Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “Academic Training”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 19 recordsLinked to original sources
PubMed1992

Prospects for academically trained pediatricians in academic medicine.

There is widespread concern about the commitment and ability of physicians to enter careers in academic medicine. We studied MEDLINE citations by 150 academically trained pediatricians to determine whether they remained in academic medicine and to assess the nature of their contribution. We identified 2098 citations by 122 of the 150 individuals which reflected substantive involvement in clinical and basic research. Most individuals published their first papers within three years after residency and thereafter exhibited a stable level of productivity. Individuals who published prior to completing residency were most likely to enter academic medicine and achieve a high level of productivity. These reassuring data suggest that individuals who pursue an academic track may assume the traditional role of the physician scientist, and suggest measures which may be taken to attract more physicians to academics.

Academic Medical Centers↗
PubMedDate not supplied

The influence of listener experience and academic training on ratings of nasality.

This study assessed listener agreement levels for nasality ratings, and the strength of relationship between nasality ratings and nasalance scores on one hand, and listener clinical experience and formal academic training in cleft palate speech on the other. The listeners were 12 adults who represented four levels of clinical experience and academic training in cleft palate speech. Three listeners were teachers with no clinical experience and no academic training (TR), three were graduate students in speech-language pathology (GS) with academic training but no clinical experience, three were craniofacial surgeons (MD) with extensive experience listening to cleft palate speech but with no academic training in speech disorders, and three were certified speech-language pathologists (SLP) with both extensive academic training and clinical experience. The speech samples were audio recordings from 20 persons representing a range of nasality from normal to severely hypernasal. Nasalance scores were obtained simultaneously with the audio recordings. Results revealed that agreement levels for nasality ratings were highest for the SLPs, followed by the MDs. Thus, the more experienced groups tended to be more reliable. Mean nasality ratings obtained for each of the rater groups revealed an inverse relationship with experience. That is, the two groups with clinical experience (SLP and MD) tended to rate nasality lower than the two groups without experience (GS and TR). Correlation coefficients between nasalance scores and nasality judgments were low to moderate for all groups and did not follow a pattern. EDUCATIONAL OUTCOMES: As a result of this activity, the reader will be able to (1) describe the influence of listener experience and academic training in cleft palate speech on perceptual ratings of nasality. (2) describe the influence of experience and training on the nasality/nasalance relationship and, (3) compare the present findings to previous findings reported in the literature.

Adolescent↗
PubMed1998

Does academic training background make a difference among practicing marriage and family therapists?

Using a national sample of practicing marriage and family therapists (MFTs) and their clients, this study investigated whether academic training background is associated with differences in practice patterns and client outcomes. Clinical members of the American Association for Marriage and Family Therapy with academic training in psychology, social work, counseling, and marriage and family therapy were compared on a wide range of clinical practice variables, and their clients were surveyed about their satisfaction and outcomes. Results showed highly similar practice patterns and client outcomes across all four disciplinary groups. Although the findings showed little evidence for the uniqueness of academic marriage and family therapy training among experienced MFTs, they also refute the notion that therapists trained in MFT degree programs practice in unusual or inferior ways compared to MFTs trained originally in other mental health disciplines.

Clinical Competence↗
PubMed1998

The London Academic Training Scheme: learning research methods through teaching.

BACKGROUND: The London Academic Training Scheme (LATS) provides a 1-year training programme in research methods and teaching for GPs who have recently finished vocational training. This paper describes an adult educational approach to learning about research methods through teaching as part of the LATS trainees' weekly academic programme. OBJECTIVE: We aimed to provide and evaluate a course exploring research methodologies used in primary care by a three-step approach to learning, with trainees taking the main role as teachers. METHOD: Trainees on the LATS programme met for one afternoon each week for one term. During alternate sessions a pair of trainees would deliver a whole afternoon's seminar on one aspect of primary care research methodology. The teaching of each session was evaluated by the whole group, by academic supervisors and by experts. RESULTS: Sessions were scored by participants for content, style of presentation, educational value and enjoyment on a seven-point rating scale where 1 = no value, 4 = neutral and 7 = very valuable. All sessions scored above 4 and usually above 5 for each aspect. Open comments collected showed that trainees greatly appreciated this self-directed approach to learning and teaching. CONCLUSION: The active involvement of learners as teachers is a practical and rewarding means of using adult educational principles in providing an academic programme.

Curriculum↗
PubMed1995

Results of a survey to assess curriculum needs for academic training programs in hazardous substances.

