Half-day Courses Research Articles

Curricular Approach to IPE: Preparing Health Professions Students to Deliver Team-Based Care

Interprofessional education (IPE) is essential to prepare students for future healthcare careers and to meet accreditation requirements for health profession schools. After surveying successful IPE programs across the country, Marquette University developed a curricular approach. Over 1,500 students from 10 health professions (Athletic Training, Medical Laboratory Science, Counseling Psychology, Dentistry, Medicine, Nursing, Occupational Therapy, Physical Therapy, Physician Assistant Studies, Speech-Language Pathology) currently participate in a series of four interactive, half-day courses which are aligned with the Interprofessional Education Collaborative (IPEC) core competencies. Courses were moved online in response to the pandemic and are currently delivered using Microsoft Teams. Feedback from learners and faculty is gathered using post-event surveys and has been overwhelmingly positive. Learner outcomes are measured using the Interprofessional Collaborative Competencies Attainment Survey. Overall, this approach has proven to be an effective and efficient model for delivering IPE to large numbers of students.

Closing the Feedback Loop: Collaborative Design of a Musculoskeletal Revision Course

Clinical Teaching Fellows (CTFs) at Leicester Medical School decided to supplement the learning needs of first year students on the musculoskeletal (MSK) module. Mid-unit evaluation had demonstrated that students had remarked positively on CTF teaching and many requested further anatomy teaching and demonstrations using prosections. It is increasingly important to provide students with evidence that their feedback is being acted upon, therefore CTFs collaborated in providing additional learning resources in the form of CTF-led revision courses while the MSK module was still ongoing. A survey was designed which aimed to engage students and to further explore their learning needs when developing the course. Based on these responses, two half-day CTF-led revision courses were designed, which included educational methods and topics the students themselves had suggested. CTFs collaboratively developed eight different stations, with one CTF designing and delivering the teaching material. Attendance was high and feedback indicated this was a valuable learning experience for students, with particularly positive responses about the interactive nature and high quality of the teaching. This experience demonstrates the benefits of working in partnership with students when developing learning activities, closing the feedback loop to improve student satisfaction, and collaborative planning when designing revision resources.

EMAS 2017 Workshop - 15th European Workshop on Modern Developments and Applications in Microbeam Analysis & IUMAS-7 Meeting - 7th Meeting of the International union of Microbeam Analysis Societies

Michael B. Matthews1, Edward P. Vicenzi2, Silvia Richter3, Xavier Llovet4, Jan Dellith5 and Miran Ceh61 AWE Plc., Aldermaston, Reading RG7 4PR, Great Britain2 Smithsonian Institution, Museum Conservation Institute, 20746 Suitland, MD, U.S.A.3 RWTH Aachen, Gemeinschaftslabor für Elektronenmikroskopie (GFE), 552074 Aachen, Germany4 Universitat de Barcelona, Scientific and Technological Centres, Lluís Solé i Sabarís 1-3, 08028 Barcelona, Spain5 Leibniz Institute of Photonic Technologies, Dept. Instrumental Analytics, 07745 Jena, Germany6 Jožef Stefan Institute, Department for Nanostructured Materials, Centre for Electron Microscopy, Jamova cesta 39, 1000 Ljubljana, SloveniaPrefaceThis volume of the IOP Conference Series: Materials Science and Engineering contains papers from the 15th Workshop of the European Microbeam Analysis Society (EMAS) on Modern Developments and Applications in Microbeam Analysis, organised in conjunction with the 7th Meeting of the International Union of Microbeam Analysis Societies (IUMAS), which took place from the 7th to the 11th of May 2017 at the Konzilgebäude, Konstanz, Germany.The primary aim of this series of workshops is to assess the state-of-the-art and reliability of microbeam analysis techniques. The workshops also provide a forum where students and young scientists starting out on a career in microbeam analysis can meet and discuss with the established experts. The Konstanz EMAS-IUMAS meeting was organised within the usual EMAS format, comprising invited plenary lectures by internationally recognized experts, poster presentations by the participants and round table discussions on the key topics led by specialists in the field. The workshop was organised in collaboration with the Microprobe Division of the German Physical Society (DPG). IUMAS member societies co-funded 16 Early Career Scholars to attend the meeting in Konstanz. The technical programme included the following topics: pushing the limits - electron probe microanalysis, modelling, detector technologies, surface characterisation, cathodoluminescence, pushing the limits – general, and their applications.As at previous workshops there was also a special oral session for young scientists. The best presentation by a young scientist was awarded with an invitation to attend the 2018 Microscopy and Microanalysis meeting in Baltimore, Maryland. The prize went to Ery C. Hughes, University of Bristol (UK), for her presentation entitled: “Low EPMA totals of hydrous basaltic glass: effect of sub-surface charging” (by E.C. Hughes, B. Buse and S.L. Kearns).Six half-day pre-meeting courses were held covering the following areas of microbeam analysis: introduction to EBSD, advanced EPMA including CalcZAF, electron microscopy maintenance, Monte Carlo simulation using PENEPMA, Advanced spectral imaging, mapping and phase analysis, Monte Carlo simulation, and introduction to atom probe.The continuing relevance of the EMAS-IUMAS meetings and the high regard in which they are held internationally can be seen from the fact that 93 posters from 20 countries were on display at the meeting and that the participants came from as far away as Australia, Brazil, Canada, China, Japan, and USA. A selection of participants with posters was invited to give a short oral presentation of their work in three dedicated sessions. The EMAS Young Scientist Poster Award was awarded with an invitation to participate in the 25th Australian Conference on Microscopy and Microanalysis (ACMM 25) in 2019 in Melbourne, Australia. The prize was awarded to Dr Joshua Einsle, University of Cambridge (UK), for his contribution entitled: “The potential for mineralogical mapping through machine learning” (by J.F. Einsle, R.J. Harrison, B. Martineau, I. Buisman, A.M. Piotrowski, S.M. Collins, Z. Saghi, D. Johnstone, A. Eggerman and P.A. Midgley). The EMAS Workshop Poster Prize was given to Nicole Wollschläger, Bundesanstalt für Materialforschung und –prüfung (BAM) (DE), for her contribution entitled: “Characterisation of porous TiO2 nanoparticle films using on-axis TKD in SEM - a new nano analytical tool for a large scale application” (by N. Wollschläger, L. Palasse, I. Häusler, E. Ortel, K. Dirscherl and V.-D. Hodoroaba).This proceedings volume contains the full texts of 8 of the invited plenary lectures and of 13 papers on related topics originating from the posters presented at the workshop. All the papers have been subjected to peer review by a least two referees.

