Program Requirements Research Articles

Patient safety and quality improvement education in dermatology residency programs: a nationwide survey of program directors.

Patient Safety and Quality Improvement (PSQI) are key components of graduate medical training, as detailed by the Accreditation Council for Graduate Medical Education (ACGME), with specific requirements that residents participate in experiential learning in PSQI during residency training. This study aimed to analyze the breadth of available and required PSQI educational experiences across dermatology residency programs in the United States. The objective of this study was to characterize the scope of PSQI educational experiences across dermatology residency programs. We electronically surveyed program directors of all ACGME-accredited dermatology residency programs from September 2023 to March 2024. Responses to the survey were anonymously collected with Research Electronic Data Capture (REDCap). Of the 145 dermatology programs surveyed, 37 program directors responded (25.5%). 89.2% of programs reported requiring residents to participate in PSQI educational experiences, with the most common being participation in a resident-led QI project (70.3%), which was also the most commonly available experience (91.2%). The least common required experience was observed simulated patient safety events and analyses. 83.8% of programs reported formal mechanisms to assess residents' competency in QI. This study highlights variation in PSQI experiences within dermatology residency programs across the United States. More than 10% of surveyed programs reported no required QI experiences during residency training despite ACGME program requirements. Additional gaps include variation in assessment of resident PSQI competencies. This study provides insight on the current landscape of PSQI education across dermatology residency programs and identifies opportunities to strengthen dermatology programs' PSQI educational offerings.

Shaping Graduate Medical Education: Status of the Colon and Rectal Surgery Training Program Requirements.

Shaping Graduate Medical Education: Status of the Colon and Rectal Surgery Training Program Requirements.

Update on Ergonomics Standards in the United States

After two decades of dormancy, activity around ergonomics rulemaking has increased recently, primarily due to legislation passed at the state level. Several states have enacted laws addressing production quotas in warehouses and the impact they have on worker safety and health. Minnesota added an ergonomics program requirement for industries with known risk for work-related musculoskeletal disorders to their safe patient handling and warehouse quota regulations in response to legislation passed in 2023. In that same year, the Washington State Legislature passed laws that resulted in a warehouse quota regulation and initiated industry-specific rulemaking efforts. This paper provides an overview of current ergonomics standards at the state level and offers a national perspective from federal OSHA.

The Tech Core Curriculum: Teaching Technology as a Core Competence

This panel addresses the ALISE Call for Proposals’ “questions of mutual interest” about integrating professional competences into pedagogy by providing interpretations and strategies for including information and communications technology (ICT) core competences into teaching and curriculum at ALA-accredited programs of Library and Information Science. Through an informal roundtable discussion followed by semi-structured and open audience solicitation, four faculty members who teach courses and modules in information technology from two ALA-accredited programs that have recently undergone curricular audits will provide an overview of technology core competences from the American Library Association and the Society of American Archivists (SAA). Discussions will include… Interpretations and interpretive problems with the ALA technology competence and sub-competences. A comparative interpretation of the Graduate Program in Archival Studies (GPAS) Curriculum’s technology competence from the SAA. How instructors have adapted these competences in courses and curriculum. How instructors have addressed student skill gaps and technophobia. A survey of which ALA-accredited programs do and do not have a technology core requirement as well as the types of courses that count for such a requirement. The pros and cons of a technology core requirement for ALA-accredited programs. Strategies for intentionally embedding technology competences in other required courses. A technology competence for programs that prepare information professionals of the twenty-first century appears at once essential and assumed. Previous studies show that graduate programs in library and information science have cut ICT core requirements in favor of embedding technology instruction in other requirements that principally satisfy other competences. Partly this is a solution to economizing core requirements in order to facilitate flexible course paths for students, and partly this is a solution to the vagaries set forth in standardized core competences, which remain media-agnostic.That is, the principles set forth in ALA core competences do not specify the types of technologies to address in any one competence, including the technology competence, making ‘technology’ an overly fungible term that can be applied to almost any instruction or practice. While theoretically media-agnosticism creates continuity with past and present analog means of information practices, all means of information practices are, of course, mediated. The majority of programs seem to make the assumption that ICT competence necessarily implies digital mediation. For larger, digitally focused programs in the iSchool movement, the assumption that ICT competence means digital competence further means that demonstrations and assessments of that competence are already embedded in the majority of courses. Compounding the assumption that digital practice satisfies ICT competence is an assumption of student digital nativity. While research has dispelled the myth of the ‘digital native,’ such a mythos persists in programs’ imaginations of their own graduate students who must de facto navigate sophisticated digital environments in order to participate in graduate programs of the twenty-first century knowledge economy. This roundtable aims at the outset to lay bare the tenuous relationship between standardized competences’ media-agnosticism and curricular assumptions of media-embeddedness. Then, participants will address strategies for curricular demonstrations of technology competence that are intentional, media-situated, student-focused, and strategic. Intentional: Rather than assume technological competence from demonstrated digital, information practices, instructors and programs should produce Stated Learning Objectives (SLO) and aligned assessment mechanisms that ask students to do more than demonstrate technology use. Media-situated: Students should understand that barriers to information access vary not just according to social vectors like race, gender, and income, but also by medium of access, which requires on the part of the student or information professional a media-comparative approach to ICT. Student-focused: Instructors should not assume student digital nativity or proficiency and should instead meet students where they are within a multi-dimensional matrix of technological practices and attitudes. In addition to being good pedagogy, a student-relational approach to technology also models exemplary user services. Strategic: Moving from the myth of the ‘tech savvy librarian’ of the early 00s, which largely relied on assumptions of generational digital nativity, instructors and programs should refocus on a model of the ‘tech strategic librarian,’ one who is not necessarily a coding-multilingual early adopter, but one who understands the stakes and intersections of technocapitalism, information capitalism, library resources, and community users. The highly interactive 90-minute roundtable will begin with a ten-minute introduction from the chair followed by three five-minute, informal statements from the panelists touching on the above topics. Semi-structured discussion from the panel will proceed for the second 25-minute block followed by open-room discussion and audience solicitation for fifteen minutes. This will leave a final 25-minute block for guided audience small-group discussion and reporting mediated by panelists. In small groups, audience members will be asked to generate Stated Learning Outcomes and assessment mechanisms based on the ALA’s technology sub-competences.

