as 7 graduate fellows). All participants in the program attended an intensive two-week summer workshop at UNH, and the academic-year science liaison program is underway. In future summers, all partnering institutions will hold similar two-week summer institutes. UNH will offer a more advanced course geared towards "hot topics" and research techniques in the Earth and environmental sciences.

From the Green Screen to the Classroom: Training Graduate Students to Communicate Science and Mathematics Effectively through the INSPIRE Program

NASA Astrophysics Data System (ADS)

Pierce, Donna M.; Radencic, Sarah P.; Walker, Ryan M.; Cartwright, John H.; Schmitz, Darrel W.; Bruce, Lori M.; McNeal, Karen S.

2014-11-01

Initiating New Science Partnerships in Rural Education (INSPIRE) is a five-year partnership between Mississippi State University and three school districts in Mississippi’s Golden Triangle region. This fellowship program is designed to strengthen the communication and scientific reasoning skills of STEM graduate students by having them design and implement inquiry-based lessons which channel various aspects of their research in our partner classrooms. Fellows are encouraged to explore a diversity of approaches in classroom lesson design and to use various technologies in their lessons, including GIS, SkyMaster weather stations, Celestia, proscopes, benchtop SEM, and others. Prior to entering the classrooms for a full school year, Fellows go through an intense graduate-level training course and work directly with their partner teachers, the program coordinator, and participating faculty, to fold their lessons into the curricula of the classrooms to which they’ve been assigned. Here, we will discuss the various written, oral, and visual exercises that have been most effective for training our Fellows, including group discussions of education literature, role playing and team-building exercises, preparation of written lesson plans for dissemination to other teachers nationwide, the Presentation Boot Camp program, and production of videos made by the Fellows highlighting careers in STEM fields. We will also discuss the changes observed in Fellows’ abilities to communicate science and mathematics over the course of their fellowship year. INSPIRE is funded by the NSF Graduate K-12 (GK-12) STEM Fellowship Program, award number DGE-0947419.

A qualitative study of infectious diseases fellowships in Japan.

PubMed

Iwata, Kentaro; Doi, Asako

2016-02-21

The purpose of this research is to elucidate the actual status of Infectious Diseases (ID) Fellowship programs in Japan to improve them further. We conducted qualitative interviews with infectious diseases fellows and his/her faculty consultants from 10 institutions providing ID Fellowships in Japan. We qualitatively analysed the data to delineate the actual status of each program and the fellowship program policies overall, and to identify measures for further improvement. The interviews revealed that there are largely two kinds of ID fellowships; ID programs entirely devoting full time to infectious diseases, and programs that are subordinate concepts of other subspecialties, where only a portion of hours were devoted to ID. Some institutions did not even have an ID department. Time spent by the faculty consultants on fellows also varied among programs. The desire for improvement also varied among interviewees; some being happy with the current system while others demanded radical reform. Even though there are many ID fellowship programs in Japan, the content, quality, and concepts apparently vary among programs. The perceptions by interviewees on the educational system differed, depending on the standpoints they have on ID physicians. There probably needs to be a coherency in the provision of ID fellowship programs so that fellows acquire competency in the subspecialty with sufficient expertise to act as independent ID specialists. Further studies are necessary for the improvement of ID subspecialty training in Japan.

Preparing College Students to Teach an Environmental Problem Solving Curriculum to Middle School Students

NASA Astrophysics Data System (ADS)

Powers, S. E.

2001-12-01

An NSF-funded project-based program was implemented by Clarkson University in 2000 to increase the interest and knowledge of middle school students in science, math and technology through the solution of an environmental problem that is relevant to their local school community. Clarkson students developed curricula for 7th and 8th grade science and technology classes and then worked with the middle school students throughout the year to reduce to transform solid waste into healthy soil for plant growth. The solution to this problem provided a vehicle to teach fundamental science and math content as well as the process of doing science and solving problems. Placing college science and engineering students in the classroom proved to be a great mechanism for engaging students in science topics and providing mentoring experiences that differ greatly from those that a practicing professional can provide. It is clear, however, that the students must be well prepared for this experience to maximize the benefits of university - school district partnership programs. The objective of this presentation will be to describe the training program that has been developed to prepare Clarkson students to work effectively in middle school classrooms. The Clarkson students are trained for their classroom experiences during the summer before they enter the classroom. They receive three credits for the training, curriculum development, and teaching efforts. It is expected that the students have the necessary background in science and technology to teach themselves the content and environmental relevance of the problem they will be teaching. Lectures and workshops focus on how to transform this knowledge into a project-based curriculum that meets the needs of the teachers, while also exciting the students. Lecture/workshops include: team work; components of an effective class and teacher; project planning and management; problem solving process; inquiry based learning, deductive/inductive learning; creating unit/lesson plan; defining learning objectives; incorporating mentoring into program; NYS standards and science exam; and, assessment techniques. Journals are used to encourage the fellows to reflect on their learning and own educational experiences. An evaluation of the program by both Clarkson students and their partner teachers indicated that this training was appropriate for the students to enter the classroom as professional scientists and engineers. Their classroom interaction skills improved throughout the year.

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.

Global Health Interest Among Female Pelvic Medicine and Reconstructive Surgery Fellows.

PubMed

Mishra, Kavita; Lopes, Vrishali V; Hampton, B Star

2015-01-01

To determine interest in global health (GH) work among Female Pelvic Medicine and Reconstructive Surgery (FPMRS)fellows. An anonymous, online survey was sent to FPMRS fellows in March 2012. All fellows at accredited and nonaccredited U.S. FPMRS programs were eligible. Of at least 123 fellows, 58 (47%) completed the survey and met inclusion criteria. Survey questions included demographics, GH interest and experience, barriers to GH experience, and career goals. Of those 58 fellows, 79% of respondents graduated from Ob-Gyn residencies, 41% were first year fellows, 45% spoke another language fluently, and 62% had previously worked and/or studied in a developing country. Of the respondents 74% desired GH experience during fellowship, 78% desired GH experience after fellowship, and 40% reported seeing themselves integrating GH into their career. Top barriers to GH work in fellowship were lack of elective time (74%), cost (70%), and personal commitments (67%). A total of 39% of respondents said the ability to work in GH somewhat or strongly affected their decision to pursue FPMRS, and 26% said the availability of GH opportunities affected their fellowship rank list. Family (88%), clinical commitments (78%), and cost (67%) were the biggest reported hurdles to future GH work. Nearly three-quarters of FPMRS fellows are interested in GH work in fellowship. Almost half would like to include it in future practice. Barriers in fellowship include elective time, cost, and personal commitments.

Should ongoing airway education be a mandatory component of continuing professional development for College of Intensive Care Medicine Fellows?

PubMed

Brewster, D J; Nickson, C P; Gatward, J J; Staples, M; Hawker, F

2018-03-01

This study aimed to determine whether airway education should be introduced to the continuing professional development (CPD) program for College of Intensive Care Medicine (CICM) Fellows. A random representative sample of 11 tertiary intensive care units (ICUs) was chosen from the list of 56 units accredited for 12 or 24 months of CICM training. All specialist intensive care Fellows (n=140) currently practising at the eleven ICUs were sent the questionnaire via email. Questionnaire data collection and post-collection data analysis was used to determine basic respondent demographics, frequency of certain airway procedures in the past 12 months, confidence with advanced airway practices in ICU, participation in airway education in the past three years, knowledge of can't intubate, can't oxygenate (CICO) algorithms, preference for certain airway equipment/techniques, and support for required airway education as a component of the CICM CPD program. All responses were tabled for comparison. Data was analysed to establish any significant effect of another specialty qualification and current co-practice in anaesthesia on volume of practice, confidence with multiple airway procedures, use of airway equipment, and support for airway education. In total, 112 responses (response rate 80%) to the questionnaire were received within four weeks; 107 were completed in full (compliance 96%). All results were tabled. There is currently widespread support amongst CICM Fellows for airway skills education as a CPD requirement for CICM Fellows. Volumes of practice and confidence levels with different airway procedures vary amongst Fellows and further support the need for education.

Creating a culture of inquiry in family medicine.

PubMed

Lawson, Peter J; Smith, Samantha; Mason, Mary Jane; Zyzanski, Stephen J; Stange, Kurt C; Werner, James J; Flocke, Susan A

2014-01-01

Strengthening the contribution of reflective practice and new knowledge generation to the learning relationships forged during graduate and undergraduate medical training offers a possibility to create a climate more conducive to the recruitment and retention of family physicians. The Culture of Inquiry (CI) fellowship, an immersive, experientially based training program, combines didactic instruction, workshops, and mentoring to develop the capacity of family medicine's teachers to imagine, implement, and disseminate clinically relevant research and stimulate collaborations with those whom they train. This article outlines the CI fellowship program, summarizes its outcomes, and offers insights about programmatic features contributing to its success. The Department of Family Medicine and Community Health at Case Western Reserve University selected CI fellows from interested local family physicians who train residents and medical students. Over 10 months, with 10% effort expected from fellows, the CI fellowship exposed each fellow to the entire research process and provided technical and logistical support for the design and completion of two research projects. Quantitative and qualitative program evaluation were used to assess outcomes. Scholarly productivity of fellows exceeded expectations. Collaborations with students and residents produced a ripple effect that amplified the fellowship's impact by strengthening those relationships crucial to the creation of a culture of inquiry among family medicine's teachers, learners, and practitioners. The CI fellowship represents a highly replicable program to connect committed and interested clinicians to research mentors with the goal of increasing scholarship and creating a growing culture of inquiry in family medicine.

