Scholarly Tracks Research Articles

Analysis of Gender, Effort, and Compensation in Emergency Medicine Residency Scholarly Tracks Faculty Workforce

Analysis of Gender, Effort, and Compensation in Emergency Medicine Residency Scholarly Tracks Faculty Workforce

A Descriptive Analysis of Emergency Medicine Residency Scholarly Tracks Faculty Workforce

A Descriptive Analysis of Emergency Medicine Residency Scholarly Tracks Faculty Workforce

Benefits and Challenges of a Global Health Scholars Track for Family Medicine Residents

Benefits and Challenges of a Global Health Scholars Track for Family Medicine Residents

The University of Chicago Clinical Excellence Scholars Track: Aligning Dynamic Students With Innovative Programming in Early Medical Education at the Undergraduate Level.

The Clinical Excellence Scholars Track was developed in 2012 as a shared initiative between the Bucksbaum Institute for Clinical Excellence, the University of Chicago (UChicago) Careers in Healthcare office, and the UChicago Medicine Office of Community and External Affairs. The goal of the Clinical Excellence Scholars Track is to foster an understanding of the physician career and the doctor-patient relationship for a select group of undergraduate students. The Clinical Excellence Scholars Track achieves this goal through carefully tailored curricular requirements and direct mentoring experiences between Bucksbaum Institute Faculty Scholars and the student scholars. After participating in the Clinical Excellence Scholars Track program, student scholars report that their career understanding and preparation have benefitted as a result and that they meet with success in the medical school application process as well.

Construction Method of Swimming Pool Intelligent Assisted Drowning Detection Model Based on Computer Feature Pyramid Networks

Swimming pool intelligent assisted drowning detection is an important research content in the field of drowning rescue. A large number of scholars track drowning targets in real time through underwater intelligent monitoring system, and use it to build a reliable swimming pool intelligent assisted drowning detection model to reduce the risk of drowning. For the complex underwater environment of the swimming pool, the previous detection model has been difficult to adapt to the practical demand. In this regard, based on the summary of the previous swimming pool intelligent assisted drowning detection models and the computer feature pyramid networks, the feature stratification of the swimming pool intelligent assisted drowning detection image is completed, and then the final swimming pool intelligent assisted drowning detection results are obtained through the YOLO principle. After analysis, it is confirmed that the accuracy rate of swimming pool intelligent assisted drowning detection of this method is significantly improved, which can provide effective data theoretical guidance for swimming pool intelligent assisted drowning rescue and has significant practical advantages.

National Survey of Point-of-Care Ultrasound Scholarly Tracks in Emergency Medicine Residency Programs.

IntroductionResidency scholarly tracks are educational programs, designed to help trainees develop an area of expertise. Although the breadth of residency point-of-care ultrasound (POCUS) education has developed considerably in recent years, there is no literature to date describing scholarly tracks specifically in POCUS. In this study we sought to determine the prevalence, characteristics, and outcomes of POCUS scholarly tracks in emergency medicine (EM).MethodsThis was a cross-sectional survey of EM residency programs accredited by the Accreditation Council for Graduate Medical Education. Surveys were distributed between March–August 2020 using a listserv followed by targeted emails to residency and ultrasound leadership. We summarized data using descriptive statistics, and performed logistic regression to identify factors associated with a POCUS scholarly track.ResultsOf 267 residency programs 199 (74.5%) completed the survey. Fifty-seven (28.6%) had a POCUS scholarly track as of the 2019–2020 academic year. Scholarly tracks in POCUS were more common in university-based/academic sites and larger residency programs. Of the 57 programs with POCUS scholarly tracks, 48 (84.2%) required residents to present at least one POCUS lecture, 45 (78.9%) required residents to serve as instructor at a hands-on workshop, and 42 (73.7%) required residents to participate in quality assurance of departmental POCUS scans. Only 28 (49.1%) tracks had a structured curriculum, and 26 (45.6%) required POCUS research. In total, 300 EM residents completed a POCUS scholarly track over the past three academic years, with a median of 4 (2–9) per program. Seventy-five (25.0%) proceeded to a clinical ultrasound fellowship after residency graduation, with a median of 1 (interquartile range 0–2) per program. A total of 139 POCUS-specific abstracts (median 2 [0–3]) and 80 peer-reviewed manuscripts (median 1 [0–2]) were published by scholarly track residents over the past three years.ConclusionThis survey study describes the current prevalence, characteristics, and outcomes of POCUS scholarly tracks across EM residency programs. The results may inform the decisions of residency programs to create these tracks.

