Advanced Clinical Training Research Articles

Faculty Postings

Full-time Faculty Position in Oral & Maxillofacial Surgery/Hospital Dentistry. Full description available at http://umjobs.org/ ID# 67054. The University of Michigan is an EEO/AA employer.The University of Iowa's College of Dentistry is searching for FT clinical or tenure-track faculty in Department of Operative Dentistry. Position available July 1, 2012; screening begins immediately. Must have: DDS/DMD or equivalent; by time of appointment, MS degree or advanced clinical training in Operative/Restorative Dentistry from ADA-accredited dental school OR advanced degree or clinical training from foreign dental school w/ at least one year experience teaching at ADA-accredited dental school; teaching/research experience; ability to mentor pre-/post-doctoral students in research; and evidence of collaborative academic achievement. Desirable: Experience teaching/directing pre-clinical or clinical Operative/Restorative Dentistry; advanced training esthetic dentistry; experience working w/ minimally invasive dentistry curriculum development, and demonstrated interest in biological context of clinical operative dentistry; record of publication in peer-reviewed journals; and experience mentoring pre- or post-doctoral students. Preference given to tenure-track applicants. Academic rank/track/salary commensurate with qualifications/experience. Must apply electronically. Learn more and/or apply at Jobs@UIowa http://jobs.uiowa.edu/content/faculty/, reference Req #60707. AA/EEO employer; women/minorities encouraged to apply.

Division of Urogynecology and Reconstructive Pelvic Surgery

The Division of Urogynecology and Reconstructive Pelvic Surgery at the University of Iowa includes Drs. Catherine Bradley a fellowship trained urogynecologist and a nurse practitioner with advanced clinical training, Diane Elas, ARNP. UIHC Urogynecology clinics focus on the outpatient evaluation and management of female pelvic floor disorders, including urinary incontinence, pelvic organ prolapse, and other urinary and defecatory disorders. Outpatient diagnostic testing is available, including urodynamic tests and cystourethroscopy. We offer a wide spectrum of clinical care for pelvic floor disorders, including nonsurgical (e.g. pessaries and behavioral therapies) and surgical therapies. Clinic-based procedures (such as transurethral bulking injections and intra-detrusor botulinum toxin injections) are offered, as well as outpatient and inpatient surgeries. Special clinical initiatives include our minimally-invasive surgery program for urinary incontinence and prolapse, including outpatient slings and robotic hysterectomy and sacrocolpopexy.

Faculty Positions

The Department of Endodontics, Prosthodontics and Operative Dentistry, University of Maryland, Baltimore, is seeking candidates for a full-time faculty position at the assistant or associate professor level. Responsibilities include didactic and clinical teaching in the areas of operative dentistry, fixed prosthodontics, dental anatomy and occlusion, primarily at the pre-doctoral level. Participation in the development of departmental research and other scholarly activities is highly desirable.Requirements for the position include a DDS/DMD degree or foreign equivalent and eligibility for a Maryland dental license. Preference will be given to candidates with Masters or PhD degrees, those with funded research who have demonstrated innovative approaches to curricular development and/or productivity in scholarly activities. An opportunity for intramural practice is available, and candidates are encouraged to participate. Salary and academic rank will be commensurate with qualifications and experience. The position will be available until filled. Qualified applicants should send a letter of interest, curriculum vitae and names and addresses of three references to Dr J Richard Bradbury, chair, Search Committee, Department of Endodontics, Prosthodontics and Operative Dentistry, Baltimore College of Dental Surgery, Dental School, University of Maryland, Baltimore, 650 West Baltimore Street, Rm 6256, Baltimore, MD 21201-1586 or jbradbury@umaryland.edu.The University of Maryland Baltimore is an AA/EEO/ADA employer and has a strong commitment to the principle of diversity in all areas.The University of Iowa's College of Dentistry is searching for a full-time clinical or tenure-track faculty member in the Department of Operative Dentistry. The position will be available January 1, 2011; screening begins immediately. Candidates must have a DDS/DMD or equivalent and, by the time of appointment, MS or advanced clinical training in operative/restorative dentistry from an ADA-accredited institution; teaching/research experience and previous experience mentoring pre-doctoral or graduate students. Desirables: advanced training in esthetic dentistry, integration of prevention/minimally invasive dentistry in teaching/clinical practice, course director or other administrative experience and, for tenure-track applicants, a record of research accomplishments/publications in peer-reviewed journals.Rank/track/salary is commensurate with qualifications/experience. Applicants must apply electronically. Go to Jobs@UIowa at:http://jobs.uiowa.edu/content/faculty/, reference Req #57880 and submit a letter of interest, CV and three letters of recommendation.AA/EEO employer; women/minorities are encouraged to apply.New York University (NYU) College of Dentistry, Department of Cariology and Comprehensive Care, seeks a full time instructor, assistant professor, associate professor or professor, clinical or tenure track. Responsibilities include scholarly activity, research and clinical/pre-clinical teaching. Experience in cariology and operative dentistry, research and teaching required.Successful candidates will be expected to participate in research, authorship and other academic pursuits. Salary and benefits are highly competitive. Academic rank will be commensurate with experience.Please submit a letter of interest, along with current curriculum vitae, to Mark S Wolff, DDS, PhD, professor and chairman, Department of Cariology and Comprehensive Care, New York University College of Dentistry, 345 East 24th Street, 16th Floor North, New York, NY 10010-4086.NYU is an Equal Opportunity/Affirmative Action Employer.

