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Fish bioassay and toxin induction experiments for research on Pfiesteria piscicida and other toxic dinoflagellates: workshop summary.

In late January 2000, the Centers for Disease Control and Prevention sponsored a workshop to discuss standardizing the laboratory materials and methods used for in vivo fish bioassays and toxin induction experiments. Representatives from six laboratories using these assays to conduct research on Pfiesteria piscicida Steidinger & Burkholder, similar organisms (i.e., members of the toxic Pfiesteria complex) or their toxins were invited to attend. The workshop objectives were a) to discuss the need for uniform quality assurance for fish bioassays and toxin induction, b) to encourage publishing the relevant materials and methods in the literature, c) to foster communication among the laboratories conducting this work, and d) to respond to requests from state health and environmental protection agencies for guidance in interpreting the results from fish bioassays conducted in different laboratories. To facilitate discussion at the workshop, researchers conducting Pfiesteria research completed a detailed questionnaire in advance about fish bioassays and toxin production assays. Workshop participants discussed experimental factors that might influence the reproducibility or interpretation of fish bioassays and toxin-induction experiments. The experimental factors were categorized into physical, chemical, and biological parameters. In addition, participants ranked experimental factors by their relative importance in conducting these assays as a) factors that are critically important and should be maintained within a recommended range, b) factors that are important in conducting the assays but that may be variable among laboratories or within experiments and whose values should be recorded and reported by investigators, and c) factors of unknown importance that should be considered important research questions. This article summarizes results obtained from the questionnaire and workshop discussions.

Animals↗

Effects of a nutrition workshop on paraprofessional assignment of geriatric nutrition services.

The use of dietary assessment techniques by non-nutrition professionals is necessary if the nutrition component of elderly assistance programs is to be fully utilized to the client's advantage. This study examined the impact of a one day nutrition education workshop on community based assessor's evaluation of nutrition needs and services in the home-bound elderly. At the beginning and end of the workshop, changes in a case study nutrition assessment and assignment of services were evaluated. This same procedure was also followed before and three months after the workshop, using client charts from the field. In both the workshop case study and the field chart review there was a significant increase in the detection of nutrition related problems and assignment of services for these problems after the nutrition education workshop.

Aged↗

Food workshops, nutrition education, and older adults: a process evaluation.

Three years of process evaluation data are presented for Evergreen ActionNutrition food workshops conducted at an older adults' recreation center. Over a three-year period, 475 written evaluations of single and three-session series workshops were completed. Additionally, data were collected from four focus groups of older adult participants (n = 19). Older persons report intention to change behavior based on attendance at a single workshop. Series workshop participants report increased knowledge, confidence in cooking, and motivation to make changes. Focus group participants identified the following as key aspects to success and empowerment of behavior change: relevant information, specifically in the form of recipes; interactive format, including taste-testing; social experience; consistent, high-quality education; and small size of the group. Food workshops or demonstrations can be meaningful nutrition education activities for older adults.

Aged↗

The Second International Workshop on Bioprinting, Biopatterning and Bioassembly.

The Second International Workshop on Bioprinting, Biopatterning and Bioassembly was held at the Medical University of South Carolina (MUSC), located in the beautiful, historic city of Charleston. The workshop attracted > 50 participants from 10 different countries, including mechanical and chemical engineers, molecular, cell and developmental biologists, biophysicists, mathematicians, clinicians, humanists and artists. Bioprinting can be defined as computer-aided, automatic, layer-by-layer deposition, transfer and patterning of biologically relevant materials. The workshop goal was to gather the world's experts and leaders, present the latest results, assess future trends, explore new applications, and promote international collaborations and academic-industrial partnerships. The workshop demonstrated the multidisciplinary and global character of ongoing efforts in the development of bioprinting technology, galvanised an evolving community of bioprintists, and demonstrated feasibility as well as strong potential for a broad spectrum of applications of bioprinting technology. The Third International Workshop on Bioprinting, Biopatterning and Bioassembly is planned for Japan in 2006.

