Academic-practice partnerships to promote evidence-based practice in long-term care: oral hygiene care practices as an exemplar.

PubMed

McConnell, Eleanor Schildwachter; Lekan, Deborah; Hebert, Catherine; Leatherwood, Lisa

2007-01-01

Learning in practice disciplines suffers when gaps exist between classroom instruction and students' observations of routine clinical practices.(1) Academic institutions, therefore, have a strong interest in fostering the rapid and effective translation of evidence-based care techniques into routine practice. Long-term care (LTC) practice sites are particularly vulnerable to gaps between classroom teaching and how daily care is implemented, owing to the recent rapid advances in the scientific bases of care for frail older adults, the relative isolation of most LTC sites from academic settings,(2) and the relatively small number of registered nurses (RNs) available in LTC settings who can facilitate translation of research-based practices into care.(3) The aim of this project was to demonstrate the feasibility and value of an academic practice partnership to implement evidence-based approaches to solving resident care problems in LTC, as many scientifically proven practices hold promise for improving resident outcomes yet adoption is often slow.(4) We developed and implemented a clinical practice improvement process, based on diffusion of innovations theory and research,(5-8) to serve as a new model of academic-practice collaboration between a university school of nursing, LTC facility management and direct-care staff, as a means of developing high quality clinical sites for student rotations. The goal was to implement a sustainable evidence-based oral care program as an exemplar of how scientific evidence can be translated into LTC practice. This project focused on oral hygiene because the staff was dissatisfied with their existing resident oral care program, and an evidence-base for oral care in LTC existed that had not yet been incorporated into care routines. This article describes a systematic, replicable process for linking advanced practice registered nurse expertise with staff insights about care systems to reduce the gap between teaching and practice in

New Practices in Doing Academic Development: Twitter as an Informal Learning Space

ERIC Educational Resources Information Center

McPherson, Megan; Budge, Kylie; Lemon, Narelle

2015-01-01

Using social media platforms to build informal learning processes and social networks is significant in academic development practices within higher education. We present three vignettes illustrating academic practices occurring on Twitter to show that using social media is beneficial for building networks of academics, locally and globally,…

Envisaging the use of evidence-based practice (EBP): how nurse academics facilitate EBP use in theory and practice across Australian undergraduate programmes.

PubMed

Malik, Gulzar; McKenna, Lisa; Griffiths, Debra

2017-09-01

This paper is drawn from a grounded theory study that aimed to investigate processes undertaken by academics when integrating evidence-based practice into undergraduate curricula. This paper focuses on how nurse academics facilitated students to apply evidence-based practice in theory and practice. Facilitating undergraduate nursing students to develop skills within an evidence-based practice framework is vital to achieving evidence-based care. Studies on evidence-based practice conducted globally suggests that there is a need to investigate approaches used by nurse academics in facilitating students' understanding and use of evidence-based practice during their nurse education. Employing constructivist grounded theory approach, 23 nurse academics across Australian universities were interviewed and nine observed during their teaching. Some study participants shared their unit guides to enrich analysis. Data analysis was performed by following Charmaz's approach of coding procedures; as a result, four categories were constructed. This paper focuses on the category conceptualised as Envisaging the use of evidence-based practice. Findings revealed that most academics-assisted students to use evidence in academic-related activities. Recognising the importance of evidence-based practice in practice, some also expected students to apply evidence-based practice during clinical experiences. However, the level of students' appreciation for evidence-based practice during clinical experiences was unknown to participants and was influenced by practice-related barriers. Acknowledging these challenges, academics were engaged in dialogue with students and suggested the need for academia-practice collaboration in combating the cited barriers. Ensuring academics are supported to emphasise clinical application of evidence-based practice requires strategies at school and practice levels. Faculty development, engagement of clinical nurses with evidence-based practice, supportive

Latina/o Academics' Resilient Qualities in Their Linguistically Diverse Practices

ERIC Educational Resources Information Center

Cavazos, Alyssa G.

2016-01-01

Emphasis placed on academic writing in English may create challenges for multilingual academics as they negotiate diverse languages. Based on personal interviews with bilingual Latina/o academics in rhetoric and composition, this study reveals that their language practices reflect diverse resilient qualities at various stages in their academic…

Academic English Socialization through Individual Networks of Practice

ERIC Educational Resources Information Center

Zappa-Hollman, Sandra; Duff, Patricia A.

2015-01-01

This article introduces the notion of individual network of practice (INoP) as a viable construct for analyzing academic (discourse) socialization in second language (L2) contexts. The authors provide an overview of social practice theories that have informed the development of INoP--community of practice (CoP; Lave & Wenger, 1991; Wenger,…

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,…

Leadership by collaboration: Nursing's bold new vision for academic-practice partnerships.

PubMed

Sebastian, Juliann G; Breslin, Eileen T; Trautman, Deborah E; Cary, Ann H; Rosseter, Robert J; Vlahov, David

In 2016 the American Association of Colleges of Nursing issued a report, Advancing Healthcare Transformation: A New Era for Academic Nursing that included recommendations for more fully integrating nursing education, research, and practice. The report calls for a paradigm shift in how nursing leaders in academia and practice work together and with other leaders in higher education and clinical practice. Only by doing so can we realize the full benefits of academic nursing in this new era in which integration and collaboration are essential to success. In this paper we: 1) examine how academic nursing can contribute to healthcare innovation across environments; 2) explore leadership skills for deans of nursing to advance the goals of academic nursing in collaboration with clinical nursing partners, other health professions and clinical service leaders, academic administrators, and community members; and, 3) consider how governance structures and policy initiatives can advance this work. Copyright © 2017 Elsevier Inc. All rights reserved.

Gender Disparities in Academic Practice.

PubMed

Waljee, Jennifer F; Chang, Kate Wan-Chu; Kim, H Myra; Gyetko, Margaret R; Quint, Elisabeth H; Lukacs, Nicholas W; Woolliscroft, James O; Chung, Kevin C

2015-09-01

In academia, women remain underrepresented. The authors' sought to examine differences in faculty position and professional satisfaction among academic physicians by gender. From 2008 to 2012, academic faculty members at a single institution were surveyed (2008, n = 737; 2010, n = 1151; and 2012, n = 971) regarding current position, choice of position, professional satisfaction, and desire for leaving. Logistic regression was performed to compare aspects of professional satisfaction by gender. Men more often held tenure track positions compared with women (2008, 45 percent versus 20 percent; 2010, 47 percent versus 20 percent; and 2012, 49 percent versus 20 percent; p < 0.001). Women were more likely to engage in only clinical activities compared with men (2008, 31 percent versus 18 percent; 2010, 28 percent versus 14 percent; and 2012, 33 percent versus 13 percent; p < 0.001) and less likely to participate in research. Women chose tracks to accommodate work-life balance [2008, OR, 1.9 (95 percent CI, 1.29 to 2.76); 2010, OR, 2.0 (95 percent CI, 1.38 to 2.76); and 2012, OR, 2.1 (95 percent CI, 1.40 to 3.00)], rather than the opportunity of tenure [2008, OR, 0.4 (95 percent CI, 0.23 to 0.75); 2010, OR, 0.5 (95 percent CI, 0.35 to 0.85); and 2012, OR, 0.5 (95 percent CI, 0.29 to 0.76) compared with men. Men reported higher professional satisfaction compared with women (2008, 5.7 versus 5.4, p < 0.009; 2012, 5.3 versus 5.0, p < 0.03). Men were more likely to leave because of leadership opportunities (14.4 percent versus 9.2 percent, p < 0.03) and compensation (14.2 percent versus 9.2 percent, p < 0.03) compared with women. Women report lower levels of professional satisfaction in academic practice compared with men. Given the increasing pressures of academic practice, efforts to align work-life balance and professional goals could potentially improve faculty satisfaction and retention.

Effectiveness of the Use of Spiritual Intelligence in Women Academic Leadership Practice

ERIC Educational Resources Information Center

Ramachandaran, Sharmila Devi; Krauss, Steven Eric; Hamzah, Azimi; Idris, Khairuddin

2017-01-01

Purpose: The purpose of this paper is to explore the effectiveness of the use of spiritual intelligence into women academic leadership practices. The study designed to provide a clear understanding of the effectiveness of the use of spiritual intelligence practices within women academic leadership practices. In addition, the study will be an ideal…

Transforming Primary Care Practice and Education: Lessons From 6 Academic Learning Collaboratives.

PubMed

Koch, Ursula; Bitton, Asaf; Landon, Bruce E; Phillips, Russell S

Adoption of new primary care models has been slow in academic teaching practices. We describe a common framework that academic learning collaboratives are using to transform primary care practice based on our analysis of 6 collaboratives nationally. We show that the work of the collaboratives could be divided into 3 phases and provide detail on the phases of work and a road map for those who seek to emulate this work. We found that learning collaboratives foster transformation, even in complex academic practices, but need specific support adapted to their unique challenges.

Academics' Conceptions of Assessment and Their Assessment Practices

ERIC Educational Resources Information Center

Postareff, Liisa; Virtanen, Viivi; Katajavuori, Nina; Lindblom-Ylanne, Sari

2012-01-01

The present study focuses; firstly, on analysing academics' conceptions of the purpose of assessment; secondly, on their assessment practices; and thirdly, on the relationship between their conceptions and practices. The data consisted of interviews with 28 pharmacy teachers. The analysis resulted in a continuum of categories of conceptions, from…

Academic Research Record-Keeping: Best Practices for Individuals, Group Leaders, and Institutions

PubMed Central

Schreier, Alan A.; Wilson, Kenneth; Resnik, David

2014-01-01

During the last half of the 20th century, social and technological changes in academic research groups have challenged traditional research record-keeping practices, making them either insufficient or obsolete. New practices have developed but standards (best practices) are still evolving. Based on the authors’ review and analysis of a number of sources, they present a set of systematically compiled best practices for research record-keeping for academic research groups. These best practices were developed as an adjunct to a research project on research ethics aimed at examining the actual research record-keeping practices of active academic scientists and their impact on research misconduct inquiries. The best practices differentiate and provide separate standards for three different levels within the university: the individual researcher, the research group leader, and the department/institution. They were developed using a combination of literature reviews, surveys of university integrity officials, focus groups of active researchers, and inspection of university policies on research record-keeping. The authors believe these best practices constitute a “snapshot” of the current normative standards for research records within the academic research community. They are offered as ethical and practical guidelines subject to continuing evolution and not as absolute rules. They may be especially useful in training the next generation of researchers. PMID:16377817

Practice management for academic dermatology departments.

PubMed

Eaglstein, W H

2000-09-01

Practice management in the academic medical center (AMC) is different than in other environments. Practice is only a part of the practitioner's mission within an AMC. Practice revenue will be subject to a tax or overhead by both the school and the department. Contract and practice guidelines cannot be tailored to the needs of the dermatology practice, because contracts and guidelines are negotiated globally for all of the practices within the AMC. Personnel, on which the practice depends, may report to hospitals and clinics rather than to the practice's management. Even control of the practice's manager may be diluted by a dual or "dotted line" reporting relationship between the department manager and the school practice manager. Although more constraints exist within the AMC, there are some strategic and operational choices that affect a practice's success. Among these are: (1) selection of services offered; (2) creation of satellites; (3) stimulation of faculty effort; (4) enhancement of faculty billing knowledge; and (5) creation of a "tie" between staff and the practice.

Social Media Use in Academics: Undergraduate Perceptions and Practices

ERIC Educational Resources Information Center

Ciampa, Mark; Thrasher, Evelyn H.; Revels, Mark A.

2016-01-01

The aim of this research was to elicit student perceptions and practices regarding the use of social media in the academic setting. More specifically, the objectives of this study were to (1) assess student perceptions of technology use in an academic setting and to rank their preferences; (2) determine which resources and communication options…

How Academic Leaders Conceptualize the Phenomenon of Faculty Performance Appraisal Practices

ERIC Educational Resources Information Center

Soo Kim, Tatum

2016-01-01

This dissertation addresses the phenomenon of how academic leaders conceptualize faculty performance practices. Qualitative research methods were used to explore the experiences of 11 academic leaders from 4-year higher education institutions in the metropolitan area of New York, NY. Each academic leader had direct responsibility for faculty…

Practice patterns of academic general thoracic and adult cardiac surgeons.

PubMed

Ingram, Michael T; Wisner, David H; Cooke, David T

2014-10-01

We hypothesized that academic adult cardiac surgeons (CSs) and general thoracic surgeons (GTSs) would have distinct practice patterns of, not just case-mix, but also time devoted to outpatient care, involvement in critical care, and work relative value unit (wRVU) generation for the procedures they perform. We queried the University Health System Consortium-Association of American Medical Colleges Faculty Practice Solution Center database for fiscal years 2007-2008, 2008-2009, and 2009-2010 for the frequency of inpatient and outpatient current procedural terminology coding and wRVU data of academic GTSs and CSs. The Faculty Practice Solution Center database is a compilation of productivity and payer data from 86 academic institutions. The greatest wRVU generating current procedural terminology codes for CSs were, in order, coronary artery bypass grafting, aortic valve replacement, and mitral valve replacement. In contrast, open lobectomy, video-assisted thoracic surgery wedge, and video-assisted thoracic surgery lobectomy were greatest for GTSs. The 10 greatest wRVU-generating procedures for CSs generated more wRVUs than those for GTSs (P<.001). Although CSs generated significantly more hospital inpatient evaluation and management (E & M) wRVUs than did GTSs (P<.001), only 2.5% of the total wRVUs generated by CSs were from E & M codes versus 18.8% for GTSs. Critical care codes were 1.5% of total evaluation and management billing for both CSs and GTSs. Academic CSs and GTSs have distinct practice patterns. CSs receive greater reimbursement for services because of the greater wRVUs of the procedures performed compared with GTSs, and evaluation and management coding is a more important wRVU generator for GTSs. The results of our study could guide academic CS and GTS practice structure and time prioritization. Copyright © 2014 The American Association for Thoracic Surgery. Published by Elsevier Inc. All rights reserved.

The importance of therapeutic farriery in equine practice.

PubMed

Werner, Harry W

2012-08-01

For an equine practice to offer therapeutic farriery as a professional service, that service must be founded in individual competence and cooperation between veterinarian and farrier. Inadequate farriery education and experience may result in substandard or even contraindicated therapeutic farriery prescriptions and farrier care. Within continuing education for equine practitioners, excellent opportunities to advance one's understanding of and clinical competence in therapeutic farriery are increasingly available. It is the obligation of the veterinarian to acquire and maintain a working understanding of both basic and therapeutic farriery to work effectively with the farrier and offer a valid service to the client. Copyright © 2012 Elsevier Inc. All rights reserved.

Best Practices in Academic Mentoring: A Model for Excellence

PubMed Central

Nick, Jan M.; Delahoyde, Theresa M.; Del Prato, Darlene; Mitchell, Claudia; Ortiz, Jennifer; Ottley, Clarise; Young, Patricia; Cannon, Sharon B.; Lasater, Kathie; Reising, Deanna; Siktberg, Linda

2012-01-01

Mentoring is important for the recruitment and retention of qualified nurse faculty, their ongoing career development, and leadership development. However, what are current best practices of mentoring? The purpose of this paper is to provide an overview of a model for excellence in establishing a formal mentoring program for academic nurse educators. Six themes for establishing a formal mentoring program are presented, highlighting best practices in mentoring as culled from experience and the literature. Themes reflect aims to achieve appropriately matched dyads, establish clear mentorship purpose and goals, solidify the dyad relationship, advocate for and guide the protégé, integrate the protégé into the academic culture, and mobilize institutional resources for mentoring support. Attending to the six themes will help mentors achieve important protégé outcomes, such as orientation to the educator role, integration into the academic community, development of teaching, scholarship, and service skills, as well as leadership development. The model is intended to be generalizable for faculty teaching in a variety of academic nursing institution types and sizes. Mentoring that integrates the six themes assists faculty members to better navigate the academic environment and more easily transition to new roles and responsibilities. PMID:22685645

Developing the academic nursing practice in the midst of new realities in higher education.

PubMed

Miller, Karen L; Bleich, Michael R; Hathaway, Donna; Warren, Carol

2004-02-01

The academic nursing practice has a role in replenishing the diminished resources that confront higher education and, if well conceived and managed, is a viable option to support existing academic program stability and growth. An alternative model for defining the academic practice--beyond traditional nurse-managed centers--is presented in this article. The cohesive interconnection of the education, research, and practice missions is addressed with examples of how each contributes to a variety of communities of interest and expands professional nursing roles through innovative care model testing and development. With effective business planning and infrastructure support, faculty practice plans can evolve to a second generation, with heightened societal accountability for service, academic, and collaborative research outcomes.

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

Feedback from the Coal-Face: How the Lived Experience of Women Casual Academics Can Inform Human Resources and Academic Development Policy and Practice

ERIC Educational Resources Information Center

Crimmins, Gail

2017-01-01

Casual academics form the backbone of learning and teaching practice in higher education in many developed countries and in many respects can be considered the norm around which academic policy and practice might be formed. Yet a narrative inquiry into the lived experience of women casual academics within Australian universities reveals that…

Scientific literacy and academic identity: Creating a community of practice

NASA Astrophysics Data System (ADS)

Reveles, John Michael

2005-07-01

This one-year ethnographic study of a third grade classroom examined the construction of elementary school science. The research focused on the co-development of scientific literacy and academic identity. Unlike much research in science education that views literacy as merely supportive of science; this dissertation research considers how students learned both disciplinary knowledge in science as well as about themselves as learners through language use. The study documented and analyzed how students came to engage with scientific knowledge and the impact this engagement had upon their academic identities over time. Ethnographic and discourse analytic methods were employed to investigate three research questions: (a) How were the students in a third grade classroom afforded opportunities to acquire scientific literate practices through the spoken/written discourse and science activities? (b) In what ways did students develop and maintain academic identities taken-up over time as they discursively appropriated scientific literate practices via classroom discourse? and (c) How did students collectively and individually inscribe their academic identities and scientific knowledge into classroom artifacts across the school year? Through multiple forms of analyses, I identified how students' communication and participation in science investigations provided opportunities for them to learn specific scientific literate practices. The findings of this empirical research indicate that students' communication and participation in science influenced the ways they perceived themselves as active participants within the classroom community. More specifically, students were observed to appropriate particular discourse practices introduced by the teacher to frame scientific disciplinary knowledge and investigations. Thus, emerging academic identities and developing literate practices were documented via analysis of discursive (spoken, written, and enacted) classroom interactions. A

A framework for developing rural academic general practices: a qualitative case study in rural Victoria.

PubMed

Brown, J B; Morrison, Tracy; Bryant, Melanie; Kassell, Lisa; Nestel, Debra

2015-01-01

There is increasing pressure for Australian rural general practices to engage in educational delivery as a means of addressing workforce issues and accommodating substantial increases in learners. For practices that have now developed a strong focus on education, there is the challenge to complement this by engaging in research activity. This study develops a rural academic general practice framework to assist rural practices in developing both comprehensive educational activity and a strong research focus thus moving towards functioning as mature academic units. A case study research design was used with the unit of analysis at the level of the rural general practice. Purposively sampled practices were recruited and individual interviews conducted with staff (supervisors, practice managers, nurses), learners (medical students, interns and registrars) and patients. Three practices hosted 'multi-level learners', two practices hosted one learner group and one had no learners. Forty-four individual interviews were conducted with staff, learners and patients. Audio recordings were transcribed for thematic analysis. After initial inductive coding, deductive analysis was undertaken with reference to recent literature and the expertise of the research team resulting in the rural academic general practice framework. Three key themes emerged with embedded subthemes. For the first theme, organisational considerations, subthemes were values/vision/culture, patient population and clinical services, staffing, physical infrastructure/equipment, funding streams and governance. For the second theme, educational considerations, subthemes were processes, clinical supervision, educational networks and learner presence. Third, for research considerations, there were the subthemes of attitude to research and research activity. The framework maps the development of a rural academic practice across these themes in four progressive stages: beginning, emerging, consolidating and

Citizen expectations of 'academic entrepreneurship' in health research: public science, practical benefit.

PubMed

Miller, Fiona A; Painter-Main, Michael; Axler, Renata; Lehoux, Pascale; Giacomini, Mita; Slater, Barbara

2015-12-01

Responsiveness to citizens as users of technological innovation helps motivate translational research and commercial engagement among academics. Yet, retaining citizen trust and support for research encourages caution in pursuit of commercial science. We explore citizen expectations of the specifically academic nature of commercial science [i.e. academic entrepreneurship (AE)] and the influence of conflict of interest concerns, hopes about practical benefits and general beliefs. We conducted a cross-sectional national opinion survey of 1002 Canadians online in 2010. Approval of AE was moderate (mean 3.2/5, SD 0.84), but varied by entrepreneurial activity. Concern about conflict of interests (COI) was moderate (mean 2.9/5, SD 0.86) and varied by type of concern. An ordinary least-squares regression showed that expectations of practical benefits informed support for AE, specifically that academic-industry collaboration can better address real-world problems; conflict of interest concerns were insignificant. These findings suggest that citizens support AE for its potential to produce practical benefits, but enthusiasm varies and is reduced for activities that may prioritize private over public interests. Further, support exists despite concern about COI, perhaps due to trust in the academic research context. For user engagement in research priority setting, these findings suggest the need to attend to the commercial nature of translational science. For research policy, they suggest the need for governance arrangements for responsible innovation, which can sustain public trust in academic research, and realize the practical benefits that inform public support for AE. © 2014 John Wiley & Sons Ltd.

Lessons learned from a history of perseverance and innovation in academic-practice partnerships.

PubMed

Libster, Martha Mathews

2011-01-01

Nurse leaders today are faced with a pressing concern to reevaluate established community resources and models for academic-practice partnerships that have been used in the preparation of new and advanced practice nurses. Nursing reform in education and practice is not achieved as a simple series of decisions in the present moment with future direction as its object. It is a process in which the outcome is ultimately evaluated within the context of history. Academic-practice partnerships are part of a nursing heritage that has persevered for hundreds of years. This article is a brief synopsis of examples from the historical records that evidence the lessons learned from the experiences of nurses who have formed innovative academic-practice partnerships with religious communities, medical colleges and physicians, government, hospitals, institutions of higher learning, and nursing organizations. Copyright © 2011 Elsevier Inc. All rights reserved.

Job satisfaction among obstetrician-gynecologists: a comparison between private practice physicians and academic physicians.

PubMed

Bell, Darrel J; Bringman, Jay; Bush, Andrew; Phillips, Owen P

2006-11-01

Physician job satisfaction has been the subject of much research. However, no studies have been conducted comparing academic and private practice physician satisfaction in obstetrics and gynecology. This study was undertaken to measure satisfaction levels for academic and private practice obstetrician-gynecologists and compare different aspects of their practice that contributed to their satisfaction. A survey was mailed to randomly selected obstetrician-gynecologists in Memphis, TN; Birmingham, AL; Little Rock, AR; and Jackson, MS. Physicians were asked to respond to questions concerning demographics and career satisfaction. They were also asked to assess the contribution of 13 different aspects of their practice in contributing to their job selection and satisfaction using a Likert scale. A score of 1 meant the physician completely disagreed with a statement regarding a factor's contribution or was completely dissatisfied; a score of 5 meant the physician completely agreed with a factor's contribution or was completely satisfied. Simple descriptive statistics, as well as the 2-sample t test, were used. Likert scale values were assumed to be interval measurements. Of the 297 questionnaires mailed, 129 (43%) physicians responded. Ninety-five (74%) respondents rated their overall satisfaction as 4 or 5. No significant difference was found between academic and private physicians when comparing overall job satisfaction (P = .25). When compared to private practice physicians, the aspects most likely contributing to overall job satisfaction for academic physicians were the ability to teach, conduct research, and practice variety (P = .0001, P = .0001, and P = .007, respectively). When compared with academic physicians, the aspects most likely contributing to job satisfaction for private practice physicians were autonomy, physician-patient relationship, and insurance reimbursement (P = .0058, P = .0001, and P = .0098, respectively). When choosing a practice setting

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

The role of advanced practice providers in pediatric otolaryngology academic practices.

PubMed

Reilly, Brian K; Brandon, Gretchen; Shah, Rahul; Preciado, Diego; Zalzal, George

2013-01-01

The goal of this study was to examine the roles of Physician Assistants (PAs) and Nurse Practitioners (NPs) in pediatric academic otolaryngology programs to provide a better understanding of their scope of practice, levels of autonomy, clinical duties, teaching opportunities and research participation. An anonymous web-based electronic survey tool was sent to all pediatric otolaryngology fellowship program directors in the United States. Nurse Practitioners and Physician Assistants are utilized in approximately 3 out of every 4 pediatric otolaryngology practices. The top three job activities of both the PA and NP were: (1) seeing patients independently, (2) working alongside doctors in clinic, and (3) answering phone lines/parental calls. A higher percentage of PAs (83%), worked alongside doctors in clinic, as compared to NPs, where only 55% work alongside MDs. Over half of PAs round with the in-patient team and see consults as compared to just over one third of NPs who participate in such activities. Twenty-five percent of practices reported that PAs cover call and assist in the OR. Most PAs/NPs saw between 11 and 15 patients per clinic which provides a clear productivity advantage when looking to screen patients, provide medical care, generate surgical cases, and maximize billings. NPs and PAs have complimentary skill sets ideal for the pediatric otolaryngology workplace, although job activities and "best fit" are hospital and practice dependent. Our study suggests that the use of PAs and NPs will continue to grow to meet increased demand for services in the field of pediatric otolaryngology. Employing advanced practice providers enables academic centers to improve access, provide additional financial remuneration, reduce wait times for new patients, and allow attending physicians to meet increased practice demands. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

Over Time, How Do Post-Ph.D. Scientists Locate Teaching and Supervision within Their Academic Practice?

ERIC Educational Resources Information Center

McAlpine, Lynn

2014-01-01

While building a strong research profile is usually seen as key for those seeking a traditional academic position, teaching is also understood as central to academic practice. Still, we know little of how post-Ph.D. researchers seeking academic posts locate teaching and supervision in their academic practice, nor how their views may shift as they…

Improving coding accuracy in an academic practice.

PubMed

Nguyen, Dana; O'Mara, Heather; Powell, Robert

2017-01-01

Practice management has become an increasingly important component of graduate medical education. This applies to every practice environment; private, academic, and military. One of the most critical aspects of practice management is documentation and coding for physician services, as they directly affect the financial success of any practice. Our quality improvement project aimed to implement a new and innovative method for teaching billing and coding in a longitudinal fashion in a family medicine residency. We hypothesized that implementation of a new teaching strategy would increase coding accuracy rates among residents and faculty. Design: single group, pretest-posttest. military family medicine residency clinic. Study populations: 7 faculty physicians and 18 resident physicians participated as learners in the project. Educational intervention: monthly structured coding learning sessions in the academic curriculum that involved learner-presented cases, small group case review, and large group discussion. overall coding accuracy (compliance) percentage and coding accuracy per year group for the subjects that were able to participate longitudinally. Statistical tests used: average coding accuracy for population; paired t test to assess improvement between 2 intervention periods, both aggregate and by year group. Overall coding accuracy rates remained stable over the course of time regardless of the modality of the educational intervention. A paired t test was conducted to compare coding accuracy rates at baseline (mean (M)=26.4%, SD=10%) to accuracy rates after all educational interventions were complete (M=26.8%, SD=12%); t24=-0.127, P=.90. Didactic teaching and small group discussion sessions did not improve overall coding accuracy in a residency practice. Future interventions could focus on educating providers at the individual level.

Academic-Corporate Engagement: Strategic and Organizational Best Practices

ERIC Educational Resources Information Center

Garber, Robert

2017-01-01

Academic institutions pursue relationships with corporations to fulfill a variety of goals and interests. These may include furthering a research mission, supporting employment of graduates, and promoting economic development through commercialization of discoveries, among others. A body of best practices for corporate engagement has emerged…

Toward an Understanding of the Use of Academic Theories in Public Relations Practice.

ERIC Educational Resources Information Center

Cornelissen, Joep P.

2000-01-01

Discusses a focal issue in the public relations field: the way that practitioners use academic theories. Offers an exploration of the possible modes of use of academic or scientific theory in public relations practice. Notes that the premise of this model is that scientific knowledge is seldom used in an unaltered form in practice. Closes by…

International Graduate Students' Academic Writing Practices in Malaysia: Challenges and Solutions

ERIC Educational Resources Information Center

Singh, Manjet Kaur Mehar

2015-01-01

This article focuses on the challenges faced by non-native English speaking international graduate students in their academic writing practices while they studied at a university in Malaysia as well as the solutions they employed when faced with the challenges. Academic Literacies Questionnaire was used to collect data. Based on 131 participants,…

A pilot study of the experience of participating in a Therapeutic Touch practice group.

PubMed

Moore, Theresa; Ting, Brigid; Rossiter-Thornton, Maria

2008-09-01

This pilot study explored the experience of participating in a Therapeutic Touch practice group. A qualitative descriptive-exploratory method was used, involving 12 members of practice groups in Ontario and British Columbia, Canada. Analysis of the data using an extraction-synthesis process yielded four themes: (a) learning with others through sharing and hands-on experience is valued; (b) connecting with a network of supportive relationships that sustain self and Therapeutic Touch practice; (c) comfort-discomfort arising with self, others, or ideas; and (d) meaningful changes emerge while experiencing group energy and Therapeutic Touch. The findings expand current knowledge about the positive aspects of participating in practice groups and provide a beginning understanding of member discomfort, which had not been previously reported. This knowledge will be useful to Therapeutic Touch organizations, practice group leaders, and group members. It will also guide health care agencies and practitioners of other healing modalities who may be considering establishing practice groups.

Faculty Practice: Facilitation of Clinical Integrations into the Academic Triad Model.

ERIC Educational Resources Information Center

Newland, Jamesetta A.; Truglio-Londrigan, Marie

2003-01-01

Uses the Pace University School of Nursing as an example of the evolution of models of nursing faculty practice. Discusses outcomes of evaluation of faculty practice through surveys and interviews: formation of a support group for faculty involved in practice and recommendations for university-wide culture change regarding the academic triad.…

[Publication practices of academics in medical psychology and in psychosomatics and psychotherapy].

PubMed

Decker, O; Brähler, E

2001-07-01

When qualifying for higher academic positions junior academics face increasing demands for submitting papers for publication. The criteria for assessing these publications are presently under discussion. Contributions to international English language journals are more highly regarded, and it has become indispensable to have papers published in journals listed in SCI and SSCI. The question remains whether these criteria are valid to judge academic qualifications. Whereas one criterion for validity may be the publication practice of the present academic representatives, it appears that to some extent the chairs themselves would not fulfill the requirements for academic qualification today. Results regarding this are presented and discussed.

The spiritual and religious identities, beliefs, and practices of academic pediatricians in the United States.

PubMed

Catlin, Elizabeth Ann; Cadge, Wendy; Ecklund, Elaine Howard; Gage, Elizabeth A; Zollfrank, Angelika Annette

2008-12-01

Physicians' spiritual and religious identities, beliefs, and practices are beginning to be explored. The objective of this study was to gather descriptive information about personal religion and spirituality from a random sample of academic American pediatricians and to compare this information with similar data from the public. In 2005, a Web-based survey of a random sample of 208 pediatrician faculty from 13 academic centers ranked by the US News & World Report as "honor roll" hospitals was conducted. Surveys elicited information about personal beliefs and practices as well as their influence on decisions about patient care and clinical practice. Multiple questions were replicated from the General Social Survey to enable comparisons with the public. Descriptive statistics were generated, and logistic regression analyses were conducted on relevant variables. Nearly 88% of respondents were raised in a religious tradition, but just 67.2% claimed current religious identification. More than half (52.6%) reported praying privately; additional spiritual practices reported included relaxation techniques (38.8%), meditation (29.3%), sacred readings (26.7%), and yoga (19%). The majority of academic pediatricians (58.6%) believed that personal spiritual or religious beliefs influenced their interactions with patients/colleagues. These odds increased 5.1-fold when academic pediatricians attended religious services monthly or more (P < .05). Compared with the American public, a notably smaller proportion of academic pediatricians reported a personal religious identity. The majority believed spiritual and religious beliefs influenced their practice of pediatrics. Whether secular or faith-based belief systems measurably modify academic pediatric practice is unknown.

Exploring the Complex Interplay of National Learning and Teaching Policy and Academic Development Practice

ERIC Educational Resources Information Center

Smith, Karen

2016-01-01

Academic developers are important interpreters of policy, yet little research has focussed on the interplay of policy and academic development practice. Using methods from critical discourse analysis, this article analyses a national learning and teaching policy, charts its development, and explores its interpretation by the academic development…

Innovation in clinical pharmacy practice and opportunities for academic--practice partnership.

PubMed

Gubbins, Paul O; Micek, Scott T; Badowski, Melissa; Cheng, Judy; Gallagher, Jason; Johnson, Samuel G; Karnes, Jason H; Lyons, Kayley; Moore, Katherine G; Strnad, Kyle

2014-05-01

Clinical pharmacy has a rich history of advancing practice through innovation. These innovations helped to mold clinical pharmacy into a patient-centered discipline recognized for its contributions to improving medication therapy outcomes. However, innovations in clinical pharmacy practice have now waned. In our view, the growth of academic–practice partnerships could reverse this trend and stimulate innovation among the next generation of pioneering clinical pharmacists. Although collaboration facilitates innovation,academic institutions and health care systems/organizations are not taking full advantage of this opportunity. The academic–practice partnership can be optimized by making both partners accountable for the desired outcomes of their collaboration, fostering symbiotic relationships that promote value-added clinical pharmacy services and emphasizing continuous quality improvement in the delivery of these services. Optimizing academic–practice collaboration on a broader scale requires both partners to adopt a culture that provides for dedicated time to pursue innovation, establishes mechanisms to incubate ideas, recognizes where motivation and vision align, and supports the purpose of the partnership. With appropriate leadership and support, a shift in current professional education and training practices, and a commitment to cultivate future innovators, the academic–practice partnership can develop new and innovative practice advancements that will improve patient outcomes.

Student Assessment in Portugal: Academic Practice and Bologna Policy

ERIC Educational Resources Information Center

Sin, Cristina; Manatos, Maria

2014-01-01

This paper investigates institutional policies and academic practices of student assessment in four Portuguese higher education institutions (HEIs) in the wake of European policy developments driven by the Bologna Process. Specifically, it examines the correspondence between European policy recommendations related to student assessment (promotion…

"Academicus Interculturalis"? Negotiating Interculturality in Academic Communities of Practice

ERIC Educational Resources Information Center

Otten, Matthias

2009-01-01

Structure and agency of cultural diversity in (international) higher education have to be addressed with a critical perspective on international mobility and practices of international academic teaching. In order to overcome naive assumptions about intercultural developments on the individual and the organizational level, sociological analysis…

Writing an academic essay: a practical guide for nurses.

PubMed

Booth, Y

Writing academic essays can be a major hurdle and source of anxiety for many students. Fears and misconceptions relating to this kind of writing can be dispelled if the task is approached in a logical and systematic manner. This article outlines the key steps involved in successfully completing an essay and provides some practical tips to facilitate critical and analytical writing. These steps are: analysing the task; exploring the subject; planning the essay; writing the account; and revising the drafts. Although this process is challenging, academic writing is a means of developing both personally and professionally.

[Therapeutic restraint and freedom of movement, changing practices].

PubMed

Perrin-Niquet, Annick

From confinement to the philosophy of care in the community, the history of psychiatry testifies to the evolution of practices in the matter of the restriction of freedom. The French National Health Authority still too often recommends practices based on restraint. Caregivers, in relation to the clinical aspect of the patients, need clearly identified therapeutic projects. While training can be vital for them, risk management policies can prove to be a hindrance to patients' freedom. Copyright © 2017 Elsevier Masson SAS. All rights reserved.

Diabetes quality of care in academic endocrinology practice: a descriptive study.

PubMed

Shah, Baiju R; James, Jacqueline E; Lawton, Carolyn; Montada-Atin, Tess; Sigmond, Marianne; Cauch-Dudek, Karen; Booth, Gillian L

2009-01-01

To describe the quality of diabetes care delivered by academic endocrinologists practicing at 4 teaching hospitals affiliated with a single medical school. Up to 30 patients who first saw an endocrinologist for an ambulatory consultation for diabetes between January 2004 and December 2005 were randomly selected for chart review. Process and intermediate measures of quality of care were abstracted. There were 417 patient charts available for analysis. Quality of care was generally high, with 61% of patients achieving a glycated hemoglobin of ≤7.0%, 77% achieving blood pressure ≤130/80 mm Hg and 73% achieving a low-density lipoprotein cholesterol level of ≤2.5 mmol/L. More than 80% of patients had had eye examinations, microalbuminuria screening and foot examinations. There were no significant differences in quality between hospitals. The quality of diabetes care delivered by academic endocrinologists in this setting was high and approached the "ideal" levels of care recommended by practice guidelines. Compared to past studies in both the primary and specialist care settings, the results show that high-quality care can be delivered in routine academic clinical practice without having previously instituted a specific quality improvement program. Copyright © 2009 Canadian Diabetes Association. Published by Elsevier Inc. All rights reserved.

Developing professional identity in nursing academics: the role of communities of practice.

PubMed

Andrew, Nicola; Ferguson, Dorothy; Wilkie, George; Corcoran, Terry; Simpson, Liz

2009-08-01

This paper analyses the current standing of nursing within the wider United Kingdom (UK) higher education (HE) environment and considers the development of academic identity within the sector, introducing a technology mediated approach to professional learning and development. A community of practice (CoP) is a way of learning based on collaboration among peers. Individuals come together virtually or physically, with a common purpose, defined by knowledge rather than task [Wenger, E., 1998. Communities of Practice: Learning, Meaning and Identity, sixth ed. Cambridge University Press, Cambridge]. In 2008, a small team of academics at Glasgow Caledonian University, School of Nursing, Midwifery and Community Health created and implemented iCoP, a project undertaken to pilot an international CoP, where novices and expert academics collaborated to debate and discuss the complex transition from clinician to academic. Although not intended as a conventional research project, the developmental journey and emerging online discussion provide an insight into the collective thoughts and opinions of a multi-national group of novice academics. The article also highlights the key challenges, problems and limitations of working in an international online arena with professionals who traditionally work and thrive in a face to face, real time environment.

Overview of systematic reviews of therapeutic ranges: methodologies and recommendations for practice.

PubMed

Cooney, Lewis; Loke, Yoon K; Golder, Su; Kirkham, Jamie; Jorgensen, Andrea; Sinha, Ian; Hawcutt, Daniel

2017-06-02

Many medicines are dosed to achieve a particular therapeutic range, and monitored using therapeutic drug monitoring (TDM). The evidence base for a therapeutic range can be evaluated using systematic reviews, to ensure it continues to reflect current indications, doses, routes and formulations, as well as updated adverse effect data. There is no consensus on the optimal methodology for systematic reviews of therapeutic ranges. An overview of systematic reviews of therapeutic ranges was undertaken. The following databases were used: Cochrane Database of Systematic Reviews (CDSR), Database of Abstracts and Reviews of Effects (DARE) and MEDLINE. The published methodologies used when systematically reviewing the therapeutic range of a drug were analyzed. Step by step recommendations to optimize such systematic reviews are proposed. Ten systematic reviews that investigated the correlation between serum concentrations and clinical outcomes encompassing a variety of medicines and indications were assessed. There were significant variations in the methodologies used (including the search terms used, data extraction methods, assessment of bias, and statistical analyses undertaken). Therapeutic ranges should be population and indication specific and based on clinically relevant outcomes. Recommendations for future systematic reviews based on these findings have been developed. Evidence based therapeutic ranges have the potential to improve TDM practice. Current systematic reviews investigating therapeutic ranges have highly variable methodologies and there is no consensus of best practice when undertaking systematic reviews in this field. These recommendations meet a need not addressed by standard protocols.

Therapeutic Art Practices with Orphan Children in Bulgaria

ERIC Educational Resources Information Center

Ivanova, Alexandra S.

2004-01-01

This paper presents therapeutic art practices carried out with 60 orphan children in the small town of Ugarchin in northern Bulgaria. In 1999, a group of artists and teachers developed a varied program of art activities for these children. These activities included two 1-week visits and the opening of five art workshops--Art History, Ceramics,…

Gatekeeping practices of music therapy academic programs and internships: a national survey.

PubMed

Hsiao, Feilin

2014-01-01

Gatekeeping safeguards access to the practice of a profession to ensure the quality of clinical services. It involves selective admission, continuous evaluation, and timely and ethical decisions in response to trainees with severe professional competency problems (SPCP). To date, little information is available concerning gatekeeping practices in the field of music therapy. This study investigated the extent and outcomes of gatekeeping practices across academic programs and National Roster internship sites approved by the American Music Therapy Association. Specifically, it examined the prevalence of trainees with SPCP, program-wide precautionary measures, common indicators of trainees with SPCP, remedial strategies, and supports and barriers to effective management. Thirty-two academic program directors and 77 internship directors completed an online survey. Responses were compiled into aggregate form (frequencies & percentages) for analysis. Chi-square tests with Yates' correction were applied to compare the differences between academic programs and internships. A significantly higher percentage of academic programs (93.8%) reported having at least one trainee with SPCP over the past 5 years than did internships (66.2%). The most common indicators of competency problems included inadequate music skill development, emotional instability, limited communication skills, deficient interpersonal skills, defensiveness in supervision, and lack of insight. Typical remedial methods included referral to personal therapy, increased supervision, and repetition of practicum or extension of internship. Issues regarding trainees with SPCP are frequently addressed by academic and internship program directors. Improving clarity within professional guidelines and establishing more rigorous and consistent standards across training programs are recommended. © the American Music Therapy Association 2014. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Academic-Practice Partnerships: The Interdependence Between Leadership and Followership.

PubMed

Everett, Linda Q

2016-04-01

In this article, there is a discussion focused on three contemporary nursing topics: leadership, followership, and academic-practice partnerships. These comments are framed within the context of the current healthcare system transformation. There is a focus on why each of these topics is relevant to the nursing profession in leading change and advancing health. Finally, there is a description about the interdependence of leadership and followership and the significance these hold for the interdependence between nursing education and nursing practice. © The Author(s) 2016.

Academic Practice in Transition: Hidden Stories of Academic Identities

ERIC Educational Resources Information Center

Churchman, Deborah; King, Sharron

2009-01-01

Academic work is becoming increasingly restrictive and controlled as tertiary institutions move towards a more corporate managerialistic mode of operating. This paper uses a narrative lens to explore the ways in which academic staff make sense of this new environment. In particular, it compares academic staff's stories of their worklife with the…

Comparison of Rate of Utilization of Medicare Services in Private Versus Academic Cardiology Practice.

