133 research outputs found
Manuscrits réutilisés: la RCME annonce une nouvelle politique de recyclage des manuscrits révisés par les pairs
Stomatopoda (Crustacea: Hoplocarida) from the Shallow, Inshore Waters of the Northern Gulf of Mexico (Apalachicola River, Florida to Port Aransas, Texas)
Six species representing the order Stomatopoda are reported from the shallow, inshore waters (passes, bays, and estuaries) of the northern Gulf of Mexico limited to a depth of 10 m or less, and by the Apalachicola River (Florida) in the east and Port Aransas (Texas) in the west. With the exception of the âlive bottomâ gonodactylid, Neogonodactylus bredini (Manning), these predatory crustaceans usually inhabit burrows in mud, sand-mud, and sand substrata in coastal and shelf waters. The species treated in this paper are Neogonodactylus bredini (Manning), Lysiosquilla scabricauda (Lamarck), Bigelowina biminiensis (Bigelow), Coronis scolopendra Latreille, Squilla empusa Say, and Gibbesia neglecta (Gibbes). The questionable record of Squilla rugosa Bigelow by Archer (1948) is discussed. A review of the life history, ecology, distribution, and new northern Gulf of Mexico records is provided here for each of these species. Figures and an illustrated key are also presented
Range Extensions and Review of the Caprellid Amphipods (Crustacea: Amphipoda: Caprellidae) from the Shallow, Coastal Waters from the Suwanee River, Florida, to Port Aransas, Texas, with an Illustrated Key
Eight species of the amphipod family Caprellidae sensu Myers and Lowry, 2003 are currently known to occur in the shallow, near shore waters of the northern Gulf of Mexico (GOM), from the Suwannee River, Florida, to Port Aransas, Texas, and to depths of 10 m. They include: Phtisica marina, Hemiaegina minuta, Paracaprella pusilla, Paracaprella tenuis, Deutella incerta, Caprella equilibra, Caprella penantis, and Caprella scaura. Another species, Caprella andreae, is also suspected to occur in this region due to its close association with sea turtles, which nest on the sand beaches of the northern GOM. The occurrence of these 9 species in the northern GOM is discussed; known distributions, new records, synonymies, diagnoses, and remarks on life history and ecology are also presented. In addition, new northern GOM records for 7 of these species are provided along with a simplified identification key
IntĂ©grer la formation, la pratique et la rĂ©flexion dans un nouveau modĂšle dâĂ©valuation de la compĂ©tence des diplĂŽmĂ©s en mĂ©decine au Canada : un document conceptuel Ă lâintention du Conseil mĂ©dical 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 mĂ©dical du Canada a crĂ©Ă© un groupe de travail chargĂ© de formuler des recommandations sur la modernisation de ses pratiques dâoctroi du titre de licenciĂ© aux stagiaires en mĂ©decine. Ă cette fin, le groupe de travail a sollicitĂ© la contribution dâexperts en la matiĂšre. Dans le prĂ©sent document conceptuel, nous proposons de rĂ©orienter lâapproche traditionnelle axĂ©e sur lâĂ©valuation sommative par des examens Ă enjeux Ă©levĂ©s vers lâintĂ©gration de la formation, la pratique clinique et la rĂ©flexion. Plus prĂ©cisĂ©ment, nous proposons un modĂšle dâoctroi progressif du titre de compĂ©tence en trois Ă©tapes : un titre pour les stagiaires qui ont dĂ©montrĂ© quâils possĂšdent les connaissances nĂ©cessaires pour commencer leur formation en tant que rĂ©sident Ă©troitement supervisĂ©, un titre de transition pour les stagiaires ayant un portfolio dâapprentissage rĂ©flexif qui dĂ©montre la compĂ©tence clinique requise pour entamer une pratique indĂ©pendante avec du soutien et certaines limites, et un titre permettant la pratique pleinement indĂ©pendante et non supervisĂ©e pour ceux dont le portfolio rĂ©flexif dĂ©montre une compĂ©tence en analyse clinique. Cette proposition a Ă©tĂ© examinĂ©e par un groupe diversifiĂ© de 30 stagiaires, praticiens et gestionnaires en Ă©ducation mĂ©dicale. Leurs commentaires ont Ă©tĂ© analysĂ©s et rĂ©sumĂ©s pour donner une idĂ©e de lâaccueil que la proposition serait susceptible de recevoir de la part du milieu de lâĂ©ducation mĂ©dicale
RĂ©troaction multisources Ă la suite dâune simulation en rĂ©animation : une Ă©tude qualitative
Background: The direct observation and assessment of learnersâ resuscitation skills by an attending physician is challenging due to the unpredictable and time-sensitive nature of these events. Multisource feedback (MSF) may address this challenge and improve the quality of assessments provided to learners. We aimed to describe the similarities and differences in the assessment rationale of attending physicians, registered nurses, and resident peers in the context of a simulation-based resuscitation curriculum.