A survey of local anaesthesia education in European dental schools.

PubMed

Brand, H S; Kuin, D; Baart, J A

2008-05-01

A survey of European dental schools was conducted in 2006 to determine the curricular structure, techniques and materials used in local anaesthesia teaching to dental students. A questionnaire was designed to collect information about local anaesthesia education. The questionnaires were sent to the Dean of each dental school in Europe and Israel; 49 returned the completed survey, resulting in a response rate of 18.4%. Results from this survey show that dental schools are managing local anaesthesia education in different ways. At most schools, theoretical teaching begins during the first half of the third year (41%), half a year before the practical instruction (43%). In 37% of the dental schools, students use non-human objects to practice before they inject an anaesthetic in humans. The first injection in humans, usually a fellow student (61%), is mostly supervised by an oral and maxillofacial surgeon (65%). The number of injections under supervision usually depends on the individual capabilities of the student (41%). Ten per cent of the schools need permission of a medical ethics committee for the practical instruction on fellow students. All dental curricula include teaching of mandibular block anaesthesia. The majority also include instruction of infiltration anaesthesia of the upper (98%) and lower (92%) jaws in addition to infra-orbital block anaesthesia (57%). Although 82% of the schools are satisfied with the current curriculum with regard to local anaesthesia, 43% are planning changes, frequently the introduction of preclinical training models. Local anaesthesia teaching programmes show considerable variation across the surveyed European dental schools.

High-Value Consults: A Curriculum to Promote Point-of-Care, Evidence-Based Recommendations.

PubMed

Nandiwada, Deepa Rani; Kohli, Amar; McNamara, Megan; Smith, Kenneth J; Zimmer, Shanta; McNeil, Melissa; Spagnoletti, Carla; Rubio, Doris; Berlacher, Kathryn

2017-10-01

In an era when value-based care is paramount, teaching trainees to explicitly communicate the evidence behind recommendations fosters high-value care (HVC) in the consultation process. To implement an HVC consult curriculum highlighting the need for clear consult questions, evidence-based recommendations to improve consult teaching, clinical decision-making, and the educational value of consults. A pilot curriculum was implemented for residents on cardiology consult electives utilizing faculty and fellows as evidence-based medicine (EBM) coaches. The curriculum included an online module, an EBM teaching point template, EBM presentations on rounds, and "coach" feedback on notes. A total of 15 residents and 4 fellows on cardiology consults participated, and 87% (13 of 15) of residents on consults felt the curriculum was educationally valuable. A total of 80% (72 of 90) of residents on general medicine rotations responded to the survey, and 25 of 72 residents (35%) had a consult with the EBM template. General medicine teams felt the EBM teaching points affected clinical decision-making (48%, 12 of 25) and favored dissemination of the curriculum (90%, 72 of 80). Checklist-guided chart review showed a 22% improvement in evidence-based summaries behind recommendations (7 of 36 precurriculum to 70 of 146 charts postcurriculum, P  = .015). The HVC consult curriculum during a cardiology elective was perceived by residents to influence clinical decision-making and evidence-based recommendations, and was found to be educationally valuable on both parties in the consult process.

The ADVANCE Program: Targeting the Increase in the Participation and Advancement of Women in Academic Science and Engineering Careers

NASA Astrophysics Data System (ADS)

Esperanca, S.

2003-12-01

The goal of NSF's ADVANCE Program is to help increase the participation of women in the scientific and engineering workforce through the increased representation and advancement of women in academic science and engineering careers. The Program tries to address this under representation by focusing on support for men and women with three approaches: institutional (Institutional Transformation), grass-root (Leadership), and individual (Fellows) support. The ADVANCE Program alternates with a round of Institutional and Leadership awards in one year and a Fellows competition the next. Since its inception in 2001, NSF has had two competitive rounds for each of the three award types and will have spent approximately 75 M\\ by the end of the next fiscal year (2004). The first and second ADVANCE Institutional Transformation competitions (FY 2001 and 2003) received over 70 proposals each. These awards are for multi-year support in the amount of 3-4M\\ each. Details and access to the websites for the ADVANCE programs of each institution can be found in NSF's ADVANCE webpage at http://nsf.gov/home/crssprgm/advance/itwebsites.htm. The number of proposals submitted for the Leadership awards competition dropped from 35 in 2001 to 26 in 2003, despite an increase in the allowed award size for the second round. In terms of projected goals, this part of ADVANCE is perhaps the most eclectic. Some Leadership awards were made to professional societies to work specifically with their respective scientific communities in identifying needs that might be peculiar to a field of science. In the first round of the Leadership awards, PI Mary-Anne Holmes of the University of Nebraska-Lincoln and collaborators received a grant to work with the Association of Women Geoscientists to determine the current status of women geoscientists in the US. These grantees hope to disseminate the information gathered under this award broadly in order to educate women students and faculty on strategies to overcome barriers, and to encourage women to pursue academic geoscience careers as well as teach administrators how to recruit and retain qualified women in geoscience. The ADVANCE Fellows competition includes eligibility for women in three broad categories: early-career; career interruption; and trailing spouse. The first Fellows competition took place in 2002 and received over 150 applications throughout the Foundation. The Directorate of Geosciences (GEO) received 26 proposals, approximately 18% of the total number, and second only to the Directorate of Biological Sciences (BIO). Of the 26 proposals, 5 were in Atmospheric Sciences (ATM), 9 in Earth Sciences (EAR), and 12 in Ocean Sciences (OCE). Proposal pressure in the Fellows competition was roughly correlated with the number of women in the respective fields. In GEO, the number of proposals reflected broadly the representation of women as PIs in the various Divisions, where OCE has the largest number of female PIs, followed by EAR and ATM, respectively. Of the pool of applicants in 2002 and 2004, approximately 50% were PIs that applied in the early-career (post-doctoral) category, with the other 50% composed of about half for each of the two other categories (spouse relocation and career interruption). Over the next two years, NSF hopes to have a significant portfolio of awards to start deriving some information on successful models for promoting the increase in the representation of women at higher levels of the academic career. Feedback to the members of the ADVANCE Implementation Committee is strongly encouraged as we continue to try to improve this program to better answer the needs of women in academia.

The bench vs. the blackboard: learning to teach during graduate school.

PubMed

Ciaccia, Laura

2011-09-01

Many science, technology, engineering, and mathematics (STEM) graduate students travel through the academic career pipeline without ever learning how to teach effectively, an oversight that negatively affects the quality of undergraduate science education and cheats trainees of valuable professional development. This article argues that all STEM graduate students and postdoctoral fellows should undergo training in teaching to strengthen their resumes, polish their oral presentation skills, and improve STEM teaching at the undergraduate level. Though this may seem like a large undertaking, the author outlines a three-step process that allows busy scientists to fit pedagogical training into their research schedules in order to make a significant investment both in their academic career and in the continuing improvement of science education. Copyright © 2011.

Peer Teaching to Foster Learning in Physiology.

PubMed

Srivastava, Tripti K; Waghmare, Lalitbhushan S; Mishra, Ved Prakash; Rawekar, Alka T; Quazi, Nazli; Jagzape, Arunita T

2015-08-01

Peer teaching is an effective tool to promote learning and retention of knowledge. By preparing to teach, students are encouraged to construct their own learning program, so that they can explain effectively to fellow learners. Peer teaching is introduced in present study to foster learning and pedagogical skills amongst first year medical under-graduates in physiology with a Hypothesis that teaching is linked to learning on part of the teacher. Non-randomized, Interventional study, with mixed methods design. Cases experienced peer teaching whereas controls underwent tutorials for four consecutive classes. Quantitative Evaluation was done through pre/post test score analysis for Class average normalized gain and tests of significance, difference in average score in surprise class test after one month and percentage of responses in closed ended items of feedback questionnaire. Qualitative Evaluation was done through categorization of open ended items and coding of reflective statements. The average pre and post test score was statistically significant within cases (p = 0.01) and controls (p = 0.023). The average post test scores was more for cases though not statistically significant. The class average normalized gain (g) for Tutorials was 49% and for peer teaching 53%. Surprise test had average scoring of 36 marks (out of 50) for controls and 41 marks for cases. Analysed section wise, the average score was better for Long answer question (LAQ) in cases. Section wise analysis suggested that through peer teaching, retention was better for descriptive answers as LAQ has better average score in cases. Feedback responses were predominantly positive for efficacy of peer teaching as a learning method. The reflective statements were sorted into reflection in action, reflection on action, claiming evidence, describing experience, and recognizing discrepancies. Teaching can stimulate further learning as it involves interplay of three processes: metacognitive awareness; deliberate practice, and self-explanation. Coupled with immediate feedback and reflective exercises, learning can be measurably enhanced along with improved teaching skills.

