PMC:7273143 / 16648-19772 JSONTXT

{"project":"LitCovid-PubTator","denotations":[{"id":"145","span":{"begin":645,"end":648},"obj":"Gene"},{"id":"146","span":{"begin":2844,"end":2847},"obj":"Gene"},{"id":"147","span":{"begin":230,"end":237},"obj":"Species"},{"id":"148","span":{"begin":1023,"end":1030},"obj":"Species"},{"id":"149","span":{"begin":1153,"end":1160},"obj":"Species"},{"id":"150","span":{"begin":73,"end":81},"obj":"Disease"},{"id":"151","span":{"begin":186,"end":194},"obj":"Disease"},{"id":"152","span":{"begin":917,"end":931},"obj":"Disease"},{"id":"153","span":{"begin":1208,"end":1217},"obj":"Disease"}],"attributes":[{"id":"A145","pred":"tao:has_database_id","subj":"145","obj":"Gene:26"},{"id":"A146","pred":"tao:has_database_id","subj":"146","obj":"Gene:26"},{"id":"A147","pred":"tao:has_database_id","subj":"147","obj":"Tax:9606"},{"id":"A148","pred":"tao:has_database_id","subj":"148","obj":"Tax:9606"},{"id":"A149","pred":"tao:has_database_id","subj":"149","obj":"Tax:9606"},{"id":"A150","pred":"tao:has_database_id","subj":"150","obj":"MESH:C000657245"},{"id":"A151","pred":"tao:has_database_id","subj":"151","obj":"MESH:C000657245"},{"id":"A153","pred":"tao:has_database_id","subj":"153","obj":"MESH:D007239"}],"namespaces":[{"prefix":"Tax","uri":"https://www.ncbi.nlm.nih.gov/taxonomy/"},{"prefix":"MESH","uri":"https://id.nlm.nih.gov/mesh/"},{"prefix":"Gene","uri":"https://www.ncbi.nlm.nih.gov/gene/"},{"prefix":"CVCL","uri":"https://web.expasy.org/cellosaurus/CVCL_"}],"text":"Kotter's 8 Steps to Leading Change Examples of Leading Change During the COVID-19 Pandemic\n1. Establish a sense of urgency- SWOT analysis (strengths, weaknesses, opportunities, threats) COVID-19 pandemic disrupts in-person direct patient care and educationTrainee duration of training remains unchangedPublic continues to expect graduation of competent physiciansStrengths – Dedicated faculty interested in education, clinical care, and trainee wellnessWeaknesses – Lack of telemedicine and tele-educationOpportunities – Leverage telemedicine and tele-education to improve education for traineesThreats – Mandated physical distancing; ACGME and ABP requirements\n2. Form a powerful guiding coalition- Include pertinent stakeholders\n- Emphasize teamwork Program leadership (program director, associate program directors, coordinators, chief residents)Chair, Designated Institutional OfficialFacultyTrainees\n3. Create a vision- Vision to direct change effort\n- Strategies to achieve vision Keep trainees safeDeliver excellent patient careEducate our next generation of pediatriciansStrategies: Leverage telemedicine and tele-education to deliver excellent patient care and educate our trainees while minimizing infection risk\n4. Communicate the vision- How will you communicate vision and strategies? Communicate frequently and regularlyUse multiple communication modalities (email, teleconference, texts, postings, etc.)Create on-line repository of most up-to-date informationAcknowledge plans evolveBe transparent about reasons behind changes\n5. Empower others to act on the vision- Identify/get rid of obstacles to change\n- Change systems/structures that undermine vision\n- Encourage risk taking\n- Use guiding coalition as role models Empower faculty and trainees to engage in interactive distance learning modalities and telemedicineProvide faculty development in best practices for telemedicine and tele-educationInstall teleconferencing software, microphones and video cameras on existing computersEncourage members of guiding coalition to experiment with tele-education\n6. Plan for and create short-term wins- Plan for visible performance improvements\n- Create those improvements\n- Recognize/reward others involved in those improvements Front-load didactic schedule with faculty willing to experiment with novel tele-education modalitiesWork closely with faculty to implement interactive remote teachingRecognize faculty who effectively utilize novel ways to engage learners with tele-education\n7. Consolidate improvement and produce still more change- Build on momentum to change systems, structures, and policies that don't fit vision Share best practices of how faculty engage with learners remotelyAdvocate for changes in your local institutionAdvocate within APPD, COPS, and COMSEP for flexibility for programs/trainees to meet ACGME, ABP, LCME requirements\n8. Institutionalize new approaches- Make it a habit by articulating the relationship between the new behaviors and success\n- Plan for succession by developing new leaders Provide feedback to faculty about learner response to changesDevelop faculty champions"}

