Hall and Oswald argue that when clinical competence committees default to progression in the face of inadequate data requires revision to programs of assessment, improved data visualization, and ...targeted faculty development.
An obituary for Catherine (Cate) E. Hundleby who died in August 2023 is presented. Cate was a woman who refused to be marginalized in any way. Loved as a teacher, a scholar, and a colleague, Cate ...joined the faculty at the University of Windsor in 2003, having completed her graduate work at the University of Western Ontario and the University of Guelph and having taught previously at Eastern Oregon University.
Objective: This study aims to identify disability rate cases due to neurological diseases obtained from the neurological healthcare board at Adıyaman University Faculty of Medicine. Patients and ...Methods: As for participants of the study, the data of the cases applied to the Neurological Health Board of Adıyaman University Faculty of Medicine between January 2017 and December 2017 were evaluated retrospectively. The diagnosis, age, sex, disability rates and interrelationships of the cases were studied. The obtained data was analyzed. Results: 958 cases were evaluated in total. 469 (49%) of these cases were male and 488 (51%) were female. The mean age of all cases was calculated to be 54.70 ± 28.8 (1-114) years, the mean age of men was lower (p <0.01) than that of women. The most common diagnoses were observed as dementia, epilepsy and cerebrovascular disease. Conclusion: Determining the data of cases evaluated by the neurology healthcare board will help prevent disability and will contribute to the future studies on disability.
Background
Leaders in academic health sciences centres (AHCs) must navigate multiple roles as an inherent component of their positions. Changing accountabilities, varying expectations, differing ...leadership capabilities required of multiple leadership roles can be exacerbated by health system disruption, such as during the COVID‐19 pandemic. We need improved models that support leaders in navigating the complexity of multiple leadership roles.
Method
This integrative conceptual review sought to examine leadership and followership constructs and how they intersect with current leadership practices in AHCs. The goal was to develop a refined model of healthcare leadership development. The authors used iterative cycles of divergent and convergent thinking to explore and synthesise various literature and existing leadership frameworks. The authors used simulated personas and stories to test the model and, finally, the approach sought feedback from knowledge users (including healthcare leaders, medical educators and leadership developers) to offer refinements.
Results
After five rounds of discussion and reformulation, the authors arrived at a refined model: the LEADS+ Developmental Model. The model describes four nested stages, organising progressive capabilities, as an individual toggles between followership and leadership. During the consultation stage, feedback from 29 out of 65 recruited knowledge users (44.6% response rate) was acquired. More than a quarter of respondents served as a senior leader in a healthcare network or national society (27.5%, n = 8). Consulted knowledge users were invited to indicate their endorsement for the refined model using a 10‐point scale (10 = highest level of endorsement). There was a high level of endorsement: 7.93 (SD 1.7) out of 10.
Conclusion
The LEADS+ Developmental Model may help foster development of academic health centre leaders. In addition to clarifying the synergistic dynamic between leadership and followership, this model describes the paradigms adopted by leaders within health systems throughout their development journey.
Is there a developmental trajectory most health care leaders undergo throughout their careers? Ramelli, @SarrahML, @sherbino, Dickson, and @TChanMD synthesize multiple concepts to develop the LEADS+ Developmental Framework.
Because of their minority group status and underrepresentation, faculty of color (FOC) are tokens and as such, are highly visible within the academy. Paradoxically, token status may result in their ...being made to feel simultaneously invisible (e.g., accomplishments are unimportant, lack of belonging) and hypervisible (e.g., heightened scrutiny). Drawing from 118 interviews, we identified six themes related to how Black, Hispanic/Latinx, Asian, and American Indian faculty members at a single, predominantly White, research-intensive university, describe issues of (in)visibility at work. FOC experienced hypervisibility when they were treated as Tokens and used to represent diversity within the institution, and they felt invisible when they experienced Social and Professional Exclusion and Epistemic Exclusion (i.e., lack of recognition for their scholarship and achievements) from colleagues. FOC responded to tokenism and exclusion using three (in)visibility strategies: Strategic Invisibility (i.e., disengaging with colleagues while remaining engaged with their scholarly activities) to remove themselves from negative environments; Working Harder to prove themselves, counter exclusion, and create positive visibility; and Disengagement (i.e., removed effort from work). Our analysis suggests that a lack of control over one's (in)visibility is problematic for FOC. In response, FOC may attempt to increase or decrease their own visibility to counter such experiences, often with some positive effects.
•Faculty of Color (FOC) experience hypervisibility as diversity tokens.•FOC feel invisible because of social/professional and epistemic exclusion.•Lacking control over one's (in)visibility results in distress.•FOC work harder to counter exclusion and create positive visibility.•FOC use strategic invisibility to remove themselves from negative environments.
This paper emphasizes the essential role of a support person for faculty teaching and assessing the Canadian Engineering Accreditation Board (CEAB) graduate attributes as part of an ongoing ...accreditation cycle. It details the continuous program improvement process adopted by the Department of Biosystems Engineering at the University of Manitoba, and the role of engineering stakeholders. It recounts a study that details the supportive efforts of a Research Associate who helped to validate and implement rubrics with individual professors as outcomes-based tools for teaching and assessing the 12 CEAB graduate attributes, which resulted in the creation of 14 rubrics for 12 courses. Findings included new pedagogical understandings, the appreciation of individual support from the Research Associate, and the continued use of rubrics; the work led most professors to think deeply and in new ways about teaching and assessment. There was evidence that six professors engaged in ‘reverse design’, developing rubrics with targeted learning outcomes and course materials in mind. The work led to critical improvement in teaching practices and evidence of continual program improvement. Despite overall engagement and success, some professors continued to struggle with the concept and use of rubrics. In sum, this experience emphasizes the benefit of a dedicated person to support professors to implement rubrics, and in creating and sustaining an outcomes-based assessment culture in the department.
COVID-19 is a major source of fear, stress, and anxiety as well as a major factor impacting the health and wellbeing of people worldwide. The present study builds on the recently developed “Fear of ...COVID-19 Scale” (Ahorsu et al., In International Journal of Mental Health and Addiction,
https://doi.org/10.1007/s11469-020-00270-8
, 2020). The sample comprised of 850 participants, male and female young adults from Russia and Belarus. The majority of survey participants are university students and graduates. Females, students, and others from Russia report higher levels of COVID-19-related fear than those from Belarus. Respondents from Russia and Belarus report less fear than people from Iran who were surveyed earlier. The scale used for the present survey evidenced a good Cronbach’s Alpha measure of internal consistency or reliability (0.809). Clearly, further research is needed across locations and over time about the nature and extent of fear caused by COVID 19. Overall, the FCV-19S appears to be a valuable and brief instrument that may provide useful information for intervention and policy purposes to migrate fear and problem behavior linked to infectious disease outbreaks.
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