Peer Teaching to Foster Learning in Physiology

PubMed Central

Srivastava, Tripti K; Waghmare, Lalitbhushan S.; Mishra, Ved Prakash; Rawekar, Alka T; Quazi, Nazli; Jagzape, Arunita T

2015-01-01

Introduction Peer teaching is an effective tool to promote learning and retention of knowledge. By preparing to teach, students are encouraged to construct their own learning program, so that they can explain effectively to fellow learners. Peer teaching is introduced in present study to foster learning and pedagogical skills amongst first year medical under-graduates in physiology with a Hypothesis that teaching is linked to learning on part of the teacher. Materials and Methods Non-randomized, Interventional study, with mixed methods design. Cases experienced peer teaching whereas controls underwent tutorials for four consecutive classes. Quantitative Evaluation was done through pre/post test score analysis for Class average normalized gain and tests of significance, difference in average score in surprise class test after one month and percentage of responses in closed ended items of feedback questionnaire. Qualitative Evaluation was done through categorization of open ended items and coding of reflective statements. Results The average pre and post test score was statistically significant within cases (p = 0.01) and controls (p = 0.023). The average post test scores was more for cases though not statistically significant. The class average normalized gain (g) for Tutorials was 49% and for peer teaching 53%. Surprise test had average scoring of 36 marks (out of 50) for controls and 41 marks for cases. Analysed section wise, the average score was better for Long answer question (LAQ) in cases. Section wise analysis suggested that through peer teaching, retention was better for descriptive answers as LAQ has better average score in cases. Feedback responses were predominantly positive for efficacy of peer teaching as a learning method. The reflective statements were sorted into reflection in action, reflection on action, claiming evidence, describing experience, and recognizing discrepancies. Conclusion Teaching can stimulate further learning as it involves interplay of three processes: metacognitive awareness; deliberate practice, and self-explanation. Coupled with immediate feedback and reflective exercises, learning can be measurably enhanced along with improved teaching skills. PMID:26435969

Training Psychiatry Residents in Professionalism in the Digital World.

PubMed

John, Nadyah Janine; Shelton, P G; Lang, Michael C; Ingersoll, Jennifer

2017-06-01

Professionalism is an abstract concept which makes it difficult to define, assess and teach. An additional layer of complexity is added when discussing professionalism in the context of digital technology, the internet and social media - the digital world. Current physicians-in-training (residents and fellows) are digital natives having been raised in a digital, media saturated world. Consequently, their use of digital technology and social media has been unconstrained - a reflection of it being integral to their social construct and identity. Cultivating the professional identity and therefore professionalism is the charge of residency training programs. Residents have shown negative and hostile attitudes to formalized professionalism curricula in training. Approaches to these curricula need to consider the learning style of Millennials and incorporate more active learning techniques that utilize technology. Reviewing landmark position papers, guidelines and scholarly work can therefore be augmented with use of vignettes and technology that are available to residency training programs for use with their Millennial learners.

Family Medicine Global Health Fellowship Competencies: A Modified Delphi Study.

PubMed

Rayess, Fadya El; Filip, Anna; Doubeni, Anna; Wilson, Calvin; Haq, Cynthia; Debay, Marc; Anandarajah, Gowri; Heffron, Warren; Jayasekera, Neil; Larson, Paul; Dahlman, Bruce; Valdman, Olga; Hunt, Vince

2017-02-01

Many US medical schools and family medicine departments have responded to a growing interest in global health by developing global health fellowships. However, there are no guidelines or consensus statements outlining competencies for global health fellows. Our objective was to develop a mission and core competencies for Family Medicine Global Health Fellowships. A modified Delphi technique was used to develop consensus on fellowship competencies. A panel, comprised of 13 members with dual expertise in global health and medical education, undertook an iterative consensus process, followed by peer review, from April to December 2014. The panel developed a mission statement and identified six domains for family medicine global health fellowships: patient care, medical knowledge, professionalism, communication and leadership, teaching, and scholarship. Each domain includes a set of core and program-specific competencies. The family medicine global health competencies are intended to serve as an educational framework for the design, implementation, and evaluation of individual family medicine global health fellowship programs.

Association of a Biweekly Research Workgroup With Enhanced Resident Research Productivity.

PubMed

Brackmann, Melissa; Reynolds, R Kevin; Uppal, Shitanshu; McLean, Karen

2016-09-01

Almost all residency programs require a resident research project, yet teaching and mentoring of the required skills are often lacking. We established an every-other-week gynecologic oncology research workgroup at our institution for obstetrics and gynecology faculty, fellows, and residents with the goal of increasing resident research education, involvement, and productivity. An informal, discussion-style format was adopted as a forum for brainstorming research ideas, formulating study protocols, and collaborating on institutional review board submissions. Additional aims included editorial feedback on abstracts and manuscripts as well as oral presentation preparation. The academic productivity of trainees mentored by the gynecologic oncology division was queried for 27 months before and 27 months after workgroup initiation, specifically assessing resident involvement in institutional review board submission, abstract presentation, and manuscript preparation. Institution of our workgroup was associated with a dramatic increase in resident research output, including manuscript preparation and presentations at national meetings. We describe our experience because it may benefit other residency programs wishing to improve both resident research education and productivity.

Navigating Teacher Leaders' Complex Relationships Using a Distributed Leadership Framework

ERIC Educational Resources Information Center

Klein, Emily J.; Taylor, Monica; Munakata, Mika; Trabona, Kristen; Rahman, Zareen; McManus, Jason

2018-01-01

This article presents findings from a multi-year, qualitative study of K-12 science teacher fellows involved in a grant-funded professional development program. This research hones in on Year 2 where we examine the actions our fellows have taken in their districts as science teacher leaders and their sense of agency. The following main themes…

Religious Involvement, Humility, and Self-Rated Health

ERIC Educational Resources Information Center

Krause, Neal

2010-01-01

The purpose of this study is to develop and test a conceptual model that assesses the following theoretical linkages: (1) people who go to church more often tend to receive more spiritual support from fellow church members (i.e., encouragement to adopt religious teachings and principles); (2) individuals who get more frequent spiritual support are…

Engaging in the Struggle of Educating for a Democracy

ERIC Educational Resources Information Center

Minnici, Angela; Hill, Deanna

2007-01-01

This article, based on an interpretive study, examines what happens when a team of teaching fellows and their supervisor attempt to address what they have identified as a "pedagogical crisis" in a social foundations of education course. Student proclivities had resulted in extreme polarization regarding contested social issues. By using a…

How to Make Citizenship Education More Effective.

ERIC Educational Resources Information Center

Krug, Mark M.

A realistic and challenging teaching of civics is needed in an age of increased concern of man for his fellow men. Textbooks are inadequate because of their emphasis on conclusions and judgments. Controversial issues must be submitted to critical research and critical thinking in the classroom. To promote understanding the uniqueness of American…

International Education Management: Implications of Relational Perspectives and Ethnographic Insights to Nurture International Students' Academic Experience

ERIC Educational Resources Information Center

Shams, S. M. Riad

2017-01-01

Purpose: International students, who have a non-English speaking background (NESB), encounter many difficulties, in comparison to their local fellows of an English-speaking country. Literature demonstrates that leveraging various relational perspectives in a multicultural teaching environment has favourable implications to manage the NESB…

It's an "X" Thing: You'll Never Understand

ERIC Educational Resources Information Center

Schaub, Mark

2007-01-01

The author relates experiences from teaching abroad, highlighting the challenges and rewards of adapting to other cultures and new environments. In Poland, the writer cites a dichotomy among his fellow instructors in dealing with cases of plagiarism, from those who would fail students outright and for the entire course, to those who treated his…

The Chicago Ninety

ERIC Educational Resources Information Center

Riskin, Shelley

2005-01-01

Sixteen years ago, the author was the sole librarian at a suburban Chicago elementary school, teaching 24 classes a week to 450 students. She was overwhelmed and alone, and there was nobody in the building who really understood what she was going through. Although she regularly met with 15 fellow district librarians to review broad topics such as…

Barriers to a Career Focus in Cancer Prevention: A Report and Initial Recommendations From the American Society of Clinical Oncology Cancer Prevention Workforce Pipeline Work Group

PubMed Central

Meyskens, Frank L.; Bajorin, Dean F.; George, Thomas J.; Jeter, Joanne M.; Khan, Shakila; Tyne, Courtney A.; William, William N.

2016-01-01

Purpose To assist in determining barriers to an oncology career incorporating cancer prevention, the American Society of Clinical Oncology (ASCO) Cancer Prevention Workforce Pipeline Work Group sponsored surveys of training program directors and oncology fellows. Methods Separate surveys with parallel questions were administered to training program directors at their fall 2013 retreat and to oncology fellows as part of their February 2014 in-training examination survey. Forty-seven (67%) of 70 training directors and 1,306 (80%) of 1,634 oncology fellows taking the in-training examination survey answered questions. Results Training directors estimated that ≤ 10% of fellows starting an academic career or entering private practice would have a career focus in cancer prevention. Only 15% of fellows indicated they would likely be interested in cancer prevention as a career focus, although only 12% thought prevention was unimportant relative to treatment. Top fellow-listed barriers to an academic career were difficulty in obtaining funding and lower compensation. Additional barriers to an academic career with a prevention focus included unclear career model, lack of clinical mentors, lack of clinical training opportunities, and concerns about reimbursement. Conclusion Reluctance to incorporate cancer prevention into an oncology career seems to stem from lack of mentors and exposure during training, unclear career path, and uncertainty regarding reimbursement. Suggested approaches to begin to remedy this problem include: 1) more ASCO-led and other prevention educational resources for fellows, training directors, and practicing oncologists; 2) an increase in funded training and clinical research opportunities, including reintroduction of the R25T award; 3) an increase in the prevention content of accrediting examinations for clinical oncologists; and 4) interaction with policymakers to broaden the scope and depth of reimbursement for prevention counseling and intervention services. PMID:26527778

A Nephrology Fellows' Communication Skills Course: An Educational Quality Improvement Report.

