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2.
JAMA Ophthalmol ; 139(8): 896-897, 2021 08 01.
Artigo em Inglês | MEDLINE | ID: mdl-34196670

RESUMO

Importance: Emerging vision scientists who have yet to be awarded their first independent funding may have their research careers disproportionately affected by early COVID-19-related disruptions. In September 2020, the Alliance for Eye and Vision Research convened a panel of 22 such scientists (nominated by their academic institutions) to communicate to the US Congress about the importance of vision research. As part of the effort, interviews were conducted with scientists about the effect of the pandemic on their research. Observations: Qualitative areas of adverse consequences from the early months of COVID-19 disruptions included striking interruptions of patient-based research, limits on other types of clinical research, loss of research time for scientists with young children (especially women), challenges with animal colonies and cell cultures, impediments to research collaborations, and loss of training time. Conclusions and Relevance: The early months during the COVID-19 pandemic increased career stress on many early-stage investigators in the vision field and delayed (and may potentially derail) their ability to attract their first independent research funding grant. As a result, federal and private granting agencies may need to take these factors into account to retain talented, early-stage vision researchers.


Assuntos
Pesquisa Biomédica/organização & administração , COVID-19/complicações , Escolha da Profissão , Oftalmologia/organização & administração , Pesquisadores/educação , SARS-CoV-2 , Estresse Psicológico/etiologia , Pesquisa Biomédica/educação , Pré-Escolar , Feminino , Humanos , Masculino , Oftalmologia/educação , Quarentena/psicologia , Pesquisadores/psicologia , Apoio à Pesquisa como Assunto/organização & administração , Estresse Psicológico/psicologia , Inquéritos e Questionários , Estados Unidos
3.
Immunology ; 163(4): 431-435, 2021 08.
Artigo em Inglês | MEDLINE | ID: mdl-34002402

RESUMO

The pandemic has brought challenges to teaching lab and research skills. Here Nigel Francis and colleagues explore the diverse approaches taken to replace lab-based immunology teaching, explain how networks of educators have driven this innovation and discuss the importance of retaining best practice into the future.


Assuntos
Alergia e Imunologia/educação , Pesquisa Biomédica/educação , COVID-19 , Instrução por Computador , Educação à Distância , Laboratórios , Estudantes , Ensino , Currículo , Humanos
4.
Med Educ Online ; 26(1): 1929045, 2021 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-34024270

RESUMO

Given the well-documented inequities in health care outcomes by race, ethnicity, and gender, many health career pipeline programs have focused on supporting the development of a diverse and inclusive workforce. The State of Utah, is vast, but sparsely populated outside the Salt Lake City metropolitan area. More than 96% of our nearly 85,000 square miles is designated rural (<100 people/square mile) or frontier (<7 people/square mile). The Salt Lake City area is home to the Hunsman Cancer Institute, the only NCI-designated Comprehensive Cancer Center in the region, also noted the limited diversity in the biomedical cancer research workforce. Our primary objective was to increase the number of underrepresented trainees who pursue higher education with the goal of a career in cancer research. PathMaker is a regional, competitive pipeline program that nurtures high school or undergraduate trainees from historically underrepresented backgrounds towards a career in cancer research. Our faculty and staff team collaboratively developed a cohort model curriculum that increased student awareness of research career options; provided academic and professional development, cultural and social support, evolutionary success strategies, active mentorship, and leadership skill development; and fostered an environment of continuous evaluation and improvement. Since pilot program initiation in May 2016, the PathMaker Research Program (PathMaker) has engaged a total of 44 underrepresented trainees in cancer research labs at Huntsman Cancer Institute, the majority still in college. Eleven trainees graduated college: five employed in STEM, one pursuing a PhD in STEM; two in medical school, and three are lost to follow-up. Alumni report high levels of satisfaction with PathMaker and will be followed and supported for academic success. PathMaker is a replicable model to increase diversity and inclusion in the biomedical cancer research workforce.