Deep regression learning with optimal loss function

In this paper, we develop a novel efficient and robust nonparametric regression estimator under a framework of a feedforward neural network (FNN). There are several interesting characteristics for the proposed estimator. First, the loss function is built upon an estimated maximum likelihood function, which integrates the information from observed data as well as the information from the data distribution. Consequently, the resulting estimator has desirable optimal properties, such as efficiency. Second, different from the traditional maximum likelihood estimation (MLE), the proposed method avoids the specification of the distribution, making it adaptable to various distributions such as heavy tails and multimodal or heterogeneous distributions. Third, the proposed loss function relies on probabilities rather than direct observations as in least square loss, contributing to the robustness of the proposed estimator. Finally, the proposed loss function involves a nonparametric regression function only. This enables the direct application of the existing packages, simplifying the computational and programming requirements. We establish the large sample property of the proposed estimator in terms of its excess risk and minimax near-optimal rate. The theoretical results demonstrate that the proposed estimator is equivalent to the true MLE where the density function is known in terms of excess risk. Our simulation studies show that the proposed estimator outperforms the existing methods based on prediction accuracy, efficiency and robustness. Particularly, it is comparable to the MLE with the known density and even gets slightly better as the sample size increases. This implies that the adaptive and data-driven loss function from the estimated density may offer an additional avenue for capturing valuable information. We further apply the proposed method to four real data examples, resulting in significantly reduced out-of-sample prediction errors compared to existing methods.

Ostracism and Sense of Coherence: The Mediating Role of Social Media Addiction in Adolescents

Social belonging is of vital importance for adolescents. However, ostracism in the digital age may negatively affect adolescents’ sense of coherence through social media addiction. The main objective of the current study was to investigate the associations between ostracism and sense of coherence and to conduct mediation analysis including social media addiction. The sample consisted of 425 Turkish adolescents aged between 14 and 18 years (Mage= 15.53, SD = 1.26). Data were collected through the Ostracism Experience Scale for Adolescents, the Bergen Social Media Addiction Scale, and the Sense of Coherence Scale-Revised. The results showed that ostracism increased social media addiction, which in turn negatively affected adolescent’s sense of coherence. Besides, an indirect role of social media addiction was found between ostracism and sense of coherence. Overall, these results suggest that ostracism is a risk factor for sense of coherence and that social media addiction increases this risk. Elucidating the indirect role of social media addiction between ostracism and sense of coherence is believed to shed light on the requirement for policies and intervention programmes to address ostracism and social media addiction to maintain adolescents’mental health.

Telestroke Training: Considerations for Expansion of Vascular Neurology Program Requirements.

