he leadership structure within many academic departments often includes faculty members in dedicated educational leadership positions who are responsible for providing oversight to a diverse population of specialtyspecific learners and programs. These individuals provide leadership for medical education programs that span the continuum from undergraduate to graduate and continuing medical education. The term "Vice Chair of Education" (VCE) first appeared in the medical literature in 2010 to describe this leadership function. 1 In the past decade, studies have described this role in medicine, surgery, radiology, and psychiatry. 1-4 These studies demonstrate that although the role is increasingly common, particularly in larger departments, only 10%-34% of VCEs have clearly defined roles and responsibilities. 1-3 Currently there is little known about pediatric VCEs. The purpose of this study is to determine roles, responsibilities, funding mechanisms, and impact of a VCE in US pediatric academic departments.
A total of 113 students participated. The top three EPA-based educational priorities were 'recognising a patient requiring urgent/emergent care' (EPA10), 'performing procedures of a physician' (EPA12) and 'collaborating as an interprofessional' (EPA9). Over 80 per cent of students rated 'managing time efficiently' and 'communicating around care transitions' as very important pre-internship skills. Of the institutional objectives, 87 per cent rated 'recognising critically ill patients' and 'knowing when to ask for help' as the most important pre-internship skills. The voice of senior medical students is lacking CONCLUSIONS: Although the emphasis on knowing when to ask for help and communication around care transitions differed somewhat across stakeholders, educational priorities were shared by students, residents, educators and institutional objectives. These preliminary data support national assessments of perceptions and achievements of senior medical students to guide residency readiness in the EPA era.
Rising rates of opioid use disorder, overdoses, and opioid-related criminal offenses have prompted U.S. law enforcement agencies to adopt alternatives to arrest and formal criminal processing. Police departments frequently implement treatment referral programs and claim an affiliation with the Police Assisted Addiction and Recovery Initiative (PAARI). Although expanding to hundreds of agencies, PAARI efforts may not be equally distributed across communities, raising concerns about access to non-arrest diversion and increasing disparities in the criminal processing of drug-related offenses. This study compares the characteristics and geographic placement of law enforcement agencies with and without PAARI programs in 29 states. Law enforcement agencies situated in communities with lower rates of poverty and smaller Black populations have lower odds of having a PAARI program. Agencies based in counties with more overdose deaths and greater unmet treatment needs have increased odds of deflection programing. This placement of PAARI programs reflects broader inequalities in criminal justice and health. More advantaged, predominantly white communities benefit from diversionary programs while fewer alternatives to formal criminal processing exist for lower-income areas and communities of color. Additional research should explore these growing disparities in the deployment of law enforcement-based treatment referral programs and their consequences on drug law enforcement.
Differences in titles and levels of generality significantly impacted enrollment rates in these online classes on an unfamiliar topic. Additional marketing research is needed to inform efforts to enroll clinicians into courses on more familiar topics.
2015 AAPA POSTER SESSION ABSTRACT 2015 AAPA POSTER SESSION ABSTRACT S pecialty training through formal postgraduate physician assistant (PA) programs began in 1971, and the Association of Postgraduate PA Programs now recognizes 49 member programs.Although the value of such programs has been debated for years, their continued growth is supported by Accreditation Council for Graduate Medical Education (ACGME)-mandated restrictions on resident duty hours, employer-driven models to standardize and accelerate integration of PAs into medical and surgical specialties as a part of strategic cost repositioning, and other market factors.Threats to the fi nancial sustainability of the academic medical center as a result of changes triggered by the Affordable Care Act are well described. Fewer resources are now available for innovations in training, making it diffi cult to fi nd fi nancial support for postgraduate PA programs. The future of postgraduate PA programs depends on the development of stable funding sources or strategies to describe a favorable return on investment.The purpose of this pilot project was to develop a fi nancially self-sustaining postgraduate PA fellowship within an academic medical center setting that would successfully integrate community-based pediatric practice experiences with new skill development in acute care pediatric specialties. The workforce development goal of the fellowship was to equip PAs with the competencies needed to care effectively for children with chronic and complex medical issues, especially patients who regularly transition between inpatient and outpatient care. To ensure that the fellowship could continue, positioning it within a self-sustaining business model also was critical.Faculty developed a 12-month curriculum that combined lecture-based activities and workshops on clinical and professional topics, supervised clinical experiences, selfdirecting learning within modules focused on systems-based practice, and coaching to foster leadership development and teaching skills. The fellow's effort was distributed as follows: 40% to patient care within an outpatient general pediatrics clinic under general supervision, 50% to supervised clinical electives within 10 pediatric specialties with specifi ed competency domains and structured evaluations, and 10% to personal and professional development activities. Compensation was based on the ACGME resident stipend. Program evaluation included content analysis of supervisor evaluations of the fellow's clinical performance and professional development, fellow's perceptions of educational experiences, audit of fellow's billings and collections, and review of an access to care measure for the outpatient clinic.All supervisors evaluating clinical and professional development scored the fellow at competent or above. Feedback from the fellow on quality of educational experiences was highly favorable; two areas of concern were reported during the fi rst quarter of training, including an access issue with the electronic health record and a sc...
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