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PurposeIn the new post-COVID-19 work order, this study aims to examine whether and how individual-level social distancing interacts with workgroup-level socio-affective support to influence employee exhaustion and performance.Design/methodology/approachMulti-level analyses of time-lagged multi-source data from 231 employees nested in 34 workgroups were conducted to test our hypothesized relationships.FindingsAnalyses revealed a significant relationship between social distancing and employee performance via emotional exhaustion. Further, the positive relationship between social distancing and emotional exhaustion was attenuated by workgroup team orientation and support for innovation, and the indirect effect of social distancing on employee performance was weaker in workgroups with a high team orientation and high support for innovation.Originality/valueThis study extends the job demands-resources theory to the new work order and examines the impact of workplace social distancing on employee outcomes in the context of workgroup membership.

Despite considerable efforts to advance the science surrounding traumatic brain injury (TBI), formal efforts supporting the current and future implementation of scientific findings within clinical practice and healthcare policy are limited. While many and varied guidelines inform the clinical management of TBI across the spectrum, clinicians and healthcare systems are not broadly adopting, implementing, and/or adhering to them. As part of the Brain Trauma Blueprint TBI State of the Science, an expert workgroup was assembled to guide this review article, which describes: (1) possible etiologies of inadequate adoption and implementation; (2) enablers to successful implementation strategies; and (3) strategies to mitigate the barriers to adoption and implementation of future research.

Background A central construct in Schema Therapy (ST) is that of a schema mode, describing the current emotional-cognitive-behavioral state. Initially, 10 modes were described. Over time, with the world-wide increasing and broader application of ST to various disorders, additional schema modes were identified, mainly based on clinical impressions. Thus, the need for a new, theoretically based, cross-cultural taxonomy of modes emerged. Methods An international workgroup started from scratch to identify an extensive taxonomy of modes, based on (a) extending the theory underlying ST with new insights on needs, and (b) recent research on ST theory supporting that modes represent combinations of activated schemas and coping. Results We propose to add two emotional needs to the original five core needs that theoretically underpin the development of early maladaptive schemas (EMSs), i.e., the need for Self-Coherence, and the need for Fairness, leading to three new EMSs, i.e. Lack of a Coherent Identity, Lack of a Meaningful World, and Unfairness. When rethinking the purpose behind the different ways of coping with EMS-activation, we came up with new labels for two of those: Resignation instead of Surrender, and Inversion instead of Overcompensation. By systematically combining EMSs and ways of coping we derived a set of schema modes that can be empirically tested. Conclusions With this project, we hope to contribute to the further development of ST and its application across the world.

In this study, we extend overqualification research to employees' social context of workgroup membership. Drawing upon social comparison theory and integrating with social exchange theory, we contend that employees' relative overqualification (ROQ, defined as individual overqualification relative to other group members' overqualification perceptions) is associated with their relative standing with their leader (measured as LMXSC, leader–member exchange social comparison), which in turn relates to employees' organizational citizenship behaviors (OCB). Furthermore, we assert that workgroup structural attributes and individual values (leader span of control and power distance orientation) influence the ROQ–LMXSC–OCB relationship. Multilevel modeling using data from 243 employees nested in 36 workgroups suggested patterns of moderated mediation where leader span of control and employee power distance orientation moderate the indirect link between ROQ and OCB through LMXSC. That is, the indirect relationship between ROQ and OCB is stronger in workgroups with a narrow leader span of control and for employees high in power distance orientation. Implications and directions for meso- and group-level research are discussed.

The article addresses the problem of bridging the divide between the present-day technological advancement, primarily in the field of normative legal and technical regulation of fire safety, and the qualification of persons, authorized to regulate relations in fire safety assurance (hereinafter — “Authorized persons”) in the context of transition of the state regulation of fire safety relations from an obsolete standard target model to a new analytical and scenario-based (risk-oriented) target model used to make decisions in the area of control over the safe condition of the technosphere in view of a sudden increase in the dynamics of sociocultural processes.The Education and Research Supervision Unit of the State Fire Academy of the EMERCOM of Russia (the Ministry for Civil Defense, Emergencies, and Elimination of Consequences of Natural Disasters), responsible for the drafting of suggestions concerning the implementation of point 10, Minutes № 1 of the meeting of the workgroup of EMERCOM of Russia on May 20, 2019 “Regarding the arrangement of interaction with the management authorities of the institutional firefighting service of executive federal authorities and organizations”, has developed “The list of milestones of professional culture for the persons responsible for regulating relations in the field of fire safety for the period of transition from a standard target model to the risk model of controlling, supervisory, and authorization-related activities” (hereinafter — “the List”).This List represents a basic set of conceptual professional milestones, whose attainment enables authorized persons to re-focus their conscience from an obsolete standard paradigm, used to make decisions in the area of fire safety, to a new risk-oriented one.Given the focus of this article, it defines some, or the most significant, milestones of professional risk-oriented culture of authorized persons.

