Enabling, empowering, inspiring: research and mentorship through the years. (1/516)

The interrelationship between research and mentorship in an association such as the Medical Library Association (MLA) is revealed through the contributions of individuals and significant association activities in support of research. Research is vital to the well-being and ultimate survival of health sciences librarianship and is not an ivory tower academic activity. Mentorship plays a critical role in setting a standard and model for those individuals who want to be involved in research and, ultimately, for the preparation of the next generation of health sciences librarians. Research and mentorship are discussed in the context of personal experiences, scholarship, and problem solving in a practice environment. Through research and mentorship, we are enabled to enhance our services and programs, empowered to look beyond our own operations for information puzzles to be solved, and inspired to serve society by improving health.  (+info)

Police as contributors to Healthy Communities: Aiken, South Carolina. (2/516)

In Aiken, South Carolina, community policing has led to numerous innovative programs that have contributed to a healthy community. The MOMS and COPS (Managing Our Maternity System with Community Oriented Policing System) program has played a significant part in the county's 50% decrease in infant mortality since 1989 and contributed to Aiken's designation as an All-America City in 1997. Other programs include a mentoring program for at-risk teen girls; instant crime reporting with donated cellular phones; seminars for seniors to alert them to scams and common crimes; demolition of unsafe homes; free installation of smoke detectors; a child ID program; and parental education on child brain development.  (+info)

What are the characteristics of the competent general practitioner trainer? (3/516)

BACKGROUND: Increasing attention is being given to the training of doctors to become teachers. This does not apply only to the schooling of teachers in undergraduate medical education: at the postgraduate level, general practitioner trainers (GP-trainers) receive special schooling to prepare them for their role. Yet the skills, knowledge and traits that should be expected in the competent GP-trainer have not been elucidated precisely. OBJECTIVES: The aim of this research project is to determine the traits, knowledge and skills required for a competent GP-trainer. METHOD: We used a qualitative method to answer the question. Ten focus-group meetings were held involving three Departments of Vocational Training in The Netherlands. Each group consisted of GP-trainers, GP-trainees or staff members. The transcriptions of these meetings were analysed, resulting in a description of what makes a competent GP-trainer. RESULTS: Five hundred items were obtained from the focus-group meetings, each of which was formulated in the form "A good GP-trainer is/can/knows. ", etc. These items were divided into the following categories: teaching knowledge, teaching skills, teaching attitude and personality traits of the GP-trainer. A competent GP-trainer must understand basic teaching methods and be able to apply this knowledge. The skill to give good feedback was seen as an important asset for a competent GP-trainer, as were observation skills, the skill to analyse and the skill to foster reflection in the trainee. The teaching attitude of a competent GP-trainer is characterized by giving latitude to and having respect for and interest in the trainee, and being available for consultation, while the teaching approach should be individualized. Enthusiasm, flexibility, patience and self-insight were some of the personality traits identified. CONCLUSION: Many characteristics were identified as a result of this research. The next logical step will involve a Delphi consensus procedure to obtain a profile of the competent GP-trainer. This profile will then be suitable in setting the standards for curricula for future GP-trainers.  (+info)

Evaluation of a breast cancer patient information and support program. (4/516)

CONTEXT: Women with newly diagnosed breast cancer seek answers to many questions about their disease, treatment options, and prognosis. Failure to meet these needs may cause dissatisfaction with the care process. OBJECTIVE: To evaluate the impact of a support and information program for women with newly diagnosed breast cancer. INTERVENTION: A support and information program that featured a program coordinator, information resources, and mentoring from a breast cancer survivor. DESIGN AND OUTCOME MEASURES: Women in whom breast cancer was diagnosed at program sites (n = 111) and a random sample of women whose breast cancer was diagnosed at nonprogram sites (n = 277) were surveyed by mail to ascertain their level of satisfaction with various aspects of their medical care. The response rates were 74% and 81%, respectively. RESULTS: 75% of women at program sites used the information resources, and 60% requested a patient mentor. Demographic characteristics and satisfaction with non-breast cancer care were almost identical among program and non-program site respondents. For overall breast cancer care, 71% of program site respondents but only 56% of non-program site respondents were very satisfied. More than half of program site respondents rated presurgery care, provision of information, and support received as excellent, versus about 40% of non-program site respondents. Program site respondents were consistently more likely to rate the amount of reassurance and support provided by physicians and nurses as excellent and were less likely to want a second opinion (35% vs. 51%). CONCLUSIONS: The support and information program appears to have had a positive impact on satisfaction with breast cancer care.  (+info)