Assuntos
Pesquisa Biomédica/educação , Institutos de Câncer/organização & administração , Tutoria/organização & administração , Grupos Minoritários/educação , Apoio ao Desenvolvimento de Recursos Humanos/organização & administração , Escolha da Profissão , Competência Cultural , Currículo , Feminino , Humanos , Liderança , Masculino , Apoio Social , Fatores Socioeconômicos , Universidades , Utah , Recursos Humanos , Adulto Jovem
6.
Med Educ Online ; 26(1): 1920084, 2021 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-33970808

RESUMO

The authors conducted a scoping review to investigate the structure, content, and potential impact of post-residency medical education fellowships. The authors searched eight databases to identify English-language articles describing longitudinal, post-residency medical fellowships that both focused on medical education and described the structure and content of the curriculum. The authors summarized the findings of each article and, for those articles that included a program evaluation, assessed the potential impact of the program via the Kirkpatrick's Four-Level Training Evaluation Model and the Medical Education Research Study Quality Instrument. Nine articles, describing a total of ten post-residency medical education fellowships, met inclusion criteria. Half of the programs were dedicated medical education fellowships and half were medical education tracks within a subspecialty fellowship. The content and educational strategies varied, with no two programs having the same curriculum. Most programs most focused on teaching skills, adult learning theory, curricular development, and medical education research/scholarship. Most programs used project-based learning, workshops, and faculty mentorship as educational strategies. Six of the articles included an evaluation of their program(s), all of which suggested positive changes, at least at the level of fellow behavior (Kirkpatrick level 3), and designs limited the strength of any conclusions drawn. This scoping review highlights the variation among medical education fellowships and the need for common curricular components, as well as program evaluation, across and within these fellowships. Additional assessment at higher levels of trainee outcomes will help guide the creation and revision of medical education fellowships, and inform the development of a core curriculum shared across programs. Such a core curriculum could then serve as the foundation for a certification program, by which a medical educator's expertise could be recognized, thus elevating medical education to the stature it deserves within the academic mission.


Assuntos
Bolsas de Estudo/organização & administração , Internato e Residência/organização & administração , Pesquisa Biomédica/educação , Currículo , Educação Médica/organização & administração , Educação de Pós-Graduação em Medicina , Docentes de Medicina/organização & administração , Humanos , Aprendizagem , Tutoria/organização & administração , Aprendizagem Baseada em Problemas , Avaliação de Programas e Projetos de Saúde , Especialização
9.
PLoS Comput Biol ; 17(3): e1008715, 2021 03.
Artigo em Inglês | MEDLINE | ID: mdl-33735276

RESUMO

Many initiatives have addressed the global need to upskill biologists in bioinformatics tools and techniques. Australia is not unique in its requirement for such training, but due to its large size and relatively small and geographically dispersed population, Australia faces specific challenges. A combined training approach was implemented by the authors to overcome these challenges. The "hybrid" method combines guidance from experienced trainers with the benefits of both webinar-style delivery and concurrent face-to-face hands-on practical exercises in classrooms. Since 2017, the hybrid method has been used to conduct 9 hands-on bioinformatics training sessions at international scale in which over 800 researchers have been trained in diverse topics on a range of software platforms. The method has become a key tool to ensure scalable and more equitable delivery of short-course bioinformatics training across Australia and can be easily adapted to other locations, topics, or settings.


Assuntos
Biologia Computacional/educação , Educação à Distância/métodos , Austrália , Pesquisa Biomédica/educação , Pesquisa Biomédica/métodos , Pesquisa Biomédica/organização & administração , Biologia Computacional/métodos , Biologia Computacional/organização & administração , Humanos
10.
Medicine (Baltimore) ; 100(10): e24881, 2021 Mar 12.
Artigo em Inglês | MEDLINE | ID: mdl-33725844

RESUMO

ABSTRACT: We sought to analyze the current situation of personnel training and scientific research regarding pharmacy intravenous admixture services (PIVAS), to provide evidence-based medical knowledge to inform personnel training for PIVAS in mainland China.A cross-sectional survey was used to examine the current status of PIVAS personnel training, research capabilities, needs, and research output of PIVAS personnel based from the perspective of leaders in PIVAS in China. The survey period was from March to April 2019.A total of 137 hospitals in China participated in this survey. The main training content areas of PIVAS staff in each hospital were professional theoretical knowledge (100.00%, 137/137) and practical operation ability (98.54%, 135/137). The frequency of training was typically 1 to 2 times/month (56.9%, 78/137). The average duration of a single training session was typically 1 h or less (68.6%, 94/137). The most common forms of PIVAS training were lectures (94.89%, 130/137) and practical operations (79.56%, 109/137). A total of 51.8% (71/137) of PIVAS leaders believed that PIVAS personnel had a high degree of scientific research needs, but 61.3% (84/137) believed that few personnel had mastered scientific research methodology, and 41.6% (57/137) believed that the scientific research ability of personnel was relatively poor. Among PIVAS personnel, only 38.7% (53/137) had specialized scientific training. The annual total SCI output was 0 to 18 articles (median 0 articles) and the total number of national-level funding grants was 0 to 2 (median 0). There were no significant differences in the training of PIVAS personnel and scientific research between different provinces and hospital levels.The training content of PIVAS personnel in China was found to be relatively rich, but management tools, career development, and training in scientific research were found to be relatively weak, and the scientific research output was very low. It is necessary to build a comprehensive training system for career development among PIVAS personnel.


