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Mikuls, Ted, Heather Braddock, and Lani Zimmerman. "79512 The Great Plains IDeA CTR Research Scholar Program." Journal of Clinical and Translational Science 5, s1 (March 2021): 146. http://dx.doi.org/10.1017/cts.2021.772.
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ABSTRACT IMPACT: To date, our Scholars have been highly productive in the conduct of impactful research and have contributed to the literature through dissemination of their findings. OBJECTIVES/GOALS: The primary purpose of the Great Plains IDeA Research Scholars Program (RSP) is to support the development and retention of early-career faculty preparing to compete for external funding as clinical-translational research (CTR) investigators. We developed processes for RSP applications, prioritization, and selection criteria. METHODS/STUDY POPULATION: In year 1, we admitted 4 Scholars and have since added 5 additional Scholars. Scholars are retained in the program until they receive R- or K-level funding or if progress is deemed to be substandard on two consecutive 6-month reviews (no awards revoked to date). Each scholar was assigned a mentor(s) or mentoring team. Each participant developed 1-year goals and a 4-5-year plan that included a refined proposal to collect preliminary data, a timetable for grant submissions (with a focus on R01 applications or equivalent), and personal goals to enhance chances of success. Scholars composed an Individual Development Plan (IDP) with mentor(s) feedback to identify the skills needed to achieve goals. Each Scholar completed pilot work to generate the requisite preliminary data for an extramural grant application. RESULTS/ANTICIPATED RESULTS: Over four years, we have had 9 scholars from 4 sites with 51 total applications. All scholars completed required grant writing seminar courses, an 8-hour Responsible Conduct of Research course, and were given access to seminars and workshops sponsored by the Great Plains IDeA CTR. Scholars received 0.5 FTE in research support and $50,000 annual funding to support their research and/or career development activities. Seven of 9 scholars have completed the program to date, collectively receiving an R01 (1), a U01 (1), a K23 (1), a VA Career Development Award (1), or COBRE pilot projects leadership roles (3). All remain active faculty at their institution. Two remaining scholars are working towards independent funding: both have submitted extramural grant applications with anticipated funding this year. DISCUSSION/SIGNIFICANCE OF FINDINGS: To date, our Scholars have been highly productive in the conduct of impactful research. They have submitted 36 grants; culminating in 27 funded projects and >$7.5 million in total funding for 7 graduates. They have disseminated their findings through 121 publications and 48 invited regional/national presentations.
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Singla, Shaweta, Oluwamuyiwa Winifred Adebayo, Karen Shields, Lorah Dorn, and Diane Thiboutot. "4445 Using Exit Interviews as One Component of the KL2 Program Impact Analysis Method." Journal of Clinical and Translational Science 4, s1 (June 2020): 75. http://dx.doi.org/10.1017/cts.2020.245.
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OBJECTIVES/GOALS: The Penn State KL2 Career Development Program provides a comprehensive structured training and mentorship to junior faculty scientists (KL2 scholars). The goal of this study is to describe the perceptions of scholars after completion of the training and determine self-perceived impact of the program using exit interviews as a unique method. METHODS/STUDY POPULATION: Ten KL2 scholars (5 from each cohort of 2014 and 2017) participated in the evaluation. We used a descriptive qualitative design supplemented with quantitative data, to conduct an individual in-depth exit interview with each scholar to understand their perceptions on the impact of the KL2 program. Data were collected using a semi-structured interview guide developed by the program directors including scholars and a Likert scale survey. Thematic analysis of the data involved: reading and re-reading transcripts, identifying and categorizing keywords and phrases and developing overall themes that explained the processes within categories. In establishing rigor, two authors carefully coded, categorized and identified patterns and emerged themes which were also reviewed and confirmed by the other authors. RESULTS/ANTICIPATED RESULTS: Two sets of themes emerged. The main themes that described positive aspects of the KL2 program by scholars included: Interdisciplinary Collaboration, Mentoring, and Protected Time for Independent Research. Scholars also identified some contrary themes that included: Limited Access to Expenditures, Changes in Individual Mentorship Needs and Areas for Improvement. On a Likert scale (1- not at all, 10-extremely likely), scholars reported high positive influence of the KL2 program on their scope of research (8.7±0.52) and future career (8.5±0.70). They also found mentorship experience with primary mentor (9.6±0.22) and team (8.5±0.54) as well as peer collaboration (8.5±0.67) opportunities highly beneficial to their career and professional development. DISCUSSION/SIGNIFICANCE OF IMPACT: The qualitative study strengthens the reliability of data and scholar recommendations collected via other evaluation measures. Findings broaden understanding of the processes through which program outcomes are achieved effectively and where modifications are needed. An updated program for cohort 3 was guided by cohort 1 and 2 interview responses.
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Woodside, Rachel, Gary Rosenthal, and Claudia Olivier. "90232 Implementing the innovative academic Learning Health System Scholars (aLHSS) Postdoctoral Training Program (TL1) at Wake Forest University Health Sciences (WFUHS)." Journal of Clinical and Translational Science 5, s1 (March 2021): 132–33. http://dx.doi.org/10.1017/cts.2021.739.
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ABSTRACT IMPACT: Learning Health System (LHS) Science that trains postdoctoral scholars from diverse professional backgrounds in methodological and professional skills to implement rigorous research in health care systems and populations, and to disseminate the findings of such research to improve healthcare delivery OBJECTIVES/GOALS: The WFUHS CTSA developed an innovative TL1 in Learning Health System (LHS) Science that trains postdoctoral scholars from diverse professional backgrounds in methodological and professional skills to implement rigorous research in health care systems and populations, and to disseminate the findings of such research to improve healthcare delivery METHODS/STUDY POPULATION: Training is centered around formal LHS science coursework and mentored research projects that address a pressing health system issue. Projects are closely guided by a primary mentor and a multidisciplinary mentoring team. Program mission and competencies were carefully evaluated in a competency-course matrix to design new courses for the LHS Certificate and MS program in Translational and Health System Science (THSS). Course domains include biomedical informatics; improvement and implementation science; system science and organizational change management; stakeholder engagement, leadership, and research management; ethics of health systems research; and health systems research methods. Scholars set up Individual Development Plans (IDP) and self-assess 7 domains of LHS core competencies. RESULTS/ANTICIPATED RESULTS: The first professionally diverse group of scholars (MD, PhD, DrPH, PharmD) began the program in Summer 2020; onboarding was conducted virtually. Scholars currently conduct most of their research and training in a virtual, synchronous format. Each developed a detailed IDP and LHS research project, which was reviewed by their LHS mentoring teams (includes a primary mentor, co-mentor, TL1 core faculty mentor, peer mentor, and health system mentor). Coursework, leading to a 1-year certificate or 2-year MS degree, was selected based on individual background and career goals and was begun in August 2020. In addition to the courses noted above, Scholars are embedded in a healthcare improvement team. We use the process of a LHS and hold weekly TL1 leadership meetings to swiftly address challenges and implement improvements DISCUSSION/SIGNIFICANCE OF FINDINGS: We envision that TL1 Scholars will build independent LHS research programs or lead health system innovation. Program evaluation includes assessments of Scholar fluency in LHS competencies and attainment of key milestones during and after training. Annual TL1 faculty retreats will address program fidelity and implementation of program refinements
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Victora, Cesar G., Fernando C. Barros, Maria Cecilia Assunção, Maria Clara Restrepo-Méndez, Alicia Matijasevich, and Reynaldo Martorell. "Scaling up Maternal Nutrition Programs to Improve Birth Outcomes: A Review of Implementation Issues." Food and Nutrition Bulletin 33, no. 2_suppl1 (June 2012): S6—S26. http://dx.doi.org/10.1177/15648265120332s102.
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Background Maternal nutrition interventions are efficacious in improving birth outcomes. It is important to demonstrate that if delivered in field conditions they produce improvements in health and nutrition. Objective Analyses of scaling-up of five program implemented in several countries. These include micronutrient supplementation, food fortification, food supplements, nutrition education and counseling, and conditional cash transfers (as a platform for delivering interventions). Evidence on impact and cost-effectiveness is assessed, especially on achieving high, equitable, and sustained coverage, and reasons for success or failure Methods Systematic review of articles on large-scale programs in several databases. Two separate reviewers carried out independent searches. A separate review of the gray literature was carried out including websites of the most important organizations leading with these programs. With Google Scholar a detailed review of the 100 most frequently cited references on each of the five above topics was conducted. Results Food fortification programs: iron and folic acid fortification were less successful than salt iodization initiatives, as the latter attracted more advocacy. Micronutrient supplementation programs: Nicaragua and Nepal achieved good coverage. Key elements of success are antenatal care coverage, ensuring availability of tablets, and improving compliance. Integrated nutrition programs in India, Bangladesh, and Madagascar with food supplementation and/or behavioral change interventions report improved coverage and behaviors, but achievements are below targets. The Mexican conditional cash transfer program provides a good example of use of this platform to deliver maternal nutritional interventions. Conclusions Programs differ in complexity, and key elements for success vary with the type of program and the context in which they operate. Special attention must be given to equity, as even with improved overall coverage and impact inequalities may even be increased. Finally, much greater investments are needed in independent monitoring and evaluation.
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Knight, Jane. "The internationalization of higher education scrutinized: international program and provider mobility." Sociologias 22, no. 54 (August 2020): 176–99. http://dx.doi.org/10.1590/15174522-97865.
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Abstract During the last two decades, there has been an exponential increase in all forms of international academic mobility - student and scholar, programs and providers, policies and regulations, and the universal exchange of knowledge, ideas, values, and culture. The diversity in the modes and forms of mobility is unprecedented. As with all new developments, there are multiple benefits, as well as potential risks, and usually some unintended consequences. These need to be carefully monitored. This article focuses on changes in internationalization and new developments such as international program and provider mobility (IPPM). There has been a steady increase in the number of international branch campuses around the world, as well as in the establishment of new independent international joint universities by partner institutions from different countries, an increasing number of joint/double degree programs, and revolutionary developments in distance education. In view of these developments, the purpose of this article is to introduce the IPPM classification framework, which provides a new conceptual structure to analyse the meaning, trends, issues, and opportunities of IPPM activities around the world and to identify areas of further research and policy development necessary to harness the benefits of IPPM, especially in Latin America.a
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Edmonds, Brownsyne Tucker, Sheri Robb, Thomas Hurley, and Aaron Carroll. "56656 Programmatic Enhancements to Advance Racial Equity in Indiana (IN) CTSI." Journal of Clinical and Translational Science 5, s1 (March 2021): 60–61. http://dx.doi.org/10.1017/cts.2021.559.
