Monthly Seminars Research Articles

Diversifying Faculty Leadership in Academic Medicine: The Program to Launch Underrepresented in Medicine Success (PLUS).

PLUS (Program to Launch Underrepresented in Medicine Success) is a 2-year cohort program at Indiana University School of Medicine providing professional development, funding and skills to produce scholarship, and a community to mitigate social and/or professional isolation for underrepresented in medicine (URiM) faculty. In year 1, scholars participate in leadership and professional development seminars and regular meetings with their mentor(s). They are assigned a PLUS Advisory Council advisor with whom they meet 2 to 3 times annually. In year 2, scholars participate in monthly seminars focused on research methods, writing productivity, and wellness. Additionally, scholars engage in a writing accountability group and practice reflective writing. Connections events, designed to combat isolation and cultivate community, occur monthly. At program completion, scholars complete a project resulting in a scholarly product for submission and dissemination in a peer-reviewed forum. To date, 3 cohorts, totaling 24 people, have participated: 20 (83%) Black, 4 (17%) Latinx; 12 (50%) females. Five scholars have completed the full program, whose pre- and postsurvey results are described. Program surveys demonstrate significant gains in scholars' confidence to secure leadership opportunities, connect with colleagues, and advocate for themselves and others. Scholars reported statistically significant increases in confidence to pursue leadership roles (t = -3.67, P = .02) and intent to submit their dossier for promotion (t = -6.50, P = .003). They were less likely to leave academic medicine (t = 2.75, P = .05) or pursue another academic appointment (t = 2.75, P = .05) after PLUS completion than at baseline. All scholars adequately met requirements for their third-year review (tenure track only), were promoted, or achieved tenure in less than 3 years since program completion. This article describes PLUS program objectives, evaluative components, and lessons learned during implementation, as a model to support URiM faculty at other institutions.

Preliminary Report of Validity for the Infant Comprehensive Evaluation for Neurodevelopmental Delay, a Newly Developed Inventory for Children Aged 12 to 71 Months.

ObjectivesEarly detection of developmental issues in infants and necessary intervention are important. To identify the comorbid conditions, a comprehensive evaluation is required. The study’s objectives were to 1) generate scale items by identifying and eliciting concepts relevant to young children (12–71 months) with developmental delays, 2) develop a comprehensive screening tool for developmental delay and comorbid conditions, and 3) assess the tool’s validity and cut-off.MethodsMultidisciplinary experts devised the “Infant Comprehensive Evaluation for Neurodevelopmental Delay (ICEND),” an assessment method that comes in two versions depending on the age of the child: 12–36 months and 37–71 months, through monthly seminars and focused group interviews. The ICEND is composed of three parts: risk factors, resilience factors, and clinical scales. In parts 1 and 2, there were 41 caretakers responded to the questionnaires. Part 3 involved clinicians evaluating ten subscales using 98 and 114 questionnaires for younger and older versions, respectively. The Child Behavior Checklist, Strengths and Difficulties Questionnaire, Infant- Toddler Social Emotional Assessment, and Korean Developmental Screening Test for Infants and Children were employed to analyze concurrent validity with the ICEND. The analyses were performed on both typical and high-risk infants to identify concurrent validity, reliability, and cut-off scores.ResultsA total of 296 people participated in the study, with 57 of them being high-risk (19.2%). The Cronbach’s alpha was positive (0.533–0.928). In the majority of domains, the ICEND demonstrated a fair discriminatory ability, with a sensitivity of 0.5–0.7 and specificity 0.7–0.9.ConclusionThe ICEND is reliable and valid, indicating its potential as an auxiliary tool for assessing neurodevelopmental delay and comorbid conditions in children aged 12–36 months and 37–71 months.

Effect of a Two-year Health Program on Brain Function, Physical Fitness and Blood Chemistry

