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Travelling Fellowship Program for Football Medicine; Report on an Experience  [cached]
Tohid Seifbarghi,Akram Hashemi,Farzin Halabchi
Asian journal of Sports Medicine , 2012,
Abstract: Football medicine has developed in the world in recent years. AFC Medical Committee, established the idea of football medicine travelling fellowship two years ago and provided high-level healthcare services to football players in Asian countries. This is a report on my one month experience in a travelling fellowship program for football medicine which is attempting to tell the reader about the interesting event that I experienced. This course has been held between Jan 15 to Feb 10, 2012 in 3 Asian countries: Qatar, Thailand and Malysia. The experience provided me with the valuable suggestions for future travelling fellowship periods.
The Integration of Technology into Nursing Curricula: Supporting Faculty via the Technology Fellowship Program
Lawrette Axley
Online Journal of Issues in Nursing , 2008,
Abstract: Computer technologies have opened the door to many new teaching approaches for nurse educators. However, the challenges facing faculty who did not ‘grow up’ in the computer age continue to be a focus of concern. The rapid expansion of electronic learning environments has increased the need to bridge the gap between the generational cohort of many educators and that of today’s learners. Teaching with technology is a learned skill, not an intuitive one; and it involves considerably more knowledge and skill than knowing how to use a computer. Programs are needed to enable faculty to incorporate technology into their repertoire of teaching strategies. The purpose of this article is to describe a Technology Fellowship Program (TFP) designed to assist faculty as they develop technological competencies to enhance their teaching skills. The article will describe one University’s initiation of a TFP, the School of Nursing’s faculty involvement in the Program, the implementation of a technology-learning project, and an evaluation that identified desirable qualities of a technology mentor, described the learning experience, and noted resources needed to increase the use of technology by faculty.
International Disaster Medical Sciences Fellowship: Model Curriculum and Key Considerations for Establishment of an Innovative International Educational Program  [cached]
Koenig, Kristi L,Bey, Tareg,Schultz, Carl H
Western Journal of Emergency Medicine : Integrating Emergency Care with Population Health , 2009,
Abstract: As recent events highlight, a global requirement exists for evidence-based training in the emerging field of Disaster Medicine. The following is an example of an International Disaster Medical Sciences Fellowship created to fill this need. We provide here a program description, including educational goals and objectives and a model core curriculum based on current evidence-based literature. In addition, we describe the administrative process to establish the fellowship. Information about this innovative educational program is valuable to international Disaster Medicine scholars, as well as U.S. institutions seeking to establish formal training in Disaster Medical Sciences.[West J Emerg Med. 2009;10(4):213-219]
Applying for a sub-specialty fellowship: some tips and advice from a former program director  [cached]
Richard M. Pomerantz
Journal of Community Hospital Internal Medicine Perspectives , 2011, DOI: 10.3402/jchimp.v1i3.8087
Abstract: Successfully completing an internal medicine residency is a great accomplishment. With the great need for primary care physicians, many residents are considering entering the field of general medicine where one can care for the whole patient. However, for those who have a drive to become an expert in one particular organ system, the path to the completion of training is only half over. Though you may think you have figured out the ‘application process’ after successfully gaining admission to college, medical school, and residency, there is one more hurdle that stands between you and your ultimate goal of sub-specialization – the fellowship application process. Unfortunately, this last application may be the most difficult of all. As a former cardiology program director, I have trained over 100 fellows and reviewed over 3,000 applications. Here is some practical advice from the ‘inside’ on how to be successful at this process.