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ABSTRACT IMPACT: We present new programs aimed at training, retaining and preparing a diverse cadre of scientists to lead the field in transforming population health and advancing health equity OBJECTIVES/GOALS: To mitigate biases inherent to the R01 grant funding process, trainees from backgrounds underrepresented in medicine (URM) may benefit from enhanced mentorship and a longer ‘runway’ to funding. As such, we have deployed two synergistic programs that aim to support URM retention and advancement. METHODS/STUDY POPULATION: The URM Program for Advising in Research and Development (UPwARD) pairs URM trainees with 2 mentors: 1) an institutional leader from outside their discipline to serve as an internal advocate and 2) an external eminent scholar who will facilitate the scholar’s development and prominence within their discipline. Additionally, the KL2 Program to Launch URM Success (KL2 PLUS) offers URM trainees a third year of funding to focus on scholarship, grant writing and leadership development. Four specific training components of KL2 PLUS include: 1) PLUS II Seminar Series, 2) Faculty Success Program, 3) attendance at the AAMC Minority Faculty Leadership Conference, and 4) CTSI Committee Service. RESULTS/ANTICIPATED RESULTS: Along with measures of productivity (papers, grants, K to R transition), we will utilize social network analyses and measures of collaboration, retention, and future CTSI engagement to evaluate the programs “success’‘ as both are designed to enhance trainee scholarly development and expand their professional and social networks. UPwARD does so by supporting engagement with external mentors at professional meetings and travel to present work across institutions. PLUS writing accountability groups will enhance publication rates and grant submissions, while also building connections with other URM faculty. Trainees also serve on IN CTSI committees to groom talent for future IN CTSI leadership. DISCUSSION/SIGNIFICANCE OF FINDINGS: Systemic inequities underlie the ‘leaky pipeline’ challenge we face in cultivating a diverse cadre of senior scientists and independent investigators. With intentional programming and targeted investments, IN CTSI aims to advance more equitable funding outcomes and diverse leadership.
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Lumi, Axel P., Victor F. F. Joseph, and Natalia C. I. Polii. "Rehabilitasi Jantung pada Pasien Gagal Jantung Kronik." Jurnal Biomedik:JBM 13, no. 3 (April 15, 2021): 309. http://dx.doi.org/10.35790/jbm.v13i3.33448.
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Abstract: Heart failure is a major clinical and public health problem with a prevalence of more than 23 million worldwide. Treatment of Heart Failure consists of pharmacological and non-pharmacological measures including physical exercise or cardiac rehabilitation. Cardiac rehabilitation is a set of integrated efforts or programs carried out to control the underlying causes of cardiovascular disease, improve physical, mental condition and as a secondary preventive measure. Cardiac rehabilitation aims to increase the patient's functional capacity, psychological adaptation to the chronic disease process, the foundation for long-term behavior and lifestyle changes to favorably influence long-term prognosis, and maintain an independent lifestyle as long as possible. The method that was used in this research is literature review by comparing the secondary data from literatures that was published in medical journal database such as PubMed, ClinicalKey and Google Scholar by following the inclusion and exclusion criteria. Reviews had been done in ten literatures that fulfill the inclusion and exclusion criteria. Those ten literature states that cardiac rehabilitation has many benefits in patients with heart failure. In conclusion, cardiac rehabilitation programs in patients with heart failure have many benefits on a patient's fitness. Cardiac rehabilitation programs can improve the quality of life in patients. The cardiac rehabilitation program increases Vo2Max and the endurance capacity of the heart. Cardiac rehabilitation program as a preventive step because it can prevent worsening heart health.Keywords: Heart failure, chronic heart failure, rehabilitation Abstrak: Gagal jantung adalah masalah klinis dan kesehatan masyarakat yang utama dengan prevalensi lebih dari 23 juta di seluruh dunia. Penananganan Gagal Jantung terdiri dari penanganganan farmakologis dan non farmakologis yang antara lain latihan fisik atau rehabilitasi jantung. Rehabilitasi jantung adalah sekumpulan upaya atau program yang terintegrasi yang dilakukan untuk mengontrol penyebab dasar penyakit kardiovaskular, memperbaiki kondisi fisik, mental dan sebagai langkah preventif sekunder. Rehabilitasi jantung bertujuan untuk meningkatan kapasitas fungsional pasien, adaptasi psikologis terhadap proses penyakit kronis, landasan bagi perubahan perilaku dan gaya hidup jangka panjang untuk mempengaruhi prognosis jangka panjang secara menguntungkan, dan mempertahankan gaya hidup mandiri selama mungkin. Metode penelitian yang digunakan adalah literature review (studi pustaka) dengan membandingkan data sekunder dari literatur-literatur yang dipublikasi dalam database jurnal kedokteran PubMed,ClinicalKey dan Google Scholar sesuai dengan kriteria inklusi dan eksklusi yang ada. Studi pustaka dilakukan pada sepuluh literatur yang memenuhi kriteria inklusi dan eksklusi. Sepuluh literatur tersebut menyatakan bahwa rehablitasi jantung memiliki banyak manfaat pada kebugaran pasien dengan gagal jantung. Sebagai simpulan, program rehabilitasi jantung pada pasien dengan gagal jantung memiliki banyak maanfaat pada kebugaran pasien. Program rehabilitasi jantung dapat meningkatkan kualitas hidup pada pasien. Program rehabiltasi jantung meningkatkan Vo2Max dan kapasitas daya tahan jantung. Program rehabilitasi jantung sebagai langkah preventif karena dapat mencegah perburukan kesehatan jantung.Kata Kunci: Heart failure, chronic heart failure, rehabiltasi jantung
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Yustika, Gaung Perwira, and Sri Iswati. "Digital Literacy in Formal Online Education: A Short Review." Dinamika Pendidikan 15, no. 1 (June 24, 2020): 66–76. http://dx.doi.org/10.15294/dp.v15i1.23779.
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This study aims to explain the current findings of digital literacy in formal online education. The methods of research is a type of library description obtained from relevant scientific articles obtained from internet search media library engines: proquest, researchgate, google scholar and other search engines with keyword search "digital literacy" to find the publication of related scientific papers / relevant to the topic. Then the 41 articles found (listed in the references) are studied and then explained from the author's perspective. Digital literacy is multi-dimensional, built by multi construct hypotesis. In the previous research found a higher level of digital literacy that was positively related to the output of learning outcomes in the subjects studied. Online learners feel anxious because they do not understand and are accustomed to online classes, especially for those who have limited computer skills. Most importantly, independent students get the final grade of the program far better than non-independent students. The best predictor of academic success, measured by the final grades, namely components of academic skills, reading and writing abilities. Higher levels of digital literacy positively affected the high output of learning outcomes to student academic performance.
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Himalowa, Simon, Margaret M. Mweshi, Martha Banda, Jose Frantz, and Richard Kunda. "Strategies to Prevent Type 2 Diabetes Mellitus among School Children: A Systematic Review." Research in Health Science 5, no. 2 (May 20, 2020): p64. http://dx.doi.org/10.22158/rhs.v5n2p64.
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Introduction: The prevalence and socioeconomic burden of type 2 diabetes mellitus (T2DM) and associated co-morbidities are rising worldwide among school children thereby raising a public health concern.Aim: The aim of the review was to explore global literature concerning the various strategies utilised in prevention of type 2 diabetes mellitus among school children and their efficacy.Methodology: A retrospective search of articles published from 2009 to 2019 was done. The following electronic databases; Cochrane, Embase, ERIC, Google Scholar, MEDLINE, PEDRO, PubMed and Science Direct were individually searched using specifically developed search strategies. Methodological quality was evaluated using the Critical Appraisal Skills Programme (CASP) tool and by two independent reviewers.Results: Eleven studies of sound quality were included. The studies show that primary prevention of type 2 diabetes among school children is cardinal as children will grow up knowing about the disease and its consequences. The prevention of type 2 diabetes mellitus requires various combinations of interventional program elements including dietary education/counselling, physical activity, diabetes knowledge, competence building, school, social and community support being considered concurrently. None of the studies identified was done in Africa.Conclusion: Findings concretise that healthy diets and exercise outcomes coupled with explicit programs are key to type 2 diabetes mellitus prevention among school children.
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Riowati, Riowati, and Nono H. Yoenanto. "Peran Guru Penggerak pada Merdeka Belajar untuk Memperbaiki Mutu Pendidikan di Indonesia." Journal of Education and Instruction (JOEAI) 5, no. 1 (January 18, 2022): 1–16. http://dx.doi.org/10.31539/joeai.v5i1.3393.
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The purpose of this research is to provide an understanding that the concept of independent learning is in the form of a teacher driving program as an effort to improve the quality of education. The research method uses a literature review study of twenty articles from journals obtained from various sources. Data was collected by reviewing the official websites of Google Scholar, Research Gate, Sinta and Garuda. The search process was carried out by using keywords, quality of education, the concept of independent learning and driving teachers. Each article is selected based on specific questions compiled by the author as a first step. The research questions include; 1) What is the portrait of the quality of education; 2) What are the components that affect the quality of education; 3) How is the concept of implementing independent learning; 4) What is the role of the driving teacher. The results of the literature review study show that educational problems cannot be separated from the role of teachers as leaders. The ability of teachers as leaders in the concept of independent learning, namely the teacher acts as a motivator for fellow teachers in the school environment and motivates students. In conclusion, the portrait of education always experiences dynamics and changes. Various components of education influence each other to achieve quality education. Freedom to learn gives teachers the freedom to be creative in processing learning with students and the role of the driving teacher is very important as a leader in improving the quality of education in the future.
Keywords: Motivating Teachers, Freedom to Learn, Quality of Education.
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Alidost, Farzaneh, Ziba Taghizadeh, Nasimeh Setayesh, Haniyeh Nazem, and Marzieh Azizi. "Local Action for Sexual and Reproductive Health of Street Children: A Systematic Review." Journal of Pediatrics Review 9, no. 3 (July 1, 2021): 209–18. http://dx.doi.org/10.32598/jpr.9.3.902.1.
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Context: Street children may expose to high-risk behaviors such as unwanted pregnancy, abortion, and Sexually Transmitted Diseases (STDs). Objectives: This study systematically reviewed and presented preventive strategies for promoting Sexual and Reproductive Health (SRH) against unsafe abortion, STDs, and unwanted pregnancy in street children. Data Source: In this systematic review, we searched databases of ScienceDirect, Web of Science (ISI), PubMed, Scopus, Scientific Information Database (SID), and Google Scholar. Published articles between 1990 and 2020 were retrieved. Finally, 41 articles were used to compile the results of this study. Study Selection: A total of 1522 potentially relevant articles were identified; 275 articles were removed due to duplication and in abstract screening, and 766 articles did not meet the inclusion criteria or focus on the research question. Next, the full-text of 481 remained articles were screened. Studies in languages other than English or Persian, studies presented in conferences, and those with no information regarding the SRH among street children were removed. Finally, 41 studies were included in this systematic review. Data Extraction: Data were extracted from the articles according to the selection criteria by two independent reviewers. Results: Results of this study were categorized into 2 tables. Table 1 presents the strengths, weaknesses, opportunities, and threats of SRH in street children were shown. Table 2 presents the preventive strategies regarding unwanted pregnancy, unsafe abortion, and STDs in the street children in four categories of 1) expansion program and promotion of educational services, 2) expansion program and promotion of educational services, 3) creating secure umbrella and social welfare, and 4) expansion program and promotion of social protection. Conclusions: Because of no information on street children regarding SRH, the government should consider adequate sexual education programs such as protected sexual intercourse and counseling on preventing STDs and unsafe abortion. It is essential to allocate affordable and accessible healthcare centers and facilities to provide services with no judgment on these children.
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Gakinya, Grace, Christine Wasanga, and Robert Kipnusu. "Analysis of Psychological Well-Being of Secondary School Teachers; A Review of Literature." International Journal of Psychology 7, no. 1 (October 27, 2022): 1–8. http://dx.doi.org/10.47604/ijp.1677.
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Purpose: The goal of the study was to conduct an investigation into the psychological wellbeing of teachers in secondary schools.
