This document provides 10 tips for creating a successful learning organization 2.0. The tips include having a shared vision for the program, focusing on high priority tasks, involving others early in the process, building trust through reliability and transparency, developing communication networks both within and outside the organization, being clear about organizational values, increasing connections between people, adapting to changes rather than resisting them, recognizing no one person is central to the organization's success, and enabling others to shine rather than seeking the spotlight.
Learning organizations 2.0: 10 tips for successFelix Ankel, MD
Slides for 2017 Interprofessional Education Summit breakout session https://www.stkate.edu/participate/ipe-summit
Goals:
1. Describe, define, and create a personal learning network
2. List 10 disciplines in the domains of autonomy, complexity, and context management to create an expert learning program
3. Articulate a systems approach to the learning environment
Learning from others: 10 tips to create a personal learning networkFelix Ankel, MD
Health professions education is at a crossroads. We are living in exponential times using linear methods to manage educational programs. A connectivist learning theory has emerged describing how successful learners and educators thrive in a digital age. Many have developed and nurtured robust personal learning networks (PLNs) to help them adapt to the new world order. This highly interactive session will introduce participants to 10 elements of a healthy PLN. Participants will leave the session with a draft PLN and action plan when they return to their home institution
Creating a personal learning network to thrive in systems: 10 tips for successFelix Ankel, MD
We are living in systems that are becoming more complex. Many medical educators have refined analytic skills that have allowed them to become content experts. We offer a reflective exercise for content experts to learn about resilience, complexity and context to help them implement programs within their institutions
Systems resilience in medical education #meded Felix Ankel, MD
The document provides 10 tips for increasing resilience in medical education systems design. The tips are: 1) have responsibility to students, not just the program; 2) focus on important tasks; 3) involve others early in the process; 4) build trust, not just provide facts; 5) develop strong communication networks; 6) build a personal learning network; 7) be clear about your values; 8) increase connections between people and resources; 9) adapt to challenges rather than breaking down; and 10) regularly self-reflect on your approach. The overarching goal is to create a system that supports students and avoids burnout through collaboration, communication and flexibility.
This document provides 10 tips for organizations to become successful learning organizations 2.0. The tips include having a shared vision for the program, focusing on important priorities, involving others early in the process, building trust through reliability and transparency, developing communication and learning networks both within and outside the organization, clarifying core values, increasing connections between people, adapting to challenges without compromising principles, and continually reflecting on how to improve. The overall guidance is for organizations to foster collaboration, transparency, and lifelong learning.
This document discusses the roles of a diagnostic assessor which include being a content curator, technology adopter, learner centered navigator, professional coach, clinical role model, and learning environment designer. It also provides advice around leadership which is to know thyself, know thy environment, and know thy craft. It focuses on the importance of self awareness and understanding one's own framing, gathering information, conclusions, and areas for improvement.
This letter is from three doctors - Felix Ankel, Diane Gorgas, and Wallace Carter - who are members of the ABEM Board of Directors. They are writing to their former selves to share lessons they have learned from their medical careers and experiences on the board. They discuss the importance of compassion for patients and colleagues.
This document discusses the future of health care professions education. It notes that industry is shifting from identity-based models to competency-based models, requiring new educational frameworks focused on developing "fusion skills" like critical judgement, conceptual understanding, technology expertise, collaboration, and advocacy. It argues that the future of work, learning, and credentials will be distributed, unbounded systems incorporating microcredentials, decentralized markets, and DAO-governed structures where knowledge, clinical training, credentialing, and other functions are built from independent, collaborative agents and tasks. To predict and create this future, educators must help learners acquire fusion skills and embrace unbounded, collaborative models of work and learning.
