Workshop Evaluations Research Articles

Evaluation of Caru Programme: A National Programme Supporting Palliative, End of Life and Bereavement Care in Nursing Homes in Ireland

Abstract Background The aim of the interim evaluation report is to provide the Caru Programme team with information on the impact of the Programme to date and to highlight the outcomes and challenges, whilst reiterating the key aims and objectives of the Programme and the overall evaluation. Methods The evaluation utilities’ a combination of quantitative and qualitative methodologies. A pre-post design of baseline, mid-line and end-line primary data collection is used to measure the overall impact of the programme. Secondary data analysis of participant feedback, workshop evaluations and attendance was completed under the RE-AIM (Reach, Effectiveness, Adoption, Implementation, Maintenance) framework. Results The education sessions provided were highly valued, with the majority of participants indicating an increase in baseline knowledge after attending a session. There were very high levels of positive experience with 80-99% of participants strongly endorsing the activities and recommending the programme. Participants who attended the Project ECHO and the QI workshops, indicated an intention to change practice; however, at this stage of the evaluation, there is a lack of specific details on what practice or change would be introduced, or indeed, its timeline. This will be measured in the next phase of the evaluation. Conclusion Caru is an innovative continuous learning programme supporting nursing home staff in the delivery of palliative, end-of-life, and bereavement care to residents. The learning components are delivered using a range of approaches, Webinars, Project ECHO online learning, Regional Networks, Quality Improvement Workshops. The interim evaluation report outlines the outcomes from Phase I and the first year of the programme’s delivery. It provides insights into its impact, outcomes, and challenges as well as providing a basis for the next phase of the evaluation. This interim evaluation lays the groundwork for a comprehensive understanding of the Caru Programme model and impact and provides valuable insights into its effectiveness.

Putting weight-related conversations into practice: Lessons learned from implementing a knowledge translation casebook in a disability context.

Due to reported challenges experienced by healthcare providers (HCPs) when having weight-related conversations with children with disabilities and their families, a knowledge translation (KT) casebook was developed, providing key communication principles with supportive resources. Our aim was to explore how the KT casebook could be implemented into a disability context. Study objectives were to develop and integrate needs-based implementation supports to help foster the uptake of the KT casebook communication principles. A sample of nurses, physicians, occupational therapists and physical therapists were recruited from a Canadian paediatric rehabilitation hospital. Informed by the Theoretical Domains Framework, group interviews were conducted with participants to understand barriers to having weight-related conversations in their context. Implementation strategies were developed to deliver the KT casebook content that addressed these identified barriers, which included an education workshop, simulations, printed materials, and a huddle and email strategy. Participant experiences with the implementation supports were captured through workshop evaluations, pre-post surveys and qualitative interviews. Post-implementation interviews were analysed using descriptive content analysis. Ten HCPs implemented the KT casebook principles over 6 months. Participants reported that the workshop provided a clear understanding of the KT casebook content. While HCPs appreciated the breadth of the KT casebook, they found the abbreviated printed educational materials more convenient. Strategies developed to address participants' need for a sense of community and opportunities to learn from each other did not achieve their aim. Increased confidence in integrating the KT casebook principles into practice was not demonstrated, due, in part, to having few opportunities to practice. This was partly because of the increase in competing clinical demands at the onset of the COVID-19 pandemic. Despite positive feedback on the product itself, changes in the organisational and environmental context limited the success of the implementation plan. Monitoring and adapting implementation processes in response to unanticipated changes is critical to the success of implementation efforts.

Positive outcomes of implementing applied theatrical improvisation in communication trainings/ workshops for healthcare students in two European countries: a comparative study