Methodology: The research strategy used was a desktop review. Google Scholar was used to track the foundational references and relevant scholarly articles. To fulfill the inclusion criterion, papers from the past ten years were used.
Findings: Teachers' mental health was found to be correlated with both their self-efficacy and their work surroundings, independent of their demographics. Teachers' psychological well-being was found to be positively correlated with their levels of affective and normative commitment, which in turn was found to be positively correlated with teachers' levels of job satisfaction, desire to get involved in their work, and sense of competence on the job.
Unique Contribution to Theory, Policy and Practice: Based on the findings of this study, it is clear that assisting educators in developing their teaching competency and efficacy, as well as providing them with the tools they need to cope with workplace pressures, can have a positive effect on their mental health. It is also advised that, at the program level, supportive environments for both educators and students should be established. Psychotherapy based on the Cognitive Behavioral Theory (CBT) will be used to examine how emotions and actions are expressed through one's ability to think. This theory should be applied in future as it proposes new methods of thinking that will result in better behavioral and emotional reactions.
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Smith, Jennifer, Birinder Praneet Purewal, Alison Macpherson, and Ian Pike. "Metrics to assess injury prevention programs for young workers in high-risk occupations: a scoping review of the literature." Health Promotion and Chronic Disease Prevention in Canada 38, no. 5 (May 2018): 191–99. http://dx.doi.org/10.24095/hpcdp.38.5.01.
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Introduction Despite legal protections for young workers in Canada, youth aged 15–24 are at high risk of traumatic occupational injury. While many injury prevention initiatives targeting young workers exist, the challenge faced by youth advocates and employers is deciding what aspect(s) of prevention will be the most effective focus for their efforts. A review of the academic and grey literatures was undertaken to compile the metrics—both the indicators being evaluated and the methods of measurement—commonly used to assess injury prevention programs for young workers. Metrics are standards of measurement through which efficiency, performance, progress, or quality of a plan, process, or product can be assessed. Methods A PICO framework was used to develop search terms. Medline, PubMed, OVID, EMBASE, CCOHS, PsychINFO, CINAHL, NIOSHTIC, Google Scholar and the grey literature were searched for articles in English, published between 1975-2015. Two independent reviewers screened the resulting list and categorized the metrics in three domains of injury prevention: Education, Environment and Enforcement. Results Of 174 acquired articles meeting the inclusion criteria, 21 both described and assessed an intervention. Half were educational in nature (N=11). Commonly assessed metrics included: knowledge, perceptions, self-reported behaviours or intentions, hazardous exposures, injury claims, and injury counts. One study outlined a method for developing metrics to predict injury rates. Conclusion Metrics specific to the evaluation of young worker injury prevention programs are needed, as current metrics are insufficient to predict reduced injuries following program implementation. One study, which the review brought to light, could be an appropriate model for future research to develop valid leading metrics specific to young workers, and then apply these metrics to injury prevention programs for youth.
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Kajwang, Ben. "WEATHER BASED INDEX INSURANCE AND ITS ROLE IN AGRICULTURAL PRODUCTION." International Journal of Agriculture 7, no. 1 (August 1, 2022): 13–25. http://dx.doi.org/10.47604/ija.1595.
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Purpose: Insurance not only is a shock absorber for farmers and other actors in the agricultural value chain, but it also enables access to credit and hence is an integral part of financial inclusion, and it enables/protects investments in better inputs and technologies which increase productivity. The different forms of insurance also reduce the government's budget exposure to agricultural risks. Crop insurance could incentivize farmers to increase their input use but indemnity-based crop insurance programs are plagued by market failures. The purpose of this research work was to examine weather-based index insurance and its role in agricultural production. This study highlights the key opportunities for weather-based index products and bring further clarity to how the use of weather-based index insurance can help to transform agriculture production.
Methodology: Relevant book references and journal articles for the study were identified using Google Scholar. The inclusion criteria entailed papers that were not over five years old.
Findings: This study found that the uptake of weather-based index insurance is positively and significantly associated with the use of chemical fertilizer and improved seeds, and also with crop yield. The study concludes that upscaling of weather-based index insurance programs may help to spur agricultural development in agricultural production.
Recommendations: The study recommends that weather-based index insurance be linked to an existing development program or other market opportunities to provide added value to the client. As a stand-alone product, weather-based index insurance may be seen as an unnecessary cost and have little demand from farmers who face a variety of risks in addition to weather risks. The study also recommends partnership between weather-based index insurance programs and complementary agricultural development or risk management programs. NGOs in particular could play an important and independent role in the extension of information to farmers, possibly in conjunction with official extension services.
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Jaam, Myriam, Lina Mohammad Naseralallah, Tarteel Ali Hussain, and Shane Ashley Pawluk. "Pharmacist-led educational interventions provided to healthcare providers to reduce medication errors: A systematic review and meta-analysis." PLOS ONE 16, no. 6 (June 23, 2021): e0253588. http://dx.doi.org/10.1371/journal.pone.0253588.
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Introduction Medication errors are avoidable events that can occur at any stage of the medication use process. They are widespread in healthcare systems and are linked to an increased risk of morbidity and mortality. Several strategies have been studied to reduce their occurrence including different types of pharmacy-based interventions. One of the main pharmacist-led interventions is educational programs, which seem to have promising benefits. Objective To describe and compare various pharmacist-led educational interventions delivered to healthcare providers and to evaluate their impact qualitatively and quantitatively on medication error rates. Methods A systematic review and meta-analysis was conducted through searching Cochrane Library, EBSCO, EMBASE, Medline and Google Scholar from inception to June 2020. Only interventional studies that reported medication error rate change after the intervention were included. Two independent authors worked through the data extraction and quality assessment using Crowe Critical Appraisal Tool (CCAT). Summary odds ratios (ORs) with 95% confidence intervals (CIs) were calculated using a random-effects model for rates of medication errors. Research protocol is available in The International Prospective Register of Systematic Reviews (PROSPERO) under the registration number CRD42019116465. Results Twelve studies involving 115058 participants were included. The two main recipients of the educational interventions were nurses and resident physicians. Educational programs involved lectures, posters, practical teaching sessions, audit and feedback method and flash cards of high-risk abbreviations. All studies included educational sessions as part of their program, either alone or in combination with other approaches, and most studies used errors encountered before implementing the intervention to inform the content of these sessions. Educational programs led by a pharmacist were associated with significant reductions in the overall rate of medication errors occurrence (OR, 0.38; 95% CI, 0.22 to 0.65). Conclusion Pharmacist-led educational interventions directed to healthcare providers are effective at reducing medication error rates. This review supports the implementation of pharmacist-led educational intervention aimed at reducing medication errors.
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Artemeva, Olga Arkadjevna, and Alina Vladimirovna Karapetova. "Research groups as the foundation for psychological school of V. M. Bekhterev." Психология и Психотехника, no. 3 (March 2021): 74–89. http://dx.doi.org/10.7256/2454-0722.2021.3.36169.
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In the context of studying work organization of the leading teams of Russian psychologists, the article provides characteristics of the research groups that worked under the direction of V. M. Bekhterev in the field of psychology. For outlining the institutional framework, composition and results of the activity of such groups, the author carries out the biographical analysis along with the analysis of the products of scientific activity of the scholar and members of his team. It is demonstrated that the psychological direction of the scientific school of V. M. Bekhterev was formed out of the groups led by him at the premises of Kazan State University, Saint Petersburg Military Medical Academy, Neuropsychiatric Institute, and Institute for Brain Research. The novelty of the implemented approach consists in reconstruction of the establishment of reflexology as an independent psychological direction of scientific activity of V. M. Bekhterev from the perspective of socio-psychological theory of the collective. The individual “branches” of research of the team members were a distinct feature of the organization of collective work, which ensured the fulfillment of creative potential of each scholar and contribution to the development of the collective subject of research. The author also notes the united role of the leader. Throughout 40 years, V. M. Bekhterev united dozens of talented researchers. A crucial characteristic of the psychological “scientific school-research group” represented by a number of research teams was the experimental, practical and socially oriented research program for human study. The author indicates the priority of the scientific school of V. M. Bekhterev in the development and implementation of the objective and comprehensive approach towards studying the psychological phenomena. Based on the described peculiarities of organizing scientific activity, the established research base and of psychological personnel determined the formation of the Leningrad School of Soviet Psychology not only in the works of V. N. Myasishchev, N. M. Shchelovanov, A. V. Yarmolenko, M. Y. Basov, B. G. Ananyev, but also many other Russian psychologists.
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Bitew, Zebenay Workneh, Ayinalem Alemu, Ermias Getaneh Ayele, Desalegn Abebaw Jember, Michael Tamene Haile, and Teshager Worku. "Incidence Density Rate of Neonatal Mortality and Predictors in Sub-Saharan Africa: A Systematic Review and Meta-Analysis." International Journal of Pediatrics 2020 (October 15, 2020): 1–14. http://dx.doi.org/10.1155/2020/3894026.
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Background. Neonatal mortality in Sub-Saharan countries is remarkably high. Though there are inconsistent studies about the incidence density rate of neonatal mortalities (IDR) and predictors in Sub-Saharan Africa, they are inconclusive to policymakers and program planners. In this study, the IDR of neonatal mortalities and predictors was determined. Methods. Electronic databases (Web of Science, PubMed, EMBASE (Elsevier), Scopus, CINAHL (EBSCOhost), World Cat, Google Scholar, and Google) were explored. 20 out of 818 studies were included in this study. The IDRs and predictors of neonatal mortality were computed from studies conducted in survival analysis. Fixed and random effect models were used to compute pooled estimates. Subgroup and sensitivity analyses were performed. Results. Neonates were followed for a total of 1,095,611 neonate-days; 67142 neonate-days for neonates treated in neonatal intensive care units and 1,028,469 neonate-days for community-based studies. The IDRs of neonatal mortalities in neonatal intensive care units and in the community were 24.53 and 1.21 per 1000 person-days, respectively. The IDRs of early and late neonatal mortalities neonatal intensive care units were 22.51 and 5.09 per 1000 neonate-days, respectively. Likewise, the IDRs of early and late neonatal mortalities in the community were 0.85 and 0.31, respectively. Not initiating breastfeeding within one hour, multiple births, rural residence, maternal illness, low Apgar score, being preterm, sepsis, asphyxia, and respiratory distress syndrome were independent predictors of time to neonatal mortality in neonatal intensive care units and male gender, perceived small size, multiple births, and ANC were predictors of neonatal mortality in the community. Conclusion. The incidence density rate of neonatal mortality in Sub-Saharan Africa is significantly high. Multiple factors (neonatal and maternal) were found to be independent predictors. Strategies must be designed to address these predictors, and prospective studies could reveal other possible factors of neonatal mortalities.
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Kofman, Andrey F. "Matriarch of Latin American Studies in Russia. Vera Kuteishchikova’s Birth Centenary." Literature of the Americas, no. 9 (2020): 283–307. http://dx.doi.org/10.22455/2541-7894-2020-9-283-307.
