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Objective: To conduct an online survey in order to understand neuropsychology trainees' perspectives during the COVID-19 pandemic and identify pertinent concerns, training gaps, and recommendations. Method: A total of 874 neuropsychology trainees (81% female) completed the 69-item survey. Of the included trainees, 48% were doctoral students, 17% were interns, and 35% were postdoctoral residents (50% of resident respondents were in their first year). Results: The majority of neuropsychology trainees reported some impact of the pandemic on their professional and/or personal life. Overall, the impact did not differ by training level, geographic location, or demographic factors. Trainees' primary professional concerns included uncertainty about the impact of the pandemic on their professional future, loss of clinical hours, and desire for increased and ongoing communication from their leadership. A notable percentage of trainees reported increased personal mental health symptoms (i.e. anxiety/depression; 74%/54%), as well as a number of other personal stressors. Despite the transition to telehealth (mostly interviews/feedback sessions), few trainees have prior training or experience in providing neuropsychological services via phone or video platform. A limited proportion of trainees (approximately 10%) were still seeing patients face-to-face for neuropsychological evaluations during the COVID-19 pandemic as of 14 April 2020. Conclusions: The COVID-19 pandemic is impacting neuropsychological training and the well-being of trainees. This survey highlights the importance of communication with trainees during uncertain times. Based on the survey results, recommendations were developed to assist neuropsychology organizations in developing initiatives to support trainees during the current pandemic and in the future.

Objective: The United States appears to be the only country which typically requires completion of a two-year postdoctoral fellowship for one to be considered competent to practice clinical neuropsychology. We review the history of how this came to be in the United States. Further, we describe obstacles that postdoctoral trainees face during this stage of training., Method: We first describe the most significant events leading to the requirement of a two-year fellowship in clinical neuropsychology. Next, we describe factors that trainees face when selecting and completing postdoctoral training. Finally, we review the results of the most recent annual survey of applicants for postdoctoral training to measure their experiences., Results: Postdoctoral training in the United States is a relatively recent requirement in neuropsychology. Trainees face many obstacles when obtaining a postdoctoral position some of which can be addressed by the field., Conclusions: Training in Clinical Neuropsychology in the United States has evolved considerably over at least the last 45 or so years to the point that a two-year postdoctoral fellowship is now required for one to be a candidate for board certification through the American Board of Clinical Neuropsychology. We review many of the challenges that postdoctoral trainees face and provide survey data to describe their experiences and preferences.

Purpose: The impact of resident research publication on early-career publication success is evaluated., Methods: This study included a retrospective cohort of pharmacy residents' abstracts presented at the Great Lakes Pharmacy Resident Conference (GLPRC). Published residency research projects at GLPRC (n = 76) were matched 1:1 to unpublished projects. Residents were followed forward for five years to identify early-career publications (postresidency publication positive) versus no publications (postresidency publication negative). The following characteristics of postresidency publication-positive and publication-negative residents were compared: publication of residency project, university-affiliated residencies, median number and interquartile range of coinvestigators, presence of a physician coinvestigator, highest nonphysician H-index of coinvestigators, and nonphysician H-index of ≥1 for any coinvestigator (indicating that a coinvestigator has previously published and been cited)., Results: A total of 152 abstracts were reviewed (76 published and 76 unpublished projects). Using a predefined systematic search strategy, 55 former residents had a postresidency publication within five years after presenting their project at the GLPRC. Of the former residents who published their residency project, 38 (50%) were postresidency publication positive, while 17 former residents (22.4%) who did not publish resident research projects were postresidency publication positive. Univariate and multivariate analyses revealed that publication of the pharmacy resident research project and a university-affiliated residency program was positively associated with postresidency publication success., Conclusion: Pharmacy residents who published their residency research project after its presentation at the GLPRC were twice as likely to have publication success within five years compared with residents who did not publish their residency research project. A university-affiliated residency was associated with postresidency publication success within five years after project presentation., (Copyright © 2016 by the American Society of Health-System Pharmacists, Inc. All rights reserved.)

