Health Care Economics: A Study Guide for Neuroradiology Fellows, Part 1.

Science.gov (United States)

Weiner, S L; Tu, R; Javan, R; Taheri, M R

2018-01-01

Few resources are available in the medical literature for a comprehensive review of current health care economics as it relates to radiologists, specifically framed by topics defined by the Accreditation Council for Graduate Medical Education in the evaluation of neuroradiology fellows. Therefore, we present a comprehensive review article as a study guide for fellows to learn from and gain competence in the Accreditation Council for Graduate Medical Education neuroradiology milestones on health care economics. © 2018 by American Journal of Neuroradiology.

DHS National Technical Nuclear Forensics Program FY 10 Summary Report: Graduate Mentoring Assistance Program (GMAP)

International Nuclear Information System (INIS)

Finck, Martha R.

2011-01-01

This program provides practical training to DHS graduate fellows in the DOE laboratory complex. It involves coordinating students, their thesis advisors, and their laboratory project mentors in establishing a meaningful program of research which contributes to the graduate student's formation as a member of the nuclear forensics community. The summary report details the student/mentor experience and future plans after the first summer practicum. This program provides practical training to DHS graduate fellows in the DOE laboratory complex. It involves coordinating students, their thesis advisors, and their laboratory project mentors in establishing a meaningful program of research which contributes to the graduate student's formation as a member of the nuclear forensics community. This final written report includes information concerning the overall mentoring experience, including benefits (to the lab, the mentors, and the students), challenges, student research contributions, and lab mentor interactions with students home universities. Idaho National Laboratory hosted two DHS Nuclear Forensics graduate Fellows (nuclear engineering) in summer 2011. Two more Fellows (radiochemistry) are expected to conduct research at the INL under this program starting in 2012. An undergraduate Fellow (nuclear engineering) who worked in summer 2011 at the laboratory is keenly interested in applying for the NF Graduate Fellowship this winter with the aim of returning to INL. In summary, this program appears to have great potential for success in supporting graduate level students who pursue careers in nuclear forensics. This relatively specialized field may not have been an obvious choice for some who have already shown talent in the traditional areas of chemistry or nuclear engineering. The active recruiting for this scholarship program for candidates at universities across the U.S. brings needed visibility to this field. Not only does this program offer critical practical training

7 CFR 3402.5 - Overview of National Needs Graduate and Postdoctoral Fellowship Grants Program.

Science.gov (United States)

2010-01-01

... (Continued) COOPERATIVE STATE RESEARCH, EDUCATION, AND EXTENSION SERVICE, DEPARTMENT OF AGRICULTURE FOOD AND... will provide funds for a limited number of grants to support graduate student stipends and cost-of... thesis/dissertation research travel allowances for a limited number of USDA Graduate Fellows. To...

Meet ORISE Research Fellow Nisha S. Sipes, Ph.D.

Science.gov (United States)

Nisha S. Sipes is an ORISE Research Fellow in EPA’s innovative National Center for Computational Toxicology. She and her colleagues are changing the way toxicity testing is done by researching ways to make it faster, more efficient, and more informative

Stress and burnout among critical care fellows: preliminary evaluation of an educational intervention.

Science.gov (United States)

Kashani, Kianoush; Carrera, Perliveh; De Moraes, Alice Gallo; Sood, Amit; Onigkeit, James A; Ramar, Kannan

2015-01-01

Despite a demanding work environment, information on stress and burnout of critical care fellows is limited. To assess 1) levels of burnout, perceived stress, and quality of life in critical care fellows, and 2) the impact of a brief stress management training on these outcomes. In a tertiary care academic medical center, 58 critical care fellows of varying subspecialties and training levels were surveyed to assess baseline levels of stress and burnout. Twenty-one of the 58 critical care fellows who were in the first year of training at the time of this initial survey participated in a pre-test and 1-year post-test to determine the effects of a brief, 90-min stress management intervention. Based on responses (n=58) to the abbreviated Maslach Burnout Inventory, reported burnout was significantly lower in Asian fellows (p=0.04) and substantially higher among graduating fellows (versus new and transitioning fellows) (p=0.02). Among the intervention cohort, burnout did not significantly improve--though two-thirds of fellows reported using the interventional techniques to deal with stressful situations. Fellows who participated in the intervention rated the effectiveness of the course as 4 (IQR=3.75-5) using the 5-point Likert scale. In comparison with the new and transitioning trainees, burnout was highest among graduating critical care fellows. Although no significant improvements were found in first-year fellows' burnout scores following the single, 90-min training intervention, participants felt the training did provide them with tools to apply during stressful situations.