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The paper is dedicated to the famous Russian Latin Americanist Vera Nikolaevna Kuteishchikova (1919–2012), who became the second Russian woman after A. Kollontai to be awarded with the Mexican Order of the Aztec Eagle for her merits in the study of Mexican literature. However, V. Kuteishchikova’s specialization was not limited to the Mexican literature; her academic interests included a wide range of issues. The paper demonstrates that she laid the foundations for the scientific study of Latin American literature in Russia and outlined the ways for further research in the field. Therefore, V. Kuteishchikova’s life and work are considered in an inseparable context with the development of Latin American literary studies in Russia. The list of the Russian editions and translations of Latin American writers and the number of critical works published before the 1960s clearly confirm the fact that until then Latin American literary studies did not exist as an independent branch of philological science in Russia, since Russian scholars had a very vague notion of the Latin American literature. The first research work in philology on the Latin American literature was the monograph by V.N. Kuteishchikova Latin American Novel in the XX century (1964). The paper pays special attention to this significant work. An analysis of this book proves that its author identified and revealed a number of essential topics and problems that would be center of Latin American studies in Russia. With an amazing sagacity V.N. Kuteishchikova mapped out a program for Latin American studies for half a century ahead. These ideas were developed in her work in 1970s, in particular, in New Latin American Novel (1976), co-written with her husband, L.S. Ospovat. The paper traces the participation of V.N. Kuteishchikova in the creation of the academic five-volume History of Latin American Literatures; analyzes her last book Moscow – Mexico – Moscow. A Lifelong Road (2000), gives a spiritual portrait of the Russian scholar.
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Gao, Min, Yangxi Huang, Qianyi Wang, Zejuan Gu, and Guozhen Sun. "Comparative effectiveness of exercise training program in patients with heart failure: protocol for a systematic review of randomised controlled trials and network meta-analysis." BMJ Open 11, no. 3 (March 2021): e043160. http://dx.doi.org/10.1136/bmjopen-2020-043160.
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IntroductionHeart failure (HF) is an end-stage of numerous heart diseases including hypertension, coronary heart disease and arrhythmia, in which the heart is unable to perform its circulatory function with sufficient efficiency due to structural or functional dysfunction (systolic or diastolic alterations). Strategies such as exercise rehabilitation may improve cardiac function, exercise capacity and health-related quality of life and reduce anxiety and depression in patients with HF. However, the relative effectiveness as well as the hierarchy of exercise interventions have not been well established, although various exercise options are available. Therefore, this protocol proposes to conduct a network meta-analysis (NMA) aiming to compare the effectiveness of different types of exercise training in patients with HF.Methods and analysisPubMed, Embase and the Cochrane Library will be searched from inception to March 2021 for relevant randomised controlled trials. Other resources, such as Google Scholar and Clinical Trials.gov will also be considered. Studies assessing exercise rehabilitation in patients with HF will be selected. Two independent reviewers will identify eligible trials. The PEDro risk of bias assessment tool will be used to assess the quality of the included studies. Bayesian NMA will be used when possible to determine the comparative effectiveness of the different exercise interventions. The mean ranks and surface will estimate the ranking probabilities for the optimal intervention of various treatments under the cumulative ranking curve. Subgroup, sensitivity and meta-regression will be conducted to explain the included studies’ heterogeneity if possible. We will also use the Grading of Recommendations, Assessment, Development, and Evaluation system to assess the strength of evidence.Ethics and disseminationThis systematic review and NMA will synthesise evidence on the effectiveness of the different exercises in patients with HF. The results will be submitted to a peer-reviewed journal. No ethical approval will be required because the data used for the review will be exclusively extracted from published studies.PROSPERO registration numberCRD42020165870.
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Lubeya, Mwansa Ketty, Mulindi Mwanahamuntu, Carla Chibwesha, Moses Mukosha, Mercy Monde Wamunyima, and Mary Kawonga. "Implementation strategies to increase human papillomavirus vaccination uptake for adolescent girls in sub-Saharan Africa: A scoping review protocol." PLOS ONE 17, no. 8 (August 25, 2022): e0267617. http://dx.doi.org/10.1371/journal.pone.0267617.
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Introduction The human papillomavirus (HPV) is sexually transmitted and infects approximately 75% of sexually active people early in their sexual life. Persistent infection with oncogenic HPV types can lead to malignant conditions such as cervical cancer. In 2006, the World Health Organisation approved the use of an efficacious HPV vaccine for girls aged 9 to 14 to prevent HPV-related conditions. Despite the HPV vaccine being available for about 15 years, dose completion remains as low as 20% in sub-Saharan African (SSA) countries implementing the vaccination program compared to 77% in Australia and New Zealand. A fraught of barriers to implementation exist which prevent adequate coverage. Achieving success for HPV vaccination in real-world settings requires strategies to overcome implementation bottlenecks. Therefore, a better understanding and mapping of the implementation strategies used in sub-Saharan Africa to increase HPV vaccination uptake is critical. This review aims to identify implementation strategies to increase HPV vaccination uptake for adolescent girls in sub-Saharan Africa and provide a basis for policy and future research, including systematic reviews to evaluate effective strategies as we accelerate the elimination of cervical cancer. Materials and methods This scoping review will consider studies pertaining to implementation strategies to increase HPV vaccination uptake for adolescent girls in sub-Saharan Africa. Studies targeted at different stakeholders to increase adolescent vaccine uptake will be included. Studies using interventions not fitting the definition of implementation strategies as defined by the refined compilation of implementation strategies from the Expert Recommendations for Implementing Change project will be excluded. MEDLINE (via PubMed), Embase, CINAHL (via EBSCO), Scopus and Google Scholar will be searched. Two independent reviewers will screen titles and abstracts for studies that meet the review’s inclusion criteria, and the full text of eligible studies will be reviewed. Data will be extracted from eligible studies using a structured data charting table developed by this team for inclusion by two independent reviewers and presented in a table and graphical form with a narrative summary.
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Chung, Yeonseok, Seon Hee Chang, Gustavo J. Martinez, Xuexian O. Yang, Roza Nurieva, Hong Soon Kang, Stephanie S. Watowich, Anton Jetten, and Chen Dong. "Critical regulation of early Th17 cell differentiation by IL-1 signaling (48.24)." Journal of Immunology 182, no. 1_Supplement (April 1, 2009): 48.24. http://dx.doi.org/10.4049/jimmunol.182.supp.48.24.
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Abstract Th17 cells have been recently discovered in both mouse and human. Although IL-1 has been shown to be important in human Th17 cell differentiation with little knowledge of the underlying mechanism, its function in mouse is less clear. Here we show that IL-1R1 expression in T cells, which was induced by IL-6, was necessary for Th17-mediated autoimmunity and for early Th17 differentiation in vivo. Moreover, IL-1 signaling in T cells was required in dendritic cell-mediated Th17 differentiation from naïve or regulatory precursors and IL-1 synergized with IL-6 and IL-23 to regulate Th17 differentiation and maintain cytokine expression in effector Th17 cells. Importantly, IL-1 regulated the expression of IRF4 and RORγt during Th17 differentiation; over-expression of these two factors resulted in IL-1-independent Th17 polarization. Our data thus indicate a critical role of IL-1 in Th17 differentiation and this pathway may serve as a novel target for Th17-mediated immunopathology. The work is supported by research grants from NIH (to CD), an Intramural Research Program of the NIEHS, NIH (to AMJ), Leukemia and Lymphoma Society (to CD) and MD Anderson Cancer Center (to CD and SSW) and the Gillson Longenbaugh Foundation (to SSW). RN is a recipient of a Scientist Development Grant from the American Heart Association. CD is a Trust Fellow of the MD Anderson Cancer Center, a Cancer Research Institute Investigator, a Leukemia and Lymphoma Society Scholar and an American Lung Association Career Investigator.
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Donaldson, Emily C. "The Problem with University Affiliation: Notes from an Independent Scholar." Practicing Anthropology 45, no. 1 (January 1, 2023): 4–9. http://dx.doi.org/10.17730/0888-4552.45.1.4.
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Abstract Anthropologists today are constantly challenged to understand and navigate our relationships to others, ourselves, our contexts, and our institutions. For my part, repeatedly facing the question, “What is your affiliation?” has recently made me wonder what that particular relationship means. Recent trends suggest that most of this year’s freshly-minted anthropology Ph.D.s will take their hard-earned expertise to fields outside of academia, where it and other social science perspectives are sorely needed to address the world’s current crises. But as anthropology programs face tightening budgets, more career-oriented students, and the threat of termination, we should be asking how academic anthropologists can better recognize and draw upon all those who have trained in our field. This piece explores the effects and waning relevance of university affiliation on our discipline, at a time when we are striving to achieve greater equality, accessibility, and applicability.
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Kim, Na Eun, Dominique Vervoot, Ahmad Hammouri, Cristiana Riboni, Hosni Salem, Caris Grimes, and Naomi Jane Wright. "Cost-effectiveness of neonatal surgery for congenital anomalies in low-income and middle-income countries: a systematic review protocol." BMJ Paediatrics Open 4, no. 1 (August 2020): e000755. http://dx.doi.org/10.1136/bmjpo-2020-000755.
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IntroductionCongenital anomalies are the fifth leading cause of death in children under 5 years old globally (591 000 deaths reported in 2016). Over 95% of deaths occur in low-income and middle-income countries (LMICs). It is estimated that two-thirds of the congenital anomaly health burden could be averted through surgical intervention and that such interventions can be cost-effective. This systematic review aims to evaluate current evidence regarding the cost-effectiveness of neonatal surgery for congenital anomalies in LMICs.Methods and analysisA systematic literature review will be conducted in PubMed, MEDLINE, Embase, Cochrane Library, Scielo, Google Scholar, African Journals OnLine and Regional WHO’s African Index Medicus databases for articles on the cost-effectiveness of neonatal surgery for congenital anomalies in LMICs. The following search strings will be used: (1) congenital anomalies; (2) LMICs; and (3) cost-effectiveness of surgical interventions. Articles will be uploaded to Covidence software, duplicates removed and the remaining articles screened by two independent reviewers. Cost information for interventions or procedures will be extracted by country and condition. Outcome measurements by reported unit and cost-effectiveness ratios will be extracted. Methodological quality of each article will be assessed using the Drummond checklist for economic evaluations. The Agency for Healthcare Research and Quality’s Effective Health Care Program guidance will be followed to assess the grade of the studies.Ethics and disseminationNo ethical approval is required for conducting the systematic review. There will be no direct collection of data from individuals. The finalised article will be published in a scientific journal for dissemination. The protocol has been registered with PROSPERO (International Prospective Register of Systematic Reviews).ConclusionCongenital anomalies form a large component of the global health burden that is amenable to surgical intervention. This study will systematically review the current literature on the cost-effectiveness of neonatal surgery for congenital anomalies in LMICs.PROSPERO registration numberCRD42020172971.
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Banerji, Debabar. "Reflections of an Indian Scholar." International Journal of Health Services 33, no. 1 (January 2003): 163–69. http://dx.doi.org/10.2190/lhxk-31r6-7kp9-4jug.
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In India, health programs have often been imposed on the deprived poor by a syndicate of foreign agencies and the local ruling class. During the first two decades after Independence, the political setting was somewhat conducive to scientific debates on the development of health services for India's people. The scenario changed radically during the next three and a half decades, when the country's ruling class became more oppressive and foreign agencies exerted increasing pressure to impose a prefabricated and scientifically suspect agenda of health services that were even more unequal and iniquitous to the interests of the deprived. With the help of themes from some of his major works, the author reflects on his experiences of the last half-century to make a case for using scientific critiques as an instrument for resisting foreign domination.
