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Vogel MT, Yaeger LH, Burnham JP. Integrating Medical Librarians Into Infectious Disease Rounding Teams: Survey Results From a Pilot Implementation Study. Open Forum Infect Dis 2024; 11:ofae218. [PMID: 38798892 PMCID: PMC11127477 DOI: 10.1093/ofid/ofae218] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/05/2024] [Accepted: 04/15/2024] [Indexed: 05/29/2024] Open
Abstract
Medical librarians participating as infectious disease rounding team members add value by facilitating knowledge acquisition and dissemination and by improving clinical decision making. This pilot study implementing medical librarians on infectious disease rounding teams was a well-received and beneficial intervention to study participants.
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Affiliation(s)
- Mia T Vogel
- Public Health Sciences, Brown School, Washington University in St Louis, St Louis, Missouri, USA
| | - Lauren H Yaeger
- Bernard Becker Medical Library, Washington University in St Louis, St Louis, Missouri, USA
| | - Jason P Burnham
- Division of Infectious Diseases, Washington University School of Medicine, St Louis, Missouri, USA
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Buckley E, Cooke J, Whelton H, Barrett A. 'Rules of engagement': Does competition drive engagement in faculty development. CLINICAL TEACHER 2024:e13737. [PMID: 38291509 DOI: 10.1111/tct.13737] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2023] [Accepted: 01/05/2024] [Indexed: 02/01/2024]
Abstract
INTRODUCTION Faculty development (FD) is integral to the implementation of educational programmes. However, attracting new faculty is challenging. Competition is a motivator for learning at an undergraduate level; however, incorporating competition to engage faculty in continued FD has not been explored. In the context of a new strategy to embed in situ simulation in postgraduate education across our healthcare group, and drawing on motivational theory, we asked 'does competition drive engagement in new FD initiatives?' METHODS We conducted semi-structured interviews with nine healthcare professionals (HCPs) who had participated in an in situ simulation 'SimStars' competition. Guided by thematic analysis and borrowing from constructivist grounded theory, we explored participants' motivations for entering a competition, their experiences of competition throughout their education and how this process impacted on their engagement in FD. RESULTS Three overarching concepts arose and challenged our understanding of the role of competition as a motivator: (1) 'Competition is a necessary evil'; (2) 'It really is the taking part that counts'; and (3) 'Teamwork makes the dream work'. In contrast to previously published work, our results suggest participants view competition negatively and as a means to career progression. However, the opportunity to work as part of an (interprofessional) team towards a goal, and to develop a new skill (i.e. the process), was more motivating for participants than 'winning' a competition. CONCLUSION Competition may not provide a motivation for HCPs to engage in FD and may be a barrier. Providing collaboration opportunities, faculty coaching and the chance to develop new skills could enhance engagement.
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Affiliation(s)
- Emily Buckley
- Department of Geriatric Medicine, University Hospital Waterford, Waterford, Ireland
| | - John Cooke
- Department of Geriatric Medicine, University Hospital Waterford, Waterford, Ireland
| | - Helen Whelton
- College of Medicine and Health University College Cork, Cork, Ireland
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Minor S, Stumbar S. Writing Collaboratively in Medical Education. MEDICAL SCIENCE EDUCATOR 2022; 32:517-522. [PMID: 35528306 PMCID: PMC9054979 DOI: 10.1007/s40670-022-01503-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 01/07/2022] [Indexed: 06/14/2023]
Abstract
Scholarly writing and working in teams are vital skills for medical education faculty. Collaborative writing brings together team members from varying departments, professions, and universities and, as such, optimizes the resources and skill sets needed to develop high-quality projects and manuscripts. Previous literature discusses a broad perspective on collaborative writing, including writing surveys, submitting for institutional review board, and grant writing. We build on this work by providing detailed guidance for planning the writing process and then writing collaboratively towards a successful medical education submission.