IntroductionEffective communication has been shown to improve patients’ health outcomes. This study utilizes medical improvisation techniques to teach communication skills to different groups of health students (nurses, midwives, medical doctors, speech therapists).ObjectivesOur objective was to design and compare an interprofessional workshop that incorporates applied improvisation to train different groups of healthcare students in communication skills, resilience, dealing with failure and empathy. Medical improvisation is an innovative concept to prepare healthcare students to be more effective communicators.MethodsRequired medical improv workshops (using applied improvisational theater techniques) were held for first to third-year students in France and in Hungary. Workshop evaluations were obtained before and following the last session and at 3 months post-workshop for one cohort. The courses incorporated role plays, listening, storytelling and verbal/ nonverbal exercises to help students communicate with empathy and clarity. The two countries used the same questionnaires for assessment (Interpersonal Communication Questionnaire and Intolerance Uncertainty Scale)Results24 medical students participated in the Hungarian improvisation workshops, and 26 speech therapists students in the French improvisation workshops. In the finished Hungarian research over 90% of students rated the workshops as above average or excellent. Students reported a gain in insights regarding their role as a clinician (≥ 90%), an improvement in their ability to demonstrate effective communication (80–87%), and a positive impact on teamwork (91–93%). At 3 months post-workshop, students reported they had used at least 1 improvisation skill on their clinical wards. Both countries can claim promising results so far in their separate studies, our results comparing the French and Hungarian data using synchronized scales and questionnaires is currently in progress, and will be processed by the end of this year.ConclusionsThis study demonstrates that medical improvisation exercises can be scaled to different fields of healthcare students in various years of their studies and that using improv in healthcare education is universal in its short and long-term effects. Further, we found that students felt that it improved their communication. This study also provides new insights regarding specific improvisation exercises that are most useful for the clinical environment.Keywords: Improvisation. Medical improvisation. Applied Improvisation. Medical education. Communication. Uncertainty tolerance. Soft skills trainingDisclosure of InterestNone Declared

A qualitative examination and emerging theorization of Jamaican nursery practitioners’ self-identified professional development needs

ABSTRACT In Jamaica, the majority of practitioners working with infants and toddlers are largely untrained. While continuing professional development (CPD) provides practitioners with the skills to meet children’s needs, the provision of CPD also serves as the means by which nursery practitioners upgrade their competencies. This study presents the findings of a series of focus group discussions and workshop evaluations with 71 nursery workers to elicit their professional development needs. Thematic analysis revealed three dominant themes (planning for children, managing throughout the day and the curriculum). These findings enable an emerging theorization of caregivers’ CPD needs. This includes context-guided pedagogy, relevant and transferable to everyday life, and socially considerate professional development. Implications of the findings suggest greater support for nursery workers. Caregivers need to be involved in the planning of CPD. Additionally, the theorization enables a greater understanding of how caregivers learn and the factors which support their professional growth.

1 Challenges in the Pasture

Abstract Cow-calf farms are abundant across the southeastern US and there is a wide diversity of farm sizes and types of farmers. Farms include small-scale part-time farms, and large commercial-scale farms, often integrated with other farm enterprises. Many farmers have full-time employment off the farm and little if any hired labor, such that there is little time to devote to farming activities. In contrast, large farms often have access to labor, equipment and other inputs that may not be available to small farms. The diversity of farms and farmer demographics makes extension programming challenging as motivational factors vary considerably. Many pasture management practices proven by research have very low levels of adoption including active grazing management, pasture renovation, hay testing, etc. We assume that all farmers are focused on profitability, but this is clearly not the case especially with small part-time farmers. Other motivations may be enjoyment of spending time with animals, time spent with family, improving animal welfare, interest in machinery and “gadgets”, and other non-farm interests including using a cow-calf enterprise to hold land in some kind of agriculture for future development. New management practices may make sense from a profitability perspective but might require the development of new skills that the farmer does not have. Additionally, there may be other barriers including access to necessary equipment, conflicting information provided by advisers, and expertise in simple practices such as planting and spraying. As an example, novel endophyte tall fescue (NETF) has potential to eliminate the negative aspects of endophyte infected tall fescue while maintaining the desirable agronomic characteristics. While NETF technology is research proven and has been available to producers for over two decades, adoption has been very slow. The Alliance for Grassland Renewal is a multi-state private/public collaborative formed to promote the appropriate adoption of NETF. The Alliance conducts workshops to teach farmers and their advisors about how to best implement the NETF technology. The collaborative effort provides a more uniform set of recommendations than was formerly available through each member state. Through workshop evaluations we found several important factors that limit adoption including 1) the balance of cost and benefit is unclear, 2) farmers have limited financial resources, 3) the land is rented or unsuitable for renovation, and 4) farmers lack of knowledge, and 5) farm forage reserves are limiting. Many of these pasture management practices are difficult to adopt because they require many sequential steps that must be completed in a timely way. This may leave the farmer hesitant to take the first step in the process. For practices that are very different than standard management, use of on-farm demonstrations and hands-on learning have proven valuable.

