Education for Real-World Data Science Roles (Part 2): A Translational Approach to Curriculum Development

This study reports on the findings from Part 2 of a small-scale analysis of requirements for real-world data science positions and examines three further data science roles: data analyst, data engineer and data journalist. The study examines recent job descriptions and maps their requirements to the current curriculum within the graduate MLIS and Information Science and Technology Masters Programs in the School of Information Sciences (iSchool) at the University of Pittsburgh. From this mapping exercise, model ‘course pathways’ and module ‘stepping stones’ have been identified, as well as course topic gaps and opportunities for collaboration with other Schools. Competency in four specific tools or technologies was required by all three roles (Microsoft Excel, R, Python and SQL), as well as collaborative skills (with both teams of colleagues and with clients). The ability to connect the educational curriculum with real-world positions is viewed as further validation of the translational approach being developed as a foundational principle of the current MLIS curriculum review process

Child Welfare Partnership for Research and Training: A Title IV-E University/Community Collaborative Research Model

University-community partnerships are increasingly recognized as valuable in educating students for professional practice and bridging the gap between research and practice. This manuscript describes the evolution and design of a university-community partnership between a School of Social Work in one urban university and local child welfare agencies: the Child Welfare Partnership for Research and Training (CW-PART). This local partnership illustrates types of opportunities and outcomes that emerge when state and local entities leverage greater results from federal funding through partnerships with local universities. The manuscript describes 1), the community-engaged framework used to inform the overall approach and partner roles; 2) evolution of the model from early partnered research successes; 3) core elements of the CWPART university-community partnered research model, and 4) preliminary lessons learned from the pilot phase of model

Curricula analysis for big data stewardship – embedding data curation roles in the big data value chain

The growing importance of big data necessitates appropriate data curation to safeguard the data asset. Data curation is the management of data to ensure that finding and gaining access to high-quality, reusable, ethically collected and valuable data, is viable. The focus here is on the phrase ‘valuable data’ as we believe it to be all inclusive. Effective big data curation demands that data curators develop appropriate competencies to fill roles and fulfill re-sponsibilities that add value; for which they require tertiary education and continuous training. An exploratory study, of the data management and data stewardship curricula of 35 selected national and international institutions, revealed subjects and topics taught that could be mapped to curation roles and responsibilities. When the responsibilities were embedded in a big data value chain it was possible to identify potential training gaps. Using a big data value chain as a framework provides a handy instrument to guide cur-riculum development and to illustrate the potential value of data steward-ship

Neuroeducation: Learning, Arts, and the Brain

Excerpts presentations and discussions from a May 2009 conference on the intersection of cognitive neuroscience, the arts, and learning -- the effects of early arts education on other aspects of cognition and implications for policy and practice

Applying Translational Principles to Data Science Curriculum Development

This paper reports on a curriculum mapping study that examined job descriptions and advertisements for three data curation focused positions: Data Librarian, Data Steward / Curator, and Data Archivist. We present a transferable methodological approach for curriculum development and the findings from our evaluation of employer requirements for these positions. This paper presents " model pathways " for these data curation roles and reflects on opportunities for iSchools to adopt translational data science principles to frame and extend their curriculum to prepare their students for data-driven career opportunities

Leadership considerations for executive vice chairs, new chairs, and chairs in the 21st century.

The need to fulfill academic goals in the context of significant economic challenges, new regulatory requirements, and ever-changing expectations for leadership requires continuous adaptation. This paper serves as an educational resource for emerging leaders from the literature, national leaders, and other “best practices” in the following domains: 1. Mentorship; 2. Faculty Development; 3. Promotion; 4. Demonstrating value in each of the academic missions; 5. Marketing and communications; and 6. Barrier

Training Impact on Novice and Experienced Research Coordinators

Competency-based training and professional development is critical to the clinical research enterprise. Understanding research coordinators’ perspectives is important for establishing a common core curriculum. The purpose of this study was to describe participants’ perspectives regarding the impact of online and classroom training sessions. 27 participants among three institutions, completed a two-day classroom training session. 10 novice and seven experienced research coordinators participated in focus group interviews. Grounded theory revealed similarities in novice and experienced coordinator themes including Identifying Preferences for Instruction and Changing Self Perceptions. Differences, seen in experienced participants, focused on personal change, in the theme of Re-Assessing Skills. Infrastructure and cultural issues were evident in their theme, Promoting Leadership and Advocacy. Novice participants recommended ways to improve training via their theme of Making Programmatic Improvements. Participants reported a clear preference for classroom learning. Training played an influential role in changing participants’ self-perceptions by validating their experiences. The findings provided guidance for developing a standardized curriculum. Training must be carefully tailored to the needs of participants while considering audience needs based on work experience, how technology can be used and offering content that is most urgently needed

Download Entire Issue: Gibbon Surgical Review, Volume 1, Issue 1, 2018

Table of Contents A First Year\u27s Perspective on JeffMD, Somnath Das, MS1 Spotlight on TJUH\u27s Quality and Safety Group, Samantha L. Savitch, MS1 Medical Student Involvement in Quality Improvement Research, Tyler M. Bauer, MS3 Global Surgery: A Shift in the Global Health Paradigm, Myles S. Dworkin, MS3 Thomas Jefferson University Design Vault, Victor B. Hsue, MS2 Physician Spotlight: Ernest (Gary) L. Rosato, MD, FACS, Carrie E. Andrews, MS3 The SCALPELS Program, Emily Papai, MS

Implementation research for the prevention of antimicrobial resistance and healthcare-associated infections; 2017 Geneva infection prevention and control (IPC)-think tank (part 1)

Background Around 5–15% of all hospital patients worldwide suffer from healthcare-associated infections (HAIs), and years of excessive antimicrobial use in human and animal medicine have created emerging antimicrobial resistance (AMR). A considerable amount of evidence-based measures have been published to address these challenges, but the largest challenge seems to be their implementation. Methods In June 2017, a total of 42 experts convened at the Geneva IPC-Think Tank to discuss four domains in implementation science: 1) teaching implementation skills; 2) fostering implementation of IPC and antimicrobial stewardship (AMS) by policy making; 3) national/international actions to foster implementation skills; and 4) translational research bridging social sciences and clinical research in infection prevention and control (IPC) and AMR. Results Although neglected in the past, implementation skills have become a priority in IPC and AMS. They should now be part of any curriculum in health care, and IPC career paths should be created. Guidelines and policies should be aligned with each other and evidence-based, each document providing a section on implementing elements of IPC and AMS in patient care. International organisations should be advocates for IPC and AMS, framing them as patient safety issues and emphasizing the importance of implementation skills. Healthcare authorities at the national level should adopt a similar approach and provide legal frameworks, guidelines, and resources to allow better implementation of patient safety measures in IPC and AMS. Rather than repeating effectiveness studies in every setting, we should invest in methods to improve the implementation of evidence-based measures in different healthcare contexts. For this, we need to encourage and financially support collaborations between social sciences and clinical IPC research. Conclusions Experts of the 2017 Geneva Think Tank on IPC and AMS, CDC, and WHO agreed that sustained efforts on implementation of IPC and AMS strategies are required at international, country, and hospital management levels, to provide an adequate multimodal framework that addresses (not exclusively) leadership, resources, education and training for implementing IPC and AMS. Future strategies can build on this agreement to make strategies on IPC and AMS more effective