A Traitor in Our Midst: Is it Your TiVo?

Part I of this Note provides a backdrop of the different aspects of privacy law, focusing on the federal statutory schemes that are applicable to the issue of information gathering and the different possible uses of that information as a violation of privacy rights that have appeared in similar technology cases up to this point in time. This section will also focus on the capabilities of TiVo in more depth. Part II of the Note examines both of TiVo\u27s questionable actions: first, whether gathering information to sell to advertisers and networks in the form of aggregate data violates privacy rights; and secondly, whether detailed information gathering that allows TiVo to create a viewer profile, thereby allowing the service provider to customize its service, is a violation of privacy rights or contrary to public policy. This Note supports the position that selling aggregate data need not raise any privacy concerns, as the practices of TiVo, by-and-large, accord with both the law and sound public policy. However, the question of whether TiVo violates privacy rights in tracking viewer habits to the point where TiVo is able to analyze a viewer\u27s likes and dislikes, and then suggest other shows that the viewer might enjoy and tailor advertising towards that particular viewer, merits a second look

Federal Greenhouse Gas Control Options from an Enforcement Perspective

As part of the University of San Diego Law School’s Second Annual Climate and Energy Law Symposium, we decided to review the enforcement provisions of the main federal greenhouse gas control options, with a view to drawing lessons from that review that could inform policy choices and program design. Our review suggests that there are relative strengths and weaknesses, as well important tradeoffs to be made, in the enforcement provisions of each of the leading candidate programs. Our review further suggests that some revisions should be made to these provisions to help ensure that the greenhouse gas control programs meet their environmental goals. This paper is divided into three sections. Section I provides an overview of the main legislative and regulatory options being considered at the federal level to control greenhouse gases. These include cap-and-trade programs, carbon tax proposals, as well as existing authority under the Clean Air Act (“CAA”). In Section II, we compare these options from an enforcement perspective, considering regulatory complexity, monitoring, reporting and verification, the roles of states and of citizens, transparency in government, and penalties, in order to tease out the important differences among the options and draw lessons for program design and implementation. Section III summarizes our conclusions

Academic Primer Series: Five Key Papers for Consulting Clinician Educators.

INTRODUCTION: Clinician educators are often asked to perform consultations for colleagues. Invitations to consult and advise others on local problems can help foster great collaborations between centers, and allows for an exchange of ideas between programs. In this article, the authors identify and summarize several key papers to assist emerging clinician educators with the consultation process. METHODS: A consensus-building process was used to generate a list of key papers that describe the importance and significance of educational consulting, informed by social media sources. A three-round voting methodology, akin to a Delphi study, determined the most impactful papers from the larger list. RESULTS: Summaries of the five most highly rated papers on education consultation are presented in this paper. These papers were determined by a mixed group of junior and senior faculty members, who have summarized these papers with respect to their relevance for their peer groups. CONCLUSION: Five key papers on the educational consultation process are presented in this paper. These papers offer background and perspective to help junior faculty gain a grasp of consultation processes

Curated Collections for Educators: Five Key Papers on Clinical Teaching

The ability to teach in the clinical setting is of paramount importance. Clinical teaching is at the heart of medical education, irrespective of the learner’s level of training. Learners desire and need effective, competent, and thoughtful clinical teaching from their instructors. However, many clinician-educators lack formal training on this important skill and thus may provide a variable experience to their learners. Although formal training of clinician-educators is standard and required in many other countries, the United States has yet to follow suit, leaving many faculty members to fend for themselves to learn these important skills. In September 2018, the Academic Life in Emergency Medicine (ALiEM) 2018-2019 Faculty Incubator program discussed the topic of clinical teaching techniques. We gathered the titles of papers that were cited, shared, and recommended within our online discussion forum and compiled the articles pertaining to the topic of clinical teaching techniques. To augment the list, the authors did a formal literature search using the search terms “teaching techniques", "clinical teaching", "medical education", "medical students", and "residents” on Google Scholar and PubMed. Finally, we posted a call for important papers on the topic of clinical teaching techniques on Twitter. Through this process, we identified 48 core articles on the topic of clinical teaching. We conducted a modified Delphi methodology to identify the key papers on the topic. In this paper, we present the five highest-rated articles based on the relevance to junior faculty and faculty developers. This article will review and summarize the articles we found to be the most impactful to improve one’s clinical teaching skills

Assessment of emergency medicine residents: a systematic review

Background: Competency-based medical education is becoming the new standard for residency programs, including Emergency Medicine (EM). To inform programmatic restructuring, guide resources and identify gaps in publication, we reviewed the published literature on types and frequency of resident assessment.Methods: We searched MEDLINE, EMBASE, PsycInfo and ERIC from Jan 2005 - June 2014. MeSH terms included “assessment,” “residency,” and “emergency medicine.” We included studies on EM residents reporting either of two primary outcomes: 1) assessment type and 2) assessment frequency per resident. Two reviewers screened abstracts, reviewed full text studies, and abstracted data. Reporting of assessment-related costs was a secondary outcome.Results: The search returned 879 articles; 137 articles were full-text reviewed; 73 met inclusion criteria. Half of the studies (54.8%) were pilot projects and one-quarter (26.0%) described fully implemented assessment tools/programs. Assessment tools (n=111) comprised 12 categories, most commonly: simulation-based assessments (28.8%), written exams (28.8%), and direct observation (26.0%). Median assessment frequency (n=39 studies) was twice per month/rotation (range: daily to once in residency). No studies thoroughly reported costs.Conclusion: EM resident assessment commonly uses simulation or direct observation, done once-per-rotation. Implemented assessment systems and assessment-associated costs are poorly reported. Moving forward, routine publication will facilitate transitioning to competency-based medical education

