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Objective: To describe the Pasifika Study Group (PSG), a biennial workshop for Pacific nations psychiatrists and doctors working in psychiatry under the auspices of the Royal Australian and New Zealand College of Psychiatry Faculty of Child and Adolescent Psychiatry., Method: Since 2013 the PSG has brought together doctors and other health professionals from eight Pacific nations for a two-day study group., Results: On evaluation the PSG is considered informative and relevant and participants were generally confident of adapting the material to their own context., Conclusion: The PSG demonstrates a successful approach to regional engagement in mental health in the Pacific region.

This special issue addresses a neglected but important topic in our field: strengthening the child- and youth-serving workforce. Investing in this workforce should be a national priority because considerable evidence has shown that investments in early childhood education and development, particularly in low-resource contexts, that are reinforced through skills-based programs in adolescence and adulthood, have beneficial impacts throughout life. Investing in quality child- and youth-serving programs also has the additional benefit of creating a productive and capable future workforce. The editors and authors of the special issue should be commended for producing the first special issue on this topic in our field or in related fields, one that is long overdue. Articles in this issue survey the landscape of an amorphous and complex area of practice and research and describe key challenges for the field. In this commentary, I offer organizing frameworks to characterize the child- and youth-serving workforce, note emerging issues when addressing specific challenges, and identify areas for future research., (© 2019 Society for Community Research and Action.)

This study was designed to identify the degree to which the directors of adult basic education programs perceive they have program quality support, as evidenced by a well-defined mission and role in the community, a management system, human resources management, and a suitable learning environment. NSCALL's Evidence-based program self-assessment (2006) was modified and administered electronically to administrators of adult education programs in a mid-southern state. Findings indicated that most directors perceive they are implementing the indicators of program quality support in all of the areas surveyed. A research-based annual self-study that considers the quality indicators is recommended, leaving a need for an update to the NCSALL assessment for use as a program assessment instrument., (Copyright © 2016 Elsevier Ltd. All rights reserved.)

Objective: The aim of the study was to identify continuing professional development (CPD) needs of allied health professionals (AHP) in regional and rural Victoria. Design: This study was an online cross‐sectional design conducted between December 2022 and February 2023. Settings and Participants: AHPs employed at a large multi‐site regional public health service providing acute, subacute, community and outpatient care in Victoria, Australia. Main Outcome Measure(s): The online questionnaire included four sections investigating satisfaction of CPD, prioritised topics for CPD, preference for CPD sourcing and perceived capabilities in delivering education. To investigate prioritised topics of CPD, a tool was adapted from the Hennessy Hicks Training Needs Analysis questionnaire to align with allied health (AH) career pathways. For organisational alignment, a second questionnaire was sent to AH managers. Results: The response rate was 17% (53/316 AHPs) from members of 10 AH professions. The median years of clinical experience for participants was between 2 and 5 years. Participants with 6–10 years of clinical experience reported the lowest level of satisfaction. Research and education were identified as areas of highest training need. Self‐perceived competence in education delivery was proportionately lower in areas of assessment, developing digital learning and constructive alignment. Conclusion: CPD needs for AHPs in a regional and rural health service were shown to vary by career stage and weighted towards developing research and education delivery capabilities. Findings from this study may support public health sector and policy investment in CPD opportunities to support horizontal career progression opportunities, a balance of internal and externally sourced professional development and strategic investment in education delivery capabilities. [ABSTRACT FROM AUTHOR]

Trainees may be interested in careers in aging but unfamiliar with career options, leading to a shortage in the geriatric workforce. In response to needs identified at a national geropsychology training conference, a multisite faculty group developed a six-session webinar series about careers in geropsychology, detailing career options in six unique settings. Each webinar session featured a moderated discussion with a panel of four professionals currently employed in the career of interest. The webinar was advertised to clinical and counseling psychology trainees with a potential interest in age-related careers, with evaluation of the series primarily including trainees from graduate programs, clinical internships, and postdoctoral fellowships. Participants rated their attitudes and beliefs about each career option at pre- and post-discussion. On average, each webinar session was attended by 48 individuals (SD = 12, range = 33–60). At baseline, attendees reported significantly more interest in careers in clinical practice compared to other careers, and interest in university settings increased from pre- to post-discussion. Across all six sessions, participants reported increased understanding of training experiences that would be helpful in pursuing that specific career. Findings point to the feasibility and utility of webinars for enhancing interest and confidence in pursuing careers in aging. [ABSTRACT FROM AUTHOR]