Assuntos
Pesquisa Biomédica/educação , Composição de Medicamentos/normas , Educação em Farmácia , Serviço de Farmácia Hospitalar/normas , Técnicos em Farmácia/educação , Administração Intravenosa , China , Estudos Transversais , Humanos
11.
Afr J Prim Health Care Fam Med ; 13(1): e1-e8, 2021 Jan 15.
Artigo em Inglês | MEDLINE | ID: mdl-33567848

RESUMO

BACKGROUND: The development of research skills is an important aspect of undergraduate medical training that facilitates the practice of evidence-based medicine. The inclusion of research training into undergraduate medical curricula can take various formats and is compulsory for all students at the Nelson R. Mandela School of Medicine (NRMSM). The evaluation of this training is important, both to ensure that students obtain the required research skills and to improve the quality of the training. AIM: The aim of this study was to evaluate undergraduate medical students' and staff learning, engagement and experiences in the training and assessment of third-year research projects. SETTING: This research was conducted at NRMSM, South Africa. METHODS: Questionnaires were administered to third-year medical students after they completed their research project poster presentations and to the staff who assessed the presentations. Responses to the learning process, group work, alignment between module outcomes and assessment and the benefits of poster presentations were assessed. RESULTS: A total of 215 students and 10 staff completed the questionnaire. Many students reported having enjoyed learning about research (78%) and that the training activities facilitated their understanding of the research process (84%). The majority of students (86%) and staff (80%) perceived the posters as an effective way to demonstrate students' ability to collect, analyse and interpret data. CONCLUSION: Staff and students viewed the research process positively and reported that the poster presentations were an effective way to assess research.


Assuntos
Pesquisa Biomédica/educação , Educação de Graduação em Medicina , Avaliação Educacional/métodos , Estudantes de Medicina , Adulto , Estudos Transversais , Currículo , Feminino , Humanos , Aprendizagem , Masculino , Competência Profissional , África do Sul , Inquéritos e Questionários
12.
PLoS One ; 16(2): e0246683, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-33556126

RESUMO

The purpose of this study was to identify performance measures of racially underrepresented minority (RUM) Ph.D. trainees who needed additional training initiatives to assist with completing the UAMS biomedical science degree. A sample of 37 trainees in the 10-year NIH-NIGMS funded Initiative for Maximizing Student Development (IMSD) program at the University of Arkansas for Medical Sciences (UAMS) were examined. Descriptive statistics and correlations examined process measures (GRE scores, GPAs, etc.) and outcome measures (time-to-degree, publications, post-doctoral fellowship, etc.) While differences were found, there were no statistically significant differences between how these two groups (Historically Black Colleges and Universities (HBCUs) and Predominately White Institutions (PWIs)) of students performed over time as Ph.D. students. Graduates who scored lower on the verbal section of the GRE also had a higher final graduate school grade point average in graduates who received their undergraduate training from HBCUs. Of the graduates who received their undergraduate training from PWIs, graduates who scored lower on the quantitative section of the GRE had higher numbers of publications. These findings stimulate the need to 1) reduce reliance on the use of the GRE in admission committee decisions, 2) identify psychometrically valid indicators that tailored to assess outcome variables that are relevant to the careers of biomedical scientists, and 3) ensure the effective use of the tools in making admission decisions.


Assuntos
Sucesso Acadêmico , Educação de Pós-Graduação/estatística & dados numéricos , Grupos Minoritários/estatística & dados numéricos , Critérios de Admissão Escolar/estatística & dados numéricos , Adulto , Arkansas , Pesquisa Biomédica/educação , Educação de Pós-Graduação/métodos , Avaliação Educacional/estatística & dados numéricos , Feminino , Humanos , Masculino , Estudantes/estatística & dados numéricos , Universidades , Adulto Jovem
14.
Mol Cell ; 81(3): 414-417, 2021 02 04.
Artigo em Inglês | MEDLINE | ID: mdl-33545055

RESUMO

As part of our commitment to amplifying the voices of underrepresented scientists, we are publishing the insights and experiences of a panel of underrepresented scientists. In this piece, they discuss strategies to recruit underrepresented minority students to universities and careers in science. These are the personal opinions of the authors and may not reflect the views of their institutions.


