المؤلفون: Johnson, Mallory O, Fuchs, Jonathan D, Sterling, Lauren, Sauceda, John A, Saag, Michael S, Fernandez, Alicia, Evans, Clyde H, Gandhi, Monica

المصدر: Journal of Clinical and Translational Science. 5(1)

مصطلحات موضوعية: Biomedical and Clinical Sciences, Clinical Sciences, Minority Health, Health Disparities, Mentoring, diversity, HIV, AIDS, HIV/AIDS

الوصف: IntroductionTrainees and investigators from underrepresented minority (URM) backgrounds face unique challenges to establishing successful careers in clinical and translational research. Structured training for mentors is an important mechanism to increase the diversity of the research workforce. This article presents data from an evaluation of the University of California, San Francisco (UCSF) Center for AIDS Research (CFAR) Mentoring the Mentors program aimed at improving mentors' competency in working with diverse mentees in HIV research.MethodsMentors from around the USA who had in one of seven separate 2-day training workshops conducted from 2013 to 2020 were invited to participate in an online evaluation survey of their experiences with the training and their subsequent mentoring activities.ResultsThere was a high response rate (80%) among the 226 mentors invited to complete the survey. The 180 respondents were diverse in demographics, professional disciplines, and geographic distribution. Quantitative and qualitative data indicate a lasting positive impact of the training, with sustained improvements documented on a validated measure of self-appraised mentoring competency. Respondents also endorsed high interest in future, follow-up training with continued focus on topics related to mentoring in the context of diversity.ConclusionThe evaluation of the UCSF CFAR Mentoring the Mentors program showed lasting impact in improving mentoring practices, coupled with high interest in continued in-depth training in areas focused on diversity, equity, and inclusion.

وصف الملف: application/pdf

الوصول الحر: https://escholarship.org/uc/item/84t2j981Test
https://escholarship.org/content/qt84t2j981/qt84t2j981.pdfTest

المؤلفون: Gandhi, Monica, Fernandez, Alicia, Stoff, David M, Narahari, Swathi, Blank, Michael, Fuchs, Jonathan, Evans, Clyde H, Kahn, James S, Johnson, Mallory O

المصدر: AIDS Research and Human Retroviruses. 30(8)

مصطلحات موضوعية: Biomedical and Clinical Sciences, Clinical Sciences, Behavioral and Social Science, Minority Health, Health Disparities, HIV/AIDS, Sexually Transmitted Infections, Infectious Diseases, Biomedical Research, Education, Female, HIV Infections, Humans, Male, Mentors, Teaching, Virology, Clinical sciences

الوصف: Abstract A growing body of evidence highlights the importance of competent mentoring in academic research in the field of HIV, particularly for early stage investigators from diverse, underrepresented backgrounds. We describe the development and implementation of a 2-day intensive workshop to train mid-level and senior-level investigators conducting HIV-related clinical and translational research across multiple academic institutions on more effective mentoring, with an emphasis on techniques to foster mentees of diversity. The workshop was focused on training mentors in techniques designed to improve the effectiveness of the mentor-mentee relationship, and included didactic presentations, interactive discussions, and small-group problem-based learning activities. Mid-level or senior-level faculty involved or planning to be involved in significant mentorship activities related to HIV research were eligible. Surveys and formal actions plans allowed for workshop evaluation and laid the groundwork for subsequent workshops. Twenty-six faculty from 16 U.S.-based institutions participated, with good representation across discipline, gender, and race/ethnicity. The sessions were highly rated and discussions and evaluations revealed important barriers and facilitators to mentoring, challenges and solutions related to mentoring mentees from diverse backgrounds, and specific tools to enhance mentoring effectiveness. The Mentoring the Mentors training program for HIV researchers focusing on early career investigators of diversity was the first of its kind and was well attended, was rated highly, and provided guidance for improving the program in the future. This training program fills an important gap in the HIV researcher community and offers guidance for training mentors interested in diversity issues in settings outside of HIV.

وصف الملف: application/pdf

الوصول الحر: https://escholarship.org/uc/item/0hc8c8j1Test
https://escholarship.org/content/qt0hc8c8j1/qt0hc8c8j1.pdfTest

المؤلفون: Smedley, Brian D, Stith, Adrienne Y, Colburn, Lois, Evans, Clyde H

المصدر: Smedley, Brian D and Stith, Adrienne Y and Colburn, Lois and Evans, Clyde H (2001) The Right Thing to Do, The Smart Thing to Do: Enhancing Diversity in Health Professions -- Summary of the Symposium on Diversity in Health Professions in Honor of Herbert W. Nickens, M.D. National Academy Press, Washington, DC.

العلاقة: http://www.nap.edu/catalog/10186.htmlTest; http://health-equity.pitt.edu/49Test/

المؤلفون: Evans, Clyde H., Cashman, Suzanne B, Page, Donna A., Garr, David R.

