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EASeL Faculty Development Collabs

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A Destination for Aspiring Practice-Faculty or Innovation-Faculty

Faculty-Scholar Pathway (FSP) Tracks | Practice of Applied Epidemiology or Innovation of Health Analytics
IEPH FACULTY DEVELOPMENT INSTITUTE (FDI) | EASeL PROJECT-COLLABS

Faculty Scholar Pathways (FSPs) | Applied Epidemiology Track FSP or Health Analytics Track FSP

FDI Collaboratories (Project-Collabs) facilitate advancement of EASeL faculty development projects that leverage service-/project-based (e)learning designs & platforms to develop & deploy research & training in the Applied Epidemiology Track FSP (through the IEPH College of Applied Epidemiology/CAE) &/or Health Analytics Track FSP (through the IEPH College of Health Analytics/CHA). If applicable, IEPH/FDI & FSP activities may be undertaken in collaboration with the FSP participant’s home institution.

OVERVIEW

Faculty Development Project-Collabs at the Intersection of Epidemiology, Analytics & Service-/project-based (e)Learning (EASeL).

Overall Goals & Focus: The EASeL Faculty Development Collabs host interinstitutional interdisciplinary online Faculty-Scholar Pathway programs which leverage EASeL designs/methods towards not only increasing the quantity but quality of epidemiology or analytics outputs of faculty-scholars [i.e. aspiring and early career academic-/practice-faculty; faculty career enhancement incl. virtual/online sabbaticals; adjunct and visiting (online) faculty; and faculty internationalization collaboration]. The use of more broadly accessible service-/project-based (e)learning modalities in developing and augmenting capacity (of low- to middle-income communities/LMICs) to contribute more faculty-scholars to the research faculty development pipeline is expected to increase accessibility for those with limitations to attend far away campus programs and/or an interest in cultivating real world academic-practice partnerships towards advancing health improvement in LMICs. Additional examples of eligible potential participants and the benefits are featured in the carousel below.

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Beyond Academic Faculty Collaboration!
Real World Project-Based (e)Learning Leveraging EASeL Designs in Research & Training
Our online interinstitutional interdisciplinary Faculty Development Collab offers a global co-working space for bridging the academic-practice divide and leveraging Epidemiology, Analytics & Service-/Project-Based (e)Learning (EASeL) in research & training to advance health improvement in low- to middle-income communities.
Faculty Career Jump-Start or Enhancement!
Inviting Aspiring Faculty-Scholars
A destination for faculty career jump-start or enhancement (Applied Epidemiology & Health Analytics Tracks) at all levels of faculty careers incl. pre-/post-docs, early career or enhancement stages. Specialization in service-/project-based (e)learning modalities (incl. online preceptorship of theses/dissertation aspects of master’s and doctoral degrees).
Internationally-Benchmarked Augmentation of Faculty Career Development | Overcome Institutional, Disciplinary & Geographic Constraints
Augmenting/supplementing institutional Faculty Development initiatives (in independent or dual-enrollment formats) stimulates thinking outside the box towards an online global faculty career development paradigm which transcends ‘traditional’ institutional, disciplinary and geographic constraints.
Faculty Career Development as Early Career Value-Add for Medical Internship, Community Service & Specialty Training
Enhancing medical internship, community service & specialty/subspecialty training with faculty career development (in medical education & research) through independent, supplemental or dual-enrollment.
—-
THE IEPH PROJECTS-COLLAB ADVANTAGE

Research & Training Projects-Collab Model | 3-Stage Project-Based Framework

At each milestone of the 3-stage continuum of project-based research & training (shown below), the Collab offers opportunities for trainees and scholars to collaborate with peers and faculty/preceptors and present project milestone outputs at research seminars for quality assurance through nurturing peer-review and feedback. However, IEPH is innovating and rolling out unique approaches for project-based research & training, the IEPH Project Collabs Advantage, whereby peer-review of milestone outputs is not only undertaken through research webinars but also through in-house research conferences and e-journals that are benchmarked by including external peer-reviews by international peers and faculty, thus enabling more rigorous advancement and refinement of trainee/scholar research projects. Through this rigorous in-house peer-review process, IEPH trainees and scholars are expected to be better-prepared to submit their outputs for further quality assurance through external peer-reviewed research conferences and journals culminating in publications and contribution of generated research findings to the global scientific knowledgebase, and ultimately advancement of health improvement.