Background The concept of entrustable professional activities (EPAs) as an assessment framework is new to undergraduate physiotherapy training in Singapore. The physiotherapy community was tasked to develop EPAs to reflect the core professional activities of an entry-level physiotherapist for its undergraduate programme. Methods A qualitative participatory approach was used to develop entry-level EPAs for undergraduate physiotherapy students. Four phases occurred; (1) formation and training of the EPA writing workgroup from different sectors of the physiotherapy industry in Singapore; (2) conceptualization of the framework; (3) writing EPAs and; (4) iteration of EPAs through reflection, revision and consensus building. Results Five core activities were identified for undergraduate physiotherapy students to perform upon graduation and were developed into entry-level EPAs. These entry-level EPAs were subsequently termed as core EPAs to reflect the core practices expected at entry level across specialties and sectors in Singapore. These EPAs were mapped to five competency domains and 12 competency descriptors. The sources of information to support entrustment decisions were (1) short practice observation, (2) entrustment-based discussion and (3) case notes evaluation. Remote supervision was selected as the level of entrustment that physiotherapy students must attain at graduation. Conclusion The development of EPAs utilized a ground-up and cross-sector approach to define entry-level EPAs as core physiotherapy activities expected to be performed and assessed during clinical training by undergraduate physiotherapy students. Future research is needed to validate the use of EPAs as an assessment framework for undergraduate physiotherapy education.

Purpose The Student Equity & Inclusion Workgroup is a student-led initiative at The University of Kansas that aims to advance equity and inclusion. Within this structure, the workgroup is entirely student-led and independent of any institutional initiatives. It has developed three themes— recognizing minority student leadership, ensuring equitable access to opportunities, and meaningfully supporting students—and used those themes to develop comprehensive programming in research, institutional advocacy, mentorship, and fellowship. Research initiatives included creating research opportunities for minority students by developing independent research projects. Institutional advocacy initiatives focused on policy change and developing a uniquely situated network of allies at and beyond the university. Mentorship centered student-to-student transmission of knowledge, skills, and support. Fellowship entailed creating opportunities for community building and recognition of minority student excellence. Conclusions Student-led initiatives such as those of the workgroup may be an effective way of supporting minority students in communication sciences and disorders. Institutions endeavoring to advance equity and inclusion should consider empowering students through facilitation of self-directed development, using institutional supports to support minority students on their terms, and recognizing students as capable partners in rethinking equity and inclusion.

Understanding employees’ perceptions in team collaboration may help managers select and develop effective teamwork and efficient job completion. Numerous criteria, including qualitative and quantitative, and their importance weights must be considered in evaluating individual diversity perception; therefore, evaluating individual diversity perception is a fuzzy multiple criteria decision-making (MCDM) problem. The purpose of this paper is to use a fuzzy MCDM method to evaluate the personal perception of working in a diverse workgroup. A ranking method using the mean of relative values is proposed to rank the final fuzzy values to complete the model. Formulas of the ranking procedure are derived to help execute the decision-making procedure and a numerical comparison is conducted to demonstrate the advantage of the proposed ranking method. In addition, a survey about personal diversity perception and willingness to work verifies the feasibility and validity of the proposed mean of relative values based fuzzy MCDM method. The results indicate that decision-makers prefer to work in a different countries-same working field group. More experienced decision-makers, unlike students, prefer to work in the same working sector group.

In response to a published national payer survey indicating striking needs for multistakeholder initiatives to increase biosimilar adoption, a focus workgroup meeting joining payers and providers was conducted in December 2019 in Boston, MA. Before the focus group meeting, a survey was sent to health care providers to collect perceptions about barriers to biosimilar adoption and gather input on best potential strategies for addressing these barriers. The focus group panel consisted of 5 managed care pharmacists and 3 physician experts in rheumatology, dermatology, and gastroenterology, representing large managed care organizations and health care systems in the Boston area. A clinical moderator facilitated discussions between the payers and providers regarding challenges to biosimilar adoption and potential collaborative strategies to overcome these barriers. The focus group participants identified hurdles to biosimilar adoption in 3 major areas: (1) the lack of confidence in biosimilar interchangeability and a need for education about biosimilars, (2) the lack of financial incentives to switch to biosimilars from the reference biologic product, and (3) administrative burdens that impair the prescription of biologics. Learning from their mutual experiences, the focus group participants formulated action plans to address these barriers. The top strategies recommended by the participants included advancing biosimilar education, facilitating administrative processes related to biosimilar prescriptions, and increasing provider reimbursement while reducing cost sharing to patients receiving biosimilars.

According to the Centers for Disease Control and Prevention (CDCP), limiting face-to-face interaction is one of the best strategies for reducing the spread of COVID-19. The ongoing COVID-19 pandemic has driven the demand for workgroup application solutions to reduce the risk of cross-infection caused by close contact. This study explores the effects of workgroup negative functions (WNF) on work well-being (WWB) through job stress (JST) from the perspective of the mobile community. The data of participants from different workgroups were collected during the COVID-19 outbreak. The results showed that (1) the workgroup negative functions (WNF) positively affects the job stress (JST); (2) the job stress (JST) negatively affects the work well-being (WWB); (3) the workgroup negative functions (WNF) directly has no significant effects on the work well-being (WWB).