University of Virginia School of Medicine

University of Virginia School of Medicine

Challenges to Implementation of Medical Residency Programs in China: A Five-Year Study of Attrition From West China Hospital

To increase opportunities for advanced clinical training, a few medical schools in China have created U.S.-style, temporary-contract residency programs for medical graduates, but nearly nothing is known about what proportion of residents successfully complete these programs or what factors affect attrition. By directly surveying and interviewing residents who withdrew voluntarily, the authors examined attrition from 16 medical specialties in the residency program of West China Hospital, Sichuan University, from the start of the program in 2003 through 2008. During the study period, 562 trainees matriculated into the program, and 127 (22.6%) withdrew before completing it; 106 (18.9%) withdrew voluntarily. Those who left voluntarily most frequently cited three reasons: (1) permanent employment in other hospitals, (2) pursuit of a higher academic degree, and (3) personal reasons. Nearly 90% (n = 92) of the residents who left voluntarily did so within two years of obtaining their medical license. Women were 1.82-fold more likely than men to leave (95% CI 1.20-2.76, P = .005). Attrition by specialty ranged from 3.7% to 42.9% over the study period. Surgery had one of the lowest attrition rates. Attrition is a challenge for the West China residency program just as it is for U.S. residency programs, but the factors behind attrition in each country differ significantly. To reduce attrition from temporary-contract residency programs in China, the programs themselves and government policies may need to change so that completing such residencies is as competitive an option as taking permanent hospital positions immediately after graduation.

Impact of the University of Colorado's Advanced Clinical Training and Service (ACTS) Program on Dental Students’ Clinical Experience and Cognitive Skills, 1994–2006

The University of Colorado Denver School of Dental Medicine has operated a community-based dental education program for all of its students since 1985. A database of student productivity has been maintained in a standardized format, capable of multiyear compilation, since 1994. This study utilizes twelve years of these data to profile the type and amount of clinical treatment that can be provided by a typical fourth-year dental student during a 100-day community-based training experience. Between 1994 and 2006, the school's 423 graduates provided a mean of 922 treatment procedures per student at a mean of 498 patient visits per student. During a typical four-week clinical affiliation, each student provided a mean of approximately twenty-seven restorations on permanent teeth, sixteen restorations on primary teeth, and twenty-four oral surgery procedures (extractions). Students also gained considerable experience in periodontics, fixed and removable prosthodontics, and endodontics. Self-assessed competency ratings tended to increase after completing the program, as did willingness to treat underserved populations after graduation. About 16 percent of graduates reported planning to practice in the public sector after completing dental school. A community-based experience such as this appears to offer an opportunity to substantially augment dental students' clinical training experiences.

The Connected Learning Model for disseminating evidence-based care practices in clinical settings

Clinical practice guidelines have been developed to improve patient care and outcomes. Guideline implementation is often stymied by the complexity of patients' conditions, complex care environments, and limited advanced clinical training of nursing staff. To translate key elements of heart failure guidelines into practice in a nursing home, the Connected Learning Model was developed based on the diffusion of innovations framework. An advanced practice nurse in geriatrics fostered greater interaction and collaboration among key administrative, medical, and nursing staff to promote awareness of heart failure guidelines and to translate key practices from those guidelines into the nursing home setting. Direct care staff skills for early recognition and reporting of signs and symptoms of acute heart failure were enhanced through a learner-centered educational program which included classroom and unit-based instruction and bedside clinical teaching. The Connected Learning Model is a promising method to mobilize advanced nursing expertise to bridge research/practice gaps through implementation of clinical practice guidelines that are systematically adapted to accommodate diverse health care contexts.