There is a paucity of empirical studies that demonstrate psychotherapy trainees improve at assisting their clients' therapy outcomes over time. We examined whether trainees (i.e., practicum, predoctoral interns, and postdoctoral fellows) improved in their clients' therapy outcomes over time. We examined 114 trainees (i.e., who were trainees for the first client in the database) and had over 12 months of client outcome data (M = 45.31 months). At the start of their time in our database, about half of the participants (48.2%) were predoctoral interns, 42.1% were practicum students, and 9.6% were postdoctoral fellows. Collectively, they treated 2,991 clients (M = 26 clients per trainee). Clients completed the Behavioral Health Measure, which assesses general psychological functioning (i.e., well-being, symptom distress, and life functioning), as a measure of therapy outcomes. Trainees demonstrated small-sized growth in their clients' outcomes over time (d = 0.04 per year); however, this growth was moderated by client severity. That is, trainees demonstrated growth over time in working with clients who were less distressed (d = -0.13 to 0.10 over time), but there was no change over time for trainees when working with more distressed clients (d = 0.67 to .65 over time). The results were consistent across trainee level (i.e., practicum, predoctoral intern, postdoctoral fellow), yet trainees varied in their patterns of growth. Psychotherapy training has a small, but positive, effect on trainees' ability to foster positive outcomes with their clients over time. (PsycINFO Database Record, ((c) 2016 APA, all rights reserved).)

The American College of Clinical Pharmacy (ACCP) Research Affairs Committee published a commentary in 2013 on training clinical pharmacy scientists in the context of changes in economic, professional, political, and research environments. The commentary centered on the opportunities for pharmacists in clinical/translational research including strategies for ACCP, colleges of pharmacy, and the profession to increase the number and impact of clinical pharmacy scientists. A postdoctoral fellowship is cited as a current training pathway, capable of producing independent and productive pharmacy researchers. However, a decline in the number of programs, decreased funding availability, and variability in fellowship program activities and research focus have brought into question the relevance of this research training pathway to meet demand and opportunities. In response to these points, this commentary examines the state of research fellowship training including the current ACCP research fellowship review process, the need for standardization of research fellowship programs, and strategies to strengthen and promote research fellowships as relevant researcher training pathways., (© 2015 Pharmacotherapy Publications, Inc.)

Objective: The objective of this study was to assess the implementation of recommendations of the Institute of Medicine (IOM) report, The Future of Nursing: Leading Change, Advancing Health., Background: In 2010, the IOM made a series of recommendations aimed at transforming the role of nurses in healthcare delivery., Methods: We conducted a multiyear survey, in 2011 and 2013, with nurse leaders who were members of the American Organization of Nurse Executives, the National Nursing Centers Consortium, or the Visiting Nurses Association of America., Results: When comparing 2013 to 2011, we find progress in instituting the IOM's recommendations in 3 areas: (1) raising the proportion of employed RNs with at least a bachelor's degree; (2) expanding the proportion of healthcare institutions with nurse residency programs; and (3) offering opportunities for continuing nurse education, Conclusions: Our findings suggest that healthcare organizations are transforming to support the recommendations of the IOM.

As baby boom executives retire at an ever-increasing pace, leading-edge hospitals are using a variety of tactics to find Gen Xers and Gen Yers with leadership potential and help them acquire the skills they'll need.

Paramedic education has been undergoing major development in Australia in the past 20 years, with many different educational programmes being developed across all Australian jurisdictions. This paper aims to review the current paramedic education programmes in Australia to identify the similarities and differences between the programmes, and the strengths and challenges in these programmes. A literature search was performed using six scientific databases to identify any systematic reviews, literature reviews or relevant articles on the topic. Additional searches included journal articles and text references from 1995 to 2011. The search was conducted during December 2010 and November 2011. Included in this review are a total of 28 articles, which are focused around five major issues in paramedic education: (i) principle on paramedic programmes and the involvement of industry partners; (ii) clinical placements; (iii) contemporary methods of education; (iv) needs for specific programmes within paramedic education; and (v) articles related to the accreditation process for paramedic programmes. Paramedic programmes across Australian universities vary with many different practices, especially relating to clinical placements in the field. The further advances of the paramedic education programmes should aim to respond to population change and industry development, which would enhance the paramedic profession across Australia., (© 2012 The Authors. EMA © 2012 Australasian College for Emergency Medicine and Australasian Society for Emergency Medicine.)

