Sample records for academic training particle

  1. 22 CFR 62.73 - Academic training.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 22 Foreign Relations 1 2011-04-01 2011-04-01 false Academic training. 62.73 Section 62.73 Foreign... Visitor Information System (SEVIS) § 62.73 Academic training. (a) Students meeting the definition listed... responsible officer or alternate responsible officer, engage in academic training pursuant to § 62.23(f). (b...

  2. Global Diversity and Academic Success of Foreign-Trained Academic Neurosurgeons in the United States.

    PubMed

    Mistry, Akshitkumar M; Ganesh Kumar, Nishant; Reynolds, Rebecca A; Hale, Andrew T; Wellons, John C; Naftel, Robert P

    2017-08-01

    To quantify the proportion of academic neurosurgeons practicing in the United States who acquired residency training outside of the United States and compare their training backgrounds and academic success with those who received their residency training in the United States. We identified 1338 clinically active academic neurosurgeons from 104 programs that participated in the neurosurgery residency match in the United States in January-February 2015. Their training backgrounds, current academic positions, and history of National Institutes of Health (NIH) grant awards between 2005 and 2014 were retrieved from publicly accessible sources. Eighty-four U.S. academic neurosurgeons (6.3%) received their residency training in 20 different countries outside of the United States/Puerto Rico, representing all major regions of the world. The majority trained in Canada (n = 48). We found no major differences between the foreign-trained and U.S.-trained neurosurgeons in male:female ratio, year of starting residency, proportion with positions in medical schools ranked in the top 15 by the U.S. News and World Report, general distribution of academic positions, and proportion with an NIH grant. Compared with U.S.-trained academic neurosurgeons, foreign-trained academic neurosurgeons had a significantly higher proportion of Ph.D. degrees (32.1% vs. 12.3%; P < 0.0001) and held more associate professorships (34.5% vs. 23.1%; P = 0.02). The academic practices of the foreign-trained neurosurgeons were widely distributed throughout the United States. A small group of U.S. academic neurosurgeons (6.3%) have acquired residency training outside of the United States, representing all major regions of the world. Their general demographic data and academic accomplishments are comparable to those of U.S.-trained neurosurgeons. Copyright © 2017 Elsevier Inc. All rights reserved.

  3. 22 CFR 62.73 - Academic training.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 22 Foreign Relations 1 2013-04-01 2013-04-01 false Academic training. 62.73 Section 62.73 Foreign... Visitor Information System (SEVIS) § 62.73 Academic training. (a) Students meeting the definition listed in § 62.4(a)(1)(ii) and (iii) may, if approved by the academic dean or advisor and approved by the...

  4. 22 CFR 62.73 - Academic training.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 22 Foreign Relations 1 2012-04-01 2012-04-01 false Academic training. 62.73 Section 62.73 Foreign... Visitor Information System (SEVIS) § 62.73 Academic training. (a) Students meeting the definition listed in § 62.4(a)(1)(ii) and (iii) may, if approved by the academic dean or advisor and approved by the...

  5. 22 CFR 62.73 - Academic training.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 22 Foreign Relations 1 2014-04-01 2014-04-01 false Academic training. 62.73 Section 62.73 Foreign... Visitor Information System (SEVIS) § 62.73 Academic training. (a) Students meeting the definition listed in § 62.4(a)(1)(ii) and (iii) may, if approved by the academic dean or advisor and approved by the...

  6. Postdoctoral Training Aligned with the Academic Professoriate

    ERIC Educational Resources Information Center

    Rybarczyk, Brian; Lerea, Leslie; Lund, P. Kay; Whittington, Dawayne; Dykstra, Linda

    2011-01-01

    Postdoctoral training in the biological sciences continues to be an important credential for academic careers. Traditionally, this training is focused on an independent research experience. In this article, we describe a postdoctoral training program designed to prepare postdoctoral scholars for the responsibilities of an academic career that…

  7. 22 CFR 62.73 - Academic training.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 22 Foreign Relations 1 2010-04-01 2010-04-01 false Academic training. 62.73 Section 62.73 Foreign Relations DEPARTMENT OF STATE PUBLIC DIPLOMACY AND EXCHANGES EXCHANGE VISITOR PROGRAM Student and Exchange Visitor Information System (SEVIS) § 62.73 Academic training. (a) Students meeting the definition listed...

  8. 5 CFR 410.308 - Training to obtain an academic degree.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 5 Administrative Personnel 1 2011-01-01 2011-01-01 false Training to obtain an academic degree... REGULATIONS TRAINING Establishing and Implementing Training Programs § 410.308 Training to obtain an academic degree. (a) An agency may authorize training for an employee to obtain an academic degree under...

  9. 5 CFR 410.308 - Training to obtain an academic degree.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 5 Administrative Personnel 1 2013-01-01 2013-01-01 false Training to obtain an academic degree... REGULATIONS TRAINING Establishing and Implementing Training Programs § 410.308 Training to obtain an academic degree. (a) An agency may authorize training for an employee to obtain an academic degree under...

  10. 5 CFR 410.308 - Training to obtain an academic degree.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 5 Administrative Personnel 1 2010-01-01 2010-01-01 false Training to obtain an academic degree... REGULATIONS TRAINING Establishing and Implementing Training Programs § 410.308 Training to obtain an academic degree. (a) An agency may authorize training for an employee to obtain an academic degree under...

  11. 5 CFR 410.308 - Training to obtain an academic degree.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 5 Administrative Personnel 1 2012-01-01 2012-01-01 false Training to obtain an academic degree... REGULATIONS TRAINING Establishing and Implementing Training Programs § 410.308 Training to obtain an academic degree. (a) An agency may authorize training for an employee to obtain an academic degree under...

  12. 5 CFR 410.308 - Training to obtain an academic degree.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 5 Administrative Personnel 1 2014-01-01 2014-01-01 false Training to obtain an academic degree... REGULATIONS TRAINING Establishing and Implementing Training Programs § 410.308 Training to obtain an academic degree. (a) An agency may authorize training for an employee to obtain an academic degree under...

  13. Impact of fellowship training on research productivity in academic ophthalmology.

    PubMed

    Huang, Grace; Fang, Christina H; Lopez, Santiago A; Bhagat, Neelakshi; Langer, Paul D; Eloy, Jean Anderson

    2015-01-01

    To assess whether scholarly impact of academic ophthalmologists, as measured using the h-index, is affected by fellowship training status and to further characterize differences in productivity among the various subspecialties and by departmental rank. A descriptive and correlational design was used. In total, 1440 academic ophthalmologists from 99 ophthalmology training programs were analyzed. The h-index data were obtained from the Scopus database. Faculty members were classified by academic rank and grouped into 10 categories based on fellowship training: anterior segment, corneal and external disease, glaucoma, uveitis and ocular immunology, vitreoretinal disease, ophthalmic plastic surgery, pediatric ophthalmology, neuro-ophthalmology, ophthalmic pathology, and "other." A one-way analysis of variance or Student t test using Microsoft Excel and "R" statistical software were used for comparison of continuous variables, with significance set at p < 0.05. Faculty working in academic ophthalmology residency training programs in the United States whose information is stored in the American Medical Association's Fellowship and Residency Electronic Interactive Database. Fellowship-trained ophthalmologists had significantly higher research productivity, as measured using the h-index, than non-fellowship-trained ophthalmologists in this study (p < 0.0005). Academic ophthalmologists trained in vitreoretinal disease or ophthalmic pathology had the highest scholarly productivity compared with those in other ophthalmology subspecialties (p < 0.05). There was a significant increase in scholarly productivity with increasing academic rank from Assistant Professor to Professor (p < 0.05). A significant difference in productivity between fellowship-trained and non-fellowship-trained ophthalmologists existed individually only at the level of Assistant Professor (p < 0.0005). Academic ophthalmologists with fellowship training have significantly higher scholarly output than non-fellowship-trained

  14. Academic career development in geriatric fellowship training.

    PubMed

    Medina-Walpole, Annette; Fonzi, Judith; Katz, Paul R

    2007-12-01

    Career development is rarely formalized in the curricula of geriatric fellowship programs, and the training of new generations of academic leaders is challenging in the 1 year of fellowship training. To effectively prepare fellows for academic leadership, the University of Rochester's Division of Geriatrics, in collaboration with the Warner School of Graduate Education, created a yearlong course to achieve excellence in teaching and career development during the 1-year geriatric fellowship. Nine interdisciplinary geriatric medicine, dentistry, and psychiatry fellows completed the course in its initial year (2005/06). As participants, fellows gained the knowledge and experience to successfully develop and implement educational initiatives in various formats. Fellows acquired teaching and leadership skills necessary to succeed as clinician-educators in an academic setting and to communicate effectively with patients, families, and colleagues. Fellows completed a series of individual and group education projects, including academic portfolio development, curriculum vitae revision, abstract submission and poster presentation at national meetings, lay lecture series development, and geriatric grand rounds presentation. One hundred percent of fellows reported that the course positively affected their career development, with six of nine fellows choosing academic careers. The course provided opportunities to teach and assess all six of the Accreditation Council of Graduate Medical Education core competencies. This academic career development course was intended to prepare geriatric fellows as the next generation of academic leaders as clinician-teacher-scholars. It could set a new standard for academic development during fellowship training and provide a model for national dissemination in other geriatric and subspecialty fellowship programs.

  15. Working memory and executive functions: effects of training on academic achievement.

    PubMed

    Titz, Cora; Karbach, Julia

    2014-11-01

    The aim of this review is to illustrate the role of working memory and executive functions for scholastic achievement as an introduction to the question of whether and how working memory and executive control training may improve academic abilities. The review of current research showed limited but converging evidence for positive effects of process-based complex working-memory training on academic abilities, particularly in the domain of reading. These benefits occurred in children suffering from cognitive and academic deficits as well as in healthy students. Transfer of training to mathematical abilities seemed to be very limited and to depend on the training regime and the characteristics of the study sample. A core issue in training research is whether high- or low-achieving children benefit more from cognitive training. Individual differences in terms of training-related benefits suggested that process-based working memory and executive control training often induced compensation effects with larger benefits in low performing individuals. Finally, we discuss the effects of process-based training in relation to other types of interventions aimed at improving academic achievement.

  16. Introduction to the EC's Marie Curie Initial Training Network (MC-ITN) project: Particle Training Network for European Radiotherapy (PARTNER).

    PubMed

    Dosanjh, Manjit; Magrin, Giulio

    2013-07-01

    PARTNER (Particle Training Network for European Radiotherapy) is a project funded by the European Commission's Marie Curie-ITN funding scheme through the ENLIGHT Platform for 5.6 million Euro. PARTNER has brought together academic institutes, research centres and leading European companies, focusing in particular on a specialized radiotherapy (RT) called hadron therapy (HT), interchangeably referred to as particle therapy (PT). The ultimate goal of HT is to deliver more effective treatment to cancer patients leading to major improvement in the health of citizens. In Europe, several hundred million Euro have been invested, since the beginning of this century, in PT. In this decade, the use of HT is rapidly growing across Europe, and there is an urgent need for qualified researchers from a range of disciplines to work on its translational research. In response to this need, the European community of HT, and in particular 10 leading academic institutes, research centres, companies and small and medium-sized enterprises, joined together to form the PARTNER consortium. All partners have international reputations in the diverse but complementary fields associated with PT: clinical, radiobiological and technological. Thus the network incorporates a unique set of competencies, expertise, infrastructures and training possibilities. This paper describes the status and needs of PT research in Europe, the importance of and challenges associated with the creation of a training network, the objectives, the initial results, and the expected long-term benefits of the PARTNER initiative.

  17. Does formal research training lead to academic success in otolaryngology?

    PubMed

    Bobian, Michael R; Shah, Noor; Svider, Peter F; Hong, Robert S; Shkoukani, Mahdi A; Folbe, Adam J; Eloy, Jean Anderson

    2017-01-01

    To evaluate whether formalized research training is associated with higher researcher productivity, academic rank, and acquisition of National Institutes of Health (NIH) grants within academic otolaryngology departments. Each of the 100 civilian otolaryngology program's departmental websites were analyzed to obtain a comprehensive list of faculty members credentials and characteristics, including academic rank, completion of a clinical fellowship, completion of a formal research fellowship, and attainment of a doctorate in philosophy (PhD) degree. We also recorded measures of scholarly impact and successful acquisition of NIH funding. A total of 1,495 academic physicians were included in our study. Of these, 14.1% had formal research training. Bivariate associations showed that formal research training was associated with a greater h-index, increased probability of acquiring NIH funding, and higher academic rank. Using a linear regression model, we found that otolaryngologists possessing a PhD had an associated h-index of 1.8 points higher, and those who completed a formal research fellowship had an h-index of 1.6 points higher. A PhD degree or completion of a research fellowship was not associated with a higher academic rank; however, a higher h-index and previous acquisition of an NIH grant were associated with a higher academic rank. The attainment of NIH funding was three times more likely for those with a formal research fellowship and 8.6 times more likely for otolaryngologists with a PhD degree. Formalized research training is associated with academic success in otolaryngology. Such dedicated research training accompanies greater scholarly impact, acquisition of NIH funding, and a higher academic rank. NA Laryngoscope, 127:E15-E21, 2017. © 2016 The American Laryngological, Rhinological and Otological Society, Inc.

  18. Integrated surgical academic training in the UK: a cross-sectional survey

    PubMed Central

    Blencowe, Natalie S; McElnay, Philip J; Bhangu, Aneel; Gokani, Vimal J; Harries, Rhiannon L

    2017-01-01

    Objectives This study aimed to explore variations in the provision of integrated academic surgical training across the UK. Design This is an online cross-sectional survey (consisting of 44 items with a range of free-text, binomial and 5-point Likert scale responses) developed by the Association of Surgeons in Training. Setting A self-reported survey instrument was distributed to academic surgical trainees across the UK (n=276). Participants 143 (51.9%) responses were received (81% male, median age: 34 years), spanning all UK regions and surgical specialties. Of the 143 trainees, 29 were core trainees (20.3%), 99 were specialty trainees (69.2%) and 15 (10.5%) described themselves as research fellows. Results The structure of academic training varied considerably, with under a third of trainees receiving guaranteed protected time for research. Despite this, however, 53.1% of the respondents reported to be satisfied with how their academic training was organised. Covering clinical duties during academic time occurred commonly (72.7%). Although most trainees (n=88, 61.5%) met with their academic supervisor at least once a month, six (4.2%) never had an academic supervisory meeting. Most trainees (n=90, 62.9%) occupied a full-time rota slot and only 9.1% (n=13) described their role as ‘supernumerary’. Although 58.7% (n=84) of the trainees were satisfied with their clinical competence, 37.8% (n=54) felt that clinical time focused more on service provision than the acquisition of technical skills. 58 (40.6%) had experienced some form of negative sentiment relating to their status as an academic trainee. Conclusions Integrated academic training presents unique challenges and opportunities within surgery. This survey has identified variation in the quality of current programmes, meaning that the future provision of integrated surgical academic training should be carefully considered. PMID:28408726

  19. The Impacts of Postdoctoral Training on Scientists' Academic Employment

    ERIC Educational Resources Information Center

    Su, Xuhong

    2013-01-01

    This article examines the dynamics of postdoctoral training affecting scientists' academic employment, focusing on timing and prestige dimensions. Postdoc training proves beneficial to academic employment--more so in less prestigious departments than in top ones. Postdoc duration is subject to diminishing returns. The benefits of training…

  20. Neurohospitalists: perceived need and training requirements in academic neurology.

    PubMed

    Probasco, John C; George, Benjamin P; Dorsey, E Ray; Venkatesan, Arun

    2014-01-01

    We sought to determine the current practices and plans for departmental hiring of neurohospitalists at academic medical centers and to identify the core features of a neurohospitalist training program. We surveyed department chairs or residency program directors at 123 Accreditation Council for Graduate Medical Education (ACGME)-accredited US adult neurology training programs. Sixty-three(51% response rate) responded, 76% of whom were program directors. In all, 24 (38%) academic neurology departments reported employing neurohospitalists, and an additional 10 departments have plans to hire neurohospitalists in the next year. In all, 4 academic neurology departments have created a neurohospitalist training program, and 10 have plans to create a training program within the next 2 years. Hospitals were the most frequent source of funding for established and planned programs (93% of those reporting). Most (n = 39; 65%) respondents felt that neurohospitalist neurology should be an ACGME-accredited fellowship. The highest priority neurohospitalist training elements among respondents included stroke, epilepsy, and consult neurology as well as patient safety and cost-effective inpatient care. The most important procedural skills for a neurohospitalist, as identified by respondents, include performance of brain death evaluations, lumbar punctures, and electroencephalogram interpretation. Neurohospitalists have emerged as subspecialists within neurology, growing both in number and in scope of responsibilities in practice. Neurohospitalists are in demand among academic departments, with many departments developing their existing presence or establishing a new presence in the field. A neurohospitalist training program may encompass training in stroke, epilepsy, and consult neurology with additional focus on patient safety and cost-effective care.

  1. Integrated surgical academic training in the UK: a cross-sectional survey.

    PubMed

    Blencowe, Natalie S; Glasbey, James C; McElnay, Philip J; Bhangu, Aneel; Gokani, Vimal J; Harries, Rhiannon L

    2017-10-01

    This study aimed to explore variations in the provision of integrated academic surgical training across the UK. This is an online cross-sectional survey (consisting of 44 items with a range of free-text, binomial and 5-point Likert scale responses) developed by the Association of Surgeons in Training. A self-reported survey instrument was distributed to academic surgical trainees across the UK (n=276). 143 (51.9%) responses were received (81% male, median age: 34 years), spanning all UK regions and surgical specialties. Of the 143 trainees, 29 were core trainees (20.3%), 99 were specialty trainees (69.2%) and 15 (10.5%) described themselves as research fellows. The structure of academic training varied considerably, with under a third of trainees receiving guaranteed protected time for research. Despite this, however, 53.1% of the respondents reported to be satisfied with how their academic training was organised. Covering clinical duties during academic time occurred commonly (72.7%). Although most trainees (n=88, 61.5%) met with their academic supervisor at least once a month, six (4.2%) never had an academic supervisory meeting. Most trainees (n=90, 62.9%) occupied a full-time rota slot and only 9.1% (n=13) described their role as 'supernumerary'. Although 58.7% (n=84) of the trainees were satisfied with their clinical competence, 37.8% (n=54) felt that clinical time focused more on service provision than the acquisition of technical skills. 58 (40.6%) had experienced some form of negative sentiment relating to their status as an academic trainee. Integrated academic training presents unique challenges and opportunities within surgery. This survey has identified variation in the quality of current programmes, meaning that the future provision of integrated surgical academic training should be carefully considered. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is

  2. Neurohospitalists: Perceived Need and Training Requirements in Academic Neurology

    PubMed Central

    Probasco, John C.; George, Benjamin P.; Dorsey, E. Ray; Venkatesan, Arun

    2014-01-01

    Background and Purpose: We sought to determine the current practices and plans for departmental hiring of neurohospitalists at academic medical centers and to identify the core features of a neurohospitalist training program. Methods: We surveyed department chairs or residency program directors at 123 Accreditation Council for Graduate Medical Education (ACGME)-accredited US adult neurology training programs. Results: Sixty-three(51% response rate) responded, 76% of whom were program directors. In all, 24 (38%) academic neurology departments reported employing neurohospitalists, and an additional 10 departments have plans to hire neurohospitalists in the next year. In all, 4 academic neurology departments have created a neurohospitalist training program, and 10 have plans to create a training program within the next 2 years. Hospitals were the most frequent source of funding for established and planned programs (93% of those reporting). Most (n = 39; 65%) respondents felt that neurohospitalist neurology should be an ACGME-accredited fellowship. The highest priority neurohospitalist training elements among respondents included stroke, epilepsy, and consult neurology as well as patient safety and cost-effective inpatient care. The most important procedural skills for a neurohospitalist, as identified by respondents, include performance of brain death evaluations, lumbar punctures, and electroencephalogram interpretation. Conclusions: Neurohospitalists have emerged as subspecialists within neurology, growing both in number and in scope of responsibilities in practice. Neurohospitalists are in demand among academic departments, with many departments developing their existing presence or establishing a new presence in the field. A neurohospitalist training program may encompass training in stroke, epilepsy, and consult neurology with additional focus on patient safety and cost-effective care. PMID:24381705

  3. The influence of listener experience and academic training on ratings of nasality.

    PubMed

    Lewis, Kerry E; Watterson, Thomas L; Houghton, Sarah M

    2003-01-01

    This study assessed listener agreement levels for nasality ratings, and the strength of relationship between nasality ratings and nasalance scores on one hand, and listener clinical experience and formal academic training in cleft palate speech on the other. The listeners were 12 adults who represented four levels of clinical experience and academic training in cleft palate speech. Three listeners were teachers with no clinical experience and no academic training (TR), three were graduate students in speech-language pathology (GS) with academic training but no clinical experience, three were craniofacial surgeons (MD) with extensive experience listening to cleft palate speech but with no academic training in speech disorders, and three were certified speech-language pathologists (SLP) with both extensive academic training and clinical experience. The speech samples were audio recordings from 20 persons representing a range of nasality from normal to severely hypernasal. Nasalance scores were obtained simultaneously with the audio recordings. Results revealed that agreement levels for nasality ratings were highest for the SLPs, followed by the MDs. Thus, the more experienced groups tended to be more reliable. Mean nasality ratings obtained for each of the rater groups revealed an inverse relationship with experience. That is, the two groups with clinical experience (SLP and MD) tended to rate nasality lower than the two groups without experience (GS and TR). Correlation coefficients between nasalance scores and nasality judgments were low to moderate for all groups and did not follow a pattern. EDUCATIONAL OUTCOMES: As a result of this activity, the reader will be able to (1) describe the influence of listener experience and academic training in cleft palate speech on perceptual ratings of nasality. (2) describe the influence of experience and training on the nasality/nasalance relationship and, (3) compare the present findings to previous findings reported in the

  4. 34 CFR 648.61 - How must the academic department supervise the training of fellows?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 3 2013-07-01 2013-07-01 false How must the academic department supervise the training... academic department supervise the training of fellows? The institution shall provide to fellows at least one academic year of supervised training in instruction at the graduate or undergraduate level at the...

  5. 34 CFR 648.61 - How must the academic department supervise the training of fellows?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 3 2011-07-01 2011-07-01 false How must the academic department supervise the training... academic department supervise the training of fellows? The institution shall provide to fellows at least one academic year of supervised training in instruction at the graduate or undergraduate level at the...

  6. 34 CFR 648.61 - How must the academic department supervise the training of fellows?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false How must the academic department supervise the training... academic department supervise the training of fellows? The institution shall provide to fellows at least one academic year of supervised training in instruction at the graduate or undergraduate level at the...

  7. 34 CFR 648.61 - How must the academic department supervise the training of fellows?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 3 2012-07-01 2012-07-01 false How must the academic department supervise the training... academic department supervise the training of fellows? The institution shall provide to fellows at least one academic year of supervised training in instruction at the graduate or undergraduate level at the...

  8. 34 CFR 648.61 - How must the academic department supervise the training of fellows?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 3 2014-07-01 2014-07-01 false How must the academic department supervise the training... academic department supervise the training of fellows? The institution shall provide to fellows at least one academic year of supervised training in instruction at the graduate or undergraduate level at the...

  9. Does Formal Research Training Lead to Academic Success in Plastic Surgery? A Comprehensive Analysis of U.S. Academic Plastic Surgeons.

    PubMed

    Lopez, Joseph; Ameri, Afshin; Susarla, Srinivas M; Reddy, Sashank; Soni, Ashwin; Tong, J W; Amini, Neda; Ahmed, Rizwan; May, James W; Lee, W P Andrew; Dorafshar, Amir

    2016-01-01

    It is currently unknown whether formal research training has an influence on academic advancement in plastic surgery. The purpose of this study was to determine whether formal research training was associated with higher research productivity, academic rank, and procurement of extramural National Institutes of Health (NIH) funding in plastic surgery, comparing academic surgeons who completed said research training with those without. This was a cross-sectional study of full-time academic plastic surgeons in the United States. The main predictor variable was formal research training, defined as completion of a postdoctoral research fellowship or attainment of a Doctor of Philosophy (PhD). The primary outcome was scientific productivity measured by the Hirsh-index (h-index, the number of publications, h that have at least h citations each). The secondary outcomes were academic rank and NIH funding. Descriptive, bivariate, and multiple regression statistics were computed. A total of 607 academic surgeons were identified from 94 Accreditation Council for Graduate Medical Education-accredited plastic surgery training programs. In all, 179 (29.5%) surgeons completed formal research training. The mean h-index was 11.7 ± 9.9. And, 58 (9.6%) surgeons successfully procured NIH funding. The distribution of academic rank was the following: endowed professor (5.4%), professor (23.9%), associate professor (23.4%), assistant professor (46.0%), and instructor (1.3%). In a multiple regression analysis, completion of formal research training was significantly predictive of a higher h-index and successful procurement of NIH funding. Current evidence demonstrates that formal research training is associated with higher scientific productivity and increased likelihood of future NIH funding. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  10. Undergraduate Medical Academic Performance is Improved by Scientific Training

    ERIC Educational Resources Information Center

    Zhang, Lili; Zhang, Wei; Wu, Chong; Liu, Zhongming; Cai, Yunfei; Cao, Xingguo; He, Yushan; Liu, Guoxiang; Miao, Hongming

    2017-01-01

    The effect of scientific training on course learning in undergraduates is still controversial. In this study, we investigated the academic performance of undergraduate students with and without scientific training. The results show that scientific training improves students' test scores in general medical courses, such as biochemistry and…

  11. Undergraduate medical academic performance is improved by scientific training.

    PubMed

    Zhang, Lili; Zhang, Wei; Wu, Chong; Liu, Zhongming; Cai, Yunfei; Cao, Xingguo; He, Yushan; Liu, Guoxiang; Miao, Hongming

    2017-09-01

    The effect of scientific training on course learning in undergraduates is still controversial. In this study, we investigated the academic performance of undergraduate students with and without scientific training. The results show that scientific training improves students' test scores in general medical courses, such as biochemistry and molecular biology, cell biology, physiology, and even English. We classified scientific training into four levels. We found that literature reading could significantly improve students' test scores in general courses. Students who received scientific training carried out experiments more effectively and published articles performed better than their untrained counterparts in biochemistry and molecular biology examinations. The questionnaire survey demonstrated that the trained students were more confident of their course learning, and displayed more interest, motivation and capability in course learning. In summary, undergraduate academic performance is improved by scientific training. Our findings shed light on the novel strategies in the management of undergraduate education in the medical school. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(5):379-384, 2017. © 2017 The International Union of Biochemistry and Molecular Biology.

  12. Computer Technology and Academic Skill Training for Improving Disabled Students' Academic Performance: Applications and Limitations.

    ERIC Educational Resources Information Center

    Severs, Mary K.

    The Educational Center for Disabled Students at the University of Nebraska-Lincoln is designed to improve the academic performance and attitudes toward success of disabled students through computer technology and academic skills training. Adaptive equipment interventions take into account keyboard access and screen and voice output. Non-adaptive…

  13. Physicians in training as quality managers: survival strategy for academic health centers.

    PubMed

    Wofford, J L; Moran, W P; Cohen, S J; Simon, R C

    1997-12-01

    Being responsible for medical education places academic health centers at a disadvantage in competing for managed care contracts. Although many suggestions have been made for changing medical education to produce physicians who are better prepared for the managed care environment, few studies have shown how physicians in training can actually contribute to the competitiveness of an academic health center. We present three examples of engaging trainees in projects with a population-based perspective that demonstrate how quality improvement for the academic health center can be operationalized and even led by physicians in training. In addition to gaining experience in a managed care skill that is increasingly important for future employment, physicians in training can simultaneously improve the quality of care delivered through the academic health center.

  14. [Survey among academic teachers about psychiatric training in France].

    PubMed

    van Effenterre, A; Hanon, C; Llorca, P-M

    2014-06-01

    Given the results of resident psychiatrists' surveys conducted in France over the past 3 years, it has become essential to also examine the opinion of the academic psychiatrists in charge of psychiatry education. To study the teachers point of view on psychiatric training in France, the weaknesses and strengths of the training, recent improvements and problems, and to compare their opinion with that of the residents. A survey was conducted in April 2012 among 125 academic teachers professors hospital practitioners (PU-PH), in child & adolescent psychiatry and adult psychiatry. An anonymous online questionnaire including seven parts and three open questions was sent to the PU-PH. The questionnaire was answered by 79/125 psychiatric PU-PH (63%). Results show that a majority of PU-PH (78%) were willing to maintain a single training pathway including adult psychiatry and child psychiatry with a single diploma, with the addition of a DESC (specific and additional Diploma) in forensic psychiatry (72%) and old age psychiatry (62%). Almost all respondents suggested the implementation of an assessment of teaching and a formal mentorship program. Some aspects of training included more controversial issues: such as the length of the training, the opening of training to private practice physicians, or the European harmonization. The survey stressed some areas of improvement: such training in psychotherapy and research, access to supervision as well as barriers to improved training including an insufficient number of academic practitioners. Compared with other surveys, it emphasized that in addition to the need of diversifying the theoretical (thematic, interactive media and teaching, teachers, etc.) and the practical aspect (training sites), it is essential according to trainees and PU-PH, to implement an efficient supervision during residency. Copyright © 2013 L’Encéphale, Paris. Published by Elsevier Masson SAS. All rights reserved.

  15. The effect of assertiveness training on student's academic anxiety.

    PubMed

    Mohebi, S; Sharifirad, G H R; Shahsiah, M; Botlani, S; Matlabi, M; Rezaeian, M

    2012-03-01

    Academic anxiety is an important educational problem that affects millions of students in colleges and schools over the world each year. Although a low level of anxiety can cause positive motivation for improvement of educational functioning, high levels of it can cause a disturbance in concentration, attention, storage of knowledge, recall and educational reduction. It has also been recently determined that there is a relationship between anxiety and assertiveness. Therefore, this study is an attempt to determine the effect of assertiveness training on reducing anxiety levels in pre-college academic students in Gonabad city in 2008. In this clinical trial study, all the pre-college students of Gonabad city were invited to participate and 89 students were divided into experimental and control groups. There were 3 questionnaires, namely demographic, academic anxiety and assertiveness Rathus questionnaires in which the validity and reliability were calculated and approved. The intervention for the experimental group was 5 sessions of assertiveness training using the PRECEDE model and 1 session for parents and teachers to help and support the intervention program. We had a post-test 8 weeks after the last training session for each group was conducted. The data was analyzed by SPSS. The results showed that anxiety levels and decisiveness in the target group were moderate to high and it is seen as a significant reverse relationship between these two factors (r = -0.69 and p < 0.001). The results also showed that there was a significant anxiety decrease in the experimental group after the intervention. On the one hand, there was a significant increase in decisiveness for both groups, but there was not a significant difference between academic anxiety and assertiveness in the control group.before and after the intervention. Due to a significant decrease in anxiety and increased decisiveness in the experimental group, it can be claimed that assertiveness training is an

  16. Osteopathic postdoctoral training institutions and academic sponsorship.

    PubMed

    Biszewski, Maura

    2013-04-01

    Since July 2012, all osteopathic graduate medical education programs approved by the American Osteopathic Association are academically sponsored by an Osteopathic Postdoctoral Training Institution (OPTI). The author reviews recent activities related to OPTI operations, including OPTI historical data and academic sponsorship changes, revisions to the OPTI Accreditation Handbook, and the 2012 OPTI Workshop. The author also summarizes the new OPTI Mission and Vision Statements, examines OPTI governance, and cites common commendations and deficiencies for reviews completed from 2008 to 2012.

  17. Does Academic Training Change Intentions? Drawing upon the Theory of Planned Behaviour to Improve Academic Performance

    ERIC Educational Resources Information Center

    Hodge, Brad; Wright, Brad; Bennett, Pauleen

    2017-01-01

    In order to improve transfer following training, it is important to understand what the training alters for each individual. We sought to develop a better understanding of the underlying mechanisms implicated in successful training. A questionnaire modelled on the Theory of Planned Behaviour (ToPB) was used to compare two distinct, academic skills…

  18. Mentor Training within Academic Health Centers with Clinical and Translational Science Awards

    PubMed Central

    Rebello, Tahilia J.; Richards, Boyd F.; Pincus, Harold Alan

    2013-01-01

    Abstract Multiple studies highlight the benefits of effective mentoring in academic medicine. Thus, we sought to quantify and characterize the mentoring practices at academic health centers (AHCs) with Clinical and Translational Science Awards (CTSA). Here we report findings pertaining specifically to mentor training at the level of the KL2 mentored award program, and at the broader institutional level. We found only four AHCs did not provide any form of training. One‐time orientation was most prevalent at the KL2 level, whereas formal face‐to‐face training was most prevalent at the institutional level. Despite differences in format usage, there was general consensus at both the KL2 and institutional level about the topics of focus of face‐to‐face training sessions. Lower‐resource training formats utilized at the KL2 level may reveal a preference for preselection of qualified mentors, while institutional selection of resource‐heavy formats may be an attempt to raise the mentoring qualifications of the academic community as a whole. The present work fits into the expanding landscape of academic mentoring literature and sets the framework for future longitudinal, outcome studies focused on identifying the most efficient strategies to develop effective mentors. PMID:24127925

  19. Semiotics in Academic Training of Culturologists

    ERIC Educational Resources Information Center

    Makhlina, S. T.

    2016-01-01

    The article puts under the scrutiny the problem of academic training of semiotics as a part of higher education in Russia. An author provides an overview of the origins of semiotic science, its place within humanities and culture studies, paying a special attention to a historical and modern situation in Russia. An important role of semiotic…

  20. Impact of fellowship training on research productivity in academic neurological surgery.

    PubMed

    Agarwal, Nitin; Clark, Scott; Svider, Peter F; Couldwell, William T; Eloy, Jean Anderson; Liu, James K

    2013-12-01

    An increasing number of neurological surgeons have sought fellowship training in recent years, and previous analyses have suggested these practitioners are more likely to pursue an academic career. Scholarly productivity is a key component in academic advancement. We used the h-index to evaluate whether fellowship training impacts research productivity and whether any differences exist in scholarly output among practitioners in the various neurosurgical subspecialties. Online listings from academic neurological surgery departments were used to organize faculty by academic rank and fellowship training. Using the Scopus database, we calculated the h-index for 869 full-time clinical faculty. Mean h-index did not differ between fellowship- and nonfellowship-trained practitioners (h = 12.6 vs. 13.0, P = 0.96). When organized by academic rank, the difference between h-indices of those who completed fellowships was substantially greater at all ranks, with statistical significance at the associate professor rank (P = 0.003). Upon further examination by individual subspecialties, significant differences in relative research impact were noted (P < 0.0001). The stereotactic and functional fellowship was found to have the greatest mean h-index score, whereas the trauma/critical care fellowship had the lowest. No significant difference existed between the mean h-index scores of neurological surgeons who completed fellowships and those who did not. However, when stratified by academic rank, a trend was observed showing greater mean h-index scores for those who completed fellowships. This trend persists across nearly all subspecialties. Overall, being a senior faculty member corresponds with a greater h-index score, regardless of whether a fellowship was completed. Copyright © 2013 Elsevier Inc. All rights reserved.

  1. Training Patterns and Lifetime Career Achievements of US Academic Cardiothoracic Surgeons.

    PubMed

    Rosati, Carlo Maria; Valsangkar, Nakul P; Gaudino, Mario; Blitzer, David; Vardas, Panos N; Girardi, Leonard N; Turrentine, Mark W; Brown, John W; Koniaris, Leonidas G

    2017-03-01

    We aimed to investigate the impact of taking dedicated time for research (DTR) during training and/or getting a PhD on subsequent career achievements of US academic cardiothoracic surgeons. Online resources (institutional Web sites, CTSNet, Scopus, NIH RePORTER) were queried to collect training information (timing of medical school/residency/fellowship graduation, DTR, PhD) and academic metrics (publications, citations, research funding) for 694 academic cardiothoracic surgeons practicing at 56 premiere US institutions. Excluding missing data, 464 (75 %) surgeons took DTR and 156 (25 %) did not; 629 (91 %) were MD only and 65 (9 %) also had a PhD. DTR was associated with higher number of ongoing publications (~5.6/year vs. ~3.8/year), with no difference for accrued number of total citations. History of DTR was more prevalent among surgeons with versus without NIH funding (87 vs. 71 %; p < 0.001), but no difference was seen across academic ranks and among those who were division/department chiefs. No overall increase in publications/citations, academic rank advancement, NIH funding, or leadership roles was found for those with a PhD. Among cardiothoracic surgeons, devoting time during the training years exclusively to research might be associated with higher career-long academic productivity in terms of annual number new publications and ability to get NIH funding, but without significant impact in terms of academic rank or institutional role advancement. No significant difference was found between those with versus without a PhD in terms of career-long number of publications/citations, academic rank, NIH funding, or leadership role, even though sample size might have been insufficient to identify any such potential difference.

  2. RDA: Training and Continuing Education Needs in Academic Libraries

    ERIC Educational Resources Information Center

    Tosaka, Yugi; Park, Jung-ran

    2014-01-01

    This study aims at gaining a better understanding of the current state and needs of RDA training among cataloging and metadata practitioners. Using nationwide survey data focusing on the academic library sector, this study finds that while training activities since RDA's release in 2010 show a positive correlation with catalogers' levels of RDA…

  3. A qualitative study of the perspectives of key stakeholders on the delivery of clinical academic training in the East Midlands.

    PubMed

    Green, Ruth H; Evans, Val; MacLeod, Sheona; Barratt, Jonathan

    2018-02-01

    Major changes in the design and delivery of clinical academic training in the United Kingdom have occurred yet there has been little exploration of the perceptions of integrated clinic academic trainees or educators. We obtained the views of a range of key stakeholders involved in clinical academic training in the East Midlands. A qualitative study with inductive iterative thematic content analysis of findings from trainee surveys and facilitated focus groups. The East Midlands School of Clinical Academic Training. Integrated Clinical Academic Trainees, clinical and academic educators involved in clinical academic training. The experience, opinions and beliefs of key stakeholders about barriers and enablers in the delivery of clinical academic training. We identified key themes many shared by both trainees and educators. These highlighted issues in the systems and process of the integrated academic pathways, career pathways, supervision and support, the assessment process and the balance between clinical and academic training. Our findings help inform the future development of integrated academic training programmes.

  4. Exploring Academic Achievement in Males Trained in Self-Assessment Skills

    ERIC Educational Resources Information Center

    McDonald, Betty

    2009-01-01

    This paper examines academic achievement of males following formal training in self-assessment. It adds to current literature by proposing a tried-and-tested method of improving academic achievement in males at a time when they appear to be marginalised. The sample comprised 515 participants (233 males), representing 25.2% of that high school…

  5. Should Dental Schools Invest in Training Predoctoral Students for Academic Careers? Two Viewpoints: Viewpoint 1: Dental Schools Should Add Academic Careers Training to Their Predoctoral Curricula to Enhance Faculty Recruitment and Viewpoint 2: Addition of Academic Careers Training for All Predoctoral Students Would Be Inefficient and Ineffective.

    PubMed

    Fung, Brent; Fatahzadeh, Mahnaz; Kirkwood, Keith L; Hicks, Jeffery; Timmons, Sherry R

    2018-04-01

    This Point/Counterpoint considers whether providing dental students with academic career training and teaching experiences during their predoctoral education would be valuable to recruit dental academicians. While training the next generation of dentists continues to be the primary focus for dental schools, the cultivation and recruitment of dental faculty members from the pool of dental students remain challenges. Viewpoint 1 supports the position that providing dental students with exposure to academic career opportunities has positive value in recruiting new dental faculty. The advantages of academic careers training as a required educational experience in dental schools and as a potential means to recruit dental students into the ranks of faculty are described in this viewpoint. In contrast, Viewpoint 2 contends that such career exposure has limited value and argues that, across the board, allocation of resources to support preparation for academic careers would have a poor cost-benefit return on investment. Adding a requirement for educational experiences for all students would overburden institutions, students, and faculty according to this viewpoint. The authors agree that research is needed to determine how and where to make predoctoral curricular changes that will have maximum impact on academic recruitment.

  6. A qualitative study of the perspectives of key stakeholders on the delivery of clinical academic training in the East Midlands

    PubMed Central

    Evans, Val; MacLeod, Sheona

    2018-01-01

    Objective Major changes in the design and delivery of clinical academic training in the United Kingdom have occurred yet there has been little exploration of the perceptions of integrated clinic academic trainees or educators. We obtained the views of a range of key stakeholders involved in clinical academic training in the East Midlands. Design A qualitative study with inductive iterative thematic content analysis of findings from trainee surveys and facilitated focus groups. Setting The East Midlands School of Clinical Academic Training. Participants Integrated Clinical Academic Trainees, clinical and academic educators involved in clinical academic training. Main outcome measures The experience, opinions and beliefs of key stakeholders about barriers and enablers in the delivery of clinical academic training. Results We identified key themes many shared by both trainees and educators. These highlighted issues in the systems and process of the integrated academic pathways, career pathways, supervision and support, the assessment process and the balance between clinical and academic training. Conclusions Our findings help inform the future development of integrated academic training programmes. PMID:29487745

  7. Reducing Anxiety and Improving Academic Performance Through a Biofeedback Relaxation Training Program.

    PubMed

    Aritzeta, Aitor; Soroa, Goretti; Balluerka, Nekane; Muela, Alexander; Gorostiaga, Arantxa; Aliri, Jone

    2017-09-01

    The aim of this study was to analyze the influence of a biofeedback relaxation training program on anxiety and academic performance. The program consisted of five biofeedback sessions coupled with three training activities focused on deep breathing, guided imagery, and muscle relaxation. The participants were second-year psychology undergraduates from the University of the Basque Country (UPV/EHU, northern Spain). The experimental group comprised 152 students (M age  = 19.6, SD = 0.74; 74% women) and the control group 81 students (M age   = 19.4, SD = 0.92; 71% women). Results showed that after participating in the program, students in the experimental group had lower levels of anxiety and increased academic performance. Furthermore, they scored lower on anxiety and higher on academic performance in comparison with the control subjects. This suggests that the inclusion of biofeedback training programs in educational contexts could be a way of reducing anxiety and improving academic performance. It may also deepen our understanding of the dynamic interplay between psychophysiological, cognitive, and emotional processes.

  8. CAEP 2016 Academic Symposium on Education Scholarship: Training our Future Clinician Educators in Emergency Medicine.

    PubMed

    Woods, Robert A; Artz, Jennifer D; Carrière, Benoit; Field, Simon; Huffman, James; Dong, Sandy L; Bhanji, Farhan; Yiu, Stella; Smith, Sheila; Mengual, Rose; Hicks, Chris; Frank, Jason

    2017-05-01

    To develop consensus recommendations for training future clinician educators (CEs) in emergency medicine (EM). A panel of EM education leaders was assembled from across Canada and met regularly by teleconference over the course of 1 year. Recommendations for CE training were drafted based on the panel's experience, a literature review, and a survey of current and past EM education leaders in Canada. Feedback was sought from attendees at the Canadian Association of Emergency Physicians (CAEP) annual academic symposium. Recommendations were distributed to the society's Academic Section for further feedback and updated by a consensus of the expert panel. Recommendations were categorized for one of three audiences: 1) Future CEs; 2) Academic departments and divisions (AD&D) that support training to fulfill their education leadership goals; and 3) The CAEP Academic Section. Advanced medical education training is recommended for any emergency physician or resident who pursues an education leadership role. Individuals should seek out mentorship in making decisions about career opportunities and training options. AD&D should regularly perform a needs assessment of their future CE needs and identify and encourage potential individuals who fulfill education leadership roles. AD&D should develop training opportunities at their institution, provide support to complete this training, and advocate for the recognition of education scholarship in their institutional promotions process. The CAEP Academic Section should support mentorship of future CEs on a national scale. These recommendations serve as a framework for training and supporting the next generation of Canadian EM medical educators.

  9. Training Outdoor Educators: Integrating Academic and Professional Demands.

    ERIC Educational Resources Information Center

    Higgins, Peter; Morgan, Alastair

    In the United Kingdom, outdoor educators have varied backgrounds in terms of academic versus professional outdoor training, and the profession has not agreed upon required qualifications. Multiple influences in the historical development of outdoor education have contributed to this situation. Since the 1970s, several U.K. colleges and…

  10. In-training factors predictive of choosing and sustaining a productive academic career path in neurological surgery.

    PubMed

    Crowley, R Webster; Asthagiri, Ashok R; Starke, Robert M; Zusman, Edie E; Chiocca, E Antonio; Lonser, Russell R

    2012-04-01

    Factors during neurosurgical residency that are predictive of an academic career path and promotion have not been defined. To determine factors associated with selecting and sustaining an academic career in neurosurgery by analyzing in-training factors for all graduates of American College of Graduate Medical Education (ACGME)-accredited programs between 1985 and 1990. Neurological surgery residency graduates (between 1985 and 1990) from ACGME-approved training programs were analyzed to determine factors associated with choosing an academic career path and having academic success. Information was available for 717 of the 720 (99%) neurological surgery resident training graduates (678 male, 39 female). One hundred thirty-eight graduates (19.3%) held full-time academic positions. One hundred seven (14.9%) were professors and 35 (4.9%) were department chairs/chiefs. An academic career path/success was associated with more total (5.1 vs 1.9; P < .001) and first-author publications (3.0 vs 1.0; P < .001) during residency. Promotion to professor or chair/chief was associated with more publications during residency (P < .001). Total publications and first-author publications were independent predictors of holding a current academic position and becoming professor or chair/chief. Although male trainees published more than female trainees (2.6 vs 0.9 publications; P < .004) during training, no significant sex difference was observed regarding current academic position. Program size (≥ 2 graduates a year; P = .02) was predictive of an academic career but not predictive of becoming professor or chair/chief (P > .05). Defined in-training factors including number of total publications, number of first-author publications, and program size are predictive of residents choosing and succeeding in an academic career path.

  11. A longitudinal study on children's music training experience and academic development.

    PubMed

    Yang, Hua; Ma, Weiyi; Gong, Diankun; Hu, Jiehui; Yao, Dezhong

    2014-07-28

    This study examined the relation between long-term music training and child development based on 250 Chinese elementary school students' academic development of first language (L1), second language (L2), and mathematics. We found that musician children outperformed non-musician children only on musical achievement and second language development. Additionally, although music training appeared to be correlated with children's final academic development of L1, L2, and mathematics, it did not independently contribute to the development of L1 or mathematical skills. Our findings suggest caution in interpreting the positive findings on the non-musical cognitive benefits of music learning.

  12. Training manuals for nondestructive testing using magnetic particles

    NASA Technical Reports Server (NTRS)

    1968-01-01

    Training manuals containing the fundamentals of nondestructive testing using magnetic particle as detection media are used by metal parts inspectors and quality assurance specialists. Magnetic particle testing involves magnetization of the test specimen, application of the magnetic particle and interpretation of the patterns formed.

  13. A Longitudinal Study on Children's Music Training Experience and Academic Development

    PubMed Central

    Yang, Hua; Ma, Weiyi; Gong, Diankun; Hu, Jiehui; Yao, Dezhong

    2014-01-01

    This study examined the relation between long-term music training and child development based on 250 Chinese elementary school students' academic development of first language (L1), second language (L2), and mathematics. We found that musician children outperformed non-musician children only on musical achievement and second language development. Additionally, although music training appeared to be correlated with children's final academic development of L1, L2, and mathematics, it did not independently contribute to the development of L1 or mathematical skills. Our findings suggest caution in interpreting the positive findings on the non-musical cognitive benefits of music learning. PMID:25068398

  14. How Is Working Memory Training Likely to Influence Academic Performance? Current Evidence and Methodological Considerations.

    PubMed

    Bergman Nutley, Sissela; Söderqvist, Stina

    2017-01-01

    Working memory (WM) is one of our core cognitive functions, allowing us to keep information in mind for shorter periods of time and then work with this information. It is the gateway that information has to pass in order to be processed consciously. A well-functioning WM is therefore crucial for a number of everyday activities including learning and academic performance (Gathercole et al., 2003; Bull et al., 2008), which is the focus of this review. Specifically, we will review the research investigating whether improving WM capacity using Cogmed WM training can lead to improvements on academic performance. Emphasis is given to reviewing the theoretical principles upon which such investigations rely, in particular the complex relation between WM and mathematical and reading abilities during development and how these are likely to be influenced by training. We suggest two possible routes in which training can influence academic performance, one through an effect on learning capacity which would thus be evident with time and education, and one through an immediate effect on performance on reading and mathematical tasks. Based on the theoretical complexity described we highlight some methodological issues that are important to take into consideration when designing and interpreting research on WM training and academic performance, but that are nonetheless often overlooked in the current research literature. Finally, we will provide some suggestions for future research for advancing the understanding of WM training and its potential role in supporting academic attainment.

  15. Can a Clinician-Scientist Training Program Develop Academic Orthopaedic Surgeons? One Program's Thirty-Year Experience.

    PubMed

    Brandt, Aaron M; Rettig, Samantha A; Kale, Neel K; Zuckerman, Joseph D; Egol, Kenneth A

    2017-10-25

    Clinician-scientist numbers have been stagnant over the past few decades despite awareness of this trend. Interventions attempting to change this problem have been seemingly ineffective, but research residency positions have shown potential benefit. We sought to evaluate the effectiveness of a clinician-scientist training program (CSTP) in an academic orthopedic residency in improving academic productivity and increasing interest in academic careers. Resident training records were identified and reviewed for all residents who completed training between 1976 and 2014 (n = 329). There were no designated research residents prior to 1984 (pre-CSTP). Between 1984 and 2005, residents self-selected for the program (CSTP-SS). In 2005, residents were selected by program before residency (CSTP-PS). Residents were also grouped by program participation, research vs. clinical residents (RR vs. CR). Data were collected on academic positions and productivity through Internet-based and PubMed search, as well as direct e-mail or phone contact. Variables were then compared based on the time duration and designation. Comparing all RR with CR, RR residents were more likely to enter academic practice after training (RR, 34%; CR, 20%; p = 0.0001) and were 4 times more productive based on median publications (RR, 14; CR, 4; p < 0.0001). Furthermore, 42% of RR are still active in research compared to 29% of CR (p = 0.04), but no statistical difference in postgraduate academic productivity identified. The CSTP increased academic productivity during residency for the residents and the program. However, this program did not lead to a clear increase in academic productivity after residency and did not result in more trainees choosing a career as clinician-scientists. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  16. Model Curriculum for Academic Child and Adolescent Psychiatry Training

    ERIC Educational Resources Information Center

    Stubbe, Dorothy; Martin, Andres; Bloch, Michael; Belitsky, Richard; Carter, Debbie; Ebert, Michael; Friedman, Alan; Giese, Alexis; Kirwin, Paul; Ross, Randal G.; Leckman, James F.

    2008-01-01

    Objective: The United States is facing a severe shortage of academic child and adolescent psychiatrists. This article reviews a model integrated pathway to improve recruitment. Methods: The authors review training portals for research in child and adolescent psychiatry. There is a summary of a focus group discussion of the advantages and…

  17. The ARAMCO Industrial Traiing Centers: Academic Training and College Preparatory Programs: A Descriptive Report.

    ERIC Educational Resources Information Center

    ARAMCO Services Co., Houston, TX.

    The report describes the components of the educational program provided by the Industrial Training Centers of the Training and Career Development Organization of ARAMCO (Arabian American Oil Company) in Saudi Arabia. ARAMCO provides in-house academic or job skills training to over 15,000 employees. Characteristics of the company's training program…

  18. Impact of Subspecialty Fellowship Training on Research Productivity Among Academic Plastic Surgery Faculty in the United States.

    PubMed

    Sood, Aditya; Therattil, Paul J; Chung, Stella; Lee, Edward S

    2015-01-01

    The impact of subspecialty fellowship training on research productivity among academic plastic surgeons is unknown. The authors' aim of this study was to (1) describe the current fellowship representation in academic plastic surgery and (2) evaluate the relationship between h-index and subspecialty fellowship training by experience and type. Academic plastic surgery faculty (N = 590) were identified through an Internet-based search of all ACGME-accredited integrated and combined residency programs. Research output was measured by h-index from the Scopus database as well as a number of peer-reviewed publications. The Kruskal-Wallis test, with a subsequent Mann-Whitney U test, was used for statistical analysis to determine correlations. In the United States, 72% (n = 426) of academic plastic surgeons had trained in 1 or more subspecialty fellowship program. Within this cohort, the largest group had completed multiple fellowships (28%), followed by hand (23%), craniofacial (22%), microsurgery (15%), research (8%), cosmetic (3%), burn (2%), and wound healing (0.5%). Higher h-indices correlated with a research fellowship (12.5; P < .01) and multiple fellowships (10.4; P < .01). Craniofacial-trained plastic surgeons demonstrated the next highest h-index (9.8), followed by no fellowship (8.4), microsurgery (8.3), hand (7.7), cosmetic (5.2), and burn (5.1). Plastic surgeons with a research fellowship or at least 2 subspecialty fellowships had increased academic productivity compared with their colleagues. Craniofacial-trained physicians also demonstrated a higher marker for academic productivity than multiple other specialties. In this study, we show that the type and number of fellowships influence the h-index and further identification of such variables may help improve academic mentorship and productivity within academic plastic surgery.

  19. Academic Peer Instruction: Reference and Training Manual (with Answers)

    ERIC Educational Resources Information Center

    Zaritsky, Joyce; Toce, Andi

    2013-01-01

    This manual consists of an introduction to our Academic Peer Instruction (API) program at LaGuardia Community College, a compilation of the materials we have developed and use for training of our tutors (with answers), and a bibliography. API is based on an internationally recognized peer tutoring program, Supplemental Instruction. (Contains 6…

  20. The Academic Training of Two-Year College Mathematics Faculty.

    ERIC Educational Resources Information Center

    Long, Calvin T.

    The academic training needs of two-year college mathematics faculty are discussed in this paper and appropriate courses of study are proposed. After introductory comments on the diversity of two-year college students' needs for mathematics education, an undergraduate course of study appropriate for two-year college math faculty is proposed. This…

  1. The Hidden Costs of Outdoor Education/Recreation Academic Training.

    ERIC Educational Resources Information Center

    Bisson, Christian

    Academic training programs in the field of outdoor education and recreation have increased considerably in the past few decades, but their true costs are often hidden. A survey of 15 outdoor college programs in the United States and Canada examined special fees associated with outdoor courses. The cost of necessary personal equipment and clothing…

  2. Impact of Subspecialty Fellowship Training on Research Productivity Among Academic Plastic Surgery Faculty in the United States

    PubMed Central

    Therattil, Paul J.; Chung, Stella; Lee, Edward S.

    2015-01-01

    Purpose: The impact of subspecialty fellowship training on research productivity among academic plastic surgeons is unknown. The authors’ aim of this study was to (1) describe the current fellowship representation in academic plastic surgery and (2) evaluate the relationship between h-index and subspecialty fellowship training by experience and type. Methods: Academic plastic surgery faculty (N = 590) were identified through an Internet-based search of all ACGME-accredited integrated and combined residency programs. Research output was measured by h-index from the Scopus database as well as a number of peer-reviewed publications. The Kruskal-Wallis test, with a subsequent Mann-Whitney U test, was used for statistical analysis to determine correlations. Results: In the United States, 72% (n = 426) of academic plastic surgeons had trained in 1 or more subspecialty fellowship program. Within this cohort, the largest group had completed multiple fellowships (28%), followed by hand (23%), craniofacial (22%), microsurgery (15%), research (8%), cosmetic (3%), burn (2%), and wound healing (0.5%). Higher h-indices correlated with a research fellowship (12.5; P < .01) and multiple fellowships (10.4; P < .01). Craniofacial-trained plastic surgeons demonstrated the next highest h-index (9.8), followed by no fellowship (8.4), microsurgery (8.3), hand (7.7), cosmetic (5.2), and burn (5.1). Conclusion: Plastic surgeons with a research fellowship or at least 2 subspecialty fellowships had increased academic productivity compared with their colleagues. Craniofacial-trained physicians also demonstrated a higher marker for academic productivity than multiple other specialties. In this study, we show that the type and number of fellowships influence the h-index and further identification of such variables may help improve academic mentorship and productivity within academic plastic surgery. PMID:26664673

  3. Leader Derailment in Academe: Does the Training Match the Problems?

    ERIC Educational Resources Information Center

    Williams, Feruzan Irani; Campbell, Constance; McCartney, William; Gooding, Carl

    2012-01-01

    Leader derailment of middle managers in higher education is most often attributable to self-defeating behaviors (SDBs) and problems with interpersonal relationships (PIRs). This study attempted to determine whether training provided for middle managers in Academe sufficiently addresses these issues. Our findings suggest that while little more than…

  4. A Field Experimental Design of a Strengths-Based Training to Overcome Academic Procrastination: Short- and Long-Term Effect.

    PubMed

    Visser, Lennart; Schoonenboom, Judith; Korthagen, Fred A J

    2017-01-01

    This study reports on the effect of a newly developed 4-week strengths-based training approach to overcome academic procrastination, given to first-year elementary teacher education students ( N = 54). The training was based on a strengths-based approach, in which elements of the cognitive behavioral approach were also used. The purpose of the training was to promote awareness of the personal strengths of students who experience academic procrastination regularly and to teach them how to use their personal strengths in situations in which they usually tend to procrastinate. With a pretest-posttest control group design (two experimental groups: n = 31, control group: n = 23), the effect of the training on academic procrastination was studied after 1, 11, and 24 weeks. Results of a one-way analysis of covariance revealed a significant short-term effect of the training. In the long term (after 11 and 24 weeks), the scores for academic procrastination for the intervention groups remained stable, whereas the scores for academic procrastination for the control group decreased to the same level as those of the intervention groups. The findings of this study suggest that a strengths-based approach can be helpful to students at an early stage of their academic studies to initiate their individual process of dealing with academic procrastination. The findings for the long term show the importance of measuring the outcomes of an intervention not only shortly after the intervention but also in the long term. Further research is needed to find out how the short-term effect can be maintained in the long-term.

  5. A Field Experimental Design of a Strengths-Based Training to Overcome Academic Procrastination: Short- and Long-Term Effect

    PubMed Central

    Visser, Lennart; Schoonenboom, Judith; Korthagen, Fred A. J.

    2017-01-01

    This study reports on the effect of a newly developed 4-week strengths-based training approach to overcome academic procrastination, given to first-year elementary teacher education students (N = 54). The training was based on a strengths-based approach, in which elements of the cognitive behavioral approach were also used. The purpose of the training was to promote awareness of the personal strengths of students who experience academic procrastination regularly and to teach them how to use their personal strengths in situations in which they usually tend to procrastinate. With a pretest-posttest control group design (two experimental groups: n = 31, control group: n = 23), the effect of the training on academic procrastination was studied after 1, 11, and 24 weeks. Results of a one-way analysis of covariance revealed a significant short-term effect of the training. In the long term (after 11 and 24 weeks), the scores for academic procrastination for the intervention groups remained stable, whereas the scores for academic procrastination for the control group decreased to the same level as those of the intervention groups. The findings of this study suggest that a strengths-based approach can be helpful to students at an early stage of their academic studies to initiate their individual process of dealing with academic procrastination. The findings for the long term show the importance of measuring the outcomes of an intervention not only shortly after the intervention but also in the long term. Further research is needed to find out how the short-term effect can be maintained in the long-term. PMID:29163317

  6. The clinical academic workforce in Australia and New Zealand: report on the second binational summit to implement a sustainable training pathway.

    PubMed

    Windsor, John; Garrod, Tamsin; Talley, Nicholas J; Tebbutt, Carmel; Churchill, James; Farmer, Elizabeth; Baur, Louise; Smith, Julian A

    2017-04-01

    There has been a decline in the proportion of clinical academics compared with full-time clinicians, since 2004. A Working Party was established to help develop and implement a model for the training of clinical academics. After a highly successful first summit in 2014 that summarised the challenges faced by clinical academics in Australia and New Zealand, a second summit was convened late in 2015 to report on progress and to identify key areas for further action. The second summit provided survey results that identified the varied training pathways currently offered to clinical academics and the institutions willing to be involved in developing improved pathways. A literature review also described the contributions that clinical academics make to the health sector and the challenges faced by this workforce sector. Current training pathways created for clinical academics by Australasian institutions were presented as examples of what can be done. The perspectives of government and research organisations presented at the summit helped define how key stakeholders can contribute. Following the summit, there was a strong commitment to continue to work towards developing a sustainable and defined training pathway for clinical academics. The need for a coordinated and integrated approach was highlighted. Some key objectives were agreed upon for the next phase, including identifying and engaging key advocates within government and leading institutions; publishing and profiling the contributions of successful clinical academics to healthcare outcomes; defining the stages of a clinical academic training pathway; and establishing a mentoring programme for training clinical academics. © 2017 Royal Australasian College of Physicians.

  7. An Evaluation of Academic Training Program (ÖYP) from Professional Socialisation and Identity Perspective

    ERIC Educational Resources Information Center

    Tülübas, Tijen; Göktürk, Söheyda

    2017-01-01

    Academic identity is significant in terms of taking the responsibilities of professional roles and performing them adequately. Identity formation starts from the early socialisation experiences of graduate students and develops on what they have acquired during this process. Therefore, Academic Training Program is significant for determining the…

  8. The Current State of Middle Management Preparation, Training, and Development in Academic Libraries

    ERIC Educational Resources Information Center

    Rooney, Michael P.

    2010-01-01

    This study examined the management experience, preparation, and training possessed by middle managers in academic libraries through the analysis of survey results. The analysis showed both advances in middle management preparation over recent decades and room for improvement in several aspects of management development and training within the…

  9. Errorless Academic Compliance Training: A School-Based Application for Young Students with Autism

    ERIC Educational Resources Information Center

    Ducharme, Joseph M.; Ng, Olivia

    2012-01-01

    Errorless academic compliance training is a graduated, noncoercive approach to treating oppositional behavior in children. In the present study, three teaching staff in a special education classroom were trained to conduct this intervention with three male students diagnosed with autism spectrum disorders. During baseline, staff delivered a range…

  10. Academic requirements for Certificate of Completion of Training in surgical training: Consensus recommendations from the Association of Surgeons in Training/National Research Collaborative Consensus Group.