Workforce education and development are key cornerstones in advancing and maturing the Cell & Gene Therapy sector. A skilled worker shortage can significantly impact and delay progress as well as the quality of output for any developer, thereby negatively impacting a patient's access to life-saving treatments. Several roundtable discussions were held at the International Society for Cell & Gene Therapy (ISCT) 2023 Annual Meeting to dive deeper into the current state of workforce development and solutions to address this bottleneck. One roundtable discussion was co-hosted by the Alliance for Regenerative Medicine (ARM) and ISCT, which focused on the gap analysis provided for the United States Cell & Gene Therapy (CGT) sector, highlighting the lack of skilled workers in manufacturing and quality control. In this manuscript, the roundtable participants continue this conversation, review the roles and staffing requirements in both academic and industry as well as small and large company settings. The adoption of increased manufacturing automation is one promising solution to propel the sector forward. However, automation alone won't replace on-site staff, but will lower the bar to entry for a larger pool of people and require different training. This paper also addresses the workforce development and training paradigm shift as advanced manufacturing techniques are implemented, which will differ considerably based on the type of manufacturing efforts, thus emphasizing the need for a well-thought-out strategy to up-skill and re-skill the technical workforce to adapt to these advancements. Organizations such as ISCT and ARM have a role to play in propelling the field forward, providing awareness and education to stakeholders at all levels, as well as acting as a convener and participating as a key stakeholder in discussions and partnerships between academia and industry towards solutions for training the best personnel for CGT manufacturing. This scope includes novel digital tools and technologies to simplify training to increase access to new talent pools interested in careers in a rapidly advancing sector. [ABSTRACT FROM AUTHOR]

Purpose – This paper describes the rationale and key aspects of how one school-university partnership leveraged resources to create, implement and refine an innovative professional pathway called the Early Childhood Certificate (ECC) program which reflects the National Professional Development Schools (NAPDS) Essential Guideline 4: Reflection and Innovation. The ECC program is an innovative, career-building model that leverages resources between a predominantly white regional state university, a nonprofit organization serving as a Head Start grantee, a large urban school district and community-based education settings across a Midwestern metropolitan region. Design/methodology/approach – This descriptive narrative documents how the ECC program developed as a professional pathway for early childhood educators to scale up their skills for teaching young children while strengthening their capacities and credentials within the early childhood education (ECE) profession pipeline. The narrative includes relevant literature and examples from the field. Findings – This paper includes a discussion of the benefits and challenges related to the design, implementation and refinement of the professional learning ECC program. Research limitations/implications – This is a descriptive narrative. As such, generalizability is lacking. Research is needed to determine the effectiveness and sustainability of innovative teacher education programs. Practical implications – Relevant research and lessons learned provide guidance for other school–university partnerships to consider how to meet workforce and career needs for educators in the field of ECE. Social implications – School–university partnerships can be change agents and positively impact early childhood educators' career development. Originality/value – This paper addresses the need for understanding how predominantly white early childhood teacher education programs can partner with schools and agencies and then together leverage resources to support workforce and career development opportunities.

Introduction: There have been increasing calls in the literature recommending training in integrated care (IC) for health and social care professionals. Although studies have focused on different stakeholders' perceptions of education and training, there is no consistent definition of the key competencies or approach to implementing these competencies among health and social care providers. This study used a modified Delphi consensus-building method with global panellists with experience in delivering and designing training in IC to ascertain which competencies are important in an international framework guiding workforce development in IC. Methods: A four-step methodological process was used. First, a scoping review identified a potential list of competencies and features of education and training in IC. Second, predefined criteria were used to identify global panellists with IC education experience. Third, two anonymous iterative Delphi rounds were conducted to (1) reach a consensus on the level of importance of the competencies and key themes to be included and (2) identify existing models of training in IC. This was followed by the analysis of the Delphi study and presentation of the results. Results: A list of eight domains and 40 competencies was generated. Twenty-one panellists reviewed the competencies in the first and second round. The highest importance rankings were allocated to person-centred care, interprofessional teamwork and care coordination. The lower-ranking domains focused on professional workforce attributes. Discussion and conclusion: The study provides a global consensus on the competencies required for workforce training and development in IC and offers recommendations on how these competencies can be implemented in higher education and vocational institutions and workplace settings. The results will be useful for developing policy and curriculum by health and education providers and accreditation bodies. [ABSTRACT FROM AUTHOR]