Evaluation of an intensive workshop on research methods in supportive oncology.

Since 2015, the Harvard Workshop on Research Methods in Supportive Oncology has trained early-career investigators in skills to develop rigorous studies in supportive oncology. This study examines workshop evaluations over time in the context of two factors: longitudinal participant feedback and a switch from in-person to virtual format during the COVID pandemic. We examined post-workshop evaluations for participants who attended the workshop from 2015 to 2021. We qualitatively analyzed evaluation free text responses on ways in which the workshop could be improved and "other comments." Potential areas of improvement were categorized and frequencies were compiled longitudinally. Differences in participants' ratings of the workshop and demographics between in-person and virtual formats were investigated with t-tests and Chi-square tests, respectively. 286 participants attended the workshop over 8 years. Participant ratings of the workshop remained consistently high without substantial variation across all years. Three main themes emerged from the "other comments" item: (1) sense of community; (2) passion and empowerment; and (3) value of protected time. Participants appeared to identify fewer areas for improvement over time. There were no significant differences in participant ratings or demographics between the in-person and virtual formats. While the workshop has experienced changes over time, participant evaluations varied little. The core content and structure might have the greatest influence on participants' experiences.

Supporting Bystanders and Other Staff Exposed to Negative Workplace Behaviour: Developing and Testing the IMO Intervention Framework in the Clinical Workplace.

Medical student and health-care staff bullying remain international concerns. Our understanding about what might solve such problems is still developing. A common approach suggested for bystanders to bullying is that they challenge or "stand up" to the bully. At the same time, the considerable risks should they act (eg, verbal rebuke) are rarely acknowledged, and neither is the potential for considerable cognitive dissonance should they choose not to. Drawing on a substantial literature review, we developed an interventional program, initially with medical student bullying in mind, that generally employed a discourse for values cultivation. We implemented and evaluated this program through 6 cycles of action research methodology in 6 different departments of one tertiary teaching hospital. Data include individual interviews, discussions with key participants plus freehand comments from wider staff's workshop evaluations. Alongside others, an early serendipitous finding was the "IMO" [Indirect, focus on Me, focus on Outcome] framework, intended for bystanders to student bullying. From using this framework, participants reported developing confidence in tackling negative behaviours, that interactions had better outcomes and that the workplace atmosphere felt more relaxed. It's use also significantly reduced cognitive dissonance. Encouragingly, participants went on to use IMO for staff-staff bullying incidents, and other common negative behaviours. We attribute IMO's utility to its memorability, simplicity and for catering to the many possible causes of bullying, including values issues, without perpetuating or creating conflict. The IMO framework is offered as a widely usable framework for all staff in a clinical environment - a useful addition to popular frameworks used in the clinical workplace, ideas from which might also help these be further refined. Further evaluation would establish whether IMO invites long-term change and its utility in other contexts.

Evaluating the “Optimal Competition Parenting Workshop” Using the RE-AIM Framework: A 4-Year Organizational-Level Intervention in British Junior Tennis

The purpose of the current study was to utilize the RE-AIM (i.e., reach, effectiveness, adoption, implementation, and maintenance) framework to evaluate the national-level scale-out of the Lawn Tennis Association's "Optimal Competition Parenting Workshop" (OCPW) across a 4-year period. During 2018, 65 workshops were run across the United Kingdom, 1,043 parents registered, and 933 parents attended. Adopting a quasi-experimental design, multilevel analyses revealed significant increases in parents' (n = 130) task goal orientation and competition tennis parenting efficacy, as well as significant decreases in ego goal orientation and unpleasant emotions. Children's perceptions of both mother- and father-initiated ego-involving motivational climate and their own ego goal orientation significantly decreased across time. From 2019 to 2021, a further 64 workshops were delivered to 1,110 parents with no significant differences in parents' satisfaction, enjoyment, instructor evaluation, or transfer intention over time when compared against workshop evaluations in 2018. Overall, the OCPW represents a well-received, practical, and effective brief intervention for enhancing parental involvement in junior tennis.