Stress and burnout among critical care fellows: preliminary evaluation of an educational intervention

Directory of Open Access Journals (Sweden)

Kianoush Kashani

2015-07-01

Full Text Available Background: Despite a demanding work environment, information on stress and burnout of critical care fellows is limited. Objectives: To assess 1 levels of burnout, perceived stress, and quality of life in critical care fellows, and 2 the impact of a brief stress management training on these outcomes. Methods: In a tertiary care academic medical center, 58 critical care fellows of varying subspecialties and training levels were surveyed to assess baseline levels of stress and burnout. Twenty-one of the 58 critical care fellows who were in the first year of training at the time of this initial survey participated in a pre-test and 1-year post-test to determine the effects of a brief, 90-min stress management intervention. Results: Based on responses (n=58 to the abbreviated Maslach Burnout Inventory, reported burnout was significantly lower in Asian fellows (p=0.04 and substantially higher among graduating fellows (versus new and transitioning fellows (p=0.02. Among the intervention cohort, burnout did not significantly improve – though two-thirds of fellows reported using the interventional techniques to deal with stressful situations. Fellows who participated in the intervention rated the effectiveness of the course as 4 (IQR=3.75–5 using the 5-point Likert scale. Conclusions: In comparison with the new and transitioning trainees, burnout was highest among graduating critical care fellows. Although no significant improvements were found in first-year fellows’ burnout scores following the single, 90-min training intervention, participants felt the training did provide them with tools to apply during stressful situations.

Covering Science as a Mass Media Fellow

Science.gov (United States)

McMeeking, Gavin R.

2006-03-01

I remember my first unpleasant biology lab dissection in high school. I am not sure if the experience was worse for me or for the unfortunate fetal pig we dissected that day. The sights and smells of that fateful morning forever put me on a path toward the physical sciences, and probably have a lot to do with my ending up as a graduate student in atmospheric chemistry instead of at some medical school cutting up dead bodies. So imagine my horror after encountering the leg of a dead horse as I walked into a bioengineering laboratory to report on a story about artificial joint research. Subjecting myself to such biological horrors, though, was part of my duties as an AGU-sponsored American Association for the Advancement of Science Mass Media Fellow. The program places graduate students and recent graduates from scientific fields in major media outlets throughout the country. The aim of the program is to give science-trained individuals a taste of a career in science journalism as well as to help scientists develop better communication skills.

Diversity in the Emerging Critical Care Workforce: Analysis of Demographic Trends in Critical Care Fellows From 2004 to 2014.

Science.gov (United States)

Lane-Fall, Meghan B; Miano, Todd A; Aysola, Jaya; Augoustides, John G T

2017-05-01

Diversity in the physician workforce is essential to providing culturally effective care. In critical care, despite the high stakes and frequency with which cultural concerns arise, it is unknown whether physician diversity reflects that of critically ill patients. We sought to characterize demographic trends in critical care fellows, who represent the emerging intensivist workforce. We used published data to create logistic regression models comparing annual trends in the representation of women and racial/ethnic groups across critical care fellowship types. United States Accreditation Council on Graduate Medical Education-approved residency and fellowship training programs. Residents and fellows employed by Accreditation Council on Graduate Medical Education-accredited training programs from 2004 to 2014. None. From 2004 to 2014, the number of critical care fellows increased annually, up 54.1% from 1,606 in 2004-2005 to 2,475 in 2013-2014. The proportion of female critical care fellows increased from 29.5% (2004-2005) to 38.3% (2013-2014) (p workforce reflect underrepresentation of women and racial/ethnic minorities. Trends highlight increases in women and Hispanics and stable or decreasing representation of non-Hispanic underrepresented minority critical care fellows. Further research is needed to elucidate the reasons underlying persistent underrepresentation of racial and ethnic minorities in critical care fellowship programs.

River-Based Experiential Learning: the Bear River Fellows Program

Science.gov (United States)

Rosenberg, D. E.; Shirley, B.; Roark, M. F.

