Certification Pathway Research Articles

Rural mistrust of public health interventions in the United States: A call for taking the long view to improve adoption.

Rural mistrust of public health interventions in the United States: A call for taking the long view to improve adoption.

Med-Peds Residents’ Career Plans and the Impact of Pediatric Hospital Medicine Fellowship: A Nationwide Survey

Background The establishment of pediatric hospital medicine (PHM) as a fellowship-trained subspecialty represents a major change in the practice landscape, particularly for combined internal medicine-pediatrics (med-peds) residents. The most recent literature on med-peds residents’ career choices predates PHM fellowship and its impact has not been well studied. We aimed characterize med-peds residents’ career plans and the factors influencing their choices. Methods We distributed an electronic survey to the 1,505 resident members of the National Med-Peds Resident Association. In addition to sociodemographic data, participants reported their career plans, how well their residency prepared them for various aspects of practice, and their perceptions of PHM fellowship and its effect on their career choices. Results Among the 228 participants, the most planned careers were combined hospital medicine (36.8%, 84/228), combined subspecialty practice (32.5%, 74/228), and primary care (31.1%, 71/228). Residents felt well prepared for patient care and significantly more prepared for inpatient practice than for primary care. Participants rated the potential disadvantages of PHM fellowship as major deterrents and did not view the possible advantages as strong incentives. Among those who had considered a hospital medicine careers, 91.2% (186/203) were less likely to pursue PHM after its certification as a subspecialty. Conclusion Med-peds residents have a wide range of career interests but fellowship has made them less likely to pursue PHM careers. These findings emphasize the importance of addressing the needs of med-peds trained providers as PHM certification pathways and fellowship curricula develop to avoid adverse effects on the workforce.

Are Technology and Engineering Educator Programs Really Declining? Reexamining the Status and Characteristics of Programs in the United States

Decades of research have reported declining trends in undergraduate industrial arts, industrial technology education, technology education, and technology and engineering (T&E) teacher preparation programs (TPPs) (Love et al., 2016; Moye, 2017; Scott & Buffer, 1995; Volk, 1993, 1997, 2000, 2019). Numerous reasons have been cited for this declining trajectory, such as steep costs associated with program materials and equipment, not replacing faculty upon retirement, political action by education departments, lucrative competing industry employment options, negative perceptions of teaching as a career, and other outside factors (Volk, 2000, 2019). However, there are several certification, degree, and coursework pathways preparing T&E educators beyond traditional undergraduate TPPs. Past studies have not accounted for these other preparation pathways and programs. Therefore, this study used content analyses and descriptive statistics to identify active programs offering certification coursework or degrees related to T&E education in the United States (U.S.). Additionally, this study examined various characteristics of those programs. The findings revealed more T&E educator-related undergraduate and graduate programs than reported in previous studies, and there was an increase in the number of bachelor’s degrees conferred. The study also found a noticeable difference among program characteristics in areas such as title and focus. This study provides implications for higher education institutions, state departments of education, teacher educators, and researchers to reevaluate the supply of T&E teachers in the U.S. while also reflecting on the focus and characteristics of T&E educator programs.

The Occupational Medicine Pipeline: Report on the Results of a Survey of International Occupational Medicine Society Collaborative (IOMSC) Member Countries.

To learn how occupational and environmental medicine (OEM) expertise is developed and maintained around the world and to inform strategies for further international development of OEM. An anonymous survey was conducted of leaders of the 48 member societies (from 43 countries) of the International Occupational Medicine Society Collaborative (IOMSC) to evaluate OEM training, certification, maintenance, and recertification requirements. OEM physician leaders representing 46 of the 48 IOMSC member societies (95.8%) completed the survey between December 2019 and February 2020. Academic post-graduate and on-the-job training were the most frequent methods for developing OEM expertise, with little use of online coursework and minimal OEM content in medical school in most countries. Occupational medicine board certification usually required graduate specialty training and passing a certification examination, while occupational medicine recertification requirements were uncommon. The IOMSC is positioned to support the international development of OEM expertise by sharing information on competencies, best practices in medical education curriculum content and examples of OEM specialty certification pathways from different countries.