PubMed

Hovanesyan, Arsen; Rubio, Eduardo; Novak, Eric; Budoff, Matthew; Rich, Michael W

2017-11-15

Cardiovascular services are the third largest source of Medicare spending. We examined the rate of cardiovascular service utilization in the community of Glendale, CA, compared with the nearest academic medical center, the University of Southern California. Publicly available utilization data released by Medicare for the years 2012 and 2013 were used to identify all inpatient and outpatient cardiology services provided in each practice setting. The analysis included 19 private and 17 academic cardiologists. In unadjusted analysis, academic physicians performed half as many services per Medicare beneficiary per year as those in private practice: 2.3 versus 4.8, p <0.001. Other factors associated with higher utilization included male physician, international (vs US) medical school graduate, interventional (vs general) cardiologist, and more years in practice. Factors independently associated with higher utilization rates by multivariable analysis included private practice setting (odds ratio [OR] 1.84, 95% confidence interval [CI] 1.30 to 2.61, p <0.001), male physician (OR 1.64, 95% CI 1.00 to 2.67, p = 0.049), and international medical school graduate (OR 1.37, 95% CI 1.07 to 1.78, p = 0.014). In conclusion, in this analysis of 2 cardiology practice settings in southern California, medical service utilization per Medicare beneficiary was nearly 2-fold higher in private practice than in the academic setting, suggesting that there may be opportunity for substantially reducing costs of cardiology care in the community setting. Copyright © 2017 Elsevier Inc. All rights reserved.

Relationships between Parenting Practices, Social Engagement, Academic Competency, and High School Dropout

ERIC Educational Resources Information Center

Bedrossian, Alfred

2017-01-01

The purpose of this study was to investigate the relationships between parenting practices, social engagement, academic competency, and high school dropout. The study revealed students whose parents practiced Reactive Communication along with students that exhibited Truancy and Disciplinary Issues were more likely to drop out. Conversely, students…

Blogging as Community of Practice: Lessons for Academic Development?

ERIC Educational Resources Information Center

Guerin, Cally; Carter, Susan; Aitchison, Claire

2015-01-01

As practices and expectations around doctoral writing continue to change, so too do the demands on academic developers and learning advisors. Social media is increasingly playing a role in doctoral education, just as it is in higher education more generally. This paper explores a blog initiated in 2012 to inform and support doctoral writing; since…

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

Improving clinical productivity in an academic surgical practice through transparency.

PubMed

Scoggins, Charles R; Crockett, Timothy; Wafford, Lex; Cannon, Robert M; McMasters, Kelly M

2013-07-01

Patient care revenue is becoming an increasingly important source of funding to support the academic surgery department missions of research and education. Transparency regarding productivity metrics will improve clinical productivity among members of an academic surgical practice. Clinical productivity-related data were collected and compared between 2 time periods. Data were stratified by pretransparency and post-transparency time periods. Comparisons were made using the Wilcoxon-Mann-Whitney test, and p values ≤0.05 were considered significant. The faculty compensation plan remained the same across both time periods; faculty members were paid a base salary plus practice plan income based on individual collections minus practice overhead and academic program support taxes. Before 2006, clinical productivity data were not made public among faculty members. In 2006, the departmental leadership developed a physician scorecard that led to transparency with regard to productivity. After publication of the scorecard, clinical productivity increased, as did the number of partners producing a threshold number of work relative value units (RVU) (6,415 wRVU = 1.0 full time equivalent [FTE]). This occurred during a time of reduced collections per RVU. There was no change in the work assignments (percent effort for clinical service, research, and teaching) for the physicians between the 2 time periods, or the overall effort assigned to the Veterans Affairs hospital. Clinical productivity can be improved by making productivity metrics transparent among faculty members. Additional measures must be taken to ensure that research and teaching activities are appropriately incentivized. Copyright © 2013 American College of Surgeons. Published by Elsevier Inc. All rights reserved.

Overview of Literature Related to the Study and Practice of Academic Fund Raising.

ERIC Educational Resources Information Center

Miller, Michael T.; And Others

This paper examines the study and practice of academic fund raising, reviewing the major trends in both the scholarly and professional literature and summarizing recent research on the topic. It considers the history of academic fund raising, institutional advancement, and the psychology of giving, discussing research that looks at the social and…

The Role of Evidence-Based Practice in Collaborations between Academic Librarians and Education Faculty

ERIC Educational Resources Information Center

Adams, Nancy E.; Gaffney, Maureen A.; Lynn, Valerie

2016-01-01

This qualitative study describes collaborations between academic librarians and faculty in education-related disciplines involving evidence-based practice (EBP), an approach that combines the best available research with the professional's experience and expertise. The authors analyzed narratives of academic librarians and their educator partners…

Latino Parent Home-Based Practices that Bolster Student Academic Persistence

ERIC Educational Resources Information Center

Mena, Jasmine A.

2011-01-01

Home-based parental involvement practices (i.e., educational encouragement, monitoring, and support) and their impact on students' academic persistence were investigated with a sample of 137, ninth-grade Latino students in a northeast high school. Structural Equation Modeling results indicate that the relationship between home-based parental…

Parenting Practices, Ethnicity, Socioeconomic Status and Academic Achievement in Adolescents.

ERIC Educational Resources Information Center

Park, Hae-Seong; Bauer, Scott

2002-01-01

Study examines the relationship between parenting practices and academic achievement of high school students among a sample of Asian Americans, Hispanics, African Americans and European Americans. Results showed that European Americans are more authoritative than other ethnic groups, but the relationship between having an authoritative parenting…

How do nurse academics value and engage with evidence-based practice across Australia: Findings from a grounded theory study.

PubMed

Malik, Gulzar; McKenna, Lisa; Griffiths, Debra

2016-06-01

Integrating evidence-based practice (EBP) into undergraduate education and preparing future nurses to embrace EBP in clinical practice becomes paramount in today's complex and evolving healthcare environment. The role that EBP plays in the practical lives of nursing students will depend on the degree to which it is promoted by academics, how it is incorporated into courses and its application to clinical setting. Hence, nursing academics play a crucial role in influencing its integration into curricula. Drawn from a larger doctoral study, this paper presents findings discussing how nurse academics value and engage with EBP. Grounded theory was employed to explore processes used by nursing academics while incorporating EBP into teaching and learning practices. Twenty-three academics across Australian universities were interviewed. Nine were also observed while teaching undergraduate students. Data were collected from semi-structured interviews and non-participant observation. In keeping with the tenets of grounded theory, data collection and analysis continued until theoretical saturation was reached. In total, four categories emerged. This paper focuses on the category conceptualised as Valuing and Engaging with EBP. How nursing academics valued and engaged with EBP was closely associated with meanings they constructed around understanding it, attitudes and commitment to implementation while teaching and working clinically. Different opinions also existed in regard to what actually constituted EBP. However, they engaged with and valued EBP by keeping themselves up-to-date, being involved in research activities, using evidence in teaching, therefore leading by example. Participants identified a number of barriers influencing their engagement with EBP including heavy workloads, limited time, lack of commitment within their schools, lack of confidence with teaching EBP, and complexity of EBP application. Faculty clinical practice, committed academics, workload

Assessment as Action Research: Bridging Academic Scholarship and Everyday Practice

ERIC Educational Resources Information Center

Malenfant, Kara J.; Hinchliffe, Lisa Janicke; Gilchrist, Debra

2016-01-01

This introductory essay to this special issue demonstrates that action research has a vital role in evidence-informed practice in academic libraries. This special issue of "College and Research Libraries" ("C&RL") proudly features a selection of action research studies by participants of the Association of College and…

Discovering Jewish Studies Collections in Academic Libraries: A Practical Guide

ERIC Educational Resources Information Center

Taler, Izabella

2014-01-01

The U.S. colleges and universities offering non-sectarian educational programs in Jewish Studies rely on the support of their academic libraries for research materials and library services. For college libraries which use Library of Congress Classification scheme, it is a common practice to integrate "studies" resources into their…

The art and nature of health: a study of therapeutic practice in museums.

PubMed

Mangione, Gemma

2018-02-01

Drawing on ethnographic fieldwork and interviews at a major metropolitan art museum and botanic garden, this article considers the practical accomplishment of American museums' 'health turn' by tracing how museum staff develop therapeutic programmes for visitors with disabilities. In doing so, it considers one of medical sociology's fundamental theoretical questions - how ideologies of health order social life - in an unconventional empirical setting. Acknowledging contemporary arguments for both the relative merits and unintended consequences of this policy trend, I focus instead on the particular institutional arrangements, professional norms, and material cultures of art and nature that shape museums' therapeutic work, so as to reveal its effects. Data reveals ideological similarities, but practical differences, between museological and medical understandings of wellness. Extending a 'medical sociology of practice' to new contexts ultimately foregrounds the contingencies, and diversity, of therapeutic mechanisms and meanings, thereby broadening sociological research on healing and healthism. © 2018 Foundation for the Sociology of Health & Illness.

Willingness to Engage in Open Educational Practices among Academics in Rwandan Public Higher Education and Responsive Actions

ERIC Educational Resources Information Center

Nkuyubwatsi, Bernard

2017-01-01

Academics' engagement in Open Educational Practices (OEPs) is critical for opening up higher education. It is in this perspective that the willingness to engage in such practices among academics in Rwandan public higher education was investigated with an agenda to trigger responsive actions. Via convenience/availability and volunteer sampling, 170…

Where is nursing in academic nursing? Disciplinary discourses, identities and clinical practice: a critical perspective from Ireland.

PubMed

McNamara, Martin S

2010-03-01

To elicit the languages of legitimation of senior nursing academics and national leaders and to investigate the extent to which distinctive disciplinary identities and discourses are embedded in them. Over six years after Irish nursing education became established in the higher education sector, an investigation into the disciplinary maturity of the field is overdue. A constructivist-structuralist research design was used; data were elicited by means of naturalistic professional conversations and subjected to critical discourse analytic methods to interrogate their structuring and structured character. The focus here is on the latter. The languages of legitimation of Irish nursing's key disciplinary custodians were elicited and subjected to a critical discourse analysis informed by a theoretical framework that helps to explicate the bases of claims to academic legitimacy embedded in these languages. Clinical practice figures as a problematic component of Irish nursing's academic identity and disciplinary discourse. Yet a focus on clinical practice is seen as central to the autonomy, integrity and distinctiveness of nursing as an academic discipline as well as to the legitimacy and credibility of those who claim to profess it. The overall consensus on the state of academic nursing in Ireland is that of a field characterised by low autonomy, high density, weak specialisation and disciplinary immaturity. The analysis highlights the need for academic nursing to reconfigure its relationships with clinical nursing, increase its intellectual autonomy, enhance its internal coherence, strengthen the epistemic power of its knowledge base and critically evaluate the ways the past should inform current and future practices and identities. The production and dissemination of knowledge for nursing policy and practice provides the foundation for nursing education. If clinical practice is not central to the educational and research activities of nurse academics, the relevance of

The developmental dynamics of children's academic performance and mothers' homework-related affect and practices.

PubMed

Silinskas, Gintautas; Kiuru, Noona; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Nurmi, Jari-Erik

2015-04-01

This study investigated the longitudinal associations between children's academic performance and their mothers' affect, practices, and perceptions of their children in homework situations. The children's (n = 2,261) performance in reading and math was tested in Grade 1 and Grade 4, and the mothers (n = 1,476) filled out questionnaires on their affect, practices, and perceptions while their children were in Grades 2, 3, and 4. The results showed, first, that the more help in homework the mothers reported, the slower was the development of their children's academic performance from Grade 1 to Grade 4. This negative association was true especially if mothers perceived their children not to be able to work autonomously. Second, children's good academic performance in Grade 1 predicted mothers' perception of child's ability to be autonomous and positive affect in homework situations later on, whereas poor performance predicted mothers' negative affect, help, and monitoring. Finally, mothers' negative affect mediated the association between children's poor performance, maternal practices, and perceptions of their children. (c) 2015 APA, all rights reserved).

Combining clinical practice and academic work in nursing: A qualitative study about perceived importance, facilitators and barriers regarding clinical academic careers for nurses in university hospitals.

PubMed

van Oostveen, Catharina J; Goedhart, Nicole S; Francke, Anneke L; Vermeulen, Hester

2017-12-01

To obtain in-depth insight into the perceptions of nurse academics and other stakeholders regarding the importance, facilitators and barriers for nurses combining clinical and academic work in university hospitals. Combining clinical practice and academic work facilitates the use of research findings for high-quality patient care. However, nurse academics move away from the bedside because clinical academic careers for nurses have not yet been established in the Netherlands. This qualitative study was conducted in two Dutch university hospitals and their affiliated medical faculties and universities of applied sciences. Data were collected between May 2015 and August 2016. We used purposive sampling for 24 interviews. We asked 14 participants in two focus groups for their perceptions of importance, facilitators and barriers in nurses' combined clinical and academic work in education and research. We audiotaped, transcribed and thematically analysed the interviews and focus groups. Three themes related to perceived importance, facilitators and barriers: culture, leadership and infrastructure. These themes represent deficiencies in facilitating clinical academic careers for nurses. The current nursing culture emphasises direct patient care, which is perceived as an academic misfit. Leadership is lacking at all levels, resulting in the underuse of nurse academics and the absence of supporting structures for nurses who combine clinical and academic work. The present nursing culture appears to be the root cause of the dearth of academic positions and established clinical academic posts. A culture change would require a show of leadership that would promote and enable combined research, teaching and clinical practice and that would introduce clinical academic career pathways for nurses. Meanwhile, nurse academics should collaborate with established medical academics for whom combined roles are mainstream, and they should take advantage of their established infrastructure

A Practice-Based Theory of Healing Through Therapeutic Touch: Advancing Holistic Nursing Practice.

PubMed

Hanley, Mary Anne; Coppa, Denise; Shields, Deborah

2017-08-01

For nearly 50 years, Therapeutic Touch (TT) has contributed to advancing holistic nursing practice and has been recognized as a uniquely human approach to healing. This narrative explores the development of a practice-based theory of healing through TT, which occurred between 2010 and 2016. Through the in-depth self-inquiry of participatory reflective dialogue in concert with constant narrative analysis, TT practitioners revealed the meaning of healing within the context of their TT practice. As the community of TT experts participated in an iterative process of small group and community dialogues with analysis and synthesis of emerging themes, the assumptions and concepts central to a theory of healing emerged, were clarified and verified. Exemplars of practice illustrate the concepts. A model of the theory of healing illuminates the movement and relationship among concepts and evolved over time. Feedback from nursing and inter-professional practitioners indicate that the theory of healing, while situated within the context of TT, may be useful in advancing holistic nursing practice, informing healing and caring approaches, stimulating research and education, and contributing to future transformations in health care.

How Implementation of Bibliometric Practice Affects the Role of Academic Libraries

ERIC Educational Resources Information Center

Åström, Fredrik; Hansson, Joacim

2013-01-01

This article discusses potential consequences of implementing bibliometrics as an institutionalized practice in academic libraries. Results are reported from a survey among libraries in Sweden with organized bibliometric activities. Incorporating bibliometric activities is one way of redefining and widening the role of the library. Implementation…

Survey of Information Literacy Instructional Practices in U.S. Academic Libraries

ERIC Educational Resources Information Center

Julien, Heidi; Gross, Melissa; Latham, Don

2018-01-01

An online survey sent to the community of professional librarians in the United States who provide information literacy instruction in academic libraries provided insights into their practices and the challenges they face. Data include current pedagogical methods, client groups of focus, assessment and evaluation, marketing, instructional…

Academic-health department collaborative relationships are reciprocal and strengthen public health practice: results from a study of academic research centers.

PubMed

Neri, Elizabeth M; Ballman, Marie R; Lu, Hua; Greenlund, Kurt J; Grunbaum, Jo Anne

2014-01-01

Collaborations between academic institutions and state and local health departments have been shown to enhance the public health core functions of Assurance by improving the public health workforce's knowledge and skills. Few studies have analyzed how academic-health department collaborations enhance Assessment and Policy Development core functions. This qualitative study explores types of collaborations between health departments and Prevention Research Centers (PRCs) and how they align with the core functions. Prevention Research Centers are academic institutions funded by the Centers for Disease Control and Prevention to conduct public health research and translate research results for policies and practices. We reviewed each PRC's annual report from fiscal year 2011 and abstracted descriptions of PRC-health department collaborations. We identified 14 themes of PRC-health department collaborations and conducted a qualitative analysis to describe the dimensions and distribution of themes. Of the 37 PRCs, 36 reported 215 collaborations with 19 city, 97 county, 31 state, and 46 tribal health departments. Themes of research, survey, and surveillance aligned with the Assessment core function and evaluation, strategic planning, technical assistance, and program implementation supported the Policy Development and Assurance core functions. Overall, health departments provided on-the-ground expertise to inform PRC research, ensuring its applicability to public health practice. Reciprocally, PRCs improved data quality, increased the scientific rigor of health department processes and programs, and filled knowledge gaps within health departments. Both PRCs and health departments enhanced the relevance of public health programs and practices by grounding implementation and evaluation in community needs and views. Findings from this study demonstrate that PRC-health department collaborations often enhanced multiple core functions that could lead to implementation of evidence

Social Work Practice in the Digital Age: Therapeutic E-Mail as a Direct Practice Methodology

ERIC Educational Resources Information Center

Mattison, Marian

2012-01-01

The author addresses the risks and benefits of incorporating therapeutic e-mail communication into clinical social work practice. Consumer demand for online clinical services is growing faster than the professional response. E-mail, when used as an adjunct to traditional meetings with clients, offers distinct advantages and risks. Benefits include…

Mapping Research in Landscape Architecture: Balancing Supply of Academic Knowledge and Demand of Professional Practice

ERIC Educational Resources Information Center

Chen, Zheng; Miller, Patrick A.; Clements, Terry L.; Kim, Mintai

2017-01-01

With increasing academic research in the past few decades, the knowledge scope of landscape architecture has expanded from traditional focus on aesthetics to a broad range of ecological, cultural and psychological issues. In order to understand how academic research and knowledge expansion may have redefined the practice, two surveys were…

Structuring Out-of-School Time to Improve Academic Achievement. IES Practice Guide. NCEE 2009-012

ERIC Educational Resources Information Center

Beckett, Megan; Borman, Geoffrey; Capizzano, Jeffrey; Parsley, Danette; Ross, Steven; Schirm, Allen; Taylor, Jessica

2009-01-01

Out-of-school time programs can enhance academic achievement by helping students learn outside the classroom. The purpose of this practice guide is to provide recommendations for organizing and delivering school-based out-of-school time (OST) programs to improve the academic achievement of student participants. The five recommendations in this…

[Anticancer drugs: Which prices for therapeutic innovations?].

PubMed

Gonçalves, Anthony; Maraninchi, Dominique; Marino, Patricia

2016-04-01

The expanding knowledge of the biological mechanisms underlying tumor development made it possible the recent emergence of new therapeutic approaches that are considered as undoubtedly innovative. Yet, to define and to evaluate the magnitude of a drug innovation require an examination of its intrinsic drug properties, medical utility as well as its mode of emergence. Recently, international academic societies, such as ESMO and ASCO, have proposed practical tools that may help quantifying the medical value of a given innovation. Currently, the sustained flux of therapeutic innovations in oncology is associated with an unprecedented growth of costs, the actual determinants of which remain under debate, but raising the critical issue of drugs pricing, and their potential individual or societal "financial toxicity". Copyright © 2016. Published by Elsevier Masson SAS.

Crossing New Uncharted Territory: Shifts in Academic Identity as a Result of Modifying Teaching Practice in Undergraduate Mathematics

ERIC Educational Resources Information Center

Kensington-Miller, Barbara; Sneddon, Jamie; Stewart, Sepideh

2014-01-01

The changes in academic identity a teacher may undergo, as they modify their teaching practice, will vary depending on their experiences and the support they receive. In this paper, we describe the shifts in academic identity of two lecturers, a mathematician and a mathematics educator, as they both made changes to their teaching practice by…

Managing Electronic Resources: A Survey of Current Practices in Academic Libraries.

ERIC Educational Resources Information Center

Shaw, Beth Hansen

This document reports results of an online survey that examined practices and procedures in the management of electronic resources in 65 academic library reference departments. Responses are related to: (1) student population; (2) library use by community people; (3) number of public access workstations, workstations with World Wide Web access,…

Dimensions of Kenyan University Academic Staff's Job Satisfaction in View of Various Managerial Leadership Practices

ERIC Educational Resources Information Center

Kiplangat, Henry Kiptiony; Momanyi, Marcella; Kangethe, Ngigi Simon

2017-01-01

Attaining high levels of academic staff job satisfaction has proved to be challenging for university management. This paper is an excerpt of a study that investigated the magnitude of Kenyan University academic staff's job satisfaction based on various managerial leadership practices. The study focused on the Rift Valley Region (RVR) of Kenya. The…

International EFL/ESL Master Students' Adaptation Strategies for Academic Writing Practices at Tertiary Level

ERIC Educational Resources Information Center

Singh, Manjet Kaur Mehar

2017-01-01

The present research provides insights into the different forms of adaptation strategies employed by international graduate students to overcome the challenges faced in the academic writing practices and gain access to their disciplinary communities of practice at Master's level. Qualitative data was collected through semi-structured in-depth…

Evaluating Faculty Pedagogic Practices to Inform Strategic Academic Professional Development: A Case of Cases

ERIC Educational Resources Information Center

Drew, Steve; Klopper, Christopher

2014-01-01

An investigation was undertaken into how a process involving peer review and observation of teaching can be used to enhance academics' teaching practices and inform professional development activities at an organization level. We describe an innovative and highly structured approach to gathering evidence of pedagogic practice from academic…

An Evidence-Based Practice Model across the Academic and Clinical Settings

ERIC Educational Resources Information Center

Wolter, Julie A.; Corbin-Lewis, Kim; Self, Trisha; Elsweiler, Anne

2011-01-01

This tutorial is designed to provide academic communication sciences and disorders (CSD) programs, at both the undergraduate and graduate levels, with a comprehensive instructional model on evidence-based practice (EBP). The model was designed to help students view EBP as an ongoing process needed in all clinical decision making. The three facets…

Parents' Conceptions of School Readiness, Transition Practices, and Children's Academic Achievement Trajectories

ERIC Educational Resources Information Center

Puccioni, Jaime

2015-01-01

The author empirically tests the conceptual model of academic socialization, which suggests that parental cognitions about schooling influence parenting practices and child outcomes during the transition to school (Taylor, Clayton, & Rowley, 2004). More specifically, the author examines associations among parents' conceptions of school…

French College Students’ Sports Practice and Its Relations with Stress, Coping Strategies and Academic Success

PubMed Central

Décamps, Greg; Boujut, Emilie; Brisset, Camille

2012-01-01

College students at university have to face several stress factors. Although sports practice has been considered as having beneficial effects upon stress and general health, few studies have documented its influence on this specific population. The aim of this comparative study was to determine whether the intensity of the college students’ sports practice (categorized into three groups: rare, regular, or intensive) would influence their levels of stress and self-efficacy, their coping strategies, and their academic success/failure. Three self-completion questionnaires were administered to 1071 French freshmen during their compulsory medical visit at the preventive medicine service of the university. Results indicated that students with intensive sport practice reported lower scores of general stress, academic stress, and emotion-focused coping strategies, and higher scores of self-efficacy than those with rare practice. However, the proportion of successful students did not differ significantly between the three groups of sports practice. PMID:22514544

First grade classroom-level adversity: Associations with teaching practices, academic skills, and executive functioning.

PubMed

Abry, Tashia; Granger, Kristen L; Bryce, Crystal I; Taylor, Michelle; Swanson, Jodi; Bradley, Robert H

2018-05-24

Using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development and a model-building approach, the authors examined direct and indirect associations between first-grade (G1) classroom-level adversity (CLA), G1 teaching practices, and student (N = 1,073; M = 6.64 years; 49% girls; 82% White) academic skills and executive functioning in G1 and third grades (G3). Teachers reported the prevalence of adversity among their students (e.g., poor home/family life, poor academic/social readiness). Observers rated G1 teaching practices: teachers' classroom management, controlling instruction, and amount of academic instruction (classroom observation system). Children completed literacy and math assessments at 54 months, G1, and G3 (Woodcock Johnson Letter-Word Identification and Applied Problems), and executive functioning at G1 and G3 (Tower of Hanoi). Direct associations emerged between CLA and controlling instruction (positive), classroom management, and academic instruction (both negative). In addition, CLA was related to G1 literacy (but not math) directly and indirectly via classroom management (negatively) and controlling instruction (positively). The addition of G3 outcomes revealed a negative direct longitudinal association between CLA and G3 executive functioning, and indirect associations with G3 literacy and math through G1 teaching practices and literacy. Results support the notion that collective student characteristics influence student outcomes in part through teaching practices and suggest that teachers and students may benefit from the diffusion of high-adversity classroom compositions when possible. Moreover, in high-adversity classrooms teachers and students may benefit from supports targeting classroom management and foundational student competencies. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

[Beat therapeutic inertia in dyslipidemic patient management: A challenge in daily clinical practice] [corrected].

PubMed

Morales, Clotilde; Mauri, Marta; Vila, Lluís

2014-01-01

Beat therapeutic inertia in dyslipidemic patient management: a challenge in daily clinical practice. In patients with dyslipidemia, there is the need to reach the therapeutic goals in order to get the maximum benefit in the cardiovascular events risk reduction, especially myocardial infarction. Even having guidelines and some powerful hypolipidemic drugs, the goals of low-density lipoprotein-cholesterol (LDL-c) are often not reached, being of special in patients with a high cardiovascular risk. One of the causes is the therapeutic inertia. There are tools to plan the treatment and make the decisions easier. One of the challenges in everyday clinical practice is to know the needed percentage of reduction in LDL-c. Moreover: it is hard to know which one is the treatment we should use in the beginning of the treatment but also when the desired objective is not reached. This article proposes a practical method that can help solving these questions. Copyright © 2013 Sociedad Española de Arteriosclerosis. Published by Elsevier España. All rights reserved.

The implementation and evaluation of therapeutic touch in burn patients: an instructive experience of conducting a scientific study within a non-academic nursing setting.

PubMed

Busch, Martine; Visser, Adriaan; Eybrechts, Maggie; van Komen, Rob; Oen, Irma; Olff, Miranda; Dokter, Jan; Boxma, Han

2012-12-01

Evaluation of therapeutic touch (TT) in the nursing of burn patients; post hoc evaluation of the research process in a non-academic nursing setting. 38 burn patients received either TT or nursing presence. On admission, days 2, 5 and 10 of hospitalization, data were collected on anxiety for pain, salivary cortisol, and pain medication. Interviews with nurses were held concerning research in a non-academic setting. Anxiety for pain was more reduced on day 10 in the TT-group. The TT-group was prescribed less morphine on day 1 and 2. On day 2 cortisol level before dressing changes was higher in the TT-group. The situational challenges of this study led to inconsistencies in data collection and a high patient attrition rate, weakening its statistical power. Conducting an effect study within daily nursing practice should not be done with a nursing staff inexperienced in research. Analysis of the remaining data justifies further research on TT for burn patients with pain, anxiety for pain, and cortisol levels as outcomes. Administering and evaluating TT during daily care requires nurses experienced both in TT and research, thus leading to less attrition and missing data, increasing the power of future studies. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

[Activating therapeutic care in geriatrics : Evaluation of a practice concept].

PubMed

Acklau, Stefanie; Gödecker, Lisa; Kaden, Andrea; Jahn, Patrick

2016-10-01

The special feature of the concept of activating therapeutic care in geriatrics (ATP-G) is based on the focus of nursing and therapeutic elements specifically related to the elderly. Further significance lies in the bottom-up development of this concept, which shows a close proximity to the nursing practice. The research project targeted the characteristics of ATP-G from a nursing point of view. Furthermore, the resulting elements of professional nursing care understanding for inpatient geriatric rehabilitation were used to build a scientific and theoretical foundation of the ATP-G concept. In this study 12 semi-structured interviews with professional caregivers were realized. The data collection was undertaken in three different facilities of inpatient geriatric (early) rehabilitation, chosen by lot. The data analysis was based on the methodology of qualitative content analysis according to Mayring. The research project showed that the basic elements described in the ATP-G concept are consistent with the view of nursing practitioners and therefore reflect the characteristic features of routine daily practice; nonetheless, some new aspects were found, primarily the importance of interdisciplinary teamwork in geriatric settings. There were also difficulties related to the ATP-G concept which were experienced as restraints by the questioned professionals. Further research should therefore investigate the structures for optimal implementation of the ATP-G concept into standard practice.

Scouting for talent: appointment practices of women professors in academic medicine.

PubMed

Van den Brink, Marieke

2011-06-01

This paper contributes to current literature on the under-representation of women in academic medicine by critically examining appointment practices for medical professors in the Netherlands. By opening the black box of these highly secretive appointments, it is shown how allegedly gender-neutral practices contribute to the perpetuation of gender inequalities in academic medicine. The methods employed include quantitative analysis of 286 appointment reports and qualitative interviews with 21 scouts. The analysis revealed a dominant pattern of recruitment by invitation by male scouts, leading to three gender mechanisms of inclusion and exclusion through formal/informal networking. When candidates are recruited through homogeneous male networks, the pool of potential candidates is drastically restricted. Women are not seen as obvious choices for professorships since their commitment to the job is questioned. Furthermore, women do not correspond to the image of the ideal manager since they do not appear to conform to the gendered preconceptions of leadership held by the predominantly male scouts. Copyright © 2011 Elsevier Ltd. All rights reserved.

Relations of Perceived Maternal Parenting Style, Practices, and Learning Motivation to Academic Competence in Chinese Children

ERIC Educational Resources Information Center

Cheung, Cecilia S.; McBride-Chang, Catherine

2008-01-01

A measure of academic parenting practices was developed through parent and teacher interviews and subsequently administered to 91 Hong Kong Chinese fifth graders, who also rated their mothers' restrictiveness and concern, school motivation, and self-perceived academic competence. Children's actual school grades were obtained from school records.…

Practical Applications as a Source of Credibility: A Comparison of Three Fields of Dutch Academic Chemistry

ERIC Educational Resources Information Center

Hessels, Laurens K.; van Lente, Harro

2011-01-01

In many Western science systems, funding structures increasingly stimulate academic research to contribute to practical applications, but at the same time the rise of bibliometric performance assessments have strengthened the pressure on academics to conduct excellent basic research that can be published in scholarly literature. We analyze the…

Early childrearing practices and their relationship to academic performance in Mexican American children.

PubMed

Arevalo, Amanda; Kolobe, Thubi H A; Arnold, Sandra; DeGrace, Beth

2014-01-01

To examine whether parenting behaviors and childrearing practices in the first 3 years of life among Mexican American (MA) families predict children's academic performance at school age. Thirty-six children were assessed using the Parent Behavior Checklist, Nursing Child Assessment Teaching Scale, Home Observation for Measurement of the Environment Inventory, and Bayley Scales of Infant Development II. Academic performance was measured with the Illinois Standards Achievement Test during third grade. Correlation between parents' developmental expectations, nurturing behaviors, discipline, and academic performance were statistically significant (P < .05). Developmental expectations and discipline strategies predicted 30% of the variance in the Illinois Standards Achievement Test of reading. The results of this study suggest that early developmental expectations that MA parents have for their children, and the nurturing and discipline behaviors they engage in, are related to how well the children perform on academic tests at school age.

Translating Knowledge Into Practice Through an Academic-Practice Partnership for Exploring Barriers That Impact Management of Homebound Patients With Heart Failure.

PubMed

Echevarria, Mercedes

A knowledge translation project involving an academic-practice partnership and guided by action-oriented research was used for exploring barriers that impact management of homebound heart failure patients. The intervention process followed an action research model of interaction, self-reflection, response, and change in direction. External facilitators (academia) and internal facilitators (practice) worked with clinicians to identify a topic for improvement, explore barriers, locate the evidence compare current practice against evidence-based practice recommendations, introduce strategies to "close the gap" between actual practice and the desired practice, develop audit criteria, and reevaluate the impact.

A triadic interplay between academics, practitioners and students in the nursing theory and practice dialectic.

PubMed

Chan, Engle Angela; Chan, Kitty; Liu, Yat Wa Justina

2012-05-01

  This article is a report of a descriptive study of the effectiveness of classroom teaching by clinical nurse specialists on students' transfer of theory into practice.   Ongoing concern about a theory-practice merger in nursing has led to collaborative initiatives between academics and practitioners globally. There are different forms of collaborative efforts, but information on their evaluation is scarce and inconclusive. Integration of theory and practice is important for an outcome-based approach, which emphasizes students' clinical competence as the measure of success. The limited nursing discussion on theory and practice collaboration in education was our impetus for the study.   Between 2007 and 2008, focus group interviews were held, first with 75 and then with 35 from the same group of first-year students, regarding their learning experience from the lectures of the two clinical nurse specialists in diabetes and colostomy care, respectively, prior to and after their clinical placements. Six of their clinical instructors and the two clinical nurse specialists were also interviewed. The audiotaped interviews were transcribed verbatim and analysed using content analysis.   Three themes were identified: impact of students' vicarious learning from clinical nurse specialists' stories of experience; improving the collaboration between clinical nurse specialists and subject lecturers for junior students' learning experience; continuity in the clinical integration of theory-practice as dialectic through an interplay between academics, practitioners and students.   The theory and practice issue is best addressed as a triadic paradigm in a community of practice with the collaboration among academics, practitioners and students. © 2011 The Authors. Journal of Advanced Nursing © 2011 Blackwell Publishing Ltd.

The Harvard Medical School Academic Innovations Collaborative: transforming primary care practice and education.

PubMed

Bitton, Asaf; Ellner, Andrew; Pabo, Erika; Stout, Somava; Sugarman, Jonathan R; Sevin, Cory; Goodell, Kristen; Bassett, Jill S; Phillips, Russell S

2014-09-01

Academic medical centers (AMCs) need new approaches to delivering higher-quality care at lower costs, and engaging trainees in the work of high-functioning primary care practices. In 2012, the Harvard Medical School Center for Primary Care, in partnership with with local AMCs, established an Academic Innovations Collaborative (AIC) with the goal of transforming primary care education and practice. This novel two-year learning collaborative consisted of hospital- and community-based primary care teaching practices, committed to building highly functional teams, managing populations, and engaging patients. The AIC built on models developed by Qualis Health and the Institute for Healthcare Improvement, optimized for the local AMC context. Foundational elements included leadership engagement and development, application of rapid-cycle process improvement, and the creation of teams to care for defined patient populations. Nineteen practices across six AMCs participated, with nearly 260,000 patients and 450 resident learners. The collaborative offered three 1.5-day learning sessions each year featuring shared learning, practice coaches, and improvement measures, along with monthly data reporting, webinars, and site visits. Validated self-reports by transformation teams showed that practices made substantial improvement across all areas of change. Important factors for success included leadership development, practice-level resources, and engaging patients and trainees. The AIC model shows promise as a path for AMCs to catalyze health system transformation through primary care improvement. In addition to further evaluating the impact of practice transformation, expansion will require support from AMCs and payers, and the application of similar approaches on a broader scale.

Practical Nursing. FasTrak Specialization Integrated Technical and Academic Competency (ITAC). Revised.

ERIC Educational Resources Information Center

Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

This document contains an introduction to the Ohio Integrated Technical and Academic Competency (ITAC) and Specialization ITAC; an overview of the field of practical nursing; a list acknowledging professionals who helped develop the competency list; and the comprehensive list of the professional or occupational competencies deemed essential for…

The practice of therapeutic hypothermia after cardiac arrest in France: a national survey.

PubMed

Orban, Jean-Christophe; Cattet, Florian; Lefrant, Jean-Yves; Leone, Marc; Jaber, Samir; Constantin, Jean-Michel; Allaouchiche, Bernard; Ichai, Carole

2012-01-01

Cardiac arrest is a major health concern worldwide accounting for 375,000 cases per year in Europe with a survival rate of <10%. Therapeutic hypothermia has been shown to improve patients' neurological outcome and is recommended by scientific societies. Despite these guidelines, different surveys report a heterogeneous application of this treatment. The aim of the present study was to evaluate the clinical practice of therapeutic hypothermia in cardiac arrest patients. This self-declarative web based survey was proposed to all registered French adult intensive care units (ICUs) (n=357). Paediatrics and neurosurgery ICUs were excluded. The different questions addressed the structure, the practical modalities of therapeutic hypothermia and the use of prognostic factors in patients admitted after cardiac arrest. One hundred and thirty-two out of 357 ICUs (37%) answered the questionnaire. Adherence to recommendations regarding the targeted temperature and hypothermia duration were 98% and 94% respectively. Both guidelines were followed in 92% ICUs. During therapeutic hypothermia, sedative drugs were given in 99% ICUs, mostly midazolam (77%) and sufentanil (59%). Neuromuscular blocking agents (NMBA) were used in 97% ICUs, mainly cisatracurium (77%). Numerous prognostic factors were used after cardiac arrest such as clinical factors (95%), biomarkers (53%), electroencephalography (78%) and evoked potentials (35%). In France, adherence to recommendations for therapeutic hypothermia after cardiac arrest is higher than those previously reported in other countries. Numerous prognostic factors are widely used even if their reliability remains controversial.

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

Clinical Development of Cell Therapies: Setting the Stage for Academic Success.

PubMed

Abou-El-Enein, M; Volk, H-D; Reinke, P

2017-01-01

Cellular therapies have potential to treat a wide range of diseases with autologous immunotherapies showing unprecedented therapeutic promise in clinical trials. Such therapies are mainly developed by academic researchers applying small-scale production, targeting rare and unmet medical needs. Here, we highlight the clinical translation of immunotherapy product in an academic setting, which may serve as a success model for early academic development of cell-based therapeutics. © 2016 American Society for Clinical Pharmacology and Therapeutics.

Evaluating the complementary roles of an SJT and academic assessment for entry into clinical practice.

PubMed

Cousans, Fran; Patterson, Fiona; Edwards, Helena; Walker, Kim; McLachlan, John C; Good, David

2017-05-01

Although there is extensive evidence confirming the predictive validity of situational judgement tests (SJTs) in medical education, there remains a shortage of evidence for their predictive validity for performance of postgraduate trainees in their first role in clinical practice. Moreover, to date few researchers have empirically examined the complementary roles of academic and non-academic selection methods in predicting in-role performance. This is an important area of enquiry as despite it being common practice to use both types of methods within a selection system, there is currently no evidence that this approach translates into increased predictive validity of the selection system as a whole, over that achieved by the use of a single selection method. In this preliminary study, the majority of the range of scores achieved by successful applicants to the UK Foundation Programme provided a unique opportunity to address both of these areas of enquiry. Sampling targeted high (>80th percentile) and low (<20th percentile) scorers on the SJT. Supervisors rated 391 trainees' in-role performance, and incidence of remedial action was collected. SJT and academic performance scores correlated with supervisor ratings (r = .31 and .28, respectively). The relationship was stronger between the SJT and in-role performance for the low scoring group (r = .33, high scoring group r = .11), and between academic performance and in-role performance for the high scoring group (r = .29, low scoring group r = .11). Trainees with low SJT scores were almost five times more likely to receive remedial action. Results indicate that an SJT for entry into trainee physicians' first role in clinical practice has good predictive validity of supervisor-rated performance and incidence of remedial action. In addition, an SJT and a measure of academic performance appeared to be complementary to each other. These initial findings suggest that SJTs may be more predictive at the lower end of

Knowledge Sharing and Educational Technology Acceptance in Online Academic Communities of Practice

ERIC Educational Resources Information Center

Nistor, Nicolae; Baltes, Beate; Schustek, Monika

2012-01-01

Purpose: Online programs rely on the use of educational technology for knowledge sharing in academic virtual communities of practice (vCoPs). This poses the question as to which factors influence technology acceptance. Previous research has investigated the inter-relationship between educational technology acceptance (ETA) and the vCoP context…

Literacy Events and Practices That Position Hmong Women to Meet Academic Success in Community Colleges

ERIC Educational Resources Information Center

Koch, Jody C.

2017-01-01

This study examined the literacy events and practices of Hmong women achieving academic success at a community college. Three women participants were interviewed regarding their past and present literacy events and practices. In addition, each participant took photographs of their own literacy events for five weeks. The photographs provided…

Effective Developmental Math Instructional Practices That Facilitate Learning and Academic Success of Community College Students

ERIC Educational Resources Information Center

Little, Pamela Hilson

2017-01-01

The purpose of the qualitative study was to discover instructional practices used by developmental math instructors that facilitate learning and academic success of students in developmental math courses at select community colleges in Alabama in order to generate improved instructional practices in the developmental education field. Emergent data…

Conceptions and Practice of Information Literacy in Academic Libraries: Espoused Theories and Theories-in-Use

ERIC Educational Resources Information Center

Kerr, Paulette A.

2010-01-01

This research was conducted to investigate the relationships between conceptions and practice of information literacy in academic libraries. To create a structure for the investigation, the research adopted the framework of Argyris and Schon (1974) in which professional practice is examined via theories of action, namely espoused theories and…

The importance of academic literacy for undergraduate nursing students and its relationship to future professional clinical practice: A systematic review.

PubMed

Jefferies, Diana; McNally, Stephen; Roberts, Katriona; Wallace, Anna; Stunden, Annette; D'Souza, Suzanne; Glew, Paul

2018-01-01

This systematic review was designed to assess the importance of academic literacy for undergraduate nursing students and its relationship to future professional clinical practice. It aimed to explore the link between academic literacy and writing in an undergraduate nursing degree and the development of critical thinking skills for their future professional clinical practice. A systematic review of qualitative studies and expert opinion publications. A systematic literature search was undertaken of the following databases: ERIC, PubMed, CINAHL, MEDLINE and Scopus. All papers reviewed were from 2000 to 2016 and were written in English. We identified 981 studies and expert opinion papers from the selected databases. After reviewing key words and abstracts for the inclusion and exclusion criteria, 48 papers were selected for review. These were read and reread, with 22 papers, including one thesis, selected for quality appraisal. One paper was discarded due to the exclusion criteria. Three major themes were evident from this study. First, students need assistance to develop tertiary level academic literacy skills when they commence their undergraduate nursing degree. Second, that teaching practices need to be consistent in both designing assessments and in giving feedback to students, in order to assist improvement of academic literacy skills. And finally, academic literacy can facilitate critical thinking when students are assessed using discipline specific genres that relate to their future professional nursing practice. This review highlights the importance of critical thinking in clinical nursing practice and its strong relationship with academic writing skills. It has shown critical thinking is discipline specific and nursing students need to be taught discipline specific literacy genres in undergraduate nursing degrees. Nursing has a diverse educational and cultural mix of students, and educators should not assume academic literacy skills upon commencement of an

Side effects of therapeutic punishment on academic performance and eye contact.

PubMed Central

Rolider, A; Cummings, A; Van Houten, R

1991-01-01

The effects of therapeutic punishment delivered following inappropriate behavior on the academic responding and eye-to-face contact of 2 persons with developmental handicaps was examined using a counterbalanced alternating treatment design. Each subject was sequentially taught by two therapists each day. While one of the therapists taught the subject, the second therapist stood in close proximity directly behind the subject. During baseline, neither therapist delivered punishment following inappropriate behavior. During the treatment condition, one of the therapists delivered all punishment regardless of whether she was teaching or standing behind the subject. The therapist who delivered all punishment for 1 subject did not deliver any punishment for the other subject. During the last condition, the therapist delivering all punishment was reversed for 1 of the subjects. The results indicated that the task being taught was mastered by each subject only when the therapist delivering punishment was teaching. Data collected also indicated that each subject made more eye-to-face contact when the therapist delivering all punishment was teaching. Although neither therapist had to deliver punishers often, punishment had to be administered less often when the therapist teaching the subject was also the therapist delivering punishment. PMID:1797778

Appreciative Assessment in Academic Advising

ERIC Educational Resources Information Center

He, Ye; Hutson, Bryant

2016-01-01

Academic advising is one of the key functions in higher education. While there has been a development of advising practices in the past decade, the assessment of academic advising practices is far from satisfactory. In this article, we review major academic advising approaches and key characteristics of quality assessment practices. Based on the…

From Guide to Practice: Improving Your After School Science Program to Increase Student Academic Achievement

NASA Astrophysics Data System (ADS)

Taylor, J.

