Curricular Collaboration, Programmatic Collision: Challenges to Integrating Tutor Training for Writing Centers and Writing Fellows Programs

For years our Writing Center and our Writing Fellows program, a curricular-based, undergraduate peer tutoring program, had operated autonomously to the point of cordial estrangement. Then a series of widespread changes in leadership and institutional structure prompted us to ask, “How can we bring these programs closer together?” Training became the focal point of our discussions. At the time, tutors were trained through a credit-bearing internship; fellows were trained through a credit-bearing course. Notable overlap in peer tutoring theories and methods prompted the question, “What if we integrated training for tutors and fellows?” We sensed the complexity of the task but were eager to experiment. We believed that collaborating would produce an innovative curriculum that would improve the quality of tutoring and strengthen connections between programs. After all, we presumed, wouldn’t only good things come from collaborating?University Writing Cente

Training scholars in dissemination and implementation research for cancer prevention and control: A mentored approach

Abstract Background 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. Methods 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. Results 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. Conclusions 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

Creating Pathways to Develop Student Professionalism - A New Direction

The 2007-2008 academic year brought a new program of student employment to our IT department called IT Fellows. This program brings together the technological skills of IT along with soft business skills to assist our student employees in becoming well-rounded individuals fully prepared for life after college. In previous years our primary area of student employment was the Help Desk in which there was a tiered system in place with opportunities for resume and interview experience, raises, and promotions. The area of training needed further development and the move to the new program provided enhanced opportunities for training at all levels of employment. First-year candidates attend a week-long Leadership Academy, followed by a full year of training in four six-week rotations of their choice, after which they interview for year-long assignments as interns. Internship opportunities are provided in all areas of the department as well as some campus departments outside of IT, and provide transcript credit for them to carry forward in their prospective careers. As they progress, some upper-class Fellows become mentors, coaches, managers, and trainers themselves. All Fellows participate in educational seminars throughout the year which address many areas of technology and professionalism. Come journey with us as we explore the new terrain of students as colleagues, and the benefits of expanding time staff as well as student employees

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

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

Developing internal medicine subspecialty fellows’ teaching skills: a needs assessment

Abstract Background For academic physicians, teaching represents an essential skill. The proliferation of educator training programs aimed at residents and medical students signals the increasing commitment of training programs to develop teaching skills in their trainees as early as possible. However, clinical fellowships represent an important opportunity to advance training as educators. In addition to enriching the pipeline of future teachers, developing fellows as teachers augments the training experience for more junior trainees and may impact patient care. Fellows’ needs for programs to improve teaching skills have been largely unexplored. Methods We conducted a multi-institutional needs assessment of internal medicine (IM) subspecialty fellows to gauge interest in teaching and improvement of teaching skills. We surveyed IM subspecialty fellows at three academic medical centers about their access to fellow-as-teacher programs and other mechanisms to improve their teaching skills during fellowship. We also elicited their attitudes towards teaching and interest in training related to teaching skills. Results One hundred eighty-three fellows representing 20 programs and nine different subspecialties responded to the survey (48% response rate). The majority of participants (67%) reported having no specific training focused on teaching skills and only 12% reported receiving regular feedback about their teaching during their fellowship. Seventy-nine percent of fellows anticipated teaching to be part of their careers, and 22% planned to participate in medical education scholarship. Fellows reported a strong interest in teaching and programs aimed at improving their teaching skills. Conclusions The majority of fellows reported a lack of mechanisms to advance their teaching skills as fellows, despite anticipating teaching to be an important aspect of their future careers and having strong interest in such programs. Our findings at three academic medical centers confirm a lost opportunity among subspecialty fellowships to accelerate teaching skills development for future educators.https://deepblue.lib.umich.edu/bitstream/2027.42/145709/1/12909_2018_Article_1283.pd

A survey of current and past Pediatric Infectious Diseases fellows regarding training

<p>Abstract</p> <p>Background</p> <p>The objectives of this study were to characterize the satisfaction of Pediatric Infectious Diseases fellows with their training and to understand how opinions about training have changed over time.</p> <p>Methods</p> <p>Anonymous survey studies were conducted with questions designed to include areas related to the 6 ACGME core competencies. Surveys for current fellows were distributed by fellowship directors, while surveys for graduates were mailed to all individuals with Pediatric Infectious Diseases certification.</p> <p>Results</p> <p>Response rates for current fellows and graduates were 50% and 52%, respectively. Most fellows (98%) and graduates (92%) perceived their overall training favorably. Training in most clinical care areas was rated favorably, however both groups perceived relative deficiencies in several areas. Current fellows rated their training in other competency areas (e.g., systems-based practice, research, and ethics) more favorably when compared to past graduates. Recent graduates perceived their training more favorably in many of these areas compared to past graduates.</p> <p>Conclusions</p> <p>Pediatric Infectious Diseases fellowship training is well regarded by the majority of current and past trainees. Views of current fellows reflect improved satisfaction with training in a variety of competency areas. Persistent deficiencies in clinical training likely reflect active barriers to education. Additional study is warranted to validate perceived deficiencies and to establish consensus on the importance of these areas to infectious diseases training.</p

