Providing outreach continuing education in countries with limited resources.
Ontology highlight
ABSTRACT:
SUBMITTER: Wilkins KE
PROVIDER: S-EPMC2584285 | biostudies-other | 2008 Oct
REPOSITORIES: biostudies-other
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Project description:The emergence of predatory journals is a global threat for scientific integrity, particularly in under-resourced settings such as low- and middle-income countries (LMICs). A bilingual course on predatory publishing using a distance education approach was developed for Moroccan researchers as a response to the imperative need for training on research ethics to implement good scientific practices. A cross-sectional survey-based study was conducted to evaluate outcomes after delivering two education sessions in both French and English. Before this course, 40% of participants indicated that they don’t verify journal quality before manuscript submission and most of them consider Scopus indexing and the impact factor as the best criteria for journal publication. Approximately 50% of surveyees did not have previous information on predatory journals before the webinar. Pressure to publish by supervisors, institutions of affiliation, or funding agencies, was noticed in 43.4% of participants. After the webinar course was delivered, remarkably, the proportion of participants with knowledge on predatory publishing was meaningfully increased from 48.9% to 81%. Importantly, 83.7% of participants indicated that they are motivated to share their new knowledge on predatory publishing with their colleagues. Moreover, the majority of respondents (73.8%) reported that publishing their research in predatory journals may damage their career and professional future. Promisingly, nearly a half or more of participants recommended the use of training based on distance education, surveillance of researchers by their mentors and affiliations, and social networks to increase awareness on predatory publishing. Almost all participants were satisfied with the content of the webinar. Trainers and research institutions in LMICs should benefit from the advent of distance education using webinar platforms to increase awareness on the issue of predatory publishing in their settings. Supplementary Information The online version contains supplementary material available at 10.1007/s40979-023-00122-7.
| S-EPMC9868001 | biostudies-literature
Project description:There are challenges related to collaboration among health professionals in resource-limited settings. Continuing Interprofessional Education initiatives grounded on workplace dynamics, structure and the prevailing attitudes and biases of targeted health professionals may be a vehicle to develop collaboration among health professionals. Workplace dynamics are revealed as health professionals interact. We argue that insights into the interaction patterns of health professionals in the workplace could provide guidance for improving the design and value of CIPE initiative. The study was conducted through rapid ethnography and data were collected from non-participant observations. The data were transcribed and analysed through an inductive iterative process. Appropriate ethical principles were applied throughout the study. Three themes emerged namely "Formed professional identities influencing interprofessional interaction", "Diversity in communication networks and approaches" and "Professional practice and care in resource limited contexts". This study revealed poor interaction patterns among health professionals within the workplace. These poor interaction patterns were catalyzed by the pervasive professional hierarchy, the protracted health professional shortages, limited understanding of professional roles and the lack of a common language of communication among the health professionals. Several recommendations were made regarding the design and development of Continuing Interprofessional Education initiatives for resource-limited settings.
| S-EPMC8270436 | biostudies-literature
Project description: Not available
| S-EPMC1117549 | biostudies-literature
Project description:Background and aims With the drastic changes brought about by the Fourth Industrial Revolution (Industry 4.0) to nursing science and education, public-private collaboration efforts have been crucial in improving skills using technology. Nurse educators are expected to expand their knowledge and develop skills both in clinical and educational institutions to be able to implement evidence-based practice and develop professional competency. This study aimed to evaluate the knowledge related to competency of nurse educators before and after participating in an international outreach seminar for continuing nursing education in Myanmar. Methods We conducted an evaluation study to clarify the outcomes of an international outreach seminar before and after its implementation in Myanmar. The seminar focused on the development and improvement of nursing education, as well as research skills and knowledge of nurses. The two-day seminar was conducted at the University of Nursing, Mandalay in Myanmar on September 30, 2019 and October 1, 2019. Pre- and post-questionnaires were distributed before and after the seminar. Results The seminar was attended by 60 participants who were affiliated with a university (41.7%), nursing school (8.3%), hospital (33.3%), and other institutions (16.7%). All the participants had 12.57 years of clinical experience on average. There was a significant increase in the total average score of knowledge from 31.08 (SD = 19.95) before the seminar to 44.15 (SD = 22.19) after the seminar (p = 0.002). Over 90% of the participants recognized changes in their self-efficacy as educators. Conclusions The participants acquired valuable up-to-date knowledge related to competency of nurse educators after attending the two-day international outreach seminar. They became keenly aware of the changes in their self-efficacy as educators. To our knowledge, this is the first study in Myanmar to evaluate knowledge related to competency of nurse educators who attended this seminar for continuing nursing education. This seminar was conducted as a mutual collaborative undertaking based on a long academic relationship built on trust and years of partnership between our universities. The findings imply that it is important for low- and middle-income countries to maintain a continuous international collaboration to be able to promote and support professional growth, knowledge, competency, and self-efficacy of their nursing educators. Tweetable abstract A two-day international outreach seminar on continuing education for clinical nurses and faculty members in Myanmar improved their knowledge related to competency and enhanced their recognition of changes in their self-efficacy as educators. Highlights • Continuous learning is required for nurse educators to retain knowledge• In-service education should strengthen knowledge about professional competency• International collaboration-supported continuing nursing education was beneficial
| S-EPMC10465934 | biostudies-literature
Project description:We ask whether patterns of racial/ethnic and socioeconomic stratification in educational attainment are amplified or attenuated when we take a longer view of educational careers. We propose a model of staged advantage to understand how educational inequalities evolve over the life course. Distinct from cumulative advantage, staged advantage asserts that inequalities in education ebb and flow over the life course as the population at risk of making each educational transition changes along with the constraints they confront in seeking more education. Results based on data from the 2014 follow-up of the sophomore cohort of High School and Beyond offer partial support for our hypotheses. The educational attainment process was far from over for our respondents as they aged through their 30s and 40s: more than six of ten continued their formal training during this period and four of ten earned an additional credential. Patterns of educational stratification at midlife became more pronounced in some ways, as women pulled further ahead of men in their educational attainments and parental education (but not income), and high school academic achievement continued to shape educational trajectories at the bachelor's degree level and beyond. However, African American respondents gained on White respondents during this life phase through continued formal (largely academic) training and slightly greater conditional probabilities of graduate or professional degree attainment; social background fails to predict earning an associate degree. These results, showing educational changes and transitions far into adulthood, have implications for our understanding of the complex role of education in stratification processes.