    PubMed

    Lee, Mathew J; Bhangu, A; Blencowe, Natalie S; Nepogodiev, D; Gokani, Vimal J; Harries, Rhiannon L; Akinfala, M; Ali, O; Allum, W; Bosanquet, D C; Boyce, K; Bradburn, M; Chapman, S J; Christopher, E; Coulter, I; Dean, B J F; Dickfos, M; El Boghdady, M; Elmasry, M; Fleming, S; Glasbey, J; Healy, C; Kasivisvanathan, V; Khan, K S; Kolias, A G; Lee, S M; Morton, D; O'Beirne, J; Sinclair, P; Sutton, P A

    2016-11-01

    Surgical trainees are expected to demonstrate academic achievement in order to obtain their certificate of completion of training (CCT). These standards are set by the Joint Committee on Surgical Training (JCST) and specialty advisory committees (SAC). The standards are not equivalent across all surgical specialties and recognise different achievements as evidence. They do not recognise changes in models of research and focus on outcomes rather than process. The Association of Surgeons in Training (ASiT) and National Research Collaborative (NRC) set out to develop progressive, consistent and flexible evidence set for academic requirements at CCT. A modified-Delphi approach was used. An expert group consisting of representatives from the ASiT and the NRC undertook iterative review of a document proposing changes to requirements. This was circulated amongst wider stakeholders. After ten iterations, an open meeting was held to discuss these proposals. Voting on statements was performed using a 5-point Likert Scale. Each statement was voted on twice, with ≥80% of votes in agreement meaning the statement was approved. The results of this vote were used to propose core and optional academic requirements for CCT. Online discussion concluded after ten rounds. At the consensus meeting, statements were voted on by 25 delegates from across surgical specialties and training-grades. The group strongly favoured acquisition of 'Good Clinical Practice' training and research methodology training as CCT requirements. The group agreed that higher degrees, publications in any author position (including collaborative authorship), recruiting patients to a study or multicentre audit and presentation at a national or international meeting could be used as evidence for the purpose of CCT. The group agreed on two essential 'core' requirements (GCP and methodology training) and two of a menu of four 'additional' requirements (publication with any authorship position, presentation

  11. 42 CFR 21.31 - Eligibility; all grades; academic and professional education and professional training and...

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... education and professional training and experience. 21.31 Section 21.31 Public Health PUBLIC HEALTH SERVICE... grades; academic and professional education and professional training and experience. The Surgeon General... the education, training, and experience required under this subpart, and evidence thereof, shall be of...

  12. PLEASE NOTE CHANGE OF ROOM! Particle Dark Matter (2/4)

    ScienceCinema

    Hooper, Dan

    2018-04-16

    Academic Training Lecture Regular Programme. Previously discussed the process of freeze-out of dark matter in the early universe, now discussing how other particles might affect the process of freeze-out.

  13. An Evaluation of Training for Lay Providers in the Use of Motivational Interviewing to Promote Academic Achievement among Urban Youth

    ERIC Educational Resources Information Center

    Simon, Patricia; Ward, Nadia L.

    2014-01-01

    This study examined training outcomes for lay service providers who participated in a motivational interviewing (MI) training program designed to help increase intrinsic motivation and academic achievement among urban, low-income minority youth. Seventeen lay academic advisors received 16 hours of workshop training in MI. Additionally, two 2-hour…

  14. Implementing Expertise-Based Training Methods to Accelerate the Development of Peer Academic Coaches

    ERIC Educational Resources Information Center

    Blair, Lisa

    2016-01-01

    The field of expertise studies offers several models from which to develop training programs that accelerate the development of novice performers in a variety of domains. This research study implemented two methods of expertise-based training in a course to develop undergraduate peer academic coaches through a ten-week program. An existing…

  15. Cognitive Skills Training Improves Listening and Visual Memory for Academic and Career Success.

    ERIC Educational Resources Information Center

    Erland, Jan

    The Mem-ExSpan Accelerative Cognitive Training System (MESACTS) is described as a cognitive skills training program for schools, businesses, and industry. The program achieves extraordinary academic results in reading and mathematics with 1 semester of input 4 days a week for 30 minutes a day. Intensive versions of the program accelerate…

  16. Conversion of Provider EMR Training from Instructor-Led Training to eLearning at an Academic Medical Center.

    PubMed

    Sharp, Karen; Williams, Michele; Aldrich, Alison; Bogacz, Adrienne; Denier, Sighle; McAlearney, Ann S

    2017-07-26

    This case study overviews the conversion of provider training of the electronic medical record (EMR) from an instructor-led training (ILT) program to eLearning at an Academic Medical Center (AMC). This conversion provided us with both a useful training tool and the opportunity to maximize efficiency within both our training and optimization team and organization. eLearning Development Principles were created and served as a guide to assist us with designing an eLearning curriculum using a five step process. The result was a new training approach that allowed learners to complete training at their own pace, and even test out of sections based on demonstrated competency. The information we have leads us to believe that a substantial return on our investment can be obtained from the conversion with positive impacts that have served as the foundation for the future of end user EMR training at our AMC.

  17. Project LEAP: Learning-English-for-Academic-Purposes. Training Manual--Year One and Training Manual--Year Two.

    ERIC Educational Resources Information Center

    Snow, Marguerite Ann, Ed.

    The two training manuals provide activities and exercises intended for use in college-level study groups for students needing assistance with academic English. They were prepared as part of a larger project at California State University at Los Angeles to enhance curricula, instruction, and preparation of students with limited English. In each…

  18. Attention Training in Autism as a Potential Approach to Improving Academic Performance: A School-Based Pilot Study.

    PubMed

    Spaniol, Mayra Muller; Shalev, Lilach; Kossyvaki, Lila; Mevorach, Carmel

    2018-02-01

    This study assessed the effectiveness of an attention intervention program (Computerized Progressive Attentional Training; CPAT) in improving academic performance of children with ASD. Fifteen 6-10 year olds with ASD attending a mainstream and a special school were assigned to an experimental (CPAT; n = 8) and active control (computer games; n = 7) group. Children were assessed pre- and post-intervention on measures of behavioural symptoms, cognitive skills and academic performance. The intervention was conducted in school twice a week for 8 weeks. Children in the CPAT group showed cognitive and academic improvements over and above the active control group, while children in both groups showed improvements in behaviour. Results suggest that attention training is a feasible approach to improving academic performance in this population.

  19. Providing Staff Training and Programming to Support People with Disabilities: An Academic Library Case Study

    ERIC Educational Resources Information Center

    Brannen, Michelle H.; Milewski, Steven; Mack, Thura

    2017-01-01

    This case study explores services academic libraries provide to students with disabilities and the impact these can have on the success and experience of these students. The study focuses on staff training and outreach programming. The authors examine the academic library literature surrounding these topics, provide examples of programming…

  20. Authentic Leadership for Teacher's Academic Optimism: Moderating Effect of Training Comprehensiveness

    ERIC Educational Resources Information Center

    Srivastava, Anugamini Priya; Dhar, Rajib Lochan

    2016-01-01

    Purpose: This study aims to analyse the impact of authentic leadership (AL) on academic optimism (AO) through the mediating role of affective commitment (AC). As this study also examines the moderating role of training comprehensiveness (TC) in strengthening the relation between AC and AO. Design/methodology/approach: Data were collected from…

  1. Academic training of nursing professionals and its relevance to the workplace 1

    PubMed Central

    Ortega, Maria del Carmen Barbera; Cecagno, Diana; Llor, Ana Myriam Seva; de Siqueira, Hedi Crecencia Heckler; Montesinos, Maria José López; Soler, Loreto Maciá

    2015-01-01

    OBJECTIVE: to identify the training nursing professionals receive and its relevance to the workplace, as well as professional demand for continuous education. METHODOLOGY: this was a descriptive observational study using a questionnaire entitled "Training and Adaptation of the Nursing Professional to the Workplace" available at: http://enfermeriadocente.es for nursing professionals. RESULTS: 53.8% of nurses do not consider the training received to be relevant to the needs of the workplace and 94.2% reported that linking academic education to the workplace impacts on the quality of care provided. CONCLUSIONS: Nursing professionals think that continuous education needs to be adjusted to their jobs and careers. Education should be viewed as a continuum, which begins with training. PMID:26312632

  2. Increasing the ranks of academic researchers in mental health: a multisite approach to postdoctoral fellowship training.

    PubMed

    O'Hara, Ruth; Cassidy-Eagle, Erin L; Beaudreau, Sherry A; Eyler, Lisa T; Gray, Heather L; Giese-Davis, Janine; Hubbard, Jeffrey; Yesavage, Jerome A

    2010-01-01

    This report highlights the use of multisite training for psychiatry and psychology postdoctoral fellows developing careers in academic clinical research in the field of mental health. The objective is to describe a model of training for young investigators to establish independent academic clinical research careers, including (1) program structure and eligibility, (2) program goals and development of a multisite curriculum, (3) use of technology for implementing the program across multiple sites, and (4) advantages and challenges of this multisite approach. In 2000, in collaboration with the Veterans Affairs (VA) Mental Illness Research, Education and Clinical Centers (MIRECCs), the VA Office of Academic Affiliations launched the Special Fellowship Program in Advanced Psychiatry and Psychology. Each of the 10 currently participating VA sites across the United States is affiliated with a MIRECC and an academic medical institution. In the first five years of this fellowship program, 83 fellows (34 psychiatrists and 49 psychologists) have participated. The success of this multisite approach is evidenced by the 58 fellows who have already graduated from the program: 70% have entered academic clinical research positions, and over 25 have obtained independent extramural grant support from the VA or the National Institutes of Health. Multisite training results in a greater transfer of knowledge and capitalizes on the nationwide availability of experts, creating unique networking and learning opportunities for trainees. The VA's multisite fellowship program plays a valuable role in preparing substantial numbers of psychiatry and psychology trainees for a range of academic clinical research and leadership positions in the field of mental health.

  3. Implementing a robotics curriculum at an academic general surgery training program: our initial experience.

    PubMed

    Winder, Joshua S; Juza, Ryan M; Sasaki, Jennifer; Rogers, Ann M; Pauli, Eric M; Haluck, Randy S; Estes, Stephanie J; Lyn-Sue, Jerome R

    2016-09-01

    The robotic surgical platform is being utilized by a growing number of hospitals across the country, including academic medical centers. Training programs are tasked with teaching their residents how to utilize this technology. To this end, we have developed and implemented a robotic surgical curriculum, and share our initial experience here. Our curriculum was implemented for all General Surgical residents for the academic year 2014-2015. The curriculum consisted of online training, readings, bedside training, console simulation, participating in ten cases as bedside first assistant, and operating at the console. 20 surgical residents were included. Residents were provided the curriculum and notified the department upon completion. Bedside assistance and operative console training were completed in the operating room through a mix of biliary, foregut, and colorectal cases. During the fiscal years of 2014 and 2015, there were 164 and 263 robot-assisted surgeries performed within the General Surgery Department, respectively. All 20 residents completed the online and bedside instruction portions of the curriculum. Of the 20 residents trained, 13/20 (65 %) sat at the Surgeon console during at least one case. Utilizing this curriculum, we have trained and incorporated residents into robot-assisted cases in an efficient manner. A successful curriculum must be based on didactic learning, reading, bedside training, simulation, and training in the operating room. Each program must examine their caseload and resident class to ensure proper exposure to this platform.

  4. Academic training and clinical placement problems to achieve nursing competency

    PubMed Central

    RAHMATI SHARGHI, NARJES; ALAMI, ALI; KHOSRAVAN, SHAHLA; MANSOORIAN, MOHAMMAD REZA; EKRAMI, ALI

    2015-01-01

    Introduction: High quality of care is one of the requirements of nursing which depends on the nursing competency. In this connection, the aim of this research was to determine the problems related to the academic training (nursing' educational program) and clinical practice to achieve competency from the viewpoint of nurses, faculty members, and nursing students. Methods: the study was an analytical cross-sectional one. The sample consisted of the academic staff, the third and the fourth year nursing students and nurses in practice. The instrument of the study was a two-part researcher-made questionnaire with 22 questions in the theoretical- clinical realm to assess  problems related to the theoretical and clinical teaching in nursing, and 23 questions to assess the clinical functions. The questionnaire was validated in terms of both face and content validity. Its reliability, using Cronbach's Alpha coefficient, was 0.72 in the theoretical-clinical and 0.73 in the clinical realm. Both descriptive and analytical statistics were used to analyze the data, using SPSS software. Results: The results of this study indicated that from the participants’ viewpoints, the most important problems in the academic education for nursea to acquire competency were as follows: lack of academic research the clinical period (88.9%), no application of theoretical aspects of the nursing process in practice (85.6%), insufficient knowledgeable and professional educators (81.1%), the use of traditional routine-oriented methods on the wards (75.6%); also insufficient time for performance based on knowledge in relation to  the nurse's workload (86.5%), weakness and usefulness of scientific function encouragement systems in clinic (85.2%), and learnt theoretical subjects not coming into practice in clinical fields after graduation (75.6%). Conclusion: Efforts to reduce the gap between the theoretical and practical (clinical function) knowledge in educational and work environment are

  5. Relationship between Past Academic Performance and Results of Specialty In-Training Examinations.

    ERIC Educational Resources Information Center

    Ronai, Ann K.; And Others

    1984-01-01

    Records of 63 medical school graduates were examined for predictors of achievement on in-training examinations in anesthesia and orthopedic surgery. The previous academic records were found to contain little to predict examination results, and the correlation between college nonscience subjects and exam performance was negative. (Author/MSE)

  6. Factors Associated With the Career Choices of Hematology and Medical Oncology Fellows Trained at Academic Institutions in the United States

    PubMed Central

    Horn, Leora; Koehler, Elizabeth; Gilbert, Jill; Johnson, David H.

    2011-01-01

    Purpose Factors that influence hematology-oncology fellows' choice of academic medicine as a career are not well defined. We undertook a survey of hematology-oncology fellows training at cancer centers designated by the National Cancer Institute (NCI) and the National Comprehensive Cancer Network (NCCN) to understand the factors fellows consider when making career decisions. Methods Program directors at all NCI and NCCN cancer centers were invited to participate in the study. For the purpose of analysis, fellows were grouped into three groups on the basis of interest in an academic career. Demographic data were tested with the Kruskal-Wallis test and χ2 test, and nondemographic data were tested by using the multiscale bootstrap method. Results Twenty-eight of 56 eligible fellowship programs participated, and 236 fellows at participating institutions responded (62% response rate). Approximately 60% of fellows graduating from academic programs in the last 5 years chose academic career paths. Forty-nine percent of current fellows ranked an academic career as extremely important. Fellows choosing an academic career were more likely to have presented and published their research. Additional factors associated with choosing an academic career included factors related to mentorship, intellect, and practice type. Fellows selecting nonacademic careers prioritized lifestyle in their career decision. Conclusion Recruitment into academic medicine is essential for continued progress in the field. Our data suggest that fewer than half the current fellows training at academic centers believe a career in academic medicine is important. Efforts to improve retention in academics should include focusing on mentorship, research, and career development during fellowship training and improving the image of academic physicians. PMID:21911716

  7. A Profile of Academic Training Program Directors and Chairs in Radiation Oncology

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Wilson, Lynn D., E-mail: Lynn.wilson@yale.edu; Haffty, Bruce G.; Smith, Benjamin D.

    Purpose: To identify objective characteristics and benchmarks for program leadership in academic radiation oncology. Methods and Materials: A study of the 87 Accreditation Council for Graduate Medical Education radiation oncology training program directors (PD) and their chairs was performed. Variables included age, gender, original training department, highest degree, rank, endowed chair assignment, National Institutes of Health (NIH) funding, and Hirsch index (H-index). Data were gathered from online sources such as departmental websites, NIH RePORTER, and Scopus. Results: There were a total of 87 PD. The median age was 48, and 14 (16%) were MD/PhD. A total of 21 (24%) weremore » female, and rank was relatively equally distributed above instructor. Of the 26 professors, at least 7 (27%) were female. At least 24 (28%) were working at the institution from which they had received their training. A total of 6 individuals held endowed chairs. Only 2 PD had active NIH funding in 2012. The median H-index was 12 (range, 0-51) but the index dropped to 9 (range, 0-38) when those who served as both PD and chair were removed from the group. A total of 76 chairs were identified at the time of the study. The median age was 55, and 9 (12%) were MD/PhD. A total of 7 (9%) of the chairs were female, and rank was professor for all with the exception of 1 who was listed as “Head” and was an associate professor. Of the 76 chairs, at least 10 (13%) were working at the institution from which they received their training. There were a total of 21 individuals with endowed chairs. A total of 13 (17%) had NIH funding in 2012. The median H-index was 29 (range, 3-60). Conclusions: These data provide benchmarks for individuals and departments evaluating leadership positions in the field of academic radiation oncology. Such data are useful for evaluating leadership trends over time and comparing academic radiation oncology with other specialties.« less

  8. Combined Training of One Cognitive and One Metacognitive Strategy Improves Academic Writing Skills.

    PubMed

    Wischgoll, Anke

    2016-01-01

    Academic writing is a challenging task. Expert writers apply various writing skills as they anticipate the reader's view of their text while paying attention to structure and content. Research in the high school setting shows that the acquisition of writing skills can be supported by single-strategy training. However, research in higher education is scarce. We tested whether the development of academic writing skills can also be effectively supported by training single strategies or even combined strategies. As metacognition is an important skill for advanced and adult learners, we focused in this study on the benefit of combined cognitive strategies with and without a metacognitive strategy. An experiment including three conditions was conducted (N = 60 German-speaking psychology undergraduates, M = 22.8, SD = 4.4), which lasted for three hours. Each group received a modeling intervention of a basic cognitive strategy on the application of text structure knowledge. Two groups received an additional modeling intervention with either a cognitive strategy treatment on text summarization or a metacognitive strategy treatment on self-monitoring the writing process. One group received no further strategy treatment. Prior knowledge and learning outcomes were measured with a specially developed test on academic writing skills. In addition, all participants wrote an abstract of an empirical article. We found that learners who received the additional self-monitoring strategy intervention benefited significantly more in terms of acquisition of academic writing skills and the quality of their texts than learners who did not receive this intervention. Thus, the results underline the importance of self-monitoring strategies in academic writing. Implications and further research opportunities are discussed.

  9. Combined Training of One Cognitive and One Metacognitive Strategy Improves Academic Writing Skills

    PubMed Central

    Wischgoll, Anke

    2016-01-01

    Academic writing is a challenging task. Expert writers apply various writing skills as they anticipate the reader’s view of their text while paying attention to structure and content. Research in the high school setting shows that the acquisition of writing skills can be supported by single-strategy training. However, research in higher education is scarce. We tested whether the development of academic writing skills can also be effectively supported by training single strategies or even combined strategies. As metacognition is an important skill for advanced and adult learners, we focused in this study on the benefit of combined cognitive strategies with and without a metacognitive strategy. An experiment including three conditions was conducted (N = 60 German-speaking psychology undergraduates, M = 22.8, SD = 4.4), which lasted for three hours. Each group received a modeling intervention of a basic cognitive strategy on the application of text structure knowledge. Two groups received an additional modeling intervention with either a cognitive strategy treatment on text summarization or a metacognitive strategy treatment on self-monitoring the writing process. One group received no further strategy treatment. Prior knowledge and learning outcomes were measured with a specially developed test on academic writing skills. In addition, all participants wrote an abstract of an empirical article. We found that learners who received the additional self-monitoring strategy intervention benefited significantly more in terms of acquisition of academic writing skills and the quality of their texts than learners who did not receive this intervention. Thus, the results underline the importance of self-monitoring strategies in academic writing. Implications and further research opportunities are discussed. PMID:26941671

  10. Influence of music training on academic examination-induced stress in Thai adolescents.

    PubMed

    Laohawattanakun, Janejira; Chearskul, Supornpim; Dumrongphol, Hattaya; Jutapakdeegul, Nuanchan; Yensukjai, Juntima; Khumphan, Nipaporn; Niltiean, Songwit; Thangnipon, Wipawan

    2011-01-10

    Several pieces of evidence suggest that academic examinations fulfill the classical requirement of a psychological stressor. Academic examinations represent a stressful challenge to many students, but studies on examination-dependent corticosteroid response, a sensitive physiological indicator of a stress response, are inconsistent. In addition, several studies showed that music can decrease cortisol and adrenocorticotropic hormone (ACTH) levels, and other studies have found that music also may enhance a variety of cognitive functions, such as attention, learning, communication and memory. The present study investigated cortisol response in saliva of Thai adolescents taking academic examinations and analyzed the differences of the stress response between musician and control subjects. Also, we observed whether the academic examination-dependent corticosteroid response affected learning and memory in the test subjects, which comprised 30 musician and 30 control students, age ranging from 15 to 17 years. Mathematical examinations were used as the stressor. Pre- and post-academic examination saliva cortisol levels were measured including self-estimated stress levels. Results showed that the pre-academic examination saliva cortisol concentrations of the musician group are significantly lower than those of the control group, whereas there is no difference in the stress inventory scores. Interestingly, among students with grade point average (GPA) of >3.50, pre-academic examination cortisol levels are significantly lower in the musician compared with control group. This study suggests that under academic examination-induced stress condition, music training can reduce saliva cortisol level in Thai adolescents. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

  11. Prostate Brachytherapy Case Volumes by Academic and Nonacademic Practices: Implications for Future Residency Training

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Orio, Peter F., E-mail: PORIO@lroc.harvard.edu; Harvard Medical School, Boston, Massachusetts; Nguyen, Paul L.

    Purpose: The use of prostate brachytherapy has continued to decline in the United States. We examined the national practice patterns of both academic and nonacademic practices performing prostate brachytherapy by case volume per year to further characterize the decline and postulate the effect this trend might have on training the next generation of residents. Methods and Materials: Men diagnosed with prostate cancer who had undergone radiation therapy in 2004 to 2012 were identified. The annual brachytherapy case volume at each facility was determined and further categorized into ≤12 cases per year (ie, an average of ≤1 cases per month), 13more » to 52 cases per year, and ≥53 cases per year (ie, an average of ≥1 cases per week) in academic practices versus nonacademic practices. Results: In 2004 to 2012, academic practices performing an average of ≤1 brachytherapy cases per month increased from 56.4% to 73.7%. In nonacademic practices, this percentage increased from 60.2% to 77.4% (P<.0001 for both). Practices performing an average of ≥1 cases per week decreased among both academic practices (from 6.7% to 1.5%) and nonacademic practices (from 4.5% to 2.7%). Conclusions: Both academic and nonacademic radiation oncology practices have demonstrated a significant reduction in the use of prostate brachytherapy from 2004 to 2012. With the case volume continuing to decline, it is unclear whether we are prepared to train the next generation of residents in this critical modality.« less

  12. Ultrafine particle air pollution inside diesel-propelled passenger trains.

    PubMed

    Abramesko, Victoria; Tartakovsky, Leonid

    2017-07-01

    Locomotives with diesel engines are used worldwide and are an important source of air pollution. Pollutant emissions by locomotive engines affect the air quality inside passenger trains. This study is aimed at investigating ultrafine particle (UFP) air pollution inside passenger trains and providing a basis for assessing passenger exposure to this pollutant. The concentrations of UFPs inside the carriages of push-pull trains are dramatically higher when the train operates in pull mode. This clearly shows that locomotive engine emissions are a dominant factor in train passengers' exposure to UFPs. The highest levels of UFP air pollution are observed inside the carriages of pull trains close to the locomotive. In push mode, the UFP number concentrations were lower by factors of 2.6-43 (depending on the carriage type) compared to pull mode. The UFP concentrations are substantially lower in diesel multiple-unit trains than in trains operating in pull mode. A significant influence of the train movement regime on the UFP NC inside a carriage is observed. Copyright © 2017 Elsevier Ltd. All rights reserved.

  13. Collaborative Academic Training of Psychiatrists and Psychologists in VA and Medical School Settings

    ERIC Educational Resources Information Center

    Scaturo, Douglas J.; Huszonek, John J.

    2009-01-01

    Objective: The authors review the background and contemporary strengths of Dean's Committee Veterans Affairs Medical Centers in the collaborative academic training of psychiatrists and psychologists. Methods: The authors discuss the problems and prospects of the current health care environment as it impacts the behavioral health treatment of…

  14. A Cluster-Randomised, Controlled Trial of the Impact of Cogmed Working Memory Training on Both Academic Performance and Regulation of Social, Emotional and Behavioural Challenges

    ERIC Educational Resources Information Center

    Hitchcock, Caitlin; Westwell, Martin S.

    2017-01-01

    Background: We explored whether school-based Cogmed Working Memory Training (CWMT) may optimise both academic and psychological outcomes at school. Training of executive control skills may form a novel approach to enhancing processes that predict academic achievement, such as task-related attention, and thereby academic performance, but also has…

  15. Computer-Based Training in Math and Working Memory Improves Cognitive Skills and Academic Achievement in Primary School Children: Behavioral Results

    PubMed Central

    Sánchez-Pérez, Noelia; Castillo, Alejandro; López-López, José A.; Pina, Violeta; Puga, Jorge L.; Campoy, Guillermo; González-Salinas, Carmen; Fuentes, Luis J.

    2018-01-01

    Student academic achievement has been positively related to further development outcomes, such as the attainment of higher educational, employment, and socioeconomic aspirations. Among all the academic competences, mathematics has been identified as an essential skill in the field of international leadership as well as for those seeking positions in disciplines related to science, technology, and engineering. Given its positive consequences, studies have designed trainings to enhance children's mathematical skills. Additionally, the ability to regulate and control actions and cognitions, i.e., executive functions (EF), has been associated with school success, which has resulted in a strong effort to develop EF training programs to improve students' EF and academic achievement. The present study examined the efficacy of a school computer-based training composed of two components, namely, working memory and mathematics tasks. Among the advantages of using a computer-based training program is the ease with which it can be implemented in school settings and the ease by which the difficulty of the tasks can be adapted to fit the child's ability level. To test the effects of the training, children's cognitive skills (EF and IQ) and their school achievement (math and language grades and abilities) were evaluated. The results revealed a significant improvement in cognitive skills, such as non-verbal IQ and inhibition, and better school performance in math and reading among the children who participated in the training compared to those children who did not. Most of the improvements were related to training on WM tasks. These findings confirmed the efficacy of a computer-based training that combined WM and mathematics activities as part of the school routines based on the training's impact on children's academic competences and cognitive skills. PMID:29375442

  16. Computer-Based Training in Math and Working Memory Improves Cognitive Skills and Academic Achievement in Primary School Children: Behavioral Results.

    PubMed

    Sánchez-Pérez, Noelia; Castillo, Alejandro; López-López, José A; Pina, Violeta; Puga, Jorge L; Campoy, Guillermo; González-Salinas, Carmen; Fuentes, Luis J

    2017-01-01

    Student academic achievement has been positively related to further development outcomes, such as the attainment of higher educational, employment, and socioeconomic aspirations. Among all the academic competences, mathematics has been identified as an essential skill in the field of international leadership as well as for those seeking positions in disciplines related to science, technology, and engineering. Given its positive consequences, studies have designed trainings to enhance children's mathematical skills. Additionally, the ability to regulate and control actions and cognitions, i.e., executive functions (EF), has been associated with school success, which has resulted in a strong effort to develop EF training programs to improve students' EF and academic achievement. The present study examined the efficacy of a school computer-based training composed of two components, namely, working memory and mathematics tasks. Among the advantages of using a computer-based training program is the ease with which it can be implemented in school settings and the ease by which the difficulty of the tasks can be adapted to fit the child's ability level. To test the effects of the training, children's cognitive skills (EF and IQ) and their school achievement (math and language grades and abilities) were evaluated. The results revealed a significant improvement in cognitive skills, such as non-verbal IQ and inhibition, and better school performance in math and reading among the children who participated in the training compared to those children who did not. Most of the improvements were related to training on WM tasks. These findings confirmed the efficacy of a computer-based training that combined WM and mathematics activities as part of the school routines based on the training's impact on children's academic competences and cognitive skills.

  17. Association of academic performance of premedical students to satisfaction and engagement in a short training program: a cross sectional study presenting gender differences

    PubMed Central

    2014-01-01

    Background It is important that students have a high academic engagement and satisfaction in order to have good academic achievement. No study measures association of these elements in a short training program. This study aimed to measure the correlation between academic achievement, satisfaction and engagement dimensions in a short training program among premedical students. Methods We carried out a cross sectional study, in August 2013, at Cercle d’Etudiants, Ingénieurs, Médecins et Professeurs de Lycée pour le Triomphe de l’Excellence (CEMPLEX) training center, a center which prepares students for the national common entrance examination into medical schools in Cameroon. We included all students attending this training center during last examination period. They were asked to fill out a questionnaire on paper. Academic engagement was measured using three dimensions: vigor, dedication and absorption. Satisfaction to lessons, for each learning subject was collected. Academic achievement was calculated using mean of the score of all learning subjects affected with their coefficient. Pearson coefficient (r) and multiple regression models were used to measure association. A p value < 0.05 was statistically significant. Results In total, 180 students were analyzed. In univariate linear analysis, we found correlation with academic achievement for vigor (r = 0.338, p = 0.006) and dedication (r = 0.287, p = 0.021) only in male students. In multiple regression linear analysis, academic engagement and satisfaction were correlated to academic achievement only in male students (R2 = 0.159, p = 0.035). No correlation was found in female students and in all students. The independent variables (vigor, dedication, absorption and satisfaction) explained 6.8-24.3% of the variance of academic achievement. Conclusion It is only in male students that academic engagement and satisfaction to lessons are correlated to academic achievement in this short

  18. Association of academic performance of premedical students to satisfaction and engagement in a short training program: a cross sectional study presenting gender differences.

    PubMed

    Bigna, Jean Joel R; Fonkoue, Loic; Tchatcho, Manuela Francette F; Dongmo, Christelle N; Soh, Dorothée M; Um, Joseph Lin Lewis N; Sime, Paule Sandra D; Affana, Landry A; Woum, Albert Ruben N; Noumegni, Steve Raoul N; Tabekou, Alphonce; Wanke, Arlette M; Taffe, Herman Rhais K; Tchoukouan, Miriette Linda N; Anyope, Kevin O; Ella, Stephane Brice E; Mouaha, Berny Vanessa T; Kenne, Edgar Y; Mbessoh, Ulrich Igor K; Tchapmi, Adrienne Y; Tene, Donald F; Voufouo, Steve S; Zogo, Stephanie M; Nouebissi, Linda P; Satcho, Kevine F; Tchoumo, Wati Joel T; Basso, Moise Fabrice; Tcheutchoua, Bertrand Daryl N; Agbor, Ako A

    2014-02-24

    It is important that students have a high academic engagement and satisfaction in order to have good academic achievement. No study measures association of these elements in a short training program. This study aimed to measure the correlation between academic achievement, satisfaction and engagement dimensions in a short training program among premedical students. We carried out a cross sectional study, in August 2013, at Cercle d'Etudiants, Ingénieurs, Médecins et Professeurs de Lycée pour le Triomphe de l'Excellence (CEMPLEX) training center, a center which prepares students for the national common entrance examination into medical schools in Cameroon. We included all students attending this training center during last examination period. They were asked to fill out a questionnaire on paper. Academic engagement was measured using three dimensions: vigor, dedication and absorption. Satisfaction to lessons, for each learning subject was collected. Academic achievement was calculated using mean of the score of all learning subjects affected with their coefficient. Pearson coefficient (r) and multiple regression models were used to measure association. A p value < 0.05 was statistically significant. In total, 180 students were analyzed. In univariate linear analysis, we found correlation with academic achievement for vigor (r = 0.338, p = 0.006) and dedication (r = 0.287, p = 0.021) only in male students. In multiple regression linear analysis, academic engagement and satisfaction were correlated to academic achievement only in male students (R2 = 0.159, p = 0.035). No correlation was found in female students and in all students. The independent variables (vigor, dedication, absorption and satisfaction) explained 6.8-24.3% of the variance of academic achievement. It is only in male students that academic engagement and satisfaction to lessons are correlated to academic achievement in this short training program for premedical students

  19. Social accountability of medical schools and academic primary care training in Latin America: principles but not practice.

    PubMed

    Puschel, Klaus; Rojas, Paulina; Erazo, Alvaro; Thompson, Beti; Lopez, Jorge; Barros, Jorge

    2014-08-01

    Latin America has one of the highest rates of health disparities in the world and is experiencing a steep increase in its number of medical schools. It is not clear if medical school authorities consider social responsibility, defined as the institutional commitment to contribute to the improvement of community well-being, as a priority and if there are any organizational strategies that could reduce health disparities. To study the significance and relevance of social responsibility in the academic training of medical schools in Latin America. The study combined a qualitative thematic literature review of three databases with a quantitative design based on a sample of nine Latin American and non-Latin American countries. The thematic analysis showed high agreement among academic groups on considering medical schools as 'moral agents', part of a 'social contract' and with an institutional responsibility to reduce health disparities mainly through the implementation of strong academic primary care programs. The quantitative analysis showed a significant association between higher development of academic primary care programs and lower level of health disparities by country (P = 0.028). However, the data showed that most Latin American medical schools did not prioritize graduate primary care training. The study shows a discrepancy between the importance given to social responsibility and academic primary care training in Latin America and the practices implemented by medical schools. It highlights the need to refocus medical education policies in the region. © The Author 2014. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  20. Single particle train ordering in microchannel based on inertial and vortex effects

    NASA Astrophysics Data System (ADS)

    Fan, Liang-Liang; Yan, Qing; Zhe, Jiang; Zhao, Liang

    2018-06-01

    A new microfluidic device for microparticle focusing and ordering in a single particle train is reported. The particle focusing and ordering are based on inertial and vortex effects in a microchannel with a series of suddenly contracted and widely expanded structures on one side. In the suddenly contracted regions, particles located near the contracted structures are subjected to a strong wall-effect lift force and momentum-change-induced inertial force due to the highly curved trajectory, migrating to the straight wall. A horizontal vortex is generated downstream of the contracted structure, which prevents the particle from getting close to the wall. In the widely expanded regions, the streamline is curved and no vortex is generated. The shear-gradient lift force and the momentum-change-induced inertial force are dominant for particle lateral migration, driving particles towards the wall of the expanded structures. Eventually, particles are focused and ordered in a single particle train by the combination effects of the inertial forces and the vortex. In comparison with other single-stream particle focusing methods, this device requires no sheath flow, is easy for fabrication and operation, and can work over a wide range of Reynolds numbers from 19.1–142.9. The highly ordered particle chain could be potentially utilized in a variety of lab-chip applications, including micro-flow cytometer, imaging and droplet-based cell entrapment.

  1. Ethnicity and academic performance in UK trained doctors and medical students: systematic review and meta-analysis.

    PubMed

    Woolf, Katherine; Potts, Henry W W; McManus, I C

    2011-03-08

    To determine whether the ethnicity of UK trained doctors and medical students is related to their academic performance. Systematic review and meta-analysis. Online databases PubMed, Scopus, and ERIC; Google and Google Scholar; personal knowledge; backwards and forwards citations; specific searches of medical education journals and medical education conference abstracts. The included quantitative reports measured the performance of medical students or UK trained doctors from different ethnic groups in undergraduate or postgraduate assessments. Exclusions were non-UK assessments, only non-UK trained candidates, only self reported assessment data, only dropouts or another non-academic variable, obvious sampling bias, or insufficient details of ethnicity or outcomes. Results 23 reports comparing the academic performance of medical students and doctors from different ethnic groups were included. Meta-analyses of effects from 22 reports (n = 23,742) indicated candidates of "non-white" ethnicity underperformed compared with white candidates (Cohen's d = -0.42, 95% confidence interval -0.50 to -0.34; P<0.001). Effects in the same direction and of similar magnitude were found in meta-analyses of undergraduate assessments only, postgraduate assessments only, machine marked written assessments only, practical clinical assessments only, assessments with pass/fail outcomes only, assessments with continuous outcomes only, and in a meta-analysis of white v Asian candidates only. Heterogeneity was present in all meta-analyses. Ethnic differences in academic performance are widespread across different medical schools, different types of exam, and in undergraduates and postgraduates. They have persisted for many years and cannot be dismissed as atypical or local problems. We need to recognise this as an issue that probably affects all of UK medical and higher education. More detailed information to track the problem as well as further research into its causes is required. Such

  2. Effect of skill laboratory training on academic performance of medical students.

    PubMed

    Khan, Muhammad Alamgir; Shabbir, Faizania; Qamar, Khadija; Rajput, Tausif Ahmed

    2017-05-01

    To observe the effect of skill lab training on academic performance of final year medical students in terms of marks obtained in long case, short case, objective structured clinical examination and viva. The cross-sectional comparative study was conducted at Army Medical College, Rawalpindi from February to April 2015. Two batches of final year MBBS were recruited for the study. Batch 1 received conventional training, and Batch 2 received skill lab training. The performance of students was assessed by comparing the marks obtained in long case, short case, objective structured clinical examination and viva. Data was analysed using SPSS 23. Of the 335 subjects, 168(50.1%) were male and 167(49.9%) were female students with a mean age of 21.79±1.02 years. Batch 1 had 151(45%) students and Batch 2 had 184(55%). Batch 2 got significantly higher marks in long case, short case and objective structured clinical examination (p<0.05 each). Viva result was not found to be related to training (p>0.05). Acquisition of clinical skills significantly improved when medial students were trained in skill laboratories.

  3. Approaches and impact of non-academic research capacity strengthening training models in sub-Saharan Africa: a systematic review.

    PubMed

    Mugabo, Lambert; Rouleau, Dominique; Odhiambo, Jackline; Nisingizwe, Marie Paul; Amoroso, Cheryl; Barebwanuwe, Peter; Warugaba, Christine; Habumugisha, Lameck; Hedt-Gauthier, Bethany L

    2015-06-09

    Research is essential to identify and prioritize health needs and to develop appropriate strategies to improve health outcomes. In the last decade, non-academic research capacity strengthening trainings in sub-Saharan Africa, coupled with developing research infrastructure and the provision of individual mentorship support, has been used to build health worker skills. The objectives of this review are to describe different training approaches to research capacity strengthening in sub-Saharan Africa outside academic programs, assess methods used to evaluate research capacity strengthening activities, and learn about the challenges facing research capacity strengthening and the strategies/innovations required to overcome them. The PubMed database was searched using nine search terms and articles were included if 1) they explicitly described research capacity strengthening training activities, including information on program duration, target audience, immediate program outputs and outcomes; 2) all or part of the training program took place in sub-Saharan African countries; 3) the training activities were not a formal academic program; 4) papers were published between 2000 and 2013; and 5) both abstract and full paper were available in English. The search resulted in 495 articles, of which 450 were retained; 14 papers met all inclusion criteria and were included and analysed. In total, 4136 people were trained, of which 2939 were from Africa. Of the 14 included papers, six fell in the category of short-term evaluation period and eight in the long-term evaluation period. Conduct of evaluations and use of evaluation frameworks varied between short and long term models and some trainings were not evaluated. Evaluation methods included tests, surveys, interviews, and systems approach matrix. Research capacity strengthening activities in sub-Saharan Africa outside of academic settings provide important contributions to developing in-country capacity to participate in and

  4. Views of academic dentists about careers in academic dentistry in the United Kingdom.

    PubMed

    Goldacre, M; Lee, P; Stear, S; Sidebottom, E; Richards, R

    2000-02-12

    The aim of this paper is to report the views of academic dentists about careers in academic dentistry assessed by method of a postal questionnaire survey. The subjects of the survey were dentists in academic posts in the United Kingdom. The incentives in pursuing an academic career which respondents rated most highly were the opportunity to teach and the variety of work in an academic career. The greatest disincentives were competing pressures from service work, teaching and research, and the difficulty of getting research grants. Many would like to spend more time on research and less on service work and teaching. The length of time required for training, and the quality of training, was a concern, particularly for junior academics. Most respondents rated the enjoyment of their job highly but scored much lower on satisfaction with the time their job left for domestic and leisure activities. By contrast with academic medicine, in academic dentistry there is typically greater emphasis on teaching and less on research. In conclusion, the balance of activities in academic posts, particularly between service work, teaching and research, needs to be regularly reviewed. The development of a more structured training programme for junior academics, which does not disadvantage academic dentists when compared with their NHS colleagues, may be required.

  5. The training, careers, and work of Ph.D. physical scientists: Not simply academic

    NASA Astrophysics Data System (ADS)

    Smith, Steven J.; Pedersen-Gallegos, Liane; Riegle-Crumb, Catherine

    2002-11-01

    We present an in-depth portrait of the training, careers, and work of recent Ph.D. physical scientists. Use of specialized training varies widely, with about half often using knowledge of their Ph.D. specialty area in their jobs. The use of specialized training does not, however, correlate with job satisfaction. In this and other important measures, there are relatively few differences between "academics" and "nonacademics." Important job skills for all employment sectors include writing, oral presentation, management, data analysis, designing projects, critical thinking, and working in an interdisciplinary context. Rankings given by respondents of graduate training in some of these skill areas were significantly lower than the importance of these skills in the workplace. We also found that the rated quality of graduate training varies relatively little by department or advisor. Finally, although nonacademic aspirations among graduate students are fairly common, these do not appear to be well supported while in graduate school.

  6. The 2014 Academic College of Emergency Experts in India's Education Development Committee (EDC) White Paper on establishing an academic department of Emergency Medicine in India - Guidelines for Staffing, Infrastructure, Resources, Curriculum and Training.

    PubMed

    Aggarwal, Praveen; Galwankar, Sagar; Kalra, Om Prakash; Bhalla, Ashish; Bhoi, Sanjeev; Sundarakumar, Sundarajan

    2014-07-01

    Emergency medicine services and training in Emergency Medicine (EM) has developed to a large extent in developed countries but its establishment is far from optimal in developing countries. In India, Medical Council of India (MCI) has taken great steps by notifying EM as a separate specialty and so far 20 medical colleges have already initiated 3-year training program in EM. However, there has been shortage of trained faculty, and ambiguity regarding curriculum, rotation policy, infrastructure, teachers' eligibility qualifications and scheme of examination. Academic College of Emergency Experts in India (ACEE-India) has been a powerful advocate for developing Academic EM in India. The ACEE's Education Development Committee (EDC) was created to chalk out guidelines for staffing, infrastructure, resources, curriculum, and training which may be of help to the MCI and the National Board of Examinations (NBE) to set standards for starting 3-year training program in EM and develop the departments of EM as centers of quality education, research, and treatment across India. This paper has made an attempt to give recommendations so as to provide a uniform framework to the institutions, thus guiding them towards establishing an academic Department of EM for starting the 3-year training program in the specialty of EM.

  7. Ethnicity and academic performance in UK trained doctors and medical students: systematic review and meta-analysis

    PubMed Central

    Potts, Henry W W; McManus, I C

    2011-01-01

    Objective To determine whether the ethnicity of UK trained doctors and medical students is related to their academic performance. Design Systematic review and meta-analysis. Data sources Online databases PubMed, Scopus, and ERIC; Google and Google Scholar; personal knowledge; backwards and forwards citations; specific searches of medical education journals and medical education conference abstracts. Study selection The included quantitative reports measured the performance of medical students or UK trained doctors from different ethnic groups in undergraduate or postgraduate assessments. Exclusions were non-UK assessments, only non-UK trained candidates, only self reported assessment data, only dropouts or another non-academic variable, obvious sampling bias, or insufficient details of ethnicity or outcomes. Results 23 reports comparing the academic performance of medical students and doctors from different ethnic groups were included. Meta-analyses of effects from 22 reports (n=23 742) indicated candidates of “non-white” ethnicity underperformed compared with white candidates (Cohen’s d=−0.42, 95% confidence interval −0.50 to −0.34; P<0.001). Effects in the same direction and of similar magnitude were found in meta-analyses of undergraduate assessments only, postgraduate assessments only, machine marked written assessments only, practical clinical assessments only, assessments with pass/fail outcomes only, assessments with continuous outcomes only, and in a meta-analysis of white v Asian candidates only. Heterogeneity was present in all meta-analyses. Conclusion Ethnic differences in academic performance are widespread across different medical schools, different types of exam, and in undergraduates and postgraduates. They have persisted for many years and cannot be dismissed as atypical or local problems. We need to recognise this as an issue that probably affects all of UK medical and higher education. More detailed information to track the problem

  8. WE-G-204-00: Post-Graduate Training of the Next Generation of Academic Medical Physicists

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    NONE

    While many indicators for academic medical physics are distressing – jobs are tight, demands on clinical time are high (and getting worse) and national funding has been flat for several years (meaning less money in reality) the present is perhaps one of the most exciting times in cancer research history, and medical physicists have an opportunity to make a difference. Many of us predict the impact of medical physics on cancer research over the next decade to be more significant than ever. Why is that? First, medical imaging is used for every cancer patient in developed countries. Every improvement inmore » the acquisition, processing or analysis of radiological images has the potential to impact patients. The use of radiation therapy is at an all-time high – and virtually cannot be performed without medical physics. Many of the advances in both biomedical imaging and radiation oncology are the result of the hard work of academic medical physicists who are thinking of the next generation of technologies that will be used against cancer or an even broader spectrum of diseases. A career in academic medical physics is demanding, particularly for those with clinical responsibilities. As the demands for justification of their clinical effort become increasingly metricized, the ability to do “unfunded research” will become even more difficult. This means that many will have to generate external salary support to justify their efforts in research and development. This comes at a time when funding for research is compressed and harder to obtain. Generally speaking, if you are not contributing 50% or more of your effort to research, you are competing at a disadvantage and it is very unlikely you will get an NIH/NCI/NIBIB grant. Furthermore, in the ongoing effort to improve patient care and safety, we have developed credentialing pathways that now require at least two-years of residency training. This full-time clinical training creates a gap in the research

  9. A cluster-randomised, controlled trial of the impact of Cogmed Working Memory Training on both academic performance and regulation of social, emotional and behavioural challenges.

    PubMed

    Hitchcock, Caitlin; Westwell, Martin S

    2017-02-01

    We explored whether school-based Cogmed Working Memory Training (CWMT) may optimise both academic and psychological outcomes at school. Training of executive control skills may form a novel approach to enhancing processes that predict academic achievement, such as task-related attention, and thereby academic performance, but also has the potential to improve the regulation of emotion, social problems and behavioural difficulties. Primary school children (Mean age = 12 years, N = 148) were cluster-randomised to complete active CWMT, a nonadaptive/placebo version of CWMT, or no training. No evidence was found for training effects on task-related attention when performing academic tasks, or performance on reading comprehension and mathematics tasks, or teacher-reported social, emotional and behavioural difficulties. CWMT did not improve control of attention in the classroom, or regulation of social, emotional and behavioural difficulties. © 2016 Association for Child and Adolescent Mental Health.

  10. Online Academic-Integrity Mastery Training May Improve Students' Awareness of, and Attitudes toward, Plagiarism

    ERIC Educational Resources Information Center

    Curtis, Guy J.; Gouldthorp, Bethanie; Thomas, Emma F.; O'Brien, Geraldine M.; Correia, Helen M.

    2013-01-01

    Some evidence has emerged in recent years that plagiarism can be reduced through the use of online mastery tests that are designed to train introductory psychology students in awareness of academic integrity and referencing conventions. Although these studies demonstrated a reduction in incidents of plagiarism they did not directly examine whether…

  11. Cognitive Priming and Cognitive Training: Immediate and Far Transfer to Academic Skills in Children.

    PubMed

    Wexler, Bruce E; Iseli, Markus; Leon, Seth; Zaggle, William; Rush, Cynthia; Goodman, Annette; Esat Imal, A; Bo, Emily

    2016-09-12

    Cognitive operations are supported by dynamically reconfiguring neural systems that integrate processing components widely distributed throughout the brain. The inter-neuronal connections that constitute these systems are powerfully shaped by environmental input. We evaluated the ability of computer-presented brain training games done in school to harness this neuroplastic potential and improve learning in an overall study sample of 583 second-grade children. Doing a 5-minute brain-training game immediately before math or reading curricular content games increased performance on the curricular content games. Doing three 20-minute brain training sessions per week for four months increased gains on school-administered math and reading achievement tests compared to control classes tested at the same times without intervening brain training. These results provide evidence of cognitive priming with immediate effects on learning, and longer-term brain training with far-transfer or generalized effects on academic achievement.

  12. Cognitive Priming and Cognitive Training: Immediate and Far Transfer to Academic Skills in Children

    PubMed Central

    Wexler, Bruce E; Iseli, Markus; Leon, Seth; Zaggle, William; Rush, Cynthia; Goodman, Annette; Esat Imal, A.; Bo, Emily

    2016-01-01

    Cognitive operations are supported by dynamically reconfiguring neural systems that integrate processing components widely distributed throughout the brain. The inter-neuronal connections that constitute these systems are powerfully shaped by environmental input. We evaluated the ability of computer-presented brain training games done in school to harness this neuroplastic potential and improve learning in an overall study sample of 583 second-grade children. Doing a 5-minute brain-training game immediately before math or reading curricular content games increased performance on the curricular content games. Doing three 20-minute brain training sessions per week for four months increased gains on school-administered math and reading achievement tests compared to control classes tested at the same times without intervening brain training. These results provide evidence of cognitive priming with immediate effects on learning, and longer-term brain training with far-transfer or generalized effects on academic achievement. PMID:27615029

  13. The 2014 Academic College of Emergency Experts in India's Education Development Committee (EDC) White Paper on establishing an academic department of Emergency Medicine in India – Guidelines for Staffing, Infrastructure, Resources, Curriculum and Training

    PubMed Central

    Aggarwal, Praveen; Galwankar, Sagar; Kalra, Om Prakash; Bhalla, Ashish; Bhoi, Sanjeev; Sundarakumar, Sundarajan

    2014-01-01

    Emergency medicine services and training in Emergency Medicine (EM) has developed to a large extent in developed countries but its establishment is far from optimal in developing countries. In India, Medical Council of India (MCI) has taken great steps by notifying EM as a separate specialty and so far 20 medical colleges have already initiated 3-year training program in EM. However, there has been shortage of trained faculty, and ambiguity regarding curriculum, rotation policy, infrastructure, teachers’ eligibility qualifications and scheme of examination. Academic College of Emergency Experts in India (ACEE-India) has been a powerful advocate for developing Academic EM in India. The ACEE's Education Development Committee (EDC) was created to chalk out guidelines for staffing, infrastructure, resources, curriculum, and training which may be of help to the MCI and the National Board of Examinations (NBE) to set standards for starting 3-year training program in EM and develop the departments of EM as centers of quality education, research, and treatment across India. This paper has made an attempt to give recommendations so as to provide a uniform framework to the institutions, thus guiding them towards establishing an academic Department of EM for starting the 3-year training program in the specialty of EM. PMID:25114431

  14. Virtual Microscopy in Histopathology Training: Changing Student Attitudes in 3 Successive Academic Years.

    PubMed

    Bertram, Christof A; Firsching, Theresa; Klopfleisch, Robert

    2018-01-01

    Several veterinary faculties have integrated virtual microscopy into their curricula in recent years to improve and refine their teaching techniques. The many advantages of this recent technology are described in the literature, including remote access and an equal and constant slide quality for all students. However, no study has analyzed the change of perception toward virtual microscopy at different time points of students' academic educations. In the present study, veterinary students in 3 academic years were asked for their perspectives and attitudes toward virtual microscopy and conventional light microscopy. Third-, fourth-, and fifth-year veterinary students filled out a questionnaire with 12 questions. The answers revealed that virtual microscopy was overall well accepted by students of all academic years. Most students even suggested that virtual microscopy be implemented more extensively as the modality for final histopathology examinations. Nevertheless, training in the use of light microscopy and associated skills was surprisingly well appreciated. Regardless of their academic year, most students considered these skills important and necessary, and they felt that light microscopy should not be completely replaced. The reasons for this view differed depending on academic year, as the perceived main disadvantage of virtual microscopy varied. Third-year students feared that they would not acquire sufficient light microscopy skills. Fifth-year students considered technical difficulties (i.e., insufficient transmission speed) to be the main disadvantage of this newer teaching modality.

  15. Feeding the pipeline: academic skills training for predental students.

    PubMed

    Markel, Geraldine; Woolfolk, Marilyn; Inglehart, Marita Rohr

    2008-06-01

    This article reports the outcomes of an evaluation conducted to determine if an academic skills training program for undergraduate predental students from underrepresented minority backgrounds increased the students' standardized academic skills test scores for vocabulary, reading comprehension, reading rates, spelling, and math as well as subject-specific test results in biology, chemistry, and physics. Data from standardized academic skill tests and subject-specific tests were collected at the beginning and end of the 1998 to 2006 Pipeline Programs, six-week summer enrichment programs for undergraduate predental students from disadvantaged backgrounds. In total, 179 students (75.4 percent African American, 7.3 percent Hispanic, 5.6 percent Asian American, 5 percent white) attended the programs during these nine summers. Scores on the Nelson-Denny Reading Test showed that the students improved their vocabulary scores (percentile ranks before/after: 46.80 percent/59.56 percent; p<.001), reading comprehension scores (47.21 percent/62.67 percent; p<.001), and reading rates (34.01 percent/78.31 percent; p<.001) from the beginning to the end of the summer programs. Results on the Wide Range Achievement Test III showed increases in spelling (73.58 percent/86.22 percent; p<.001) and math scores (56.98 percent/81.28 percent; p<.001). The students also improved their subject-specific scores in biology (39.07 percent/63.42 percent; p<.001), chemistry (20.54 percent/51.01 percent; p<.001), and physics (35.12 percent/61.14 percent; p<.001). To increase the number of underrepresented minority students in the dental school admissions pool, efforts are needed to prepare students from disadvantaged backgrounds for this process. These data demonstrate that a six-week enrichment program significantly improved the academic skills and basic science knowledge scores of undergraduate predental students. These improvements have the potential to enhance the performance of these students

  16. From vocational training to academic education: the situation of the schools of nursing in Sweden.

    PubMed

    Andersson, E P

    1999-01-01

    As a consequence of a college reform in 1993, nursing education in Sweden is changing from vocational training to academic education. Teacher competence is considered to be of strategic importance to the quality of education for nurses, and nurse educators are expected to have a doctorate or master's degree in nursing or social science. This article focuses on teaching competence as it is perceived by teachers and describes the strategies used by nurse educators to meet the educational changes. The data for this ethnographic study were collected by participant observations at three Swedish nursing schools and interviews with 59 nurse educators. Results indicate that nurse educators use three different strategies to cope with changing demands and to keep their knowledge and competence as faculty at a desirable level. A good nurse educator must: (a) be a "real" nurse; (b) be well prepared in different subject matters; or (c) have an academic degree (master's degree or PhD). The success of the change from vocational training of nurses to an academic education depends on the faculty composition and the culture of the school. As a result of the increased demands for competence, traditional strategies to cope with change are no longer appropriate. Nonacademic-educated faculty risk losing their identity as good educators.

  17. Fulfilling the Mission of Academic Medicine: Training Residents in the Health Needs of Prisoners

    PubMed Central

    Wakeman, Sarah E.

    2010-01-01

    The single mission of academic medicine is the pursuit of health for all. This mandate serves as a reminder to focus care on vulnerable and underserved populations. The 12 million Americans who cycle through correctional facilities each year are arguably among the most vulnerable populations in this country; predominantly black, with a high burden of disease and many barriers to care after release. Medical training programs should provide exposure to the health needs of prisoners. Residents could establish care with inmates prior to release and arrange follow-up in the community. This addition to training would not only provide care to this underserved group, but also would train residents in the myriad problems prisoners face, and foster social responsibility. PMID:20352517

  18. 42 CFR 21.31 - Eligibility; all grades; academic and professional education and professional training and...

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 42 Public Health 1 2012-10-01 2012-10-01 false Eligibility; all grades; academic and professional education and professional training and experience. 21.31 Section 21.31 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES PERSONNEL COMMISSIONED OFFICERS Appointment § 21.31 Eligibility; all...

  19. 42 CFR 21.31 - Eligibility; all grades; academic and professional education and professional training and...

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 42 Public Health 1 2013-10-01 2013-10-01 false Eligibility; all grades; academic and professional education and professional training and experience. 21.31 Section 21.31 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES PERSONNEL COMMISSIONED OFFICERS Appointment § 21.31 Eligibility; all...

  20. 42 CFR 21.31 - Eligibility; all grades; academic and professional education and professional training and...

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 42 Public Health 1 2014-10-01 2014-10-01 false Eligibility; all grades; academic and professional education and professional training and experience. 21.31 Section 21.31 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES PERSONNEL COMMISSIONED OFFICERS Appointment § 21.31 Eligibility; all...

  1. 42 CFR 21.31 - Eligibility; all grades; academic and professional education and professional training and...

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 42 Public Health 1 2011-10-01 2011-10-01 false Eligibility; all grades; academic and professional education and professional training and experience. 21.31 Section 21.31 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES PERSONNEL COMMISSIONED OFFICERS Appointment § 21.31 Eligibility; all...

  2. Effect of Cognitive-Behavioral-Theory-Based Skill Training on Academic Procrastination Behaviors of University Students

    ERIC Educational Resources Information Center

    Toker, Betül; Avci, Rasit

    2015-01-01

    This study examined the effectiveness of a cognitive-behavioral theory (CBT) psycho-educational group program on the academic procrastination behaviors of university students and the persistence of any training effect. This was a quasi-experimental research based on an experimental and control group pretest, posttest, and followup test model.…

  3. Prediction of Academic Achievement in an NATA-Approved Graduate Athletic Training Education Program

    PubMed Central

    Keskula, Douglas R.; Sammarone, Paula G.; Perrin, David H.

    1995-01-01

    The Purpose of this investigation was to determine which information used in the applicant selection process would best predict the final grade point average of students in a National Athletic Trainers Association (NATA) graduate athletic training education program. The criterion variable used was the graduate grade-point average (GPAg) calculated at the completion of the program of study. The predictor variables included: 1) Graduate Record Examination-Quantitative (GRE-Q) scores; and 2) Graduate Record Examination-Verbal (GRE-V) scores, 3) preadmission grade point average (GPAp), 4) total athletic training hours (hours), and 5) curriculum or internship undergraduate athletic training education (program). Data from 55 graduate athletic training students during a 5-year period were evaluated. Stepwise multiple regression analysis indicated that GPAp was a significant predictor of GPAg, accounting for 34% of the variance. GRE-Q, GRE-V, hours, and program did not significantly contribute individually or in combination to the prediction of GPAg. The results of this investigation suggest that, of the variables examined, GPAp is the best predictor of academic success in an NATA-approved graduate athletic training education program. PMID:16558312

  4. Chat Reference Training after One Decade: The Results of a National Survey of Academic Libraries

    ERIC Educational Resources Information Center

    Devine, Christopher; Paladino, Emily Bounds; Davis, John A.

    2011-01-01

    The first comprehensive national survey of all academic libraries in the United States which were conducting chat reference service was carried out to determine: what practices were being used to prepare personnel for chat reference service, what competencies were being taught, how and why training practices may have changed over time, and what…

  5. Preventing academic difficulties in preterm children: a randomised controlled trial of an adaptive working memory training intervention - IMPRINT study.

    PubMed

    Pascoe, Leona; Roberts, Gehan; Doyle, Lex W; Lee, Katherine J; Thompson, Deanne K; Seal, Marc L; Josev, Elisha K; Nosarti, Chiara; Gathercole, Susan; Anderson, Peter J

    2013-09-16

    Very preterm children exhibit difficulties in working memory, a key cognitive ability vital to learning information and the development of academic skills. Previous research suggests that an adaptive working memory training intervention (Cogmed) may improve working memory and other cognitive and behavioural domains, although further randomised controlled trials employing long-term outcomes are needed, and with populations at risk for working memory deficits, such as children born preterm.In a cohort of extremely preterm (<28 weeks' gestation)/extremely low birthweight (<1000 g) 7-year-olds, we will assess the effectiveness of Cogmed in improving academic functioning 2 years' post-intervention. Secondary objectives are to assess the effectiveness of Cogmed in improving working memory and attention 2 weeks', 12 months' and 24 months' post-intervention, and to investigate training related neuroplasticity in working memory neural networks 2 weeks' post-intervention. This double-blind, placebo-controlled, randomised controlled trial aims to recruit 126 extremely preterm/extremely low birthweight 7-year-old children. Children attending mainstream school without major intellectual, sensory or physical impairments will be eligible. Participating children will undergo an extensive baseline cognitive assessment before being randomised to either an adaptive or placebo (non-adaptive) version of Cogmed. Cogmed is a computerised working memory training program consisting of 25 sessions completed over a 5 to 7 week period. Each training session takes approximately 35 minutes and will be completed in the child's home. Structural, diffusion and functional Magnetic Resonance Imaging, which is optional for participants, will be completed prior to and 2 weeks following the training period. Follow-up assessments focusing on academic skills (primary outcome), working memory and attention (secondary outcomes) will be conducted at 2 weeks', 12 months' and 24 months' post-intervention. To

  6. An evaluation of training for lay providers in the use of Motivational Interviewing to promote academic achievement among urban youth

    PubMed Central

    Simon, Patricia; Ward, Nadia L.

    2015-01-01

    This study examined training outcomes for lay service providers who participated in a Motivational Interviewing (MI) training program designed to help increase intrinsic motivation and academic achievement among urban low-income and minority youth. Seventeen lay academic advisors received 16 hours of training in MI. Two, two-hour booster sessions plus five, two- hour weekly group supervision sessions were conducted with lay advisors over a period of seven months. One-hundred percent of lay advisors (n =17) participated in all training, booster sessions and assessments. Seventy-one percent of lay advisors (n=12) completed all group supervision sessions and submitted tapes for review. MI training was associated with increased knowledge of MI principles among lay service providers; increased proficiency in responding to simulated clients in an MI consistent style; increased use of MI adherent behaviors in sessions with real clients and maintenance of high motivation to use MI from pretest to posttest. Although lay advisors increased their knowledge of MI, further training is required for advisors to increase competence in delivering MI. Overall, Implications for using MI in the context of school-based settings is discussed. PMID:26356248

  7. An evaluation of training for lay providers in the use of Motivational Interviewing to promote academic achievement among urban youth.