Objective : To identify and suggest strategies to make insufficient evidence ratings in systematic reviews more actionable. Study Design and Setting : A workgroup comprising members from the Evidence-Based Practice (EPC) Program of the Agency for Healthcare Research and Quality convened throughout 2020. We conducted iterative discussions considering information from three data sources: a literature review for relevant publications and frameworks, a review of a convenience sample of past systematic reviews conducted by the EPCs, and an audit of methods used in past EPC technical briefs. Results : We identified five strategies for supplementing systematic review findings when evidence on benefits or harms is expected to be, or found to be, insufficient: 1) reconsider eligible study designs, 2) summarize indirect evidence, 3) summarize contextual and implementation evidence, 4) consider modelling, and 5) incorporate unpublished health system data in the evidence synthesis. While these strategies may not increase the strength of evidence, they may improve the utility of reports for decisionmakers. Adopting these strategies depends on feasibility, timeline, funding, and expertise of the systematic reviewers. Conclusion : Throughout the process of evidence synthesis of early scoping, protocol development, review conduct, and review presentation, authors can consider these five strategies to supplement evidence with insufficient rating to make it more actionable for end-users.

Employees’ may view prohibitive voice—that is, expressing concerns about harmful practices in the workplace—as a moral yet interpersonally risky behavior. We, thus, predict that prohibitive voice is likely to be influenced by variables associated with moral and relational qualities. Specifically, we hypothesize that employees’ moral identity internalization—i.e., the centrality of moral traits in their self-concept—is positively associated with their use of prohibitive voice. Furthermore, we hypothesize that this association is stronger when employees enjoy a higher quality relationship with their leader (leader-member exchange). In addition, drawing on the literature on moral symbolism, we hypothesize that workgroup moral identity symbolization—i.e., the extent to which workgroup members symbolically display moral traits—moderates the relationship between moral identity internalization and prohibitive voice in a compensatory manner. That is, workgroup moral identity symbolization enhances employees’ use of prohibitive voice when employees’ moral identity internalization is low. Data collected from hospital employees and their supervisors and coworkers support these hypotheses. These findings suggest new ways to promote prohibitive voice and, thereby, protect organizational stakeholders from harmful behaviors.

Un punto de vista es una definición del problema significativa y procesable que nos permitirá en la fase de ideación generar ideas de manera orientada a los objetivos que pretendemos alcanzar. El punto de vista combina la información obtenida y el conocimiento sobre las personas y sus necesidades que hemos obtenido durante la fase de empatía, y con él culminamos la fase de definición. A point of view is a way of describing a problem that serves as the foundation to generate ideas that would address and solve that problem. The point of view combines all the information and knowledge about people and their needs gathered in the Design Thinking's empathy phase, and provides a closure to the definition phase.

Proponemos una actividad que permite experimentar el ciclo completo de la metodología Design Thinking en un período corto de tiempo sin que ni siquiera hagan falta conocimientos o experiencia previa sobre la misma

Science Education International ¦ Volume 32 ¦ Issue 2 107 ORIGINAL ARTICLE INTRODUCTION The problem-based learning (PBL) methodology is a student-centered approach that is related to the learning process that occurs when students deal with real world problems, while working in teams to find and develop a solution, with teachers/instructors acting as facilitators (Nagarajan and Overton, 2019). Some elements seem to be common to PBL: Learning is student centered (as mentioned before), problems are structured and authentic, teachers act as advisors, and students work in small groups (Cowden and Santiago, 2016). Although, the elements are in constant interaction, students are responsible of their learning, implying that they have the main role in the cognitive process and should work actively, in group, to solve a problem. On the other hand, instructors act as coaches, they incite group discussion, and they are in charge of monitoring the process. Students are the main characters, since PBL methodology emerged from constructivist learning theories and it was developed as an alternative to conventional teaching (Loyens et al., 2006). Constructivism suggests that humans build knowledge from their experiences and, contrary to traditional education, where students receive knowledge like empty vessels to be filled, in constructivist, students are encouraged to confront what they know (Bada and Olusegun, 2015). It is evident that, long-term memorability is enhanced by PBL, because it fosters the utilization of previous knowledge to solve a new problem and demands students to put in practice what they have already been taught, therefore, facilitating the comprehension of the concepts (Schmidt et al., 2011). Other benefits that come along with PBL include the improvement of student’s creative thinking, self-regulated skills, and self-evaluation (Jansson et al., 2015; Yoon et al., 2014). Therefore, to improve chemistry student’s learning experience, the PBL approach can be used for a better comprehension of the importance of Green Chemistry. According to the U.S. Environmental Protection Agency (EPA, 1990), Green Chemistry is the design of chemical products and processes that reduce or eliminate the use or generation of hazardous substances; this designing process can be assisted by the Twelve Principles of Green Chemistry (Lancaster, 2002). The principles are qualitative, and their aim is to minimize the impact of chemical activities on human health and environment without compromising the chemical process (Ribeiro and Machado, 2013). There is a commitment to green chemistry education (Armstrong et al., 2018), and efforts have been made to implement it, at the undergraduate level (Timmer et al., 2018; Kennedy, 2016; Manchanayakage, 2013), but there is an uneven development of green chemistry curricular materials, since there have been few comprehensive reforms for general chemistry lecture or laboratory curricula (Armstrong et al., 2019). For example, Green Chemistry has not been covered extensively by chemistry A problem-based learning (PBL) methodology was implemented to a project, whose main objectives were to discuss and apply the Twelve Principles of Green Chemistry to the study of poly(vinyl alcohol)’s cross-linking reaction with dicarboxylic acids. The five participating students were oriented to be responsible for their own learning and the professor participated as an advisor. The problem was proposed and students planned all their activities to accomplish the objectives and goals, reviewed recent information in scientific literature and summarized it, made experimental work, prepared written reports, and were evaluated in seminars. The results obtained by the students were assessed through the generation of a final report and also with a final oral presentation in front of faculty members. The experience lived by the collaborative workgroup during the development and execution of the project, is described. This research is an example of how the PBL methodology can motivate the active participation of students when solving problems. The next step is to introduce this tool to teachers and students of other undergraduate courses or laboratories, since it causes a difference in the way education is being perceived in our university, because it emphasizes the application and understanding of concepts over simple memorization.