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Folz, David H., and Chris Shults. "The Value Added by Professional Certification of Municipal Finance Officers." State and Local Government Review 50, no. 2 (June 2018): 85–97. http://dx.doi.org/10.1177/0160323x18789535.
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Many academics and practitioners value professional training and certification programs as important ways to improve management practice and organizational performance. However, these programs often are among the first cutback targets in times of fiscal stress. Evidence that documents the actual impacts of specialized training and certification on public organizational performance is sparse. This longitudinal panel study examines the effects of a state-mandated Certified Municipal Finance Officer program on cities’ financial management performance and finds that the program had a statistically significant independent impact on the observed reduction in the number of annual outside audit findings. The program’s impact on improved financial management performance underscores the need for scholars to evaluate similar programs, the results from which may help to alter public officials’ cutback calculus and restore public confidence in the public service.
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Seymour, Kathryn. "Editorial." Queensland Review 24, no. 1 (June 2017): 1–4. http://dx.doi.org/10.1017/qre.2017.2.
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This special issue of the Queensland Review is devoted to exploring the conceptual and practical implications of bold new Queensland research on youth development programs that has genuine global relevance. The articles in this issue, from leading and emerging Australian and international scholars and practitioners, explore and unfold the different dimensions of this Queensland research for an Australian and global audience of youth researchers, practitioners, policy-makers and general readers. By bringing scholars together with paid and volunteer practitioners to contribute to this special issue, Queensland Review takes a unique approach to exploring youth programs. The independent practitioner voice — especially the volunteer practitioner voice — is largely absent from the scholarly forum, and this issue brings aspects of practitioners’ anecdotal and evidential work to the fore. The articles enable practitioners to share with us how they experience and understand their work with young people, other practitioners and communities. Overall, the scholarly and practitioner contributors to this issue of Queensland Review explore key questions and challenges inherent in the work adults do with children and young adults in youth programs designed to foster their positive development.
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Zhang, Hongzhi, and Philip Wing Keung Chan. "Understanding and Supporting the Confucian Heritage Culture International Students in Victorian Independent Schools: A Perspective of School Leaders." Social Sciences 10, no. 10 (October 11, 2021): 377. http://dx.doi.org/10.3390/socsci10100377.
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Greater demand for quality post-secondary education has been seen in Asia, particularly in China. Many Western countries have seen a rise in international education. Increasingly, schools in Australia are embracing internationalisation policies, leading to an increase in international student enrolment before the COVID-19 pandemic in 2020. International students in school education are something of a little-understood issue for educational scholars, policy makers and the general public. Leadership is seen as pivotal in the success of schools’ internationalisation program. By applying a mixed-method approach to collect data from an online Qualtrics survey and semi-structured interviews with independent school leaders in Australia, this paper reports how school leaders understand Confucian Heritage Culture (CHC) international students’ linguistic, cultural and educational contributions to schools, and their experience in supporting the international students to adapt into the new educational environments through various programs and strategies. This article also advocates that it is vital to respect the international students’ educational subjectivities generated in their “home” countries when providing support programs to help them engage with new educational contexts in “host” nations.
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Zhang, Shaoan, Chengcheng Li, Mark Carroll, and P. G. Schrader. "Doctoral Program Design Based on Technology-Based Situated Learning and Mentoring: A Comparison of Part-Time and Full-Time Doctoral Students." International Journal of Doctoral Studies 15 (2020): 393–414. http://dx.doi.org/10.28945/4598.
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Aim/Purpose: Most programs are designed with full-time doctoral students’ characteristics and needs in mind; few programs consider the unique needs of part-time doctoral students, including time restrictions, experiences during the program, identity development, and different professional aspirations. The purpose of this study was to evaluate the potential differences between part-time and full-time doctoral students in their scholarly development, and how technology may serve as a communication and organization tool for individual and program support. Background: Built on the application of communities of practice, information and communication technology, and situated learning theory, this study sought to evaluate the potential differences among full-time and part-time doctoral students associated with their scholarly development in a traditional doctoral program at a large research-intensive university. Methodology: This study used independent samples t-test to evaluate the potential differences between part-time and full-time doctoral students in their scholarly development. Data were collected from 98 doctoral students via a survey. This study also employed two hypothetical cases that described the issues and solutions related to the program pursuant to scholarly development, which further illustrated the quantitative results and provided more meaningful discussions and suggestions. Contribution: This study provided insights into part-time doctoral students’ scholarly development and provided suggestions for designing doctoral programs and differentiated mentoring for both full-time and part-time doctoral students. Further, additional multifaceted mentoring approaches including peer mentoring and e-mentoring were evaluated. Findings: Significant differences were found in four aspects of doctoral students’ scholarly development: the opportunities to do research related to grants with faculty, support for scholarly work in addition to advisor’s support, involvement in the teaching/supervision activities, and goals for scholarly development. Recommendations for Practitioners: Program designers, faculty, and especially mentors should appreciate the differences between part-time and full-time doctoral students. Potential program redesigns should include judicious applications of technology as essential components to address limited accessibility and opportunities for part-time students. An Individual Development Plan (IDP) should be used to mentor doctoral students to enhance the effectiveness of mentoring regarding academic goals, actions, and related roles and responsibilities. Recommendation for Researchers: Future research can further evaluate and develop the instrument to better measure more domains of doctoral students’ scholarly development. Additionally, qualitative methods may be used to further provide the emic description of the process of part-time students’ engagement with the program, mentors, and peers. Impact on Society: With consideration of the unique needs of part-time students and the application of technology-based learning community, opportunities are provided for mentors and doctoral students to engage in scholarship and develop a sense of belonging to their doctoral program. Future Research: Future research can examine the differences between male and female doctoral students, different race groups, and disciplines.
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Das, Rosalina, Jessica Diaz, Sheela Dominguez, and Barry Issenberg. "37889 Taking a pragmatic approach to evaluate Miami Clinical and Translational Science Institute’s Programs using two models." Journal of Clinical and Translational Science 5, s1 (March 2021): 67–68. http://dx.doi.org/10.1017/cts.2021.576.
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ABSTRACT IMPACT: Practical evaluation approaches using case studies and success stories present a chain of evidence to demonstrate to stakeholders that resources are being used as required and producing desired results and effectively document the impact of clinical and translational research. OBJECTIVES/GOALS: This project describes the overall evaluation plan of the Miami CTSI by combining the Translational Sciences Benefits Model (TSBM) and the Kirkpatrick Model to evaluate scientific outcomes and impact of CTSI-supported research, and education and training programs developed by the CTSI. METHODS/STUDY POPULATION: Using case studies, the TSBM framework will be applied to CTSI-supported projects to evaluate scientific outcomes and impact on domains that include: clinical and medical; community and public health; economic; legislative and policy. We will apply the framework to projects that have received funding through CTSI’s Pilot and Translational Studies and Mentored Translational Scholars KL2 Programs, and that have at least one publication. Application of the Kirkpatrick model will be demonstrated by using the four levels of evaluation - reaction, learning, behavior, and results - to assess training outcomes and impact of the KL2 and the I-Corps Programs. RESULTS/ANTICIPATED RESULTS: About 20 pilot projects and 8 KL2 research projects will be assessed using the TSBM framework. We anticipate that all projects will show potential or demonstrated benefits in at least two of the four domains of the model. KL2 Program evaluation was conducted by collecting data on all the four levels of the Kirkpatrick model. Reaction and learning were assessed through feedback from KL2 scholars. Behavior was assessed using semi-annual updates on research and training progress of the scholars and the program. Results were measured using indicators such as program graduates that continue to engage in clinical and translational research and their transition to research independence. DISCUSSION/SIGNIFICANCE OF FINDINGS: Our evaluation approach using the two models is well aligned with overall CTSI aims and its three focus areas - infrastructure, education and culturalization/community engagement and will allow us to conduct a comprehensive yet practical evaluation of Miami CTSI programs.
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Rybarczyk, Brian J., Leslie Lerea, Dawayne Whittington, and Linda Dykstra. "Analysis of Postdoctoral Training Outcomes That Broaden Participation in Science Careers." CBE—Life Sciences Education 15, no. 3 (September 2016): ar33. http://dx.doi.org/10.1187/cbe.16-01-0032.
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Postdoctoral training is an optimal time to expand research skills, develop independence, and shape career trajectories, making this training period important to study in the context of career development. Seeding Postdoctoral Innovators in Research and Education (SPIRE) is a training program that balances research, teaching, and professional development. This study examines the factors that promote the transition of postdocs into academic careers and increase diversity in science, technology, engineering, and mathematics. Data indicate that SPIRE scholars (n = 77) transition into faculty positions at three times the national average with a greater proportion of underrepresented racial minorities (URMs) and females represented among SPIRE scholars. Logistic regression models indicate that significant predictors are the intended career track at the start of the postdoctoral training and the number of publications. Factors necessary for successful transition are teaching experience as independent instructors, professional development opportunities, and the experience of balancing teaching with research. Scholars’ continued commitment to increasing diversity in their faculty roles was demonstrated by their attainment of tenure-track positions at minority-serving institutions, continued mentorship of URMs, and engagement with diversity initiatives. These results suggest that a postdoctoral program structured to include research, teaching, and diversity inclusion facilitates attainment of desired academic positions with sustained impacts on broadening participation.
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Saehana, Sahrul, Muhammad Ali, Darsikin Darsikin, Nurgan Nurgan, and Delthawati Is Ratnaningtyas. "Pelatihan Penggunaan Learning Management System (LMS) bagi Guru Sebagai Mitra Asistensi Mengajar Program MBKM Prodi Pendidikan Fisika FKIP Universitas Tadulako." Bubungan Tinggi: Jurnal Pengabdian Masyarakat 3, no. 4 (December 12, 2021): 441. http://dx.doi.org/10.20527/btjpm.v3i4.4333.
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Program Merdeka Belajar Kampus Merdeka (MBKM) merupakan program nasional bertujuan untuk meningkatkan kualitas output pendidikan dengan melakukan sejumlah aktivitas seperti asistensi mengajar di satuan pendidikan oleh mahasiswa. Learning management system (LMS) sangat dibutuhkan untuk melaksanakan program asistensi mengajar khususnya dalam melakukan evaluasi. Tujuan program ini adalah untuk melatih guru di sekolah mitra dalam menggunakan LMS sehingga dapat mendampingi mahasiswa dalam program asistensi mengajar. Kegiatan ini dilakukan dalam bentuk pelatihan dimana guru dilatih menggunakan LMS. Mitra kegiatan ini adalah SMP dan SMA di Propinsi Sulawesi Tengah. Instrumen yang digunakan adalah lembar observasi dan wawancara. Dari hasil pengamatan diketahui bahwa guru dapat memanfaatkan dengan baik aplikasi evaluasi berbasis LMS yang dirancang oleh tim pengabdi. Hasil wawancara memperkuat hal ini, dimana guru tidak mengalami kesulitan dalam menggunakan aplikasi penilaian bagi mahasiswa program asistensi mengajar karena dilengkapi petunjuk yang jelas. The Independent Learning Campus Independent Program is a national program that improves scholarly output quality by carrying out activities such as teaching assistants in academic units by students. A learning management system (LMS) is needed to carry out teaching assistance programs, especially evaluations. This program aims to train teachers at partner schools in using the LMS so that they can assist students in teaching assistance programs. This activity is carried out in training where teachers are trained to use LMS. Partners of this activity are junior and senior high schools in Central Sulawesi Province. The instruments used are observation sheets and interviews. From the observations, it is known that teachers can make good use of the LMS-based evaluation application designed by the service team. The results of the interviews reinforce this, where the teacher does not experience difficulties in using the assessment application for students in the teaching assistant program because it is equipped with clear instructions.