Background: Protocols for carrying out health programs for aged adults have not been clearly presented. Thus, the aim of this study is to examine the effects from the first year to the second year of the Matsumoto health promotion program and to make use of the results in future health promotion for elderly people. Method: The city of Matsumoto offered local residents a two-year health program which includethe use of a pedometer, anthropometry, blood pressure, go/no-go brain function, a physical fitness test and a blood chemistry test. Eighty-six elderly people age 65.9 ± 5.9 years participated in the program. All the participants were given pedometers and a target of 7,000 to 8,000 steps per day was set based on the weight-bearing index. During the first year, the participants did their walking exercise and attended a series of monthly seminars. Then the second year, the participants continued their walking exercise, attended series of monthly seminars and began a 2 hour weight training once a week. Result: The result from the pedometer in the first year showed that the average daily walking step was 6552.9 ± 474.2. The second year, the average daily walking steps was 7170.4 ± 547.9. The results from first year to second year showed significant improvement; the number of incorrect response in the go/no-go tasks (before: 5.3 times ± 0.4, after: 2.9 times ± 0.2, p<0.001), sit-ups(before: 12.4 times ± 0.6 times, after: 17.4 times ± 0.8, p<0.001), sit and reach flexibility(before: 39.4 cm ± 1.2, after: 42.0 cm ± 1.3, p<0.05), eyes open single leg stance(before: 86.2 sec ± 5.4, after: 98.7 sec ± 4.6, p<0.001), 10-meter obstacle walk(before: 5.1 sec ± 0.1, after: 4.0 sec ± 1.1, p<0.001), 6-minute walking(before: 637.4 m ± 5.3, after: 716.6 m ± 9.8, p<0.001), the uric acid(before: 5.4 mg/dL ± 0.2, after: 5.1 mg/dL ± 1.2, p<0.001) and HDL (before: 68.5 mg/dL ± 2.4, after: 73.2 mg/dL ± 2.6, p<0.001) in the blood test. Conclusion: These results from the two-year program suggests that the increase in walking and the 2 hour weight training may reflect the influence of wearing a pedometer, and improved anthropometry, blood pressure, brain function, physical fitness and blood chemistry. However, the girth of the abdomen, handgrip strength and blood chemistry did not show significant improvement. Thus we must think about enlightenment program that wouldinclude muscular strength training and nutrition.

Developing future leaders in reproductive health through a scholarly concentration for medical students

ObjectivesTo evaluate the impact of a scholarly concentration for medical students, which aims to develop students' research, clinical and advocacy skills to promote women's reproductive health. Study designScholarly concentration programs provide opportunities to engage in scholarship beyond the traditional medical school curriculum. Faculty from the Family Medicine and Obstetrics and Gynecology Departments at Brown University collaboratively developed the Scholarly Concentration in Women's Reproductive Health. Three to five students per class enroll and carry out a 3-year mentored research project, attend monthly seminars, write position papers on reproductive health controversies and complete clinical electives in reproductive health. Students are required to disseminate their work through conference presentations and/or peer-reviewed publications. The program evaluation included measures of scholarly productivity and qualitative analyses of interviews with students and mentors as well as written and verbal feedback from students. ResultsTen students comprised the first 3 classes completing the program, producing 24 national presentations and 9 peer-reviewed publications. Reported program benefits included increased knowledge, scholarship skills and support for career development in reproductive health. Key factors facilitating these results were as follows: effective mentoring relationships, the community of practice that emerged through the monthly seminars and student independence in project work. ConclusionsA scholarly concentration for medical students provides a unique platform to support the development of talented students as future leaders in women's reproductive health.

Flexible learning programme (FLP) in Universiti Teknologi MARA: New opportunities for Malaysian higher education and training

The Flexible Learning Programme (FLP) has enabled the process of education and training to be expanded in an online virtual college mode, enabling students to use the state-of-the-art, and multi-media, e-Learning techniques. University Technology Mara (UiTM) has responded by applying the revolutionary new eLearning concept in her attempt to be futuristic towards the next generation of distance-learning. In doing so, the flexible learning programme offers an expanding range of exciting new formats for ICT and website design courses. Students may access the readymade information and references electronically and communicate online and interact through Internet. UiTM in general and the Faculty of Information Management in particular has moved a step further in providing education through Internet, known as the flexible learning program. This faculty became the first to provide a master’s program through flexible learning known as the Masters of Science in Information Management. The first group of 77 students came from all over Malaysia. It is interesting to note that the response from the participants has been encouraging despite the fact that this is a new mode of learning in Malaysia. The monthly seminars that are being held not only help in the reinforcement of the student’s capacity to absorb and to consolidate the sessions, but also to provide a good forum for discussions. This paper will attempt to explain the FLP and how it has so far sustained in meeting the objective of the program, despite the fact that it is of recent phenomena. This program has run smoothly and the rate of students’ response have continuously been encouraging. Key words: University technology Mara, faculty of information management, masters of science in information management, UiTM, flexible learning programme, e-learning.

Flexible learning programme (FLP) in Universiti Teknologi MARA: New opportunities for Malaysian higher education and training

The Flexible Learning Programme (FLP) has enabled the process of education and training to be expanded in an online virtual college mode, enabling students to use the state-of-the-art, and multi-media, e-Learning techniques. University Technology Mara (UiTM) has responded by applying the revolutionary new eLearning concept in her attempt to be futuristic towards the next generation of distance-learning. In doing so, the flexible learning programme offers an expanding range of exciting new formats for ICT and website design courses. Students may access the readymade information and references electronically and communicate online and interact through Internet. UiTM in general and the Faculty of Information Management in particular has moved a step further in providing education through Internet, known as the flexible learning program. This faculty became the first to provide a master’s program through flexible learning known as the Masters of Science in Information Management. The first group of 77 students came from all over Malaysia. It is interesting to note that the response from the participants has been encouraging despite the fact that this is a new mode of learning in Malaysia. The monthly seminars that are being held not only help in the reinforcement of the student’s capacity to absorb and to consolidate the sessions, but also to provide a good forum for discussions. This paper will attempt to explain the FLP and how it has so far sustained in meeting the objective of the program, despite the fact that it is of recent phenomena. This program has run smoothly and the rate of students’ response have continuously been encouraging. Key words: University technology Mara, faculty of information management, masters of science in information management, UiTM, flexible learning programme, e-learning.