PubMed

Cohen, Robert A; Jackson, Vicki A; Norwich, Diana; Schell, Jane O; Schaefer, Kristen; Ship, Amy N; Sullivan, Amy M

2016-08-01

Nephrology fellows need expertise navigating challenging conversations with patients throughout the course of advanced kidney disease. However, evidence shows that nephrologists receive inadequate training in this area. This study assessed the effectiveness of an educational quality improvement intervention designed to enhance fellows' communication with patients who have advanced kidney disease. Quality improvement project. Full-day annual workshops (2013-2014) using didactics, discussion, and practice with simulated patients. Content focused on delivering bad news, acknowledging emotion, discussing care goals in dialysis decision making when prognosis is uncertain, and addressing dialysis therapy withdrawal and end of life. Participants were first-year nephrology fellows from 2 Harvard-affiliated training programs (N=26). Study assessed the effectiveness of an intervention designed to enhance fellows' communication skills. Primary outcomes were changes in self-reported patient communication skills, attitudes, and behaviors related to discussing disease progression, prognostic uncertainty, dialysis therapy withdrawal, treatments not indicated, and end of life; responding to emotion; eliciting patient goals and values; and incorporating patient goals into recommendations. Surveys measured prior training, pre- and postcourse perceived changes in skills and values, and reported longer term (3-month) changes in communication behaviors, using both closed- and open-ended items. Response rates were 100% (pre- and postsurveys) and 68% (follow-up). Participants reported improvement in all domains, with an overall mean increase of 1.1 (summed average scores: precourse, 2.8; postcourse, 3.9 [1-5 scale; 5 = "extremely well prepared"]; P<0.001), with improvement sustained at 3 months. Participants reported meaningful changes integrating into practice specific skills taught, such as "Ask-Tell-Ask" and using open-ended questions. Self-reported data may overestimate actual changes; small sample size and the programs' affiliation with a single medical school may limit generalizability. A day-long course addressing nephrology fellows' communication competencies across the full course of patients' illness experience can enhance fellows' self-reported skills and practices. Copyright © 2016 National Kidney Foundation, Inc. Published by Elsevier Inc. All rights reserved.

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.

Embryo transfer simulation improves pregnancy rates and decreases time to proficiency in Reproductive Endocrinology and Infertility fellow embryo transfers.

PubMed

Heitmann, Ryan J; Hill, Micah J; Csokmay, John M; Pilgrim, Justin; DeCherney, Alan H; Deering, Shad

2017-05-01

To design and evaluate an ET simulator to train Reproductive Endocrinology and Infertility (REI) fellows' techniques of ET. Simulation model development and retrospective cohort analysis. Not applicable. Patients undergoing IVF. Simulation model evaluation and implementation of ET simulation training. Pregnancy rates. The REI fellow and faculty evaluation responses (n = 19/21 [90%]) of the model demonstrated realistic characteristics, with evaluators concluding the model was suitable for training in almost all evaluated areas. A total of 12 REI fellows who performed ET were analyzed: 6 before ET trainer and 6 after ET trainer. Pregnancy rates were 31% in the initial 10 ETs per fellow before simulator vs. 46% after simulator. One of six pre-ET trainer fellows (17%) had pregnancy rates ≥40% in their first 10 ETs; whereas four of six post-ET trainer fellows had pregnancy rates ≥40% in their first 10 ETs. The average number of ETs to obtain >40% pregnancy efficiency was 27 ETs before trainer vs. 15 ETs after trainer. Pregnancy rates were similar in the two groups after 20 ETs, and collective terminal pregnancy rates were >50% after 40 ETs. Embryo transfer simulation improved REI fellow pregnancy rates in their first 10 transfers and led to a more rapid ET proficiency. These data suggest potential value in adopting ET simulation, even in programs with a robust history of live ET in fellowship training. Published by Elsevier Inc.

The National Institutes of Health Fogarty International Center Global Health Scholars and Fellows Program: Collaborating across Five Consortia to Strengthen Research Training

PubMed Central

Zunt, Joseph R.; Chi, Benjamin H.; Heimburger, Douglas C.; Cohen, Craig R.; Strathdee, Steffanie; Hobbs, Nicole; Thomas, Yolanda; Bale, Kimberly; Salisbury, Kathryn; Hernandez, Maria T.; Riley, Lee W.; Vermund, Sten H.; van der Horst, Charles

2016-01-01

As demand for global health research training continues to grow, many universities are striving to meet the needs of trainees in a manner complementary to research priorities of the institutions hosting trainees, while also increasing capacity for conducting research. We provide an overview of the first 4 years of the Global Health Program for Fellows and Scholars, a collaboration of 20 U.S. universities and institutions spread across 36 low- and middle-income countries funded through the National Institutes of Health Fogarty International Center. We highlight many aspects of our program development that may be of interest to other multinational consortia developing global health research training programs. PMID:27382074

Training and Mentoring the Next Generation of Scientists and Engineers to Secure Continuity and Successes of the US DOE's Environmental Remediation Efforts - 13387

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

Lagos, L.

The DOE Office of Environmental Management (DOE-EM) oversees one of the largest and most technically challenging cleanup programs in the world. The mission of DOE-EM is to complete the safe cleanup of the environmental legacy from five decades of nuclear weapons development and government-sponsored nuclear energy research. Since 1995, Florida International University's Applied Research Center (FIU-ARC) has supported the DOE-EM mission and provided unique research capabilities to address some of these highly technical and difficult challenges. This partnership has allowed FIU-ARC to create a unique infrastructure that is critical for the training and mentoring of science, technology, engineering, and mathmore » (STEM) students and has exposed many STEM students to 'hands-on' DOE-EM applied research, supervised by the scientists and engineers at ARC. As a result of this successful partnership between DOE and FIU, DOE requested FIU-ARC to create the DOE-FIU Science and Technology Workforce Development Initiative in 2007. This innovative program was established to create a 'pipeline' of minority STEM students trained and mentored to enter DOE's environmental cleanup workforce. The program was designed to help address DOE's future workforce needs by partnering with academic, government and private companies (DOE contractors) to mentor future minority scientists and engineers in the research, development, and deployment of new technologies and processes addressing DOE's environmental cleanup challenges. Since its inception in 2007, the program has trained and mentored 78 FIU STEM minority students. Although, the program has been in existence for only five years, a total of 75 internships have been conducted at DOE National Laboratories, DOE sites, DOE Headquarters and field offices, and DOE contractors. Over 85 DOE Fellows have participated in the Waste Management Symposia since 2008 with a total of 68 student posters and 7 oral presentations given at WM. The DOE Fellows participation at WM has resulted in three Best Student Poster Awards (WM09, WM10, and WM11) and one Best Professional Poster Award (WM09). DOE Fellows have also presented their research at ANS DD and R and ANS Robotics Topical meetings. Moreover, several of our DOE Fellows have already obtained employment with DOE-EM, other federal agencies, DOE contractors. This paper will discuss how DOE Fellows program is training and mentoring FIU STEM students in Department of Energy's Office of Environmental Management technical challenges and research. This training and mentoring has resulted in the development of well trained and polished young scientists and engineers that will become the future workforce in charge of carrying on DOE-EM's environmental cleanup mission. The paper will showcase FIU's DOE Fellows model and highlight some of the applied research the DOE Fellows have conducted at FIU's Applied Research Center and across the Complex by participating in summer internship assignments. This paper will also present and highlight other Fellowships and internships programs sponsored by National Nuclear Security Agency (NNSA), DOE-EM, NRC, Energy (NE), and other federal agencies targeting workforce development. (authors)« less

5 CFR 362.402 - Program administration.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 5 Administrative Personnel 1 2014-01-01 2014-01-01 false Program administration. 362.402 Section 362.402 Administrative Personnel OFFICE OF PERSONNEL MANAGEMENT CIVIL SERVICE REGULATIONS PATHWAYS PROGRAMS Presidential Management Fellows Program § 362.402 Program administration. (a) The Director may...

5 CFR 362.402 - Program administration.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 5 Administrative Personnel 1 2013-01-01 2013-01-01 false Program administration. 362.402 Section 362.402 Administrative Personnel OFFICE OF PERSONNEL MANAGEMENT CIVIL SERVICE REGULATIONS PATHWAYS PROGRAMS Presidential Management Fellows Program § 362.402 Program administration. (a) The Director may...

The Critical Care Communication project: improving fellows' communication skills.