Neonatal Physical Therapy. Part I: Clinical Competencies and Neonatal Intensive Care Unit Clinical Training Models

To describe clinical training models, delineate clinical competencies, and outline a clinical decision-making algorithm for neonatal physical therapy. In these updated practice guidelines, advanced clinical training models, including precepted practicum and residency or fellowship training, are presented to guide practitioners in organizing mentored, competency-based preparation for neonatal care. Clinical competencies in neonatal physical therapy are outlined with advanced clinical proficiencies and knowledge areas specific to each role. An algorithm for decision making on examination, evaluation, intervention, and re-examination processes provides a framework for clinical reasoning. Because of advanced-level competency requirements and the continuous examination, evaluation, and modification of procedures during each patient contact, the intensive care unit is a restricted practice area for physical therapist assistants, physical therapist generalists, and physical therapy students. Accountable, ethical physical therapy for neonates requires advanced, competency-based training with a preceptor in the pediatric subspecialty of neonatology.

Faculty Positions

The Department of Restorative Dentistry at Temple University School of Dentistry invites applications for two Presidential tenure track faculty positions. Candidates must possess a US/Canadian dental degree or equivalent and be eligible for licensure or clinical teaching in Pennsylvania. Preferably, candidates should possess advanced education in materials science, general dentistry, prosthodontics or dental implantology. An advanced research degree (MS, PhD) is desirable. An established record of funded basic or clinical research in materials science, restorative dentistry, dental implantology or a related field is highly desirable. A record of publication in the peer-reviewed dental scientific literature is expected.The successful candidate will conduct funded research in an area related to restorative dentistry and will contribute to the department's didactic and clinical teaching program, especially in the areas of removable prosthodontics, dental materials and/or implantology. Documented excellence in dental education is expected. Salary and academic rank will be commensurate with experience and qualifications.Temple University School of Dentistry offers:Interested persons should send a cover letter indicating date of availability and curriculum vitae to: Dr Steven R Jefferies, professor and Search Committee chair, Department of Restorative Dentistry, Temple University School of Dentistry, 3223 North Broad Street, Philadelphia, PA 19140, USA. Minority and female applicants are encouraged to apply. An equal opportunity/affirmative action employer.The University of Iowa's College of Dentistry is searching for a full-time tenure track faculty member in the Department of Operative Dentistry. For duties go to: www.dentistry.uiowa.edu/public/administration/hr_search.html. Position available January 1, 2007; screening begins immediately. Must have: DDS/DMD or equivalent; MS degree or advanced clinical training in Operative/Restorative Dentistry; record of research accomplishments/publications in peer reviewed journals; ability to mentor graduate students and administrative experience.Desirable qualifications include: PhD in related field; advanced training in esthetic dentistry; working knowledge/teaching curriculum development in minimally invasive dentistry and appreciation of biological context of clinical dentistry. Academic rank/salary commensurate with qualifications/experience.Submit CV and three names of references to: Dr Gerald Denehy, chairman, Department of Operative Dentistry, The University of Iowa College of Dentistry, Iowa City, IA 52242, USA. AA/EEO employer; women/minorities encouraged to apply.The Department of Restorative Dentistry Faculty of Dentistry invites applications for a full-time tenure or tenure track position in operative dentistry at the rank of assistant/associate professor. Position Number BP277. The successful candidate must show an interest in computer-based education, CAD/CAM technologies and virtual reality simulation and have experience in teaching, research and patient care. Applications must be eligible for dental licensure in the Province of Manitoba. The closing date for application is March 31, 2007. Review of applications will begin immediately and continue until the post is filled. Further information may be obtained from: http://www.umanitoba.ca/employment/academic www.umanitoba.ca/employment.One university. Many futures.Indiana University School of Dentistry seeks applicants for the Indiana Dental Association Endowed Chair in Restorative Dentistry. The Department of Restorative Dentistry includes the disciplines of Operative Dentistry, Dental Materials and Fixed and Removable Prosthodontics. Not the department chair, this full-time, tenure-track/tenured position combines opportunities for research and teaching in Restorative Dentistry with service to Indiana dentists.Responsibilities include promoting research in the Department of Restorative Dentistry, teaching and interacting with and serving as a resource for the Indiana dental community. The opportunity for private practice is available.Candidates should possess a DDS/DMD or equivalent degree and be an active clinician with an established record of funded research in the area of restorative dentistry. Salary and rank will be commensurate with qualifications and experience. Indiana University is an EEO/AA employer.Please submit electronically a letter of application or nomination, a current curriculum vitae and the contact information for at least 3 references to Dr Chris H Miller, Office of Academic Affairs, at chmille@iupui.edu (Indiana University School of Dentistry, 1121 W Michigan Street, Indianapolis, IN 46202-5186).