With the advent of new industrial hygiene academic training programs in hazardous substances, located at nine United States universities, a curriculum needs assessment survey was developed at the University of Minnesota and completed by members of the joint American Industrial Hygiene Association/American Conference of Governmental Industrial Hygienists Hazardous Waste Committee and members of the Health and Safety Subcommittee of the Hazardous Waste Action Coalition. The survey asked respondents to indicate whether 27 course subjects (1) should be required, (2) may be required or elective, (3) should be elective, or (4) should not be offered. Respondents were also asked to recommend additional course subjects, research needs in the hazardous materials and waste field, and certifications to be pursued. Results from 50 completed surveys (50% response rate) showed that about half of the respondents work for consulting companies and have more than 15 years of experience in the hazardous material or waste field. The courses receiving the most "required" responses included (1) the relevant regulations, (2) worker training in health and safety, (3) waste management technology, (4) pollution prevention, and (5) treatment technology. Of elective subjects, respondents recommended education in communications, public affairs, negotiations and conflict resolution, property inspection, government relations, and air pollution modeling. Respondents indicated the strongest research needs were in the areas of direct reading instruments (improved versions and their use for personal exposure monitoring) and heat stress management of personnel wearing protective clothing. Respondents felt that the best qualifications to pursue after graduation were the Certified Industrial Hygienist designation alone, or in combination with the Certified Safety Professional designation.

Curriculum↗
PubMed1998

The impact of an individual tutorial session on MEDLINE use among obstetrics and gynaecology residents in an academic training programme: a randomized trial.

Over the past decade, on-line databases have become increasingly popular among health care professionals. As a group, these 'end-users' report utilizing databases to keep abreast of medical progress, to conduct research and to address specific patient care issues. Throughout the literature, medical professionals ('content experts') have proved to be less effective searchers than librarians ('search experts'). The potential implications of this discrepancy are worrysome. For any given clinical scenario, for example, published reports may reach contradictory conclusions. A poorly skilled searcher may not retrieve enough articles to appreciate this fact. Optimizing searching skills is therefore a worthwhile goal. As a first step, many medical schools introduce students to on-line databases, most notably MEDLINE. Residency is an ideal time to continue this training. A recognized obstacle to provide residents with formal MEDLINE instruction is time constraint. We therefore conducted this study to ascertain the impact an individual 1-hour tutorial session would have on MEDLINE utilization among obstetrics and gynecology residents training at an academic medical centre. Outcome measures included MEDLINE search frequency, duration, recall, precision and searcher satisfaction. Search recall measures the searcher's ability to retrieve articles deemed relevant to the question at hand. Search precision gauges the searchers' ability to eliminate irrelevant articles. Although the sessions were well received, we were unable to demonstrate an improvement in the outcome measures analysed. Further research is therefore indicated so that cost-effective educational strategies can be recommended for wide-scale use.

Double-Blind Method↗
PubMed1998

The London Academic Training Scheme (LATS): an evaluation.

BACKGROUND: A recognition of the inability of vocational training schemes (VTS) to teach all the skills needed for modern general practice, and the increasing unwillingness of vocationally trained doctors to commit to GP principal posts, has led to the promotion and piloting of post-VTS educational schemes. The London Academic Training Scheme (LATS) is a year's attachment to a University Department of General Practice in London, comprising seven academic and three clinical sessions. OBJECTIVE: We aimed to carry out an evaluation of the first 2 years of the LATS from the perspectives of the registrar, their departmental supervisor and the practice. METHODS: Data were collected by questionnaires, interviews and focus groups, at the beginning, during and at the end of the scheme. RESULTS: Results are available up to the midway point of the second (1996) intake. The registrars achieved confidence and success in research, with six publications in peer-referenced journals from the first cohort so far. Eight of this cohort were working in inner London 6 months later, seven in academic posts. The overwhelming career intention of the second cohort midway is to work in academic general practice in London. The registrars enjoyed their teaching opportunities and increased their confidence but would have liked more training and more time for teaching. All the supervisors identified positive effects on their departments, but some found the time commitment and the process of supervision challenging. Two out of the dozen practices involved with the first cohort had reservations about the attachment. The rest cited benefits in clinical care, involvement in research and time for their own development. CONCLUSION: The scheme fulfilled its immediate aims and is addressing the recruitment and retention of GPs in the inner city. Continuing follow-up is planned.

Education, Medical, Graduate↗
PubMed2005

Surgery for primary brain tumors at United States academic training centers: results from the Residency Review Committee for neurological surgery.