Knowledge to action: Scholarship for faculty and staff

This study was undertaken to evaluate the influence of a continuing education course in facilitating the development and implementation of educational projects of course participants. This is a case study evaluating a full-year course that consisted of 11 monthly seminars, each 4 hours in length, including practice in a computer laboratory. The class size was limited to 12 participants. Needs-assessment surveys at the beginning of the course, student evaluations, and midterm and final progress reports were analyzed. Seven staff physicians, 3 clinical fellows, a nurse educator, and a research assistant enrolled in the course. Initial needs-assessment surveys indicated that most people had adequate computer skills-11 (90%)-but only 2 (17%) were able to type well, 11 (90%) had no statistical knowledge, and 10 (83%) had limited literature-searching skills. The mean score on speaker evaluations for lectures was 4.5 on a scoring scheme of 1-5 where 1 was poor and 5 was outstanding. Ten participants (83%) had a complete proposal for an educational project written by midterm. Nine participants applied for external grants and 2 of them received external funding for their projects. Five participants (42%) completed a publishable educational project by the end of the 11-month course, and submitted it for presentation at scientific meetings. Like many adults, health care professionals experience limited time for involvement in formal education. This study shows that a limited-time-commitment course could facilitate health care professionals to develop and successfully implement educational projects translating ideas into action.

Denver Hosts Technical Seminars on Cutting-Edge CMOS Technology and High-Speed Test

In the past year, the Denver SSCS Chapter hosted eight monthly seminars, including four by SSCS Distinguished Lecturers. These talks spanned a variety of exciting developments in IC design, cutting-edge CMOS technology, and high-speed test.

The impact of a genetics education program on physicians’ knowledge and genetic counseling referral patterns

Background: Gaps in the knowledge of general practitioners (GPs) in medical genetics prevent the effective utilization of genetic services and increase the risk of liability. Educators recommend that genetics should be integrated into existing teaching programs but the effectiveness of these types of programs is unknown.Aim: The objective of this study was to provide a 2-year educational program for GPs untrained in genetics and to document its impact on genetic knowledge and referrals to a genetic counselor (GC).Methods: Eight genetic lectures series were given at quarterly intervals. Family practice residents received additional training in a genetics clinic, and participated in monthly seminars and bi-annual journal clubs. A pretest–post-test study design (n = 143) was used to evaluate the genetic knowledge of GPs. Post-test scores [mean (%) ± SD; 76.1 ± 16.8] showed significant improvement compared to pretest scores (61.9 ± 19.1). The majority of participants (81%) indicated that the program would have an impact on their clinical practice. The number of referrals to a GC from GPs untrained in genetics did not change over the 2-year period of the program.Conclusion: The results suggest that an integrated educational program in genetics can enhance physicians’ knowledge but may not alter referral patterns to a GC.

University of North Carolina at Chapel Hill School of Medicine.

University of North Carolina at Chapel Hill School of Medicine.

A teaching scholars program to develop leaders in medical education.

The authors describe a year-long faculty development initiative to develop leaders in medical education. The Teaching Scholars Program for Educators in the Health Sciences at McGill University enables faculty to improve their educational knowledge and skills while maintaining their clinical, teaching, and research responsibilities. The program, tailored to the participant's individual needs, consists of five main components: two university courses; independent study; participation in faculty-wide faculty development workshops and medical education rounds; a monthly seminar; and attendance at a national or international conference or course. Since its inception in 1997, 22 faculty members have completed the program; four are currently participating in it. This report discusses the experience of 15 scholars who completed the program by September 2000. Evaluations indicate that the scholars achieved most of their stated objectives. The university courses provided a foundation in educational principles and methodology; independent study allowed them to work on educational projects relevant to their disciplines; and the monthly seminars, faculty development workshops, and outside courses offered opportunities for skill acquisition and reflection. Participants also appreciated the opportunity to meet others interested in medical education and to become aware of available educational resources. A year after completing the program, many had joined new educational committees, taken on new leadership roles in medical education, and developed new courses for students and residents. Some of their projects had been presented at national meetings and were being prepared for publication. Two scholars had pursued further study at a master's level. Despite the ongoing challenge of protecting time for educational pursuits, this program has been beneficial in helping to develop educational leaders in the Faculty of Medicine.