PubMed

Arnold, Robert M; Back, Anthony L; Barnato, Amber E; Prendergast, Thomas J; Emlet, Lillian L; Karpov, Irina; White, Patrick H; Nelson, Judith E

2015-04-01

The aim of this study was to develop an evidence-based communication skills training workshop to improve the communication skills of critical care fellows. Pulmonary and critical care fellows (N = 38) participated in a 3-day communication skills workshop between 2008 and 2010 involving brief didactic talks, faculty demonstration of skills, and faculty-supervised small group skills practice sessions with simulated families. Skills included the following: giving bad news, achieving consensus on goals of therapy, and discussing the limitations of life-sustaining treatment. Participants rated their skill levels in a pre-post survey in 11 core communication tasks using a 5-point Likert scale. Of 38 fellows, 36 (95%) completed all 3 days of the workshop. We compared pre and post scores using the Wilcoxon signed rank test. Overall, self-rated skills increased for all 11 tasks. In analyses by participant, 95% reported improvement in at least 1 skill; with improvement in a median of 10 of 11 skills. Ninety-two percent rated the course as either very good/excellent, and 80% recommended that it be mandatory for future fellows. This 3-day communication skills training program increased critical care fellows' self-reported family meeting communication skills. Copyright © 2014 Elsevier Inc. All rights reserved.

77 FR 61791 - System of Records; Presidential Management Fellows Program

Federal Register 2010, 2011, 2012, 2013, 2014

2012-10-11

... program personnel for the following reasons: a. To determine basic program eligibility and to evaluate... descriptive statistics and analytical studies in support of the function for which the records are collected...

Enhancing preclinical year pathology exposure: the Angevine approach.

PubMed

Brooks, Erin G; Paus, Amanda M; Corliss, Robert F; Ranheim, Erik A

2016-07-01

Less than 2% of graduating US medical seniors select pathology residencies. One major obstacle to attracting prospective residents is the relative "invisibility" of pathology; medical students lacking positive preclinical exposure to pathology are unlikely to later select pathology clerkships or residencies. The Angevine Fellowship is a 10-week competitive pathology internship medical students may apply for the summer following their first year of preclinical training at our institution. We sought to determine whether it was an effective pathology recruitment tool and how it compared with the postsophomore pathology fellowship (PSF). Angevine fellow and PSF data from 2000 to 2014 were retrospectively analyzed. Specialty choices of former fellows already matched into residency programs were tabulated. Data regarding annual percentage of graduating seniors at our institution who matched into pathology during the years former fellow cohorts matched were also examined. Our results showed that of the former Angevine fellow cohorts already matched into residency programs, 40% (8/20) matched in pathology and 20% (4/20) at our own institution. Angevine fellows comprised a disproportionately high number of the graduating seniors matching in pathology at our medical school (26.7%). PSFs comprised 6.67%. Although we have endowment funding for 2 Angevine fellows annually, the level of interest among applicants has increased to the point that our department has consistently contributed funding for 1-2 additional fellowship spots since 2011. We conclude that the Angevine Fellowship offers an effective alternative to the postsophomore fellowship. It has proven successful at our institution and could be implemented at others to potentially improve pathology recruitment trends nationwide. Copyright © 2016 The Authors. Published by Elsevier Inc. All rights reserved.

Hybrid Warfare

DTIC Science & Technology

2013-08-01

gross domestic product matched to technological capability—to projected political end -states—contingency requirements planned against potential...PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e. TASK NUMBER 5f. WORK UNIT NUMBER 7. PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES) Joint...Associate Fellow Jessica Glicken Turnley Ph.D., Cultural Anthropology Galisteo Consulting Group and JSOU Senior Fellow Francisco R. Wong-Diaz J.D

Center of Excellence in Biotechnology (Fellowships)

DTIC Science & Technology

1991-12-01

unliated. Graduate student fellowships in the area of Protein Structure and Function, with subcategories of Enzyms and Receptors, were awarded annually on...Abstracts of publications not previously reported. Special ARO Symposia Programs 4.A. Graduate student fellowships in the area of Protein Structure and...Fellows. ARO fellows, thus selected, represented eight different Fields of Study at Cornell: Biochemistry, Chemistry , Chemical Engineering, Pharmacology

2012 APPA Fellow Encourages Colleagues to Say Yes to Opportunities to Serve

ERIC Educational Resources Information Center

Thaler-Carter, Ruth E.

2012-01-01

It should be no surprise that the 2012 APPA Fellow is William (Bill) Elvey, P.E., FMP. He has served the association from the grassroots level up through its highest ranks and created a still-continuing legacy of excellence and engagement--his theme when serving as APPA President--that has led to new services, programs, and partnerships for the…

Five Weekend National Family Medicine Fellowship. Program for faculty development.

PubMed

Talbot, Y; Batty, H; Rosser, W W

1997-12-01

PROBLEM ADDRESSEDMany faculty development programs are thought time-consuming and inaccessible to academic family physicians or physicians wanting to move into academic positions. This is largely due to difficulty in leaving their practices for extended periods. Canadian family medicine needs trained leaders who can work in teams and are well grounded in the principles of their discipline as they relate to education, management, research, and policy making.OBJECTIVE OF PROGRAMTo develop a team of leaders in family medicine.MAIN COMPONENTS OF PROGRAMThe Five Weekend National Family Medicine Fellowship Program focuses on the essentials of education, management, communication, critical appraisal skills, and the principles of family medicine to develop leadership and team-building skills for faculty and community-based family physicians entering academic careers. This unique 1-year program combines intensive weekend seminars with small-group projects between weekends. It emphasizes a broader set of skills than just teaching, has regional representation, and focuses on leadership and teamwork using a time-efficient format.CONCLUSIONThe program has graduated 34 Fellows over the last 3 years. More than 90% of the 35 projects developed through course work have been presented in national or provincial peer-reviewed settings. Quantitative ratings of program structure, course content, and course outcomes have been positive.

Teaching Astronomy and Computation with Gaia: A New Curriculum for an Extra-curricular High School Program

NASA Astrophysics Data System (ADS)

Schwab, Ellianna; Faherty, Jacqueline K.; Barua, Prachurjya; Cooper, Ellie; Das, Debjani; Simone-Gonzalez, Luna; Sowah, Maxine; Valdez, Laura; BridgeUP: STEM

2018-01-01

BridgeUP: STEM (BridgeUP) is a program at the American Museum of Natural History (AMNH) that seeks to empower women by providing early-career scientists with research fellowships and high-school aged women with instruction in computer science and algorithmic methods. BridgeUP achieves this goal by employing post-baccalaureate women as Helen Fellows, who, in addition to conducting their own scientific research, mentor and teach high school students from the New York City area. The courses, targeted at early high-school students, are designed to teach algorithmic thinking and scientific methodology through the lens of computational science. In this poster we present the new BridgeUP astronomy curriculum created for 9th and 10th grade girls.The astronomy course we present is designed to introduce basic concepts as well as big data manipulation through a guided exploration of Gaia (DR1). Students learn about measuring astronomical distances through hands-on lab experiments illustrating the brightness/distance relationship, angular size calculations of the height of AMNH buildings, and in-depth Hertzsprung-Russell Diagram activities. Throughout these labs, students increase their proficiency in collecting and analyzing data, while learning to build and share code in teams. The students use their new skills to create color-color diagrams of known co-moving clusters (Oh et al. 2017) in the DR1 dataset using Python, Pandas and Matplotlib. We discuss the successes and lessons learned in the first implementation of this curriculum and show the preliminary work of six of the students, who are continuing with computational astronomy research over the current school year.

Collaboration between research scientists and educators in implementation of a Masters program for training new Earth Science teachers in New York State

NASA Astrophysics Data System (ADS)

Nadeau, P. A.; Flores, K. E.; Zirakparvar, N. A.; Grcevich, J.; Ustunisik, G. K.; Kinzler, R. J.; Macdonald, M.; Mathez, E. A.; Mac Low, M.

2012-12-01

Educators and research scientists at the American Museum of Natural History are collaborating to implement a teacher education program with the goal of addressing a critical shortage of qualified Earth Science teachers in New York State (NYS), particularly in high-needs schools with diverse populations. This pilot program involves forging a one-of-a-kind partnership between a world-class research museum and high-needs schools in New York City. By placing teaching candidates in such schools, the project has potential to engage, motivate, and improve Earth Science achievement and interest in STEM careers of thousands of students from traditionally underrepresented populations including English language learners, special education students, and racial minority groups. The program, which is part of the state's Race to the Top initiative, is approved by the NYS Board of Regents and will prepare a total of 50 candidates in two cohorts to earn a Board of Regents-awarded Masters of Arts in Teaching (MAT) degree with a specialization in Earth Science for grades 7-12. The museum is in a unique position of being able to break traditional educational barriers as a result of a long history of interdisciplinary collaborations between educators and research scientists, as well as being the only stand-alone science graduate degree-granting museum in the United States. The intensive 15-month curriculum for MAT candidates comprises one summer of museum teaching residency, a full academic year of residency in high-needs public schools, one summer of science research residency, and concurrent graduate-level courses in Earth and space sciences, pedagogy, and adolescent psychology. We emphasize field-based geological studies and experiential learning, in contrast to many traditional teacher education programs. In an effort to ensure that MAT candidates have a robust knowledge base in Earth science, and per NYS Department of Education requirements, we selected candidates with strong backgrounds in fields including geology, meteorology, and environmental science and engineering. Program faculty includes curators and post-doctoral fellows specializing in geology, astrophysics, and paleontology, and doctoral-level Education faculty, who work side by side across disciplines to develop and co-teach courses. With the first cohort of teaching candidates having entered the program in June of 2012, the MAT program is still in the early stages. Current teacher candidates have a wide variety of scientific expertise, come from diverse geographic localities, range from recent bachelors graduates to career changers, and thus far have provided much positive feedback about their experiences with the MAT curriculum. Here we report on the first 6 months of the program.