{"project":"LitCovid-PD-MONDO","denotations":[{"id":"T46","span":{"begin":73,"end":81},"obj":"Disease"},{"id":"T47","span":{"begin":186,"end":194},"obj":"Disease"},{"id":"T48","span":{"begin":1208,"end":1217},"obj":"Disease"}],"attributes":[{"id":"A46","pred":"mondo_id","subj":"T46","obj":"http://purl.obolibrary.org/obo/MONDO_0100096"},{"id":"A47","pred":"mondo_id","subj":"T47","obj":"http://purl.obolibrary.org/obo/MONDO_0100096"},{"id":"A48","pred":"mondo_id","subj":"T48","obj":"http://purl.obolibrary.org/obo/MONDO_0005550"}],"text":"Kotter's 8 Steps to Leading Change Examples of Leading Change During the COVID-19 Pandemic\n1. Establish a sense of urgency- SWOT analysis (strengths, weaknesses, opportunities, threats) COVID-19 pandemic disrupts in-person direct patient care and educationTrainee duration of training remains unchangedPublic continues to expect graduation of competent physiciansStrengths – Dedicated faculty interested in education, clinical care, and trainee wellnessWeaknesses – Lack of telemedicine and tele-educationOpportunities – Leverage telemedicine and tele-education to improve education for traineesThreats – Mandated physical distancing; ACGME and ABP requirements\n2. Form a powerful guiding coalition- Include pertinent stakeholders\n- Emphasize teamwork Program leadership (program director, associate program directors, coordinators, chief residents)Chair, Designated Institutional OfficialFacultyTrainees\n3. Create a vision- Vision to direct change effort\n- Strategies to achieve vision Keep trainees safeDeliver excellent patient careEducate our next generation of pediatriciansStrategies: Leverage telemedicine and tele-education to deliver excellent patient care and educate our trainees while minimizing infection risk\n4. Communicate the vision- How will you communicate vision and strategies? Communicate frequently and regularlyUse multiple communication modalities (email, teleconference, texts, postings, etc.)Create on-line repository of most up-to-date informationAcknowledge plans evolveBe transparent about reasons behind changes\n5. Empower others to act on the vision- Identify/get rid of obstacles to change\n- Change systems/structures that undermine vision\n- Encourage risk taking\n- Use guiding coalition as role models Empower faculty and trainees to engage in interactive distance learning modalities and telemedicineProvide faculty development in best practices for telemedicine and tele-educationInstall teleconferencing software, microphones and video cameras on existing computersEncourage members of guiding coalition to experiment with tele-education\n6. Plan for and create short-term wins- Plan for visible performance improvements\n- Create those improvements\n- Recognize/reward others involved in those improvements Front-load didactic schedule with faculty willing to experiment with novel tele-education modalitiesWork closely with faculty to implement interactive remote teachingRecognize faculty who effectively utilize novel ways to engage learners with tele-education\n7. Consolidate improvement and produce still more change- Build on momentum to change systems, structures, and policies that don't fit vision Share best practices of how faculty engage with learners remotelyAdvocate for changes in your local institutionAdvocate within APPD, COPS, and COMSEP for flexibility for programs/trainees to meet ACGME, ABP, LCME requirements\n8. Institutionalize new approaches- Make it a habit by articulating the relationship between the new behaviors and success\n- Plan for succession by developing new leaders Provide feedback to faculty about learner response to changesDevelop faculty champions"}