Learning organizations 2.0: 10 tips for successFelix Ankel, MD
Slides for 2017 Interprofessional Education Summit breakout session https://www.stkate.edu/participate/ipe-summit
Goals:
1. Describe, define, and create a personal learning network
2. List 10 disciplines in the domains of autonomy, complexity, and context management to create an expert learning program
3. Articulate a systems approach to the learning environment
Learning from others: 10 tips to create a personal learning networkFelix Ankel, MD
Health professions education is at a crossroads. We are living in exponential times using linear methods to manage educational programs. A connectivist learning theory has emerged describing how successful learners and educators thrive in a digital age. Many have developed and nurtured robust personal learning networks (PLNs) to help them adapt to the new world order. This highly interactive session will introduce participants to 10 elements of a healthy PLN. Participants will leave the session with a draft PLN and action plan when they return to their home institution
Creating a personal learning network to thrive in systems: 10 tips for successFelix Ankel, MD
We are living in systems that are becoming more complex. Many medical educators have refined analytic skills that have allowed them to become content experts. We offer a reflective exercise for content experts to learn about resilience, complexity and context to help them implement programs within their institutions
Systems resilience in medical education #meded Felix Ankel, MD
The document provides 10 tips for increasing resilience in medical education systems design. The tips are: 1) have responsibility to students, not just the program; 2) focus on important tasks; 3) involve others early in the process; 4) build trust, not just provide facts; 5) develop strong communication networks; 6) build a personal learning network; 7) be clear about your values; 8) increase connections between people and resources; 9) adapt to challenges rather than breaking down; and 10) regularly self-reflect on your approach. The overarching goal is to create a system that supports students and avoids burnout through collaboration, communication and flexibility.
This document provides 10 tips for organizations to become successful learning organizations 2.0. The tips include having a shared vision for the program, focusing on important priorities, involving others early in the process, building trust through reliability and transparency, developing communication and learning networks both within and outside the organization, clarifying core values, increasing connections between people, adapting to challenges without compromising principles, and continually reflecting on how to improve. The overall guidance is for organizations to foster collaboration, transparency, and lifelong learning.
This document discusses the roles of a diagnostic assessor which include being a content curator, technology adopter, learner centered navigator, professional coach, clinical role model, and learning environment designer. It also provides advice around leadership which is to know thyself, know thy environment, and know thy craft. It focuses on the importance of self awareness and understanding one's own framing, gathering information, conclusions, and areas for improvement.
This letter is from three doctors - Felix Ankel, Diane Gorgas, and Wallace Carter - who are members of the ABEM Board of Directors. They are writing to their former selves to share lessons they have learned from their medical careers and experiences on the board. They discuss the importance of compassion for patients and colleagues.
This document discusses the future of health care professions education. It notes that industry is shifting from identity-based models to competency-based models, requiring new educational frameworks focused on developing "fusion skills" like critical judgement, conceptual understanding, technology expertise, collaboration, and advocacy. It argues that the future of work, learning, and credentials will be distributed, unbounded systems incorporating microcredentials, decentralized markets, and DAO-governed structures where knowledge, clinical training, credentialing, and other functions are built from independent, collaborative agents and tasks. To predict and create this future, educators must help learners acquire fusion skills and embrace unbounded, collaborative models of work and learning.
This document discusses the importance for psychiatrists to know themselves, their environment, and their craft. It emphasizes self-reflection to understand one's own biases and limitations. It also stresses understanding how transference and countertransference can impact patient interactions. Finally, it notes that the purpose of psychiatry is to stabilize crises, relieve suffering, and properly evaluate risk.
The document discusses the need for health care professionals to acquire "fusion skills" to adapt to rapid changes in the industry. It notes that industry 4.0 is replacing industrial health care with a knowledge economy. It argues professionals must develop skills that fuse conceptual understanding, technology adoption, critical judgement, collaboration and advocacy. Creating the future, rather than just predicting it, is key through permanent learning and creating new careers. Maintaining a balance between current needs and future skills will be difficult but acquiring fusion skills is imperative for health care professionals.
This document outlines a leadership curriculum that was developed between 2019 and 2021. It includes an overview from 2019 to 2021 where conversations were held with leaders, an updated framework in 2021, and a case review. The document also provides advice about finding work in different sites if being too particular in a particular year. It discusses the behaviors of successful teaming such as speaking up, experimenting, reflecting, listening intently, and integrating. Faculty are asked to rank their interest in various development topics with leadership being one of the options.