Government funded mentoring programs are one strategy to address the supply crisis of early childhood teachers (ECTs) in Australia. There is little or no published research on the long-term impacts of these programs. This paper presents the findings of an evaluation survey completed 18 months after the mentoring program finished, covering the perspectives of experienced ECTs (mentors) and beginning ECTs (mentees). The participants (N = 39) reported personal and professional growth over the period of the program. Subsequently, their enriched knowledge, skills and understanding of mentoring impacted their own, other individuals and wider practices within their workplaces. Enablers to participation were a supportive director and the scheduling of the program out of hours. The predominant challenge for ongoing enactment of learnings was time constraints due to daily demands of early childhood workplaces. Recommendations for sustainability of effective mentoring practices are proffered and warrant the attention of governments, employers and the sector.

BackgroundThe COVID-19 pandemic fundamentally changed every aspect of healthcare delivery and training. Few studies have reported on the impact of these changes on the experiences, skill development, and career expectations of medical students.MethodUsing 59 responses to a short reflection essay prompt, 3rd year medical students in Philadelphia described how the COVID-19 pandemic affected their education in mid-2020. Using conventional content analysis, six main themes were identified across 14 codes.ResultsStudents reported concerns regarding their decreased clinical skill training and specialty exposure on their career development due to the loss of in-person experience during their family medicine clerkship. A small number felt very let down and exploited by the continued high cost of tuition while missing clinical interactions. However, many students also expressed professional pride and derived meaning from limited patient and mentorship opportunities. Many students developed a new sense of purpose and a call to become stronger public health and patient advocates.ConclusionsThe medical field will need to adapt to support medical students adversely impacted by the COVID-19 pandemic, from an educational and mental health standpoint. However, there are encouraging signs that this may also galvanize many students to engage in leadership roles in their communities, to become more empathetic and thoughtful physicians, and to redesign healthcare in the future to better meet the needs of their most vulnerable patients.

A decline in the HIV workforce has led to a crisis of insufficient expertise to manage people with HIV (PWH), roughly a quarter of whom are coinfected with hepatitis C. Task shifting to nonspecialist providers can contribute to solving the HIV workforce shortage problem, but nonspecialist providers require sufficient training and support to acquire and retain the necessary knowledge and skills. Digital tools including mobile applications (apps) and telementoring which utilizes telecommunication technology for education and skill acquisition can be used for professional development. Described is the development and dissemination of a mobile app specifically for providers managing HIV/HCV coinfection in the United States. The app, through provider professional development, facilitates access to curative HCV treatment in PWH, encourages integration of HCV care into primary care and contributes to national goals to eliminate HIV and viral hepatitis by 2030. [ABSTRACT FROM AUTHOR]

Introduction: There have been increasing calls in the literature recommending training in integrated care (IC) for health and social care professionals. Although studies have focused on different stakeholders’ perceptions of education and training, there is no consistent definition of the key competencies or approach to implementing these competencies among health and social care providers. This study used a modified Delphi consensus-building method with global panellists with experience in delivering and designing training in IC to ascertain which competencies are important in an international framework guiding workforce development in IC. Methods: A four-step methodological process was used. First, a scoping review identified a potential list of competencies and features of education and training in IC. Second, predefined criteria were used to identify global panellists with IC education experience. Third, two anonymous iterative Delphi rounds were conducted to (1) reach a consensus on the level of importance of the competencies and key themes to be included and (2) identify existing models of training in IC. This was followed by the analysis of the Delphi study and presentation of the results. Results: A list of eight domains and 40 competencies was generated. Twenty-one panellists reviewed the competencies in the first and second round. The highest importance rankings were allocated to person-centred care, interprofessional teamwork and care coordination. The lower-ranking domains focused on professional workforce attributes. Discussion and conclusion: The study provides a global consensus on the competencies required for workforce training and development in IC and offers recommendations on how these competencies can be implemented in higher education and vocational institutions and workplace settings. The results will be useful for developing policy and curriculum by health and education providers and accreditation bodies.