PurposeWith organizations hiring from increasingly diverse labor markets, this study aims to examine the implications of newcomers’ individual differentiation for their group identification. The paper proposes and tests a self-verification process in which individual differentiation predicts group identification through role innovation under positive social feedback on innovation (moderated mediation). Simultaneously, a self-categorization pathway is examined of the indirect negative influence of individual differentiation on group identification through role modeling (mediation).Design/methodology/approachSurvey data were collected at three time points from 161 UK university alumni.FindingsThe analyses support a self-verification pathway: newcomers with high individual differentiation report higher group identification via role innovation only when they receive positive feedback on their innovative actions. However, there was no support for a self-categorization pathway, with no indirect relationship found between individual differentiation and group identification via role modeling.Practical implicationsHR practitioners and managers who are responsible for helping newcomers adjust should consider newcomers’ individual differentiation. Specifically, newcomers with high individual differentiation may more successfully navigate their transition and identify with their workgroup when given appropriate support, such as positive social feedback on their innovative actions.Originality/valueThe study extends organizational socialization research by focusing on when newcomers with high individual differentiation may experience group identification. The findings highlight the important role of positive social feedback on group identification; this suggests a potential means by which newcomers with high individual differentiation can settle successfully.

Cloud computing is a fast-growing technology which supplies scalable, innovative, and efficient business models. However, cloud computing is not fully trusted, and the security of the data outsourced in cloud storage needs to be guaranteed. One of the hottest issues is how to ensure the integrity of the data in cloud storage. Until now, many researchers have proposed lots of provable data possession (PDP) schemes to deal with the problem of data integrity audition. Nevertheless, very little effort has been devoted to preserve the data uploader’s privacy while auditing the integrity of data shared in a group. To overcome the shortcoming, we propose a novel certificateless PDP protocol to efficiently audit the integrity of data shared in a workgroup with user privacy preserving. Due to the inherent structural advantage of the certificateless crypto mechanism, our PDP scheme eliminates the key escrow problem and the certificate management problem simultaneously. Moreover, the audition process in our scheme does not need any user’s identity which helps to keep the anonymity of data uploader. We give for our scheme a detailed security proof and efficiency analysis. Experiment results of performance evaluation demonstrate that our new scheme is very efficient and feasible.

Purpose When the Centers for Medicare and Medicaid Services (CMS) changed policies about medical student documentation, students with proper supervision may now document their history, physical exam, and medical decision-making in the electronic health record (EHR) for billable encounters. Since documentation is a core entrustable professional activity for medical students, the authors sought to evaluate student opportunities for documentation and feedback across and between clerkships. Method In February 2018, a multidisciplinary workgroup was formed to implement student documentation at Duke University Health System, including educating trainees and supervisors, tracking EHR usage, and enforcing CMS compliance. From August 2017 to August 2018, locations and types of student-involved services (student-faculty, or student-resident-faculty) were tracked using billing data from attestation statements. Student end-of-clerkship evaluations included opportunity for documentation and receipt of feedback. Since documentation was not allowed prior to August 2018 it was not possible to compare to prior student experiences. Results In the first half of the academic year, 6,972 patient encounters were billed as student-involved services, 52% (n = 3,612) in the inpatient setting and 47% (n = 3,257) in the outpatient setting. Most (74%) of the inpatient encounters also involved residents and most (92%) of outpatient encounters were student-teaching physician only.Approximately 90% of students indicated having had opportunity to document in the EHR across clerkships, except for procedure-based clerkships such as surgery and obstetrics. Receipt of feedback was present along with opportunity for documentation more than 85% of the time on services using evaluation and management coding. Most students (>90%) viewed their documentation as having a moderate or high impact on patient care. Conclusions Changes to student documentation were successfully implemented and adopted; changes met both compliance and education needs within the health system without resulting in potential abuses of student work for service.