Telemedicine for stroke (Telestroke) has been a key component to efficient, widespread acute stroke care for many years. The expansion of reimbursement through the Furthering Access to Stroke Telemedicine Act and rapid deployment of telemedicine resources during the COVID-19 public health emergency have further expanded remote care, with practitioners of varying educational backgrounds, and experience providing acute stroke care via telemedicine (Telestroke). Some Telestroke practitioners have not had fellowship-level vascular neurology training and many are without training specific to virtual modalities. While many vascular neurology fellowship programs incorporate Telestroke training into the curriculum, components of this curriculum are not consistent, extent of involvement is variable, and not all fellows receive hands-on training in remote care. Furthermore, the extent of training and evaluation of Telestroke in American Board of Psychiatry and Neurology training requirements and Accreditation Council for Graduate Medical Education assessments for vascular neurology fellowship are not standardized. We suggest that Telestroke be formally incorporated into vascular neurology fellowship curricula and provide considerations for key components of this training and metrics for evaluation.

Alternative and Emerging Mulch Technologies for Organic and Sustainable Agriculture in the United States: A Review

Plastic mulches made from nonbiodegradable polymers (e.g., polyethylene) provide an essential service in commercial horticultural production systems by enhancing crop productivity through weed suppression, soil moisture conservation, and moderating soil and canopy temperature conditions. Plastic mulches are particularly important in organic agriculture because weed management options are limited. Nevertheless, there is increasing concern about addressing the negative environmental impacts of plastic mulch waste. Soil-biodegradable plastic mulch (BDM) films that are designed to biodegrade in soils after incorporation are promising alternatives to nonbiodegradable plastic mulch. However, although the US organic standards technically permit the use of BDM films, no commercially available products meet National Organic Program (NOP) requirements for 100% biobased content and 90% degradation after 2 years following soil incorporation (7 Code of Federal Regulations, section 205.2). Other concerns about biodegradable film mulches include high perceived cost, esthetics, and uncertainties regarding the impacts of soil incorporation. New mulch technologies have emerged to diversify sustainable mulch options and overcome barriers associated with BDM film use in organic production. The objective of this study was to provide an overview of alternative and emerging mulch technologies, with an emphasis on biodegradable mulches, including water-based sprayable mulches such as hydromulch and foam mulch, and biobased agrotextiles. Information about how these mulch technologies contribute to organic and sustainable agriculture is provided, along with definitions, opportunities, challenges, and recommended areas for future research.

Survey of Clinical Knowledge and Procedural Readiness of Pulmonary Fellows to Start Interventional Pulmonary Fellowship: A Survey of Interventional Pulmonary Fellowship Directors.

Entry into the interventional pulmonary (IP) fellowship requires prerequisite training in pulmonary and critical care medicine (PCCM) fellowship in the United States. IP fellowship has become standardized, but the prerequisite training may be quite variable depending on the learner's exposure to IP during their PCCM fellowship. A survey study was conducted to identify potential foundational knowledge and/or skills gaps of new fellows entering IP fellowships. This may help both PCCM and IP fellowship directors to identify common knowledge gaps within PCCM training specific to IP. Based on components of the ACGME's common program requirements for PCCM fellowships, a survey was developed and categorized into 5 domains: nonprocedural skills, didactic knowledge, diagnostic bronchoscopy, pleural procedures, and airway/percutaneous procedures. The survey was then sent to 42 IP fellowship directors after the content validity review and approval by the Association of Interventional Pulmonary Program Directors. The survey response rate was 88.1% (37/42). The overall mean scores in all 5 domains were perceived as below competent (<3). The highest mean domain was nonprocedural skills, and the lowest was airway/percutaneous procedures. Within the domains, there were 4/ 30 topics that were considered competent with a score of ≥3 as competent or higher; bronchoscopy lavage (mean: 3.5/5, SD: 0.87), interpersonal skills (mean: 3.03/5, SD: 0.76), thoracentesis (mean: 3.14/5, SD: 0.89), and ultrasound for pleural effusion (mean: 3.19/5, SD: 0.84). There are perceived gaps in PCCM training pertaining to IP fellowship readiness.