Abstract B024: Pivot to SPARCC diversity in the clinical cancer research workforce; implementation and evaluation of an academic enrichment pathway before, during, and after the COVID-19 global pandemic

Abstract Academic pipeline programs are designed to mitigate systemic barriers that have historically excluded individuals due to deep-rooted, structural inequities. The Student-centered Pipeline to Advance Research in Cancer Careers (SPARCC) was developed in 2018 to diversify the clinical research health professions workforce and has graduated three cohorts of scholars from 2019-2021. Due to COVID-19 and safety concerns, SPARCC evolved, pivoting to establish effective learning environments virtually and in-person to ensure the original curriculum of academic, research, and professional identity development were upheld. The program aims to a.) immerse students in the clinical cancer research environment, supporting immediate employment as a clinical research professional (CRP) and b.) to provide structured support and guidance for individuals intending to pursue advanced professional degrees. SPARCC programmatic evaluations included a multifactorial strategy utilizing the same three evaluative instruments each year. These included a 17-item knowledge, attitudes, and practices (KAP) survey specific to clinical cancer research, daily workshop evaluations, and clinical practicum rotation evaluations. The SPARCC KAP was distributed immediately prior to the start of the program, upon graduation from the program, and six months later. After exploratory factor analysis, items were grouped into three factors: knowledge of clinical research practice, knowledge of research practice, and knowledge of culturally responsive cancer care. Mixed ANOVAS were used to assess changes in factors based on time (pre-, post-, and 6-month follow up; within) and cohort (year of participation; between). Over three years 156 students applied, 65% of whom identified belonging to an underrepresented ace or ethnicity. Thirty-six scholars matriculated through the program: 14(39%) White; 13(36%) Black; 3(8%) Asian; 3(8%) Native American; 1 3%) Native American/Black; 1(3%) Black/Asian; 1(3%) Pacific Islander. Forty-four percent (16 scholars) identified as Hispanic/Latino/a. Six scholars (17%) entered the clinical research workforce within six months of graduating from the SPARCC program, all who identified as belonging to underrepresented groups. The KAP evaluations revealed that scholars’ knowledge increased significantly after participation in the program in each of the three factors: knowledge of clinical research practice (p < .007); knowledge of research practice (p < .007); and knowledge of culturally responsive cancer care (p < .007). Within six months of graduation from SPARCC, 17% of scholars entered the clinical research workforce, and nearly 60% were enrolled in graduate-research degree programs or medical school. SPARCC demonstrated curricular flexibility and ingenuity when pivoting from entirely in-person to entirely virtual, and finally to a hybrid program over the first three years of the program. Through didactic, clinical, research, and career professional identity exploration, robust learning experiences engaged scholars despite limitations on in-person contact. Citation Format: Kristina Kaljo, Lindsey McAlarnen, Michael Braun, Emmanuel Ngui, Janet S. Rader. Pivot to SPARCC diversity in the clinical cancer research workforce; implementation and evaluation of an academic enrichment pathway before, during, and after the COVID-19 global pandemic [abstract]. In: Proceedings of the 15th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2022 Sep 16-19; Philadelphia, PA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2022;31(1 Suppl):Abstract nr B024.

Signaling Allyship: Preliminary Outcomes of a Faculty Curriculum to Support Minoritized Learners.