    PubMed

    Simon, Patricia; Ward, Nadia L

    This study examined training outcomes for lay service providers who participated in a Motivational Interviewing (MI) training program designed to help increase intrinsic motivation and academic achievement among urban low-income and minority youth. Seventeen lay academic advisors received 16 hours of training in MI. Two, two-hour booster sessions plus five, two- hour weekly group supervision sessions were conducted with lay advisors over a period of seven months. One-hundred percent of lay advisors (n =17) participated in all training, booster sessions and assessments. Seventy-one percent of lay advisors (n=12) completed all group supervision sessions and submitted tapes for review. MI training was associated with increased knowledge of MI principles among lay service providers; increased proficiency in responding to simulated clients in an MI consistent style; increased use of MI adherent behaviors in sessions with real clients and maintenance of high motivation to use MI from pretest to posttest. Although lay advisors increased their knowledge of MI, further training is required for advisors to increase competence in delivering MI. Overall, Implications for using MI in the context of school-based settings is discussed.

  8. A Case History in the Treatment of Academic Failure: Some Suggestions for Professionals in Work/Training Programs for the Disadvantaged.

    ERIC Educational Resources Information Center

    Hodell, Louise

    A case history of a 16-year-old Puerto Rican male high school dropout is presented to illustrate the visual-perception difficulties resulting in illiteracy and academic failure. The boy had had a number of years of formal schooling without learning any of the basic skills. Neither the academic nor the work training programs at Mobilization for…

  9. How a community-based organization and an academic health center are creating an effective partnership for training and service.

    PubMed

    Meyer, Dodi; Armstrong-Coben, Anne; Batista, Milagros

    2005-04-01

    Community-academic partnerships in the training of doctors offer unique learning opportunities of great importance. Such partnerships can induce a paradigm shift such that physicians view community as a teaching resource and partner rather than as a passive recipient of services or solely as a placement site. The authors describe a model of a community-academic partnership in New York City, begun in 1995, in which, for training and service, pediatric residents are integrally involved in a community-based program. Principles adapted from the Community-Campus Partnerships for Health's principles of partnership provide a framework for portraying the essential elements of developing and maintaining the partnership. The authors explain the clashes that may arise between partners and show how the principles of partnership guide partnership members in working and learning within a setting that by its nature entails conflict and inequality. This report is based on the knowledge gained from the structured reflections of both members of this partnership: the residency program at a large academic health center and the community-based social service organization. Such partnerships provide the training ground for the development of physicians who understand the social and cultural determinants of health and constructively use community agencies' input in promoting child health and well-being. Within this framework, community-based organizations are not solely service providers but become educators of physicians-in-training who, with new knowledge gained through the partnership, more effectively contribute to the overall health of the communities they serve.

  10. 77 FR 36277 - Academic Development of a Training Program for Good Laboratory Practices in High Containment...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-06-18

    ... requirements in high and maximum biocontainment, scientists working in this environment and FDA staff who will...] Academic Development of a Training Program for Good Laboratory Practices in High Containment Environments... Containment Environments (U24).'' In this FOA, FDA announces its intention to accept and consider a single...

  11. Fuzzy controller training using particle swarm optimization for nonlinear system control.

    PubMed

    Karakuzu, Cihan

    2008-04-01

    This paper proposes and describes an effective utilization of particle swarm optimization (PSO) to train a Takagi-Sugeno (TS)-type fuzzy controller. Performance evaluation of the proposed fuzzy training method using the obtained simulation results is provided with two samples of highly nonlinear systems: a continuous stirred tank reactor (CSTR) and a Van der Pol (VDP) oscillator. The superiority of the proposed learning technique is that there is no need for a partial derivative with respect to the parameter for learning. This fuzzy learning technique is suitable for real-time implementation, especially if the system model is unknown and a supervised training cannot be run. In this study, all parameters of the controller are optimized with PSO in order to prove that a fuzzy controller trained by PSO exhibits a good control performance.

  12. Lessons learned from a community-academic initiative: the development of a core competency-based training for community-academic initiative community health workers.

    PubMed

    Ruiz, Yumary; Matos, Sergio; Kapadia, Smiti; Islam, Nadia; Cusack, Arthur; Kwong, Sylvia; Trinh-Shevrin, Chau

    2012-12-01

    Despite the importance of community health workers (CHWs) in strategies to reduce health disparities and the call to enhance their roles in research, little information exists on how to prepare CHWs involved in community-academic initiatives (CAIs). Therefore, the New York University Prevention Research Center piloted a CAI-CHW training program. We applied a core competency framework to an existing CHW curriculum and bolstered the curriculum to include research-specific sessions. We employed diverse training methods, guided by adult learning principles and popular education philosophy. Evaluation instruments assessed changes related to confidence, intention to use learned skills, usefulness of sessions, and satisfaction with the training. Results demonstrated that a core competency-based training can successfully affect CHWs' perceived confidence and intentions to apply learned content, and can provide a larger social justice context of their role and work. This program demonstrates that a core competency-based framework coupled with CAI-research-specific skill sessions (1) provides skills that CAI-CHWs intend to use, (2) builds confidence, and (3) provides participants with a more contextualized view of client needs and CHW roles.

  13. 40 CFR 262.207 - Training.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... Accumulation of Unwanted Material for Laboratories Owned by Eligible Academic Entities § 262.207 Training. An eligible academic entity must provide training to all individuals working in a laboratory at the eligible academic entity, as follows: (a) Training for laboratory workers and students must be commensurate with...

  14. Medical school and residency influence on choice of an academic career and academic productivity among neurosurgery faculty in the United States. Clinical article.

    PubMed

    Campbell, Peter G; Awe, Olatilewa O; Maltenfort, Mitchell G; Moshfeghi, Darius M; Leng, Theodore; Moshfeghi, Andrew A; Ratliff, John K

    2011-08-01

    Factors determining choice of an academic career in neurological surgery are unclear. This study seeks to evaluate the graduates of medical schools and US residency programs to determine those programs that produce a high number of graduates remaining within academic programs and the contribution of these graduates to academic neurosurgery as determined by h-index valuation. Biographical information from current faculty members of all accredited neurosurgery training programs in the US with departmental websites was obtained. Any individual who did not have an American Board of Neurological Surgery certificate (or was not board eligible) was excluded. The variables collected included medical school attended, residency program completed, and current academic rank. For each faculty member, Web of Science and Scopus h-indices were also collected. Ninety-seven academic neurosurgery departments with 986 faculty members were analyzed. All data regarding training program and medical school education were compiled and analyzed by center from which each faculty member graduated. The 20 medical schools and neurosurgical residency training programs producing the greatest number of graduates remaining in academic practice, and the respective individuals' h-indices, are reported. Medical school graduates of the Columbia University College of Physicians and Surgeons chose to enter academics the most frequently. The neurosurgery training program at the University of Pittsburgh produced the highest number of academic neurosurgeons in this sample. The use of quantitative measures to evaluate the academic productivity of medical school and residency graduates may provide objective measurements by which the subjective influence of training experiences on choice of an academic career may be inferred. The top 3 residency training programs were responsible for 10% of all academic neurosurgeons. The influence of medical school and residency experiences on choice of an academic career may

  15. A Study of Home Environment, Academic Achievement and Teaching Aptitude on Training Success of Pre-Service Elementary Teachers of India

    ERIC Educational Resources Information Center

    Rani, Sunita; Siddiqui, M. A.

    2015-01-01

    The primary intend of the study was to explore the relationship of Arts, Science and Commerce stream and training success and the influence of Home Environment, Academic Achievement and Teaching Aptitude on training success of ETE trainees. The study analyzed the numerical data from a survey of 380 teacher trainees of three DIETs of Delhi, India.…

  16. CAEP 2014 Academic Symposium: "How to make research succeed in your emergency department: How to develop and train career researchers in emergency medicine".

    PubMed

    Perry, Jeffrey J; Snider, Carolyn E; Artz, Jennifer D; Stiell, Ian G; Shaeri, Sedigheh; McLeod, Shelley; Le Sage, Natalie; Hohl, Corinne; Calder, Lisa A; Vaillancourt, Christian; Holroyd, Brian; Hollander, Judd E; Morrison, Laurie J

    2015-05-01

    We sought to 1) identify best practices for training and mentoring clinician researchers, 2) characterize facilitators and barriers for Canadian emergency medicine researchers, and 3) develop pragmatic recommendations to improve and standardize emergency medicine postgraduate research training programs to build research capacity. We performed a systematic review of MEDLINE and Embase using search terms relevant to emergency medicine research fellowship/graduate training. We conducted an email survey of all Canadian emergency physician researchers. The Society for Academic Emergency Medicine (SAEM) research fellowship program was analysed, and other similar international programs were sought. An expert panel reviewed these data and presented recommendations at the Canadian Association of Emergency Physicians (CAEP) 2014 Academic Symposium. We refined our recommendations based on feedback received. Of 1,246 potentially relevant citations, we included 10 articles. We identified five key themes: 1) creating training opportunities; 2) ensuring adequate protected time; 3) salary support; 4) infrastructure; and 5) mentorship. Our survey achieved a 72% (67/93) response rate. From these responses, 42 (63%) consider themselves clinical researchers (i.e., spend a significant proportion of their career conducting research). The single largest constraint to conducting research was funding. Factors felt to be positive contributors to a clinical research career included salary support, research training (including an advanced graduate degree), mentorship, and infrastructure. The SAEM research fellowship was the only emergency medicine research fellowship program identified. This 2-year program requires approval of both the teaching centre and each applying fellow. This program requires training in 15 core competencies, manuscript preparation, and submission of a large grant to a national peer-review funding organization. We recommend that the CAEP Academic Section create a

  17. Development of training modules for magnetic particle inspection

    NASA Astrophysics Data System (ADS)

    Kosaka, Daigo; Eisenmann, David J.; Enyart, Darrel; Nakagawa, Norio; Lo, Chester; Orman, David

    2015-03-01

    Magnetic particle inspection (MPI) is a nondestructive evaluation technique used with ferromagnetic materials. Although the application of this method may appear straightforward, MPI combines the complicated nature of electromagnetics, metallurgical material effects, fluid-particle motion dynamics, and physiological human factors into a single inspection. To fully appreciate industry specifications such as ASTM E-1444, users should develop a basic understanding of the many factors that are involved in MPI. We have developed a series of MPI training modules that are aimed at addressing this requirement. The modules not only offer qualitative explanations, but also show quantitative explanations in terms of measurement and numerical simulation data in many instances. There are five modules in all. Module ♯1 shows characteristics of waveforms and magnetizing methods. This allows MPI practitioners to make optimum choice of waveform and magnetizing method. Module ♯2 explains how material properties relate to the magnetic characteristics. Module ♯3 shows the strength of the excitation field or the flux leakage from a crack and how it compares to the detectability of a crack by MPI. Module ♯4 shows how specimen status may influence defect detection. Module ♯5 shows the effects of particle properties on defect detection.

  18. Using bibliometrics to analyze the state of academic productivity in US pediatric surgery training programs.

    PubMed

    Desai, Nidhi; Veras, Laura V; Gosain, Ankush

    2018-06-01

    The Accreditation Council for Graduate Medical Education (ACGME) Common Program Requirements state that faculty must establish and maintain an environment of inquiry and scholarship. Bibliometrics, the statistical analysis of written publications, assesses scientific productivity and impact. The goal of this study was to understand the state of scholarship at Pediatric Surgery training programs. Following IRB approval, Scopus was used to generate bibliometric profiles for US Pediatric Surgery training programs and faculty. Statistical analyses were performed. Information was obtained for 430 surgeons (105 female) from 48 US training programs. The mean lifetime h-index/surgeon for programs was 14.4 +/- 4.7 (6 programs above 1 SD, 9 programs below 1 SD). The mean 5-yearh-index/surgeon for programs was 3.92 +/- 1.5 (7 programs above 1 SD, 8 programs below 1 SD). Programs accredited after 2000 had a lower lifetime h-index than those accredited before 2000 (p=0.0378). Female surgeons had a lower lifetime h-index (p<0.0001), 5-yearh-index (p=0.0049), and m-quotient (p<0.0001) compared to males. Mean lifetime h-index increased with academic rank (p<0.0001), with no gender differences beyond the assistant professor rank (p=NS). Variability was identified based on institution, gender, and rank. This information can be used for benchmarking the academic productivity of faculty and programs and as an adjunct in promotion/tenure decisions. Original Research. n/a. Copyright © 2018 Elsevier Inc. All rights reserved.

  19. The Effect of Training in Instructional Designer Competencies on Teachers' Planning Routine and Their Students' Academic Achievement.

    ERIC Educational Resources Information Center

    Darwazeh, Afnan N.

    A class of 37 in-service government school teachers from the Nablus (Palestine) district was studied to investigate the effects of 18 hours of training in Instructional Designer's Competencies (IDC) on teachers' planning routine, and their students' academic achievement. A questionnaire measured IDC in five domains: analysis, design,…

  20. Academic emergency medicine in India.

    PubMed

    Pothiawala, Sohil; Anantharaman, Venkataraman

    2013-08-01

    Emergency medicine (EM) was recognized as a specialty by the Medical Council of India (MCI) in July 2009. As India undergoes urbanisation, cost-effective transition from managing infectious diseases to emergency management of trauma and cardio-respiratory diseases is crucial. Trained emergency healthcare workers are needed to respond effectively to these challenges. The objective was to determine the current status of academic EM training and related issues in India, and to discuss those that need to be addressed. The authors conducted electronic literature searches for articles published over an 18 year period from January 1994 to February 2013 using PubMed, Google and Yahoo databases. The references listed in the publications identified from these databases were also reviewed. Electronic literature searches revealed a multitude of 1 to 3 year training programmes, many affiliated with various foreign universities. The majority of these training programmes are offered in private healthcare institutions. MCI recognition has opened the doors for medical colleges to set up Indian specialty training programmes. Two separate Academic Councils are currently looking at EM training. The variety of programmes and separate efforts on academic development begets a need to address the issues of short-term courses being passed off as specialty training programmes, and a need for working together on national curriculum development, certification, accreditation systems and common examinations. The different organisations and academic councils could collaborate to give EM a unified scope for development. © 2013 Australasian College for Emergency Medicine and Australasian Society for Emergency Medicine.

  1. The 2015 Academic College of Emergency Experts in India's INDO-US Joint Working Group White Paper on Establishing an Academic Department and Training Pediatric Emergency Medicine Specialists in India

    PubMed Central

    Mahajan, Prashant; Batra, Prerna; Shah, Binita R; Saha, Abhijeet; Galwankar, Sagar; Aggrawal, Praveen; Hassoun, Ameer; Batra, Bipin; Bhoi, Sanjeev; Kalra, Om Prakash; Shah, Dheeraj

    2015-01-01

    The concept of pediatric emergency medicine (PEM) is virtually nonexistent in India. Suboptimally, organized prehospital services substantially hinder the evaluation, management, and subsequent transport of the acutely ill and/or injured child to an appropriate facility. Furthermore, the management of the ill child at the hospital level is often provided by overburdened providers who, by virtue of their training, lack experience in the skills required to effectively manage pediatric emergencies. Finally, the care of the traumatized child often requires the involvement of providers trained in different specialities, which further impedes timely access to appropriate care. The recent recognition of Doctor of Medicine (MD) in Emergency Medicine (EM) as an approved discipline of study as per the Indian Medical Council Act provides an unprecedented opportunity to introduce PEM as a formal academic program in India. PEM has to be developed as a 3-year superspeciality course (in PEM) after completion of MD/Diplomate of National Board (DNB) Pediatrics or MD/DNB in EM. The National Board of Examinations (NBE) that accredits and administers postgraduate and postdoctoral programs in India also needs to develop an academic program – DNB in PEM. The goals of such a program would be to impart theoretical knowledge, training in the appropriate skills and procedures, development of communication and counseling techniques, and research. In this paper, the Joint Working Group of the Academic College of Emergency Experts in India (JWG-ACEE-India) gives its recommendations for starting 3-year DM/DNB in PEM, including the curriculum, infrastructure, staffing, and training in India. This is an attempt to provide an uniform framework and a set of guiding principles to start PEM as a structured superspeciality to enhance emergency care for Indian children. PMID:26807394

  2. Lessons Learned From a Community–Academic Initiative: The Development of a Core Competency–Based Training for Community–Academic Initiative Community Health Workers

    PubMed Central

    Matos, Sergio; Kapadia, Smiti; Islam, Nadia; Cusack, Arthur; Kwong, Sylvia; Trinh-Shevrin, Chau

    2012-01-01

    Objectives. Despite the importance of community health workers (CHWs) in strategies to reduce health disparities and the call to enhance their roles in research, little information exists on how to prepare CHWs involved in community–academic initiatives (CAIs). Therefore, the New York University Prevention Research Center piloted a CAI–CHW training program. Methods. We applied a core competency framework to an existing CHW curriculum and bolstered the curriculum to include research-specific sessions. We employed diverse training methods, guided by adult learning principles and popular education philosophy. Evaluation instruments assessed changes related to confidence, intention to use learned skills, usefulness of sessions, and satisfaction with the training. Results. Results demonstrated that a core competency–based training can successfully affect CHWs’ perceived confidence and intentions to apply learned content, and can provide a larger social justice context of their role and work. Conclusions. This program demonstrates that a core competency–based framework coupled with CAI-research–specific skill sessions (1) provides skills that CAI–CHWs intend to use, (2) builds confidence, and (3) provides participants with a more contextualized view of client needs and CHW roles. PMID:22594730

  3. Effects of Sport-Specific Training during the Early Stages of Long-Term Athlete Development on Physical Fitness, Body Composition, Cognitive, and Academic Performances.

    PubMed

    Granacher, Urs; Borde, Ron

    2017-01-01

    Introduction: Several sports demand an early start into long-term athlete development (LTAD) because peak performances are achieved at a relatively young age (e.g., gymnastics). However, the challenging combination of high training volumes and academic demands may impede youth athletes' cognitive and academic performances. Thus, the aims of this study were to examine the effects of a 1-year sport-specific training and/or physical education on physical fitness, body composition, cognitive and academic performances in youth athletes and their non-athletic peers. Methods: Overall, 45 prepubertal fourth graders from a German elite sport school were enrolled in this study. Participating children were either youth athletes from an elite sports class ( n = 20, age 9.5 ± 0.5 years) or age-matched peers from a regular class ( n = 25, age 9.6 ± 0.6 years). Over the 1-year intervention period, the elite sports class conducted physical education and sport-specific training (i.e., gymnastics, swimming, soccer, bicycle motocross [BMX]) during school time while the regular class attended physical education only. Of note, BMX is a specialized form of cycling that is performed on motocross tracks and affords high technical skills. Before and after intervention, tests were performed for the assessment of physical fitness (speed [20-m sprint], agility [star agility run], muscle power [standing long jump], flexibility [stand-and-reach], endurance [6-min-run], balance [single-leg stance]), body composition (e.g., muscle mass), cognitive (d2-test) and academic performance (reading [ELFE 1-6], writing [HSP 4-5], calculating [DEMAT 4]). In addition, grades in German, English, Mathematics, and physical education were documented. Results: At baseline, youth athletes showed better physical fitness performances ( p < 0.05; d = 0.70-2.16), less relative body fat mass, more relative skeletal muscle mass ( p < 0.01; d = 1.62-1.84), and similar cognitive and academic achievements compared to

  4. Are Australasian academic physicians an endangered species?

    PubMed

    Wilson, A

    2007-11-01

    It has been stated that academic medicine is in a worldwide crisis. Is this decline in hospital academic practice a predictable consequence of modern clinical practice with its emphasis on community and outpatient-based services as well as a corporate health-care ethos or does it relate to innate problems in the training process and career structure for academic clinicians? A better understanding of the barriers to involvement in academic practice, including the effect of gender, the role and effect of overseas training, expectation of further research degrees and issues pertaining to the Australian academic workplace will facilitate recruitment and retention of the next generation of academic clinicians. Physician-scientists remain highly relevant as medical practice and education evolves in the 21st century. Hospital-based academics carry out a critical role in the ongoing mentoring of trainees and junior colleagues, whose training is still largely hospital based in most specialty programmes. Academic clinicians are uniquely placed to translate the rapid advances in medical biology into the clinical sphere, by guiding and carrying out translational research as well as leading clinical studies. Academic physicians also play key leadership in relations with government and industry, in professional groups and medical colleges. Thus, there is a strong case to assess the problems facing recruitment and retention of physician-scientists in academic practice and to develop workable solutions.

  5. Registrar interest in academic obstetrics and gynaecology: a cross-sectional survey.

    PubMed

    McDonald, Andrea; Paterson, Helen; Herbison, Peter

    2012-10-01

    New Zealand has an urgent need to train and retain obstetrics and gynaecology academics, and postgraduate training pathways are being considered. To gauge registrar interest in an academic training position and an academic career; analyse the importance of various encouraging factors; and investigate how demographics, experience and encouragers may be associated with academic interest. All obstetric and gynaecology registrars working in New Zealand were invited by their clinical directors to participate in an online survey in March-June 2011. Statistical analysis, using Fisher's Exact and chi-squared tests, was used to investigate how demographic, experience and encourager variables were associated with academic interest. Of the 58 participants, 46 were women, 32 were New Zealand medical graduates and 43 were on the training program. Over half (54%) indicated they would consider a 1-year rotating research/teaching position and 45% an academic career. The most important encouraging factors for academic work were interest, opportunity to balance clinical and academic roles, job flexibility (lifestyle and family) and a supportive academic environment. Women were nearly nine times more likely to consider academic training (OR 8.75, P = 0.007), and trainees were one-third as likely to consider it compared to non-trainees (OR 0.31, P = 0.073). New Zealand has the unique ability to approach retention and training issues in a flexible and innovative manner which utilises international links. Clinical academic training positions should be set-up with quality supervision and support similar pay scales and the opportunity for simultaneous part-time clinical practice. © 2012 The Authors ANZJOG © 2012 The Royal Australian and New Zealand College of Obstetricians and Gynaecologists.

  6. A review of the effectiveness of stress management skills training on academic vitality and psychological well-being of college students.

    PubMed

    Alborzkouh, P; Nabati, M; Zainali, M; Abed, Y; Shahgholy Ghahfarokhi, F

    2015-01-01

    Objective: Carrying out the appropriate psychological interventions to improve vitality and mental well-being is critical. The study was carried out to review the effectiveness of stress management training on the academic life and mental well-being of the students of Shahed University. Methodology: The method used was quasi-experimental with a pretest-posttest plan and control group. Therefore, a total of 40 students of Shahed University of Tehran were selected by a convenience sampling method and were organized into two groups: experimental and control group. Both groups were pretested by using an academic vitality inventory and an 84-question psychological well-being inventory. Then, the experimental group received stress management skills training for ten sessions, and the control group did not receive any intervention. Next, both groups were post-tested, and the data were analyzed with SPSS-21 software by using descriptive and inferential statistical methods. Findings: The findings showed that the stress management skills training significantly contributed to promoting the academic vitality and psychological well-being of students (p < 0.001). Conclusions: It was concluded from this research that teaching the methods for dealing with stress was an effective strategy to help students exposed to high stress and pressure, and this was due to its high efficiency, especially when it was held in groups, had a small cost, and it was accepted by the individuals.

  7. Effectiveness of Information Processing Strategy Training on Academic Task Performance in Children with Learning Disabilities: A Pilot Study.

    PubMed

    Juntorn, Sutinun; Sriphetcharawut, Sarinya; Munkhetvit, Peeraya

    2017-01-01

    Learning disabilities (LD) can be associated with problems in the four stages of information processing used in learning: input, throughput, output, and feedback. These problems affect the child's ability to learn and perform activities in daily life, especially during academic activities. This study is a pilot study aimed at investigating the effectiveness of information processing strategy training using a combination of two approaches that address the ability to apply processing strategies during academic activities in children with LD. The two approaches are the Perceive, Recall, Plan, and Perform (PRPP) System of Intervention, which is a strategy training intervention, and the Four-Quadrant Model (4QM) of Facilitated Learning approach, which is a systematic facilitator technique. Twenty children with LD were assigned to two groups: the experimental group ( n = 10) and the control group ( n = 10). Children in the experimental group received the intervention twice a week for 6 consecutive weeks. Each treatment session took approximately 50 minutes. Children in the control group received traditional intervention twice a week for 6 consecutive weeks. The results indicated that the combination of the PRPP System of Intervention and the 4QM may improve the participants' ability to apply information processing strategies during academic activities.

  8. Attention Training in Autism as a Potential Approach to Improving Academic Performance: A School-Based Pilot Study

    ERIC Educational Resources Information Center

    Spaniol, Mayra Muller; Shalev, Lilach; Kossyvaki, Lila; Mevorach, Carmel

    2018-01-01

    This study assessed the effectiveness of an attention intervention program (Computerized Progressive Attentional Training; CPAT) in improving academic performance of children with ASD. Fifteen 6-10 year olds with ASD attending a mainstream and a special school were assigned to an experimental (CPAT; n = 8) and active control (computer games; n =…

  9. Junior Reserve Officer Training Corps Career Academies and Their Impact on Academic Achievement in Urban Public Schools

    ERIC Educational Resources Information Center

    Neely, Sheryl Austin

    2012-01-01

    Low attendance, poor behavior, low test scores, and low graduation rates among at-risk students have created a concern in urban school districts. The purpose of this study was to illuminate the impact of Junior Reserve Officer Training Corps (JROTC) Academy programs on students' academic performance. The theoretical foundation of the research…

  10. Ultrafine Particle Distribution and Chemical Composition Assessment during Military Operative Trainings

    PubMed Central

    Campagna, Marcello; Pilia, Ilaria; Marcias, Gabriele; Frattolillo, Andrea; Pili, Sergio; Bernabei, Manuele; d’Aloja, Ernesto; Cocco, Pierluigi; Buonanno, Giorgio

    2017-01-01

    (1) Background: The assessment of airborne particulate matter (PM) and ultrafine particles (UFPs) in battlefield scenarios is a topic of particular concern; (2) Methods: Size distribution, concentration, and chemical composition of UFPs during operative military training activities (target drone launches, ammunition blasting, and inert bomb impact) were investigated using an electric low-pressure impactor (ELPI+) and a scanning electron microscope (SEM), equipped with energy-dispersive spectroscopy (EDS); (3) Results: The median of UFPs, measured for all sampling periods and at variable distance from sources, was between 1.02 × 103 and 3.75 × 103 particles/cm3 for drone launches, between 3.32 × 103 and 15.4 × 103 particles/cm3 for the ammunition blasting and from 7.9 × 103 to 1.3 × 104 particles/cm3 for inert launches. Maximum peak concentrations, during emitting sources starting, were 75.5 × 106 and 17.9 × 106 particles/cm3, respectively. Particles from the drone launches were predominantly composed of silicon (Si), iron (Fe) and calcium (Ca), and those from the blasting campaigns by magnesium (Mg), sulphur (S), aluminum (Al), iron (Fe), barium (Ba) and silicon (Si); (4) Conclusions: The investigated sources produced UFPs with median values lower than other anthropogenic sources, and with a similar chemical composition. PMID:28556812

  11. Rhinology fellowship training and its scholarly impact.

    PubMed

    Svider, Peter F; Blake, Danielle M; Setzen, Michael; Folbe, Adam J; Baredes, Soly; Eloy, Jean Anderson

    2013-01-01

    Previous examination of the impact of fellowship training on scholarly productivity among otolaryngologists found that head and neck surgeons and otologists had a higher mean h-index than fellowship-trained rhinologists. Because fellowship training in rhinology is a historically newer trend, the objectives of the present analysis were to further characterize research productivity among fellowship-trained academic rhinologists, including geographic and temporal trends, to gain insight into the future direction of scholarly pursuits within the field. Fellowship-trained rhinologists in academic practices were identified from the American Rhinologic Society online listings and organized by academic rank, number of years in practice, location, and h-index, as calculated using the Scopus database. Mean h-index rose with increasing years in practice after fellowship. The h-index, number of publications, and the E-factor (a newly described bibliometric) increased with successive academic rank. The E-factor for rhinologists in this current analysis was not statistically different from the values calculated for other otolaryngology subspecialties (p > 0.05). Fellowship-training in rhinology is a relatively recent development, with half of the academic rhinologists included in this analysis having completed fellowship training within the past 5 years. Scholarly productivity among academic rhinologists increases with academic seniority. As the current cohort of fellowship-trained rhinologists progress in their academic careers, previously described deficits in scholarly productivity relative to other subspecialties are expected to diminish.

  12. Gender Differences in Academic Productivity and Academic Career Choice Among Urology Residents

    PubMed Central

    Yang, Glen; Villalta, Jacqueline D.; Weiss, Dana A.; Carroll, Peter R.; Breyer, Benjamin N.

    2012-01-01

    Purpose Gender disparities have long existed in medicine but they have not been well examined in urology. We analyzed a large cohort of graduating urology residents to investigate gender disparities in academic productivity, as measured by peer reviewed publications and academic career choice. Materials and Methods We assembled a list of urology residents who graduated from 2002 through 2008 who were affiliated with the top 50 urology hospitals, as ranked by 2009 U.S. News & World Report. PubMed® was queried to determine the publication output of each resident during the last 3 years of residency. We used an Internet search to determine the fellowship training, career choice and academic rank of each subject. Gender effects on each factor were evaluated. Results A total of 459 male (84.5%) and 84 female (15.5%) residents were included in analysis. During residency women produced fewer total publications (average 3.0 vs 4.8, p = 0.01) and fewer as first author (average 1.8 vs 2.5, p = 0.03) than men. A higher proportion of women than men underwent fellowship training (54.8% vs 48.5%, p =0.29) and ultimately chose an academic career (40.5% vs 33.3%, p = 0.20), although these differences were not statistically significant. Of residents who chose an academic career a higher proportion of men than women (24.7% vs 2.9%, p = 0.01) obtained associate vs assistant professor rank. Conclusions Women produced fewer peer reviewed publications than men during residency but they were equally likely to undergo fellowship training and choose an academic career. During the study period a higher proportion of men achieved associate professor rank. PMID:22902027

  13. Quality of life during orthopaedic training and academic practice. Part 1: orthopaedic surgery residents and faculty.

    PubMed

    Sargent, M Catherine; Sotile, Wayne; Sotile, Mary O; Rubash, Harry; Barrack, Robert L

    2009-10-01

    A pilot study of two academic training programs revealed concerning levels of resident burnout and psychological dysfunction. The purpose of the present study was to determine the quality of life of orthopaedic residents and faculty on a national scale and to identify risk factors for decompensation. Three hundred and eighty-four orthopaedic residents and 264 full-time orthopaedic faculty members completed a voluntary, anonymous survey consisting of three validated instruments (the Maslach Burnout Inventory, the General Health Questionnaire-12, and the Revised Dyadic Adjustment Scale) and question sets assessing demographic information, relationship issues, stress reactions/management, and work/life balance. High levels of burnout were seen in 56% of the residents and 28% of the faculty members. Burnout risk was greatest among second-postgraduate-year residents and residents in training programs with six or more residents per postgraduate year. Sixteen percent of residents and 19% of faculty members reported symptoms of psychological distress. Sleep deprivation was common among the residents and correlated positively with every distress measure. Faculty reported greater levels of stress but greater satisfaction with work and work/life balance. A number of factors, such as making time for hobbies and limiting alcohol use, correlated with decreased dysfunction for both residents and faculty. Despite reporting high levels of job satisfaction, orthopaedic residents and faculty are at risk for burnout and distress. Identification of protective factors and risk factors may provide guidance to improve the quality of life of academic orthopaedic surgeons in training and beyond.

  14. Effects of Sport-Specific Training during the Early Stages of Long-Term Athlete Development on Physical Fitness, Body Composition, Cognitive, and Academic Performances

    PubMed Central

    Granacher, Urs; Borde, Ron

    2017-01-01

    Introduction: Several sports demand an early start into long-term athlete development (LTAD) because peak performances are achieved at a relatively young age (e.g., gymnastics). However, the challenging combination of high training volumes and academic demands may impede youth athletes' cognitive and academic performances. Thus, the aims of this study were to examine the effects of a 1-year sport-specific training and/or physical education on physical fitness, body composition, cognitive and academic performances in youth athletes and their non-athletic peers. Methods: Overall, 45 prepubertal fourth graders from a German elite sport school were enrolled in this study. Participating children were either youth athletes from an elite sports class (n = 20, age 9.5 ± 0.5 years) or age-matched peers from a regular class (n = 25, age 9.6 ± 0.6 years). Over the 1-year intervention period, the elite sports class conducted physical education and sport-specific training (i.e., gymnastics, swimming, soccer, bicycle motocross [BMX]) during school time while the regular class attended physical education only. Of note, BMX is a specialized form of cycling that is performed on motocross tracks and affords high technical skills. Before and after intervention, tests were performed for the assessment of physical fitness (speed [20-m sprint], agility [star agility run], muscle power [standing long jump], flexibility [stand-and-reach], endurance [6-min-run], balance [single-leg stance]), body composition (e.g., muscle mass), cognitive (d2-test) and academic performance (reading [ELFE 1–6], writing [HSP 4–5], calculating [DEMAT 4]). In addition, grades in German, English, Mathematics, and physical education were documented. Results: At baseline, youth athletes showed better physical fitness performances (p < 0.05; d = 0.70–2.16), less relative body fat mass, more relative skeletal muscle mass (p < 0.01; d = 1.62–1.84), and similar cognitive and academic achievements compared

  15. A Comparison of the Career Maturity, Self Concept and Academic Achievement of Female Cooperative Vocational Office Training Students, Intensive Business Training Students, and Regular Business Education Students in Selected High Schools in Mississippi.

    ERIC Educational Resources Information Center

    Seaward, Marty Robertson

    The purpose of this study was to compare the career maturity, self concept, and academic achievement of female students enrolled in intensive business training (IBT), cooperative vocational office training (CVOT), and regular business education programs. A sample of 240 students, equalized into three groups on the basis of IQ scores, were given…

  16. Academic research training for a nonacademic workplace: a case study of graduate student alumni who work in conservation.

    PubMed

    Muir, Matthew J; Schwartz, Mark W

    2009-12-01

    Graduate education in conservation biology has been assailed as ineffective and inadequate to train the professionals needed to solve conservation problems. To identify how graduate education might better fit the needs of the conservation workplace, we surveyed practitioners and academics about the importance of particular skills on the job and the perceived importance of teaching those same skills in graduate school. All survey participants (n = 189) were alumni from the University of California Davis Graduate Group in Ecology and received thesis-based degrees from 1973 to 2008. Academic and practitioner respondents clearly differed in workplace skills, although there was considerably more agreement in training recommendations. On the basis of participant responses, skill sets particularly at risk of underemphasis in graduate programs are decision making and implementation of policy, whereas research skills may be overemphasized. Practitioners in different job positions, however, require a variety of skill sets, and we suggest that ever-increasing calls to broaden training to fit this multitude of jobs will lead to a trade-off in the teaching of other skills. Some skills, such as program management, may be best developed in on-the-job training or collaborative projects. We argue that the problem of graduate education in conservation will not be solved by restructuring academia alone. Conservation employers need to communicate their specific needs to educators, universities need to be more flexible with their opportunities, and students need to be better consumers of the skills offered by universities and other institutions.

  17. Ultrafine Particle Distribution and Chemical Composition Assessment during Military Operative Trainings.

    PubMed

    Campagna, Marcello; Pilia, Ilaria; Marcias, Gabriele; Frattolillo, Andrea; Pili, Sergio; Bernabei, Manuele; d'Aloja, Ernesto; Cocco, Pierluigi; Buonanno, Giorgio

    2017-05-30

    (1) Background: The assessment of airborne particulate matter (PM) and ultrafine particles (UFPs) in battlefield scenarios is a topic of particular concern; (2) Methods: Size distribution, concentration, and chemical composition of UFPs during operative military training activities (target drone launches, ammunition blasting, and inert bomb impact) were investigated using an electric low-pressure impactor (ELPI+) and a scanning electron microscope (SEM), equipped with energy-dispersive spectroscopy (EDS); (3) Results: The median of UFPs, measured for all sampling periods and at variable distance from sources, was between 1.02 × 10³ and 3.75 × 10³ particles/cm³ for drone launches, between 3.32 × 10³ and 15.4 × 10³ particles/cm³ for the ammunition blasting and from 7.9 × 10³ to 1.3 × 10⁴ particles/cm³ for inert launches. Maximum peak concentrations, during emitting sources starting, were 75.5 × 10⁶ and 17.9 × 10⁶ particles/cm³, respectively. Particles from the drone launches were predominantly composed of silicon (Si), iron (Fe) and calcium (Ca), and those from the blasting campaigns by magnesium (Mg), sulphur (S), aluminum (Al), iron (Fe), barium (Ba) and silicon (Si); (4) Conclusions: The investigated sources produced UFPs with median values lower than other anthropogenic sources, and with a similar chemical composition.

  18. Academic Resilience and Achievement: Self-Motivational Resources That Guide Faculty Participation in Instructional Technology Training at a Mexican University

    ERIC Educational Resources Information Center

    Montero-Hernandez, Virginia; Levin, John; Diaz-Castillo, Maribel

    2014-01-01

    This study uses narrative analysis to understand the ways in which Mexican university faculty members used their self-motivational resources to persist in an instructional technology training program within adverse work conditions. The methodology included interviews and participant observation. Findings suggest that faculty's academic resilience…

  19. Premenstrual dysphoric disorder: prevalence and effects on nursing students' academic performance and clinical training in Kuwait.

    PubMed

    Omu, Florence E; Al-Marzouk, Rabea; Delles, Helen; Oranye, Nelson O; Omu, Alexander E

    2011-10-01

    This study investigated the prevalence of Premenstrual Dysphoric Disorder among non-treatment seeking female students at the College of Nursing Kuwait. It also explored the effects of the disorder on their academic performance as shown by their grade point average and rate of absenteeism at clinical training. Many women worldwide are unaware of this distressing menstrual disorder which affects about 3-8% of women of childbearing age. The cyclical mood symptoms often appear during the last week prior to the onset of menstruation. These symptoms interfere with sufferers activities of daily living including occupational, biopsychosocial and sexual activities. A prospective observational study. The study used an adapted Arabic version of Daily Record of Severity of Problem for two menstrual cycles to collect data from 110 nursing students. Data analysis showed Cronbach's alpha coefficient for the adapted tool was 0·95. The rate of premenstrual dysphoric disorder was 5·6%. Hypotheses tested showed no significant effect on students' academic performance but a significant association with absenteeism at clinical training. The rate obtained in this study was similar to those from recent studies. Participants with high luteal scores believe that the condition have lowered their quality of life by making them choose to be in isolation during the period. Nursing students' absenteeism rate at clinical training is a predictor of their work absence pattern after qualification. Absenteeism due to premenstrual dysphoric disorder, a cyclic monthly disorder will be of monthly occurrences if sufferers do not sought medical treatment. Registered nurses absenteeism will not only result in shortage of trained nursing personnel, but also lowered standard of client care. It also has cost implications as temporary substitute staff may have to be employed during their period of absence or sick leave. This has implications for nursing management. © 2011 Blackwell Publishing Ltd.

  20. Gender differences in academic productivity and academic career choice among urology residents.

    PubMed

    Yang, Glen; Villalta, Jacqueline D; Weiss, Dana A; Carroll, Peter R; Breyer, Benjamin N

    2012-10-01

    Gender disparities have long existed in medicine but they have not been well examined in urology. We analyzed a large cohort of graduating urology residents to investigate gender disparities in academic productivity, as measured by peer reviewed publications and academic career choice. We assembled a list of urology residents who graduated from 2002 through 2008 who were affiliated with the top 50 urology hospitals, as ranked by 2009 U.S. News & World Report. PubMed® was queried to determine the publication output of each resident during the last 3 years of residency. We used an Internet search to determine the fellowship training, career choice and academic rank of each subject. Gender effects on each factor were evaluated. A total of 459 male (84.5%) and 84 female (15.5%) residents were included in analysis. During residency women produced fewer total publications (average 3.0 vs 4.8, p = 0.01) and fewer as first author (average 1.8 vs 2.5, p = 0.03) than men. A higher proportion of women than men underwent fellowship training (54.8% vs 48.5%, p = 0.29) and ultimately chose an academic career (40.5% vs 33.3%, p = 0.20), although these differences were not statistically significant. Of residents who chose an academic career a higher proportion of men than women (24.7% vs 2.9%, p = 0.01) obtained associate vs assistant professor rank. Women produced fewer peer reviewed publications than men during residency but they were equally likely to undergo fellowship training and choose an academic career. During the study period a higher proportion of men achieved associate professor rank. Copyright © 2012 American Urological Association Education and Research, Inc. Published by Elsevier Inc. All rights reserved.

  1. Academic Leadership: Management of Groups or Leadership of Teams? A Multiple-Case Study on Designing and Implementing a Team-Based Development Programme for Academic Leadership

    ERIC Educational Resources Information Center

    Söderhjelm, Teresa; Björklund, Christina; Sandahl, Christer; Bolander-Laksov, Klara

    2018-01-01

    Demands on academic leadership are increasing, which raises the need for leadership training. This article describes development and implementation of a group training intervention in academic leadership at a departmental level. Little systematic research has addressed the question of what forms of leadership training are associated with…

  2. Planning a sports training program using Adaptive Particle Swarm Optimization with emphasis on physiological constraints.

    PubMed

    Kumyaito, Nattapon; Yupapin, Preecha; Tamee, Kreangsak

    2018-01-08

    An effective training plan is an important factor in sports training to enhance athletic performance. A poorly considered training plan may result in injury to the athlete, and overtraining. Good training plans normally require expert input, which may have a cost too great for many athletes, particularly amateur athletes. The objectives of this research were to create a practical cycling training plan that substantially improves athletic performance while satisfying essential physiological constraints. Adaptive Particle Swarm Optimization using ɛ-constraint methods were used to formulate such a plan and simulate the likely performance outcomes. The physiological constraints considered in this study were monotony, chronic training load ramp rate and daily training impulse. A comparison of results from our simulations against a training plan from British Cycling, which we used as our standard, showed that our training plan outperformed the benchmark in terms of both athletic performance and satisfying all physiological constraints.

  3. 40 CFR 262.207 - Training.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 40 Protection of Environment 26 2011-07-01 2011-07-01 false Training. 262.207 Section 262.207... Accumulation of Unwanted Material for Laboratories Owned by Eligible Academic Entities § 262.207 Training. An eligible academic entity must provide training to all individuals working in a laboratory at the eligible...

  4. A Program for Training Special Education Consultants in Remediating Academic and Social Behaviors of Handicapped Children. Final Report.

    ERIC Educational Resources Information Center

    Harris, Jasper W.; And Others

    Presented is the final report of a 4-year project to develop and evaluate a prototype program for training special education consultants who are qualified to assist school personnel and parents in remediating academic and social behaviors of handicapped children in the Kansas City (Missouri) area. An overview and introduction are provided in the…

  5. Career development resource: academic career in surgical education.

    PubMed

    Sanfey, Hilary; Gantt, Nancy L

    2012-07-01

    Academic surgeons play an instrumental role in the training of our medical students and surgical residents. Although volunteer faculty often have an important role in the clinical development of surgeons-in-training, the tasks of curricular development, structured didactic sessions, professional advising, research sponsorship, and mentoring at all levels fall to the academic surgeon. Historically, the career advancement path for an academic physician favored grant acquisition and scholarly publication. Broader definitions of scholarship have emerged, along with corresponding modifications in academic award systems that allow advancement in faculty rank based on a surgeon's educational efforts. Copyright © 2012 Elsevier Inc. All rights reserved.

  6. The Relationship between Teacher Training, Intervention Strategies, and Students' Academic Achievement in the Classroom with K-5 ADHD Students

    ERIC Educational Resources Information Center

    Cooper, Nancy A.

    2014-01-01

    The primary intent of this study was to explore the effect between teachers' training, intervention strategies, and the academic achievement of K-5 ADHD students. The study design employed a mixed research design. The quantitative method focused on collecting data from certified regular and special-education teachers. Additionally, effects were…

  7. Effects of Adaptive Training on Working Memory and Academic Achievement of Children with Learning Disabilities: A School-Based Study

    ERIC Educational Resources Information Center

    Cunningham, Rhonda Phillips

    2013-01-01

    Research has suggested many children with learning disabilities (LD) have deficits in working memory (WM) that hinder their academic achievement. Cogmed RM, a computerized intervention, uses adaptive training over 25 sessions and has shown efficacy in improving WM in children with attention deficit hyperactivity disorder (ADHD) and a variety of…

  8. Percussion use and training: a survey of music therapy clinicians.

    PubMed

    Scheffel, Stephanie; Matney, Bill

    2014-01-01

    Percussion instruments are commonly used in music therapy practice; however, the body of published literature regarding music therapy-related percussion training and practice is limited. The purpose of our survey study was to describe: (a) clinician perspectives of their academic percussion training; (b) use of percussion testing during academic training; (c) clinician perspectives on relevance, adequacy, and importance of academic percussion training; (d) clinician perspectives of their nonacademic percussion training; and (e) current use of percussion in clinical practice. Through comparisons of these parameters, we sought to provide information that may inform future percussion use and training. Participants were selected using an email list from the Certification Board for Music Therapists. Board-certified music therapists (MT-BC) were provided with a researcher-created survey about academic percussion training, nonacademic percussion training, and use of percussion in clinical practice. Survey response rate was 14.4% (611/4234). We used demographic data to address potential nonresponse error and ensure population representation for region of residence and region of academic training. Results revealed concerns about perceived adequacy of percussion training received during music therapy education (14.6% reported receiving no academic percussion training; 40.6% reported training was not adequate), and absence of percussion-specific proficiency exams. Of the training received, 62.8% indicated that training was relevant; however, a majority (76.5%) recommended current music therapy students receive more percussion training on instruments and skills most relevant to clinical practice. Comparisons between academic training, perceived needs in academic training, and clinical usage may inform future training and clinical competency. We provide suggestions for developing future training, as well as for furthering clinical implementation and research. © the American

  9. Experiments in Mental Health Training. Project Summaries.

    ERIC Educational Resources Information Center

    Silverstein, Sam, Ed.; And Others

    This report contains summaries of mental health training projects conducted under grants awarded by the Experimental and Special Training Branch of the Division of Manpower and Training Programs. The projects have been developed in both academic and non-academic settings for professional, subprofessional, and nonprofessional training for a variety…

  10. Tracking the careers of academic general pediatric fellowship program graduates: academic productivity and leadership roles.

    PubMed

    Szilagyi, Peter G; Haggerty, Robert J; Baldwin, Constance D; Paradis, Heather A; Foltz, Jennifer L; Vincelli, Phyllis; Blumkin, Aaron; Cheng, Tina L

    2011-01-01

    Little is known about the careers of graduates of academic general pediatric (AGP) fellowship programs. We evaluated the careers of 2 cohorts of AGP fellowship graduates: an early cohort trained during 1978 to 1988, and a later cohort trained during 1989 to 1999. We surveyed all known AGP fellowship graduates in both cohorts by using a confidential mailed survey. We assessed graduates' current professional work and analyzed curricula vitae for principal investigator (PI) grants; first-authored, peer-reviewed publications; and leadership positions. From the early cohort, 95 of 131 eligible graduates (73%) responded; from the later cohort, 93 of 133 (70%) responded. Two thirds of each cohort remain in academics; of these, nearly half are on tenure tracks and over half have major educational roles within their university. The percentage in the early cohort who have been PI on a research grant by 5, 10, and 15 years postfellowship was 44%, 53%, and 54%, respectively; in the later cohort, it was 62%, 75%, and 75%, respectively (P = .004 vs early cohort). During the 10 years postfellowship, the early and later cohorts averaged 5.5 and 7.4 first-authored, peer-reviewed papers, respectively (P = .4). By 10 years, a high proportion of both cohorts had become division chief (19% vs 16%), had other academic leadership positions (43% vs 59%), or were leaders in professional organizations (20% vs 30%; all P = NS). Graduates of AGP fellowship programs have achieved considerable academic success. Recently trained fellows appear even more successful. The academic outcomes of these AGP fellows bode well for the future of AGP. Copyright © 2011 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

  11. How often do neuroradiologists perform sonography of the carotid arteries? A survey of academic and nonacademic radiology practices, with implications for fellowship training.

    PubMed

    Friedman, David P; Maitino, Andrea J

    2003-08-01

    Debate in the neuroradiology community surrounds the amount of formal training in sonography of the carotid arteries that should be provided to fellows. This study was designed to assess current practice patterns at both academic and nonacademic practices regarding the performance of carotid sonography. A neurovascular radiology survey was sent to all 102 program directors of neuroradiology fellowships in the United States and Canada (academic practices). The survey was also sent to 146 randomly selected senior members of the ASNR (three per state, except one each for Alaska and Vermont) who were not affiliated with fellowship programs (nonacademic practices). Fifty-seven surveys from academic practices and 70 surveys from nonacademic practices were returned. Radiologists at academic practices performed approximately 42% of studies (general radiologists or sonography specialists, 36%; neuroradiologists, 5%; cardiovascular radiologists, 1%). Nonradiologists performed approximately 58% of studies (vascular surgeons, 47%; neurologists, 10%; cardiologists, 1%; neurosurgeons, <1%). Neuroradiologists performed carotid sonography at 11% (6/57) of academic practices. On average, radiologists at nonacademic practices performed approximately 62% of studies (general radiologists or sonography specialists, 38%; neuroradiologists, 15%; cardiovascular radiologists, 9%). Nonradiologists performed approximately 38% of studies (vascular surgeons, 25%; neurologists, 6%; cardiologists or internists, 6%). Neuroradiologists performed carotid sonography at 53% (37/70) of nonacademic practices. At most academic practices, neuroradiologists do not perform sonography of the carotid arteries. This may explain the reluctance of some fellowships to provide formal training in this technique. In contrast, although neuroradiologists perform carotid sonography at a majority of the nonacademic practices, the percentage of studies that they perform is small; moreover, neuroradiologists perform far

  12. Academic health departments as training sites for future public health leaders: a partnership model in Wisconsin.

    PubMed

    Ceraso, Marion; Swain, Geoffrey R; Vergeront, James M; Oliver, Thomas R; Remington, Patrick L

    2014-01-01

    In 2004, 2 Wisconsin academic health departments partnered with the School of Medicine and Public Health, University of Wisconsin-Madison to strengthen the public health workforce through a service-learning program that prepares the next generation of leaders while addressing local public health needs. The Wisconsin Population Health Service Fellowship annually provides 4 to 6 master's or doctorally trained fellows with 2-year service-learning placements in health departments and community-based organizations. Placement communities benefit from fellows' contributions to a broad range of public health issues, including chronic and communicable disease prevention, health equity, community practice, and policy and systems change. Academic health departments and the UW School of Medicine and Public Health enjoy additional program benefits, along with the advantages that accrue to the fellows themselves. For the academic health departments, this includes increased organizational capacity, generation of resources for public health, and a stronger and more diverse public health workforce. The success of the partnership depends upon shared decision making and management, written agreements to clarify partner expectations, shared financial and in-kind contributions, and collaboration on program evaluation and dissemination. By building upon their respective organizational strengths, Wisconsin's academic health departments and the UW School of Medicine and Public Health have developed a successful model for transforming talented, highly motivated young professionals into confident, emerging public health leaders with the cutting-edge skills and connections necessary to improve population health outcomes and advance health equity.

  13. How Can Students' Academic Performance in Statistics Be Improved? Testing the Influence of Social and Temporal-Self Comparison Feedback in a Web-Based Training Environment

    ERIC Educational Resources Information Center

    Delaval, Marine; Michinov, Nicolas; Le Bohec, Olivier; Le Hénaff, Benjamin

    2017-01-01

    The aim of this study was to examine how social or temporal-self comparison feedback, delivered in real-time in a web-based training environment, could influence the academic performance of students in a statistics examination. First-year psychology students were given the opportunity to train for a statistics examination during a semester by…

  14. Exposure to ultrafine particles and black carbon in diesel-powered commuter trains

    NASA Astrophysics Data System (ADS)

    Jeong, Cheol-Heon; Traub, Alison; Evans, Greg J.

    2017-04-01

    Ultrafine particle (UFP), black carbon (BC) and lung deposited surface area (LDSA) concentrations measured during 43 trips on diesel-powered commuter trains revealed elevated exposures under some conditions. When the passenger coaches were pulled by a locomotive, the geometric mean concentrations of UFP, LDSA, and BC were 18, 10, and 6 times higher than the exposure levels when the locomotive pushed the coaches, respectively. In addition, UFP, LDSA, and BC concentrations in pull-trains were 5, 3, and 4 times higher than concentrations measured while walking on city sidewalks, respectively. Exposure to these pollutants was most elevated in the coach located closest to the locomotive: geometric means were 126,000 # cm-3 for UFP, 249 μm2 cm-3 for LDSA, and 17,800 ng m-3 of BC; these concentrations are much higher than those previously reported for other modes of public transportation. Markedly high levels of diesel exhaust are present in passenger trains powered by diesel locomotives operated in pull-mode. Thus, it is recommended that immediate steps be taken to evaluate, and where needed, mitigate exposure in diesel-powered passenger trains, both commuter and inter-city.

  15. Performing Academic Practice: Using the Master Class to Build Postgraduate Discursive Competences

    ERIC Educational Resources Information Center

    Baerenholdt, Jorgen Ole; Gregson, Nicky; Everts, Jonathan; Granas, Brynhild; Healey, Ruth L.

    2010-01-01

    How can we find ways of training PhD students in academic practices, while reflexively analysing how academic practices are performed? The paper's answer to this question is based on evaluations from a British-Nordic master class. The paper discusses how master classes can be used to train the discursive skills required for academic discussion,…

  16. Quality Improvement Practices in Academic Emergency Medicine: Perspectives from the Chairs

    PubMed Central

    DelliFraine, Jami; Langabeer, James; King, Brent

    2010-01-01

    Objective To assess academic emergency medicine (EM) chairs’ perceptions of quality improvement (QI) training programs. Methods A voluntary anonymous 20 item survey was distributed to a sample of academic chairs of EM through the Association of Academic Chairs of Emergency Medicine. Data was collected to assess the percentage of academic emergency physicians who had received QI training, the type of training they received, their perception of the impact of this training on behavior, practice and outcomes, and any perceived barriers to implementing QI programs in the emergency department. Results The response rate to the survey was 69% (N = 59). 59.3% of respondents report that their hospital has a formal QI program for physicians. Chairs received training in a variety of QI programs. The type of QI program used by respondents was perceived as having no impact on goals achieved by QI (χ2 = 12.382; p = 0.260), but there was a statistically significant (χ2 = 14.383; p = 0.006) relationship between whether or not goals were achieved and academic EM chairs’ perceptions about return on investment for QI training. Only 22% of chairs responded that they have already made changes as a result of the QI training. 78.8% of EM chairs responded that quality programs could have a significant positive impact on their practice and the healthcare industry. Chairs perceived that QI programs had the most potential value in the areas of understanding and reducing medical errors and improving patient flow and throughput. Other areas of potential value of QI include improving specific clinical indicators and standardizing physician care. Conclusion Academic EM chairs perceived that QI programs were an effective way to drive needed improvements. The results suggest that there is a high level of interest in QI but a low level of adoption of training and implementation. PMID:21293770

  17. On the Causes for and Countermeasures against Academic Corruption

    ERIC Educational Resources Information Center

    Yongning, Yuan; Jian, Zhang; Haibo, Wang

    2007-01-01

    Combating corruption is an important condition for bringing about the flourishing of academic research. There are many reasons for the emergence and proliferation of academic corruption today. These are closely related to the long-term lack of training among our country's scholars in modern academic standards and the absence of an academic spirit…

  18. Studies in Possibilities: Academic Leadership.

    ERIC Educational Resources Information Center

    Eaton, Judith S.

    The history of higher education in the United States encompasses conflicting attitudes towards those in educational leadership roles: educational leaders should be well-trained academicians who somehow know how to manage, or they should be well-trained managers who somehow know how to be academic. However, community college educational…

  19. Situated learning in translation research training: academic research as a reflection of practice

    PubMed Central

    Risku, Hanna

    2016-01-01

    ABSTRACT Situated learning has become a dominant goal in the translation classroom: translation didactics is being developed in a learner-, situation- and experience-based direction, following constructivist and participatory teaching philosophies. However, the explicit use of situated approaches has, so far, not been the centre of attention in translation theory teaching and research training. As a consequence, translation theory often remains unconnected to the skills learned and topics tackled in language-specific translation teaching and the challenges experienced in real-life translation practice. This article reports on the results of an exploratory action research project into the teaching of academic research skills in translation studies at Master’s level. The goal of the project is to develop and test possibilities for employing situated learning in translation research training. The situatedness perspective has a double relevance for the teaching project: the students are involved in an authentic, ongoing research project, and the object of the research project itself deals with authentic translation processes at the workplace. Thus, the project has the potential to improve the expertise of the students as both researchers and reflective practitioners. PMID:27499805

  20. "I'll stop procrastinating now!" Fostering specific processes of self-regulated learning to reduce academic procrastination.

    PubMed

    Grunschel, Carola; Patrzek, Justine; Klingsieck, Katrin B; Fries, Stefan

    2018-01-01

    Academic procrastination is considered to be a result of self-regulation failure having detrimental effects on students' well-being and academic performance. In the present study, we developed and evaluated a group training that aimed to reduce academic procrastination. We based the training on a cyclical process model of self-regulated learning, thus, focusing on improving deficient processes of self-regulated learning among academic procrastinators (e.g., time management, dealing with distractions). The training comprised five sessions and took place once a week for 90 min in groups of no more than 10 students. Overall, 106 students completed the training. We evaluated the training using a comprehensive control group design with repeated measures (three points of measurement); the control group was trained after the intervention group's training. The results showed that our training was successful. The trained intervention group significantly reduced academic procrastination and improved specific processes of self-regulated learning (e.g., time management, concentration), whereas the untrained control group showed no change regarding these variables. After the control group had also been trained, the control group also showed the expected favorable changes. The students rated the training overall as good and found it recommendable for procrastinating friends. Hence, fostering self-regulatory processes in our intervention was a successful attempt to support students in reducing academic procrastination. The evaluation of the training encourages us to adapt the training for different groups of procrastinators.

  1. [The academic discipline 'forensic medicine' as an important component of the training of dental practitioners].

    PubMed

    Romodanovsky, P O; Barinov, E Kh; Zharov, V V; Mikheeva, N A

    The authors discuss the conceptual issues of the academic program designed to teach forensic medicine to the students of the stomatological faculties of educational medical institutions. The program has been elaborated in conformity with the federal state educational standard of higher professional education in the speciality stomatology'. It defines the goals and objectives of this discipline, the scope of its competences, the subject matter and the content, the requirements to the studies and educational work, control over the level of its success, academic progress, and other aspects of the training activities, with special emphasis being placed on the formation of the general professional competence of the students to enable them to work independently after they graduated from the institute. The program takes into consideration the latest achievements in forensic medical science and their practical applications. Much attention is given to the organizational and processual aspects of forensic medicine, thanatology, general and special traumatology, mechanical asphyxia, effects of the environmental factors, intoxication, forensic medical expertise of living subjects and material evidence.

  2. Academic Freedom in Athletic Training Education: Food for Thought

    ERIC Educational Resources Information Center

    Payne, Ellen K.; Berry, David C.; Lowry, John E.

    2012-01-01

    Academic freedom is defined as the "freedom of the individual scholar to pursue truth wherever it leads, without fear of punishment or of termination of employment for having offended some political, methodological, religious, or social orthodoxy." Currently there is paucity of literature addressing the issue of academic freedom specific to…

  3. Role of collaborative academic partnerships in surgical training, education, and provision.

    PubMed

    Riviello, Robert; Ozgediz, Doruk; Hsia, Renee Y; Azzie, Georges; Newton, Mark; Tarpley, John

    2010-03-01

    The global disparities in both surgical disease burden and access to delivery of surgical care are gaining prominence in the medical literature and media. Concurrently, there is an unprecedented groundswell in idealism and interest in global health among North American medical students and trainees in anesthesia and surgical disciplines. Many academic medical centers (AMCs) are seeking to respond by creating partnerships with teaching hospitals overseas. In this article we describe six such partnerships, as follows: (1) University of California San Francisco (UCSF) with the Bellagio Essential Surgery Group; (2) USCF with Makerere University, Uganda; (3) Vanderbilt with Baptist Medical Center, Ogbomoso, Nigeria; (4) Vanderbilt with Kijabe Hospital, Kenya; (5) University of Toronto, Hospital for Sick Children with the Ministry of Health in Botswana; and (6) Harvard (Brigham and Women's Hospital and Children's Hospital Boston) with Partners in Health in Haiti and Rwanda. Reflection on these experiences offers valuable lessons, and we make recommendations of critical components leading to success. These include the importance of relationships, emphasis on mutual learning, the need for "champions," affirming that local training needs to supersede expatriate training needs, the value of collaboration in research, adapting the mission to locally expressed needs, the need for a multidisciplinary approach, and the need to measure outcomes. We conclude that this is an era of cautious optimism and that AMCs have a critical opportunity to both shape future leaders in global surgery and address the current global disparities.

  4. Employment through Lifelong Learning. A Project Demonstrating Long-Term Simultaneous Training in Academic, Vocational, and Self-Awareness Skills. Final Report. Project Operation Dates: January 1, 1980 to September 30, 1980.

    ERIC Educational Resources Information Center

    Conti, Gary J.; Giles, Wayne E.

    This project, conducted by Spoon River College (Canton, Illinois), demonstrated the feasibility of a theoretical model developed by Wayne Giles and Gary Conti for training Comprehensive Employment and Training Act (CETA) clients. The model proposed the interfacing of long-term simultaneous training in academic skills, vocational skills, and…

  5. Academic career in medicine: requirements and conditions for successful advancement in Switzerland.

    PubMed

    Buddeberg-Fischer, Barbara; Stamm, Martina; Buddeberg, Claus

    2009-04-29

    Within the framework of a prospective cohort study of Swiss medical school graduates a sample of young physicians aspiring to an academic career were surveyed on their career support and barriers experienced up to their sixth year of postgraduate training. Thirty-one junior academics took part in semi-structured telephone interviews in 2007. The interview guideline focused on career paths to date, career support and barriers experienced, and recommendations for junior and senior academics. The qualitatively assessed data were evaluated according to Mayring's content analysis. Furthermore, quantitatively gained data from the total cohort sample on person- and career-related characteristics were analyzed in regard to differences between the junior academics and cohort doctors who aspire to another career in medicine. Junior academics differ in terms of instrumentality as a person-related factor, and in terms of intrinsic career motivation and mentoring as career-related factors from cohort doctors who follow other career paths in medicine; they also show higher scores in the Career-Success Scale. Four types of career path could be identified in junior academics: (1) focus on basic sciences, (2) strong focus on research (PhD programs) followed by clinical training, (3) one to two years in research followed by clinical training, (4) clinical training and research in parallel. The interview material revealed the following categories of career-supporting experience: making oneself out as a proactive junior physician, research resources provided by superior staff, and social network; statements concerning career barriers encompassed interference between clinical training and research activities, insufficient research coaching, and personality related barriers. Recommendations for junior academics focused on mentoring and professional networking, for senior academics on interest in human resource development and being role models. The conditions for an academic career in

  6. Preparing Graduate Students for Non-Academic Careers

    NASA Astrophysics Data System (ADS)

    Woolf, Lawrence

    2014-03-01

    One of the primary topics discussed at the conference concerned career development, since most graduate students will not have the academic careers of their advisors. Goals included reviewing the primary functions of physicists in industry, evaluating how students are currently prepared for these careers, and identifying how to fill gaps in preparation. A number of non-academic physicists provided insight into meeting these goals. Most physics graduate programs in general do not purposely prepare students for a non-academic career. Strategies for overcoming this shortcoming include advising students about these careers and providing training on broadly valued professional skills such as written and verbal communication, time and project management, leadership, working in teams, innovation, product development, and proposal writing. Alumni and others from industry could provide guidance on careers and skills and should be invited to talk to students. Academic training could also better prepare students for non-academic careers by including engineering and cross disciplinary problem solving as well as incorporating software and toolsets common in industry.