Abstract Increasing diversity in STEM disciplines has been a goal at scientific institutions for many decades. Black representation in STEM, however, has remained critically low at all levels (high school, undergraduate, graduate, and professional) for over 40 years, highlighting the need for innovative strategies that promote and retain Black students and professionals in STEM. We refocus efforts on increasing Black representation in STEM by promoting early exposure and continued engagement while leveraging national laboratories—an underutilized resource with immense potential to centralize diversity and inclusion efforts nationally.

Why you should read this article: • To be aware of the decline in the number of higher education institutions offering specialist practitioner qualification programmes for community children's nurses • To learn about the development of a bespoke master's level qualification to address workforce challenges in a community children's nursing team in Scotland • To recognise that curricula designed to support postgraduate workforce development need to be responsive, flexible and adaptable Community children's nurses provide a vital service between the hospital and home environment, supporting children, young people and families with their health needs. In the UK, the number of educational pathways providing a specialist practitioner qualification in community children's nursing has declined significantly in recent years. This has left many community children's nursing services with little or no access to educational programmes, despite the rising demand. The four UK governments, together with regulatory bodies such as the Nursing and Midwifery Council, have embarked on ambitious transformation of post-registration career frameworks and standards, the long-term impact of which is uncertain. This article discusses an approach that one community children's nursing service in Scotland took to address these challenges by liaising with a local university and accessing a bespoke advanced practice programme. [ABSTRACT FROM AUTHOR]

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The treatment and cure of hepatitis C (HCV) in people with HIV is particularly important as progression of their liver disease is quicker compared with those who have HCV monoinfection. Innovative approaches are needed to maximize access to curative HCV treatment. Integration of HCV care into HIV primary care with education and support of nonspecialist providers via telementoring offers a solution to specialist workforce shortages. Using focus group qualitative methodology, health care workers' perspectives regarding this approach, particularly with the Extension for Community Healthcare Outcomes (ECHO) telementoring model, were obtained and are described. Successful integration of HCV care into HIV primary care has demonstrated benefits to patients, including allowing them to remain in their medical home for care. Factors beyond disease that influence their health and wellbeing must also be considered. [ABSTRACT FROM AUTHOR]

PURPOSE More individuals access primary care compared with oral health services. Enhancing primary care training to include oral health content can therefore improve access to care for millions of individuals and improve health equity. We developed the 100 Million Mouths Campaign (100MMC), which aims to create 50 state oral health education champions (OHECs) who will work with primary care training programs to integrate oral health into their curricula. METHODS In 2020-2021, we recruited and trained OHECs from 6 pilot states (Alabama, Delaware, Iowa, Hawaii, Missouri, and Tennessee) with representation from varied disciplines and specialties. The training program consisted of 4-hour workshops over 2 days followed by monthly meetings. We conducted internal and external evaluations to assess the program's implementation through postworkshop surveys, identifying process and outcome measures for engagement of primary care programs, and through focus groups and key informant interviews with the OHECs. RESULTS The results of the postworkshop survey indicated that all 6 OHECs found the sessions helpful in planning next steps as a statewide OHEC. Each OHEC was also successful in engaging 3 primary care training programs within their state and incorporating oral health curricular content through various modalities, including lectures, clinical practice, and case presentations. During the year-end interviews, the OHECs reported that they would overwhelmingly recommend this program to future state OHECs. CONCLUSIONS The 100MMC pilot program was implemented successfully, and the newly trained OHECs have the potential to improve access to oral health within their communities. Future program expansion needs to prioritize diversity within the OHEC community and focus on program sustainability. [ABSTRACT FROM AUTHOR]

The National Science Foundation-supported CONVERGE facility was established in 2018 as the first social science-led component of the Natural Hazards Engineering Research Infrastructure (NHERI). Headquartered at the Natural Hazards Center at the University of Colorado Boulder, CONVERGE identifies, trains, connects, and funds researchers across disciplines in the hazards and disaster field. This article provides an overview of one of our most widely used tools, the CONVERGE Training Modules. These free, interactive, online trainings are designed for students, early career professionals, and others who are new to hazards and disaster research and practice. Since July 2019, our team has released 10 modules that cover a range of foundational topics in hazards and disaster research, including Institutional Review Board procedures, conducting emotionally challenging research, cultural competence, collecting and sharing perishable data, social vulnerability, and disaster mental health. In addition, CONVERGE offers advanced trainings in specialized topics such as broader ethical considerations for hazards and disaster researchers, reciprocity, gender-based violence in fieldwork, and public health implications of hazards and disaster research. Between July 2019 and November 2022, 6,311 unique users registered for the modules, and these users logged 7,222 module completions. Of the module completions to date, the largest percentage of users completed only one (46.0%) of the available trainings, although a small group of “superusers”—whom we surveyed for this article—have completed all or almost all of the available modules. When asked why they planned to complete the modules at the time of registration, most users indicated that it was to fulfill a classroom or other educational requirement (51.2%), for personal interest/to learn more (9.0%), or to prepare for or to support research (7.1%) or practice-oriented activities (5.8%). In addition to providing more information regarding module users, this article details the development of the technology and discusses the impact and success of this tool for transferring knowledge and skills to the hazards and disaster research and practice community. We conclude with a discussion of future directions for this research-based educational intervention.