2013-12-01

Numerous science organizations, such as NASA, offer educational outreach activities geared towards after school. For some programs, the primary goal is to grow students' love of science. For others, the programs are also intended to increase academic achievement. For those programs looking to support student learning in out-of-school time environments, aligning the program with learning during the classroom day can be a challenge. The Institute for Education Sciences, What Works Clearinghouse, put together a 'Practice Guide' for maximizing learning time beyond the regular school day. These practice guides provide concrete recommendations for educators supported by research. While this guide is not specific to any content or subject-area, the recommendations provided align very well with science education. After school science is often viewed as a fun, dynamic environment for students. Indeed, one of the recommendations to ensure time is structured according to students' needs is to provide relevant and interesting experiences. Given that our after school programs provide such creative environments for students, what other components are needed to promote increased academic achievement? The recommendations provided to academic achievement, include: 1. Align Instruction, 2. Maximize Attendance and Participation, 3. Adapt Instruction, 4. Provide Engaging Experiences, and 5. Evaluate Program. In this session we will examine these five recommendations presented in the Practice Guide, discuss how these strategies align with science programs, and examine what questions each program should address in order to provide experiences that lend themselves to maximizing instruction. Roadblocks and solutions for overcoming challenges in each of the five areas will be presented. Jessica Taylor will present this research based on her role as an author on the Practice Guide, 'Improving Academic Achievement in Out-of-School Time' and her experience working in various informal science

Study of Ethical Values and Practices in Academic Programmes at a Higher Learning Institution

NASA Astrophysics Data System (ADS)

Narayanasamy, Kogilah; Shetty, M. V.

The study on ethical values in academic programmes has attracted the attention of many researchers throughout the world especially in view of its important role today. Many academic programmes today focus on how to make profit both for the individual and the organization and on how to increase the firm`s market share and shareholders value and in the process may compromise on their ethical values and have unethical practices. Thus, this study is undertaken to evaluate the extent of integration of ethical values in the academic programmes of the higher learning operating institution involved with post graduate and higher level programs. The impact of demographics and race of the lecturer and students have been separately ascertained. The sample has been taken from one college, rated to be high in ethical values and practices, a sample of 120 students and 31 lecturers from a leading college (reputed for ethical values) have been collated and analyzed for validation of the objectives. The explanation on ethics has been done to a large extent in the study. The study also indicates the number of higher learning institutions to indicate the extent of impact if these issues are appropriately addressed. Government policy in this regard also needs to be reviewed and improved to avoid deterioration of ethical values and practices in the dynamic market place of today. This study review that, the level at which lecturers at the institutions have high ethical values and do incorporate it in their lectures and discussions in the classroom. The impact of demographic factors on the ethical values and practice of the lecturers have useful insights for academic staff recruitment and staff training. On the other hand, students` ethical values and behavior is a cause for concern to everyone as these future pillars of the nation have been found to have their ethical values and practices at low levels. The implications for the college management as to consider further emphasis on the

Therapeutic privilege: between the ethics of lying and the practice of truth.

PubMed

Richard, Claude; Lajeunesse, Yvette; Lussier, Marie-Thérèse

2010-06-01

The 'right to the truth' involves disclosing all the pertinent facts to a patient so that an informed decision can be made. However, this concept of a 'right to the truth' entails certain ambiguities, especially since it is difficult to apply the concept in medical practice based mainly on current evidence-based data that are probabilistic in nature. Furthermore, in some situations, the doctor is confronted with a moral dilemma, caught between the necessity to inform the patient (principle of autonomy) and the desire to ensure the patient's well-being by minimising suffering (principle of beneficence). To comply with the principle of beneficence as well as the principle of non-maleficence 'to do no harm', the doctor may then feel obliged to turn to 'therapeutic privilege', using lies or deception to preserve the patient's hope, and psychological and moral integrity, as well as his self-image and dignity. There is no easy answer to such a moral dilemma. This article will propose a process that can fit into reflective practice, allowing the doctor to decide if the use of therapeutic privilege is justified when he is faced with these kinds of conflicting circumstances. We will present the conflict arising in practice in the context of the various theoretical orientations in ethics, and then we will suggest an approach for a 'practice of truth'. Last, we will situate this reflective method in the broader clinical context of medical practice viewed as a dialogic process.

Association of Health Sciences Reasoning Test scores with academic and experiential performance.

PubMed

Cox, Wendy C; McLaughlin, Jacqueline E

2014-05-15

To assess the association of scores on the Health Sciences Reasoning Test (HSRT) with academic and experiential performance in a doctor of pharmacy (PharmD) curriculum. The HSRT was administered to 329 first-year (P1) PharmD students. Performance on the HSRT and its subscales was compared with academic performance in 29 courses throughout the curriculum and with performance in advanced pharmacy practice experiences (APPEs). Significant positive correlations were found between course grades in 8 courses and HSRT overall scores. All significant correlations were accounted for by pharmaceutical care laboratory courses, therapeutics courses, and a law and ethics course. There was a lack of moderate to strong correlation between HSRT scores and academic and experiential performance. The usefulness of the HSRT as a tool for predicting student success may be limited.

Communities of Practice in Higher Education: Professional Learning in an Academic Career

ERIC Educational Resources Information Center

Arthur, Linet

2016-01-01

This article focuses on the life history of a university academic, and the ways in which he learned in different communities of practice during his career. This account raises questions about the applicability of situated learning theory to a knowledge-based organisation, and argues that both the external context and the individuals within the…

Poor Documentation of Inflammatory Bowel Disease Quality Measures in Academic, Community, and Private Practice.

PubMed

Feuerstein, Joseph D; Castillo, Natalia E; Siddique, Sana S; Lewandowski, Jeffrey J; Geissler, Kathy; Martinez-Vazquez, Manuel; Thukral, Chandrashekhar; Leffler, Daniel A; Cheifetz, Adam S

2016-03-01

Quality measures are used to standardize health care and monitor quality of care. In 2011, the American Gastroenterological Association established quality measures for inflammatory bowel disease (IBD), but there has been limited documentation of compliance from different practice settings. We reviewed charts from 367 consecutive patients with IBD seen at academic practices, 217 patients seen at community practices, and 199 patients seen at private practices for compliance with 8 outpatient measures. Records were assessed for IBD history, medications, comorbidities, and hospitalizations. We also determined the number of patient visits to gastroenterologists in the past year, whether patients had a primary care physician at the same institution, and whether they were seen by a specialist in IBD or in conjunction with a trainee, and reviewed physician demographics. A univariate and multivariate statistical analysis was performed to determine which factors were associated with compliance of all core measures. Screening for tobacco abuse was the most frequently assessed core measure (89.6% of patients; n = 701 of 783), followed by location of IBD (80.3%; n = 629 of 783), and assessment for corticosteroid-sparing therapy (70.8%; n = 275 of 388). The least-frequently evaluated measures were pneumococcal immunization (16.7% of patients; n = 131 of 783), bone loss (25%; n = 126 of 505), and influenza immunization (28.7%; n = 225 of 783). Only 5.8% of patients (46 of 783) had all applicable core measures documented (24 in academic practice, none in clinical practice, and 22 in private practice). In the multivariate model, year of graduation from fellowship (odds ratio [OR], 2.184; 95% confidence interval [CI], 1.522-3.134; P < .001), year of graduation from medical school (OR, 0.500; 95% CI, 0.352-0.709; P < .001), and total number of comorbidities (OR, 1.089; 95% CI, 1.016-1.168; P = .016) were associated with compliance with all core measures. We found poor documentation

The Library Is Dead, Long Live the Library! The Practice of Academic Librarianship and the Digital Revolution

ERIC Educational Resources Information Center

Ross, Lyman; Sennyey, Pongracz

2008-01-01

As a direct consequence of the digital revolution, academic libraries today face competition as information providers. Using Richard N. Foster's technology S curves as the analytical model, this article shows that academic libraries are in the midst of discontinuous change by questioning a number of assumptions that support the current practice of…

The Relationship between Disciplinary Practices in Childhood and Academic Dishonesty in College Students

ERIC Educational Resources Information Center

Qualls, R. Christopher

2014-01-01

Although academic dishonesty is known to be prevalent in institutions of higher education, little research has examined the role that differences in disciplinary techniques used in childhood play in its occurrence. This study investigated the relationship between specific disciplinary practices, particularly harsh physical discipline, and the…

The Impact of Communities of Practice in Support of Early-Career Academics

ERIC Educational Resources Information Center

Cox, Milton D.

2013-01-01

This paper traces the history and impact of communities of practice (CoPs) in supporting early-career academics, although the primary focus here in the United States is on the faculty learning community (FLC) model, a special type of CoP in higher education. The initial development of this model, beginning in 1979, takes place over two decades at…

Academic Writing Practices in Spanish Universities

ERIC Educational Resources Information Center

Castello, Montserrat; Mateos, Mar; Castells, Nuria; Inesta, Anna; Cuevas, Isabel; Sole, Isabel

2012-01-01

Introduction: This article aims at describing the use of written genres at university and how they are used to teach and learn. Method: We carried out a descriptive study focusing on teachers' perceptions regarding the importance of academic writing in promoting learning, the degree of competence they attribute to academic writing in comparison…

Therapeutic boundaries in telepsychology: Unique issues and best practice recommendations

PubMed Central

Drum, Katherine B.; Littleton, Heather L.

2014-01-01

Technology-assisted mental health services are becoming much more routinely utilized by clients and practitioners alike. Clinicians practicing telepsychology must prepare themselves in order to provide competent care in this ever-evolving context of service delivery. Although much has been written with regards to considerations of ethical and legal practice, practical and logistical guidelines, and the advantages and disadvantages of the delivery of services via the use of technology, little to no attention has been paid to issues related to therapeutic boundaries in the telepsychology relationship. Clinicians must consider how to maintain appropriate boundaries in telepsychology settings in order to prevent harm and optimize treatment gains. Such considerations are also necessary given that it is probable that the telepsychology clinician will encounter novel boundary issues that are unlikely to occur in the traditional face-to-face therapy setting. We discuss the clinical utility of boundaries, potential boundary issues in telepsychology settings, and suggested best practice recommendations to ensure competent, ethical, and efficacious treatment in this novel context of service delivery. PMID:25414540

Therapeutic boundaries in telepsychology: Unique issues and best practice recommendations.

PubMed

Drum, Katherine B; Littleton, Heather L

2014-10-01

Technology-assisted mental health services are becoming much more routinely utilized by clients and practitioners alike. Clinicians practicing telepsychology must prepare themselves in order to provide competent care in this ever-evolving context of service delivery. Although much has been written with regards to considerations of ethical and legal practice, practical and logistical guidelines, and the advantages and disadvantages of the delivery of services via the use of technology, little to no attention has been paid to issues related to therapeutic boundaries in the telepsychology relationship. Clinicians must consider how to maintain appropriate boundaries in telepsychology settings in order to prevent harm and optimize treatment gains. Such considerations are also necessary given that it is probable that the telepsychology clinician will encounter novel boundary issues that are unlikely to occur in the traditional face-to-face therapy setting. We discuss the clinical utility of boundaries, potential boundary issues in telepsychology settings, and suggested best practice recommendations to ensure competent, ethical, and efficacious treatment in this novel context of service delivery.

Effects of Computer-Based Practice on the Acquisition and Maintenance of Basic Academic Skills for Children with Moderate to Intensive Educational Needs

ERIC Educational Resources Information Center

Everhart, Julie M.; Alber-Morgan, Sheila R.; Park, Ju Hee

2011-01-01

This study investigated the effects of computer-based practice on the acquisition and maintenance of basic academic skills for two children with moderate to intensive disabilities. The special education teacher created individualized computer games that enabled the participants to independently practice academic skills that corresponded with their…

An academic practice partnership: Building capacity to meet sexual health education policy requirements of a public school system.

PubMed

Cygan, Heide R; McNaughton, Diane; Reising, Virginia; Reid, Bianca

2018-06-19

The purpose of this clinical concepts paper is to describe the development, implementation, and evaluation of a formal academic-practice partnership between a large, urban, public school system and a college of nursing, based on the American Association of Colleges of Nursing's Guiding Principles to Academic-Practice Partnerships. The overarching goal of the partnership was to increase the school district's capacity to meet sexual health education policy requirements while providing graduate nursing students with an opportunity to work with a diverse population of youth during a public health nursing practicum course. As a result of the partnership, over 2,000 public school students (grades 5-12) have received comprehensive sexual health education and increased their knowledge by an average of 19.7-32.7%. In addition, 79 prelicensure, graduate nursing students have been placed at the public school system for public health nursing practicum and 100% have met all clinical objectives. As with any partnership, successes and lessons learned were identified. Discussion of both is included in this paper and may benefit other organizations considering entering into similar partnerships. Ultimately, academic-practice partnerships are an important mechanism to simultaneously meet the growing needs of community practice partners and nursing education programs, while strengthening public health nursing practice. © 2018 Wiley Periodicals, Inc.

Structurally Based Therapeutic Evaluation: A Therapeutic and Practical Approach to Teaching Medicinal Chemistry.

ERIC Educational Resources Information Center

Alsharif, Naser Z.; And Others

1997-01-01

Explains structurally based therapeutic evaluation of drugs, which uses seven therapeutic criteria in translating chemical and structural knowledge into therapeutic decision making in pharmaceutical care. In a Creighton University (Nebraska) medicinal chemistry course, students apply the approach to solve patient-related therapeutic problems in…

Comparison of academic and practice outcomes of rural and traditional track graduates of a family medicine residency program.

PubMed

Petrany, Stephen M; Gress, Todd

2013-06-01

The Marshall University Family Medicine Residency (MUFMR) implemented its rural track (RT) in 1994 to help achieve its mission of producing primary care physicians for practice in rural areas and West Virginia. This study examined the impact of the RT on the program's training outcomes and assessed the academic equivalence of the RT and traditional track (TT) curricula. The authors analyzed academic outcomes (in-training examination [ITE] scores, board certification rates) and practice outcomes (location and type following graduation) for the 174 MUFMR graduates who entered the program from 1984 through 2006. They compared RT and TT graduates who entered after RT implementation (1994-2006) with each other and with graduates who entered during the decade before implementation (1984-1993). There were differences between the 12 RT and 94 TT graduates in rural practice upon graduation (RT: 83% versus TT: 40%; P<.01) and practice in West Virginia (RT 83% versus TT 68%; P=.34). RT and TT graduates had similar mean increases in ITE scores and board certification rates. The 106 post-implementation graduates had a significantly higher rate of West Virginia practice than did the 68 pre-implementation graduates (70% versus 52%; P=.02). RT development was associated with a substantial increase in MUFMR graduates practicing in West Virginia. RT graduates were more likely than TT graduates to practice in rural areas and in the state upon graduation. RT graduates seem to advance academically as well as their TT counterparts.

Academic Jibberish

ERIC Educational Resources Information Center

Krashen, Stephen

2012-01-01

In this article, the author talks about academic jibberish. Alfie Kohn states that a great deal of academic writing is incomprehensible even to others in the same area of scholarship. Academic Jibberish may score points for the writer but does not help research or practice. The author discusses jibberish as a career strategy that impresses those…

Hidden Treasures in Theological Education: The Writing Tutor, the Spiritual Director, and Practices of Academic and Spiritual Mentoring

ERIC Educational Resources Information Center

Yaghjian, Lucretia B.

2013-01-01

Mentoring is an important but often overlooked resource in theological education and students' academic and spiritual formation. This essay profiles the mentoring practices and postures of the writing tutor and the spiritual director as exemplars of academic and spiritual mentoring. An extended probe of this analogy affirms the integration of…

The Literature Landscape of Blended Learning in Higher Education: The Need for Better Understanding of Academic Blended Practice

ERIC Educational Resources Information Center

Torrisi-Steele, Geraldine; Drew, Steve

2013-01-01

If we are to realise the potential of blended learning in higher education, then further research into academic practice and relevant academic development is essential. Our review of literature on blended learning in higher education reveals an interesting scholarship landscape which, when described in detail, pointedly directs attention to the…

Evolving from academic to academic entrepreneur: overcoming barriers to scientific progress and finance.

PubMed

Miller, Andrew D

2016-07-01

The overall goal of my career as an academic chemist has always been the design and creation of advanced therapeutics and diagnostics that address unmet medical need in the management of chronic diseases. Realising this goal has been an immensely difficult process involving multidisciplinary problem-driven research at the chemistry-biology-medicine interfaces. With success in the laboratory, I started seriously to question the value of remaining an academic whose career is spent in the pursuit of knowledge and understanding alone without making any significant effort to translate knowledge and understanding gained into products of genuine utility for public benefit. Therefore, I elected by choice to become an academic entrepreneur, seeking opportunities wherever possible for the translation of the best of my personal and collaborative academic research work into potentially valuable and useful products. This choice has brought with it many unexpected difficulties and challenges. Nevertheless, progress bas been made and sufficient learnt to suggest that this would be an appropriate moment to take stock and provide some personal reflections on what it takes to design and create advanced therapeutics and diagnostics in the laboratory then seek to develop, innovate and translate the best towards market.

The Role of Communities of Practice in the Professional Education of Academic Librarians

ERIC Educational Resources Information Center

Bilodeaua, Edward; Carson, Pamela

2015-01-01

This study was undertaken to better understand the range of learning practices that academic librarians use throughout their careers, and to explore the ways library schools give students the opportunities to engage in learning methods that they are likely to use in their careers as librarians. The study uses semi-structured interviews with…

The Pedagogical Benefits of Enacting Positive Psychology Practices through a Student-Faculty Partnership Approach to Academic Development

ERIC Educational Resources Information Center

Cook-Sather, Alison; Schlosser, Joel Alden; Sweeney, Abigail; Peterson, Laurel M.; Cassidy, Kimberly Wright; Colón García, Ana

2018-01-01

Academic development that supports the enactment of positive psychology practices through student-faculty pedagogical partnership can increase faculty confidence and capacity in their first year in a new institution. When student partners practice affirmation and encouragement of strengths-based growth, processes of faculty acclimation and…

The future of pharmacy practice research - Perspectives of academics and practitioners from Australia, NZ, United Kingdom, Canada and USA.

PubMed

Babar, Zaheer-Ud-Din; Scahill, Shane; Nagaria, Raveena Amee; Curley, Louise E

2018-01-11

Healthcare is under significant pressure with the explosion of long term conditions, shift in worldwide demographics and is evolving through advances in technology. Aligned with this is the changing role of pharmacy from the traditional dispenser of medicines to having (in addition) a more advanced clinical role. This study aimed to understand what the pharmacy practice research agenda might look like from the viewpoint of pharmacy academics and practitioners across five high-income countries. Qualitative methods were used, and thirty one-hour interviews were undertaken with practitioners and academics from five economically advanced countries. These nations have comparable socio-economic status but differing health systems and include; Australia, Canada, New Zealand, United Kingdom and United States of America. Six key informants were chosen from each country, three academics and three community pharmacists. A general inductive analysis was undertaken to analyse the most common and recurring themes. These themes of research were based around current community pharmacy practice issues and the enablers to changing the profession. Specific areas pharmacy practice could be more involved with included long term health conditions. Some community pharmacists also believed that research into the impact of professional standards and policy change would be beneficial. The findings of this research suggest that current pharmacy practice research methods are sufficient, but need to be used more effectively. Participants identified a wide range of issues within community pharmacy practice. Academics largely focused on how research can be utilised in the community and how to implement findings to ensure sustainability of pharmacy practice research. Issues that community pharmacists would like to research are related to the current practice model, such as allocating time to provide patient-focused services in addition to managing a business. Copyright © 2018 Elsevier Inc. All

Society for Academic Continuing Medical Education Intervention Guideline Series: Guideline 2, Practice Facilitation.

PubMed

Van Hoof, Thomas J; Grant, Rachel E; Campbell, Craig; Colburn, Lois; Davis, David; Dorman, Todd; Fischer, Michael; Horsley, Tanya; Jacobs-Halsey, Virginia; Kane, Gabrielle; LeBlanc, Constance; Moore, Donald E; Morrow, Robert; Olson, Curtis A; Silver, Ivan; Thomas, David C; Turco, Mary; Kitto, Simon

2015-01-01

The Society for Academic Continuing Medical Education commissioned a study to clarify and, if possible, standardize the terminology for a set of important educational interventions. In the form of a guideline, this article describes one such intervention, practice facilitation, which is a common strategy in primary care to help practices develop capacity and infrastructure to support their ability to improve patient care. Based on a review of recent evidence and a facilitated discussion with US and Canadian experts, we describe practice facilitation, its terminology, and other important information about the intervention. We encourage leaders and researchers to consider and build on this guideline as they plan, implement, evaluate, and report practice facilitation efforts. Clear and consistent use of terminology is imperative, along with complete and accurate descriptions of interventions, to improve the use and study of practice facilitation.

Allied against reform: pharmaceutical industry-academic physician relations in the United States, 1945-1970.

PubMed

Tobbell, Dominique A

2008-01-01

During the 1960s, the drug industry was the subject of two congressional investigations into its business practices and pricing policies, and in 1962, passage of the Drug Amendments mandated greater Food and Drug Administration authority over pharmaceutical development. In this article, I examine the industry's efforts to circumvent these political challenges by drawing on its longstanding relationship with academic physicians and the American Medical Association. Using the medical profession's shared concern about expanding government oversight over therapeutic practice, the industry called on academic physicians to join forces with it and establish an expert advisory body to guide government officials on pharmaceutical policy. Drawing on research in the archives of the University of Pennsylvania and the National Academy of Sciences and a careful reading of the trade and biomedical literature and congressional documents, I argue that by positioning themselves as pharmaceutical experts, the members of this industry-academic alliance gave industry a seat at the policy table and enabled it to challenge the efforts of pharmaceutical reformers to further increase the government's role in drug development.

[Study toward practical use of oligonucleotide therapeutics].

PubMed

Inoue, Takao; Yoshida, Tokuyuki

2014-01-01

Over the past decade, oligonucleotide-based therapeutics such as antisense oligonucleotides and small interfering RNAs (siRNAs) have been developed extensively. For example, mipomersen (Kynamro; ISIS Pharmaceuticals), which is a second-generation antisense oligonucleotide administered by subcutaneous injection, has recently been approved by the FDA for the treatment of homozygous familial hypercholesterolemia. On the other hands, methods for the evaluation of quality, efficacy and safety of oligonucleotide therapeutics have not been fully discussed. Furthermore, the regulatory guidance specific for oligonucleotide therapeutics has not been established yet. Under these circumstances, we started to collaborate with Osaka University and PMDA to discuss regulatory science focused on oligonucleotide therapeutics. Through the collaboration, we would like to propose the possible design of quality evaluation and preclinical safety-evaluation of oligonucleotide therapeutics.

On the Borders: Adjusting to Academic, Social and Cultural Practices at an Australian University

ERIC Educational Resources Information Center

Buchanan, John; Ljungdahl, Lesley; Maher, Damian

2015-01-01

Adjustment to university is challenging for students as they navigate a path through new academic, social and cultural practices. Some may feel on the borders, marginalised by their background. Issues such as adjustment to university life, independence, performance expectations, establishing friendships, technological competence, cultural capital,…

Biblical Literacy in a Secular World: Secondary Students' Perceptions of the Influence of Biblical Practices on Academic Achievement

ERIC Educational Resources Information Center

Evans, Ashlei N.

2017-01-01

Purpose: The purpose of this journal-ready dissertation was to examine middle and high school students' perceptions of the relationship between their Biblical literacy practices and academic performance (i.e. grades, test scores, reading ability) and academic success (i.e. attendance, behavior, motivation, goals, decision-making) according to…

Academic Entitlement in Pharmacy Education

PubMed Central

Romanelli, Frank; Smith, Kelly M.

2012-01-01

The constructs of academic entitlement and student consumerism refer to students’ attitudes toward education as a commodity and the underlying belief that as consumers, they should be catered to and given the opportunity to participate in the education process according to their preferences. Most discussions regarding these attitudes are anecdotal, but the pervasiveness of these accounts and the troubling effects that ensue warrant attention. Grade inflation, student incivility, altered classroom practices, and decreased faculty morale are all potential aftereffects of teaching students who hold academic entitlement beliefs. Numerous factors are posited as attributing to academic entitlement including personal issues, societal pressures, and broad academic practices. This paper discusses these factors and offers faculty members and administrators recommendations regarding practices that may curb or alleviate issues associated with academically entitled students. PMID:23275654

The financial impact of a clinical academic practice partnership.

PubMed

Greene, Mary Ann; Turner, James

2014-01-01

New strategies to provide clinical experiences for nursing students have caused nursing schools and hospitals to evaluate program costs. A Microsoft Excel model, which captures costs and associated benefits, was developed and is described here. The financial analysis shows that the Clinical Academic Practice Program framework for nursing clinical education, often preferred by students, can offer financial advantages to participating hospitals and schools of nursing. The model is potentially a tool for schools of nursing to enlist hospitals and to help manage expenses of clinical education. Hospitals may also use the Hospital Nursing Unit Staffing and Expense Worksheet in planning staffing when students are assigned to units and the cost/benefit findings to enlist management support.

A pilot study evaluating alternative approaches of academic detailing in rural family practice clinics

PubMed Central

2012-01-01

Background Academic detailing is an interactive, convenient, and user-friendly approach to delivering non-commercial education to healthcare clinicians. While evidence suggests academic detailing is associated with improvements in prescribing behavior, uncertainty exists about generalizability and scalability in diverse settings. Our study evaluates different models of delivering academic detailing in a rural family medicine setting. Methods We conducted a pilot project to assess the feasibility, effectiveness, and satisfaction with academic detailing delivered face-to-face as compared to a modified approach using distance-learning technology. The recipients were four family medicine clinics within the Oregon Rural Practice-based Research Network (ORPRN). Two clinics were allocated to receive face-to-face detailing and two received outreach through video conferencing or asynchronous web-based outreach. Surveys at midpoint and completion were used to assess effectiveness and satisfaction. Results Each clinic received four outreach visits over an eight month period. Topics included treatment-resistant depression, management of atypical antipsychotics, drugs for insomnia, and benzodiazepine tapering. Overall, 90% of participating clinicians were satisfied with the program. Respondents who received in person detailing reported a higher likelihood of changing their behavior compared to respondents in the distance detailing group for five of seven content areas. While 90%-100% of respondents indicated they would continue to participate if the program were continued, the likelihood of participation declined if only distance approaches were offered. Conclusions We found strong support and satisfaction for the program among participating clinicians. Participants favored in-person approaches to distance interactions. Future efforts will be directed at quantitative methods for evaluating the economic and clinical effectiveness of detailing in rural family practice settings

How Can Marketing Academics Serve Marketing Practice? The New Marketing DNA as a Model for Marketing Education

ERIC Educational Resources Information Center

Harrigan, Paul; Hulbert, Bev

2011-01-01

This article seeks to address how marketing academics can best serve marketing practice through marketing education. It is contended that, where technology is driving marketing in practice, it is afforded significantly less attention in both theory and education. Thus, the marketing graduates being produced from universities are often lacking in…

The Challenges of OER to Academic Practice

ERIC Educational Resources Information Center

Browne, Tom; Holding, Richard; Howell, Anna; Rodway-Dyer, Sue

2010-01-01

The degree to which Open Educational Resources (OER) reflect the values of its institutional provider depends on questions of economics and the level of support amongst its academics. For project managers establishing OER repositories, the latter question--how to cultivate, nurture and maintain academic engagement--is critical. Whilst…

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.

Rational accountability and rational autonomy in academic practice: An extended case study of the communicative ethic of interdisciplinary science

NASA Astrophysics Data System (ADS)

Robertson, Susan Margaret

The dissertation investigates the interaction of rational accountability and rational autonomy in interdisciplinary science within the lifeworld of the university. It focuses on the cultural, social and motivational forces that university researchers draw on, and develop, to constitute and regulate interdisciplinary science. Findings are analyzed within an applied critical social theory framework that attends to the interaction of instrumental and communicative rational action within the public spaces that constitute the lifeworld of the university as a public sphere in society. The research raises questions of how academics practice interdisciplinary science and how these practices relate to the reproduction of the regulative ideal of the university as a community that practices public reason. The conceptual framework informing the research is Habermas' (1984) theory of communicative action. Using Burawoy's (1991) extended case study method as an operational strategy, two modes of constituting and regulating interdisciplinary science were found. Instrumental rational modes dominated in social contexts of interdisciplinary science where consensus on the normative goals and purposes of rational academic action were pre-existing and pre-supposed by participants. Communicative rational modes dominated in social contexts of interdisciplinary science where the normative goals and purposes of rational academic action entered a contested domain. Endorsements for interdisciplinary science policies are coinciding with demands for increased accountability and relevance of Canada's university system. At the same time that the university system must respond to external demands, it must reproduce itself as a public institution open to the discursive redemption of factual and normative validity claims. The study found that academics participate in, but also contest the instrumental regulation of academic inquiry and conduct by using their constitutional autonomy and freedom to

Concise Review: Developing Best‐Practice Models for the Therapeutic Use of Extracellular Vesicles

PubMed Central

Reiner, Agnes T.; Witwer, Kenneth W.; van Balkom, Bas W.M.; de Beer, Joel; Brodie, Chaya; Corteling, Randolph L.; Gabrielsson, Susanne; Gimona, Mario; Ibrahim, Ahmed G.; de Kleijn, Dominique; Lai, Charles P.; Lötvall, Jan; del Portillo, Hernando A.; Reischl, Ilona G.; Riazifar, Milad; Salomon, Carlos; Tahara, Hidetoshi; Toh, Wei Seong; Wauben, Marca H.M.; Yang, Vicky K.; Yang, Yijun; Yeo, Ronne Wee Yeh; Yin, Hang; Giebel, Bernd

2017-01-01

Abstract Growing interest in extracellular vesicles (EVs, including exosomes and microvesicles) as therapeutic entities, particularly in stem cell‐related approaches, has underlined the need for standardization and coordination of development efforts. Members of the International Society for Extracellular Vesicles and the Society for Clinical Research and Translation of Extracellular Vesicles Singapore convened a Workshop on this topic to discuss the opportunities and challenges associated with development of EV‐based therapeutics at the preclinical and clinical levels. This review outlines topic‐specific action items that, if addressed, will enhance the development of best‐practice models for EV therapies. Stem Cells Translational Medicine 2017;6:1730–1739 PMID:28714557

Academic Motivation in Children with Dyslexia

ERIC Educational Resources Information Center

Lodygowska, Ewa; Chec, Magdalena; Samochowiec, Agnieszka

2017-01-01

The authors' purpose was to determine which form of therapeutic aid may influence academic approach and avoidance motivation in children with dyslexia. There were 165 children with dyslexia assessed with the use of "I and my school" questionnaire. The authors considered the children's previous therapeutic experience and on its basis they…

Comparison of private versus academic practice for general surgeons: a guide for medical students and residents.

PubMed

Schroen, Anneke T; Brownstein, Michelle R; Sheldon, George F

2003-12-01

Medical students and residents often make specialty and practice choices with limited exposure to aspects of professional and personal life in general surgery. The purpose of this study was to portray practice composition, career choices, professional experiences, job satisfaction, and personal life characteristics specific to practicing general surgeons in the United States. A 131-question survey was mailed to all female members (n = 1,076) and a random 2:1 sample of male members (n = 2,152) of the American College of Surgeons in three mailings between September 1998 and March 1999. Respondents who were not actively practicing general surgery in the United States and both trainees and surgeons who did not fit the definition of private or academic practice were excluded. Detailed questions regarding practice attributes, surgical training, professional choices, harassment, malpractice, career satisfaction, and personal life characteristics were included. Separate five-point Likert scales were designed to measure influences on career choices and satisfaction with professional and personal matters. Univariate analyses were used to analyze responses by surgeon age, gender, and practice type. A response rate of 57% resulted in 1,532 eligible responses. Significant differences between private and academic practice were noted in case composition, practice structure, and income potential; no major differences were seen in malpractice experience. Propensity for marriage and parenthood differed significantly between men and women surgeons. Overall career satisfaction was very high regardless of practice type. Some differences by surgeon gender in perceptions of equal career advancement opportunities and of professional isolation were noted. This study offers a comprehensive view of general surgery to enable more informed decisions among medical students and residents regarding specialty choice or practice opportunities.

Integrating Evidence-Based Practice into a Therapeutic Exercise Course: Real-Time Patient Experience

ERIC Educational Resources Information Center

Popp, Jennifer K.

2014-01-01

Athletic training students need real-time patient experiences in order to transfer the knowledge and skills learned in the classroom into clinical practice. The objective is to present a description of an assignment that could be incorporated into a therapeutic exercise course giving the student an opportunity to evaluate a patient, design a…

The Developmental Dynamics of Children's Academic Performance and Mothers' Homework-Related Affect and Practices

ERIC Educational Resources Information Center

Silinskas, Gintautas; Kiuru, Noona; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Nurmi, Jari-Erik

2015-01-01

This study investigated the longitudinal associations between children's academic performance and their mothers' affect, practices, and perceptions of their children in homework situations. The children's (n = 2,261) performance in reading and math was tested in Grade 1 and Grade 4, and the mothers (n = 1,476) filled out questionnaires on their…

Survey of Current Academic Practices for Full-Time Postlicensure Nursing Faculty Who Teach Online

ERIC Educational Resources Information Center

Hanford, Karen J.

2010-01-01

Purpose: The purpose of this study was to determine current academic practices of compensation, workload, rewards, and tenure and promotion for nursing faculty who teach graduate and postlicensure programs that are delivered 50% to 100% online. Deans and directors who are members of the American Association of Colleges of Nursing (AACN) were the…

The emotional and academic consequences of parental conditional regard: comparing conditional positive regard, conditional negative regard, and autonomy support as parenting practices.

PubMed

Roth, Guy; Assor, Avi; Niemiec, Christopher P; Deci, Edward L; Ryan, Richard M

2009-07-01

The authors conducted 2 studies of 9th-grade Israeli adolescents (169 in Study 1, 156 in Study 2) to compare the parenting practices of conditional positive regard, conditional negative regard, and autonomy support using data from multiple reporters. Two socialization domains were studied: emotion control and academics. Results were consistent with the self-determination theory model of internalization, which posits that (a) conditional negative regard predicts feelings of resentment toward parents, which then predict dysregulation of negative emotions and academic disengagement; (b) conditional positive regard predicts feelings of internal compulsion, which then predict suppressive regulation of negative emotions and grade-focused academic engagement; and (c) autonomy support predicts sense of choice, which then predicts integrated regulation of negative emotions and interest-focused academic engagement. These findings suggest that even parents' use of conditional positive regard as a socialization practice has adverse emotional and academic consequences, relative to autonomy support.

Caring for America's Veterans: The Power of Academic-Practice Partnership.

PubMed

Miltner, Rebecca S; Selleck, Cynthia S; Froelich, Kimberly D; Bakitas, Marie A; Cleveland, Cynthia D; Harper, Doreen C

2015-01-01

Veterans receive care across the entire health system. Therefore, the workforce needs knowledge and awareness of whether patients are Veterans and the impact of their military service on their physical and mental health. Recent reports of limitations in access for Veterans seeking health care have highlighted this need across all health care settings. Academic-practice partnerships are one mechanism to align the need for improved health care services within the Veteran population while advancing nursing practice in the Veterans Health Administration and surrounding communities. The key to strong partnerships and sustained collaboration is shared goals, mutual trust and respect, the development of formal relationships, and support of senior leadership that fosters the joint vision and mission to improve nursing care for Veterans. This article describes the evolving partnership between one Veterans Health Administration Medical Center and a School of Nursing, which aligned strategic goals across both organizations to increase the capacity and capability of services provided to Veterans.

The Effects of Mediated Learning Strategies on Teacher Practice and on Students at Risk of Academic Failure

ERIC Educational Resources Information Center

Mann, Deborah; Hinds, Janet L.

2007-01-01

The purpose of this case study was to determine the effects of Reuven Feuerstein's ten Mediated Learning Strategies on both teacher practice and on students that were at risk of academic failure. Changes in both teacher practice and student learning were analyzed to determine changes during the use of the ten Mediated Learning Strategies: Meaning,…

A Latent Curve Model of Parental Motivational Practices and Developmental Decline in Math and Science Academic Intrinsic Motivation

ERIC Educational Resources Information Center

Gottfried, Adele Eskeles; Marcoulides, George A.; Gottfried, Allen W.; Oliver, Pamella H.

2009-01-01

A longitudinal approach was used to examine the effects of parental task-intrinsic and task-extrinsic motivational practices on academic intrinsic motivation in the subject areas of math and science. Parental task-intrinsic practices comprise encouragement of children's pleasure and engagement in the learning process, whereas task-extrinsic…

Therapeutic Use of Music and Television in Neurocritical Care: A Practice Survey.

PubMed

Olson, DaiWai M; Batjer, H Hunt; Zanders, Michael L; Harrison, Kimberly; Suarez, Jose I

2016-03-01

Although health care providers often play music via radio, or play television, to calm and soothe patients, limited research is available to guide practice. This study used a 17-item practice survey that was distributed electronically to neurocritical care society members in July 2014. Responses were collated and analyzed using SAS (Version 9.3). There were 118 completed responses, including from 71 attending physicians, 9 resident or fellow physicians, 30 nurses, and 8 affiliate professional members. The majority of respondents sometimes or always play music (65%) and agree that music is therapeutic (70%). However, there was no clear practice pattern regarding when or why music or TV should be used as an intervention in the neurocritical care unit. The use of music and TV is a common intervention in the neurocritical care unit but lacks a strong scientific foundation and is associated with a high practice variance. © The Author(s) 2015.

Using decision trees to characterize verbal communication during change and stuck episodes in the therapeutic process

PubMed Central

Masías, Víctor H.; Krause, Mariane; Valdés, Nelson; Pérez, J. C.; Laengle, Sigifredo

2015-01-01

Methods are needed for creating models to characterize verbal communication between therapists and their patients that are suitable for teaching purposes without losing analytical potential. A technique meeting these twin requirements is proposed that uses decision trees to identify both change and stuck episodes in therapist-patient communication. Three decision tree algorithms (C4.5, NBTree, and REPTree) are applied to the problem of characterizing verbal responses into change and stuck episodes in the therapeutic process. The data for the problem is derived from a corpus of 8 successful individual therapy sessions with 1760 speaking turns in a psychodynamic context. The decision tree model that performed best was generated by the C4.5 algorithm. It delivered 15 rules characterizing the verbal communication in the two types of episodes. Decision trees are a promising technique for analyzing verbal communication during significant therapy events and have much potential for use in teaching practice on changes in therapeutic communication. The development of pedagogical methods using decision trees can support the transmission of academic knowledge to therapeutic practice. PMID:25914657

Using decision trees to characterize verbal communication during change and stuck episodes in the therapeutic process.

PubMed

Masías, Víctor H; Krause, Mariane; Valdés, Nelson; Pérez, J C; Laengle, Sigifredo

2015-01-01

Methods are needed for creating models to characterize verbal communication between therapists and their patients that are suitable for teaching purposes without losing analytical potential. A technique meeting these twin requirements is proposed that uses decision trees to identify both change and stuck episodes in therapist-patient communication. Three decision tree algorithms (C4.5, NBTree, and REPTree) are applied to the problem of characterizing verbal responses into change and stuck episodes in the therapeutic process. The data for the problem is derived from a corpus of 8 successful individual therapy sessions with 1760 speaking turns in a psychodynamic context. The decision tree model that performed best was generated by the C4.5 algorithm. It delivered 15 rules characterizing the verbal communication in the two types of episodes. Decision trees are a promising technique for analyzing verbal communication during significant therapy events and have much potential for use in teaching practice on changes in therapeutic communication. The development of pedagogical methods using decision trees can support the transmission of academic knowledge to therapeutic practice.

Grading Practice as Valid Measures of Academic Achievement of Secondary Schools Students for National Development

ERIC Educational Resources Information Center

Chiekem, Enwefa

2015-01-01

Assigning grades is probably the most important measurement decision that classroom teachers makes. When teachers are provided with some measurement instruction, they still use subjective value judgments when assigning grades to students. This paper therefore, examines the grading practice as valid measures of academic achievement in secondary…

Relationship Between Citation-Based Scholarly Activity of United States Radiation Oncology Residents and Subsequent Choice of Academic Versus Private-Practice Career.

PubMed

McClelland, Shearwood; Mitin, Timur; Wilson, Lynn D; Thomas, Charles R; Jaboin, Jerry J

2018-05-01

To assess h-index data and their association with radiation oncology resident choice of academic versus private-practice career, using a recent resident graduating class. A list of 2016 radiation oncology resident graduates (163 residents from 76 Accreditation Council for Graduate Medical Education-certified programs) and their postresidency career choice (academic vs private practice) was compiled. The Scopus bibliometric citation database was then searched to collect h-index data for each resident. Demographics included in analyses were gender and PhD degree status. Mean h-index score for all resident graduates was 4.15. Residents with a PhD had significantly higher h-index scores (6.75 vs 3.42; P < .01), whereas there was no statistically significant difference in h-index scores between male and female residents (4.38 vs 3.36; P = .06). With regard to career choice, residents choosing academic careers had higher h-index scores than those choosing private practice (5.41 vs 2.96; P < .01). There was no significant difference in mean h-index scores between male and female residents regardless of private-practice (3.15 vs 2.19; P = .25) or academic (5.80 vs 4.30; P = .13) career choice. The average radiation oncology resident graduate published a minimum of 4 manuscripts cited at least 4 times. Graduates with a PhD are significantly more likely to have higher h-index scores, as are residents who choose academic over private-practice careers. There is no significant difference in h-index score between male and female residents, regardless of career choice. These results offer up-to-date benchmarks for evaluating radiation oncology resident productivity and have potential utility in predicting postresidency career choices. Copyright © 2018 Elsevier Inc. All rights reserved.

Healing Classrooms: Therapeutic Possibilities in Academic Writing

ERIC Educational Resources Information Center

Batzer, Benjamin

2016-01-01

This article asks us to consider what the process of healing and composition pedagogy have to learn from each other. More specifically, it identifies how the therapeutic potential of writing, which has been largely neglected in the academy in recent years, can influence the ways we teach transferable writing skills. The article considers how…

Practical Tips for Establishing Partnerships With Academic Researchers: A Resource Guide for Community-Based Organizations.

PubMed

Darling, Margaret; Gonzalez, Florencia; Graves, Kristi; Sheppard, Vanessa B; Hurtado-de-Mendoza, Alejandra; Leventhal, Kara-Grace; Caicedo, Larisa

2015-01-01

Research exists on strategies for successful conduct of community-based participatory research (CBPR). Unfortunately, few published resources are available to advise community-based organizations (CBOs) on preparation for and engagement in CBPR. We aimed to create a resource for CBOs that describes how an organization can prepare for and participate in CBPR. We used a case study approach of one CBO with a decade-long history of collaboration with academic researchers. We identified lessons learned through a retrospective review of organizational records and the documentation of experiences by CBO leadership and research partners. The findings were then labeled according to CBPR Partnership Readiness Model dimensions. The review of CBO documents and key informant interviews yielded ten practical tips to increase organizational readiness for and engagement in CBPR. By understanding the best practices for organizational readiness for and participation in CPBR, CBOs will be better equipped to actively participate in community-academic partnerships.