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1

ST1 | Problem Statement,
Design Thinking
& Conceptualization:
Conceptual Abstract
>Protocol

2

ST2 | Project Implementation:
Innovation, Research
& Development
(IR&D)
—

3

ST3 | Results Report Publication,
Solution Launch,
M&E*, CQI^,
& Scale-up
—

*M&E: Monitoring & Evaluation; ^CQI: Continuous Quality Improvement

Following the above 3-Stage project-based framework (ST1 – ST3), the Collab aims to provide trainees and early career scholars from low- and middle-income communities across the world with service-/project-based online preceptor support through the 3-stage research project framework of progression as outlined below:

  • ST1 – Stage 1: Project conceptualization, study design, ethics approval;
  • ST2 – Stage 2: Project implementation incl. data collection, data analyses, summarizing results; &
  • ST3 – Stage 3: Scientific report-writing culminating in:
    • i. Quality assurance through peer-review,
    • ii. Publication and dissemination of findings through scientific conferences, journals & continuing education fora (in ST3, translational and implementation science projects may include project stages/phases which entail use of research findings in interventions, policy development &/or scale-up of program implementation).
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FSPs | FACULTY-SCHOLAR PATHWAYS
Separate Yourself!
From the Pack!
Train with Us | Program Tracks & Levels, Objectives, and Research & Training Modalities

Participants can join in dual-enrollment format (to supplement an independent university program), or join through an independent initiative format (for enrichment of an early career phase or other career advancement objective).

Faculty-Scholar Pathway (FSP) Tracks, Objectives, & Domains/Outputs
Applied Epidemiology Track | FSP ~ Faculty-Scholar Pathway
Program Progressive Levels
Health Analytics Track | FSP ~ Faculty-Scholar Pathway
Program Progressive Levels

Overall Objectives: FSP participants in FDI Project-Collabs undertake projects towards fulfillment of various objectives outlined below under the auspices of the IEPH-affiliated FDI, if applicable, jointly with their home institution. Successful completion of FSP participants’ choice of projects includes collaboration (with IEPH trainees and faculty, and external partners) through FDI Project-Collabs culminating in conceptualization, design, development, and deployment of service-/project-based online faculty activities along the following focus areas & specific objectives:

Specific Objectives:

1. Research:
~Conducting research projects leveraging Epidemiology, Analytics & Service-/project-based (e)Learning (EASeL) designs/methods &/or digital health innovations (incl. evidence-based policy development; and translational &/or implementation science projects);

2. Training: (mediated through Service-/Project-Based (e)Learning):
~Developing, deploying & evaluating training projects mediated through service-/project-based (e)learning focused on epidemiology or analytics, &/or digital health innovations;
~Preceptoring trainees in research and training projects leveraging EASeL designs/methods;

3. Peer Review & Scientific Communications Activities (across the above focus areas):
~Peer Reviews: Developing/improving reports on service-/project-based (e)learning and research program outputs culminating in: i. quality assurance through peer-review (to develop/improve manuscripts &/or Grant/IRB applications), ii. report publication, iii. dissemination of reports through scientific conferences, journals and continuing education fora, and iv. contribute to development of service-/project-based (e)learning programs [e-courses; e-programs(practicums, internships & fellowships); and e-colloquia(e-tutorials, webinars, journal e-club)] & research output generation to address grand challenges in local and global human health;
~e-Journals: Collaborating with trainees & faculty-scholars on launch of an ecourse-linked peer reviewed online journal or journal section using IEPH-provisioned journal platform;