Background: Quantum information science and technology (QIST) has progressed significantly in the last decade, such that it is no longer solely in the domain of research labs, but is now beginning to be developed for, and applied in, industrial applications and products. With the emergence of this new quantum industry, a new workforce trained in QIST skills and knowledge is needed. Research Questions: To help support the education and training of this workforce, universities and colleges require knowledge of the type of jobs available for their students and what skills and degrees are most relevant for those new jobs. What are these jobs, skills, and degrees? Methodology: We report on the results from a survey of 57 companies in the quantum industry, with the goal of elucidating the jobs, skills, and degrees that are relevant for this new workforce. Findings: We find a range of job opportunities from highly specific jobs, such as quantum algorithm developer and error correction scientist, to broader jobs categories within the business, software, and hardware sectors. These broader jobs require a range of skills, most of which are not quantum related. Furthermore, except for the highly specific jobs, companies that responded to the survey are looking for a range of degree levels to fill these new positions, from bachelors to masters to Ph.D.s. Contribution: With this knowledge, students, instructors, and university administrators can make informed decisions about how to address the challenge of increasing the future quantum workforce. [ABSTRACT FROM AUTHOR]

The research administration profession is in a time of significant change. The traditional jack-of-all-trades role has become more fragmented into specialized advanced roles, with a more recent focus on research development. Workflows are increasingly becoming more electronically automated. The introduction of graduate degrees and professional certifications has introduced a new complexity within the office hierarchy. Moreover, recent global events have shifted the profession into a remote working environment, causing industry-wide voluntary employee turnover as employees consider new opportunities, work/life balance, and cost of living ramifications. This qualitative study used semi-structured interviews to capture research administrators' experiences within four research questions: 1) how is a traditional research administration professional role defined today; 2) how does the chain of command respond to new professional roles; 3) how has the standardization of professional knowledge through education and certifications impacted the workforce; and 4) how does the distribution of tasks become fluid to get work done between the different research administration professionals? Practical implications of this research include understanding that traditional research administrator roles are flat with no hierarchy or room for professional growth within the individual or collective research offices. The creation of promotion opportunities in order to provide professionals a pathway to rise in ranks and achieve higher titles and commensurate wages is vital to the future success of the profession. Another practical implication of this research is the call to begin raising awareness of the professional certifications outside of the research administrative profession in order to gain further distinction and notoriety within the research landscape. The increased need for educational degrees, especially doctoral-level work, in order to gain academic reputation is restrictive to the future of the profession. The profession of Research Administration is in a time of rapid expansion. The aim of this study is to clarify the development of new professional roles in research administration. In doing so, this research maps the emerging extended professional roles and provides insight into the social and administrative processes that drive the development of these extended roles. [ABSTRACT FROM AUTHOR]

Between 2015 and 2020, USAID invested in 17 country-focused and regional youth assessments to investigate young people’s priorities and needs. This article analyzes the results of those assessments and their implications for youth programming and policy in low- and middle-income countries. Primary data collection, document review, and secondary data analysis form the basis for the findings presented in the article. Our analysis across all assessments focused on identifying the most marginalized and vulnerable youth within each country of focus and understanding youth’s priorities and the barriers and facilitators for achieving them across the sectors. Securing a decent livelihood was the top priority cited by youth in each of the 17 assessments. The youth saw education as a step towards self-reliance and a better future. Older youth recognized the importance of gaining tangible work-related skills and wanted more opportunities to learn and apply these skills. Health priorities related to mental health, substance abuse prevention, and reproductive health, specifically early pregnancy. Young people expressed frustration that adults and society writ large do not hear their voices and acknowledged limited opportunities to develop leadership roles. Youth in conflict or unstable contexts expressed a strong desire to engage in their society. Common implications focus on sectoral programming, research, and policy using a positive youth development framework, acknowledging the importance of any program to foster cross-sectoral collaboration. Building awareness, improving coordination, and increasing the skills of actors supporting youth development—and ensuring youth are at the center of these efforts—increase the effectiveness and consistency of youth programming and policies as part of the enabling environment.