Descriptions and Reflections on the Cognitive Apprenticeship Model of Psychotherapy Training & Supervision.

This paper offers a detailed description of a Cognitive Apprenticeship Model for psychotherapy training and supervision. This form of training has been utilized in a novel psychotherapy training program developed for psychiatric trainees, enrolled in a specialized psychotherapy scholars track, embedded in an adult psychiatric residency training program. The paper offers new elaborations of the model, reflections on the apprenticeship supervision and implementation, and clinical lessons learned. The four dimensions of this model include: (1) acquisition of psychotherapy content knowledge; (2) an application of the Cognitive Apprenticeship Model of Supervision, utilizing modeling, coaching, scaffolding, articulation, reflection and exploration as essential aids in structuring a live, real-time supervisory experience; (3) sequencing of clinical psychotherapy training activities; and (4) use of situated learning and communities of practice, as important components of psychotherapy training. The article also discusses an apprentice method of psychotherapy supervision including the intake, working through, and termination phases, Barriers impeding apprenticeship supervision and implementation, and reflections on participant experiences are discussed. This approach may be valuable to others considering the development or evolution of psychotherapy training programs for psychiatrists, psychologists, social workers, or other mental health professionals.

Detection and genetic characterization of community-based SARS-CoV-2 infections — New York City, March 2020

Identification of SARS-CoV-2 mutations allows tracking across geographic regions to inform public health responses and may elucidate the role of strain variability in COVID-19 clinical syndromes. Identification of SARS-CoV-2 mutations allows tracking across geographic regions to inform public health responses and may elucidate the role of strain variability in COVID-19 clinical syndromes. A striking feature of COVID-19 infection has been the extraordinary array of clinical manifestations of disease, including fever and lymphopenia, pneumonitis, myocarditis, thromboembolism, unusual skin findings, and neurological manifestations, coupled with an intense inflammatory syndrome. The diversity of syndromes suggests that variation in host immune responses and/or viral strain differences account for the observed variability. The identification of SARS-CoV-2 mutations allows construction of clades and the tracking of virus across geographic regions, including to new areas where they pose a public health risk.1Koyama T Platt D Parida L. Variant analysis of SARS-CoV-2 genomes.Bull World Health Organ. 2020; 98 (https://doi.org/10.2471/BLT.20.253591): 495-504Crossref PubMed Scopus (315) Google Scholar, 2Brufsky A. Distinct viral clades of SARS-CoV-2: implications for modeling of viral spread.J Med Virol. 2020; 92 (https://doi.org/10.1002/jmv.25902): 1386-1390Crossref PubMed Scopus (74) Google Scholar, 3Tang X Wu C Li X et al.On the origin and continuing evolution of SARS-CoV-2.Natl Sci Rev. 2020; 7 (https://doi.org/10.1093/nsr/nwaa036): 1012-1023Crossref PubMed Scopus (970) Google Scholar Some significant genetic changes have been identified between isolates from the proposed bat (host) and pangolin (intermediate host) and human strains. Large genetic shifts are likely due to homologous genome recombination. This may account for the acquisition, for example, of the novel 4 amino acid-insertion furin target, a protease that increases proteolytic activation of the virus, viral replication, and resultant cytopathology.4Hoffmann M Kleine-Weber H Pöhlmann S. A Multibasic cleavage site in the spike protein of SARS-CoV-2 is essential for infection of human lung cells.Mol Cell. 2020; 78 (e5): 779-784Abstract Full Text Full Text PDF PubMed Scopus (973) Google Scholar Tracking of point mutations across many human isolates from multiple regions provides epidemiological clues to viral spread and to the efficacy of preventative strategies.5Bushman D Alroy KA Greene SK et al.Detection and genetic characterization of community-based SARS-CoV-2 infections - New York City, March 2020.MMWR Morb Mortal Wkly Rep. 2020; 69 (https://doi.org/10.15585/mmwr.mm6928a5): 918-922Crossref PubMed Scopus (14) Google Scholar For example, sequence mutations in the viral spike protein, responsible for cell-surface receptor binding and membrane fusion in tissues, reveals differing amino acid residues in predominant isolates from east (A2a) and west (B1) coasts of the United States. Mutations in this highly conserved region could alter viral pathogenicity. Surprisingly, the analysis in MMWR by Bushman et al. reveals that isolates from New York City, presumed to be directly from China, apparently spread to New York through Italy and the rest of Europe.5Bushman D Alroy KA Greene SK et al.Detection and genetic characterization of community-based SARS-CoV-2 infections - New York City, March 2020.MMWR Morb Mortal Wkly Rep. 2020; 69 (https://doi.org/10.15585/mmwr.mm6928a5): 918-922Crossref PubMed Scopus (14) Google Scholar Characterization of the genetic sequences of SARS-CoV-2 isolates may elucidate the role of strain variability in COVID-19 syndromes.