Accreditation council for graduate medical education (ACGME) annual anesthesiology residency and fellowship program review: a "report card" model for continuous improvement
Steven H Rose, Timothy R Long
BMC Medical Education , 2010, DOI: 10.1186/1472-6920-10-13
Abstract: A variety of metrics to assess anesthesiology residency and fellowship programs are identified by the authors through literature review and considered for use in constructing a program "report card."Metrics used to assess program quality include success in achieving American Board of Anesthesiology (ABA) certification, performance on the annual ABA/American Society of Anesthesiology In-Training Examination, performance on mock oral ABA certification examinations, trainee scholarly activities (publications and presentations), accreditation site visit and internal review results, ACGME and alumni survey results, National Resident Matching Program (NRMP) results, exit interview feedback, diversity data and extensive program/rotation/faculty/curriculum evaluations by trainees and faculty. The results are used to construct a "report card" that provides a high-level review of program performance and can be used in a continuous quality improvement process.An annual program review is required to assess all ACGME-accredited residency and fellowship programs to monitor and improve program quality. We describe an annual review process based on metrics that can be used to focus attention on areas for improvement and track program performance year-to-year. A "report card" format is described as a high-level tool to track educational outcomes.The Accreditation Council for Graduate Medical Education (ACGME) requires an annual evaluation of all ACGME-accredited residency and fellowship programs[1]. This annual program evaluation must document formal, systematic evaluation of the curriculum and must monitor and track resident performance, faculty development, graduate performance (including performance of program graduates on their respective certification examinations) and program quality. Assessment of program quality must provide residents and faculty the opportunity to evaluate the program confidentially and in writing at least annually. These assessments of the program, togethe
Research Science and Education: The NSF's Astronomy and Astrophysics Postdoctoral Fellowship  [PDF]
Dara Norman,Marcel Agueros,Timothy M. Brown,Matthew Browning,Sukanya Chakrabarti,Bethany Cobb,Kim Coble,Christopher Conselice,Kelle Cruz,Laura Danly,Peter M. Frinchaboy III,Eric Gawiser,Joseph Gelfand,Anthony Gonzalez,Jennifer L. Hoffman,Dragan Huterer,John Johnson,Roberta M. Johnson,Sheila Kannappan,Rachel Kuzio de Naray,David Lai,Douglas C. Leonard,Makenzie Lystrup,Sera Markoff,Karin Menendez-Delmestre,Stephan Muchovej,M. Virginia McSwain,Katherine Rhode,Tammy Smecker-Hane,Malcolm Smith,Jennifer Sokoloski,Kim-Vy Tran
Physics , 2009,
Abstract: The NSF's Astronomy and Astrophysics Postdoctoral Fellowship (AAPF) is exceptional among the available postdoctoral awards in Astronomy and Astrophysics. The fellowship is one of the few that allows postdoctoral researchers to pursue an original research program, of their own design, at the U.S. institution of their choice. However, what makes this fellowship truly unique is the ability of Fellows to lead an equally challenging, original educational program simultaneously. The legacy of this singular fellowship has been to encourage and advance leaders in the field who are equally as passionate about their own research as they are about sharing that research and their passion for astronomy with students and the public. In this positional paper we address the importance of fellowships like the AAPF to the astronomical profession by identifying the science and educational contributions that Fellows have made to the community. Further, we recommend that fellowships that encourage leading postdoctoral researchers to also become leaders in Astronomy education be continued and expanded.
The Current State and Needs of North American Movement Disorders Fellowship Programs  [PDF]
Ludy C. Shih,Daniel Tarsy,Michael S. Okun
Parkinson's Disease , 2013, DOI: 10.1155/2013/701426
Abstract: Background. Movement disorders fellowships are an important source of future clinician-specialists and clinician-scientists for the field. Scant published information exists on the number and characteristics of North American movement disorders fellowship training programs. Methods. A 31-item internet-based survey was formulated and distributed to academic movement disorders listed in the American Academy of Neurology (AAN) directory as having a movement disorders fellowship and to all National Parkinson Foundation Centers of Excellence and Care Centers in North America. Results. There was a 77% response rate among academic movement disorders centers. Broad similarities in clinical training were identified. The two most important rated missions of maintaining a movement disorders fellowship were contributions to scholarly activities and to fulfilling a critical need for specialists. Almost a quarter of fellowship programs did not offer a fellowship slot during the most recent academic year. Fellowship directors cited a wide variety of funding sources, but their top concern was lack of available funding for fellowship programs. Conclusions. North American movement disorders fellowship training programs currently offer similar methods of clinical training and education. Lack of funding was the most important obstacle to maintaining fellowship programs and should be made a priority for discussion in the field. 1. Introduction Movement disorders fellowship training programs in North America are postresidency training experiences that are specifically designed to provide neurologists with expertise in the diagnosis and management of conditions such as Parkinson’s disease (PD), parkinsonism, tremor, dystonia, tics, chorea, myoclonus, and other basal ganglia-related movement disorders. Since the 1980s in North America, there has been a steady growth from a handful of centers to the current landscape which includes dozens of centers that offer subspecialty training in movement disorders. Little published data exists concerning the type of training, the curriculum content, and the clinical experience that is offered by these training programs. Only one publication has detailed the clinical training and didactic experience at a single large movement disorders center and fellowship training program [1]. United States-based programs are not funded by the government or American Council on Graduate Medical Education (ACGME). Concern exists among fellowship directors that available support and training will not meet the needs of an aging population. Additionally, the