Promotion and tenure: Clinical faculty at schools of pharmacy in Canada

As a result of an evolution in roles and responsibilities of pharmacists, pharmacy education in North America has become more clinical in nature. In order to meet teaching and research requirements, Canadian pharmacy schools are hiring non-traditional faculty members who possess advanced clinical degrees and training rather than traditional academic qualifications. Policies with respect to tenure and promotion have not kept pace with these changes in hiring practices. Research was undertaken to examine the application of tenure and promotion policies and guidelines to clinical pharmacy faculty members across Canada. Document review was complemented by key informant interviews. A series of themes emerged indicating areas of concern regarding application of traditional “arts and science” tenuring/promotion policies for clinical pharmacy faculty members. Based on these themes, a model for development of guidelines to acknowledge the value and importance of creative scholarly activity within pharmacy (“the 5 C’s”) is proposed and discussed.

Prem C. Chandnani, MD

born on November 24, 1924, in Kotri, Sind, in prepartition India. He passed away on September 10, 2004, in Toledo, Ohio, following complications of a stroke incurred in May 2004. Dr Chandnani attended the DJ Sind College in Karachi, Pakistan, where he earned a BS degree. He then attended the G. S. Medical College in Mumbai, India, where he attained his MD degree in 1950. After completing medical school, he pursued further medical specialization in India and attained his MSurg degree. Dr Chandnani chose to subspecialize in the field of neurosurgery. He wanted to obtain the highest level of knowledge and the best education possible. Consequently, he went to Oslo, Norway, from 1959 to 1960, for advanced clinical training in neurosurgery. He returned to India and practiced neurosurgery in Mumbai and Ahmedabad, India. After moving to the United States in 1967, he changed his medical specialty to radiology and underwent training in that field from 1968 to 1971. In 1971, Dr Chandnani joined the Department of Radiology at the Medical College of Ohio in Toledo as an assistant professor. He advanced his credentials and went on to become a professor of radiology. From 1982 to 1984, he was acting chairman of the Department of Radiology. He was board certified in both radiology and nuclear medicine. After his retirement in 1995, the Board of Trustees at the Medical College of Ohio conferred on him the title of professor emeritus. He was the first person from the Department of Radiology at the Medical College of Ohio to be given that honor. Dr Chandnani was a follower of the principles of Mahatma Gandhi. He was optimistic, generous, modest, and spiritual. Because of his gentle and kind-hearted demeanor, as well as his professional skills, he has positively touched and influenced the lives of many with whom his path crossed. His main hobby was investing, specifically, the challenge of applying his analytic skills to an area that is ostensibly random. He is survived by his wife, Shilloo, a pathologist; his son, Vijay, a radiologist; and his daughter, Seema, a lawyer.

Social Work and Child Mental Health: Psychosocial Principles in Community Practice

Steven Walker is a senior lecturer in the School of Community Health and Social Studies, Anglia Polytechnic University, England. He trained at the London School of Economics, and completed advanced clinical training at the Institute of Family Therapy. He practised social work in London and the south-east of England, in voluntary and statutory contexts in the area of child protection and child and adolescent mental health.

Perceptions of catholic priests toward help‐seeking behavior of parishioners

Abstract Randomly sampled Catholic priests functioning in parishes throughout the United States were surveyed to determine who they believed should assist people in 13 moral, emotional, familial, and personal problem‐situations. To each problem situation, respondents were asked to choose one of the following four options: (1) a priest; (2) a priest with advanced mental health training in clinical social work, counseling, psychology or psychiatry; (3) a lay mental health professional; or (4) these specific situations should be handled by the person alone and without skilled help. The findings indicate that priest‐respondents believed that moral problems such as marrying a non‐Catholic (92.0%) and conflict over birth control (78.9%) should be handled by priests, whereas severe emotional problems (74.9%), spousal abuse (62.8%), personal alcohol abuse (59.3%), abnormal grief reactions (54.8%), and teenagers using drugs (52.3%) should be referred to lay professionals. “Hearing the voice of God” and “seeing Jesus” were situations perceived to be within the competence of priests, especially those with advanced clinical training. Years of pastoral experience and advanced clinical training seem to have an effect on few of these decisions. Implications for social work are discussed, particularly in light of policy initiatives for faith‐based service provision.