Louisiana State University School of Medicine in New Orleans.

Louisiana State University School of Medicine in New Orleans.

Scholarly Tracks in Emergency Medicine Residency Programs Are Associated with Increased Choice of Academic Career.

IntroductionCareer preparation in residency training is not standardized. Scholarly tracks have emerged in emergency medicine (EM) residencies to allow specialized training in an area of focus. The characteristics of these tracks and their value and impact on resident career choice are unknown. We aim to describe the current state of scholarly tracks in residency training programs and their association with pursuit of an academic career.MethodsProgram leaders at EM training programs completed an online survey consisting of multiple-choice items with free-text option. Additionally, participants completed a matrix of dropdown items identifying the immediately chosen post-residency position and applicable track of each member of their graduating class. Descriptive statistics were calculated and reported for multiple-choice items. We performed comparative statistics using chi-squared and Wilcoxon rank-sum tests. Free-text responses were analyzed using a thematic approach.Results113/157(72%) programs participated, 51 with and 62 without tracks. Tracks were more common in four-year programs (odds ratio [OR]=4.8;[2.0–11.9]) and larger programs (chi-sq, p=0.001). Perceived benefits of tracks from programs with them included advanced training (46/50; 92%), career guidance (44/50; 88%), mentorship (44/50; 88%), and preparation for an academic career (40/50; 80%). Residents often participated in a single track (37/50; 74%) usually during their later residency years. Programs with tracks were more likely to graduate residents to an academic career, OR 1.8;[1.3–2.4].ConclusionThis study describes the current characteristics and perceptions of scholarly tracks in EM residencies. Scholarly tracks are associated with an academic position immediately following residency. The results of this study may inform the development and use of scholarly tracks in residency training programs.

Educational Leadership Researchers, (Social) Scientific Credibility, and the Kardashian Index

At a time when universities are encouraging academics to increase engagement and impact while also increasing the publication of papers in high quality outlets, social media has become a valuable tool to achieve greater outreach and dissemination of work to a broad audience. However, popularity, or even the celebrity status that can be attained through social media does not always correlate with more traditional / standard measures of academic value such as citation metrics. In a recent paper, Eacott’s (2017) argued that there was a ‘cult of the guru’ in field of educational leadership. The central thesis of this paper is that it is possible to generate empirical evidence that can inform ongoing dialogue and debate regarding the credibility of researchers. Drawing on Hall’s (2014) ‘Kardashian index’ (K-index), a measure of discrepancy between a scientist’s social media profile and publication record, this paper argues many of the researchers invited to give keynote addresses at educational leadership conferences have much larger profiles than might be expected given their scholarly track record.

The Graduate Medical Education Scholars Track: Developing Residents as Clinician-Educators During Clinical Training via a Longitudinal, Multimodal, and Multidisciplinary Track.