2012-12-01

The Department of Civil and Environmental Engineering, Outdoor Recreation, and Parks and Recreation programs at Utah State University (USU) have partnered to offer a new, unique river-based experiential learning opportunity for undergraduates called the Bear River Fellows Program. The program allows incoming freshmen Fellows to experience a river first hand during a 5-day/4-night river trip on the nearby Bear River two weeks before the start of their first Fall semester. As part of the program, Fellows will navigate the Bear River in canoes, camp along the banks, interact with local water and environmental managers, collect channel cross section, stream flow, vegetation cover, and topological complexity data, meet other incoming freshmen, interact with faculty and graduate students, develop boating and leadership skills, problem solve, and participate as full members of the trip team. Subsequently, Fellows will get paid as undergraduate researchers during their Fall and Spring Freshman semesters to analyze, synthesize, and present the field data they collect. The program is a collaborative effort between two USU academic units and the (non-academic) division of Student Services and supports a larger National Science Foundation funded environmental modelling and management project for the lower Bear River, Utah watershed. We have advertised the program via Facebook and emails to incoming USU freshmen, received 35 applications (60% women), and accepted 5 Fellows into the program (3 female and 2 male). The river trip departs August 14, 2012. The poster will overview the Bear River Fellows Program and present qualitative and preliminary outcomes emerging from the trip and Fellows' work through the Fall semester with the field data they collect. We will also undertake more rigorous and longer longitudinal quantitative evaluation of Program outcomes (for example, in problem-solving and leadership) both in Spring 2013 and in subsequent 2013 and 2014 offerings of the

The effects of placing an operational research fellow within the Viet Nam National Tuberculosis Programme.

Science.gov (United States)

Hoa, N B; Nhung, N V; Kumar, A M V; Harries, A D

2016-12-21

In April 2009, an operational research fellow was placed within the Viet Nam National Tuberculosis Control Programme (NTP). Over the 6 years from 2010 to 2015, the OR fellow co-authored 21 tuberculosis research papers (as principal author in 15 [71%]). This constituted 23% of the 91 tuberculosis papers published in Viet Nam during this period. Of the 21 published papers, 16 (76%) contributed to changes in policy ( n = 8) and practice ( n = 8), and these in turn improved programme performance. Many papers also contributed important evidence for better programme planning. Highly motivated OR fellows embedded within NTPs can facilitate high-quality research and research uptake.

2011 Einstein Fellows Chosen

Science.gov (United States)

2011-03-01

ASA has announced the selection of the 2011 Einstein Fellows who will conduct research related to NASA's Physics of the Cosmos program, which aims to expand our knowledge of the origin, evolution, and fate of the Universe. The Einstein Fellowship provides support to the awardees for three years, and the Fellows may pursue their research at a host university or research center of their choosing in the United States. The new Fellows will begin their programs in the fall of 2011. The new Einstein Fellows and their host institutions are listed below: * Akos Bogdan (Smithsonian Astrophysical Observatory, Cambridge, Mass.) * Samuel Gralla (University of Maryland, College Park, Md.) * Philip Hopkins (University of California at Berkeley) * Matthew Kunz (Princeton University, Princeton, N.J.) * Laura Lopez (Massachusetts Institute of Technology, Cambridge, Mass.) * Amy Reines (National Radio Astronomy Observatory, Charlottesville, Virg.) * Rubens Reis (University of Michigan, Ann Arbor) * Ken Shen (Lawrence Berkeley National Laboratory, Berkeley, Calif.) * Jennifer Siegal-Gaskins (California Institute of Technology, Pasadena) * Lorenzo Sironi (Harvard University, Cambridge, Mass.) NASA has two other astrophysics theme-based fellowship programs: the Sagan Fellowship Program, which supports research into exoplanet exploration, and the Hubble Fellowship Program, which supports research into cosmic origins. More information on the Einstein Fellowships can be found at: http://cxc.harvard.edu/fellows/

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Fellow Profile. Elected: 2015 Section: Engineering & Technology. Ravishankar, Prof. Narayanan Ph.D. (IISc), FRSC. Date of birth: 12 February 1970. Specialization: Nanomaterials, Electron Microscopy, Energy Applications Address: Materials Research Centre, Indian Institute of Science, Bengaluru 560 012, Karnataka

Implementation of a Comprehensive Curriculum in Personal Finance for Medical Fellows.

Science.gov (United States)

Bar-Or, Yuval D; Fessler, Henry E; Desai, Dipan A; Zakaria, Sammy

2018-01-01

Many residents and fellows complete graduate medical education having received minimal unbiased financial planning guidance. This places them at risk of making ill-informed financial decisions, which may lead to significant harm to them and their families. Therefore, we sought to provide fellows with comprehensive unbiased financial education and empower them to make timely, constructive financial decisions. A self-selected cohort of cardiovascular disease, pulmonary and critical care, and infectious disease fellows (n = 18) at a single institution attended a live, eight-hour interactive course on personal finance. The course consisted of four two-hour sessions delivered over four weeks, facilitated by an unbiased business school faculty member with expertise in personal finance. Prior to the course, all participants completed a demographic survey. After course completion, participants were offered an exit survey evaluating the course, which also asked respondents for any tangible financial decisions made as a result of the course learning.  Results: Participants included 12 women and six men, with a mean age of 33 and varying amounts of debt and financial assets. Twelve respondents completed the exit survey, and all "Strongly Agreed" that courses on financial literacy are important for trainees. In addition, 11 reported that the course helped them make important financial decisions, providing 21 examples. Fellows derive a significant benefit from objective financial literacy education. Graduate medical education programs should offer comprehensive financial literacy education to all graduating trainees, and that education should be provided by an unbiased expert who has no incentive to sell financial products and services.