A Descriptive Study of First-Year College Students' Non-Academic Digital Literacy Practices with Implications for College Writing Education

ERIC Educational Resources Information Center

Amicucci, Ann N.

2013-01-01

In this qualitative research study, the author investigated first-year college students' non-academic digital literacy practices, the audiences for these practices, and students' preferences for enacting these practices in the first-year college writing classroom. Methods of data collection included surveying 177 students, conducting…

Preparing new nurse graduates for practice in multiple settings: a community-based academic-practice partnership model.

PubMed

West, Nikki; Berman, Audrey; Karshmer, Judith; Prion, Susan; Van, Paulina; Wallace, Jonalyn

2014-06-01

Responding to local and national concerns about the nursing workforce, the California Institute for Nursing and Health Care worked with private and public funders and community health care partners to establish community-based transition-to-practice programs for new RN graduates unable to secure nursing positions in the San Francisco Bay Area. The goals were to retain new RN graduates in nursing and further develop their skills and competencies to increase their employability. Leaders from academic and inpatient, ambulatory, and community-based practice settings, as well as additional community partners, collaboratively provided four 12- to 16-week pilot transition programs in 2010-2011. A total of 345 unemployed new nurse graduates enrolled. Eighty-four percent of 188 respondents to a post-program survey were employed in inpatient and community settings 3 months after completion. Participants and clinical preceptors also reported increases in confidence and competence. Copyright 2014, SLACK Incorporated.

The Common Core Learning Standards and Elementary Teachers' Math Instructional Practices, Receptivity to Change, Instructional Leadership and Academic Optimism

ERIC Educational Resources Information Center

Sullivan, Dennis D.

2016-01-01

This study sought to identify the relationships among elementary teachers instructional practices in mathematics pre- and post-CCLS implementation in relation to technological and pedagogical content knowledge (TPACK), formative assessment, reflective practice, receptivity to change, academic optimism, and instructional leadership across age,…

Building Basic Therapeutic Skills: A Practical Guide for Current Mental Health Practice.

ERIC Educational Resources Information Center

Heaton, Jeanne Albronda

Each therapeutic contact provides unique opportunities to ameliorate suffering and cultivate change. This volume addresses the inherent struggle in therapy to create a therapeutic relationship and make the work compassionate, efficient, and effective. It provides assistance to students, supervisors, and educators in doing therapeutic work while…

Frameworks for Understanding the Nature of Interactions, Networking, and Community in a Social Networking Site for Academic Practice

ERIC Educational Resources Information Center

Conole, Grainne; Galley, Rebecca; Culver, Juliette

2011-01-01

This paper describes a new social networking site, Cloudworks, which has been developed to enable discussion and sharing of learning and teaching ideas/designs and to promote reflective academic practice. The site aims to foster new forms of social and participatory practices (peer critiquing, sharing, user-generated content, aggregation, and…

Social Software and Academic Practice: Postgraduate Students as Co-Designers of Web 2.0 Tools

ERIC Educational Resources Information Center

Carmichael, Patrick; Burchmore, Helen

2010-01-01

In order to develop potentially transformative Web 2.0 tools in higher education, the complexity of existing academic practices, including current patterns of technology use, must be recognised. This paper describes how a series of participatory design activities allowed postgraduate students in education, social sciences and computer sciences to…

Professional Development in Teaching and Learning for Early Career Academic Geographers: Contexts, Practices and Tensions

ERIC Educational Resources Information Center

Vajoczki, Susan; Biegas, Tamara C.; Crenshaw, Melody; Healey, Ruth L.; Osayomi, Tolulope; Bradford, Michael; Monk, Janice

2011-01-01

This paper provides a review of the practices and tensions informing approaches to professional development for early career academic geographers who are teaching in higher education. We offer examples from Britain, Canada, Nigeria and the USA. The tensions include: institutional and departmental cultures; models that offer generic and…

What is a Pharmacist: Opinions of Pharmacy Department Academics and Community Pharmacists on Competences Required for Pharmacy Practice

PubMed Central

Atkinson, Jeffrey; de Paepe, Kristien; Sánchez Pozo, Antonio; Rekkas, Dimitrios; Volmer, Daisy; Hirvonen, Jouni; Bozic, Borut; Skowron, Agnieska; Mircioiu, Constantin; Marcincal, Annie; Koster, Andries; Wilson, Keith; van Schravendijk, Chris; Wilkinson, Jamie

2016-01-01

This paper looks at the opinions of 241 European academics (who provide pharmacy education), and of 258 European community pharmacists (who apply it), on competences for pharmacy practice. A proposal for competences was generated by a panel of experts using Delphi methodology. Once finalized, the proposal was then submitted to a large, European-wide community of academics and practicing pharmacists in an additional Delphi round. Academics and community pharmacy practitioners recognized the importance of the notion of patient care competences, underlining the nature of the pharmacist as a specialist of medicines. The survey revealed certain discrepancies. Academics placed substantial emphasis on research, pharmaceutical technology, regulatory aspects of quality, etc., but these were ranked much lower by community pharmacists who concentrated more on patient care competences. In a sub-analysis of the data, we evaluated how perceptions may have changed since the 1980s and the introduction of the notions of competence and pharmaceutical care. This was done by splitting both groups into respondents < 40 and > 40 years old. Results for the subgroups were essentially statistically the same but with some different qualitative tendencies. The results are discussed in the light of the different conceptions of the professional identity of the pharmacist. PMID:28970385

Parental Beliefs Concerning Development and Education, Family Educational Practices and Children's Intellectual and Academic Performances

ERIC Educational Resources Information Center

Tazouti, Youssef; Malarde, Amelie; Michea, Aurelie

2010-01-01

The present study examines the relationships between parental beliefs relating to development and education, parenting practices, and the intellectual and academic performances of children. Data were collected for 128 families with a child in the second or third year of primary school. Investigations of the factors affecting the children's…

Creating innovative clinical nurse leader practicum experiences through academic and practice partnerships.

PubMed

Jukkala, Angela; Greenwood, Rebecca; Motes, Terry; Block, Velinda

2013-01-01

The new Clinical Nurse Leader (CNL) nursing role was developed to meet the complex health care needs of patients, families, and health care systems. This article describes the process used by nurse leaders at the University of Alabama at Birmingham School of Nursing and Hospital to develop Model C CNL practicum courses, recruit and prepare clinical preceptors, prepare clinical microsystems for CNL students, and develop additional practice partnerships throughout the region. MANAGEMENT AND OUTCOME: Critical to the success of the CNL role is a dynamic partnership between academic and practice leaders.The partnership allows faculty to develop curricula that are relevant and responsive to the rapidly changing health care system. Clinical leaders become more aware of trends and issues in nursing education. Continued growth and success of the CNL role is largely dependent on the ability of faculty and practice partners to collaborate on innovative educational programs and models of care delivery.

Academic Success Foundation: Enhancing Academic Integrity through Mobile Learning

ERIC Educational Resources Information Center

Hanbidge, Alice Schmidt; Mackenzie, Amanda; Sanderson, Nicole; Scholz, Kyle; Tin, Tony

2017-01-01

How do we close the gap between the lack of academic experience incoming students have--with the expectation that students know the rules of writing and taking exams? Academic integrity (AI) is essential in post-secondary academia yet insufficient time is allocated to teaching and practicing its concepts. Talks at orientation, lectures in the…

Nursing Education Transformation: Promising Practices in Academic Progression.

PubMed

Gorski, Mary Sue; Farmer, Patricia D; Sroczynski, Maureen; Close, Liz; Wortock, Jean M

2015-09-01

Health care has changed over the past decade; yet, nursing education has not kept pace with social and scientific advances. The Institute of Medicine report, The Future of Nursing: Leading Change, Advancing Health, called for a more highly educated nursing work-force and an improved nursing education system. Since the release of that report, the Future of Nursing: Campaign for Action, supported by the Robert Wood Johnson Foundation, AARP, and the AARP Foundation, has worked with nursing education leaders to better understand existing and evolving nursing education structures. Through a consensus-building process, four overarching promising practice models, with an emphasis on seamless academic progression, emerged to advance the goals of education transformation. Key nurse educators and other stakeholders refined those models through a series of meetings, collaborative partnerships, and focused projects that were held across the United States. This article summarizes that process and provides a description of the models, challenges, common themes, recommendations, and progress to date. Copyright 2015, SLACK Incorporated.

Open Mind, Open Heart: An Anthropological Study of the Therapeutics of Meditation Practice in the US.

PubMed

Myers, Neely; Lewis, Sara; Dutton, Mary Ann

2015-09-01

Based on ethnographic fieldwork and interviews collected with meditation teachers and students in the United States, this article will argue that active training in meditation-based practices occasions the opportunity for people with traumatic stress to develop a stronger mind-body connection through heightened somatic awareness and a focus on the present moment that they find to be therapeutic. Three important themes related to healing through meditation for trauma emerged from the data and centered around the ways our interlocutors attempted to realign their sense of self, mind and body, after a traumatic experience. The themes helped explain why US women perceive meditation as therapeutic for trauma, namely that the practice of meditation enables one to focus on the lived present rather than traumatic memories, to accept pain and "open" one's heart, and to make use of silence instead of speech as a healing modality. As meditation practices increasingly enter global popular culture, promoted for postulated health benefits, the driving question of this research--how meditation may perpetuate human resilience for women who have experienced trauma based on their own perspectives of meditation practices--is a critical addition to the literature.

Uncovering nurse educators' beliefs and values about grading academic papers: guidelines for best practices.

PubMed

O'Flynn-Magee, Kathy; Clauson, Marion

2013-09-01

Fair and consistent assessment, specifically grading, is crucial to teaching and learning scholarship and is a professional responsibility of nurse educators. Yet, many would agree that assessment is one of the most challenging aspects of their role. Despite differing beliefs, values, and meanings attributed to grading and grades, teachers' grading practices should be guided by principles and supported by policies. Inconsistent grading practices among educators, students' unrealistic expectations of grades, and a trend toward grade inflation may be contributing to both educators' and students' concerns. A teaching scholarship project that led to a research study explored nurse educators' beliefs, values, and practices related to the grading of written academic work. The purpose of this article is to share the findings and the resulting grading guidelines that were developed to support nurse educators' endeavors to enact equitable grading practices. Copyright 2013, SLACK Incorporated.

Neuroscience and "real world" practice: music as a therapeutic resource for children in zones of conflict.

PubMed

Osborne, Nigel

2012-04-01

Recent developments in music neuroscience are considered a source for reflection on, and evaluation and development of, musical therapeutic practice in the field, in particular, in relation to traumatized children and postconflict societies. Music neuroscience research is related to practice within a broad biopsychosocial framework. Here, examples are detailed of work from North Uganda, Palestine, and South Thailand. © 2012 New York Academy of Sciences.

The Relevance of Academic Research in OSCM Practice

ERIC Educational Resources Information Center

Raffield, Wiliam D.; Vang, David O.; Lundsten, Lorman L.

2016-01-01

The authors examine the relevance of academic research for operations and supply chain management (OSCM) professionals. Members of a major metropolitan APICS chapter were surveyed. Consistent with prior research, findings indicate that OSCM practitioners prefer trade journal articles to academic research. Nonetheless, respondents indicate interest…

The Impact of Therapeutic Antibodies on the Management of Digestive Diseases: History, Current Practice, and Future Directions.

PubMed

Sofia, M Anthony; Rubin, David T

2017-04-01

The development of therapeutic antibodies represents a revolutionary change in medical therapy for digestive diseases. Beginning with the initial studies that confirmed the pathogenicity of cytokines in inflammatory bowel disease, the development and application of therapeutic antibodies brought challenges and insights into their potential and optimal use. Infliximab was the first biological drug approved for use in Crohn's disease and ulcerative colitis. The lessons learned from infliximab include the importance of immunogenicity and the influence of pharmacokinetics on disease response and outcomes. Building on this foundation, other therapeutic antibodies achieved approval for inflammatory bowel disease and many more are in development for several digestive diseases. In this review, we reflect on the history of therapeutic antibodies and discuss current practice and future directions for the field.

In Practice: Using the "Developing Competency" Vector to Prepare Students for Competent Academic Major Exploration

ERIC Educational Resources Information Center

Galilee-Belfer, Mika

2012-01-01

Though many programs for undecided students focus on the "developing purpose" vector, the author argues that putting purpose before competency is putting the cart before the horse. In this article, she shares practical strategies she has used to help her students at the University of Arizona reach competence in understanding the academic world.…

Best Practices in Academic Assessment in Higher Education: A Case in Formative and Shared Assessment

ERIC Educational Resources Information Center

López Pastor, Víctor M.

2011-01-01

The aim of this article is three-fold: (a) to present an example of best practices in formative assessment in university instruction, offering three different methods of learning and assessment to pass a subject; (b) to analyze differences in academic performance depending on method of learning and assessment chosen; (c) to consider professors'…

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...

There is no "i" in teamwork in the patient-centered medical home: defining teamwork competencies for academic practice.

PubMed

Leasure, Emily L; Jones, Ronald R; Meade, Lauren B; Sanger, Marla I; Thomas, Kris G; Tilden, Virginia P; Bowen, Judith L; Warm, Eric J

2013-05-01

Evidence suggests that teamwork is essential for safe, reliable practice. Creating health care teams able to function effectively in patient-centered medical homes (PCMHs), practices that organize care around the patient and demonstrate achievement of defined quality care standards, remains challenging. Preparing trainees for practice in interprofessional teams is particularly challenging in academic health centers where health professions curricula are largely siloed. Here, the authors review a well-delineated set of teamwork competencies that are important for high-functioning teams and suggest how these competencies might be useful for interprofessional team training and achievement of PCMH standards. The five competencies are (1) team leadership, the ability to coordinate team members' activities, ensure appropriate task distribution, evaluate effectiveness, and inspire high-level performance, (2) mutual performance monitoring, the ability to develop a shared understanding among team members regarding intentions, roles, and responsibilities so as to accurately monitor one another's performance for collective success, (3) backup behavior, the ability to anticipate the needs of other team members and shift responsibilities during times of variable workload, (4) adaptability, the capability of team members to adjust their strategy for completing tasks on the basis of feedback from the work environment, and (5) team orientation, the tendency to prioritize team goals over individual goals, encourage alternative perspectives, and show respect and regard for each team member. Relating each competency to a vignette from an academic primary care clinic, the authors describe potential strategies for improving teamwork learning and applying the teamwork competences to academic PCMH practices.

Academic Talent Development Programs: A Best Practices Model

ERIC Educational Resources Information Center

Gagné, Françoys

2015-01-01

This article aims to describe how schools should structure the development of academic talent at all levels of the K-12 educational system. Adopting as its theoretical framework the "Differentiating Model of Giftedness and Talent," the author proposes (a) a formal definition of academic talent development (ATD) inspired by the principles…

Current Understandings of the Research-Practice Gap From the Viewpoint of Complementary Medicine Academics: A Mixed-Method Investigation.

PubMed

Leach, Matthew J; Tucker, Basil

Research plays an important role in advancing health and healthcare. However, much research evidence is not reflected in contemporary complementary and alternative medicine (CAM) practice. Understanding and addressing the reasons for this research-practice gap may have positive implications for quality of care. To shed light on the gap between research and CAM practice. Descriptive cross-sectional, mixed-method study. A total of 126 senior CAM academics across Australasia, Europe, UK, and North America. Participants completed a 30-item online survey and a semi-structured interview; both of which explored the research-practice gap in CAM. A total of 43 (34%) academics completed the survey, with 29 (67%) respondents undergoing an interview. There was general agreement among respondents that CAM research should be informed by practice, and practice informed by research; however, most agreed that this did not reflect the current situation. Translational issues were perceived to be the primary reason for the research-practice gap in CAM. Suggested strategies for closing the gap focussed mostly around improving CAM student/practitioner education and training, and researcher-practitioner engagement and collaboration. Study findings point toward the presence of a research-practice gap in CAM, with several factors likely to be instrumental in sustaining this gap. Attention now needs to focus on understanding the views of CAM clinicians on this issue. Insights gained from this research will help inform the development of a multi-modal strategy that will effectively target the barriers to change in order to bring CAM research and practice closer together. Copyright © 2017 Elsevier Inc. All rights reserved.

Practices of Conformity and Resistance in the Marketisation of the Academy: Bourdieu, Professionalism and Academic Capitalism

ERIC Educational Resources Information Center

Collyer, Fran M.

2015-01-01

The paper reports on an empirical study based on qualitative interviews with staff from four Australian universities. These universities are shown to be undergoing significant social change as processes of marketisation impact on the everyday practices of academic workers. The universities are analysed as sites of contestation between the new…

Grading and Academic Freedom: An English Academic's Angle on Hill's Contentious Triangle

ERIC Educational Resources Information Center

Buglear, John

2011-01-01

Following the dismissal of a Canadian professor over disputed grading practices, Hill produced his triangle model of competing interests of academics, administrators and students. In the UK, academic freedom in relation to grading is increasingly constrained reflecting more assertive institutional management supervising over-burdened academic…

Collection development and outsourcing in academic health sciences libraries: a survey of current practices.

PubMed Central

Blecic, D D; Hollander, S; Lanier, D

1999-01-01

Academic health sciences libraries in the United States and Canada were surveyed regarding collection development trends, including their effect on approval plan and blanket order use, and use of outsourcing over the past four years. Results of the survey indicate that serials market forces, budgetary constraints, and growth in electronic resources purchasing have resulted in a decline in the acquisition of print items. As a result, approval plan use is being curtailed in many academic health sciences libraries. Although use of blanket orders is more stable, fewer than one-third of academic health sciences libraries report using them currently. The decline of print collections suggests that libraries should explore cooperative collection development of print materials to ensure access and preservation. The decline of approval plan use and the need for cooperative collection development may require additional effort for sound collection development. Libraries were also surveyed about their use of outsourcing. Some libraries reported outsourcing cataloging and shelf preparation of books, but none reported using outsourcing for resource selection. The reason given most often for outsourcing was that it resulted in cost savings. As expected, economic factors are driving both collection development and outsourcing practices. PMID:10219477

Circulation Policies in Academic Medical Libraries: A Comparative Study of Allocation Strategies, Demographic Analysis, Service Offerings, and Implications for Practice

ERIC Educational Resources Information Center

Whitehead, Michele L.; Gutierrez, Laura; Miller, Melody

2014-01-01

The purpose of this study is to gain an understanding of current academic medical library circulation polices and examine methods libraries utilize to meet patron needs. Key informants were selected from five states. Statistics regarding financial practices, users, services, space access, and circulation practices were collected via survey…

Quality Control Practices for Chemistry and Immunochemistry in a Cohort of 21 Large Academic Medical Centers.

PubMed

Rosenbaum, Matthew W; Flood, James G; Melanson, Stacy E F; Baumann, Nikola A; Marzinke, Mark A; Rai, Alex J; Hayden, Joshua; Wu, Alan H B; Ladror, Megan; Lifshitz, Mark S; Scott, Mitchell G; Peck-Palmer, Octavia M; Bowen, Raffick; Babic, Nikolina; Sobhani, Kimia; Giacherio, Donald; Bocsi, Gregary T; Herman, Daniel S; Wang, Ping; Toffaletti, John; Handel, Elizabeth; Kelly, Kathleen A; Albeiroti, Sami; Wang, Sihe; Zimmer, Melissa; Driver, Brandon; Yi, Xin; Wilburn, Clayton; Lewandrowski, Kent B

2018-05-29

In the United States, minimum standards for quality control (QC) are specified in federal law under the Clinical Laboratory Improvement Amendment and its revisions. Beyond meeting this required standard, laboratories have flexibility to determine their overall QC program. We surveyed chemistry and immunochemistry QC procedures at 21 clinical laboratories within leading academic medical centers to assess if standardized QC practices exist for chemistry and immunochemistry testing. We observed significant variation and unexpected similarities in practice across laboratories, including QC frequency, cutoffs, number of levels analyzed, and other features. This variation in practice indicates an opportunity exists to establish an evidence-based approach to QC that can be generalized across institutions.

Retrospection and Reflection: The Emerging Influence of an Institutional Professional Recognition Scheme on Professional Development and Academic Practice in a UK University

ERIC Educational Resources Information Center

van der Sluis, Hendrik; Burden, Penny; Huet, Isabel

2017-01-01

Raising the quality and profile of teaching and student learning is something universities across the UK are aspiring to achieve in order to maintain reputations. Currently, the UK Professional Standards Framework (UKPSF) provides a standard by which academic staff can gain professional recognition for their academic practice and many UK…

Academic Freedom: A Global Comparative Approach

ERIC Educational Resources Information Center

Marginson, Simon

2014-01-01

Academic freedom is best understood not as an abstract universal principle or an ideal state of being but as concrete university practices nested in specific relational environments. As such, practices of academic freedom vary across the world, according to variations in political cultures, educational cultures and state-university relations. The…

Gender Diversity in Academic Radiology Departments: Barriers and Best Practices to Optimizing Inclusion and Developing Women Leaders.

PubMed

Sepulveda, Karla A; Paladin, Angelisa M; Rawson, James V

2018-05-01

Gender diversity remains a challenge for radiology. As we aspire to embrace Diversity 3.0 and the goal of making diversity core to our organizations' mission, there must be increasing awareness of the barriers to achieving inclusion and to best practices for making diversity integral to achieving excellence. This article reviews the literature on gender diversity in radiology and in academic radiology leadership and discusses lessons learned from non-health-care industry and from academic radiology departments that have been successful in developing and supporting female employees. Copyright © 2018 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.

Academic Librarians' Practices and Perceptions on Web-Based Instruction for Academic Library Patrons as Adult Learners

ERIC Educational Resources Information Center

Taylor, Deborah Michelle

2016-01-01

Academic librarians are encouraged to provide library services, resources, and instruction to all patrons, including the adult learner. Statistics reported that worldwide, adults are a growing student population in colleges and universities; however, the adult learner as an academic library patron is often neglected. Academic libraries can…

Open Mind, Open Heart: An Anthropological Study of the Therapeutics of Meditation Practice in the US

PubMed Central

Myers, Neely; Lewis, Sara; Dutton, MaryAnn

2015-01-01

Based on ethnographic fieldwork and interviews collected with meditation teachers and students in the United States, this article will argue that active training in meditation-based practices occasions the opportunity for people with traumatic stress to develop a stronger mind-body connection through heightened somatic awareness and a focus on the present moment that they find to be therapeutic. Three important themes related to healing through meditation for trauma emerged from the data and centered around the ways our interlocutors attempted to realign their sense of self, mind and body, after a traumatic experience. The themes helped explain why US women perceive meditation as therapeutic for trauma, namely that the practice of meditation enables one to focus on the lived present rather than traumatic memories, to accept pain and “open” one's heart, and to make use of silence instead of speech as a healing modality. As meditation practices increasingly enter global popular culture, promoted for postulated health benefits, the driving question of this research—how meditation may perpetuate human resilience for women who have experienced trauma based on their own perspectives of meditation practices—is a critical addition to the literature. PMID:25613595

[Chronic stress and epigenetics. Relation between academic sciences and theology].

PubMed

Simon, Kornél

2012-04-08

The author gives a short account on the principles of Selye's stress theory, and discusses similarities and dissimilarities of acute and chronic stress. Both the external, and the internal environment, as well as the psycho-mental status are involved in the notion of the environment. Basic principles of epigenetics are reviewed: interaction between environment and genes, neuroendocrine and enzymatic mechanisms involved in silencing and activation of genes, notions of phenotypic plasticity, and epigenetic reprogramming are discussed. Epigenetic mechanisms of interrelation between pathological clinical states (diseases) and the characteristic phenotypes, causative role of psycho-mental status in evoking pathological somatic alterations, and the potential therapeutic consequences are briefly discussed. The etiological role of chronic, civilization stress in producing the worldwide increment of cardiovascular morbidity is cited, argumentation and criticism of the current therapeutical practice is discussed. The author concludes that recent advances in epigenetic knowledge seem to solve the controversy between the academic and theological sciences.

Beyond parenting practices: extended kinship support and the academic adjustment of African-American and European-American teens.

PubMed

Pallock, Linda L; Lamborn, Susie D

2006-10-01

This study examined adolescents' perceptions of parenting practices and extended kinship support in relation to academic adjustment for 104 African American and 60 European American 9th and 10th graders (14 and 15 year olds). For African-American teens, parental acceptance was associated with school values, teacher bonding, and work orientation. Higher levels of behavioral control and lower levels of psychological control were associated with a stronger work orientation. After accounting for the demographic variables and the three parenting practices, higher levels of extended kinship support related to stronger school values, higher teacher bonding, and a stronger work orientation. For European-American teens, parental acceptance related to academic adjustment, including stronger school values, higher teacher bonding, and a stronger work orientation. European-American adolescents with stronger extended kinship networks reported higher teacher bonding and a stronger work orientation. Results indicate the importance of extended kinship support for both African-American and European-American adolescents.

Identifying opportunities to advance practice at a large academic medical center using the ASHP Ambulatory Care Self-Assessment Tool.

PubMed

Martirosov, Amber Lanae; Michael, Angela; McCarty, Melissa; Bacon, Opal; DiLodovico, John R; Jantz, Arin; Kostoff, Diana; MacDonald, Nancy C; Mikulandric, Nancy; Neme, Klodiana; Sulejmani, Nimisha; Summers, Bryant B

2018-05-29

The use of the ASHP Ambulatory Care Self-Assessment Tool to advance pharmacy practice at 8 ambulatory care clinics of a large academic medical center is described. The ASHP Ambulatory Care Self-Assessment Tool was developed to help ambulatory care pharmacists assess how their current practices align with the ASHP Practice Advancement Initiative. The Henry Ford Hospital Ambulatory Care Advisory Group (ACAG) opted to use the "Practitioner Track" sections of the tool to assess pharmacy practices within each of 8 ambulatory care clinics individually. The responses to self-assessment items were then compiled and discussed by ACAG members. The group identified best practices and ways to implement action items to advance ambulatory care practice throughout the institution. Three recommended action items were common to most clinics: (1) identify and evaluate solutions to deliver financially viable services, (2) develop technology to improve patient care, and (3) optimize the role of pharmacy technicians and support personnel. The ACAG leadership met with pharmacy administrators to discuss how action items that were both feasible and deemed likely to have a medium-to-high impact aligned with departmental goals and used this information to develop an ambulatory care strategic plan. This process informed and enabled initiatives to advance ambulatory care pharmacy practice within the system. The ASHP Ambulatory Care Self-Assessment Tool was useful in identifying opportunities for practice advancement in a large academic medical center. Copyright © 2018 by the American Society of Health-System Pharmacists, Inc. All rights reserved.

Therapeutic Change in Group Therapy For Interpersonal Trauma: A Relational Framework for Research and Clinical Practice.

PubMed

Chouliara, Zoë; Karatzias, Thanos; Gullone, Angela; Ferguson, Sandra; Cosgrove, Katie; Burke Draucker, Claire

2017-04-01

Our understanding of therapeutic change processes in group therapy for complex interpersonal trauma has been limited. The present study aimed at addressing this gap by developing a framework of therapeutic change in this field from a survivor and therapist perspective. This is a qualitative study, which utilized semistructured individual interviews. Transcripts were analyzed using interpretative phenomenological analysis (IPA) to identify recurrent themes. A final sample of n = 16 patients and n = 5 facilitators completed the interview. Main change processes identified by survivors were as follows: self versus others, trust versus threat, confrontation versus avoidance, and "patching up" versus true healing. Therapeutic processes identified by therapist facilitators included managing group dynamics, unpredictability and uncertainty, and process versus content. The proposed framework explains therapeutic change in group therapy in relational terms, that is, therapeutic dissonance, the dynamic interaction of self and experience as well as building empathic trusting relations. The importance of managing dissonance to aid personally meaningful recovery was highlighted. These findings have implications for the usefulness of relational and person-centered approaches to clinical practice in the area of interpersonal and complex trauma, especially in the early identification, prevention, and management of dropouts.

Theory to Practice: Cultivating Academic Language Proficiency in Developmental Reading Classrooms

ERIC Educational Resources Information Center

Neal, Heather N.

2015-01-01

Academic language plays a key role in reading comprehension, disciplinary thinking, and overall academic success. However, many approaches to teaching academic language, such as a focus on academic vocabulary, overlook other language features that can pose challenges for students. Systemic Functional Linguistics (SFL), arguably one of the three…

Culturally Competent Practice: A Mixed Methods Study Among Students, Academics and Alumni of Clinical Psychology Master’s Programs in the Netherlands

PubMed Central

Geerlings, Lennie R. C.; Thompson, Claire L.; Kraaij, Vivian; Keijsers, Ger P. J.

2018-01-01

This is the first research into preparation for multicultural clinical psychology practice in Europe. It applies the theory of multicultural counselling competency (MCC) to a case study in the Netherlands. It was hypothesized that cross-cultural practice experience, identification as a cultural minority, and satisfaction with cultural training was associated with MCC. The Multicultural Awareness Knowledge and Skills Survey was completed by 106 participants (22 students, 10 academics, 74 alumni) from clinical psychology masters’ programs. MANOVA detected a main effect of cross-cultural experience on MCC for all groups and universities. The data were enriched with exploratory qualitative data from 14 interviews (5 students, 5 academics, 4 alumni). Interpretative Phenomenological Analysis revealed three themes: limitations of clinical psychology, strategies for culturally competent practice, and strategies for cultural competency development. These outcomes suggest that cultural competency continues to require attention in master’s programs. The paper makes recommendations for further research enquiry related to training clinical psychologists to practice in Europe’s multicultural societies. PMID:29899800

Academic self-efficacy mediates the effects of school psychological climate on academic achievement.

PubMed

Høigaard, Rune; Kovač, Velibor Bobo; Øverby, Nina Cecilie; Haugen, Tommy

2015-03-01

This study investigated the effects of proximal and distal constructs on adolescent's academic achievement through self-efficacy. Participants included 482 ninth- and tenth- grade Norwegian students who completed a questionnaire designed to assess school-goal orientations, organizational citizenship behavior, academic self-efficacy, and academic achievement. The results of a bootstrapping technique used to analyze relationships between the constructs indicated that school-goal orientations and organizational citizenship predicted academic self-efficacy. Furthermore, school-goal orientation, organizational citizenship, and academic self-efficacy explained 46% of the variance in academic achievement. Mediation analyses revealed that academic self-efficacy mediated the effects of perceived task goal structure, perceived ability structure, civic virtue, and sportsmanship on adolescents' academic achievements. The results are discussed in reference to current scholarship, including theories underlying our hypothesis. Practical implications and directions for future research are suggested.

An exploration of the assessment experiences of new academics as they engage with a community of practice in higher education.

PubMed

Garrow, Amanda; Tawse, Stephen

2009-08-01

This paper considers a phenomenological research study that attempted to explore how new academics were introduced to the assessment process within a Higher Education context. Two key educational perspectives have shaped the interpretation of the studies findings. These are Nonaka and Takeuchi's [Nonaka, I., Takeuchi, H., 1995. The Knowledge Creating Company: How Japanese Companies Create the Dynamics of Innovation. Oxford University Press, New York] model of knowledge conversion and Lave and Wenger's work on communities of practice (1991, 2002). Three key findings emerged from this work. Firstly, the study highlights a number of issues relating to the types of support and guidance that new academics receive. These were divided into formal and informal types that either promoted conformity or facilitated challenge. Secondly, the study suggests that the ways in which experienced academic staff communicate their assessment knowledge and interact with new academics may require further consideration. Finally, the study raises questions about the type of academic that the organisation would wish to develop.

Innovative Research into Practice in Support Centers for College Athletes: Implications for the Academic Progress Rate Initiative

ERIC Educational Resources Information Center

Comeaux, Eddie

2015-01-01

Concerns about the educational experiences of Division I athletes are pervasive. Finding meaningful ways to strike a healthy balance between athletics and academics has been an ongoing struggle for colleges and universities, and this article emphasizes the need for and value of innovation in current practices. The article introduces the Career…

The Impact of Classroom-Based Meditation Practice on Cognitive Engagement, Mindfulness and Academic Performance of Undergraduate College Students

ERIC Educational Resources Information Center

Napora, Lisa

2013-01-01

This study explored the potential of classroom-based meditation practice as a tool to facilitate learning. Moreover, the impact of meditation on cognitive engagement, mindfulness and academic performance of undergraduate college students was investigated. Additionally, the relationships between mindfulness and cognitive engagement, and between…

Academic Work and Performativity

ERIC Educational Resources Information Center

Kenny, John

2017-01-01

Neoliberal reforms in higher education have resulted in corporate managerial practices in universities and a drive for efficiency and productivity in teaching and research. As a result, there has been an intensification of academic work, increased stress for academics and an emphasis on accountability and performativity in universities. This paper…

The Relationship between Academic Dishonesty and Unethical Business Practices.

ERIC Educational Resources Information Center

Sims, Randi L.

1993-01-01

An investigation of the relationship between the range and severity of academic dishonesty during undergraduate studies and that of dishonesty engaged in during employment revealed that subjects (n=60) who admitted to a wide range of academic dishonesty also admitted a wide range of work-related dishonesty. (Author/JOW)

Feedback on Feedback Practice: Perceptions of Students and Academics

ERIC Educational Resources Information Center

Mulliner, Emma; Tucker, Matthew

2017-01-01

While feedback is widely considered central to student learning, students across the higher education sector commonly report dissatisfaction with the feedback they receive. In contrast, academics often feel they provide quality and informative feedback. This article explores and compares the perceptions of students and academics with regard to…

Understanding Translanguaging Practices through a Biliteracy Continua Framework: Adult Biliterates Reading Academic Texts in Their Two Languages

ERIC Educational Resources Information Center

Kwon, Hyun Joo; Schallert, Diane L.

2016-01-01

Ten adult readers, advanced in their control of two languages, Korean and English, were recruited for a study of academic literacy practices to examine the various linguistic repertoires on which they drew. Analysis of their language use revealed many instances of "translanguaging," that is, a flexible reliance on two languages to serve…

Academic-Community Partnership for Medical Missions: Lessons Learned and Practical Guidance for Global Health Service-Learning Experiences.

PubMed

Dang, Yen H; Nice, Frank J; Truong, Hoai-An

2017-01-01

To facilitate an academic-community partnership for sustainable medical mis-sions, a 12-step process was created for an interprofessional, global health educational, and service-learning experience for students and faculty in a school of pharmacy and health professions. Lessons learned and practical guidance are provided to implement similar global health opportunities.

Beyond Parenting Practices: Extended Kinship Support and the Academic Adjustment of African-American and European-American Teens

ERIC Educational Resources Information Center

Pallock, Linda L.; Lamborn, Susie D.

2006-01-01

This study examined adolescents' perceptions of parenting practices and extended kinship support in relation to academic adjustment for 104 African American and 60 European American 9th and 10th graders (14 and 15 year olds). For African-American teens, parental acceptance was associated with school values, teacher bonding, and work orientation.…

Definitions Matter: Investigating and Comparing Different Operalionalizations of Academic Undermatching

ERIC Educational Resources Information Center

Gansemer-Topf, Ann M.; Downey, Jillian; Genschel, Ulrike

2017-01-01

Effective assessment practice requires clearly defining and operationalizing terminology. We illustrate the importance of this practice by focusing on academic "undermatching"--when students enroll in colleges that are less academically selective than those for which they are academically prepared. Undermatching has been viewed as a…

Developing Academic Literacies through Understanding the Nature of Disciplinary Knowledge

ERIC Educational Resources Information Center

Clarence, Sherran; McKenna, Sioux

2017-01-01

Much academic development work that is framed by academic literacies, especially that focused on writing, is concerned with disciplinary conventions and knowledges: conceptual, practical, and procedural. This paper argues, however, that academic literacies work tends to conflate literacy practices with disciplinary knowledge structures, thus…

Addressing the “Global Health Tax” and “Wild Cards”: Practical Challenges to Building Academic Careers in Global Health

PubMed Central

Dhillon, Ranu

2016-01-01

Among many possible benefits, global health efforts can expand the skills and experience of U.S. clinicians, improve health for communities in need, and generate innovations in care delivery with relevance everywhere. Yet, despite high rates of interest among students and medical trainees to include global health opportunities in their training, there is still no clear understanding of how this interest will translate into viable and sustained global health careers after graduation. Building on a growing conversation about how to support careers in academic global health, this Perspective describes the practical challenges faced by physicians pursuing these careers after they complete training. Writing from their perspective as junior faculty at one U.S. academic health center with a dedicated focus on global health training, the authors describe a number of practical issues they have found to be critical both for their own career development and for the advice they provide their mentees. With a particular emphasis on the financial, personal, professional, and logistical challenges that young “expat” global health physicians in academic institutions face, they underscore the importance of finding ways to support these career paths, and propose possible solutions. Such investments would not only respond to the rational and moral imperatives of global health work and advance the mission of improving human health but also help to fully leverage the potential of what is already an unprecedented movement within academic medicine. PMID:26244256

Machiavellian Ways to Academic Cheating: A Mediational and Interactional Model

PubMed Central

Barbaranelli, Claudio; Farnese, Maria L.; Tramontano, Carlo; Fida, Roberta; Ghezzi, Valerio; Paciello, Marinella; Long, Philip

2018-01-01

Academic cheating has become a pervasive practice from primary schools to university. This study aims at investigating this phenomenon through a nomological network which integrates different theoretical frameworks and models, such as trait and social-cognitive theories and models regarding the approaches to learning and contextual/normative environment. Results on a sample of more than 200 Italian university students show that the Amoral Manipulation facet of Machiavellianism, Academic Moral Disengagement, Deep Approach to Learning, and Normative Academic Cheating are significantly associated with Individual Academic Cheating. Moreover, results show a significant latent interaction effect between Normative Academic Cheating and Amoral Manipulation Machiavellianism: “amoral Machiavellians” students are more prone to resort to Academic Cheating in contexts where Academic Cheating is adopted as a practice by their peers, while this effect is not significant in contexts where Academic Cheating is not normative. Results also show that Academic Moral Disengagement and Deep Approach to learning partially mediate the relationship between Amoral Manipulation and Academic Cheating. Practical implications of these results are discussed. PMID:29867663

Academic Library Web Sites: Current Practice and Future Directions

ERIC Educational Resources Information Center

Detlor, Brian; Lewis, Vivian

2006-01-01

To address competitive threats, academic libraries are encouraged to build robust Web sites personalized to learning and research tasks. Through an evaluation of Association of Research Libraries (ARL)-member Web sites, we suggest how library Web sites should evolve and reflect upon the impacts such recommendations may have on academic libraries…

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.

Knowledge Recontextualisation in Academic Development: An Empirical Exploration of an Emerging Academic Region

ERIC Educational Resources Information Center

Buyl, Ernst

2017-01-01

As an emerging field within higher education, academic development remains fragmented, both as a field of theory and practice. In the vibrant, on-going debate about the theoretical foundations and directions of academic development as a nascent field, some relatively wide-ranging claims which have been made seem to be lacking in supporting…

Teaching Development in Higher Education as Scholarly Practice: A Reply to Rowland et al. "Turning Academics into Teachers?"

ERIC Educational Resources Information Center

Andresen, Lee W.

2000-01-01

Argues, in reply to Rowland et al. (1998) and from an Australian perspective, that teaching development (e.g., academic development/educational development) is a legitimate second-order practice and not evidence of a "dichotomy" between research and teaching in higher education. Appeals for a close collegial relationship between teachers…

The procurement of cells for the derivation of human embryonic stem cell lines for therapeutic use: recommendations for good practice.

PubMed

Murdoch, Alison; Braude, Peter; Courtney, Aidan; Brison, Daniel; Hunt, Charles; Lawford-Davies, James; Moore, Harry; Stacey, Glyn; Sethe, Sebastian

2012-03-01

The donation of human embryos for the derivation of embryonic stem cell lines that may be used in the development of therapeutic products raises more complex ethical, practical and regulatory problems than the donation of embryos for non-clinical research. This review considers these issues and offers recommendations for good practice.

Persuading Teachers to Adopt Academic Theories (or Deontological Perspectives in Professional Motivation to Translate Academic Theories into Praxis): Developing a Communications Epistemology by Action Research

ERIC Educational Resources Information Center

Thody, Angela

2008-01-01

This article is to encourage debate about the challenges for academics wanting to see our theories translated into practice in schools. Conventional academic articles do not provide information ready for immediate download into daily school practice. Should academics therefore publish in alternative formats and styles as exemplified in the…

Issuing and Responding to Unusual Questions: A Conversation Analytic Account of Tom Andersen's Therapeutic Practice.

PubMed

Smoliak, Olga; Le Couteur, Amanda; Quinn-Nilas, Christopher

2018-03-08

Tom Andersen is considered one of the key contributors to the development of postmodern practice. Little is known, however, about the ways in which his ideas and practices are routinely carried out in situ. We used Conversation Analysis (CA) to investigate a session of couple therapy facilitated by Andersen. We show how Andersen and client participants oriented to and addressed problems of understanding that occurred between them. The source of this trouble was Andersen's use of unusual question formulations. We offer preliminary evidence that such unusual formulations served particular interactional and institutional (i.e., therapeutic) functions in their local contexts of use. We conclude by considering some implications of this analysis-and of conversation analytic inquiry more generally-for the practice of family therapy. © 2018 American Association for Marriage and Family Therapy.

Aneurysm treatment practice patterns for newly appointed dual-trained cerebrovascular/endovascular neurosurgeons: Comparison of open surgical to neuroendovascular procedures in the first 2 years of academic practice.

PubMed

Jiang, Bowen; Bender, Matthew T; Hasjim, Bima; Hsu, Frank P K; Tamargo, Rafael J; Huang, Judy; Colby, Geoffrey P; Coon, Alexander L; Lin, Li-Mei

2017-01-01

The practice patterns of a hybrid open cerebrovascular/neuroendovascular (CVNV) neurosurgeon in early academic practice is unknown. We performed a multi-institutional retrospective cohort study of patients with cerebral aneurysms that were treated within the first 24 months of the neurosurgeon's practice. A total of 533 aneurysms were treated by the three senior authors within the first 24 months of their academic practice. Of these aneurysms, 172 were treated with microsurgical clipping, 191 with coiling, and 170 with flow diversion. Treatment in the setting of acute subarachnoid hemorrhage (SAH) occurred in 23% (122/533) of the aneurysms. Majority of the clipped aneurysms (70%, 121/172) were anterior cerebral artery (ACA), anterior communicating artery (ACOM), or middle cerebral artery (MCA) in location. In comparison, only 23% (82/361) of aneurysms treated with coiling or flow diversion therapy were ACA, ACOM, or MCA in location ( P < 0.05). Additionally, majority of the flow diverted aneurysm (65%, 111/170) were cavernous or ophthalmic/paraophthalmic in location. During the second year of practice, there appeared to be a trend towards more aneurysms treated with neuroendovascular techniques (22% increase), particularly in flow diversion. Although the CVNV neurosurgeon treats cerebral aneurysms more commonly with neuroendovascular techniques, a third of the cerebral aneurysms are still selected for microsurgical clipping. Aneurysms located along the ACA/ACOM or MCA are the most frequent aneurysms reserved for microsurgical clipping. The CVNV neurosurgeon must be prepared to manage a high percentage of ACA/ACOM or MCA aneurysms microsurgically.

