University-based Training Research Articles

Multi-institutional study examining intraoperative entrustment and resident sex

IntroductionSingle-site studies have found variable associations between gender and entrustment-based interactions during surgical residency. We sought to assess the relationship between resident sex and intraoperative entrustment at multiple institutions. MethodsSurgical cases were observed at four university-based training programs. Faculty entrustment and resident entrustability were rated using OpTrust. OpTrust is a validated intraoperative entrustment measurement tool which enables trained third-party raters to objectively score resident and faculty behaviors in the operating room. Independent sample t-tests and regression analysis with cluster adjusted standard errors were used. Results337 cases were observed which included 149 residents (54 ​% female) and 97 faculty members (30 ​% female). There was no difference in resident entrustability based on resident sex (p ​= ​0.30). Female residents were more likely to be involved in cases rated as more difficult (p ​= ​0.04). At a single site, male residents scored higher on resident entrustability (p ​= ​0.007) and faculty entrustment (p ​= ​0.022). ConclusionEntrustment did not differ based on resident sex on a multi-institutional scale; however, at a single site, there was a difference; suggesting there are multi-factorial issues contributing to differences in training.

Pawsitive Training: A Preliminary Investigation of Animal-Assisted Counseling Competencies in a University-Based Training Program

Pawsitive Training: A Preliminary Investigation of Animal-Assisted Counseling Competencies in a University-Based Training Program

Therapeutic techniques and session impact: A practice-research network study in private practice

Objective: This study investigated the relationship between therapeutic techniques and session impact, by examining the replicability of findings observed in a university-based training clinic (Boswell et al., 2010) in another practice-oriented setting: private practice. Method: N = 8 therapists completed session-level assessments of their technique use for N = 38 clients. The same client sample completed session-level assessments of session outcome. Technique-outcome associations were examined with multilevel models. Results: As in Boswell et al., common factors were associated with positive session impact. For clients who received higher average common factor techniques (relative to their own therapist’s caseload), session impact was the poorest in sessions with higher behavioral change techniques use (relative to the client’s own average). Moreover, clients with the lowest average common factor techniques (relative to their therapist’s caseload) reported better session impact in sessions that involved a higher degree of session-level behavioral change techniques (relative to their own average). Conclusion: In line with Boswell et al., therapists should be mindful of the consistency of their routine technique use between- and within-clients, and this can be aided through collection of their own practice-oriented data.

University-based Training Courses for Literary Translators in the Twenty-First Century: An Overview from the United Kingdom

As part of a wider project exploring literary translation in the United Kingdom, the present article profiles the three named postgraduate taught courses focusing exclusively on literary translation which are currently available at universities in the United Kingdom: the MA in Literary Translation at the University of East Anglia (UEA); the MA in Literary Translation Studies at the University of Warwick; and the MA in Audiovisual and Literary Translation at the University of Essex. After providing a concise summary of the situation regarding (literary) translator training in the British context, online sources are used to obtain information regarding the structure and course content of each of the three degree programmes under analysis. The findings are presented, contrasted, and discussed, before some proposals for further research are outlined.

Decolonizing Relaxed Performance: A Visual Translation of Vital Ecosystems

This essay draws on the visual translations produced by artist Sonny Bean in response to the 2022 report, Relaxed Performance: Exploring University-based Training Across Fashion, Theatre and Choir. Relaxed performance (RP) is a wide-reaching movement toward accessibility in arts that challenges normative comportment in performance contexts and has evolved into a contemporary cross-sector vital practice rooted in disability justice. Through a selection of illustrations, Bean transforms human-centric data about RPs into a vital ecosystem that extends to the more-than-human world, denoting the complex interconnectedness of RP production in a settler colonial state.

Corporate University Sebagai Implementasi ASN Merdeka Belajar Bagi ASN Milenial

The need for training in Ministry of Tourism and Creative Economy is very much needed, especially for millennial ASN’s who are already fluent in the use of technology and familiar with the term of Merdeka Belajar. The purpose of this study is to determine the needs of Corporate University (CorPu) strategies for competency development. The method used is a qualitative method using questionnaires and interviews. The results of this research were that 86.7% of respondents stated that they needed Corporate University-based training and 13.3% stated that strategy of Corporate University do not need to be implemented within the Ministry of Tourism and Creative Economy.