{"project":"LitCovid-PD-CLO","denotations":[{"id":"T41","span":{"begin":104,"end":105},"obj":"http://purl.obolibrary.org/obo/CLO_0001020"},{"id":"T42","span":{"begin":670,"end":671},"obj":"http://purl.obolibrary.org/obo/CLO_0001020"},{"id":"T43","span":{"begin":915,"end":916},"obj":"http://purl.obolibrary.org/obo/CLO_0001020"},{"id":"T44","span":{"begin":2911,"end":2912},"obj":"http://purl.obolibrary.org/obo/CLO_0001020"},{"id":"T45","span":{"begin":2922,"end":2934},"obj":"http://purl.obolibrary.org/obo/UBERON_0000982"},{"id":"T46","span":{"begin":2922,"end":2934},"obj":"http://purl.obolibrary.org/obo/UBERON_0004905"}],"text":"Kotter's 8 Steps to Leading Change Examples of Leading Change During the COVID-19 Pandemic\n1. Establish a sense of urgency- SWOT analysis (strengths, weaknesses, opportunities, threats) COVID-19 pandemic disrupts in-person direct patient care and educationTrainee duration of training remains unchangedPublic continues to expect graduation of competent physiciansStrengths – Dedicated faculty interested in education, clinical care, and trainee wellnessWeaknesses – Lack of telemedicine and tele-educationOpportunities – Leverage telemedicine and tele-education to improve education for traineesThreats – Mandated physical distancing; ACGME and ABP requirements\n2. Form a powerful guiding coalition- Include pertinent stakeholders\n- Emphasize teamwork Program leadership (program director, associate program directors, coordinators, chief residents)Chair, Designated Institutional OfficialFacultyTrainees\n3. Create a vision- Vision to direct change effort\n- Strategies to achieve vision Keep trainees safeDeliver excellent patient careEducate our next generation of pediatriciansStrategies: Leverage telemedicine and tele-education to deliver excellent patient care and educate our trainees while minimizing infection risk\n4. Communicate the vision- How will you communicate vision and strategies? Communicate frequently and regularlyUse multiple communication modalities (email, teleconference, texts, postings, etc.)Create on-line repository of most up-to-date informationAcknowledge plans evolveBe transparent about reasons behind changes\n5. Empower others to act on the vision- Identify/get rid of obstacles to change\n- Change systems/structures that undermine vision\n- Encourage risk taking\n- Use guiding coalition as role models Empower faculty and trainees to engage in interactive distance learning modalities and telemedicineProvide faculty development in best practices for telemedicine and tele-educationInstall teleconferencing software, microphones and video cameras on existing computersEncourage members of guiding coalition to experiment with tele-education\n6. Plan for and create short-term wins- Plan for visible performance improvements\n- Create those improvements\n- Recognize/reward others involved in those improvements Front-load didactic schedule with faculty willing to experiment with novel tele-education modalitiesWork closely with faculty to implement interactive remote teachingRecognize faculty who effectively utilize novel ways to engage learners with tele-education\n7. Consolidate improvement and produce still more change- Build on momentum to change systems, structures, and policies that don't fit vision Share best practices of how faculty engage with learners remotelyAdvocate for changes in your local institutionAdvocate within APPD, COPS, and COMSEP for flexibility for programs/trainees to meet ACGME, ABP, LCME requirements\n8. Institutionalize new approaches- Make it a habit by articulating the relationship between the new behaviors and success\n- Plan for succession by developing new leaders Provide feedback to faculty about learner response to changesDevelop faculty champions"}