This document discusses the roles and responsibilities of a clinical leader, including being a diagnostic assessor, content curator, technology adopter, learner centered navigator, professional coach, clinical role model, and learning environment designer. It emphasizes the importance for clinical leaders to know themselves, know their environment, and know their craft. To know themselves, leaders should engage in reflection, gather information, draw conclusions, and conduct post-mortems. They should also understand their purpose and increase self-awareness. To know their environment, leaders must understand the context in which they are working. They must also master their clinical competencies and craft.
This document provides advice on leadership and contains sections on knowing thyself, thy environment, and thy craft. It emphasizes self-awareness and knowing one's purpose as well as competencies. Links are included for self-assessment tests and resources on leadership skills. The overall message is that effective leadership requires deep understanding of oneself, one's surroundings, and mastery of relevant skills.
The document discusses the core concepts of psychiatry which are to know thyself, know thy environment, and know thy craft. It emphasizes the importance of self-reflection, understanding one's surroundings, and mastering psychiatric skills to provide effective crisis stabilization, relieve suffering, and properly assess risk. Videos are also provided as resources to help practitioners improve in these core areas.
The document discusses the roles of an educator including being a provider of knowledge, shaping their own identity, making diagnostic assessments, curating content, adopting new technologies, navigating learning in a student-centered way, coaching students professionally, serving as a role model clinically, and designing learning environments. It also lists the names of over a dozen people who have contributed to the development of these educator roles.
This document outlines an agenda for a core values workshop for leadership. The workshop will help participants determine their top 5 personal values through exercises. Participants will practice listening for values in others and reflecting on how their personal values align with their team and institutional values. The goal is for participants to enhance well-being, belonging and joy at work by communicating values. Exercises include a values sort, listening for values in others, and creating a "picture store" to represent values. The workshop also explores balancing personal values with team needs and diversity.
This document discusses fair process and its three key principles: explanation, expectation clarity, and engagement. It describes fair process as focusing on the process used to make decisions, rather than just the decisions themselves. People care more about how a decision was made than the actual outcome. The document outlines an activity where participants take on roles in a scenario and discuss a proposed change from the perspective of their roles to examine how well the principles of fair process were followed. It aims to analyze an implementation of fair process and examine everyday experiences for successes and opportunities regarding fair process.
2018.04.21 v3.sustainability in social media cord 2018 (2)Felix Ankel, MD
We are moving from behaviorist to cognitivist to constuctionist to connectivist learning theories. Knowledge will reside in networks as much as in individuals and institutions. Social media is one tool to help navigate a connectivist networked model of learning
The future of medical education and health careFelix Ankel, MD
The document discusses the future of healthcare in terms of knowledge, agents, and networks. It argues that knowledge in healthcare will be a collective process involving humans and AI working together. Agents will consist of both humans and AI collaborating to provide continuous care through new systems. Networks of data and information sharing will be central to connecting agents and facilitating knowledge distribution, though this future is not yet evenly realized.
The document provides 10 tips for program directors, including having a vision for the program that is shared with others, involving people early in the process, building trust through honest communication, establishing clear values, and promoting connections between participants. It emphasizes working with others towards common goals and continuous self-improvement.
8 Surprising Reasons To Meditate 40 Minutes A Day That Can Change Your Life.pptxHolistified Wellness
We’re talking about Vedic Meditation, a form of meditation that has been around for at least 5,000 years. Back then, the people who lived in the Indus Valley, now known as India and Pakistan, practised meditation as a fundamental part of daily life. This knowledge that has given us yoga and Ayurveda, was known as Veda, hence the name Vedic. And though there are some written records, the practice has been passed down verbally from generation to generation.
