CONFERD-HP: recommendations for reporting COmpeteNcy FramEwoRk Development in health professions.

Background: Competency frameworks outline the perceived knowledge, skills, attitudes, and other attributes required for professional practice. These frameworks have gained in popularity, in part for their ability to inform health professions education, assessment, professional mobility, and other activities. Previous research has highlighted inadequate reporting related to their development which may then jeopardize their defensibility and utility.

A single center observational study of the incidence, frequency and timing of critical care physiotherapy intervention during the COVID-19 pandemic.

Introduction: The recent COVID-19 pandemic saw many patients admitted to an intensive care setting and requiring mechanical ventilation. The NHS increased their critical care beds which included expanding the amount of staff. Physiotherapists were a key part of this and were required to complete numerous interventions within the COVID critical care setting throughout the pandemic.

A Six-Step Model for Developing Competency Frameworks in the Healthcare Professions.

Competency frameworks are developed for a variety of purposes, including describing professional practice and informing education and assessment frameworks. Despite the volume of competency frameworks developed in the healthcare professions, guidance remains unclear and is inconsistently adhered to (perhaps in part due to a lack of organizing frameworks), there is variability in methodological choices, inconsistently reported outputs, and a lack of evaluation of frameworks. As such, we proposed the need for improved guidance.

Operationalizing Programmatic Assessment: The CBME Programmatic Assessment Practice Guidelines.

Problem: Assessing the development and achievement of competence requires multiple formative and summative assessment strategies and the coordinated efforts of trainees and faculty (who often serve in multiple roles, such as academic advisors, program directors, and competency committee members). Operationalizing programmatic assessment (PA) in competency-based medical education (CBME) requires comprehensive practice guidelines, written in accessible language with descriptions of stakeholder activities, to move assessment theory into practice and to help guide the trainees and faculty who enact PA.

Approach: Informed by the Appraisal of Guidelines for Research and Evaluation II (AGREE II) framework, the authors used a multiphase, multimethod approach to develop the CBME Programmatic Assessment Practice Guidelines (PA Guidelines).

Who Counts Where? COVID-19 Surveillance in Federal Countries.

Context: While the World Health Organization (WHO) has established guidance on COVID-19 surveillance, little is known about implementation of these guidelines in federations, which fragment authority across multiple levels of government. This study examines how subnational governments in federal democracies collect and report data on COVID-19 cases and mortality associated with COVID-19.

Methods: We collected data from subnational government websites in 15 federal democracies to construct indices of COVID-19 data quality.

It's a Marathon, Not a Sprint: Rapid Evaluation of Competency-Based Medical Education Program Implementation.

Purpose: Despite the broad endorsement of competency-based medical education (CBME), myriad difficulties have arisen in program implementation. The authors sought to evaluate the fidelity of implementation and identify early outcomes of CBME implementation using Rapid Evaluation to facilitate transformative change.

Method: Case-study methodology was used to explore the lived experience of implementing CBME in the emergency medicine postgraduate program at Queen's University, Canada, using iterative cycles of Rapid Evaluation in 2017-2018.

Complete remission with ibrutinib after allogeneic stem cell transplant for central nervous system relapse of mantle cell lymphoma: A case report and literature review.

Central nervous system (CNS)-relapsed mantle cell lymphoma (MCL) is a rare, aggressive non-Hodgkin lymphoma without a standard treatment. Ibrutinib has shown promising results for inducing remission in other non-Hodgkin lymphomas and may be considered as successful treatment for CNS-relapsed MCL in the future as well.

Simulation versus real-world performance: a direct comparison of emergency medicine resident resuscitation entrustment scoring.

Background: Simulation is increasingly being used in postgraduate medical education as an opportunity for competency assessment. However, there is limited direct evidence that supports performance in the simulation lab as a surrogate of workplace-based clinical performance for non-procedural tasks such as resuscitation in the emergency department (ED). We sought to directly compare entrustment scoring of resident performance in the simulation environment to clinical performance in the ED.

The Nightmares Course: A Longitudinal, Multidisciplinary, Simulation-Based Curriculum to Train and Assess Resident Competence in Resuscitation.

Background: Postgraduate medical education programs would benefit from a robust process for training and assessment of competence in resuscitation early in residency.

Objective: To describe and evaluate the Nightmares Course, a novel, competency-based, transitional curriculum and assessment program in resuscitation medicine at Queen's University in Kingston, Ontario, Canada.

Methods: First-year residents participated in the longitudinal Nightmares Course at Queen's University during the 2015-2016 academic year.

Acute rehabilitation after resuscitative endovascular balloon occlusion of the aorta (REBOA) in major trauma.

We report a 23-year-old woman admitted post cyclist versus heavy goods vehicle accident in December 2014. This was the second case the life-saving procedure, that is, resuscitative endovascular balloon occlusion of the aorta (REBOA) was performed on at the roadside. This advanced procedure was performed due to the extensive haemorrhage from this patient's complex pelvic fracture .

Proposing a Model of Co-Regulated Learning for Graduate Medical Education.

Primarily grounded in Zimmerman's social cognitive model of self-regulation, graduate medical education is guided by principles that self-regulated learning takes place within social context and influence, and that the social context and physical environment reciprocally influence persons and their cognition, behavior, and development. However, contemporary perspectives on self-regulation are moving beyond Zimmerman's triadic reciprocal orientation to models that consider social transactions as the central core of regulated learning. Such co-regulated learning models emphasize shared control of learning and the role more advanced others play in scaffolding novices' metacognitive engagement.

In vitro effects of herbicides and insecticides on human breast cells.

Numerous studies have indicated that the pesticides and herbicides used in agricultural processes in the United States and Europe may have detrimental effects upon human health. Many of these compounds have been indicated as potential endocrine and reproductive disruptors, although the studies have examined supraphysiological levels well above the US EPA safe levels for drinking water and have often examined these effects in "model" cell lines such as Chinese hamster ovary cells. We have now examined the cytotoxicity of more environmentally relevant concentrations of four herbicides, acetochlor, atrazine, cyanazine, and simazine, and two insecticides, chlorpyrifos and resmethrin, in three human breast cell lines.