Disruptive Momentum: The Value of Implementing Best Practices in Health Research Postdoctoral Mentorship

COVID-19 called attention to the challenges postdoctoral fellows in health research face when they have times of prolonged disruption or changes in work conditions; this disruption revealed key insights on how mentors, fellows, and their institutions can work together to ensure training continuity. To prepare strong scientists, postdoctoral fellowships need mentoring, training, and networking opportunities to enhance fellows’ professional and skill development. In this article we outline potential solutions to minimize the impact of disruptions while promoting adaptable postdoctoral fellowship experiences by addressing how mentors and fellows alike can intervene on three key aspects of fellowships in health research: mentorship, training, and networking

Corals at the EDGE of existence

There are numerous human and environmental challenges to coral reefs that leave many species of scleractinian corals globally threatened. The EDGE of Existence (Evolutionarily Distinct and Globally Endangered) programme commenced in 2007 at the Zoological Society of London (ZSL). The purpose of the programme was to focus resources for science and conservation on species where little research had been done, or where there were no conservation plans. The programme was developed to support EDGE Fellows who came from, and were based, in the countries where the EDGE species existed. So far, 58 Fellows have been supported, in 33 countries. The Fellowship lasts 2 years, and provides training to develop science and conservation techniques, including outreach and policy development. A grant enables initial implementation of the project. The EDGE programme aims to train future leaders in conservation science. In 2011 the programme was expanded from mammal, amphibian, reptile and bird species to include coral reefs. Specific training in coral reef biology, taxonomy and ecology is provided, together with SCUBA training if necessary. Marine conservationists are able to target conservation projects directed to specific species in Africa, Asia and the Americas

An analysis of the Research Fellowship Scheme of the Royal College of Surgeons of England.

BACKGROUND: The Research Fellowship Scheme of the Royal College of Surgeons of England commenced in 1993 with the aim of exposing selected surgical trainees to research techniques and methodology, with the hope of having an impact on surgical research and increasing the cadre of young surgeons who might decide to pursue an academic career in surgery. Over 11 million pounds sterling (approximately US 20 million dollars) has been invested in 264 fellowships. The College wished to evaluate the impact of the Scheme on the careers of research fellows, surgical research, and patient care. As the 10th anniversary of the Scheme approached. STUDY DESIGN: Two-hundred and sixty research fellows whose current addresses were available were sent a questionnaire. Two-hundred and thirty-eight (91.5%) responded. RESULTS: Three-quarters of the research fellows conducted laboratory-based research, with most of the remainder conducting patient-based clinical research. One-third of the fellows who have reached consultant status have an academic component to their post. The total number of publications based on fellowship projects was 531, with a median impact factor of 3.5. Almost all fellows had been awarded a higher degree or were working toward this. Half of the fellows received subsequent funding for research, mostly awarded by national or international funding bodies. CONCLUSIONS: The Research Fellowship Scheme of the Royal College of Surgeons of England has successfully supported many trainee surgeons in the initial phase of their research career. It has helped surgical research by increasing the pool of surgeons willing to embark on an academic career. Indirectly, patient care has benefited by promoting an evidence-based culture among young surgeons. Such schemes are relevant to surgical training programs elsewhere if more young surgeons are to be attracted into academic surgery

Should We Measure Adenoma Detection Rate for Gastroenterology Fellows in Training?

Background: Adenoma detection rate (ADR) is a proven quality metric for colonoscopy. The value of ADR for the evaluation of gastroenterology fellows is not well established. The aim of this study is to calculate and evaluate the utility of ADR as a measure of competency for gastroenterology fellows. Methods: Colonoscopies for the purposes of screening and surveillance, on which gastroenterology fellows participated at the Richard L. Roudebush VAMC (one of the primary training sites at Indiana University), during a 9-month period, were included. ADR, cecal intubation rate, and indirect withdrawal time were measured. These metrics were compared between the levels of training. Results: A total of 591 screening and surveillance colonoscopies were performed by 14 fellows. This included six, four and four fellows, in the first, second and third year of clinical training, respectively. Fellows were on rotation at the VAMC for a mean of 1.9 months (range 1 to 3 months) during the study period. The average ADR was 68.8% (95% CI 65.37 - 72.24). The average withdrawal time was 27.59 min (95% CI 23.45 - 31.73). The average cecal intubation rate was 99% (95% CI 98-100%). There was no significant difference between ADRs, cecal intubation rates, and withdrawal times at different levels of training; however, a trend toward swifter withdrawal times with advancing training was noted. Conclusions: ADR appears not to be a useful measure of competency for gastroenterology fellows. Consideration should be given to alternative metrics that could avoid bias and confounders