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PubMed1997

Optimism for perilous times: a survey of American Association of Obstetricians and Gynecologists Foundation and Reproductive Scientist Development Program postdoctoral research fellows.

OBJECTIVE: Our purpose was to survey fellows of the American Association of Obstetricians and Gynecologists Foundation and Reproductive Scientist Development Program regarding their successes and problems and to solicit suggestions for improvement. STUDY DESIGN: A survey was mailed to each past and current fellow participating in the research fellowships sponsored by the two organizations. The survey requested from each respondent information regarding current research, funding, and academic status and problems they have encountered. Additionally, each respondent was encouraged to make specific suggestions on how to improve these programs. RESULTS: Of the 54 surveys sent, all were returned (100%). Of these respondents, 30 had American Association of Obstetricians and Gynecologists Foundation fellowships and 24 were in the Reproductive Scientist Development Program, representing 29 different academic programs. Forty-nine (91 %) had academic appointments and 6 were either division directors or departmental chairs. Of 39 graduates, 23 (59%) received funding from the National Institutes of Health. Thirty-one past fellows continued basic research and 23 (73%) work in their own or departmental laboratories. Of all respondents, 78% felt that they had good to excellent chances of obtaining funding, and 94% felt that participating in the research training fellowships was critically important for their academic careers. CONCLUSIONS: Research training fellowships sponsored by the American Association of Obstetricians and Gynecologists Foundation and the Reproductive Scientist Development Program have been extremely successful at keeping talented young obstetricians and gynecologists in academic medicine. Most fellows continue basic science research and have obtained extramural funding. In spite of the current stresses in academic medicine regarding financial restructuring and research funding, these fellowships continue to provide outstanding opportunities for motivated young obstetricians and gynecologists to achieve academic success.

Data Collection↗
PubMed1989

Evaluating community development programs for health promotion: problems illustrated by a New Zealand example.

This paper illustrates problems in the evaluation of community development programs for health promotion. It is based on the authors' retrospective process evaluation of the Wanganui Community Alcohol Action Program (WCAAP), a recent example of a health promotion program directed at reducing alcohol-related problems in a small New Zealand town. Described by its designers as a community-based program, it included coordination of community organizations, education, publicity and increased enforcement of drinking laws. Discussion of the problems in the evaluation of such programs puts them within the context of the substantial body of previous social science research in both evaluation and community development. This, it is argued, is a body of knowledge with which health promotion researchers need to be conversant. Community development programs usually stem from a process of negotiation between interest groups with differing objectives. This results in a changing definition of both the problem to be solved and the nature of the solution, making evaluation difficult. Community development is also likely to be seen as a new solution providing a panacea for old problems. This can lead to such programs being too ambitious. From the point of view of experimental design these programs are likely to have a number of technical problems. This paper argues that these problems are so significant that it often unwise to attempt large scale evaluations of community development programs. Rather, attention should be concentrated on critically assessing the policy-making process and disseminating previous knowledge about such programs.

Alcoholism↗
PubMed2003

The effectiveness of early childhood development programs. A systematic review.

Early childhood development is influenced by characteristics of the child, the family, and the broader social environment. Physical health, cognition, language, and social and emotional development underpin school readiness. Publicly funded, center-based, comprehensive early childhood development programs are a community resource that promotes the well-being of young children. Programs such as Head Start are designed to close the gap in readiness to learn between poor children and their more economically advantaged peers. Systematic reviews of the scientific literature demonstrate effectiveness of these programs in preventing developmental delay, as assessed by reductions in retention in grade and placement in special education.

Child↗
PubMed2006

Growing pains: a personal development program for students with intellectual and developmental disabilities in a specialist school.