{"project":"LitCovid-PD-GO-BP","denotations":[{"id":"T12","span":{"begin":917,"end":923},"obj":"http://purl.obolibrary.org/obo/GO_0007601"},{"id":"T13","span":{"begin":925,"end":931},"obj":"http://purl.obolibrary.org/obo/GO_0007601"},{"id":"T14","span":{"begin":980,"end":986},"obj":"http://purl.obolibrary.org/obo/GO_0007601"},{"id":"T15","span":{"begin":1242,"end":1248},"obj":"http://purl.obolibrary.org/obo/GO_0007601"},{"id":"T16","span":{"begin":1275,"end":1281},"obj":"http://purl.obolibrary.org/obo/GO_0007601"},{"id":"T17","span":{"begin":1574,"end":1580},"obj":"http://purl.obolibrary.org/obo/GO_0007601"},{"id":"T18","span":{"begin":1665,"end":1671},"obj":"http://purl.obolibrary.org/obo/GO_0007601"},{"id":"T19","span":{"begin":1798,"end":1806},"obj":"http://purl.obolibrary.org/obo/GO_0007612"},{"id":"T20","span":{"begin":2634,"end":2640},"obj":"http://purl.obolibrary.org/obo/GO_0007601"},{"id":"T21","span":{"begin":2968,"end":2977},"obj":"http://purl.obolibrary.org/obo/GO_0007610"}],"text":"Kotter's 8 Steps to Leading Change Examples of Leading Change During the COVID-19 Pandemic\n1. Establish a sense of urgency- SWOT analysis (strengths, weaknesses, opportunities, threats) COVID-19 pandemic disrupts in-person direct patient care and educationTrainee duration of training remains unchangedPublic continues to expect graduation of competent physiciansStrengths – Dedicated faculty interested in education, clinical care, and trainee wellnessWeaknesses – Lack of telemedicine and tele-educationOpportunities – Leverage telemedicine and tele-education to improve education for traineesThreats – Mandated physical distancing; ACGME and ABP requirements\n2. Form a powerful guiding coalition- Include pertinent stakeholders\n- Emphasize teamwork Program leadership (program director, associate program directors, coordinators, chief residents)Chair, Designated Institutional OfficialFacultyTrainees\n3. Create a vision- Vision to direct change effort\n- Strategies to achieve vision Keep trainees safeDeliver excellent patient careEducate our next generation of pediatriciansStrategies: Leverage telemedicine and tele-education to deliver excellent patient care and educate our trainees while minimizing infection risk\n4. Communicate the vision- How will you communicate vision and strategies? Communicate frequently and regularlyUse multiple communication modalities (email, teleconference, texts, postings, etc.)Create on-line repository of most up-to-date informationAcknowledge plans evolveBe transparent about reasons behind changes\n5. Empower others to act on the vision- Identify/get rid of obstacles to change\n- Change systems/structures that undermine vision\n- Encourage risk taking\n- Use guiding coalition as role models Empower faculty and trainees to engage in interactive distance learning modalities and telemedicineProvide faculty development in best practices for telemedicine and tele-educationInstall teleconferencing software, microphones and video cameras on existing computersEncourage members of guiding coalition to experiment with tele-education\n6. Plan for and create short-term wins- Plan for visible performance improvements\n- Create those improvements\n- Recognize/reward others involved in those improvements Front-load didactic schedule with faculty willing to experiment with novel tele-education modalitiesWork closely with faculty to implement interactive remote teachingRecognize faculty who effectively utilize novel ways to engage learners with tele-education\n7. Consolidate improvement and produce still more change- Build on momentum to change systems, structures, and policies that don't fit vision Share best practices of how faculty engage with learners remotelyAdvocate for changes in your local institutionAdvocate within APPD, COPS, and COMSEP for flexibility for programs/trainees to meet ACGME, ABP, LCME requirements\n8. Institutionalize new approaches- Make it a habit by articulating the relationship between the new behaviors and success\n- Plan for succession by developing new leaders Provide feedback to faculty about learner response to changesDevelop faculty champions"}