Introduction to the Special Edition: Policies and Practices

Introduction to the Special Edition: Policies and Practices

Current Surgical Trainee Perceptions and Experiences in Telehealth.

Introduction:Broad expansion of telehealth technologies has been implemented during the coronavirus disease 2019 (COVID-19) pandemic to allow for physical distancing and limitation of viral transmission within health care facilities. Although telehealth has been studied for its impact on patients, payors, and practitioners, its educational impact is largely unstudied. To better understand the trainee experience and perception of telehealth during the COVID-19 pandemic, we conducted a survey of the membership of the American College of Surgeons Resident and Associate Society (RAS).Methods:An anonymous survey was sent to members of RAS. Descriptive analysis was used to report experiences and perceptions. Chi-square analysis was used to compare cohorts with and without exposure to telehealth.Results:Of the 465 RAS respondents, 292 (62.8%) reported knowledge of telehealth technologies at their institutions. The majority of these respondents experienced a decrease in in-person clinic volume (94.4%) and an associated increase in virtual clinic volume (95.7%) related to the COVID-19 pandemic. Trainee integration into telehealth workflows increased drastically from prepandemic levels (11% vs. 54.5%, p < 0.001). Likelihood of trainee exposure to telehealth was associated with university-based training programs or larger program size. Trainees demonstrated a desire for more integration and development of curricula.Conclusions:These data serve as the first description of surgical trainee experience with, and opinion of, telehealth. Trainees recognize the importance of their integration and training in telehealth. These results should be used to guide the development of workflows and curricula that integrate trainees into telemedicine clinics.

Rates of Assessment of Social Media Use in Psychiatric Interviews Prior to and During COVID-19: Needs Assessment Survey.

BackgroundCurrent research suggests that there is a nuanced relationship between mental well-being and social media. Social media offers opportunities for empowerment, information, and connection while also showing links with depression, high-risk behavior, and harassment. As this medium rapidly integrates into interpersonal interactions, incorporation of social media assessment into the psychiatric evaluation warrants attention. Furthermore, the COVID-19 pandemic and containment measures (ie, social distancing) led to increased dependence on social media, allowing an opportunity to assess the adaptation of psychiatric interviews in response to sociocultural changes.ObjectiveThe first aim of this study was to evaluate if general psychiatry residents and child and adolescent psychiatry fellows assessed social media use as part of the clinical interview. Second, the study examined whether changes were made to the social media assessment in response to known increase of social media use secondary to social distancing measures during the COVID-19 pandemic.MethodsAs part of a quality improvement project, the authors surveyed general psychiatry residents and child psychiatry fellows in a university-based training program (n=21) about their assessment of social media use in patient evaluations. Soon after the survey closed, “stay-at-home” orders related to the COVID-19 pandemic began. A subsequent survey was sent out with the same questions to evaluate if residents and fellows altered their interview practices in response to the dramatic sociocultural changes (n=20).ResultsPre-COVID-19 pandemic survey results found that 10% (2/21) of respondents incorporated social media questions in patient evaluations. In a follow-up survey after the onset of the pandemic, 20% (4/20) of respondents included any assessment of social media use. Among the 15 participants who completed both surveys, there was a nonsignificant increase in the likelihood of asking about social media use (2/15, 13% vs 4/15, 27%, for pre- and during COVID-19, respectively; McNemar χ21=0.25, P=.617, Cohen d=0.33).ConclusionsThese small survey results raise important questions relevant to the training of residents and fellows in psychiatry. The findings suggest that the assessment of social media use is a neglected component of the psychiatric interview by trainees. The burgeoning use and diversity of social media engagement warrant scrutiny with respect to how this is addressed in interview training. Additionally, given minimal adaptation of the interview in the midst of a pandemic, these findings imply an opportunity for improving psychiatric training that incorporates adapting clinical interviews to sociocultural change.

A Multicenter Curricular Intervention to Address Resident Knowledge and Perceptions of Personal Finance.

