ORCID Profile
0000-0002-0130-0326
Current Organisation
The George Washington University School of Medicine and Health Sciences
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Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 11-2020
DOI: 10.1161/CIRCEP.120.008552
Abstract: It is estimated that over 46 million in iduals have atrial fibrillation (AF) worldwide, and the incidence and prevalence of AF are increasing globally. There is an urgent need to accelerate the academic development of scientists possessing the skills to conduct innovative, collaborative AF research. We designed and implemented a virtual AF Strategically Focused Research Network Cross-Center Fellowship program to enhance the competencies of early-stage AF basic, clinical, and population health researchers through experiential education and mentorship. The pedagogical model involves significant cross-center collaboration to produce a curriculum focused on enhancing AF scientific competencies, fostering career rofessional development, and cultivating grant writing skills. Outcomes for success involve clear expectations for fellows to produce manuscripts, presentations, and—for those at the appropriate career stage–grant applications. We evaluated the effectiveness of the fellowship model via mixed methods formative and summative surveys. In 2 years of the fellowship, fellows generally achieved the productivity metrics sought by our pedagogical model, with outcomes for the 12 fellows including 50 AF-related manuscripts, 7 publications, 28 presentations, and 3 grant awards applications. Participant evaluations reported that the fellowship effectively met its educational objectives. All fellows reported medium to high satisfaction with the overall fellowship, webinar content and facilitation, staff communication and support, and program organization. The fellowship model represents an innovative educational strategy by providing a virtual AF training and mentoring curriculum for early-career basic, clinical, and population health scientists working across multiple institutions, which is particularly valuable in the pandemic era.
Publisher: Cambridge University Press (CUP)
Date: 2022
DOI: 10.1017/CTS.2021.887
Abstract: In an era of complex, multi-institutional, team-based science, there is little guidance for the successful creation of effective, collaborative, multisite training programs. We designed, implemented, and evaluated a multi-institutional Tobacco Regulatory Science (TRS) fellowship representing a scalable program that may be customized for other research areas. Using a mixed-methods approach, we analyzed program evaluations from trainees enrolled in the first 7 years of the American Heart Association (AHA) Tobacco Regulation and Addiction Center (A-TRAC) fellowship (2014–2021). We also reported the program outcomes, including published TRS manuscripts, independent grant funding, Food and Drug Administration (FDA) Docket comments submitted on TRS topics, TRS oral and poster presentations, research awards, and promotions in the TRS field. Thirty-five unique trainees (49% [n = 17] female, 29% [n = 10] Black) from eight institutions within the A-TRAC network participated in the fellowship since its inception. The trainees reported 74 TRS publications, 78 TRS oral or poster presentations, 25 FDA Docket comment submissions, and 13 funded grant awards. Participant evaluations indicated six areas of programmatic strength: 1) blended instruction medium with webinars and in-person meetings, 2) curricular emphasis on theories of experiential learning, 3) focus on career and professional development, 4) integrated mentorship model, 5) culture of feedback and feedforward to foster successful learning, and 6) focus on recruiting erse participants. The A-TRAC model stresses experiential education, feedback and feedforward, and peer learning. Our resource-effective, needs-driven program is a reproducible model for institutions interested in developing multisite, virtual research education programs in the era of team science.
Publisher: BMJ
Date: 2020
DOI: 10.1136/BMJOPEN-2019-031568
Abstract: Narrative medicine (NM) incorporates stories into health sciences paradigms as fundamental aspects of the human experience. The aim of this systematic review is to answer the research question: how effective is the implementation and evaluation of NM programmes in academic medicine and health sciences? We documented objectives, content and evaluation outcomes of NM programming to provide recommendations for future narrative-based education. We conducted a systematic review of literature published through 2019 using five major databases: PubMed, Embase, PsycINFO, ERIC and MedEdPORTAL. Eligible NM programming included textual analysis/close reading of published literature and creative/reflective writing. Qualifying participants comprised in iduals from academic medicine and health sciences disciplines. We reviewed and categorised programme goals, content and evaluation activities to assess participant satisfaction and programme efficacy. Two members of the research team assessed the risk of bias, independently screening records via a two-round, iterative process to reach consensus on eligibility. Of 1569 original citations identified, we selected 55 unique programmes (described in 61 records). In all, 41 (75%) programmes reported a form of evaluation evaluation methods lacked consistency. Twenty-two programmes used quantitative evaluation (13 well described), and 33 programmes used qualitative evaluation (27 well described). Well-described quantitative evaluations relied on 32 different measures (7 validated) and showed evidence of high participant satisfaction and pre-post improvement in competencies such as relationship-building, empathy, confidence ersonal accomplishment, pedagogical skills and clinical skills. An average of 88.3% of participants agreed or strongly agreed that the programme had positive outcomes. Qualitative evaluation identified high participant satisfaction and improvement in competencies such as relationship-building, empathy, perspective-taking/reflection, resilience and burnout detection/mitigation, confidence ersonal accomplishment, narrative competence, and ethical inquiry. Evaluation suggests that NM programming leads to high participant satisfaction and positive outcomes across various competencies. We suggest best practices and innovative future directions for programme implementation and evaluation.