  7. Robotic Surgical Training in an Academic Institution

    PubMed Central

    Chitwood, W. Randolph; Nifong, L. Wiley; Chapman, William H. H.; Felger, Jason E.; Bailey, B. Marcus; Ballint, Tara; Mendleson, Kim G.; Kim, Victor B.; Young, James A.; Albrecht, Robert A.

    2001-01-01

    Objective To detail robotic procedure development and clinical applications for mitral valve, biliary, and gastric reflux operations, and to implement a multispecialty robotic surgery training curriculum for both surgeons and surgical teams. Summary Background Data Remote, accurate telemanipulation of intracavitary instruments by general and cardiac surgeons is now possible. Complex technologic advancements in surgical robotics require well-designed training programs. Moreover, efficient robotic surgical procedures must be developed methodically and safely implemented clinically. Methods Advanced training on robotic systems provides surgeon confidence when operating in tiny intracavitary spaces. Three-dimensional vision and articulated instrument control are essential. The authors’ two da Vinci robotic systems have been dedicated to procedure development, clinical surgery, and training of surgical specialists. Their center has been the first United States site to train surgeons formally in clinical robotics. Results Established surgeons and residents have been trained using a defined robotic surgical educational curriculum. Also, 30 multispecialty teams have been trained in robotic mechanics and electronics. Initially, robotic procedures were developed experimentally and are described. In the past year the authors have performed 52 robotic-assisted clinical operations: 18 mitral valve repairs, 20 cholecystectomies, and 14 Nissen fundoplications. These respective operations required 108, 28, and 73 minutes of robotic telemanipulation to complete. Procedure times for the last half of the abdominal operations decreased significantly, as did the knot-tying time in mitral operations. There have been no deaths and few complications. One mitral patient had postoperative bleeding. Conclusion Robotic surgery can be performed safely with excellent results. The authors have developed an effective curriculum for training teams in robotic surgery. After training, surgeons

  8. Manpower in Canadian academic rheumatology units: current status and future trends. Canadian Council of Academic Rheumatologists.

    PubMed

    Hanly, J G

    2001-09-01

    To examine manpower and activity profiles of attending staff, and enrollment in training programs over 3 years in academic rheumatology units in Canada. In 1998, the Canadian Council of Academic Rheumatologists (CCAR) established a database to annually monitor trends in manpower, activity profiles, and recruitment in 15 academic rheumatology units in Canada. Information was also collected on residents pursuing subspecialty training in rheumatology. Between 1998 and 2000, the total number of rheumatologists increased from 157 (137 adult; 20 pediatric) to 162 (139 adult; 23 pediatric). Male to female ratio was about 2:1 and mean age increased from 48 to 49 years. About 60% of rheumatologists held fulltime positions within their academic units. In the year 2000, 57% of individuals had a substantial commitment (> or = 50% time) to clinical care activities compared to 17% for research and 3% for teaching. There were 21 unfilled positions, mainly full-time in adult rheumatology, across 12 centers. A substantial commitment (> or = 50% time) for research was identified in 11 of the unfilled positions, for clinical care activities in 6, and for teaching in one. Significant barriers to recruitment as identified by 11 centers were lack of suitable applicants (9), financial resources (5), and physical resources (3). From 1998 to 2000 the number of trainees in pediatric and adult rheumatology fell from 38 to 29 and the number of active training programs from 12 to 11. The mean age of trainees was 30-32 years, with equal representation for males and females. Over the 3 years studied, funding of trainees was provided by government (range 41-51% of trainees), The Arthritis Society (21-26%), and alternative sources (23-38%). Based on current recruitment, anticipated changes in population growth, and increased prevalence of rheumatic diseases, there will be a 64% shortfall in rheumatologists required in Canada by 2026. Rheumatology manpower in Canadian academic units needed to

  9. Effects of a computerized working memory training program on working memory, attention, and academics in adolescents with severe LD and comorbid ADHD: a randomized controlled trial.

    PubMed

    Gray, S A; Chaban, P; Martinussen, R; Goldberg, R; Gotlieb, H; Kronitz, R; Hockenberry, M; Tannock, R

    2012-12-01

    Youths with coexisting learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD) are at risk for poor academic and social outcomes. The underlying cognitive deficits, such as poor working memory (WM), are not well targeted by current treatments for either LD or ADHD. Emerging evidence suggests that WM might be improved by intensive and adaptive computerized training, but it remains unclear whether this intervention would be effective for adolescents with severe LD and comorbid ADHD. A total of sixty 12- to 17-year olds with LD/ADHD (52 male, 8 female, IQ > 80) were randomized to one of two computerized intervention programs: working memory training (Cogmed RM) or math training (Academy of Math) and evaluated before and 3 weeks after completion. The criterion measures of WM included auditory-verbal and visual-spatial tasks. Near and far transfer measures included indices of cognitive and behavioral attention and academic achievement. Adolescents in the WM training group showed greater improvements in a subset of WM criterion measures compared with those in the math-training group, but no training effects were observed on the near or far measures. Those who showed the most improvement on the WM training tasks at school were rated as less inattentive/hyperactive at home by parents. Results suggest that WM training may enhance some aspects of WM in youths with LD/ADHD, but further development of the training program is required to promote transfer effects to other domains of function. © 2012 The Authors. Journal of Child Psychology and Psychiatry © 2012 Association for Child and Adolescent Mental Health.

  10. Community‐Based Participatory Research Skills and Training Needs in a Sample of Academic Researchers from a Clinical and Translational Science Center in the Northeast

    PubMed Central

    DiGirolamo, Ann; Geller, Alan C.; Tendulkar, Shalini A.; Patil, Pratima; Hacker, Karen

    2012-01-01

    Abstract Purpose: To determine the community‐based participatory research (CBPR) training interests and needs of researchers interested in CBPR to inform efforts to build infrastructure for conducting community‐engaged research. Method: A 20‐item survey was completed by 127 academic health researchers at Harvard Medical School, Harvard School of Public Health, and Harvard affiliated hospitals. Results: Slightly more than half of the participants reported current or prior experience with CBPR (58 %). Across all levels of academic involvement, approximately half of the participants with CBPR experience reported lacking skills in research methods and dissemination, with even fewer reporting skills in training of community partners. Regardless of prior CBPR experience, about half of the respondents reported having training needs in funding, partnership development, evaluation, and dissemination of CBPR projects. Among those with CBPR experience, more than one‐third of the participants wanted a mentor in CBPR; however only 19 % were willing to act as a mentor. Conclusions: Despite having experience with CBPR, many respondents did not have the comprehensive package of CBPR skills, reporting a need for training in a variety of CBPR skill sets. Further, the apparent mismatch between the need for mentors and availability in this sample suggests an important area for development. Clin Trans Sci 2012; Volume #: 1–5 PMID:22686211

  11. Postgraduate Research Students and Academic Integrity: "It's about Good Research Training"

    ERIC Educational Resources Information Center

    Mahmud, Saadia; Bretag, Tracey

    2013-01-01

    Findings from a study on academic integrity at Australian universities challenge the presumption that postgraduate research students have prior knowledge of academic integrity. A review of online academic integrity policy in 39 Australian universities found that one in five policies had no mention of higher degree by research (HDR) students.…

  12. A Review of Twenty Years of Competency-Based Training in the Australian Vocational Education and Training System

    ERIC Educational Resources Information Center

    Smith, Erica

    2010-01-01

    In this paper, the author reflects, both as an academic researcher and as a senior practitioner, on the experience of competency-based training (CBT) in the Australian vocational education and training system. She seeks to draw conclusions about the Australian experience using a typology drawn from the academic literature which focuses on the…

  13. Academic career in medicine – requirements and conditions for successful advancement in Switzerland

    PubMed Central

    Buddeberg-Fischer, Barbara; Stamm, Martina; Buddeberg, Claus

    2009-01-01

    Background Within the framework of a prospective cohort study of Swiss medical school graduates a sample of young physicians aspiring to an academic career were surveyed on their career support and barriers experienced up to their sixth year of postgraduate training. Methods Thirty-one junior academics took part in semi-structured telephone interviews in 2007. The interview guideline focused on career paths to date, career support and barriers experienced, and recommendations for junior and senior academics. The qualitatively assessed data were evaluated according to Mayring's content analysis. Furthermore, quantitatively gained data from the total cohort sample on person- and career-related characteristics were analyzed in regard to differences between the junior academics and cohort doctors who aspire to another career in medicine. Results Junior academics differ in terms of instrumentality as a person-related factor, and in terms of intrinsic career motivation and mentoring as career-related factors from cohort doctors who follow other career paths in medicine; they also show higher scores in the Career-Success Scale. Four types of career path could be identified in junior academics: (1) focus on basic sciences, (2) strong focus on research (PhD programs) followed by clinical training, (3) one to two years in research followed by clinical training, (4) clinical training and research in parallel. The interview material revealed the following categories of career-supporting experience: making oneself out as a proactive junior physician, research resources provided by superior staff, and social network; statements concerning career barriers encompassed interference between clinical training and research activities, insufficient research coaching, and personality related barriers. Recommendations for junior academics focused on mentoring and professional networking, for senior academics on interest in human resource development and being role models. Conclusion The

  14. Organizational Infrastructure in the Collegiate Athletic Training Setting, Part III: Benefits of and Barriers in the Medical and Academic Models.

    PubMed

    Eason, Christianne M; Mazerolle, Stephanie M; Goodman, Ashley

    2017-01-01

    Academic and medical models are emerging as alternatives to the athletics model, which is the more predominant model in the collegiate athletic training setting. Little is known about athletic trainers' (ATs') perceptions of these models.  To investigate the perceived benefits of and barriers in the medical and academic models.  Qualitative study.  National Collegiate Athletic Association Divisions I, II, and III.  A total of 16 full-time ATs (10 men, 6 women; age = 32 ± 6 years, experience = 10 ± 6 years) working in the medical (n = 8) or academic (n = 8) models.  We conducted semistructured telephone interviews and evaluated the qualitative data using a general inductive approach. Multiple-analyst triangulation and peer review were completed to satisfy data credibility.  In the medical model, role congruency and work-life balance emerged as benefits, whereas role conflict, specifically intersender conflict with coaches, was a barrier. In the academic model, role congruency emerged as a benefit, and barriers were role strain and work-life conflict. Subscales of role strain included role conflict and role ambiguity for new employees. Role conflict stemmed from intersender conflict with coaches and athletics administrative personnel and interrole conflict with fulfilling multiple overlapping roles (academic, clinical, administrative).  The infrastructure in which ATs provide medical care needs to be evaluated. We found that the medical model can support better alignment for both patient care and the wellbeing of ATs. Whereas the academic model has perceived benefits, role incongruence exists, mostly because of the role complexity associated with balancing teaching, patient-care, and administrative duties.

  15. [The state's physics examinations for medical students and the construction of a natural science basis for academic medical training between 1865-1880].

    PubMed

    Van Lieburg, M J

    1995-01-01

    Betweem 1865, when the new Dutch Health Acts introduced the legal monopoly of the academic medical profession, and 1879, when a new law for higher education provided the basis for the integration of the non-academic teaching of medicine within the universities, non-academic students could pass state medical examinations in order to become a physician. In this article I studied in detail the first phase of this examination route, when students were questioned about their knowledge of mathematics, physics, chemistry and the life sciences. The state commissions responsible for taking these examinations have certainly played an important role in the process of the introduction of scientific medicine into the universities as well as the introduction of the sciences into secondary schools, preparing scholars for academic medical training. Moreover, because scientists, physicians and secondary school teachers participated together in these commissions, the science examination boards linked the several educational echelons and divisions in science and medicine concerned with this process of transformation of the medical professions and medical science in the 1860s and 1870s.

  16. Academic or community practice? What is driving decision-making and career choices.

    PubMed

    Goudreau, Bernadette J; Hassinger, Taryn E; Hedrick, Traci L; Slingluff, Craig L; Schroen, Anneke T; Dengel, Lynn T

    2018-06-18

    Identifying factors that impact progression of surgery trainees into academic versus non-academic practices may permit tailoring residency experiences to promote academic careers in institutions charged with the training of future surgeon scientists. The aim of this study was to identify factors associated with progression of surgery trainees into academic versus non-academic practice. A survey was distributed to 135 surgeons graduating from the University of Virginia residency program from 1964-2016, a single academic institution. Questions addressed practice type, research productivity, work/life balance, mentorship, and overall sentiment toward research and academic surgery. A 5-point Likert scale measured career satisfaction and influence of factors in practice setting choice. Of the 135 surveys that were electronically distributed, 69 participants responded (response rate: 51%). Of the 54 with known current practice types, 34 (63%) were academic and 20 (37%) non-academic. Academic surgeons reported more publications by the conclusion of surgery training (56% vs 25% with >10 publications, P = .02). More academic surgeons reported >$100,000 in student debt at graduation (44% vs 25%, P < .05). Factors encouraging an academic career were similar for both types of surgeons, including involvement in education of trainees and access to mentorship. Both groups were discouraged from an academic practice by requirements of grant-writing and funding responsibilities. Surgeons in academic practice were more likely to recommend surgery as a career to a current medical student (100% vs 70%, P = .001). This knowledge may help to tailor training experiences to promote academic careers. By supporting funding mechanisms and grant-writing programs, while encouraging mentorship and productive research experiences, current surgical trainees may be more enthusiastic about a career in academic practice. Copyright © 2018 Elsevier Inc. All rights reserved.

  17. A Novel Feed-Forward Modeling System Leads to Sustained Improvements in Attention and Academic Performance.

    PubMed

    McDermott, Ashley F; Rose, Maya; Norris, Troy; Gordon, Eric

    2016-01-28

    This study tested a novel feed-forward modeling (FFM) system as a nonpharmacological intervention for the treatment of ADHD children and the training of cognitive skills that improve academic performance. This study implemented a randomized, controlled, parallel design comparing this FFM with a nonpharmacological community care intervention. Improvements were measured on parent- and clinician-rated scales of ADHD symptomatology and on academic performance tests completed by the participant. Participants were followed for 3 months after training. Participants in the FFM training group showed significant improvements in ADHD symptomatology and academic performance, while the control group did not. Improvements from FFM were sustained 3 months later. The FFM appeared to be an effective intervention for the treatment of ADHD and improving academic performance. This FFM training intervention shows promise as a first-line treatment for ADHD while improving academic performance. © The Author(s) 2016.

  18. 40 CFR 262.207 - Training.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... sheet(s) for training session(s); or (2) Syllabus for training session; or (3) Certificate of training... 40 Protection of Environment 25 2010-07-01 2010-07-01 false Training. 262.207 Section 262.207... Accumulation of Unwanted Material for Laboratories Owned by Eligible Academic Entities § 262.207 Training. An...

  19. Influence of society for academic emergency medicine grant mechanisms on postaward academic productivity.

    PubMed

    Safdar, Basmah; Paradise, Summer A; McMillian, Melissa; Holmes, James F

    2015-02-01

    The Society for Academic Emergency Medicine (SAEM) provides research training grants, but the future productivity of award recipients and nonrecipients is unclear. The study objective was to assess the association of the two SAEM research training mechanisms with scholarly productivity and rates of subsequent funding between nonrecipients and recipients. A secondary goal was to evaluate the productivity metrics for fellows trained at the Institutional Research Training Grant (IRTG) programs. The authors surveyed all 2002 through 2011 Research Training Grant (RTG; n = 64) and Institutional Research Training Grant (IRTG; n = 38) applicants. RTG outcomes were federal funding as a principal investigator (PI) or co-PI using National Institutes of Health RePORTER and scholarly productivity using PubMed. IRTG outcomes were SAEM-approved research fellowships and National Heart, Lung and Blood Institute K12 training awards. Sites applying for or receiving the IRTG multiple times were only counted once. Relative risks (RRs) with 95% confidence intervals (CIs) were calculated. Over 10 years, nine of 64 (14%) RTG and 10 of 38 (26%) IRTG applications were funded (two sites received multiple awards). Federal funding was obtained by seven of nine (78%) RTG recipients and 22 of 55 (40%) RTG nonrecipients (RR = 1.94, 95% CI = 1.21 to 3.13). All nine (100%, 95% CI = 72% to 100%) of RTG recipients had at least one manuscript, compared to 48 of the 55 (87%, 95% CI = 76% to 95%) nonrecipients. All nine (100%, 95% CI = 72% to 100%) RTG recipients remained in academics versus 44 of 55 (80%, 95% CI = 67% to 90%) nonrecipients. For the IRTG, four of seven awardees (57%, 95% CI = 18% to 90%) versus 0 of the 16 (0%, 95% CI = 0 to 17%) nonrecipients received National Heart, Lung and Blood Institute K12 awards (RR = 19.1, 95% CI = 1.16 to 314.0). Additionally, five of seven (71%, 95% CI = 29% to 96%) institutions became SAEM-approved fellowships compared to one of 16

  20. Project management - challenges in dealing with academic and non-academic partners

    NASA Astrophysics Data System (ADS)

    Henkel, Daniela; Eisenhauer, Anton; Drossou-Berendes, Alexandra

    2016-04-01

    Modern research projects on national, European and international level are challenged by an increasing requirement of inter and trans-disciplinarily, societal relevance and educational outreach as well as market oriented applications. In particular, to be successful in European research in the frame of HORIZON 2020, the EU Framework Programme for Research and Innovation, it is crucial that relatively large international research consortia involve academic and non-academic partners, NGOs, private and non-private institutions as well as industrial companies. For the management and organisation of such consortia coordinators have to deal with significant differences between multi-national and multi-sectorial administrations and research environments, in order to secure a successful implementation of the project. This often costs research and non-academic partners tremendous efforts, not to say excessive demands. Based on the experiences made in the frame of an Innovative Training Network (ITN) project within the HORIZON 2020 Marie Skłodowska-Curie Actions, this presentation identifies organisational pitfalls and major challenges of the project management for European funded research involving multi-national academic and non-academic research partners. Possible strategies are discussed to circumvent and avoid conflicts already at the beginning of the project.

  1. Factors influencing scholarly impact: does urology fellowship training affect research output?

    PubMed

    Kasabwala, Khushabu; Morton, Christopher M; Svider, Peter F; Nahass, Thomas A; Eloy, Jean Anderson; Jackson-Rosario, Imani

    2014-01-01

    Residents seek postresidency fellowship training to increase competency with novel surgical techniques and augment their fund of knowledge. Research productivity is a vital component of advancement in academic urology. Our objectives were to use the h-index (an objective and readily available bibliometric that has been repeatedly shown to correlate with scholarly impact, funding procurement, and academic promotion in urology as well as other specialties) to determine whether any relationship exists between fellowship training and scholarly impact among academic urologists. Additional examination was performed to determine whether any differences in scholarly influence are present among practitioners in the major urologic subspecialties. Overall, 851 faculty members from 101 academic urology departments were organized by academic rank and fellowship completed. Research productivity was calculated using the h-index, calculated from the Scopus database. There was no statistical difference in h-index found between fellowship-trained and nonfellowship-trained academic urologists. The highest h-indices were seen among urologic oncologists (18.1 ± 0.95) and nonfellowship-trained urologists (14.62 ± 0.80). Nearly 70% of department chairs included in this analysis were urologic oncologists or general urologists. No difference in h-index existed between fellowship-trained and nonfellowship-trained urologists, although practitioners in the subspecialty cohorts with the highest research productivity (nonfellowship-trained and urologic oncologists) comprised 70% of department chairpersons. This relationship suggests that a strong research profile is highly valued during selection for academic promotion. Differences existed on further comparison by subspecialty. Fellowship training may represent another potential opportunity to introduce structured research experiences for trainees. © 2013 Published by Association of Program Directors in Surgery on behalf of Association of

  2. Organizational Infrastructure in the Collegiate Athletic Training Setting, Part III: Benefits of and Barriers in the Medical and Academic Models

    PubMed Central

    Eason, Christianne M.; Mazerolle, Stephanie M.; Goodman, Ashley

    2017-01-01

    Context: Academic and medical models are emerging as alternatives to the athletics model, which is the more predominant model in the collegiate athletic training setting. Little is known about athletic trainers' (ATs') perceptions of these models. Objective: To investigate the perceived benefits of and barriers in the medical and academic models. Design: Qualitative study. Setting: National Collegiate Athletic Association Divisions I, II, and III. Patients or Other Participants: A total of 16 full-time ATs (10 men, 6 women; age = 32 ± 6 years, experience = 10 ± 6 years) working in the medical (n = 8) or academic (n = 8) models. Data Collection and Analysis: We conducted semistructured telephone interviews and evaluated the qualitative data using a general inductive approach. Multiple-analyst triangulation and peer review were completed to satisfy data credibility. Results: In the medical model, role congruency and work-life balance emerged as benefits, whereas role conflict, specifically intersender conflict with coaches, was a barrier. In the academic model, role congruency emerged as a benefit, and barriers were role strain and work-life conflict. Subscales of role strain included role conflict and role ambiguity for new employees. Role conflict stemmed from intersender conflict with coaches and athletics administrative personnel and interrole conflict with fulfilling multiple overlapping roles (academic, clinical, administrative). Conclusions: The infrastructure in which ATs provide medical care needs to be evaluated. We found that the medical model can support better alignment for both patient care and the wellbeing of ATs. Whereas the academic model has perceived benefits, role incongruence exists, mostly because of the role complexity associated with balancing teaching, patient-care, and administrative duties. PMID:27977302

  3. Projecting Project Management's Future within the Academic Landscape

    ERIC Educational Resources Information Center

    Halfond, Jay A.

    2011-01-01

    U.S. universities have had century-long success in absorbing existing professions into their curricula--by making academe their gatekeeper. These professions often started with apprenticeships and short training courses leading to a certification examination--and were then elevated and "academized" into a comprehensive body of knowledge,…

  4. Particle physics for primary schools—enthusing future physicists

    NASA Astrophysics Data System (ADS)

    Pavlidou, M.; Lazzeroni, C.

    2016-09-01

    In recent years, the realisation that children make decisions and choices about subjects they like in primary school, became widely understood. For this reason academic establishments focus some of their public engagement activities towards the younger ages. Taking advantage of Professor Lazzeroni’s long-standing experience in particle physics research, during the last academic year we designed and trialled a particle physics workshop for primary schools. The workshop allows young children (ages 8-11) to learn the world of fundamental particles, use creative design to make particle models. The workshop has already been trialled in many primary schools, receiving very positive evaluation. The initial resources were reviewed and improved, based on the feedback received from school teachers and communicators.

  5. Academic Linkage and Credentialing. Drug Program Report.

    ERIC Educational Resources Information Center

    Contee, Jerome A., Ed.

    This report describes several examples of successful academic linkages between state training offices and postsecondary institutions that result in enhanced professional development opportunities for drug abuse workers. The role of federal and state governments in drug abuse training is discussed along with several articles that are designed to…

  6. An organization for academic specialists: the time has come.

    PubMed

    Thompson, L Chesney; Chelmow, David; Hitt, Wilbur; Learman, Lee A; Ogburn, Tony

    2014-07-01

    The Society for Academic Specialists in General Obstetrics and Gynecology was recently formed to meet the professional needs of general obstetrician-gynecologists (ob-gyns) in academic settings. Historically there has been little communication and poor networking among this group, largely as a result of lack of infrastructure. Until the Society for Academic Specialists in General Obstetrics and Gynecology, there has been no common venue to unite academic specialists nor a means to identify colleagues and develop professional relationships. The Society is creating avenues for communication and collaboration among general ob-gyn faculty across institutions. The Society for Academic Specialists in General Obstetrics and Gynecology is hosting national meetings, conducting workshops and webinars, and developing other media to promote research training, share administrative skills, and help members to become more effective educators. One major focus of the new organization is to provide resources to facilitate faculty development. Formation of the Society for Academic Specialists in General Obstetrics and Gynecology is particularly timely given that ob-gyns, without subspecialty fellowship training, have assumed major roles in academic departments. Their contribution to educational, scholarly, and clinical responsibilities is a significant benefit to the well-being of the departments of obstetrics and gynecology. In turn, the role of educator and scholar is of value to the general academic ob-gyn. The Society for Academic Specialists in General Obstetrics and Gynecology will help academic faculty and their institutions by filling current gaps in professional and career development, which should improve scholarship, enhance retention, and improve the ability for academic departments to fulfill their educational and clinical missions.

  7. Patient-specific academic detailing for smoking cessation

    PubMed Central

    Jin, Margaret; Gagnon, Antony; Levine, Mitchell; Thabane, Lehana; Rodriguez, Christine; Dolovich, Lisa

    2014-01-01

    Abstract Objective To describe and to determine the feasibility of a patient-specific academic detailing (PAD) smoking cessation (SC) program in a primary care setting. Design Descriptive cohort feasibility study. Setting Hamilton, Ont. Participants Pharmacists, physicians, nurse practitioners, and their patients. Interventions Integrated pharmacists received basic academic detailing training and education on SC and then delivered PAD to prescribers using structured verbal education and written materials. Data were collected using structured forms. Main outcome measures Five main feasibility criteria were generated based on Canadian academic detailing programs: PAD coordinator time to train pharmacists less than 40 hours; median time of SC education per pharmacist less than 20 hours; median time per PAD session less than 60 minutes for initial visit; percentage of prescribers receiving PAD within 3 months greater than 50%; and number of new SC referrals to pharmacists at 6 months more than 10 patients per 1.0 full-time equivalent (FTE) pharmacist (total of approximately 30 patients). Results Eight pharmacists (5.8 FTE) received basic academic detailing training and education on SC PAD. Forty-eight physicians and 9 nurse practitioners consented to participate in the study. The mean PAD coordinator training time was 29.1 hours. The median time for SC education was 3.1 hours. The median times for PAD sessions were 15 and 25 minutes for an initial visit and follow-up visit, respectively. The numbers of prescribers who had received PAD at 3 and 6 months were 50 of 64 (78.1%) and 57 of 64 (89.1%), respectively. The numbers of new SC referrals at 3 and 6 months were 11 patients per FTE pharmacist (total of 66 patients) and 34 patients per FTE pharmacist (total of 200 patients), respectively. Conclusion This study met the predetermined feasibility criteria with respect to the management, resources, process, and scientific components. Further study is warranted to determine

  8. The declining interest in an academic career

    PubMed Central

    Sauermann, Henry

    2017-01-01

    There is increasing evidence that science & engineering PhD students lose interest in an academic career over the course of graduate training. It is not clear, however, whether this decline reflects students being discouraged from pursuing an academic career by the challenges of obtaining a faculty job or whether it reflects more fundamental changes in students’ career goals for reasons other than the academic labor market. We examine this question using a longitudinal survey that follows a cohort of PhD students from 39 U.S. research universities over the course of graduate training to document changes in career preferences and to explore potential drivers of such changes. We report two main results. First, although the vast majority of students start the PhD interested in an academic research career, over time 55% of all students remain interested while 25% lose interest entirely. In addition, 15% of all students were never interested in an academic career during their PhD program, while 5% become more interested. Thus, the declining interest in an academic career is not a general phenomenon across all PhD students, but rather reflects a divergence between those students who remain highly interested in an academic career and other students who are no longer interested in one. Second, we show that the decline we observe is not driven by expectations of academic job availability, nor by related factors such as postdoctoral requirements or the availability of research funding. Instead, the decline appears partly due to the misalignment between students’ changing preferences for specific job attributes on the one hand, and the nature of the academic research career itself on the other. Changes in students’ perceptions of their own research ability also play a role, while publications do not. We discuss implications for scientific labor markets, PhD career development programs, and science policy. PMID:28922403

  9. The declining interest in an academic career.

    PubMed

    Roach, Michael; Sauermann, Henry

    2017-01-01

    There is increasing evidence that science & engineering PhD students lose interest in an academic career over the course of graduate training. It is not clear, however, whether this decline reflects students being discouraged from pursuing an academic career by the challenges of obtaining a faculty job or whether it reflects more fundamental changes in students' career goals for reasons other than the academic labor market. We examine this question using a longitudinal survey that follows a cohort of PhD students from 39 U.S. research universities over the course of graduate training to document changes in career preferences and to explore potential drivers of such changes. We report two main results. First, although the vast majority of students start the PhD interested in an academic research career, over time 55% of all students remain interested while 25% lose interest entirely. In addition, 15% of all students were never interested in an academic career during their PhD program, while 5% become more interested. Thus, the declining interest in an academic career is not a general phenomenon across all PhD students, but rather reflects a divergence between those students who remain highly interested in an academic career and other students who are no longer interested in one. Second, we show that the decline we observe is not driven by expectations of academic job availability, nor by related factors such as postdoctoral requirements or the availability of research funding. Instead, the decline appears partly due to the misalignment between students' changing preferences for specific job attributes on the one hand, and the nature of the academic research career itself on the other. Changes in students' perceptions of their own research ability also play a role, while publications do not. We discuss implications for scientific labor markets, PhD career development programs, and science policy.

  10. Current Practices in Resident Assistant Training

    ERIC Educational Resources Information Center

    Koch, Virginia Albaneso

    2016-01-01

    Developing resident assistant (RA) training is a challenge for most housing and residence life staff. Grounded in the author's doctoral research on the curricular design of RA training programs, this study summarizes current practices in three types of RA training programs--preservice training, in-service training, and academic courses--and…

  11. La formation aux techniques du travail universitaire et la notion de tache (Training in the Techniques of Academic Work and the Notion of Task).

    ERIC Educational Resources Information Center

    Phillips, M. K.

    1981-01-01

    Discusses questions concerning training students in techniques of academic work and use of the English language in this context. These questions, currently researched at the English Language Center of King Abdulaziz University, focus on the notion of task as a minimal pedagogic unit, and on task-objective coordination criteria. Societe Nouvelle…

  12. Defense Intelligence: Foreign Area/Language Needs and Academe.

    ERIC Educational Resources Information Center

    SRI International, Menlo Park, CA.

    The Department of Defense's (DOD) need for foreign language/area expertise was assessed, along with opportunities for the academic community to supplement government training. In addition to interviewing intelligence managers, questionnaires were administered to defense analysts to determine their background, training, and use of external…

  13. Report on AAPG Industry--Academic Conference.

    ERIC Educational Resources Information Center

    Boyer, Robert W.; Matthews, William H., III

    1980-01-01

    Describes a conference sponsored by the American Association of Petroleum Geologists (AAPG) to provide an opportunity for representatives from industry and academe to discuss the training and employment of geoscientists. (Author/SA)

  14. Academic Leaders as Thermostats

    ERIC Educational Resources Information Center

    Kekale, Jouni

    2003-01-01

    University of Jones launched a two-year development and training project on academic management and leadership in the beginning of 2002. Open seminars were arranged for heads for departments, deans and administrative managers. In addition, personnel administration started pilot projects with two departments in co-operation with the Finnish…

  15. One Health training, research, and outreach in North America

    PubMed Central

    Stroud, Cheryl; Kaplan, Bruce; Logan, Jenae E.

    2016-01-01

    Background The One Health (OH) concept, formerly referred to as ‘One Medicine’ in the later part of the 20th century, has gained exceptional popularity in the early 21st century, and numerous academic and non-academic institutions have developed One Health programs. Objectives To summarize One Health training, research, and outreach activities originating in North America. Methods We used data from extensive electronic records maintained by the One Health Commission (OHC) (www.onehealthcommission.org/) and the One Health Initiative (www.onehealthinitiative.com/) and from web-based searches, combined with the corporate knowledge of the authors and their professional contacts. Finally, a call was released to members of the OHC's Global One Health Community listserv, asking that they populate a Google document with information on One Health training, research, and outreach activities in North American academic and non-academic institutions. Results A current snapshot of North American One Health training, research, and outreach activities as of August 2016 has evolved. Conclusions It is clear that the One Health concept has gained considerable recognition during the first decade of the 21st century, with numerous current training and research activities carried out among North American academic, non-academic, government, corporate, and non-profit entities. PMID:27906120

  16. The UK Academic Foundation Programmes: are the objectives being met?

    PubMed

    Ologunde, R; Sismey, G; Kelley, T

    2018-03-01

    Background Since the Academic Foundation Programme was established in the UK in 2005 a number of trainees have participated in this programme; however, there are few published national data on the experiences of these academic trainees. We aimed to assess the perceived value and challenges of training on the AFP. Methods In March 2017, an anonymous electronic questionnaire was distributed to all Academic Foundation Programme trainees in the UK, via their local foundation school administrators. Fifty-six respondents completed the survey from 9 out of the 15 Academic Units of Application. Of these, 82% were undertaking a research based Academic Foundation Programme; however, 41% reported not having access to any training on research methods and governance. Sixty-six percent reported they were aware of the aims and expected outcomes of the Academic Foundation Programme, but the self-reported achievement of academic compendium outcomes was relatively low. Sixty-three percent rated the quality of their experience on the Academic Foundation Programme as excellent or good and 75% reported that they intended to continue in academia. Most trainees (64%) reported that the completion of a postgraduate qualification as part of their Academic Foundation Programme would improve the programme. Conclusion The Academic Foundation Programme plays a valuable role in trainees' development and preparing them for a career in academia. However, the objectives of the programme are currently not being uniformly achieved. Furthermore, trainees feel there remains room for improvement in the design of the programme.

  17. Student retention in athletic training education programs.

    PubMed

    Dodge, Thomas M; Mitchell, Murray F; Mensch, James M

    2009-01-01

    The success of any academic program, including athletic training, depends upon attracting and keeping quality students. The nature of persistent students versus students who prematurely leave the athletic training major is not known. Understanding the profiles of athletic training students who persist or leave is important. To (1) explore the relationships among the following variables: anticipatory factors, academic integration, clinical integration, social integration, and motivation; (2) determine which of the aforementioned variables discriminate between senior athletic training students and major changers; and (3) identify which variable is the strongest predictor of persistence in athletic training education programs. Descriptive study using a qualitative and quantitative mixed-methods approach. Thirteen athletic training education programs located in District 3 of the National Athletic Trainers' Association. Ninety-four senior-level athletic training students and 31 college students who changed majors from athletic training to another degree option. Data were collected with the Athletic Training Education Program Student Retention Questionnaire (ATEPSRQ). Data from the ATEPSRQ were analyzed via Pearson correlations, multivariate analysis of variance, univariate analysis of variance, and a stepwise discriminant analysis. Open-ended questions were transcribed and analyzed using open, axial, and selective coding procedures. Member checks and peer debriefing techniques ensured trustworthiness of the study. Pearson correlations identified moderate relationships among motivation and clinical integration (r = 0.515, P < .01) and motivation and academic integration (r = 0.509, P < .01). Univariate analyses of variance showed that academic integration (F(1,122) = 8.483, P < .004), clinical integration (F(1,119) = 30.214, P < .001), and motivation (F(1,121) = 68.887, P < .001) discriminated between seniors and major changers. Discriminant analysis indicated that

  18. Project LEAP: Learning English-for-Academic-Purposes. Training Manual Year Three.

    ERIC Educational Resources Information Center

    Snow, Marguerite Ann, Ed.

    Project LEAP (Learning English-for-Academic-Purposes) is a three-year faculty development and supplemental instruction partnership to improve the academic literacy skills of native-born, immigrant, and international language minority students. This manual is the third set of faculty development materials produced by the project, presenting…

  19. Academic productivity among fellowship associated adult total joint reconstruction surgeons.

    PubMed

    Khan, Adam Z; Kelley, Benjamin V; Patel, Ankur D; McAllister, David R; Leong, Natalie L

    2017-12-01

    The Hirsch index (h-index) is a measure that evaluates both research volume and quality-taking into consideration both publications and citations of a single author. No prior work has evaluated academic productivity and contributions to the literature of adult total joint replacement surgeons. This study uses h-index to benchmark the academic impact and identify characteristics associated with productivity of faculty members at joint replacement fellowships. Adult reconstruction fellowship programs were obtained via the American Association of Hip and Knee Surgeons website. Via the San Francisco match and program-specific websites, program characteristics (Accreditation Council for Graduate Medical Education approval, academic affiliation, region, number of fellows, fellow research requirement), associated faculty members, and faculty-specific characteristics (gender, academic title, formal fellowship training, years in practice) were obtained. H-index and total faculty publications served as primary outcome measures. Multivariable linear regression determined statistical significance. Sixty-six adult total joint reconstruction fellowship programs were identified: 30% were Accreditation Council for Graduate Medical Education approved and 73% had an academic affiliation. At these institutions, 375 adult reconstruction surgeons were identified; 98.1% were men and 85.3% had formal arthroplasty fellowship training. Average number of publications per faculty member was 50.1 (standard deviation 76.8; range 0-588); mean h-index was 12.8 (standard deviation 13.8; range 0-67). Number of fellows, faculty academic title, years in practice, and formal fellowship training had a significant ( P < .05) positive correlation with both h-index and total publications. The statistical overview presented in this work can help total joint surgeons quantitatively benchmark their academic performance against that of their peers.

  20. Geriatric medicine fellowship programs: a national study from the Association of Directors of Geriatric Academic Programs' Longitudinal Study of Training and Practice in Geriatric Medicine.

    PubMed

    Warshaw, Gregg A; Bragg, Elizabeth J; Shaull, Ruth W; Goldenhar, Linda M; Lindsell, Christopher J

    2003-07-01

    This report documents the development and growth of geriatric medicine fellowship training in the United States through 2002. A cross-sectional survey of geriatric medicine fellowship programs was conducted in the fall 2001. All allopathic (119) and osteopathic (7) accredited geriatric medicine fellowship-training programs in the United States were involved. Data were collected using self-administered mailed and Web-based survey instruments. Longitudinal data from the American Medical Association (AMA) and the Association of American Medical Colleges' (AAMC) National Graduate Medical Education (GME) Census, the Accreditation Council for Graduate Medical Education (ACGME), and the American Osteopathic Association (AOA) were also analyzed. The survey instrument was designed to gather data about faculty, fellows, program curricula, and program directors (PDs). In addition, annual AMA/AAMC data from 1991 to the present was compiled to examine trends in the number of fellowship programs and the number of fellows. The overall survey response rate was 76% (96 of 126 PDs). Most (54%) of the PDs had been in their current position 4 or more years (range: <1-20 years), and 59% of PDs reported that they had completed formal geriatric medicine fellowship training. The number of fellowship programs and the number of fellows entering programs has slowly increased over the past decade. During 2001-02, 338 fellows were training in allopathic programs and seven in osteopathic programs (all years of training). Forty-six percent (n = 44) of responding programs offered only 1-year fellowship-training experiences. PDs reported that application rates for fellowship positions were stable during the academic years (AYs) 1999-2002, with the median number of applications per first year position available in AY 2000-01 being 10 (range: 1-77). In 2001-02, data from the AMA/AAMC National GME Census indicated a fill rate for first-year geriatric medicine fellowship positions of 69% (259 first

  1. Developing physician leaders in academic medical centers.

    PubMed

    Bachrach, D J

    1997-01-01

    While physicians have historically held positions of leadership in academic medical centers, there is an increasing trend that physicians will not only guide the clinical, curriculum and scientific direction of the institution, but its business direction as well. Physicians are assuming a greater role in business decision making and are found at the negotiating table with leaders from business, insurance and other integrated health care delivery systems. Physicians who lead "strategic business units" within the academic medical center are expected to acquire and demonstrate enhanced business acumen. There is an increasing demand for formal and informal training programs for physicians in academic medical centers in order to better prepare them for their evolving roles and responsibilities. These may include the pursuit of a second degree in business or health care management; intramurally conducted courses in leadership skill development, management, business and finance; or involvement in extramurally prepared and delivered training programs specifically geared toward physicians as conducted at major universities, often in their schools of business or public health. While part one of this series, which appeared in Volume 43, No. 6 of Medical Group Management Journal addressed, "The changing role of physician leaders at academic medical centers," part 2 will examine as a case study the faculty leadership development program at the University of Texas M.D. Anderson Cancer Center. These two articles were prepared by the author from his research into, and the presentation of a thesis entitled. "The importance of leadership training and development for physicians in academic medical centers in an increasingly complex health care environment," prepared for the Credentials Committee of the American College of Healthcare Executives in partial fulfillment of the requirements for Fellowship in this College.*

  2. Development of a medical academic degree system in China.

    PubMed

    Wu, Lijuan; Wang, Youxin; Peng, Xiaoxia; Song, Manshu; Guo, Xiuhua; Nelson, Hugh; Wang, Wei

    2014-01-01

    Context The Chinese government launched a comprehensive healthcare reform to tackle challenges to health equities. Medical education will become the key for successful healthcare reform. Purpose We describe the current status of the Chinese medical degree system and its evolution over the last 80 years. Content Progress has been uneven, historically punctuated most dramatically by the Cultural Revolution. There is a great regional disparity. Doctors with limited tertiary education may be licensed to practice, whereas medical graduates with advanced doctorates may have limited clinical skills. There are undefined relationships between competing tertiary training streams, the academic professional degree, and the clinical residency training programme (RTP). The perceived quality of training in both streams varies widely across China. As the degrees of master or doctor of academic medicine is seen as instrumental in career advancement, including employability in urban hospitals, attainment of this degree is sought after, yet is often unrelated to a role in health care, or is seen as superior to clinical experience. Meanwhile, the practical experience gained in some prestigious academic institutions is deprecated by the RTP and must be repeated before accreditation for clinical practice. This complexity is confusing both for students seeking the most appropriate training, and also for clinics, hospitals and universities seeking to recruit the most appropriate applicants. Conclusion The future education reforms might include: 1) a domestic system of 'credits' that gives weight to quality clinical experience vs. academic publications in career advancement, enhanced harmonisation between the competing streams of the professional degree and the RTP, and promotion of mobility of staff between areas of excellence and areas of need; 2) International - a mutual professional and academic recognition between China and other countries by reference to the Bologna Accord, setting

  3. Development of a medical academic degree system in China.

    PubMed

    Wu, Lijuan; Wang, Youxin; Peng, Xiaoxia; Song, Manshu; Guo, Xiuhua; Nelson, Hugh; Wang, Wei

    2014-01-01

    The Chinese government launched a comprehensive healthcare reform to tackle challenges to health equities. Medical education will become the key for successful healthcare reform. We describe the current status of the Chinese medical degree system and its evolution over the last 80 years. Progress has been uneven, historically punctuated most dramatically by the Cultural Revolution. There is a great regional disparity. Doctors with limited tertiary education may be licensed to practice, whereas medical graduates with advanced doctorates may have limited clinical skills. There are undefined relationships between competing tertiary training streams, the academic professional degree, and the clinical residency training programme (RTP). The perceived quality of training in both streams varies widely across China. As the degrees of master or doctor of academic medicine is seen as instrumental in career advancement, including employability in urban hospitals, attainment of this degree is sought after, yet is often unrelated to a role in health care, or is seen as superior to clinical experience. Meanwhile, the practical experience gained in some prestigious academic institutions is deprecated by the RTP and must be repeated before accreditation for clinical practice. This complexity is confusing both for students seeking the most appropriate training, and also for clinics, hospitals and universities seeking to recruit the most appropriate applicants. The future education reforms might include: 1) a domestic system of 'credits' that gives weight to quality clinical experience vs. academic publications in career advancement, enhanced harmonisation between the competing streams of the professional degree and the RTP, and promotion of mobility of staff between areas of excellence and areas of need; 2) International - a mutual professional and academic recognition between China and other countries by reference to the Bologna Accord, setting up a system of easily comparable and

  4. Development of a medical academic degree system in China

    PubMed Central

    Wu, Lijuan; Wang, Youxin; Peng, Xiaoxia; Song, Manshu; Guo, Xiuhua; Nelson, Hugh; Wang, Wei

    2014-01-01

    Context The Chinese government launched a comprehensive healthcare reform to tackle challenges to health equities. Medical education will become the key for successful healthcare reform. Purpose We describe the current status of the Chinese medical degree system and its evolution over the last 80 years. Content Progress has been uneven, historically punctuated most dramatically by the Cultural Revolution. There is a great regional disparity. Doctors with limited tertiary education may be licensed to practice, whereas medical graduates with advanced doctorates may have limited clinical skills. There are undefined relationships between competing tertiary training streams, the academic professional degree, and the clinical residency training programme (RTP). The perceived quality of training in both streams varies widely across China. As the degrees of master or doctor of academic medicine is seen as instrumental in career advancement, including employability in urban hospitals, attainment of this degree is sought after, yet is often unrelated to a role in health care, or is seen as superior to clinical experience. Meanwhile, the practical experience gained in some prestigious academic institutions is deprecated by the RTP and must be repeated before accreditation for clinical practice. This complexity is confusing both for students seeking the most appropriate training, and also for clinics, hospitals and universities seeking to recruit the most appropriate applicants. Conclusion The future education reforms might include: 1) a domestic system of ‘credits’ that gives weight to quality clinical experience vs. academic publications in career advancement, enhanced harmonisation between the competing streams of the professional degree and the RTP, and promotion of mobility of staff between areas of excellence and areas of need; 2) International – a mutual professional and academic recognition between China and other countries by reference to the Bologna Accord

  5. Outcomes of a Novel Training Program for Physician-Scientists: Integrating Graduate Degree Training With Specialty Fellowship.

    PubMed

    Wong, Mitchell D; Guerrero, Lourdes; Sallam, Tamer; Frank, Joy S; Fogelman, Alan M; Demer, Linda L

    2016-02-01

    Although physician-scientists generally contribute to the scientific enterprise by providing a breadth of knowledge complementary to that of other scientists, it is a challenge to recruit, train, and retain physicians in a research career pathway. To assess the outcomes of a novel program that combines graduate coursework and research training with subspecialty fellowship. A retrospective analysis was conducted of career outcomes for 123 physicians who graduated from the program during its first 20 years (1993-2013). Using curricula vitae, direct contact, and online confirmation, data were compiled on physicians' subsequent activities and careers as of 2013. Study outcomes included employment in academic and nonacademic research, academic clinical or private practice positions, and research grant funding. More than 80% of graduates were actively conducting research in academic, institutional, or industrial careers. The majority of graduates (71%) had academic appointments; a few (20%) were in private practice. Fifty percent had received career development awards, and 19% had received investigator-initiated National Institutes of Health (NIH) R01 or equivalent grants. Individuals who obtained a PhD during subspecialty training were significantly more likely to have major grant funding (NIH R series or equivalent) than those who obtained a Master of Science in Clinical Research. Trainees who obtained a PhD in a health services or health policy field were significantly more likely to have research appointments than those in basic science. Incorporation of graduate degree research, at the level of specialty or subspecialty clinical training, is a promising approach to training and retaining physician-scientists.

  6. Organisational and Training Factors Affecting Academic Teacher Training Outcomes

    ERIC Educational Resources Information Center

    Renta-Davids, Ana-Inés; Jiménez-González, José-Miguel; Fandos-Garrido, Manel; González-Soto, Ángel-Pío

    2016-01-01

    University teacher training has become an important topic in recent years due to the curricular and methodological reforms introduced by the Bologna process. Despite its acknowledged importance, evaluations have been limited to measures of participants' satisfaction, and little is known about its impact on teaching practices. This study seeks to…

  7. Academic Mentorship Builds a Pathology Community

    PubMed Central

    2015-01-01

    Since academic mentorship focuses on developing and supporting the next generation of pathologists as well as the existing faculty, it plays a vital role in creating a successful academic pathology department whose faculty deliver quality teaching, research, and clinical care. The central feature is the mentor–mentee relationship which is built on mutual respect, transparency, and a genuine interest from the mentor in the success of the mentee. This relationship is a platform for career development, academic guidance, informed professional choices, and problem solving. Departments of pathology must embrace a culture of effective mentorship so that trainees and faculty members are well mentored. Mentorship should become an academic activity that is valued and rewarded. Departments should create and support formal educational programs that train mentors in mentorship. Effective models of formal mentorship need to be created and evaluated in order to strengthen academic pathology. A successful mentorship culture will provide for a sustainable community of academic pathologists that transmits their best practices to the next generation. PMID:28725749

  8. Student Retention in Athletic Training Education Programs

    PubMed Central

    Dodge, Thomas M; Mitchell, Murray F; Mensch, James M

    2009-01-01

    Context: The success of any academic program, including athletic training, depends upon attracting and keeping quality students. The nature of persistent students versus students who prematurely leave the athletic training major is not known. Understanding the profiles of athletic training students who persist or leave is important. Objective: To (1) explore the relationships among the following variables: anticipatory factors, academic integration, clinical integration, social integration, and motivation; (2) determine which of the aforementioned variables discriminate between senior athletic training students and major changers; and (3) identify which variable is the strongest predictor of persistence in athletic training education programs. Design: Descriptive study using a qualitative and quantitative mixed-methods approach. Setting: Thirteen athletic training education programs located in District 3 of the National Athletic Trainers' Association. Patients or Other Participants: Ninety-four senior-level athletic training students and 31 college students who changed majors from athletic training to another degree option. Data Collection: Data were collected with the Athletic Training Education Program Student Retention Questionnaire (ATEPSRQ). Analysis: Data from the ATEPSRQ were analyzed via Pearson correlations, multivariate analysis of variance, univariate analysis of variance, and a stepwise discriminant analysis. Open-ended questions were transcribed and analyzed using open, axial, and selective coding procedures. Member checks and peer debriefing techniques ensured trustworthiness of the study. Results: Pearson correlations identified moderate relationships among motivation and clinical integration (r  =  0.515, P < .01) and motivation and academic integration (r  =  0.509, P < .01). Univariate analyses of variance showed that academic integration (F1,122  =  8.483, P < .004), clinical integration (F1,119  =  30.214, P < .001), and

  9. Enhancement of anesthesiology in-training exam performance with institution of an academic improvement policy.

    PubMed

    Joseph, Julie A; Terry, Chris M; Waller, Eva J; Bortsov, Andrey V; Zvara, David A; Mayer, David C; Martinelli, Susan M

    2014-01-01

    Anesthesiology resident physicians across the United States complete an annual in-training examination (ITE). The ITE evaluates resident knowledge and provides personalized feedback to guide future study in low scoring sections(1). Performance on the ITE correlates with outcomes on the American Board of Anesthesiology (ABA) written board examination(2). Over the last several years, declining ITE scores were observed at the University of North Carolina (UNC). In response to this decline, our department reprioritized the ITE by instituting an academic improvement policy (AIP). The AIP employed both reward for satisfactory achievement and consequence for under-performance to elevate the ITE as a "high stakes" examination. Our hypothesis was that implementation of this AIP would improve ITE scores. ITE scores were compiled from 150 residents in the Department of Anesthesiology at UNC for graduating classes from 2004-2015. Data is presented as the number of residents scoring below the 20th percentile when compared to the national distribution before and after the AIP. In addition, average USMLE Step 1 three-digit scores for each graduating class were compared to average ITE percentile scores of the corresponding graduating class (USMLE does not provide percentile scores). Between 2009 and 2013, the number of residents who scored below the 20th percentile on the ITE increased steadily to a peak of 10 in 2011. After implementation of the AIP in July 2011, there was an 80% decrease in those scoring below the 20th percentile, from 10 to 2 residents (p<0.05). Anesthesiology resident ITE scores improved after implementation of an academic improvement policy.

  10. The Engagement of Academic Institutions in Community Disaster Response: A Comparative Analysis

    PubMed Central

    Dunlop, Anne L.; Logue, Kristi M.

    2014-01-01

    Objective Using comparative analysis, we examined the factors that influence the engagement of academic institutions in community disaster response. Methods We identified colleges and universities located in counties affected by four Federal Emergency Management Agency-declared disasters (Kentucky ice storms, Hurricanes Ike and Gustav, California wildfires, and the Columbia space shuttle disintegration) and performed key informant interviews with officials from public health, emergency management, and academic institutions in those counties. We used a comparative case study approach to explore particular resources provided by academic institutions, processes for engagement, and reasons for engagement or lack thereof in the community disaster response. Results Academic institutions contribute a broad range of resources to community disaster response. Their involvement and the extent of their engagement is variable and influenced by (1) their resources, (2) preexisting relationships with public health and emergency management organizations, (3) the structure and organizational placement of the school's disaster planning and response office, and (4) perceptions of liability and lines of authority. Facilitators of engagement include (1) the availability of faculty expertise or special training programs, (2) academic staff presence on public health and emergency management planning boards, (3) faculty contracts and student practica, (4) incident command system or emergency operations training of academic staff, and (5) the existence of mutual aid or memoranda of agreements. Conclusion While a range of relationships exist between academic institutions that engage with public health and emergency management agencies in community disaster response, recurrent win-win themes include co-appointed faculty and staff; field experience opportunities for students; and shared planning and training for academic, public health, and emergency management personnel. PMID:25355979

  11. An Academic Degree in Russia: Reality and Perspectives

    ERIC Educational Resources Information Center

    Laptev, V. V.; Pisareva, S. A.; Tryapitsyna, A. P.

    2015-01-01

    The article discusses the history of the formation of the system of awarding degrees in Russia. It analyzes the reasons for the devaluation of academic degrees in contemporary Russia, and it reveals the ways to improve researcher training in graduate school. Possible models for integrating the Russian system of researcher training into an open…

  12. The Academic Department Game.

    ERIC Educational Resources Information Center

    Chapman, S. C.; And Others

    A computer-Based management game was designed as both an orientation and a training device for new department heads and others who might profit from a better understanding of some of the significant decision elements in the administration of an academic department. Each game participant serves in the same capacity and is required to make two…

  13. Perceived Instructor Affective Support in Relation to Academic Emotions and Motivation in College

    ERIC Educational Resources Information Center

    Sakiz, Gonul

    2012-01-01

    The purpose of the present study was to examine the associations among perceived instructor affective support, academic enjoyment, academic hopelessness, behavioural engagement and academic help seeking in college classrooms. A self-report survey was administered to 277 college students enrolled in a teacher training department of a major…

  14. Sports Involvement and Academic Achievement: A Study of Malaysian University Athletes

    ERIC Educational Resources Information Center

    Chuan, Chun Cheng; Yusof, Aminuddin; Shah, Parilah Mohd

    2013-01-01

    Factors that influence the academic achievement of Malaysian university athletes were investigated using 156 field hockey players from several universities. The relationship between team subculture, parental influence, the learning environment, support systems, financial aid, training factors, academic assistance, socialization, and stress level…

  15. Postgraduate Research Training: Some Issues

    ERIC Educational Resources Information Center

    Calma, Angelito

    2011-01-01

    This three-year study of research training policy and practice involved government and university executives, and university academics from the Philippines. A total of 53 participants were involved: two officials from the Commission on Higher Education, six directors of research centres, 28 university executives and 17 academic staff. Seven public…

  16. Teaching matters-academic professional development in the early 21st century.

    PubMed

    Fahnert, Beatrix

    2015-10-01

    Academic work at different career stages has changed and a broadened portfolio of expertise enables academics to adapt, maintain and advance their career. Development related to research activity is naturally driven by methodology and technology. Institutions and peers largely support development in the contexts of dissemination, measuring impact and obtaining funding. A European Commission High Level Group recommended pedagogic training for everyone teaching in Higher Education by 2020 with mandatory continuing professional development and with academic staff recruitment and promotion being linked to teaching performance. Early career teaching experience is already an expectation, and advantage is gained by developing recognized teaching expertise. More senior academics gain an advantage through recognition of higher levels of expertise, also covering elements of leadership and innovation in teaching. This review aims to raise awareness particularly of teaching-related skills within the dimensions of academic professional development in Higher Education, outlining some general directions for development and recognition in context of current challenges to support planning and identifying training needs and opportunities at different career stages. © FEMS 2015. All rights reserved.

  17. Training Material on Notification Under the Hazardous Waste Generators Academic Laboratories Rule

    EPA Pesticide Factsheets

    Guidance for eligible academic laboratories trying to figure out what the notification requirements are under the Academic Labs Rule 40 CFR 262 subpart K and when filling out RCRA Subtitle C Site Identification Form (8700-12) to obtain an EPA ID number.

  18. Academic Writing: Supporting Faculty in a Critical Competency for Success

    ERIC Educational Resources Information Center

    Dankoski, Mary E.; Palmer, Megan M.; Banks, Julianna; Brutkiewicz, Randy R.; Walvoord, Emily; Hoffmann-Longtin, Krista; Bogdewic, Stephen P.; Gopen, George D.

    2012-01-01

    All faculty regardless of discipline or school need to be highly competent at writing for an academic audience. The "publish or perish" pressure is alive and well for academic advancement, publications, and external grant funding. Yet few faculty, particularly in the health professions and sciences, receive formal training on the craft…

  19. A gender-based comparison of academic rank and scholarly productivity in academic neurological surgery.

    PubMed

    Tomei, Krystal L; Nahass, Meghan M; Husain, Qasim; Agarwal, Nitin; Patel, Smruti K; Svider, Peter F; Eloy, Jean Anderson; Liu, James K

    2014-07-01

    The number of women pursuing training opportunities in neurological surgery has increased, although they are still underrepresented at senior positions relative to junior academic ranks. Research productivity is an important component of the academic advancement process. We sought to use the h-index, a bibliometric previously analyzed among neurological surgeons, to evaluate whether there are gender differences in academic rank and research productivity among academic neurological surgeons. The h-index was calculated for 1052 academic neurological surgeons from 84 institutions, and organized by gender and academic rank. Overall men had statistically higher research productivity (mean 13.3) than their female colleagues (mean 9.5), as measured by the h-index, in the overall sample (p<0.0007). When separating by academic rank, there were no statistical differences (p>0.05) in h-index at the assistant professor (mean 7.2 male, 6.3 female), associate professor (11.2 male, 10.8 female), and professor (20.0 male, 18.0 female) levels based on gender. There was insufficient data to determine significance at the chairperson rank, as there was only one female chairperson. Although overall gender differences in scholarly productivity were detected, these differences did not reach statistical significance upon controlling for academic rank. Women were grossly underrepresented at the level of chairpersons in this sample of 1052 academic neurological surgeons, likely a result of the low proportion of females in this specialty. Future studies may be needed to investigate gender-specific research trends for neurosurgical residents, a cohort that in recent years has seen increased representation by women. Copyright © 2013 Elsevier Ltd. All rights reserved.

  20. Academic Learning Time in the District of Columbia Public Schools.

    ERIC Educational Resources Information Center

    District of Columbia Public Schools, Washington, DC. Research Information Center.

    Papers generated for a symposium entitled "Effectiveness of Stallings' Use of Time Training for Teachers in Washington, D.C." are presented. The intitial presentation, "Academic Learning Time: The Current Status of the Stallings Training" (Geraldine Williams Bethune), reviews the Stallings research and describes the Academic…

  1. Student Workers: Cross Training in the Academic Environment

    ERIC Educational Resources Information Center

    Draper, Lani Hall; Oswald, Tina A.; Renfro, Margie

    2007-01-01

    Libraries rely heavily on student workers for the day-to-day running of the library. Stephen F. Austin State University in Nacogdoches, Texas is no different. We report on Steen Library's training efforts to staff several public service points as well as keep materials on the shelves by cross-training student employees.

  2. What’s working in working memory training? An educational perspective

    PubMed Central

    Redick, Thomas S.; Shipstead, Zach; Wiemers, Elizabeth A.; Melby-Lervåg, Monica; Hulme, Charles

    2015-01-01

    Working memory training programs have generated great interest, with claims that the training interventions can have profound beneficial effects on children’s academic and intellectual attainment. We describe the criteria by which to evaluate evidence for or against the benefit of working memory training. Despite the promising results of initial research studies, the current review of all of the available evidence of working memory training efficacy is less optimistic. Our conclusion is that working memory training produces limited benefits in terms of specific gains on short-term and working memory tasks that are very similar to the training programs, but no advantage for academic and achievement-based reading and arithmetic outcomes. PMID:26640352

  3. Is There An Academic Audit in Your Future? Reforming Quality Assurance in U.S. Higher Education.

    ERIC Educational Resources Information Center

    Dill, David D.

    2000-01-01

    Describes a new form of academic quality assurance, the academic audit. Reviews use of academic audits abroad and experimental use of such audits in the United States. Identifies issues in academic audits, including focus of audits, auditor selection and training, institutional preparation for an audit, interaction between institutional policies…

  4. A Study of the Association of Attitudes to the Philosophy of Science with Classroom Contexts, Academic Qualification and Professional Training, amongst A-Level Biology Teachers in Harare, Zimbabwe.

    ERIC Educational Resources Information Center

    Gwimbi, Eric; Monk, Martin

    2003-01-01

    Investigates the association between attitude towards the philosophy of science and academic qualification professional training. Analyzes responses from 33 A-level biology teachers to a questionnaire and reports from teachers in Harare on their school contexts. Suggests that the differential distribution of facilities and resources across school…

  5. Effects of health-related physical education on academic achievement: project SPARK.

    PubMed

    Sallis, J F; McKenzie, T L; Kolody, B; Lewis, M; Marshall, S; Rosengard, P

    1999-06-01

    The effects of a 2-year health-related school physical education program on standardized academic achievement scores was assessed in 759 children who completed Metropolitan Achievement Tests before and after the program. Schools were randomly assigned to condition: (a) Specialists taught the Sports, Play, and Active Recreation for Kids curriculum; (b) classroom teachers were trained to implement the curriculum; and (c) controls continued their usual programs. The Trained Teacher condition was superior to Control on Language, Reading, and Basic Battery. The Specialist condition was superior to Control on Reading, but inferior on Language. Despite devoting twice as many minutes per week to physical education as Controls, the health-related physical education program did not interfere with academic achievement. Health-related physical education may have favorable effects on students' academic achievement.