We evaluated internal medicine residents' confidence and knowledge of personal finance, perceptions of burnout, and relations between these issues before and after an educational intervention. We surveyed internal medicine residents at two university-based training programs in 2018. We developed and implemented a curriculum at both sites, covering topics of budgeting, saving for retirement, investment options, and the costs of investing. Each site used the same content but different strategies for dissemination. One used a condensed-form lecture series (two 1-hour sessions) and the other used a microlecture series (four 30-minute sessions) series. Residents were resurveyed following the intervention for comparison. The preintervention survey response rate was 41.2% (122/296) and the postintervention response rate was 44.3% (120/271). Postintervention mean scores for personal finance knowledge improved for basic concepts (52.6% vs 39.4%, P < 0.001), mutual fund elements (30.8% vs 19.7%, P < 0.001), investment plans (68.5% vs. 49.2%, P < 0.001), and overall knowledge (50.1% vs 36.1%, P < 0.001). A significantly smaller proportion of residents reported feelings of burnout following the intervention (23.3% vs 36.9%, P = 0.022). Our findings show that residents want to learn about finances. Our brief educational intervention is a practical way to improve overall knowledge. Our intervention suggests that improving knowledge of finance may be associated with decreased feelings of burnout.

Experience-Based Competency Training in Child and Adolescent Psychotherapy

Abstract. Background: Compared to adult psychotherapy training, there is little knowledge about the use of standardized actor-patients (SPs) for the development of professional competencies for younger patient populations. Objective: We assessed the effectiveness of two university-based training programs for diagnostic as well as intervention skills in child and adolescent psychotherapy. Methods: Psychology students took part in two courses on the development of diagnostic competencies ( N = 59) and on intervention skills ( N = 51). We applied active and experience-based learning strategies, including exercises on self-awareness, mindfulness, peer role-play, and the use of SPs. Competence gain as well as a general evaluation of the seminars were assessed by self-report. Results: For both seminars, self-reported competence increased significantly with a large effect. The retrospective evaluation of learning success and acceptance ratings of the didactic formats were high. Conclusions: Experience-based trainings that include SPs are a feasible option for child and adolescent psychotherapy. The findings are discussed from a conceptual as well as a practical perspective.

Message of the Department Chair

Fifty years ago, the Department of Orthopaedics was founded and became the newest clinical department of the College of Medicine and Philippine General Hospital, University of the Philippines. This year 2021, we celebrate its Golden Anniversary. Even in its infancy, the department has given due emphasis on research as much as its commitment to training and service. It was one of the first if not the first clinical department to hold an Annual Research Forum and even a research unit was organized by its first Chair, Dr. Jose Silao. Much later, a small biomechanical testing unit was put up. Time and again, its staff and trainees have contributed to the continuing studies in Orthopaedics. These include a better understanding of essential surgical anatomy, validation of surgical procedures, new approaches to the treatment of many Orthopaedic pathologies, and innovations in implants and devices. The generation of new knowledge is a mandate for all university colleges and units and the Department of Orthopaedics takes this seriously. It takes pride in being recognized as a university-based training program. It hammers into the consciousness of its staff and trainees the importance of research. It uses research training for its residents as an important tool in inculcating in them the art of critical thinking, a must in our present-day evidence-based medical practice. This Orthopaedic issue of the Acta Medica Philippina is a fitting way of honoring the department’s long research tradition. The ease with which we gathered publishable researches for this issue just shows the vibrancy of research in the department and how much it has grown from its beginning in 1971. The founding fathers of the department will be proud to see that the department takes seriously the challenge to excel in Training, Service, and Research. I heartily congratulate and profusely thank the authors and editorial staff for coming out with this special Orthopaedic Issue of the Acta Medica Philippina.&#x0D; Juanito S. Javier, MD, MChOrth Chair Department of Orthopedics Philippine General HospitalUniversity of the Philippines Manila

Creating Clinician Educators: Evaluation of a One-Month Medical Education Curriculum for Senior Residents