TEST BANK For Community Health Nursing A Canadian Perspective, 5th Edition by...Donc Test
TEST BANK For Community Health Nursing A Canadian Perspective, 5th Edition by Stamler, Verified Chapters 1 - 33, Complete Newest Version Community Health Nursing A Canadian Perspective, 5th Edition by Stamler, Verified Chapters 1 - 33, Complete Newest Version Community Health Nursing A Canadian Perspective, 5th Edition by Stamler Community Health Nursing A Canadian Perspective, 5th Edition TEST BANK by Stamler Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Pdf Chapters Download Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Pdf Download Stuvia Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Study Guide Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Ebook Download Stuvia Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Questions and Answers Quizlet Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Studocu Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Quizlet Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Stuvia Community Health Nursing A Canadian Perspective, 5th Edition Pdf Chapters Download Community Health Nursing A Canadian Perspective, 5th Edition Pdf Download Course Hero Community Health Nursing A Canadian Perspective, 5th Edition Answers Quizlet Community Health Nursing A Canadian Perspective, 5th Edition Ebook Download Course hero Community Health Nursing A Canadian Perspective, 5th Edition Questions and Answers Community Health Nursing A Canadian Perspective, 5th Edition Studocu Community Health Nursing A Canadian Perspective, 5th Edition Quizlet Community Health Nursing A Canadian Perspective, 5th Edition Stuvia Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Pdf Chapters Download Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Pdf Download Stuvia Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Study Guide Questions and Answers Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Ebook Download Stuvia Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Questions Quizlet Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Studocu Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Quizlet Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Stuvia
Local Advanced Lung Cancer: Artificial Intelligence, Synergetics, Complex Sys...Oleg Kshivets
Overall life span (LS) was 1671.7±1721.6 days and cumulative 5YS reached 62.4%, 10 years – 50.4%, 20 years – 44.6%. 94 LCP lived more than 5 years without cancer (LS=2958.6±1723.6 days), 22 – more than 10 years (LS=5571±1841.8 days). 67 LCP died because of LC (LS=471.9±344 days). AT significantly improved 5YS (68% vs. 53.7%) (P=0.028 by log-rank test). Cox modeling displayed that 5YS of LCP significantly depended on: N0-N12, T3-4, blood cell circuit, cell ratio factors (ratio between cancer cells-CC and blood cells subpopulations), LC cell dynamics, recalcification time, heparin tolerance, prothrombin index, protein, AT, procedure type (P=0.000-0.031). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and N0-12 (rank=1), thrombocytes/CC (rank=2), segmented neutrophils/CC (3), eosinophils/CC (4), erythrocytes/CC (5), healthy cells/CC (6), lymphocytes/CC (7), stick neutrophils/CC (8), leucocytes/CC (9), monocytes/CC (10). Correct prediction of 5YS was 100% by neural networks computing (error=0.000; area under ROC curve=1.0).
Histololgy of Female Reproductive System.pptxAyeshaZaid1
Dive into an in-depth exploration of the histological structure of female reproductive system with this comprehensive lecture. Presented by Dr. Ayesha Irfan, Assistant Professor of Anatomy, this presentation covers the Gross anatomy and functional histology of the female reproductive organs. Ideal for students, educators, and anyone interested in medical science, this lecture provides clear explanations, detailed diagrams, and valuable insights into female reproductive system. Enhance your knowledge and understanding of this essential aspect of human biology.
- Video recording of this lecture in English language: https://youtu.be/kqbnxVAZs-0
- Video recording of this lecture in Arabic language: https://youtu.be/SINlygW1Mpc
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
This document discusses the importance for psychiatrists to know themselves, their environment, and their craft. It emphasizes self-reflection to understand one's own biases and limitations. It also stresses understanding how transference and countertransference can impact patient interactions. Finally, it notes that the purpose of psychiatry is to stabilize crises, relieve suffering, and properly evaluate risk.
The document discusses the need for health care professionals to acquire "fusion skills" to adapt to rapid changes in the industry. It notes that industry 4.0 is replacing industrial health care with a knowledge economy. It argues professionals must develop skills that fuse conceptual understanding, technology adoption, critical judgement, collaboration and advocacy. Creating the future, rather than just predicting it, is key through permanent learning and creating new careers. Maintaining a balance between current needs and future skills will be difficult but acquiring fusion skills is imperative for health care professionals.
This document outlines a leadership curriculum that was developed between 2019 and 2021. It includes an overview from 2019 to 2021 where conversations were held with leaders, an updated framework in 2021, and a case review. The document also provides advice about finding work in different sites if being too particular in a particular year. It discusses the behaviors of successful teaming such as speaking up, experimenting, reflecting, listening intently, and integrating. Faculty are asked to rank their interest in various development topics with leadership being one of the options.