Publisher: Informa UK Limited
Date: 07-2021
DOI: 10.2147/JHL.S308608
Publisher: Informa UK Limited
Date: 03-2022
DOI: 10.2147/AMEP.S350246
Publisher: BMJ
Date: 23-06-2021
Publisher: Informa UK Limited
Date: 15-08-2021
DOI: 10.1080/08854726.2021.1917168
Abstract: The Interprofessional Spiritual Care Curriculum (ISPEC) was created to train interdisciplinary health care teams to recognize and address the spiritual needs of seriously or chronically ill patients. The curriculum, in a train-the-trainer format, employs didactic presentations, discussions, lab sessions, skill demonstrations, and video clips. In course applications, participants were required to submit goals to achieve and demonstrate institutional support. For the first ISPEC course, in July 2018, 48 clinician-chaplain teams attended. Following the 2½ day course, participants had access to online training modules for 1-year, ISPEC faculty mentoring support, and regular conference calls on goal implementation progress. Participants reported recognizing the importance of providing spiritual care and a new understanding of how collaborating as interprofessional teams enabled them to integrate this care into their home institution settings. In a mixed-methods evaluation survey completed 12 months after the ISPEC course, participants reported on the percentage of their goals completed, number and types of professionals they had educated in spiritual care, and personal confidence regarding spiritual care leadership skills. This data can serve as a model to guide other organizations striving to improve spiritual care, practiced collaboratively by clinicians and chaplains, as an essential aspect of overall QI efforts in palliative care.
Publisher: Oxford University Press (OUP)
Date: 16-05-2019
DOI: 10.1093/NTR/NTZ083
Abstract: To implement and evaluate a blended online and in-person training to help mentors of early-career researchers appreciate the complexities of Tobacco Regulatory Science (TRS), refine TRS mentoring skills, and become acquainted with resources for providing effective guidance to TRS mentees. TRS mentors engaged in a two-part pilot test of the training program. Authors evaluated both the online and in-person training using retrospective pre-post evaluations, which measure learning at the conclusion of a training program, and post-program focus groups. Twenty learners completed the online training, and 16 learners attended the in-person training module. Nine participants completed evaluations for the online module, and 12 participants completed evaluations for the in-person module. Program assessments revealed that participants found that the training achieved its overall goals. The majority of respondents (87.5%) rated the online portion of the training as valuable. For the in-person training, participants reported statistically significant improvements regarding confidence in: helping mentees to identify skills and training to effectively pursue TRS, assisting mentees in weighing career trajectories, and guiding mentees in conducting research responsive to TRS regulatory priorities. The novel mentoring program was well received by faculty seeking to strengthen skills for mentoring early-career TRS researchers to navigate the complex landscape of TRS, explore erse funding opportunities, and discern potential career trajectories. It provided unique content to address issues outside the traditional tobacco research training curriculum and offered specific information on regulatory policies, priorities, and opportunities. This research documents the deployment and evaluation of a blended online and in-person training program for investigators mentoring early-career researchers working in TRS. Our assessment discovered that participants found the training to be valuable to their overall mentoring objectives. The training comprises a novel curriculum for investigators engaged in mentoring early-career researchers in a unique field, thus filling a deficit in the published literature by presenting a curriculum that has been customized to the unique needs of TRS mentors.
Publisher: Edinburgh University Press
Date: 29-07-2015
Abstract: Robert Louis Stevenson is well known as a writer of popular Victorian adventures, yet much of his fiction is steeped in the cultural and historical preoccupations of Scotland. Texts such as Kidnapped (1886), The Master of Ballantrae (1889), and Catriona (1893) hinge upon culturally significant events such as the Jacobite Rising of 1745 and the Appin Murder. These works also allude to the Highland Clearances of the eighteenth and nineteenth centuries and the Battle of Culloden with its ensuing disarming acts—all occurrences which contributed to or comprised significant catalysts for the large-scale expulsion of Scots from their homeland. Certainly, themes of exile pervade Stevenson’s Scottish work and maintain a more liminal presence in his later South Seas fiction, and many of the author’s finest characters can be read as enactments of temporary or permanent expatriates whose real-life counterparts form a fascinating cross-section of the diasporic movement. This paper focuses on several of these characters, whose adventures are encoded into their corresponding texts as fictional re-constructions of a broader experience common to displaced Scots in the eighteenth and nineteenth centuries. Some are driven from Scotland as a direct result of economic hardship or domestic conflict, while others leave (at least temporarily) as a means of avoiding the political corruption and intrigue characteristic of the historical struggle for Scottish independence. Through characters like David Balfour, Alan Breck Stewart, James Durie, and Archie Weir, Stevenson explores the psychological ramifications of politically enforced and self-imposed exile, thus providing fictional extrapolations of the Scottish diasporic experience. These portrayals, infused with a the author’s own experiences abroad, offer fascinating microcosms which gesture towards the collective experience of a wide-scale network of displaced Scots in the Victorian world. An early version of this paper was presented at the NAVSA 2012 “Victorian Networks” conference hosted by the University of Wisconsin at Madison.
Publisher: Informa UK Limited
Date: 19-11-2021
Location: United States of America
Location: United Kingdom of Great Britain and Northern Ireland
Location: United States of America
Start Date: 2018
End Date: 2019
Funder: National Institutes of Health
View Funded ActivityStart Date: 2018
End Date: 2019
Funder: American Heart Association
View Funded ActivityStart Date: 2020
End Date: 2021
Funder: Arthur Vining Davis Foundations
View Funded ActivityStart Date: 2017
End Date: 2018
Funder: National Institutes of Health
View Funded ActivityStart Date: 2020
End Date: 2021
Funder: John Templeton Foundation
View Funded Activity