BackgroundClinician-educator tracks improve teaching behaviors in trainees. However, detailed curriculum descriptions to fully understand, compare, and reproduce them are often lacking. We aimed to describe and evaluate a medical education curriculum for senior residents. MethodsBased on Kolb's experiential learning model, we designed a one-month curriculum to increase teaching effectiveness. PGY 2-4 internal medicine and medicine-pediatrics residents in a university-based training program participated in the course from 2015-2019. In a pre-post design, participants completed a survey to evaluate the curriculum. Survey items related to four constructs in medical education: knowledge, confidence, skills, and importance (5-point Likert scale; 1=low, 5=high). We assessed the difference in the means for each construct before and after the curriculum. ResultsThirty-nine residents completed the curriculum (19% of total residents), and 100% of participants completed the surveys. We observed an increase in the mean self-rated level of teaching knowledge (2.63 [SD 0.57] vs. 4.43 [SD 0.42], p<0.005), confidence (3.31 [SD 0.4] vs. 4.29 [SD 0.32], p<0.005), and skills (2.9 [SD 0.63] vs. 4.14 [SD 0.38], p<0.005) after completing the course. Residents consistently graded individual curricular components highly. ConclusionsWe describe a one-month medical education curriculum with a strong foundation in learning theory. The curriculum is feasible and presented in sufficient detail to allow reproduction. Our findings suggest that it increases participants’ self-perceptions of teaching knowledge, confidence, and skills.

Supporting Romantic Relationships During COVID-19 Using Virtual Couple Therapy

The novel coronavirus disease pandemic (COVID-19) has profoundly impacted people’s lives, resulting in economic turmoil, death and suffering, and drastic changes to everyday life. The adjustment and strain of such challenges can spill over into couples’ relationship processes, including how partners spend time together, talk to one another, and manage conflict. Drawing from our experiences conducting virtual couple therapy (VCT) in a university-based training clinic and community-based clinic, as well as themes from an informal survey of 29 couple therapy clinicians, the current paper discusses the unique challenges that couples face in therapy during COVID-19. Such challenges include renegotiating quality time together, navigating less personal space and time alone, experiencing individual anxiety and stress prompted by the pandemic, and increases in conflict. We discuss our clinical recommendations for addressing these challenges for couples and utilize clinical case examples to illustrate our points. Despite these challenges, we also comment on several positive aspects of COVID-19 on couple relationships. Guided by these considerations and recommendations, our observations suggest that clinicians can effectively support couples’ growth and progress using VCT during COVID-19.

Therapist effects on dropout in couple therapy.

Marriage and family therapy scholars have argued that therapists play a crucial role in successful couple therapy, yet little research has empirically documented that the therapist in couple therapy has a significant impact on outcomes. Known as the study of therapist effects, this study sought to assess the amount of variance attributed to the therapist in couple therapy outcomes. Using dropout as the outcome variable, this study analyzed data from 1,192 couples treated by 90 masters and doctoral student therapists at a university-based training clinic. Results from multilevel analysis indicated that therapists in the sample accounted for 9.4% of the variance in couple dropout while controlling for initial couple impairment. Therapist gender and therapist experience did not significantly predict variability in therapist effects. These findings give promise to future research on therapist effects in couple therapy and encourage exploration into which therapist characteristics and behaviors contribute to successful clinical outcome.

Contemporary nursing graduates' transition to practice: A critical review of transition models.

To critically review contemporary transition theories to determine how they apply to the newly qualified graduate registered nurse programmes. Graduate nurse transition to employment is the time of significant change which has resulted in high attrition rates. Graduates are often challenged by their expectation of nursing practice and the reality of the role. The transition from hospital-based training to university-based training has resulted in the need for primary employment to commence with graduate/orientation/internship programmes to help support new graduates transition into clinical practice. One transition model, Duchscher's stages of transition theory, utilised three former theories to develop a final model. A narrative critical literature review. The theories selected for the review were Kramer's reality shock theory, Benner's novice to expert theory, Bridges transition theory and Duchscher's stages of transition theory. Duchscher's stages of transition theory reflects the experiences of registered nursing transition into the workforce directly from university. The application of the theory is effective to guide understanding of the current challenges that new graduate nurse's experience today. There is a need for new graduates to complete their university degree as advanced beginners in order to decrease the experience of transition shock and keep pace with rapidly changing demands of the clinical environment. This may be achieved by increasing ward-based simulation in university education. A theoretical framework can provide a deep understanding of the various stages and processes of transition and enable development of successful programmes. Both universities and hospitals need to adapt their current practice to align with the needs of new graduates due to large student numbers and ongoing systematic advancements to decrease the attrition rate.