Psychoanalysis and Social Work

This paper traces the close relationship between psychoanalysis and social work after Freudian theory's dramatic impact on social work practice in the 1920s. It shows how revisions and expansion of psychoanalytic theory beyond its traditional base influenced clinical work during later decades until the 1960s, when society turned its attention to macrosystems intervention and other theoretical frameworks and practice models. The paper considers the impact of this change in emphasis on clinicians, direct practice, and schools of social work. Although it describes the resurgence of direct practice that occurred in the 1970s and 1980s, it discusses the reasons for the greatly diminished role of psychoanalytic theories in social work curricula. It concludes that there is little reason for optimism about psychoanalysis regaining a prominent position within the profession at the present time and comments on some implications of this state of affairs for those committed to advanced clinical training.

From Product Dispensing to Patient Care: The Role of the Pharmacist in Providing Pharmaceutical Care as Part of an Integrated Disease Management Approach

During the past decade, the profession of pharmacy has changed dramatically. The Doctor of Pharmacy degree has replaced the Bachelor of Science degree as the first professional degree offered at most accredited U.S. pharmacy schools. Advanced clinical training is now a mainstay of pharmacy training, and this has enabled pharmacists to contribute to disease management efforts. In addition, technological improvements in prescription processing have afforded pharmacists more time to participate in disease management activities. This paper describes how the role of the pharmacist has changed and reviews the results of programs involving pharmacists as disease management providers in the areas of asthma, hypertension, diabetes, and hyperlipidemia. Pharmacists' contributions in various practice settings are also discussed.

University of Colorado School of Dentistry's Advanced Clinical Training and Service Program

University of Colorado School of Dentistry's Advanced Clinical Training and Service Program

Virtual reality

Virtual reality (VR) is gaining recognition for its enormous educational potential. While not yet in the mainstream of academic medical training, many prototype and first-generation VR applications are emerging, with target audiences ranging from first- and second-year medical students to residents in advanced clinical training. Visualization tools that take advantage of VR technologies are being designed to provide engaging and intuitive environments for learning visually and spatially complex topics such as human anatomy, biochemistry, and molecular biology. These applications present dynamic, three-dimensional views of structures and their spatial relationships, enabling users to move beyond "real-world" experiences by interacting with or altering virtual objects in ways that would otherwise be difficult or impossible. VR-based procedural and surgical simulations, often compared with flight simulators in aviation, hold significant promise for revolutionizing medical training. Already a wide range of simulations, representing diverse content areas and utilizing a variety of implementation strategies, are either under development or in their early implementation stages. These new systems promise to make broad-based training experiences available for students at all levels, without the risks and ethical concerns typically associated with using animal and human subjects. Medical students could acquire proficiency and gain confidence in the ability to perform a wide variety of techniques long before they need to use them clinically. Surgical residents could rehearse and refine operative procedures, using an unlimited pool of virtual patients manifesting a wide range of anatomic variations, traumatic wounds, and disease states. Those simulated encounters, in combination with existing opportunities to work with real patients, could increase the depth and breadth of learners' exposure to medical problems, ensure uniformity of training experiences, and enhance the acquisition of clinical skills.

Advanced Clinical Training Programs

The Australian Journal of Hospital PharmacyVolume 27, Issue 5 p. 412-412 Letter to the EditorFree Access Advanced Clinical Training Programs Simone E Taylor BPharm, Simone E Taylor BPharm Doctor of Pharmacy student School of Pharmacy, University of Pittsburgh Pittsburgh, Pennsylvania, USASearch for more papers by this author Simone E Taylor BPharm, Simone E Taylor BPharm Doctor of Pharmacy student School of Pharmacy, University of Pittsburgh Pittsburgh, Pennsylvania, USASearch for more papers by this author First published: 01 October 1997 https://doi.org/10.1002/jppr1997275412AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. References 1Scott SD. Pharmaceutical care, specialisation and certification [editorial]. Aust J Hosp Pharm 1997; 27: 201– 2. 2Scott SD. In reply. Aust J Hosp Pharm 1997; 27: 337– 8 3Peterson G. Pharmaceutical care, specialisation and certification [letter]. Aust J Hosp Pharm 1997; 27: 336– 7. Volume27, Issue5October 1997Pages 412-412 ReferencesRelatedInformation

The competency-based approach to training

ABSTRACTING & INDEXING

The dental scientist model

A case has been presented for strengthening the science-base of the future dentist. Such a development is essential and inevitable and we must plan the changes in the dental education continuum that will facilitate it. Transfer of advanced clinical training to mandatory post-doctoral education will control the economic impact of the change and improve the education of the dentist tomorrow.