Teaching peripheral nerve blocks for the head and neck area to dermatologists

Peripheral nerve blocks in the head and neck region can be useful for a large number of surgical or otherwise painful procedures carried out by dermatologists. As anaesthesiologists cannot always be available to help dermatologists place nerve blocks in outpatient settings, training courses for these physicians are warranted. To present a method of teaching nerve blocks for the face and scalp to dermatologists during residency and/or continuing medical education programmes. Half-day courses with theoretical education, video demonstrations and supervised 'hands-on' training were organized to teach supraorbital/supratrochlear, infraorbital, mental and occipital nerve blocks. The outcome and effects of these training courses were analysed with a survey amongst participants 1-2 years after the course. All the 20 participants who responded the survey successfully placed at least one type of nerve block during the course. Thirteen of 20 participants (65%) reported to be able to perform all the nerve block techniques at follow-up. Dermatologists can learn how to perform nerve blocks for the face and scalp in a safe and controlled manner through half-day courses, including theory, video demonstrations and supervised 'hands-on' training.

APA's Hidden Gem: The IPS

APA's Hidden Gem: The IPS

Full- and Half-Day Immersion Courses—Most Are Free!

Full- and Half-Day Immersion Courses—Most Are Free!

Full- and Half-Day Immersion Courses—Most Are Free!

Full- and Half-Day Immersion Courses—Most Are Free!

Euroanalysis XIV The European Conference on Analytical Chemistry

The 14th European Conference on Analytical Chemistry, Euroanalysis XIV, took place in the historical city centre of Antwerp, Belgium from 9 to 14 September 2007. This meeting was jointly organized by the Centre of Micro and Trace Analysis of the University of Antwerp and the Royal Flemish Chemical Society (KVCV—Koninklijke Vlaamse Chemische Vereniging) with assistance from the Institute of Reference Materials and Measurements (IRMM) of the European Commission. One of the aims of the conference was to highlight The Role of Analytical Chemistry in the Preservation of Mankind’s Cultural and Natural Environment. The response to the conference theme was quite substantial: out of a total of ca 800 abstracts received, 34 oral and 124 poster presentations dealt with the use of analytical chemistry or of analytical methods to study environmental problems. Prior to the conference, the Division of Analytical Chemistry (DAC) of the European Association of Chemical and Molecular Sciences (EuCheMS) had its annual meeting and a decision was reached to hold the 16th Euroanalysis conference in Belgrade, Serbia in 2011, under the responsibility of the Serbian Chemical Society and Slavica Razic. On the Sunday before the conference, a number of halfday or full-day courses on different topics related to analytical chemistry were offered by well-known scientists. These included introductions to “Mass Spectrometric Analysis for Endocrine Disruptors and Pharmaceutical Products in the Environment” (D. Barcelo, Barcelona, Spain), “Chemical Metrology”, (E. Bulska et al., Warsaw, Poland), “Experimental Design” (P. Goos, Antwerp, Belgium), “Analysis by Laser Ablation” (B. Hattendorf, Zurich, Switzerland), and “Vibrational Spectroscopy” (B. Lendl, Vienna, Austria); these courses were attended by ca. 100 conference participants. The scientific programme of the conference was spread out over eight half-days. All lectures took place in the Aula Rector Dhanis, a modern conference facility adjacent to a number of the historic buildings of the City Campus of the University of Antwerp. The programme comprised 12 plenary lectures, 18 keynote lectures, 13 invited lectures next to 76 contributed and four vendor lectures. With the exception of the plenary lectures, the oral program was organized in four parallel streams. All topical sessions were chaired by two conveners. The social program involved a welcoming reception at, and guided tour of, the Antwerp Museum of Fine Arts on Sunday evening, an organ concert in Antwerp Cathedral on Tuesday evening and a number of guided city walks on Wednesday afternoon. On Thursday evening the conference dinner took place in the Marble Hall of Antwerp Zoo, adjacent to the central station. In total, about 700 delegates from 49 different countries attended the conference. The best-represented country was Spain with almost 100 participants. In addition to delegates from other European countries (including Germany, Italy, Portugal, Romania, Poland, Great Britain, France, Austria, Serbia, and Belgium, to name just a few), delegates frommore distant nations such as Thailand, Australia, Argentina, Brazil, Taiwan, South Korea, and The Philippines also participated in the meeting, giving it a truly global character. The conference organizers were able to make available 100 bursaries in order to facilitate the participation of young scientists in the meeting. A number of these scholarships could be made available thanks to the support Anal Bioanal Chem (2008) 391:1107–1108 DOI 10.1007/s00216-008-2114-9