Bioethics↗

Peer-mentoring workshop for continuous professional development.

OBJECTIVE: To develop a Professional Skills Enhancement Workshop (PSEW) to assist practitioners who require skills training to maintain competency and meet new standards of practice. Participants for this workshop were identified as those pharmacists who completed the peer review assessment process and who did not meet standards of practice expectations. DESIGN: The full-day workshop consists of a half-day introduction to use of clinical drug information resources and approaches to addressing practice-based questions. The second part of the workshop introduces participants to the use of structured patient-interviewing techniques to elicit information using standardized patients. Participants in the workshop completed self-assessments as well as course evaluations. Subsequent to completion of the course, participants rechallenged the peer review assessment process, a test of their clinical skills consisting of a written test of clinical knowledge and an objective structured clinical examination (OSCE), to provide objective evidence of skills acquisition. ASSESSMENT: Over 90% of participants "agreed" or "strongly agreed" that the PSEW was helpful in reacquainting them with current standards of professional practice. Sixty-nine percent of participants who completed the peer review assessment rechallenge process following completion of the course were able to meet standards of practice expectations. CONCLUSIONS: In developing continuous professional development programs, first identifying the needs of all practitioners is essential. The PSEW provides one model for skills training for practitioners who, for a variety of reasons, may not have maintained the expected level of competency.

Education, Pharmacy, Continuing↗

Developing competency in research management, entrepreneurship, and technology transfer: a workshop course.

In July 1999, the National Institute of Dental and Craniofacial Research (NIDCR) convened a Blue Ribbon Panel that recommended management skills, entrepreneurship, and technology transfer should be included in dental education. The panel's recommendations were implemented in an NIDCR-funded pilot project, "Workshop Course to Promote and Develop Dental Products and Technologies." The workshop consisted of lectures presented by seven faculty members recruited from academia, government, and business, along with an analysis of a professor's invention and the barriers encountered in transforming the invention into a product. Evaluation consisted of a pre- and post-workshop survey. The workshop was presented to twenty-two participants on November 8 and 9, 2003 at the University of Connecticut School of Dental Medicine and, to refine the presentation further, will be tested at five additional dental schools (University of Pennsylvania, Harvard University, New York University, Nova Southeastern University, and University of Southern California). The results indicated that the workshop's courses would be helpful to the commercialization of inventions. In addition, dental students with experience in basic research expressed an interest in research of projects of use in dental practice. These findings suggest that pursuing research and an academic career might be more appealing if their research was product-oriented.

Congresses as Topic↗

Comparing the teaching efficacy of a procedure-in-a-box toolkit to a live instructional workshop.

BACKGROUND: Emergency procedures have been traditionally taught in live "hands on" workshops, which are expensive (tuition, travel, hotel, and leaving one's practice idle). This study was conducted to compare the teaching efficacy of a traditional live workshop to a procedure-in-a-box toolkit (PBT) method which contains audiovisual instructions and props to practice the procedures. METHODS: Four procedures, zipper release, intraosseous needle placement, fishhook removal, and splinting, were taught to 32 physician volunteers, using both teaching methods. Each participant was asked to evaluate the teaching method after each session. RESULTS: The mean educational quality of each method were not significantly different from each other, but if given a choice study subjects preferred the live workshop more often. CONCLUSION: The live workshop is the preferable method for teaching procedures but when considering expenses, most of the subjects felt that the PBT method is an adequate substitute method for the live workshop.

Audiovisual Aids↗

[Clinical and communication simulation workshop for fellows in gastroenterology: the trainees' perspective].