Algebra I Teachers’ Beliefs and Knowledge of Algebra For Teaching

Research indicates that teachers’ mathematical beliefs and mathematical knowledge for teaching impacts practices in the classroom. Research also suggests that success in Algebra I is the gatekeeper to higher-level mathematics. With the increased number of certification pathways in some states, it is important to identify those Algebra I teachers’ beliefs and knowledge of algebra for teaching. A study of current Algebra I teachers revealed that regardless of certification pathway, mathematical beliefs are not significantly different. Additionally, significant differences did exist in regards to the certification pathway and Knowledge of Algebra for Teaching (KAT) levels.

UK Joint Advisory Group consensus statements for training and certification in endoscopic retrograde cholangiopancreatography.

Background and study aims Despite the high-risk nature of endoscopic retrograde cholangiopancreatography (ERCP), a robust and standardized credentialing process to ensure competency before independent practice is lacking worldwide. On behalf of the Joint Advisory Group (JAG), we aimed to develop evidence-based recommendations to form the framework of ERCP training and certification in the UK. Methods Under the oversight of the JAG, a modified Delphi process was conducted with stakeholder representation from the British Society of Gastroenterology, Association of Upper Gastrointestinal Surgeons, trainees and trainers. Recommendations on ERCP training and certification were formulated after formal literature review and appraised using the GRADE tool. These were subjected to electronic voting to achieve consensus. Accepted statements were peer-reviewed by JAG and relevant Specialist Advisory Committees before incorporation into the ERCP certification pathway. Results In total, 27 recommendation statements were generated for the following domains: definition of competence (9 statements), acquisition of competence (8 statements), assessment of competence (6 statements) and post-certification support (4 statements). The consensus process led to the following criteria for ERCP certification: 1) performing ≥ 300 hands-on procedures; 2) attending a JAG-accredited ERCP skills course; 3) in modified Schutz 1–2 procedures: achieving native papilla cannulation rate ≥80%, complete bile duct clearance ≥ 70 %, successful stenting of distal biliary strictures ≥ 75 %, physically unassisted in ≥ 80 % of cases; 4) 30-day post-ERCP pancreatitis rates ≤5 %; and 5) satisfactory performance in formative and summative direct observation of procedural skills (DOPS) assessments. Conclusions JAG certification in ERCP has been developed following evidence-based consensus to quality assure training and to ultimately improve future standards of ERCP practice.

SAGES Advanced GI/MIS Certificate Program

SAGES partners with the Fellowship Council (FC) to offer fellowships in MIS and flexible endoscopy. The FC has a robust accreditation process for fellowship programs; however, the FC is not able to address certification of individual graduates. This situation is similar to the structure of residencies whereby the ACGME accredits programs but individual board certification is delegated to constituent boards of the American Board of Medical Specialties (ABMS). In light of this gap, sponsoring societies have developed programs for issuing certificates to graduates of fellowship programs who have met predetermined standards. The purpose of this paper is to describe the SAGES Certificate Process for Adv GI MIS and Flexible Endoscopy Fellowships. The SAGES Certificate program was developed through a rigorous process and has undergone recent revision to modernize the certificate criteria. Research has shown that as many as 80% of general surgery graduates go on to complete additional fellowship training. Given the number of graduates who complete this subspecialty training each year, general surgery board certification may not be an appropriate final benchmark. The SAGES certificate program joins a long list of certification pathways for surgical fellowship trainees in ACGME and non-ACGME programs. In the future, SAGES plans to assess competency in all of core content domains with validated assessments.

Twitter Use by Academic Nuclear Medicine Programs: Pilot Content Analysis Study.