Assuntos
Pesquisa Biomédica/educação , Escolha da Profissão , Diversidade Cultural , Grupos Minoritários/educação , Seleção de Pessoal , Pesquisadores , Estudantes , Relações Comunidade-Instituição , Humanos , Mentores , Grupo Associado
15.
Z Psychosom Med Psychother ; 67(1): 78-87, 2021.
Artigo em Alemão | MEDLINE | ID: mdl-33565378

RESUMO

Promoting research competence in psychosocial medicine - A new curriculum for medical students Objectives: The objective of this study is the introduction and evaluation of a new graduate-students curriculum to enhance research competence in psychosocial medicine. Method: N = 57 students have participated in the curriculum to date. All participants completed questionnaires regarding teaching quality and pre-post changes in subjective research competence. Results: All items on teaching quality were scored significantly higher (p < 0.05) compared to data of three other comparable psychosocial seminars. In addition, a substantial increase in subjective research competence was found (p < 0.05). Conclusions: The presented curriculum provides an opportunity to strengthen research competence and evidence-based critical thinking of prospective physicians at an early stage. As a consequence of these encouraging results, the curriculum has been implemented permanently at the medical faculty in Heidelberg.


Assuntos
Pesquisa Biomédica/educação , Pesquisa Biomédica/normas , Currículo , Competência Profissional , Intervenção Psicossocial/educação , Intervenção Psicossocial/normas , Estudantes de Medicina/psicologia , Competência Clínica , Humanos , Estudos Prospectivos
17.
Acad Med ; 96(4): 518-521, 2021 04 01.
Artigo em Inglês | MEDLINE | ID: mdl-33464738

RESUMO

PROBLEM: Physician-scientists are individuals trained in both clinical practice and scientific research. Often, the goal of physician-scientist training is to address pressing questions in biomedical research. The established pathways to formally train such individuals are mainly MD-PhD programs and physician-scientist track residencies. Although graduates of these pathways are well equipped to be physician-scientists, numerous factors, including funding and length of training, discourage application to such programs and impede success rates. APPROACH: To address some of the pressing challenges in training and retaining burgeoning physician-scientists, New York University Grossman School of Medicine formed the Accelerated MD-PhD-Residency Pathway in 2016. This pathway builds on the previously established accelerated 3-year MD pathway to residency at the same institution. The Accelerated MD-PhD-Residency Pathway conditionally accepts MD-PhD trainees to a residency position at the same institution through the National Resident Matching Program. OUTCOMES: Since its inception, 2 students have joined the Accelerated MD-PhD-Residency Pathway, which provides protected research time in their chosen residency. The pathway reduces the time to earn an MD and PhD by 1 year and reduces the MD training phase to 3 years, reducing the cost and lowering socioeconomic barriers. Remaining at the same institution for residency allows for the growth of strong research collaborations and mentoring opportunities, which foster success. NEXT STEPS: The authors and institutional leaders plan to increase the number of trainees who are accepted into the Accelerated MD-PhD-Residency Pathway and track the success of these students through residency and into practice to determine if the pathway is meeting its goal of increasing the number of practicing physician-scientists. The authors hope this model can serve as an example to leaders at other institutions who may wish to adopt this pathway for the training of their MD-PhD students.


Assuntos
Pesquisa Biomédica/educação , Pesquisa Biomédica/tendências , Educação de Pós-Graduação em Medicina/normas , Educação de Pós-Graduação em Medicina/tendências , Guias como Assunto , Internato e Residência/normas , Internato e Residência/tendências , Adulto , Pesquisa Biomédica/estatística & dados numéricos , Educação de Pós-Graduação em Medicina/estatística & dados numéricos , Feminino , Previsões , Humanos , Internato e Residência/estatística & dados numéricos , Masculino , New York , Adulto Jovem
19.
Acad Med ; 96(4): 522-528, 2021 04 01.
Artigo em Inglês | MEDLINE | ID: mdl-33003036