This document discusses the roles and responsibilities of a clinical leader, including being a diagnostic assessor, content curator, technology adopter, learner centered navigator, professional coach, clinical role model, and learning environment designer. It emphasizes the importance for clinical leaders to know themselves, know their environment, and know their craft. To know themselves, leaders should engage in reflection, gather information, draw conclusions, and conduct post-mortems. They should also understand their purpose and increase self-awareness. To know their environment, leaders must understand the context in which they are working. They must also master their clinical competencies and craft.
This document provides advice on leadership and contains sections on knowing thyself, thy environment, and thy craft. It emphasizes self-awareness and knowing one's purpose as well as competencies. Links are included for self-assessment tests and resources on leadership skills. The overall message is that effective leadership requires deep understanding of oneself, one's surroundings, and mastery of relevant skills.
The document discusses the core concepts of psychiatry which are to know thyself, know thy environment, and know thy craft. It emphasizes the importance of self-reflection, understanding one's surroundings, and mastering psychiatric skills to provide effective crisis stabilization, relieve suffering, and properly assess risk. Videos are also provided as resources to help practitioners improve in these core areas.
The document discusses the roles of an educator including being a provider of knowledge, shaping their own identity, making diagnostic assessments, curating content, adopting new technologies, navigating learning in a student-centered way, coaching students professionally, serving as a role model clinically, and designing learning environments. It also lists the names of over a dozen people who have contributed to the development of these educator roles.
This document outlines an agenda for a core values workshop for leadership. The workshop will help participants determine their top 5 personal values through exercises. Participants will practice listening for values in others and reflecting on how their personal values align with their team and institutional values. The goal is for participants to enhance well-being, belonging and joy at work by communicating values. Exercises include a values sort, listening for values in others, and creating a "picture store" to represent values. The workshop also explores balancing personal values with team needs and diversity.
This document discusses fair process and its three key principles: explanation, expectation clarity, and engagement. It describes fair process as focusing on the process used to make decisions, rather than just the decisions themselves. People care more about how a decision was made than the actual outcome. The document outlines an activity where participants take on roles in a scenario and discuss a proposed change from the perspective of their roles to examine how well the principles of fair process were followed. It aims to analyze an implementation of fair process and examine everyday experiences for successes and opportunities regarding fair process.
2018.04.21 v3.sustainability in social media cord 2018 (2)Felix Ankel, MD
We are moving from behaviorist to cognitivist to constuctionist to connectivist learning theories. Knowledge will reside in networks as much as in individuals and institutions. Social media is one tool to help navigate a connectivist networked model of learning
The future of medical education and health careFelix Ankel, MD
The document discusses the future of healthcare in terms of knowledge, agents, and networks. It argues that knowledge in healthcare will be a collective process involving humans and AI working together. Agents will consist of both humans and AI collaborating to provide continuous care through new systems. Networks of data and information sharing will be central to connecting agents and facilitating knowledge distribution, though this future is not yet evenly realized.
The document provides 10 tips for program directors, including having a vision for the program that is shared with others, involving people early in the process, building trust through honest communication, establishing clear values, and promoting connections between participants. It emphasizes working with others towards common goals and continuous self-improvement.
8 Surprising Reasons To Meditate 40 Minutes A Day That Can Change Your Life.pptxHolistified Wellness
We’re talking about Vedic Meditation, a form of meditation that has been around for at least 5,000 years. Back then, the people who lived in the Indus Valley, now known as India and Pakistan, practised meditation as a fundamental part of daily life. This knowledge that has given us yoga and Ayurveda, was known as Veda, hence the name Vedic. And though there are some written records, the practice has been passed down verbally from generation to generation.