Purpose: U.S. medical schools continue to foster racism, homophobia, and transphobia through underrepresentation of racial, ethnic, sexual, and gender minorities. 1–3 Minoritized individuals experience discrimination and trauma, often with little support. 1–3 An informal preliminary needs assessment 4 of minoritized learners at our institution indicated that, due to faculty underrepresentation, they were uncertain about which faculty were safe to discuss discrimination- and diversity-related issues with. This was compounded by the size and geographic disbursement of our faculty (over 5,000 faculty at 21 U.S. military hospitals). To address this uncertainty, we created a curriculum culminating in a visible signal to learners—a lapel pin—that a faculty member is trained as an ally. Our purpose is to report on preliminary outcomes of this innovation. Approach: Inspired by critical pedagogy, we developed a curriculum to create spaces for dialogue, with a focus on the transformative power of language. 5 We developed 3 objectives for faculty participants: understanding the impacts of discrimination on medicine, analyzing how intersecting identities and privilege shape them, and voicing a commitment to transformative work. We created a flexible online curriculum including (1) 9 credit hours to be chosen from a menu of thirteen 90-minute workshops (with a different topic taught each month, varying days and times), (2) participation in and written reflection on a journal club (offered monthly), and (3) a final written reflection discussing specific allyship plans. We used our institution’s faculty development program, offered to all health professions instructors at our 21 sites. We evaluated for inclusion the program’s existing workshops addressing issues like implicit bias and cross-cultural mentorship, choosing 12. We also developed a flagship required workshop addressing the transformative and oppressive potentials of language. To optimize interaction, workshops were limited to 30 learners and breakouts facilitated dialogue. Curriculum faculty read all reflections and provided feedback. Workshops were evaluated through an email form, asking about material quality and usefulness and knowledge gained. The curriculum will be evaluated at 6 months and via surveys to participants and students. Outcomes: We launched the curriculum in early September at an in-person faculty conference and began advertising through the institution’s Diversity Committee and Faculty Development Office. Within weeks, workshops were filled through April 2022. Between September and early December, we delivered 475 curriculum credits to 239 faculty members and approximately 50 attended each monthly journal club. While workshop evaluations had low response rates (9%, n = 29), all but one participant (97%) rated the workshops as excellent and planned to apply what they had learned often or daily. The initial written reflections discuss “eye opening” or “transformative” experiences and apply curriculum content to themselves and their work. While responses are positive, we are struggling to meet the increased demand since instructors were not granted protected time to deliver the curriculum. Meanwhile, we wrestle with our language, considering whether “disruptor” or “co-conspirator” might be more powerful than “ally,” and also potentially alienating to participants. Significance: This allyship curriculum is a novel addition to our faculty development program. While we await our first formal evaluation (including undergraduate learner feedback), we already believe this model could help institutions educate and develop faculty regarding discrimination and diversity and signal to students which faculty are interested in supporting minoritized students. Use of an established platform for registration and tracking, supportive administrators, and a genuine faculty desire for transformative, nonjudgmental training in these areas are responsible for the success of our program to date. Space for faculty dialogue and reflection can be transformative as they realize the power in their language. As Freire says: “to speak a true word is to transform the world.” 5(p87) Acknowledgments: The authors wish to thank Ryan Landoll, Patcho Santiago, and Jonathan Scott for their contributions to the allyship program.

Engaging youth in food preservation: Examining knowledge and practice on Canada’s West Coast

Youth in remote communities of Canada, including those in the Clayoquot Sound UNESCO Biosphere Region (CSUBR), can benefit from building food preservation knowledge because of the additional challenges they experience accessing healthy food. Regrettably, youth in these areas are not adequately engaged in food practices within households that support knowledge building. Schools and community food programs that serve to fill such learning gaps lack food preservation content and are developed without input from youth. Consequently, youth in remote areas, including those in the CSUBR, lack food preservation learning opportunities. To address these gaps, we examine youth participation in food preservation in the CSUBR. We adopted a participatory approach to emphasize youth perspectives. This paper is based on interviews, food preservation workshops, and workshop evaluations with youth. The interviews provided multiple perspectives, including current youth engagement in food preservation activities and factors that hinder or motivate youth participation in food preservation. In addition, we organized food preservation workshops to support youth learning goals. These workshops were evaluated to highlight participants' experiences, including their efficacy in supporting food preservation knowledge building. Findings show that youth are not adequately participating in food preservation compared to other food provisioning activities. Factors such as the lack of teachers hinder youth from participating in food preservation. The workshops supported youth in building various food preservation techniques and learning about the cultural importance of food – important skills and knowledge to support youth food security and their community's food sovereignty.