Methods: We conducted a qualitative content analysis of narrative MSF of medical residents in their first postgraduate year of training who were participating in a simulation-based resuscitation course at two Canadian institutions. Assessments included an entrustment score and narrative comments from attending physicians, registered nurses, and resident peers in addition to self-assessment. Narrative comments were transcribed and analyzed thematically using a constant comparative method.
Results: All 87 residents (100%) participating in the 2017-2018 course provided consent. A total of 223 assessments were included in our analysis. Four themes emerged from the narrative data: 1) Communication, 2) Leadership, 3) Demeanor, and 4) Medical Expert. Relative to other assessor groups, feedback from nurses focused on patient-centred care and communication while attending physicians focused on the medical expert theme. Peer feedback was the most positive. Self-assessments included comments within each of the four themes.
Conclusions: In the context of a simulation-based resuscitation curriculum, MSF provided learners with different perspectives in their narrative assessment rationale and may offer a more holistic assessment of resuscitation skills within a competency-based medical education (CBME) program of assessment.Contexte : Le contexte imprĂ©visible et contraignant au niveau du temps lors de lâobservation directe et de la rĂ©troaction associĂ©e sur les compĂ©tences en rĂ©animation des apprenants constituent un dĂ©fi pour un mĂ©decin superviseur. La rĂ©troaction multisources (RMS) peut ĂȘtre un moyen de relever ce dĂ©fi et d'amĂ©liorer la qualitĂ© des rĂ©troactions fournies aux apprenants. Nous visons Ă dĂ©crire les similitudes et les diffĂ©rences quant Ă la dĂ©marche Ă©valuative auprĂšs de mĂ©decins traitants, dâinfirmiĂšres cliniciennes et de pairs rĂ©sidents dans le cadre d'un cours de rĂ©animation offert par simulation.
MĂ©thodes : Nous avons rĂ©alisĂ© une analyse de contenu Ă partir des rĂ©troactions narratives offertes aux rĂ©sidents en premiĂšre annĂ©e de formation postdoctorale dans deux universitĂ©s canadiennes dans le cadre dâun cours de rĂ©animation offert par simulation. En plus de lâauto-Ă©valuation, la rĂ©troaction comportait un score de confiance et des commentaires narratifs de la part de mĂ©decins superviseurs, dâinfirmiĂšres cliniciennes et des pairs. Les commentaires ont Ă©tĂ© transcrits et analysĂ©s par thĂšmes en appliquant la mĂ©thode gĂ©nĂ©rale de comparaison constante.
RĂ©sultats : Un consentement pour participer Ă lâĂ©tude a Ă©tĂ© obtenu auprĂšs des 87 rĂ©sidents (100 %) qui ont suivi le cours en 2017-2018. Nous avons analysĂ© un total de 223 rĂ©troactions. Quatre thĂšmes ont Ă©mergĂ© Ă partir des donnĂ©es narratives soit : 1) la communication, 2) le leadership, 3) le comportement, et 4) lâexpertise mĂ©dicale. Alors que les infirmiĂšres ont ciblĂ© leurs commentaires sur les soins centrĂ©s sur le patient et la communication, les mĂ©decins superviseurs ont les ont ciblĂ©s sur lâexpertise mĂ©dicale. Les commentaires des pairs Ă©taient les plus positifs. Les auto-Ă©valuations comportaient des commentaires sur chacun des quatre thĂšmes.
Conclusions : Dans le contexte dâun cours de rĂ©animation offert par simulation, la RMS a permis aux apprenants dâobtenir des Ă©valuations narratives selon diffĂ©rentes perspectives. Permettant ainsi une approche plus holistique de rĂ©troaction sur les habiletĂ©s en rĂ©animation dans le cadre dâun programme dâĂ©valuation axĂ© sur les compĂ©tences
Social media and the modern scientist: a research primer for low- and middle-income countries
Social media has changed the way we communicate. Wherever you are in the world, various forms of social media are being used by individuals to share information and connect without borders. Due to its ubiquity, social media holds great promise in linking clinicians, scientists, investigators, and the public to change the way we conduct scientific discourse. In this paper, we present a step-by-step guide on optimizing your social media strategy with regards to: research/scholarly practice (discourse, collaboration, recruitment), knowledge translation, dissemination, and education. This guide also highlights key readings that provide guidance to those interested in incorporating social media into their scholarly practice.
Social media has changed the way we communicate. Wherever you are in the world, various forms of social media are being used by individuals to share information and connect without borders. Due to its ubiquity, social media holds great promise in linking clinicians, scientists, investigators, and the public to change the way we conduct scientific discourse. In this paper, we present a step-by-step guide on optimizing your social media strategy with regards to: research/scholarly practice (discourse, collaboration, recruitment), knowledge translation, dissemination, and education. This guide also highlights key readings that provide guidance to those interested in incorporating social media into their scholarly practice
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