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Local Advanced Lung Cancer: Artificial Intelligence, Synergetics, Complex Sys...Oleg Kshivets
Overall life span (LS) was 1671.7±1721.6 days and cumulative 5YS reached 62.4%, 10 years – 50.4%, 20 years – 44.6%. 94 LCP lived more than 5 years without cancer (LS=2958.6±1723.6 days), 22 – more than 10 years (LS=5571±1841.8 days). 67 LCP died because of LC (LS=471.9±344 days). AT significantly improved 5YS (68% vs. 53.7%) (P=0.028 by log-rank test). Cox modeling displayed that 5YS of LCP significantly depended on: N0-N12, T3-4, blood cell circuit, cell ratio factors (ratio between cancer cells-CC and blood cells subpopulations), LC cell dynamics, recalcification time, heparin tolerance, prothrombin index, protein, AT, procedure type (P=0.000-0.031). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and N0-12 (rank=1), thrombocytes/CC (rank=2), segmented neutrophils/CC (3), eosinophils/CC (4), erythrocytes/CC (5), healthy cells/CC (6), lymphocytes/CC (7), stick neutrophils/CC (8), leucocytes/CC (9), monocytes/CC (10). Correct prediction of 5YS was 100% by neural networks computing (error=0.000; area under ROC curve=1.0).
Histololgy of Female Reproductive System.pptxAyeshaZaid1
Dive into an in-depth exploration of the histological structure of female reproductive system with this comprehensive lecture. Presented by Dr. Ayesha Irfan, Assistant Professor of Anatomy, this presentation covers the Gross anatomy and functional histology of the female reproductive organs. Ideal for students, educators, and anyone interested in medical science, this lecture provides clear explanations, detailed diagrams, and valuable insights into female reproductive system. Enhance your knowledge and understanding of this essential aspect of human biology.
- Video recording of this lecture in English language: https://youtu.be/kqbnxVAZs-0
- Video recording of this lecture in Arabic language: https://youtu.be/SINlygW1Mpc
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
Here is the updated list of Top Best Ayurvedic medicine for Gas and Indigestion and those are Gas-O-Go Syp for Dyspepsia | Lavizyme Syrup for Acidity | Yumzyme Hepatoprotective Capsules etc
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Does Over-Masturbation Contribute to Chronic Prostatitis.pptxwalterHu5
In some case, your chronic prostatitis may be related to over-masturbation. Generally, natural medicine Diuretic and Anti-inflammatory Pill can help mee get a cure.
Cell Therapy Expansion and Challenges in Autoimmune DiseaseHealth Advances
There is increasing confidence that cell therapies will soon play a role in the treatment of autoimmune disorders, but the extent of this impact remains to be seen. Early readouts on autologous CAR-Ts in lupus are encouraging, but manufacturing and cost limitations are likely to restrict access to highly refractory patients. Allogeneic CAR-Ts have the potential to broaden access to earlier lines of treatment due to their inherent cost benefits, however they will need to demonstrate comparable or improved efficacy to established modalities.
In addition to infrastructure and capacity constraints, CAR-Ts face a very different risk-benefit dynamic in autoimmune compared to oncology, highlighting the need for tolerable therapies with low adverse event risk. CAR-NK and Treg-based therapies are also being developed in certain autoimmune disorders and may demonstrate favorable safety profiles. Several novel non-cell therapies such as bispecific antibodies, nanobodies, and RNAi drugs, may also offer future alternative competitive solutions with variable value propositions.
Widespread adoption of cell therapies will not only require strong efficacy and safety data, but also adapted pricing and access strategies. At oncology-based price points, CAR-Ts are unlikely to achieve broad market access in autoimmune disorders, with eligible patient populations that are potentially orders of magnitude greater than the number of currently addressable cancer patients. Developers have made strides towards reducing cell therapy COGS while improving manufacturing efficiency, but payors will inevitably restrict access until more sustainable pricing is achieved.
Despite these headwinds, industry leaders and investors remain confident that cell therapies are poised to address significant unmet need in patients suffering from autoimmune disorders. However, the extent of this impact on the treatment landscape remains to be seen, as the industry rapidly approaches an inflection point.
Osteoporosis - Definition , Evaluation and Management .pdfJim Jacob Roy
Osteoporosis is an increasing cause of morbidity among the elderly.
In this document , a brief outline of osteoporosis is given , including the risk factors of osteoporosis fractures , the indications for testing bone mineral density and the management of osteoporosis
Basavarajeeyam is a Sreshta Sangraha grantha (Compiled book ), written by Neelkanta kotturu Basavaraja Virachita. It contains 25 Prakaranas, First 24 Chapters related to Rogas& 25th to Rasadravyas.