Mentoring senior house officers. Is there a role for middle grade doctors? (5/516)

OBJECTIVES: To determine whether the mentoring scheme currently used has an impact on the training of senior house officers and also determine if they are willing to accept middle grade mentors. METHODS: A questionnaire comprising 10 questions was sent to all the senior house officers employed in the emergency departments of two large inner city teaching hospitals and three large district hospitals. Most of the questions required a simple yes/no response. RESULTS: Most of the senior house officers had mentors allocated to them but felt the scheme was not satisfactory probably because they had low expectations. Most were happy to have middle grade doctors as mentors. CONCLUSIONS: Senior house officers have a low expectation of the present system and seem willing to accept middle grade doctors as mentors.  (+info)

Factors considered by new faculty in their decision to choose careers in academic dentistry. (6/516)

To determine the characteristics of new dental faculty and what factors influenced them to choose academic careers, a survey was sent to deans at all U.S. dental schools to be distributed to faculty with length of service of four years or less. Responses were received from 240 individuals. About half of the respondents had been in private practice for an average of eight years, and 20 percent had military experience averaging almost sixteen years. A majority had postgraduate training and 60 percent had specialty training. Nearly 32 percent of new faculty were female and 80 percent were U.S. citizens. Analyses of responses to survey items indicated that correlated factors in the survey fell into the following empirical categories: teaching and scholarship, income and indebtedness, research, work schedule, influence of mentors and role models, and long-term aspirations. In general, the respondents identified factors relating to teaching and scholarship to be the most important influences on their choice of academic careers, while concerns about income and indebtedness were the most important negative considerations in this regard. Other positive factors identified by the survey related to the influence of mentors and role models, long-term aspirations, and research. Age, private practice experience, and military experience were found to particularly influence the new faculty members' responses to items concerning income and indebtedness, and citizenship influenced responses to factors relating to research. The data from this select group of dentists support the current view that inequities in income of dental faculty compared to private practitioners and student debt are important concerns in choosing academic careers. Importantly, the desire to teach and participate in scholarly activities are important attractions in academic careers. Mentoring activities and creation of opportunities for career development are crucial factors in developing interest in academics among graduate dentists.  (+info)

Factors influencing pursuit and satisfaction of academic dentistry careers: perceptions of new dental educators. (7/516)

New dental educators (n = 280) with zero to five years full-time teaching experience were surveyed to ascertain their perceptions regarding salary, work environment, and workload to determine the impact of these factors on faculty recruitment and retention. Work environment was the most frequently reported factor for considering and maintaining an academic dentistry position. Educational resources, facilities, salary, and benefits were ranked as moderately important for considering an academic position. Mentoring, startup funds for research, and external private practice opportunities were also reported as moderately important for maintaining a position. Other factors of concern to new faculty included quality of administration and leadership, reputation of program, professional development opportunities, faculty autonomy, and reasonable criteria for tenure and promotion. These findings suggest that resources, strategies, and formal mentoring programs that provide direction and guidance in the areas of teaching, promotion, and tenure for new educators should be considered for implementation in our dental schools.  (+info)

Experiences and perceptions of vocational training reported by the 1999 cohort of vocational dental practitioners and their trainers in England and Wales. (8/516)

OBJECTIVE: To assess the self-reported confidence of vocational dental practitioners (VDPs) in clinical procedures together with vocational trainers' perceptions of the VDPs confidence in the same procedures, immediately after qualification and towards the end of the vocational training year. DESIGN: A questionnaire-based cohort study. SETTING: A general practice study carried out in 1999. SUBJECTS: Vocational Dental Practitioners and vocational trainers in England and Wales. METHOD: VDPs and trainers were asked on a single occasion to grade the clinical confidence of the VDP at the beginning and near the end of vocational training as high, satisfactory or low. RESULTS: Questionnaires were sent to 531 VDPs and 555 trainers; 82 per cent of VDPs and trainers responded. Approximately half the VDPs were male and 57 per cent were white, whilst 89 per cent of trainers were male and 81 per cent white. A large proportion of both VDPs and trainers reported low confidence in orthodontics, molar endodontics and surgical extractions at the start of the training year. Towards the end of training, both groups reported improved confidence levels in most clinical procedures. However, a higher proportion of trainers reported low confidence than their VDPs in most clinical procedures at both time points (p<0.001). VDPs appeared to gain most from experience and training in administration/management and interpersonal skills. CONCLUSION: Vocational training appears to satisfy its aim to enhance clinical and administrative confidence.  (+info)