Residency clinician-educator tracks have been created; however, they have generally been limited to a single discipline or program and experienced some challenges. The Graduate Medical Education Scholars Track (GMEST), an embedded longitudinal, multimodal, multidisciplinary clinician-educator track for residents, was piloted at the Pritzker School of Medicine, University of Chicago, in academic year 2014-2015. The GMEST is a two-year experience completed during residency training. The goal is to prepare trainees for academic careers as clinician-educators with a focus on medical education scholarship. This track is designed for residents from diverse training programs with variable clinical schedules and blends a live interactive program, asynchronous instruction and discussion, and overarching multimodal mentorship in medical education. Participants are expected to complete a capstone medical education project and submit it to institutional, regional, and/or national venues. Data gathered from the 2014-2016 and 2015-2017 cohorts demonstrated that 21/22 (95%) participants were satisfied with the GMEST curriculum, felt it was important to their development as future clinician-educators, and felt it would positively influence their ability to work in medical education. Further, 18/22 (82%) participants wished to pursue a career as a clinician-educator and in medical education leadership and/or scholarship. The authors will longitudinally track graduates' future career positions, projects, publications, and awards, and cross-match and compare GMEST graduates with non-GMEST residents interested in medical education. Faculty mentors, program directors, and the Medical Education, Research, Innovation, Teaching, and Scholarship community will be asked for feedback on the GMEST.

How to identify metaknowledge trends and features in a certain research field? Evidences from innovation and entrepreneurial ecosystem

Identifying the trends and features of metaknowledge will help scholars track knowledge through topics. This paper designs a new methodology to make it in a certain field. The proposed novel design performs well in the interdisciplinary domain where there are plenty noisy data and conflicting findings. This study applies this research design to a typical interdisciplinary domain, i.e. innovation and entrepreneurial ecosystems. To identify the scope of research and rationalize data collection process, this paper makes a definition of innovation and entrepreneurial ecosystems based on previous researches. Next, we design two data filtering procedures, which can handle the noisy data and provide the datasets for sequence analyses. Then, we adopt the co-citation analysis and network meta-analysis to clarify the trends and features of multiple metaknowledges. Finally, we draw conclusions about emerging trends, mainstream and hotspots, current situation, future challenges or other features of metaknowledge. We also integrate some conflicting findings, which provide more accurate evidences for the field. Evidences show that this novel research design is an effective tool for analyzing metaknowledges and also suitable for other fields.

A Ten-year Program Evaluation of an Emergency Medicine Scholarly Track in Education Using a Qualitative Approach.

Residency scholarly tracks have allowed training programs to better prepare residents for a future in academia. Despite their success, however, few evaluations of these scholarly tracks have been completed to ensure they are meeting the goals of their stakeholders. The objective was to evaluate the education scholarly track at Northwestern University Emergency Medicine by querying key stakeholders on the current state of the track and its ideal state. Current emergency medicine residents, faculty, and track alumni were identified as essential stakeholders. Their perspectives on the track were elicited with a focus group and online survey, respectively, and responses were analyzed using grounded theory. Four distinct themes emerged from the analysis as critical to the track: "education skills and learning theory," "education research methodology," "leadership," and "collaboration." These themes will be used to inform further development of the track. A similar self-reflection process may benefit other programs with scholarly tracks.

A Longitudinal Emergency Medical Services Track in Emergency Medicine Residency.

Emergency medicine residency programs offer Emergency Medical Services (EMS) curricula to address Accreditation Council for Graduate Medical Education (ACGME) milestones. While some programs offer advanced clinical tracks in EMS, no standard curriculum exists. We sought to establish a well-defined EMS curriculum to allow interested residents to develop advanced clinical skills and scholarship within this subspecialty.Core EMS fellowship trained faculty were recruited to help develop the curriculum. Building on ACGME graduation requirements and milestones, important elements of EMS fellowship training were incorporated into the curriculum to develop the final document.The final curriculum focuses on scholarly activities relating to the four core areas of EMS identified by The American Board of Emergency Medicine and serves as an intermediary between ACGME graduation requirements for education in EMS and fellowship level training.Standardization of the EMS scholarly track can provide residents with the potential to obtain competency beyond ACGME requirements and prepare them for success in fellowship training and/or leadership within EMS on graduation.

Longitudinal Ultrasound Education Track Curriculum Implemented Within an Emergency Medicine Residency Program.