Mutual Legal Assistance in Wildlife Criminal Matters in Eastern Africa

The workshop Strengthening of International Cooperation in Wildlife Criminal Matters in Eastern Africa, held for investigators and prosecutors, commenced in Nairobi in February 2020. Multiple representatives from nine African countries’ national wildlife and prosecution agencies were in attendance (including inter-governmental organization/non-governmental organization representatives). The first author spent six months conducting research in Kenya, respected cross-cultural ethics considerations, and aided in the development and facilitation of the workshop. Workshop evaluations (pre and post-pre) were utilized to identify challenges, experiences, and engagement in cooperation in transnational wildlife cases. Pre-workshop evaluations (N = 23), post-pre-workshop evaluations (N = 24), participant observation data, and illicit wildlife seizure data (obtained from the United Nations Office on Drugs and Crime Container Control Programme) identified three key challenges in transnational wildlife criminal cases within the region: (1) Mutual legal assistance is not being utilized enough; (2) regional legal harmonization and support are necessary; and (3) exhibit management and evidence requirements need to be amended. There are multiple policy implications from these data, mainly the need for regional adoption of an MLA guidance, the need for the United Nations Convention against Corruption and the United Nations Convention against Transnational Organized Crime to be ratified by all countries, and a better understanding of alternatives to mutual legal assistance (MLA) requests for repatriation of large seized wildlife exhibits.

A theory-based research literacy intervention for nurses: A pilot study.

Difficulties with understanding research literature can lead to nurses having low engagement with evidence-based practice (EBP). This study aimed to test the feasibility of an education intervention using an academic literacies approach to improve nurses' research literacy. An interactive workshop was devised utilizing genre analysis and tested in a pre/post pilot study. EBP self-efficacy was measured at baseline and posttest using the Self-Efficacy in Evidence-Based Practiceinstrument (26 items on an 11-point scale for total scores from 0 to 260). Research comprehension was measured with a 10-question quiz (range 0-10). When analyzed with a paired t-test, EBP self-efficacy increased significantly (MD: 56.9, SD: 39.9, t = 4.5, df = 9, p < .001). Research comprehension also improved (MD: 1.1; SD: 1.1, t = 2.9, df 9, p < .01). The workshop evaluations (n = 9) were overwhelmingly positive. This novel approach to research pedagogy aligns well with adult learning theory and social learning theory and is suitable for small group learning in continuing education. There is considerable potential for further work in this area. Genre analysis shows promise as a strategy for teaching nurses to understand research literature.

Innovations in Mentorship: Implementation of a Mentorship Program in Psychiatry That Encourages Reflection on Intersectionality and Wellness

AimsMentorship supports professional development, academic outcomes, and wellness. Effective mentorship can develop careers of faculty through greater access, and equity, diversity, and inclusion (EDI). At a Department of Psychiatry in Canada, a recent survey showed more than 60% faculty were without mentors and would like to have one; and 75% mentors received no training nor resources to support mentorship. The aims of the Psychiatry Mentorship Program are to facilitate sharing of expertise, self-reflection, and career growth among faculty.MethodsA Mentorship Working Group was formed in 2020–2021. The Mentorship Program design was evidence-informed by a literature review and consultation with other mentorship programs. While a traditional primary mentor-mentee relationship is at the core of the program, the mentorship dyad will be further supported by mentorship groups focused on academic roles, areas of scholarship and career development (e.g., clinician scientists; wellness) or specific groups (e.g., members of a minority group). The program offers an online mentor/mentee matching process, based on faculty self-reported scholarship interests, academic roles, and preferences related to social identity. A three-year evaluation strategy, guided by a logic model, is integrated throughout program implementation. Mentees and mentors are expected to complete a baseline assessment upon program enrolment and annual follow-up questionnaires. Continuous quality improvement of the Mentorship Program will be based on user experience collected via focus groups and interviews where perception and concepts, such as intersectionality, wellness, and EDI, will be explored.ResultsThe Mentorship Program pilot was launched in fall 2021 with mentor and mentee virtual orientation workshops offering best practices and opportunities for reflection on challenges that may be encountered during a mentoring relationship. Thirty-six faculty mentors and 60 newly appointed faculty mentees attended the orientation workshops respectively. Workshop evaluations were positive. For example, 93% participating mentors indicated that the workshop met its learning objectives; 80% rated the workshop as excellent. Eighty-seven percent of mentor participants reported increased awareness of best practices to support successful mentorship, including the use of contracts and developmental plans, and indicated the workshop stimulated reflection and learning.ConclusionThis preliminary positive feedback suggests faculty found the orientation workshops on mentorship to be useful and thus represents an effective mode of facilitating implementation of a department wide mentorship program. We anticipate the implementation of our mentorship program could be adapted to other academic settings.

Translating mentoring interventions research into practice: Evaluation of an evidence-based workshop for research mentors on developing trainees' scientific communication skills.