Objective To describe the training and early implementation of the ARIA model of genetic counseling (Accessible, Relational, Inclusive, Actionable). Methods As part of the Cancer Health Assessments Reaching Many (CHARM) study, an interdisciplinary workgroup developed the ARIA curriculum and trained genetic counselors to return exome sequencing results using the ARIA model. Curriculum The ARIA curriculum includes didactic elements, discussion, readings, role plays, and observations of usual care genetic counseling sessions. The ARIA model provides the skills and strategies needed for genetic counseling to be accessible to all patients, regardless of prior knowledge or literacy level; involves appropriate psychological and social counseling without overwhelming the patient with information; and leaves the patient with clear and actionable next steps. Conclusion With sufficient training and practice, the ARIA model appears to be feasible, with promise for ensuring that genetic counselors’ communication is accessible, relational, inclusive and actionable for the diverse patients participating in genomic medicine. Practice implications ARIA offers a coherent set of principles and strategies for effective communication with patients of all literacy levels and outlines specific techniques to practice and incorporate these skills into routine practice. The ARIA model could be integrated into genetic counseling training programs and practice, making genetic counseling more accessible and meaningful for all patients.

The Accreditation Council for Graduate Medical Education is currently in the process of specialty-by-specialty revision of the Milestones. As a result, the Neuroradiology Milestones 2.0 Workgroup was created to refine a system of competency-based assessments for fellow educational growth and development. Strengths of the new Milestones include decreased complexity and uniformity within a subcompetency as it relates to a specific educational development trajectory. The Supplemental Guide serves to decrease clutter in the Milestones 2.0 document and provides a more practical resource for guidance. This article serves to review the history of the Neuroradiology Milestones, followed by a summary of the timeline of events and discussions of the workgroup for development of Neuroradiology Milestones 2.0 and a synopsis of major changes. The plan is for the updated Neuroradiology Milestones to take effect in 2021 or 2022 based on public commentary.

Social identification: how much individuals psychologically associate themselves with a group has been posited as an essential construct to measure individual and group dynamics. Studies have shown that individuals who identify very differently from their workgroup provide critical cues to the lack of social support or work overloads. However, measuring identification is typically achieved through time-consuming and privacy-invasive surveys. We hypothesize that the extremities in-group norm affects individuals' behaviors, thus more likely to give rise to negative appraisals. As a more convenient and less-invasive technique, we propose a method to predict individuals who are increasingly different in identifying themselves with their working peers using mobility data passively sensed from the WiFi infrastructure. To test our hypothesis, we collected WiFi data of 62 college students over a whole semester. Students provided regular self-reports on their identification towards a workgroup as ground truth. We analyze the contrasts between groups' mobility patterns and build a classification model to determine students who identify very differently from their workgroup. The classifier achieves approximately 80% True Positive Rate (TPR), 73% True negative rate (TNR), and 78% Accuracy (ACC). Such a mechanism can help distinguish students who are more likely to struggle with negative workgroup appraisals and enable interventions to improve their overall team experience.

Purpose Many studies in preventing adverse drug events have been researcher-driven, yet few have engaged patients in the development of a project. This project aims to engage minority elderly patients with multiple chronic conditions in the development of research questions and strategies to improve medication safety. Methods Elderly patients (≥65 years old) who were prescribed 7 or more chronic medications were recruited through a university-based aging resource network in a historically African American community in Houston, Texas. Patients and a caregiver participated in a multidisciplinary workgroup comprised of a physician, pharmacists, a nurse, health educators, and a social worker. Patients were engaged by utilizing the 4 patient-centered outcomes research engagement principles. The workgroup created a strategic plan, completed an environmental scan, identified research problems, and reviewed current evidence-based approaches in the literature. Workgroup findings were presented to a broader audience within a community town hall setting, and input was collected from a community-wide survey. Results From April 2018 to July 2018, 3 patients and 1 caregiver participated in 5 multidisciplinary workgroup meetings. A total of 74 seniors attended the town hall meeting, and 69 completed the surveys. The most common drug-related problems among survey participants were doubts about drug advertisements (79%) and drug interactions (70%). Most participants (88%) were more comfortable in receiving face-to-face counseling compared to an app or virtual visits. Findings aided in developing 3 grant proposals. Conclusions This narrative provides a roadmap for conducting multidisciplinary, patient-centered participatory research to refine research strategies in minimizing drug-related problems.