  6. South African Academic Health--the future challenge.

    PubMed

    van Zyl, G J

    2004-02-01

    In South Africa, significant changes in Academic Health have taken place since the first democratic elections in 1994. Academic Health came from a separated academic hospital, departmental-based curriculum and research focussed on achievement, and an abundance of money, to a position of integrated service delivery with specific reference to primary health care, separation of service levels, a new integrated curriculum, research focussed according to the need and contract research, and financial constraints with limited budgets. The management of this change is a task challenging the manager in all fields of Academic Health. Leaders need to know their environment and organisation to be able to manage change. Academic Health centres are experiencing major changes as a result of the effects of managed care, reduced rate and growing expenditure on health services. In addition to restructuring of the clinical services, Academic Health centres are being challenged to sustain their academic mission and priorities in the face of resource constraints. In order to tackle these challenges, institutions need physicians in administrative positions at all levels who can provide leadership and thoughtful managerial initiatives. The future challenge for managers focuses on service delivery, research, health education and training, Academic Health management, professionalism and financial management.

  7. Academic climate, well-being and academic performance in a university degree course.

    PubMed

    Rania, Nadia; Siri, Anna; Bagnasco, Annamaria; Aleo, Giuseppe; Sasso, Loredana

    2014-09-01

    The psychological climate within organisations affects not only the behaviour and the attitude of group members, but also the performance of the group itself. According to the ecological model, this research examines how learning in different classroom contexts of the same nursing degree programme can affect academic performance, well-being, self-esteem and perceived climate. Four scales were used to assess students' perceptions by collecting primary data while academic performance was measured by obtaining students' academic records. A questionnaire completed by 391 first-year nursing students was administered. Differences were observed in the perceptions of climate and academic performance in different classroom contexts with trends, which did not always overlap; however, strong correlations were observed among self-esteem, well-being and climate, and schoolmate relationships. Universities should not merely train competent professionals but also build learning communities that support the well-being of relationships and the development of well-being contexts. The findings support the need for an educational intervention for improving the quality of life and well-being of the community and individual students. This type of intervention requires a 'compliant' organisational environment that puts studetns, teachers and professionals in the condition to practice their professional skills. © 2013 John Wiley & Sons Ltd.

  8. Agricultural Entrepreneurship Orientation: Is Academic Training a Missing Link?

    ERIC Educational Resources Information Center

    Mohammadinezhad, Soodeh; Sharifzadeh, Maryam

    2017-01-01

    Purpose: The purpose of this paper is to investigate the importance of academic courses on agricultural entrepreneurship. Design/methodology/approach: Modified global entrepreneurship and development index (GEDI) was used to determine entrepreneurial dimensions among 19 graduated students of agricultural colleges resided in Iran. Fuzzy analytical…

  9. CAEP 2015 Academic Symposium: Leadership within the emergency medicine academic community and beyond.

    PubMed

    Sinclair, Doug; Worthington, James R; Joubert, Gary; Holroyd, Brian R; Stempien, James; Letovsky, Eric; Rutledge, Tim; LeBlanc, Constance; Pitters, Carrol; McCallum, Andrew; Carr, Brendan; Gerace, Rocco; Stiell, Ian G; Artz, Jennifer D; Christenson, Jim

    2016-05-01

    A panel of emergency medicine (EM) leaders endeavoured to define the key elements of leadership and its models, as well as to formulate consensus recommendations to build and strengthen academic leadership in the Canadian EM community in the areas of mentorship, education, and resources. The expert panel comprised EM leaders from across Canada and met regularly by teleconference over the course of 9 months. From the breadth of backgrounds and experience, as well as a literature review and the development of a leadership video series, broad themes for recommendations around the building and strengthening of EM leadership were presented at the CAEP 2015 Academic Symposium held in Edmonton, Alberta. Feedback from the attendees (about 80 emergency physicians interested in leadership) was sought. Subsequently, draft recommendations were developed by the panel through attendee feedback, further review of the leadership video series, and expert opinion. The recommendations were distributed to the CAEP Academic Section for further feedback and updated by consensus of the expert panel. The methods informed the panel who framed recommendations around four themes: 1) leadership preparation and training, 2) self-reflection/emotional intelligence, 3) academic leadership skills, and 4) gender balance in academic EM leadership. The recommendations aimed to support and nurture the next generation of academic EM leaders in Canada and included leadership mentors, availability of formal educational courses/programs in leadership, self-directed education of aspiring leaders, creation of a Canadian subgroup with the AACEM/SAEM Chair Development Program, and gender balance in leadership roles. These recommendations serve as a roadmap for all EM leaders (and aspiring leaders) to build on their success, inspire their colleagues, and foster the next generation of Canadian EM academic leaders.

  10. High School Academics: Increasing the Standard

    ERIC Educational Resources Information Center

    Gard, Ashley N.

    2017-01-01

    Beyond heightened academic requirements, student athletes face a multitude of tasks including weight training, practice, film review, and travel for competition. This makes the student's life complex. As student athletes progress through their educational experience, they experience higher structured time demands in regard to their sport…

  11. Factors affecting career choice among the next generation of academic vascular surgeons.

    PubMed

    Danczyk, Rachel C; Sevdalis, Nick; Woo, Karen; Hingorani, Anil P; Landry, Gregory J; Liem, Timothy K; Moneta, Gregory L; Mitchell, Erica L

    2012-05-01

    Few studies have examined factors that influence an individual's decision to enter an academic medical career after residency training. We sought to evaluate whether sex, ethnicity, child care issues, and debt burden influenced residents' choice for a career in academic vascular surgery. A 39-item Web survey, designed to elucidate which factors motivated residents to seek a career in academic vascular surgery, was sent to 295 vascular surgery residents currently enrolled in Accreditation Council on Graduate Medical Education-accredited training programs. A total of 128 responses (43%) were received. Of these, 53% of respondents were white and 47% were nonwhite and 34 (27%) were women and 94 (73%) were men. Fifty-seven percent of minorities anticipate a career in academic vascular surgery. There were no statistical differences between sex and ethnicity for factors influencing career choice, including training paradigm, presence of a life partner or dependents, mentorship role, participation in research, service, and teaching, anticipated salary, and debt burden (P > .05). Seventy-seven percent of respondents carry significant debt; of those with debt, 81% owe >$100,000 and 40% owe >$200,000. Seventy-three percent of 0+5 trainees anticipated choosing an academic practice compared with 42% of 5+2 trainees (P < .01). Respondents planning an academic career cited procedural variation, breadth and depth of practice/tertiary referral experience, and research opportunities as the most important drivers of career choice. Income potential, strength of the job market, and child care needs were deemed less important. This study shows that academic vascular surgery is a popular career option for current vascular surgery trainees, especially those in 0+5 programs. Choosing a career in academic vascular surgery appears not to be influenced by sex, ethnicity, child care concerns, salary expectations, or debt burden, even though most trainees carry enormous debt. The data imply

  12. Parent Leadership Training Program. An Evaluation.

    ERIC Educational Resources Information Center

    McConnell, Beverly B.

    The Parent Leadership Training Program was developed to promote academic success among at-risk children, specifically, Mexican Migrant children. It attempted to help parents learn how to be effective partners in their children's academic and developmental growth. The program provided a series of meetings to help families understand the schools and…

  13. Academic Outcomes 2 Years After Working Memory Training for Children With Low Working Memory: A Randomized Clinical Trial.

    PubMed

    Roberts, Gehan; Quach, Jon; Spencer-Smith, Megan; Anderson, Peter J; Gathercole, Susan; Gold, Lisa; Sia, Kah-Ling; Mensah, Fiona; Rickards, Field; Ainley, John; Wake, Melissa

    2016-05-02

    Working memory training may help children with attention and learning difficulties, but robust evidence from population-level randomized controlled clinical trials is lacking. To test whether a computerized adaptive working memory intervention program improves long-term academic outcomes of children 6 to 7 years of age with low working memory compared with usual classroom teaching. Population-based randomized controlled clinical trial of first graders from 44 schools in Melbourne, Australia, who underwent a verbal and visuospatial working memory screening. Children were classified as having low working memory if their scores were below the 15th percentile on either the Backward Digit Recall or Mister X subtest from the Automated Working Memory Assessment, or if their scores were below the 25th percentile on both. These children were randomly assigned by an independent statistician to either an intervention or a control arm using a concealed computerized random number sequence. Researchers were blinded to group assignment at time of screening. We conducted our trial from March 1, 2012, to February 1, 2015; our final analysis was on October 30, 2015. We used intention-to-treat analyses. Cogmed working memory training, comprising 20 to 25 training sessions of 45 minutes' duration at school. Directly assessed (at 12 and 24 months) academic outcomes (reading, math, and spelling scores as primary outcomes) and working memory (also assessed at 6 months); parent-, teacher-, and child-reported behavioral and social-emotional functioning and quality of life; and intervention costs. Of 1723 children screened (mean [SD] age, 6.9 [0.4] years), 226 were randomized to each arm (452 total), with 90% retention at 1 year and 88% retention at 2 years; 90.3% of children in the intervention arm completed at least 20 sessions. Of the 4 short-term and working memory outcomes, 1 outcome (visuospatial short-term memory) benefited the children at 6 months (effect size, 0.43 [95% CI, 0

  14. Effects of Initial Particle Distribution on an Energetic Dispersal of Particles

    NASA Astrophysics Data System (ADS)

    Rollin, Bertrand; Ouellet, Frederick; Koneru, Rahul; Garno, Joshua; Durant, Bradford

    2017-11-01

    Accurate predictions of the late time solid particle cloud distribution ensuing an explosive dispersal of particles is an extremely challenging problem for compressible multiphase flow simulations. The source of this difficulty is twofold: (i) The complex sequence of events taking place. Indeed, as the blast wave crosses the surrounding layer of particles, compaction occurs shortly before particles disperse radially at high speed. Then, during the dispersion phase, complex multiphase interactions occurs between particles and detonation products. (ii) Precise characterization of the explosive and particle distribution is virtually impossible. In this numerical experiment, we focus on the sensitivity of late time particle cloud distributions relative to carefully designed initial distributions, assuming the explosive is well described. Using point particle simulations, we study the case of a bed of glass particles surrounding an explosive. Constraining our simulations to relatively low initial volume fractions to prevent reaching of the close packing limit, we seek to describe qualitatively and quantitatively the late time dependency of a solid particle cloud on its distribution before the energy release of an explosive. This work was supported by the U.S. DoE, NNSA, Advanced Simulation and Computing Program, as a Cooperative Agreement under the Predictive Science Academic Alliance Program, under Contract No. DE-NA0002378.

  15. An innovative approach to supporting hospitalist physicians towards academic success.

    PubMed

    Howell, Eric; Kravet, Steven; Kisuule, Flora; Wright, Scott M

    2008-07-01

    Academic hospitalist physicians face significant challenges that may threaten their chances for successful and timely promotions, such as heavy clinical workloads, limited training in research, and relatively few experienced mentors in their field. The appreciable growth of hospital medicine groups in recent years, as has occurred at our institution, compounds the predicament by diluting the limited resources that are available to support these physicians. A needs assessment was followed by the development of specific objectives for the division and for individual members of the division related to academic success. The resulting 3-pronged strategy to support the academic success of our group was based on securing strong mentorship, investing requisite resources, and committing to recruit fellowship-trained new faculty. To date, the initiative has resulted in an increased number of peer-reviewed publication and grants, as well as national leadership roles for division members. Copyright 2008 Society of Hospital Medicine.

  16. Sex differences in academic advancement. Results of a national study of pediatricians.

    PubMed

    Kaplan, S H; Sullivan, L M; Dukes, K A; Phillips, C F; Kelch, R P; Schaller, J G

    1996-10-24

    Although the numbers of women in training and in entry-level academic positions in medicine have increased substantially in recent years, the proportion of women in senior faculty positions has not changed. We conducted a study to determine the contributions of background and training, academic productivity, distribution of work time, institutional support, career attitudes, and family responsibilities to sex differences in academic rank and salary among faculty members of academic pediatric departments. We conducted a cross-sectional survey of all salaried physicians in 126 academic departments of pediatrics in the United States in January 1992. Of the 6441 questionnaires distributed, 4285 (67 percent) were returned. The sample was representative of U.S. pediatric faculty members. Multivariate models were used to relate academic rank and salary to 16 independent variables. Significantly fewer women than men achieved the rank of associate professor or higher. For both men and women, higher salaries and ranks were related to greater academic productivity (more publications and grants), more hours worked, more institutional support of research, greater overall career satisfaction, and fewer career problems. Less time spent in teaching and patient care was related to greater academic productivity for both sexes. Women in the low ranks were less academically productive and spent significantly more time in teaching and patient care than men in those ranks. Adjustment for all independent variables eliminated sex differences in academic rank but not in salary. Lower rates of academic productivity, more time spent in teaching and patient care and less time spent in research, less institutional support for research, and lower rates of specialization in highly paid subspecialties contributed to the lower ranks and salaries of female faculty members.

  17. Predicting academic performance in surgical training.

    PubMed

    Yost, Michael J; Gardner, Jeffery; Bell, Richard McMurtry; Fann, Stephen A; Lisk, John R; Cheadle, William G; Goldman, Mitchell H; Rawn, Susan; Weigelt, John A; Termuhlen, Paula M; Woods, Randy J; Endean, Erick D; Kimbrough, Joy; Hulme, Michael

    2015-01-01

    During surgical residency, trainees are expected to master all the 6 competencies specified by the ACGME. Surgical training programs are also evaluated, in part, by the residency review committee based on the percentage of graduates of the program who successfully complete the qualifying examination and the certification examination of the American Board of Surgery in the first attempt. Many program directors (PDs) use the American Board of Surgery In-Training Examination (ABSITE) as an indicator of future performance on the qualifying examination. Failure to meet an individual program's standard may result in remediation or a delay in promotion to the next level of training. Remediation is expensive in terms of not only dollars but also resources, faculty time, and potential program disruptions. We embarked on an exploratory study to determine if residents who might be at risk for substandard performance on the ABSITE could be identified based on the individual resident's behavior and motivational characteristics. If such were possible, then PDs would have the opportunity to be proactive in developing a curriculum tailored to an individual resident, providing a greater opportunity for success in meeting the program's standards. Overall, 7 surgical training programs agreed to participate in this initial study and residents were recruited to voluntarily participate. Each participant completed an online assessment that characterizes an individual's behavioral style, motivators, and Acumen Index. Residents completed the assessment using a code name assigned by each individual PD or their designee. Assessments and the residents' 2013 ABSITE scores were forwarded for analysis using only the code name, thus insuring anonymity. Residents were grouped into those who took the junior examination, senior examination, and pass/fail categories. A passing score of ≥70% correct was chosen a priori. Correlations were performed using logistic regression and data were also entered

  18. Global health leadership training in resource-limited settings: a collaborative approach by academic institutions and local health care programs in Uganda.

    PubMed

    Nakanjako, Damalie; Namagala, Elizabeth; Semeere, Aggrey; Kigozi, Joanitor; Sempa, Joseph; Ddamulira, John Bosco; Katamba, Achilles; Biraro, Sam; Naikoba, Sarah; Mashalla, Yohana; Farquhar, Carey; Sewankambo, Nelson

    2015-11-18

    Due to a limited health workforce, many health care providers in Africa must take on health leadership roles with minimal formal training in leadership. Hence, the need to equip health care providers with practical skills required to lead high-impact health care programs. In Uganda, the Afya Bora Global Health Leadership Fellowship is implemented through the Makerere University College of Health Sciences (MakCHS) and her partner institutions. Lessons learned from the program, presented in this paper, may guide development of in-service training opportunities to enhance leadership skills of health workers in resource-limited settings. The Afya Bora Consortium, a consortium of four African and four U.S. academic institutions, offers 1-year global health leadership-training opportunities for nurses and doctors. Applications are received and vetted internationally by members of the consortium institutions in Botswana, Kenya, Tanzania, Uganda, and the USA. Fellows have 3 months of didactic modules and 9 months of mentored field attachment with 80% time dedicated to fellowship activities. Fellows' projects and experiences, documented during weekly mentor-fellow meetings and monthly mentoring team meetings, were compiled and analyzed manually using pre-determined themes to assess the effect of the program on fellows' daily leadership opportunities. Between January 2011 and January 2015, 15 Ugandan fellows (nine doctors and six nurses) participated in the program. Each fellow received 8 weeks of didactic modules held at one of the African partner institutions and three online modules to enhance fellows' foundation in leadership, communication, monitoring and evaluation, health informatics, research methodology, grant writing, implementation science, and responsible conduct of research. In addition, fellows embarked on innovative projects that covered a wide spectrum of global health challenges including critical analysis of policy formulation and review processes

  19. Systems Engineering of Coast Guard Aviator Training.

    ERIC Educational Resources Information Center

    Hall, Eugene R.; Caro, Paul W.

    This paper describes a total-program application of the systems engineering concept of the U.S. Coast Guard aviation training programs. The systems approach used treats all aspects of the training to produce the most cost-effective integration of academic, synthetic, and flight training for the production of graduate Coast Guard aviators. The…

  20. Sweaty Palms! Virtual Reality Applied to Training.

    ERIC Educational Resources Information Center

    Treiber, Karin

    A qualitative case study approach was used to identify the psychosocial effects of the high-fidelity, virtual reality simulation provided in the college-level air traffic control (ATC) training program offered at the Minnesota Air Traffic Control Training Center and to evaluate the applicability of virtual reality to academic/training situations.…

  1. [Ethics and values in professional training in health: a case study].

    PubMed

    Finkler, Mirelle; Caetano, João Carlos; Ramos, Flávia Regina Souza

    2013-10-01

    The scope of this research was to analyze the ethical dimension of the training of health professionals, specifically in Dentistry. Interviews were conducted with teachers, in addition to observation of academic activities and focus groups with students of two undergraduate courses. Data analysis revealed some elements of the hidden curriculum that influences the ethical dimension of training. The results discussed here suggest different ethical concepts in the academic environment with the predominance of an implicit code of ethics, the consequences of which require attention in the management of daily ethical conflicts. Based on common sense and a lack of intentionality of the academic staff with respect to the ethical training of students, it is imperative to know the values + they cherish in order to understand their moral development and identify a bioethical benchmark upon which the pedagogical-ethical issue is grounded. By way of conclusion, it is essential to assume individual and collective teaching responsibility for the ethical dimension of training in order that the professional training also has the potential for the integrated training of the human being as a whole.

  2. Is Industry Funding Associated with Greater Scholarly Impact Among Academic Neurosurgeons?

    PubMed

    Eloy, Jean Anderson; Kilic, Suat; Yoo, Nicholas G; Mcleod, Thomas; Svider, Peter F; Baredes, Soly; Folbe, Adam J; Couldwell, William T; Liu, James K

    2017-07-01

    To determine the relationship between industry payments and scholarly impact among academic neurosurgeons. Faculty names and academic rank data were obtained from department websites, bibliometric data were obtained from the Scopus database, and industry payment data were obtained from the Center for Medicare and Medicaid Services open payments database (openpayments.cms.gov). The h-index was used to estimate scholarly impact. Payments were classified as "general," "associated research," and "research payments." Subgroup analyses were done for academic rank, fellowship training, and sex. Among 1008 academic neurosurgeons, scholarly impact was greater among individuals receiving associated research industry support compared with those not receiving it. Scholarly impact also was greater among individuals who received more than $10,000 of any type of industry support compared with individuals who received less than that or no payment. This association also was seen in fellowship-trained surgeons. Female neurosurgeons were less likely than male neurosurgeons to get industry funding and were likely to get less funding. There is a strong association between associated research funding from industry and scholarly impact among academic neurosurgeons. It's unclear whether this association is a result of funding facilitating more research projects that eventually lead to more high-impact publications, if industry is providing more funding to academic neurosurgeons with greater scholarly impact, or whether it represents intrinsic academic activity among a group of neurosurgeons who are more likely to be academically productive and procure funding from all potential sources to increase this activity. Copyright © 2017 Elsevier Inc. All rights reserved.

  3. Pathways to Academic Leadership in Plastic Surgery: A Nationwide Survey of Program Directors, Division Chiefs, and Department Chairs of Plastic Surgery.

    PubMed

    Fishman, Jordan E; Pang, John Henry Y; Losee, Joseph E; Rubin, J Peter; Nguyen, Vu T

    2018-06-01

    Many aspire to leadership in academic plastic surgery yet there is no well-documented pathway. Information regarding plastic surgery residencies and program directors was obtained from the American Medical Association's FREIDA database. The division chief or department chair (academic head) of every academic plastic surgery program was identified. One Internet-based survey was distributed to academic heads; another, to program directors. Ninety academic heads were identified, 35 of whom also serve as program director. Sixty-seven unique program directors were identified. There was a 51 percent academic head response rate and a 65 percent program director response rate. Academic plastic surgery is overwhelmingly administered by midcareer men. The average program director was appointed at age 45 and has served for 7 years. She or he was trained through the independent track, completed additional training in hand surgery, and is a full professor. She or he publishes two or three peer-reviewed manuscripts per year and spends 9 hours per week in administration. The average academic head was appointed at age 45 and has held the position for 12 years. She or he was trained in the independent model, completed fellowship training, and is a full professor. She or he publishes five peer-reviewed manuscripts per year and spends 12 hours per week involved in administration. Program directors and academic heads serve nonoverlapping roles. Few program directors will advance to the role of academic head. Successful applicants to the program director position often serve as an associate program director and are seen as motivated resident educators. In contrast, those faculty members selected for the academic head role are academically accomplished administrators with business acumen.

  4. Does industry funding mean more publications for subspecialty academic plastic surgeons?

    PubMed

    Ruan, Qing Zhao; Cohen, Justin B; Baek, Yoonji; Bletsis, Patrick; Celestin, Arthur R; Epstein, Sherise; Bucknor, Alexandra E M; Lee, Bernard T

    2018-04-01

    Conflict of interest among physicians in the context of private industry funding led to the introduction of the Physician Payments Sunshine Act in 2010. This study examined whether private industry funding correlated with scholarly productivity in the respective subspecialties of plastic surgery and the wider academic plastic surgery community. Full-time plastic surgeons and their academic attributes were identified via institutional websites. Fellowship-trained individuals were segregated into subspecialties of microsurgery, craniofacial surgery, hand surgery, esthetic surgery, and burn surgery. The Center for Medicare and Medicaid Services Open Payment database was used to extract industry funding information. Each individual's bibliometric data were then collected through Scopus to determine the correlation between selected surgeon characteristics, academic productivity, and industry funding. Nine hundred and thirty-five academic plastic surgeons were identified, with 532 having defined subspecialty training. Academic bibliometrics among subspecialty surgeons were comparable among the five groups with esthetic and craniofacial surgeons displaying a preponderance of attaining more industry funding (P = 0.043) and career publications respectively, with the latter not attaining statistical significance (P = 0.12). Overall, research-specific funding (P = 0.014) and higher funding amounts (P < 0.0001) correlated with higher Hirsch indices in tandem with higher academic rank. A funding level of $2000 appeared to be the approximate cutoff above which scholastic productivity became apparent. Our study demonstrated in detail the association between industry funding and academic bibliometrics in academic plastic surgery of every subspecialty. Even at modest amounts, industry support, especially when research designated, positively influenced research and therefore, academic output. Copyright © 2017 Elsevier Inc. All rights reserved.

  5. Women physicians: choosing a career in academic medicine.

    PubMed

    Borges, Nicole J; Navarro, Anita M; Grover, Amelia C

    2012-01-01

    Despite recent efforts to understand the complex process of physician career development, the medical education community has a poor understanding of why, how, and when women physicians embark on careers in academic medicine. In 2010, the authors phone-interviewed women physicians in academic medicine regarding why, how, and when they chose academic medicine careers. Project investigators first individually and then collectively analyzed transcripts to identify themes in the data. Through analyzing the transcripts of the 53 interviews, the investigators identified five themes related to why women choose careers in academic medicine: fit, aspects of the academic health center environment, people, exposure, and clinical medicine. They identified five themes related to how women make the decision to enter academic medicine: change in specialty, dissatisfaction with former career, emotionality, parental influence, and decision-making styles. The authors also identified four themes regarding when women decide to enter academic medicine: as a practicing physician, fellow, resident, or medical student. Choosing a career in academic medicine is greatly influenced by the environment in which one trains and by people-be they faculty, mentors, role models, or family. An interest in teaching is a primary reason women choose a career in academic medicine. Many women physicians entering academic medicine chose to do so after or during fellowship, which is when they became more aware of academic medicine as a possible career. For many women, choosing academic medicine was not necessarily an active, planned decision; rather, it was serendipitous or circumstantial.

  6. At-Risk Students: Evaluating the Impact of School Counselors Regarding Academic Achievement

    ERIC Educational Resources Information Center

    Williams, Tuawana

    2012-01-01

    According to the American School Counselor Association (ASCA; "The ASCA National Model for School Counseling Programs," 2003), school counselors are trained to counsel students regarding academics, social and emotional issues, attendance, and so forth. Because of the growing number of students who are at risk of academic failure, it…

  7. Reaffirming the Role of Faculty in Academic Advising. Monograph Series, No. 1.

    ERIC Educational Resources Information Center

    Kramer, Gary L., Ed.

    The six papers of this monograph discuss the role of faculty in campus academic advising programs in discussions of training, accountability, evaluation, and recognition and reward. The first paper, "Redefining Faculty Roles for Academic Advising" (Gary L. Kramer) defines three attributes of successful advising programs: as an integral component…

  8. Academic Dishonesty: Perceptions of Business Students

    ERIC Educational Resources Information Center

    Rakovski, Carter C.; Levy, Elliott S.

    2007-01-01

    Dishonest behavior at the college level, particularly by business students, is an ethical issue of concern to the academic and business communities. Corporate scandals and federal legislation have brought additional attention to the ethical behavior of business leaders and the role of higher education in training the leaders of tomorrow. If…

  9. Particle analysis using laser ablation mass spectroscopy

    DOEpatents

    Parker, Eric P.; Rosenthal, Stephen E.; Trahan, Michael W.; Wagner, John S.

    2003-09-09

    The present invention provides a method of quickly identifying bioaerosols by class, even if the subject bioaerosol has not been previously encountered. The method begins by collecting laser ablation mass spectra from known particles. The spectra are correlated with the known particles, including the species of particle and the classification (e.g., bacteria). The spectra can then be used to train a neural network, for example using genetic algorithm-based training, to recognize each spectra and to recognize characteristics of the classifications. The spectra can also be used in a multivariate patch algorithm. Laser ablation mass specta from unknown particles can be presented as inputs to the trained neural net for identification as to classification. The description below first describes suitable intelligent algorithms and multivariate patch algorithms, then presents an example of the present invention including results.

  10. Cockpit Resource Management (CRM) training in the 1550th combat crew training wing

    NASA Technical Reports Server (NTRS)

    Fiedler, Michael T.

    1987-01-01

    The training program the 1550th Combat Crew Training Wing at Kirtland Air Force Base, New Mexico, implemented in September 1985 is discussed. The program is called Aircrew Coordination Training (ACT), and it is designed specifically to help aircrew members work more effectively as a team in their respective aircraft and hopefully to reduce human factors-related accidents. The scope of the 1550th CCTW's training responsibilities is described, the structure of the program, along with a brief look at the content of the academic part of the course. Then the Mission-Oriented Simulator Training (MOST) program is discussed; a program similar to the Line Oriented Flight Training (LOFT) programs. Finally, the future plans for the Aircrew Coordination Training Program at the 1550th is discussed.

  11. It's a wonderful life: a career as an academic scientist.

    PubMed

    Vale, Ronald D

    2010-01-01

    Many years of training are required to obtain a job as an academic scientist. Is this investment of time and effort worthwhile? My answer is a resounding "yes." Academic scientists enjoy tremendous freedom in choosing their research and career path, experience unusual camaraderie in their lab, school, and international community, and can contribute to and enjoy being part of this historical era of biological discovery. In this essay, I further elaborate by listing my top ten reasons why an academic job is a desirable career for young people who are interested in the life sciences.

  12. Model of a Christian Academic Teacher in the Education of Tomorrow

    ERIC Educational Resources Information Center

    Krul', Roman

    2014-01-01

    Vocational training, functioning of an academic teacher in the profession and personal development are the selected areas of the author's scientific research inquiries, based on the Christian concept of Man as the image of God and the perception of the value of a person in being a Human. Christian academic teacher has been defined as an advocate…

  13. Interdisciplinary Research Training in Breast Cancer

    DTIC Science & Technology

    2005-07-01

    courses this past academic year: Fall 2004 N903a Measurement of Clinical Variables N907a Dissertation Seminar N915a Doctoral Research Practicum II...courses this past academic year: Fall 2004 N901a Methods for Nursing Research N91 l a Doctoral Research Practicum I N913a Analysis of Nursing Practice...Accomplishments of Ms. Haozous * As part of this training program, Ms. Haozous has completed the following courses this past academic year: Fall 2004 903a

  14. Analysis of Navy Delayed Entry Program and Recruit Training Center Attrition

    DTIC Science & Technology

    1998-06-01

    training which are not consistent with military service (e.g., sleepwalking , suicidal behavior, bedwetting). "Screen" encompasses the prior problems...Non-Academic Psych-Personality Disorder I Behavior 193 Non-Academic Psych-Enuresis I Behavior 194 Non-Academic Psych- Sleepwalk I Behavior 43

  15. The role of selective attention on academic foundations: a cognitive neuroscience perspective.

    PubMed

    Stevens, Courtney; Bavelier, Daphne

    2012-02-15

    To the extent that selective attention skills are relevant for academic foundations and amenable to training, they represent an important focus for the field of education. Here, drawing on research on the neurobiology of attention, we review hypothesized links between selective attention and processing across three domains important to early academic skills. First, we provide a brief review of the neural bases of selective attention, emphasizing the effects of selective attention on neural processing, as well as the neural systems important to deploying selective attention and managing response conflict. Second, we examine the developmental time course of selective attention. It is argued that developmental differences in selective attention are related to the neural systems important for deploying selective attention and managing response conflict. In contrast, once effectively deployed, selective attention acts through very similar neural mechanisms across ages. In the third section, we relate the processes of selective attention to three domains important to academic foundations: language, literacy, and mathematics. Fourth, drawing on recent literatures on the effects of video-game play and mind-brain training on selective attention, we discuss the possibility of training selective attention. The final section examines the application of these principles to educationally-focused attention-training programs for children. Copyright © 2011 Elsevier Ltd. All rights reserved.

  16. The role of selective attention on academic foundations: A cognitive neuroscience perspective

    PubMed Central

    Stevens, Courtney; Bavelier, Daphne

    2011-01-01

    To the extent that selective attention skills are relevant for academic foundations and amenable to training, they represent an important focus for the field of education. Here, drawing on research on the neurobiology of attention, we review hypothesized links between selective attention and processing across three domains important to early academic skills. First, we provide a brief review of the neural bases of selective attention, emphasizing the effects of selective attention on neural processing, as well as the neural systems important to deploying selective attention and managing response conflict. Second, we examine the developmental time course of selective attention. It is argued that developmental differences in selective attention are related to the neural systems important for deploying selective attention and managing response conflict. In contrast, once effectively deployed, selective attention acts through very similar neural mechanisms across ages. In the third section, we relate the processes of selective attention to three domains important to academic foundations: language, literacy, and mathematics. Fourth, drawing on recent literatures on the effects of video-game play and mind-brain training on selective attention, we discuss the possibility of training selective attention. The final section examines the application of these principles to educationally-focused attention-training programs for children. PMID:22682909

  17. Simulation Techniques in Training College Administrators.

    ERIC Educational Resources Information Center

    Fincher, Cameron

    Traditional methods of recruitment and selection in academic administration have not placed an emphasis on formal training or preparation but have relied heavily on informal notions of experiential learning. Simulation as a device for representing complex processes in a manageable form, gaming as an organizing technique for training and…

  18. Improving the well-being of nursing leaders through healing touch training.

    PubMed

    Tang, Rong; Tegeler, Charles; Larrimore, Deborah; Cowgill, Sally; Kemper, Kathi J

    2010-08-01

    Chronic stress adversely affects performance. We evaluated the effect of Healing Touch training on subjective and objective measures of stress in nursing leaders in an academic health center. In this quasi-experimental single group pretest-post-test study, we recruited nursing leaders at an academic health center and provided 17.5 hours of Healing Touch training over 2 days. We measured subjective measures of stress using visual analog scales as well as heart rate variability 1-2 weeks before and 4 weeks after the training. Target enrollment was exceeded within 2 weeks; all participants were women and the mean age was 47 years. Of the 26 enrollees, 24 completed training, and 20 (77%) completed all pre- and post-training measures. There was significant improvement in self-reported stress, depression, anxiety, relaxation, well-being, and sleep. Heart rate variability changes were also significant for total power, high- and low-frequency power, and coherence, suggesting improved autonomic function consistent with greater well-being. Training nurse leaders in an academic health center in Healing Touch is associated with significant improvements in subjective and objective measures of stress. Additional studies are needed to compare the impact of this training versus stress management training on the nurses themselves and on the quality of care.

  19. The Influence of In-Service Training, Seminars and Workshops Attendance by Social Studies Teachers on Academic Performance of Students in Junior Secondary Schools In Cross River State, Nigeria

    ERIC Educational Resources Information Center

    Essien, Ekpenyong Essien; Akpan, Okon Edem; Obot, Imo Martin

    2016-01-01

    This research examined the influence of in-service training, seminar and workshop attendance by social studies teachers on students' academic performance in Cross River State, Nigeria. To achieve the purpose of this study, one hypothesis was formulated to direct the study. Ex-post facto research design was adopted for the study. A sample of five…

  20. Psychologists in Academic Administration: A Call to Action and Service.

    PubMed

    Schmaling, Karen B; Linton, John C

    2017-06-01

    Academic psychologists' backgrounds may prepare them for many aspects of academic administration such as: understanding and working with people; prioritizing others' needs and institutional needs; and managing projects and budgets, e.g., for research grants or training programs. Contemporary academic health centers also may provide opportunities for psychologists to serve in academic health administration. This article encourages psychologists to consider preparing for and seeking administrative and higher-level leadership roles. Six psychologists serving diverse administrative roles-from vice chairs in medical school departments to presidents of universities with academic health centers-reflected on: their paths to administration; their preparation for administrative roles; and the commonalities and differences between the work and skills sets of psychologist health service providers and the work and skill sets required for higher level administrative and leadership roles.

  1. Accelerating change: Fostering innovation in healthcare delivery at academic medical centers.

    PubMed

    Ostrovsky, Andrey; Barnett, Michael

    2014-03-01

    Academic medical centers (AMCs) have the potential to be leaders in the era of healthcare delivery reform, but most have yet to display a commitment to delivery innovation on par with their commitment to basic research. Several institutional factors impede delivery innovation including the paucity of adequate training in design and implementation of new delivery models and the lack of established pathways for academic career advancement outside of research. This paper proposes two initiatives to jumpstart disruptive innovation at AMCs: an institutional "innovation incubator" program and a clinician-innovator career track coupled with innovation training programs. Copyright © 2013 Elsevier Inc. All rights reserved.

  2. What predicts performance during clinical psychology training?

    PubMed Central

    Scior, Katrina; Bradley, Caroline E; Potts, Henry W W; Woolf, Katherine; de C Williams, Amanda C

    2014-01-01

    Objectives While the question of who is likely to be selected for clinical psychology training has been studied, evidence on performance during training is scant. This study explored data from seven consecutive intakes of the UK's largest clinical psychology training course, aiming to identify what factors predict better or poorer outcomes. Design Longitudinal cross-sectional study using prospective and retrospective data. Method Characteristics at application were analysed in relation to a range of in-course assessments for 274 trainee clinical psychologists who had completed or were in the final stage of their training. Results Trainees were diverse in age, pre-training experience, and academic performance at A-level (advanced level certificate required for university admission), but not in gender or ethnicity. Failure rates across the three performance domains (academic, clinical, research) were very low, suggesting that selection was successful in screening out less suitable candidates. Key predictors of good performance on the course were better A-levels and better degree class. Non-white students performed less well on two outcomes. Type and extent of pre-training clinical experience on outcomes had varied effects on outcome. Research supervisor ratings emerged as global indicators and predicted nearly all outcomes, but may have been biased as they were retrospective. Referee ratings predicted only one of the seven outcomes examined, and interview ratings predicted none of the outcomes. Conclusions Predicting who will do well or poorly in clinical psychology training is complex. Interview and referee ratings may well be successful in screening out unsuitable candidates, but appear to be a poor guide to performance on the course. Practitioner points While referee and selection interview ratings did not predict performance during training, they may be useful in screening out unsuitable candidates at the application stage High school final academic performance

  3. Effective e-Training: Using a Course Management System and e-Learning Tools to Train Library Employees

    ERIC Educational Resources Information Center

    See, Andrew; Teetor, Travis Stephen

    2014-01-01

    In the summer of 2012, the University of Arizona Libraries implemented an online training program to effectively train Access Services staff and student employees at a large academic research library. This article discusses the program, which was built using a course management system (D2L) and various e-Learning software applications (Articulate…

  4. The Reality and Prospects of the Academic Degree in Russia

    ERIC Educational Resources Information Center

    Laptev, V. V.; Pisareva, S. A.; Triapitsyna, A. P.

    2014-01-01

    With the move toward mass higher education in Russia, academic degrees have lost much of their prestige. It is now necessary to look more closely at the reasons for this devaluation, to explore ways to optimize the training of researchers in graduate school programs, and to integrate Russia's system of science training into the European system.…

  5. English Language and Literature Academic Group at the National Institute of Education, Singapore

    ERIC Educational Resources Information Center

    Lee, Benny P. H.

    2010-01-01

    The National Institute of Education in Singapore (which is part of the Nanyang Technological University) is the leading national pre-service and in-service teacher training tertiary institution. It offers diploma, undergraduate and postgraduate programmes. The academic departments are called Academic Groups (AGs). The English Language and…

  6. Academic Socialization of Chinese Doctoral Students in Germany: Identification, Interaction and Motivation

    ERIC Educational Resources Information Center

    Wu, Rui

    2017-01-01

    Socialization has become a common discourse to view doctoral students' development in long-term academic training. Using this concept and the four-stage model by Stein and Weidman, the research examines the academic socialization of 53 Chinese doctoral students in Germany selected from 8 universities across 7 federal states. A combination of…

  7. Pathways for Academic Career and Employment (PACE) Program: Fiscal Year 2015 Report

    ERIC Educational Resources Information Center

    Iowa Department of Education, 2016

    2016-01-01

    The pathways for academic career and employment program (PACE) is established to provide funding to community colleges for the development of projects that will lead to gainful, quality, in-state employment for members of target populations by providing them with both effective academic and employment training to ensure gain. This is the second…

  8. Career choice in academic medicine: systematic review.

    PubMed

    Straus, Sharon E; Straus, Christine; Tzanetos, Katina

    2006-12-01

    and retain their interest throughout their training. Research opportunities for medical students, and fellowships or graduate training can meet this challenge and influence career choice. Initiatives to stimulate and maintain interest in academic medicine should be evaluated in prospective studies across multiple sites.

  9. Preresidency Publication Number Does Not Predict Academic Career Placement in Neurosurgery.

    PubMed

    Daniels, Marcus; Garzon-Muvdi, Tomas; Maxwell, Russell; Tamargo, Rafael J; Huang, Judy; Witham, Tim; Bettegowda, Chetan; Chaichana, Kaisorn L

    2017-05-01

    It is unclear if preresidency and/or residency research work impacts academic neurosurgery placement post residency. The goal of this study is to evaluate the impact that preresidency and residency research publication has on attaining academic faculty positions. Alumni information was collected from 65 of the 108 (60%) neurosurgery residency websites. Graduates from these programs between 2005 and 2015 (n = 949) were analyzed to determine factors associated with an academic career. Information on publications, citations, and H-index were obtained from Web of Science. Current position was designated as academic if the physician had a teaching position at a university hospital and private if the physician was not affiliated with a university hospital. Univariate and multivariate logistic regression models were used to identify factors associated with academic faculty positions post residency. Of the 949 physicians included in the analysis, 339 (36%) were in academic positions, 518 (55%) in private practice, and 92 (10%) were still in training. More than a fifth (212, or 22%) of physicians performed a research fellowship (8.2%) or attained a Ph.D. (14.1%) during medical school. Among those who had completed training, an academic career was associated with having 2 or more publications during residency (odds ratio [OR] [95% confidence interval, CI]: 3.87 [1.59-9.45]; P < 0.003), H-index ≥ 2 during residency (OR [95% CI]: 2.32 [1.40-1.69]; P < 0.0001) and having devoted research time before residency (OR [95% CI]: 1.56 [1.10-2.22]; P < 0.012). Notably, publications before residency were not an independent indicator of academic placement. These findings may help guide residency programs to identify and/or cultivate neurosurgeons to become academic neurosurgeons. Copyright © 2017 Elsevier Inc. All rights reserved.

  10. A Qualitative Study of the Influences on Clinical Academic Physicians' Postdoctoral Career Decision-Making.

    PubMed

    Ranieri, Veronica F; Barratt, Helen; Rees, Geraint; Fulop, Naomi J

    2018-01-23

    To describe the influences on clinical academic physicians' postdoctoral career decision-making. Thirty-five doctoral trainee physicians from University College London took part in semi-structured interviews in 2015 and 2016. Participants were asked open-ended questions about their career to-date, their experiences undertaking a PhD, and their career plans post-PhD. The interviews were audio-recorded and transcribed. Thematic analysis was used to generate, review, and define themes from the transcripts. Emerging differences and similarities in participants' reasons for pursuing a PhD were then grouped to produce typologies to explore how their experiences influenced their career decision-making. Participants described four key reasons for undertaking a PhD, which formed the basis of the four typologies identified. These reasons included: to pursue a clinical academic career; to complete an extensive period of research to understand whether a clinical academic career was the desired path forward; to improve clinical career prospects; and to take a break from clinical training. These findings highlight the need to target efforts at retaining clinical academic physicians according to their reasons for pursuing a PhD and their subsequent experiences with the process. Those responsible for overseeing clinical training must be well-informed of the long-term benefits of training academically-qualified physicians. In light of current political uncertainty, universities, hospitals, and external agencies alike must increase their efforts to inspire and assuage early-career clinical academic physicians' fears regarding their academic future.This is an open access article distributed under the Creative Commons Attribution License 4.0 (CCBY), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

  11. Examination of publications from academic anesthesiology faculty in the United States.

    PubMed

    Hurley, Robert W; Zhao, Kevin; Tighe, Patrick J; Ko, Phebe S; Pronovost, Peter J; Wu, Christopher L

    2014-01-01

    Leaders in academic anesthesiology in the United States have called for an examination of the state of scholarship within anesthesiology departments. National Institutes of Health funding and publication quality of subsets of U.S anesthesiologists have been examined; however, the publication output of and the demographic characteristics that are associated with academic anesthesiologists, defined as faculty associated with a medical college, are unknown. A database from the American Association of Medical Colleges containing demographic information of all academic anesthesiologists in the United States was used to examine the publication output and demographic characteristics of anesthesiology faculty during a 2-year period from 2006 to 2008. All the publications found in the PubMed database for each faculty member were retrieved and included in a database containing their demographics including institution, gender, academic degree, academic rank, nature of appointment (part versus full-time), status of appointment (joint versus primary), departmental division, subspecialty certification status, and additional graduate medical education training. Six thousand one hundred forty-three faculty who held positions at the 108 U.S. academic anesthesiology programs published 8521 manuscripts between 2006 and 2008. Thirty-seven percent of faculty published a manuscript, and the overall median publication rate was 0. The proportion of faculty with at least 1 publication was larger among faculty with higher rank (Odds Ratio [OR] for professors versus instructors = 6.4; confidence interval [CI], 4.57-8.49; P < 0.0001), male gender (OR 1.3; CI, 0.14-1.47; P < 0.0001), possessing a courtesy appointment status (OR 2.1; CI, 1.25-3.52; P = 0.0048) and lacking postgraduate training and subspecialty certification (OR for MD versus MD w/training + certification 1.3; CI, 1.11-1.60; P = 0.0020). Those faculty with an MD had lower probablility of publishing when compared with MD/PhD or

  12. Biomaterials. New Chinese biochip center straddles business, academe.

    PubMed

    Yimin, D

    2000-12-15

    Last month, U.S.-trained entrepreneur and researcher Cheng Jing was named head of a new, two-pronged biochip venture here that will be highly unusual even for China, which has been experimenting with academic-industrial arrangements in recent years. One part is a for-profit company backed by $48 million from a combination of national and academic partners and overseas venture capital. The second piece is a nonprofit national center with nearly $10 million in research funding from the Ministry of Science and Technology.

  13. Using Mental Computation Training to Improve Complex Mathematical Performance

    ERIC Educational Resources Information Center

    Liu, Allison S.; Kallai, Arava Y.; Schunn, Christian D.; Fiez, Julie A.

    2015-01-01

    Mathematical fluency is important for academic and mathematical success. Fluency training programs have typically focused on fostering retrieval, which leads to math performance that does not reliably transfer to non-trained problems. More recent studies have focused on training number understanding and representational precision, but few have…

  14. Library Webmasters in Medium-Sized Academic Libraries

    ERIC Educational Resources Information Center

    Kneip, Jason

    2007-01-01

    Library webmasters in medium-sized academic libraries were surveyed about their educational backgrounds, job responsibilities, and training and experience levels in Web development. The article summarizes the findings of the survey with recommendations for libraries and library and information science programs. (Contains 7 tables, 5 figures,and 5…

  15. Education: Firms Offer Academics Polymer Science Training.

    ERIC Educational Resources Information Center

    Chemical and Engineering News, 1983

    1983-01-01

    Provides information on industry-sponsored programs for college faculty and advanced undergraduate students designed to improve polymer science training: these include residency programs for professors available at industrial laboratories, establishment of a Polymer Education Award, newsletter on course materials/sources in polymer science,…

  16. Women Physicians: Choosing a Career in Academic Medicine

    PubMed Central

    Borges, Nicole J.; Navarro, Anita M.; Grover, Amelia C.

    2011-01-01

    Purpose Despite recent efforts to understand the complex process of physician career development, the medical education community has a poor understanding of why, how, and when women physicians embark on a career in academic medicine. Method In 2010, the authors phone-interviewed women physicians in academic medicine regarding why, how, and when they chose an academic medicine career. Project investigators first individually and then collectively analyzed transcripts to identify themes in the data. Results Through analyzing the transcripts of the 53 interviews, the investigators identified five themes related to why women choose careers in academic medicine: fit, aspects of the academic health center environment, people, exposure, and clincial medicine. They identified five themes related to how women make the decision to enter academic medicine: change in specialty, dissatisfaction with former career, emotionality, parental influence, and decision-making styles. The authors also identified four themes regarding when women decide to enter academic medicine: as a practicing phyisican, fellow, resident, or medical student. Conclusions Choosing a career in academic medicine is greatly influenced by the environment in which one trains and by people—be they faculty, mentors, role models, or family. An interest in teaching is a primary reason women choose a career in academic medicine. Many women physicians entering acadmic medicine chose this after or during fellowship, which is when they became more aware of academic medicine as a possible career. For many women, choosing academic medicine was not necessarily an active, planned decision; rather it was serendipitous or circumstantial. PMID:22104052

  17. Academic achievement and emotional status of children with ADHD treated with long-term methylphenidate and multimodal psychosocial treatment.

    PubMed

    Hechtman, Lily; Abikoff, Howard; Klein, Rachel G; Weiss, Gabrielle; Respitz, Chara; Kouri, Joan; Blum, Carol; Greenfield, Brian; Etcovitch, Joy; Fleiss, Karen; Pollack, Simcha

    2004-07-01

    To test the hypothesis that intensive multimodal psychosocial intervention (that includes academic assistance and psychotherapy) combined with methylphenidate significantly enhances the academic performance and emotional status of children with attention-deficit/hyperactivity disorder (ADHD) compared with methylphenidate alone and with methylphenidate combined with nonspecific psychosocial treatment (attention control). One hundred three children with ADHD (ages 7-9), free of conduct and learning disorders, who responded to short-term methylphenidate were randomized for 2 years to receive one of three treatments: (1) methylphenidate alone, (2) methylphenidate plus psychosocial treatment that included academic remediation, organizational skills training, and psychotherapy as well as parent training and counseling and social skills training, or (3) methylphenidate plus attention control treatment. Children's function was assessed through academic testing, parent ratings of homework problems, and self-ratings of depression and self-esteem. No advantage was found on any measure of academic performance or emotional status for the combination treatment over methylphenidate alone and over methylphenidate plus attention control. Significant improvement occurred across all treatments and was maintained over 2 years. In stimulant-responsive young children with ADHD without learning and conduct disorders, there is no support for academic assistance and psychotherapy to enhance academic achievement or emotional adjustment. Significant short-term improvements were maintained over 2 years. Copyright 2004 American Academy of Child and Adolescent Psychiatry

  18. What's Working in Working Memory Training? An Educational Perspective

    ERIC Educational Resources Information Center

    Redick, Thomas S.; Shipstead, Zach; Wiemers, Elizabeth A.; Melby-Lervåg, Monica; Hulme, Charles

    2015-01-01

    Working memory training programs have generated great interest, with claims that the training interventions can have profound beneficial effects on children's academic and intellectual attainment. We describe the criteria by which to evaluate evidence for or against the benefit of working memory training. Despite the promising results of initial…

  19. Pathways for Academic Career and Employment (PACE) Program: Fiscal Year 2014 Report

    ERIC Educational Resources Information Center

    Iowa Department of Education, 2014

    2014-01-01

    Community colleges across Iowa are working with business and industry through sector boards to develop training programs for jobs that have applicant shortages. The state Pathways for Academic Career and Employment (PACE) program enables community colleges to offer in-demand training, making education affordable for low income or unemployed…

  20. Assessing Career Outcomes of a Resident Academic Administrator, Clinician Educator Track: A Seven-Year Follow-up.

    PubMed

    Penner, Anne E; Lundblad, Wynne; Azzam, Pierre N; Gopalan, Priya; Jacobson, Sansea L; Travis, Michael J

    2017-04-01

    This study reports the academic outcomes, including scholarly productivity, of the graduates of one residency training track for future clinician educators and academic administrators. Since its implementation in 2008, the Academic Administrator, Clinician Educator (AACE) track at Western Psychiatric Institute and Clinic - UPMC has grown in popularity with reports of participants achieving post-graduate academic success; however, there has been no prior assessment of outcomes. In 2015 all graduates of the track were surveyed using an anonymous, web-based survey. Twenty-nine total graduates were surveyed RESULTS: Twenty-four graduates responded to the survey (83% response rate). The graduates are very active in academic psychiatry with 23 (96%) holding an academic appointment with different administrative roles, medical director (50%) and training director (17%) being the most frequent. Participants have also been active in pursuing scholarship with 80% presenting their scholarly projects at local and national conferences and producing post-graduate, peer-reviewed articles (50%). This study underscores the benefits of a clinician educator track and suggests areas for future growth.

  1. Academic emergency physicians' experiences with patient death.

    PubMed

    Strote, Jared; Schroeder, Erika; Lemos, John; Paganelli, Ryan; Solberg, Jonathan; Range Hutson, H

    2011-03-01

    There is a growing awareness of the effects of patient death on physician well-being, and the importance of cultural and educational changes to improve coping mechanisms. The objective of this study was to explore both the effects of patient death on academic emergency physicians (EPs) and the coping mechanisms they use to deal with these events. Faculty at a convenience sample of four emergency medicine (EM) residency programs were questioned about their responses to patient death in a 15-question on-line survey. Descriptive analysis of the data was performed. Independent variables were analyzed for differences in complaints of physical symptoms or consideration of important life changes after patient death. Of 207 EPs surveyed, 145 (70%) responded. Patient death was experienced frequently, with 95 (66%) witnessing a death at least every month. No training on coping with patient death had occurred for 35 (24%); 93 (64%) had less than 6 hours of training. The most common coping mechanisms included talking with colleagues (113; 78%) or friends and family (100; 69%), as well as simply continuing to work (89; 61%). Postdeath debriefing occurred rarely or never for 93 (64%) of respondents. Most EPs had experienced physical responses to patient death, the most common being insomnia (54; 37%) and fatigue (21; 14%). Common emotional responses included sadness (112; 70%) and disappointment (55; 38%). No significant differences in response rates for physical symptoms or consideration of life changes were found for any of the variables. Patient death was reported to lead to both physical and emotional symptoms in academic EPs. Postdeath debriefing appears to happen infrequently in teaching settings, and most respondents reported that they themselves received limited training in coping with patient death. Further study is needed to both identify coping mechanisms that are feasible and effective in emergency department settings and develop teaching strategies to incorporate

  2. Demographic characteristics of doctors who intend to follow clinical academic careers: UK national questionnaire surveys

    PubMed Central

    Smith, Fay; Lambert, Trevor W; Goldacre, Michael J

    2014-01-01

    Objectives It is well recognised that women are underrepresented in clinical academic posts. Our aim was to determine which of a number of characteristics—notably gender, but also ethnicity, possession of an intercalated degree, medical school attended, choice of specialty—were predictive of doctors’ intentions to follow clinical academic careers. Design Questionnaires to all UK-trained medical graduates of 2005 sent in 2006 and again in 2010, graduates of 2009 in 2010 and graduates of 2012 in 2013. Results At the end of their first year of medical work, 13.5% (368/2732) of men and 7.3% (358/4891) of women specified that they intended to apply for a clinical academic training post; and 6.0% (172/2873) of men and 2.2% (111/5044) of women specified that they intended to pursue clinical academic medicine as their eventual career. A higher percentage of Asian (4.8%) than White doctors (3.3%) wanted a long-term career as a clinical academic, as did a higher percentage of doctors who did an intercalated degree (5.6%) than others (2.2%) and a higher percentage of Oxbridge graduates (8.1%) than others (2.8%). Of the graduates of 2005, only 30% of those who in 2006 intended a clinical medicine career also did so when re-surveyed in 2010 (men 44%, women 12%). Conclusions There are noteworthy differences by gender and other demographic factors in doctors’ intentions to pursue academic training and careers. The gap between men and women in aspirations for a clinical academic career is present as early as the first year after qualification. PMID:25136138

  3. Short-term training in geriatrics: an alternative for family medicine?

    PubMed

    Vernon, M S; Worthington, R C

    1992-01-01

    Family medicine has responded to the need for training in geriatrics by creating geriatric fellowships and by including geriatric education in residency and medical school curricula. Fellowships, in particular, require extensive time commitment by participating physicians. We developed a 1-month geriatric training experience for academic family physicians. We surveyed previous participants in this short course to determine their subsequent level of activity in geriatrics, whether they had become certified in geriatrics, and other information about their academic experience in geriatrics. Eighty-one percent of graduates of this 1-month course had passed the geriatrics certification examination, compared to only 56% nationally. Graduates of the program were active as geriatric program directors and teachers of geriatrics, but there was limited activity in research or other scholarly activities related to geriatrics. Intensive short-term training in geriatrics meets some but not all of the needs for academic competency and productivity in geriatrics.

  4. An Opportunity for Industry-Academia Partnership: Training the Next Generation of Industrial Researchers in Characterizing Higher Order Protein Structure.

    PubMed

    Bain, David L; Brenowitz, Michael; Roberts, Christopher J

    2016-12-01

    Training researchers for positions in the United States biopharmaceutical industry has long been driven by academia. This commentary explores how the changing landscape of academic training will impact the industrial workforce, particularly with regard to the development of protein therapeutics in the area of biophysical and higher order structural characterization. We discuss how to balance future training and employment opportunities, how academic-industrial partnerships can help young scientists acquire the skills needed by their future employer, and how an appropriately trained workforce can facilitate the translation of new technology from academic to industrial laboratories. We also present suggestions to facilitate the coordinated development of industrial-academic educational partnerships to develop new training programs, and the ability of students to locate these programs, through the development of authoritative public resources. Copyright © 2016 American Pharmacists Association®. Published by Elsevier Inc. All rights reserved.

  5. Academic and Non-Profit Accessibility to Commercial Remote Sensing Software

    NASA Astrophysics Data System (ADS)

    O'Connor, A. S.; Farr, B.

    2013-12-01

    Remote Sensing as a topic of teaching and research at the university and college level continues to increase. As more data is made freely available and software becomes easier to use, more and more academic and non-profits institutions are turning to remote sensing to solve their tough and large spatial scale problems. Exelis Visual Information Solutions (VIS) has been supporting teaching and research endeavors for over 30 years with a special emphasis over the last 5 years with scientifically proven software and accessible training materials. The Exelis VIS academic program extends to US and Canadian 2 year and 4 year colleges and universities with tools for analyzing aerial and satellite multispectral and hyperspectral imagery, airborne LiDAR and Synthetic Aperture Radar. The Exelis VIS academic programs, using the ENVI Platform, enables labs and classrooms to be outfitted with software and makes software accessible to students. The ENVI software provides students hands on experience with remote sensing software, an easy teaching platform for professors and allows researchers scientifically vetted software they can trust. Training materials are provided at no additional cost and can either serve as a basis for course curriculum development or self paced learning. Non-profit organizations like The Nature Conservancy (TNC) and CGIAR have deployed ENVI and IDL enterprise wide licensing allowing researchers all over the world to have cost effective access COTS software for their research. Exelis VIS has also contributed licenses to the NASA DEVELOP program. Exelis VIS is committed to supporting the academic and NGO community with affordable enterprise licensing, access to training materials, and technical expertise to help researchers tackle today's Earth and Planetary science big data challenges.

  6. Developing physician leaders in academic medical centers. Part 1: Their changing role.

    PubMed

    Bachrach, D J

    1996-01-01

    While physicians have historically held positions of leadership in academic medical centers, there is an increasing trend that physicians will not only guide the clinical, curriculum and scientific direction of the institution, but its business direction as well. Physicians are assuming a greater role in business decision making and are found at the negotiating table with leaders from business, insurance and other integrated health care delivery systems. Physicians who lead "strategic business units" within the academic medical center are expected to acquire and demonstrate enhanced business acumen. There is an increasing demand for formal and informal training programs for physicians in academic medical centers in order to better prepare them for their evolving roles and responsibilities. These may include the pursuit of a second degree in business or health care management, intramurally conducted courses in leadership skill development; management, business and finance; or involvement in extramurally prepared and delivered training programs specifically geared toward physicians as conducted at major universities, often in their schools of business or public health. This article article was prepared by the author from research into and presentation of a thesis entitled. "The Importance of Leadership Training And Development For Physicians In Academic Medical Centers In An Increasingly Complex Healthcare Environment, " prepared for the Credentials Committee of the American College of Healthcare Executives in partial fulfillment of the requirements for Fellowship in the College (ACHE). Part 2 will appear in the next issue of the Journal.

  7. Addressing the academic gap between 4- and 6-year pharmacy programs in South Korea.

    PubMed

    Yoo, Sujin; Song, Seungyeon; Lee, Sangmi; Kwon, Kwangil; Kim, Eunyoung

    2014-10-15

    To address the academic gap (or lack of adequate training and programs) between 4- and 6-year pharmacy programs and suggest methods for reducing this gap and to evaluate pharmacists' perceptions of preceptorship. We surveyed a convenience sample of 200 community pharmacists who graduated from a 4-year program who were participating in a continuing education program for clinical pharmacy as organized by the Daejeon branch of the Korea Pharmaceutical Association in 2011. Twenty-one questions were asked about the academic gap, needs for an education program, preceptorship, and medication therapy management services. International precedents were examined through a literature review to glean ideas of how to bridge the academic gap between the 4- and 6-year programs. In total, 132 pharmacists answered the survey (return rate=66.0%). The survey findings included problems caused by the academic gap, high need for an adequate education program, low acceptability of preceptorship, and the possibility of medication therapy management services. US-based, non-traditional PharmD programs and new curriculum-support training in Japan provided examples of how the academic gap has been successfully bridged. Nationwide efforts and government support are urgently required to close the academic gap, and experiential education should be included in transitional programs for 4-year pharmacy program pharmacists.

  8. A Strategy for Developing Future Academic Leaders for South Africa in a Resource-Constrained Environment

    PubMed Central

    Lalloo, Umesh G.; Bobat, Raziya A.; Pillay, Sandy; Wassenaar, Douglas

    2014-01-01

    A key challenge in addressing the shortage of health care workers in resource-constrained environments is ensuring that there is optimal academic capacity for their training. South Africa’s University of KwaZulu-Natal has placed academic and research capacity building at the heart of its program with the Medical Education Partnership Initiative (MEPI) in a program called ENhancing Training, REsearch Capacity, and Expertise (ENTREE). The program is premised on the basis that research capacity development will lead to an increase in teachers who will be essential to improving the quality and quantity of health care workers needed to meet South Africa’s health challenges. This is being achieved through four components of the program: (1) infusion of the undergraduate program with research modules; (2) attraction of academically talented students in the middle of their undergraduate program into a parallel track that has research capacity as its major thrust; (3) attraction of qualified health care personnel into a supported PhD program; and (4) providing strong research ethics training and mentorship. A significant proportion of the program is being executed in rural training sites, to increase the probability that trainees will return to the sites as mentors. PMID:25072580

  9. Optimization of Simulation-Based Training Systems: Model Description, Implementation, and Evaluation

    DTIC Science & Technology

    1990-06-01

    Taskcs01 for Instructional _______Cue ______ 0__ Fq’o~eturesResponse 1A I Analyze Tasks %Requirements 018 TaskfrFieiy0-m Learning fo ielt asl... academic instruction on aircraft systems, emergency procedures, and tactics. Although some Army aviators enter the AH-I AQC immediately after completing...from low to high fidelity, and (d) tasks could not be trained to standard using academic training only. The tasks that were chosen are enumerated in

  10. Surgical academic reach: the higher degree effect quantified.

    PubMed

    Brown, Chris; Abdelrahman, Tarig; Thomas, Charlotte; Pollitt, John; Lewis, Wyn G

    2018-03-01

    Proof of professional specific academic attainment is embedded within the Joint Committee on Surgical Training 2013 general surgery curriculum, mandating that all higher general surgical trainees (HST) obtain three peer-reviewed publications to qualify for Certification of Completion of Training. Yet, Modernising Medical Careers (MMC) has been associated with a trend away from the gold standard postgraduate credentials of higher degrees by research. This study aimed to evaluate the academic achievements of a post-MMC UK Deanery HST cohort to determine what additional benefits higher degree study might confer. The Scopus bibliographic database (Elsevier, RELX Group) was used to characterise the academic profiles of 101 consecutive HSTs and supplemented with Intercollegiate Surgical Programme Curriculum data. Primary outcome measures were numbers of publications, citations and Hirsch indices (HI). Thirty-seven HSTs (36.6%) had been awarded higher degrees (29 Doctor of Medicine, 8 Doctor of Philosophy). Academic profiles of HSTs with higher degrees were stronger than those of HSTs without, specifically: median (range) publication numbers 16 (2-57) vs 2 (0-11, P<0.001), citations 93 (0-1600) vs 6 (0-132, P<0.001), first author publications 6 (0-33) vs 3 (0-106, P<0.001), communications to learnt societies 30 (5-79) vs 8 (2-35, P<0.001) and HI 6 (1-26) vs 1 (0-6, P<0.001). Proof of academic reach by higher degree was associated with important enhanced professional credentials, strengthening HIs sixfold. Trainers and trainees alike should be aware of the relative magnitude of such benefits when planning educational programmes. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

  11. Community Partnered Research Ethics Training in Practice: A Collaborative Approach to Certification.

    PubMed

    Yonas, Michael A; Jaime, Maria Catrina; Barone, Jean; Valenti, Shannon; Documét, Patricia; Ryan, Christopher M; Miller, Elizabeth

    2016-04-01

    This report describes the development and implementation of a tailored research ethics training for academic investigators and community research partners (CRP). The Community Partnered Research Ethics Training (CPRET) and Certification is a free and publicly available model and resource created by a university and community partnership to ensure that traditional and non-traditional research partners may study, define, and apply principles of human subjects' research. To date, seven academic and 34 CRP teams have used this highly interactive, engaging, educational, and relationship building process to learn human subjects' research and be certified by the University of Pittsburgh Institutional Review Board (IRB). This accessible, flexible, and engaging research ethics training process serves as a vehicle to strengthen community and academic partnerships to conduct ethical and culturally sensitive research. © The Author(s) 2016.