A key part of keeping doctoral and postdoctoral trainees in STEM research careers is mentoring. Our previous research indicates that mentoring trainees in scientific communication (SC) skill development increases research career intention through two social-cognitive constructs, self-efficacy in and outcome expectations for acquiring SC skills, as well as science identity. While many mentor training interventions exist, no programs focus on developing SC skills specifically. The “Scientific Communication Advances Research Excellence” (SCOARE) program trains mentors to address trainee scientific communication (SC) skill development as an innovative approach to increase trainee research career persistence. The SCOARE training is a half-day workshop for faculty mentors of research trainees at five sites nationally. Informed by previous research, workshop content focuses on practical, effective mentoring strategies to develop trainee speaking and writing skills. Anonymous evaluation data collected after each workshop indicates participant satisfaction and reported positive increases in skills and knowledge in applying new and various techniques when mentoring trainees (skills) and how linguistic bias influences our perception of others (knowledge). This article outlines the research-based development of the SCOARE program, the first two years’ of workshop evaluations showing positive increases in skills and knowledge, and lessons learned to increase participant satisfaction with the program.

Rushed Decisions: Ethical Considerations for Digital Storytelling Practitioners.

The American Dreaming project, a community-based participatory research study conducted in collaboration with the nonprofit organization Define American, focuses on bolstering the mental health of immigrant rights advocates between the ages of 25 and 40 years. All participants identify as undocumented or formerly undocumented and have been public with their status since 2012. Seven people were recruited for the pilot program to participate in a digital storytelling (DST) workshop. They created digital stories (videos approximately 3 minutes in duration) from a series of general story prompts about their lives. Participants also completed pre- and posttests with measures assessing change in posttraumatic stress disorder, stress, self-esteem, depression, belonging, social support, and resilience. Follow-up, semistructured workshop evaluations were gathered, and life history interviews were conducted. The project also included a strategic communications component. In this article, I outline ethical challenges faced as the goals and parameters of the project shifted while conducting a multifaceted critical narrative intervention. The key lesson learned was to make space, prior to the DST workshop, for establishing and agreeing on project priorities with all stakeholders. I recommend creating a one-page memorandum of understanding that includes (1) a brief project description outlining the objectives, (2) goals listed in priority order, and (3) a decision tree to help stakeholders navigate competing interests. While DST is a powerful tool for supporting storyteller agency, working within structures of funding, support, and research can create challenges that critically complicate the narrative intervention.

A Grant-Based Experiment to Train Clinical Investigators: The AACR/ASCO Methods in Clinical Cancer Research Workshop.

To address the need for clinical investigators in oncology, American Association for Cancer Research (AACR) and American Society for Clinical Oncology (ASCO) established the Methods in Clinical Cancer Research Workshop (MCCRW). The workshop's objectives were to: (i) provide training in the methods, design, and conduct of clinical trials; (ii) ensure that clinical trials met federal and international ethical guidelines; (iii) evaluate the effectiveness of the workshop; and (iv) create networking opportunities for young investigators with mentoring senior faculty. Educational methods included: (i) didactic lectures, (ii) Small Group Discussion Sessions, (iii) Protocol Development Groups, and (iv) one-on-one mentoring. Learning focused on the development of an Institutional Review Board (IRB)-ready protocol, which was submitted on the last day of the workshop. Evaluation methods included: (i) pre- and postworkshop tests, (ii) students' workshop evaluations, (iii) faculty's ratings of protocol development, (iv) students' productivity in clinical research after the workshop, and (v) an independent assessment of the workshop. From 1996 to 2014, 1,932 students from diverse backgrounds attended the workshop. There was a significant improvement in the students' level of knowledge from the pre- to the postworkshop exams (P < 0.001). Across the classes, student evaluations were very favorable. At the end of the workshop, faculty rated 92% to 100% of the students' protocols as ready for IRB submission. Intermediate and long-term follow-ups indicated that more than 92% of students were actively involved in patient-related research, and 66% had implemented five or more protocols. This NCI-sponsored MCCRW has had a major impact on the training of clinicians in their ability to design and implement clinical trials in cancer research.

