Browsing by Subject "Negotiating"

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    ItemOpen Access
    Effective "on-boarding": transitioning from trainee to faculty.
    (J Palliat Med, 2010-10) Gustin, Jillian; Tulsky, James A
    Abstract The transition from trainee to junior faculty member can be both exciting and daunting. However, a paucity of medical literature exists to help guide new faculty in this transition. Therefore, we adapted work from the business management literature on what is referred to as "on-boarding"; effectively integrating and advancing one's position as a new employee. This article outlines strategies for cultivating one's own on-boarding as a junior faculty member at large academic medical centers. These strategies are extrapolated from management practices, culled from the medical literature on developing and retaining junior faculty, and, finally, borrowed from the hard-won knowledge of junior and senior faculty members. They advise new faculty to: (1) start early, (2) define your role--"managing yourself," (3) invest in/secure early wins, (4) manage your manager, (5) identify the "true (or hidden)" organizational culture, (6) reassess your own goals--"look in the rearview mirror and to the horizon," and (7) use your mentors effectively. These strategies provide a roadmap for new faculty members to transition as effectively as possible to their new jobs.
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    Institutional effects on ecological outcomes of community-based management of fisheries in the Amazon.
    (Ambio, 2022-03) Arantes, Caroline C; Castello, Leandro; Basurto, Xavier; Angeli, Nicole; Sene-Haper, Aby; McGrath, David G
    Communities throughout the globe are increasingly being given the responsibility of resource management, making it necessary to understand the factors that lead to success in community-based management (CBM). Here, we assessed whether and how institutional design principles affect the ecological outcomes of CBM schemes for Arapaima sp., an important common-pool fishery resource of the Amazon Basin. We quantified the degree of presence of Ostrom's (Science 325:419-422, 1990) institutional design principles in 83 communities using a systematic survey, and quantitatively linked the design principles to a measure of ecological outcome (arapaima density) in a subset of 39 communities to assess their influence. To understand regional patterns of institutional capacity for CBM, we evaluated the degree of presence of each principle in all 83 communities. The principle scores were positively related to arapaima density in the 39 CBM schemes, explaining about half of the variation. Design principles related to defined boundaries and graduated sanctions exerted the strongest influence on the capacity of CBM to increase arapaima density. The degree to which most principles were present in all 83 communities was generally low, however, with the two most influential principles (defined boundaries and graduated sanctions) being the least present of all. Although the roles of the other principles (management rules, conflict resolution, collective action, and monitoring systems) are probably important, our results indicate that efforts aimed at strengthening the presence of defined boundaries and graduated sanctions in communities hold promise to improve the effectiveness of arapaima CBM regionally.
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    Vital Conversations: An Interactive Conflict Resolution Training Session for Fourth-Year Medical Students.
    (MedEdPORTAL : the journal of teaching and learning resources, 2021-01) Gunasingha, Rathnayaka Mudiyanselage; Knudsen, Nancy; Scialla, Timothy; Shepherd, Amanda; Clay, Alison

    Introduction

    The AAMC has recognized the importance of effective teamwork and collaboration. One core Entrustable Professional Activity emphasizes creating a climate of mutual respect and trust and prioritizing team needs over personal needs, which leads to safe, timely, effective, efficient, and equitable patient care. Relationship conflicts, specifically, are associated with decreased productivity, complex information processing, and work satisfaction. Given the prevalence of conflict and its impact on health care workers, the lack of conflict resolution curricula in undergraduate medical education is surprising. We developed a curriculum formally introducing these skills and allowing practice in a simulated environment before students entered residency.

    Methods

    Fourth-year medical students completed a conflict resolution exercise in a mandatory transition-to-residency course. Students completed online prework including reflection on teamwork and information on conflict resolution styles, participated in a simulated conflict with a standardized patient acting as a nurse, and afterward completed a self-evaluation with video review by the students' assigned coach and feedback on the session.

    Results

    We collected complete responses from 108 students. We evaluated the curriculum for feasibility and acceptability by faculty and students. Most students agreed with faculty on their entrustment and milestone levels. Students found that the session prompted self-reflection and was a good review of conflict resolution. The standardized patient and faculty feedback was found to be the most useful by the students.

    Discussion

    We successfully implemented a simulated but realistic conflict resolution exercise. Students found the exercise helpful in their preparation for residency.