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5. 3. Involve others as early as
possible
If you want to go fast, go alone, if you want
to go far, go together”-African proverb
6. 4. Be trustworthy, not just factual
“Trust is like the air we breathe.
When it’s present, nobody
really notices. But when it’s
absent, everyone notices” –
Warren Buffet
I wanted to thank CORD for inviting me. What a conference!! We have been working together for the last couple of years to bring a systems approach to health professions education and it has been the most incredible ride. I wanted to share a few things I have learned along the way
So what is the goal of todays session. It is to have a conversation about personal learning networks and see how this may help you move your educational programs forward from a systems point a view
I want to start with a non-sequetor in a sense that gives a little overview of today. So I listen to MPR in the car and recently there has been a lot of discussion about an artificial intelligence spring. Which makes we think when was there an AI winter? The AI winter was in the 1980s when many AI companies when bankrupt. Two brothers, the Dreyfuss brothers, predicted this AI bubble, because there are certain human traits that computers could not perform Humans could manage complexity, manage context and be autonomous. The dreyfus brothers were also behind the competency based health professional education movement
Just like individuals can move from novice, to beginner, to competent, to proficient, to expert, I think educational programs can be novice or beginner, or competent, or proficient, or expert
The goal today is to have you reflect on your own personal learning network and use 10 disciplines in the domains of complexity, context, and autonomy to help create expert educational programs
Lets start with complexity. This is my first tip. You have a responsibility to the program, not for the program. When I first started, I would take every challenge personally, a resident not showing up on time, faculty not filling out their evaluations, budget cuts. I lost sleep, had difficulty with boundaries, and became angry. I finally realized that I had a responsibility to the program: E.g. be honest, kind, hard working, do what’s best for patients, be resident centered, align authority with accountability and responsibilities with resources.
I also recognized the importance of a shared vision. A vision not shared is a hallucination and spent a lot of my energy building a shared vision, with the rest of the department, with the hospital, and with the medical school
If things are not going well, ask yourself
Did I spend enough time envisioning bold and creative possibilities
Did I spend enough time enlisting others in a vision that is shared
My second lesson was to let go. I wanted to be the hardest working person and not impose on people. I was so excited about where we were headed that that I offered advice and comments on every part of the residency program. It was only after a few years that I realized that people did not want unsolicited advice, they wanted encouragement
Are you trying to add value to every conversation or do you let others maximize their contribution?
Are you making a point or making a difference?
Are you maximizing a position or elevating a conversation?
Change is as much about letting go of assumptions as it is creating new alternatives
Must have an open mind, open heart, and open will to let go of assumptions as truths
#meded is a service rather than a product, services are best co-designed, if it is produced sometimes people feel like their only options are to agree or to be disagreeable
This is about moving from the transaction to the relationship, this is an example of our listening sessions
How many of you deliberately build a trust network. Factual is mentioning the facts, being trustworthy, is sharing the facts in the context that the receiver desires not a strategic context,.
The best way to get trust, be vulnerable
Focus on context before focusing on the facts, so much mistrust is based on facts in strategic context
Be courageous, Be trusting, Be trustworthy, Be deliberate, Be vulnerable
How many of you have a communication platform for your educational programs??