| S-EPMC8494235 | biostudies-literature
Project description:BackgroundThe non-technical skills for surgeons (NOTSS) system was developed as a tool to assess surgical skills for patient safety during surgery. This study aimed to develop a NOTSS-based training system for surgical trainees to acquire non-technical skills using a chest surgery scenario in a wet lab.Materials and methodsTrainees were categorized into three subgroups according to the years of experience as follows: Level A: 6 years or more; Level B: 3-5 years; and Level C: 1-2 years. Three stages of surgical procedure were designed: 1. chest wall resection and right upper lobe lobectomy, 2. right middle lobe sleeve lobectomy, and 3. right lower lobe lobectomy. One instructor was assigned to each operation table, who evaluated each participant's NOTSS scores consisting of 16 elements.ResultsWhen comparing average NOTSS score of all the three procedures, significant differences were observed between Level A, B, and C trainees. As an example of varying elements by procedure, Level A trainees demonstrated differences in Situation Awareness, and a significant difference was observed in Level C trainees regarding the elements of Decision Making. On the contrary, no significant difference was observed among Level B trainees. In the comparison between first-time and experienced participants, a significant improvement was observed in some elements in Level B and C trainees.ConclusionThis study highlights the usefulness and feasibility of the NOTSS scoring system for surgeons with different experiences and the effectiveness of providing feedback to trainees during intraoperative handoffs in a wet lab.
| S-EPMC7505865 | biostudies-literature
Project description:Contemporary critical care research necessitates involvement of multiple centers, preferably from many countries. Adult and pediatric research networks have produced outstanding data; however, their involvement is restricted to a small percentage of the industrialized nations. Implementation of their findings in low- and middle-income countries (LMICs) is fraught with challenges.We conducted an online international survey to assess and compare disease burden and resources to participate in multicenter research studies through a listserv of the World Federation of Pediatric Intensive and Critical Care Societies. Respondents were grouped into high-income countries and LMICs on the basis of World Bank classification.Survey was completed by 73 centers in 34 countries (34 from high-income countries and 39 from LMICs). Compared with high-income countries, the pediatric intensive care units in LMICs were characterized by a lower number of critical care specialists, more difficult access to hemodialysis, and a lower number of elective postoperative patients, but a similar overall disease burden. Training and resources for research were comparable in the two cohorts.Although differences exist in access to both trained providers and equipment, the survey results were more striking in their similarity. It is essential that centers from LMICs be included in multinational studies, to generate results applicable to all children worldwide.
| S-EPMC4599333 | biostudies-other
Project description:The Cologne Consensus Conference 2015 has focused on "Providers in accredited CME[continuing medical education]/CPD [continuing professional development]". As an outcome of the CCC 2015, the authors of this paper, who were part of the faculty, propose a contemporary definition of the roles and responsibilities of stakeholders involved in the different stages of planning, delivery and evaluation of CME/CPD.
| S-EPMC5843046 | biostudies-literature
Project description:This paper provides new evidence on inequalities in resources for children age 3-4 by parental education using harmonized data from six advanced industrialized countries-United States, United Kingdom, France, Germany, Netherlands, and Japan-that represent different social welfare regime types. We analyze inequalities in two types of resources for young children-family income, and center-based child care-applying two alternative measures of parental education-highest parental education, and maternal education. We hypothesize that inequalities in resources by parental education will be less pronounced in countries where social policies are designed to be more equalizing. The results provide partial support for this hypothesis: the influence of parental education on resources for children does vary by the social policy context, although not in all cases. We also find that the measurement of parental education matters: income disparities are smaller under a maternal-only definition whereas child care disparities are larger. Moreover, the degree of divergence between the two sets of estimates differs across countries. We provide some of the first systematic evidence about how resources for young children vary depending on parents' education and the extent to which such inequalities are buffered by social policies. We find that while early inequalities are a fact of life in all six countries, the extent of those inequalities varies considerably. Moreover, the results suggest that social policy plays a role in moderating the influence of parental education on resources for children.
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Project description:Environmental education is crucial to tackling the pressing ecological and societal issues on our planet. Although there are various ways to approach environmental education and raise public awareness, games are potentially an effective vehicle of knowledge and engagement because they vulgarize the scientific information in a universal 'language' and bring people together. Here, we designed a game, EcoDragons, that integrates principles of ecology, biological conservation, life history, and taxonomy. The protagonists of the game are dragonflies and damselflies. The aim of the game is to colonize habitats with different species and use ecological processes (e.g., predation, competition, and mutualism) and conservation measures (e.g., restoration and reintroduction) to face random environmental disturbances (e.g., climate warming, drought, pollution, and biological invasion). The version of the game presented in this paper was based on European species. The game includes 50 species (25 dragonflies and 25 damselflies). The winner of the game is the one who occupies more habitats, establishes and maintains the largest number of species, and solves more anthropogenic disturbances. EcoDragons has a global outreach potential to educate the public about ecology, conservation, and organismic life history, and will probably engage people in environmental advocacy.
| S-EPMC8467608 | biostudies-literature