4. Academic-Practice Collaboration (across the above focus areas):
~Utilizing an IEPH-provisioned online Collaboratory/Collab (web-based platform) to initiate, incorporate and continue academic-practice collaboration across the above focus areas (i.e. envisaged collaboration entities initiated corresponding with each program level may be formatted as a Group = 1 project; a Unit = 2 projects; or a Center >2 multiple projects);
~Internationalization across the above focus areas (online modalities &/or on-site abroad): South-south/north-north & south-north collaboration;

Faculty Development Training Modalities, Research Approach, Colloquium & Program At-A-Glance Features

Faculty Development Training Modalities Across Project Stages

The Collab’s service-/project-based (e)learning modalities employed in each of the stages of the 3-stage continuum are outlined below:

ST1 | Stage 1

ST1 | Problem Statement, Design Thinking & Conceptualization: Conceptual Abstract >Protocol
ST1 | Problem Statement,
Design Thinking
& Conceptualization:
Conceptual Abstract
Protocol

ST1 (e)Learning Modalities

~Study design methods webinars*
~Analytics tutorials
~Project-Courses
~eConferences*
~eJournals*

*peer-reviewed

ST2 | Stage 2

ST2 | Project Implementation: Innovation, Research & Development (IR&D)
ST2 | Project Implementation:
Innovation, Research
& Development
(IR&D)

ST2 (e)Learning Modalities

~Service-/project-based (experiential/learning-by-doing)
~Study implementation methods webinars*
~Analytics tutorials
~Project-Courses
~eConferences*
~eJournals*

*peer-reviewed

ST3 | Stage 3

ST3 | Results Report Publication, Solution Launch, M&E*, CQI^, & Scale-up
ST3 | Results Report Publication,
Solution Launch,
M&E*, CQI^,
& Scale-up

ST3 (e)Learning Modalities

~Service-/project-based (experiential/learning-by-doing)
~Analytics tutorials
~Research results webinars*
~Translational/Implementation science methods webinars*
~ Project-Courses
~eConferences*
~eJournals*

*peer-reviewed

Research Approach | Leveraging EASeL Designs

In this Collab, trainees and early career scholars leverage EASeL design approaches described (and showcased in the videos) below to undertake research projects togwards solving grand health challenges of relevance to their communities.

Epidemiology Design

Development & deployment of Epidemiology Designs in public health/healthcare investigations, implementation science, continuous quality improvement, & translation of evidence-based findings into real world solutions for health improvement.

EPIDEMIOLOGY WEBINAR
Analytics Design

Analytics Design innovations development & deployment incl. AI-driven Predictive Analytics and associated Analytics Webapp Innovations across a wide range of uses in data-driven public health, healthcare, and related disciplines.

ANALYTICS WEBINAR
e-Learning Design

Development and deployment of e-Learning Designs which support experiential service-/project-based (e)learning programs integrating training on epidemiology & analytics design in course-based research/practice projects.

(e)LEARNING webinar

The IEPH/HIIT-CIISLEARNetwork hosts a number of R-FIGs that primarily undertake ongoing online asynchronous discussions and peer-reviews on topical journal articles, preliminary research ideas, discussion of new grant ideas or opportunities, research project presentations with preliminary or final analyses, and guest speaker presentations. Focus areas include:
~Communicable Diseases
~Non-Communicable Diseases
~Primary Prevention (through Vaccinations)
~Secondary Prevention (through Screenings)
~Digital Health Innovations
~Epidemiology Study Designs
~Analytics Designs
~Service-/Project-Based (e)Learning Design

The schedule and seminar series is only accessible to registered participants &/or enrolled Collab participants and event notifications will be sent to the above-referenced expected participants.

Events | Grand Colloquium

The Grand Colloquium consists of recurring research dialogue seminar series through which faculty, trainees and scholars conduct learning sessions, discussions and peer-reviews on prospective and ongoing research. Visit the tabs below to learn more.

The goal of these seminars is to provide a forum for Collab participants to present their planned or ongoing research and obtain feedback from faculty/preceptors and peers. The focus of the trainee & scholar seminars will be on issues related to the design of epidemiologic studies, data collection, statistical analysis, and drawing causal inferences from epidemiologic studies. Trainees receive early faculty/preceptor feedback on research projects and gain skills and confidence in delivering research presentations.