Initiating New Science Partnerships in Rural Education (INSPIRE): Enhancing Scientific Communication by Bringing STEM Research into the Classroom

Science.gov (United States)

Pierce, D.; Radencic, S.; Funderburk, W. K.; Walker, R. M.; Jackson, B. S.; Dawkins, K. S.; Schmitz, D.; Bruce, L. M.; McNeal, K.

2014-12-01

INSPIRE, a five-year partnership between Mississippi State University and three local school districts, is designed to strengthen the communication skills of graduate Fellows in geosciences, physics, astronomy, chemistry, and engineering as they incorporate their research into inquiry-based lessons in 7th - 12th grade science and math classrooms. All lesson plans designed and taught by the graduate Fellows must include one or more connections to their research, and these connections must be demonstrated to the students during the lessons. International research partnerships with Australia, the Bahamas, England, and Poland provide valuable opportunities for graduate Fellows to conduct field work abroad and allow our partner teachers to have authentic research experiences that they can bring back to their classrooms. Program effectiveness has been examined using pre- and post-year attitudinal surveys, formal lesson plan documents, Fellow and teacher journals, focus group meetings with a project evaluator, and direct observation of Fellow-led classroom activities. Analyses of data gathered during the past four years of the partnership will be presented that examine the diversity in approaches taken by Fellows to communicate big ideas, changes in the ability of Fellows to find connections between their research and classroom lessons while keeping them aligned with state and national standards, and the quality of the mentorship provided to the Fellows by our partner teachers. INSPIRE is funded by the Graduate K-12 (GK-12) STEM Fellowship Program of the National Science Foundation (Award No. DGE-0947419).

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 2011 Section: Physics. Das, Prof. Amita Ph.D. (IIT, Kanpur). Date of birth: 3 August 1965. Specialization: Strongly Coupled & Dusty Plasma Systems, Laser Plasma Interactions, Plasma Physics, Turbulence, Electron Magnetohydrodynamics Address: Institute for Plasma Research, ...

Fellows, Associates & Students Programmes

CERN Document Server

2005-01-01

The present document reviews the CERN Fellows, Associates and Students Programmes emphasizing the developments since 2000, when the previous review was presented to the Scientific Policy Committee, Finance Committee and Council (CERN/2325), and makes proposals for the coming five years. In summary, it is proposed to â?¢ Simplify the payment scheme for the Paid Scientific Associates Programme, which will no longer depend on candidateâ??s home support and age; â?¢ Broaden the scope of the Fellowship Programme, in order to facilitate the recruitment of young graduates in computing and engineering. Age-related eligibility conditions and payment levels will be replaced with experience-based criteria; â?¢ Modify subsistence rates for the Doctoral and Technical Student Programme in order to harmonize CERNâ??s payment levels with those offered by other research establishments. This document is presented for discussion and recommendation by the Scientific Policy Committee and approval by the Council. Additiona...

Quality improvement education incorporated as an integral part of critical care fellows training at the Mayo Clinic.

Science.gov (United States)

Kashani, Kianoush B; Ramar, Kannan; Farmer, J Christopher; Lim, Kaiser G; Moreno-Franco, Pablo; Morgenthaler, Timothy I; Dankbar, Gene C; Hale, Curt W

2014-10-01

The Accreditation Council for Graduate Medical Education emphasizes quality improvement (QI) education in residency/fellowship training programs. The Mayo Clinic Combined Critical Care Fellowship (CCF) program conducted a pilot QI education program to incorporate QI training as a required curriculum for the 2010-2011 academic year. CCF collaborated with the Mayo Quality Academy to customize and teach the existing Mayo Quality Fellows curriculum to the CCF fellows with the help of two quality coaches over five months starting July 2010. All fellows were to achieve Bronze and Silver certification prior to graduation. Silver required passing four written exams and submitting a health care QI project. Five projects were selected on the basis of the Impact-Effort Prioritization matrix, and DMAIC (Define, Measure, Analyze, Improve, and Control) methodology was used to complete the projects. The primary outcome was to assess learners' satisfaction, knowledge, and skill transfer. All 20 fellows were Bronze certified, and 14 (70%) were Silver certified by the time of graduation. All five QI projects were completed and showed positive impacts on patient safety and care. Surveys showed improved learner satisfaction. Graduates felt the QI training improved their QI skills and employment and career advancement. The QI curriculum had appropriate content and teaching pace and did not significantly displace other important clinical core curriculum topics. The pilot was successfully implemented in the CCF program and now is in the fourth academic year as an established and integral part of the fellowship core curriculum.

