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Twelve evidence-based profiles of roles across the Clinical and Translational Science (CTS) workforce and two patient profiles were developed by CTS Personas collaborators in 2019 as part of the CTSA Program National Center for Data to Health (CD2H). Based on feedback received from the community, CTS Personas team members collaborated to produce five additional Personas to broaden representation of the CTS workforce and enhance the existing portfolio. This paper presents the rationale and methodology used in the latest CTS Personas initiative. This work also includes an implementation scenario incorporating multiple Personas. Using the new National Institutes of Health’s (NIH) Data Management and Sharing Policy as an example, we demonstrate how administrators, researchers, support staff, and all CTS collaborators can use the Personas to respond to this new policy while considering the needs of service providers and users, CTS employees with short- and long-term needs, and interdisciplinary perspectives.
Simulation plays an integral role in the Canadian healthcare system with applications in quality improvement, systems development, and medical education. High-quality, simulation-based research will ensure its effective use. This study sought to summarize simulation-based research activity and its facilitators and barriers, as well as establish priorities for simulation-based research in Canadian emergency medicine (EM).
Simulation-leads from Canadian departments or divisions of EM associated with a general FRCP-EM training program surveyed and documented active EM simulation-based research at their institutions and identified the perceived facilitators and barriers. Priorities for simulation-based research were generated by simulation-leads via a second survey; these were grouped into themes and finally endorsed by consensus during an in-person meeting of simulation leads. Priority themes were also reviewed by senior simulation educators.
Twenty simulation-leads representing all 14 invited institutions participated in the study between February and May, 2018. Sixty-two active, simulation-based research projects were identified (median per institution = 4.5, IQR 4), as well as six common facilitators and five barriers. Forty-nine priorities for simulation-based research were reported and summarized into eight themes: simulation in competency-based medical education, simulation for inter-professional learning, simulation for summative assessment, simulation for continuing professional development, national curricular development, best practices in simulation-based education, simulation-based education outcomes, and simulation as an investigative methodology.
This study summarized simulation-based research activity in EM in Canada, identified its perceived facilitators and barriers, and built national consensus on priority research themes. This represents the first step in the development of a simulation-based research agenda specific to Canadian EM.
Teachers are professionals who work in complex environments that are constantly evolving, within unique contexts, requiring consistent action, evaluation and reflection. A defining characteristic of any profession is the imperative to participate in ongoing professional learning in order to ensure that practice is conducted on a solid foundation of current knowledge in the field. For example, we expect doctors, lawyers or engineers to be familiar with the latest practices within their fields of expertise, and likewise teachers should also continue to update their knowledge so that their teaching practice continually improves. Some consensus is emerging in relation to the types of professional learning that are most salient for improving teacher practice with new technologies. In this chapter we discuss these key aspects and develop a model to illustrate the components of effective professional learning for teaching with technology.
There is a growing body of literature concerning the most effective methods of professional learning for teachers, recognising that ‘teacher learning and development is a complex process’ (Avalos, 2011, p. 17). This chapter focuses on current, research-based practices to support the professional learning of teachers. In particular, it highlights how professional learning is most effective when teachers are engaged with other teachers in conversations about both the task of teaching and how students learn; for example, within an inquiry-based or action research framework. With regard to educational technology, while teachers can be trained to use software or hardware, several decades of failing to meet expectations has proven that simple technical training does not lead to effective use of the technology in the classroom. Teaching is an intimate interaction between the identity of the teachers, their values and beliefs about students, learning, the curriculum, the content, and more. It is also dependent on the school culture, the students, access, and other factors. Obviously, if we expect technology to be used in the classroom we need to accept that the most important role of professional learning activities is to help teachers find a meaningful place for the technology in their professional practice. Clearly, this takes time. As a consequence, professional learning is arguably best facilitated when it is ongoing and involves other teachers, such as in learning communities. Research has also shown that inquiry-based learning, when teachers become researchers, is particularly powerful in reshaping their practice.