BACKGROUND: The continuing development in computer-based medical simulators provides an ideal platform for simulator-assisted training programs for medical trainees. Computer-based endoscopic simulators provide a virtual reality environment for training endoscopic procedures. This study illustrates the use of a comprehensive training model combining the use of endoscopic simulators with simulated (actor) patients (SP). AIM: To evaluate the effectiveness of a comprehensive simulation workshop from the trainee perspective. METHODS: Four case studies were developed with emphasis on communication skills. Three workshops with 10 fellows in each were conducted. During each workshop the trainees spent half of the time in SP case studies and the remaining half working with computerized endoscopic simulators with continuous guidance by an expert endoscopist. Questionnaires were completed by the fellows at the end of the workshop. RESULTS: Seventy percent of the fellows felt that the endoscopic simulator was close or very close to reality for gastroscopy and 63% for colonoscopy. Eighty eight percent thought the close guidance was important for the learning process with the simulator. Eighty percent felt that the case studies were an important learning experience for risk management. CONCLUSION: Further evaluation of multi-modality simulation workshops in gastroenterologist training is needed to identify how best to incorporate this form of instruction into training for gastroenterologists.

Computer-Assisted Instruction↗

A workshop program to train volunteer community preceptors.

This paper describes a program initiated in 1984 by the University of Minnesota Department of Family Practice and Community Health to train volunteer community preceptors for their instructional role in the Ambulatory Care Rotation (ACR), a six-week outpatient medicine offering for third- and fourth-year medical students. The preceptor training program consists of a full-day faculty development workshop for prospective community preceptors and periodic follow-up activities designed to reinforce workshop goals. Five workshops have been held from 1984 to 1987 and have provided a group of trained faculty preceptors for the ACR. The authors reviewed the methods and results of the workshops; self-ratings by participants demonstrated a significant gain in teaching skills and knowledge. Students' ratings of both the ACR course and the teaching by preceptors have been high and compare favorably with ratings of other preceptors and clinical rotations. There has been a 97% retention rate of the workshop-trained preceptors as active teachers in the ACR course, which suggests that the preceptors are satisfied with their role.

Faculty, Medical↗

Guidelines for planning faculty development workshops.

This article presents guidelines for developing workshops based on practical experience and a review of the literature. Health science faculty tend to prefer workshops as a method of learning. However, the success of a workshop depends on thoughtful planning. The needs and expectations of participants should be thoroughly assessed. Workshop leaders must be competent, enthusiastic, and flexible; they must create a successful adult learning environment, especially for professionals with teaching experience. Evaluation of workshops should include both formative and summative methods.

Curriculum↗

Appraisal and evaluation of the workshop instruction program for untrained health sciences library managers in Region VIII: 1976-1978.

A study was conducted to determine whether the basic skills workshop offered by the Midcontinental Regional Medical Library Program from 1976 through 1978 should be revised. Results indicated that a majority of workshop participants were library managers in hospitals with under 200 beds. Workshop attendance was most helpful in libraries where new services were initiated after the workshop, although existing services (particularly interlibrary loan) were noticeably improved. Cataloging was considered to be the most useful workshop topic by former participants. Increased emphasis on administrative functions and on the provision of reference services was recommended.

Libraries, Hospital↗

Appropriate uses of fluorides for children: guidelines from the Canadian Workshop on the Evaluation of Current Recommendations Concerning Fluorides.

