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Leveraging School-University Partnerships to Support Mental Health and Well-being.
Health Promot Pract
January 2025
California State University, Sacramento, Sacramento, CA, USA.
Young people experience high rates of mental health challenges, which have been exacerbated by the pandemic, particularly for those from underserved communities and communities of color. The Mindful Mentors program demonstrated that delivery of a mindfulness-based curriculum provided by university students to school-aged children is feasible and mutually beneficial. Benefits for university student mentors included team building, increased self-awareness, and developing effective skills for dealing with stress.
View Article and Find Full Text PDFCould the R2C2 Feedback and Coaching Model Enhance Feedback Literacy Behaviors: A Qualitative Study Exploring Learner-Preceptor Feedback Conversations.
Perspect Med Educ
January 2025
Department of Community Health Sciences, Cumming School of Medicine, 3280 Hospital Drive NW University of Calgary, Calgary, Alberta, T2N 4Z6, Canada.
Introduction: Feedback literacy (FBL) is a critical skill for learners encompassing four behaviors: appreciating feedback, making judgements, managing affect, and taking action. Little guidance has been available for clinical preceptors to promote FBL. The R2C2 feedback and coaching model that guides teachers through building Relationships, exploring Reactions and Reflections, discussing Content and Coaching to co-develop an action plan for follow-up may support FBL.
View Article and Find Full Text PDFHigh-Value Care Education in the USA: Lessons from a National Value Curriculum for Resident and Fellow Physicians.
J Gen Intern Med
January 2025
General Internal Medicine, University of Utah School of Medicine, Salt Lake City, UT, USA.
Purpose: Physicians are estimated to be responsible for more than 50% of national healthcare costs and hold the greatest potential to improve value by orchestrating quality-driven programs to reduce unnecessary practices and variability. A physician's ability to practice cost-conscious care has been linked to their training, underscoring the importance of integrating cost-conscious practice into training.
Methods: The High Value Practice Academic Alliance was formed to help advance the value-improvement work of individual institutions through a national organization.
Mentoring Fellows into Career Educators through a Multispecialty Clinician-Educator Course.
ATS Sch
December 2024
Division of Pulmonary, Critical Care, Sleep Medicine & Physiology and.
Background: Subspecialty fellows are a unique group of trainees for whom there currently exist few opportunities to pursue formal training as clinician-educators, as singular fellowship programs often face significant obstacles to implementing such coursework.
Objective: To develop, implement, and assess a clinician-educator course for fellows from multiple subspecialty fellowships at a single large academic medical center.
Methods: Our course, entitled Fellow as Clinician-Educator, was initiated across numerous fellowship programs from August 2021 to April 2023 at University of California San Diego Health.
Building Public Health Quantitative Methods Capacity and Networks in sub-Saharan Africa: An Evaluation of a Faculty Training Program.
Glob Health Sci Pract
January 2025
Department of Obstetrics and Gynecology, Beth Israel Deaconess Medical Center, Boston, MA, USA.
Introduction: There is a shortage of individuals trained in using quantitative methods in biomedical research in sub-Saharan Africa (SSA). Improving public health in SSA requires new ways to promote quantitative knowledge and skills among faculty in biomedical research and better-integrated network systems of support.
Methods: We describe the development, implementation, and evaluation of an innovative faculty training and support program in SSA from December 2017-June 2020, using courses in monitoring and evaluation, data management, and complex surveys as prototypical examples.
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