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Марина Ивановна, Журина,. "THE NOVEL IN VERSE “EUGENE ONEGIN” BY A. S. PUSHKIN IN CONDITIONS OF BLENDED LEARNING: TASKS FOR A VIDEO LECTURE." Bulletin of the Chuvash State Pedagogical University named after I Y Yakovlev, no. 4(117) (December 30, 2022): 92–97. http://dx.doi.org/10.37972/chgpu.2022.117.4.012.
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Настоящая статья посвящена вопросу эффективности реализации смешанного формата школьного литературного образования на примере изучения романа в стихах А. С. Пушкина «Евгений Онегин» в 9 классе. В соответствии с рабочей программой по литературе под редакцией В. Я. Коровиной, составленной на основе ФГОС основного общего образования, цикл уроков по пушкинскому тексту включает 8 аудиторных занятий, при этом самостоятельная внеурочная деятельность ученика по освоению произведения, его чтению и осмыслению не менее значительная и трудоемкая. Актуальность предпринятого исследования определяется необходимостью адаптации домашней работы школьника к условиям цифровой образовательной среды, разработки заданий с привлечением цифровых технологий, способствующих усилению познавательного интереса и творческого потенциала обучающихся. Открытость современного образовательного процесса, многообразие медиа-, видеоконтента ставят перед учителем-словесником новую задачу - помочь ученику сориентироваться в обилии обучающих Интернет-ресурсов. В данной статье обоснована целесообразность включения видеолекции выдающегося российского ученого-литературоведа Ю. В. Манна о романе в стихах «Евгений Онегин» в систему онлайн- и офлайн-занятий по произведению, приведены вопросы, позволяющие ученику познакомиться с одной из интереснейших интерпретаций пушкинского текста, сосредоточившись на ключевых мыслях воспринимаемого материала. This article is devoted to the issue of effectiveness of the implementation of the blended format of school literature education by the example of studying the novel in verse “Eugene Onegin” by A. S. Pushkin in the 9th grade. In accordance with the work program on literature edited by V. Ya. Korovina and compiled on the basis of the Federal State Educational Standard of Basic General Education, the cycle of lessons on the Pushkin text includes 8 classroom sessions, while student’s independent extracurricular activity for studying, reading and comprehending the literary work is no less significant and time-consuming. The relevance of the undertaken study is determined by the need to adapt student’s homework to the conditions of digital learning environment, development of tasks involving digital technology to enhance cognitive interest and creativity of students. The openness of modern educational process, the diversity of media and video content poses a new task for the teacher - to help students navigate in the abundance of educational Internet resources. This article substantiates the expediency of including a video lecture by the outstanding Russian scholar of literature Yu. V. Mann about the novel in verse “Eugene Onegin” in the system of online and offline classes on the work, provides questions that allow students to learn one of the most interesting interpretations of Pushkin's text, focusing on the key ideas of the perceived material.
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Durham Brooks, Tessa, Raychelle Burks, Erin Doyle, Mark Meysenburg, and Tim Frey. "Digital imaging and vision analysis in science project improves the self-efficacy and skill of undergraduate students in computational work." PLOS ONE 16, no. 5 (May 5, 2021): e0241946. http://dx.doi.org/10.1371/journal.pone.0241946.
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In many areas of science, the ability to use computers to process, analyze, and visualize large data sets has become essential. The mismatch between the ability to generate large data sets and the computing skill to analyze them is arguably the most striking within the life sciences. The Digital Image and Vision Applications in Science (DIVAS) project describes a scaffolded series of interventions implemented over the span of a year to build the coding and computing skill of undergraduate students majoring primarily in the natural sciences. The program is designed as a community of practice, providing support within a network of learners. The program focus, images as data, provides a compelling ‘hook’ for participating scholars. Scholars begin the program with a one-credit spring semester seminar where they are exposed to image analysis. The program continues in the summer with a one-week, intensive Python and image processing workshop. From there, scholars tackle image analysis problems using a pair programming approach and can finish the summer with independent research. Finally, scholars participate in a follow-up seminar the subsequent spring and help onramp the next cohort of incoming scholars. We observed promising growth in participant self-efficacy in computing that was maintained throughout the project as well as significant growth in key computational skills. DIVAS program funding was able to support seventeen DIVAS over three years, with 76% of DIVAS scholars identifying as women and 14% of scholars identifying as members of an underrepresented minority group. Most scholars (82%) entered the program as first year students, with 94% of DIVAS scholars retained for the duration of the program and 100% of scholars remaining a STEM major one year after completing the program. The outcomes of the DIVAS project support the efficacy of building computational skill through repeated exposure of scholars to relevant applications over an extended period within a community of practice.
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Nery, Matheus Batalha Moreira. "Science Without Borders’ Contributions to Internationalization of Brazilian Higher Education." Journal of Studies in International Education 22, no. 5 (December 27, 2017): 371–92. http://dx.doi.org/10.1177/1028315317748526.
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The Science Without Borders (SWB) program is Brazil’s major international education initiative. Begun in 2011, the SWB program is a government-funded initiative that encourages Brazilian universities to structure international relations offices and make international education experiences accessible to Brazilian students. However, its initial stages were marked by problems. First, the author’s analysis focuses on the history of SWB’s implementation and pivotal moments in the program’s evolution with the objective of analyzing the available program data, balancing it with the author’s experience in managing international programs. In sequence, the author examines the key learning points from two international programs—European Union (EU) Erasmus Program and the U.S. 100,000 Strong initiative—with the objective of analyzing some of the best practices that could have assisted the SWB program in its initial implementation phase and in its future plans. Last, the author presents an analysis with key learning points on internationalization of higher education with the objective of analyzing the growing complexity in international education policies and the necessity of improvements in the current Brazilian strategy for internationalization. The author proposes that to ensure the SWB program’s efficacy, an independent evaluation and enhanced connection between Brazilian international education initiatives and the country’s foreign policy will be necessary. Sustainability of the program and Brazil’s international education policies will necessitate additional efforts including cross-border education, comprehensive internationalization, and internationalization at home strategies. In summary, the author presents recommendations to policymakers, scholars, and practitioners regarding transforming the SWB program into an international education national policy.
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Walters, Tyler O. "Data Curation Program Development in U.S. Universities: The Georgia Institute of Technology Example." International Journal of Digital Curation 4, no. 3 (December 7, 2009): 83–92. http://dx.doi.org/10.2218/ijdc.v4i3.116.
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The curation of scientific research data at U.S. universities is a story of enterprising individuals and of incremental progress. A small number of libraries and data centers who see the possibilities of becoming “digital information management centers” are taking entrepreneurial steps to extend beyond their traditional information assets and include managing scientific and scholarly research data. The Georgia Institute of Technology (GT) has had a similar development path toward a data curation program based in its library. This paper will articulate GT’s program development, which the author offers as an experience common in U.S. universities. The main characteristic is a program devoid of top-level mandates and incentives, but rich with independent, “bottom-up” action. The paper will address program antecedents and context, inter-institutional partnerships that advance the library’s curation program, library organizational developments, partnerships with campus research communities, and a proposed model for curation program development. It concludes that despite the clear need for data curation put forth by researchers such as the groups of neuroscientists and bioscientists referenced in this paper, the university experience examined suggests that gathering resources for developing data curation programs at the institutional level is proving to be a quite onerous. However, and in spite of the challenges, some U.S. research universities are beginning to establish perceptible data curation programs.
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Macario, Alex, Pedro P. Tanaka, Joshua S. Landy, Sarah M. Clark, and Ronald G. Pearl. "The Stanford Anesthesia Faculty Teaching Scholars Program: Summary of Faculty Development, Projects, and Outcomes." Journal of Graduate Medical Education 5, no. 2 (June 1, 2013): 294–98. http://dx.doi.org/10.4300/jgme-d-12-00246.1.
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Abstract Background The Stanford Anesthesia Teaching Scholars Program was launched in 2007 to further pedagogic training of faculty and improve residency education. Objectives The goals of this article are to describe the program intervention and improvements made based on participant feedback, summarize the characteristics of the faculty enrolled and projects undertaken, and report on program outcomes tracked to date. Intervention The Teaching Scholars Program housed within the Department of Anesthesia supports faculty in these areas: (1) attending education-related meetings; (2) engaging in a monthly seminar on core topics paired with independent study reading; and (3) undertaking a project to improve resident education. Structured interviews with all graduates (n = 19; 47% women) were conducted using a pilot-tested questionnaire. Results A total of 15 of 19 Scholars (79%) were instructors/assistant professors. Sixteen Scholars (84%) attended an off-site education meeting. The Scholars pursued a variety of projects, including curriculum (53%), teaching (26%), administration (11%), assessment (5%), and advising/mentoring (5%). Projects were fully completed by 13 of 19 participants (68%), and 12 of 19 projects (63%) are currently integrated into the residency. Completed projects were published/presented at conferences by 4 of 13 participants (31%), and education grants were received by 3 of 19 participants (16%). Conclusions This is the first description of a faculty development (education) program in an anesthesiology department. The program has been well accepted by participants and resulted in increased educational products, some of which have become a permanent part of the residency curriculum. This educational innovation can be replicated in other departments of anesthesiology provided that funding is available for faculty time and meeting expenses.
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Fitzgerald, April S., Michele Fang, Rita S. Lee, Jillian Gann, and Deborah L. Burnet. "The ACLGIM LEAD Program: a Leadership Program for Junior-Mid-Career Faculty." Journal of General Internal Medicine 36, no. 8 (June 9, 2021): 2443–47. http://dx.doi.org/10.1007/s11606-021-06918-y.
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Abstract Background Junior to mid-career medical faculty often move into administrative and leadership roles without formal leadership training. Many national leadership training programs target senior rather than junior faculty. Aim To address the leadership development needs of junior and mid-career faculty. Setting Sessions at annual meetings combined with online learning, independent work, and leadership coaching. Participants 79 junior-mid-career general internal medicine (GIM) faculty enrolled in five consecutive annual cohorts from 2014 to 2018. Program Description LEAD scholars participate in a full-day anchor session followed by selected workshops during the annual meeting. They then participate in monthly online sessions, complete a project, interview a senior leader, and receive leadership coaching from senior GIM faculty. Program Evaluation Post-program evaluation indicated the LEAD program was effective in helping participants understand what it means to be a good leader (93%, 37/40), become a more reflective leader (90%, 35/39), and apply principles of leadership to increase effectiveness in their role (88%, 34/39). Discussion LEAD provides junior-mid-career medical faculty an opportunity to learn effective leadership skills and build a network.
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PALUCK, ELIZABETH LEVY, and DONALD P. GREEN. "Deference, Dissent, and Dispute Resolution: An Experimental Intervention Using Mass Media to Change Norms and Behavior in Rwanda." American Political Science Review 103, no. 4 (October 14, 2009): 622–44. http://dx.doi.org/10.1017/s0003055409990128.