BackgroundThere is scant insight into the presence of nuclear medicine (NM) and nuclear radiology (NR) programs on social media.ObjectiveOur purpose was to assess Twitter engagement by academic NM/NR programs in the United States.MethodsWe measured Twitter engagement by the academic NM/NR community, accounting for various NM/NR certification pathways. The Twitter presence of NM/NR programs at both the department and program director level was identified. Tweets by programs were cross-referenced against potential high-yield NM- or NR-related hashtags, and tabulated at a binary level. A brief survey was done to identify obstacles and benefits to Twitter use by academic NM/NR faculty.ResultsFor 2019-2020, 88 unique programs in the United States offered NM/NR certification pathways. Of these, 52% (46/88) had Twitter accounts and 24% (21/88) had at least one post related to NM/NR. Only three radiology departments had unique Twitter accounts for the NM/molecular imaging division. Of the other 103 diagnostic radiology residency programs, only 16% (16/103) had a presence on Twitter and 5% (5/103) had tweets about NM/NR. Only 9% (8/88) of NM/NR program directors were on Twitter, and three program directors tweeted about NM/NR. The survey revealed a lack of clarity and resources around using Twitter, although respondents acknowledged the perceived value of Twitter engagement for attracting younger trainees.ConclusionsCurrently, there is minimal Twitter engagement by the academic NM/NR community. The perceived value of Twitter engagement is counterbalanced by identifiable obstacles. Given radiologists’ overall positive views of social media’s usefulness, scant social media engagement by the NM community may represent a missed opportunity. More Twitter engagement and further research by trainees and colleagues should be encouraged, as well as the streamlined use of unique hashtags.

Training Experiences of American Society of Transplant Surgeons Fellows in Deceased Donor Organ Procurement.

Training Experiences of American Society of Transplant Surgeons Fellows in Deceased Donor Organ Procurement.

Progress of Metal AM and Certification Pathway

Progress of Metal AM and Certification Pathway

Flattening the World of Pathology Education and Training and Shortening the Curve of Pathology Learning.

We review how the pandemic-related education disruption may interplay with pathology manpower worldwide and shifts in disease burden to identify workable solutions. Literature related to pathology education, pathology services in low-resource settings, and application of digital tools to pathology education was reviewed for trends and training gaps. Publications covering pathology manpower and cancer incidence worldwide were also included to assess needs. Pandemic-related virtual teaching has produced abundant online training materials. Pathology learning resources in low- to middle-income countries remain considerably constrained and dampen pathology manpower growth to meet current needs. Projected increases in disease burden toward the developing world thus pose a major challenge. Digital pathology resources have expanded and are beginning to appear beyond the developed countries. This circumstance offers a unique opportunity to leverage digital teaching resources to enhance and equitize training internationally, potentially sufficient to meet the rising wave of noncommunicable diseases. We propose four next steps to take advantage of the current opportunity: curate and organize digital training materials, invest in the digital pathology infrastructure for education and clinical care, expand student exposure to pathology through virtual electives, and develop further competency-based certification pathways.

ESL Teacher Certification Policy: Current Trends and Best Practices

Utilizing aspects of the Standards for Initial TESOL Pre-K-12 Teacher Preparation Programs (2018), this study seeks to review and critique current trends in ESL teacher certification policy nationwide. Data collection involved triangulating state policies found online with a brief questionnaire sent to teacher certification boards nationwide (51 in total). The researchers focused on whether or not state policies: (1) offer initial and/or add-on ESL certification; (2) have a test-out option for add-on ESL certification; (3) require a certain number of credits for add-on ESL certification; (4) align their coursework topic requirements with guidelines set forth by TESOL. Data analysis highlighted changes in policy from a previous survey conducted during the NCLB era (Reeves, 2010), and compared requirements in each state’s policy to the Standards for Initial TESOL Pre-K-12 Teacher Preparation Programs (2018). Findings reveal an alarming trend toward less rigorous add-on certification (i.e., endorsement) pathways as well as a number of states either no longer offering initial certification or providing options for testing-out of coursework altogether. Additionally, many state policies outline required coursework, but few follow ESL teacher preparation guidelines set by TESOL International Association (TESOL) (2019). This has led to a notable rift between current ESL teacher education policy and evidence-based best practices such as coursework on the linguistic and cultural aspects of second language learning.