Creating group work-integrated learning experiences for non-clinical health degrees: A practitioner reflection

Work-Integrated Learning (WIL) experiences, integral for equipping students with the skills and knowledge crucial for employment and success in their chosen careers, have traditionally been associated with accreditation requirements in professional programs. More recently, acknowledging the importance of WIL experiences in non-professional programs has grown. In this reflective paper, the experiences of the practitioner tasked with developing a new WIL capstone course for students in Health and Biomedical Science degrees are described. Grounded in social exchange theory, where interactions are viewed as exchanges aimed at maximising rewards while minimising costs, the intent was for student groups to engage with a range of authentic project experiences offered by industry, community, and academic staff (the WIL partners). Critical elements were the active involvement of a diverse array of partners and the importance of relationship building for the long-term sustainability of the project experiences. I discuss and reflect on the specific strategies employed to engage the WIL partners, inspiring them to collaborate and develop meaningful projects suitable for students pursuing various career paths. Additionally, I reflect on the invaluable experiences and feedback provided by our partners.

NGHIÊN CỨU XÂY DỰNG HỆ THỐNG THEO DÕI, GIÁM SÁT TRẠNG THÁI BUỒN NGỦ DỰA TRÊN THỊ GIÁC MÁY TÍNH

This article focuses on the research and development of a model for a drowsiness detection and monitoring system while driving based on computer vision. The product can be applied to current vehicles (such as cars or vehicles with similar functions). The study utilizes several state-of-the-art sleep detection models to collect and process data and train the model to provide quantitative results. The model is evaluated through this process, and improvements are proposed to make it suitable for vehicles in Vietnam. Experimental results show that the system can capture images via a camera, detect human faces, predict sleep states, and send alerts to a server, displaying warning data on a website interface. Essential evaluations indicate that the system operates stably and relatively accurately according to the pre-established design and programming requirements. The results of this research can be applied in practical scenarios or serve as a practical model for students in artificial intelligence, robotics, and automation control fields to enhance their ability to apply theoretical knowledge to real-world problem-solving. Keywords: Drowsiness; traffic; smart robots; computer vision; artificial intelligence.

Obgyn resident research program practices and outcomes after implementation in an academically affiliated residency program

ProblemUnlike other aspects of Obstetrics and Gynecology (OBGYN) residency training, the research education curriculum and requirements are not standardized. It is unclear what constitutes core curricula in educational research programs, which components are most useful and efficacious, and how to use these findings to adapt existing programs.ApproachA multi-phase approach to (1) garner cross-sectional data from United States OBGYN Residency Program Directors and review previously published literature, (2) use Phase I and input from clinical, research and education faculty to develop a comprehensive program, and (3) evaluate the program for resident research productivity, knowledge and satisfaction.OutcomesPhase I: Sixty-one (31%) Program Directors completed the survey. Most reported ≤ 4 research didactics per year and no dedicated research rotation. Programs with post graduate year (PGY) level specific didactics, a research rotation, or allocated time for the Research Director role noted higher odds of resident research resulting in peer-reviewed publication. Phase II: A Resident Research Program was adapted to include a clinical and research faculty co-directorship and seven additional didactics (all of which were PGY-specific). A departmentally funded resident research grant and a repository to monitor completion of milestones and program requirements have been developed. Surveys were used to track residents’ research competence and satisfaction with the research program. While resident involvement in research activities and satisfaction with opportunities for scholarly activity have improved, resident self-evaluations and mentor evaluations have not. In addition, we have not seen an increase in publications or presentations.ConclusionImplementation of components of a research program associated with increased productivity did not result in increased productivity in our program, however, resident satisfaction with scholarly activity did improve.

To Praxis Test or Not? Mathematics Content Knowledge Tests for Teacher Licensure and Programmatic Considerations on Moving the Preparation Field Forward

ABSTRACT This study examined the relationships between recommended mathematics coursework for secondary mathematics teacher preparation, internal program measures, prior academic performance, and the Praxis-II testing requirement for initial teacher certification used in several states. Using structural equation modeling and path analysis, the research aimed to understand these relationships and their policy implications. Conducted over six years and holding the program measures and design constant for five cohorts, the study found strong support for specialized content knowledge courses, particularly for secondary mathematics teacher candidates who were not well-prepared in high school. Additionally, the findings suggest that the Praxis-II exam might not be necessary for all teacher candidates in mathematics, especially those who were well-prepared in high school and engaged in advanced mathematics coursework for teachers while meeting rigorous program requirements for teacher licensing. The study argues for reconsidering programmatic design in light of these findings while providing program faculty suggestions for program improvements. State Departments of Education and policy makers may consider the research methodology, validity of internal measures, and testing requirements for Praxis-II for future discussions.