المساهمون: Department of Family Medicine and Community Health

المصدر: American journal of preventive medicine ; 40 ; 2 ; 245-60

مصطلحات موضوعية: Curriculum, Healthy People Programs, Humans, Interdisciplinary Communication, Models, Organizational, Primary Prevention, Program Development, Universities, Community Health and Preventive Medicine, Medical Education, Preventive Medicine, Primary Care

الوصف: Healthy People 2010 included an objective to "increase the proportion of . health professional training schools whose basic curriculum for healthcare providers includes the core competencies in health promotion and disease prevention." Interprofessional prevention education has been seen by the Healthy People Curriculum Task Force as a key strategy for achieving this objective and strengthening prevention content in health professions education programs. To fulfill these aims, the Association for Prevention Teaching and Research sponsored the Institute for Interprofessional Prevention Education in 2007 and in 2008. The institutes were based on the premise that if clinicians from different professions are to function effectively in teams, health professions students need to learn with, from, and about students from other professions. The institutes assembled interprofessional teams of educators from academic health centers across the country and provided instruction in approaches for improving interprofessional prevention education. Interprofessional education also plays a key role in implementation of Healthy People 2020 Education for Health framework. The delivery of preventive services provides a nearly level playing field in which multiple professions each make important contributions. Prevention education should take place during that phase of the educational continuum in which the attitudes, skills, and knowledge necessary for both effective teamwork and prevention are incorporated into the "DNA" of future health professionals. Evaluation of the teams' educational initiatives holds important lessons. These include allowing ample time for planning, obtaining student input during planning, paying explicit attention to teamwork, and taking account of cultural differences across professions. Elsevier Inc. All rights reserved.

العلاقة: Link to Article in PubMed; http://dx.doi.org/10.1016/j.amepre.2010.10.014Test; Am J Prev Med. 2011 Feb;40(2):245-60. Link to article on publisher's site; 0749-3797 (Linking); http://hdl.handle.net/20.500.14038/30866Test; https://escholarship.umassmed.edu/fmch_articles/194Test; 2879102; fmch_articles/194

الإتاحة: https://doi.org/10.1016/j.amepre.2010.10.014Test
https://doi.org/20.500.14038/30866Test
https://hdl.handle.net/20.500.14038/30866Test
https://escholarship.umassmed.edu/fmch_articles/194Test

المؤلفون: Garr, David R., Evans, Clyde H., Cashman, Suzanne B

المساهمون: Department of Family Medicine and Community Health

المصدر: American journal of preventive medicine ; 34 ; 2 ; 161-3

مصطلحات موضوعية: Curriculum, Health Personnel, Humans, Interdisciplinary Communication, Preventive Medicine, Teaching, United States, Community Health, Other Medical Specialties

العلاقة: Link to Article in PubMed; http://dx.doi.org/10.1016/j.amepre.2007.11.003Test; Am J Prev Med. 2008 Feb;34(2):161-3. Link to article on publisher's site; 0749-3797 (Linking); http://hdl.handle.net/20.500.14038/30807Test; https://escholarship.umassmed.edu/fmch_articles/135Test; 1228939; fmch_articles/135

الإتاحة: https://doi.org/10.1016/j.amepre.2007.11.003Test
https://doi.org/20.500.14038/30807Test
https://hdl.handle.net/20.500.14038/30807Test
https://escholarship.umassmed.edu/fmch_articles/135Test

المؤلفون: Allan, Janet, Barwick, Timi Agar, Cashman, Suzanne B, Cawley, James F., Day, Chris, Douglass, Chester W., Evans, Clyde H., Garr, David R., Maeshiro, Rika, McCarthy, Robert L., Meyer, Susan M., Riegelman, Richard, Seifer, Sarena D., Stanley, Joan, Swenson, Melinda, Teitelbaum, Howard S., Timothe, Peggy, Werner, Kathryn E., Wood, Douglas

المساهمون: Department of Family Medicine and Community Health

المصدر: American journal of preventive medicine ; 27 ; 5 ; 471-6

مصطلحات موضوعية: Advisory Committees, Clinical Competence, Curriculum, Education, Medical, Undergraduate, Female, Health Occupations, Health Status, Humans, Male, Needs Assessment, Preventive Medicine, Program Development, Program Evaluation, Public Health, United States, Community Health, Other Medical Specialties

الوصف: The Clinical Prevention and Population Health Curriculum Framework is the initial product of the Healthy People Curriculum Task Force convened by the Association of Teachers of Preventive Medicine and the Association of Academic Health Centers. The Task Force includes representatives of allopathic and osteopathic medicine, nursing and nurse practitioners, dentistry, pharmacy, and physician assistants. The Task Force aims to accomplish the Healthy People 2010 goal of increasing the prevention content of clinical health professional education. The Curriculum Framework provides a structure for organizing curriculum, monitoring curriculum, and communicating within and among professions. The Framework contains four components: evidence base for practice, clinical preventive services-health promotion, health systems and health policy, and community aspects of practice. The full Framework includes 19 domains. The title "Clinical Prevention and Population Health" has been carefully chosen to include both individual- and population-oriented prevention efforts. It is recommended that all participating clinical health professions use this title when referring to this area of curriculum. The Task Force recommends that each profession systematically determine whether appropriate items in the Curriculum Framework are included in its standardized examinations for licensure and certification and for program accreditation.