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Deference and dissent strike a delicate balance in any polity. Insufficient deference to authority may incapacitate government, whereas too much may allow leaders to orchestrate mass violence. Although cross-national and cross-temporal variation in deference to authority and willingness to express dissent has long been studied in political science, rarely have scholars studied programs designed to change these aspects of political culture. This study, situated in post-genocide Rwanda, reports a qualitative and quantitative assessment of one such attempt, a radio program aimed at discouraging blind obedience and reliance on direction from authorities and promoting independent thought and collective action in problem solving. Over the course of one year, this radio program or a comparable program dealing with HIV was randomly presented to pairs of communities, including communities of genocide survivors, Twa people, and imprisoned génocidaires. Changes in individual attitudes, perceived community norms, and deliberative behaviors were assessed using closed-ended interviews, focus group discussions, role-play exercises, and unobtrusive measures of collective decision making. Although the radio program had little effect on many kinds of beliefs and attitudes, it had a substantial impact on listeners' willingness to express dissent and the ways they resolved communal problems.
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Rampersaud, Evadnie, Lance E. Palmer, Jane S. Hankins, Vivien A. Sheehan, Wenjian Bi, Heather Mulder, Guolian Kang, et al. "Precision Medicine for Sickle Cell Disease through Whole Genome Sequencing." Blood 132, Supplement 1 (November 29, 2018): 3641. http://dx.doi.org/10.1182/blood-2018-99-117606.
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Abstract Although sickle cell disease (SCD) is a monogenic disorder, the severity and specific organ dysfunction and failure are strongly influenced by genetic modifiers. Rapid identification of all modifiers in patients and well-phenotyped cohorts will better define the impact of relevant variants on clinical status, inform disease biology, and identify new therapeutic strategies. We created the Sickle Genome Project (SGP), a whole genome sequencing (WGS) strategy, to define genomic variation and modifiers of SCD. We performed WGS on 871 African American SCD patients from St. Jude Children's Research Hospital who participated in the Sickle Cell Clinical Research and Intervention Program (SCCRIP, Hankins et al. Pediatr Blood Cancer, 2018) and Texas Children's Hospital Hematology Center (TCHC). We developed robust pipelines for accurate detection of single nucleotide polymorphisms (SNPs), identification of structural variants and data retrieval/sharing via the St. Jude Cloud platform (to be described elsewhere). Notable findings include: 1) Confirmed associations of common genetic modifiers with SCD phenotypes, including levels of fetal hemoglobin (BCL11A, HBS1L-MYB, HBB), bilirubin (UGT1A1), and microalbuminuria (APOL1). Additional associations approaching genome-wide significance require further investigation, including replication in independent samples. 2) Improved determination of the SCD modifier α-thalassemia. The most common α-thalassemia mutations in SCD are 3.7 kb or 4.2 kb deletions (-α3.7 and -α4.2 alleles), which arose from recombination between homologous HBA1 and HBA2 genes and are difficult to map using standard WGS reads. Three independent crossover events are described for -α3.7 and one for -α4.2 in SCD cohorts. We developed a novel approach to identify α-globin gene deletions by local de novo assembly of WGS data and coverage depth analysis. We identified 5 -α3.7 alleles (frequencies 0.77-32.12%) and 7 -α4.2 alleles (frequencies 0.19-5.77%). Collectively, the frequency of all -α alleles was 57%, reflecting at least 12 distinct recombination events, greatly exceeding previously published counts. These findings better define the evolution of α-globin genes to allow improved understanding of their regulation and influence on SCD. 3) Characterization of β0-thalassemia alleles. Mutations in the extended β-globin locus influence SCD phenotypes. Five SGP patients had large β-globin (HBB) deletions associated with elevated fetal hemoglobin, which ameliorates symptoms of SCD. Twenty-three patients had HbSβ0-thalassemia, which reduces the severity of some SCD phenotypes. Overall, 48.6% (18/37) of patients clinically designated as HbSβ0 -thalassemia had no identified β-thalassemia mutation. Moreover, 4/680 patients (0.6%) designated HbSS were identified to be β0-thalassemia heterozygotes. The MCV, RBC and %HbA2 distributions overlapped substantially in correct vs. incorrect genotype assignments. Improved discrimination of HbSβ0 vs HbSS genotypes by WGS will better define associated phenotype differences to impact clinical care. 4) Determination of a genetic variant linked to vaso-occlusive crisis (VOC). Previously, a single GWAS study linked rs3115229, located 63.7 kb 5′ upstream of the KIAA1109 gene, with VOC at borderline significance (P = 5.63 × 10−8) (Chaturvedi et al, Blood 130, 2017). Using WGS data for 327 SGP participants (HbSS or HbSβ0-thalassemia) enrolled in the SCCRIPP study, we found strong association (p = 7 x 10-5) between the onset of VOC and a 4-SNP diplotype within an adjacent LD block of the KIAA1109-TENR-IL2-IL21 region (chr4: 122.8Mb - 123.8Mb) which has been previously associated with numerous inflammatory disorders. We validated this association using imputed genome-wide array data in an independent group of SCD patients (Sleep and Asthma Cohort, n= 181 patients, p = 0.05) (Cohen et al, Ann Am Thorac Soc, 2016). This works provides confirmation that the region surrounding KIAA1109 is associated with pain crisis in SCD. Our studies provide new information on the genomic architecture of SCD patients and delineate a consolidated approach for future applications of precision medicine. Disclosures Hankins: Novartis: Research Funding; Global Blood Therapeutics: Research Funding; NCQA: Consultancy; bluebird bio: Consultancy. Estepp:Global Blood Therapeutics: Consultancy, Research Funding; ASH Scholar: Research Funding; NHLBI: Research Funding; Daiichi Sankyo: Consultancy.
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Friedman, S., D. Porplycia, J. Lexchin, K. Hayman, S. Masood, E. O'Connor, E. Xie, et al. "LO11: STAR-EM: An innovative summer research program for medical students in an urban Canadian academic emergency department." CJEM 22, S1 (May 2020): S10—S11. http://dx.doi.org/10.1017/cem.2020.67.
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Innovation Concept: Research training programs for students, especially in emergency medicine (EM), may be difficult to initiate due to lack of protected time, resources, and mentors (Chang Y, Ramnanan CJ. Academic Medicine 2015). We developed a ten-week summer program for medical students aimed at cultivating research skills through mentorship, clinical enrichment, and immersion in EM research culture through shadowing and project support. Methods: Five second year Ontario medical students were recruited to participate in the Summer Training and Research in Emergency Medicine (STAR-EM) program at University Health Network, Toronto, from June - Aug, 2019. Program design followed review of existing summer research programs and literature regarding challenges to EM research (McRae, Perry, Brehaut et al. CJEM 2018). The program had broad emergency physician (EP) engagement, with five EP research project mentors, and over ten EPs delivering academic sessions. Curriculum development was collaborative and iterative. All projects were approved by the hospital Research Ethics Board (REB). Curriculum, Tool or Material: Each weekly academic morning comprised small group teaching (topics including research methodology, manuscript preparation, health equity, quality improvement, and wellness), followed by EP-led group progress review of each student's project. Each student spent one half day per week in the emergency department (ED), shadowing an EP and identifying patients for recruitment for ongoing mentor-initiated ED research projects. Remaining time was spent on independent student project work. Presentation to faculty and program evaluation occurred in week 10. Scholarly output included one abstract submitted for publication per student. Program evaluation by students reflected a uniform impression that course material and mentorship were each excellent (100%, n = 5). Interest in pursuing academic EM as a career was identified by all students. Faculty researchers rated the program as very effective (80%, n = 4) or somewhat effective (20%, n = 1) in terms of enhancing productivity and scholarly output. Conclusion: The STAR-EM program provides a transferable model for other academic departments seeking to foster the development of future clinician investigators and enhance ED research culture. Program challenges included delays in REB approval for student projects and engaging recalcitrant staff to participate in research.
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Warne, Russell T. "Research on the Academic Benefits of the Advanced Placement Program." SAGE Open 7, no. 1 (January 2017): 215824401668299. http://dx.doi.org/10.1177/2158244016682996.
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With more than 3 million participants per year, the Advanced Placement (AP) program is one of the most popular programs in the United States for exposing high-achieving high school students to advanced academic content. Sponsored by the College Board, the AP program provides a framework in which high school teachers can teach introductory college-level courses to high school students. These students then take one of 34 standardized tests at the end of the year, and students who score well on their course’s AP test can receive college credit from their university in which they later enroll. Despite the popularity of the AP program, remarkably little independent research has been conducted on the academic benefits of AP. In this article, I summarize the state of knowledge about the academic benefits of AP. Previous research and descriptive data indicate that AP students outperform non-AP students on a variety of academic measures, but many other aspects of the program are poorly understood, partially due to variability across AP subjects. These aspects include the causal impact of AP, which components of the program are most effective in boosting academic achievement, and how students engage with the AP program. I also conclude by making suggestions for researchers to use new methodologies to investigate new scientific and policy questions and new student populations to improve the educational scholars’ and practitioners’ understanding of the AP program.
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Sosis, Richard. "The Adaptationist-Byproduct Debate on the Evolution of Religion: Five Misunderstandings of the Adaptationist Program." Journal of Cognition and Culture 9, no. 3-4 (2009): 315–32. http://dx.doi.org/10.1163/156770909x12518536414411.
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AbstractThe primary debate among scholars who study the evolution of religion concerns whether religion is an adaptation or a byproduct. The dominant position in the field is that religious beliefs and behaviors are byproducts of cognitive processes and behaviors that evolved for other purposes. A smaller group of scholars maintain that religion is an adaptation for extending human cooperation and coordination. Here I survey five critiques of the adapationist position and offer responses to these critiques. Much of the debate can be resolved by clearly defining important but ambiguous terms in the debate, such as religion, adaptation, adaptive, and trait, as well as clarifying several misunderstandings of evolutionary processes. I argue that adaptationist analyses must focus on the functional effects of the religious system, the coalescence of independent parts that constitute the fabric of religion.
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Roberts, Laura. "The Validation of Using Assessment Tools and a Theory to Mentor Doctoral Students with Integrity and Trustworthiness." International Journal of Doctoral Studies 15 (2020): 029–56. http://dx.doi.org/10.28945/4475.