Systèmes de soutien des réseaux sociaux scientifiques : Une exploration qualitative des catalyseurs et des obstacles aux nouvelles études en médecine universitaire

Introduction: As academia begins to incorporate modern communication technologies into its scholarly structures, there are both enablers and barriers which foster academics’ uptake of these innovations. Those who are early adopters of academic social media - whether it be for education, research-related networking, or knowledge translation - may therefore be best positioned to highlight both enablers and barriers within their work environments. Methods: The authors conducted a constructivist grounded theory study to discern what prominent practitioners of academic social media (e.g. Twitter) have encountered in their careers. Participants were recruited via a snowball sampling technique and invited to participate in semi-structured interviews. Three investigators engaged in constant comparative analysis of incoming transcripts. To enhance rigour, we conducted an audit of the analysis and a participant member check. Results: Seventeen emerging influencers in the field of academic social media were recruited. After axial coding, the 30 enablers and 21 barriers to academic social media use were mapped to three spheres of influence: personal, institutional, and virtual. The investigators propose a framework that organizes these enablers and barriers around a tipping point where sustainability becomes possible. Conclusions: Multiple enablers and barriers were described to influence social media users within academic medicine. By organizing these facets into a personal, institutional, and virtual framework along a spectrum, we can begin to understand the underlying structures that potentiate the academic ecosystems in which social media and similar innovations may flourish.Introduction : Alors que le milieu universitaire commence à intégrer les technologies de communication modernes dans ses structures d’enseignement, il existe à la fois des facteurs favorables et des obstacles à l’adoption de ces innovations par les chercheurs. Les premiers adoptants des réseaux sociaux scientifiques, que ce soit dans un cadre éducatif, de réseautage lié à la recherche ou d’application des connaissances, sont sans doute les mieux placés pour mettre en évidence aussi bien les facteurs favorables que les facteurs défavorables présents dans leur environnement de travail. Méthodes : Les auteurs ont mené une étude selon la théorisatoin ancrée qui s’inscrit dans un courant constructiviste afin de cibler les éléments de l’expérience d’importants utilisateurs des réseaux sociaux scientifiques (p. ex. Twitter). Les participants ont été recrutés par échantillonnage en boule de neige et invités à des entretiens semi-structurés. Trois chercheurs ont analysé les transcriptions reçues selon la méthode de la comparaison constante. Par souci de rigueur, nous avons procédé à une vérification de l’analyse et à un contrôle des participants. Résultats : Dix-sept influenceurs émergents dans le domaine des réseaux sociaux scientifiques ont été recrutés. Après un codage axial, les 30 catalyseurs et les 21 obstacles à l’utilisation des réseaux sociaux scientifiques ont été mis en correspondance avec trois sphères d’influence : personnelle, institutionnelle et virtuelle. Les chercheurs proposent un cadre qui organise ces catalyseurs et ces obstacles autour d’un point de basculement où la durabilité devient possible. Conclusions : De multiples facilitateurs et obstacles ont été décrits pour influencer les utilisateurs de réseaux sociaux dans le domaine de la médecine universitaire. La classification de ces facteurs sur une échelle par type de cadre (personnel, institutionnel et virtuel) laisse entrevoir les structures sous-jacentes des écosystèmes universitaires qui sont propices au développement des réseaux sociaux et des innovations de ce type

Intégrer la formation, la pratique et la réflexion dans un nouveau modèle d’évaluation de la compétence des diplômés en médecine au Canada : un document conceptuel à l’intention du Conseil médical du Canada

In 2020 the Medical Council of Canada created a task force to make recommendations on the modernization of its practices for granting licensure to medical trainees. This task force solicited papers on this topic from subject matter experts. As outlined within this Concept Paper, our proposal would shift licensure away from the traditional focus on high-stakes summative exams in a way that integrates training, clinical practice, and reflection. Specifically, we propose a model of graduated licensure that would have three stages including: a trainee license for trainees that have demonstrated adequate medical knowledge to begin training as a closely supervised resident, a transition to practice license for trainees that have compiled a reflective educational portfolio demonstrating the clinical competence required to begin independent practice with limitations and support, and a fully independent license for unsupervised practice for attendings that have demonstrated competence through a reflective portfolio of clinical analytics. This proposal was reviewed by a diverse group of 30 trainees, practitioners, and administrators in medical education. Their feedback was analyzed and summarized to provide an overview of the likely reception that this proposal would receive from the medical education community.En 2020, le Conseil médical du Canada a créé un groupe de travail chargé de formuler des recommandations sur la modernisation de ses pratiques d’octroi du titre de licencié aux stagiaires en médecine. À cette fin, le groupe de travail a sollicité la contribution d’experts en la matière. Dans le présent document conceptuel, nous proposons de réorienter l’approche traditionnelle axée sur l’évaluation sommative par des examens à enjeux élevés vers l’intégration de la formation, la pratique clinique et la réflexion. Plus précisément, nous proposons un modèle d’octroi progressif du titre de compétence en trois étapes : un titre pour les stagiaires qui ont démontré qu’ils possèdent les connaissances nécessaires pour commencer leur formation en tant que résident étroitement supervisé, un titre de transition pour les stagiaires ayant un portfolio d’apprentissage réflexif qui démontre la compétence clinique requise pour entamer une pratique indépendante avec du soutien et certaines limites, et un titre permettant la pratique pleinement indépendante et non supervisée pour ceux dont le portfolio réflexif démontre une compétence en analyse clinique. Cette proposition a été examinée par un groupe diversifié de 30 stagiaires, praticiens et gestionnaires en éducation médicale. Leurs commentaires ont été analysés et résumés pour donner une idée de l’accueil que la proposition serait susceptible de recevoir de la part du milieu de l’éducation médicale