Master’s and doctoral candidates, post-docs and other scholars enrolled in the Collab (or participating institutional programs) are required to attend.

PhD candidates enrolled in the Collab (or participating institutional programs) are required to present their dissertation proposals at this seminar.

The seminar also occasionally hosts presentations or panel discussion by faculty on topics related to career and professional development and research skills.

The schedule and seminar series is only accessible to registered participants &/or enrolled Collab participants and event notifications will be sent to the above-referenced expected participants.

This bi-weekly meeting is open to any interested Collab enrollees. Each week, articles with a clinical epidemiology and/or public health focus are selected by different presenters. Both trainees & faculty/preceptors participate in leading discussions of the papers. Often, the Research Seminar (Journal Club) becomes a forum for the discussion of the appropriate use of statistical analytic methods for various study designs.

The schedule and seminar series is only accessible to registered participants &/or enrolled Collab participants and event notifications will be sent to the above-referenced expected participants.

These seminar sessions are expected to be offered biweekly on alternate Fridays. In any given month, the 1st of the biweekly sessions is dedicated to the presentation of Research Frideas (Friday Idea Exchange Seminar Series) as outlined below (1 per month), followed 2 weeks later by the 2nd of the biweekly sessions dedicated to Research Grand Rounds (Seminar Series) as also outlined below (1 per month).

–Research Frideas Seminar sessions provide enhancement of participants’ knowledge of how to leverage epidemiology, analytics and service-/project-based (e)learning (EASeL) designs in patient-oriented research and public health, and provide an intellectual platform for review/discussions of innovative ideas and application of methods in different disciplines, specialties, and subspecialties represented in the participating Schools of Medicine, Public Health, and Nursing.

–Research Grand Rounds Seminar sessions provide an opportunity for IEPH faculty and guest scientists to present and review the results of ongoing, planned, and completed epidemiology and translational research. This weekly conference is open to anyone in the IEPH HIIT-CIISLEARNetwork (& participating institution communities) and is often attended by faculty, trainees, scholars and students from participating Schools of Medicine, Public Health, and Nursing. IEPH hosts several guest speakers from outside the organization each year. Master’s and doctoral candidates enrolled in any IEPH Collab are required to attend.

–Research Nuggets Seminars are brief 5-minute lightning presentations at the beginning of each of the above sessions for the purpose of introducing various innovative EASeL tools and resources typically covering data services, library and information services, informatics, research cores, centers, etc., that others have used and have found helpful in their research. The presentations seek to introduce practical solutions and innovative methods to increase efficiency in research. Expanded Research Nuggets may be offered from time-to-time in lieu of the above biweekly sessions.

Research Frideas/Grand Rounds Seminars sessions follow a hybrid format, Webinar and in-person sessions at participating institutions.

The schedule and seminar series is only accessible to registered participants &/or enrolled Collab participants and event notifications will be sent to the above-referenced expected participants.

The goal of these peer-reviewed eConferences and eJournals is to ensure that peer-reviews of trainee and scholar milestone outputs are not only undertaken through research webinars but also through in-house research conferences and e-journals that are benchmarked by including external peer-reviews by international peers and faculty, thus enabling more rigorous advancement and refinement of trainee/scholar research projects. Through this rigorous in-house peer-review process, IEPH trainees and scholars are expected to be better-prepared to submit their outputs for further quality assurance through external peer-reviewed research conferences and journals culminating in publications and contribution of generated research findings to the global scientific knowledgebase, and ultimately advancement of health improvement.

More specifically, online peer-reviews of project milestones & outputs are conducted through:
~Regular presentations through webinars & group discussion series;
~Trainee/preceptor-led peer-reviewed eConferences & eJournals;
~External peer-reviewed online research conferences & journals

The schedule and seminar series is only accessible to registered participants &/or enrolled Collab participants and event notifications will be sent to the above-referenced expected participants.

