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Interprofessional Leadership Amid Twin Pandemics
Published in Danielle Laraque-Arena, Lauren J. Germain, Virginia Young, Rivers Laraque-Ho, Leadership at the Intersection of Gender and Race in Healthcare and Science, 2022
Tina L. Cheng, Marquita Genies
Related to the George Floyd murder, communication of zero tolerance for racism was the first leadership priority. Reviewing the history of racism and allowing team members to share and learn was important to move forward. Initially this included virtual meetings to share or listen, and a portal for sharing materials including academic articles, books, videos, poetry and websites for further learning. Acknowledging injustices that exist and the pain it causes was a first step. Repeating and reinforcing a commitment to address and end racism required action. This required reinforcing our diversity efforts and structures. While we had a departmental diversity committee and a Vice Chair for Faculty Development and Diversity, expanding participation and scope of these structures was needed. To facilitate learning, a Health Equity Grand Rounds series was initiated. While implicit bias training had been required for trainees and search committees, expansion and reinforcement was implemented.
Identify What to Learn
Published in Janet Grant, Thomas Zilling, The Good CPD Guide, 2017
Educational needs are often identified in the course of events that are primarily designed to offer education or to review practice. Departmental clinical meetings and grand rounds are such occasions where cases or some aspects of practice are discussed and everyone learns something. However, such meetings, by their very nature, can also leave participants with areas that they still need to learn more about or acquire some skill in. A major part of learning is the discovery that there is always more to learn!
The Effective Health Care Social Work Director
Published in Gary Rosenberg, Andrew Weissman, Social Work Leadership in Healthcare: Directors' Perspectives, 2013
Margaret Dimond, Madelyne Markowitz
Within the hospital there are a variety of means of accessing continuing education. Many Medical Divisions and Departments within the Henry Ford Health System open their Journal Clubs (Psychiatry, Infectious Diseases, Oncology) to interested hospital staff, often sending advance announcements of topics and speakers. Medical Grand Rounds are open to all hospital staff with topics ranging from specific diseases and treatment modalities to exploration of biomedical ethics. Staff is encouraged to attend meetings such as Ethics for Lunch, the Employee Assistance Program lecture series, and other similar programs.
The current and future relationship of basic research and intervention research in social work practice in the addictions: a conversation with Michael Fendrich, PhD
Published in Journal of Social Work Practice in the Addictions, 2023
Fendrich:One idea is better dissemination strategies. For example, we have generated numerous publications from our pandemic research on stress, but I am not sure we are disseminating it in a way it gets to those journals most used by practitioners. Maybe what we need to be thinking about is how to disseminate in venues that are more directly reaching the providers. I’m not always sure what those are. Are they blogs? Are they other platforms? In my current position, we do grand rounds that are really the way clinicians get some exposure to some basic research. Maybe there are some ways to distill the findings into briefs. We need to think about that more seriously.
Twelve tips for teaching neuroanatomy, from the medical students’ perspective
Published in Medical Teacher, 2023
Sanskrithi Sravanam, Chloë Jacklin, Eoghan McNelis, Kwan Wai Fung, Lucy Xu
Jozefowicz (1994) suggested the lack of clinical and neuroanatomical knowledge integration as the culprit of neurophobia. A great way to consolidate students’ medical knowledge is to teach from clinical cases (McLean 2016). Famous cases, such as those of Patient H.M. (https://en.wikipedia.org/wiki/Henry_Molaison) and Phineas Gage (https://en.wikipedia.org/wiki/Phineas_Gage), paved the way for advancing our understanding of the brain and students ought to be encouraged to learn from these cases. Similarly, on the wards, push students to match up their theoretical assessment of the location of a patient’s lesion with the clinical picture in front of them. Grand rounds, an established avenue for case-based teaching, has been verified as an effective education tool for qualified doctors (Rigby et al. 2012).
“I never thought I would be an international speaker … but I am”: an interpretive qualitative analysis of experiences of a project-based advocacy intervention
Published in Neuropsychological Rehabilitation, 2022
Jerry K. Hoepner, Hannah Yingst, Bailey Harder, Crystal Zehm
A broad topic guide was provided to guide each participant’s reflections on the experience. Interviews were conducted at participants’ homes where the investigators connected with them via Zoom. The topic guide included prompts about: (1) please describe the impact or value of this advocacy project to you individually, (2) please share your thoughts on the impact or value on this advocacy project for those who attended one of the presentations, (3) describe the impact or value of this advocacy project to you individually. Two additional prompts were directed towards either presenters or other participants: (1) If you were one of the five presenters, please comment on the growth you experienced from the first presentation at Oklahoma State University to the final presentation at Mayo Clinic Health Systems Academic Grand Rounds, (2). If you attended one or more of the presentations as an attendee or presenter (including Oklahoma State University, the University of Wisconsin – Eau Claire, the College of St. Rose, City University of London in the United Kingdom, dry run in the community brain injury group, and/or the final Mayo Clinic Health Systems Academic Grand Rounds presentation), please comment on the presentation itself. Participants were encouraged to ask for clarification on any of the topics via direct message to the lead investigator. Participants were also encouraged to include any additional information that they perceived as relevant to the topics and experience.