Context.— Next-generation sequencing is a powerful clinical tool for cancer management but can produce incidental/secondary findings that require special consideration. Objective.— To discuss clinical and laboratory issues related to incidental or secondary germline findings in the clinical setting of tumor testing and inform future guidelines in this area. Design.— A College of American Pathologists workgroup including representation from the American Society of Clinical Oncology, the Association for Molecular Pathology, and the American College of Medical Genetics and Genomics created a review of items that should be considered when developing guidelines for incidental or secondary findings when performing clinical tumor testing. Results.— Testing recommendations should be cognizant of the differences among anticipated incidental, unanticipated incidental, and secondary findings, and whether normal tissue is also tested. In addition to defining which variants will be reported, robust recommendations must also take into account test design and validation, reimbursement, cost, infrastructure, impact on reflex testing, and maintenance of proficiency. Care providers need to consider the potential of a test to uncover incidental or secondary findings, the recommendation of upfront counseling, the need for consent, the timing of testing and counseling, and that the exact significance of a finding may not be clear. Conclusions.— As clinical oncology testing panels have become a mainstay of clinical cancer care, guidelines addressing the unique aspects of incidental and secondary findings in oncology testing are needed. This paper highlights clinical and laboratory considerations with regard to incidental/secondary findings and is a clarion call to create recommendations.

Wearable technologies promise to redefine assessment of health behaviors, yet their clinical implementation remains a challenge. To address this gap, two of the NIH’s Big Data to Knowledge Centers of Excellence organized a workshop on potential clinical applications of wearables. A workgroup comprised of 14 stakeholders from diverse backgrounds (hospital administration, clinical medicine, academia, insurance, and the commercial device industry) discussed two successful digital health interventions that involve wearables to identify common features responsible for their success. Seven features were identified including: a clearly defined problem, integration into a system of healthcare delivery, technology support, personalized experience, focus on end-user experience, alignment with reimbursement models, and inclusion of clinician champions. Health providers and systems keen to establish new models of care inclusive of wearables may consider these features during program design. A better understanding of these features is necessary to guide future clinical applications of wearable technology.

In 2018-2020, The American Thoracic Society's Pediatric Pulmonology Division Directors Association (PPDDA) and Pediatric Pulmonology Training Directors Association (PEPTDA) convened a series of workshops to analyze workforce issues from the perspectives of current leaders within the discipline. In this, the report from the 3rd workgroup, we examine future workforce issues from several perspectives. We describe a PPDDA survey regarding current state and future needs of the discipline; an assessment of the current NIH research funding portfolio for major children's respiratory disorders; and an estimate of workforce trends in training, based mainly on ABP data. We conclude that current fellowship graduation rates appear to be sufficient to maintain and even grow the total number of pulmonologists, but demand for pediatric pulmonologists may still be greater than supply, and there are geographical disparities in access to care. New treatments for CF, growth of hospitalist services, care of technology dependent children, and multidisciplinary care for complex chronic disease, will likely change our practice over the next 10 years. Research funding appears to be robust for asthma, CF, BPD, microbiome, and pulmonary hypertension, compared to other chronic respiratory disorders. Few of these grants are led by pediatric pulmonologists. Thus, our discipline needs to adjust our training of fellows and junior faculty to take advantage of existing funding opportunities as well as advocate for greater funding for the other disorders we manage. Finally, we highlight opportunities for the discipline to enhance its roles in addressing emerging respiratory pathogens and expanding the diversity of its workforce. This article is protected by copyright. All rights reserved.