A personal development program, entitled 'Growing Pains', was developed for 11-to 15-year-old students with intellectual and developmental disabilities in a specialist school. Seven topics were identified as important in supporting students through the physical and emotional changes of adolescence. A single-group, non-experimental outcome evaluation was conducted on a 20 week trial program. Teacher-developed checklists of observable skills were completed pre-and post-program for 68 participants yielding individual 'personal development' scores and whole group 'topic' scores, graphed to observe pre-post differences. Parents and teachers completed feedback questionnaires. Graphed data showed positive trends in individual personal development and most topic scores. The topic 'personal hygiene' showed almost no change across the group but parent and teacher feedback identified it as highly important. Causality cannot be established using this design; however, positive trends justified persisting with the program. Future studies might investigate effective means of teaching personal hygiene skills.

Adolescent↗
PubMed1992

Behavior analysis of residential program development.

When institutions are viewed not as locales but as forms of organizing and regulating human behavior, we see that we "deinstitutionalize" by changing the way we organize and regulate, not necessarily by moving people about. This paper examines residential program development as a process of designing and developing community learning environments. The paper asks "What are the essential behaviors of designing community environments?", that is, what do residential program developers do? Six essential dimensions of program development are identified, and each dimension is critiqued in terms of contemporary practices and needs for innovation. The paper concludes that behavior analysts can play an important role in changing the nature of human service organizations.

Activities of Daily Living↗
PubMedDate not supplied

A toolbox for healthcare ethics program development.

A comprehensive healthcare ethics program in a medical treatment facility develops ethical competence in staff members and creates a climate for ethical practice. This article describes a successful ethics program, provides examples of clinical and organizational ethics issues, outlines activities of an ethics committee, offers a sample outline of a program needs assessment, discusses educational foundations for committee members, and suggests resources to support program development.

Bibliographies as Topic↗
PubMed2005

Long-term follow-up of a longitudinal faculty development program in teaching skills.

BACKGROUND: The long-term impact of longitudinal faculty development programs (FDPs) is not well understood. OBJECTIVE: To follow up past participants in the Johns Hopkins Faculty Development Program in Teaching Skills and members of a comparison group in an effort to describe the long-term impact of the program. DESIGN AND PARTICIPANTS: In July 2002, we surveyed all 242 participants in the program from 1987 through 2000, and 121 members of a comparison group selected by participants as they entered the program from 1988 through 1995. MEASUREMENTS: Professional characteristics, scholarly activity, teaching activity, teaching proficiency, and teaching behaviors. RESULTS: Two hundred participants (83%) and 99 nonparticipants (82%) responded. When participants and nonparticipants from 1988 to 1995 were compared, participants were more likely to have taught medical students and house officers in the last year (both P<.05). Participants rated their proficiency for giving feedback more highly (P<.05). Participants scored higher than nonparticipants for 14 out of 15 behaviors related to being learner centered, building a supportive learning environment, giving and receiving feedback, and being effective leaders, half of which were statistically significant (P<.05). When remote and recent participants from 1987 through 2000 were compared with each other, few differences were found. CONCLUSIONS: Participation in the longitudinal FDP was associated with continued teaching activities, desirable teaching behaviors, and higher self-assessments related to giving feedback and learner centeredness. Institutions should consider supporting faculty wishing to participate in FDPs in teaching skills.

Adult↗
PubMed2006

The Morehouse Faculty Development Program: evolving methods and 10-year outcomes.