RESUMO

PROBLEM: American Indian/Alaska Native (AI/AN) populations are facing multiple health crises, including limited access to care, high rates of chronic disease, and early mortality that is far worse than other underrepresented minorities in the United States. According to the Association of American Indian Physicians, AI/AN people represent 2.0% of the U.S. population but only 0.2% of medical students and 0.1% of full-time faculty at MD-granting institutions. Increasing the number of AI/AN clinicians and scientists is one strategy to improve health outcomes in the AI/AN population and address these crises. APPROACH: In 2010, the University of Utah partnered with research, cultural, and professional mentors to create a 10-week summer Native American Research Internship (NARI) program for AI/AN college students across the United States who are interested in pursuing biomedical careers. NARI attracts and supports AI/AN students by offering mentored summer research internships in an innovative, culturally aware framework that adapts to observed challenges to optimize educational experiences and support biomedical career aspirations. OUTCOMES: During the first decade of the NARI program, 128 students from 22 U.S. states, representing 46 tribal nations and 57 colleges and universities, participated. Of those 128 students, 113 (88%) have completed a bachelor's degree and the remaining 15 (12%) are currently working toward a bachelor's degree. No NARI student has dropped out of college. Twenty-six (20%) NARI alumni have matriculated to medical school and 30 (23%) to graduate school. Eight (6%) participants have completed medical school, and 3 (2%) are pursuing a PhD in science. An additional 36 (28%) have gained employment in biomedical research fields. NEXT STEPS: The NARI program has increased the participation of AI/AN students in medicine and the biomedical sciences. The innovative, culturally aware, and adaptive framework is a model for other programs for AI/AN students and students in other underrepresented communities.


Assuntos
Nativos do Alasca/educação , Nativos Estadunidenses/educação , Pesquisa Biomédica/educação , Pesquisa Biomédica/organização & administração , Internato e Residência/organização & administração , Grupos Minoritários/educação , Universidades/estatística & dados numéricos , Adulto , Nativos do Alasca/estatística & dados numéricos , Nativos Estadunidenses/estatística & dados numéricos , Pesquisa Biomédica/estatística & dados numéricos , Feminino , Humanos , Internato e Residência/estatística & dados numéricos , Masculino , Grupos Minoritários/estatística & dados numéricos , Utah , Adulto Jovem
20.
Acad Med ; 96(4): 540-548, 2021 04 01.
Artigo em Inglês | MEDLINE | ID: mdl-32433313

RESUMO

PURPOSE: To determine if specialty, among other professional development and demographic variables, predicted MD-PhD program graduates' research engagement. METHOD: The authors merged the 2015 Association of American Medical Colleges (AAMC) National MD-PhD Program Outcomes Survey database with selected data from the AAMC Student Records System, Graduation Questionnaire, and Graduate Medical Education (GME) Track Resident Survey. At the person level, they tested variables of interest for independent associations with MD-PhD graduates' research engagement using chi-square, Pearson correlations, and analysis of variance tests and logistic and linear regressions. RESULTS: Of 3,297 MD-PhD graduates from 1991-2010 who were no longer in GME training in 2015, 78.0% (2,572/3,297) reported research engagement. In models controlling for several variables, a neurology (vs internal medicine; adjusted odds ratio [AOR]: 2.48; 95% confidence interval [CI]: 1.60-3.86) or pathology (vs internal medicine; AOR: 1.89; 95% CI: 1.33-2.68) specialty, full-time faculty/research scientist career intention at graduation (vs all other career intentions; AOR: 3.04; 95% CI: 2.16-4.28), and ≥ 1 year of GME research (vs no GME research year[s]; AOR: 2.45; 95% CI: 1.96-3.06) predicted a greater likelihood of research engagement. Among graduates engaged in research, the mean percentage of research time was 49.9% (standard deviation 30.1%). Participation in ≥ 1 year of GME research (beta [ß] coefficient: 7.99, P < .001) predicted a higher percentage of research time, whereas a radiation oncology (ß: -28.70), diagnostic radiology (ß: -32.92), or surgery (ß: -29.61) specialty, among others, predicted a lower percentage of research time (each P < .001 vs internal medicine). CONCLUSIONS: Most MD-PhD graduates were engaged in research, but the extent of their engagement varied substantially among specialties. Across specialties, participation in research during GME may be one factor that sustains MD-PhD graduates' subsequent early- to midcareer research engagement.


Assuntos
Pesquisa Biomédica/educação , Pesquisa Biomédica/estatística & dados numéricos , Escolha da Profissão , Educação de Pós-Graduação em Medicina/estatística & dados numéricos , Pesquisadores/educação , Pesquisadores/estatística & dados numéricos , Adulto , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Inquéritos e Questionários , Estados Unidos , Adulto Jovem
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