Learning to learn

Continued professional development for teachers can range from half-day courses to masters degrees and sabbaticals. Jane West looks at the routes for career progression.

ERS Copenhagen 2005: educational opportunities

On Saturday September 17th, 2005, The European Respiratory Society (ERS) Annual Congress will offer an outstanding educational programme to all its attendees. A total of 22 half-day courses will be organised by the ERS School to meet the varied needs of the congress participants.

Institute Courses Increase Focus On Public Sector

Back to table of contents Previous article Next article APA InstituteFull AccessInstitute Courses Increase Focus On Public SectorDavid L. Cutler, M.D.David L. CutlerSearch for more papers by this author, M.D.Published Online:16 Jul 2004https://doi.org/10.1176/pn.39.14.0390036bAt APA's 2004 Institute on Psychiatric Services in Atlanta, we are launching our plan to customize the CME courses to the needs and interests of meeting attendees. The CME courses—11 altogether—will continue to provide in-depth interactive learning experiences taught by experts in the field. However, we are starting to give preference to public psychiatry topics that match the interests of our members who attend.Two examples of this new focus are Dr. Kenneth Minkoff's extremely popular course on treatment for co-occurring disorders and Dr. Bill Anthony's course on psychiatric rehabilitation—a topic in which public psychiatrists have a burning interest but in which they seldom get the opportunity to receive quality training. Other courses will focus on medical ethics, practicing in jails and prisons, and the DSM cultural formulation.Due to the popularity of the courses, you are advised to register now to be assured of getting a space in your first-choice course and to save on fees.The institute's courses are taught at a basic level, requiring no previous experience or knowledge unless specifically noted otherwise.The fees for the courses are as follows:Half-day courses (four credit hours): advance, $100; on site $130.Full-day courses (six credit hours); advance, $160; on site $185.To maintain the small-group learning environment and facilitate discussion, enrollment is limited. The number of participants for each course is determined on the basis of the topic and format of the course. This allows the faculty to preserve the interactive atmosphere that has made the courses consistently popular, yet makes it extremely important to enroll early. The deadline for course enrollment and advance registration is September 6.Course descriptions can be accessed on APA's Web site at<www.psych.org/edu/ann_mtgs/ips/04/preliminary/index.cfm> by clicking on “2004 CME Courses.” Additional information is available by contacting Liz Rumsey by phone at (703) 907-7813 or by e-mail at [email protected].▪member of the Scientific Program Committee of the 2004 Institute on Psychiatric Services. ISSUES NewArchived

Practice research. The course organiser.

In 1965 one of us sent a questionnaire to all 142 trainee general practitioners in England and Wales.' In 1980 we made a survey of all 175 course organisers in England and Wales who are now arranging courses for over 2000 trainees?such has been the growth of vocational training for general practice over the past 15 years. Course organisers have been in existence since the early 1970s and arc paid at the same rate as are trainers in general practice but cannot be paid in addition for having a trainee in their practice. They arc appointed by the regional general practice advisory subcommittees of university regional postgraduate committees. Their main function is to run half-day or whole-day release courses that are attended usually weekly during university terms by trainees. Some also select trainers and trainees, organise trainer workshops, and assess training. At a conference in 1980, attended by almost half of the course organisers in Britain, it became clear that course organisers in each of the 15 regions in England and Wales perform many different functions, and we decided to survey all course organisers to find out their patterns of work and their opinions.