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PubMedDate not supplied

Independence through organized self-development.

There is a need for nurses to continuously develop themselves. Self-development supported by the organization is one means of developing a more involved and adaptable workforce. This article describes the introduction of such a scheme in a medical unit.

Career Mobility↗
PubMed1994

Enhancing reference services with the support of your colleagues.

The expertise of colleagues and experience gained through professional organizations is an overlooked resource for adding value to reference service. Collegial networks must be nurtured. They deserve the support and investment of the institution.

Interinstitutional Relations↗
PubMed2001

Academic mentorship: an effective professional development strategy for medical reference librarians.

Academic mentorship is a professional development strategy that enables fledgling professionals to take advantage of the skills and expertise of the senior members for professional growth. Although widely practiced in many other professions, academic mentorship has not been widely reported in medical librarianship. Drawing upon personal experience, the author reports the success story of an academic mentorship program implemented in an academic medical library and argues for academic mentorship to be widely adopted in academic medical libraries. This paper first reviews the literature on the concept of mentoring in an academic setting, and then describes the background, rationale, methods, and results of the mentorship programs the author has experienced. Lastly, based upon an analysis of several surveys and studies on coping skills for quality job performance of health sciences reference librarians, the paper discusses mentorship as one effective means to ease a new medical reference librarian's transition from his/her pre-service experience to the professional world of medical librarianship. It calls on other health sciences librarians to consider developing their own mentorship programs to promote their professional development and personal growth.

Humans↗
PubMed2025

Myco-Ed: Mycological curriculum for education and discovery.

Fungi are important and hyperdiverse organisms, yet chronically understudied. Most fungal clades have no reference genomes, impeding our understanding of their ecosystem functions and use as solutions in health and biotechnology. Also, opportunities for training in fungal biology and genomics are lacking, creating a bottleneck that hinders the recruitment and cultivation of a talented future mycological workforce. To address these issues, we developed Myco-Ed, an educational program offering training and scientific contributions through genome sequencing and analysis. Myco-Ed empowers students to pursue careers in fungal biology while improving fungal resources. Myco-Ed has been piloted at 12 institutions (15 classrooms) ranging from online e-Campuses to R1 universities, resulting in hundreds of fungal observations and many new high-quality reference genomes.

Curriculum↗
PubMed2002

A model for capacity-building in AIDS prevention programs.

This article discusses a collaboratively organizational capacity-building model for agencies engaged in HIV/AIDS prevention. The cooperative training approach (CTA) utilized by the Training and Technical Assistance Program trained participants to incorporate learned skills into their daily work practices, and to become trainers to help disseminate their newly acquired skills, first to others in their own organization and later to other organizations. The CTA was successfully implemented among 285 community-based organizations (CBOs) serving predominantly Hispanics in the U.S.-Mexico border region. The program evaluation demonstrated that it has significantly upgraded the program implementation capability and the organizational infrastructure of the participating organizations resulting in improved delivery of services to their clients. Furthermore, it fostered networking and collaboration for the development of sustainable training and technical assistance networks of agency staff skilled in organizational capacity building. It is suggested that funding agencies examine the feasibility of using this approach to increase the organizational capacity of CBOs involved in HIV/AIDS prevention.

Acquired Immunodeficiency Syndrome↗
PubMed1980

The distribution and supply of Cuban medical personnel in Third World countries.

More than 2,000 Cuban health care personnel are presently providing care in Third World nations; less than five years ago this number was fewer than 100. Some 1,500 of these are physicians, representing nearly 13% of Cuba's 12,000 health service physicians. Cuba dominates the health care delivery system of four small African nations and South Yemen, and Cubans are a major presence in a number of larger countries, such as Iraq.

Cuba↗
PubMed1984

More schools of public health: a worldwide need.

This article asserts an urgent need for more schools of public health to produce an adequate supply of personnel capable of dealing with the health problems of the world population. Although there is a need for 450 schools of public health worldwide (1 for every 10 million population), there are currently fewer than 100 independent schools, with 23 concentrated in the United States alone. The benefits of independence from medical schools are stressed. The academic environment of patient-oriented clinical medicine is posited not to be conducive to the growth of the community-oriented public health discipline. The need for expansion exists in both developing and industrialized countries, although shortages are greater in less developed areas. Effective schools of public health should welcome students from a variety of backgrounds and serve as centers for the research and evaluation of national health systems.

Developing Countries↗
PubMed1992

Culturally competent occupational therapy in a diversely populated mental health setting.

Cultural sensitivity is a crucial component of health care provision, particularly in psychiatric settings. As society becomes more multicultural, it is essential for occupational therapists to continue to develop cultural competence, which is defined in this paper as an awareness of, sensitivity to, and knowledge of the meaning of culture. At San Francisco General Hospital, an innovative multicultural model consisting of special focus programs is used. The key to the success of such programs is a culturally competent professional staff.

Clinical Competence↗
PubMed1985

Languages spoken by medical students.

A self-reported survey of 878 medical students in Monash University (excluding students sponsored by overseas governments) showed that 21.4% had a fluent command of a language other than English, and 62.2% had a basic usable knowledge of another language. Only 28.5% of the students reported having neither a fluent nor a usable command of another language. These results suggest a rich resource of skills in community languages other than English among people who will be entering the medical workforce. Positive recommendations are made to develop and use this resource effectively.

Australia↗
PubMed1990

Change begets change: emerging role of the human resources development practitioner.

This article has discussed three essential role shifts for the HRD practitioner: reactor to initiator, "pair-of-hands" to collaborator, and problem solving consultant to action learning facilitator. These shifts in role are required for the process of helping manage organizational change in our hospitals. Ongoing learning will be the essential ingredient to successfully manage change in health care organizations. This continual learning is not for clients alone, but is also required by HRD practitioners who want to be taken seriously as contributing to the achievement of their organization's future vision. While the effective HRD practitioner will need to continually experiment with new approaches, a starting point today is with the role changes described in this article.

Hospital Administrators↗