Resumen En el periodo académico octubre 2017-febrero 2018 se realizaron, por primera vez, proyectos integradores de saberes (PIS) en el segundo nivel de la carrera de Ingeniería Química de la Universidad Técnica de Manabí (UTM). Al finalizar este periodo académico, el 66% del estudiantado no alcanzó la calificación mínima necesaria para considerar como aprobado los PIS. El objetivo de esta investigación fue evaluar, si durante el periodo académico antes mencionado, fueron considerados los factores organizacionales que se deben tomar en cuenta al implementar estrategias de aprendizaje basadas en la solución de problemas, como los PIS. Para la realización de este estudio se diseñaron dos instrumentos para la recolección de la información, uno para el profesorado y otro para el estudiantado. Entre los aspectos evaluados destacan el número de estudiantes por grupo de trabajo y por curso, criterios para la conformación de grupo, definición de la temática de los PIS, identificación del problema a resolver, acompañamiento mediante tutorías, aprendizaje cooperativo, capacitación del profesorado en PIS, entre otros aspectos. Al comparar la información recabada con otros estudios realizados en esta materia se encontró que varios de los aspectos evaluados en este estudio no han sido establecidos en correspondencia con un aprendizaje mediante PIS. Entre los resultados obtenidos, destaca la necesidad, por parte de la UTM, de contar con un marco normativo para la implementación de los PIS, en las que se adapten los aspectos evaluados a una enseñanza basada en la solución de problemas, en la que se considere la capacitación previa obligatoria tanto del profesorado y como del alumnado en esta estrategia de aprendizaje. Abstract In the academic period of October 2017 to February 2018, integrated knowledge projects were carried out for the first time in the second level of the Chemical Engineering career at the Universidad Técnica de Manabí (UTM). At the end of this academic period, 66% of the students did not reach the minimum qualification necessary to consider the integrating knowledge projects as approved. This research aimed to evaluate if the organizational factors to be taken into account when implementing learning strategies based on problem-solving were considered during the mentioned academic period, such as integrating knowledge projects. This study was conducted by implementing two instruments designed to collect information, one for the teaching staff and the other one for the students. Among the evaluated aspects are the number of students per workgroup and per course, criteria for group formation, the definition of the topic of the integrating knowledge projects, identification of the problem to be solved, support through tutorials, cooperative learning, teachers trained in integrating knowledge projects, among others are highlighted. When the collected information was compared with other studies carried out in this matter, it was found that several of the aspects evaluated in this study were not established in correspondence with learning through integrating knowledge projects. Among the obtained results stands out the need for the UTM to have a normative framework for implementing the integrating knowledge projects in which the evaluated aspects are adapted to teaching based on problem-solving, and prior training is considered mandatory for both teachers and students in this learning strategy. Resumo No período letivo de outubro de 2017 a fevereiro de 2018, foram realizados, pela primeira vez, projetos de integração de conhecimento (PIC) no segundo nível da carreira de Engenharia Química da Universidade Técnica de Manabí (UTM). Ao final desse período letivo, 66% de estudantes não alcançavam a qualificação mínima necessária para considerar aprovado o PIC. O objetivo desta pesquisa foi avaliar, durante o referido período letivo, os fatores organizacionais que devem ser levados em consideração na implementação de estratégias de aprendizagem baseadas na resolução de problemas, como o PIC. Para a realização deste estudo, foram elaborados dois instrumentos de coleta de informações, um para o corpo docente e outro para estudantes. Dentre os aspectos avaliados, destacam-se o número de estudantes por grupo de trabalho e por curso, critérios para formação do grupo, definição do tema do PIC, identificação do problema a ser resolvido, apoio através de tutoriais, aprendizagem cooperativa, formação de professores no PIC, entre outros aspectos. Ao comparar as informações coletadas com outros estudos realizados nesta matéria, constatou-se que vários dos aspectos avaliados neste estudo não foram estabelecidos em correspondência com a aprendizagem pelo PIC. Dentre os resultados obtidos, destaca-se a necessidade do UTM ter um princípio normativo para implantação do PIC, no qual os aspectos avaliados sejam adaptados ao ensino com base na resolução de problemas, na que seja considerada a formação prévia obrigatória de professores e alunos nesta estratégia de aprendizagem.

Purpose To develop consensus terminology in the setting of polypoidal choroidal vasculopathy (PCV), and to develop and validate a set of diagnostic criteria not requiring indocyanine green angiograph (ICGA) for differentiating PCV from typical neovascular age-related macular degeneration (nAMD) based on a combination of OCT and color fundus photograph findings. Design Evaluation of diagnostic test Participants Panel of retina specialists. Methods As part of the Asia-Pacific Ocular Imaging Society (APOIS), an international group of experts surveyed and discussed the published literature regarding the current nomenclature and lesion components for PCV and proposed an updated consensus nomenclature, which reflects our latest understanding based on imaging and histology reports. The workgroup evaluated a set of diagnostic features based on OCT and color fundus photographs for PCV that may distinguish it from typical nAMD and assessed the performance of individual and combinations of these non-ICGA features, aiming to propose a new set of diagnostic criteria which does not require the use of ICGA. The final recommendation was validated in 80 eyes from 2 additional cohorts. Main Outcome Measures A consensus nomenclature system for PCV lesion components and non-ICGA-based criteria to differentiate PCV from typical nAMD. Results The workgroup recommended the terms ‘polypoidal lesion’ and ‘branching neovascular network’ for the two key lesion components in PCV. For the diagnosis of PCV, the combination of 3 OCT-based ‘major criteria’ (sub-RPE ring-like lesion, enface OCT complex RPE elevation, and sharp-peaked PED) achieved an area under the receiver operating characteristic curve of 0.90. Validation of this new scheme in a separate subset 110 eyes achieved an accuracy of 82%. Conclusions We propose updated terminology for PCV lesion components which better reflect the nature of these lesions which was based on international consensus. A set of practical diagnostic criteria that are easily applied to SD-OCT can be used for diagnosing PCV with high accuracy in clinical settings in which ICGA is not routinely performed.