The Nature, Causes and Practices of Academic Dishonesty/Cheating in Higher Education: The Case of Hawassa University

ERIC Educational Resources Information Center

Bachore, Mebratu Mulatu

2016-01-01

The main objective of the study was to assess the perception of teachers and learners on the nature of practice, the type and the causes of academic cheating (dishonesty) in Hawassa University. The study was basically a survey which employed both qualitative and quantitative approaches to gather data. The subjects were 20 instructors and 60…

Observations on the therapeutic practices of riverine communities of the Unini River, AM, Brazil.

PubMed

Santos, Juliana de Faria Lima; Pagani, Eduardo; Ramos, José; Rodrigues, Eliana

2012-07-13

Parts and products of animals and plants, like exudates, have been used for medicinal and/or toxic purposes by various human groups throughout history. However, few ethnopharmacological studies have engaged their rescue. To perform a broad ethnopharmacological survey of the local medicine practiced by traditional healing experts living in relative isolation at seven communities within the Amazon rainforest, in order to provide the basis for further pharmacological studies of the most promising findings. The field work was conducted using an ethnographic approach with the assistance of a doctor. Plants and animals, as well as their products and derivatives, reported by the practitioners as being involved in healing practices were collected, identified and deposited in scientific collections. A total of 33 traditional healing experts were selected and interviewed; they described themselves as: healer, midwife, knowledgeable of natural drugs or 'desmintidor' (an expert in massage techniques for the treatment of muscle contractures and joint sprains). In this therapeutic practice, 122 plant species, belonging to 60 botanical families, were indicated and collected; the most frequently mentioned families were: Fabaceae s.l. (10%), Arecaceae (6%), Zingiberaceae (5%) and Lamiaceae (5%). Plant exudates from 14 of those plant species were also indicated and collected, with those from the Burseraceae family being the most common. Furthermore, 57 animals belonging to 35 taxonomic families were indicated. They most frequently belonged to 2 families of bony fishes: Cichlidae (14%) and Characidae (9%). Plants and animals were indicated for 67 therapeutic uses and grouped into 21 usage categories; the psychoactive category was associated with the greatest number of used resources (17%), followed by the cultural syndromes category (16.7%). The geographic isolation and limited access to medical care in these communities resulted in unique, rich and consistent therapeutic system

Commercial Funding in Academe: Examining the Correlates of Faculty's Use of Industrial and Business Funding for Academic Work

ERIC Educational Resources Information Center

Szelenyi, Katalin; Goldberg, Richard A.

2011-01-01

This study examines the demographic, academic, attitudinal, and institutional correlates of receiving industry or business funding for academic work in a national sample of faculty in the United States. The findings depict a complicated picture of externally funded academic work, with implications for the practical and theoretical understanding of…

An Assessment of Organizational Health Literacy Practices at an Academic Health Center.

PubMed

Prince, Latrina Y; Schmidtke, Carsten; Beck, Jules K; Hadden, Kristie B

Organizational health literacy is the degree to which an organization considers and promotes the health literacy of patients. Addressing health literacy at an organizational level has the potential to have a greater impact on more health consumers in a health system than individual-level approaches. The purpose of this study was to assess health care practices at an academic health center using the 10 attributes of a health-literate health care organization. Using a survey research design, the Health Literate Healthcare Organization 10-Item Questionnaire was administered online using total population sampling. Employees (N = 10 300) rated the extent that their organization's health care practices consider and promote patients' health literacy. Differences in responses were assessed using factorial analysis of variance. The mean response was 4.7 on a 7-point Likert scale. Employee training and communication about costs received the lowest ratings. Univariate analyses revealed that there were no statistically significant differences (P = .05) by employees' health profession, years of service, or level of patient contact. There were statistically significant differences by highest education obtained with lowest ratings from employees with college degrees. Survey responses indicate a need for improvements in health care practices to better assist patients with inadequate health literacy.

Benchmarking in Academic Pharmacy Departments

PubMed Central

Chisholm-Burns, Marie; Nappi, Jean; Gubbins, Paul O.; Ross, Leigh Ann

2010-01-01

Benchmarking in academic pharmacy, and recommendations for the potential uses of benchmarking in academic pharmacy departments are discussed in this paper. Benchmarking is the process by which practices, procedures, and performance metrics are compared to an established standard or best practice. Many businesses and industries use benchmarking to compare processes and outcomes, and ultimately plan for improvement. Institutions of higher learning have embraced benchmarking practices to facilitate measuring the quality of their educational and research programs. Benchmarking is used internally as well to justify the allocation of institutional resources or to mediate among competing demands for additional program staff or space. Surveying all chairs of academic pharmacy departments to explore benchmarking issues such as department size and composition, as well as faculty teaching, scholarly, and service productivity, could provide valuable information. To date, attempts to gather this data have had limited success. We believe this information is potentially important, urge that efforts to gather it should be continued, and offer suggestions to achieve full participation. PMID:21179251

Benchmarking in academic pharmacy departments.

PubMed

Bosso, John A; Chisholm-Burns, Marie; Nappi, Jean; Gubbins, Paul O; Ross, Leigh Ann

2010-10-11

Benchmarking in academic pharmacy, and recommendations for the potential uses of benchmarking in academic pharmacy departments are discussed in this paper. Benchmarking is the process by which practices, procedures, and performance metrics are compared to an established standard or best practice. Many businesses and industries use benchmarking to compare processes and outcomes, and ultimately plan for improvement. Institutions of higher learning have embraced benchmarking practices to facilitate measuring the quality of their educational and research programs. Benchmarking is used internally as well to justify the allocation of institutional resources or to mediate among competing demands for additional program staff or space. Surveying all chairs of academic pharmacy departments to explore benchmarking issues such as department size and composition, as well as faculty teaching, scholarly, and service productivity, could provide valuable information. To date, attempts to gather this data have had limited success. We believe this information is potentially important, urge that efforts to gather it should be continued, and offer suggestions to achieve full participation.

Establishing Computer-Assisted Instruction to Teach Academics to Students with Autism as an Evidence-Based Practice.

PubMed

Root, Jenny R; Stevenson, Bradley S; Davis, Luann Ley; Geddes-Hall, Jennifer; Test, David W

2017-02-01

Computer-assisted instruction (CAI) is growing in popularity and has demonstrated positive effects for students with disabilities, including those with autism spectrum disorder (ASD). In this review, criteria for group experimental and single case studies were used to determine quality (Horner et al., Exceptional Children 71:165-179, 2005; Gersten et al., Exceptional Children 71:149-164, 2005; National Technical Assistance Center on Transition Center 2015). Included studies of high and adequate quality were further analyzed in terms of content, context, and specific instructional practices. Based on the NTACT criteria, this systematic review has established CAI as an evidence-based practice for teaching academics to students with ASD with support from 10 single-case and two group design studies of high or adequate quality. Suggestions for future research and implications for practice are discussed.

Fresh Thinking about Academic Development: Authentic, Transformative, Disruptive?

ERIC Educational Resources Information Center

Loads, Daphne; Campbell, Fiona

2015-01-01

We highlight three ways of conceptualising and enacting academic development: firstly as authentic, practice-based activity, secondly in terms of a new transformative paradigm for academic development units (ADUs), and thirdly as a space for disruption. We illustrate these conceptualisations through our investigation of the practice of internal…

Effects of Peer Academic Reputation on Achievement in Academically At-Risk Elementary Students

PubMed Central

Hughes, Jan N.; Dyer, Nicole; Luo, Wen; Kwok, Oi-Man

2008-01-01

Participants were 664 relatively low achieving children who were recruited into a longitudinal study when in first grade. Measures of peer academic reputation (PAR), peer acceptance, teacher-rated academic engagement and achievement, and reading and math achievement were obtained in Year 2, when the majority of students were in second grade, and 1 year later. Measures of academic self concept were obtained in Year 1 and in Year 3. As young as second grade, children’s perceptions of classmates’ academic competence are distinct from their perceptions of peers’ other social and behavioral characteristics. SEM analyses found that Year 2 PAR predicted Year 3 teacher-rated academic engagement and reading (but not math) achievement test scores, above the effects of prior scores on these outcomes and other covariates. Furthermore, the effect of PAR on academic engagement and achievement was partially mediated by the effect of PAR on children’s academic self concept. Implications of these findings for educational practice and future research are discussed. PMID:19617931

The Relationship between Academic and Practical Intelligence: A Case Study of the Tacit Knowledge of Native American Yup'ik People in Alaska.

ERIC Educational Resources Information Center

Grigorenko, Elena L.; Meier, Elisa; Lipka, Jerry; Mohatt, Gerald; Yanez, Evelyn; Sternberg, Robert J.

A growing body of empirical data suggests that there may be a true psychological distinction between academic and practical intelligence. If there is, then conventional ability tests used alone may reveal substantially less than we want to know about people's competence in everyday practical situations. Evidence to this effect is reviewed from…

[Science and ethics, therapeutic misconception and mirage].

PubMed

Raymond, J; Long, H

2008-12-01

Medical practice changes constantly. Ethical imperatives are however incorrigible. How can we reconcile ethics, practice and progress? Some bioethicians argue that research and care should be disentangled to minimize the 'therapeutic misconception', a clinical propensity to believe that patients are the object of medical care, while in fact they are the subjects of a scientific experiment. On the contrary, we believe that clinical research should be an integral part of the good practice. A divorce between research and clinical practice leads to an incorrigible medicine, liable to the therapeutic mirage, that is the false belief that everything modern medicine can offer has been proved beneficial. But both therapeutic misconception and mirage are possible because of a misunderstanding of either research or clinical practice. In this essay we review ethical principles behind clinical trial methodology and attempt to reconcile ethics, science and clinical practice. Not only should clinical research be integrated to the good practice of medicine, it should also be part of training in our specialty.

Delivery room management of extremely low birth weight infants in Italy: comparison between academic and non-academic birth centres.

PubMed

Mardegan, Veronica; Satariano, Irene; Doglioni, Nicoletta; Criscoli, Giulio; Cavallin, Francesco; Gizzi, Camilla; Martano, Claudio; Ciralli, Fabrizio; Torielli, Flaminia; Villani, Paolo Ernesto; Di Fabio, Sandra; Quartulli, Lorenzo; Giannini, Luigi; Trevisanuto, Daniele

2016-01-01

International Guidelines provide a standardised approach to newborn resuscitation in the DR and, in their most recent versions, recommendations dedicated to management of ELBWI were progressively increased. It is expected that introduction in clinical practice and dissemination of the most recent evidence should be more consistent in academic than in non-academic hospitals. The aim of the study was to compare adherence to the International Guidelines and consistency of practice in delivery room management of extremely low birth weight infants between academic and non-academic institutions. A questionnaire was sent to the directors of all Italian level III centres between April and August 2012. There was a 92% (n = 98/107) response rate. Apart from polyethylene wrapping to optimise thermal control, perinatal management approach was comparable between academic and non-academic centres. There were minor differences in management of extremely low birth weight infants between Italian academic and non-academic institutions, apart from thermal management. Although there was a good, overall adherence to the International Guidelines for Neonatal Resuscitation, temperature management was not in accordance with official recommendations and every effort has to be done to improve this aspect.

Multilingual Faculty across Academic Disciplines: Language Difference in Scholarship

ERIC Educational Resources Information Center

Cavazos, Alyssa G.

2015-01-01

Due to the dominance of the English language in scholarship, multilingual academics often encounter challenges in achieving academic biliteracy and identifying successful language negotiation practices in academia. Through personal interviews with self-identified multilingual academics across academic disciplines, this paper explores how they…

Impact of VANA academic-practice partnership participation on educational mobility decisions and teaching aspirations of nurses.

PubMed

Wyte-Lake, Tamar; Bowman, Candice; Needleman, Jack; Dougherty, Mary; Scarrott, Diana N; Dobalian, Aram

2014-01-01

This study reports findings assessing the influence of the Department of Veterans Affairs Nursing Academy (VANA) academic-practice partnership program on nurse decision making regarding educational mobility and teaching aspirations. We conducted national surveys with nursing faculty from VANA partnership sites in 2011 (N = 133) and 2012 (N = 74). Faculty who spent more hours per week in the VANA role and who reported an increase in satisfaction with their participation in VANA were more likely to have been influenced by their VANA experience in choosing to pursue a higher degree (p < .05). Sixty-nine percent of VANA faculty reported that they would be very interested in staying on as a VANA faculty member if the program should continue. Six measures were positively associated with VANA's influence on the desire to continue as faculty beyond the VANA pilot; support from VANA colleagues, quality of VANA students, amount of guidance with curriculum development, availability of administrative support, support for improving teaching methods, and overall satisfaction with VANA experience (p < .05). As the popularity of academic-practice partnerships grows and their list of benefits is further enumerated, motivating nurses to pursue both higher degrees and faculty roles should be listed among them based on results reported here. Published by Elsevier Inc.

Practical Procedures for Internationalizing an Academic Unit.

ERIC Educational Resources Information Center

Hughes, Gail

Procedures for internationalizing a college academic unit are examined. The approach centers around eight key steps in organizational development: developing organizational support groups; assessing the international/intercultural needs of the organization; making maximum use of existing strengths and international resources; developing programs…

When Working Together Works: Academic Success for Students in Out-of-Home Care. Best Practices in Homeless Education

ERIC Educational Resources Information Center

National Center for Homeless Education at SERVE, 2010

2010-01-01

The National Center for Homeless Education and the Legal Center for Foster Care and Education present this brief to help educators and child welfare advocates work together to support the academic success of children and youth in out-of-home care. The brief offers practical, proven strategies for implementing two federal laws collaboratively: The…

Aneurysm treatment practice patterns for newly appointed dual-trained cerebrovascular/endovascular neurosurgeons: Comparison of open surgical to neuroendovascular procedures in the first 2 years of academic practice

PubMed Central

Jiang, Bowen; Bender, Matthew T.; Hasjim, Bima; Hsu, Frank P. K.; Tamargo, Rafael J.; Huang, Judy; Colby, Geoffrey P.; Coon, Alexander L.; Lin, Li-Mei

2017-01-01

Background: The practice patterns of a hybrid open cerebrovascular/neuroendovascular (CVNV) neurosurgeon in early academic practice is unknown. Methods: We performed a multi-institutional retrospective cohort study of patients with cerebral aneurysms that were treated within the first 24 months of the neurosurgeon’s practice. Results: A total of 533 aneurysms were treated by the three senior authors within the first 24 months of their academic practice. Of these aneurysms, 172 were treated with microsurgical clipping, 191 with coiling, and 170 with flow diversion. Treatment in the setting of acute subarachnoid hemorrhage (SAH) occurred in 23% (122/533) of the aneurysms. Majority of the clipped aneurysms (70%, 121/172) were anterior cerebral artery (ACA), anterior communicating artery (ACOM), or middle cerebral artery (MCA) in location. In comparison, only 23% (82/361) of aneurysms treated with coiling or flow diversion therapy were ACA, ACOM, or MCA in location (P < 0.05). Additionally, majority of the flow diverted aneurysm (65%, 111/170) were cavernous or ophthalmic/paraophthalmic in location. During the second year of practice, there appeared to be a trend towards more aneurysms treated with neuroendovascular techniques (22% increase), particularly in flow diversion. Conclusion: Although the CVNV neurosurgeon treats cerebral aneurysms more commonly with neuroendovascular techniques, a third of the cerebral aneurysms are still selected for microsurgical clipping. Aneurysms located along the ACA/ACOM or MCA are the most frequent aneurysms reserved for microsurgical clipping. The CVNV neurosurgeon must be prepared to manage a high percentage of ACA/ACOM or MCA aneurysms microsurgically. PMID:28808603

Community College Academic Integrity Lessons That Put Research into Practice

ERIC Educational Resources Information Center

Bealle, Penny

2017-01-01

Academic integrity is an educational issue requiring an educational response from all stakeholders, including faculty, students, librarians, learning support staff, and administrators. This article posits that an educational response at Suffolk County Community College (SCCC) advances progress toward an integrated academic integrity strategy at…

Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. IES Practice Guide. NCEE 2014-4012

ERIC Educational Resources Information Center

Baker, Scott; Lesaux, Nonie; Jayanthi, Madhavi; Dimino, Joseph; Proctor, C. Patrick; Morris, Joan; Gersten, Russell; Haymond, Kelly; Kieffer, Michael J.; Linan-Thompson, Sylvia; Newman-Gonchar, Rebecca

2014-01-01

As English learners face the double demands of building knowledge of a second language while learning complex grade-level content, teachers must find effective ways to make challenging content comprehensible for students. This updated English learner practice guide, "Teaching Academic Content and Literacy to English Learners in Elementary and…

Fathers' and Mothers' Language Acculturation and Parenting Practices: Links to Mexican American Children's Academic Readiness

ERIC Educational Resources Information Center

Baker, Claire E.

2018-01-01

This study used a family-centered ecological lens to examine predictive relations among fathers' and mothers' language acculturation, parenting practices, and academic readiness in a large sample of Mexican American children in preschool (N = 880). In line with prior early childhood research, parent language acculturation was operationalized as…

Social Media, Academics' Identity Work and the Good Teacher

ERIC Educational Resources Information Center

Bennett, Liz

2017-01-01

Focussing on academics' professional identity, this paper analyses the challenges academics experience when adopting new technologies in their pedagogical practices. Notions of "economies of performance" and "ecologies of practice" as well as the concept of liminality are employed to understand this identity work. The paper…

Faculty turnover within academic pharmacy departments.

PubMed

Carter, Orly; Nathisuwan, Surakit; Stoddard, Gregory J; Munger, Mark A

2003-02-01

Pharmacy faculty manpower has been debated within the academic pharmacy community over the last several decades. Previous investigations studied job satisfaction among faculty members, but have not evaluated faculty retention and turnover among academic pharmacy departments. To evaluate retention and turnover rates in the departments of Pharmacy Practice and Basic Science (Pharmacology/Toxicology, Pharmaceutics, Medicinal Chemistry) over the last 5 years. Individual instructors and assistant, associate, and full professors across 80 colleges of pharmacy in the US were tracked between the years 1996 and 2001 using the American Association of Colleges of Pharmacy published rosters. Differences between departments were analyzed by year-stratified cross-tabulation table analysis. A greater percentage of Pharmacy Practice faculty resigned (10.6%) compared with Basic Science faculty (6.0%; percent ratio 1.76; 95% CI 1.58 to 1.95; p < 0.001), which remained constant across each academic year. Approximately 2.7 faculty members left their academic institutions per year in Pharmacy Practice compared with 1.1 faculty members in the aggregate of Basic Science departments. A higher percentage of women resigned in Pharmacy Practice (13.2%) than did men (8.7%; percent ratio 1.5; 95% CI 1.34 to 1.68; p < 0.001), despite a 1.3-fold male to female ratio. Likewise, regardless of a 4.1-fold male to female ratio in the Basic Science group, a higher percentage of women resigned (8.0%) than men (5.5%; percent ratio 1.45; 95% CI 1.18 to 1.78; p < 0.001). Over a 5-year period, Pharmacy Practice exhibited a higher turnover compared with Basic Science. Women displayed significantly higher turnover than men across all pharmacy academic departments. New retention approaches, especially for female faculty members, should be explored.

Academic retainer medicine: an innovative business model for cross-subsidizing primary care.

PubMed

Lucier, David J; Frisch, Nicholas B; Cohen, Brian J; Wagner, Michael; Salem, Deeb; Fairchild, David G

2010-06-01

Retainer-medicine primary care practices, commonly referred to as "luxury" or "concierge" practices, provide enhanced services to patients beyond those available in traditional practices for a yearly retainer fee. Adoption of retainer practices has been largely absent in academic health centers (AHCs). Reasons for this trend stem primarily from ethical concerns, such as the potential for patient abandonment when physicians downsize from larger, traditional practices to smaller, retainer-medicine practices.In 2004, the Department of Medicine at Tufts Medical Center developed an academic retainer-medicine primary care practice within the Division of General Medicine that not only generates financial support for the division but also incorporates a clinical and business model that is aligned with the mission and ethics of an academic institution.In contrast to private retainer-medicine practices, this unique business model addresses several of the ethical issues associated with traditional retainer practices-it does not restrict net access to care and it neutralizes concerns about patient abandonment. Addressing the growing primary care shortage, the model also presents the opportunity for a retainer practice to cross-subsidize the expansion of general medicine in an academic medical setting. The authors elucidate the benefits, as well as the inherent challenges, of embedding an academic retainer-medicine practice within an AHC.

Machine Translation for Academic Purposes

ERIC Educational Resources Information Center

Lin, Grace Hui-chin; Chien, Paul Shih Chieh

2009-01-01

Due to the globalization trend and knowledge boost in the second millennium, multi-lingual translation has become a noteworthy issue. For the purposes of learning knowledge in academic fields, Machine Translation (MT) should be noticed not only academically but also practically. MT should be informed to the translating learners because it is a…

The academic rewards of socially-oriented happiness: Interdependent happiness promotes academic engagement.

PubMed

Datu, Jesus Alfonso D; King, Ronnel B; Valdez, Jana Patricia M

2017-04-01

Interdependent happiness has been found to be positively associated with optimal psychological outcomes in collectivist cultures. However, the association between interdependent happiness and key academic outcomes has remained unexplored. The current study examined the association of interdependent happiness with key academic outcomes such as autonomous motivation, engagement, and achievement using both cross-sectional (Study 1) and longitudinal (Study 2) approaches. Study 1 revealed that interdependent happiness positively predicted academic engagement (partly) via autonomous motivation. Study 2 showed that prior interdependent happiness positively predicted subsequent academic engagement even after controlling for autoregressor effects. In addition, reciprocal associations among the key variables were found. Taken together, results of the two studies suggest that interdependent happiness plays an adaptive role in the academic context especially in a collectivist cultural setting. Theoretical and practical implications are discussed. Copyright © 2016 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

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.

Academic Governance and Academic Reform: Legitimacy and Energy.

ERIC Educational Resources Information Center

Peter, Kenneth B.; Bain, Linda L.

1998-01-01

A thorough review and revision of curriculum at San Jose State University (California) illustrates that the modern university can achieve major internal academic reforms when two important conditions are met: legitimacy and energy. These two concepts are defined and practical illustrations are drawn from the institution's recent experience in…

How to translate therapeutic recommendations in clinical practice guidelines into rules for critiquing physician prescriptions? Methods and application to five guidelines

PubMed Central

2010-01-01

Background Clinical practice guidelines give recommendations about what to do in various medical situations, including therapeutical recommendations for drug prescription. An effective way to computerize these recommendations is to design critiquing decision support systems, i.e. systems that criticize the physician's prescription when it does not conform to the guidelines. These systems are commonly based on a list of "if conditions then criticism" rules. However, writing these rules from the guidelines is not a trivial task. The objective of this article is to propose methods that (1) simplify the implementation of guidelines' therapeutical recommendations in critiquing systems by automatically translating structured therapeutical recommendations into a list of "if conditions then criticize" rules, and (2) can generate an appropriate textual label to explain to the physician why his/her prescription is not recommended. Methods We worked on the therapeutic recommendations in five clinical practice guidelines concerning chronic diseases related to the management of cardiovascular risk. We evaluated the system using a test base of more than 2000 cases. Results Algorithms for automatically translating therapeutical recommendations into "if conditions then criticize" rules are presented. Eight generic recommendations are also proposed; they are guideline-independent, and can be used as default behaviour for handling various situations that are usually implicit in the guidelines, such as decreasing the dose of a poorly tolerated drug. Finally, we provide models and methods for generating a human-readable textual critique. The system was successfully evaluated on the test base. Conclusion We show that it is possible to criticize physicians' prescriptions starting from a structured clinical guideline, and to provide clear explanations. We are now planning a randomized clinical trial to evaluate the impact of the system on practices. PMID:20509903

Framing the Curriculum for Participation: A Bernsteinian Perspective on Academic Literacies

ERIC Educational Resources Information Center

Tapp, Jane

2015-01-01

Academic writing is challenging, particularly for new undergraduates who can struggle to know what is expected of them. Research into Academic Literacies often presents academic literacy practices as a barrier to the academy, excluding those not familiar with and those not able to participate in those practices and positioning them permanently on…

Hiring and Recruitment Practices in Academic Libraries: Problems and Solutions.

ERIC Educational Resources Information Center

Raschke, Gregory K.

2003-01-01

Academic libraries need to change their recruiting and hiring procedures to stay competitive in today's changing marketplace. To be more competitive and effective in their recruitment and hiring processes, academic libraries must foster manageable internal solutions, look to other professions for effective hiring techniques and models, and employ…

Beyond the Academic-Corporate Divide

ERIC Educational Resources Information Center

Siegel, David J.

2012-01-01

Academics often view intercourse with business as a dirty, unchaste affair. Yet in some realms of activity, academic institutions practice greater virtue not by rebuffing corporate interests but by being in bed with them. Cross-sector social partnership, one of the terms of art applied to this sort of interbreeding, offers a potent means of…

Innovative Practice in Advancement of Academic Nurse Educator Careers: Developing Scholarship From Program Grants.

PubMed

Eddy, Linda L; Hoeksel, Renee; Fitzgerald, Cindy; Doutrich, Dawn

We describe an innovative practice in advancing careers of academic nurse educators: demonstrating scholarly productivity from program grants. Scholarly productivity is often narrowly defined, especially in research-intensive institutions. The expectation may be a career trajectory based on the traditional scholarship of discovery. However, nurse educators, especially at the associate and full professor ranks, are often involved in leadership activities that include writing and managing program grants. We encourage the academy to value and support the development of program grants that include significant scholarly components, and we offer exemplars of associate and full professor scholarship derived from these projects.

Academic Integrity: A Review of the Literature

ERIC Educational Resources Information Center

Macfarlane, Bruce; Zhang, Jingjing; Pun, Annie

2014-01-01

This article provides a literature review on academic integrity, which encompasses the values, behaviour and conduct of academics in all aspects of their practice. This is a growing area of academic research as a result of the expansion of higher education on a global basis and concerns about standards of professional conduct. The article maps the…

Clinical holistic medicine: factors influencing the therapeutic decision-making. From academic knowledge to emotional intelligence and spiritual "crazy" wisdom.

PubMed

Ventegodt, Søren; Kandel, Isack; Merrick, Joav

2007-12-10

Scientific holistic medicine is built on holistic medical theory, on therapeutic and ethical principles. The rationale is that the therapist can take the patient into a state of salutogenesis, or existential healing, using his skills and knowledge. But how ever much we want to make therapy a science it remains partly an art, and the more developed the therapist becomes, the more of his/her decisions will be based on intuition, feeling and even inspiration that is more based on love and human concern and other spiritual motivations than on mental reason and rationality in a simple sense of the word. The provocative and paradoxal medieval western concept of the "truth telling clown", or the eastern concepts of "crazy wisdom" and "holy madness" seems highly relevant here. The problem is how we can ethically justify this kind of highly "irrational" therapeutic behavior in the rational setting of a medical institution. We argue here that holistic therapy has a very high success rate and is doing no harm to the patient, and encourage therapists, psychiatrists, psychologist and other academically trained "helpers" to constantly measure their own success-rate. This paper discusses many of the important factors that influence clinical holistic decision-making. Sexuality could, as many psychoanalysts from Freud to Reich and Searles have believed, be the most healing power that exists and also the most difficult for the mind to comprehend, and thus the most "crazy-wise" tool of therapy.

Academic Freedom in Al Al-Bayt University and the Level of Practicing It from the View Point of the Faculty Members Based on Some Variables

ERIC Educational Resources Information Center

Al-Madi, Bayan

2013-01-01

The purpose of this study is to identify the level of practicing academic freedom by the faculty members of Al al-Bayt University. The study population included all the faculty members (297) of Al al-Bayt University, during the academic year, 2010/2011. The study sample was randomly selected and included 250 faculty members. To achieve the aims of…

The Role of Networked Learning in Academics' Writing

ERIC Educational Resources Information Center

McCulloch, Sharon; Tusting, Karin; Hamilton, Mary

2017-01-01

This article explores academics' writing practices, focusing on the ways in which they use digital platforms in their processes of collaborative learning. It draws on interview data from a research project that has involved working closely with academics across different disciplines and institutions to explore their writing practices,…

Faculty development initiatives to advance research literacy and evidence-based practice at CAM academic institutions.

PubMed

Long, Cynthia R; Ackerman, Deborah L; Hammerschlag, Richard; Delagran, Louise; Peterson, David H; Berlin, Michelle; Evans, Roni L

2014-07-01

To present the varied approaches of 9 complementary and alternative medicine (CAM) institutions (all grantees of the National Center for Complementary and Alternative Medicine) used to develop faculty expertise in research literacy and evidence-based practice (EBP) in order to integrate these concepts into CAM curricula. A survey to elicit information on the faculty development initiatives was administered via e-mail to the 9 program directors. All 9 completed the survey, and 8 grantees provided narrative summaries of faculty training outcomes. The grantees found the following strategies for implementing their programs most useful: assess needs, develop and adopt research literacy and EBP competencies, target early adopters and change leaders, employ best practices in teaching and education, provide meaningful incentives, capitalize on resources provided by grant partners, provide external training opportunities, and garner support from institutional leadership. Instructional approaches varied considerably across grantees. The most common were workshops, online resources, in-person short courses, and in-depth seminar series developed by the grantees. Many also sent faculty to intensive multiday extramural training programs. Program evaluation included measuring participation rates and satisfaction and the integration of research literacy and EBP learning objectives throughout the academic curricula. Most grantees measured longitudinal changes in beliefs, attitudes, opinions, and competencies with repeated faculty surveys. A common need across all 9 CAM grantee institutions was foundational training for faculty in research literacy and EBP. Therefore, each grantee institution developed and implemented a faculty development program. In developing the framework for their programs, grantees used strategies that were viewed critical for success, including making them multifaceted and unique to their specific institutional needs. These strategies, in conjunction with the

Academic Cloning.

ERIC Educational Resources Information Center

Sikula, John P.; Sikula, Andrew F.

1980-01-01

The authors define "cloning" as an integral feature of all educational systems, citing teaching practices which reward students for closely reproducing the teacher's thoughts and/or behaviors and administrative systems which tend to promote like-minded subordinates. They insist, however, that "academic cloning" is not a totally…

Academic Language in Preschool: Research and Context

ERIC Educational Resources Information Center

Michael Luna, Sara

2017-01-01

Developing and scaffolding academic language is an important job of preschool teachers. This Teaching Tip provides five strategies that extend the topic of academic language by integrating previous research and field-based data into classroom practice.

Structure and Agency in Learning: A Critical Realist Theory of the Development of Capacity to Reflect on Academic Practice

ERIC Educational Resources Information Center

Kahn, Peter; Qualter, Anne; Young, Richard

2012-01-01

Theories of learning typically downplay the interplay between social structure and student agency. In this article, we adapt a causal hypothesis from realist social theory and draw on wider perspectives from critical realism to account for the development of capacity to engage in reflection on professional practice in academic roles. We thereby…

Language, Culture, Gender, and Academic Socialization

ERIC Educational Resources Information Center

Morita, Naoko

2009-01-01

Recent research has explored the complex, situated process by which students from different cultural and linguistic backgrounds become socialized into academic discourses and practices. As part of a multiple case study involving seven international students, this study provides an in-depth analysis of the academic discourse socialization…

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

The objectives of this study were (1) to evaluate the role of a full-time academic plastic surgeon, (2) to define the indicators predictive of a successful career in academic plastic surgery, and (3) to understand the current issues that will affect future trends in the practice of academic plastic surgery. A questionnaire was developed to evaluate the role of current full-time academic plastic surgeons and to understand the current issues and future challenges facing academic plastic surgery. Each plastic surgery program director in the United States was sent the survey for distribution among all full-time academic plastic surgeons. Over a 6-week period, responses from 143 full-time academic plastic surgeons (approximately 31%) were returned. Fifty-three percent of respondents had been academic plastic surgeons for longer than 10 years. Seventy-three percent of respondents defined academic plastic surgeons as clinicians who are teachers and researchers. However, 53% of respondents believed that academic plastic surgeons were not required to teach or practice within university hospitals/academic centers. The 3 factors reported most frequently as indicative of a successful career in academic plastic surgery were peer recognition, personal satisfaction, and program reputation. Dedication and motivation were the personal characteristics rated most likely to contribute to academic success. Forty-four percent of respondents were unable to identify future academic plastic surgeons from plastic surgery residency applicants, and 27% were not sure. Most (93%) of the respondents believed that academic surgery as practiced today will change. The overall job description of a full-time academic plastic surgeon remains unchanged (teacher and researcher). Whereas peer recognition, personal satisfaction, and program reputation were most frequently cited as indicative of a successful plastic surgery career, financial success was rated the least indicative. Similarly, whereas the

Growing PAINS in academic drug discovery.

PubMed

Whitty, Adrian

2011-05-01

In a recent article it was argued that compounds published as drug leads by academic laboratories commonly contain functionality that identifies them as nonspecific 'pan-assay interference compounds' (PAINS). The article raises broad questions about why best practices for hit and lead qualification that are well known in industry are not more widely employed in academia, as well as about the role of journals in publishing manuscripts that report drug leads of little potential value. Barriers to adoption of best practices for some academic drug-discovery researchers include knowledge gaps and infrastructure deficiencies, but they also arise from fundamental differences in how academic research is structured and how success is measured. Academic drug discovery should not seek to become identical to commercial pharmaceutical research, but we can do a better job of assessing and communicating the true potential of the drug leads we publish, thereby reducing the wastage of resources on nonviable compounds.

On the advancement of therapeutic penality: therapeutic authority, personality science and the therapeutic community.

PubMed

McBride, Ruari-Santiago

2017-09-01

In this article I examine the advancement of therapeutic penality in the UK, a penal philosophy that reimagines prison policy, practices and environments utilising psychological knowledge. Adopting a historical approach, I show how modern therapeutic penality is linked to the emergence of personality science in the nineteenth century and the development of the democratic therapeutic community (DTC) model in the twentieth century. I outline how at the turn of the twenty-first century a catalytic event generated a moral panic that led the British government to mobilise psychological knowledge and technologies in an attempt to manage dangerous people with severe personality disorder. Tracing subsequent developments, I argue psychological ways of talking, thinking and acting have obtained unparalleled salience in domains of penality and, in turn, radically transformed the conditions of imprisonment. © 2017 Foundation for the Sociology of Health & Illness.

Academic Identities and Communities of Practice in a Professional Discipline

ERIC Educational Resources Information Center

Jawitz, Jeff

2009-01-01

This paper explores the dynamics surrounding the formation of academic identities in a context where the nature of academic work is contested both as a result of tensions within the discipline and in response to pressure from both the institution and the field of higher education. It is based on a case study which investigated the process of…

Good practice or positive action? Using Q methodology to identify competing views on improving gender equality in academic medicine

PubMed Central

Burkinshaw, Paula; West, Robert M; Ward, Vicky

2017-01-01

Objectives The number of women entering medicine has increased significantly, yet women are still under-represented at senior levels in academic medicine. To support the gender equality action plan at one School of Medicine, this study sought to (1) identify the range of viewpoints held by staff on how to address gender inequality and (2) identify attitudinal barriers to change. Design Q methodology. 50 potential interventions representing good practice or positive action, and addressing cultural, organisational and individual barriers to gender equality, were ranked by participants according to their perception of priority. Setting The School of Medicine at the University of Leeds, UK. Participants Fifty-five staff members were purposively sampled to represent gender and academic pay grade. Results Principal components analysis identified six competing viewpoints on how to address gender inequality. Four viewpoints favoured positive action interventions: (1) support careers of women with childcare commitments, (2) support progression of women into leadership roles rather than focus on women with children, (3) support careers of all women rather than just those aiming for leadership, and (4) drive change via high-level financial and strategic initiatives. Two viewpoints favoured good practice with no specific focus on women by (5) recognising merit irrespective of gender and (6) improving existing career development practice. No viewpoint was strongly associated with gender, pay grade or role; however, latent class analysis identified that female staff were more likely than male to prioritise the setting of equality targets. Attitudinal barriers to the setting of targets and other positive action initiatives were identified, and it was clear that not all staff supported positive action approaches. Conclusions The findings and the approach have utility for those involved in gender equality work in other medical and academic institutions. However, the impact of such

The Perceived Impact on Academics' Teaching Practice of Engaging with a Higher Education Institution's CPD Scheme

ERIC Educational Resources Information Center

Botham, Kathryn Ann

2018-01-01

A study was undertaken to identify via questionnaire (42) and interview (6) academic staff perceptions of the impact on their practice of engagement with an institutional Continuing Professional Development (CPD) Scheme aligned to the UK PSF and leading to HEA Fellowship. This paper focuses on three key themes in relation to teaching and learning…

Publication Opportunities for Early Childhood Academics.

ERIC Educational Resources Information Center

Sumsion, Jennifer

Recognizing the increasing pressure for publication for early childhood academics and the lack of current information about journals' publication practices, this study surveyed editors of Australian and international journals. The journals were selected through a survey of 43 academic staff of an institute of early childhood education and through…

The reproducibility issue and preclinical academic drug discovery: educational and institutional initiatives fostering translation success.

PubMed

Janero, David R

2016-09-01

Drug discovery depends critically upon published results from the academy. The reproducibility of preclinical research findings reported by academia in the peer-reviewed literature has been called into question, seriously jeopardizing the value of academic science for inventing therapeutics. The corrosive effects of the reproducibility issue on drug discovery are considered. Purported correctives imposed upon academia from the outside deal mainly with expunging fraudulent literature and imposing punitive sanctions on the responsible authors. The salutary influence of such post facto actions on the reproducibility of discovery-relevant preclinical research data from academia appears limited. Rather, intentional doctoral-scientist education focused on data replicability and translationally-meaningful science and active participation of university entities charged with research innovation and asset commercialization toward ensuring data quality are advocated as key academic initiatives for addressing the reproducibility issue. A mindset shift on the part of both senior university faculty and the academy to take responsibility for the data reproducibility crisis and commit proactively to positive educational, incentivization, and risk- and reward-sharing practices will be fundamental for improving the value of published preclinical academic research to drug discovery.

Advertising by academic medical centers.

PubMed

Larson, Robin J; Schwartz, Lisa M; Woloshin, Steven; Welch, H Gilbert

2005-03-28

Many academic medical centers have increased their use of advertising to attract patients. While the content of direct-to-consumer pharmaceutical advertisements (ads) has been studied, to our knowledge, advertising by academic medical centers has not. We aimed to characterize advertising by the nation's top academic medical centers. We contacted all 17 medical centers named to the US News & World Report 2002 honor roll of "America's Best Hospitals" for a semistructured interview regarding their advertising practices. In addition, we obtained and systematically analyzed all non-research-related print ads placed by these institutions in their 5 most widely circulating local newspapers during 2002. Of the 17 institutions, 16 reported advertising to attract patients; 1 stated, "We're just word of mouth." While all 17 centers confirmed the presence of an institutional review board process for approving advertising to attract research subjects, none reported a comparable process for advertising to attract patients. We identified 127 unique non-research-related print ads for the 17 institutions during 2002 (mean, 7.5; range, 0-39). Three ads promoted community events with institution sponsorship, 2 announced genuine public services, and 122 were aimed at attracting patients. Of the latter group, 36 ads (29.5%) promoted the medical center as a whole, while 65 (53.3%) promoted specific clinical departments and 21 (17.2%) promoted single therapeutic interventions or diagnostic tests. The most commonly used marketing strategies included appealing to emotions (61.5%), highlighting institution prestige (60.7%), mentioning a symptom or disease (53.3%), and promoting introductory lectures or special offers likely to lead to further business (47.5%). Of the 21 ads for single interventions, most were for unproved (38.1%) or cosmetic (28.6%) procedures. While more than half of these ads presented benefits, none quantified their positive claims and just 1 mentioned potential harms

Why Study Time Does Not Predict Grade Point Average across College Students: Implications of Deliberate Practice for Academic Performance

ERIC Educational Resources Information Center

Plant, E. Ashby; Ericsson, K. Anders; Hill, Len; Asberg, Kia

2005-01-01

The current work draws upon the theoretical framework of deliberate practice in order to clarify why the amount of study by college students is a poor predictor of academic performance. A model was proposed where performance in college, both cumulatively and for a current semester, was jointly determined by previous knowledge and skills as well as…

Current Practice of Therapeutic Mammaplasty: A Survey of Oncoplastic Breast Surgeons in England

PubMed Central

Aggarwal, Shweta; Marla, Sekhar; Nyanhongo, Donald; Kotecha, Sita; Basu, Narendra Nath

2016-01-01

Introduction. Therapeutic mammaplasty (TM) is a useful technique in the armamentarium of the oncoplastic breast surgeon (OBS). There is limited guidance on patient selection, technique, coding, and management of involved margins. The practices of OBS in England remain unknown. Methods. Questionnaires were sent to all OBS involved with the Training Interface Group. We assessed the number of TM cases performed per surgeon, criteria for patient selection, pedicle preference, contralateral symmetrisation, use of routine preoperative MRI, management of involved margins, and clinical coding. Results. We had an overall response rate of 43%. The most common skin resection technique utilised was wise pattern followed by vertical scar. Superior-medial pedicle was preferred by the majority of surgeons (62%) followed by inferior pedicle (34%). Twenty percent of surgeons would always proceed to a mastectomy following an involved margin, whereas the majority would offer reexcision based on several parameters. The main absolute contraindication to TM was tumour to breast ratio >50%. One in five surgeons would not perform TM in smokers and patients with multifocal disease. Discussion. There is a wide variation in the practice of TM amongst OBS. Further research and guidance would be useful to standardise practice, particularly management of involved margins and coding for optimal reimbursement. PMID:27110398

The Profile of Academic Offenders: Features of Students Who Admit to Academic Dishonesty.

PubMed

Korn, Liat; Davidovitch, Nitza

2016-08-29

Dishonesty in academic settings is a reckless behavior that is unique to students and is associated with cheat    ing and plagiarism of academic tasks. Incidents involving dishonesty in higher education have increased considerably in the past decade, with regard to the extent of these practices, the types of dishonesty employed, and their prevalence. The current study examines the profile of "academic offenders". Which types are more prone to commit academic offenses? To what degree are they "normative" and do they represent the average student with regard to personal traits, personal perceptions, features of their academic studies, risk behaviors, and health risks. The study is based on a structured anonymous questionnaire. The sample consisted of 1,432 students, of whom 899 were female (63%) and 533 male (37%). The research findings indicate a common tendency among more than one quarter of the sample reported cheating on homework and 12.5% reported cheating on tests. Strong associations were found between academic dishonesty and various personal perceptions, the academic study experience, and involvement in other risky and deviant behaviors. Significant predictors of academic dishonesty were found, i.e., self-image, ethics, grades, time devoted to homework, and deviant and daring behaviors. The research findings might help indicate policies for optimally dealing with dishonesty, maybe even before the offense is committed, by means of cooperation between academic forces.