Postdoctoral pharmacy industry fellowships: a descriptive analysis of programs and postgraduate positions.

PubMed

Melillo, Stephanie; Gangadharan, Amy; Johnson, Hiliary; Schleck, Patrick; Steinberg, Michael; Alexander, James G

2012-01-01

Postdoctoral pharmacy industry fellowship programs and the employment of fellowship graduates are described. A list of postgraduate industry fellowships was gathered from the 2009 ASHP Midyear Clinical Meeting. Data regarding program characteristics were collected using the Personnel Placement Service database and program-specific brochures. After data compilation, a standardized survey was sent in January 2010 via e-mail to the point of contact for all programs to confirm the accuracy of the program's characteristics. Only academically affiliated industry fellowship programs were analyzed. Retrospective data were collected regarding the first position of employment for all fellows who graduated from the program between 2005 and 2009 and the position of those same individuals at the time of survey completion. Surveys were sent to 64 postgraduate industry fellowship programs affiliated with a school of pharmacy, 56 (87.5%) of whom responded. The departmental breakdown for positions offered (n = 75) across all academically affiliated industry fellowship programs (including nonresponders) was as follows: medical affairs (38.7%, n = 29), clinical research (32.0%, n = 24), regulatory affairs (9.3%, n = 7), commercial (8.0%, n = 6), health economics and outcomes research (8.0%, n = 6), and pharmacovigilance (4.0%, n = 3). Data from fellows during years 1-5 after completion of the industry fellowship indicated that 90.5% of former fellows remained in the industry (n = 238). The postgraduate industry fellowship programs surveyed indicated that the majority of fellowship graduates continued to hold positions in industry after program completion. The majority of industry fellowships and subsequent job placements occurred in the areas of medical affairs, clinical research, and regulatory affairs.

Staff Scientist | Center for Cancer Research

Cancer.gov

The scientist will be tasked with independent research projects that support and/or further the scope of our laboratory goals as determined by the Principal Investigator. The scientist will be responsible for overseeing daily operations and coordination of projects in close conjunction with all laboratory personnel. The scientist will participate in teaching laboratory methods to first-time post-docs, research fellows, and students. The scientist will work closely with a full-time research biologist, both in collaboration of research projects and in the lab-critical administrative tasks of IRB-approval, animal protocols, budget, etc. Our laboratory has two post-doctoral researchers at any given time. This is a great opportunity for candidates who are interested in cancer biology and want to grow their research career by working in our program with outstanding support of other established laboratories and core facilities in the National Cancer Institute.

Transplant surgery fellow perceptions about training and the ensuing job market-are the right number of surgeons being trained?

PubMed

Reich, D J; Magee, J C; Gifford, K; Merion, R M; Roberts, J P; Klintmalm, G B G; Stock, P G

2011-02-01

The American Society of Transplant Surgeons (ASTS) sought whether the right number of abdominal organ transplant surgeons are being trained in the United States. Data regarding fellowship training and the ensuing job market were obtained by surveying program directors and fellowship graduates from 2003 to 2005. Sixty-four ASTS-approved programs were surveyed, representing 139 fellowship positions in kidney, pancreas and/or liver transplantation. One-quarter of programs did not fill their positions. Forty-five fellows graduated annually. Most were male (86%), aged 31-35 years (57%), married (75%) and parents (62%). Upon graduation, 12% did not find transplant jobs (including 8% of Americans/Canadians), 14% did not get jobs for transplanting their preferred organ(s), 11% wished they focused more on transplantation and 27% changed jobs early. Half fellows were international medical graduates; 45% found US/Canadian transplant jobs, particularly 73% with US/Canadian residency training. Fellows reported adequate exposure to training volume, candidate selection, pre/postoperative care and organ procurement, but not to donor management/selection, outpatient care and core didactics. One-sixth noted insufficient 'mentoring/preparation for a transplantation career'. Currently, there seem to be enough trainees to fill entry-level positions. One-third program directors believe that there are too many trainees, given the current and foreseeable job market. ASTS is assessing the total workforce of transplant surgeons and evolving manpower needs. ©2011 The Authors Journal compilation©2011 The American Society of Transplantation and the American Society of Transplant Surgeons.

Future directions for postdoctoral training in cancer prevention: insights from a panel of experts.

PubMed

Nelson, David E; Faupel-Badger, Jessica; Phillips, Siobhan; Belcher, Britni; Chang, Shine; Abrams, David B; Kramer, Barnett S; White, Mary C; O'Malley, Michael; Varanasi, Arti P; Fabian, Carol J; Wiest, Jonathan S; Colditz, Graham A; Hall, Kara; Shields, Peter G; Weitzel, Jeffrey N

2014-04-01

Cancer prevention postdoctoral fellowships have existed since the 1970s. The National Cancer Institute facilitated a meeting by a panel of experts in April 2013 to consider four important topics for future directions for cancer prevention postdoctoral training programs: (i) future research needs; (ii) underrepresented disciplines; (iii) curriculum; and (iv) career preparation. Panelists proffered several areas needing more research or emphasis, ranging from computational science to culture. Health care providers, along with persons from nontraditional disciplines in scientific training programs such as engineers and lawyers, were among those recognized as being underrepresented in training programs. Curriculum suggestions were that fellows receive training in topics such as leadership and human relations, in addition to learning the principles of epidemiology, cancer biologic mechanisms, and behavioral science. For career preparation, there was a clear recognition of the diversity of employment options available besides academic positions, and that program leaders should do more to help fellows identify and prepare for different career paths. The major topics and strategies covered at this meeting can help form the basis for cancer prevention training program leaders to consider modifications or new directions, and keep them updated with the changing scientific and employment climate for doctoral degree recipients and postdoctoral fellows.

The Historian as Computer Programmer.

ERIC Educational Resources Information Center

Campion, Martin C.

1988-01-01

Discusses two type of computer programs--grade book programs and classroom simulations--and how they are used by teachers. Using instructor-developed programs as examples, Campion describes his experiences as a programer and encourages his fellow historians to investigate the possibility of programing for themselves. (GEA)

"Who Killed William Robinson?" Exploring a Nineteenth-Century Murder Online

ERIC Educational Resources Information Center

Sandwell, Ruth

2004-01-01

In 1996, the author and fellow-historian John Lutz set about creating a teaching tool for history that would acquaint students with primary documents and take full advantage of the brand-new technology of the World Wide Web. He launched the website, entitled "Who Killed William Robinson? Race, Justice and Settling the Land,"…

What If...? A Crowd-Sourced Window on the Future of Schools

ERIC Educational Resources Information Center

Lichtman, Grant

2015-01-01

In 2012, senior fellow at the Martin Institute for Teaching Excellence Grant Lichtman visited dozens of schools and interviewed hundreds of educators about what they see as the future of learning and of schools and published his findings in "#EdJourney: A Roadmap to the Future of Education" (Jossey-Bass, 2014). Since then, he has been…

Mentors as Fellow Travelers

ERIC Educational Resources Information Center

Ambrosino, Roberta

2009-01-01

A junior faculty member arrives at an unfamiliar university for a new teaching assignment. She is poised for the adventure, but feels like a traveler at the edge of long, unknown road. She does not know what obstacles or vistas may appear on the road, and wants to avoid major potholes. She takes a nervous look around and finds an experienced…

Teachers' Participation in an Online Professional Learning Community and the Influence on Self-Efficacy and Instruction

ERIC Educational Resources Information Center

Restivo, Paul

2012-01-01

Research indicates that high school journalism teachers, whose tenures are about half of those of teachers who teach math, science, English, or social studies, may experience detachment and isolation from a lack of collaboration with fellow teachers. Accordingly, this phenomenological study investigated perceptions of high school journalism…

Crawl into Inquiry-Based Learning: Hermit Crab Experiments

ERIC Educational Resources Information Center

Wolf, Maya; Laferriere, Alix

2009-01-01

There is a particular need for inquiry-based lessons in the early elementary grades, when students are starting to develop their analytical skills. In this article, the authors present a 2-tiered inquiry-based lesson plan for 1st and 2nd grades that has been successfully used by graduate teaching fellows involved in the National Science Foundation…

Cellular Phone Use in Class: Implications for Teaching and Learning a Pilot Study

ERIC Educational Resources Information Center

Burns, Shari M.; Lohenry, Kevin

2010-01-01

Students equipped with the cell phones enter college classrooms daily. Realizing the impact of technology on fellow learners and faculty represents an area of concern. A pilot study was conducted to determine student and faculty perception regarding cellular phone use in the classroom. A quantitative descriptive study examined the perception of…

Increasing chronic disease research capacity in Guatemala through a mentoring program.