OBJECTIVE: To prevent fluorosis caused by excessive fluoride ingestion by revising recommendations for fluoride intake by children. OPTIONS: Limiting fluoride ingestion from fluoridated water, fluoride supplements and fluoride dentifrices. OUTCOMES: Reduction in the prevalence of dental fluorosis and continued prevention of dental caries. EVIDENCE: Before the workshop, experts prepared comprehensive literature reviews of fluoride therapies, fluoride ingestion and the prevalence and causes of dental fluorosis. The papers, which were peer-reviewed, revised and circulated to the workshop participants, formed the basis of the workshop discussions. VALUES: Recommendations to limit fluoride intake were vigorously debated before being adopted as the consensus opinion of the workshop group. BENEFITS, HARMS AND COSTS: Decrease in the prevalence of dental fluorosis with continuing preventive effects of fluoride use. The only significant cost would be in preparing new, low-concentration fluoride products for distribution. RECOMMENDATIONS: Fluoride supplementation should be limited to children 3 years of age and older in areas where there is less than 0.3 ppm of fluoride in the water supply. Children in all areas should use only a "pea-sized" amount of fluoride dentifrice no more than twice daily under the supervision of an adult. VALIDATION: These recommendations are almost identical to changes to recommendations for the use of fluoride supplements recently proposed by a group of European countries. SPONSORS: The workshop was organized by Dr. D. Christopher Clark, of the University of British Columbia, and Drs. Hardy Limeback and Ralph C. Burgess, of the University of Toronto, and funded by Proctor and Gamble Inc., Toronto, the Medical Research Council of Canada and Health Canada (formerly the Department of National Health and Welfare). The recommendations were formally adopted by the Canadian Dental Association in April 1993.

Canada↗

Eighteenth Annual Interdisciplinary Cancer Research Workshop.

The Eighteen Annual Interdisciplinary Cancer Research Workshop was another one in a highly successful series of these New Orleans workshops. It was held on March 3, 1995, in a new location-at the J. Bennett Johnston Building of the Tulane University Medical Center. With a single exception, all the previous workshops took place at the University of New Orleans. Similarly, as all the past workshops, it was sponsored by the Cancer Association of Greater New Orleans, a United Way Agency. It was again organized by Peter Politzer (University of New Orleans), with the assistance of Anita H. Buckel (University of New Orleans) and James R. Jeter (Tulane University School of Medicine, New Orleans). The three invited speakers were William N. Hait (The Cancer Institute of New Jersey, Robert Wood Johnson Medical School, Piscataway, NJ), Joachim G. Liehr (Department of Pharmacology & Toxicology, The University of Texas Medical Branch at Galveston, Galveston, TX), and Patrice C. Ferriola (Department of Cell and Molecular Toxicology, Chemical Industry Institute of Toxicology, Research Triangle Park, NC). A one-hour discussion period after the conclusion of the last presentation represented an excellent forum for an exchange of ideas and research results among the speakers and the workshop participants. Lee Roy Morgan (Dekk-Tec, New Orleans) served as the moderator of the discussion session.

Animals↗

Minor surgical procedures. Faculty development workshop.

PROBLEM ADDRESSED: Minor surgical procedures are an important part of general practice. Family medicine faculty members must feel competent in performing common office procedures in order to teach them to residents. OBJECTIVE OF PROGRAM: To upgrade the skills of 25 family medicine faculty members in minor surgical procedures through a half-day workshop. MAIN COMPONENTS OF PROGRAM: The workshop covered seven procedures: removal of lumps and bumps, basic suturing, intrauterine contraceptive device insertion, endometrial biopsy, casting and splinting, injection of joints, and office microscopy. Small groups of faculty members spent 30 minutes at each station where brief didactic sessions were followed by hands-on practice. The workshop was evaluated using an evaluation form immediately after the workshop and questionnaires before and 6 months after. CONCLUSION: Teaching minor surgical procedures is an essential part of the curriculum in a family medicine residency program. A faculty development workshop in minor surgical procedures is one means of upgrading the skills of faculty members in order to ensure that they can teach adequately in this area.

Clinical Competence↗

Evaluation of a workshop on Public Education Messages for Reducing Health Risks from Ultraviolet Radiation.

The objective of this paper is to assess the impact of the 1994 Workshop on Public Education Messages for Reducing Health Risks from Ultraviolet Radiation (UVR). The target audience was any organization in Canada doing education on the health risks of UVR. A mailed survey with telephone follow-up was distributed to 130 addresses, including workshop participants, recipients of the workshop report and 40 local public health units. The response rate was 62%. Public health messages from the workshop served as an added impetus or helped to initiate activities around UVR in approximately 40% of organizations over the two years since the workshop. The public health messages were used directly in programming by approximately 38% of all organizations responding. However, looking at those who had previously seen the messages, 61% used them directly in programming. Forty percent of those sampled had never seen a copy of the messages. The results suggest the need for improved dissemination of consensus statements.

