Leveraging the Tracking Operations and Outcomes for Plastic Surgeons Database for Plastic Surgery Research: A "How-To" Guide.

SUMMARY: The Plastic Surgeries Registry Network supported by the American Society of Plastic Surgeons (ASPS) and the Plastic Surgery Foundation offers a variety of options for procedural data and outcomes assessment and research. The Tracking Operations and Outcomes for Plastic Surgeons (TOPS) database is a registry created for and used by active members of ASPS to monitor all types of procedural outcomes. It functions as a way for individual or group practices to follow surgical outcomes and constitutes a huge research registry available to ASPS members to access for registry-based projects. The TOPS registry was launched in 2002 and has undergone several iterations and improvements over the years and now includes more than 1 million procedure records. Although ASPS member surgeons have proven valuable assets in contributing their data to the TOPS registry, fewer have leveraged the database for registry-based research. This article overviews the authors' experience using the TOPS registry for a database research project to demonstrate the process, usefulness, and accessibility of TOPS data for ASPS member surgeons to conduct registry-based research. This article pairs with the report of the authors' TOPS registry investigation related to 30-day adverse events associated with incision location for augmentation mammaplasty.

Good practices for dialysis education, treatment, and eHealth: A scoping review.

BACKGROUND: Recommendations regarding dialysis education and treatment are provided in various (inter)national guidelines, which should ensure that these are applied uniformly in nephrology and dialysis centers. However, there is much practice variation which could be explained by good practices: practices developed by local health care professionals, which are not evidence-based. Because an overview of good practices is lacking, we performed a scoping review to identify and summarize the available good practices for dialysis education, treatment, and eHealth. METHODS: Embase, Pubmed, the Cochrane Library, CINAHL databases and Web of Science were searched for relevant articles using all synonyms for the words 'kidney failure', 'dialysis', and 'good practice'. Relevant articles were structured according to the categories dialysis education, dialysis treatment or eHealth, and assessed for content and results. RESULTS: Nineteen articles (12 for dialysis education, 3 for dialysis treatment, 4 for eHealth) are identified. The good practices for education endorse the importance of providing complete and objective predialysis education, assisting peritoneal dialysis (PD) patients in adequately performing PD, educating hemodialysis (HD) patients on self-management, and talking with dialysis patients about their prognosis. The good practices for dialysis treatment focus mainly on dialysis access devices and general quality improvement of dialysis care. Finally, eHealth is useful for HD and PD and affects both quality of care and health-related quality of life. CONCLUSION: Our scoping review identifies 19 articles describing good practices and their results for dialysis education, dialysis treatment, and eHealth. These good practices could be valuable in addition to guidelines for increasing shared-decision making in predialysis education, using patients' contribution in the implementation of their dialysis treatment, and advanced care planning.

A Protocol for Teaching Basic Next Generation Sequencing (NGS) Analysis Skills to Undergraduate Students Using Bash and R.

Next generation sequencing (NGS) is routinely used to study crucial aspects of biological systems, including differentially expressed genes identification, microbiome taxonomic composition and structure, enrichment of specific cellular functions in a given environment, and so on. Current research laboratories are facing a serious lack in the availability of properly trained researchers capable of carrying out basic NGS analysis computational pipelines. This reflects a gap in most academic curricula concerning the basics of NGS data management, analysis, and interpretation. Indeed, most of the times, the knowledge necessary to undertake these tasks is acquired through the use of one-shot tutorial, without a thorough explanation of the concepts behind the practical steps. With this protocol we aim to fill this gap by providing teachers with a hands-on protocol to guide bachelor and master students in a more focused analysis of NGS data, from basic and standard operations on sequencing reads (e.g., quality check and trimming) to more advanced analysis techniques (e.g., data normalization).

Ao vivo: assista ao lançamento do sistema para mapeamento da educação em Saúde

O Ministério da Saúde lança, nesta quinta-feira (06/08), às 11h, sistema inédito de mapeamento em educação na Saúde. A ferramenta, que vai estar interligada a vários bancos de dados, permitirá gerar excelência na qualidade da formação de profissionais da área, além de identificar demandas para cursos da área.

Pre- and in-service training of health care workers on immunization data management in LMICs: a scoping review.