Getting Started in Academic Careers: On the Cutting Edge Resources for Graduate Students, Postdoctoral Fellows, and Early Career Faculty

Science.gov (United States)

MacDonald, R.; Ormand, C.; Manduca, C. A.; Wright-Dunbar, R.; Allen-King, R.

2007-12-01

The professional development program,'On the Cutting Edge', offers on-line resources and annual multi-day workshops for graduate students and post-doctoral fellows interested in pursuing academic careers. Pre- workshop surveys reveal that early career faculty, post-docs, and graduate students have many questions about teaching (e.g., what are effective teaching strategies, how to design a course, how to prepare a syllabus, how to teach large courses), research (e.g., initiate and fund future research, set up and manage a lab, obtain equipment), and career management (e.g., understand tenure requirements, balance all it all). The graduate students and post-docs also have questions about jobs and the job search process. Their questions show a lack of familiarity with the nature of academic positions at different kinds of educational institutions (two-year colleges, primarily undergraduate institutions, and research universities). In particular, they are uncertain about what educational setting will best fit their values and career goals and how teaching loads and research expectations vary by institution. Common questions related to the job search process include where to find job listings (the most common question in recent years), when to start the job search process, how to stand out as an applicant, and how to prepare for interviews. Both groups have questions about how to develop new skills: how to develop, plan and prepare a new course (without it taking all of their time), how to expand beyond their PhD (or postdoc) research projects, how to develop a research plan, and where to apply for funding. These are important topics for advisors to discuss with all of their students and postdocs who are planning on careers in academia. On the Cutting Edge offers workshops and web resources to help current and future faculty navigate these critical stages of their careers. The four-day workshop for Early Career Geoscience Faculty: Teaching, Research, and Managing Your

NSF GK-12 Fellows as Mentors for K-12 Teachers Participating in Field Research Experiences

Science.gov (United States)

Ellins, K.; Perry, E.

2005-12-01

The University of Texas Institute for Geophysics (UTIG) recognizes the value of providing educational opportunities to K-12 teachers who play a critical role in shaping the minds of young people who are the future of our science. To that end, UTIG established the "Texas Teachers in the Field" program in 2000 to formalize the participation of K-12 teachers in field programs that included UTIG scientists. In 2002, "Texas Teachers in the Field" evolved through UTIG's involvement in a University of Texas at Austin GK-12 project led by the Environmental Sciences Institute, which enabled UTIG to partner a subset of GK-12 Fellows with teachers participating in geophysical field programs. During the three years of the GK-12 project, UTIG successfully partnered four GK-12 Fellows with five K-12 teachers. The Fellows served as mentors to the teachers, as liaisons between UTIG scientists leading field programs and teachers and their students, and as resources in science, mathematics, and technology instruction. Specifically, Fellows prepared teachers and their students for the field investigations, supervised the design of individual Teacher Research Experience (TRE) projects, and helped teachers to develop standards-aligned curriculum resources related to the field program for use in their own classrooms, as well as broader distribution. Although all but one TRE occurred during the school year, Texas school districts and principals were willing to release teachers to participate because the experience and destinations were so extraordinary (i.e., a land-based program in Tierra del Fuego, Argentina; and research cruises to the Southeast Caribbean Sea and Hess Deep in the Pacific Ocean) and carried opportunities to work with scientists from around the world. This exceptional collaboration of GK-12 Fellows, K-12 teachers and research scientists enriches K-12 student learning and promotes greater enthusiasm for science. The level of mentoring, preparation and follow-up provided

Initiating New Science Partnerships in Rural Education: STEM Graduate Students Bring Current Research into 7th-12th Grade Science Classrooms

Science.gov (United States)

Radencic, S.; Dawkins, K. S.; Jackson, B. S.; Walker, R. M.; Schmitz, D.; Pierce, D.; Funderburk, W. K.; McNeal, K.