Teacher Quality and the Quality of Technical and Vocational Education and Training Courses: Implications for Sustainable Development in Cameroon

Teacher quality remains an important subject for debate and the role of TVET in reducing unemployment and facilitating sustainable development cannot be overemphasized. Here, we present a critical engagement with the literature on teacher quality; the quality of TVET courses and the implications these have for sustainable development. First, we trace the policy background and motivations that led to the introduction of TVET in Cameroon. Next a critical examination of what counts as teacher quality and yardsticks for defining teacher quality is provided. Further, there is a discussion on what TVET teacher training programs need, to be considered qualitative. Finally, focus is on the major issues in TVET teacher supply and quality, current pathways to TVET teaching in Cameroon, the resulting challenges and benchmarks. To ensure that Cameroon has suitably-skilled human capital, it is suggested that if diligently considered, the benchmarks could assist policy makers to design and implement quality TVET policies following the five steps proposed by the European Parliament and the Council of the European Union. These include, evaluating the existing situation of the TVET system, developing a strategy to reform the system, implementing the strategy, evaluating the impact and continuous monitoring and evaluation of performance in the sector. Keywords: Teacher quality, TVET policy, Teacher training, Certification pathways, Sustainability DOI: 10.7176/JEP/12-2-01 Publication date: January 31 st 2021

Implementation of CAR-T technology into clinical practice: challenge for cell bank

This publication is based on experience gained during the accreditation and certification process of the first Polish center (Department of Hematology and Bone Marrow Transplantation in Poznan University of Medical Sciences) to perform the procedure of treating a patient with chimeric antigen receptor T therapy. It focuses on the functioning of the quality assurance system in the cell bank both on a general and a detailed level, concerning in particular the processing of the autologous lymphocyte product by the cell bank, i.e. its preparation for further processing steps by the manufacturer of the marketing authorization: advanced therapy medicinal product/advanced therapy investigational medicinal product (MA-ATMP/ATIMP). It also provides practical guidelines to help other cell banks to successfully meet national requirements expressed by the accreditation of the Ministry of Health for the processing and release for circulation of autologous lymphocyte product and the certification pathway of the MA-ATMP/ATIMP manufacturer (companies: Kite/Gilead, Novartis and Janssen).

Creating a Lifestyle Medicine Specialist Fellowship: A Replicable and Sustainable Model.

As new specialties emerge in medicine, certification pathways must be defined and formalized. The Lifestyle Medicine Physician certification, including both experiential and educational pathways, have been in place for several years. Although raising competence across all specialties through the Lifestyle Medicine Physician Diplomates to a foundational level is essential, additional expertise must be attained to be a true Lifestyle Medicine Specialist as outlined by the American Board of Lifestyle Medicine. This column will describe how Loma Linda University Health (LLUH) created a Lifestyle Medicine Specialist Fellowship that meets the educational pathway requirements for the Lifestyle Medicine Specialist certification and how it can be replicated and sustained at other training sites across the nation.

Modern Landscapes and Strategies for Learning Ultrasound in Rheumatology.

Ultrasound in rheumatology is gaining increasing acceptance in the field, with its use expanding beyond the musculoskeletal system to image rheumatic disease pathology of the vasculature, salivary glands, and lungs. Fellows in training and practicing clinicians are seeking ways to attain training and competency assessment. These standards are evolving, but no uniform mechanism for training exists. Although clinicians in practice find a wide array of resources available for self-directed education in ultrasound in rheumatology, a consensus-based and publicly available training curriculum can further enhance and standardize learning. This article discusses ultrasound in rheumatology education opportunities, competency assessment, and certification pathways.

Predictors for Failing the American Board of Radiology Core Examination.