BACKGROUND: Healthcare providers (HCPs) are recognized as one of the cornerstones and drivers of health interventions. Roles such as documentation of patient care, data management, analysing, interpreting and appropriate use of data are key to ending vaccine-preventable diseases (VPDs). However, there is a great deal of uncertainty and concerns about HCPs' skills and competencies regarding immunization data handling and the importance of data use for improving service delivery in low- and middle-income countries (LMICs). Questions about the suitability and relevance of the contents of training curriculum, appropriateness of platforms through which training is delivered and the impact of such training on immunization data handling competencies and service delivery remain a source of concern. This review identified and assessed published studies that report on pre- and in-service training with a focus on HCPs' competencies and skills to manage immunization data in LMICs. METHODS: An electronic search of six online databases was performed, in addition to websites of the WHO, Global Alliance for Vaccines and Immunization (GAVI), Oxfam International, Save the Children, Community Health Workers Central (CHW Central), UNAIDS and UNICEF. Using appropriate keywords, MeSH terms and selection procedure, 12 articles published between January 1980 and May 2019 on pre- and in-service training of HCPs, interventions geared towards standardized data collection procedures, data documentation and management of immunization data in LMICs, including curriculum reviews, were considered for analysis. RESULTS: Of the 2705 identified references, only 12 studies met the inclusion criteria. The review provides evidence that shows that combined and multifaceted training interventions could help improve HCPs' knowledge, skills and competency on immunization data management. It further suggests that offering the right training to HCPs and sustaining standard immunization data management is hampered in LMICs by limited or/lack of training resources. CONCLUSION: Pre-service training is fundamental in the skills' acquisition of HCPs; however, they require additional in-service training and supportive supervision to function effectively in managing immunization data tasks. Continuous capacity development in immunization data-management competencies such as data collection, analysis, interpretation, synthesis and data use should be strengthened at all levels of the health system. Furthermore, there is a need for periodic review of the immunization-training curriculum in health training institutions, capacity development and retraining tutors on the current trends in immunization data management.

A model for initiating research data management services at academic libraries.

BACKGROUND: Librarians developed a pilot program to provide training, resources, strategies, and support for medical libraries seeking to establish research data management (RDM) services. Participants were required to complete eight educational modules to provide the necessary background in RDM. Each participating institution was then required to use two of the following three elements: (1) a template and strategies for data interviews, (2) the Teaching Toolkit to teach an introductory RDM class, or (3) strategies for hosting a data class series. CASE PRESENTATION: Six libraries participated in the pilot, with between two and eight librarians participating from each institution. Librarians from each institution completed the online training modules. Each institution conducted between six and fifteen data interviews, which helped build connections with researchers, and taught between one and five introductory RDM classes. All classes received very positive evaluations from attendees. Two libraries conducted a data series, with one bringing in instructors from outside the library. CONCLUSION: The pilot program proved successful in helping participating librarians learn about and engage with their research communities, jump-start their teaching of RDM, and develop institutional partnerships around RDM services. The practical, hands-on approach of this pilot proved to be successful in helping libraries with different environments establish RDM services. The success of this pilot provides a proven path forward for libraries that are developing data services at their own institutions.

A two-tiered curriculum to improve data management practices for researchers.

BACKGROUND: Better research data management (RDM) provides the means to analyze data in new ways, effectively build on another researcher's results, and reproduce the results of an experiment. Librarians are recognized by many as a potential resource for assisting researchers in this area, however this potential has not been fully realized in the biomedical research community. While librarians possess the broad skill set needed to support RDM, they often lack specific knowledge and time to develop an appropriate curriculum for their research community. The goal of this project was to develop and pilot educational modules for librarians to learn RDM and a curriculum for them to subsequently use to train their own research communities. MATERIALS AND METHODS: We created online modules for librarians that address RDM best practices, resources and regulations, as well as the culture and practice of biomedical research. Data was collected from librarians through questions embedded in the online modules on their self-reported changes in understanding of and comfort level with RDM using a retrospective pre-post design. We also developed a Teaching Toolkit which consists of slides, a script, and an evaluation form for librarians to use to teach an introductory RDM class to researchers at their own institutions. Researchers' satisfaction with the class and intent to use the material they had learned was collected. Actual changes in RDM practices by researchers who attended was assessed with a follow-up survey administered seven months after the class. RESULTS AND DISCUSSION: The online curriculum increased librarians' self-reported understanding of and comfort level with RDM. The Teaching Toolkit, when employed by librarians to teach researchers in person, resulted in improved RDM practices. This two-tiered curriculum provides concise training and a ready-made curriculum that allows working librarians to quickly gain an understanding of RDM, and translate this knowledge to researchers through training at their own institutions.