Nursing shortages exist worldwide while job stress, dissatisfaction, lack of peer support and limited professional opportunities still contribute to attrition. The aim of this systematic review is to describe and evaluate the quality of the science, report recommendations and lessons learned about implementing and evaluating nurse residency programs (NRPs) designed to improve new graduate transitioning. Databases were searched between 1980 and 2010 using five search terms: nurse, intern, extern, transition and residency programs. Twenty studies reporting programs for new RNs fit the inclusion criteria. Three major discoveries include: 1. Wide variation in content, teaching and learning strategies make comparison across programs difficult; 2. Lack of theory in designing the educational intervention has limited the selection and development of new instruments to measure program effectiveness; and 3. Well designed quasi-experimental studies are needed. As a major nursing education redesign, NRPs could be used to test the principles, concepts and strategies of organizational transformation and experiential-interactive learning theory. By focusing on fiscal outcomes, current administrators of NRPs are missing the opportunity to implement an organizational strategy that could improve workplace environments. Healthcare organizations need to envision NRPs as a demonstration of positive clinical learning environments that can enhance intra- and interprofessional education and practice., (Published by Elsevier Inc.)

Purpose: The implementation of an innovative ambulatory care pharmacy residency program at a Veterans Affairs (VA) outpatient clinic is described., Summary: Community-based outpatient clinics (CBOCs) are a largely underutilized resource for pharmacy residency training. Through a collaboration of the University of Georgia College of Pharmacy in Athens and Charlie Norwood VA Medical Center in Augusta, a postgraduate year 2 (PGY2) pharmacy residency program was established at the CBOC in Athens. The program graduated its first resident in 2009; components of training included (1) disease state management at an anticoagulation clinic and a newly created disease state-focused pharmacotherapy clinic, (2) participation in the planning and implementation of a new lipid management service, (3) a variety of didactic, laboratory, and experiential teaching activities at the college of pharmacy, and (4) management experiences such as completing requests for nonformulary medications, management of drug shortages, adverse drug reaction reporting, and participation in meetings of local and regional VA pharmacy and therapeutics committees. The demonstrated value of the ongoing program led to position upgrades for two CBOC clinical pharmacists and the addition of a clinical faculty member, enabling the program to offer additional learning experiences and preceptorship opportunities., Conclusion: A PGY2 ambulatory care residency program established in a CBOC provided a novel practice setting for the resident, helped improve patient care and pharmacy student education, and assisted in the professional development of preceptors and providers at the training site.

Purpose: The development, implementation, and early evaluation of a postgraduate year 1 (PGY1) pharmacy residency program at a large tertiary care hospital are described., Summary: In keeping with long-range initiatives by the American Society of Health-System Pharmacists (ASHP) and other pharmacy organizations to increase pharmacists' involvement in direct patient care and expand opportunities for advanced training, a PGY1 program was developed at Baystate Medical Center (BMC), a 653-bed hospital in Massachusetts. A residency advisory committee appointed in the fall of 2006 led the program development process, including curriculum planning, establishment of initial funding, recruitment procedures, and integration of faculty at an affiliated school of pharmacy (Massachusetts College of Pharmacy and Health Sciences). Recruitment efforts began in the fall of 2006; in the summer of 2007 the first group of PGY1 residents began a curriculum of 12 one-month core and elective learning experiences, as well as longitudinal direct-care experiences (e.g., performing medication reconciliations and related duties at an affiliated outpatient pharmacotherapy clinic) and teaching and management requirements. In the spring of 2009, the residency program received ASHP accreditation and federal funding for program expansion. The residency advisory committee's evaluation of early experience with the program guided adjustments in areas such as recruitment, applicant screening, resident selection, preceptor scheduling, monitoring of residents' progress through the program, and accreditation survey preparation., Conclusion: A PGY1 residency at BMC was developed to enhance the pharmacy department's clinical services. Residents were successfully recruited, and the program received accreditation within two years.