{"project":"LitCovid-sentences","denotations":[{"id":"T122","span":{"begin":0,"end":90},"obj":"Sentence"},{"id":"T123","span":{"begin":91,"end":93},"obj":"Sentence"},{"id":"T124","span":{"begin":94,"end":661},"obj":"Sentence"},{"id":"T125","span":{"begin":662,"end":664},"obj":"Sentence"},{"id":"T126","span":{"begin":665,"end":730},"obj":"Sentence"},{"id":"T127","span":{"begin":731,"end":904},"obj":"Sentence"},{"id":"T128","span":{"begin":905,"end":907},"obj":"Sentence"},{"id":"T129","span":{"begin":908,"end":955},"obj":"Sentence"},{"id":"T130","span":{"begin":956,"end":1090},"obj":"Sentence"},{"id":"T131","span":{"begin":1091,"end":1222},"obj":"Sentence"},{"id":"T132","span":{"begin":1223,"end":1225},"obj":"Sentence"},{"id":"T133","span":{"begin":1226,"end":1297},"obj":"Sentence"},{"id":"T134","span":{"begin":1298,"end":1541},"obj":"Sentence"},{"id":"T135","span":{"begin":1542,"end":1544},"obj":"Sentence"},{"id":"T136","span":{"begin":1545,"end":1621},"obj":"Sentence"},{"id":"T137","span":{"begin":1622,"end":1671},"obj":"Sentence"},{"id":"T138","span":{"begin":1672,"end":1695},"obj":"Sentence"},{"id":"T139","span":{"begin":1696,"end":2073},"obj":"Sentence"},{"id":"T140","span":{"begin":2074,"end":2076},"obj":"Sentence"},{"id":"T141","span":{"begin":2077,"end":2155},"obj":"Sentence"},{"id":"T142","span":{"begin":2156,"end":2183},"obj":"Sentence"},{"id":"T143","span":{"begin":2184,"end":2498},"obj":"Sentence"},{"id":"T144","span":{"begin":2499,"end":2501},"obj":"Sentence"},{"id":"T145","span":{"begin":2502,"end":2866},"obj":"Sentence"},{"id":"T146","span":{"begin":2867,"end":2869},"obj":"Sentence"},{"id":"T147","span":{"begin":2870,"end":2989},"obj":"Sentence"},{"id":"T148","span":{"begin":2990,"end":3124},"obj":"Sentence"}],"namespaces":[{"prefix":"_base","uri":"http://pubannotation.org/ontology/tao.owl#"}],"text":"Kotter's 8 Steps to Leading Change Examples of Leading Change During the COVID-19 Pandemic\n1. Establish a sense of urgency- SWOT analysis (strengths, weaknesses, opportunities, threats) COVID-19 pandemic disrupts in-person direct patient care and educationTrainee duration of training remains unchangedPublic continues to expect graduation of competent physiciansStrengths – Dedicated faculty interested in education, clinical care, and trainee wellnessWeaknesses – Lack of telemedicine and tele-educationOpportunities – Leverage telemedicine and tele-education to improve education for traineesThreats – Mandated physical distancing; ACGME and ABP requirements\n2. Form a powerful guiding coalition- Include pertinent stakeholders\n- Emphasize teamwork Program leadership (program director, associate program directors, coordinators, chief residents)Chair, Designated Institutional OfficialFacultyTrainees\n3. Create a vision- Vision to direct change effort\n- Strategies to achieve vision Keep trainees safeDeliver excellent patient careEducate our next generation of pediatriciansStrategies: Leverage telemedicine and tele-education to deliver excellent patient care and educate our trainees while minimizing infection risk\n4. Communicate the vision- How will you communicate vision and strategies? Communicate frequently and regularlyUse multiple communication modalities (email, teleconference, texts, postings, etc.)Create on-line repository of most up-to-date informationAcknowledge plans evolveBe transparent about reasons behind changes\n5. Empower others to act on the vision- Identify/get rid of obstacles to change\n- Change systems/structures that undermine vision\n- Encourage risk taking\n- Use guiding coalition as role models Empower faculty and trainees to engage in interactive distance learning modalities and telemedicineProvide faculty development in best practices for telemedicine and tele-educationInstall teleconferencing software, microphones and video cameras on existing computersEncourage members of guiding coalition to experiment with tele-education\n6. Plan for and create short-term wins- Plan for visible performance improvements\n- Create those improvements\n- Recognize/reward others involved in those improvements Front-load didactic schedule with faculty willing to experiment with novel tele-education modalitiesWork closely with faculty to implement interactive