The Profile of Academic Offenders: Features of Students Who Admit to Academic Dishonesty

PubMed Central

Korn, Liat; Davidovitch, Nitza

2016-01-01

Dishonesty in academic settings is a reckless behavior that is unique to students and is associated with cheat ing and plagiarism of academic tasks. Incidents involving dishonesty in higher education have increased considerably in the past decade, with regard to the extent of these practices, the types of dishonesty employed, and their prevalence. The current study examines the profile of “academic offenders”. Which types are more prone to commit academic offenses? To what degree are they “normative” and do they represent the average student with regard to personal traits, personal perceptions, features of their academic studies, risk behaviors, and health risks. The study is based on a structured anonymous questionnaire. The sample consisted of 1,432 students, of whom 899 were female (63%) and 533 male (37%). The research findings indicate a common tendency among more than one quarter of the sample reported cheating on homework and 12.5% reported cheating on tests. Strong associations were found between academic dishonesty and various personal perceptions, the academic study experience, and involvement in other risky and deviant behaviors. Significant predictors of academic dishonesty were found, i.e., self-image, ethics, grades, time devoted to homework, and deviant and daring behaviors. The research findings might help indicate policies for optimally dealing with dishonesty, maybe even before the offense is committed, by means of cooperation between academic forces. PMID:27569198

Education, philosophy and academic practice: nursing studies in the posthistorical university.

PubMed

Rolfe, Gary; Gardner, Lyn

2006-12-01

This paper is an amended and abridged version of a seminar given at the NET/NEP 1st Nurse Education International Conference in Vancouver, Canada. The topic of the paper arose from our growing concerns about the state of nurse education and its position in the university at the start of the twenty-first century. We share the fears expressed by Readings that the university has lost its way and is increasingly driven by a business agenda and a quest for ever-greater efficiency. Our biggest concern is with the impact that the so-called 'posthistorical university' is having on the study of nursing, particularly the growing pressure on nurse academics to focus their attention and energy on output at the expense of process, and on research at the expense of practice and practitioner development. We suggest that the solution might lie with Jean-Francois Lyotard's notion of postmodern philosophy as a way of opening up debate and, in his words, saving the honour of thinking.

Advisory Boards: Academic Partnerships That Work.

ERIC Educational Resources Information Center

Silver, Gerald

An academic advisory board of volunteers drawn from college alumni and the general community can serve institutions of higher education at the college, school and even departmental level. Board members link the academic community to the external community by sharing expertise gained through practical experience. Such a board exists solely to give…

Establishing a compulsory drug treatment prison: Therapeutic policy, principles, and practices in addressing offender rights and rehabilitation.

PubMed

Birgden, Astrid; Grant, Luke

2010-01-01

A Compulsory Drug Treatment Correctional Center (CDTCC) was established in Australia in 2006 for repeat drug-related male offenders. Compulsory treatment law is inconsistent with a therapeutic jurisprudence approach. Despite the compulsory law, a normative offender rehabilitation framework has been established based on offender moral rights. Within moral rights, the offender rehabilitation framework addresses the core values of freedom (supporting autonomous decision-making) and well-being (supporting support physical, social, and psychological needs). Moral rights are underpinned by a theory or principle which, in this instance, is a humane approach to offender rehabilitation. While a law that permits offenders to choose drug treatment and rehabilitation is preferable, the article discusses the establishment of a prison based on therapeutic policy, principles, and practices that respond to participants as both rights-violators and rights-holders. The opportunity for accelerated community access and a therapeutic alliance with staff has resulted in offenders actively seeking to be ordered into compulsory drug treatment and rehabilitation. Crown Copyright © 2010. Published by Elsevier Ltd. All rights reserved.

Academic Literacies: Providing a Space for the Socio-Political Dynamics of EAP

ERIC Educational Resources Information Center

Turner, Joan

2012-01-01

This article highlights the potential of academic literacies as a theoretical framework for EAP, encompassing not only work on texts, but the wider, socio-political, geopolitical, and institutional contexts and practices in and with which EAP operates. An academic literacies approach foregrounds social practices, and one particular practice, that…

Redefining Practice: Challenging Academic and Institutional Traditions with Clinical Distance Learning

ERIC Educational Resources Information Center

Delgaty, Laura E.

2017-01-01

With the uptake of distance learning (DL), which has actually been marginal for most academics, teaching contexts, traditional power structures and relationships have been transformed, leaving lecturers potentially disenfranchised. Institutional and cultural change is vital, particularly changes concerning academic roles. The advent of DL has…

Improving Cancer Outcomes Through International Collaboration in Academic Cancer Treatment Trials

PubMed Central

Trimble, Edward L.; Abrams, Jeffrey S.; Meyer, Ralph M.; Calvo, Fabien; Cazap, Eduardo; Deye, James; Eisenhauer, Elizabeth; Fitzgerald, Thomas J.; Lacombe, Denis; Parmar, Max; Seibel, Nita; Shankar, Lalitha; Swart, Ann Marie; Therasse, Patrick; Vikram, Bhadrasain; von Frenckell, Remy; Friedlander, Michael; Fujiwara, Keiichi; Kaplan, Richard S.; Meunier, Francoise

2009-01-01

Purpose The need for international collaboration in cancer clinical trials has grown stronger as we have made progress both in cancer treatment and screening. We sought to identify those efforts already underway which facilitate such collaboration, as well as barriers to greater collaboration. Methods We reviewed the collective experiences of many cooperative groups, governmental organizations, nongovernmental organizations, and academic investigators in their work to build international collaboration in cancer clinical trials across multiple disease sites. Results More than a decade of work has led to effective global harmonization for many of the elements critical to cancer clinical trials. Many barriers remain, but effective international collaboration in academic cancer treatment trials should become the norm, rather than the exception. Conclusion Our ability to strengthen international collaborations will result in maximization of our resources and patients, permitting us to change practice by establishing more effective therapeutic strategies. Regulatory, logistical, and financial hurdles, however, often hamper the conduct of joint trials. We must work together as a global community to overcome these barriers so that we may continue to improve cancer treatment for patients around the world. PMID:19720905

A measurable impact of a self-practice/self-reflection programme on the therapeutic skills of experienced cognitive-behavioural therapists.

PubMed

Davis, Melanie L; Thwaites, Richard; Freeston, Mark H; Bennett-Levy, James

2015-01-01

The need for effective training methods for enhancing cognitive-behavioural therapist competency is not only relevant to new therapists but also to experienced therapists looking to retain and further enhance their skills. Self-practice/self-reflection (SP/SR) is a self-experiential cognitive-behavioural therapy (CBT) training programme, which combines the experience of practicing CBT methods on oneself with structured reflection on the implications of the experience for clinical practice. In order to build on previous qualitative studies of SP/SR, which have mainly focused on trainee CBT therapists, the aim of the current study was to quantify the impact of SP/SR on the therapeutic skills of an experienced cohort of CBT therapists. Fourteen CBT therapists were recruited to participate in an SP/SR programme specifically adapted for experienced therapists. In the context of a quasi-experimental design including multiple baselines within a single-case methodology, therapists provided self-ratings of technical cognitive therapy skill and interpersonal empathic skill at four critical time points: baseline, pre-SP/SR and post-SP/SR and follow-up. Analysis of programme completers (n = 7) indicated that SP/SR enhances both technical skill and interpersonal therapeutic skill. Further intention-to-treat group (n = 14) analyses including both those who left the programme early (n = 3) and those who partially completed the programme (n = 4) added to the robustness of findings with respect to technical cognitive therapy skills but not interpersonal empathic skills. It was concluded that SP/SR, as a training and development programme, could offer an avenue to further therapeutic skill enhancement in already experienced CBT therapists. Copyright © 2014 John Wiley & Sons, Ltd.

Students' Perception of IS Academic Programs, IS Careers, and Outsourcing

ERIC Educational Resources Information Center

Martz, Ben; Cata, Teuta

2008-01-01

The authors compared the perceptions of information systems (IS) students with those of IS practitioners regarding IS careers, the practice of outsourcing, and academic programs. Results indicate that students and practitioners appreciate the integration of real-life practice in academic programs and that the general perception of IS careers is…

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.

How should teaching of undergraduates in clinical pharmacology and therapeutics be delivered and assessed?

PubMed Central

Maxwell, Simon R J

2012-01-01

Clinical pharmacology and therapeutics is the academic discipline that informs rational prescribing of medicines. There is accumulating evidence that a significant minority of prescriptions in the UK National Health Service contain errors. This comes at a time when the approach to and success of undergraduate education in this area has been called into question. Various stakeholders are now in agreement that this challenging area of undergraduate education needs to be strengthened. The principles that should form the basis of future educational strategy include greater visibility of clinical pharmacology and therapeutics in the curriculum, clear learning outcomes that are consistent with national guidance, strong and enthusiastic leadership, a student formulary, opportunities to practice prescribing, a robust assessment of prescribing competencies and external quality control. Important new developments in the UK are Prescribe, a repository of e-learning materials to support education in clinical pharmacology and prescribing, and the Prescribing Skills Assessment, a national online assessment designed to allow medical students to demonstrate that they have achieved the core competencies required to begin postgraduate training. PMID:22360965

Issues in formulary management: therapeutic interchange. The value, cost, and quality of therapeutic interchange.

PubMed

Mahoney, C D

1992-10-01

Therapeutic interchange is a process of substituting a prescribed medication with one that offers therapeutic and cost benefits. The practice not only provides short-term savings but also is associated with decreases in lengths of stay in hospitals and total hospital drug expenses. There may be medicolegal implications when FDA-approved indications differ for interchanged drugs. The potential for liability is decreased when a standard of care is met, but since standards can change, guidelines should be reviewed regularly. High-tech, high-cost drugs are sometimes appropriate for therapeutic interchange. Pharmacy and therapeutics committees should assure best value by considering indirect expenses, quality, and therapeutic outcome, as well as product cost. Therapeutic interchange programs enable pharmacy managers to neutralize or at least slow the rate of drug cost increases, ensuring appropriate utilization of resources and more favorable patient outcomes.

The Relation between Academic Motivation and Cheating

ERIC Educational Resources Information Center

Anderman, Eric M.; Koenka, Alison C.

2017-01-01

Academic cheating occurs frequently in schools. Cheating is a deliberative act, in that students make a conscious decision to engage in academic dishonesty. Students' achievement goals, which are malleable, often guide the ways that students make such decisions. Educators can incorporate various instructional practices and support academic…

Agency and Structure in Academic Development Practices: Are We Liberating Academic Teachers or Are We Part of a Machinery Supressing Them?

ERIC Educational Resources Information Center

Roxå, Torgny; Mårtensson, Katarina

2017-01-01

This text taps into an ongoing discussion about academic development. It challenges an image of academic development as precarious and liminal and explores academic development as powerful. Sources of power are described and put into the context of values, ideologies, and policies governing higher education of today. It is our hope that readers…

Peace of Mind, Academic Motivation, and Academic Achievement in Filipino High School Students.

PubMed

Datu, Jesus Alfonso D

2017-04-09

Recent literature has recognized the advantageous role of low-arousal positive affect such as feelings of peacefulness and internal harmony in collectivist cultures. However, limited research has explored the benefits of low-arousal affective states in the educational setting. The current study examined the link of peace of mind (PoM) to academic motivation (i.e., amotivation, controlled motivation, and autonomous motivation) and academic achievement among 525 Filipino high school students. Findings revealed that PoM was positively associated with academic achievement β = .16, p < .05, autonomous motivation β = .48, p < .001, and controlled motivation β = .25, p < .01. As expected, PoM was negatively related to amotivation β = -.19, p < .05, and autonomous motivation was positively associated with academic achievement β = .52, p < .01. Furthermore, the results of bias-corrected bootstrap analyses at 95% confidence interval based on 5,000 bootstrapped resamples demonstrated that peace of mind had an indirect influence on academic achievement through the mediating effects of autonomous motivation. In terms of the effect sizes, the findings showed that PoM explained about 1% to 18% of the variance in academic achievement and motivation. The theoretical and practical implications of the results are elucidated.

Academic and Vocational Integration. Myths and Realities.

ERIC Educational Resources Information Center

Brown, Bettina Lankard

This newsletter attempts to clarify the importance of academic and vocational integration in relation to emerging pedagogy, teaching and learning practices, and school-to-work efforts. One misconception about academic-vocational integration is that new theories overshadow its value. However, current research on teaching and learning supports a…

A Best-Practice Model for Academic Advising of University Biology Majors

ERIC Educational Resources Information Center

Heekin, Jonathan Ralph Calvin

2013-01-01

Biology faculty at an East Coast university believed their undergraduate students were not being well served by the existing academic advising program. The purpose of this mixed methods project study was to evaluate the effectiveness of the academic advising model in a biology department. Guided by system-based organizational theory, a learning…

Combination therapeutics in complex diseases.

PubMed

He, Bing; Lu, Cheng; Zheng, Guang; He, Xiaojuan; Wang, Maolin; Chen, Gao; Zhang, Ge; Lu, Aiping

2016-12-01

The biological redundancies in molecular networks of complex diseases limit the efficacy of many single drug therapies. Combination therapeutics, as a common therapeutic method, involve pharmacological intervention using several drugs that interact with multiple targets in the molecular networks of diseases and may achieve better efficacy and/or less toxicity than monotherapy in practice. The development of combination therapeutics is complicated by several critical issues, including identifying multiple targets, targeting strategies and the drug combination. This review summarizes the current achievements in combination therapeutics, with a particular emphasis on the efforts to develop combination therapeutics for complex diseases. © 2016 The Authors. Journal of Cellular and Molecular Medicine published by John Wiley & Sons Ltd and Foundation for Cellular and Molecular Medicine.

[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

Therapeutic cloning in the mouse

PubMed Central

Mombaerts, Peter

2003-01-01

Nuclear transfer technology can be applied to produce autologous differentiated cells for therapeutic purposes, a concept termed therapeutic cloning. Countless articles have been published on the ethics and politics of human therapeutic cloning, reflecting the high expectations from this new opportunity for rejuvenation of the aging or diseased body. Yet the research literature on therapeutic cloning, strictly speaking, is comprised of only four articles, all in the mouse. The efficiency of derivation of embryonic stem cell lines via nuclear transfer is remarkably consistent among these reports. However, the efficiency is so low that, in its present form, the concept is unlikely to become widespread in clinical practice. PMID:12949262

Good practice or positive action? Using Q methodology to identify competing views on improving gender equality in academic medicine.

PubMed

Bryant, Louise D; Burkinshaw, Paula; House, Allan O; West, Robert M; Ward, Vicky

2017-08-22

The number of women entering medicine has increased significantly, yet women are still under-represented at senior levels in academic medicine. To support the gender equality action plan at one School of Medicine, this study sought to (1) identify the range of viewpoints held by staff on how to address gender inequality and (2) identify attitudinal barriers to change. Q methodology. 50 potential interventions representing good practice or positive action, and addressing cultural, organisational and individual barriers to gender equality, were ranked by participants according to their perception of priority. The School of Medicine at the University of Leeds, UK. Fifty-five staff members were purposively sampled to represent gender and academic pay grade. Principal components analysis identified six competing viewpoints on how to address gender inequality. Four viewpoints favoured positive action interventions: (1) support careers of women with childcare commitments, (2) support progression of women into leadership roles rather than focus on women with children, (3) support careers of all women rather than just those aiming for leadership, and (4) drive change via high-level financial and strategic initiatives. Two viewpoints favoured good practice with no specific focus on women by (5) recognising merit irrespective of gender and (6) improving existing career development practice. No viewpoint was strongly associated with gender, pay grade or role; however, latent class analysis identified that female staff were more likely than male to prioritise the setting of equality targets. Attitudinal barriers to the setting of targets and other positive action initiatives were identified, and it was clear that not all staff supported positive action approaches. The findings and the approach have utility for those involved in gender equality work in other medical and academic institutions. However, the impact of such initiatives needs to be evaluated in the longer term. �

Academic dermatology manpower: issues of recruitment and retention.

PubMed

Loo, Daniel S; Liu, Chia-Ling; Geller, Alan C; Gilchrest, Barbara A

2007-03-01

To assess the total number, recruitment rate, departure rate, and growth rate of full-time academic dermatologists in the United States over the last decade. Mail survey. Academic dermatology departments in the United States. Respondents among 113 chairs or chiefs of academic dermatology departments or their designees. The total number of full-time academic dermatologists including departures and recruitments in 4 selected academic years (1994-1995, 1998-1999, 2001-2002, and 2003-2004). Of the 113 academic dermatology departments, 89 (79%) responded. During the 4 selected academic years, more dermatologists joined academia (n = 255) than departed (n = 200). Those recruited into academia were predominantly graduating fellows (35%), residents (30%), and in private practice (16%). Of those who left academia, their primary roles were clinician-educator (55%), followed by dermatologic surgeon (16%). Most of those who departed went into private practice (65%). From 1994-1995 to 2001-2002, the recruitment rate increased by 36% (from 10.1% to 13.7%), and the departure rate increased by 88% (from 5.8% to 10.9%), resulting in a 35% decrease in growth rate (from 4.3% to 2.8%). Retention of academic dermatologists is as important as recruitment. Our results confirm that insufficient retention has contributed to a substantial decrease in the growth rate of academic dermatologists. Future efforts to increase academic manpower must focus on retention as well as recruitment, particularly of clinician-educators. Specific strategies for improving retention include identifying or establishing funding sources for teaching/mentoring and clinical research. Recruitment efforts may be improved by focusing on fellows and private practitioners with academic affiliations.

Practical considerations in the development of hemoglobin-based oxygen therapeutics.

PubMed

Kim, Hae Won; Estep, Timothy N

2012-09-01

The development of hemoglobin based oxygen therapeutics (HBOCs) requires consideration of a number of factors. While the enabling technology derives from fundamental research on protein biochemistry and biological interactions, translation of these research insights into usable medical therapeutics demands the application of considerable technical expertise and consideration and reconciliation of a myriad of manufacturing, medical, and regulatory requirements. The HBOC development challenge is further exacerbated by the extremely high intravenous doses required for many of the indications contemplated for these products, which in turn implies an extremely high level of purity is required. This communication discusses several of the important product configuration and developmental considerations that impact the translation of fundamental research discoveries on HBOCs into usable medical therapeutics.

Writing Purposefully in Art and Design: Responding to Converging and Diverging New Academic Literacies

ERIC Educational Resources Information Center

Melles, Gavin; Lockheart, Julia

2012-01-01

In disciplines with long histories in higher education, academic literacies, including writing practices, are less contested than in newer academic fields such as art and design. The relatively recent incorporation of such fields and schools into the university sector has required these fields to create academic writing practices consistent with…

[Are therapeutics decisions homogeneous in multidisciplinary onco-urology staff meeting? Comparison of therapeutic options taken in four departments from Paris].

PubMed

Audenet, F; Lejay, V; Mejean, A; De La Taille, A; Abbou, C-C; Lebret, T; Botto, H; Bitker, M-O; Roupret, M

2012-06-01

One of the priorities of the "Plan against the Cancer" in France is to ensure the discussion of all cancer cases in a multidisciplinary meeting staff (RCP). The multidisciplinary collaboration is proposed to guarantee a discussion between specialists in every cases, particularly in complex cases. The aim of this study was to compare the therapeutic decision taken in four RCP in Paris Île-de-France academic centres for three identical cases. Three cases of urological oncology (prostate cancer [PCa], renal cell carcinoma [RCC] and bladder tumour) were selected by a single urologist, not involved in further discussion. These cases were blindly presented in four academic urology department from Paris: Pitié-Salpêtrière Hospital, Mondor Hospital, the Georges-Pompidou European Hospital and Foch Hospital. The four centres met the criteria of quality of RCP in terms of multidisciplinarity, frequency and standardization. The therapeutic suggestions were similar in the RCC cases, there were differences in the surgical approaches and preoperative work-up in the PCa case and, lastly, the proposals were different for the bladder cancer case. The decisions relies on clinical data and preoperative work-up but also on the experience and habits of the centre of excellence. For complex cases that does not fit with current guidelines, the panel discussion can lead to different therapeutic options from a centre to another and is largely influenced by the local organisation of the RCP. Copyright © 2012 Elsevier Masson SAS. All rights reserved.

The Effective Academic: A Handbook for Enhanced Academic Practice. The Times Higher Education Supplement.

ERIC Educational Resources Information Center

Ketteridge, Steve, Ed.; Marshall, Stephanie, Ed.; Fry, Heather, Ed.

This handbook provides guidance about controlling and directing an academic career by suggesting systematic approaches to key areas of responsibility and activity. It explores management and leadership in higher education, developing and promoting research and teaching, and coping with the changing university environment. The chapters of part 1,…

Benchmark study on glyphosate-resistant cropping systems in the United States. Part 7: Effects of weed management strategy (grower practices versus academic recommendations) on the weed soil seedbank over 6 years.

PubMed

Gibson, David J; Young, Bryan G; Owen, Micheal D K; Gage, Karla L; Matthews, Joseph L; Jordan, David L; Shaw, David R; Weller, Stephen C; Wilson, Robert G

2016-04-01

Shifts in weed species composition and richness resulting from near-exclusive reliance on herbicides in glyphosate-resistant (GR) cropping systems has necessitated the implementation of alternative weed management tactics to reduce selection pressures of herbicides. We contrasted the response of the weed soil seedbank to effects of weed management strategy, comparing grower practices with academic recommendations for best management practices (BMPs) over 6 years and across five weed hardiness zones in the US Midwest at sites subject to GR cropping systems. Total weed population density and species richness varied according to cropping system, location and prior year's crop, but less so to weed management strategy. The seedbank population density for 11 of the 14 most frequent weed species was affected by weed management strategy either alone or in an interaction with hardiness zone or year, or both. In only 29% of comparisons was weed population density lower following academic recommendations, and this depended upon prior crop and cropping system. The population density of high-risk weed species was reduced by academic recommendations, but only in two of six years and under continuous GR maize. Overall, the weed population density was decreasing in field halves subject to the BMPs in the academic recommendations relative to grower practices. The soil seedbank is slow to respond to academic recommendations to mitigate glyphosate-resistant weeds, but represents a biological legacy that growers need to keep in mind even when management practices reduce emerged field weed population densities. © 2015 Society of Chemical Industry.

Lessons learned from a pharmacy practice model change at an academic medical center.

PubMed

Knoer, Scott J; Pastor, John D; Phelps, Pamela K

2010-11-01

The development and implementation of a new pharmacy practice model at an academic medical center are described. Before the model change, decentralized pharmacists responsible for order entry and verification and clinical specialists were both present on the care units. Staff pharmacists were responsible for medication distribution and sterile product preparation. The decentralized pharmacists handling orders were not able to use their clinical training, the practice model was inefficient, and few clinical services were available during evenings and weekends. A task force representing all pharmacy department roles developed a process and guiding principles for the model change, collected data, and decided on a model. Teams consisting of decentralized pharmacists, decentralized pharmacy technicians, and team leaders now work together to meet patients' pharmacy needs and further departmental safety, quality, and cost-saving goals. Decentralized service hours have been expanded through operational efficiencies, including use of automation (e.g., computerized provider order entry, wireless computers on wheels used during rounds with physician teams). Nine clinical specialist positions were replaced by five team leader positions and four pharmacists functioning in decentralized roles. Additional staff pharmacist positions were shifted into decentralized roles, and the hospital was divided into areas served by teams including five to eight pharmacists. Technicians are directly responsible for medication distribution. No individual's job was eliminated. The new practice model allowed better alignment of staff with departmental goals, expanded pharmacy hours and services, more efficient medication distribution, improved employee engagement, and a staff succession plan.

Academic Socialization and the Transition to Elementary School: Parents' Conceptions of School Readiness, Practices, and Children's Academic Achievement Trajectories

ERIC Educational Resources Information Center

Puccioni, Jaime Lynn

2012-01-01

By the time children enter kindergarten, significant socioeconomic and racial gaps in academic achievement exist (Coley, 2002; Rouse, Brooks-Gunn, & Mclanahan, 2005). Kindergarten is considered to be a pivotal point of educational transition, as academic achievement upon kindergarten entry is associated with subsequent academic success…

The Behavioral and Social Sciences: Contributions and Opportunities in Academic Medicine.

PubMed

Smith, Patrick O; Grigsby, R Kevin

2017-06-01

The Association of American Medical Colleges plays a leading role in supporting the expansion and evolution of academic medicine and medical science in North America, which are undergoing high-velocity change. Behavioral and social science concepts have great practical value when applied to the leadership practices and administrative structures that guide and support the rapid evolution of academic medicine and medical sciences. The authors are two behavioral and social science professionals who serve as academic administrators in academic medical centers. They outline their career development and describe the many ways activities have been shaped by their work with the Association of American Medical Colleges. Behavioral and social science professionals are encouraged to become change agents in the ongoing transformation of academic medicine.

The coming of age of antibiotics: discovery and therapeutic value.

PubMed

Bush, Karen

2010-12-01

Origins of antibiotic drug discovery are frequently traced to 1929 when Alexander Fleming recognized the antibacterial activity of a substance secreted by Penicillium notatum on a contaminated culture plate. However, the subsequent development of penicillin as a therapeutic agent was not realized until the early 1940s, after a consortium of academic and pharmaceutical scientists from England and the United States developed sufficiently advanced fermentation technology to produce high-purity penicillin in large enough quantities for medical supplies. It was at this time that the antibiotic era was truly successfully launched. During the following decade, unprecedented antibiotic research and development emerged in academic laboratories and the pharmaceutical industry, resulting in identification of most of the antibiotic classes currently used therapeutically. This short historical commentary describes some of these early events, beginning with a conference held at the New York Academy of Sciences in 1946, the first conference to focus entirely on the latest science related to the identification and characterization of antibacterial substances produced by microorganisms.

Clinical Holistic Medicine: Factors Influencing The Therapeutic Decision-Making. From Academic Knowledge to Emotional Intelligence and Spiritual “Crazy” Wisdom

PubMed Central

Ventegodt, Søren; Kandel, Isack; Merrick, Joav

2007-01-01

Scientific holistic medicine is built on holistic medical theory, on therapeutic and ethical principles. The rationale is that the therapist can take the patient into a state of salutogenesis, or existential healing, using his skills and knowledge. But how ever much we want to make therapy a science it remains partly an art, and the more developed the therapist becomes, the more of his/her decisions will be based on intuition, feeling and even inspiration that is more based on love and human concern and other spiritual motivations than on mental reason and rationality in a simple sense of the word. The provocative and paradoxal medieval western concept of the “truth telling clown”, or the eastern concepts of “crazy wisdom” and “holy madness” seems highly relevant here. The problem is how we can ethically justify this kind of highly “irrational” therapeutic behavior in the rational setting of a medical institution. We argue here that holistic therapy has a very high success rate and is doing no harm to the patient, and encourage therapists, psychiatrists, psychologist and other academically trained “helpers” to constantly measure their own success-rate. This paper discusses many of the important factors that influence clinical holistic decision-making. Sexuality could, as many psychoanalysts from Freud to Reich and Searles have believed, be the most healing power that exists and also the most difficult for the mind to comprehend, and thus the most “crazy-wise” tool of therapy. PMID:18167609

Social Networking and Academic Performance: A Review

ERIC Educational Resources Information Center

Doleck, Tenzin; Lajoie, Susanne

2018-01-01

The ubiquitous use of social networking sites by students and the potential impacts of such use on academic performance are of both theoretical and practical importance. Hence, this paper addresses the question: how does the use of social networking sites influence academic performance? The present review synthesizes the empirical findings of the…

Gendered Habitus and Gender Differences in Academic Achievement

ERIC Educational Resources Information Center

Edgerton, Jason; Peter, Tracey; Roberts, Lance

2014-01-01

Bourdieu's theory of cultural and social reproduction posits that students' habitus--learned behavioural and perceptual dispositions rooted in family upbringing--is a formative influence on how they react to their educational environments, affecting academic practices and academic achievement. Although originally conceived as a "class"…

An Atlas of Academic Practice in Digital Times

ERIC Educational Resources Information Center

Decuypere, Mathias; Simons, Maarten

2014-01-01

In the current literature on the university it is generally accepted that processes of digitization play an important role regarding both the daily functioning of the university as an institution and the academics that give shape to it. This article contributes to our understanding of the role that digitization plays in contemporary academic…

Effects of Practical Activities and Manual on Science Students' Academic Performance on Solubility in Uruan Local Education Authority of Akwa Ibom State

ERIC Educational Resources Information Center

Etiubon, Rebecca Ufonabasi; Udoh, Nsimeneabasi Michael

2017-01-01

This study investigated the effects of practical activities and manual on science students' academic performance on solubility in Uruan Local Education Authority of Akwa Ibom State. The study adopted pretest, posttest non randomized quasi experimental design. Three research questions and three hypotheses were formulated to guide the study. One…

Therapy Talk: Analyzing Therapeutic Discourse

ERIC Educational Resources Information Center

Leahy, Margaret M.

2004-01-01

Therapeutic discourse is the talk-in-interaction that represents the social practice between clinician and client. This article invites speech-language pathologists to apply their knowledge of language to analyzing therapy talk and to learn how talking practices shape clinical roles and identities. A range of qualitative research approaches,…

Information-seeking behavior during residency is associated with quality of theoretical learning, academic career achievements, and evidence-based medical practice: a strobe-compliant article.

PubMed

Oussalah, Abderrahim; Fournier, Jean-Paul; Guéant, Jean-Louis; Braun, Marc

2015-02-01

Data regarding knowledge acquisition during residency training are sparse. Predictors of theoretical learning quality, academic career achievements and evidence-based medical practice during residency are unknown. We performed a cross-sectional study on residents and attending physicians across several residency programs in 2 French faculties of medicine. We comprehensively evaluated the information-seeking behavior (I-SB) during residency using a standardized questionnaire and looked for independent predictors of theoretical learning quality, academic career achievements, and evidence-based medical practice among I-SB components using multivariate logistic regression analysis. Between February 2013 and May 2013, 338 fellows and attending physicians were included in the study. Textbooks and international medical journals were reported to be used on a regular basis by 24% and 57% of the respondents, respectively. Among the respondents, 47% refer systematically (4.4%) or frequently (42.6%) to published guidelines from scientific societies upon their publication. The median self-reported theoretical learning quality score was 5/10 (interquartile range, 3-6; range, 1-10). A high theoretical learning quality score (upper quartile) was independently and strongly associated with the following I-SB components: systematic reading of clinical guidelines upon their publication (odds ratio [OR], 5.55; 95% confidence interval [CI], 1.77-17.44); having access to a library that offers the leading textbooks of the specialty in the medical department (OR, 2.45, 95% CI, 1.33-4.52); knowledge of the specialty leading textbooks (OR, 2.12; 95% CI, 1.09-4.10); and PubMed search skill score ≥5/10 (OR, 1.94; 95% CI, 1.01-3.73). Research Master (M2) and/or PhD thesis enrolment were independently and strongly associated with the following predictors: PubMed search skill score ≥5/10 (OR, 4.10; 95% CI, 1.46-11.53); knowledge of the leading medical journals of the specialty (OR, 3.33; 95

Collaboration between Academics and Teachers: A Complex Relationship

ERIC Educational Resources Information Center

Bevins, Stuart; Price, Gareth

2014-01-01

Collaboration between academics and teachers has become increasingly prevalent over recent years. Whether its aim is joint research or continuing professional development for teachers, collaboration seems to offer a realistic opportunity for reducing the perceived gap between theory and practice. However, collaboration is not merely academics and…

A City Learning Together: Reciprocal Collaboration of Academics and Practitioners at the Chicago Park District

ERIC Educational Resources Information Center

Hibbler, Dan; Scott, Leodis; Ginger, Nicole

2016-01-01

Concerns regarding professional preparation among practitioners and academics in the parks, recreation, and leisure profession demand real examples of people working together for the good of their overall community. Such reciprocal collaboration (two-way interaction from academics to practice and from practice to academics) has started to take…

Educational Technology and the Enclosure of Academic Labour inside Public Higher Education

ERIC Educational Resources Information Center

Hall, Richard

2013-01-01

Across higher education in the United Kingdom, the procurement and deployment of educational technology increasingly impacts the practices of academic labour, in terms of administration, teaching and research. Moreover the relationships between academic labour and educational technology are increasingly framed inside the practices of neoliberal,…

Academic-Service Partnerships in Nursing: An Integrative Review

PubMed Central

Beal, Judy A.

2012-01-01

This integrative review summarizes currently available evidence on academic-service partnerships in the profession of nursing. More than 300 articles, published primarily in refereed journals, were accessed. Articles (110) were included in this review as they presented detailed and substantive information about any aspect of a nursing academic-service partnership. The majority were anecdotal in nature. Topics clustered around the following categories: pre-requisites for successful partnerships, benefits of partnerships, types of partnerships, and workforce development with its themes of academic-practice progression and educational re-design. Many examples of partnerships between academic and service settings were thoroughly described and best practices suggested, most often, however, without formal evaluation of outcomes. Nursing leaders in both settings have a long tradition of partnering with very little replicable evidence to support their efforts. It is critical that future initiatives evaluate the effectiveness of these partnerships, not only to ensure quality of patient outcomes but also to maximize efforts at building capacity for tomorrow's workforce. PMID:22548160

Betwixt and Between: Academic Women in Transition

ERIC Educational Resources Information Center

Bosetti, Lynn; Kawalilak, Colleen; Patterson, Peggy

2008-01-01

University culture is increasingly being influenced by globalization, competition, the commercialization of research, and external demands for accountability. Corporate managerial practices that value individualism and productivity bump up against more democratic and collaborative practices inherent in the traditional academic culture and…

Examining the Effectiveness of an Academic Language Planning Organizer as a Tool for Planning Science Academic Language Instruction and Supports

ERIC Educational Resources Information Center

Jung, Karl G.; Brown, Julie C.

2016-01-01

To engage in the practices of science, students must have a strong command of science academic language. However, content area teachers often make academic language an incidental part of their lesson planning, which leads to missed opportunities to enhance students' language development. To support pre-service elementary science teachers (PSTs) in…

Academic Advising, Remedial Courses, and Legislative Mandates: An Exploration of Academic Advising in Florida Community Colleges with Optional Developmental Education

ERIC Educational Resources Information Center

Woods, Chenoa S.; Richard, Keith; Park, Toby; Tandberg, David; Hu, Shouping; Jones, Tamara Bertrand

2017-01-01

In this article we report on our exploration of academic advising practices at 19 community colleges in the Florida College System after the implementation of Senate Bill 1720. This bill made developmental education optional for many students and mandated that colleges provide academic advising for all new students. Descriptive statistics of…

The Academic Library: A Post-Modern Lazarus?

ERIC Educational Resources Information Center

Pierre, Peter

2005-01-01

The author argues that there is a need to reassess the direction of the academic library and the working practices of the staff within it to reclaim our libraries for their users and to examine the epistemology of library and information services. He argues that in order for academic libraries to find their place in the tertiary education culture…

Secondary Math Instructional Practices, Academic Optimism, Instructional Leadership, and Receptivity to Curricular Change in Schools with High and Low Mathematics Mastery and Poverty

ERIC Educational Resources Information Center

Kennedy, Scott J.

2014-01-01

The purpose of this study was to investigate how high school mathematics teachers' descriptions of academic optimism, responsive teaching, technological pedagogical content knowledge, formative assessment, reflective practice, supervisor instructional leadership, and receptivity to change are related to student mastery on a NYS Regents exam in…

E-Book Purchasing Best Practices for Academic Libraries

ERIC Educational Resources Information Center

Simon, Jason C.

2014-01-01

This article alerts academic libraries to some of the methods for purchasing electronic books (e-books) and notes that, while they are similar to the models used for journal-evaluation purposes, there are a number of factors important to consider that are different for e-books. Simon notes that, while theoretically there should be some advantages…

Significant Learning Experiences and Ignatian Pedagogy: A Case Study of Curricula, Academic Practices, and Graduate Outcomes in Jesuit Universities' Honors Programs

ERIC Educational Resources Information Center

Pampel, Robert

2017-01-01

This qualitative, multisite case study used Dee Fink's taxonomy of significant learning as a lens through which to examine the curricular structure, academic practices, and graduate outcomes for honors programs at Jesuit colleges and universities in the United States. Special attention was given to the distinctive quality of Ignatian pedagogy and…

The Emotional and Academic Consequences of Parental Conditional Regard: Comparing Conditional Positive Regard, Conditional Negative Regard, and Autonomy Support as Parenting Practices

ERIC Educational Resources Information Center

Roth, Guy; Assor, Avi; Niemiec, Christopher P.; Deci, Edward L.; Ryan, Richard M.

2009-01-01

The authors conducted 2 studies of 9th-grade Israeli adolescents (169 in Study 1, 156 in Study 2) to compare the parenting practices of conditional positive regard, conditional negative regard, and autonomy support using data from multiple reporters. Two socialization domains were studied: emotion control and academics. Results were consistent…

The Practice of Academic Freedom in Classroom Speech in U.S. Catholic Higher Education: A Case Study with Suggestions Concerning Religious Mission

ERIC Educational Resources Information Center

Jacobs, Richard M.

2011-01-01

This article reports a case study of seventeen faculty leaders teaching at a Catholic university who responded to a questionnaire concerning academic freedom and its practice in classroom speech. Situating the responses within a heuristic model, this article offers a portrait that provides insight into how these faculty leaders define academic…

THE ROLE OF LAPAROSCOPY IN BLUNT ABDOMINAL TRAUMA: DIAGNOSTIC, THERAPEUTIC OR BOTH?

PubMed

Koto, M Z; Mosai, F; Matsevych, O Y

2017-06-01

The use of laparoscopy in blunt abdominal trauma is gaining popularity as a useful diagnostic tool to avoid unnecessary laparotomies where there is diagnostic dilemma. But the feasibility of using laparoscopy for therapeutic intervention in these patients has been debated. Even though recent case reports seem to suggest that these patients can be managed using laparoscopy, the practice is not yet wildly adopted. A retrospective analysis of a prospectively collected data was done. All adult patients who presented with abdominal trauma and were offered laparoscopic surgery at Dr George Mukhari Academic Hospital (DGMAH) from 2012 to 2015 were reviewed. Data was retrieved from our departmental database and analysed using descriptive statistics. A total of 318 patients were reviewed and 35 patients had blunt abdominal trauma and were included in the study. All the patients were offered laparoscopy. The median age was 30, with 91% of our patients males. The highest injury severity score calculated was 38. At least 77% of the patients were managed using laparoscopy. This includes 43% who had both diagnostic and therapeutic intervention and 34% who had only diagnostic laparoscopy. Eight patients were converted to open surgery mainly due to active bleeding and complex injuries. We did not have any non-therapeutic laparotomies. There was no documented procedure‑related morbidity and mortality. The positive outcomes seen from the study suggest that laparoscopy can be safe and feasible in both diagnostic and therapeutic interventions in carefully selected blunt abdominal trauma patients. A conversion to open surgery should not be regarded as a failure but rather as a sign of mature and sound clinical judgement acknowledging the limitations of laparoscopy and/or the surgeon.

Digoxin therapeutic drug monitoring practices. A College of American Pathologists Q-Probes study of 666 institutions and 18,679 toxic levels.

PubMed

Howanitz, P J; Steindel, S J

1993-07-01

We investigated digoxin therapeutic drug monitoring practices in 666 institutions participating in Q-Probes, a quality improvement program of the College of American Pathologists. Participants used 13 different lower and 16 different upper limits for their therapeutic range. More than 280,000 digoxin levels were studied, and 6.7% (n = 8679) of results were in the toxic range (> 2.6 nmol/L). For the 77% of patients with toxic levels, the last digoxin dose was given orally; for 23% of patients, it was given intravenously; and for less than 1%, it was given intramuscularly. Between 22% and 31% of specimens in the toxic range were obtained before steady state had occurred, depending on the criteria used. Small institutions (less than 150 beds), outpatients, stat specimens, and laboratory policies not requiring the time of the last dose before measurement were associated with higher percentages of specimens drawn before the recommended time had elapsed. We describe digoxin monitoring practice patterns and provide suggestions for improvement.

Essential therapeutics skills required of junior doctors.

PubMed

Baldwin, Mathew J; Abouyannis, Michael; Butt, Tehreem F

2012-12-01

Junior doctors are responsible for the majority of in-hospital prescription errors. Little research has explored their confidence to prescribe, or practical therapeutics related tasks which they are required to perform in day-to-day practice. This survey aimed to explore these areas, gather feedback regarding therapeutics teaching at undergraduate level, and to apply findings to undergraduate training at University of Birmingham. Questionnaire-based survey of all first-year postgraduate doctors (PG1) attending teaching hospitals in the Birmingham and Worcester regions towards the end of the PG1 year. Doctors were asked about difficulties in prescribing, satisfaction with undergraduate training, and how frequently they undertook particular tasks pertaining to therapeutics. Qualitative data on suggestions for improving the curriculum were also collected. Difficulties were commonly encountered with prescribing warfarin, controlled drugs and syringe-driven drugs. Most (87.4 %) had been required to administer intravenous medications. Nearly all had prescribed to 'special groups' such as the elderly (100 %) and patients with renal disease (98.3 %). Thirty-seven percent were not satisfied with their undergraduate therapeutics teaching, and many (56.2 %) recommended making teaching more relevant to clinical practice. Many PG1s expressed difficulties in prescribing potentially dangerous medications. Although better than other UK surveys, significant numbers were not satisfied with undergraduate teaching. The strong opinion was for teaching to become more practical and more relevant. Prescriptions which PG1s are commonly asked to write have been described. Findings have guided improvements to undergraduate teaching and assessment in therapeutics at the University of Birmingham, and may offer guidance to other medical schools.

Clinical Pharmacology & Therapeutics: Past, Present, and Future.

PubMed

Waldman, S A; Terzic, A

2017-03-01

Clinical Pharmacology & Therapeutics (CPT), the definitive and timely source for advances in human therapeutics, transcends the drug discovery, development, regulation, and utilization continuum to catalyze, evolve, and disseminate discipline-transformative knowledge. Prioritized themes and multidisciplinary content drive the science and practice of clinical pharmacology, offering a trusted point of reference. An authoritative herald across global communities, CPT is a timeless information vehicle at the vanguard of discovery, translation, and application ushering therapeutic innovation into modern healthcare. © 2017 American Society for Clinical Pharmacology and Therapeutics.

Improving the professionalism of post-certification teacher through academic supervision in vocational schools

NASA Astrophysics Data System (ADS)

Satyawati, Sophia Tri; Widyanto, I. Putu; Suemy

2017-03-01

This paper examines the principal's efforts in improving the professionalism of post-certification teachers through academic supervision in vocational school. The certification of educators is expected to improve the professionalism of teachers, there are significant changes between the before and after receiving the certificate of educators. One of the efforts made by the principal on increasing the professionalism of teachers is to carry out academic supervision completely and continuously. This paper examines about how principals at vocational schools carry out the programmed academic supervision, and continuing through mentoring, evaluation and coaching. Academic supervision is performed by individual supervision techniques which includes: classroom or practical visit, classroom or practical observation, individual meetings, inter-class or practical places visit, and self-assessment.