2014-12-01

Initiating New Science Partnerships in Rural Education (INSPIRE), a NSF Graduate K-12 (GK-12) program at Mississippi State University, pairs STEM graduate students with local K-12 teachers to bring new inquiry and technology experiences to the classroom (www.gk12.msstate.edu). The graduate fellows prepare lessons for the students incorporating different facets of their research. The lessons vary in degree of difficulty according to the content covered in the classroom and the grade level of the students. The focus of each lesson is directed toward the individual research of the STEM graduate student using inquiry based designed activities. Scientific instruments that are used in STEM research (e.g. SkyMaster weather stations, GPS, portable SEM, Inclinometer, Soil Moisture Probe, Google Earth, ArcGIS Explorer) are also utilized by K-12 students in the activities developed by the graduate students. Creativity and problem solving skills are sparked by curiosity which leads to the discovery of new information. The graduate students work to enhance their ability to effectively communicate their research to members of society through the creation of research linked classroom activities, enabling the 7-12th grade students to connect basic processes used in STEM research with the required state and national science standards. The graduate students become respected role models for the high school students because of their STEM knowledge base and their passion for their research. Sharing enthusiasm for their chosen STEM field, as well as the application techniques to discover new ideas, the graduate students stimulate the interests of the classroom students and model authentic science process skills while highlighting the relevance of STEM research to K-12 student lives. The measurement of the student attitudes about science is gathered from pre and post interest surveys for the past four years. This partnership allows students, teachers, graduate students, and the public to

NASA Announces 2009 Astronomy and Astrophysics Fellows

Science.gov (United States)

2009-02-01

WASHINGTON -- NASA has selected fellows in three areas of astronomy and astrophysics for its Einstein, Hubble, and Sagan Fellowships. The recipients of this year's post-doctoral fellowships will conduct independent research at institutions around the country. "The new fellows are among the best and brightest young astronomers in the world," said Jon Morse, director of the Astrophysics Division in NASA's Science Mission Directorate in Washington. "They already have contributed significantly to studies of how the universe works, the origin of our cosmos and whether we are alone in the cosmos. The fellowships will serve as a springboard for scientific leadership in the years to come, and as an inspiration for the next generation of students and early career researchers." Each fellowship provides support to the awardees for three years. The fellows may pursue their research at any host university or research center of their choosing in the United States. The new fellows will begin their programs in the fall of 2009. "I cannot tell you how much I am looking forward to spending the next few years conducting research in the U.S., thanks to the fellowships," said Karin Oberg, a graduate student in Leiden, The Netherlands. Oberg will study the evolution of water and ices during star formation when she starts her fellowship at the Smithsonian Astrophysical Observatory in Cambridge, Mass. People Who Read This Also Read... Milky Way's Super-efficient Particle Accelerators Caught in The Act Cosmic Heavyweights in Free-for-all Galaxies Coming of Age in Cosmic Blobs Cassiopeia A Comes Alive Across Time and Space A diverse group of 32 young scientists will work on a wide variety of projects, such as understanding supernova hydrodynamics, radio transients, neutron stars, galaxy clusters and the intercluster medium, supermassive black holes, their mergers and the associated gravitational waves, dark energy, dark matter and the reionization process. Other research topics include

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Specialization: Wireless Communication, Engineering Physics ... of the Academy will be held from 2–4 November 2018 in Banaras Hindu University, Varanasi ... List of Fellows and Honorary Fellow elected during 2017 (effective 2018).

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Specialization: Electronics, Data Communication, Theoretical Physics and Theoretical ... will be held from 2–4 November 2018 in Banaras Hindu University, Varanasi ... List of Fellows and Honorary Fellow elected during 2017 (effective 2018).

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Specialization: Radio & Space Science and Radio Communication ... of the Academy will be held from 2–4 November 2018 in Banaras Hindu University, Varanasi ... List of Fellows and Honorary Fellow elected during 2017 (effective 2018).

Fellows in the Middle: Fabulous Field Trips

Science.gov (United States)

West, Mary Lou

2008-05-01

Montclair State University's NSF GK-12 Program focuses on grades 7 and 8 in five urban public school districts in northern New Jersey. Each year four fieldtrips are taken by the students, middle school teachers, and graduate student Fellows. Many interdisciplinary hands-on lessons are written for use before, during and after each trip with this year's theme of Earth history. The Sterling Hill Mine trip evoked lessons on geology, economics, crystal structure, density, and pH. A virtual trip (webcam link) to scientists in the rainforest of Panama prompted critical thinking, categorizing layers and animals, and construction of model food webs. In the field trip to the NJ School of Conservation the students will build model aquifers, measure tree heights, and measure stream flow to compare to their Hackensack River. Finally the students will travel to MSU for a Math/Science Day with research talks, lab tours, hands-on activities, and a poster session. In January 2008 seventeen teachers, Fellows, and grant personnel took a field trip to China to set up collaborations with researchers and schools in Beijing and Xi'an, including the Beijing Ancient Observatory. All field trips are fabulous! Next year (IYA) our theme will be planetary science and will feature field trips to the Newark Museum's Dreyfuss Planetarium, BCC Buehler Challenger & Science Center, and star parties. We look forward to invigorating middle school science and mathematics with exciting astronomy. Funded by NSF #0638708

IAEA fellows report

Energy Technology Data Exchange (ETDEWEB)

NONE

1962-04-15

More than 500 scientists and technicians had completed their studies abroad under IAEA's fellowship programme at the end of 1961. At the same time, some 300 fellows were studying at universities, research institutions and atomic energy establishments in Member States. It is the policy of the Agency to keep in touch with fellows also after their training has been completed and they have returned home to put into practice what they have learnt during their time of study. The short reports which most of the former fellowship holders send to the Agency's secretariat give a good indication of the usefulness of the training and the extent to which the newly acquired knowledge is being constructively absorbed in the fellow's native country

Health Care Economics: A Study Guide for Neuroradiology Fellows, Part 2.