Resident interest and factors involved in entering a pediatric pulmonary fellowship
William M Gershan
BMC Medical Education , 2004, DOI: 10.1186/1472-6920-4-11
Abstract: A questionnaire was distributed to all 52 pediatric residents at this institution in 1992 and to all 59 pediatric residents and 14 combined internal medicine/pediatrics residents in 2002, following development of a pulmonary fellowship program.Response rates were 79% in 1992 and 86% in 2002. Eight of the 43 responders in 1992 (19%) had considered doing a pulmonary fellowship compared to 7 of 63 (11%) in 2002. The highest ranked factors given by the residents who had considered a fellowship included wanting to continue one's education after residency, enjoying caring for pulmonary patients, and liking pulmonary physiology and the pulmonary faculty. Major factors listed by residents who had not considered a pulmonary fellowship included not enjoying the tracheostomy/ventilator population and chronic pulmonary patients in general, and a desire to enter general pediatrics or another fellowship. Most residents during both survey periods believed that they would be in non-academic or academic general pediatrics in 5 years. Only 1 of the 106 responding residents (~1%) anticipated becoming a pediatric pulmonologist.Although many pediatric residents consider enrolling in a pulmonary fellowship (~10–20% here), few (~1% here) will actually pursue a career in pediatric pulmonology. The presence of a pulmonary fellowship program did not significantly alter resident interest, though other confounding factors may be involved.The specialty of pediatric pulmonology is relatively new, having been recognized as a pediatric sub-specialty by the American Board of Medical Sub-specialties in 1984. In 1997, there were approximately 500 board certified pediatric pulmonologists in the United States and Canada [1]. This number has increased in recent years with 708 board certified pulmonologists being identified in 2003 [2]. It has been estimated that there is one pediatric pulmonologist for every 280,000 children in the United States [1]. There are over 50 pediatric pulmonary fellowship prog
The Radiology Fellowship Application and Selection Process in the United States: Experiences and Perceptions from Both Sides  [PDF]
Hyojeong Mulcahy,Felix S. Chew,Michael J. Mulcahy
Radiology Research and Practice , 2012, DOI: 10.1155/2012/875083
Abstract: Objective. Our purpose was to investigate radiology fellowship directors' and recent fellows' experiences and perceptions with regard to the fellowship application and selection process and to compare these experiences and perceptions. Materials and Methods. Institutional review board approval was obtained. We conducted an online survey of the memberships of three radiology subspecialty societies between October 2009 and December 2009 to learn about radiologists' views regarding various aspects of radiology fellowships. Results. In the process of selecting fellows, program directors and recent fellows consider performance during the radiology residency and the quality or prestige of the residency program as the most important objective factors, and the personal interview, letters of recommendation, and personality as the most important subjective factors. 25% of the program directors were in the match, and 41% of the recent fellows were in the match. Most (48%) of program directors favored a match, but most (56%) of the recent fellows disfavored participating in a match. Both program directors and recent fellows expressed satisfaction with the fellowship application and selection process. Conclusion. There was no majority support for a fellowship match among program directors and recent fellows and less support among recent fellows. Recent fellows appear more satisfied with the current selection and application process than program directors. 1. Introduction The radiology fellowship is one- or two- year clinical training in a subspecialty area that is served after completion of the four-year residency and its prerequisite preliminary transitional internship year. Radiology fellowships therefore represent an optional sixth and seventh years of clinical training. The vast majority of US-trained radiologists complete a fellowship before entering practice. In a survey from 1999, 80% of fourth-year and 84.6% of third-year trainee respondents had accepted fellowship offers or were expected to do so [1]. In a survey from 2009, 93.4% of senior resident respondents planned to pursue fellowships [2]. Fellowship trainees often believe that they are less competitive in the job market without a fellowship, and that they may have an advantage in seeking subsequent employment in the same geographic region as the fellowship. Starting salaries have also been noted to be lower for residency-only graduates [3]. Our purpose was to investigate radiology fellowship directors’ and recent fellowship applicants’ experiences and perceptions with regard to the fellowship
Changes in medicine: fellowship
Robbins RA
Southwest Journal of Pulmonary and Critical Care , 2011,
Abstract: No abstract available. Article truncated at 150 words. Pulmonary fellowship in the late 70’s and early 80’s was largely unstructured. I had the advantage of doing two fellowships. One was at the University of Nebraska Medical Center and was predominantly clinical. There was one other fellow and we spent our time going to clinic, reading pulmonary function tests, supervising exercise testing, doing consults, and providing inpatient care both on the floors and the intensive care unit (ICU). We became involved with most of the patients in the ICU who were there for more than a day or two. The work was long and hard. We were mostly autonomous and only loosely supervised.The attending physicians relied on us to call when we needed help or there was something we thought they should know. Call was at home but it was unusual to leave before 8 PM. The fellows alternated call every other weekend making it tolerable. There were …
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