Context Issues related to nutrition and health are prominent, yet it is unclear if the dietetics workforce is being used optimally. Objective Trends, challenges, opportunities, and future needs of the international dietetic workforce are investigated in this review, which was registered with Open Science Framework (10.17605/OSF.IO/DXNWE). Data sources Eight academic and 5 grey-literature databases and the Google search engine were searched from 2010 onward according to Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) guidelines. Of 2050 articles screened, 184 were eligible for inclusion. Data extraction To chart data, a directed content analysis and a constant comparison technique were used. Data analysis The following 13 themes were identified: 1) emerging or expanding areas of practice; 2) skill development; 3) economic considerations; 4) nutrition informatics; 5) diversity within the workforce; 6) specific areas of practice; 7) further education; 8) intrapersonal factors; 9) perceptions of the profession; 10) protecting the scope of practice; 11) support systems; 12) employment outcomes; and 13) registration or credentialing. Conclusions The dietetics profession is aware of the need to expand into diverse areas of employment. Comprehensive workforce data are necessary to facilitate workforce planning. [ABSTRACT FROM AUTHOR]

The bioeconomy is a complex, multivariate, and interdisciplinary system that requires a comprehensive assessment of its independent parts if it is to be understood fully. Hence, this article presents a holistic perspective of industry, public policy, and education aspects of the US bioeconomy. It is premised on the idea that a successful bioeconomy industry relies on the balanced development of all stages of the supply chain. For this balance to be struck, a strong interdisciplinary workforce must find novel solutions to multifaceted problems across the entirety of the supply chain. These solutions require innovative technologies that can improve the climate benefit of bioproducts, decrease their production costs, and make them more economically competitive. Increasing consumer education and awareness about the bioeconomy goes hand in hand with the development of a robust market for bioproducts. To guide these interdependent efforts, public policies must encourage demand, support competitive markets, promote the entry of renewable options, and stimulate growth by reducing financial barriers. We contend that a combination of policies is likely to be more effective than any singular policy on its own. Supporting the bioeconomy also entails attending to an existing lack of public awareness as well as workforce‐ready professionals. To address these gaps, the USA must increase the intensity and intentionality of its efforts to educate students about the bioeconomy, particularly at the K‐12 level. Furthermore, these efforts should encompass both formal and informal learning contexts in order to meet the workforce challenges facing the bioeconomy now and in the future. © 2021 The Authors. Biofuels, Bioproducts and Biorefining published by Society of Industrial Chemistry and John Wiley & Sons Ltd. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To familiarise yourself with the challenges that have affected the care home sector in recent decades • To understand the effects of the COVID-19 pandemic on care home staff and residents • To consider how care homes may be reformed to achieve integration of health and social care services for older people During the first wave of the coronavirus disease 2019 (COVID-19) pandemic, older people were discharged from hospitals to care homes to release NHS beds. This influx of new residents whose COVID-19 status was largely unknown added to the many challenges already experienced by care homes, with serious consequences including an increased number of deaths among residents. The social care sector has been fragile for several years and the pandemic has brought the challenges experienced by care homes to the forefront, prompting renewed calls for improved funding and reform. This article describes the ongoing challenges and additional challenges caused by the pandemic in the care home sector. The authors argue for urgent reform to enhance the status and education of care home staff, move towards registration of the social care workforce in England, and achieve integration of health and social care services for older people. [ABSTRACT FROM AUTHOR]