Featured EASeL Designs | Curated Preview Carousels

The tabs below present previews of curated featured introductory content on topics pertaining to Epidemiology, Analytics & Service-/Project-Based (e)Learning (EASeL) designs. Check back often to see a carousel of upcoming updates of curated previews of featured content on EASeL.

Epidemiology Study Designs | An Introduction

Even YOU Can Do Analytics, Statistics, Data Science &/or Mathematics!

An Introduction on Why YOU Can | Listen and Start Today to Do Analytics, Statistics, Data Science Following Examples in Videos Below
Analytics Design | An Introduction
Analyses Results Visualization | Forest plot in R programming
(e)Learning Design | An Introduction to Learning Theories of Constructivism (learning from each other) vs. Constructionism (learning-by-doing) to Building of Knowledge in Service-/Project-Based Research
(e)Learning Design | An Introduction | Use of Constructivist Learning (learning from each other) & Building of Knowledge in Service-/Project-Based Research
(e)Learning Design | An Introduction | Use of Constructionist Learning (learning-by-doing) & Building of Knowledge in Service-/Project-Based Research
(e)Learning Design | Learning-by-Doing & Service-/Project-Based (e)Learning
Program-At-A-Glance
Who Should Enroll?
Intermediate Level Track

Offers supplemental preceptor support across a wide range of intermediate faculty career development levels & objectives:
~Academic-Practitioner partnership/exchange development
~Faculty career enhancement
~Active/retiree practitioner-to-academic career transition
~Faculty sabbatical (virtual, on-site or hybrid format)
~Practice-faculty/Innovation- faculty
~Info for others: join the HIIT-CIISLEARNetwork

Entry-Level Track

Offers supplemental preceptor support for various entry-level/aspiring faculty:
~Jnr Academic-Practitioner partnership/exchange development
~Faculty career jump-start
~Early-career/junior faculty development
~Jnr Practitioner-to-academic career transition
~Jnr Practice-faculty/Innovation- Faculty
~Post-docs across a wide range of public health & clinical disciplines incl. medical specialist and sub-specialist trainees
~Graduate students aspiring to enter academia across a wide range of disciplines: Medicine; public health, epidemiology, health statistics & data sciences, digital health, dentistry, pharmacy, optometry, nursing, nutrition/ dietetics, physical therapy, & other allied health sciences
~Info for others: join the HIIT-CIISLEARNetwork

Participation, Preceptorship, Collaborative, & Project-Based Modalities
Participation format

~100% online focused on development of Project-/Service-Based (e)learning programs | Stage 1 (Project conceptualization), Stage 2.2. (Outcome data analyses) & Stage 3 (Report-writing & publication), and
~Hybrid (Online & project-site) for Stage 2.1 (Project/program implementation)

100% Online Preceptorship

~Interactive online affordances through webinars & tutorials (incorporating AVs), & sml grp discussions
~Online preceptor support for research implementation stage, incl. research field work

International Preceptor Faculty & Peer Reviewers

~Internationally benchmarked training
~International faculty/preceptors & peer-reviewers

Project-Based, Experiential & Mentored Learning-by-Doing

Enrollees in mentored learning-by-doing undertake:
~Trainee-led primary project, dovetailing
~Preceptor-guided demo project

Peer-Interactive & Collaborative Learning Modalities

Online peer-reviews of project milestones & outputs through:
~Regular presentations through webinars & group discussion series;
~Trainee/preceptor-led peer-reviewed eJournals;
~External peer-reviewed online research conferences & journals

Enrolment Format, Duration & Intake Cycles
Enrollment format

~Dual-enrollment (supplement to university program), or
~Independent project

Duration/Length

~Dual enrolment participants’ projects depend on home institution timeline
~Independent project stages 1 – 3 vary from 6-24 months depending trainee/scholar project type & timeline

Self- vs. Preceptor-Pacing & Intake Cycles

~Self-paced projects start anytime, or
~Preceptor-paced projects start semi-annually

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