Emergency Medicine residency programs offer ultrasound-focused curricula to address Accreditation Council for Graduate Medical Education (ACGME) milestones. Although some programs offer advanced clinical tracks in ultrasound, no standard curriculum exists. We sought to establish a well-defined ultrasound track curriculum to allow interested residents to develop advanced clinical skills and scholarship within this academic niche. The curriculum involves a greater number of clinical scans, ultrasound-focused scholarly and quality improvement projects, enhanced faculty-driven ultrasound focused didactics, and participation at a national ultrasound conference to receive certification. Successful ultrasound scholarly tracks can provide residents with the potential to obtain fellowships or competency beyond ACGME requirements.

Impact of a scholarly track on quality of residency program applicants

Introduction: It is generally believed that residency programs offering scholarly tracks attract higher quality applicants, although there is little evidence of this in the literature. We explored the impact of a clinician-educator track on the quality of applicants to our residency program by comparing the volume and characteristics of applicants before (2008–2011) and after (2012–2015) the track was introduced. Methods: The total number of applications received was compared between the pre-track and post-track years. Among interviewees, data on United States Medical Licensing Examination (USMLE) Step 1 scores, Step 2 Clinical Knowledge (CK) scores, Medical Student Performance Evaluation (MSPE) scores, and proportion of candidates with an advanced degree (e.g. MPH, PhD) were compared. An online survey was administered to all interviewees in 2014–2015 to measure interest in the track. Results: The total number of applications to the residency program increased significantly from the pre-track to the post-track years. Compared to the pre-track years, interviewees during the post-track years had statistically higher USMLE Step 1 and Step 2 CK scores, better MSPE scores, and were more likely to have an advanced degree. Two-thirds of survey respondents reported that the track increased their interest in the residency program. Discussion: A residency clinician-educator track may be associated with increased overall interest from applicants, higher application volume, and better measures of applicant quality based on USMLE scores, MSPE scores, and proportion of candidates with an advanced degree. Residency programs may consider a potential increase in the quality of their applicants as an added benefit of offering a scholarly track.

Common factors affecting psychotherapy outcomes: some implications for teaching psychotherapy.

The number of psychotherapies classified as "empirically supported treatments" has increased significantly. As the number and scope of empirically supported treatments multiply, it has become impossible to train therapists in all of these specific modalities. Although the current Accreditation Council for Graduate Medical Education requirements for psychiatric residents follow an approach based on specific schools of psychotherapy (emphasizing competency in cognitive-behavioral therapy, psychodynamic therapy, and supportive treatments), evidence suggests that we are failing even in these efforts. In developing a specialized Psychotherapy Scholars Track in the residency program at the University of Colorado School of Medicine, we opted to focus initially on teaching the common factors in psychotherapy that positively affect psychotherapy outcomes. This article reviews 6 such broad common factors.

‘Class work’: producing privilege and social mobility in elite US secondary schools

Drawing upon two ethnographic studies of affluent and elite co-educational secondary schools in the United States, Weis and Cipollone spotlight the explicit ‘class work’ of a now highly insecure middle/upper middle class, as they attempt to maintain advantage via entrance to particularly located post-secondary destinations. Affirming the notion that class position must now be ‘won’ at both the individual and collective level, rather than constituting the ‘manner to which one is born,’ the authors track and theorize intensified preparation for and application to particular kinds of post-secondary destinations in an increasingly segmented national and international marketplace for higher education. Although the US media have taken note of such ‘application frenzy,’ little scholarly work tracks and theorizes this ‘frenzy’ as a distinctly ‘class process,’ one that represents intensified ‘class work’ at one and the same time as class ‘winners’ and ‘losers’ become ever more apparent in the larger global arena.

The Quality and Safety Track

Future physician leaders will need the knowledge and skills necessary to improve systems of care. To address this need, Pritzker School of Medicine implemented a 4-year scholarly track in quality and patient safety for medical students. The Quality and Safety Track (QST) includes an intensive elective that teaches basic quality-improvement skills, an individual mentored scholarly project, and engagement in the Institute for Healthcare Improvement Open School. The first-year elective incorporates a group project that allows students to apply basic process improvement skills. Institutional quality and safety leaders also present their work, giving students context for how these skills are used. To date, 23 students have completed the elective, and 11 chose to pursue QST throughout their medical school experience. Students who completed the elective reported improved confidence in using core quality improvement skills. QST is a feasible and innovative program to develop future health care leaders in quality and safety.