THE LEADERSHIP INSTITUTE FOR A NEW CENTURY: LINCING WOMEN AND MINORITIES INTO TOMORROW'S COMMUNITY COLLEGE LEADERSHIP ROLES

The Iowa Association of Community College Trustees, the Iowa Association of Community College Presidents, and Iowa State University Higher Education Program created a partnership to develop women and minorities for leadership roles in community colleges. The Leadership Institute for a New Century (LINC) program, which is in its eleventh year, uses a combination of national and state community college leaders, community leaders, trustees, and university faculty members to offer personal and professional development activities for participants. University credit that may be used as part of an academic degree program and for state licensure purposes is granted. Participants are nominated by their college; participate in monthly seminars; and complete projects related to local, state, and national issues. Nearly 70% of participants reported receiving a leadership promotion or advancement during or since their acceptance into the LINC program. The majority indicated that the program was very influential in their advancement. With the predicted impending administrator shortage, more cooperative leadership development programs need to be developed. The future of our community college system depends on the development of leadership opportunities and an infusion of leadership.

The Use of Literary Classics in Teaching Medical Ethics to Physicians

The "Great Books Course in Medical Ethics" offered by the Department of Medicine of Evanston Hospital in Evanston, Illinois, is described. The course, a series of monthly seminars for attending staff and medical house staff, is intended as a forum in which great works of literature serve as the springboard for exploring issues of clinical medical ethics. It is taught by an experienced Great Books discussion leader, assisted by an ethicist, a philosopher, and a clinical nephrologist. Participants in the seminars have found them beneficial in enhancing their analytical skills for addressing ethical problems. The course is extracurricular; evaluation is nonstructured and based on participant feedback, which is discussed in the article.

SYDNEY EYE HOSPITAL: MONTHLY SEMINARS

Medical Journal of AustraliaVolume 1, Issue 9 p. 332-332 Post-Graduate Work SYDNEY EYE HOSPITAL: MONTHLY SEMINARS First published: 01 March 1963 https://doi.org/10.5694/j.1326-5377.1963.tb23052.xAboutPDF 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. Volume1, Issue9March 1963Pages 332-332 RelatedInformation

SYDNEY EYE HOSPITAL: MONTHLY SEMINARS

Medical Journal of AustraliaVolume 2, Issue 13 p. 528-528 Post-Graduate Work SYDNEY EYE HOSPITAL: MONTHLY SEMINARS First published: 01 September 1962 https://doi.org/10.5694/j.1326-5377.1962.tb20529.xAboutPDF 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. Volume2, Issue13September 1962Pages 528-528 RelatedInformation

SYDNEY EYE HOSPITAL: MONTHLY SEMINARS

Medical Journal of AustraliaVolume 1, Issue 14 p. 539-539 Post-Graduate Work SYDNEY EYE HOSPITAL: MONTHLY SEMINARS First published: 01 April 1962 https://doi.org/10.5694/j.1326-5377.1962.tb26928.xAboutPDF 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. Volume1, Issue14April 1962Pages 539-539 RelatedInformation

SYDNEY EYE HOSPITAL: MONTHLY SEMINARS

Medical Journal of AustraliaVolume 1, Issue 9 p. 346-346 Post-Graduate Work SYDNEY EYE HOSPITAL: MONTHLY SEMINARS First published: 01 March 1962 https://doi.org/10.5694/j.1326-5377.1962.tb25977.xAboutPDF 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. Volume1, Issue9March 1962Pages 346-346 RelatedInformation

Brookings' Executive Conference Program

THE career executive holds a key role in the operation of the federal government. He must provide the essential continuity and depth of understanding required for sound policymaking and effective execution of government programs. In significant measure, the welfare of our own citizens and of others around the globe depends directly upon his knowledge, ability, and moral character. The demands upon him require an unusual amount of understanding and insight concerning the operation of large organizations, the federal government, and the relationship between government and society. Meeting well the responsibilities and realizing fully the opportunities of such positions pose a significant challenge to the individual. Under the federal career system, which generally emphasizes specialization and encourages the development of careers within particular agencies, many able individuals rise to executive positions without the general background and broad perspectives essential to their task. In the past, no adequate provision has been made for the further development of these individuals. The Brookings Institution's Executive Conference Program is directed toward meeting this need. Original plans for the Program' envisioned an experimental series of residential conferences, two weeks or longer in duration and removed from Washington, D. C., where small groups of carefully selected top-level career executives could be given a significant developmental opportunity. Following such conferences the participants would be brought together in Washington for a succession of monthly seminars, where the interests developed during the conference and the work