  12. Academic Blogging: Academic Practice and Academic Identity

    ERIC Educational Resources Information Center

    Kirkup, Gill

    2010-01-01

    This paper describes a small-scale study which investigates the role of blogging in professional academic practice in higher education. It draws on interviews with a sample of academics (scholars, researchers and teachers) who have blogs and on the author's own reflections on blogging to investigate the function of blogging in academic practice…

  13. Childhood Developmental Disorders: An Academic and Clinical Convergence Point for Psychiatry, Neurology, Psychology and Pediatrics

    ERIC Educational Resources Information Center

    Reiss, Allan L.

    2009-01-01

    Background: Significant advances in understanding brain development and behavior have not been accompanied by revisions of traditional academic structure. Disciplinary isolation and a lack of meaningful interdisciplinary opportunities are persistent barriers in academic medicine. To enhance clinical practice, research, and training for the next…

  14. Between Two Advisors: Interconnecting Academic and Workplace Settings in an Emerging Field

    ERIC Educational Resources Information Center

    Hytönen, Kaisa; Palonen, Tuire; Lehtinen, Erno; Hakkarainen, Kai

    2016-01-01

    This article examines a new training design for continuing professional development that aims to support the learning of the novel knowledge and skills needed in emerging professional fields by interconnecting academic and workplace settings. The training design is based on using two advisors, one from working life and the other from an academic…

  15. Community Partnered Research Ethics Training in Practice – A Collaborative Approach to Certification

    PubMed Central

    Yonas, Michael A.; Jaime, Maria Catrina D.; Barone, Jean; Valenti, Shannon; Documét, Patricia; Ryan, Christopher M.; Miller, Elizabeth

    2016-01-01

    This report describes the development and implementation of a tailored research ethics training that for academic investigators and community research partners (CRP). The Community Partnered Research Ethics Training (CPRET) and Certification is a free and publicly available model and resource created by a university and community partnership to ensure that traditional and non-traditional research partners may study, define and apply principles of human subjects’ research. To date, 7 academic and 34 CRP teams have used this highly interactive, engaging, educational and relationship building process to learn human subjects’ research and be certified by the University of Pittsburgh IRB. This accessible, flexible and engaging research ethics training process serves as a vehicle to strengthen community and academic partnerships to conduct ethical and culturally sensitive research. PMID:27241871

  16. Training Programs That Facilitate Lasting Change in Student Academic Behaviour

    ERIC Educational Resources Information Center

    Hodge, Brad

    2014-01-01

    A range of evidence suggests that changing a person's pattern of behaviour is extremely difficult, with past behaviour being one of the strongest predictors of future behaviour. This is particularly evident in the university setting where students tend to use the same academic processes they have used throughout their schooling despite any…

  17. Literacy and Numeracy among Job Corps Students: Opportunities for Targeted Academic Infusion in CTE

    ERIC Educational Resources Information Center

    Mellard, Daryl F.; Woods, Kari L.; Desa, Deana Md.

    2012-01-01

    High literacy and numeracy demands in career and technical education (CTE) compared to low skill levels among many students prompted calls for academic infusion into training curricula. Research on CTE academic curriculum integration implicitly assumes that students' reading and math skills are like those described by models of typical academic…

  18. The Academic I-BEST: A Model for Precollege Student Success in College Transfer Programs

    ERIC Educational Resources Information Center

    Emory, Doug; Raymond, Linda; Lee, Karen; Twohy, Sean

    2016-01-01

    Beginning in 2011, Lake Washington Institute of Technology initiated an I-BEST (Integrated Basic Education and Skills Training) program designed to allow upper-level basic education students to directly enter academic courses required by college transfer degrees. This program, the Academic I-BEST, represents one of the earliest examples of the…

  19. Career Choice in Academic Medicine: Systematic Review

    PubMed Central

    Straus, Sharon E; Straus, Christine; Tzanetos, Katina

    2006-01-01

    . CONCLUSIONS In order to revitalize academic medicine, we must engage trainees and retain their interest throughout their training. Research opportunities for medical students, and fellowships or graduate training can meet this challenge and influence career choice. Initiatives to stimulate and maintain interest in academic medicine should be evaluated in prospective studies across multiple sites. PMID:17105520

  20. Does stereotype threat affect women in academic medicine?

    PubMed

    Burgess, Diana Jill; Joseph, Anne; van Ryn, Michelle; Carnes, Molly

    2012-04-01

    Multiple complex factors contribute to the slow pace of women's advancement into leadership positions in academic medicine. In this article, the authors propose that stereotype threat--under which individuals who are members of a group characterized by negative stereotypes in a particular domain perform below their actual abilities in that domain when group membership is emphasized--may play an important role in the underrepresentation of women in leadership positions in academic medicine. Research to objectively assess the impact of stereotype threat for women in academic medicine is feasible and necessary to confirm this hypothesis. Still, a number of conditions present in the academic medicine community today have been shown to trigger stereotype threat in other settings, and stereotype threat fits with existing research on gender in academic medicine. In the meantime, academic health centers should implement relatively simple measures supported by experimental evidence from other settings to reduce the risk of stereotype threat, including (1) introducing the concept of stereotype threat to the academic medicine community, (2) engaging all stakeholders, male and female, to promote identity safety by enacting and making faculty aware of policies to monitor potential instances of discrimination, and training faculty to provide performance feedback that is free of gender bias, (3) counteracting the effects of sex segregation at academic health centers by increasing exposure to successful female leaders, (4) reducing gender stereotype priming by avoiding stereotypically male criteria for promotion, grants, and awards, and (5) building leadership efficacy among female physicians and scientists.

  1. Beginning careers in academic psychiatry for women--"Bermuda Triangle"?

    PubMed

    Reiser, L W; Sledge, W H; Fenton, W; Leaf, P

    1993-09-01

    The proportion of women in leadership positions in academic psychiatry has not kept pace with the increase in the number of women entering the field. This study examines differences in career activities between women and men who graduated from the Yale University psychiatric residency training program and explores whether these differences can be explained by preresidency expectations, residency experiences, or training immediately after residency. Departmental educational records of the Yale residency program were reviewed to determine professional interests expressed before psychiatric residency and training focus during residency for 355 residents in the 1970-1983 graduating classes. A 1984 follow-up study focused on their postresidency career activities. Differences in preresidency interests and experiences, training activities, and career paths between all female and male graduates and between women and men who chose academic careers were examined. After residency, the female graduates' marital status differed from men's--more had never married or were divorced. Women's professional activities diverged from men's; their practice pattern was different, they spent more hours teaching, and they had fewer publications in peer-reviewed journals. This divergence was not accounted for by differences in pretraining interests or in training focus during residency. The authors present possible explanations. Further research is indicated to determine the underlying causes of career differences between women and men in psychiatric practice and academia so that effective strategies for correcting the present inequality of women in senior faculty positions can be implemented.

  2. Training for Leadership Roles in Academic Medicine: Opportunities for Psychologists in the AAMC LEAD Program.

    PubMed

    LaPaglia, Donna; Thompson, Britta; Hafler, Janet; Chauvin, Sheila

    2017-06-01

    Psychologists' roles within academic medicine have expanded well beyond research and scholarship. They are active as providers of patient care, medical education, and clinical supervision. Although the number of psychologists in academic health centers continues to grow, they represent a small portion of total medical school faculties. However, with the movement toward collaborative care models, emphasis on interprofessional teams, and increased emphasis on psychological science topics in medical curricula, psychologists are well-positioned to make further contributions. Another path through which psychologists can further increase their contributions and value within academic health centers is to aspire to leadership roles. This article describes the first author's reflections on her experiences in a two-year, cohort-based, educational leadership development certificate program in academic medicine. The cohort was comprised largely of physicians and basic scientists, and a small number of non-physician participants of which the first author was the only clinical psychologist. The insights gained from this experience provide recommendations for psychologists interested in leadership opportunities in academic medicine.

  3. Demographic characteristics of doctors who intend to follow clinical academic careers: UK national questionnaire surveys.

    PubMed

    Smith, Fay; Lambert, Trevor W; Goldacre, Michael J

    2014-10-01

    It is well recognised that women are underrepresented in clinical academic posts. Our aim was to determine which of a number of characteristics-notably gender, but also ethnicity, possession of an intercalated degree, medical school attended, choice of specialty-were predictive of doctors' intentions to follow clinical academic careers. Questionnaires to all UK-trained medical graduates of 2005 sent in 2006 and again in 2010, graduates of 2009 in 2010 and graduates of 2012 in 2013. At the end of their first year of medical work, 13.5% (368/2732) of men and 7.3% (358/4891) of women specified that they intended to apply for a clinical academic training post; and 6.0% (172/2873) of men and 2.2% (111/5044) of women specified that they intended to pursue clinical academic medicine as their eventual career. A higher percentage of Asian (4.8%) than White doctors (3.3%) wanted a long-term career as a clinical academic, as did a higher percentage of doctors who did an intercalated degree (5.6%) than others (2.2%) and a higher percentage of Oxbridge graduates (8.1%) than others (2.8%). Of the graduates of 2005, only 30% of those who in 2006 intended a clinical medicine career also did so when re-surveyed in 2010 (men 44%, women 12%). There are noteworthy differences by gender and other demographic factors in doctors' intentions to pursue academic training and careers. The gap between men and women in aspirations for a clinical academic career is present as early as the first year after qualification. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

  4. Knowledge, Skills and Attributes for Academic Reference Librarians

    ERIC Educational Resources Information Center

    Haddow, Gaby

    2012-01-01

    A survey of Australian academic reference librarians was conducted as part of an international collaboration seeking to identify the most important knowledge, skills and attributes now and for the next ten years. Librarians working in or managing reference-related services at university and vocational education and training institutions…

  5. The Effectiveness of Training Program Based on the Six Hats Model in Developing Creative Thinking Skills and Academic Achievements in the Arabic Language Course for Gifted and Talented Jordanian Students

    ERIC Educational Resources Information Center

    Ziadat, Ayed H.; Al Ziyadat, Mohammad T.

    2016-01-01

    The main purpose of this study was to determine the effectiveness of a training program based on the six hats model in developing creative thinking skills and academic achievements in the Arabic language for gifted and talented Jordanian students. The study sample consisted of 59 gifted male and female students of the 7th grade from King Abdullah…

  6. Use of school gardens in academic instruction.

    PubMed

    Graham, Heather; Beall, Deborah Lane; Lussier, Mary; McLaughlin, Peggy; Zidenberg-Cherr, Sheri

    2005-01-01

    To determine the status of gardens in California schools. A self-administered Internet and mailed survey was sent to all California principals (N = 9805). 4194 California school principals. School garden practices, attitudes associated with the use of gardens in schools, and perceptions of barriers to having and using school gardens in academic instruction. Descriptive statistics and chi-square; P < .05. A 43% response rate was achieved. The most frequent reason for having a garden was for enhancement of academic instruction. Gardens were most commonly used for teaching science, environmental studies, and nutrition. Principals strongly agreed that resources such as curriculum materials linked to academic instruction and lessons on teaching nutrition in the garden would assist in the school garden being used for academic instruction. Principals deemed the garden as being not to slightly effective at enhancing the school meal program. School gardens appear to be predominantly used by most schools to enhance academic instruction. There is a need for curriculum materials and teacher training for gardening and nutrition. The link between the garden and the school meal program is an area that clearly requires attention. School lunch would be a logical setting for provision of edible produce, in addition to taste-testing of fresh produce in the garden or classroom setting.

  7. Protecting America's secrets while maintaining academic freedom.

    PubMed

    Keel, Brooks A

    2004-04-01

    The terrorist attacks of September 11, 2001, and the subsequent anthrax mail attacks, have had a profound impact on Americans' personal and professional lives and have sparked an active debate regarding the delicate balance between the need for national security and the pursuit of academic freedom. Although academic freedom can be defined in many ways, there are four primary tenets of freedom in an academic environment: freedom to research, freedom to publish, freedom to teach, and freedom to speak. Each of these tenets has come under attack in the wake of September 11, 2001. In this report the author further defines academic freedom and reflects upon recent events that have had a real or perceived impact on this freedom, including (1) attempts to categorize and restrict some research as "sensitive," (2) implementation of export control laws and select agent regulations, (3) limitations on the publication of research findings, (4) prohibition of certain foreign nationals from collaborating with U.S. researchers and receiving education and training in U.S. colleges and universities, and (5) restraint of faculty free speech. The author offers some suggestions as to how academia might achieve a proper balance between protecting our national security while promoting and maintaining academic freedom.

  8. The Impact of Training Students How to Write Introductions for Academic Essays: An Exploratory, Longitudinal Study

    ERIC Educational Resources Information Center

    Brown, Gavin T. L.; Marshall, Jennifer C.

    2012-01-01

    Successful academic writing requires strong command of the rhetorical moves that orient the reader to the theme and substantive material of an academic essay. Effective control of the introduction leads to better overall writing. The goal of this study was to devise and evaluate a pedagogy for teaching the writing of academic essay introductions.…

  9. Establishing a multidisciplinary academic cosmetic center.

    PubMed

    Rao, Venkat K; Schmid, Daniel B; Hanson, Summer E; Bentz, Michael L

    2011-12-01

    The demand for cosmetic services has risen rapidly in recent years, but has slowed down with the current economic downturn. Managed care organizations and Medicare have been steadily reducing their reimbursements for physician services. The payment for reconstructive surgical procedures has been decreasing and is likely to worsen with healthcare reform, and many plastic surgery residency programs are facing fiscal challenges. An adequate volume of patients needing cosmetic services is necessary to recruit and train the best candidates to the residency programs. Self-pay patients will help ensure the fiscal viability of plastic surgery residency programs. Attracting patients to an academic healthcare center will become more difficult in a recession without the appropriate facilities, programs, and pricing strategies. Setting up a modern cosmetic services program at an academic center has some unique challenges, including funding, academic politics, and turf. The authors opened a free-standing academic multidisciplinary center at their medical school 3 years ago. The center is an off-site, 13,000-sq ft facility that includes faculty from plastic surgery, ear, nose, and throat, dermatology, and vascular surgery. In this article, the authors discuss the process of developing and executing a plan for starting an aesthetic services center in an academic setting. The financing of the center and factors in pricing services are discussed. The authors show the impact of the center on their cosmetic surgery patient volumes, resident education, and finances. They expect that their experience will be helpful to other plastic surgery programs at academic medical centers.

  10. The South Carolina Collaborative Undergraduate HBCU Student Summer Training Program

    DTIC Science & Technology

    2013-03-01

    Appendix B: Ernest E Just Symposium Student Attendees………... 24 Appendix C: Summaries of Students’ Abstracts……………………. 25 Appendix D: Academic ...College/University Connections, etc.) to identify students’ current locations, contact information, and academic achievements (Year 1, months 10-12...Undergraduate HBCU Student Summer Training Program Students, Mentors, and Research Topics Student Name Academic Institution MUSC Research Mentor

  11. Submicrometer Particle Sizing by Multiangle Light Scattering following Fractionation

    PubMed

    Wyatt

    1998-01-01

    The acid test for any particle sizing technique is its ability to determine the differential number fraction size distribution of a simple, well-defined sample. The very best characterized polystyrene latex sphere standards have been measured extensively using transmission electron microscope (TEM) images of a large subpopulation of such samples or by means of the electrostatic classification method as refined at the National Institute of Standards and Technology. The great success, in the past decade, of on-line multiangle light scattering (MALS) detection combined with size exclusion chromatography for the measurement of polymer mass and size distributions suggested, in the early 1990s, that a similar attack for particle characterization might prove useful as well. At that time, fractionation of particles was achievable by capillary hydrodynamic chromatography (CHDF) and field flow fractionation (FFF) methods. The latter has proven most useful when combined with MALS to provide accurate differential number fraction size distributions for a broad range of particle classes. The MALS/FFF combination provides unique advantages and precision relative to FFF, photon correlation spectroscopy, and CHDF techniques used alone. For many classes of particles, resolution of the MALS/FFF combination far exceeds that of TEM measurements. Copyright 1998 Academic Press. Copyright 1998Academic Press

  12. Evaluation of VA Women's Health Fellowships: developing leaders in academic women's health.

    PubMed

    Tilstra, Sarah A; Kraemer, Kevin L; Rubio, Doris M; McNeil, Melissa A

    2013-07-01

    The Department of Veterans Affairs (VA) instituted the VA Women's Health Fellowship (VAWHF) Program in 1994, to accommodate the health needs of increasing numbers of female veterans and to develop academic leaders in women's health. Despite the longevity of the program, it has never been formally evaluated. To describe the training environments of VAWHFs and career outcomes of female graduates. Cross-sectional web-based surveys of current program directors (2010-2011) and VAWHF graduates (1995-2011). Responses were received from six of seven program directors (86 %) and 42 of 74 graduates (57 %). The mean age of graduates was 41.2 years, and mean time since graduation was 8.5 years. Of the graduates, 97 % were female, 74 % trained in internal medicine, and 64 % obtained an advanced degree. Those with an advanced degree were more likely than those without an advanced degree to pursue an academic career (82 % vs. 60 %; P<0.01). Of the female graduates, 76 % practice clinical women's health and spend up to 66 % of their time devoted to women's health issues. Thirty percent have held a VA faculty position. Seventy-nine percent remain in academics, with 39 % in the tenure stream. Overall, 94 % had given national presentations, 88 % had received grant funding, 79 % had published in peer-reviewed journals, 64 % had developed or evaluated curricula, 51 % had received awards for teaching or research, and 49 % had held major leadership positions. At 11 or more years after graduation, 33 % of the female graduates in academics had been promoted to the rank of associate professor and 33 % to the rank of full professor. The VAWHF Program has been successful in training academic leaders in women's health. Finding ways to retain graduates in the VA system would ensure continued clinical, educational, and research success for the VA women veteran's healthcare program.

  13. British Management Training Today and Tomorrow

    ERIC Educational Resources Information Center

    Lippert, Frederick G.

    1970-01-01

    An American observer's special report on social science in management, the role of trainers and academic institutions, and other features of the current management training scene in Great Britain. Six references. (LY)

  14. Burnout and Competency Development in Pre-Service Teacher Training

    ERIC Educational Resources Information Center

    Rodríguez-Hidalgo, Antonio J.; Calmaestra, Juan; Dios, Irene

    2014-01-01

    Introduction: The burnout syndrome negatively affects the students' academic performance. The relation between academic burnout and the self-perception of skills in initial teacher training is subjected to analysis. Method: A sample of 274 students (average age = 20,61 years old) from the Bachelor Degree in Early Childhood Education and the…

  15. Education in medical billing benefits both neurology trainees and academic departments.

    PubMed

    Waugh, Jeff L

    2014-11-11

    The objective of residency training is to produce physicians who can function independently within their chosen subspecialty and practice environment. Skills in the business of medicine, such as clinical billing, are widely applicable in academic and private practices but are not commonly addressed during formal medical education. Residency and fellowship training include limited exposure to medical billing, but our academic department's performance of these skills was inadequate: in 56% of trainee-generated outpatient notes, documentation was insufficient to sustain the chosen billing level. We developed a curriculum to improve the accuracy of documentation and coding and introduced practice changes to address our largest sources of error. In parallel, we developed tools that increased the speed and efficiency of documentation. Over 15 months, we progressively eliminated note devaluation, increased the mean level billed by trainees to nearly match that of attending physicians, and increased outpatient revenue by $34,313/trainee/year. Our experience suggests that inclusion of billing education topics into the formal medical curriculum benefits both academic medical centers and trainees. © 2014 American Academy of Neurology.

  16. The Conduct of Quality Basic Combat Individual Training

    DTIC Science & Technology

    1988-06-03

    exminaton of the concepts of child and adult learning . This examination was undertaken to discover the nature of these concepts and thereby to...Nqw York: Academic Press, Inc., 1969. Bruner , Jerome S. The Process of Education. Cambridge: Harvard University Press, 1977. Champagne, David W. and...reverse if necessary and iidentify by block number) FIELD GROUP $S-GEROUP j Individual Training Learning Theory Training Centers Initial Entry Training

  17. Improving Academic Performance in a Bilingual Education Classroom.

    ERIC Educational Resources Information Center

    Golub, Lester S.; Sweeney, Gladys M.

    The purpose of this study is twofold. First, it evaluates the effectiveness of token economy programs in increasing academic performance in a bilingual education classroom setting. Second, it attempts to train the teacher in the basic behavior modification principles and assist her/him in the delivery of appropriate and consistent reinforcement…

  18. Philosophy of Education as an Academic Discipline in Turkey: The Past and the Present

    ERIC Educational Resources Information Center

    Under, Hasan

    2008-01-01

    This article aims to present the past and present state and future possibilities of philosophy of education as an academic discipline in Turkey as related to teacher training programs and academic studies in higher education institutions. It takes philosophy of education as consisting of the approaches that have emerged in its history. It has come…

  19. The Training Process of the Organization Development and Training Office

    NASA Technical Reports Server (NTRS)

    Johnson, Melissa S.

    2004-01-01

    The Organization Development and Training Office provides training and development opportunities to employees at NASA Glenn Research Center, as a division of the Office of Human Resources and Workforce Planning. Center-wide required trainings, new employee trainings, workshops and career development programs are organized by the OD&TO staff. They also arrange all academic, non-academic, headquarters, fellowship and learning center sponsored courses. They also service organizations wishing to work more effectively by facilitating teambuilding exercises. Equal Opportunity programs and upward mobility programs such as the STEP and GO programs for administrative staff. In working with my mentor I am very involved with Cuyahoga Community College classes, mandatory supervisory training and administrative staff workshops. My largest tasks are in the secretarial training category. The Supporting Organizations And Relationships workshop for administrative personnel, commonly known as SOAR, began last year and continued this summer with follow-up workshops. Months before a workshop or class is brought to Glenn, a need has to be realized. In this case, administrative staff did not feel they had an opportunity to receive relevant training and develop skills through teambuilding, networking and communication. A Statement of work is then created as several companies are contacted about providing the training. After the company best suited to meet the target group s needs is selected, the course is announced with an outline of all pertinent information. A reservation for a facility is made and applications or nominations, depending on the announcement s guidelines, are received from interested employees. Confirmations are sent to participants and final preparations are made but there are still several concluding steps. A training office staff member also assists the facilitator with setting up the facility and introducing the class. After the class, participants evaluations are

  20. Learning behaviour and preferences of family medicine residents under a flexible academic curriculum

    PubMed Central

    Sy, Alice; Wong, Eric; Boisvert, Leslie

    2014-01-01

    Abstract Objective To determine family medicine residents’ learning behaviour and preferences outside of clinical settings in order to help guide the development of an effective academic program that can maximize their learning. Design Retrospective descriptive analysis of academic learning logs submitted by residents as part of their academic training requirements between 2008 and 2011. Setting London, Ont. Participants All family medicine residents at Western University who had completed their academic program requirements (N = 72) by submitting 300 or more credits (1 credit = 1 hour). Main outcome measures Amount of time spent on various learning modalities, location where the learning took place, resources used for self-study, and the objective of the learning activity. Results A total of 72 residents completed their academic requirements during the study period and logged a total of 25 068 hours of academic learning. Residents chose to spend most of their academic time engaging in self-study (44%), attending staff physicians’ teaching sessions (20%), and participating in conferences, courses, or workshops (12%) and in postgraduate medical education sessions (12%). Textbooks (26%), medical journals (20%), and point-of-care resources (12%) were the 3 most common resources used for self-study. The hospital (32%), residents’ homes (32%), and family medicine clinics (14%) were the most frequently cited locations where academic learning occurred. While all physicians used a variety of educational activities, most residents (67%) chose self-study as their primary method of learning. The topic for academic learning appeared to have some influence on the learning modalities used by residents. Conclusion Residents used a variety of learning modalities and chose self-study over other more traditional modalities (eg, lectures) for most of their academic learning. A successful academic program must take into account residents’ various learning preferences and

  1. Engaging Institutional Review Boards in Developing a Brief, Community-Responsive Human Subjects Training for Community Partners.

    PubMed

    Calzo, Jerel P; Bogart, Laura M; Francis, Evelyn; Kornetsky, Susan Z; Winkler, Sabune J; Kaberry, Julie

    2016-01-01

    Engaging community partners as co-investigators in community-based participatory research (CBPR) requires certification in the rules, ethics, and principles governing research. Despite developments in making human research protection trainings more convenient and standardized (eg, self-paced Internet modules), time constraints and the structure of the content (which may favor academic audiences) may hinder the training of community partners. This paper is motivated by a case example in which academic and community partners, and stakeholders of a community-based organization actively engaged the leadership of a pediatric hospital-based institutional review board (IRB) in implementing a brief, community-responsive human subjects training session. A 2-hour, discussion-based human subjects training was developed via collaborations between the IRB and the community and academic partners. Interviews with trainees and facilitators after the training were used to evaluate its acceptability and possible future applications. Local IRBs have the potential to assist community partners in building sufficient knowledge of human subjects research protections to engage in specific projects, thereby expediting the progress of vital research to address community needs. We propose the need for developing truncated human subjects education materials to train and certify community partners, and creating formally organized entities within academic and medical institutions that specialize in community-based research to guide the development and implementation of alternative human subjects training certification opportunities for community partners.

  2. Predictors of Commitment to Athletic Training Education

    ERIC Educational Resources Information Center

    Weiss, Windee M.; Neibert, Peter J.

    2013-01-01

    Context: In order for athletic training students to be successful in any athletic training education program (ATEP), a certain level of commitment to the program and profession is required. Objective: The purpose of this study was to explore the applicability of the sport commitment model (SCM) to an ATEP by applying the SCM in an academic setting…

  3. ADHD in Preschool: Approaches and Teacher Training

    ERIC Educational Resources Information Center

    Singh, Ajay; Squires, Jane

    2014-01-01

    Due to the prevalence of ADHD, there is a need for early intervention at the preschool level to improve children's chance of academic success in later years. Yet few preschool teachers are trained to meet the challenges children with ADHD present. This paper gives a rationale and curriculum for teacher training in ADHD, with an emphasis on Social…

  4. Implementation of a pediatric critical care focused bedside ultrasound training program in a large academic PICU.

    PubMed

    Conlon, Thomas W; Himebauch, Adam S; Fitzgerald, Julie C; Chen, Aaron E; Dean, Anthony J; Panebianco, Nova; Darge, Kassa; Cohen, Meryl S; Greeley, William J; Berg, Robert A; Nishisaki, Akira

    2015-03-01

    To determine the feasibility and describe the process of implementing a pediatric critical care bedside ultrasound program in a large academic PICU and to evaluate the impact of bedside ultrasound on clinical management. Retrospective case series, description of program implementation. Single-center quaternary noncardiac PICU in a children's hospital. Consecutive patients from January 22, 2012, to July 22, 2012, with bedside ultrasounds performed and interpreted by pediatric critical care practitioners. A pediatric critical care bedside ultrasound program consisting of a 2-day immersive course followed by clinical performance with internal quality assurance review was implemented. Studies performed in the PICU following training were documented and reviewed against reference standards including subspecialist-performed ultrasound or clinical response. Seventeen critical care faculties and eight fellows recorded 201 bedside ultrasound studies over 6 months in defined core applications: 57 procedural (28%), 76 hemodynamic (38%), 35 thoracic (17%), and 33 abdominal (16%). A quality assurance review identified 23 studies (16% of all nonprocedural studies) as critical (affected clinical management or gave valuable information). Forty-eight percent of those studies (11/23) were within the hemodynamic core. The proportion of critical studies were not significantly different across the applications (hemodynamic, 11/76 [15%] vs thoracic and abdominal, 12/68 [18%]; p = 0.65). Examples of critical studies include evidence of tamponade secondary to pleural effusions, identification of pulmonary hypertension, hemodynamic assessment before tracheal intubation, recognition of hypovolemia and systemic vascular resistance abnormalities, determination of pneumothorax, location of chest tube and urinary catheter, and differentiation of pleural fluid from pulmonary consolidation. Implementation of a critical care bedside ultrasound program for critical care providers in a large

  5. Economic impact of training and career decisions on urological surgery.

    PubMed

    Langston, Joshua P; Kirby, E Will; Nielsen, Matthew E; Smith, Angela B; Woods, Michael E; Wallen, Eric M; Pruthi, Raj S

    2014-03-01

    Medical students and residents make career decisions at a relatively young age that have significant implications for their future income. While most of them attempt to estimate the impact of these decisions, there has been little effort to use economic principles to illustrate the impact of certain variables. The economic concept of net present value was paired with available Medical Group Management Association and Association of American Medical Colleges income data to calculate the value of career earnings based on variations in the choice of specialty, an academic vs a private practice career path and fellowship choices for urology and other medical fields. Across all specialties academic careers were associated with lower career earnings than private practice. However, among surgical specialties the lowest difference in value between these 2 paths was for urologists at only $334,898. Fellowship analysis showed that training in pediatric urology was costly in forgone attending salary and it also showed a lower future income than nonfellowship trained counterparts. An additional year of residency training (6 vs 5 years) caused a $201,500 decrease in the value of career earnings. Choice of specialty has a dramatic impact on future earnings, as does the decision to pursue a fellowship or choose private vs academic practice. Additional years of training and forgone wages have a tremendous impact on monetary outcomes. There is also no guarantee that fellowship training will translate into a more financially valuable career. The differential in income between private practice and academics was lowest for urologists. Copyright © 2014 American Urological Association Education and Research, Inc. Published by Elsevier Inc. All rights reserved.

  6. Graduate Training: Evidence from FUSION Projects in Ireland

    ERIC Educational Resources Information Center

    Hegarty, Cecilia; Johnston, Janet

    2008-01-01

    Purpose: This paper aims to explore graduate training through SME-based project work. The views and behaviours of graduates are examined along with the perceptions of the SMEs and academic partner institutions charged with training graduates. Design/methodology/approach: The data are largely qualitative and derived from the experiences of…

  7. Effect of Training from Trained Mothers and Education from Mother to Mother on Family Functions and Child-Rearing Attitudes

    ERIC Educational Resources Information Center

    Demircioglu, Haktan; Ömeroglu, Esra

    2014-01-01

    The effect of training from trained mothers and education from mother to mother on family functions and child-rearing attitudes was examined. The study was conducted in the 2010-2011 academic year in Ankara, and was modeled based on a pre-test, post-test control group experimental pattern. The study was conducted with a total of 96 mothers, with…

  8. A strategy for developing future academic leaders for South Africa in a resource-constrained environment.

    PubMed

    Lalloo, Umesh G; Bobat, Raziya A; Pillay, Sandy; Wassenaar, Douglas

    2014-08-01

    A key challenge in addressing the shortage of health care workers in resource-constrained environments is ensuring that there is optimal academic capacity for their training. South Africa's University of KwaZulu-Natal has placed academic and research capacity building at the heart of its program with the Medical Education Partnership Initiative in a program called ENhancing Training and REsearch capacity and Expertise (ENTREE). The program aims to increase the quantity, quality, and retention of health care graduates. It is premised on the basis that research capacity development will lead to an increase in teachers who will be essential to improving the quality and quantity of health care workers needed to meet South Africa's health challenges. This is being achieved through four components of the program: (1) infusion of the undergraduate program with research modules; (2) attraction of academically talented students in the middle of their undergraduate program into a parallel track that has research capacity as its major thrust; (3) attraction of qualified health care personnel into a supported PhD program; and (4) providing strong research ethics training and mentorship. A significant proportion of the program is being executed in rural training sites, to increase the probability that trainees will return to the sites as mentors.

  9. What is the relationship between number of publications during orthopaedic residency and selection of an academic career?

    PubMed

    Namdari, Surena; Jani, Sunil; Baldwin, Keith; Mehta, Samir

    2013-04-03

    Although many residents partake in academic pursuits, including the publication of clinical studies, laboratory research, case reports, and review articles, it is uncertain whether such experiences are associated with a career-long interest in an academic orthopaedic career. This single-institution study was conducted with use of data from an urban academic university-based residency program. An academic career was defined as attainment of a teaching title signifying inclusion in, or affiliation with, a teaching department. Additionally, an academic career was subclassified as either full academic or semi-academic on the basis of employment characteristics. A PubMed search was conducted for publications by all 130 orthopaedic surgery residents who began their training in our residency program during the 1987-1988 through 2003-2004 academic years. An analysis was performed to determine whether the number or type of publications during residency or demographic variables were associated with selection of an academic career on completion of training. The mean total number of publications during residency was greater for individuals who chose an academic career (4.8) than for those who chose a nonacademic career (2.4). When the year of residency graduation was considered, a greater number of publications during residency correlated with a more recent year of graduation in residents who selected an academic position. There were no differences with regard to sex, possession of advanced degrees, or completion of an additional research year between individuals who selected an academic compared with a nonacademic career. Graduates of our orthopaedic residency program who pursued an academic career were likely to have published more articles during residency compared with their nonacademic peers.

  10. Does Stereotype Threat Affect Women in Academic Medicine?

    PubMed Central

    Burgess, Diana Jill; Joseph, Anne; van Ryn, Michelle; Carnes, Molly

    2012-01-01

    Multiple complex factors contribute to the slow pace of women’s advancement into leadership positions in academic medicine. In this article, the authors propose that stereotype threat--under which individuals who are members of a group characterized by negative stereotypes in a particular domain perform below their actual abilities in that domain when group membership is emphasized--may play an important role in the underrepresentation of women in leadership positions in academic medicine. Research to objectively assess the impact of stereotype threat for women in academic medicine is feasible and necessary to confirm this hypothesis. Still, a number of conditions present in the academic medicine community today have been shown to trigger stereotype threat in other settings, and stereotype threat fits with existing research on gender in academic medicine. In the meantime, academic health centers should implement relatively simple measures supported by experimental evidence from other settings to reduce the risk of stereotype threat, including: (1) introducing the concept of stereotype threat to the academic medicine community; (2) engaging all stakeholders, male and female, to promote identity safety by enacting and making faculty aware of policies to monitor potential instances of discrimination, and training faculty to provide performance feedback that is free of gender bias; (3) counteracting the effects of sex segregation at academic health centers by increasing exposure to successful female leaders; (4) reducing gender stereotype priming by avoiding stereotypically male criteria for promotion, grants, and awards; and (5) building leadership efficacy among female physicians and scientists. PMID:22361794

  11. Productivity and career paths of previous recipients of Society for Academic Emergency Medicine research grant awards.

    PubMed

    Young, Kelly D

    2008-06-01

    The objective was to assess productivity of previous recipients of Society for Academic Emergency Medicine (SAEM) grant awards. All previous recipients of SAEM Research Training Grants, Neuroscience Research Awards, Scholarly Sabbatical Awards, and Emergency Medical Services (EMS) Research Fellowship awards funded through 2004 were identified through SAEM's records and surveyed. Award categories assessed were those still offered by SAEM at the time of the survey and therefore excluded the Geriatric Research Award. The 2005-2006 SAEM Grants Committee developed a survey using previous publications assessing productivity of training grants and fellowship awards and refined it through consensus review and limited pilot testing. We assessed measures of academic productivity (numbers of publications and additional grants awarded), commitment to an academic career, satisfaction with the SAEM award, and basic demographic information. Overall response rate was 70%; usable data were returned by all seven Research Training Grant awardees, both Neuroscience awardees, four of five Scholarly Sabbatical awardees, and six of 14 EMS Research Fellowship awardees. Of those who gave demographic information, 78% (14/18) were male and 94% (16/17) were non-Hispanic white. All the respondents remained in academics, and 14 of 19 felt that they will definitely be in academics 5 years from the time of the survey. They have a median of 1.8 original research publications per year since the end of their grant period, and 74% (14/19) have received subsequent federal funding. All found the SAEM award to be helpful or very helpful to their careers. Previous recipients of the SAEM grant awards show evidence of academic productivity in the form of subsequent grant funding and research publications, and the majority remain committed to and satisfied with their academic research careers.

  12. The ethical commitments of academic faculty in psychiatric education.

    PubMed

    Green, Stephen A

    2006-01-01

    This article explores the commitment of faculty to ethics training in psychiatric education. Although psychiatry has insufficiently addressed the profession's need for ethics training in education, program directors acknowledge its critical importance, and its positive impact has been demonstrated. Additionally, residents often seek ethics training as part of their instruction. The author suggests that academic faculty could respond to the profession's inadequate treatment of ethics training by helping trainees develop moral agency--the ability to recognize, assess, and respond to ethical dilemmas; decide what constitutes right or wrong care; and act accordingly. The author also describes how this objective could be met by promoting professionalism and offering didactic instruction that address substantive and process issues regarding psychiatric care. Specific recommendations are provided.

  13. Excessive use of force by police: a survey of academic emergency physicians.

    PubMed

    Hutson, H R; Anglin, D; Rice, P; Kyriacou, D N; Guirguis, M; Strote, J

    2009-01-01

    To determine the clinical experience, management and training of emergency physicians in the suspected use of excessive force by law enforcement officers. Surveys were mailed to a random sample of academic emergency physicians in the USA. Of 393 emergency physicians surveyed, 315 (80.2%) responded. Of the respondents, 99.8% (95% CI 98.2% to 100.0%) believed excessive use of force actually occurs and 97.8% (95% CI 95.5% to 99.1%) replied that they had managed patients with suspected excessive use of force. These incidents were not reported by 71.2% (95% CI 65.6% to 76.4%) of respondents, 96.5% (95% CI 93.8% to 98.2%) had no departmental policies and 93.7% (95% CI 90.4% to 96.1%) had not received training in the management of these cases. Suspected excessive use of force is encountered by academic emergency physicians in the USA. There is only limited training or policies for the management of these cases.

  14. Men (and Women) in Academic Radiology: How Can We Reduce the Gender Discrepancy?

    PubMed

    Grimm, Lars J; Ngo, Jennifer; Pisano, Etta D; Yoon, Sora

    2016-04-01

    There is a chronic gender imbalance in academic radiology departments, which could limit our field's ability to foster creative, productive, and innovative environments. We recently reviewed 51 major academic radiology faculty rosters and discovered that 34% of academic radiologists are women, but only 25% of vice chairs and section chiefs and 9% of department chairs are women. Active intervention is needed to correct this imbalance, which should start with awareness of the issue, exposing medical students to radiology early in their training, and implementing better mentorship programs for female radiologists.

  15. Student Assistants in Academic Libraries: From Reluctance to Reliance.

    ERIC Educational Resources Information Center

    White, Emilie C.

    1985-01-01

    A survey of the literature reveals that reliance upon student library assistants has become traditional in American institutions of higher education. The recent government-sponsored development of hiring policies, training programs, and evaluation procedures for student employees confirms their stability as academic library personnel. Forty-three…

  16. Effect of Finite Particle Size on Convergence of Point Particle Models in Euler-Lagrange Multiphase Dispersed Flow

    NASA Astrophysics Data System (ADS)

    Nili, Samaun; Park, Chanyoung; Haftka, Raphael T.; Kim, Nam H.; Balachandar, S.

    2017-11-01

    Point particle methods are extensively used in simulating Euler-Lagrange multiphase dispersed flow. When particles are much smaller than the Eulerian grid the point particle model is on firm theoretical ground. However, this standard approach of evaluating the gas-particle coupling at the particle center fails to converge as the Eulerian grid is reduced below particle size. We present an approach to model the interaction between particles and fluid for finite size particles that permits convergence. We use the generalized Faxen form to compute the force on a particle and compare the results against traditional point particle method. We apportion the different force components on the particle to fluid cells based on the fraction of particle volume or surface in the cell. The application is to a one-dimensional model of shock propagation through a particle-laden field at moderate volume fraction, where the convergence is achieved for a well-formulated force model and back coupling for finite size particles. Comparison with 3D direct fully resolved numerical simulations will be used to check if the approach also improves accuracy compared to the point particle model. Work supported by the U.S. Department of Energy, National Nuclear Security Administration, Advanced Simulation and Computing Program, as a Cooperative Agreement under the Predictive Science Academic Alliance Program, under Contract No. DE-NA0002378.

  17. Competitive marketing strategies. A challenge for academic practices.

    PubMed

    Sinioris, M E

    1985-01-01

    A special challenge has been presented to academic medical practices by the new healthcare environment. While increased competition for patients and resources affects all medical groups, it is the academic practices who are responsible for training the physicians of tomorrow. Not only must they sharpen their students' awareness of the new environment and teach them to incorporate effective management strategies into their practices, but they must set an example in effective management as well. The basic concepts of competitive marketing strategy, along with helpful exhibits, are presented here, and strategies for effectively maximizing position are discussed from the viewpoints of product mix, process market, and financing.

  18. [International academic mobility program in nursing experience report].

    PubMed

    de Oliveira, Mariana Gonçalves; Pagliuca, Lorita Marlena Freitag

    2012-03-01

    An experience of studying abroad or of academic exchange, really adds value to the professional and personal development of exchange students. This report aims to describe a student's experience in an international academic mobility program. It was developed from 2008 to 2009 in Brazil and Spain. The experiences, observations and activities of the student were emphasized believing that the training of students and researchers is not only restricted to the university and the students' home country, and that it is important to have possibilities of new experiences and differentiated knowledge. The conclusion is that this opportunity promoted a profound effect on psychological, cultural social and scientific development of the exchange student.

  19. Scientific and technical training in the Soviet Union

    NASA Technical Reports Server (NTRS)

    Spearman, M. L.

    1984-01-01

    The Soviet Union recognizes that the foundation of their system depends upon complete dedication of the people to the state through thorough psychological training as well as through military training, and through specialized education in the broad fields of engineering, natural sciences, life sciences, social sciences, and education. An outline of the U.S.S.R. educational system indicates the extent of academic training, coupled with on-the-job and military training, that can produce a highly skilled, dedicated, and matured person. Observations on the coupling of political, economic, and psychological training along with the technical training are made, along with some mention of positive and negative aspects of the training.

  20. Association of Gender With Financial Relationships Between Industry and Academic Otolaryngologists.

    PubMed

    Eloy, Jean Anderson; Bobian, Michael; Svider, Peter F; Culver, Ashley; Siegel, Bianca; Gray, Stacey T; Baredes, Soly; Chandrasekhar, Sujana S; Folbe, Adam J

    2017-08-01

    Gender disparities continue to exist in the medical profession, including potential disparities in industry-supported financial contributions. Although there are potential drawbacks to industry relationships, such industry ties have the potential to promote scholarly discourse and increase understanding and accessibility of novel technologies and drugs. To evaluate whether gender disparities exist in relationships between pharmaceutical and/or medical device industries and academic otolaryngologists. An analysis of bibliometric data and industry funding of academic otolaryngologists. Industry payments as reported within the CMS Open Payment Database. Online faculty listings were used to determine academic rank, fellowship training, and gender of full-time faculty otolaryngologists in the 100 civilian training programs in the United States. Industry contributions to these individuals were evaluated using the CMS Open Payment Database, which was created by the Physician Payments Sunshine Act in response to increasing public and regulatory interest in industry relationships and aimed to increase the transparency of such relationships. The Scopus database was used to determine bibliometric indices and publication experience (in years) for all academic otolaryngologists. Of 1514 academic otolaryngologists included in this analysis, 1202 (79.4%) were men and 312 (20.6%) were women. In 2014, industry contributed a total of $4.9 million to academic otolaryngologists. $4.3 million (88.5%) of that went to men, in a population in which 79.4% are male. Male otolaryngologists received greater median contributions than did female otolaryngologists (median [interquartile range (IQR)], $211 [$86-$1245] vs $133 [$51-$316]). Median contributions were greater to men than women at assistant and associate professor academic ranks (median [IQR], $168 [$77-$492] vs $114 [$55-$290] and $240 [$87-$1314] vs $166 [$58-$328], respectively). Overall, a greater proportion of men received

  1. Key Elements of Clinical Physician Leadership at an Academic Medical Center

    PubMed Central

    Dine, C. Jessica; Kahn, Jeremy M; Abella, Benjamin S; Asch, David A; Shea, Judy A

    2011-01-01

    Background A considerable body of literature in the management sciences has defined leadership and how leadership skills can be attained. There is considerably less literature about leadership within medical settings. Physicians-in-training are frequently placed in leadership positions ranging from running a clinical team or overseeing a resuscitation effort. However, physicians-in-training rarely receive such training. The objective of this study was to discover characteristics associated with effective physician leadership at an academic medical center for future development of such training. Methods We conducted focus groups with medical professionals (attending physicians, residents, and nurses) at an academic medical center. The focus group discussion script was designed to elicit participants' perceptions of qualities necessary for physician leadership. The lead question asked participants to imagine a scenario in which they either acted as or observed a physician leader. Two independent reviewers reviewed transcripts to identify key domains of physician leadership. Results Although the context was not specified, the focus group participants discussed leadership in the context of a clinical team. They identified 4 important themes: management of the team, establishing a vision, communication, and personal attributes. Conclusions Physician leadership exists in clinical settings. This study highlights the elements essential to that leadership. Understanding the physician attributes and behaviors that result in effective leadership and teamwork can lay the groundwork for more formal leadership education for physicians-in-training. PMID:22379520

  2. Building a sustainable clinical academic workforce to meet the future healthcare needs of Australia and New Zealand: report from the first summit meeting.

    PubMed

    Windsor, J; Searle, J; Hanney, R; Chapman, A; Grigg, M; Choong, P; Mackay, A; Smithers, B M; Churchill, J A; Carney, S; Smith, J A; Wainer, Z; Talley, N J; Gladman, M A

    2015-09-01

    The delivery of healthcare that meets the requirements for quality, safety and cost-effectiveness relies on a well-trained medical workforce, including clinical academics whose career includes a specific commitment to research, education and/or leadership. In 2011, the Medical Deans of Australia and New Zealand published a review on the clinical academic workforce and recommended the development of an integrated training pathway for clinical academics. A bi-national Summit on Clinical Academic Training was recently convened to bring together all relevant stakeholders to determine how best to do this. An important part understood the lessons learnt from the UK experience after 10 years since the introduction of an integrated training pathway. The outcome of the summit was to endorse strongly the recommendations of the medical deans. A steering committee has been established to identify further stakeholders, solicit more information from stakeholder organisations, convene a follow-up summit meeting in late 2015, recruit pilot host institutions and engage the government and future funders. © 2015 Royal Australasian College of Physicians.

  3. Using Critical Thinking Rubrics to Increase Academic Performance

    ERIC Educational Resources Information Center

    Hohmann, Julie W.; Grillo, Michael C.

    2014-01-01

    The purpose of this study was to develop a way to measure students' abilities to think critically about concepts covered during academic support sessions. Tutors trained in a College Reading and Learning Association (CRLA)-certified program at the University of Louisville used a rubric based on the Paul-Elder Critical Thinking Model in order to…

  4. Working memory training in children: Effectiveness depends on temperament.

    PubMed

    Studer-Luethi, Barbara; Bauer, Catherine; Perrig, Walter J

    2016-02-01

    Studies revealing transfer effects of working memory (WM) training on non-trained cognitive performance of children hold promising implications for scholastic learning. However, the results of existing training studies are not consistent and provoke debates about the potential and limitations of cognitive enhancement. To examine the influence of individual differences on training outcomes is a promising approach for finding causes for such inconsistencies. In this study, we implemented WM training in an elementary school setting. The aim was to investigate near and far transfer effects on cognitive abilities and academic achievement and to examine the moderating effects of a dispositional and a regulative temperament factor, neuroticism and effortful control. Ninety-nine second-graders were randomly assigned to 20 sessions of computer-based adaptive WM training, computer-based reading training, or a no-contact control group. For the WM training group, our analyses reveal near transfer on a visual WM task, far transfer on a vocabulary task as a proxy for crystallized intelligence, and increased academic achievement in reading and math by trend. Considering individual differences in temperament, we found that effortful control predicts larger training mean and gain scores and that there is a moderation effect of both temperament factors on post-training improvement: WM training condition predicted higher post-training gains compared to both control conditions only in children with high effortful control or low neuroticism. Our results suggest that a short but intensive WM training program can enhance cognitive abilities in children, but that sufficient self-regulative abilities and emotional stability are necessary for WM training to be effective.

  5. Residents values in a rational decision-making model: an interest in academics in emergency medicine.

    PubMed

    Burkhardt, John Christian; Smith-Coggins, Rebecca; Santen, Sally

    2016-10-01

    Academic physicians train the next generation of doctors. It is important to understand the factors that lead residents to choose an academic career to continue to effectively recruit residents who will join the national medical faculty. A decision-making theory-driven, large scale assessment of this process has not been previously undertaken. To examine the factors that predict an Emergency resident's interest in pursuing an academic career at the conclusion of training. This study employs the ABEM Longitudinal Survey (n = 365). A logistic regression model was estimated using an interest in an academic career in residency as the dependent variable. Independent variables include gender, under-represented minority status, survey cohort, number of dependent children, possession of an advanced degree, ongoing research, publications, and the appeal of science, independence, and clinical work in choosing EM. Logistic regression resulted in a statistically significant model (p < 0.001). Residents who chose EM due to the appeal of science, had peer-reviewed publications and ongoing research were more likely to be interested in an academic career at the end of residency (p < 0.05). An increased number of children (p < 0.05) was negatively associated with an interest in academics. Individual resident career interests, research productivity, and lifestyle can help predict an interest in pursuing an academic career. Recruitment and enrichment of residents who have similar values and behaviors should be considered in programs interested in generating more graduates who enter an academic career.

  6. Magnetic Particle Testing, RQA/M1-5330.16.

    ERIC Educational Resources Information Center

    National Aeronautics and Space Administration, Huntsville, AL. George C. Marshall Space Flight Center.

    As one in the series of classroom training handbooks, prepared by the U.S. space program, instructional material is presented in this volume concerning familiarization and orientation on magnetic particle testing. The subject is divided under the following headings: Introduction, Principles of Magnetic Particle Testing, Magnetic Particle Test…

  7. Facilitating collaboration among academic generalist disciplines: a call to action.

    PubMed

    Kutner, Jean S; Westfall, John M; Morrison, Elizabeth H; Beach, Mary Catherine; Jacobs, Elizabeth A; Rosenblatt, Roger A

    2006-01-01

    To meet its population's health needs, the United States must have a coherent system to train and support primary care physicians. This goal can be achieved only though genuine collaboration between academic generalist disciplines. Academic general pediatrics, general internal medicine, and family medicine may be hampering this effort and their own futures by lack of collaboration. This essay addresses the necessity of collaboration among generalist physicians in research, medical education, clinical care, and advocacy. Academic generalists should collaborate by (1) making a clear decision to collaborate, (2) proactively discussing the flow of money, (3) rewarding collaboration, (4) initiating regular generalist meetings, (5) refusing to tolerate denigration of other generalist disciplines, (6) facilitating strategic planning for collaboration among generalist disciplines, and (7) learning from previous collaborative successes and failures. Collaboration among academic generalists will enhance opportunities for trainees, primary care research, and advocacy; conserve resources; and improve patient care.

  8. Academic health leadership: looking to the future. Proceedings of a workshop held at the Canadian Institute of Academic Medicine meeting Québec, Que., Canada, Apr. 25 and 26, 2003.

    PubMed

    Gray, Jean; Armstrong, Paul

    2003-12-01

    The academic health sector will face major changes in governance, health care delivery, educational requirements and research programs over the next decade. Increased emphasis on disease prevention and health outcomes, the need for evidence to support both clinical and policy decisions, educational changes both in content and delivery, and the importance of working in teams will challenge the academic health care community. Large research teams may require new ways of training and nurturing young investigators, including improved grant writing and knowledge translation, human resource management skills and the ability to interact with disciplines that have different research methodologies. MD/PhD and Clinician Investigator Programs may help to fill these gaps in medicine, but nursing is faced with a serious shortage of doctoral-trained educators and researchers and may need targeted programs to achieve a critical mass of academics able to accept leadership roles. The success of the Quebec model of support for health research networks and researchers is encouraging. There is a leadership gap within health care institutions that spans jurisdictions and affects both institutional performance and individual careers. Young investigators need good mentors and adequate protected time to acquire the skills necessary for leadership roles. Policy changes within health care institutions and academic organizations will be necessary to adapt to the coming decade. The Canadian Institute of Academic Medicine is committed to developing better mentoring strategies for the next generation of academic leaders and to creating formal assessments of major Canadian health issues that can be used by health care advocacy groups when talking with policy-makers.

  9. Proving the Pudding: Optimising the Structure of Academic Development

    ERIC Educational Resources Information Center

    Onsman, Andrys

    2011-01-01

    This paper questions the value of the current trend towards mandating formal teaching accreditation in higher education and argues that the "just-in-time" nature of short training programmes coupled with on-going occasional mentoring is likely to result in more productive professional development for academic teachers. Specifically, the…

  10. The Society for Academic Emergency Medicine and Association of Academic Chairs in Emergency Medicine 2009-2010 emergency medicine faculty salary and benefits survey.

    PubMed

    Watts, Susan H; Promes, Susan B; Hockberger, Robert

    2012-07-01

    he objective was to report the results of a survey conducted jointly by the Society for Academic Emergency Medicine (SAEM) and the Association of Academic Chairs in Emergency Medicine (AACEM) of faculty salaries, benefits, work hours, and department demographics for institutions sponsoring residency programs accredited by the Accreditation Council for Graduate Medical Education (ACGME) Residency Review Committee for Emergency Medicine (RRC-EM). Data represent information collected for the 2009-2010 academic year through an electronic survey developed by SAEM and AACEM and distributed by the Office for Survey Research at the University of Michigan to all emergency department (ED) chairs and chiefs at institutions sponsoring accredited residency programs. Information was collected regarding faculty salaries and benefits; clinical and nonclinical work hours; sources of department income and department expenses; and selected demographic information regarding faculty, EDs, and hospitals. Salary data were sorted by program geographic region and faculty characteristics such as training and board certification, academic rank, department title, and sex. Demographic data were analyzed with regard to numerous criteria, including ED staffing levels, patient volumes and length of stay, income sources, salary incentive components, research funding, and specific type and value of fringe benefits offered. Data were compared with previous SAEM studies and the most recent faculty salary survey conducted by the Association of American Medical Colleges (AAMC). Ninety-four of 155 programs (61%) responded, yielding salary data on 1,644 faculty, of whom 1,515 (92%) worked full-time. The mean salary for all faculty nationwide was $237,884, with the mean ranging from $232,819 to $246,853 depending on geographic region. The mean salary for first-year faculty nationwide was $204,833. Benefits had an estimated mean value of $48,915 for all faculty, with the mean ranging from $37,813 to $55

  11. Training as a Change Agent: A Constructive Evaluation.

    ERIC Educational Resources Information Center

    Belasco, James Allan

    To determine what happens as a result of a training experience and why certain effects of training show up in only some participants, a series of six two-hour seminars in handling problem employees was given to front line non-academic university supervisors. The Solomen Four Group Evaluation Design and questionnaires were used. Criteria changes…

  12. Eliminating Gender-Based Bias in Academic Medicine: More Than Naming the "Elephant in the Room".

    PubMed

    Morgan, Anna U; Chaiyachati, Krisda H; Weissman, Gary E; Liao, Joshua M

    2018-06-01

    Gender-based discrimination and bias are widespread in professional settings, including academic medicine. Overt manifestations such as sexual harassment have long been identified but attention is only more recently turning towards subtler forms of bias, including inequity in promotion and compensation. Barriers to progress vary across institutions and include lack of awareness, inadequate training, poor informational transparency, and challenging power dynamics. We propose five solutions that the academic medical community can adopt to not only name, but also address, gender-based bias as the proverbial elephant in the room: definitively identify the systemic nature of the problem, prompt those with influence and power to advance a culture of equity, broadly incorporate evidence-based explicit anti-sexist training, increase transparency of information related to professional development and compensation, and use robust research methods to study the drivers and potential solutions of gender inequity within academic medicine. While implementing these proposals is no small task, doing so is an important step in helping the academic medical community become more just.

  13. [Catalogues of Third Country Training Resources in East, Near East, and South Asia. Volumes 1 and 2.

    ERIC Educational Resources Information Center

    Agency for International Development (Dept. of State), Washington, DC. Office of International Training.

    Both of these catalogs are part of a series of four official AID publications covering both academic and non-academic training opportunities. These two in particular were developed to encourage increased use by Asians of the regional training resources designed to assist them in the economic and social development of their countries. The…

  14. Training Career Ladder AFSC 751X2. Volume III.

    DTIC Science & Technology

    1981-01-01

    courses, and supervising training personnel in conducting courses in technical and academic subjects. Because the Training specialty is a lateral...702X0 jobs). There were also several incirnbents that indicated that they ielt that the 751X2 authorizations to which th.𔄁 were assigned were not

  15. Roles and methods of performance evaluation of hospital academic leadership.

    PubMed

    Zhou, Ying; Yuan, Huikang; Li, Yang; Zhao, Xia; Yi, Lihua

    2016-01-01

    The rapidly advancing implementation of public hospital reform urgently requires the identification and classification of a pool of exceptional medical specialists, corresponding with incentives to attract and retain them, providing a nucleus of distinguished expertise to ensure public hospital preeminence. This paper examines the significance of academic leadership, from a strategic management perspective, including various tools, methods and mechanisms used in the theory and practice of performance evaluation, and employed in the selection, training and appointment of academic leaders. Objective methods of assessing leadership performance are also provided for reference.

  16. Engaging Institutional Review Boards in Developing a Brief, Community-Responsive Human Subjects Training for Community Partners

    PubMed Central

    Calzo, Jerel P.; Bogart, Laura M.; Francis, Evelyn; Kornetsky, Susan Z.; Winkler, Sabune J.; Kaberry, Julie M.

    2017-01-01

    BACKGROUND Engaging community partners as co-investigators in community-based participatory research (CBPR) requires certification in the rules, ethics, and principles governing research. Despite developments in making human research protection trainings more convenient and standardized (e.g., self-paced Internet modules), time constraints and the structure of the content (which may favor academic audiences) may hinder the training of community partners. OBJECTIVES This paper is motivated by a case example in which academic and community partners, and stakeholders of a community-based organization actively engaged the leadership of a pediatric hospital-based Institutional Review Board (IRB) in implementing a brief, community-responsive human subjects training session. METHODS A two hour, discussion-based human subjects training was developed via collaborations between the IRB and the community and academic partners. Interviews with trainees and facilitators after the training were used to evaluate its acceptability and possible future applications. CONCLUSIONS Local Institutional Review Boards have the potential to assist community partners in building sufficient knowledge of human subjects research protections to engage in specific projects, thereby expediting the progress of vital research to address community needs. We propose the need for developing truncated human subjects education materials to train and certify community partners, and creating formally organized entities within academic and medical institutions that specialize in community-based research to guide the development and implementation of alternative human subjects training certification opportunities for community partners. PMID:28230554

  17. Optimizing Equivalence-Based Instruction: Effects of Training Protocols on Equivalence Class Formation

    ERIC Educational Resources Information Center

    Fienup, Daniel M.; Wright, Nicole A.; Fields, Lanny

    2015-01-01

    Two experiments evaluated the effects of the simple-to-complex and simultaneous training protocols on the formation of academically relevant equivalence classes. The simple-to-complex protocol intersperses derived relations probes with training baseline relations. The simultaneous protocol conducts all training trials and test trials in separate…

  18. Physician performance feedback in a Canadian academic center.

    PubMed

    Garvin, Dennis; Worthington, James; McGuire, Shaun; Burgetz, Stephanie; Forster, Alan J; Patey, Andrea; Gerin-Lajoie, Caroline; Turnbull, Jeffrey; Roth, Virginia

    2017-10-02

    Purpose This paper aims at the implementation and early evaluation of a comprehensive, formative annual physician performance feedback process in a large academic health-care organization. Design/methodology/approach A mixed methods approach was used to introduce a formative feedback process to provide physicians with comprehensive feedback on performance and to support professional development. This initiative responded to organization-wide engagement surveys through which physicians identified effective performance feedback as a priority. In 2013, physicians primarily affiliated with the organization participated in a performance feedback process, and physician satisfaction and participant perceptions were explored through participant survey responses and physician leader focus groups. Training was required for physician leaders prior to conducting performance feedback discussions. Findings This process was completed by 98 per cent of eligible physicians, and 30 per cent completed an evaluation survey. While physicians endorsed the concept of a formative feedback process, process improvement opportunities were identified. Qualitative analysis revealed the following process improvement themes: simplify the tool, ensure leaders follow process, eliminate redundancies in data collection (through academic or licensing requirements) and provide objective quality metrics. Following physician leader training on performance feedback, 98 per cent of leaders who completed an evaluation questionnaire agreed or strongly agreed that the performance feedback process was useful and that training objectives were met. Originality/value This paper introduces a physician performance feedback model, leadership training approach and first-year implementation outcomes. The results of this study will be useful to health administrators and physician leaders interested in implementing physician performance feedback or improving physician engagement.