Megaevents of Public Selection in Brazil: a Study on the Leasing of Physicalspace in the Federal District

Objective: The study aims to investigate the leasing of physical space for the execution of public selections in the Federal District, analyzing the evolution of expenses with leasing and the revenue of CESPE-UnB between 2009 and 2014. The research seeks to understand the criteria used in the contracting of these spaces, especially in large-scale events like ENEM, and to identify the gaps in the logistics of public selection mega-events. Theoretical Framework: The research addresses the historical evolution of public competitions in Brazil, from the 1824 Imperial Constitution to the 1988 Constitution, which made it mandatory to pass a public competition for public positions or jobs. The study also considers the "public competition industry," highlighting the importance of CESPE-UnB as one of the country's main organizing boards. The literature review includes contributions on sports mega-events, programmatic requirements in public accounting, and the control of the legality of public competitions. Method: The methodology employed involved documentary and content analysis, using descriptive statistics for the presentation of results. Primary data collection was carried out through interviews with representatives of CESPE-UnB and visits to educational institutions in the Federal District. Secondary data were collected from the School Census and SIAFI databases, covering the period from 2009 to 2014. Results and Discussion: The results highlight the importance of adequate physical space for the execution of mega-events but point out the absence of formalized criteria in regulations guiding the event organizer. Despite the infrastructure of public institutions in the Federal District being above the national average, CESPE/UnB prioritized the contracting of private spaces, resulting in significant expenditure on leases. The lack of clear criteria for selecting physical spaces for public competitions was identified as a gap needing regulation. Research Implications: The research suggests that defining clear criteria and formalizing regulations for the selection of physical spaces for the execution of public competitions can bring greater efficiency and transparency to the process. Prioritizing the use of public spaces, such as educational institutions, would not only reduce costs associated with leasing private spaces but also generate additional revenue for public schools, contributing to the improvement of their infrastructure. Additionally, adopting specific legislation could encourage the creation of public policies aimed at optimizing the resources used in public selections, promoting more effective and sustainable management. Originality: The research highlights the need for specific legislation prioritizing the use of public spaces for competitions, which could reduce costs and benefit public educational institutions. The originality of the study lies in the analysis of the logistics of public selection mega-events and the proposal to optimize the use of public resources through better management of physical space leases for competitions.

Improving access in medical physics residency programs for physicists with disabilities.

Within the landscape of medical physics education, residency programs are instrumental in imparting hands-on training and experiential knowledge to early-career physicists. Ensuring access to educational opportunities for physicists with disabilities is a legal, ethical, and pragmatic requirement for programs, considering that a significant proportion of the United States population has a disability. Grounded in conceptual frameworks of competency-based medical education and the social model of disability, this work provides an introduction to some practical recommendations for medical physics residency programs. Strategies include embracing universal design principles, fostering partnerships with disability service offices, using inclusive language, developing and publicizing clear procedures for disclosing disabilities and requesting accommodations, and maintaining an overall commitment to equitable access to education. This work urges medical physics residency leadership to proactively move towards training environments that support the needs of residents across the spectrum of disability, highlighting why disability inclusion fundamentally enriches diversity.

Descriptive study showing the effect of small differences in entry scores on retention and success in six courses in nursing

BackgroundUndergraduate enrolments and completions in nursing are declining at the same time as requirements for registered nurses in the workforce is increasing. One way to increase enrolments is to lower entry requirements into nursing programs. This study determined the effect of a small lowering of entry scores on the retention and success rates. The study was undertaken at Griffith University, where identical bioscience and clinical courses run at three campuses, one with a lower- than normal-entry score and two with the normal-entry requirements.MethodsA comparison of the 62–148 students enrolled in the courses at the lower- than normal- (lesser) entry requiring campus with the 197–288 students enrolled in the courses in one normal-entry requiring campuses. For individual courses (4 bioscience and 2 clinical courses) retention rates were measured and compared between campuses/cohorts. For completing students, we measured success as (i) Academic outcomes; overall marks and marks for the exam and coursework and (ii) Failure rates in the examination and coursework. Data analysis was by Student’s t-test and Odds ratio.ResultsFor all courses, there were few significant differences in measures of retention and success between the lower- and normal-entry campuses, and all differences were small.Comparing the campuses; (a) For all courses, progression rates were similar. (b) For completing students, passing rates were similar in the bioscience courses, but higher in the normal- than lower-entry campus for the clinical courses. (c) In the bioscience courses, the overall marks were similar, but in the clinical courses, the overall mark was slightly higher in the normal- than lower-entry campus. (d) The overall failure rates were similar for the biosciences, but higher for the lower- than normal-entry cohort in the clinical courses. (e) The failure rates in exams were similar between cohorts in all courses.ConclusionsThis study shows that small changes in entry requirements for a nursing program had minimal effects on retention. The differences in entry requirements also did not affect the success of students in the bioscience courses. Decreasing entry requirement for nursing programs may be a way to increase nursing graduates.