العلاقة: Link to Article in PubMed; http://dx.doi.org/10.1016/j.amepre.2004.08.010Test; Am J Prev Med. 2004 Dec;27(5):471-6. Link to article on publisher's site; 0749-3797 (Linking); http://hdl.handle.net/20.500.14038/30810Test; https://escholarship.umassmed.edu/fmch_articles/138Test; 1228942; fmch_articles/138

الإتاحة: https://doi.org/10.1016/j.amepre.2004.08.010Test
https://doi.org/20.500.14038/30810Test
https://hdl.handle.net/20.500.14038/30810Test
https://escholarship.umassmed.edu/fmch_articles/138Test

المؤلفون: Evans, Clyde H.

المصدر: Academic Medicine. Jan 1995 70(1):14-20.

تمت مراجعته من قبل الزملاء: Y

Page Count: 7

الواصفات: Delivery Systems, Educational Change, Faculty Development, Health Services, Higher Education, Inservice Teacher Education, Medical Education, Medical School Faculty, Medical Services, Models

مستخلص: The traditional model for medical faculty development is inadequate in the face of shrinking government support, changes in biomedical research, changes in reimbursement systems, loss of respect for medical professions, and radical changes in the structure of the health care delivery system. Implications of changes in the health care system for faculty and institutions are listed. (JDD)

رمز الدورية: CIJJUL1995

المؤلفون: Johnson, Mallory O., Fuchs, Jonathan D., Sterling, Lauren, Sauceda, John A., Saag, Michael S., Fernandez, Alicia, Evans, Clyde H., Gandhi, Monica

المصدر: J Clin Transl Sci

مصطلحات موضوعية: Research Article, edu, hisphilso

الوصف: INTRODUCTION: Trainees and investigators from underrepresented minority (URM) backgrounds face unique challenges to establishing successful careers in clinical and translational research. Structured training for mentors is an important mechanism to increase the diversity of the research workforce. This article presents data from an evaluation of the University of California, San Francisco (UCSF) Center for AIDS Research (CFAR) Mentoring the Mentors program aimed at improving mentors’ competency in working with diverse mentees in HIV research. METHODS: Mentors from around the USA who had in one of seven separate 2-day training workshops conducted from 2013 to 2020 were invited to participate in an online evaluation survey of their experiences with the training and their subsequent mentoring activities. RESULTS: There was a high response rate (80%) among the 226 mentors invited to complete the survey. The 180 respondents were diverse in demographics, professional disciplines, and geographic distribution. Quantitative and qualitative data indicate a lasting positive impact of the training, with sustained improvements documented on a validated measure of self-appraised mentoring competency. Respondents also endorsed high interest in future, follow-up training with continued focus on topics related to mentoring in the context of diversity. CONCLUSION: The evaluation of the UCSF CFAR Mentoring the Mentors program showed lasting impact in improving mentoring practices, coupled with high interest in continued in-depth training in areas focused on diversity, equity, and inclusion.

العلاقة: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC8223175Test/

الإتاحة: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC8223175Test/

المؤلفون: Greer, Annette G., Clay, Maria, Blue, Amy, Evans, Clyde H., Garr, David

المصدر: Academic Medicine ; volume 89, issue 5, page 799-805 ; ISSN 1040-2446

الإتاحة: https://doi.org/10.1097/acm.0000000000000232Test

المؤلفون: Allan, Janet, Barwick, Timi Agar, Cashman, Suzanne, Cawley, James F., Day, Chris, Douglass, Chester W., Evans, Clyde H., Garr, David R., Maeshiro, Rika, McCarthy, Robert L., Meyer, Susan M., Riegelman, Richard, Seifer, Sarena D., Stanley, Joan, Swenson, Melinda, Teitelbaum, Howard S., Timothe, Peggy, Werner, Kathryn E., Wood, Douglas

المصدر: American Journal of Preventive Medicine ; volume 27, issue 5, page 471-476 ; ISSN 0749-3797

مصطلحات موضوعية: Public Health, Environmental and Occupational Health, Epidemiology

الإتاحة: https://doi.org/10.1016/j.amepre.2004.08.010Test
https://api.elsevier.com/content/article/PII:S0749379704002065?httpAccept=text/xmlTest
https://api.elsevier.com/content/article/PII:S0749379704002065?httpAccept=text/plainTest