  19. Communication Consulting from Academe to the "Real World."

    ERIC Educational Resources Information Center

    Seiler, William J.; Dunning, David

    Before adding consulting, training, or other work to the usual responsibilities of teaching, academicians must make a number of decisions. These include whether to work in or outside of academe, how much time they have available, whether they can meet the physical and mental demands of consulting, how to arrange for initial contacts, and how much…

  20. Academic Odyssey: The Training of an African Sociologist.

    ERIC Educational Resources Information Center

    Woldemikael, Tekle M.

    1988-01-01

    Traces the author's experiences in a Eurocentric graduate training program relative to institutional pressures, cultural conflict, interactionism, and U.S. racism. Concludes that experiences caused an intellectual shift to viewpoint of a marginal Black sociologist who focuses upon the experiences and history of persons of African descent in the…

  1. Does Academic Apprenticeship Increase Networking Ties among Participants? A Case Study of an Energy Efficiency Training Program

    ERIC Educational Resources Information Center

    Hytönen, Kaisa; Palonen, Tuire; Lehtinen, Erno; Hakkarainen, Kai

    2014-01-01

    In order to address the requirements of future education in different fields of academic professional activity, a model called Academic Apprenticeship Education was initiated in Finland in 2009. The aim of this article is to analyse the development of expert networks in the context of a 1-year Academic Apprenticeship Education model in the field…

  2. A critical analysis of the current state of neurosurgery training in Pakistan

    PubMed Central

    Shamim, M. Shahzad; Tahir, M. Zubair; Godil, Saniya Siraj; Kumar, Rajesh; Siddiqui, Arshad Ali

    2011-01-01

    Objective: To observe interdepartmental variation in the availability of resources and academic activities within the various neurosurgery programs of Pakistan. Methods: This was a proforma-based survey of neurosurgery trainees and young neurosurgeons of Pakistan, looking at the academic infrastructure and output of their programs. The proforma was filled by 36 respondents from 11 neurosurgery centers of the country. All these centers were accredited for neurosurgery training in Pakistan. Results: Out of the 36 respondents, 30 were completing a Fellowship training (FCPS) and six were enrolled for a Master in Surgery (MS) program. About 80% of the participants used the Youman's Textbook of Neurosurgery as a reference book. Only 40% of the candidates had access to more than one indexed neurosurgery journal. Structured academic sessions (e.g., journal clubs and neuropathology meetings) were lacking in a majority of the training institutes, 95% of the trainees had no microsurgical laboratory experience, and modern neurosurgical tools (frameless neuronavigation system, neuroendoscopy) were in use at a few centers only. Conclusion: Neurosurgery training in Pakistan is not uniform and wide variations exist between the programs at the centers evaluated. We recommend exchange programs between centers at national and international levels, to allow trainees to gain first-hand exposure to training components not available in their own center. PMID:22276237

  3. A Disciplinary Perspective of Competency-Based Training on the Acquisition of Employability Skills

    ERIC Educational Resources Information Center

    Boahin, Peter; Hofman, Adriaan

    2013-01-01

    In the changing global economy, employability skills increasingly are the focus of vocational education and training institutions. This paper explores the effect of academic disciplines, students' background characteristics and industry training on the acquisition of employability skills through competency-based training. A significant…

  4. Identifying potential academic leaders

    PubMed Central

    White, David; Krueger, Paul; Meaney, Christopher; Antao, Viola; Kim, Florence; Kwong, Jeffrey C.

    2016-01-01

    Objective To identify variables associated with willingness to undertake leadership roles among academic family medicine faculty. Design Web-based survey. Bivariate and multivariable analyses (logistic regression) were used to identify variables associated with willingness to undertake leadership roles. Setting Department of Family and Community Medicine at the University of Toronto in Ontario. Participants A total of 687 faculty members. Main outcome measures Variables related to respondents’ willingness to take on various academic leadership roles. Results Of all 1029 faculty members invited to participate in the survey, 687 (66.8%) members responded. Of the respondents, 596 (86.8%) indicated their level of willingness to take on various academic leadership roles. Multivariable analysis revealed that the predictors associated with willingness to take on leadership roles were as follows: pursuit of professional development opportunities (odds ratio [OR] 3.79, 95% CI 2.29 to 6.27); currently holding at least 1 leadership role (OR 5.37, 95% CI 3.38 to 8.53); a history of leadership training (OR 1.86, 95% CI 1.25 to 2.78); the perception that mentorship is important for one’s current role (OR 2.25, 95% CI 1.40 to 3.60); and younger age (OR 0.97, 95% CI 0.95 to 0.99). Conclusion Willingness to undertake new or additional leadership roles was associated with 2 variables related to leadership experiences, 2 variables related to perceptions of mentorship and professional development, and 1 demographic variable (younger age). Interventions that support opportunities in these areas might expand the pool and strengthen the academic leadership potential of faculty members. PMID:27331226

  5. Can learning style predict student satisfaction with different instruction methods and academic achievement in medical education?

    PubMed

    Gurpinar, Erol; Alimoglu, Mustafa Kemal; Mamakli, Sumer; Aktekin, Mehmet

    2010-12-01

    The curriculum of our medical school has a hybrid structure including both traditional training (lectures) and problem-based learning (PBL) applications. The purpose of this study was to determine the learning styles of our medical students and investigate the relation of learning styles with each of satisfaction with different instruction methods and academic achievement in them. This study was carried out with the participation of 170 first-year medical students (the participation rate was 91.4%). The researchers prepared sociodemographic and satisfaction questionnaires to determine the characteristics of the participants and their satisfaction levels with traditional training and PBL. The Kolb learning styles inventory was used to explore the learning styles of the study group. The participants completed all forms at the end of the first year of medical education. Indicators of academic achievement were scores of five theoretical block exams and five PBL exams performed throughout the academic year of 2008-2009. The majority of the participants took part in the "diverging" (n = 84, 47.7%) and "assimilating" (n = 73, 41.5%) groups. Numbers of students in the "converging" and "accommodating" groups were 11 (6.3%) and 8 (4.5%), respectively. In all learning style groups, PBL satisfaction scores were significantly higher than those of traditional training. Exam scores for "PBL and traditional training" did not differ among the four learning styles. In logistic regression analysis, learning style (assimilating) predicted student satisfaction with traditional training and success in theoretical block exams. Nothing predicted PBL satisfaction and success. This is the first study conducted among medical students evaluating the relation of learning style with student satisfaction and academic achievement. More research with larger groups is needed to generalize our results. Some learning styles may relate to satisfaction with and achievement in some instruction methods.

  6. Ice particle production in mid-level stratiform mixed-phase clouds observed with collocated A-Train measurements

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Zhang, Damao; Wang, Zhien; Kollias, Pavlos

    In this study, collocated A-Train CloudSat radar and CALIPSO lidar measurements between 2006 and 2010 are analyzed to study primary ice particle production characteristics in mid-level stratiform mixed-phase clouds on a global scale. For similar clouds in terms of cloud top temperature and liquid water path, Northern Hemisphere latitude bands have layer-maximum radar reflectivity (ZL) that is ~1 to 8 dBZ larger than their counterparts in the Southern Hemisphere. The systematically larger ZL under similar cloud conditions suggests larger ice number concentrations in mid-level stratiform mixed-phase clouds over the Northern Hemisphere, which is possibly related to higher background aerosol loadings.more » Furthermore, we show that springtime northern mid- and high latitudes have ZL that is larger by up to 6 dBZ (a factor of 4 higher ice number concentration) than other seasons, which might be related to more dust events that provide effective ice nucleating particles. Our study suggests that aerosol-dependent ice number concentration parameterizations are required in climate models to improve mixed-phase cloud simulations, especially over the Northern Hemisphere.« less

  7. Ice particle production in mid-level stratiform mixed-phase clouds observed with collocated A-Train measurements

    DOE PAGES

    Zhang, Damao; Wang, Zhien; Kollias, Pavlos; ...

    2018-03-28

    In this study, collocated A-Train CloudSat radar and CALIPSO lidar measurements between 2006 and 2010 are analyzed to study primary ice particle production characteristics in mid-level stratiform mixed-phase clouds on a global scale. For similar clouds in terms of cloud top temperature and liquid water path, Northern Hemisphere latitude bands have layer-maximum radar reflectivity (ZL) that is ~1 to 8 dBZ larger than their counterparts in the Southern Hemisphere. The systematically larger ZL under similar cloud conditions suggests larger ice number concentrations in mid-level stratiform mixed-phase clouds over the Northern Hemisphere, which is possibly related to higher background aerosol loadings.more » Furthermore, we show that springtime northern mid- and high latitudes have ZL that is larger by up to 6 dBZ (a factor of 4 higher ice number concentration) than other seasons, which might be related to more dust events that provide effective ice nucleating particles. Our study suggests that aerosol-dependent ice number concentration parameterizations are required in climate models to improve mixed-phase cloud simulations, especially over the Northern Hemisphere.« less

  8. Research on particle swarm optimization algorithm based on optimal movement probability

    NASA Astrophysics Data System (ADS)

    Ma, Jianhong; Zhang, Han; He, Baofeng

    2017-01-01

    The particle swarm optimization algorithm to improve the control precision, and has great application value training neural network and fuzzy system control fields etc.The traditional particle swarm algorithm is used for the training of feed forward neural networks,the search efficiency is low, and easy to fall into local convergence.An improved particle swarm optimization algorithm is proposed based on error back propagation gradient descent. Particle swarm optimization for Solving Least Squares Problems to meme group, the particles in the fitness ranking, optimization problem of the overall consideration, the error back propagation gradient descent training BP neural network, particle to update the velocity and position according to their individual optimal and global optimization, make the particles more to the social optimal learning and less to its optimal learning, it can avoid the particles fall into local optimum, by using gradient information can accelerate the PSO local search ability, improve the multi beam particle swarm depth zero less trajectory information search efficiency, the realization of improved particle swarm optimization algorithm. Simulation results show that the algorithm in the initial stage of rapid convergence to the global optimal solution can be near to the global optimal solution and keep close to the trend, the algorithm has faster convergence speed and search performance in the same running time, it can improve the convergence speed of the algorithm, especially the later search efficiency.

  9. The Needs and Perceptions of Academics regarding Their Professional Development in an Era of Educational Transformation

    ERIC Educational Resources Information Center

    Hassan, S.

    2011-01-01

    As the wave of educational transformation sweeps across the higher education landscape, few academics have been unaffected by its impact. It has been well documented that academics are ill-prepared to cope with the challenges of educational transformation, yet training and development that would provide the appropriate support to meet the demands…

  10. Why Isn't There More High-fidelity Simulation Training in Diagnostic Radiology? Results of a Survey of Academic Radiologists.

    PubMed

    Cook, Tessa S; Hernandez, Jessica; Scanlon, Mary; Langlotz, Curtis; Li, Chun-Der L

    2016-07-01

    Despite its increasing use in training other medical specialties, high-fidelity simulation to prepare diagnostic radiology residents for call remains an underused educational resource. To attempt to characterize the barriers toward adoption of this technology, we conducted a survey of academic radiologists and radiology trainees. An Institutional Review Board-approved survey was distributed to the Association of University Radiologists members via e-mail. Survey results were collected electronically, tabulated, and analyzed. A total of 68 survey responses representing 51 programs were received from program directors, department chairs, chief residents, and program administrators. The most common form of educational activity for resident call preparation was lectures. Faculty supervised "baby call" was also widely reported. Actual simulated call environments were quite rare with only three programs reporting this type of educational activity. Barriers to the use of simulation include lack of faculty time, lack of faculty expertise, and lack of perceived need. High-fidelity simulation can be used to mimic the high-stress, high-stakes independent call environment that the typical radiology resident encounters during the second year of training, and can provide objective data for program directors to assess the Accreditation Council of Graduate Medical Education milestones. We predict that this technology will begin to supplement traditional diagnostic radiology teaching methods and to improve patient care and safety in the next decade. Published by Elsevier Inc.

  11. Decreases in Maximal Oxygen Uptake Among Army Reserve Officers’ Training Corps Cadets Following Three Months Without Mandatory Physical Training

    PubMed Central

    LIGUORI, GARY; KREBSBACH, KASSIE; SCHUNA, JOHN

    2012-01-01

    During the academic year, Army ROTC cadets are required to participate in mandatory physical training; however, during summer months training is not required. The purpose of this study was to determine if there is a change in cadet VO2max after the summer when training is not mandatory. Participants completed a graded exercise treadmill test to determine their VO2max in late spring of 2010 and again in early fall of 2010. Results indicated that over a three-month break from mandatory physical training, a significant decrease in VO2max was seen for both genders in ROTC cadets. PMID:27182392

  12. X-train: teaching professionals remotely.

    PubMed

    Santerre, Charles R

    2005-05-01

    Increased popularity of the Internet, along with the development of new software applications have dramatically improved our ability to create and deliver online continuing education trainings to professionals in the areas of nutrition and food safety. In addition, these technological advances permit effective and affordable measurement of training outcomes, i.e., changes in knowledge, attitude, and behavior, that result from these educational efforts. Impact assessment of engagement programs is becoming increasing important for demonstrating the value of training activities to stakeholders. A novel software program, called X-Train, takes advantage of technological advances (databases, computer graphics, Web-based interfaces, and network speed) for delivering high-quality trainings to teachers and health care professionals. X-Train automatically collects outcome data, and generates and sends certificates of completion and communicates with participants through electronic messages. X-Train can be used as a collaborative tool whereby experts from various academic institutions are brought together to develop Web-based trainings. Finally, X-Train uses a unique approach that encourages cooperative extension specialists and educators to promote these educational opportunities within their state or county.

  13. Culturally Relevant Human Subjects Protection Training: A Case Study in Community-Engaged Research in the United States.

    PubMed

    Kue, Jennifer; Szalacha, Laura A; Happ, Mary Beth; Crisp, Abigail L; Menon, Usha

    2018-02-01

    Non-academic members of research teams, such as community members, can perceive traditional human subjects protection training as lacking in cultural relevance. We present a case exemplar of the development of a human subjects protection training for research staff with limited English proficiency and/or no or limited research experience. Seven modules were adapted for language, cultural examples, etc., from the standard Collaborative Institutional Training Initiative (CITI) human subjects protection training. Non-academic research staff completed a day-long training in human subjects protection (six modules) and our research protocol (one module). We assessed comprehension of content with PowerPoint slides and module quizzes. All participants successfully passed each module quiz with ≥ 80% correct. Questions answered incorrectly were discussed before proceeding to the next module. To meet the increasing demand for collaborative community-engaged research with underserved minority populations, human subjects protection training protocols can be adapted successfully to reflect real-world situations and provide culturally relevant materials to help non-academic research staff better understand the importance and necessity of research ethics.

  14. Factors Influencing American Plastic Surgery Residents Toward an Academic Career.

    PubMed

    Chetta, Matthew D; Sugg, Kristoffer B; Diaz-Garcia, Rafael J; Kasten, Steven J

    2018-02-01

    Plastic surgery residency program directors have an interest in recruiting applicants who show an interest in an academic practice. Medical school achievements (ie, United States Medical Licensing Examination® scores, publications, and Alpha Omega Alpha status) are metrics assessed to grade applicants but may not correlate with ultimately choosing an academic career. This study was designed to investigate factors influencing residents' choices for or against academic careers. A 25-item online questionnaire was designed to measure baseline interest in academic plastic surgery and factors that influence decisions to continue on or abandon that career path. This questionnaire was disseminated to the integrated/combined plastic surgery residents during the 2013 to 2014 academic year. One hundred twenty-five respondents indicated that they were currently interested in pursuing academic practice (n = 78) or had lost interest in academic practice (n = 47). Among all respondents, 92.8% (n = 116) stated they were interested in academic careers at the time of residency application, but one-third (n = 41) subsequently lost interest. Those residents who retained interest in academic careers indicated resident/medical student educational opportunities (57%) and complexity of patients (52%) as reasons. Those who lost interest cited a lack of autonomy (43%), publishing requirements (32%), and income discrepancy (26%) as reasons. Many residents report losing interest in academics during residency. Traditional metrics valued in the recruitment process may not serve as positive predictors of an academic career path. Reasons why residents lose interest are not easily correctable, but mentorship, adequate career counseling, and research opportunities during training remain factors that can be addressed across all residency programs.

  15. Guiding College Students to Develop Academic Self-Regulatory Skills

    ERIC Educational Resources Information Center

    Chen, Pin-Hwa

    2011-01-01

    This study aimed to explore the efficaciousness of a guiding model for Taiwanese college students employed to develop their academic self-regulatory skills. Twenty-eight undergraduates in a university in southern Taiwan were recruited as participants. The participants received training on the proposed guiding model and were asked to take their own…

  16. Technology-enabled academic detailing: computer-mediated education between pharmacists and physicians for evidence-based prescribing.

    PubMed

    Ho, Kendall; Nguyen, Anne; Jarvis-Selinger, Sandra; Novak Lauscher, Helen; Cressman, Céline; Zibrik, Lindsay

    2013-09-01

    Academic detailing (AD) is the practice of specially trained pharmacists with detailed medication knowledge meeting with physicians to share best practices of prescribing. AD has demonstrated efficacy in positively influencing physicians' prescribing behavior. Nevertheless, a key challenge has been that physicians in rural and remote locations, or physicians who are time challenged, have limited ability to participate in face-to-face meetings with academic detailers, as these specially trained academic detailers are primarily urban-based and limited in numbers. To determine the feasibility of using information technologies to facilitate communication between academic detailers and physicians (known as Technology-Enabled Academic Detailing or TEAD) through a comparison to traditional face-to-face academic detailing (AD). Specifically, TEAD is compared to AD in terms of the ability to aid physicians in acquiring evidence-informed prescribing information on diabetes-related medications, measured in terms of time efficiency, satisfaction of both physicians and pharmacists, and quality of knowledge exchange. General Practitioner Physicians (n=105) and pharmacists (n=12) were recruited from across British Columbia. Pharmacists were trained to be academic detailers on diabetes medication usage. Physicians were assigned to one of four intervention groups to receive four academic detailing sessions from trained pharmacists. Intervention groups included: (1) AD only, (2) TEAD only, (3) TEAD crossed over to AD at midpoint, and (4) AD crossed over to TEAD at midpoint. Evaluation included physician-completed surveys before and after each session, pharmacist logs after each detailing session, interviews and focus groups with physicians and pharmacists at study completion, as well as a technical support log to record all phone calls and emails from physicians and pharmacists regarding any technical challenges during the TEAD sessions, or usage of the web portal. Because

  17. Early Mentoring of Medical Students and Junior Doctors on a Path to Academic Cardiothoracic Surgery.

    PubMed

    Fricke, Tyson A; Lee, Melissa G Y; Brink, Johann; d'Udekem, Yves; Brizard, Christian P; Konstantinov, Igor E

    2018-01-01

    In 2005 the Department of Cardiothoracic Surgery at The Royal Children's Hospital started an early academic mentoring program for medical students and junior doctors with the aim of fostering an interest in academic surgery. Between 2005 and 2015, 37 medical students and junior doctors participated in research in the Department of Cardiothoracic Surgery at The Royal Children's Hospital. Each was given an initial project on which to obtain ethics approval, perform a literature review, data collection, statistical analysis, and prepare a manuscript for publication. A search of the names of these former students and doctors was conducted on PubMed to identify publications. A total of 113 journal articles were published in peer-reviewed journals with an average impact factor of 4.1 (range, 1.1 to 19.9). Thirty (30 of 37, 81%) published at least one article. A mean of 4.3 journal articles was published per student or junior doctor (range, 0 to 29). Eleven (11 of 37, 30%) received scholarships for their research. Nine (9 of 37, 24%) have completed or are enrolled in higher research degrees with a cardiothoracic surgery focus. Of these 9, 2 have completed doctoral degrees while in cardiothoracic surgery training. Five will complete their cardiothoracic surgery training with a doctoral degree and the other 2 are pursuing training in cardiology. A successful early academic mentoring program in a busy cardiothoracic surgery unit is feasible. Mentoring of motivated individuals in academic surgery benefits not only their medical career, but also helps maintain high academic output of the unit. Copyright © 2018 The Society of Thoracic Surgeons. Published by Elsevier Inc. All rights reserved.

  18. Academic Entitlement and Academic Performance in Graduating Pharmacy Students

    PubMed Central

    Barclay, Sean M.; Stolte, Scott K.

    2014-01-01

    Objectives. To determine a measurable definition of academic entitlement, measure academic entitlement in graduating doctor of pharmacy (PharmD) students, and compare the academic performance between students identified as more or less academically entitled. Methods. Graduating students at a private health sciences institution were asked to complete an electronic survey instrument that included demographic data, academic performance, and 2 validated academic entitlement instruments. Results. One hundred forty-one of 243 students completed the survey instrument. Fourteen (10%) students scored greater than the median total points possible on 1 or both of the academic entitlement instruments and were categorized as more academically entitled. Less academically entitled students required fewer reassessments and less remediation than more academically entitled students. The highest scoring academic entitlement items related to student perception of what professors should do for them. Conclusion. Graduating pharmacy students with lower levels of academic entitlement were more academically successful than more academically entitled students. Moving from an expert opinion approach to evidence-based decision-making in the area of academic entitlement will allow pharmacy educators to identify interventions that will decrease academic entitlement and increase academic success in pharmacy students. PMID:25147388

  19. Do Plastic Surgery Programs with Integrated Residencies or Subspecialty Fellowships Have Increased Academic Productivity?

    PubMed Central

    Duquette, Stephen P.; Valsangkar, Nakul P.; Sood, Rajiv; Socas, Juan; Zimmers, Teresa A.

    2016-01-01

    Background: The aim of this study was to evaluate the effect of different surgical training pathways on the academic performance of plastic surgical divisions. Methods: Eighty-two academic parameters for 338 plastic surgeons (PS), 1737 general surgeons (GS), and 1689 specialist surgeons (SS) from the top 55 National Institutes of Health (NIH)-funded academic departments of surgery were examined using data gathered from websites, SCOPUS, and NIH Research Portfolio Online Reporting Tools. Results: The median size of a PS division was 7 faculty members. PS faculty had lower median publications (P)/citations (C) (ie, P/C) than GS and SS (PS: 25/328, GS: 35/607, and SS: 40/713, P < 0.05). Publication and citation differences were observed at all ranks: assistant professor (PS: 11/101, GS: 13/169, and SS: 19/249), associate professor (PS: 33/342, GS: 40/691, and SS: 44/780), and professor (PS: 57/968, GS: 97/2451, and SS: 101/2376). PS had a lower percentage of faculty with current/former NIH funding (PS: 13.5%, GS: 22.8%, and SS: 25.1%, P < 0.05). Academic productivity for PS faculty was improved in integrated programs. P/C for PS faculty from divisions with traditional 3-year fellowships was 19/153, integrated 6-year residency was 25/329, and both traditional and 6-year programs were 27/344, P < 0.05. Craniofacial and hand fellowships increased productivity within the integrated residency programs. P/C for programs with a craniofacial fellowship were 32/364 and for those that additionally had a hand fellowship were 45/536. PS faculty at divisions with integrated training programs also had a higher frequency of NIH funding. Conclusions: PS divisions vary in degree of academic productivity. Dramatically improved scholarly output is observed with integrated residency training programs and advanced specialty fellowships. PMID:27014543

  20. Will working memory training generalize to improve off-task behavior in children with attention-deficit/hyperactivity disorder?

    PubMed

    Green, Chloe T; Long, Debra L; Green, David; Iosif, Ana-Maria; Dixon, J Faye; Miller, Meghan R; Fassbender, Catherine; Schweitzer, Julie B

    2012-07-01

    Computerized working memory and executive function training programs designed to target specific impairments in executive functioning are becoming increasingly available, yet how well these programs generalize to improve functional deficits in disorders, such as attention-deficit/hyperactivity disorder (ADHD), beyond the training context is not well-established. The aim of this study was to examine the extent to which working memory (WM) training in children with ADHD would diminish a core dysfunctional behavior associated with the disorder, "off-task" behavior during academic task performance. The effect of computerized WM training (adaptive) was compared to a placebo condition (nonadaptive) in a randomized, double-blind, placebo-controlled design in 26 children (18 males; age, 7 to 14 years old) diagnosed with ADHD. Participants completed the training in approximately 25 sessions. The Restricted Academic Situations Task (RAST) observational system was used to assess aspects of off-task behavior during the completion of an academic task. Traditional measures of ADHD symptoms (Conners' Parent Rating Scale) and WM ability (standardized WM tests) were also collected. WM training led to significant reductions in off-task ADHD-associated behavior on the RAST system and improvement on WM tests. There were no significant differences between groups in improvement on parent rating scales. Findings lend insight into the generalizability of the effects of WM training and the relation between deficits in WM and off-task behavioral components of ADHD. These preliminary data suggest WM training may provide a mechanism for indirectly altering academic performance in children with ADHD.

  1. Bell theorem without inequalities for two spinless particles

    NASA Astrophysics Data System (ADS)

    Bernstein, Herbert J.; Greenberger, Daniel M.; Horne, Michael A.; Zeilinger, Anton

    1993-01-01

    We use the Greenberger-Horne-Zeilinger [in Bell's Theorem, Quantum Theory,and Conceptions of the Universe, edited by M. Kafatos (Kluwer Academic, Dordrecht, 1989)] approach to present three demonstrations of the failure of Einstein-Podolsky-Rosen (EPR) [Phys. Rev. 47, 777 (1935)] local realism for the case of two spinless particles in a two-particle interferometer. The original EPR assumptions of locality and reality do not suffice for this. First, we use the EPR assumptions of locality and reality to establish that in a two-particle interferometer, the path taken by each particle is an element of reality. Second, we supplement the EPR premises by the postulate that when the path taken by a particle is an element of reality, all paths not taken are empty. We emphasize that our approach is not applicable to a single-particle interferometer because there the path taken by the particle cannot be established as an element of reality. We point out that there are real conceptual differences between single-particle, two-particle, and multiparticle interferometry.

  2. Improving identification and management of partner violence: examining the process of academic detailing: a qualitative study

    PubMed Central

    2011-01-01

    Background Many physicians do not routinely inquire about intimate partner violence. Purpose This qualitative study explores the process of academic detailing as an intervention to change physician behavior with regard to intimate partner violence (IPV) identification and documentation. Method A non-physician academic detailer provided a seven-session modular curriculum over a two-and-a-half month period. The detailer noted written details of each training session. Audiotapes of training sessions and semi-structured exit interviews with each physician were recorded and transcribed. Transcriptions were qualitatively and thematically coded and analyzed using Atlas ti®. Results All three study physicians reported increased clarity with regard to the scope of their responsibility to their patients experiencing IPV. They also reported increased levels of comfort in the effective identification and appropriate documentation of IPV and the provision of ongoing support to the patient, including referrals to specialized community services. Conclusion Academic detailing, if presented by a supportive and knowledgeable academic detailer, shows promise to improve physician attitudes and practices with regards to patients in violent relationships. PMID:21679450

  3. Academic food-supply veterinarians: future demand and likely shortages.

    PubMed

    Bruce Prince, J; Andrus, David M; Gwinner, Kevin

    2006-01-01

    The future demand for and potential shortages of food-supply veterinarians have been the subject of much concern. Using the Delphi forecasting method in a three-phase Web-based survey process, a panel of experts identified the trends and issues shaping the demand for and supply of academic food-animal veterinarians, then forecasted the likely future demand and shortages of food-supply veterinarians employed in academic institutions in the United States and Canada through 2016. The results indicate that there will be increasing future demand and persistent shortages of academic food-supply veterinarians unless current trends are countered with targeted, strategic action. The Delphi panel also evaluated the effectiveness of several strategies for reversing current trends and increasing the number of food-supply veterinarians entering into academic careers. Academic food-supply veterinarians are a key link in the system that produces food-supply veterinarians for all sectors (private practice, government service, etc.); shortages in the academic sector will amplify shortages wherever food-supply veterinarians are needed. Even fairly small shortages have significant public-health, food-safety, animal-welfare, and bio-security implications. Recent events demonstrate that in an increasingly interconnected global economic food supply system, national economies and public health are at risk unless an adequate supply of appropriately trained food-supply veterinarians is available to counter a wide variety of threats ranging from animal and zoonotic diseases to bioterrorism.

  4. [Current status of urological training in Latin America.

    PubMed

    Angulo, Javier C; Figueroa, Carlos; Gómez, Reynaldo; Martins, Francisco; Corrales, Juan Guillermo; Secin, Fernando; López-Secchi, Gerardo; León, Antonio; Torrico, Marcelo; Reis, Leonardo O; Plata, Mauricio; Sotomayor, Mariano; Gutiérrez-Aceves, Jorge

    2018-01-01

    Achieving residents' medical training of quality is a constant concern in the Confederación Americana de Urología (CAU), the third Urological Society worldwide. We aim to analyze the diversity of state training programs, with the intention to identify opportunities for global improvement within them and also to analyse the professional reality in different countries. Data from 2nd and 3rd Foro Educativo CAU regarding postgraduate training and labour implications are reviewed. This information is complemented by the opinion of representatives involved with the academic training in Confederación Americana de Urología, who have analyzed the reality and current status of the urological training through a 10-question survey that describes different aspects of residency program in the countries confederated in CAU. A total of 3,000 graduate doctors train as residents in Urology at the CAU environment. Each year 670 residents begin their training program in Latin America, Spain and Portugal, a territory that serves nearly 650 million people, with an active professional force of around 16.800 professionals. Detailed data on training, employment and supporting reality in the countries that comprise the CAU are presented. We also discuss the proportion of residents who carry out research and doctorate during the residency program. Finally, we examine the proportion of professionals who receive specific training at the end of their residence, the relative importance of this training and what are the most popular environments to carry it out. Current postgraduate training in CAU environment is heterogeneous in their programs, as well as in the modes of accreditation and recertification. Academic activities do not seem to be properly valued. However, specific training offers better expectations of professional development.

  5. Dedicated training in adult education among otolaryngology faculty.

    PubMed

    McMains, Kevin C; Peel, Jennifer

    2014-12-01

    Most faculty members undergo ad hoc training in education. This survey was developed to assess the prevalence and type of dedicated training in education received by academic otolaryngology-head and neck surgery (OTO-HNS) faculty in the United States. Survey. An 11-item survey was developed to assess the prevalence of dedicated instruction in education theory and practice, the types of instruction received, and the barriers to receiving instruction. The survey was sent to all OTO-HNS program directors for distribution among their respective faculty. A total of 216 responses were received. Seventy respondents (32.7%) serve as program director, associate program director, or assistant program director in their respective programs. Forty-six respondents (21.8%) had received dedicated training in education. Of the respondents who described the type of education training received, 48.7% participated in didactics/seminar, 35.9% in degree/certificate programs, 10.3% in multimodality training, and 5.1% online training. Among the barriers encountered to participation in instruction in education, time/productivity pressures was the most commonly cited reason (60.2%), followed by not knowing about the opportunity to receive training (36.4%), lack of departmental support (26.2%), lack of available training (22.3%), and the perception that such training would not be useful (7.8%). Presently, only a minority of surveyed academic otolaryngologists in the United States have received any dedicated instruction in the theory and practice of education. Personal, departmental, and institutional barriers exist in many practice environments that hinder otolaryngology faculty from participating in education training. N/A. © 2014 The American Laryngological, Rhinological and Otological Society, Inc.

  6. Faculty Mentoring Practices in Academic Emergency Medicine.

    PubMed

    Welch, Julie; Sawtelle, Stacy; Cheng, David; Perkins, Tony; Ownbey, Misha; MacNeill, Emily; Hockberger, Robert; Rusyniak, Daniel

    2017-03-01

    Mentoring is considered a fundamental component of career success and satisfaction in academic medicine. However, there is no national standard for faculty mentoring in academic emergency medicine (EM) and a paucity of literature on the subject. The objective was to conduct a descriptive study of faculty mentoring programs and practices in academic departments of EM. An electronic survey instrument was sent to 135 department chairs of EM in the United States. The survey queried faculty demographics, mentoring practices, structure, training, expectations, and outcome measures. Chi-square and Wilcoxon rank-sum tests were used to compare metrics of mentoring effectiveness (i.e., number of publications and National Institutes of Health [NIH] funding) across mentoring variables of interest. Thirty-nine of 135 departments completed the survey, with a heterogeneous mix of faculty classifications. While only 43.6% of departments had formal mentoring programs, many augmented faculty mentoring with project or skills-based mentoring (66.7%), peer mentoring (53.8%), and mentoring committees (18%). Although the majority of departments expected faculty to participate in mentoring relationships, only half offered some form of mentoring training. The mean number of faculty publications per department per year was 52.8, and 11 departments fell within the top 35 NIH-funded EM departments. There was an association between higher levels of perceived mentoring success and both higher NIH funding (p = 0.022) and higher departmental publications rates (p = 0.022). In addition, higher NIH funding was associated with mentoring relationships that were assigned (80%), self-identified (20%), or mixed (22%; p = 0.026). Our findings help to characterize the variability of faculty mentoring in EM, identify opportunities for improvement, and underscore the need to learn from other successful mentoring programs. This study can serve as a basis to share mentoring practices and stimulate

  7. Wyoming Institute on Foreign TA Training. Working Papers, Volume I.

    ERIC Educational Resources Information Center

    Constantinides, Janet C., Ed.

    This document presents 11 papers that consider the problems and opportunities relating to the design and implementation of training programs for foreign teaching assistants (FTAs): "Academic Sub-cultures within U.S. Higher Education: Implications for FTA Training of Differences in Teaching Styles and Methods" (Patricia Byrd); "Cross-cultural…

  8. A Survey of Safety Training in Rehabilitation Counselor Education Programs

    ERIC Educational Resources Information Center

    Davis, Alan H.; Schultz, Jared C.; Anderson, Christine A.; Bartley, Lindsie

    2009-01-01

    Although rehabilitation counselors face increasing risk to safety including threats, acts of violence, and other workplace hazards, academic training has generally struggled to keep up with the developing need for training in this area. Data from a questionnaire adapted for rehabilitation education from prior studies in counselor education and…

  9. States Seek High School Pathways Weaving Academic, Career Options

    ERIC Educational Resources Information Center

    Sawchuk, Stephen

    2013-01-01

    Every student at Wheeling High School takes a full academic courseload. Many of the graduates of this 2,000-student school in Wheeling, Illinois, however, also emerge with significant experience in a career field. Those interested in health careers, for example, can work with student-athletes in the school's athletic training facility, earn a…

  10. Designing Academic Audit: Lessons Learned in Europe and Asia.

    ERIC Educational Resources Information Center

    Dill, David D.

    2000-01-01

    Reviews lessons learned from early experiments with academic audits in the United Kingdom, Sweden, New Zealand, and Hong Kong in areas such as: focus of audits, selection and training of audit teams, nature of audit self-studies, conduct of audit visits, audit reports, and audit follow-up and enhancement activities. Suggests guidelines for design…

  11. Racial and ethnic minority medical students' perceptions of and interest in careers in academic medicine.

    PubMed

    Sánchez, J P; Peters, Lutheria; Lee-Rey, Elizabeth; Strelnick, Hal; Garrison, Gwen; Zhang, Kehua; Spencer, Dennis; Ortega, Gezzer; Yehia, Baligh; Berlin, Anne; Castillo-Page, Laura

    2013-09-01

    To describe diverse medical students' perceptions of and interest in careers in academic medicine. In 2010, the authors invited students attending three national medical student conferences to respond to a survey and participate in six focus groups. The authors identified trends in data through bivariate analyses of the quantitative dataset and using a grounded theory approach in their analysis of focus group transcripts. The 601 survey respondents represented 103 U.S. medical schools. The majority (72%) were in their first or second year; 34% were black and 17% were Hispanic. Many respondents (64%) expressed interest in careers in academic medicine; teaching and research were viewed as positive influences on that interest. However, black and Hispanic respondents felt they would have a harder time succeeding in academia. The 73 focus group participants (25% black, 29% Hispanic) described individual- and institutional-level challenges to academic medicine careers and offered recommendations. They desired deliberate and coordinated exposure to academic career paths, research training, clarification of the promotion process, mentorship, protected time for faculty to provide teaching and research training, and an enhanced infrastructure to support diversity and inclusion. Medical students expressed an early interest in academic medicine but lacked clarity about the career path. Black and Hispanic students' perceptions of having greater difficulty succeeding in academia may be an obstacle to engaging them in the prospective pool of academicians. Strategic and dedicated institutional resources are needed to encourage racial and ethnic minority medical students to explore careers in academic medicine.

  12. Self-esteem among German nurses: does academic education make a difference?

    PubMed

    Van Eckert, S; Gaidys, U; Martin, C R

    2012-12-01

    Self-esteem is not typically associated with the nursing profession. However, the concept is indispensible for job satisfaction and good-quality patient care. Many healthcare systems are confronted with declining numbers of qualified nurses, and desperately seek suitable strategies to recruit and retain sufficient trainees and junior staff. This investigation examined self-esteem in 212 German nurses using the Rosenberg Self-Esteem Scale. Nurses with an academic degree displayed a statistically significant higher level of self-esteem than nurses without academic education (P < 0.01). The type of professional training may therefore have a direct effect on the self-esteem, thus offering a myriad of potential benefits to both nurses and patients. Self-esteem is a quality relevant to this profession and, as such, the findings of research in this area should be reflected in the design of nurse training curricula. © 2012 Blackwell Publishing.

  13. Peer Observation of Teaching: Enhancing Academic Engagement for New Participants

    ERIC Educational Resources Information Center

    Carroll, Conor; O'Loughlin, Deirdre

    2014-01-01

    This research aims to uncover key motivations, barriers and outcomes associated with first-time users of peer observation of teaching within an Irish higher level academic context. Following preliminary research, a peer observation process was piloted on five self-selected peer observation faculty pairs involving peer observation training and…

  14. Adaptive working-memory training benefits reading, but not mathematics in middle childhood.

    PubMed

    Karbach, Julia; Strobach, Tilo; Schubert, Torsten

    2015-01-01

    Working memory (WM) capacity is highly correlated with general cognitive ability and has proven to be an excellent predictor for academic success. Given that WM can be improved by training, our aim was to test whether WM training benefited academic abilities in elementary-school children. We examined 28 participants (mean age = 8.3 years, SD = 0.4) in a pretest-training-posttest-follow-up design. Over 14 training sessions, children either performed adaptive WM training (training group, n = 14) or nonadaptive low-level training (active control group, n = 14) on the same tasks. Pretest, posttest, and follow-up at 3 months after posttest included a neurocognitive test battery (WM, task switching, inhibition) and standardized tests for math and reading abilities. Adaptive WM training resulted in larger training gains than nonadaptive low-level training. The benefits induced by the adaptive training transferred to an untrained WM task and a standardized test for reading ability, but not to task switching, inhibition, or performance on a standardized math test. Transfer to the untrained WM task was maintained over 3 months. The analysis of individual differences revealed compensatory effects with larger gains in children with lower WM and reading scores at pretest. These training and transfer effects are discussed against the background of cognitive processing resulting from WM span training and the nature of the intervention.

  15. Precision Radiology Residency Training: Special Distinction Tracks for Noninterpretative Professional Development.

    PubMed

    Snyder, Elizabeth; Solnes, Lilja; Horton, Karen M; Johnson, Pamela T

    2018-06-01

    The role of a radiologist has expanded beyond the tripartite mission of patient care, education, and research to include cross-specialty consultation for patient management, innovative solutions to improve health-care quality and safety, device design, and policy advocacy. As such, radiology residency programs should incorporate formalized training to prepare residents for these various professional roles. Since the 2015-2016 academic year, five training tracks focused on noninterpretative skills have been integrated into our residency training program: Clinician Educator, Quality Improvement, Entrepreneurship/Innovation, Health Policy Advocacy, and High-Value Care. Each track is longitudinal, with a set of requirements throughout the residents' training necessary to achieve certification at graduation. To date nine residents have participated in the programs, including two who received distinction in two separate tracks. Residents in each of the tracks have implemented successful initiatives related to the focus area. As such, these tracks enrich training by ensuring that residents make meaningful contributions to the department and institution during their training and disseminate successful initiatives through presentation at national meetings and publications. The duration of a radiology residency and resources available in an academic center provide opportunities for residency program directors to advance residents' skills in important noninterpretative components of radiology practice. Regardless of whether residents pursue academic medicine or private practice, these skills are necessary for graduates to become valuable members of a radiology practice and serve as national leaders in the field of radiology. Copyright © 2018 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.

  16. ``I Have Been Given the Power to Teach. The Children Understand Me Very Well.'' The Social and Academic Impact of Deaf Teacher Training in Kenya

    NASA Astrophysics Data System (ADS)

    Johnstone, Christopher; Corce, Heidi

    2010-02-01

    Kenya has 41 Deaf schools that serve children from Class 1 through secondary school. These schools are all characterised by the fact that they have very few teachers who are fluent in Kenyan sign language. In order to meet the needs of schools and to provide employment opportunities for Deaf Kenyan adults, a small non-governmental organisation identified Deaf secondary school students for training. They received two years of teacher training free of charge. Most have since been awarded teaching contracts by the Kenyan Teacher Service Commission or local school boards. This article reports on results from a preliminary study of the social and academic impacts of this innovation. Results indicate that Deaf teachers are inspirational in the classroom, represent a significant resource for their school communities and are preferred by Deaf students. A follow-up study on the relative learning gains of Deaf students when taught by Deaf teachers is planned once relevant data are available.

  17. Physician training in aerospace medicine--an historical review in the United States.

    PubMed

    Doarn, Charles R; Mohler, Stanley R

    2013-02-01

    The training of U.S. physicians in aviation medicine closely followed the development of reliable airplanes. This training has matured as aviation and space travel have become more routine over the past several decades. In the U.S., this training began in support of military pilots who were flying increasingly complex aircraft in the early part of the 20th century. As individuals reached into the stratosphere, low Earth orbit, and eventually to the Moon, physicians were trained not only through military efforts but in academic settings as well. This paper provides an historical summary of how physician training in aerospace medicine developed in the U.S., citing both the development of the military activities and, more importantly, the perspectives of the academic programs. This history is important as we move forward in the development of commercial space travel and the needs that such a business model will be required to meet.

  18. Academic Productivity in Psychiatry: Benchmarks for the H-Index.

    PubMed

    MacMaster, Frank P; Swansburg, Rose; Rittenbach, Katherine

    2017-08-01

    Bibliometrics play an increasingly critical role in the assessment of faculty for promotion and merit increases. Bibliometrics is the statistical analysis of publications, aimed at evaluating their impact. The objective of this study is to describe h-index and citation benchmarks in academic psychiatry. Faculty lists were acquired from online resources for all academic departments of psychiatry listed as having residency training programs in Canada (as of June 2016). Potential authors were then searched on Web of Science (Thomson Reuters) for their corresponding h-index and total number of citations. The sample included 1683 faculty members in academic psychiatry departments. Restricted to those with a rank of assistant, associate, or full professor resulted in 1601 faculty members (assistant = 911, associate = 387, full = 303). h-index and total citations differed significantly by academic rank. Both were highest in the full professor rank, followed by associate, then assistant. The range in each, however, was large. This study provides the initial benchmarks for the h-index and total citations in academic psychiatry. Regardless of any controversies or criticisms of bibliometrics, they are increasingly influencing promotion, merit increases, and grant support. As such, benchmarking by specialties is needed in order to provide needed context.

  19. Academic freedom and academic-industry relationships in biotechnology.

    PubMed

    Streiffer, Robert

    2006-06-01

    Commercial academic-industry relationships (AIRs) are widespread in biotechnology and have resulted in a wide array of restrictions on academic research. Objections to such restrictions have centered on the charge that they violate academic freedom. I argue that these objections are almost invariably unsuccessful. On a consequentialist understanding of the value of academic freedom, they rely on unfounded empirical claims about the overall effects that AIRs have on academic research. And on a rights-based understanding of the value of academic freedom, they rely on excessively lavish assumptions about the kinds of activities that academic freedom protects.

  20. The Effect of Visual Variability on the Learning of Academic Concepts.

    PubMed

    Bourgoyne, Ashley; Alt, Mary

    2017-06-10

    The purpose of this study was to identify effects of variability of visual input on development of conceptual representations of academic concepts for college-age students with normal language (NL) and those with language-learning disabilities (LLD). Students with NL (n = 11) and LLD (n = 11) participated in a computer-based training for introductory biology course concepts. Participants were trained on half the concepts under a low-variability condition and half under a high-variability condition. Participants completed a posttest in which they were asked to identify and rate the accuracy of novel and trained visual representations of the concepts. We performed separate repeated measures analyses of variance to examine the accuracy of identification and ratings. Participants were equally accurate on trained and novel items in the high-variability condition, but were less accurate on novel items only in the low-variability condition. The LLD group showed the same pattern as the NL group; they were just less accurate. Results indicated that high-variability visual input may facilitate the acquisition of academic concepts in college students with NL and LLD. High-variability visual input may be especially beneficial for generalization to novel representations of concepts. Implicit learning methods may be harnessed by college courses to provide students with basic conceptual knowledge when they are entering courses or beginning new units.

  1. Fellowship training: a qualitative study of scope and purpose across one department of medicine.

    PubMed

    Karpinski, Jolanta; Ajjawi, Rola; Moreau, Katherine

    2017-11-21

    Fellowship training follows certification in a primary specialty or subspecialty and focusses on distinct and advanced clinical and/or academic skills. This phase of medical education is growing in prevalence, but has been an "invisible phase of postgraduate training" lacking standards for education and accreditation, as well as funding. We aimed to explore fellowship programs and examine the reasons to host and participate in fellowship training, seeking to inform the future development of fellowship education. During the 2013-14 academic year, we conducted interviews and focus groups to examine the current status of fellowship training from the perspectives of division heads, fellowship directors and current fellows at the Department of Medicine, University of Ottawa, Canada. Descriptive statistics were used to depict the prevailing status of fellowship training. A process of data reduction, data analysis and conclusions/verifications was performed to analyse the quantitative data. We interviewed 16 division heads (94%), 15 fellowship directors (63%) and 8 fellows (21%). We identified three distinct types of fellowships. Individualized fellowships focus on the career goals of the trainee and/or the recruitment goals of the division. Clinical fellowships focus on the attainment of clinical expertise over and above the competencies of residency. Research fellowships focus on research productivity. Participants identified a variety of reasons to offer fellowships: improve academic productivity; improve clinical productivity; share/develop enhanced clinical expertise; recruit future faculty members/attain an academic position; enhance the reputation of the division/department/trainee; and enhance the scholarly environment. Fellowships serve a variety of purposes which benefit both individual trainees as well as the academic enterprise. Fellowships can be categorized within a distinct taxonomy: individualized; clinical; and research. Each type of fellowship may serve

  2. The Academic Degree as a Distorting Mirror of Russian Science

    ERIC Educational Resources Information Center

    Porus, V. N.

    2014-01-01

    The process of obtaining academic degrees in Russia has gone through serious distortions, and this has damaged Russian science. Existing administrative measures taken to correct the situation have been ineffective, and a radical transformation of the entire system of the training of scientific and scientific pedagogical cadres is required. [This…

  3. Argument, Ideology, and Databases: On the Corporatization of Academic Debate.

    ERIC Educational Resources Information Center

    Tucker, Robert E.

    1995-01-01

    Argues that a deleterious effect of increased use of online databases in academic debate is the change in the nature of information available to debaters and corresponding changes in ideological assumptions in argumentation. Examines the link between debate training and argumentative proficiency in a democracy. Foresees the likely consequences of…

  4. Training and career development in clinical and translational science: an opportunity for rehabilitation scientists.

    PubMed

    Kelly, Thomas H; Mattacola, Carl G

    2010-11-01

    The National Institutes of Health's Clinical and Translational Science Award initiative is designed to establish and promote academic centers of clinical and translational science (CTS) that are empowered to train and advance multi- and interdisciplinary investigators and research teams to apply new scientific knowledge and techniques to enhance patient care. Among the key components of a full-service center for CTS is an educational platform to support research training in CTS. Educational objectives and resources available to support the career development of the clinical and translational scientists, including clinical research education, mentored research training, and career development support, are described. The purpose of the article is to provide an overview of the CTS educational model so that rehabilitation specialists can become more aware of potential resources that are available and become more involved in the delivery and initiation of the CTS model in their own workplace. Rehabilitation clinicians and scientists are well positioned to play important leadership roles in advancing the academic mission of CTS. Rigorous academic training in rehabilitation science serves as an effective foundation for supporting the translation of basic scientific discovery into improved health care. Rehabilitation professionals are immersed in patient care, familiar with interdisciplinary health care delivery, and skilled at working with multiple health care professionals. The NIH Clinical and Translational Science Award initiative is an excellent opportunity to advance the academic development of rehabilitation scientists.

  5. Job Satisfaction Among Academic Family Physicians.

    PubMed

    Agana, Denny Fe; Porter, Maribeth; Hatch, Robert; Rubin, Daniel; Carek, Peter

    2017-09-01

    Family physicians report some of the highest rates of burnout among their physician peers. Over the past few years, this rate has increased and work-life balance has decreased. In academic medicine, many report lack of career satisfaction and have considered leaving academia. Our aim was to explore the factors that contribute to job satisfaction and burnout in faculty members in a family medicine department. Six academic family medicine clinics were invited to participate in this qualitative study. Focus groups were conducted to allow for free-flowing, rich dialogue between the moderator and the physician participants. Transcripts were analyzed in a systematic manner by independent investigators trained in grounded theory. The constant comparison method was used to code and synthesize the qualitative data. Six main themes emerged: time (62%), benefits (9%), resources (8%), undervalue (8%), physician well-being (7%), and practice demand (6%). Within the main theme of time, four subthemes emerged: administrative tasks/emails (61%), teaching (17%), electronic medical records (EMR) requirements (13%), and patient care (9%). Academic family physicians believe that a main contributor to job satisfaction is time. They desire more resources, like staff, to assist with increasing work demands. Overall, they enjoy the academic primary care environment. Future directions would include identifying the specific time restraints that prevent them from completing tasks, the type of staff that would assist with the work demands, and the life stressors the physicians are experiencing.

  6. Practice patterns and job satisfaction in fellowship-trained endocrine surgeons.

    PubMed

    Tsinberg, Michael; Duh, Quan-Yang; Cisco, Robin M; Gosnell, Jessica E; Scholten, Anouk; Clark, Orlo H; Shen, Wen T

    2012-12-01

    Debates about the difficult job market for young endocrine surgeons are ongoing. This study aimed to analyze the practice patterns and work-related satisfaction levels of recently trained endocrine surgeons. An anonymous survey was utilized. Participants were divided into 3 groups: "Young" (<3 years in practice), "middle" (3-5 years), and "older" (>5 years). Fifty-six of 78 surgeons (72%) responded to the survey. Time in practice ranged from 1 to 9 years (mean, 3.9 ± 0.28). Forty-five (80%) described their practice as academic. Participants performed 244.1 ± 17.8 operations within the last year; 75.4 ± 3.3% were endocrine cases. More surgeons in the "young" group have academic practices (92%) and joined established endocrine surgery groups (54%) versus older surgeons (67% and 42%; P = .05). Of surgeons in the "young" group, 4% started their own practice versus 33% in the "older" group (P = .04). Level of satisfaction with financial compensation (3.2 on a 4-point scale versus 2.9) and lifestyle (3.6 vs 3.1) was also higher in the younger group (P = .009). Despite widespread speculation about scarcity of academic jobs after fellowship, recently trained endocrine surgeons are more likely to practice in academic settings and join established endocrine surgery practices when compared with older surgeons. Overall satisfaction level is higher among recently trained surgeons. Copyright © 2012 Mosby, Inc. All rights reserved.

  7. Academic Manager or Managed Academic? Academic Identity Schisms in Higher Education

    ERIC Educational Resources Information Center

    Winter, Richard

    2009-01-01

    The relationship between values and academic identity has received scant attention in the higher education literature with some notable exceptions (Churchman, 2006; Harley, 2002; Henkel, 2005). This paper contends that the perceived need to align all academics around corporate values and goals has given rise to academic identity schisms in higher…

  8. Coordinating a national rangeland monitoring training program: Success and lessons learned

    USDA-ARS?s Scientific Manuscript database

    One of the best ways to ensure quality of information gathered in a rangeland monitoring program is through a strong and uniform set of trainings. Curriculum development and delivery of monitoring trainings poses unique challenges that are not seen in academic settings. Participants come from a rang...

  9. Pre-Employment Laboratory Training. A Guide for Coordinated Vocational-Academic Education Shop and Laboratory Instructors. Revised.

    ERIC Educational Resources Information Center

    East Texas State Univ., Commerce. Occupational Curriculum Lab.

    This guide is designed to serve as a reference for both beginning and experienced teachers in a preemployment laboratory that is part of a coordinated vocational-academic education program. Addressed in the individual sections of the guide are the following topics: student eligibility and approved coordinated vocational-academic programs, safety…

  10. Equivalence-based instruction of academic skills: Application to adolescents with autism.

    PubMed

    Stanley, Caleb R; Belisle, Jordan; Dixon, Mark R

    2018-04-01

    This study evaluated the efficacy of three equivalence-based instruction procedures on the acquisition of novel academic skills by 3 adolescents diagnosed with autism in a school setting. The skills targeted for instruction were related to topics in history, science, and mathematics, and were taught using different training structures from the PEAK-E curriculum. All participants demonstrated mastery of the trained relations and the tested derived relations following all variants of equivalence-based instruction. © 2018 Society for the Experimental Analysis of Behavior.

  11. Variability in structure of university pulmonary/critical care fellowships and retention of fellows in academic medicine.

    PubMed

    Nadig, Nandita R; Vanderbilt, Allison A; Ford, Dee W; Schnapp, Lynn M; Pastis, Nicholas J

    2015-04-01

    Individual fellowship programs are challenged to find a format of training that not only meets the Accreditation Council for Graduate Medical Education requirements, but also grooms fellows to be trusted clinicians, and encourages them to enter academic careers. This study was undertaken as part of an internal effort to evaluate and revise the program structure of the pulmonary/critical care medicine fellowship at the Medical University of South Carolina. Our objectives were to characterize variation in the training structure and specifically research opportunities of university pulmonary/critical care medicine fellowship programs, and to identify factors associated with fellow retention in academic medicine and research. A 30-item survey was developed through rigorous internal review and was administered via email. Descriptive statistics, Cronbach's alpha, correlations, Wilcoxon sign-rank test, and ANOVA were carried out. We had a response rate of 52%. Program directors reported that, within the past 5 years, 38% of their fellows remained in academic medicine and 20% remained in academics with significant research focus. We found a statistically significant association between obtaining a master's degree and remaining in academics (r = 0.559; P < 0.008). The survey also revealed statistically significant relationships between scholarly requirements (grant proposals, peer-reviewed original research projects) and the percent of fellows who graduated and remained in academics. This survey offers some insights that may be useful to fellowship program directors. In particular, advanced education in research and maximizing scholarly activities might be associated with increased academic retention among fellowship trainees.

  12. Fire training in a virtual-reality environment

    NASA Astrophysics Data System (ADS)

    Freund, Eckhard; Rossmann, Jurgen; Bucken, Arno

    2005-03-01

    Although fire is very common in our daily environment - as a source of energy at home or as a tool in industry - most people cannot estimate the danger of a conflagration. Therefore it is important to train people in combating fire. Beneath training with propane simulators or real fires and real extinguishers, fire training can be performed in virtual reality, which means a pollution-free and fast way of training. In this paper we describe how to enhance a virtual-reality environment with a real-time fire simulation and visualisation in order to establish a realistic emergency-training system. The presented approach supports extinguishing of the virtual fire including recordable performance data as needed in teletraining environments. We will show how to get realistic impressions of fire using advanced particle-simulation and how to use the advantages of particles to trigger states in a modified cellular automata used for the simulation of fire-behaviour. Using particle systems that interact with cellular automata it is possible to simulate a developing, spreading fire and its reaction on different extinguishing agents like water, CO2 or oxygen. The methods proposed in this paper have been implemented and successfully tested on Cosimir, a commercial robot-and VR-simulation-system.

  13. On-The-Job Training Program, Educable Mentally Retarded. Final Report.

    ERIC Educational Resources Information Center

    Pocatello School District 25, ID.

    School training and vocational services were combined into a program designed to demonstrate that educable mentally retarded students could develop well rounded working habits that would mutually benefit them and the community. On-the-job training was used as a demonstration of the practical use of academic, social, and vocational skills learned…

  14. Programming "Loose Training" as a Strategy to Facilitate Language Generalization.

    ERIC Educational Resources Information Center

    Campbell, C. Robert; Stremel-Campbell, Kathleen

    1982-01-01

    Results showed that "loose training" (conducting concurrent language training during an academic task and allowing the student to initiate a language response based on a wide array of naturaly occurring stimulus events) was effective in establishing a specific set of language responses in two moderately retarded 10 and 12 year olds. (Author/CL)

  15. Training Undergraduate Physics Peer Tutors

    NASA Astrophysics Data System (ADS)

    Nossal, S. M.; Jacob, A. T.

    2004-05-01

    The University of Wisconsin's Physics Peer Mentor Tutor Program matches upper level undergraduate physics students in small study groups with students studying introductory algebra-based physics. We work with students who are potentially at-risk for having academic trouble with the course. They include students with a low exam score, learning disabilities, no high school physics, weak math backgrounds, and/or on academic probation. We also work with students from groups under represented in the sciences and who may be feeling isolated or marginal on campus such as minority, returning adult, and international students. The tutors provide a supportive learning environment, extra practice problems, and an overview of key concepts. In so doing, they help our students to build confidence and problem solving skills applicable to physics and other areas of their academic careers. The Physics Peer Mentor Tutor Program is modeled after a similar program for chemistry created by the University of Wisconsin's Chemistry Learning Center. Both programs are now run in collaboration. The tutors are chosen for their academic strength and excellent communication skills. Our tutors are majoring in physics, math, and secondary-level science education. The tutors receive ongoing training and supervision throughout the year. They attend weekly discipline-specific meetings to discuss strategies for teaching the content currently being discussed in the physics course. They also participate in a weekly teaching seminar with science tutors from chemistry and biochemistry to discuss teaching methods, mentoring, and general information relating to the students with whom we work. We will describe an overview of the Physics Peer Mentor Tutor Program with a focus on the teacher training program for our undergraduate tutors.

  16. EVATS: a proactive solution to improve surgical education and maintain flexibility in the new training era.

    PubMed

    Horvath, Karen D; Mann, Gary N; Pellegrini, Carlos

    2006-01-01

    To describe the development of the EVATS rotation. Descriptive document. University teaching hospital. Faculty and residents of the University of Washington. In July 2003 we identified the need for a new, independent, educational module within our residency training. Requirements for this rotation included dedicated time for technical skills training on simulators, independent competency learning modules, academic research project time, vacation time and coverage, and flexibility for unplanned leave (eg, interview travel, m/paternity leave). An EVATS rotation was created in July 2003 that is provided at each training level and lasts from 4 to 8 weeks depending on R-level. EVATS meets the following challenges: Emergency coverage (EVATS residents available for last-minute service coverage), vacation time/vacation coverage (2 weeks vacation + 1 week vacation coverage; this maintains vacations for all residents every 6 months), academic time (residents now must complete 1 academic project for graduation) and ACGME competency learning and assessment, and technical skills training (includes simulator work for open/lap skills). Initial implementation indices are high and include resident satisfaction, 80-hour work week compliance, academic productivity, and patient continuity of care. The 21st century brought new challenges for surgical training. Increased societal demands for skills training in a laboratory setting using simulators and the 6 ACGME competencies all require classroom-type training periods. Paradoxically, the 80-hour work week restricted the time available for these educational activities and made it more difficult for programs to accommodate resident vacations and emergencies. These challenges provided an opportunity to enhance the educational experience for our residency program. The product was the EVATS rotation. Early data after implementation are favorable.

  17. Integrable particle systems vs solutions to the KP and 2D Toda equations

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Ruijsenaars, S.N.

    Starting from the relation between integrable relativistic N-particle systems with hyperbolic interactions and elementary N-soliton solutions to the KP and 2D Toda equations, we show how fusion properties of the soliton solutions are mirrored by fusion properties of the Poisson commuting particle dynamics. We also obtain previously known relations between elliptic solutions and integrable N-particle systems with elliptic interactions, without invoking finite-gap integration theory. {copyright} 1997 Academic Press, Inc.

  18. Learning from history: the legacy of Title VII in academic family medicine.

    PubMed

    Newton, Warren; Arndt, Jane E

    2008-11-01

    The current renaissance of interest in primary care could benefit from reviewing the history of federal investment in academic family medicine. The authors review 30 years of experience with the Title VII, Section 747 Training in Primary Care Medicine and Dentistry (Title VII) grant program, addressing three questions: (1) What Title VII grant programs were available to family medicine, and what were their goals? (2) How did Title VII change the discipline? and (3) What impact did Title VII family medicine programs have outside the discipline?Title VII grant programs evolved from broad support for the new discipline of family medicine to a sharper focus on specific national workforce objectives such as improving care for underserved and vulnerable populations and increasing diversity in the health professions. Grant programs were instrumental in establishing family medicine in nearly all medical schools and in supporting the educational underpinnings of the field. Title VII grants helped enhance the social capital of the discipline. Outside family medicine, Title VII fostered the development of innovative ambulatory education, institutional initiatives focusing on underserved and vulnerable populations, and primary care research capacity. Adverse effects include relative inattention to clinical and research missions in family medicine academic units and, institutionally, the development of medical education initiatives without core institutional support, which has put innovation and extension of education to communities at risk as grant funding has decreased. Reinvestment in academic family medicine can yield substantial benefits for family medicine and help reorient academic health centers. This article is part of a theme issue of Academic Medicine on the Title VII health professions training programs.