Реализация требований федеральной рабочей программы основного общего образования при обучении геометрии

The article is based on the main key ideas of formation, planned meta-subject results. The article considers the methodology of implementation of the requirements of the federal working program of basic general education in teaching mathematics, taking into account the goals of teaching mathematics. An approach to the formation of cognitive universal educational actions of students in teaching geometry is proposed, using educational tasks and educational assignments.

Mixed-Methods Consultation Study of Family and Friends Supporting a Paramedic Experiencing Mental Ill-Health or Suicidal Distress

Supporting paramedics experiencing mental ill-health or suicidal distress is rewarding yet challenging for family, friends, and colleagues, but little is known about these carers’ specific experiences and needs. This study explores carers’ experiences of providing support and their requirements for online support programs. Seventy-two carers completed an online survey, with 14 participating in interviews. Survey data is presented using descriptive statistics and content analysis was applied to open-ended survey responses, while thematic analysis was conducted on interview transcripts. Carers provide significant emotional and practical support to paramedics facing mental health concerns or suicidal distress, emphasizing the importance of self-care despite accompanying guilt. Positive views were expressed regarding online programs offering confidentiality, accessibility, and information on paramedics’ challenges. The study highlights the necessity for accessible online interventions, ensuring confidentiality and equipping carers with tools to address paramedics’ mental health needs while prioritizing self-care.

Quantitative Assessment of Full-Time Equivalent Effort for Kilovoltage-Cone Beam Computed Tomography Guided Online Adaptive Radiation Therapy for Medical Physicists

Introduction: With recent clinical adoption of online adaptive radiotherapy and the increased workload associated with adaptive radiotherapy, proper staffing for medical physicists is paramount to safe clinical operation. However, there is currently no consensus on the full-time equivalent (FTE) requirements for safe administration of CBCT-guided online adaptive radiotherapy. This study aims to quantitatively assess medical physics workload and staffing needs of a CBCT-guided online adaptive radiotherapy program. Methods: We conducted a detailed analysis of the CBCT-guided adaptive planning and treatment workflows, encompassing tasks such as patient consultation, treatment planning, plan review, training, quality assurance, and treatment delivery. Utilizing data from machine logs, clinical database queries, and staff surveys, we present a framework for estimating FTE values for different staffing scenarios, considering medical physicists’ roles as planners, adaptors, or both. Results: FTE calculations, based on an example workload of 100 adaptive and 200 nonadaptive patients per year, for three staffing scenarios were provided: medical physicists as planners and adaptors (2.9 FTE), medical physicists as planners but not adaptors (2.6 FTE), and medical physicists as adaptors but not planners (1.4 FTE). These findings offer calculation guidance and benchmarks for staffing requirements in CBCT-guided online adaptive radiotherapy programs, emphasizing the need for specific staffing models to accommodate the complexities of adaptive radiotherapy. Conclusion: This study outlines a framework for calculating FTE requirements for medical physicists in a CBCT-guided online adaptive radiotherapy program. By analyzing the processes for three common adaptive radiotherapy workflows, this work can provide effective workforce planning and resource allocation estimates. This analysis can be used either prior to the implementation of an online adaptive radiotherapy program, for program development, or as a review of current practices to ensure operational efficiency and proper staffing levels are maintained.

The Relationship between Pediatric Medical Training and Neonatal Care in the Delivery Room and Beyond.

The modern neonate differs greatly from newborns cared for a half-century ago, when the neonatal-perinatal medicine certification examination was first offered by the American Board of Pediatrics. Delivery room resuscitation and neonatal care are constantly evolving, as is the neonatal workforce. Similarly, the Accreditation Council for Graduate Medical Education review committees revise the requirements for graduate medical education programs every 10 years, and the modern pediatric medical trainee is also constantly evolving. Delivery room resuscitation, neonatal care, and pediatric residency training are codependent; changes in one affect the other and subsequently influence neonatal outcomes. In this educational perspective, we explore this relationship and outline strategies to mitigate the impact of decreased residency training in neonatal-perinatal medicine.