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Affiliation(s)
- Suzanne Minor
- Department of Humanities, Health and Society, Florida International University Herbert Wertheim College of Medicine, Miami, FL USA
| | - Sarah Stumbar
- Department of Humanities, Health and Society, Florida International University Herbert Wertheim College of Medicine, Miami, FL USA
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Okstad JJ, Dahlk KC. Developing an interprofessional research infrastructure at a mid-sized liberal arts university. J Interprof Care 2022; 35:39-43. [DOI: 10.1080/13561820.2021.1981262] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Jonathan J. Okstad
- Higher Education Program, School of Education, Loyola University Chicago, Chicago, IL, USA
| | - Kira C. Dahlk
- Sponsored Programs, Research, & External Engagement Office, St. Catherine University, Saint Paul, MN, USA
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Papanagnou D, Klein MR, Zhang XC, Cameron KA, Doty A, McCarthy DM, Rising KL, Salzman DH. Developing standardized patient-based cases for communication training: lessons learned from training residents to communicate diagnostic uncertainty. Adv Simul (Lond) 2021; 6:26. [PMID: 34294153 PMCID: PMC8296470 DOI: 10.1186/s41077-021-00176-y] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/12/2021] [Accepted: 06/18/2021] [Indexed: 12/01/2022] Open
Abstract
Health professions education has benefitted from standardized patient (SP) programs to develop and refine communication and interpersonal skills in trainees. Effective case design is essential to ensure an SP encounter successfully meets learning objectives that are focused on communication skills. Creative, well-designed case scenarios offer learners the opportunity to engage in complex patient encounters, while challenging them to address the personal and emotional contexts in which their patients are situated. Therefore, prior to considering the practical execution of the patient encounter, educators will first need a clear and structured strategy for writing, organizing, and developing cases. The authors reflect on lessons learned in developing standardized patient-based cases to train learners to communicate to patients during times of diagnostic uncertainty, and provide suggestions to develop a set of simulation cases that are both standardized and diverse. Key steps and workflow processes that can assist educators with case design are introduced. The authors review the need to increase awareness of and mitigate existing norms and implicit biases, while maximizing variation in patient diversity. Opportunities to leverage the breadth of emotional dispositions of the SP and the affective domain of a clinical encounter are also discussed as a means to guide future case development and maximize the value of a case for its respective learning outcomes.
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Affiliation(s)
- Dimitrios Papanagnou
- Department of Emergency Medicine, Sidney Kimmel Medical College at Thomas Jefferson University, 1025 Walnut Street, College Building, Suite 100, Room 101, Philadelphia, PA, 19107, USA.
| | - Matthew R Klein
- Department of Emergency Medicine, Northwestern University Feinberg School of Medicine, Chicago, IL, USA
| | - Xiao Chi Zhang
- Department of Emergency Medicine, Sidney Kimmel Medical College at Thomas Jefferson University, 1025 Walnut Street, College Building, Suite 100, Room 101, Philadelphia, PA, 19107, USA
| | - Kenzie A Cameron
- Division of General Internal Medicine and Geriatrics/Department of Medicine and Department of Medical Education, Northwestern University Feinberg School of Medicine, Chicago, IL, USA
| | - Amanda Doty
- Department of Emergency Medicine, Thomas Jefferson University, Philadelphia, PA, USA
| | - Danielle M McCarthy
- Department of Emergency Medicine, Northwestern University Feinberg School of Medicine, Chicago, IL, USA
| | - Kristin L Rising
- Department of Emergency Medicine, Sidney Kimmel Medical College at Thomas Jefferson University, 1025 Walnut Street, College Building, Suite 100, Room 101, Philadelphia, PA, 19107, USA
| | - David H Salzman
- Department of Emergency Medicine, Northwestern University Feinberg School of Medicine, Chicago, IL, USA
- Department of Medical Education, Northwestern University Feinberg School of Medicine, Chicago, IL, USA
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O'Carroll V, Owens M, Sy M, El-Awaisi A, Xyrichis A, Leigh J, Nagraj S, Huber M, Hutchings M, McFadyen A. Top tips for interprofessional education and collaborative practice research: a guide for students and early career researchers. J Interprof Care 2020; 35:328-333. [PMID: 32615847 DOI: 10.1080/13561820.2020.1777092] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
Interprofessional research within the contexts of education and health and social care practice has grown exponentially within the past three decades. To maintain the momentum of high-quality research, it is important that early career researchers embarking on their first research journey and new to interprofessional education or interprofessional collaborative practice feel supported in making their contribution to the field. This guide, developed by the Center for the Advancement of Interprofessional Education (CAIPE) Research Group, has been written with these groups in mind who are embarking on their first research journey, and new to the interprofessional field. It aims to raise awareness of academic resources and share practical advice from those who have previously experienced problems when undertaking interprofessional research in education or health and social care practice.
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Affiliation(s)
| | - Melissa Owens
- Faculty of Health, School of Nursing and Healthcare Leadership, University of Bradford, Bradford, UK
| | - Michael Sy
- National Teacher Training Center for the Health Professions, University of the Philippines Manila, Manila, Philippines
| | - Alla El-Awaisi
- College of Pharmacy, QU Health, Qatar University, Doha, Qatar
| | - Andreas Xyrichis
- Florence Nightingale Faculty of Nursing, Midwifery & Palliative Care, Kings College London, London, UK
| | - Jacqueline Leigh
- School of Health and Society, University of Salford, Manchester, UK
| | - Shobhana Nagraj
- Nuffield Department of Women's & Reproductive Health, University of Oxford, Oxford, UK.,The George Institute for Global Health, UK
| | - Marion Huber
- ZHAW School of Health Professions, ZHAW Zurich University of Applied Sciences, Zurich, Switzerland
| | - Maggie Hutchings
- Faculty of Health and Social Sciences, Bournemouth University, Bournemouth, UK
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