Survey of nutritional practices during therapeutic hypothermia for hypoxic-ischaemic encephalopathy

PubMed Central

Hazeldine, Beth; Thyagarajan, Balamurugan; Grant, Michellee; Chakkarapani, Elavazhagan

2017-01-01

Objective To evaluate current nutritional practices during and after therapeutic hypothermia (TH) for infants with hypoxic-ischaemic encephalopathy (HIE) in UK neonatal units. Study design Email survey of neonatal clinicians. Setting UK neonatal units providing active TH. Patients Neonates cooled for HIE. Methods Email survey including questions regarding the timing of starting enteral feeds, volumes, frequency and parenteral nutrition (PN) use and availability of guidelines. Results Forty-nine responses were received (49/69, 71%). The rate of enteral feeding during TH and rewarming was 59% (29/49). There was a significant linear trend for the increase in the proportion of units starting enteral feeds (p=0.001) during TH. As compared with post-TH period, significantly lower milk volumes were started during TH (median (range): 7.5 mL/kg/day (1.5–24) vs 17.5 mL/kg/day (7.5–30), p=0.0004). During TH, breast milk was primarily used by 52% of units predominantly as 2–3 hourly feeds, and volumes were increased as tolerated in 55% of units. Only 29% (14/49) of units used PN, with 86% (12/14) of those offering enteral feeds during PN. Guidelines for feeding during TH were available in 31% (15/49) of units. Conclusions Many neonatal clinicians offer enteral feeds predominantly using expressed breast milk, with or without PN, during TH, although with huge variability. The heterogeneity in the nutritional practice underscores the need for assessing the safety of both enteral and parenteral feeding during TH. PMID:29637095

Evaluating the Academic Preparation of Addiction Counselors in Indiana for Professional Practice

ERIC Educational Resources Information Center

Osborn, Donald Patrick

2013-01-01

Currently, addiction counseling services are provided by individuals who do not possess degrees in addictions counseling or have had courses in addictions-related content in their academic programs of study. There is recognition that addictions counseling is nonexistent or inconsistent in academic curriculum in higher education. Other allied…

Academic Libraries and High-Impact Practices for Student Retention: Library Deans' Perspectives

ERIC Educational Resources Information Center

Murray, Adam

2015-01-01

Numerous studies on retention have highlighted the role of student engagement in influencing students' withdrawal decisions. This study seeks to address how academic libraries affect student retention by examining the perception of academic library deans or directors on the alignment between library services and resources with ten nationally…

Toward a Model of Academic Integrity Institutionalization: Informing Practice in Postsecondary Education

ERIC Educational Resources Information Center

Gallant, Tricia Bertram; Drinan, Patrick

2008-01-01

The strategic choices facing higher education in confronting problems of academic misconduct need to be rethought. Using institutional theory, a model of academic integrity institutionalization is proposed that delineates four stages and a pendulum metaphor. A case study is provided to illustrate how the model can be used by postsecondary…

Joint Contributions of Peer Acceptance and Peer Academic Reputation to Achievement in Academically At Risk Children: Mediating Processes

PubMed Central

Chen, Qi; Hughes, Jan N.; Liew, Jeffrey; Kwok, Oi-Man

2010-01-01

The longitudinal relationships between two dimensions of peer relationships and subsequent academic adjustment were investigated in a sample of 543 relatively low achieving children (M = 6.57 years at Year 1, 1st grade). Latent variable SEM was used to test a four stage model positing indirect effects of peer acceptance and peer academic reputation (PAR) assessed in Year 2 on academic achievement in Year 5, via the effects of the peer relationships variables on perceived academic competence in Year 3 and effortful engagement in Year 4. As expected, the effect of PAR on engagement was partially mediated by perceived academic competence, and the effect of perceived academic competence on achievement was partially mediated by engagement. In the context of PAR, peer acceptance did not contribute to the mediating variables or to achievement. Findings provide a clearer understanding of the processes by which early peer-relationships influence concurrent and future school-related outcomes. Implications for educational practice and future research are discussed. PMID:21113406

The evidence-based practice profiles of academic and clinical staff involved in pre-registration nursing students' education: a cross sectional survey of US and UK staff.

PubMed

Upton, Penney; Scurlock-Evans, Laura; Williamson, Kathleen; Rouse, Joanne; Upton, Dominic

2015-01-01

Competency in evidence-based practice (EBP) is a requirement for graduate nurses. Despite a growing body of research exploring the EBP profiles of students, little research has explored the EBP profiles of nurse educators. To explore: the differences/similarities in the EBP profiles of US and UK clinical and academic faculty; the barriers nurse educators experience when teaching EBP; the impact of postgraduate education on EBP profile and; what nurse educators perceive "success" in implementing and teaching EBP to be. A cross-sectional online survey design was employed. Two Universities delivering undergraduate nursing education in the US and UK, in partnership with large hospital systems, small community hospitals, community settings, and independent sector health organisations. Eighty-one nurse educators working in academic and clinical contexts in the US and UK (US academic=12, US clinical=17, UK academic=9, UK clinical=43) were recruited opportunistically. Participants were emailed a weblink to an online survey, comprising demographic questions, the Evidence-Based Practice Questionnaire and open-ended questions about EBP barriers, facilitators and successes. Quantitative results indicated that academic faculty scored significantly higher on knowledge and skills of EBP, than clinical faculty, but revealed no other significant differences on EBP use or attitudes, or between US and UK professionals. Participants with postgraduate training scored significantly higher on EBP knowledge/skills, but not EBP attitudes or use. Qualitative findings identified key themes relating to EBP barriers and facilitators, including: Evidence-, organisational-, and teaching-related issues. Perceptions of successes in EBP were also described. Nurse educators working in the UK and US face similar EBP barriers to teaching and implementation, but view it positively and use it frequently. Clinical staff may require extra support to maintain their EBP knowledge and skills in

Examining patterns in medication documentation of trade and generic names in an academic family practice training centre.

PubMed

Summers, Alexander; Ruderman, Carly; Leung, Fok-Han; Slater, Morgan

2017-09-22

Studies in the United States have shown that physicians commonly use brand names when documenting medications in an outpatient setting. However, the prevalence of prescribing and documenting brand name medication has not been assessed in a clinical teaching environment. The purpose of this study was to describe the use of generic versus brand names for a select number of pharmaceutical products in clinical documentation in a large, urban academic family practice centre. A retrospective chart review of the electronic medical records of the St. Michael's Hospital Academic Family Health Team (SMHAFHT). Data for twenty commonly prescribed medications were collected from the Cumulative Patient Profile as of August 1, 2014. Each medication name was classified as generic or trade. Associations between documentation patterns and physician characteristics were assessed. Among 9763 patients prescribed any of the twenty medications of interest, 45% of patient charts contained trade nomenclature exclusively. 32% of charts contained only generic nomenclature, and 23% contained a mix of generic and trade nomenclature. There was large variation in use of generic nomenclature amongst physicians, ranging from 19% to 93%. Trade names in clinical documentation, which likely reflect prescribing habits, continue to be used abundantly in the academic setting. This may become part of the informal curriculum, potentially facilitating undue bias in trainees. Further study is needed to determine characteristics which influence use of generic or trade nomenclature and the impact of this trend on trainees' clinical knowledge and decision-making.

Empirical Evidence for the Outcomes of Therapeutic Video Games for Adolescents With Anxiety Disorders: Systematic Review

PubMed Central

Barnes, Steven

2018-01-01

Background Extant evidence suggests that the proportion of adolescents suffering from anxiety disorders (ADs) has increased by up to 70% since the mid-1980s, with experience of anxiety at this stage associated with significant negative short- and long-term life outcomes. The existing therapeutic interventions (eg, cognitive behavioral therapy, CBT; attention bias modification, ABM) have proven to have clinically measurable benefits in reducing anxiety, but their efficacy is often compromised by social and practical barriers. The growing discrepancy between demand for, and access to, clinical interventions for anxiety has led to the development of a range of eHealth (health care practice supported by electronic processes and communication) and mHealth (versions of eHealth using mobile devices) interventions. One such protocol is therapeutic games, which aim to provide clinical frameworks in dynamic, adaptable, and personalized virtual environments. Although some evidence exists to suggest therapeutic games are associated with reductions in subjective anxiety and observed stress reactivity, there is currently, to our knowledge, no systematic review of the adherence to, and effectiveness of, therapeutic games for adolescent anxiety. Objective The aim of this review was to establish the effectiveness of therapeutic games in making clinically measurable reductions in anxiety symptoms in adolescent samples. Methods A systematic search of the existing academic literature published between 1990 and July 2017 was conducted using the databases Journal of Medical Internet Research, Journal Storage, Psychology Articles, Psychology Info, ScienceDIRECT, and Scopus. Records linked to empirical papers on therapeutic games for anxiety using adolescent samples were evaluated. Results A total of 5 studies (N=410 participants) met the inclusion criteria, and 3 gamified anxiety interventions for adolescents were identified. The papers included a mixture of randomized controlled trials

Sociometric types and academic self-concept in adolescents.

PubMed

Inglés, Cándido J; Aparisi, David; Delgado, Beatriz; Torregrosa, María S; García-Fernández, José M

2017-11-01

The aim of this study was to analyze the relationship between sociometric types, behavioral categories, and academic self-concept in a sample of 1,349 (51.7% boys) Spanish adolescents, ranging in age from 12 to 16 years. the students’ sociometric nomination was performed using the Programa Socio (Partner Program), and academic self-concept was measured with the Self Description Questionnaire (SDQ-II; Marsh, 1992). results show that academic self-concept was a significant predictor of sociometric types and behavioral categories, as students with high scores on academic self-concept were more likely to be positively rated by their peers (popular, leaders, collaborators and good students) than students with low scores on student academic self-concept. these results reinforce the emphasis on academic self-concept research and its relevance to educational practice.

[Alzheimer's Therapeutic Research Institute].

PubMed

Shimada, Hiroyuki; Kato, Yuichi; Fujii, Hisako; Mori, Hiroshi

2017-07-01

The Alzheimer's Therapeutic Research Institute (ATRI) was established in 2015 after ATRI director, Paul Aisen, and his fellow experts in therapeutic interventions for Alzheimer's disease (AD) moved from the Alzheimer's Disease Cooperative Study (ADCS) at the University of California to the Keck School of Medicine of the University of Southern California. The National Institute on Aging (NIA) decided to commit $14 million to the ATRI via an Alzheimer's Clinical Trials Consortium (ACTC). The ATRI supports various studies such as the Anti-Amyloid Treatment in Asymptomatic Alzheimer's study ("A4 study"), Alzheimer's Disease Neuroimaging Initiative 3 (ADNI3), Longitudinal Evaluation of Amyloid Risk and Neurodegeneration (LEARN), and The Alzheimer's Disease Neuroimaging Initiative-Depression Project (ADNI-D). The ATRI will share all relevant data and materials with the academic community, corporations, and government organizations. The ATRI is overseen by a Data and Safety Monitoring Board (DSMB), which comprises of leading experts in the field of Alzheimer's research and acts independently. The ATRI is slated to play a central role in clinical dementia research in the US in near future.

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

Changing roles of academic societies due to globalization.

PubMed

Ehara, Shigeru; Aoki, Shigeki; Honda, Hiroshi

2016-10-01

Because of the globalization of environment around the academic society, the expected roles have changed significantly. In this short communication, we present the current situation in our international activities of the Japan Radiological Society, particularly in the academic activities and clinical practice. Establishing and reinforcing international network is one process of their promotion.

Academic Freedom in Social Education: An Australian Perspective.

ERIC Educational Resources Information Center

Nelson, Jack L.

Academic freedom for precollegiate teachers in the United States is less clear than that expressed and confirmed in law and custom for college faculties. The question studied was how academic freedom is perceived in theory and practice by secondary school teachers outside of the United States. The interview schedule was modeled after schedules…

ASHE Reader on Academic Programs in Colleges and Universities.

ERIC Educational Resources Information Center

Conrad, Clifton F., Ed.

Historical and philosophical perspectives on college academic programs, current curriculum practices and agendas, and academic program development and implementation are considered in 20 articles in a reader designed for graduate classes in higher education administration. Titles and authors are as follows: "Frames of Reference" (Frederick…

Social Network Perspectives Reveal Strength of Academic Developers as Weak Ties

ERIC Educational Resources Information Center

Matthews, Kelly E.; Crampton, Andrea; Hill, Matthew; Johnson, Elizabeth D.; Sharma, Manjula D.; Varsavsky, Cristina

2015-01-01

Social network perspectives acknowledge the influence of disciplinary cultures on academics' teaching beliefs and practices with implications for academic developers. The contribution of academic developers in 18 scholarship of teaching and learning (SoTL) projects situated in the sciences are explored by drawing on data from a two-year national…

The Therapeutic School.

ERIC Educational Resources Information Center

Mercogliano, Chris

1995-01-01

The Free School (Albany, New York) was started for children who had experienced little success in public schools. The school advocates a number of therapeutic practices that encourage the healthy expression of emotions as well as the articulation and exploration of life's inevitable conflicts and problems. As children gain in self-esteem, they…

How Reflective Is the Academic Essay?

ERIC Educational Resources Information Center

Maclellan, Effie

2004-01-01

The purpose of this study was to examine the extent of reflection in academic essays. Forty essays, all previously deemed to be of merit quality, were analysed in terms of three elements of reflection--how the educational issue is conceptualized; what the issue means for practice; and how practice might be changed to resolve the problematic. Each…

Clinical decision-making and therapeutic approaches in osteopathy - a qualitative grounded theory study.

PubMed

Thomson, Oliver P; Petty, Nicola J; Moore, Ann P

2014-02-01

There is limited understanding of how osteopaths make decisions in relation to clinical practice. The aim of this research was to construct an explanatory theory of the clinical decision-making and therapeutic approaches of experienced osteopaths in the UK. Twelve UK registered osteopaths participated in this constructivist grounded theory qualitative study. Purposive and theoretical sampling was used to select participants. Data was collected using semi-structured interviews which were audio-recorded and transcribed. As the study approached theoretical sufficiency, participants were observed and video-recorded during a patient appointment, which was followed by a video-prompted interview. Constant comparative analysis was used to analyse and code data. Data analysis resulted in the construction of three qualitatively different therapeutic approaches which characterised participants and their clinical practice, termed; Treater, Communicator and Educator. Participants' therapeutic approach influenced their approach to clinical decision-making, the level of patient involvement, their interaction with patients, and therapeutic goals. Participants' overall conception of practice lay on a continuum ranging from technical rationality to professional artistry, and contributed to their therapeutic approach. A range of factors were identified which influenced participants' conception of practice. The findings indicate that there is variation in osteopaths' therapeutic approaches to practice and clinical decision-making, which are influenced by their overall conception of practice. This study provides the first explanatory theory of the clinical decision-making and therapeutic approaches of osteopaths. Copyright © 2013 Elsevier Ltd. All rights reserved.

Meaning and challenges in the practice of multiple therapeutic massage modalities: a combined methods study.

PubMed

Porcino, Antony J; Boon, Heather S; Page, Stacey A; Verhoef, Marja J

2011-09-20

Therapeutic massage and bodywork (TMB) practitioners are predominantly trained in programs that are not uniformly standardized, and in variable combinations of therapies. To date no studies have explored this variability in training and how this affects clinical practice. Combined methods, consisting of a quantitative, population-based survey and qualitative interviews with practitioners trained in multiple therapies, were used to explore the training and practice of TMB practitioners in Alberta, Canada. Of the 5242 distributed surveys, 791 were returned (15.1%). Practitioners were predominantly female (91.7%), worked in a range of environments, primarily private (44.4%) and home clinics (35.4%), and were not significantly different from other surveyed massage therapist populations. Seventy-seven distinct TMB therapies were identified. Most practitioners were trained in two or more therapies (94.4%), with a median of 8 and range of 40 therapies. Training programs varied widely in number and type of TMB components, training length, or both. Nineteen interviews were conducted. Participants described highly variable training backgrounds, resulting in practitioners learning unique combinations of therapy techniques. All practitioners reported providing individualized patient treatment based on a responsive feedback process throughout practice that they described as being critical to appropriately address the needs of patients. They also felt that research treatment protocols were different from clinical practice because researchers do not usually sufficiently acknowledge the individualized nature of TMB care provision. The training received, the number of therapies trained in, and the practice descriptors of TMB practitioners are all highly variable. In addition, clinical experience and continuing education may further alter or enhance treatment techniques. Practitioners individualize each patient's treatment through a highly adaptive process. Therefore, treatment

Practice Pattern Variation in Pediatric Eosinophilic Esophagitis in the Carolinas EoE Collaborative: A Research Model in Community and Academic Practices.

PubMed

Huang, Kevin Z; Jensen, Elizabeth T; Chen, Hannah X; Landes, Lisa E; McConnell, Kristen A; Almond, M Angie; Johnston, Douglas T; Durban, Raquel; Jobe, Laura; Frost, Carrie; Donnelly, Sarah; Antonio, Brady; Safta, Anca M; Quiros, J Antonio; Markowitz, Jonathan E; Dellon, Evan S

2018-06-01

Differences in the initial management of pediatric eosinophilic esophagitis (EoE) by practice setting have not been well characterized. We aimed to characterize these differences for sites in the Carolinas EoE Collaborative (CEoEC), a multicenter network of academic and community practices. We performed a retrospective cohort study of pediatric EoE patients at five CEoEC sites: University of North Carolina (UNC) Hospital, Charlotte Asthma and Allergy Specialists, Greenville Health Systems, Wake Forest Baptist Medical Center, and the Medical University of South Carolina Hospital. Cases of EoE were defined by consensus guidelines. Data were extracted from electronic medical records. We tested for differences among sites and used a multinomial model (polytomous regression) to assess associations between treatment and site, adjusting on patient factors. We identified 464 children with EoE across the CEoEC sites. The median age was highest at Wake Forest (11.4 years), the median eosinophil count was highest at UNC (69 eos/hpf), and UNC had the most male patients (82%). UNC used topical steroids for initial treatment in 86% of cases, compared with <1% in Greenville ( P < 0.01). Greenville used dietary elimination more frequently than UNC (81% vs 2%, P < 0.01). Differences in treatment approach held after adjusting for potential baseline confounders. There was no significant association between patient factors and initial treatment approach. Significant differences in EoE patient factors and treatment approaches were identified across CEoEC sites and were not explained by patient or practice factors. This suggests that institutional or provider preferences drive initial treatment approaches, and that more data are needed to drive best practice decisions.

Complex Partnerships: Self-Authorship and Provocative Academic-Advising Practices

ERIC Educational Resources Information Center

Pizzolato, Jane

2006-01-01

Self-authorship is an additional orientation to traditional college student, epistemological, development theories. Facilitation of self-authorship, via academic advising, may help students meet the desired outcomes outlined by the Council for the Advancement of Standards in Higher Education and integrate these abilities into their knowing and…

European American and African American Mothers’ Emotion Socialization Practices Relate Differently to their Children’s Academic and Social-Emotional Competence

PubMed Central

Nelson, Jackie A.; Leerkes, Esther M.; Perry, Nicole B.; O’Brien, Marion; Calkins, Susan D.; Marcovitch, Stuart

2012-01-01

The current study examines whether the relation between mothers’ responses to their children’s negative emotions and teachers’ reports of children’s academic performance and social-emotional competence are similar or different for European American and African American families. Two hundred mothers (137 European American, 63 African American) reported on their responses to their 5-year-old children’s negative emotions and 150 kindergarten teachers reported on these children’s current academic standing and skillfulness with peers. Problem-focused responses to children’s negative emotions, which have traditionally been considered a supportive response, were positively associated with children’s school competence for European American children, but expressive encouragement, another response considered supportive, was negatively associated with children’s competence for African American children. The findings highlight the need to examine parental socialization practices from a culturally-specific lens. PMID:23914076

Viewpoint: professionalism and humanism beyond the academic health center.

PubMed

Swick, Herbert M

2007-11-01

Medical professionalism and humanism have long been integral to the practice of medicine, and they will continue to shape practice in the 21st century. In recent years, many advances have been made in understanding the nature of medical professionalism and in efforts to teach and assess professional values and behaviors. As more and more teaching of both medical students and residents occurs in settings outside of academic medical centers, it is critically important that community physicians demonstrate behaviors that resonate professionalism and humanism. As teachers, they must be committed to being role models for what physicians should be. Activities that are designed to promote and advance professionalism, then, must take place not only in academic settings but also in clinical practice sites that are beyond the academic health center. The author argues that professionalism and humanism share common values and that each can enrich the other. Because the cauldron of practice threatens to erode traditional values of professionalism, not only for individual physicians but also for the medical profession, practicing physicians must incorporate into practice settings activities that are explicitly designed to exemplify those values, not only with students and patients, but also within their communities. The author cites a number of examples of ways in which professionalism and humanism can be fostered by individual physicians as well as professional organizations.

Implementation of medical scribes in an academic urology practice: an analysis of productivity, revenue, and satisfaction.

PubMed

McCormick, Benjamin J; Deal, Allison; Borawski, Kristy M; Raynor, Mathew C; Viprakasit, Davis; Wallen, Eric M; Woods, Michael E; Pruthi, Raj S

2018-04-10

Pressure on physicians to increase productivity is rising in parallel with administrative tasks, regulations, and the use of electronic health records (EHRs). Physician extenders and clinical pathways are already in use to increase productivity and reduce costs and burnout, but other strategies are required. We evaluated whether implementation of medical scribes in an academic urology clinic would affect productivity, revenue, and patient/provider satisfaction. Six academic urologists were assigned scribes for 1 clinic day per week for 3 months. Likert-type patient and provider surveys were developed to evaluate satisfaction with and without scribes. Matched clinic days in the year prior were used to evaluate changes in productivity and physician/hospital charges and revenue. After using scribes for 3 months, providers reported increased efficiency (p value = 0.03) and work satisfaction (p value = 0.03), while seeing a mean 2.15 more patients per session (+ 0.96 return visits, + 0.99 new patients, and + 0.22 procedures), contributing to an additional 2.6 wRVUs, $542 in physician charges, and $861 in hospital charges per clinic session. At a gross collection rate of 36%, actual combined revenue was + $506/session, representing a 26% increase in overall revenue. At a cost of $77/session, the net financial impact was + $429 per clinic session, resulting in a return-to-investment ratio greater than 6:1, while having no effect on patient satisfaction scores. Additionally, with scribes, clinic encounters were closed a mean 8.9 days earlier. Implementing medical scribes in academic urology practices may be useful in increasing productivity, revenue, and provider satisfaction, while maintaining high patient satisfaction.

Clinical Pharmacology & Therapeutics: Past, Present and Future

PubMed Central

Waldman, SA; Terzic, A

2016-01-01

Clinical Pharmacology & Therapeutics (CPT), the definitive and timely source for advances in human therapeutics, transcends the drug discovery, development, regulation and utilization continuum to catalyze, evolve and disseminate discipline-transformative knowledge. Prioritized themes and multidisciplinary content drive the science and practice of clinical pharmacology, offering a trusted point of reference. An authoritative herald across global communities, CPT is a timeless information vehicle at the vanguard of discovery, translation and application ushering therapeutic innovation into modern health care. PMID:28194770

Correlates of Attitudes toward Academic and Physical Inclusive Practices for Students with Disabilities and Selected Leadership Behaviors among Middle School Principals in North Carolina

ERIC Educational Resources Information Center

Houser, Mary A.; Dickens, Virginia; Hicks, Terence

2011-01-01

The purpose of the study was to examine the relationship between attitudes toward academic and inclusive practices for students with disabilities and selected leadership behaviors (transformational and transactional) among principals in North Carolina. Participants for this study were randomly selected middle school principals from public schools…

The relation of dialogic, control, and racial socialization practices to early academic and social competence: effects of gender, ethnicity, and family socioeconomic status.

PubMed

Barbarin, Oscar; Jean-Baptiste, Esther

2013-01-01

This research tests the relations of parental practices to child competence and assertions that practices differ by gender of the child. Home-based interviews and structured observations of parent-child interactions were conducted with an ethnically and socioeconomically diverse sample of families (N = 501) whose 4-year-old children were served in public prekindergarten. Study data confirmed the importance of parental practices for children's academic and social competence but did not support claims that use of any of the practices was related to the child's gender. Significant differences were found for economic status on dialogic practices and for ethnicity on control and ethnic socialization. Poor parents employed dialogic practices less than nonpoor parents' and African American parents employed dialogic practices less often and control and ethnic socialization more often than European Americans. Dialogic practices were related to competence, but parental control and ethnic socialization were not. © 2013 American Orthopsychiatric Association.

Bacteriophage Procurement for Therapeutic Purposes

PubMed Central

Weber-Dąbrowska, Beata; Jończyk-Matysiak, Ewa; Żaczek, Maciej; Łobocka, Małgorzata; Łusiak-Szelachowska, Marzanna; Górski, Andrzej

2016-01-01

Bacteriophages (phages), discovered 100 years ago, are able to infect and destroy only bacterial cells. In the current crisis of antibiotic efficacy, phage therapy is considered as a supplementary or even alternative therapeutic approach. Evolution of multidrug-resistant and pandrug-resistant bacterial strains poses a real threat, so it is extremely important to have the possibility to isolate new phages for therapeutic purposes. Our phage laboratory and therapy center has extensive experience with phage isolation, characterization, and therapeutic application. In this article we present current progress in bacteriophages isolation and use for therapeutic purposes, our experience in this field and its practical implications for phage therapy. We attempt to summarize the state of the art: properties of phages, the methods for their isolation, criteria of phage selection for therapeutic purposes and limitations of their use. Perspectives for the use of genetically engineered phages to specifically target bacterial virulence-associated genes are also briefly presented. PMID:27570518

The Experience of Academic Learning: Uneven Conceptions of Learning across Research and Teaching

ERIC Educational Resources Information Center

Light, Greg; Calkins, Susanna

2015-01-01

Research and teaching are often construed by academic staff as incongruous activities that have little overlap in practice. Many studies on the relationship of teaching and research assume an inherent competition or "rivalry" between these two practices. In this study, we draw on a framework that conceptualizes these academic practices…

The Self Concept Change as a Tool for Developmental Academic Advising

ERIC Educational Resources Information Center

Ugur, Hasan

2015-01-01

The main goals of academic advising are not only to improving social and academic success of students during academic year, but to improve the retention of the students with the successful interventions inside the educational system. Many areas of practice and research are mentioned in the scientific literature. One of them is improving students'…

Mitigating risk in academic preclinical drug discovery.

PubMed

Dahlin, Jayme L; Inglese, James; Walters, Michael A

2015-04-01

The number of academic drug discovery centres has grown considerably in recent years, providing new opportunities to couple the curiosity-driven research culture in academia with rigorous preclinical drug discovery practices used in industry. To fully realize the potential of these opportunities, it is important that academic researchers understand the risks inherent in preclinical drug discovery, and that translational research programmes are effectively organized and supported at an institutional level. In this article, we discuss strategies to mitigate risks in several key aspects of preclinical drug discovery at academic drug discovery centres, including organization, target selection, assay design, medicinal chemistry and preclinical pharmacology.

Embedding Academic Literacy Skills: Towards a Best Practice Model

ERIC Educational Resources Information Center

McWilliams, Robyn; Allan, Quentin

2014-01-01

Learning advisors provide academic literacy development support in a variety of configurations, ranging from one-on-one consultations through to large-scale lectures. Such lectures can be generic, stand-alone modules or embedded within a discipline-specific course. Pragmatic and institutional considerations suggest that a generic model of delivery…

Role of Academic Drug Discovery in the Quest for New CNS Therapeutics.

PubMed

Yokley, Brian H; Hartman, Matthew; Slusher, Barbara S

2017-03-15

There was a greater than 50% decline in central nervous system (CNS) drug discovery and development programs by major pharmaceutical companies from 2009 to 2014. This decline was paralleled by a rise in the number of university led drug discovery centers, many in the CNS area, and a growth in the number of public-private drug discovery partnerships. Diverse operating models have emerged as the academic drug discovery centers adapt to this changing ecosystem.

Psychotherapists' spiritual, religious, atheist or agnostic identity and their practice of psychotherapy: a grounded theory study.

PubMed

Magaldi-Dopman, Danielle; Park-Taylor, Jennie; Ponterotto, Joseph G

2011-05-01

In this present grounded theory study, 16 experienced psychologists, who practiced from varied theoretical orientations and came from diverse religious/spiritual/nonreligious backgrounds, explored their personal religious/spiritual/nonreligious identity development journeys, their experiences with clients' religious/spiritual content in psychotherapy sessions, and how their identity may have influenced the way they interacted with religious/spiritual material during sessions. Results revealed that psychologists' spiritual/religious/nonreligious identity is conflicted and complex and that their academic and clinical training did not provide sufficient opportunity to examine how this may affect their therapeutic work. A tentative grounded theory emerged suggesting that psychologists both identified with and were activated by clients' spiritual/religious conflicts and their internal experiences about the spiritual/religious content, both of which presented significant challenges to therapeutic work.

[The natural therapeutic resources of Russia: the topical problems].

PubMed

Adilov, V B; Lvova, N V; Morozova, E Yu

Mineral water, therapeutic peloids, favorable landscape and climatic conditions make up the main basis for the creation and development of the health resort business. Mineral water and therapeutic peloids are mineral resources, their prospecting, discovery, exploration and stock assessment of the responsibility of the Geological Survey of the country while the exploration and practical exploitation of the natural medicinal resources is the prerogative of the users of subsurface resources. At present, there are over 1200 deposits of mineral waters as well as more than 260 sources of therapeutic peloids at the territory of the Russian Federation; the include almost all hydrochemical species and types known and exploited in the world's practice The overall picture of the distribution of the potential and developed deposits of mineral waters and therapeutic peloids of the territory of this country is highly non-uniform and depends on the extent of the economic development of different regions, their geographical and climatic conditions as well as the state and availability of the spa and health resort infrastructure. The natural therapeutic resources, territories suitable for the organization and realization of health promoting activities, setting up new spa and health resort facilities are highly vulnerable to any external impact. We possess the scientifically grounded and practice-proven methods for the search, prospecting, practical development, and medical utilization of various natural therapeutic resources as well as technologies for their conservation, restoration, and protection from damages and overexploitation. The rational use and development of the territories promising for the extension of health resort business imply the necessity of the systemic approach in a consistent stage by stage manner based of the reliable prognoses.

Academic voice: On feminism, presence, and objectivity in writing.

PubMed

Mitchell, Kim M

2017-10-01

Academic voice is an oft-discussed, yet variably defined concept, and confusion exists over its meaning, evaluation, and interpretation. This paper will explore perspectives on academic voice and counterarguments to the positivist origins of objectivity in academic writing. While many epistemological and methodological perspectives exist, the feminist literature on voice is explored here as the contrary position. From the feminist perspective, voice is a socially constructed concept that cannot be separated from the experiences, emotions, and identity of the writer and, thus, constitutes a reflection of an author's way of knowing. A case study of how author presence can enhance meaning in text is included. Subjective experience is imperative to a practice involving human interaction. Nursing practice, our intimate involvement in patient's lives, and the nature of our research are not value free. A view is presented that a visible presence of an author in academic writing is relevant to the nursing discipline. The continued valuing of an objective, colorless academic voice has consequences for student writers and the faculty who teach them. Thus, a strategically used multivoiced writing style is warranted. © 2017 John Wiley & Sons Ltd.

Will the clinicians support the researchers and teachers? Results of a salary satisfaction survey of 947 academic surgeons.

PubMed

Scarborough, John E; Bennett, Kyla M; Schroeder, Rebecca A; Swedish, Tristan B; Jacobs, Danny O; Kuo, Paul C

2009-09-01

To determine whether academic surgeons are satisfied with their salaries, and if they are willing to forego some compensation to support departmental academic endeavors. Increasing financial constraints have led many academic surgery departments to rely on increasingly on clinical revenue generation for the cross-subsidization of research and teach missions. Members of 3 academic surgical societies (n = 3059) were surveyed on practice characteristics and attitudes about financial compensation. Univariate and multivariate logistic regression analyses were performed to identify determinants of salary satisfaction and willingness to forego compensation to support academic missions. One thousand thirty-eight (33.9%) surgeons responded to our survey, 947 of whom maintain an academic practice. Of these academic surgeons, 49.7% expressed satisfaction with their compensation. Length of career, administrative responsibility for compensation and membership in the American Surgical Association or the Society of University Surgeons were predictive of salary satisfaction on univariate analysis. Frequent emergency call duty, increased clinical activity, and greater perceived difference between academic and private practice compensation were predictive of salary dissatisfaction. On multivariate analysis, increased clinical activity was inversely associated with both salary satisfaction (adjusted odds ratio [AOR], 0.77; [95% CI: 0.64, 0.94]; P = 0.009) and amount of compensation willingly killed for an academic practice (AOR, 0.71; [0.61, 0.83]; P < 0.0005). Increasing reliance on clinical revenue to subsidize nonclinical academic missions is disaffecting many academic surgeons. Redefined mission priorities, enhanced nonfinancial rewards, utilization of nonclinical revenue sources (eg, philanthropy, grants), increased efficiency of business practices and/or redesign of fund flows may be necessary to sustain recruitment and retention of young academic surgeons.

Promising Practices in Florida: Integrating Academic and Vocational Education.

ERIC Educational Resources Information Center

Jones, Betty, Comp.

This document is a compilation of 90 successful interdisciplinary projects and activities and integrated academic and vocational curriculum ideas implemented in Florida during the past 3 years. The activities and projects have been submitted by teachers and have not been officially evaluated or reviewed. Each description provides this information:…

The 'world of yoga': the production and reproduction of therapeutic landscapes.

PubMed

Hoyez, Anne-Cécile

2007-07-01

Yoga is becoming more and more fashionable all around the world. This activity, partly considered as therapeutic, reveals contemporary ways of producing global practices. Via a questionnaire completed by individuals at yoga centres in India and France, the paper analyses this phenomenon using the concept of therapeutic landscapes. Furthermore, it examines how these therapeutic landscapes are influenced by globalisation. Bringing together the concepts of therapeutic landscapes, globalisation and the practice of yoga, the paper analyses the production and reproduction of yogic therapeutic landscapes in the world's space. Constituted of natural physical elements and built structures, these therapeutic landscapes are also strongly linked to emotional qualities and intimate feelings evoked by the place and related to health and well-being. The paper also underlines that the emergence of internationally recognised therapeutic landscapes demands a cultural and social geographical approach that could help to examine the repercussions of local and global phenomena on therapeutic landscapes. Indeed, very often, yogis, all around the world, refer to ideal places where they rarely go. Consequently, they create an imagined therapeutic environment that the paper describes.

Self-reported attitudes and behaviors of general surgery residents about ethical academic practices in test taking.

PubMed

Grignol, Valerie P; Gans, Alyssa; Booth, Branyan A; Markert, Ronald; Termuhlen, Paula M

2010-08-01

A correlation exists between people who engage in academic dishonesty as students and unethical behaviors later as professionals. Academic dishonesty has been assessed among medical students, but not among general surgery residents. We sought to describe the attitudes of general surgery residents with regard to ethical practices in test taking. A survey with 4 scenarios describing activities related to examination taking that may or may not be considered unethical was administered. Participants were asked about participation in the activities-either personally or any knowledge of others-and whether the activities were unethical. Fifty-seven of 62 residents (92%) participated. For each scenario, >70% indicated that neither they nor anyone else they knew had participated in the activities. Behaviors deemed unethical included memorizing or using memorized questions to prepare for future tests (52%), selling questions for financial gain (90%), and purchasing previously used questions (57%). No difference in attitudes was seen among incoming interns, junior-level (postgraduate year [PGY]1-3), or senior-level (PGY4-6) residents. Overall, general surgery residents indicated that they had not participated in activities they felt to be unethical. Defining what is unethical was less clear. This represents an area for further education. Copyright 2010 Mosby, Inc. All rights reserved.

Can the multiple mini-interview predict academic achievement in medical school?

PubMed

Kim, Ja Kyoung; Kang, Seok Hoon; Lee, Hee Jae; Yang, JeongHee

2014-09-01

The purpose of this study was to determine whether the multiple mini-interview (MMI) predicts academic achievement for subjects in a medical school curriculum. Of 49 students who were admitted in 2008, 46 students finished the entire medical education curriculum within 4 years. We calculated the Pearson correlation coefficients between the total MMI score of the 46 graduates and their academic achievements in all subjects of the curriculum. The correlation coefficients between total MMI score and academic achievement in Medical Interview and History Taking, Problem-Based Learning, Doctoring I, and Clinical Practice of Surgery ranged from 0.4 to 0.7, indicating that they were moderately related. The values between total MMI score and achievement in Research Overview, Technical and Procedural Skills, Clinical Performance Examinations 1 and 3, Clinical Practice of Laboratory Medicine and Psychiatry, Neurology, and Orthopedics ranged from 0.2 to 0.4, which meant that they were weakly related. MMI score can predict medical student' academic achievement in subjects in the medical humanities and clinical practice.

Enhancing Pediatric Asthma Care and Nursing Education Through an Academic Practice Partnership.

PubMed

McClure, Natasha; Lutenbacher, Melanie; O'Kelley, Ellen; Dietrich, Mary S

Home environmental assessments and interventions delivered via academic practice partnerships (APP) between clinics and schools of nursing may be a low or no cost delivery model of pediatric asthma care and professional education. Patients receive enhanced clinical resources that can improve self-management and healthcare utilization. Additionally, students can practice chronic disease management skills in actual patient encounters. To describe outcomes of the implementation of an APP between a school of nursing and a pediatric asthma specialty clinic (PASC) to deliver a home visit program (HVP). The HVP was designed to reduce emergency department visits and asthma related hospitalizations in PASC patients and provide clinical experiences for nursing students. PASC referred patients to the HVP based on their level of asthma control. Students provided an individualized number of home visits to 17 participants over a nine month period. A 12-month pre- and post-HVP comparison of emergency department visits and asthma related hospitalizations was conducted. Additional information was gathered from stakeholders via an online survey, and interviews with APP partners and HVP families. Children had fewer asthma related hospitalizations post HVP. Findings suggest a reduction in exposure to environmental triggers, improved patient and family management of asthma, and increased PASC knowledge of asthma triggers in the home and increased student knowledge and skills related to asthma management. Multiple clinical and educational benefits may be realized through the development of APPs as an infrastructure supporting targeted interventions in home visits to pediatric asthma patients and their families. Copyright © 2017 Elsevier Inc. All rights reserved.

Why Do Women Choose to Enter Academic Oral and Maxillofacial Surgery?

PubMed

Kolokythas, Antonia; Miloro, Michael

2016-05-01

To determine why women choose to enter an academic career in oral and maxillofacial surgery (OMS). An online questionnaire was developed and e-mailed to female OMS surgeons to assess the reasons women choose to pursue an academic career, the perceived positive and negative features of academia for women, and proposed measures to increase the percentage of women choosing to specialize in OMS and pursue an academic career. Thirty-one female OMS surgeons completed the questionnaire; 1 additional participant accessed the survey but did not respond to any of the questions. There were 25 full-time academics and 6 part-time academics (≥50% time commitment). Of the responders, 72% were married, and of these, 72% were married before entering academics. Forty-seven percent of the women had children, all during their academic tenure. Among the full-time academicians with children, only 2 (7.7%) reported moderate difficulty finding the time for childbirth and maternity leave, whereas 3 of the 5 part-time academics with children reported moderate or significant difficulty with childbirth and maternity leave. Factors associated with choosing and enjoying an academic career are involvement in resident-student teaching (78%), followed by colleague camaraderie and collaboration (65.6%), research potential (50%), time flexibility, and not having to deal with excessive "business" practice issues (33%). The main reason for considering leaving an academic OMS career and/or among the least enjoyable aspects of being in academics was the potential for a higher income in private practice (56%). Less significant reasons for considering leaving an academic OMS career were a more flexible work schedule in the private sector and less institutional red tape (37.5%), as well as independence/being in control and more family time (22%). Engaging residents and students by female OMS surgeons, better mentorship from academic OMS surgeons, and increasing the number of women serving in leadership

Field Guide to Academic Leadership: A Publication of the National Academy for Academic Leadership.

ERIC Educational Resources Information Center

Diamond, Robert M., Ed.

This "Field Guide" is designed to help academic leaders in the current climate of change. It provides information and suggestions for action and administrative practice around a range of issues. The first section, "Basis," contains these chapters: (1) "Pressures for Fundamental Reform: Creating a Viable Academic…

The Globalisation of Higher Education and the Sojourner Academic: Insights into Challenges Experienced by Newly Appointed International Academic Staff in a UK University

ERIC Educational Resources Information Center

Walker, Patricia

2015-01-01

The increasingly diverse nature of the higher education academic community in the United Kingdom is under-researched and under-theorised. This article presents an exploratory study of the lived experiences of newly appointed international academic staff as expressed in their written reflections on their professional practice and interpreted by the…

Blood stem cells and non-hematological clinical practice: pragmatics before therapeutics.

PubMed

Parker, Graham C

2007-02-01

There is considerable interest in biological sources for replacement, repair, as well as vascularization of tissue. The remarkable properties of blood stem cells encourage interest in their therapeutic potential. But what are these properties, and how do they influence their clinical potential and the advisability of stem cell use as a therapeutic resource? Rational assessment of the significance of in vitro and animal in vivo data should precede the rush from the bench to the bedside. Basic stem cell research is rife with examples where the truth of the subsequently demonstrated mechanism is stranger than the initial interpretation proved fiction. This review will assess tissue contribution by different blood related stem cells, differing possible mechanisms underlying observed repair phenomena, and consider the potency and pitfalls of stem cell therapeutics.

Core Academic Language Skills: Moving beyond Vocabulary Knowledge to Predict Reading Comprehension

ERIC Educational Resources Information Center

Uccelli, Paola; Galloway, Emily Phillips; Kim, Ha Yeon; Barr, Christopher D.

2015-01-01

Despite a longstanding awareness of academic language as a pedagogically-relevant research area, the construct of academic language proficiency--understood as a more comprehensive set of skills than just academic vocabulary--has remained only vaguely specified. This study examines the potential--for both research and practice--of a more inclusive…

Challenges in Academic Reading and Overcoming Strategies in Taught Master Programmes: A Case Study of International Graduate Students in Malaysia

ERIC Educational Resources Information Center

Singh, Manjet Kaur Mehar

2014-01-01

This article focuses on research into academic reading practices of international graduate students in taught Master programmes in a Malaysian university. The purpose of the study was to examine the challenges faced in the academic reading practices as well as the strategies employed to overcome the challenges in the academic reading practices.…

Promoting Racial and Ethnic Diversity among Canadian Academic Librarians

ERIC Educational Resources Information Center

Kandiuk, Mary

2014-01-01

This study examines racial and ethnic diversity among Canadian academic librarians and discusses the findings of a nationwide survey. The survey posed questions related to equity plans and programs as well as recruitment practices for academic librarians from equity-seeking groups with a focus on Aboriginal and visible/racial minority librarians.…

Advancing the Interdisciplinary Collaborative Health Team Model: Applying Democratic Professionalism, Implementation Science, and Therapeutic Alliance to Enact Social Justice Practice.

PubMed

Murphy, Nancy

2015-01-01

This essay reframes the interdisciplinary collaborative health team model by proposing the application of 3 foundational pillars-democratic professionalism, implementation science, and therapeutic alliance to advance this practice. The aim was to address challenges to the model, enhance their functional capacity, and explicate and enact social justice practices to affect individual health outcomes while simultaneously addressing health inequities. The pillars are described and examples from the author's dissertation research illustrate how the pillars were used to bring about action. Related theories, models, and frameworks that have negotiation, capacity building, collaboration, and knowledge/task/power sharing as central concepts are presented under each of the pillars.

The Canadian Corporate-Academic Complex

ERIC Educational Resources Information Center

Turk, James

2010-01-01

As universities more aggressively embrace corporate values, corporate management practices, corporate labor-relations policies, and corporate money, faculty associations face troubling challenges. The new reality is particularly hostile to academic freedom, and people see that hostility in the actions of corporate funders and university…

Ottawa Panel evidence-based clinical practice guidelines for therapeutic exercise in the management of hip osteoarthritis.