Science.gov (United States)

Weiner, S L; Tu, R; Javan, R; Taheri, M R

2018-01-01

In this second article, we continue the review of current health care economics as it relates to radiologists, specifically framed by topics defined by the Accreditation Council for Graduate Medical Education in the evaluation of neuroradiology fellows. The discussion in this article is focused on topics pertaining to levels 4 and 5, which are the more advanced levels of competency defined by the Accreditation Council for Graduate Medical Education Neuroradiology Milestones on Health Care Economics and System Based Practice. © 2018 by American Journal of Neuroradiology.

Self-definition of women experiencing a nontraditional graduate fellowship program

Science.gov (United States)

Buck, Gayle A.; Leslie-Pelecky, Diandra L.; Lu, Yun; Plano Clark, Vicki L.; Creswell, John W.

2006-10-01

Women continue to be underrepresented in the fields of science, technology, engineering, and mathematics (STEM). One factor contributing to this underrepresentation is the graduate school experience. Graduate programs in STEM fields are constructed around assumptions that ignore the reality of women's lives; however, emerging opportunities may lead to experiences that are more compatible for women. One such opportunity is the Graduate Teaching Fellows in K-12 Education (GK-12) Program, which was introduced by the National Science Foundation in 1999. Although this nontraditional graduate program was not designed explicitly for women, it provided an unprecedented context in which to research how changing some of the basic assumptions upon which a graduate school operates may impact women in science. This exploratory case study examines the self-definition of 8 women graduate students who participated in a GK-12 program at a major research university. The findings from this case study contribute to higher education's understanding of the terrain women graduate students in the STEM areas must navigate as they participate in programs that are thought to be more conducive to their modes of self-definition while they continue to seek to be successful in the historically Eurocentric, masculine STEM fields.

Enhancing Graduate Education and Research in Ocean Sciences at the Universidad de Concepcion (UDEC) and in Chile: Cooperation Between UDEC and Woods Hole Oceanographic Institution.

Science.gov (United States)

Farrington, J.; Pantoja, S.

2007-05-01

The Woods Hole Oceanographic Institution, USA (WHOI) and the University of Concepcion, Chile (UDEC) entered into an MOU to enhance graduate education and research in ocean sciences in Chile and enhance research for understanding the Southeastern Pacific Ocean. The MOU was drafted and signed after exchange visits of faculty. The formulation of a five year program of activities included: exchange of faculty for purposes of enhancing research, teaching and advising; visits of Chilean graduate students to WHOI for several months of supplemental study and research in the area of their thesis research; participation of Chilean faculty and graduate students in WHOI faculty led cruises off Chile and Peru (with Peruvian colleagues); a postdoctoral fellowship program for Chilean ocean scientists at WHOI; and the establishment of an Austral Summer Institute of advanced undergraduate and graduate level intensive two to three week courses on diverse topics at the cutting edge of ocean science research co-sponsored by WHOI and UDEC for Chilean and South American students with faculty drawn from WHOI and other U.S. universities with ocean sciences graduate schools and departments, e.g. Scripps Institution of Oceanography, University of Delaware. The program has been evaluated by external review and received excellent comments. The success of the program has been due mainly to: (1) the cooperative attitude and enthusiasm of the faculty colleagues of both Chilean Universities (especially UDEC) and WHOI, students and postdoctoral fellows, and (2) a generous grant from the Fundacion Andes- Chile enabling these activities.

Creating a Culture of Communication: A Graduate-Level STEM Communication Fellows Program at a Science and Engineering University

Science.gov (United States)

Simpson, Steve; Clemens, Rebecca; Killingsworth, Drea Rae; Ford, Julie Dyke

2015-01-01

A flurry of recent research in writing studies has addressed the need for more systematic approaches to graduate-level writing support, though more research is needed into more organic models that account for graduate students' specific needs and that build infrastructure for writing support within university departments. This article reports on a…

A pharmacogenetics service experience for pharmacy students, residents, and fellows.