Canada↗

Newborn screening for cystic fibrosis: a paradigm for public health genetics policy development. Proceedings of a 1997 workshop.

Cystic fibrosis (CF) is a genetic disease that can be detected in newborn infants (i.e., those aged < or = 1 month) by immunotrypsinogen testing. The sensitivity and specificity of such testing can now be improved as a result of the recent discovery of the Cystic Fibrosis Transmembrane Conductance Regulatory (CFTR) gene. Although limited CF screening for newborns has been used since the 1980s, the clinical, social, and economic outcomes of population-based screening are controversial. During January 1997, a workshop was convened at CDC in Atlanta, Georgia to discuss the benefits and risks associated with screening newborns for CF and to develop public health policy concerning such screening. The workshop planning committee comprised representatives from CDC, the Cystic Fibrosis Foundation, the National Institutes of Health, and the University of Wisconsin. Experts in the fields of CF, public health, the screening of newborns, and economics also contributed to discussions. Workshop participants addressed a) benefits and risks, b) laboratory testing, and c) economics concerning the implementation of routine CF screening for newborns. Summaries of these discussions and the resulting workshop recommendations are presented in this report. These recommendations, developed by workshop participants, will be useful to medical and public health professionals and state policymakers who are evaluating the merits of population-based screening of newborns for CF.

Clinical Laboratory Techniques↗

PhD graduate training programs in pathology: 2003 report from the American Society for Investigative Pathology workshop on pathology graduate education.

Graduate training is one of the most important activities in which we engage. Through PhD training programs in pathology, we continually renew the intellectual vigor of our discipline and assure its position as a vibrant force in the life sciences. To focus on this important issue, the Education Committee of the American Society for Investigative Pathology (ASIP) organized a workshop on April 11, 2003 for pathology graduate program directors from across the United States and Canada. The goals of this workshop were to better define the current models of pathology graduate training programs, to identify key issues pertaining to the curriculum of pathology training programs and strategies to better market pathology graduate training opportunities, and to identify challenges for the future. Twenty-three program directors and other faculty interested in pathology graduate education, as well as 2 invited PhD students, attended the workshop. Workshop participants concluded that the integration of more and better disease-related education into graduate training programs would attract more and better-qualified students into pathology career pathways that will ultimately fulfill important societal needs and train future leaders of the biomedical research community. The ASIP is facilitating this goal by taking a leadership role in publicizing educational efforts in pathology and by making systematic use of its Website for sharing information about curriculum ideas and materials, as well as course syllabi.

Biomedical Research↗

Vocational aspirations of sheltered workshop workers with intellectual disability in Hong Kong.

In Hong Kong, the understanding of the vocational experience of sheltered workshop workers with intellectual disability is still relatively meagre. Twenty-three participants with intellectual disability and four professionals from their sheltered workshops were interviewed using mainly open-ended questions. Content analysis and constant comparative method were adopted to categorize the descriptive data into themes that were salient to the participants' vocational aspirations to try open employment. The insider perspective showed that all participants were motivated to have employment. Thirteen participants with intellectual disability preferred to try open employment and they had individual vocational preferences which mainly belonged to unskilled and manual work. The professionals pointed out that sheltered workshop workers with intellectual disability needed professionals' assistance and parents' consent in moving on to open employment, and parents were the key people in this decision-making process. These findings indicate that sheltered workshop workers with intellectual disability have limited self-determination in the work arena. The need to empower people with intellectual disability, improve the quality of sheltered employment services and increase the involvement of their family members are discussed.

Adolescent↗