Academic General Pediatrics (AGP) is a pediatric subspecialty with substantial faculty contributions in clinical care, research, education, and advocacy. However, AGP fellowship recruitment challenges exist. We aimed to describe AGP hiring practices from 2014 to 2019 and the role of fellowship training in hiring decisions. We conducted a cross-sectional survey study of AGP Division Directors (DDs) and Fellowship Program Directors (PDs) from US-based academic institutions. Survey questions were developed iteratively and pilot-tested for content validity. Participants were identified from the Association of American Medical Colleges' directory of pediatric departments, Academic Pediatric Association's AGP Accreditation Committee's list of fellowship programs, and institutional websites. Descriptive analysis was used for close ended survey questions. Narrative responses were reviewed for trends. Forty-nine DDs (57%) and 22 PDs (73%) responded. All DDs reported at least one available faculty position and 73% reported filling a position with protected time. PDs reported 89 graduating fellows, 88% of whom secured an academic position with protected time. Seventy-percent of DDs and 100% of PDs reported that AGP fellows could secure an academic position with protected time, while only 22% and 1%, respectively, reported a graduating pediatric resident could secure a similar position. DDs indicated AGP fellowship trained candidates are preferable for enhancing research and education programs. AGP remains an active subspecialty and the majority of graduating fellows secured faculty positions with protected time. Further studies are needed to understand ways to improve visibility of AGP fellowships. [ABSTRACT FROM AUTHOR]

Implementation science offers a compelling value proposition to translational science. As such, many translational science stakeholders are seeking to recruit, teach, and train an implementation science workforce. The type of workforce that will make implementation happen consists of both implementation researchers and practitioners, yet little guidance exists on how to train such a workforce. We—members of the Advancing Dissemination and Implementation Sciences in CTSAs Working Group—present the Teaching For Implementation Framework to address this gap. We describe the differences between implementation researchers and practitioners and demonstrate what and how to teach them individually and in co-learning opportunities. We briefly comment on educational infrastructures and resources that will be helpful in furthering this type of approach. [ABSTRACT FROM AUTHOR]

Introduction: Community Advisory Boards (CABs) are typically comprised of adult community members who provide feedback on health-related, adult-focused research. Few, if any, CABs comprised of youth participants exist. In 2019, a Midwest medical center recruited a diverse group of 18 11–17-year-old community members to a Pediatric Advisory Board (PAB) to provide feedback on the recruitment and involvement of minors in research. Methods: Semi-structured interviews with n = 12 PAB members were conducted to understand their experiences and views on participating in the PAB. Parents (n = 7) were interviewed separately to assess the congruence of views on PAB membership between parents and their children. Interview transcripts were qualitatively analyzed to identify iterative themes. Results: PAB members thought the PAB addressed an unmet need of soliciting feedback from youth to develop age-appropriate study materials and to understand potential concerns of young participants. While PAB members expressed interest in the research topics presented by researchers, a few members indicated barriers to full participation, including lack of self-confidence, anxiety, and discomfort sharing opinions in a group setting. Parents supported their child's PAB participation and hoped it would help them build confidence in developing and sharing their opinions in ways that were meaningful for them, which PAB members largely reported occurring over their period of involvement. Conclusion: Findings from a novel Midwest PAB indicated benefits to PAB members. While contributing to pediatric research planning by providing feedback on recruiting youth and improving study protocols, they gained confidence in providing opinions on biomedical research and developed their scientific literacy. [ABSTRACT FROM AUTHOR]

Background: The University of Wisconsin Institute for Clinical and Translational Research hub supports multiple pilot award programs that engage cross-disciplinary Translational Teams. To support those teams, our Team Science group aims to offer a learning experience that is accessible, active, and actionable. We identified Collaboration Planning as a high-impact intervention to stimulate team-building activities that provide Translational Team members with the skills to lead and participate in high-impact teams. Methods: We adapted the published materials on Collaboration Planning to develop a 90-minute facilitated intervention with questions in 10 areas, presuming no previous knowledge of Science of Team Science (SciTS) or team-science best practices. Attendees received a short follow-up survey and submitted a written collaboration plan with their first quarterly progress report. Results: Thirty-nine participants from 13 pilot teams from a wide range of disciplines engaged in these sessions. We found that teams struggled to know who to invite, that some of our questions were confusing and too grounded in the language of SciTS, and groups lacked plans for managing their information and communications. We identified several areas for improvement including ensuring that the process is flexible to meet the needs of different teams, continuing to evolve the questions so they resonate with teams, and the need to provide resources for areas where teams needed additional guidance, including information and data management, authorship policies, and conflict management. Conclusions: With further development and testing, Collaboration Planning has the potential to support Translational Teams in developing strong team dynamics and team functioning. [ABSTRACT FROM AUTHOR]