OBJECT: Surgery for primary brain tumors has been an important index of the quality of neurosurgical training programs in the US. The scope of such cases and the proportion of surgeries performed transsphenoidally are an interesting means of tracking the effectiveness of residency education. METHODS: Program Information Forms from the 94 American Council for Graduate Medical Education-approved US neurosurgical residency programs were reviewed for the period between 2000 and 2003. Particular attention was focused on an analysis of the cases requiring craniotomy for primary brain tumor and transsphenoidal surgery. The mean annual number of primary brain tumor cases per program was 195, with a range from 36 to 724 cases. The proportion of primary brain tumors accessed transsphenoidally was 20%. The mean annual number of transsphenoidal operations performed at academic training centers was 39. A wide range in the frequency of transsphenoidal cases from one program to another was also noted. Almost one third of training centers performed fewer than 20 transsphenoidal operations annually and 80% performed fewer than 50. CONCLUSIONS: Most neurosurgical training programs provide residents with excellent experience in craniotomy for primary brain tumors. Practice with transsphenoidal surgery, however, is less well represented and tends to be clustered at several active centers. The implications for neurosurgical education are significant.

Academic Medical Centers↗
PubMed2004

Benefits of implementing an academic training of trainers program to promote knowledge and clarity in work with psychiatric suicidal patients.

A 200-hour academic, postgraduate training-of-trainers program in suicide prevention at Karolinska Institute for key mental healthcare staff, designed to enable them to enhance their co-workers' knowledge and job clarity, was evaluated in a panel study by means of questionnaires. Psychiatric staff working regularly with suicidal patients in clinics where key persons attended the course (n = 134, intervention group) were compared with staff working in clinics without participants (n = 166, control group). Perceptions of being sufficiently trained (p < .01) improved significantly among staff working in intervention clinics. Compared with the control group, the intervention group had a better understanding of essentials (p < .05); found instructions clearer (p < .01) and experienced fewer problems with superiors' differing views (p < .05) at follow up. Assistant nurses working in intervention clinics seem to have benefited most.

Journal Article↗
PubMed2004

Optimal healers: igniting the spark and fanning the flame. Training academic medical faculty in optimal healing.

Optimal healing environments (OHEs) require optimal healers to keep them flourishing. Academic medical faculty are in a unique position, through their involvement in education, research, and leadership, to create and perpetuate OHEs. Means by which they might do so using a motivational interviewing model as a framework are discussed. A four-part process to facilitate faculty involvement is described: (1) means of assessing interest in creating OHEs; (2) methods for moving interested individuals beyond a merely intellectual interest to a deeper level of commitment; (3) ways of providing optimal healers with the tools they will need to successfully create OHEs; and (4) perpetuation of OHEs through support networks and educational methods. Resources and examples which can guide the creation of an optimal healing curriculum are provided.

Attitude of Health Personnel↗
PubMed1998

Academic training in group psychotherapy in clinical psychology doctoral programs.

We surveyed 185 clinical psychology doctoral programs accredited by the American Psychological Association to examine whether and how group psychotherapy was taught. While respondents of all Psy.D: programs to the survey offered a course in group psychotherapy, less than one-third of Ph.D. programs offered one. Among programs that offered a course in group psychotherapy, less than half required that students take it. Most instructors had an in-class experiential component, focused either primarily or exclusively on outpatient therapy and used Yalom's interpersonal approach. Discussion focused on the importance of making group psychotherapy a higher priority and the suggestion that courses include a variety of theoretical approaches and important specialty groups such as psychiatric inpatients.

Accreditation↗
PubMed2003

Effectiveness of four manual toothbrushes in a cohort of patients undergoing fixed orthodontic treatment in an academic training hospital.

A single-blind, cross-over study design was used to evaluate the effectiveness of four different manual toothbrushes and to determine whether patient toothbrush preference is directly related to plaque control in patients with fixed orthodontic appliances. The brushes evaluated were Orthodontic Oral-B, Oral-B Advantage 30, Colgate Precision and Aquafresh. Forty-six subjects, aged 11 to 27, undergoing fixed orthodontic treatment were screened and recruited with parental consent. Subjects were randomly allocated into four groups. All subjects had their teeth scaled and polished at week 0. Baseline recordings of PI and GI were done four weeks later and the first toothbrush was given. After using the toothbrush for a period of 2 weeks the PI and GI were again recorded and teeth were again scaled and polished. A period of four weeks elapsed before new baseline recordings were done and the sequence followed as described for the first toothbrush. This was done until all subjects had used all four toothbrushes. At the end of the clinical trial, each subject was asked which toothbrushes they preferred. PI and GI values were relatively low at baseline as well as after the use of the toothbrushes. General linear model procedure showed no statistical difference between the Mean Plaque Index (MPI) before and after use of each toothbrush as well as the Difference in Mean Plaque Index (DMPI). There was a slight difference in the Difference in Mean Gingival Index (DMGI) between the Colgate Precision and Aquafresh toothbrush. For all the other comparisons general linear model procedure showed no difference between the Mean Gingival Index before and after use of each brush. There was no correlation between the toothbrush preferred by the patient and oral cleanliness as measured by DMPI and DMGI.

Adolescent↗