OBJECTIVE. Since the American Board of Radiology (ABR) instituted its new board certification pathway, our residency program has had more residents fail the core examination than was typical with the prior pathway. We performed a single-center retrospective study to evaluate predictors of ABR core examination failure. MATERIALS AND METHODS. Data regarding U.S. Medical Licensing Examination (USMLE) steps 1 and 2, ACR diagnostic radiology in-training examinations, the number of image interpretations, academic degree (doctor of medicine or doctor of osteopathy), status as an American or foreign medical graduate, and Alpha Omega Alpha national medical honor society status were gathered and evaluated through logistic regression and generalized additive logistic regression. Data were gathered for all residents who took the ABR core examination from 2013 to 2017. RESULTS. Six of 30 residents (20%) failed the ABR core examination on the first attempt. The ACR in-training examination scores for 1st- and 3rd-year residents were significantly related to ABR core examination failure (p = 0.027 and p = 0.035, respectively), with significant nonlinearity (p = 0.037 and p = 0.033, respectively). The suggested baseline percentile score was the 30th percentile for 1st-year residents and the 20th percentile for 3rd-year residents. USMLE step 1 and 2 scores were significantly related to ABR core examination failure (p = 0.041 and p = 0.043, respectively), without significant nonlinearity (p = 0.35 and p = 0.09, respectively). However, residents with scores of less than 220 on USMLE steps 1 and 2 seemed to be at risk. CONCLUSION. Low scores on USMLE steps 1 and 2 and 1st- and 3rd-year ACR in-training examinations were associated with ABR core examination failure. If validated more broadly, these cutoffs may serve as predictors of ABR core examination failure and may facilitate identification and remediation of at-risk residents.

Developing a national certification pathway for genetic counselors in Sweden-a short report.

There is no Master's level education for genetic counseling in Sweden, meaning that genetic counselor professionals have very different backgrounds. Hence, there is a need to harmonize the quality of genetic counseling and introduce standards for practice. The Swedish Society for Genetic Counselors and the Swedish Society of Medical Genetics and Genomics collaborated to determine professional requirements and a career pathway, defining three vocational levels within the genetic counselor profession. We report here an individual educational pathway leading up to eligibility for certification as a genetic counselor in Sweden.

Certification in Medical Physics Imaging, The Workforce and Training Models

The pathway to becoming a qualified medical physicist (QMP) in the imaging physics disciplines includes several certification organizations. Imaging QMPs play an essential role in the safe practice of the diagnostic disciplines, and their qualifications are necessary for compliance with federal bodies and professional accreditation organizations. The future demand for imaging QMPs is largely unknown, but professional organizations that represent these groups agree that efforts should be made to increase the number of matriculating trainees. The number of imaging residency programs that provide the necessary professional experience to enter the certification pathway has increased substantially in recent years. Most of these programs follow a traditional academic hospital-based training model, but guidance on program construction from the accrediting body permits flexibility. Existing training models for medical physics imaging also include consortiums of affiliate partners and private consulting service groups. In this article, the authors briefly review the certification pathways for imaging QMPs, workforce estimates, and training models.

Assessing the Technical Expertise and Content Needs of Alabama Agriscience Teachers

The purpose of this study was to assess secondary agriscience teachers’ perceptions, expertise, and importance of agriculture content areas in the curriculum. To accomplish this study the following objectives framed the investigation: describe Alabama secondary agriscience teachers by personal characteristics including teacher certification pathway, describe Alabama secondary agriscience teachers by professional development needs, and explore the relationships between Alabama secondary agriscience teachers by professional development needs and personal characteristics. The population was representative of agriculture teachers in Alabama teaching agriscience education in grades 9-12. The data collection instrument included four thematic units: FFA/Leadership Development/SAE, Technical Agriculture, Program Management, and Teaching and Learning. Findings were evaluated using analytical triangulation between statements and individual item analysis. The areas of professional development needs were determined by the mean weighted discrepancy score (MWDS) in the four thematic categories. Alabama agriscience teachers identified competency areas with the highest MWDS as: FFA/Supervised Agricultural/Leadership Development (MWDS = 3.04), Technical Agriculture (MWDS = 2.48), Program Management (MWDS = 2.17), and Teaching and Learning (MWDS = 2.00).