The role of the psychiatric pharmacist in the care of the mentally ill has continually evolved since the late 1960s and early 1970s. Pharmacists in the field of psychiatric pharmacy work to improve the health, safety, and welfare of those impacted by one or more psychiatric conditions. Specialty residency training programs are accredited to establish minimum training standards and a board-certification process ensures that individuals provide a high level of quality of care. It is the position of the College of Psychiatric and Neurologic Pharmacists (CPNP) that Psychiatric Pharmacy residency programs obtain American Society of Health-System Pharmacy (ASHP) accreditation and help the profession move forward as a recognized specialty.

A key component of a doctoral education in marriage and family therapy (MFT) is the completion of an internship. Virtually all MFT doctoral internships are focused on advanced clinical practice and often are located in agencies unconnected with an academic setting. This article describes an MFT doctoral internship specifically designed to foster the skills needed as a faculty member. The primary purpose of this "future faculty" internship is to expose doctoral interns to faculty life, including participation in graduate teaching, clinical supervision, research, and faculty service-while still meeting typical clinical requirements. Results of semistructured qualitative interviews with five doctoral interns associated with the site are reported. Guidelines for the development of other doctoral internships designed for future MFT faculty members are discussed.

For senior HIM students, a professional practice internship offers real-life experience and a firsthand look at future careers. But PPEs require sites that volunteer as hosts and HIM professionals to serve as mentors.

An e-mail/telephone survey of all active North American residency training programs in veterinary pathology was conducted in September 2005. The purpose of this survey was to determine current numbers of trainees, their program length and type, and salaries; to compare current numbers to five years earlier; and, finally, to gauge interest in expanding current programs. All 41 training institutions contacted responded to the survey. Briefly, the survey found that there are currently 235 veterinary pathology residents, for a mean of 5.7 residents per training program. The number of residents currently in training programs and the number of applicants for these programs has increased compared to five years earlier. There is widespread interest in further expanding capacity in these programs, and the coalition of the American College of Veterinary Pathologists and the Society of Toxicologic Pathology is a well-known source of possible funding for additional residents. This survey report further documents the numbers of combined residency/PhD programs, average starting salaries for new residents, outside sponsorship effects on pathology training programs, and some of the common concerns regarding veterinary pathology training programs voiced by the respondents. While residency training capacity has expanded in the last five years, and there is widespread desire to further expand these training programs, a shortage of veterinary pathologists for future market needs will need to be addressed by increased funding from as yet unspecified sources.

Residency programs aim to help RNs transition from nursing school to the hectic reality of the hospital, and to keep them from fleeing for the exits.

Diversity among racial minorities and males has remained limited in the dietetics field. Structured interviews with eleven minority interns were conducted to assess their experiences throughout their dietetics education and to examine their perceptions of the dietetics profession. General themes were reported. Dietetics was not the first career choice for six interns. Work and volunteer experience were perceived as the most influential factors in their selection for a dietetic internship. Some perceived being the only minority in an internship program and the lack of minorities on internship selection committees as problems. Increasing minority dietitians' visibility at career days and early recruitment of students were suggested as ways to increase diversity within the profession. Resources such as the Building Our Future Mentor Program Tool Kit should be utilized to establish mentoring programs for students and to enhance diversity efforts in dietetics.

This descriptive study about Nursing Residence is an attempt to understand the period between 1978 and 1998. Describes the evolution occurred on Residence about programs organization, theoretical and research activities, preceptory, avaliation and future perspectives. The study has a Qualitative Approach. The data was collected with Documental Analysis. The actuals beliefs and tendencies are indicating that the residence programs must be constructed by Nursing Residents and Preceptors. The Nursing Residence is a valuable strategic of especialization of nurses at service.