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Aim/Purpose: The primary aim of this study was to reveal the assessment tools and a theory preferred to mentor doctoral students with integrity and trustworthiness. The connection between mentors’ feelings of trustworthiness and protégé success were explored. Background: This study examines the concept presented in 1983, 1985, and 1996 by Kram of mentor relations (MR) theory, which illustrates that graduation rates can improve with effective mentoring. In the United States, doctoral programs have low graduation rates. Scholars and researchers agree that doctoral programs must develop ways and means to improve their graduation rates. This researcher examined an extension of Kram’s mentor relations theory by employing the Mentor Integrity and Trustworthiness (MIT) theory, which depicts that mentors with a strong sense of integrity and trustworthiness provide a safe haven for protégés to succeed. As supported by Daloz, a trustworthy mentor provides a safe haven for protégés to take the intellectual risks required to produce an original contribution to the canon of scholarly knowledge in the form of a doctoral dissertation. Methodology: A quantitative research methodology of data collection ensued including the researcher generated MIT scale and the mentors’ perceptions of protégés’ independence (MPPI) scale, a survey to establish acceptable levels of internal consistencies for items on the two scales, a supported evidence of the content validity of the two scales, the researcher’s analysis of the validity of the MIT theory, and a multi-stage sampling method to recruit a research sample of 50 mentors from four universities in the eastern part of the United States from several education-related doctoral programs. The doctoral programs were diverse in terms of selectivity, type of degree, and mentors’ years of experience. Contribution: This research study contributes to existing literature knowledge by generating the relationship between mentors’ feelings of trustworthiness and protégés’ success as measured by graduation rate and the number of awards won by protégés. The validation of the mentor integrity and trustworthiness (MIT) scale and the mentor perceptions of protégé independence (MPPI) scale, and the supported evidence of content validity and reliability for both scales will deepen and extend the discussion of doctoral mentoring in higher education. Findings: Results indicated that mentors’ feelings of trustworthiness were correlated with the number of dissertation awards won by protégés and with graduation rates. Graduation rates and dissertation awards rates were not measured directly, but were reported by the mentors. In addition, the researcher found that mentors perceived their protégés to be independent scholars, in general, however, minimally in the area of writing the research methods section of their dissertation. Recommendations for Practitioners: The researcher discussed the practical implications for mentors’ professional development in trustworthiness and integrity. The researcher also provided the Right Angle Research Alignment table to help protégés organize and manage the research methods section of their dissertation. Recommendation for Researchers: Researchers should continue to explore MIT theory with experimental methods to attempt to improve the internal validity of the theory. Impact on Society: The researcher encourages scholars to test the MIT theory in mentoring relationships that go beyond doctoral studies such as mentoring in business and in the arts. The researcher also encourages scholars to test whether the MIT theory is relevant in other kinds of teaching relationships such as coaching and tutoring. Future Research: Further research questions that arise from this study are as follows: What can mentors do to improve their integrity? What can mentors do to improve their feelings of trustworthiness? How can the MIT and MPPI instruments be refined and improved?
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Christopher, Adrienne N., Viren Patel, Joseph A. Mellia, Martin P. Morris, Fortunay Diatta, Alexander I. Murphy, and John P. Fischer. "Leadership Roles, Academic Appointments, and Scholarly Activity—Does a Fellowship after Plastic Surgery Training Make a Difference?" Archives of Plastic Surgery 49, no. 02 (March 2022): 207–14. http://dx.doi.org/10.1055/s-0042-1744418.
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Abstract Background Fellowship training is becoming more popular in plastic surgery, with over half of residents pursuing advanced training. Here, we investigate how clinical and research fellowship training impacts career trajectory and scholastic achievement in academic plastic surgery. Methods Plastic surgery faculty members, from programs recognized by the American Council of Academic Plastic Surgeons, were identified using institutional Web sites. Data extracted included faculty demographics, training history, academic positions, and research productivity. Continuous and categorical variables were compared using t-tests and chi-square, respectively. Results In total, 949 faculty members were included, with 657 (69%) having completed fellowship training. Integrated program residents were more likely to complete a fellowship when compared with independent residents (p < 0.0001). Fellowship trained faculty were more likely to have graduated from a higher ranked residency program, in terms of both overall and research reputation (p = 0.005 and p = 0.016, respectively). When controlling for years in practice, there was no difference found in number of publications, Hirsch index (h-index), or National Institutes of Health funding between faculty between the two cohorts (p > 0.05). In a subanalysis comparing hand, craniofacial, microsurgery, and research fellowships, those who completed a research fellowship had higher h-indices and were more likely to reach full professor status (p < 0.001 and p = 0.001, respectively). Fellowship training had no effect on being promoted to Chief/Chair of departments (p = 0.16). Conclusion Fellowship training is common among academic plastic surgeons. In this study, both clinical and research fellowships were associated with various aspects of academic success. However, fellowship training alone did not affect attainment of leadership positions.
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Shaw, Alan. "Using the Social Return on Investment Framework to Evaluate Behavior Changes of Individuals Living With Learning Difficulties." Social Marketing Quarterly 24, no. 4 (November 1, 2018): 281–98. http://dx.doi.org/10.1177/1524500418810713.
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A number of scholars have raised concerns that many social marketers fail to consider the cost of their programs and its related savings. One solution is to use the social return on investment (SROI) framework, which is rooted in the theory of change. To demonstrate its possibilities, a single case study, focusing on a small social enterprise based in the north of England, was used. They apply social marketing (SM) principles to influence positive behavior changes in people living with learning difficulties. The study was limited to their Teens-n-Twenties program, which was designed to support individuals between the ages of 14 and 25 become more independent. The results demonstrate that the program had an SROI valued somewhere between 2.36:1 and 3.88:1 (i.e., for every pound invested, a value of between £2.36 and £3.88 was delivered in social worth). This evaluation was used as evidence of the program’s effectiveness in a continuing funding bid, and the organization was awarded just under £500 K from the United Kingdom’s Big Lottery Fund. The study contributes to the knowledge and practice of SM by presenting a possible solution to the domain’s concerns on how SM can be evaluated.
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Nizar, Angga Miftakhul Nizar, Kusnanto, and Lilik Herawati. "Effectiveness of Family Empowerment towards Diet Compliance and Family Independence in Caring for Family Members with Diabetes Mellitus: A Systematic Review." Poltekita : Jurnal Ilmu Kesehatan 15, no. 1 (May 31, 2021): 9–19. http://dx.doi.org/10.33860/jik.v15i1.435.
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Diabetes mellitus has now become a major problem in non-communicable diseases whose prevalence continues to increase. Lack of family independence and client non-compliance with the diet program greatly affects blood sugar levels. This study needs to evaluate the effectiveness of family empowerment towards diet compliance and family independence in caring for family members with diabetes mellitus. A systematic review searched five electronic databases (Scopus, sciencedirect, pubmed, research gate, and google scholar) with the last ten years (2011-2021). The quality of the articles used in this study was assessed using the Joanna Briggs Institute Guideline. The prism protocol is also used to review each journal. We found 15 studies out of a total of 5,865 studies that discussed family empowerment in increasing family independence and dietary adherence in family members suffering from diabetes mellitus. Family empowerment is one method that is quite effective in increasing family independence and adherence to diet programs. There are six articles (40%) that state that planned behavior theory is effective in increasing family independence and dietary adherence to family members suffering from diabetes mellitus. From all the articles analyzed, there are several effective theories to empower families to change the behavior of family independence and individual diet compliance, namely the theory of planned behavior. However, this study is not strong enough to provide an assessment that family empowerment based on the theory of planned behavior and empowerment is the best way to increase independence, therefore further research is needed.
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Thurston, Alexander. "The Era of Overseas Scholarships: Islam, Modernization, and Decolonization in Northern Nigeria, c. 1954-1966." Journal of Religion in Africa 44, no. 1 (February 25, 2014): 62–91. http://dx.doi.org/10.1163/15700666-12301273.
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AbstractIn independence-era Northern Nigeria, different segments of the modernizing elite contended over defining the place of Islam in society. This article argues that the case of Northern Nigeria disrupts scholarly periodizations of twentieth-century Islamic thought and activism that depict the 1950s and 1960s as a time of secularist dominance. The specificity of Muslim communities’ experiences of colonialism and decolonization helped shape the role Islam played in different societies during this period. This article develops this thesis by examining the semiautonomous Northern Nigerian regional government’s program of sending young, Arabophone Muslim scholars to Arab and British universities between 1954 and 1966. The overseas scholarships system was to be the culmination of British colonial efforts to produce ‘modern’ Muslim judges and teachers. However, Arabophones’ experiences overseas, and their ambivalent relationship with the Northern government after their return highlight the unintended consequences of colonial policies and of scholarship winners’ encounters with the broader Muslim world.
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San Martin, Maria T., Ruth Rios, Barbara Segarra, Karen G. Martinez, Estela Estape, and Margarita Irizarry-Ramírez. "2531 Phase II award: Evaluation of outcomes in preparing independent researchers by continued mentoring and career development support (2006–2016)." Journal of Clinical and Translational Science 2, S1 (June 2018): 59. http://dx.doi.org/10.1017/cts.2018.221.
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OBJECTIVES/SPECIFIC AIMS: The Hispanic Clinical and Translational Education and Career Development program entails formal research training (Phase I) through an established post-doctoral Master of Science in Clinical and Translational Research. The most qualified graduates from Phase I compete to receive 1–2 years support for continued mentoring and career development (Phase II program) aiming to apply for a regular research grant or career award (K or R series). OBJECTIVE: This project aims to present an evaluation of the Phase II program and Scholars outcomes. METHODS/STUDY POPULATION: METHODS: Participants (n=12) responded to a semistructured interview including 43 questions about program’s processes and outcomes. Descriptive and content analysis was done. RESULTS/ANTICIPATED RESULTS: RESULTS: Results show that 83% are women, 42% are MD, and 67% are affiliated to the University of Puerto Rico-Medical Sciences Campus and 67% were able to fulfill their career development expectations during the Phase II Award. At present (92%) are conducting clinical research in their current position. Outcomes include new selection of research line, K Awards, and enhanced skills in clinical and translational research DISCUSSION/SIGNIFICANCE OF IMPACT: DISCUSSION: Challenges identified were: time management, better coaching and a more structured mentoring experience. The main benefit of the program were protected time, research budget, and the opportunity to acquire more research experience.
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Sin, Jonathan H., Jamie Chin, and Loriel J. Solodokin. "Formation of a Citywide Pharmacy Residents’ Collaborative Committee." Hospital Pharmacy 52, no. 8 (July 21, 2017): 574–77. http://dx.doi.org/10.1177/0018578717721538.
Full textAbstract:
Pharmacy residents undergo rigorous training to become skillful and knowledgeable independent practitioners. In addition to delivering direct clinical and operational pharmacy services, residents also participate in various administrative, educational, and scholarly activities as part of their residency experience. Throughout their training, residents may rely on individuals within their network for professional, personal, and emotional support, including residency program directors, preceptors, and co-residents from their respective institutions. Residents from nearby institutions can also serve as a vital resource. Throughout the nation, there are numerous pharmacy residency programs located within the same city or region. Fostering collaboration and relationships between residents from neighboring institutions may provide a support network to augment their training and cultivate an environment to promote work-life balance. We describe our 2-year experience in the formation of a citywide “Pharmacy Residents’ Collaborative Committee.”
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Meyers, Travis J., Arynn Infante, and Kevin A. Wright. "Addressing Serious Violent Misconduct in Prison: Examining an Alternative Form of Restrictive Housing." International Journal of Offender Therapy and Comparative Criminology 62, no. 14 (June 7, 2018): 4585–608. http://dx.doi.org/10.1177/0306624x18778451.
Full textAbstract:
A number of scholars, civil, and human rights activists have expressed concern about the negative impact restrictive housing may have on the physical and mental well-being of inmates. Rigorous, theoretically informed outcome evaluations, however, are virtually nonexistent. Guided by theory and existing empirical evidence, this study explores the future behavioral and mental health outcomes associated with completing an alternative approach to restrictive housing in the Arizona Department of Corrections. To explore program outcomes, we use paired-sample t tests to determine whether post-program behavior is significantly different from preprogram behavior. In addition, we use cross tabulations and independent samples t tests to identify relationships between individual-level inmate and program characteristics and program outcomes. Results from this study suggest that a more therapeutic restrictive status housing program has the potential to improve the future behavior of program graduates; however, future research is needed to build upon these findings.