scholarly journals Genitourinary reconstructive surgery curriculum and postgraduate training program development in the Caribbean

2021 ◽  
Vol 2 (2) ◽  
pp. 106-112
Author(s):  
Jessica DeLong ◽  
Ramón Virasoro
Keyword(s):  
Health System ◽  
Training Program ◽  
Postgraduate Training ◽  
National Health System ◽  
Training Model ◽  
Government Officials ◽  
The Public ◽  
Postgraduate Training Program ◽  
The Caribbean ◽  
Radiology Technicians

Objectives: To describe the development of a genitourinary reconstructive fellowship curriculum and the establishment of the first genitourinary reconstructive and pelvic floor postgraduate training program in the Caribbean. Methods: In an effort to respond to the need for specialty-trained reconstructive urologists in the Dominican Republic, we developed an18-month fellowship program to train local surgeons. The process began with creation of a curriculum and partnership with in-country physicians, societies, hospitals, and government officials. We sought accreditation via a well-established local university, and fellowship candidates were selected. A database was maintained to track outcomes. Subjective and objective reviews were performed of the fellows. Results: The first fellow graduated in 2018, the second in 2020, and the third is currently in training. The curriculum was created and implemented. The fellowship has been successfully integrated into the health system, and the fellows performed 199 and 235 cases, respectively, during the program, completing all rotations successfully. They have been appointed to the national health system. Both graduates are now docents in the program and in the public system. Additional staff including radiologists, radiology technicians, nurses, urology residents (both Dominican and American), urology attendings, operating room staff, and anesthesia residents were trained as a result of the program. Conclusions: To our knowledge, this is the first fellowship of its kind in the Caribbean. A novel curriculum was created and implemented, and the first 2 fellows have successfully completed all rotations. This training model may be transferable to additional sites.

scholarly journals Designing the structure and the content of the programs of the postgraduate training taking into account the experience of the European Doctor

2021 ◽  
Author(s):  
Г.У. Матушанский ◽  
О.Р. Кудаков ◽  
Г.В. Завада ◽  
А.Р. Гатиятова
Keyword(s):  
Training Program ◽  
Postgraduate Training ◽  
Positive Experience ◽  
Doctoral Studies ◽  
Research Activities ◽  
Postgraduate Training Program ◽  
Student Training ◽  
The Cost ◽  
Graduate Student Training ◽  
Educational Component

Целью работы является проектирование индивидуальных образовательных маршрутов исследовательской составляющей аспирантской подготовки в России на базе учета позитивного опыта европейской докторантуры. Достижения российской аспирантуры и европейской докторантуры рассматривались с помощью метода сравнительного анализа. В основу указанного проектирования положены системный и компетентностный подходы, использовались методы моделирования и проектирования. При построении образовательных маршрутов аспирантов использовался метод структурных графов. В результате проведенного исследования выявлен позитивный опыт организации зарубежной докторской подготовки и дан вариант проектирования структуры и содержания программы подготовки аспирантов. На примере университетов ряда стран предложены введение зачетных единиц на исследовательскую часть образовательной составляющей отечественной аспирантской программы подготовки, а также оценка стоимости определенных видов исследовательских действий. Разработаны варианты образовательных маршрутов исследовательской части подготовки аспирантов по естественно-математическому, инженерно-техническому и социально-гуманитарному направлениям. Результаты исследования дают возможность на основе введения зачетных единиц в исследовательскую часть аспирантской подготовки выработать критериальную систему оценки готовности аспирантов к итоговой аттестации. Разработанные варианты образовательных маршрутов позволяют более продуктивно осуществлять реализацию в целом аспирантской подготовки. The aim of the work is to design the structure and content of postgraduate programs in Russia at the third level of higher education based on the positive experience of European doctoral studies. Achievements of European and Russian doctoral studies were examined using the comparative analysis method. The design of the structure and content of postgraduate training programs is based on a systematic approach, modeling and design methods were used. The method of structural graphs was used to build educational routes for graduate students. As a result of the study, positive experience in organizing foreign doctoral training was revealed and a design option for the structure and content of the graduate student training program was given. On the example of universities in a number of countries, the following are proposed: the introduction of credit units on the research part of the educational component of the domestic postgraduate training program, as well as the assessment of the cost of certain types of research activities. As a result of the study, positive experience in organizing foreign doctoral training was revealed and a design option for the structure and content of the graduate student training program was given. On the example of universities in a number of countries, the following are proposed: the introduction of credit units on the research part of the educational component of the domestic postgraduate training program, as well as the assessment of the cost of certain types of research activities. Variants of educational routes have been developed for the research part of postgraduate training in natural-mathematical, engineering-technical and social-humanitarian areas. The results of the study allow, on the basis of the introduction of credits in the research part of postgraduate training, to develop a criteria-based system for assessing the readiness of graduate students for final certification. The developed educational route options allow for more productive implementation of postgraduate training as a whole.