PubMed

Barnoya, Joaquin; Monzon, Jose C; Colditz, Graham A

2013-09-12

The Chronic Disease Research Fellowship Program (RFP) aims to build the research capacity of recent medical graduates to support the development of chronic disease control strategies. Guatemala is undergoing an epidemiologic transition. However, given the way universities and the health care system are structured, it lacks an environment that fosters research careers and generates the required knowledge to implement sound public health policies and clinical strategies. The RFP was implemented at the Cardiovascular Unit of Guatemala. This 4-year Program recruited two one-year fellows and provided funding to define a research topic, write a protocol and implement the research. Strong emphasis is placed on developing skills in knowledge translation and exchange to bridge the "know-do" gap. Close mentoring relationships between the Principal Investigator and former and current fellows are fostered through the Program. The mentoring Program has generated strategic data to support the implementation of sound chronic disease control strategies, mainly related to tobacco control. Results have been presented nationally and internationally. Research training has included principles of biostatistics and epidemiology, and a journal club. The Program is increasingly generating interest among medical graduates to pursue further research training abroad and is building local research capacity. Fellows and research assistants have created a research network in Guatemala and abroad. The main obstacle the Program faces is ensuring long-term sustainability. A mentoring program can lead to an increase in research interest and capacity in a low-income country with little research infrastructure.

Teaching Medical Students to Communicate With Empathy and Clarity Using Improvisation.

PubMed

Kaplan-Liss, Evonne; Lantz-Gefroh, Valeri; Bass, Elizabeth; Killebrew, Deirdre; Ponzio, Nicholas M; Savi, Christine; O'Connell, Christine

2018-03-01

Medical educators widely accept that health care providers need strong communication skills. The authors sought to develop a course incorporating improvisation to teach health professions students communication skills and build empathy. Teaching health care professionals to communicate more effectively with patients, the public, and each other is a goal of the Alan Alda Center for Communicating Science at Stony Brook University. The authors designed an interprofessional elective for medical, nursing, and dental students that differed in several respects from traditional communication training. The Communicating Science elective, which was offered by the Alda Center from 2012 to 2016, used verbal and nonverbal exercises, role-playing, and storytelling, including improvisation exercises, to teach students to communicate with empathy and clarity. In course evaluations completed by 76 students in 2012 and 2013, 100% said they would recommend the course to fellow students, saw the relevance of the course content to their careers, and desired more of the course content in their school's curriculum. As a result of this positive feedback, from 2014 to 2016, 10 hours of instruction pairing empathy and communication training was embedded in the preclinical curriculum at the Stony Brook University School of Medicine. This course could be an effective model, and one that other institutions could employ, for improving communication skills and empathy in the next generation of health care professionals. Next steps include advocating for communication skills training to be embedded throughout the curriculum of a four-year medical school program.

Essentials of PEM Fellowship: Part 5: Scholarship Prepares Fellows to Lead as Pediatric Emergency Specialists.

PubMed

Reynolds, Stacy; Chang, Todd; Iyer, Sujit; Mann, Courtney; Wilkinson, Matthew; Yen, Ken; Schnadower, David

2016-09-01

The aim of this article was to discuss the current landscape in pediatric emergency medicine fellowship training for scholarship training and provide an overview of the resources and general strategies required to prepare fellows for their careers. This article is the fifth in a 7-part series that aims to comprehensively describe the current state and future directions of pediatric emergency medicine fellowship training from the essential requirements to considerations for successfully administering and managing a program to the careers that may be anticipated upon program completion. This article focuses on scholarship training.

Chandra Fellows Named

NASA Astrophysics Data System (ADS)

1999-02-01

Six scientists have been chosen as Fellows of the second annual Chandra X-ray Observatory Postdoctoral Fellowship Program. The fellowships are open to recent astronomy and astrophysics graduates worldwide. This year's winners will work for three years at a host astronomical institution in the United States where they will research problems broadly related to the scientific mission of the Chandra Observatory. The Chandra X-ray Observatory Fellowship Program is a joint venture between NASA and the Chandra X-ray Observatory Center in cooperation with the host institutions. The 1999 Fellows are: Markus Boettcher, a graduate of Bonn University, whose host institution will be Rice University; Jimmy Irwin, a graduate of the University of Virginia, will be hosted by the University of Michigan; Kristen Menou, a graduate of the University of Paris, will be hosted by Princeton University; Eliot Quataert, a graduate of Harvard University, will be hosted by the Institute for Advanced Study; Rudy Wijnands, a graduate of the University of Amsterdam, will be hosted by MIT; and Amy Barger, a graduate of Cambridge University, is a Fellow at large at the University of Hawaii Institute for Astronomy. The Chandra Fellowship Program attracted forty-five applicants from eleven countries. A member of the review panel commented, "I found it extremely difficult to choose between the many excellent entries." "We are very pleased with the response to the program, and I am confident that the work of these fellows will enhance our understanding of the scientific problems to be explored by the Chandra X-ray Observatory," said Nancy Remage Evans, coordinator of the Fellowship Program. NASA's Chandra X-ray Observatory, formerly know as AXAF, will provide stunning new images and data of the extremely hot, active regions in the universe. Such regions exist where stars have exploded, where matter is swirling into black holes, and where clusters of galaxies are merging. A tentative launch date of July 9, 1999 has been set by NASA for the Chandra X-ray Observatory. The Space Shuttle Columbia mission STS-93, commanded by astronaut Eileen Collins will carry the telescope into a low circular orbit of Earth. There the astronauts will deploy the Chandra spacecraft, which will then fire two Boeing Inertial Upper Stage solid motors in succession to place Chandra in a highly elliptical orbit. This orbit will be fine-tuned by the spacecraft's integral propulsion system made by TRW, until it reaches its final height of 10,000 km by 140,000 km. Further information about the Chandra X-ray Observatory is available at the World Wide Web at http://chandra.harvard.edu/. Further information about the Fellowship program is available at http://asc.harvard.edu/fellows/

Enhancing a cancer prevention and control curriculum through interactive group discussions.

PubMed

Forsythe, L P; Gadalla, S M; Hamilton, J G; Heckman-Stoddard, B M; Kent, E E; Lai, G Y; Lin, S W; Luhn, P; Faupel-Badger, J M

2012-06-01

The Principles and Practice of Cancer Prevention and Control course (Principles course) is offered annually by the National Cancer Institute Cancer Prevention Fellowship Program. This 4-week postgraduate course covers the spectrum of cancer prevention and control research (e.g., epidemiology, laboratory, clinical, social, and behavioral sciences) and is open to attendees from medical, academic, government, and related institutions across the world. In this report, we describe a new addition to the Principles course syllabus, which was exclusively a lecture-based format for over 20 years. In 2011, cancer prevention fellows and staff designed and implemented small group discussion sessions as part of the curriculum. The goals of these sessions were to foster an interactive environment, discuss concepts presented during the Principles course, exchange ideas, and enhance networking among the course participants and provide a teaching and leadership opportunity to current cancer prevention fellows. Overall, both the participants and facilitators who returned the evaluation forms (n=61/87 and 8/10, respectively) reported a high satisfaction with the experience for providing both an opportunity to explore course concepts in a greater detail and to network with colleagues. Participants (93%) and facilitators (100%) stated that they would like to see this component remain a part of the Principles course curriculum, and both groups provided recommendations for the 2012 program. The design, implementation, and evaluation of this initial discussion group component of the Principles course are described herein. The findings in this report will not only inform future discussion group sessions in the Principles course but may also be useful to others planning to incorporate group learning into large primarily lecture-based courses.

Enhancing a Cancer Prevention and Control Curriculum through Interactive Group Discussions

PubMed Central

Forsythe, L.P.; Gadalla, S.M.; Hamilton, J.G.; Heckman-Stoddard, B.M.; Kent, E.E.; Lai, G.Y.; Lin, S.W.; Luhn, P.; Faupel-Badger, J.M.

2012-01-01

The Principles and Practice of Cancer Prevention and Control course (Principles course) is offered annually by the National Cancer Institute Cancer Prevention Fellowship Program. This four-week post-graduate course covers the spectrum of cancer prevention and control research (e.g. epidemiology, laboratory, clinical, social, and behavioral sciences) and is open to attendees from medical, academic, government, and related institutions across the world. In this report, we describe a new addition to the Principles course syllabus, which was exclusively a lecture-based format for over 20 years. In 2011, Cancer Prevention Fellows and staff designed and implemented small group discussion sessions as part of the curriculum. The goals of these sessions were to foster an interactive environment, discuss concepts presented during the Principles course, exchange ideas, and enhance networking amongst the course participants, and provide a teaching and leadership opportunity to current Cancer Prevention Fellows. Overall, both the participants and facilitators who returned the evaluation forms (n=61/87, and 8/10, respectively), reported high satisfaction with the experience for providing both an opportunity to explore course concepts in greater detail and to network with colleagues. Participants (93%) and facilitators (100%) stated they would like to see this component remain a part of the Principles course curriculum, and both groups provided recommendations for the 2012 program. The design, implementation, and evaluation of this initial discussion group component of the Principles course are described herein. The findings in this report will not only inform future discussion group sessions in the Principles course but may also be useful to others planning to incorporate group learning into large primarily lecture-based courses. PMID:22661264

Compendium of student papers : 2009 undergraduate transportation engineering fellows program.