remote teachingRecognize faculty who effectively utilize novel ways to engage learners with tele-education\n7. Consolidate improvement and produce still more change- Build on momentum to change systems, structures, and policies that don't fit vision Share best practices of how faculty engage with learners remotelyAdvocate for changes in your local institutionAdvocate within APPD, COPS, and COMSEP for flexibility for programs/trainees to meet ACGME, ABP, LCME requirements\n8. Institutionalize new approaches- Make it a habit by articulating the relationship between the new behaviors and success\n- Plan for succession by developing new leaders Provide feedback to faculty about learner response to changesDevelop faculty champions"}

{"project":"LitCovid-PD-HP","denotations":[{"id":"T5","span":{"begin":1684,"end":1695},"obj":"Phenotype"}],"attributes":[{"id":"A5","pred":"hp_id","subj":"T5","obj":"http://purl.obolibrary.org/obo/HP_0031472"}],"text":"Kotter's 8 Steps to Leading Change Examples of Leading Change During the COVID-19 Pandemic\n1. Establish a sense of urgency- SWOT analysis (strengths, weaknesses, opportunities, threats) COVID-19 pandemic disrupts in-person direct patient care and educationTrainee duration of training remains unchangedPublic continues to expect graduation of competent physiciansStrengths – Dedicated faculty interested in education, clinical care, and trainee wellnessWeaknesses – Lack of telemedicine and tele-educationOpportunities – Leverage telemedicine and tele-education to improve education for traineesThreats – Mandated physical distancing; ACGME and ABP requirements\n2. Form a powerful guiding coalition- Include pertinent stakeholders\n- Emphasize teamwork Program leadership (program director, associate program directors, coordinators, chief residents)Chair, Designated Institutional OfficialFacultyTrainees\n3. Create a vision- Vision to direct change effort\n- Strategies to achieve vision Keep trainees safeDeliver excellent patient careEducate our next generation of pediatriciansStrategies: Leverage telemedicine and tele-education to deliver excellent patient care and educate our trainees while minimizing infection risk\n4. Communicate the vision- How will you communicate vision and strategies? Communicate frequently and regularlyUse multiple communication modalities (email, teleconference, texts, postings, etc.)Create on-line repository of most up-to-date informationAcknowledge plans evolveBe transparent about reasons behind changes\n5. Empower others to act on the vision- Identify/get rid of obstacles to change\n- Change systems/structures that undermine vision\n- Encourage risk taking\n- Use guiding coalition as role models Empower faculty and trainees to engage in interactive distance learning modalities and telemedicineProvide faculty development in best practices for telemedicine and tele-educationInstall teleconferencing software, microphones and video cameras on existing computersEncourage members of guiding coalition to experiment with tele-education\n6. Plan for and create short-term wins- Plan for visible performance improvements\n- Create those improvements\n- Recognize/reward others involved in those improvements Front-load didactic schedule with faculty willing to experiment with novel tele-education modalitiesWork closely with faculty to implement interactive remote teachingRecognize faculty who effectively utilize novel ways to engage learners with tele-education\n7. Consolidate improvement and produce still more change- Build on momentum to change systems, structures, and policies that don't fit vision Share best practices of how faculty engage with learners remotelyAdvocate for changes in your local institutionAdvocate within APPD, COPS, and COMSEP for flexibility for programs/trainees to meet ACGME, ABP, LCME requirements\n8. Institutionalize new approaches- Make it a habit by articulating the relationship between the new behaviors and success\n- Plan for succession by developing new leaders Provide feedback to faculty about learner response to changesDevelop faculty champions"}