PubMed

Brosseau, Lucie; Wells, George A; Pugh, Arlanna G; Smith, Christine Am; Rahman, Prinon; Àlvarez Gallardo, Inmaculada C; Toupin-April, Karine; Loew, Laurianne; De Angelis, Gino; Cavallo, Sabrina; Taki, Jade; Marcotte, Rachel; Fransen, Marlene; Hernandez-Molina, Gabriela; Kenny, Glen P; Regnaux, Jean-Philippe; Lefevre-Colau, Marie-Martine; Brooks, Sydney; Laferriere, Lucie; McLean, Linda; Longchamp, Guy

2016-10-01

The primary objective is to identify effective land-based therapeutic exercise interventions and provide evidence-based recommendations for managing hip osteoarthritis. A secondary objective is to develop an Ottawa Panel evidence-based clinical practice guideline for hip osteoarthritis. The search strategy and modified selection criteria from a Cochrane review were used. Studies included hip osteoarthritis patients in comparative controlled trials with therapeutic exercise interventions. An Expert Panel arrived at a Delphi survey consensus to endorse the recommendations. The Ottawa Panel hierarchical alphabetical grading system (A, B, C+, C, D, D+, or D-) considered the study design (level I: randomized controlled trial and level II: controlled clinical trial), statistical significance (p < 0.5), and clinical importance (⩾15% improvement). Four high-quality studies were included, which demonstrated that variations of strength training, stretching, and flexibility exercises are generally effective for improving the management of hip osteoarthritis. Strength training exercises displayed the greatest improvements for pain (Grade A), disability (Grades A and C+), physical function (Grade A), stiffness (Grade A), and range of motion (Grade A) within a short time period (8-24 weeks). Stretching also greatly improved physical function (Grade A), and flexibility exercises improved pain (Grade A), range of motion (Grade A), physical function (Grade A), and stiffness (Grade C+). The Ottawa Panel recommends land-based therapeutic exercise, notably strength training, for management of hip osteoarthritis in reducing pain, stiffness and self-reported disability, and improving physical function and range of motion. © The Author(s) 2015.

Academic Identities and University Faculty Responses to New Managerialist Reforms: Experiences from China

ERIC Educational Resources Information Center

Huang, Yating; Pang, Sun-Keung; Yu, Shulin

2018-01-01

Chinese universities are being continually subjected to new managerial practices and technologies that have fundamental consequences on the university faculty's academic life. Within a predominantly communitarian theoretical framework of academic identity, this qualitative case study draws upon interviews with 25 academics in Mainland China to…

An academic-health service partnership in nursing: lessons from the field.

PubMed

Granger, Bradi B; Prvu-Bettger, Janet; Aucoin, Julia; Fuchs, Mary Ann; Mitchell, Pamela H; Holditch-Davis, Diane; Roth, Deborah; Califf, Robert M; Gilliss, Catherine L

2012-03-01

To describe the development of an academic-health services partnership undertaken to improve use of evidence in clinical practice. Academic health science schools and health service settings share common elements of their missions: to educate, participate in research, and excel in healthcare delivery, but differences in the business models, incentives, and approaches to problem solving can lead to differences in priorities. Thus, academic and health service settings do not naturally align their leadership structures or work processes. We established a common commitment to accelerate the appropriate use of evidence in clinical practice and created an organizational structure to optimize opportunities for partnering that would leverage shared resources to achieve our goal. A jointly governed and funded institute integrated existing activities from the academic and service sectors. Additional resources included clinical staff and student training and mentoring, a pilot research grant-funding program, and support to access existing data. Emergent developments include an appreciation for a wider range of investigative methodologies and cross-disciplinary teams with skills to integrate research in daily practice and improve patient outcomes. By developing an integrated leadership structure and commitment to shared goals, we developed a framework for integrating academic and health service resources, leveraging additional resources, and forming a mutually beneficial partnership to improve clinical outcomes for patients. Structurally integrated academic-health service partnerships result in improved evidence-based patient care delivery and in a stronger foundation for generating new clinical knowledge, thus improving patient outcomes. © 2012 Sigma Theta Tau International.

Clinical-academic partnerships research: converting the rhetoric into reality.

PubMed

Happell, Brenda

2005-09-01

An increasing recognition of the importance of research-based practice to the nursing profession has led to a number of strategies designed to increase the utilization and conduct of nursing research. The transfer of nursing education from hospitals to universities occurred partly in response to the identified theory-practice gap. Subsequently, a significant investment in joint clinical-academic positions and clinical professorial positions has been made with the intention of bridging the gap between the tertiary sector and the clinical field. Anecdotal evidence suggests that neither strategy has achieved the desired degree of success. The available literature suggests that nurses do not tend to become involved in the conduct of research, nor do they readily utilise research findings in their practice. It is hypothesized in this paper that this reflects the strong cultural differences between the clinical and academic worlds in nursing. The aim of this paper is to discuss the impact of these cultural differences and describe specific principals that could contribute to significant cultural change and the bridging of the academic-clinician divide.

Science literacy and academic identity formulation

NASA Astrophysics Data System (ADS)

Reveles, John M.; Cordova, Ralph; Kelly, Gregory J.

2004-12-01

The purpose of this article is to report findings from an ethnographic study that focused on the co-development of science literacy and academic identity formulation within a third-grade classroom. Our theoretical framework draws from sociocultural theory and studies of scientific literacy. Through analysis of classroom discourse, we identified opportunities afforded students to learn specific scientific knowledge and practices during a series of science investigations. The results of this study suggest that the collective practice of the scientific conversations and activities that took place within this classroom enabled students to engage in the construction of communal science knowledge through multiple textual forms. By examining the ways in which students contributed to the construction of scientific understanding, and then by examining their performances within and across events, we present evidence of the co-development of students' academic identities and scientific literacy. Students' communication and participation in science during the investigations enabled them to learn the structure of the discipline by identifying and engaging in scientific activities. The intersection of academic identities with the development of scientific literacy provides a basis for considering specific ways to achieve scientific literacy for all students.

Mitigating risk in academic preclinical drug discovery

PubMed Central

Dahlin, Jayme L.; Inglese, James; Walters, Michael A.

2018-01-01

The number of academic drug discovery centres has grown considerably in recent years, providing new opportunities to couple the curiosity-driven research culture in academia with rigorous preclinical drug discovery practices used in industry. To fully realize the potential of these opportunities, it is important that academic researchers understand the risks inherent in preclinical drug discovery, and that translational research programmes are effectively organized and supported at an institutional level. In this article, we discuss strategies to mitigate risks in several key aspects of preclinical drug discovery at academic drug discovery centres, including organization, target selection, assay design, medicinal chemistry and preclinical pharmacology. PMID:25829283

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.

Outcasts on the Inside: Academics Reinventing Themselves Online

ERIC Educational Resources Information Center

Costa, Cristina

2015-01-01

Recent developments in digital scholarship point out that academic practices supported by technologies may not only be transformed through the obvious process of digitization, but also renovated through distributed knowledge networks that digital technologies enable, and the practices of openness that such networks develop. Yet, this apparent…

[Therapeutic touch and anorexia nervosa].

PubMed

Satori, Nadine

2016-01-01

An innovative practice, therapeutic touch has been used for around ten years in the treatment of eating disorders. Delivered by nurse clinicians having received specific training, this approach is based on nursing diagnoses which identify the major symptoms of this pathology. The support is built around the body and its perceptions. Through the helping relationship, it mobilises the patient's resources to favour a relationship of trust, a letting-go, physical, psychological and emotional relaxation, and improves the therapeutic alliance. Copyright © 2016. Published by Elsevier Masson SAS.

Patient perspectives on physician conflict of interest in industry-sponsored clinical trials for multiple sclerosis therapeutics.

PubMed

Solomon, Andrew J; Klein, Eran P; Corboy, John R; Bernat, James L

2015-10-01

Pharmaceutical industry financial support of physicians, physician practices, and academic departments involved in multicenter industry-sponsored clinical trials of novel therapeutic agents is a relatively new and infrequently acknowledged source of potential physician conflict of interest. Detailed disclosure of these relationships to study participants is not uniformly a part of informed consent and documentation practices. To understand attitudes of patients with multiple sclerosis concerning disclosure of potential physician-industry conflicts of interest created by clinical trials and how such disclosures may influence study participation An anonymous online instrument was developed. 597 people with multiple sclerosis participated in the study. The study found that detailed disclosure of conflicts of interest is important to potential participants in industry-sponsored clinical trials for multiple sclerosis therapies and that the presence of these conflicts of interest may influence patients' decisions to participate in these studies. Findings from this study support a call for uniform guidelines regarding disclosure of physician-industry relationships to prospective research participants for industry-sponsored clinical trials. © The Author(s), 2015.

Factors that determine academic versus private practice career interest in radiation oncology residents in the United States: results of a nationwide survey.

PubMed

Chang, Daniel T; Shaffer, Jenny L; Haffty, Bruce G; Wilson, Lynn D

2013-11-01

To determine what factors US radiation oncology residents consider when choosing academic or nonacademic careers. A 20-question online survey was developed and sent to all US radiation oncology residents to assess factors that influence their career interest. Residents were asked to rate their interest in academics (A) versus private practice (PP) on a 0 (strong interest in A) to 100 (strong interest in PP) scale. Responses were classified as A (0-30), undecided (40-60), and PP (70-100). Residents were also asked to rank 10 factors that most strongly influenced their career interest. Three hundred thirty-one responses were collected, of which 264 were complete and form the basis for this analysis. Factors that correlated with interest in A included having a PhD (P=.018), postgraduate year level (P=.0006), research elective time (P=.0003), obtaining grant funding during residency (P=.012), and number of publications before residency (P=.0001), but not number of abstracts accepted in the past year (P=.65) or publications during residency (P=.67). The 3 most influential factors for residents interested in A were: (1) baseline interest before residency; (2) academic role models; and (3) research opportunities during residency. The 3 most influential factors for residents interested in PP were: (1) baseline interest before residency; (2) academic role models; and (3) academic pressure and obligations. Interest in A correlated with postgraduate year level, degree, and research time during residency. Publications before but not during residency correlated with academic interest, and baseline interest was the most influential factor. These data can be used by residency program directors to better understand what influences residents' career interest. Copyright © 2013 Elsevier Inc. All rights reserved.

Factors that Determine Academic Versus Private Practice Career Interest in Radiation Oncology Residents in the United States: Results of a Nationwide Survey

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

Chang, Daniel T., E-mail: dtchang@stanford.edu; Shaffer, Jenny L.; Haffty, Bruce G.

Purpose: To determine what factors US radiation oncology residents consider when choosing academic or nonacademic careers. Methods and Materials: A 20-question online survey was developed and sent to all US radiation oncology residents to assess factors that influence their career interest. Residents were asked to rate their interest in academics (A) versus private practice (PP) on a 0 (strong interest in A) to 100 (strong interest in PP) scale. Responses were classified as A (0-30), undecided (40-60), and PP (70-100). Residents were also asked to rank 10 factors that most strongly influenced their career interest. Results: Three hundred thirty-one responsesmore » were collected, of which 264 were complete and form the basis for this analysis. Factors that correlated with interest in A included having a PhD (P=.018), postgraduate year level (P=.0006), research elective time (P=.0003), obtaining grant funding during residency (P=.012), and number of publications before residency (P=.0001), but not number of abstracts accepted in the past year (P=.65) or publications during residency (P=.67). The 3 most influential factors for residents interested in A were: (1) baseline interest before residency; (2) academic role models; and (3) research opportunities during residency. The 3 most influential factors for residents interested in PP were: (1) baseline interest before residency; (2) academic role models; and (3) academic pressure and obligations. Conclusions: Interest in A correlated with postgraduate year level, degree, and research time during residency. Publications before but not during residency correlated with academic interest, and baseline interest was the most influential factor. These data can be used by residency program directors to better understand what influences residents' career interest.« less

Partnering with Big Pharma-What Academics Need to Know.

PubMed

Lipton, Stuart A; Nordstedt, Christer

2016-04-21

Knowledge of the parameters of drug development can greatly aid academic scientists hoping to partner with pharmaceutical companies. Here, we discuss the three major pillars of drug development-pharmacodynamics, pharmacokinetics, and toxicity studies-which, in addition to pre-clinical efficacy, are critical for partnering with Big Pharma to produce novel therapeutics. Copyright © 2016 Elsevier Inc. All rights reserved.

Therapeutic Issues with Transgender Elders.

PubMed

Carroll, Lynne

2017-03-01

Research demonstrates that transgender and nonconforming (TGNC) elders face social isolation and discrimination in policies and practices in mental and health care settings. The purpose of this article is to provide clinicians with practical input about therapeutic issues and interventions for use with TGNC elders. A case vignette describes the challenges and rewards of therapy with an elder trans woman. Her story illustrates the complex interplay between age, life phase, and sociocultural and historical contexts. Recommendations regarding research, practice, and advocacy are offered. Copyright © 2016 Elsevier Inc. All rights reserved.

Therapeutic Drug Monitoring in Children and Adolescents Under Pharmacotherapy With Olanzapine in Daily Clinical Practice.

PubMed

Fekete, Stefanie; Wewetzer, Christoph; Mehler-Wex, Claudia; Holtkamp, Kristian; Burger, Rainer; Reichert, Susanne; Taurines, Regina; Romanos, Marcel; Gerlach, Manfred; Egberts, Karin

2017-06-01

The relationship between daily dose, serum concentrations, and clinical outcomes of olanzapine as well as the influencing factors thereof in children and adolescents treated for different psychiatric disorders were investigated in daily clinical practice. In addition, it was examined whether the current recommended therapeutic range (TR) for adult patients with psychotic disorders is valid for minors. The Competence Network for Therapeutic Drug Monitoring (www.tdm-kjp.com) routinely collects demographic and clinical outcome data as well as serum concentrations of children and adolescents treated with psychotropics. The therapeutic effect is documented using the Clinical Global Impression Scale subscale for Global Improvement. Adverse drug reactions (ADRs) are assessed using the Udvalg for Kliniske Undersogelser-Side Effect Rating Scale. One hundred fifteen patients (mean age = 15.9 years; range = 10.4-18.8 years; 40.9% male) were included. The majority (72.1%) was cotreated with other psychotropic drugs. A positive medium linear relationship (r = 0.619; P < 0.001) between olanzapine dose (mean = 11.64 mg/d) and serum concentration (mean = 35.65 ng/mL) was found with a marked interindividual variability of serum concentrations. Neither relationship between olanzapine serum concentration and treatment response (clinical benefit documented in 80%) nor ADRs (documented in 53.3%, in 7.5% judged as severe) was detected. Most of the patients with psychotic and eating disorders (68.8% and 71.8%, respectively) had an olanzapine serum concentration within the TR suggested for adults. There are several limitations of this study because of the naturalistic design, and our results should therefore be interpreted with caution. As most of the patients showed a clinical benefit under olanzapine concentrations within the TR for adults and only a minority had severe ADRs, it is reasonable to conclude a similar TR for children, adolescents, and adults.

Normal pressure hydrocephalus: survey on contemporary diagnostic algorithms and therapeutic decision-making in clinical practice.

PubMed

Krauss, J K; Halve, B

2004-04-01

There is no agreement on the best diagnostic criteria for selecting patients with normal pressure hydrocephalus (NPH) for CSF shunting. The primary objective of the present study was to provide a contemporary survey on diagnostic algorithms and therapeutic decision-making in clinical practice. The secondary objective was to estimate the incidence of NPH. Standardized questionnaires with sections on the incidence of NPH and the frequency of shunting, evaluation of clinical symptoms, and signs, diagnostic studies, therapeutic decision-making and operative techniques, postoperative outcome and complications, and the profiles of different centers, were sent to 82 neurosurgical centers in Germany known to participate in the care of patients with NPH. Data were analyzed from 49 of 53 centers which responded to the survey (65%). The estimated annual incidence of NPH was 1.8 cases/100.000 inhabitants. Gait disturbance was defined as the most important sign of NPH (61%). There was a wide variety in the choice of diagnostic tests. Cisternography was performed routinely only in single centers. Diagnostic CSF removal was used with varying frequency by all centers except one, but the amount of CSF removed by lumbar puncture differed markedly between centers. There was poor agreement on criteria for evaluation of continuous intracranial pressure recordings regarding both the amplitude and the relative frequency of B-waves. Both periventricular and deep white matter lesions were present in about 50% of patients being shunted, indicating that vascular comorbidity in NPH patients has gained more acceptance. Programmable shunts were used by more than half of the centers, and newer valve types such as gravitational valves have become more popular. According to the present survey, new diagnostic and therapeutic concepts on NPH have penetrated daily routine to a certain extent. Wide variability, however, still exists among different neurosurgical centers.

[Therapeutic nursing: a systematic review].

PubMed

Lautenschläger, S; Müller, C; Immenschuh, U; Muser, J; Behrens, J

2014-08-01

For some years therapeutic service catalogues have been established in medical rehabilitation which have broadened our previous understanding of nursing actions. Currently, therapeutic nursing plays a prominent role in neurological early rehabilitation because the operations and procedures coding system (OPS) 8-552 within the DRG-System (Diagnosis Related Groups) states that therapeutic nursing must be carried out by specially trained nursing personnel. This requirement leads to inconsistencies in nursing practice and the medical service of the health insurance (MDK) since a definition of therapeutic nursing is lacking. A previous review of therapeutic nursing in 2003 focused primarily on the development of the therapeutic nursing role, but not on therapeutic nursing itself. The following article contains the first systematic review of the current state of research regarding a definition of therapeutic nursing. For this purpose, a systematic study was conducted to examine if there are, nationally or internationally, any definitions of therapeutic nursing and to identify what the therapeutic aspects of nursing are. The research included following database; Medline, Cinahl and Embase. Additionally, a research by hand of several German journals as well as textbooks and specialized literature was carried out. 5 studies were selected which define the term "therapeutic nursing". Among these are one review, one primary study, one theoretical discussion and one dissertation. Further twenty four studies were identified which do not define the term, but are closely related to the subject, and use or characterize the term in various contexts. The publications examined provided indications of duties, interventions and roles nurses should perform, but not how to carry these out, nor what is therapeutic about the nursing. At the same time, the low number of studies reveals that therapeutic nursing has barely been examined and demonstrates the lack of theoretically grounding

Academic Care, Classroom Pedagogy and the House Group Teacher: "Making Hope Practical" in Uncertain Times

ERIC Educational Resources Information Center

Addison, Bruce Vincent

2012-01-01

The development of an ethos of academic care is about creating the structures, both formal and informal, that cater for the developmental learning needs of students. Such an approach celebrates individual difference in the belief that academic care will not only underpin improved academic performance but will also build confidence in the ability…

Analysis of Practice Settings for Craniofacial Surgery Fellowship Graduates in North America.

PubMed

Silvestre, Jason; Runyan, Christopher; Taylor, Jesse A

In North America, the number of craniofacial surgery fellowship graduates is increasing, yet an analysis of practice settings upon graduation is lacking. We characterize the practice types of recent graduates of craniofacial fellowship programs in the United States and Canada. A 6-year cohort of craniofacial fellows in the United States and Canada (2010-2016) were obtained from craniofacial programs recognized by the American Society of Craniofacial Surgery. Practice setting was determined at 1 and 3 years of postgraduation, and predictors of practice setting were determined. A total of 175 craniofacial surgeons were trained at 35 fellowship programs. At 1 year of postgraduation, 33.6% had an academic craniofacial position and 27.1% were in private practice (p = 0.361). A minority of graduates pursued additional fellowships (16.4%), nonacademic craniofacial positions (10.0%), academic noncraniofacial positions (5.7%), and international practices (7.1%). At 3 years of postgraduation, the percentage of graduates in academic craniofacial positions was unchanged (34.5% vs 33.6%, p = 0.790). The strongest predictors of future academic craniofacial practice were completing plastic surgery residency at a program with a craniofacial fellowship program (odds ratio = 6.78, p < 0.001) and completing an academic craniofacial fellowship program (odds ratio = 4.48, p = 0.020). A minority of craniofacial fellowship graduates practice academic craniofacial surgery. A strong academic craniofacial surgery background during residency and fellowship is associated with a future career in academic craniofacial surgery. These data may assist trainees choose training programs that align with career goals and educators select future academic surgeons. Copyright © 2017. Published by Elsevier Inc.

Sinking in the Sand? Academic Work in an Offshore Campus of an Australian University

ERIC Educational Resources Information Center

Smith, Lois

2009-01-01

This research examines academic work in an offshore campus of an Australian university. The focus is on the external factors that influence academic practice, mainly in relation to assessment and the way academics perceive their role. The study is set within the wider context of transnational education and the changing nature of academic life and…

Challenges to "Academic Immunity"--The Beginning of a New Era?

ERIC Educational Resources Information Center

Davies, Mark

2004-01-01

While the term "academic immunity" is not one usually used, in practice academics in higher education institutions (HEIs) have been immune from legal challenges to their key professional activities. The historical position in the UK has seen both university visitors and the courts consistently refusing to interfere with decisions…

Integrating Academic and Vocational Education: A Model for Secondary Schools.

ERIC Educational Resources Information Center

Penn, Alexandra; Williams, Dennis

The two-track system that divides academic education from vocational education no longer supports students' interests. This book describes a practical approach to integrating academic and vocational education, focusing on achieving a seamlessly integrated curriculum. Chapter 1 describes the rationale of a high school program--the Cocoa Academy for…

The polity of academic medicine: a critical analysis of autocratic governance.

PubMed

Willing, Steven J; Gunderman, Richard B; Cochran, Philip L; Saxton, Todd

2004-12-01

How should academic radiology departments be governed? This question has rarely been directly addressed in the radiology literature. The dominant model of administration in present-day academic departments differs from that typically seen in private group practices. Whereas private group practices tend to follow a democratic model whereby key decisions must be supported by a majority of the partners, in academic institutions, medical school deans and department chairs generally possess great latitude in strategic and operational decision making. This article considers arguments for and against "top-down" governance in academia. The rationale supporting this form of governance is weak, and the best evidence from the fields of management and organizational behavior suggests it may in fact be detrimental.

Empirical Evidence for the Outcomes of Therapeutic Video Games for Adolescents With Anxiety Disorders: Systematic Review.

PubMed

Barnes, Steven; Prescott, Julie

2018-02-28

Extant evidence suggests that the proportion of adolescents suffering from anxiety disorders (ADs) has increased by up to 70% since the mid-1980s, with experience of anxiety at this stage associated with significant negative short- and long-term life outcomes. The existing therapeutic interventions (eg, cognitive behavioral therapy, CBT; attention bias modification, ABM) have proven to have clinically measurable benefits in reducing anxiety, but their efficacy is often compromised by social and practical barriers. The growing discrepancy between demand for, and access to, clinical interventions for anxiety has led to the development of a range of eHealth (health care practice supported by electronic processes and communication) and mHealth (versions of eHealth using mobile devices) interventions. One such protocol is therapeutic games, which aim to provide clinical frameworks in dynamic, adaptable, and personalized virtual environments. Although some evidence exists to suggest therapeutic games are associated with reductions in subjective anxiety and observed stress reactivity, there is currently, to our knowledge, no systematic review of the adherence to, and effectiveness of, therapeutic games for adolescent anxiety. The aim of this review was to establish the effectiveness of therapeutic games in making clinically measurable reductions in anxiety symptoms in adolescent samples. A systematic search of the existing academic literature published between 1990 and July 2017 was conducted using the databases Journal of Medical Internet Research, Journal Storage, Psychology Articles, Psychology Info, ScienceDIRECT, and Scopus. Records linked to empirical papers on therapeutic games for anxiety using adolescent samples were evaluated. A total of 5 studies (N=410 participants) met the inclusion criteria, and 3 gamified anxiety interventions for adolescents were identified. The papers included a mixture of randomized controlled trials, quasi-experimental studies, and

Academic Promotion in Malaysian Public Universities: A Critical Look at Issues and Challenges

ERIC Educational Resources Information Center

Azman, Norzaini; Che Omar, Ibrahim; Yunus, Aida Suraya Md; Zain, Ahmad Nurulazam Md

2016-01-01

The expansion and transformation of Malaysian universities have generated major changes in the nature of academic employment and the structure of academic promotion in higher education institutions. These changes have considerable implications, in particular for the policy and practice of academic promotion in the public universities. We argue…

Women in academic general surgery.

PubMed

Schroen, Anneke T; Brownstein, Michelle R; Sheldon, George F

2004-04-01

To portray the professional experiences of men and women in academic general surgery with specific attention to factors associated with differing academic productivity and with leaving academia. A 131-question survey was mailed to all female (1,076) and a random 2:1 sample of male (2,152) members of the American College of Surgeons in three mailings between September 1998 and March 1999. Detailed questions regarding academic rank, career aspirations, publication rate, grant funding, workload, harassment, income, marriage and parenthood were asked. A five-point Likert scale measured influences on career satisfaction. Responses from strictly academic and tenure-track surgeons were analyzed and interpreted by gender, age, and rank. Overall, 317 surgeons in academic practice (168 men, 149 women) responded, of which 150 were in tenure-track positions (86 men, 64 women). Men and women differed in academic rank, tenure status, career aspirations, and income. Women surgeons had published a median of ten articles compared with 25 articles for men (p <.001). Marriage or parenthood did not influence numbers of publications for women. Overall career satisfaction was high, but women reported feeling career advancement opportunities were not equally available to them as to their male colleagues and feeling isolation from surgical peers. Ten percent to 20% of surgeons considered leaving academia, with women assistant professors (29%) contemplating this most commonly. Addressing the differences between men and women academic general surgeons is critical in fostering career development and in recruiting competitive candidates of both sexes to general surgery.

Senior academic physicians and retirement considerations.

PubMed

Moss, Arthur J; Greenberg, Henry; Dwyer, Edward M; Klein, Helmut; Ryan, Daniel; Francis, Charles; Marcus, Frank; Eberly, Shirley; Benhorin, Jesaia; Bodenheimer, Monty; Brown, Mary; Case, Robert; Gillespie, John; Goldstein, Robert; Haigney, Mark; Krone, Ronald; Lichstein, Edgar; Locati, Emanuela; Oakes, David; Thomsen, Poul Erik Bloch; Zareba, Wojciech

2013-01-01

An increasing number of academic senior physicians are approaching their potential retirement in good health with accumulated clinical and research experience that can be a valuable asset to an academic institution. Considering the need to let the next generation ascend to leadership roles, when and how should a medical career be brought to a close? We explore the roles for academic medical faculty as they move into their senior years and approach various retirement options. The individual and institutional considerations require a frank dialogue among the interested parties to optimize the benefits while minimizing the risks for both. In the United States there is no fixed age for retirement as there is in Europe, but European physicians are initiating changes. What is certain is that careful planning, innovative thinking, and the incorporation of new patterns of medical practice are all part of this complex transition and timing of senior academic physicians into retirement. Copyright © 2013 Elsevier Inc. All rights reserved.

Intestinal ischemia-reperfusion injury in horses: pathogenesis and therapeutics.

PubMed

Wong, David M; Moore, Rustin M; Brockus, Charles W

2012-08-01

This article discusses the potential role of oxidative injury to the intestinal tract of horses and the therapeutic approaches that have been investigated to decrease cellular damage secondary to ischemia-reperfusion (IR) injury. Equine colic is a major concern for horse owners and veterinary practitioners. Strangulating and obstructive lesions of the small and large intestines commonly require intervention in patients via exploratory celiotomy. However, the application of information from experimentally induced IR injury in horses to clinical cases of naturally occurring equine colic is not clear. Thus, while the exact mechanisms and clinical significance of intestinal IR are being defined and may be matters of academic debate, a review of the available information may provide knowledge of potential underlying pathophysiologic mechanisms contributing to intestinal injury in equine colic. This information may allow clinicians to offer additional therapeutic strategies for horses with strangulating obstruction of the small or large intestine. Further clinical study of the therapeutic options for horses with naturally occurring disease is warranted.

[Academic thoughts on Practice of acupuncture and moxibustion written by CHEN Jingwen, the acupuncture master in the Republic of China].

PubMed

Huang, Weiping; Li, Naiqi

2015-03-01

Through the collection of Practice of acupuncture and moxibustion written by CHEN Jingwen, the acupuncture master in the Republic of China, the academic characteristics on acupuncture and moxibusiton were analyzed. The literature comparison method was adopted to compare the works of LUO Zhaoju, ZENG Tianzhi and LI Wenxian, etc. at the same period. It was discovered that CHEN Jingwen was the medical master who systematicly brought up the theory of acupoint properties earlier in the modern times. Classifying drugs based on acupoints was his academic feature. Additionally, the compatibility therapy of Chinese medicine was introduced to explain the essential ideas on the acupoints combination. The treatment was determined on the basis of zangxiang theory and the reinforcing and reducing therapy of acupuncture was emphasized in the determination of treatment and prescription. CHEN Jingwen's theory of acupoint property had been stressed and spread among the medical scholars in the Republic of China and he had made the beneficial exploration for the development of modern acupuncture and moxibustion therapy.

Society for Academic Emergency Medicine Statement on Plagiarism.

PubMed

Asher, Shellie L; Iserson, Kenneth V; Merck, Lisa H

2017-10-01

The integrity of the research enterprise is of the utmost importance for the advancement of safe and effective medical practice for patients and for maintaining the public trust in health care. Academic societies and editors of journals are key participants in guarding scientific integrity. Avoiding and preventing plagiarism helps to preserve the scientific integrity of professional presentations and publications. The Society for Academic Emergency Medicine (SAEM) Ethics Committee discusses current issues in scientific publishing integrity and provides a guideline to avoid plagiarism in SAEM presentations and publications. © 2017 by the Society for Academic Emergency Medicine.

Resisting Best-Practice in Australian Practice-Based Jazz Doctorates

ERIC Educational Resources Information Center

Coady, Christopher; Webb, Michael

2017-01-01

Recent research on practice-based doctorates in Australia has revealed an institutional preference for "theorised" research approaches aimed at situating studies of practice within established academic paradigms. In this article we examine how the aim of communicating with artistic peers steers the research design and the production of…

Making a Mess of Academic Work: Experience, Purpose and Identity

ERIC Educational Resources Information Center

Malcolm, Janice; Zukas, Miriam

2009-01-01

Within the policy discourse of academic work, teaching, research and administration are seen as discrete elements of practice. We explore the assumptions evident in this "official story" and contrast it with the messy experience of academic work, drawing upon empirical studies and conceptualisations from our own research and from recent…

"Plays Nice with Others": Social-Emotional Learning and Academic Success

ERIC Educational Resources Information Center

Denham, Susanne A.; Brown, Chavaughn

2010-01-01

Research Findings: Social-emotional learning (SEL) is increasingly becoming an area of focus for determining children's school readiness and predicting their academic success. Practice or Policy: The current article outlines a model of SEL, identifies specific SEL skills, and discusses how such skills contribute and relate to academic success.…

One vision of academic nursing centers.

PubMed

Esperat, M Christina; Green, Alexia; Acton, Cindy

2004-01-01

Reconciling vision, mission, and financial realities into a successful socially responsive endeavor is a challenge for academic nursing centers. A financially viable faculty practice enterprise is a response to this challenge. Entrepreneurial management and strategy assist in establishing financial sustainability.

Clinical neuropsychology in Israel: history, training, practice and future challenges.

PubMed

Vakil, Eli; Hoofien, Dan

2016-11-01

This is an invited paper for a special issue on international perspectives on training and practice in clinical neuropsychology. We provide a review of the status of clinical neuropsychology in Israel, including the history of neuropsychological, educational, and accreditation requirements to become a clinical neuropsychologist and to practice clinical neuropsychology. The information is based primarily on the personal knowledge of the authors who have been practicing clinical neuropsychology for over three decades and hold various administrative and academic positions in this field. Second, we conducted three ad hoc surveys among clinical and rehabilitation psychologists; heads of academic programs for rehabilitation and neuropsychology; and heads of accredited service providers. Third, we present a literature review of publications by clinical neuropsychologists in Israel. Most of the clinical neuropsychologists are graduates of either rehabilitation or clinical training programs. The vast majority of neuropsychologists are affiliated with rehabilitation psychology. The training programs (2-3 years of graduate school) provide solid therapeutic and diagnostic skills to the students. Seventy-five percent of the participants in this survey are employed at least part-time by public or state-funded institutions. Israeli neuropsychologists are heavily involved in case management, including vocational counseling, and rehabilitation psychotherapy. Conclusions and future goals: Although clinical neuropsychologists in Israel are well educated and valued by all health professionals, there are still several challenges that must be addressed in order to further advance the field and the profession. These included the need for Hebrew-language standardized and normalized neuropsychological tests and the application of evidence-based interventions in neuropsychological rehabilitation.

Building a sustainable Academic Health Department: the South Carolina model.

PubMed

Smith, Lillian Upton; Waddell, Lisa; Kyle, Joseph; Hand, Gregory A

2014-01-01

Given the limited resources available to public health, it is critical that university programs complement the development needs of agencies. Unfortunately, academic and practice public health entities have long been challenged in building sustainable collaborations that support practice-based research, teaching, and service. The academic health department concept offers a promising solution. In South Carolina, the partners started their academic health department program with a small grant that expanded into a dynamic infrastructure that supports innovative professional exchange and development programs. This article provides a background and describes the key elements of the South Carolina model: joint leadership, a multicomponent memorandum of agreement, and a shared professional development mission. The combination of these elements allows the partners to leverage resources and deftly respond to challenges and opportunities, ultimately fostering the sustainability of the collaboration.

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.

Identifying and Promoting Best Practices in Residency Application and Selection in a Complex Academic Health Network.

PubMed

Bandiera, Glen; Abrahams, Caroline; Ruetalo, Mariela; Hanson, Mark D; Nickell, Leslie; Spadafora, Salvatore

2015-12-01

Medical education institutions have a social mandate to produce a diverse physician workforce that meets the public's needs. Recent reports have framed the admission process outcome of undergraduate and postgraduate medical education (UGME and PGME) programs as a key determinant of the collective contributions graduating cohorts will make to society, creating a sense of urgency around the issue of who gets accepted. The need for evidence-informed residency application and selection processes is growing because of the increasing size and diversity of the applicant pool and the need for equity, fairness, social accountability, and health human resource planning. The selection literature, however, is dominated by a UGME focus and emphasizes determination of desirable qualities of future physicians and selection instrument reliability and validity. Gaps remain regarding PGME selection, particularly the creation of specialty-specific selection criteria, suitable outcome measures, and reliable selection systems.In this Perspective, the authors describe the University of Toronto's centralized approach to defining system-level best practices for residency application and selection. Over the 2012-2013 academic year, the Best Practices in Application and Selection working group reviewed relevant literature and reports, consulted content experts, surveyed local practices, and conducted iterative stakeholder consultations on draft recommendations. Strong agreement arose around the resulting 13 principles and 24 best practices, which had either empirical support or face validity. These recommendations, which are shared in this article, have been adopted by the university's PGME advisory committee and will inform a national initiative to improve trainees' transition from UGME to PGME in Canada.

Centering Pregnancy: practical tips for your practice.

PubMed

DeCesare, Julie Z; Jackson, Jessica R

2015-03-01

With increased access to care, current health delivery systems will need expansion to meet higher demands and needs. To define Centering Pregnancy and practical tips for implementation into both private and academic practices. Evidence was gathered through literature reviews. It was found that Centering Pregnancy offers a patient-centered, evidence-based approach to helping with access issues, as well as improving outcomes. This article describes the benefits of Centering Pregnancy to the practice, the provider, and the patient. Practical implementation tips will be offered, with suggestions for negating common implementation barriers.

Therapeutic Recreation Service: Principles and Practices. 2d Edition.

ERIC Educational Resources Information Center

Kraus, Richard

Provision of recreation programs for the ill and disabled in both institutional and community settings is the subject of this textbook directed to college/university audiences. The underlying purpose in presenting the material is twofold: to provide a theoretical rationale for the development of therapeutic recreation services for such groups as…

Enabling university teaching for Canadian academics with multiple sclerosis through problem-focused coping.

PubMed

Crooks, Valorie A; Stone, Sharon Dale; Owen, Michelle

2011-02-01

Research shows that sustained employment contributes to a higher quality of life for those with multiple sclerosis (MS). Occupational therapists can work to create therapeutic interventions that assist people with MS with maintaining employment. To detail the problem-focused coping strategies that academics with MS employ to enable them to teach in universities. Semi-structured interviews were conducted with 45 Canadian academics with MS. Thematic analysis was used to generate findings. While there is flexibility in research and service work tasks, teaching tasks are the most seemingly inflexible. This necessitated the development of problem-focused coping strategies to enable teaching. Three categories of strategies were employed: (1) organizational; (2) before/after teaching; and (3) during teaching. This brief report is intended to serve as a resource for occupational therapists and others wanting to gain a better understanding of the types of therapeutic interventions useful to those teaching in universities.

Academic dishonesty in Indian medical colleges.

PubMed

Gitanjali, B

2004-01-01

Integrity is a necessary attribute expected in practitioners of medicine. Unfortunately there is evidence on hand that academic dishonesty is widely prevalent in many Indian medical colleges and that a proportion of students seem to think that there is nothing wrong in participating in such acts. This practice needs to be discouraged as those indulging in unethical acts during student days are likely to indulge in similar practices while dealing with their patients. It is, therefore, necessary that teachers in medical colleges show 'zero tolerance' to such acts. There is a need for faculty and administrators to be above board in their actions and be role models for ethical behaviour. Hence, acts of academic misconduct committed by faculty and administrators should also be dealt with quickly, fairly and firmly. A milieu of transparency, fairness and student awareness will go a long way in minimizing this pervasive malady.

Virtual Communities of Practice: Bridging Research and Practice Using Web 2.0

ERIC Educational Resources Information Center

Lewis, Laura A.; Koston, Zoe; Quartley, Marjorie; Adsit, Jason

2011-01-01

A significant dilemma for the health and human service professions continues to be the question of how best to bridge the divide between academic research and practice. Communities of practice have traditionally been a vehicle for collaborative research and for information exchange (Moore, 2008). Through collaboration, communities of practice have…

Promoting Writing amongst Peers: Establishing a Community of Writing Practice for Early Career Academics

ERIC Educational Resources Information Center

Kent, Alexandra; Berry, Donna M.; Budds, Kirsty; Skipper, Yvonne; Williams, Helen L.

2017-01-01

In the current research-focused climate, academics are facing increasing pressure to produce research outputs. This pressure can prove particularly daunting for early career (EC) academics, who are simultaneously attempting to master new teaching and administrative demands while establishing their own independent research trajectories. Previous…

The Academic Success Inventory for College Students: Scale Development and Practical Implications for Use with Students

ERIC Educational Resources Information Center

Prevatt, Frances; Li, Huijun; Welles, Theresa; Festa-Dreher, Desaree; Yelland, Sherry; Lee, Jiyoon

2011-01-01

The Academic Success Inventory for College Students (ASICS) is a newly-developed, self-report instrument designed to evaluate academic success in college students. The 50-item instrument has 10 factors that measure general academic skills, career decidedness, internal and external motivation, anxiety, concentration, socializing, personal…

Academic leadership in nursing: legitimating the discipline in contested spaces.

PubMed

McNamara, Martin S

2009-05-01

To investigate the potential of recent conceptual developments in the sociology of education for conceptualising academic leadership in nursing. During an investigation into the current status and future trajectory of academic nursing in Ireland, academic leadership emerged as a major concern for respondents. The languages of legitimation of academic leaders were elicited in in-depth interviews and analysed as expressions of underlying legitimation principles. The concept of legitimation principles provides a way of thinking about how academic nursing is positioned in the health and higher education sectors, how its leaders construct its identity, practices and purposes, and clarifies the proper focus and goals of academic leadership in nursing. Academic leadership is concerned with legitimating the discipline of nursing as an autonomous, coherent and distinctive professional and academic endeavour. This legitimacy must be secured in academic, clinical and wider contexts in which academic nursing is viewed with ambivalence; leaders must take account of the impact of nursing history on the current status and future trajectory of the discipline. The analytic tools facilitate a better understanding of the internal and external conditions under which academic nursing will flourish, or wither, in contemporary higher education.

Academic Youth and Social Revolution.

ERIC Educational Resources Information Center

de Jouvenel, Bertrand

A general wave of student eruptions is taking place in many countries not only because of dissatisfaction with specific institutional practices, but because of a profound and deepening estrangement between academic youth and modern society. Among elements contributing to the growth of a new political movement are much larger student bodies and…

Promoting Student Engagement with Academic Literacy Feedback: An Institute Wide Initiative

ERIC Educational Resources Information Center

Cleary, Ann; Delahunt, Brid; Fox, Claire; Maguire, Moira; O'Connor, Lorna; Ward, Jamie

2018-01-01

The transition to Higher Education, while often exciting, is demanding for many students. Successful transition necessitates learning the conventions of scholarly conversation, including how to read and create work in an academic context. Knowledge of academic literacy practices is an important part of this process but these discourses and…

Developing a clinical academic career pathway for nursing.

PubMed

Coombs, Maureen; Latter, Sue; Richardson, Alison

Since the publication of the UK Clinical Research Collaboration's (UKRC, 2007) recommendations on careers in clinical research, interest has grown in the concept of clinical academic nursing careers, with increased debate on how such roles might be developed and sustained (Department of Health, 2012). To embed clinical academic nursing roles in the NHS and universities, a clear understanding and appreciation of the contribution that such posts might make to organisational objectives and outcomes must be developed. This paper outlines an initiative to define the potential practice and research contribution of clinical academic roles through setting out role descriptors. This exercise was based on our experience of a clinical academic career initiative at the University of Southampton run in partnership with NHS organisations. Role descriptors were developed by a group of service providers, academics and two clinical academic award-holders from the local programme. This paper outlines clinical academic roles from novice to professor and describes examples of role descriptors at the different levels of a career pathway. These descriptors are informed by clinical academic posts in place at Southampton as well as others at the planning stage. Understanding the nature of clinical academic posts and the contribution that these roles can make to healthcare will enable them to become embedded into organisational structures and career pathways.

Valuing both critical and creative thinking in clinical practice: narrowing the research-practice gap?

PubMed

Seymour, Beth; Kinn, Sue; Sutherland, Norrie

2003-05-01

Nurturing critical thinking skills in the classroom is considered an important educational activity. It is believed that critical thinking skills are transferable and that they can be applied in practice when appraising, evaluating and implementing research. That more nurses than ever before have been judged academically knowledgeable in research has not guaranteed the transfer of such knowledge to practice. This paper discusses some of the reasons for the failure to narrow the gap between research and practice. In particular we argue that, if nurses are encouraged to develop creative and generative thinking alongside their critical thinking skills, then the art of nursing will have fuller representation in education, research and practice. The successful development of critical thinking skills for academic purposes does not necessarily mean that these skills are used in practice in relation either to research or clinical decision-making. This suggests that the transferability of critical thinking skills is less than straightforward. Indeed, there has been little narrowing of the research-practice gap since students started to learn critical thinking for academic purposes. However, we propose that thinking skills can be encouraged in the context of practice and that regular educational events, such as journal clubs, can contribute to developing critical thinking in the practice environment. The research-practice gap will reduce only if research becomes part of practitioners' ideology, which includes the art and science of nursing. Critical and creative thinking are prerequisites to narrowing the disjuncture between research and practice, and we suggest that educators and practitioners explore structured ways of meeting together to appraise literature as a possible means of making use of their thinking and knowledge in clinical practice.