BACKGROUND AND OBJECTIVES: African American physicians remain underrepresented among all medical school faculty, including faculty in departments of family medicine. This paper reports on a faculty development effort aimed at increasing the number and academic skills of underrepresented minority faculty. METHODS: In 1992, Morehouse School of Medicine began a faculty development program. The program trains faculty and community-based preceptors in teaching, scientific writing, grant writing, research, and minority career issues. Formats now include a 1-year longitudinal program, 4-6-week stand-alone modules, and an executive faculty development program for physicians from across the nation. Evaluation measures include participant enrollment, completion rate, participant feedback, and self-reported academic competencies before and after the program. RESULTS: A total of 113 participants completed the program from 1992-2003. Only seven enrollees failed to complete the program. Of 113 graduates, 104 (92.0%) were ethnically African American, Afro Caribbean, or African, while only two were white, non-Hispanic. More than four out of five (81%) now spend at least some time teaching on a regular basis, and 71% spend more than 25% time in teaching roles. Self-reported before-after competencies in specific academic skills such as teaching, writing, research, and grant writing rose from 2.7 to 4.1 on a 5-point scale. CONCLUSIONS: Faculty development is a potentially effective strategy for increasing diversity in academic primary care. Historically black and Hispanicserving institutions can make contributions to training minority faculty. More-rigorous study could elucidate which program elements have the greatest effect on minority faculty academic career choice, scholarly productivity, and career trajectory and the extent to which these programs could be adapted to majority institutions.

Adult↗
PubMed1998

Staff career development programs: the role of supervisors.

Today's health care institutions need employees who are knowledgeable, committed, competent, motivated, and flexible. New management styles, mission statements, and incentives have little impact on these essential characteristics if they are not supplemented with career development programs. This article provides an overview of career development programs and the elements necessary for successful applications of these programs, with an emphasis on the importance of mentoring.

Administrative Personnel↗
PubMed2005

Implementation of youth development programs: promise and challenges.

PURPOSE: The Community Coalition Partnership Program for the Prevention of Teen Pregnancy provided a unique laboratory for observing how youth development projects were implemented in 13 community-based settings. This article focuses on the scope of these efforts, the content of the projects, and their expected outcomes. METHODS: The investigators inventoried all youth development activities created within the grantee communities between 1997 and 2000 and then surveyed 28 site representatives by telephone. The scope and content of the identified youth development programs were compared with national registries of other such programs. RESULTS: The youth development efforts implemented by the 13 grantees were diverse, multi-faceted, and broad in scope. Most were short-term, but reflected a broad base of support for youth development principles among various community partners. Of the array of youth development efforts developed, more than two-thirds targeted three program areas: community services/outreach, education/training programs, or mentoring programs-a pattern found among youth development programs throughout the country. CONCLUSIONS: Within this partnership, youth development was a better-received framework for mobilizing community partners than were more traditional pregnancy prevention approaches. Communities were successful in creating diverse programs that may have benefits for individual youth, service agencies, and the community at large.

Adolescent↗
PubMed2006

Development and implementation of a comprehensive faculty development program in PBL core skills.

Large curricular changes associated with changes in teaching and learning methods should be accompanied by faculty development programs linked to the new pedagogy. This article describes a framework for the development and implementation of a program designed to assist faculty with the transition of the dental curriculum to a problem-based learning (PBL) pedagogy. A faculty committee created a PBL core skills program based on experiential, developmentally appropriate approaches that resulted in constructive and social learning opportunities for the faculty participants. Nearly 70 percent of faculty members have participated in the facilitation preparation workshops and contributed to the D.D.S. curriculum as small-group, inquiry-based learning facilitators. Faculty development programs geared toward acquisition of specific teaching skills and based on adult learning principles can be devised locally and result in increased participation in a new curriculum.

Adult↗
PubMed1996

Evaluation of the process of introducing a quality development program in a nursing department at a teaching hospital: the role of a change agent.

The CIPP model of evaluation was used through its Context, Input, Process and Product elements, to evaluate the process of introducing a quality development program established in a nursing department within a teaching referral hospital in Amman, Jordan. The evaluation was intended to test whether the development program had achieved its overall goals: Management within a static state of nursing manpower; improvement in the general patterns of communication; management of some operational and organizational level problems and enhancement of measures to facilitate staff development. Several sets of action were suggested and implemented within the period of the quality development program. The results indicated partial achievement of the overall goals with certain difficulties remaining. The hospital's overall strict budget remained the major operational problem to be resolved. Other research was recommended to be carried out to specifically test the effectiveness of each set of actions (measures) included in the study.

Evaluation Studies as Topic↗