Neonatal postgraduate training program for physician assistants: meeting a need in neonatal care

2019 ◽  
Vol 39 (5) ◽  
pp. 746-753
Author(s):  
Elie G. Abu Jawdeh ◽  
Frances Hardin-Fanning ◽  
Tria B. Kinnard ◽  
M. Douglas Cunningham
Keyword(s):  
Training Program ◽  
Postgraduate Training ◽  
Physician Assistants ◽  
Neonatal Care ◽  
Postgraduate Training Program

A hospitalist postgraduate training program for physician assistants

2010 ◽  
Vol 5 (2) ◽  
pp. 94-98 ◽  
Author(s):  
Kristen K. Will ◽  
Adriane I. Budavari ◽  
James A. Wilkens ◽  
Kenneth Mishark ◽  
Zachary C. Hartsell
Keyword(s):  
Training Program ◽  
Postgraduate Training ◽  
Physician Assistants ◽  
Postgraduate Training Program

scholarly journals Use of a Multisource Feedback Tool to Develop Pharmacists in a Postgraduate Training Program

2013 ◽  
Vol 77 (3) ◽  
pp. 52 ◽  
Author(s):  
John Graham Davies ◽  
Julienne Ciantar ◽  
Barry Jubraj ◽  
Ian Peter Bates
Keyword(s):  
Training Program ◽  
Postgraduate Training ◽  
Multisource Feedback ◽  
Postgraduate Training Program

scholarly journals Beyond the Cocoon: Some Plain Talk about Careers

2004 ◽  
Vol 18 (8) ◽  
pp. 501-502
Author(s):  
Richard Hamilton
Keyword(s):  
Training Program ◽  
Postgraduate Training ◽  
Medical Residents ◽  
The Real ◽  
Academic Physician ◽  
Postgraduate Training Program ◽  
Working World

After many years spent in the protected, rather cocoon-like environment of a postgraduate training program, medical residents and fellows can find the prospect of emergence into the real working world somewhat daunting. This is a transition that is best anticipated and planned, recognizing that the life and the responsibilities of a consultant or an academic physician differ from those of a trainee.

Preparing public health at the front lines: effectiveness of training received by environmental health inspectors in the Caribbean

2021 ◽  
pp. 002085232199491
Author(s):  
Kalim U. Shah
Keyword(s):  
Public Health ◽  
Training Program ◽  
Environmental Health ◽  
Epidemiological Data ◽  
Subject Area ◽  
Health Determinants ◽  
Formal Training ◽  
Human Resource Capacity ◽  
The Public ◽  
The Caribbean

Environmental health departments in the Caribbean continue to contend with environmental determinants of health related to an increasingly complex array of challenges, including climatic change, disasters, pollution, bioterrorism, and global pandemics. Building the human resource capacity to meet these challenges requires access to modernized, context-relevant training, especially for environmental health inspectors who interface with the public. This study focuses on the standardized Three-Step training program delivered by education institutions across the Caribbean, which is the primary training required by ministries of health for entry into the environmental health inspectorate. A total of 22 focus groups were completed in five countries—Barbados, Guyana, Jamaica, Saint Lucia, and Trinidad and Tobago—with 94 participants drawn from the education institutions delivering training and the inspectors who have received the training. Findings suggest: program strengths in core academic content; weaknesses in faculty experts to deliver advanced subjects; opportunities for enhancing field-training experiences in collaboration with ministries; and threats to program survival due to bottlenecks in public sector hiring that reduce the attractiveness of entering the profession. Interestingly, academic trainers and practitioners differ on the importance of certain knowledge sets, such as legal and court procedural skills and epidemiological data analysis. As ministries of health in these countries contemplate ways to modernize the inspectorates, these findings can guide how ministries and education institutions work together to modernize the Three-Step training program. Points for practitioners Environmental health inspectors interfacing with the public are well placed to contribute perspectives to the public health modernization discourse. Formal training programs must be periodically and frequently recalibrated to societal needs and the state of the art in subject area knowledge. Strengthening the local teaching institutions’ capacity to deliver relevant educational programs will translate into better-prepared frontline professionals. Formal training lags in integrating some emergent subject areas, such as climate change and environmental health determinants.

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