Writer identity and disciplinarity in the third space

This qualitative study examines academic support practices and students’ experiences and perspectives in a graduate nursing education program that has, for many years, emphasized research and writing by requiring aspiring nurse practitioners to pursue publication in peer-reviewed clinical research journals. In collaboration with faculty, practitioner researchers from the university’s postsecondary learning center developed and facilitated group workshops and provided students with individual consultations on research processes and manuscript development. The researchers wrote field notes and researcher memos, administered workshop evaluations, and interviewed seven participants to better understand students’ writer identities and whether writing for the discipline of nursing with the support of peers, faculty, and learning instructors led to any changes in both their individual and collective sense of disciplinary identity. More broadly, this study interrogated the role of a postsecondary learning center employing an academic literacies pedagogical approach (Lea and Street, 1998; Lillis and Scott, 2007) in working with faculty to support students’ writing for a specific discipline. Findings suggest that graduate nursing students felt anxiety and uncertainty about claiming disciplinary expertise and competence as writers. This affective experience made it difficult for students to align their understandings of nursing as a discipline, rooted in their field experiences as professionals, with a more academic conceptualization that they believed to be represented by the research and writing practices required for the assignment. By engaging with the learning center as a third space (Gutiérrez, 2008), the students explored these challenges and experimented with writing practices, directions for their research, and the conceptualization of their profession as they modified their understanding of what was possible for scholarly writing and research in nursing as a discipline and what they could contribute individually as emerging scholars. This study has implications for teaching academic writing practices in nursing contexts, as well as other academic disciplines and for forming generative collaborations between postsecondary learning centers and subject experts.

Using faith-based organisations to promote mental health education to underserved populations in Jamaica

Objective: The under-utilisation of mental health services by populations because of inadequate mental health education by community leaders and the public is of concern. The primary purpose of this study was to evaluate the usefulness of brief 1-day workshops in educating the public about mental health. Design: Quantitative pre–post evaluation. Setting: Community-based mental health workshops in urban Jamaica. Method: A survey on awareness of mental health resources was completed by 39 community leaders. In addition, 204 participants, who attended three 1-day public educational workshops, anonymously completed evaluations of workshop objectives including met expectations, stimulated learning, and workshop strengths and weaknesses. Of these participants, 157 completed pre–post workshop evaluations to identify subjective improvements in knowledge and competency. Results: Almost 60% of community leaders reported being in regular contact with persons who expressed poor emotional well-being, but typically only referred 25%–30% for mental health counselling. The workshops on mental health education, facilitated by faith-based organisations, were well subscribed by the public and most participants rated them favourably. Significantly more participants reported satisfaction with the workshops on Parenting Practices compared to Workplace Wellness ( p &lt; .05). Wilcoxon Signed Rank tests revealed higher mean scores overall on post-workshop evaluation indicating gain in knowledge and competency; mean pre-test score, 3.26 (0.77), and post-test, 4.38 (0.48), p &lt; .000. Conclusion: One-day mental health education workshops met public expectations and resulted in subjective gains in knowledge and competency. Research is needed to clarify the specific benefits of using public education workshops supported by faith-based organisations to promote mental health.

Professional Development for PreK-12 Teachers in Health Science Content Using a “Train and Equip” Approach: 28 Years’ Experience

From 1991-2019 at the University of Arkansas for Medical Sciences (UAMS), 202 different faculty individuals, from each of the five UAMS colleges, volunteered to offer 120 different workshops in health science content to 22,731 PreK-12 teachers and some school nurses in the Partners in Health Science (PIHS) program. Participants consumed 83,488 hrs. of professional development. Workshops were held at UAMS or in 39 communities in the state. Workshops provided each participant with a “take home” Resource Kit (RK) containing topic-appropriate materials, supplies and/or items of equipment, used in the workshop, intended to foster replication of workshop experiences in the teacher’s home classroom. Short-term, i.e. same day evaluations indicated a high degree of satisfaction with the workshops. Long-term (6 months or longer after a workshop) evaluations covering a 10-year time span (1991-2001) discovered that a large number of the participants who attended more than one PIHS workshop performed new experiments/demonstrations for their students – a strong sustainability factor because it could last for a participant’s entire teaching career. Pre vs. posttest data recorded a gain in knowledge from 1737 participants in several workshops ranging from 14.8% correct to 29.8%. Extramural funding was consistent, but varied over the duration of the program.