In our transdisciplinary project (http://www.transens.de) several academic disciplines work on questions and solutions for high-level nuclear waste disposal in Germany. Adding to this interdisciplinary setting, in our sub-project on trust, we have enlisted a group of 16 citizens (citizens workgroup, CWG), reflecting with us on our research with regard to research questions and approaches. In this talk, we present results from a joint workshop of researchers and the CWG on the role of trust in scientists. We want to understand how participants perceive and relate to science and how this may affect trust in scientists and experts. During a first workshop (conducted online in March 2021), the CWG members were allocated to three breakout groups (1)–(3) to discuss three guiding questions: a. What expectations do you have of a scientist from Social Sciences and Humanities (SSH)/Natural Sciences and Engineering (NSE) in the TRANSENS project? b. What characterizes a scientist from SSH/NSE that you trust? c. What would have to happen for you to no longer trust him/her? The group in breakout room (1) was asked to answer questions (a)–(c) for a fictitious SSH researcher. The group in breakout room (2) was asked to do the same for a fictitious NSE researcher. The group in breakout room (3) was asked whether they perceived differences in the trust of SSH and NSE researchers. For SSH we found that a scientist should be sympathetic and non-condescending, represent a neutral point of view, and consider all opinions. Remarkably, discussants in this group struggled to define a role for SSH scientists in high-level waste disposal research. Some participants ascribed SSH a moderating or mediating role. If necessary (e.g. communication of results), mediation between the NSE and the public can be added. SSH scientists may train other scientists with regard to their performance. Participants stated that scientists from NSE should present information in full and clarify the current state of research (provisional nature of knowledge acknowledged). A scientist should not conceal any information, uncertainties, or risks, be neutral and objective, have experience in the field (professionalism, experience, reputation), and not exclusively reproduce one's own opinion or spread untruths. In all groups, participants judged the NSE as “harder”, more serious and more tangible. It was also discussed that the scientist's appearance is of great importance and that a scientist can “pick up” the audience in an exciting way when communicating. Personal experience was mentioned several times in all groups as a basis for trust. These results match findings on the effect of value similarity (Siegrist et al., 2000, and own survey in 2020 in Germany): If a person is perceived as advocating similar values, it is more likely that I trust that person. Personal experience of – among other issues – similar values may increase trust. Moreover, and importantly, trust also emerges when participants know exactly how issues will be considered, e.g. if input from the CWG is considered or not – and if not: why? In general, participants want to be taken seriously. Thus, transparent and binding rules for all participants may be key for a relationship of trust.

Background In this COVID-19 era, we need to rethink the criteria used to measure the results of person-centred care strategies. Objective To identify priorities, and criteria that health services can use to pursue actually the goal of achieving person-centred care. Design Three-phase online qualitative study performed during May-July of 2020 using the Delphi technique. Setting and participants An online platform was used for a consensus meeting of 114 participants, including health planning experts, health-care institution managers, clinicians and patients. Main outcome measures Criteria and indicators for the achievement of person-centred care. Main results The first round began with 125 proposals and 11 dimensions. After the second round, 28 ideas reached a high level of consensus among the participants. Ultimately, the workgroup agreed on 20 criteria for goals in the implementation of person-centred care during the COVID-19 era and 21 related indicators to measure goal achievement. Discussion Nine dimensions and 28 priorities were identified. These priorities are also in accordance with the quadruple aim approach, which emphasizes the need for care for health-care professionals, without whom it is impossible to achieve a better quality of care. Conclusions Person-centred care continues to be a key objective. However, new metrics are needed to ensure its continued development during the restoration of public health services beyond the control of COVID-19. Patient or public contribution Twelve professionals and patient representatives participated voluntarily in the construction of the baseline questionnaire and in the selection of the criteria and indicators using an online platform for consensus meetings.

PurposeAcknowledging that only examining the main effects of diversity may be limiting, the authors explore integrating van Knippenberget al.'s (2004) categorization–elaboration model (CEM) of workgroup diversity as a linchpin in the relationship between empowering leadership and performance in age-diverse work groups. While prior research has focused almost exclusively on the impact of transformational leadership in diverse contexts, few studies have found the positive effects of transformational leadership to be diminished in certain age-diverse contexts. Consequently, the authors investigate whether empowering leadership may be a better approach in this context due to its emphasis on accommodating and participative behaviors.Design/methodology/approachUsing survey data gathered from work group members across a wide array of industries (N = 214), the authors test for the moderating effects of empowering leadership on the relationship between age diversity and work group performance and its indirect relationship via information elaboration (while controlling for transformational leadership).FindingsEmpowering leadership positively moderated the direct relationship between age diversity and work group performance and the indirect relationship via information elaboration, whereas transformational leadership had the opposite effect. “Coaching” and “showing concern/interacting with the team” drove the positive effects of empowering leadership, and “personal recognition” and “intellectual stimulation” predicted the negative effects of transformational leadership.Practical implicationsThis research offers insights into how managers can lead age-diverse work groups more effectively (i.e. by utilizing an empowering as opposed to a transformational leadership approach, with a particular emphasis on “coaching” and “showing concern/interacting with the team” behaviors).Originality/valueThe study identifies an “alternative” moderating contingency to the age diversity–performance relationship (empowering leadership).