Michael Hyatt book is a great book to look at a communications platform. He talks about homebases, embassies, and outpost
How many of you spend a significant time in meetings and emails. This is bone conduction, slow and efficient. One thing to consider is to use nerve conduction. Nerve conduction is usually insulated and non-linear. Many groups now use Slack with their teams where communication is asyncrhonous and topic specific rather than linear and people specific. We have found that meetings sometimes focus on power and hierarchy. We have complemented meetings with other groups such as mastermind groups, incubators, and book clubs
Think about your communication platform and delivery system
Humans are hard-wired to learn and to network. (Geek warning, this is influenced by our mirror cells and eusocial traits). Many leaders network with people in their fields. The most successful leaders cultivate weak links at the periphery of their networks. Weak links (or weak ties) are individuals who span multiple networks or disciplines. Mark Granovetter first published “the strength of weak ties“ in 1973, long before Facebook, LinkedIn, and Researchgate existed. It is now one of the most often cited articles in the social sciences. Cultivating weak links outside of one’s traditional professional network allows for insight
Values of HealthPartners are excellence and integrity and excellence and partnership and compassion, finance and measurement are support functions, not core values, in the absence of core values, sometimes support functions become core values
I recommend you articulate three to four core values for your program, and incorporate those in your communication platform
How many of you have ever worked in a dyad model. I had the privilege to work in a dyad model with Jen Auguston. In this model we were able to increase the density of connections and ultimately able to make better decisions quicker. Particularly with Anchoring and confirmation bias
Also allowed me to move up the Move up the Senn Delaney ladder
Our programs are hard wired for perfection, We are often beholden to accreditations that focus on process and outcome measures. This leads us to this illusion of central position that our educational programs are central in our environment. Here is a typical example
Activating; pull IM resident off EM service
Belief: residency does not value EM
Consequence: hostility to IM PD
Dispute: challenge initial belief and come up with alternative belief e.g. resident pulled from EM for other reason
One example is ABCD of Robert Ellis (rational emotive behavioral therapy), my recommendation is to maximize your cognitive bending practice. The most successful educators are not the most knowledgeable ones, it is the most adaptable one.
Deep listening
If you do not have a position in a conversation, you have not been doing your homework, if you did not change your position, you were not listening
There are sun, moons, and black holes.
Suns radiate energy, moons reflect energy, and black holes suck the energy out of you. The best leaders of educational programs incorporate individual and systematic reflective practice. What king of relfective practice are you involved in, what kind of strategic and annual planning?
As an example, we did open source strategic planning for our residency every year, invited our competitors and put it on the web
I hope you were able to reflect on your pln and where able to add o few people to reach to. I would also urge you to think about how you can be part of other peoples PLN. Thank you
What will happen in the future, it is already happening
We are hard wired to hang in tribes, groups of around 30 people with a shared purpose. What is interesting in health care, is that there are formal and informal tribes. The formal tribe is often based on the org chart and is hierarchical, the informal tribe is often based on networks and is best on common interest.
Most real work is done in 3 networks. A trust network, a learning network, and a communication network.
How many of you have deliberately cultivated a trust network?? Trust is the lubricant of networks. If you have trust, anything is possible, if you don’t have trust, nothing is possible. Warren Buffet once said. Trust is like the air we breathe, when it is present, nobody notices it, when it is absent, that is all one notices. There is a difference between being factual and trustworthy. Factual is the facts. Trustworthy is the facts presented in the context that the receiver would like to receive them rather than the facts sent from a strategic manner from the sender. A few tips in being trustworthy. Be trusting, be vulnerable. How many of you have a personal learning network and a personal development plan. My recommendation is to write down who you learn most from, identify where you want to go, and identify people you can learn from. Look for week links these are people at the periphery of networks that span multiple networks. The third network is the communication platform. How many of you have a communications platform?? Michael Hyatt wrote a great book about communications platforms and described thee parts. A home base where your information is eg a CV, a blog, a portfolio….the second is embassies on how people can access your home page many use twitter, email links etc…. The third are outposts or analytics to help you learn who is interacting with your communication platform and what you can learn. That is the skin of learning
What will happen in the future? I think learning will happen more systematically. Organizations are going to look beyond the head and the heart and look at the skeleton and the skin to create learning organizations 2.0.
This is an article in Jama about children’s hospital in Cincinnati and how they are incorporating feedback loops in everything they do. I don’t know if you know Raina Merchant, and ED doc in Philly on looking at the volume of data on Yelp. To the left is what our Health plan is doing to get feedback in the pursuit of the triple aim.
I would challenge you to look at your own learning system 2.0. I would tell you that most of my learning is from curating, communities of practice, and creation of value. I learn most through mastermind group and incubators. They are both essentially peer mentoring and differ in size. To the right are all the incubators I am part of, most of my learning is on my Iphone. My communication platform is Linked in and twitter. Linkednin is my homebase where I have my bio, my blogposts, links to my publications (and analytics on who is looking at my profile and what feedback they have). My embassy is twitter where I follow curators, archive links to great articles and conversations. I also get analytics on my posts and get a sense on what is hot in medical education by the number of impressions I get.
My hope is that we have provoked a conversation about systems thinking in edcuation, Thank you