DOT National Transportation Integrated Search

2009-10-01

This report is a compilation of research papers written by students participating in the 2009 Undergraduate : Transportation Scholars Program. The ten-week summer program, now in its nineteenth year, provides : undergraduate students in Civil Enginee...

Using employee experts to offer an interprofessional diabetes risk reduction program to fellow employees.

PubMed

Lenz, Thomas L; Gillespie, Nicole D; Skrabal, Maryann Z; Faulkner, Michele A; Skradski, Jessica J; Ferguson, Liz A; Pagenkemper, Joni J; Moore, Geri A; Jorgensen, Diane

2013-03-01

A recent increase in the incidence of diabetes and pre-diabetes is causing many employers to spend more of their healthcare benefit budgets to manage the conditions. A self-insured university in the USA has implemented an interprofessional diabetes mellitus risk reduction program using its own employee faculty and staff experts to help fellow employees manage their diabetes and pre-diabetes. The interprofessional team consists of five pharmacists, a dietitian, an exercise physiologist, a health educator and a licensed mental health practitioner. In addition, the participant's physician serves as a consultant to the program, as does a human resources healthcare benefits specialist and a wellness coordinator. The volunteer program takes place at the worksite during regular business hours and is free of charge to the employees. The faculty and staff delivering the program justify the cost of their time through an interprofessional educational model that the program will soon provide to university students.

Robotic Surgical Education: a Collaborative Approach to Training Postgraduate Urologists and Endourology Fellows

PubMed Central

Mirheydar, Hossein; Jones, Marklyn; Koeneman, Kenneth S.

2009-01-01

Objective: Currently, robotic training for inexperienced, practicing surgeons is primarily done vis-à-vis industry and/or society-sponsored day or weekend courses, with limited proctorship opportunities. The objective of this study was to assess the impact of an extended-proctorship program at up to 32 months of follow-up. Methods: An extended-proctorship program for robotic-assisted laparoscopic radical prostatectomy was established at our institution. The curriculum consisted of 3 phases: (1) completing an Intuitive Surgical 2-day robotic training course with company representatives; (2) serving as assistant to a trained proctor on 5 to 6 cases; and (3) performing proctored cases up to 1 year until confidence was achieved. Participants were surveyed and asked to evaluate on a 5-point Likert scale their operative experience in robotics and satisfaction regarding their training Results: Nine of 9 participants are currently performing robotic-assisted laparoscopic radical prostatectomy (RALP) independently. Graduates of our program have performed 477 RALP cases. The mean number of cases performed within phase 3 was 20.1 (range, 5 to 40) prior to independent practice. The program received a rating of 4.2/5 for effectiveness in teaching robotic surgery skills. Conclusion: Our robotic program, with extended proctoring, has led to an outstanding take-rate for disseminating robotic skills in a metropolitan community. PMID:19793464

Robotic surgical education: a collaborative approach to training postgraduate urologists and endourology fellows.

PubMed

Mirheydar, Hossein; Jones, Marklyn; Koeneman, Kenneth S; Sweet, Robert M

2009-01-01

Currently, robotic training for inexperienced, practicing surgeons is primarily done vis-à-vis industry and/or society-sponsored day or weekend courses, with limited proctorship opportunities. The objective of this study was to assess the impact of an extended-proctorship program at up to 32 months of follow-up. An extended-proctorship program for robotic-assisted laparoscopic radical prostatectomy was established at our institution. The curriculum consisted of 3 phases: (1) completing an Intuitive Surgical 2-day robotic training course with company representatives; (2) serving as assistant to a trained proctor on 5 to 6 cases; and (3) performing proctored cases up to 1 year until confidence was achieved. Participants were surveyed and asked to evaluate on a 5-point Likert scale their operative experience in robotics and satisfaction regarding their training. Nine of 9 participants are currently performing robotic-assisted laparoscopic radical prostatectomy (RALP) independently. Graduates of our program have performed 477 RALP cases. The mean number of cases performed within phase 3 was 20.1 (range, 5 to 40) prior to independent practice. The program received a rating of 4.2/5 for effectiveness in teaching robotic surgery skills. Our robotic program, with extended proctoring, has led to an outstanding take-rate for disseminating robotic skills in a metropolitan community.

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.

Recruiting post-doctoral fellows into global health research: selecting NIH Fogarty International Clinical Research Fellows.

PubMed

Heimburger, Douglas C; Warner, Tokesha L; Carothers, Catherine Lem; Blevins, Meridith; Thomas, Yolanda; Gardner, Pierce; Primack, Aron; Vermund, Sten H

2014-08-01

From 2008 to 2012, the National Institutes of Health (NIH) Fogarty International Clinical Research Fellows Program (FICRF) provided 1-year mentored research training at low- and middle-income country sites for American and international post-doctoral health professionals. We examined the FICRF applicant pool, proposed research topics, selection process, and characteristics of enrollees to assess trends in global health research interest and factors associated with applicant competitiveness. The majority (58%) of 67 US and 57 international Fellows were women, and 83% of Fellows had medical degrees. Most applicants were in clinical fellowships (41%) or residencies (24%). More applicants proposing infectious disease projects were supported (59%) than applicants proposing non-communicable disease (NCD) projects (41%), although projects that combined both topic areas were most successful (69%). The numbers of applicants proposing research on NCDs and the numbers of these applicants awarded fellowships rose dramatically over time. Funding provided to the FICRF varied significantly among NIH Institutes and Centers and was strongly associated with the research topics awarded. © The American Society of Tropical Medicine and Hygiene.

Efficacy of an Interinstitutional Mentoring Program Within Pediatric Rheumatology.

PubMed

Moorthy, Lakshmi Nandini; Muscal, Eyal; Riebschleger, Meredith; Klein-Gitelman, Marisa; Nigrovic, Lise E; Horon, Jeffrey R; Rouster-Stevens, Kelly; Ferguson, Polly J; Eberhard, B Anne; Brunner, Hermine I; Prahalad, Sampath; Schneider, Rayfel; Nigrovic, Peter A

2016-05-01

The small size of many pediatric rheumatology programs translates into limited mentoring options for early career physicians. To address this problem, the American College of Rheumatology (ACR) and the Childhood Arthritis and Rheumatology Research Alliance (CARRA) developed a subspecialty-wide interinstitutional mentoring program, the ACR/CARRA Mentoring Interest Group (AMIGO). We sought to assess the impact of this program on mentoring within pediatric rheumatology. In a longitudinal 3-year study, participant ratings from the AMIGO pilot program were compared with those after the program was opened to general enrollment. Access to mentoring as a function of career stage was assessed by surveys of the US and Canadian pediatric rheumatologists in 2011 and 2014, before and after implementation of AMIGO. Participants in the pilot phase (19 dyads) and the general implementation phase (112 dyads) reported comparable success in establishing mentor contact, suitability of mentor-mentee pairing, and benefit with respect to career development, scholarship, and work-life balance. Community surveys showed that AMIGO participation as mentee was high among fellows (86%) and modest among junior faculty (31%). Implementation correlated with significant gains in breadth of mentorship and in overall satisfaction with mentoring for fellows but not junior faculty. AMIGO is a career mentoring program that serves most fellows and many junior faculty in pediatric rheumatology across the US and Canada. Program evaluation data confirm that a subspecialty-wide interinstitutional mentoring program is feasible and can translate into concrete improvement in mentoring, measurable at the level of the whole professional community. © 2016, American College of Rheumatology.

The feasibility of implementing a communication skills training course in pediatric hematology/oncology fellowship.

PubMed

Weintraub, Lauren; Figueiredo, Lisa; Roth, Michael; Levy, Adam

Communication skills are a competency highlighted by the Accreditation Council on Graduate Medical Education; yet, little is known about the frequency with which trainees receive formal training or what programs are willing to invest. We sought to answer this question and designed a program to address identified barriers. We surveyed pediatric fellowship program directors from all disciplines and, separately, pediatric hematology/oncology fellowship program directors to determine current use of formal communication skills training. At our institution, we piloted a standardized patient (SP)-based communication skills training program for pediatric hematology/oncology fellows. Twenty-seven pediatric hematology/oncology program directors and 44 pediatric program directors participated in the survey, of which 56% and 48%, respectively, reported having an established, formal communication skills training course. Multiple barriers to implementation of a communication skills course were identified, most notably time and cost. In the pilot program, 13 pediatric hematology/oncology fellows have participated, and 9 have completed all 3 years of training. Precourse assessment demonstrated fellows had limited comfort in various areas of communication. Following course completion, there was a significant increase in self-reported comfort and/or skill level in such areas of communication, including discussing a new diagnosis (p =.0004), telling a patient they are going to die (p =.005), discussing recurrent disease (p <.001), communicating a poor prognosis (p =.002), or responding to anger (p ≤.001). We have designed a concise communication skills training program, which addresses identified barriers and can feasibly be implemented in pediatric hematology/oncology fellowship.