  19. Integrated interdisciplinary training in the radiological sciences.

    PubMed

    Brenner, D J; Vazquez, M; Buonanno, M; Amundson, S A; Bigelow, A W; Garty, G; Harken, A D; Hei, T K; Marino, S A; Ponnaiya, B; Randers-Pehrson, G; Xu, Y

    2014-02-01

    The radiation sciences are increasingly interdisciplinary, both from the research and the clinical perspectives. Beyond clinical and research issues, there are very real issues of communication between scientists from different disciplines. It follows that there is an increasing need for interdisciplinary training courses in the radiological sciences. Training courses are common in biomedical academic and clinical environments, but are typically targeted to scientists in specific technical fields. In the era of multidisciplinary biomedical science, there is a need for highly integrated multidisciplinary training courses that are designed for, and are useful to, scientists who are from a mix of very different academic fields and backgrounds. We briefly describe our experiences running such an integrated training course for researchers in the field of biomedical radiation microbeams, and draw some conclusions about how such interdisciplinary training courses can best function. These conclusions should be applicable to many other areas of the radiological sciences. In summary, we found that it is highly beneficial to keep the scientists from the different disciplines together. In practice, this means not segregating the training course into sections specifically for biologists and sections specifically for physicists and engineers, but rather keeping the students together to attend the same lectures and hands-on studies throughout the course. This structure added value to the learning experience not only in terms of the cross fertilization of information and ideas between scientists from the different disciplines, but also in terms of reinforcing some basic concepts for scientists in their own discipline.

  20. Academic plastic surgery: a study of current issues and future challenges.

    PubMed

    Zetrenne, Eleonore; Kosins, Aaron M; Wirth, Garrett A; Bui, Albert; Evans, Gregory R D; Wells, James H

    2008-06-01

    personal characteristics of dedication and motivation were rated most likely to contribute to academic success, economic competence was rated least likely. Although the role of academic plastic surgeons remains constant, the practice of academic plastic surgery is evolving. As a result, the future clinical milieu of academic plastic surgeons and training programs is in question.

  1. Synthesis and Characterization of Molybdenum Based Colloidal Particles.

    PubMed

    Moreno; Vidoni; Ovalles; Chaudret; Urbina; Krentzein

    1998-11-15

    The synthesis and characterization of molybdenum colloidal particles were evaluated using thermal and sonochemical methods and starting from different metal precursors, Mo(CO)6 and (NH4)2MoS4. The products were characterized by elemental analysis, spectroscopic (UV, FTIR), and surface analysis (XPS) techniques, as well as by transmission electron microscopy (TEM) for determining the particle sizes. Using Mo(CO)6 as metal source, particle sizes with an average diameter of 1.5 nm can be obtained using tert-amyl alcohol as solvent and tetrahydrothiophene as sulfurating ligand. The characterization of these particles showed that they are composed of molybdenum oxide MoO3. Using (NH4)2MoS4 as metal precursor, particles with average diameters of 4.7 and 2.5 nm were synthesized using thermal and sonochemical methods, respectively. The characterization of these particles showed them to be composed of molybdenum sulfide, MoS2. The sonochemical method proved to be the fastest and most convenient synthetic pathway of obtaining small colloidal particles at low temperatures and with control of the average size. Copyright 1998 Academic Press.

  2. The development of a TED-Ed online resident research training program

    PubMed Central

    Moreau, Katherine A.; Pound, Catherine M.; Peddle, Beth; Tokarewicz, Jaclyn; Eady, Kaylee

    2014-01-01

    Background Pediatric health research is important for improving the health and well-being of children and their families. To foster the development of physicians’ research competencies, it is vital to integrate practical and context-specific research training into residency programs. Purpose To describe the development of a resident research training program at one tertiary care pediatric academic health sciences center in Ontario, Canada. Methods We surveyed residents and pediatricians/research staff to establish the need and content for a resident research training program. Results Residents and resident research supervisors agreed or strongly agreed that research training is important for residents. However, few residents and supervisors believed that their academic health sciences center provided adequate training and resources to support resident research. As such, an online resident research training program was established. Residents and supervisors agreed that the program should focus on the following topics: 1) critically evaluating research literature, 2) writing a research proposal, 3) submitting an application for research funding, and 4) writing a manuscript. Discussion This highly accessible, context-specific, and inexpensive online program model may be of interest and benefit to other residency programs as a means to enhance residents’ scholarly roles. A formal evaluation of the research training program is now underway. PMID:25526717

  3. The development of a TED-Ed online resident research training program.

    PubMed

    Moreau, Katherine A; Pound, Catherine M; Peddle, Beth; Tokarewicz, Jaclyn; Eady, Kaylee

    2014-01-01

    Background Pediatric health research is important for improving the health and well-being of children and their families. To foster the development of physicians' research competencies, it is vital to integrate practical and context-specific research training into residency programs. Purpose To describe the development of a resident research training program at one tertiary care pediatric academic health sciences center in Ontario, Canada. Methods We surveyed residents and pediatricians/research staff to establish the need and content for a resident research training program. Results Residents and resident research supervisors agreed or strongly agreed that research training is important for residents. However, few residents and supervisors believed that their academic health sciences center provided adequate training and resources to support resident research. As such, an online resident research training program was established. Residents and supervisors agreed that the program should focus on the following topics: 1) critically evaluating research literature, 2) writing a research proposal, 3) submitting an application for research funding, and 4) writing a manuscript. Discussion This highly accessible, context-specific, and inexpensive online program model may be of interest and benefit to other residency programs as a means to enhance residents' scholarly roles. A formal evaluation of the research training program is now underway.

  4. The development of a TED-Ed online resident research training program.

    PubMed

    Moreau, Katherine A; Pound, Catherine M; Peddle, Beth; Tokarewicz, Jaclyn; Eady, Kaylee

    2014-01-01

    Pediatric health research is important for improving the health and well-being of children and their families. To foster the development of physicians' research competencies, it is vital to integrate practical and context-specific research training into residency programs. To describe the development of a resident research training program at one tertiary care pediatric academic health sciences center in Ontario, Canada. We surveyed residents and pediatricians/research staff to establish the need and content for a resident research training program. Residents and resident research supervisors agreed or strongly agreed that research training is important for residents. However, few residents and supervisors believed that their academic health sciences center provided adequate training and resources to support resident research. As such, an online resident research training program was established. Residents and supervisors agreed that the program should focus on the following topics: 1) critically evaluating research literature, 2) writing a research proposal, 3) submitting an application for research funding, and 4) writing a manuscript. This highly accessible, context-specific, and inexpensive online program model may be of interest and benefit to other residency programs as a means to enhance residents' scholarly roles. A formal evaluation of the research training program is now underway.

  5. Does Far Transfer Exist? Negative Evidence From Chess, Music, and Working Memory Training.

    PubMed

    Sala, Giovanni; Gobet, Fernand

    2017-12-01

    Chess masters and expert musicians appear to be, on average, more intelligent than the general population. Some researchers have thus claimed that playing chess or learning music enhances children's cognitive abilities and academic attainment. We here present two meta-analyses assessing the effect of chess and music instruction on children's cognitive and academic skills. A third meta-analysis evaluated the effects of working memory training-a cognitive skill correlated with music and chess expertise-on the same variables. The results show small to moderate effects. However, the effect sizes are inversely related to the quality of the experimental design (e.g., presence of active control groups). This pattern of results casts serious doubts on the effectiveness of chess, music, and working memory training. We discuss the theoretical and practical implications of these findings; extend the debate to other types of training such as spatial training, brain training, and video games; and conclude that far transfer of learning rarely occurs.

  6. Does self reflection and insight correlate with academic performance in medical students?

    PubMed Central

    2013-01-01

    Background Medical students in academic difficulty are often described as lacking insight. The Self Reflection and Insight Scale (SRIS) is a tool for measuring insight which has been validated in medical students. We investigated whether self reflection and insight scores correlate with academic performance in Year 4 medical students from a six year undergraduate medical degree, and whether self reflection and insight changes after one year of clinical training. Methods Self reflection and insight scores were measured in 162 students at the start of Year 4 at the University of Western Australia. Performance in end of year written and clinical exams was monitored and correlated with SRIS. Seventy of the students were surveyed again at the start of Year 5 to see if scores changed or were stable after one year of full time clinical training. Results We found no correlation between self reflection or insight and academic performance in written and clinical exams. There was a significant increase in recognition of the need for self reflection in Year 5 compared with Year 4. Conclusions While no correlation was found between this measure of self reflection and insight with academic performance, there was an increase in students’ recognition of the need for reflection after one year of clinical studies. This study is a valuable first step towards a potentially exciting research domain and warrants further longitudinal evaluation with larger cohorts of students using additional measures of achievement. PMID:23971859

  7. Does self reflection and insight correlate with academic performance in medical students?

    PubMed

    Carr, Sandra E; Johnson, Paula H

    2013-08-23

    Medical students in academic difficulty are often described as lacking insight. The Self Reflection and Insight Scale (SRIS) is a tool for measuring insight which has been validated in medical students. We investigated whether self reflection and insight scores correlate with academic performance in Year 4 medical students from a six year undergraduate medical degree, and whether self reflection and insight changes after one year of clinical training. Self reflection and insight scores were measured in 162 students at the start of Year 4 at the University of Western Australia. Performance in end of year written and clinical exams was monitored and correlated with SRIS. Seventy of the students were surveyed again at the start of Year 5 to see if scores changed or were stable after one year of full time clinical training. We found no correlation between self reflection or insight and academic performance in written and clinical exams. There was a significant increase in recognition of the need for self reflection in Year 5 compared with Year 4. While no correlation was found between this measure of self reflection and insight with academic performance, there was an increase in students' recognition of the need for reflection after one year of clinical studies. This study is a valuable first step towards a potentially exciting research domain and warrants further longitudinal evaluation with larger cohorts of students using additional measures of achievement.

  8. CORBEH CLASS [Contingencies for Learning Academic and Social Skills] Program for Acting-Out Children. Manual for Teachers. First Edition.

    ERIC Educational Resources Information Center

    Hops, Hyman; And Others

    A program which describes contingencies for learning academic and social skills (CLASS) is explained to involve an educational consultant training teachers of acting-out first and second graders to reinforce desired academic and social behaviors. Examined are the pre-intervention procedures of initial identification of acting-out students,…

  9. Droplet-based microfluidic washing module for magnetic particle-based assays

    PubMed Central

    Lee, Hun; Xu, Linfeng; Oh, Kwang W.

    2014-01-01

    In this paper, we propose a continuous flow droplet-based microfluidic platform for magnetic particle-based assays by employing in-droplet washing. The droplet-based washing was implemented by traversing functionalized magnetic particles across a laterally merged droplet from one side (containing sample and reagent) to the other (containing buffer) by an external magnetic field. Consequently, the magnetic particles were extracted to a parallel-synchronized train of washing buffer droplets, and unbound reagents were left in an original train of sample droplets. To realize the droplet-based washing function, the following four procedures were sequentially carried in a droplet-based microfluidic device: parallel synchronization of two trains of droplets by using a ladder-like channel network; lateral electrocoalescence by an electric field; magnetic particle manipulation by a magnetic field; and asymmetrical splitting of merged droplets. For the stable droplet synchronization and electrocoalescence, we optimized droplet generation conditions by varying the flow rate ratio (or droplet size). Image analysis was carried out to determine the fluorescent intensity of reagents before and after the washing step. As a result, the unbound reagents in sample droplets were significantly removed by more than a factor of 25 in the single washing step, while the magnetic particles were successfully extracted into washing buffer droplets. As a proof-of-principle, we demonstrate a magnetic particle-based immunoassay with streptavidin-coated magnetic particles and fluorescently labelled biotin in the proposed continuous flow droplet-based microfluidic platform. PMID:25379098

  10. Relationship between the Chinese tobacco industry and academic institutions in China

    PubMed Central

    Gan, Quan; Glantz, Stanton A

    2011-01-01

    Objective To investigate the relationship between the Chinese tobacco industry and academic institutions in China. Methods We searched online databases of journal articles published in both Chinese and English for academic institutions in China conducting research with or sponsored by Chinese tobacco companies. We also searched the websites of tobacco companies, their affiliated institutions and academic institutions for reports of collaborations. Results The Chinese tobacco industry, in addition to its own strong tobacco research capacity, maintains close ties with an extensive network of academic research institutions and universities to provide both research and training. The Chinese tobacco industry relies heavily upon academic researchers to advance its research agenda and such reliance has grown over time. Most research deals with farming, manufacturing and management issues, but research on ‘reduced harm’ and health effects has increased from 1% of projects in 1983–1987 to 4% in 2003–2007. Conclusions Chinese academic institutions should consider the fact that engagement with the tobacco industry, particularly on issues related to health or promotion of tobacco products, could damage their reputations, a concern that has led many leading Western universities to eschew relationships with the tobacco industry. To the extent that the Chinese tobacco industry’s involvement in academic institutions affects tobacco control policy making; it violates Article 5.3 of Framework Convention on Tobacco Control, which China ratified in 2005. PMID:20952560

  11. Doing It Old School: Peer-Led Occupational Safety Training in the U.S. Construction Industry

    ERIC Educational Resources Information Center

    Sinyai, Clayton; Stafford, Pete; Trahan, Chris

    2013-01-01

    Many labour organizations that sponsor occupational health and safety training champion "peer training," preferring instructors drawn from the shopfloor over academically credentialed experts. But peer training is hardly new: in the skilled trades, master craftsmen have instructed apprentices since the Middle Ages. Building on the…

  12. [Sleep and academic performance in young elite athletes].

    PubMed

    Poussel, M; Laure, P; Genest, J; Fronzaroli, E; Renaud, P; Favre, A; Chenuel, B

    2014-07-01

    In French law (Code du Sport), the status of elite athlete is allowed for young athletes beginning at the age of 12 years. For these young athletes, the aim is to reach the highest level of performance in their sport without compromising academic performance. Training time is therefore often substantial and sleep patterns appear to play a key role in performance recovery. The aim of this study was to assess sleep patterns and their effects on academic performance in young elite athletes. Sleep patterns were assessed using questionnaires completed during a specific information-based intervention on sports medicine topics. The academic performance of young elite athletes was assessed by collecting their grades (transmitted by their teachers). Sleep patterns were assessed for 137 young elite athletes (64 females, 73 males; mean age, 15.7 years) and academic performance for 109 of them. Daily sleep duration during school periods (8h22 ± 38 min) were shorter compared to holidays and week-ends (10h02 ± 1h16, P<0.0001). Fifty-six athletes (41 %) subjectively estimated their sleep quality as poor or just sufficient. Poor sleep quality was correlated with poor academic performance in this specific athlete population. Sleep is the most important period for recovery from daily activity, but little information is available regarding the specific population of young elite athletes. The results reported herein suggest insufficiency (quantitatively and qualitatively) of sleep patterns in some of the young athletes, possibly leading to detrimental effects on athletic performance. Moreover, disturbed sleep patterns may also impact academic performance in young elite athletes. Teachers, athletic trainers, physicians, and any other professionals working with young elite athletes should pay particular attention to this specific population regarding the possible negative repercussions of poor sleep patterns on academic and athletic performance. Copyright © 2014 Elsevier Masson SAS

  13. An Assessment of Naval ROTC Graduate Performance in Post-Accession Training. Focus on the Trained Person.

    ERIC Educational Resources Information Center

    Heidt, Edward A.; Zajkowski, M. Michael

    The U.S. Naval Reserve Officer Training Corps (NROTC), offered through host colleges and universities, requires enrolled midshipmen to complete all institutional requirements for the baccalaureate degree in a technical or scientific field or an academic major of interest to the Navy, and to complete specific naval science courses. This study…

  14. Cross-cultural psychiatric residency training: the Oregon experience.

    PubMed

    Boehnlein, James K; Leung, Paul K; Kinzie, John David

    2008-01-01

    The purpose of this article is to describe the goals and structure of cross-cultural psychiatric training at Oregon Health and Science University (OHSU). This training in core knowledge, skills, and attitudes of cultural psychiatry over the past three decades has included medical students, residents, and fellows, along with allied mental health personnel. The curriculum includes both didactic sessions devoted to core topics in the field and varied clinical experiences in community settings and the Intercultural Psychiatric Program under the supervision of experienced academic faculty. The authors review the central elements of the training experiences and include a detailed description of the core clinical settings and experiences. At the conclusion of their clinical experiences, trainees have specialized cross-cultural psychiatric knowledge and skills, including treatment of refugees and immigrants, sociocultural variables that influence the assessment and treatment of a wide range of psychiatric conditions, and comfort with cultural dynamics that influence both the doctor/patient relationship and collaboration with a wide range of mental health professionals. Because of rapid demographic changes in the U.S. population, providing cross-cultural training for students, residents, and fellows is an essential foundation for the education of the next generation of clinicians and health care leaders. OHSU has provided a long-term model for this training in a busy clinical and academic setting that places an emphasis on multidisciplinary and multicultural collaboration.

  15. It Is Time for Zero Tolerance for Sexual Harassment in Academic Medicine.

    PubMed

    Bates, Carol K; Jagsi, Reshma; Gordon, Lynn K; Travis, Elizabeth; Chatterjee, Archana; Gillis, Marin; Means, Olivia; Chaudron, Linda; Ganetzky, Rebecca; Gulati, Martha; Fivush, Barbara; Sharma, Poonam; Grover, Amelia; Lautenberger, Diana; Flotte, Terence R

    2018-02-01

    While more women are in leadership positions in academic medicine now than ever before in U.S. history, evidence from recent surveys of women and graduating medical students demonstrates that sexual harassment continues in academic health centers. Academic medicine's ability to change its culture is hampered by victims' fear of reporting episodes of harassment, which is largely due to fear of retaliation. In this Perspective, the authors describe efforts in scientific societies to address the issue of sexual harassment and to begin to establish safe environments at national meetings. The authors contend that each institution must work to make it safe for individuals to come forward, to provide training for victims and for bystanders, and to abolish "locker room" talk that is demeaning to women.

  16. More than just a hobby: building an academic career in global emergency medicine.

    PubMed

    Martin, Ian B K; Levine, Adam C; Kayden, Stephanie; Hauswald, Mark

    2014-07-01

    As the specialty of emergency medicine (EM) continues to spread around the world, a growing number of academic emergency physicians have become involved in global EM development, research, and teaching. While academic departments have always found this work laudable, they have only recently begun to accept global EM as a rigorous academic pursuit in its own right. This article describes how emergency physicians can translate their global health work into "academic currency" within both the clinician-educator and clinician-researcher tracks. The authors discuss the impact of various types of additional training, including global EM fellowships, for launching a career in global EM. Clearly delineated clinician-researcher and clinician-educator tracks are important for documenting achievement in global EM. Reflecting a growing interest in global health, more of today's EM faculty members are ascending the academic ranks as global EM specialists. Whether attempting to climb the academic ladder as a clinician-educator or clinician-researcher, advanced planning and the firm support of one's academic chair is crucial to the success of the promotion process. Given the relative youth of the subspecialty of global EM, however, it will take time for the pathways to academic promotion to become well delineated. Copyright © 2014 Elsevier Inc. All rights reserved.

  17. Exploring the Early Structure of a Rapidly Decompressed Particle Bed

    NASA Astrophysics Data System (ADS)

    Zunino, Heather; Adrian, R. J.; Clarke, Amanda; Johnson, Blair; Arizona State University Collaboration

    2017-11-01

    Rapid expansion of dense, pressurized beds of fine particles subjected to rapid reduction of the external pressure is studied in a vertical shock tube. A near-sonic expansion wave impinges on the particle bed-gas interface and rapidly unloads the particle bed. A high-speed video camera captures events occurring during bed expansion. The particle bed does not expand homogeneously, but breaks down into horizontal slabs and then transforms into a cellular-type structure. There are several key parameters that affect the particle bed evolution, including particle size and initial bed height. Analyses of this bed structure evolution from experiments with varying particle sizes and initial bed heights is presented. This work is supported by the U.S. Department of Energy, National Nuclear Security Administration, Advanced Simulation and Computing Program, as a Cooperative Agreement under the Predictive Science and Academic Alliance Program, under Contract No. DE-NA0002378.

  18. A Sustained Partnership between a Haitian Children’s Hospital and North American Academic Medical Centers

    PubMed Central

    Koster, Michael P.; Williams, Jackson H.; Gautier, Jacqueline; Alce, Renee; Trappey, Bernard E.

    2017-01-01

    Global health initiatives from academic medical centers have rapidly proliferated over the last decade. This paper endeavors to describe our 5-year experience as an academic medical collaborative supporting healthcare delivery, medical training, and research at Hôpital Saint Damien-Nos Petits Frères et Soeurs, the only freestanding children’s hospital in Haiti. Descriptions of the history and current activities of our academic medical collaborative, its partnership and communication structure, its evolution to fill the expressed needs of our host site, its funding mechanisms, and its challenges and opportunities for the future are included. PMID:28611976

  19. Postdoctorals vs. Non-Postdoctorals: Career Performance Differentials Within Academic Medicine.

    ERIC Educational Resources Information Center

    Fribush, Stuart L.; Larson, Thomas A.

    The research methodology developed in this paper was intended to shed some light on the question of career performance differentials within academic medicine between persons who have undergone postdoctoral training and those who have not. Compared were two groups of medical school faculty members (including M. D.'s and Ph.D.'s). One group included…

  20. [How Italian midwives contribute to breastfeeding promotion: a national experience of "cascade" training].

    PubMed

    Giusti, Angela; Conti, Stefania; Di Lorenzo, Giuseppina; Donati, Serena; Perra, Alberto; Grandolfo, Michele

    2006-01-01

    Social changes of the last century have increasingly transformed maternity and newborn care into a medical act and have greatly reduced the number of breastfeeding women. In Italy, the explicit aim of the Ministry of Health concerning mother and child health (Progetto-Obiettivo Materno-Infantile) is to bring this process back to a more natural activity. The prevalence of women who breastfed after the third month of life has been set as an indicator of the effectiveness of mother and child health services. However, the percentage of fully breastfeeding women at the fourth month of the newborn varies greatly among Italian regions, from 18 to 56%. As in many other Countries in the European Union, in Italy the initial education of the mother and child caregivers often lacks a specific formal training on breastfeeding promotion, as do academic midwife-training courses. In 2004 the Italian Federation of the Colleges of Midwives implemented a cascade training project in collaboration with the Istituto Superiore di Sanita, to train trainer-midwives who in turn would train midwives, either already working (Continuing Medical Education) or during their formal academic education. Contents, techniques and methods have been the same as those adopted for the World Health Organization's 40+40 hours course "Breastfeeding: counselling: a training course" for trainers. A total of 39 training coordinators and teachers of academic midwifery courses have participated, in two separate groups. In their turn, the trainers have trained 74 working midwives, from almost every Italian region. Throughout the training program, the trainers were supervised by two tutors who assessed their learning-teaching performance and provided a final certificate. The program allowed the trainers and the other participants to reach a standard level of knowledge on the issue, regardless of their initial knowledge. Moreover, it helped to build and share a common language and attitude on the protection

  1. Pioneering efforts for minority appointments and academic surgery. A narrative.

    PubMed

    Southwick, W O

    1999-05-01

    The author gives a narrative chronologic explanation for the early inclusion of African Americans and other minorities into the Yale University Orthopaedic Surgical Residency Training Program. The author's early isolation from racial problems living in rural Nebraska and the paucity of racial friction at the University of Nebraska gave him a more neutral or positive view of other cultures. Sudden exposure to the racial tension and police brutality toward African Americans in Boston followed by the well defined racial bias in the Southern city of Baltimore showed the plight of minorities. At that same time the author encountered many gentle and extremely intelligent African Americans who performed outstanding medical tasks for the Johns Hopkins Hospital hospital with little educational background. The author's experience with Shirley Moore and Augustus White at Yale made it possible to recruit a diverse group of gifted and loyal resident staff. The high number of academic appointments in minority and majority residents has evolved from the Academic Training and Research Program and a special selection process for choosing residents.

  2. Process for Administering Distributed Academic Competitions

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Feibush, Eliot

    2010-02-04

    Currently, academic-type competitions are scored using a combination of timer clocks, entries on paper, and individual computers to consolidate individual entries. Such a system is unwieldy, time-consuming, and depends on the individual computer skills that might be present amount the competition administrators. The new Academic Competition Software combines digital clocks, along with a scoring system that permits different point values for different types of questions. Bonus or ‚Âœtoss-up‚ questions can be monitored during the competition, using a subtimer system. All data is consolidated on the fly and the system can be operated by a single person. Results from different sitesmore » (rooms) can be added in as well. As such, the software is extremely flexible. It is anticipated that this new software will be useful for‚Science or Science Olympiad type competitions held in many high schools and colleges, as well as for preparation and training for such competitions.« less

  3. Shock Interaction with Random Spherical Particle Beds

    NASA Astrophysics Data System (ADS)

    Neal, Chris; Mehta, Yash; Salari, Kambiz; Jackson, Thomas L.; Balachandar, S. "Bala"; Thakur, Siddharth

    2016-11-01

    In this talk we present results on fully resolved simulations of shock interaction with randomly distributed bed of particles. Multiple simulations were carried out by varying the number of particles to isolate the effect of volume fraction. Major focus of these simulations was to understand 1) the effect of the shockwave and volume fraction on the forces experienced by the particles, 2) the effect of particles on the shock wave, and 3) fluid mediated particle-particle interactions. Peak drag force for particles at different volume fractions show a downward trend as the depth of the bed increased. This can be attributed to dissipation of energy as the shockwave travels through the bed of particles. One of the fascinating observations from these simulations was the fluctuations in different quantities due to presence of multiple particles and their random distribution. These are large simulations with hundreds of particles resulting in large amount of data. We present statistical analysis of the data and make relevant observations. Average pressure in the computational domain is computed to characterize the strengths of the reflected and transmitted waves. We also present flow field contour plots to support our observations. U.S. Department of Energy, National Nuclear Security Administration, Advanced Simulation and Computing Program, as a Cooperative Agreement under the Predictive Science Academic Alliance Program, under Contract No. DE-NA0002378.

  4. Working Memory Updating Training Improves Mathematics Performance in Middle School Students With Learning Difficulties.

    PubMed

    Zhang, Hongxia; Chang, Lei; Chen, Xiaoying; Ma, Liang; Zhou, Renlai

    2018-01-01

    Working memory (WM) deficit is considered the key cause of learning difficulties (LDs). Studies have shown that WM is plastic and thus can be improved through training. This positive effect is transferable to fluid intelligence and academic performance. This study investigated whether WM updating ability and academic performance in children with LDs could be improved through WM updating training and explored the effects of this training on the children's brain activity. We used a running memory task lasting approximately 40 min per day for 28 days to train a group of 23 children with LDs (TLDs group). We also selected two control groups of 22 children with LDs (CLDs group) and 20 children without LDs (normal control [NC] group). The behavioral results of a pretest indicated that WM updating ability and academic performance in the TLDs and CLDs groups were significantly lower than those in the NC group before training. Compared with the CLDs group, the TLDs group exhibited significant performance improvement in a 2-back WM task, as well as in mathematical ability. Event-related potentials (ERPs) results suggested that the amplitudes of N160 (representative of visual recognition) and P300 (representative of updating processing, which is a valid index for updating WM) in the TLDs and CLDs groups were markedly lower than those in the NC group before training. In the TLDs group, these two components increased considerably after training, approaching levels similar to those in the NC group. The results of this study suggest that WM updating training can improve WM updating ability in children with LDs and the training effect can transfer to mathematical performance in such children. Furthermore, the participants' brain activity levels can exhibit positive changes. This article provides experimental evidence that WM updating training could mitigate the symptoms of LDs to a certain degree.

  5. Postdoctoral training in posttraumatic stress disorder research.

    PubMed

    Sloan, Denise M; Vogt, Dawne; Wisco, Blair E; Keane, Terence M

    2015-03-01

    Postdoctoral training is increasingly common in the field of psychology. Although many individuals pursue postdoctoral training in psychology, guidelines for research training programs at this level do not exist. The rapid advances in the field, particularly with respect to genetics, neuroimaging, and data analytic approaches, require clinical scientists to possess knowledge and expertise across a broad array of areas. Postdoctoral training is often needed to acquire such a skill set. This paper describes a postdoctoral training program designed for individuals pursuing academic careers in traumatic stress disorders research. In this paper, we describe the structure of our training program, challenges we have faced during the 15 years of its existence, and how we have addressed these challenges. We conclude with a presentation of outcome data for the training program and a discussion of how training programs in other settings might be structured. (PsycINFO Database Record (c) 2015 APA, all rights reserved).

  6. An environmental scan of academic pediatric emergency medicine at Canadian medical schools: Identifying variability across Canada.

    PubMed

    Artz, Jennifer D; Meckler, Garth; Argintaru, Niran; Lim, Roderick; Stiell, Ian G

    2018-01-28

    To complement our environmental scan of academic emergency medicine departments, we conducted a similar environmental scan of the academic pediatric emergency medicine programs offered by the Canadian medical schools. We developed an 88-question form, which was distributed to pediatric academic leaders at each medical school. The responses were validated via email to ensure that the questions were answered completely and consistently. Fourteen of the 17 Canadian medical schools have some type of pediatric emergency medicine academic program. None of the pediatric emergency medicine units have full departmental status, while nine are divisions, two are sections, and three have no status. Canadian academic pediatric emergency medicine is practised at 13 major teaching hospitals and one specialized pediatric emergency department. There are 394 pediatric emergency medicine faculty members, including 13 full professors and 64 associate professors. Eight sites regularly take pediatric undergraduate clinical clerks, and all 14 provide resident education. Fellowship training is offered at 10 sites, with five offering advanced pediatric emergency medicine fellowship training. Half of the sites have at least one physician with a Master's degree in education, totalling 18 faculty members across Canada. There are 31 clinical researchers with salary support at nine universities. Eleven sites have published peer-reviewed papers (n=423) in the past five years, ranging from two to 102 per site. Annual academic budgets range from $10,000 to $2,607,515. This comprehensive review of academic activities in pediatric emergency medicine across Canada identifies the variability across the country, including the recognition of sites above and below the national average, which may prompt change at individual sites. Sharing these academic practices may inspire sites to provide more support to teachers, educators, and researchers.

  7. Increasing School Success Through Partnership-Based Family Competency Training

    PubMed Central

    Spoth, Richard; Randall, G. Kevin; Shin, Chungyeol

    2008-01-01

    An expanding body of research suggests an important role for parent or family competency training in children’s social-emotional learning and related school success. This article summarizes a test of a longitudinal model examining partnership-based family competency training effects on academic success in a general population. Specifically, it examines indirect effects of the Iowa Strengthening Families Program (ISFP) on school engagement in 8th grade and academic success in the 12th grade, through direct ISFP effects on intervention-targeted outcomes—parenting competencies and student substance-related risk—in 6th grade. Twenty-two rural schools were randomly assigned to either ISFP or a minimal-contact control group; data were collected from 445 families. Following examination of the equivalence of the measurement model across group and time, a structural equation modeling approach was used to test the hypothesized model and corresponding hypothesized structural paths. Significant effects of the ISFP were found on proximal intervention outcomes, intermediate school engagement, and the academic success of high school seniors. PMID:20376279

  8. Academic Capitalism and Academic Culture: A Case Study

    ERIC Educational Resources Information Center

    Mendoza, Pilar; Berger, Joseph B.

    2008-01-01

    This case study investigated the impact of academic capitalism on academic culture by examining the perspectives of faculty members in an American academic department with significant industrial funding. The results of this study indicate that faculty members believe that the broad integrity of the academic culture remains unaffected in this…

  9. Effect of Particle Association on 2,2'-Bipyridyl Adsorption onto Kaolinite.

    PubMed

    Helmy, A. K.; Ferreiro, E. A.; de Bussetti, S. G.

    2000-05-15

    The effect of particle concentration, in kaolin suspensions, on the adsorption of 2,2'-bipyridyl was studied. Adsorption expressed in units of micromoles per gram decreased as a result of the increase in particle concentration and also as a result of the presence of coagulant (0.25 M NaCl). Dispersion treatment with sodium hexametaphosphate increased the adsorption of bipyridyl. The decrease in adsorption with the increase in particle concentration suggests a possible relation between adsorption and flocculation phenomena. On the basis of classic flocculation theory a straight-line relation was obtained between the square root of the adsorption maximum (mmol/L) and particle concentration (g/L). It is concluded that particle association, which is a function of particle concentration, reduces the surface/aqueous interface and consequently the adsorption of bipyridyl. Copyright 2000 Academic Press.

  10. Multimedia Technologies for Training: An Introduction.

    ERIC Educational Resources Information Center

    Barron, Ann E.; Orwig, Gary W.

    This guide introduces trainers, managers, and educators to a variety of new multimedia technologies now being used for presentation and training in business, military, and academic settings. The text describes advances in and implementation of technologies that range from wireless local area networks (LANs) and high definition television (HDTV) to…

  11. The Metaphorical Perceptions of Teacher Candidates Attending the Pedagogical Formation Program on Academic Staff--Gazi University Sample

    ERIC Educational Resources Information Center

    Arslangilay, A. Selcen; Taspinar, Mehmet

    2017-01-01

    Teacher training in Turkey has a long history with various practices. It has taken a different dimension with training teachers through pedagogical formation program certificates that last for a short time. The aim of this research is to reveal the metaphors of teacher candidates attending pedagogical formation program towards the academic staff.…

  12. [The improvement of the abilities to maintain motor coordination and equilibrium in the students presenting with the functional disorders of the musculoskeletal system by introducing the elements of therapeutic physical training into the structure of academic schedule of physical education].

    PubMed

    Kapilevich, L V; Davlet'yarova, K V; Ovchinnikova, N A

    The problem of deterioration of the health status in the university students at present remains as topical as it was before being a major cause of impaired working capacity, disability and/or poor social adaptation of the large number of graduates. It has been proposed to introduce a class of therapeutic physical training (TPT) into the schedule of physical education for the students. The objective of the present study was to evaluate the effectiveness of the formation of the skills needed to maintain motor coordination and equilibrium in the students presenting with the functional disorders of the musculoskeletal system (MSS) including scoliosis by the introduction of the elements of therapeutic physical training into their academic schedules. The main study group was comprised of 32 students (men) at the age of 18-19 years presenting with the disorders of the musculoskeletal system (type III scoliosis, osteochondropathy, and osteochondrosis). The students of this group received a curriculum aimed at improving their motor skills with the emphasis laid on the selected elements of therapeutic physical training. The control group was composed of 17 students without disorders of the musculoskeletal system who attended the physical education classes following the traditional program. The coordination abilities and balance skills were evaluated based on the analysis with the use of the Stabilan-1 stabilographic apparatus. In addition, the stability test and the Romberg test with open and closed eyes were performed. The results of the study give evidence that the introduction of the elements of therapeutic physical training into the structure of academic schedule of physical education for the students suffering from diseases of the musculoskeletal system has beneficial effect on the parameters of stability and the general ability to maintain the posture and balance. Specifically, in the beginning of the academic year, the students of the main study group presenting with

  13. What predicts performance during clinical psychology training?

    PubMed

    Scior, Katrina; Bradley, Caroline E; Potts, Henry W W; Woolf, Katherine; de C Williams, Amanda C

    2014-06-01

    While the question of who is likely to be selected for clinical psychology training has been studied, evidence on performance during training is scant. This study explored data from seven consecutive intakes of the UK's largest clinical psychology training course, aiming to identify what factors predict better or poorer outcomes. Longitudinal cross-sectional study using prospective and retrospective data. Characteristics at application were analysed in relation to a range of in-course assessments for 274 trainee clinical psychologists who had completed or were in the final stage of their training. Trainees were diverse in age, pre-training experience, and academic performance at A-level (advanced level certificate required for university admission), but not in gender or ethnicity. Failure rates across the three performance domains (academic, clinical, research) were very low, suggesting that selection was successful in screening out less suitable candidates. Key predictors of good performance on the course were better A-levels and better degree class. Non-white students performed less well on two outcomes. Type and extent of pre-training clinical experience on outcomes had varied effects on outcome. Research supervisor ratings emerged as global indicators and predicted nearly all outcomes, but may have been biased as they were retrospective. Referee ratings predicted only one of the seven outcomes examined, and interview ratings predicted none of the outcomes. Predicting who will do well or poorly in clinical psychology training is complex. Interview and referee ratings may well be successful in screening out unsuitable candidates, but appear to be a poor guide to performance on the course. © 2013 The Authors. British Journal of Clinical Psychology published by John Wiley & Sons Ltd on behalf of the British Psychological Society.

  14. Strategies to promote a climate of academic integrity and minimize student cheating and plagiarism.

    PubMed

    Scanlan, Craig L

    2006-01-01

    Student academic misconduct is a growing problem for colleges and universities, including those responsible for preparing health professionals. Although the implementation of honor codes has had a positive impact on this problem, further reduction in student cheating and plagiarism can be achieved only via a comprehensive strategy that promotes an institutional culture of academic integrity. Such a strategy must combine efforts both to deter and detect academic misconduct, along with fair but rigorous application of sanctions against such behaviors. Methods useful in preventing or deterring dishonest behaviors among students include early integrity training complemented with course-level reinforcement, faculty role-modeling, and the application of selected testing/assignment preventive strategies, including honor pledges and honesty declarations. Giving students more responsibility for oversight of academic integrity also may help address this problem and better promote the culture needed to uphold its principles. Successful enforcement requires that academic administration provide strong and visible support for upholding academic integrity standards, including the provision of a clear and fair process and the consistent application of appropriate sanctions against those whose conduct is found to violate these standards.

  15. Skills Training to Avoid Inadvertent Plagiarism: Results from a Randomised Control Study

    ERIC Educational Resources Information Center

    Newton, Fiona J.; Wright, Jill D.; Newton, Joshua D.

    2014-01-01

    Plagiarism continues to be a concern within academic institutions. The current study utilised a randomised control trial of 137 new entry tertiary students to assess the efficacy of a scalable short training session on paraphrasing, patch writing and plagiarism. The results indicate that the training significantly enhanced students' overall…

  16. Exposure to ultrafine particles and PM 2.5 in four Sydney transport modes

    NASA Astrophysics Data System (ADS)

    Knibbs, Luke D.; de Dear, Richard J.

    2010-08-01

    Concentrations of ultrafine (<0.1 μm) particles (UFPs) and PM 2.5 (<2.5 μm) were measured whilst commuting along a similar route by train, bus, ferry and automobile in Sydney, Australia. One trip on each transport mode was undertaken during both morning and evening peak hours throughout a working week, for a total of 40 trips. Analyses comprised one-way ANOVA to compare overall (i.e. all trips combined) geometric mean concentrations of both particle fractions measured across transport modes, and assessment of both the correlation between wind speed and individual trip means of UFPs and PM 2.5, and the correlation between the two particle fractions. Overall geometric mean concentrations of UFPs and PM 2.5 ranged from 2.8 (train) to 8.4 (bus) × 10 4 particles cm -3 and 22.6 (automobile) to 29.6 (bus) μg m -3, respectively, and a statistically significant difference ( p < 0.001) between modes was found for both particle fractions. Individual trip geometric mean concentrations were between 9.7 × 10 3 (train) and 2.2 × 10 5 (bus) particles cm -3 and 9.5 (train) to 78.7 (train) μg m -3. Estimated commuter exposures were variable, and the highest return trip mean PM 2.5 exposure occurred in the ferry mode, whilst the highest UFP exposure occurred during bus trips. The correlation between fractions was generally poor, and in keeping with the duality of particle mass and number emissions in vehicle-dominated urban areas. Wind speed was negatively correlated with, and a generally poor determinant of, UFP and PM 2.5 concentrations, suggesting a more significant role for other factors in determining commuter exposure.

  17. Can improving working memory prevent academic difficulties? A school based randomised controlled trial.

    PubMed

    Roberts, Gehan; Quach, Jon; Gold, Lisa; Anderson, Peter; Rickards, Field; Mensah, Fiona; Ainley, John; Gathercole, Susan; Wake, Melissa

    2011-06-20

    Low academic achievement is common and is associated with adverse outcomes such as grade repetition, behavioural disorders and unemployment. The ability to accurately identify these children and intervene before they experience academic failure would be a major advance over the current 'wait to fail' model. Recent research suggests that a possible modifiable factor for low academic achievement is working memory, the ability to temporarily store and manipulate information in a 'mental workspace'. Children with working memory difficulties are at high risk of academic failure. It has recently been demonstrated that working memory can be improved with adaptive training tasks that encourage improvements in working memory capacity. Our trial will determine whether the intervention is efficacious as a selective prevention strategy for young children at risk of academic difficulties and is cost-effective. This randomised controlled trial aims to recruit 440 children with low working memory after a school-based screening of 2880 children in Grade one. We will approach caregivers of all children from 48 participating primary schools in metropolitan Melbourne for consent. Children with low working memory will be randomised to usual care or the intervention. The intervention will consist of 25 computerised working memory training sessions, which take approximately 35 minutes each to complete. Follow-up of children will be conducted at 6, 12 and 24 months post-randomisation through child face-to-face assessment, parent and teacher surveys and data from government authorities. The primary outcome is academic achievement at 12 and 24 months, and other outcomes include child behaviour, attention, health-related quality of life, working memory, and health and educational service utilisation. A successful start to formal learning in school sets the stage for future academic, psychological and economic well-being. If this preventive intervention can be shown to be efficacious, then

  18. Academic consumer researchers: a bridge between consumers and researchers.

    PubMed

    Griffiths, Kathleen M; Jorm, Anthony F; Christensen, Helen

    2004-04-01

    To describe the contributions that consumers, and academic consumer researchers in particular, can make to mental health research. A literature survey and a systematic consideration of the potential advantages of consumer and academic consumer researcher involvement in health research. Consumer researchers may contribute to better health outcomes, but there are significant barriers to their participation in the research process. To date, discussion has focused on the role of nonacademic consumers in the health research process. There has been little recognition of the particular contributions that consumers with formal academic qualifications and research experience can offer. Academic consumer researchers (ACRs) offer many of the advantages associated with lay consumer participation, as well as some unique advantages. These advantages include acceptance by other researchers as equal partners in the research process; skills in research; access to research funding; training in disseminating research findings within the scientific community; potential to influence research funding and research policy; capacity to influence the research culture; and potential to facilitate the involvement of lay consumers in the research process. In recognition of the value of a critical mass of ACRs in mental health, a new ACR unit (the Depression and Anxiety Consumer Research Unit [CRU]) has been established at the Centre for Mental Health Research at the Australian National University. Academic consumer researchers have the potential to increase the relevance of mental health research to consumers, to bridge the gap between the academic and consumer communities and to contribute to the process of destigmatizing mental disorders.

  19. Training for staff who support students.

    PubMed

    Flynn, Eleanor; Woodward-Kron, Robyn; Hu, Wendy

    2016-02-01

    Front-line administrative, academic and clinical teaching staff often find themselves providing pastoral and learning support to students, but they are often not trained for this role, and this aspect of their work is under-acknowledged. Staff participating in an action research study at two medical schools identified common concerns about the personal impact of providing student support, and of the need for professional development to carry out this responsibility. This need is magnified in clinical placement settings that are remote from on-campus services. Informed by participatory action research, brief interactive workshops with multimedia training resources were developed, conducted and evaluated at eight health professional student training sites. These workshops were designed to: (1) be delivered in busy clinical placement and university settings; (2) provide a safe and inclusive environment for administrative, academic and clinical teaching staff to share experiences and learn from each other; (3) be publicly accessible; and (4) promote continued development and roll-out of staff training, adapted to each workplace (see http://www.uws.edu.au/meusupport). The workshops were positively evaluated by 97 participants, with both teaching and administrative staff welcoming the opportunity to discuss and share experiences. Staff supporting health professional students have shared, often unmet, needs for support themselves Staff supporting health professional students have shared, often unmet, needs for support themselves. Participatory action research can be a means for producing and maintaining effective training resources as well as the conditions for change in practice. In our workshops, staff particularly valued opportunities for guided discussion using videos of authentic cases to trigger reflection, and to collaboratively formulate student support guidelines, customised to each site. © 2015 John Wiley & Sons Ltd.

  20. Counselor-in-Training Perceptions of Supervision Practices Related to Self-Care and Burnout

    ERIC Educational Resources Information Center

    Thompson, E. Heather; Frick, Melodie H.; Trice-Black, Shannon

    2011-01-01

    Counselors-in-training face the challenges of balancing academic, professional, and personal obligations. Many counselors-in-training, however, report a lack of instruction regarding personal wellness and prevention of personal counselor burnout. The present study used CQR methodology with 14 counseling graduate students to investigate…

  1. Multi Campus Investigation of Academic Dishonesty in Higher Education of Pakistan

    ERIC Educational Resources Information Center

    Ellahi, Abida; Mushtaq, Rabia; Khan, Mohammed Bashir

    2013-01-01

    Purpose: The worst scandals of the world's top companies have turned the attention of researchers towards the function of academic institutions in ethical training of future business leaders because the issue of dishonest behaviour of students becomes very severe, when they exercise the same practice at their place of work. Therefore, the…

  2. Fast Track. Summer Academic Skills Enhancement Program, 1993. Final Evaluation Report.

    ERIC Educational Resources Information Center

    Donaldson, William S.

    The Summer Academic Skills Enhancement Program (SASEP) was offered in June-August 1993 to provide Job Training Partnership Act (JTPA) clients with the reading comprehension and language mechanics skills required for employment in entry-level positions. A total of 125 referred clients were enrolled into both of two remedial courses of study.…

  3. Barriers and enablers to academic health leadership.

    PubMed

    Bharwani, Aleem; Kline, Theresa; Patterson, Margaret; Craighead, Peter

    2017-02-06

    Purpose This study sought to identify the barriers and enablers to leadership enactment in academic health-care settings. Design/methodology/approach Semi-structured interviews ( n = 77) with programme stakeholders (medical school trainees, university leaders, clinical leaders, medical scientists and directors external to the medical school) were conducted, and the responses content-analysed. Findings Both contextual and individual factors were identified as playing a role in affecting academic health leadership enactment that has an impact on programme development, success and maintenance. Contextual factors included sufficient resources allocated to the programme, opportunities for learners to practise leadership skills, a competent team around the leader once that person is in place, clear expectations for the leader and a culture that fosters open communication. Contextual barriers included highly bureaucratic structures, fear-of-failure and non-trusting cultures and inappropriate performance systems. Programmes were advised to select participants based on self-awareness, strong communication skills and an innovative thinking style. Filling specific knowledge and skill gaps, particularly for those not trained in medical school, was viewed as essential. Ineffective decision-making styles and tendencies to get involved in day-to-day activities were barriers to the development of academic health leaders. Originality/value Programmes designed to develop academic health-care leaders will be most effective if they develop leadership at all levels; ensure that the organisation's culture, structure and processes reinforce positive leadership practices; and recognise the critical role of teams in supporting its leaders.

  4. Faculty and Technology: Implications for Faculty Training and Technology Leadership

    NASA Astrophysics Data System (ADS)

    Keengwe, Jared; Kidd, Terry; Kyei-Blankson, Lydia

    2009-02-01

    The purpose of this study was to explore the factors affecting ICT adoption process and the implications for faculty training and technology leadership. Respondents represented a wide range of academic and professional positions. They identified themselves as Assistant, Associate, and Professor as well as Instructional Designer, Director of Technology, Information Manager, eLearning Manager, Assistant Department Chair, Associate Vice President of Academic Affairs and Consultant. The respondents identified Organizational Support, Leadership, Training and Development, and Resources as the predominate themes affecting Information and Communication Technology (ICT) adoption process in higher education. Evidence from this study offers insights on how higher education administrators and technology leaders could help their faculty and staff to implement appropriate ICT tools and practices to improve student learning.

  5. Should medical research have a place in future clinical training?

    PubMed

    Bass, Nicholas J; Vos, Adrian; Woodgate, Sarah

    2007-09-01

    To determine the attitudes of training grade (Senior House Officer - SHO, Specialist Registrar - SpR) and non-training grade doctors (both Staff Grade and senior or Consultant level) towards the place of research in the curriculum for junior doctors and also the pursuit of research by senior (but non-academic) clinicians. A survey of a range of doctors from differing grades (above) was sent to all doctors of the employing Trust (comprising most of the regional training scheme) with a number of fixed questions but also an opportunity to provide free-text responses. Percentages of the fixed responses were estimated and free-text responses were grouped into main themes and miscellaneous items. Despite much criticism of the current protected research time for higher trainees in psychiatry in the UK and the anticipated abolition of this within the new training structure after August 2007, we found surprising and strong support for structured research training, experience and the opportunity to pursue this at senior level even for non-academic clinical consultants. Urgent review of the new training grade curriculum is needed with emphasis on how to address the research opportunities for trainees and seniors without compromising clinical, teaching and managerial obligations. A better use of such opportunities was strongly supported rather than the proposed abolition, which seems to be fast approaching.

  6. Obligation for transparency regarding treating physician credentials at academic health centres.

    PubMed

    Martin, Paul J; Skill, N James; Koniaris, Leonidas G

    2018-02-26

    Academic health centres have historically treated patients with the most complex of diseases, served as training grounds to teach the next generations of physicians and fostered an innovative environment for research and discovery. The physicians who hold faculty positions at these institutions have long understood how these key academic goals are critical to serve their patient community effectively. Recent healthcare reforms, however, have led many academic health centres to recruit physicians without these same academic expectations and to partner with non-faculty physicians at other health systems. There has been limited transparency in regard to the expertise among the physicians and the academic faculty within these larger entities. Such lack of transparency may lead to confusion among patients regarding the qualifications of who is actually treating them. This could threaten the ethical principles of patient autonomy, benevolence and non-maleficence as patients risk making uninformed decisions that might lead to poorer outcomes. Furthermore, this lack of transparency unjustly devalues the achievements of physician faculty members as well as potentially the university they represent. In this paper, it is suggested that academic health centres have an obligation to foster total transparency regarding what if any role a physician has at a university or medical school when university or other academic monikers are used at a hospital. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

  7. A DMA-train for precision measurement of sub-10 nm aerosol dynamics

    NASA Astrophysics Data System (ADS)

    Stolzenburg, Dominik; Steiner, Gerhard; Winkler, Paul M.

    2017-05-01

    Measurements of aerosol dynamics in the sub-10 nm size range are crucially important for quantifying the impact of new particle formation onto the global budget of cloud condensation nuclei. Here we present the development and characterization of a differential mobility analyzer train (DMA-train), operating six DMAs in parallel for high-time-resolution particle-size-distribution measurements below 10 nm. The DMAs are operated at six different but fixed voltages and hence sizes, together with six state-of-the-art condensation particle counters (CPCs). Two Airmodus A10 particle size magnifiers (PSM) are used for channels below 2.5 nm while sizes above 2.5 nm are detected by TSI 3776 butanol-based or TSI 3788 water-based CPCs. We report the transfer functions and characteristics of six identical Grimm S-DMAs as well as the calibration of a butanol-based TSI model 3776 CPC, a water-based TSI model 3788 CPC and an Airmodus A10 PSM. We find cutoff diameters similar to those reported in the literature. The performance of the DMA-train is tested with a rapidly changing aerosol of a tungsten oxide particle generator during warmup. Additionally we report a measurement of new particle formation taken during a nucleation event in the CLOUD chamber experiment at CERN. We find that the DMA-train is able to bridge the gap between currently well-established measurement techniques in the cluster-particle transition regime, providing high time resolution and accurate size information of neutral and charged particles even at atmospheric particle concentrations.

  8. Making clinical academic careers more attractive: views from questionnaire surveys of senior UK doctors.

    PubMed

    Lambert, Trevor W; Smith, Fay; Goldacre, Michael J

    2015-08-01

    To report on doctors' reasons, as expressed to our research group, for choosing academic careers and on factors that would make a career in clinical academic medicine more attractive to them. Postal, email and web questionnaires. UK. A total of 6936 UK-trained doctors who graduated in 1996, 1999 and 2000. Open-ended comments about a career in clinical academic medicine. Of doctors who provided reasons for pursuing a long-term career in clinical academic medicine, the main reasons were enjoyment of academic work and personal satisfaction, whether expressed directly in those terms, or in terms of intellectual stimulation, enjoyment of research, teaching and the advancement of medicine, and the job being more varied than and preferable to clinical work alone. Doctors' suggestions for making clinical academic medicine more attractive included improved pay and job security, better funding of research, greater availability of academic posts, more dedicated time for research (and less service work) and more support and mentoring. Women were more likely than men to prioritise flexible working hours and part-time posts. Medical schools could provide more information, as part of student teaching, about the opportunities for and realities of a career in clinical academic medicine. Women, in particular, commented that they lacked the role models and information which would encourage them to consider seriously an academic career. Employers could increase academic opportunities by allowing more time for teaching, research and study and should assess whether job plans make adequate allowance for academic work.

  9. Strengthening the Special Educational Needs Element of Initial Teacher Training and Education

    ERIC Educational Resources Information Center

    Golder, Gill; Jones, Nicky; Quinn, Erica Eaton

    2009-01-01

    In the academic year 2006-2007, the Training and Development Agency (TDA) set up a development programme to enable Initial Teacher Training and Education (ITTE) placements in specialist special education provision. The goal of the programme was to enhance the knowledge, skills and understanding of inclusive practice for special educational needs…

  10. Current Status of Gender and Racial/Ethnic Disparities Among Academic Emergency Medicine Physicians.

    PubMed

    Madsen, Tracy E; Linden, Judith A; Rounds, Kirsten; Hsieh, Yu-Hsiang; Lopez, Bernard L; Boatright, Dowin; Garg, Nidhi; Heron, Sheryl L; Jameson, Amy; Kass, Dara; Lall, Michelle D; Melendez, Ashley M; Scheulen, James J; Sethuraman, Kinjal N; Westafer, Lauren M; Safdar, Basmah

    2017-10-01

    A 2010 survey identified disparities in salaries by gender and underrepresented minorities (URM). With an increase in the emergency medicine (EM) workforce since, we aimed to 1) describe the current status of academic EM workforce by gender, race, and rank and 2) evaluate if disparities still exist in salary or rank by gender. Information on demographics, rank, clinical commitment, and base and total annual salary for full-time faculty members in U.S. academic emergency departments were collected in 2015 via the Academy of Administrators in Academic Emergency Medicine (AAAEM) Salary Survey. Multiple linear regression was used to compare salary by gender while controlling for confounders. Response rate was 47% (47/101), yielding data on 1,371 full-time faculty: 33% women, 78% white, 4% black, 5% Asian, 3% Asian Indian, 4% other, and 7% unknown race. Comparing white race to nonwhite, 62% versus 69% were instructor/assistant, 23% versus 20% were associate, and 15% versus 10% were full professors. Comparing women to men, 74% versus 59% were instructor/assistant, 19% versus 24% were associate, and 7% versus 17% were full professors. Of 113 chair/vice-chair positions, only 15% were women, and 18% were nonwhite. Women were more often fellowship trained (37% vs. 31%), less often core faculty (59% vs. 64%), with fewer administrative roles (47% vs. 57%; all p < 0.05) but worked similar clinical hours (mean ± SD = 1,069 ± 371 hours vs. 1,051 ± 393 hours). Mean overall salary was $278,631 (SD ± $68,003). The mean (±SD) salary of women was $19,418 (±$3,736) less than men (p < 0.001), even after adjusting for race, region, rank, years of experience, clinical hours, core faculty status, administrative roles, board certification, and fellowship training. In 2015, disparities in salary and rank persist among full-time U.S. academic EM faculty. There were gender and URM disparities in rank and leadership positions. Women earned less than men regardless of rank

  11. Assessing the academic and professional needs of trauma nurse practitioners and physician assistants.

    PubMed

    Wilson, Laurie N; Wainwright, Gail A; Stehly, Christy D; Stoltzfus, Jill; Hoff, William S

    2013-01-01

    Because of multiple changes in the health care environment, the use of services of physician assistants (PAs) and nurse practitioners (NPs) in trauma and critical care has expanded. Appropriate training and ongoing professional development for these providers are essential to optimize clinical outcomes. This study offers a baseline assessment of the academic and professional needs of the contemporary trauma PAs/NPs in the United States. A 14-question electronic survey, using SurveyMonkey, was distributed to PAs/NPs at trauma centers identified through the American College of Surgeons Web site and other online resources. Demographic questions included trauma center level, provider type, level of education, and professional affiliations. Likert scale questions were incorporated to assess level of mentorship, comfort level with training, and individual perceived needs for academic and professional development. There were 120 survey respondents: 60 NPs and 60 PAs. Sixty-two respondents (52%) worked at level I trauma centers and 95 (79%) were hospital-employed. Nearly half (49%) reported working in trauma centers for 3 years or less. One hundred nineteen respondents (99%) acknowledged the importance of trauma-specific education; 98 (82%) were required by their institution to obtain such training. Thirty-five respondents (32%) reported receiving $1000 per year or less as a continuing medical education benefit. Insufficient mentorship, professional development, and academic development were identified by 22 (18%), 16 (13%), and 30 (25%) respondents, respectively. Opportunities to network with trauma PAs/NPs outside their home institution were identified as insufficient by 79 (66%). While PAs/NPs in trauma centers recognize the importance of continued contemporary trauma care and evidence-based practices, attending trauma-related education is not universally required by their employers. Financial restrictions may pose an additional impediment to academic development

  12. Embedding Academic Literacy Support within the Electrical Engineering Curriculum: A Case Study

    ERIC Educational Resources Information Center

    Skinner, I.; Mort, P.

    2009-01-01

    This paper reports the integration of supplementary training in academic literacy, for those without the assumed entry standard, into a standard electrical engineering program without compromising any other educational objectives. All students who commenced an engineering degree were tested as part of their first session's assessment activities.…

  13. Effective University Leadership as Predictor of Academic Excellence in Southern Nigerian Universities

    ERIC Educational Resources Information Center

    Ofoegbu, Felicia O.; Alonge, Hezekiah O.

    2017-01-01

    The University is an educational system where high level manpower is trained for socio-economic and political growth of any nation. The leadership of a University plays invaluable roles in achieving academic excellence in dissemination and acquisition of universal knowledge, values; functional, technical and scientific skills and competencies…

  14. The ASIBS Short Course: A unique strategy for increasing statistical competency of junior investigators in academic medicine.

    PubMed

    Benn, Emma K T; Tu, Chengcheng; Palermo, Ann-Gel S; Borrell, Luisa N; Kiernan, Michaela; Sandre, Mary; Bagiella, Emilia

    2017-08-01

    As clinical researchers at academic medical institutions across the United States increasingly manage complex clinical databases and registries, they often lack the statistical expertise to utilize the data for research purposes. This statistical inadequacy prevents junior investigators from disseminating clinical findings in peer-reviewed journals and from obtaining research funding, thereby hindering their potential for promotion. Underrepresented minorities, in particular, confront unique challenges as clinical investigators stemming from a lack of methodologically rigorous research training in their graduate medical education. This creates a ripple effect for them with respect to acquiring full-time appointments, obtaining federal research grants, and promotion to leadership positions in academic medicine. To fill this major gap in the statistical training of junior faculty and fellows, the authors developed the Applied Statistical Independence in Biological Systems (ASIBS) Short Course. The overall goal of ASIBS is to provide formal applied statistical training, via a hybrid distance and in-person learning format, to junior faculty and fellows actively involved in research at US academic medical institutions, with a special emphasis on underrepresented minorities. The authors present an overview of the design and implementation of ASIBS, along with a short-term evaluation of its impact for the first cohort of ASIBS participants.

  15. College health professionals and academic librarians: collaboration for student health.

    PubMed

    Hallyburton, Ann; Kolenbrander, Nancy; Robertson, Carolyn

    2008-01-01

    College health professionals must find new ways of educating students on finding and evaluating consumer health information, specifically in the online environment. Librarians are trained as information professionals; however, librarians at general academic libraries are not taking a lead role in providing consumer health information. The authors' purpose in this research was to determine the health information resource needs of college and university students and provide a model for collaboration between college health professionals and academic librarians. The authors compared data from a national survey on college health (N = 54,111) with their own results from a survey of general academic librarians (N = 17) to create recommendations for synching students' reported health information needs with librarians' resources. Although the Internet was students' second most-often consulted health information source, they ranked the believability of online health information above only television. In the librarian survey, although 12 respondents indicated that health information provision is a library's responsibility, the majority (n = 11) believed their library's consumer health outreach to be passive. The authors offer recommendations for partnerships between college healthcare professionals and academic librarians to better provide this information to students.

  16. [Analysis of a university training program in endocrinology].

    PubMed

    López M, José M; Fardella B, Carlos

    2007-09-01

    The Pontificia Universidad Católica de Chile has a two decades experience in training endocrinology specialists. This communication explains the operation of the training program and the results of a survey, answered by 90% of Endocrinologists that were trained at the center. This survey covers different aspects of the program such as the strengths and weaknesses of the academic teaching and the present position of the trainees. Questions about the working environment and the relationship with their teachers during the application of the program are also included. These results can be useful for other University centers that are planning a training program in endocrinology and for those physicians that are planning to become endocrinologists.

  17. Academic Productivity as Perceived by Malaysian Academics

    ERIC Educational Resources Information Center

    Hassan, Aminuddin; Tymms, Peter; Ismail, Habsah

    2008-01-01

    The purpose of this research is to explore the perspectives of Malaysian academics in relation to academic productivity and some factors affecting it. A large scale online questionnaire was used to gather information from six public universities. The most productive role in the eyes of the academics was found to be teaching, with research and…

  18. The Academic Structure in Japan: Institutional Hierarchy and Academic Mobility.

    ERIC Educational Resources Information Center

    Arimoto, Akira

    The characteristics of the Japanese academic structure are examined with attention to the evolution of institutional hierarchy, the closed academic structure, and the effects of the academic structure upon academic research. The evolution of Japan's institutional hierarchy in academics has been tightly related to factors of nationalism,…

  19. Peer-Facilitated Discrete Trial Training for Children with Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    Young, K. Richard; Radley, Keith C.; Jenson, William R.; West, Richard P.; Clare, Susan K.

    2016-01-01

    In 2 studies, we evaluated the feasibility and efficacy of peer-mediated, school-based discrete trial training (DTT) for students with autism spectrum disorder (ASD). In the first, 6 typically developing elementary-age students were trained to use DTT procedures to teach target academic skills to 3 students with ASD who had been educated in a…

  20. Training Procedures for Enhancing Reserve Component Learning, Retention, and Transfer

    DTIC Science & Technology

    1989-09-01

    181). San Diego, CA: Academic Press. Craik , F. I. M., & Lockhart , R. S. (1972). Levels of processing : A framework for memory research. Journal of Verbal...performance. New York: Academic Press. Battig, W. F. (1979). The flexibility of human memory. In L. S. Cermak A F. I. M. Craik (Eds.), Levels of processing and...better retention and transfer (e.g., Craik & Lockhart , 1972). In contrast, Lee and Magill (1983) argue that random practice during training causes