Information governance and power relations: Reflections on archival education in Québec

Information governance provides a framework of accountability for the effective and efficient use of information to meet organizational objectives and compliance requirements. While information functions are often carried out by separate units that frequently work in silos, information governance is based on an interactive approach, taking into account notions of participation, power, and negotiation. Power and political competencies, and organizational realities are inherent to effective governance. Not all actors, however have the same political weight and the same skills to assert themselves as important players. The implementation of an information governance framework should enable records managers and archivists to position themselves as key players in the organization. Based on a research project conducted in two phases (a statistical survey in 2015, enriched by interviews in 2017–2019 with information professionals and IT professionals), this paper presents the organizational actors of information governance, the influencing factors that allow them to exert some power over each other, and what competencies are required in context from records managers and archivists to play a strategic role. We also examine the integration of these competencies into university-based archival training programs in Québec, Canada.

A History of the American Association of Pathologists’ Assistants: Creating an Organization, Winning Hearts and Minds, and Building an Invaluable Profession

Thomas D. Kinney and Duke University started the first formal university-based training program for pathologists’ assistants in 1969. Over the next 2 years, 2 more university-based programs were established. All 3 programs were affiliated with nearby Veterans Administration Hospitals and were funded as a pilot study by the US Veterans Administration to address a looming shortage of pathologists. Early graduates of these programs discovered that the concept of pathologists’ assistants with well-defined skill sets encompassing both surgical and autopsy pathology was not initially accepted by important elements of organized pathology. Indeed, many academic pathologists were opposed to the concept from the outset. In the face of such opposition, a group of practicing pathologists’ assistants created and incorporated their own professional organization, the American Association of Pathologists’ Assistants, to provide support, advocacy, and continuing education for individual practicing pathologists’ assistants. The history of the American Association of Pathologists’ Assistants and its role in the establishment and success of the pathologists’ assistant profession are described utilizing personal communications as well as published historical sources.

Do End-of-Rotation Evaluations Adequately Assess Readiness to Operate?

Medical educators have developed no standard way to assess the operative performance of surgical residents. Most residency programs use end-of-rotation (EOR) evaluations for this purpose. Recently, some programs have implemented workplace-based "microassessment" tools that faculty use to immediately rate observed operative performance. The authors sought to determine (1) the degree to which EOR evaluations correspond to workplace-based microassessments and (2) which factors most influence EOR evaluations and directly observed workplace-based performance ratings and how the influence of those factors differs for each assessment method. In 2017, the authors retrospectively analyzed EOR evaluations and immediate postoperative assessment ratings of surgical trainees from a university-based training program from the 2015-2016 academic year. A Bayesian multivariate mixed model was constructed to predict operative performance ratings for each type of assessment. Ratings of operative performance from EOR evaluations vs workplace-based microassessment ratings had a Pearson correlation of 0.55. Postgraduate year (PGY) of training was the most important predictor of operative performance ratings on EOR evaluations: Model estimates ranged from 0.62 to 1.75 and increased with PGY. For workplace-based assessment, operative autonomy rating was the most important predictor of operative performance (coefficient = 0.74). EOR evaluations are perhaps most useful in assessing the ability of a resident to become a surgeon compared with other trainees in the same PGY of training. Workplace-based microassessments may be better for assessing a trainee's ability to perform specific procedures autonomously, thus perhaps providing more insight into a trainee's true readiness for operative independence.

Library Association (UK): Professionalization and Redefinition in the 1960s and 1970s

ABSTRACT This article employs Andrew Abbott's ecological theory of professionalization advanced in The System of Professions: An Essay on the Division of Expert Labor. It explores the case of the Library Association (UK), which moved in the 1960s and 1970s toward a fully university-based training and certification system and explores how the LA redefined itself, establishing partial control over some areas claimed by the emerging profession of information science.