Building diverse leadership in an academic medical center: The ACCLAIM program.

As healthcare systems become more complex, medical education needs to adapt in many ways. There is a growing need for more formal leadership learning for healthcare providers, including greater attention to health disparities. An important challenge in addressing health disparities is ensuring inclusive excellence in the leadership of healthcare systems and medical education. Women and those who are underrepresented in medicine (URMs) have historically had fewer opportunities for leadership development and are less likely to hold leadership roles and receive promotions. One successful initiative for improved learning of medical leadership-presented as a case example here-is the Academic Career Leadership Academy in Medicine (ACCLAIM) at the University of North Carolina at Chapel Hill School of Medicine. ACCLAIM is uniquely designed for faculty identified as having emerging leadership potential, with an emphasis on women and URMs. Using a leadership learning system approach, annual cohorts of participants (Scholars) interactively participate in a multi-faceted nine-month long learning experience, including group (e.g., guest-speaker weekly presentations and exercises) and individual learning components (e.g., an individual leadership project). Since its initiation in 2012 and through 2021, 111 Scholars have participated in ACCLAIM; included were 57% women and 27% URMs. Two important outcomes described are: short-term impact as illustrated by consistent improvements in quantitively measured leadership knowledge and capabilities; and long-term leadership growth, whereby half of the ACCLAIM graduates have received academic rank promotions and almost two-thirds have achieved new leadership opportunities, with even higher percentages observed for women and URMs; for example, 87% of URMs were either promoted or achieved new leadership positions. Also consistently noted, through qualitative assessments, are broader healthcare system knowledge and shared tactics for addressing common challenges among Scholars. This case example shows that the promotion of leadership equity may jointly enhance professional development while creating opportunities for systems change within academic medical centers. Such an approach can be a potential model for academic medical institutions and other healthcare schools seeking to promote leadership equity and inclusion.

Value of a small control group for estimating intervention effectiveness: results from simulations of immunization effectiveness studies.

AIM: To improve evidence for public health practice, the conduct of effectiveness studies by practitioners is needed and may be stimulated if knowledge that smaller than usual samples may provide the same reliability of intervention effect size as larger samples. MATERIALS & METHODS: We examined reliability of intervention effect using computerized simulations of 2000 hypothetical immunization effectiveness studies from an actual study population and by small (30 and 60) and larger (100 and 200) control groups compared with an intervention group of 200 participants. RESULTS & CONCLUSION: Across simulated studies, the mean intervention effect (14%) and effect sizes were equivalent regardless of control group size and equal to the actual study effect. These results are relevant for similarly designed and executed studies and indicate that studies with smaller control groups can generate valid and accurate evidence for effective public health practice in communities.

Competency-based preparedness training for public health practitioners.

The bioterrorism preparedness training needs of the public health workforce have been described in several studies, assessments, and surveys. To meet these needs, the North Carolina Center for Public Health Preparedness (NCCPHP) and the Public Health Leadership Program (PHLP) at the University of North Carolina School of Public Health developed a new distance learning course, Introduction to Public Health Preparedness for Disasters and Emergencies. After a review of assessment data to identify training needs, we conducted a literature review of methodology and concluded that a distance learning course would be the best approach. The course curriculum is based on the Bioterrorism and Emergency Readiness Competencies for All Public Health Workers. This paper describes the course development process and methods used to make this course an effective training tool.

Examining the impact of a distance education MPH program: a one-year follow-up survey of graduates.

This article addresses the critical issue of measuring impact of a distance education Master of Public Health degree program on public health practitioners. It is based on an online survey of the 49 graduates of the Public Health Leadership Program at the School of Public Health of the University of North Carolina at Chapel Hill. The survey was carried out 1-year postgraduation and had a 73% response rate. Results indicated that graduates continued to have a high level of satisfaction with the program; 97% of respondents indicated they would recommend the program to others, and 75% said that their overall opinion about the program had increased since graduation. On a scale of 1 to 10, 79% of respondents rated the program with a score of 8 or higher in terms of the impact of the program on their ability to do their current job. Regarding new opportunities, 75% of respondents reported that they had new professional affiliations or service commitments, and 31% had job promotions since graduating. The methodology and results reported here may be a model for assessing the impact of a distance learning degree program for mid-career professionals. These results support the viability of a distance-education format for providing necessary training at the master's level for the public health workforce.

An interdisciplinary MPH via distance learning: meeting the educational needs of practitioners.

This article describes a distance learning master of public health program that prepares students to lead programs and organizations. Evaluation showed that the curriculum, format, and teaching methods were accessible, affordable, acceptable, and appropriate for the working professional, and equivalent to residential master's programs aimed at experienced professionals. Students interacted with professors and other learners using the World Wide Web, weekly videoconferences, and face-to-face meetings. Students, whose main motivations for enrolling included improving job performance in leadership and career advancement, reported strengthening of knowledge, perspective, skill, technical facility, confidence, and job performance. Learner satisfaction was high, with 100% agreeing they would recommend the program to others.

Bioestadística en salud bucodental

Datos y tablas. Tasas. Tasas ajustables. Distribuciones de frecuencia. Medidas de tendencia central y de dispersión. Probabilidad. Riesgo empírico y la fórmula binomial. Muestreo de una población. La distribución normal. Estimación. Test de hipótesis, nivel de significación y potencia. La estadística chi-cuadrado aplicada a una tabla de 2 x2. Tablas de contingencia y grados de libertad. El test "t". Análisis de varianza y test "F". Algunas medidas estadísticas en epidemiología. Estadísticas no paramétricas: test de significación apreados y no apareados. Correlación y regresión. Regresión múltiple. El protocolo de investigación. Experimentos clínicos y diseños experimentales. Sugerencias de lecturas complementarias

Bioestadística en salud bucodental

Datos y tablas. Tasas. Tasas ajustables. Distribuciones de frecuencia. Medidas de tendencia central y de dispersión. Probabilidad. Riesgo empírico y la fórmula binomial. Muestreo de una población. La distribución normal. Estimación. Test de hipótesis, nivel de significación y potencia. La estadística chi-cuadrado aplicada a una tabla de 2 x2. Tablas de contingencia y grados de libertad. El test "t". Análisis de varianza y test "F". Algunas medidas estadísticas en epidemiología. Estadísticas no paramétricas: test de significación apreados y no apareados. Correlación y regresión. Regresión múltiple. El protocolo de investigación. Experimentos clínicos y diseños experimentales. Sugerencias de lecturas complementarias