Science.gov (United States)

Drozda, Katarzyna; Labinov, Yana; Jiang, Ruixuan; Thomas, Margaret R; Wong, Shan S; Patel, Shitalben; Nutescu, Edith A; Cavallari, Larisa H

2013-10-14

To utilize a comprehensive, pharmacist-led warfarin pharmacogenetics service to provide pharmacy students, residents, and fellows with clinical and research experiences involving genotype-guided therapy. First-year (P1) through fourth-year (P4) pharmacy students, pharmacy residents, and pharmacy fellows participated in a newly implemented warfarin pharmacogenetics service in a hospital setting. Students, residents, and fellows provided genotype-guided dosing recommendations as part of clinical care, or analyzed samples and data collected from patients on the service for research purposes. Students', residents', and fellows' achievement of learning objectives was assessed using a checklist based on established core competencies in pharmacogenetics. The mean competency score of the students, residents, and fellows who completed a clinical and/or research experience with the service was 97% ±3%. A comprehensive warfarin pharmacogenetics service provided unique experiential and research opportunities for pharmacy students, residents, and fellows and sufficiently addressed a number of core competencies in pharmacogenetics.

Teaching ethical aptitude to graduate student researchers.

Science.gov (United States)

Weyrich, Laura S; Harvill, Eric T

2013-01-01

Limited time dedicated to each training areas, irrelevant case-studies, and ethics "checklists" have resulted in bare-bones Responsible Conduct of Research (RCR) training for present biomedical graduate student researchers. Here, we argue that science graduate students be taught classical ethical theory, such as virtue ethics, consequentialist theory, and deontological theory, to provide a basic framework to guide researchers through ethically complex situations and examine the applicability, implications, and societal ramifications of their research. Using a relevant biomedical research example to illustrate this point, we argue that proper ethics training for graduate student researchers not only will enhance current RCR training, but train more creative, responsible scientists.

Providing a setup and opportunities for better training of postdoctoral research fellows in an academic environment

Directory of Open Access Journals (Sweden)

Ghayur Muhammad

2008-01-01

Full Text Available Thousands of young researchers come from different parts of the world every year to take up postdoctoral (postdoc research fellowship positions in the developed countries. In the US alone, there were 48,601 postdocs in the year 2005 working in different labs in the fields of science, health and engineering. Many pursue this option for lack of other alternatives. Expectedly, these individuals face a lot of difficulties in making this transition from being a student to becoming an employee of an institution. Many institutions are prepared to make this transition and period of stay easy for their fellows while others are not equipped at all. The presence of a postdoc office (established by an institution or an association (formed by the fellows can be of immense help to postdocs. Additionally, the availability of institutional professional development and leadership programs can also help to nurture and polish postdoc fellows into future faculty members and valuable members of the community at large. To name a few, these professional development programs can focus on communication and presentation skills, medical education, teaching and learning, bioethics and mentorship. There is an urgent need to address some or all of these issues so that better training environment and opportunities are available to this group of postdoc fellows.

Psychology of the scientist: LXXXI. Professional school and traditional program graduates: comparison on measures of achievement in clinical psychology.

Science.gov (United States)

Templer, D I; Tomeo, M E; Pointkowski, S R; Mitroff, D; Niederhauser, R N; Siscoe, K

2000-06-01

Clinical psychologists who graduated from traditional programs and those who graduated from professional schools were compared on both scientifically and professionally oriented criteria of achievement and recognition. Upon controlling for year of graduation from a doctoral program, the professional school graduates were less likely to be APA fellows, less likely to be on the editorial board of specified research oriented journals in clinical psychology, less likely to have diplomate status in the American Board of Professional Psychology (ABPP), less likely to have been president of state psychological associations, and less likely to have been APPIC internship directors.

Leopold Fellows meet

Science.gov (United States)

Hartmann, Dennis L.

Communicating the results of environmental science research to nonscientists was the focus of a week-long meeting of fellows of the Aldo Leopold Leadership Program (ALLP) in June. Participating were 20 mid-career university facultymembers, the first group of ALLP fellows to be selected.Discussions were held on the role of scientists in society, techniques for effective leadership, improving communications skills, and working productively with news media. The training program considers both print and broadcast media as well as other outreach vehicles. The meeting was held at Kah Nee Ta Resort on the Warm Springs Indian Reservation, Warm Springs, Oregon, June 15-21, 1999.

Outcomes from the GLEON fellowship program. Training graduate students in data driven network science.

Science.gov (United States)

Dugan, H.; Hanson, P. C.; Weathers, K. C.

2016-12-01

In the water sciences there is a massive need for graduate students who possess the analytical and technical skills to deal with large datasets and function in the new paradigm of open, collaborative -science. The Global Lake Ecological Observatory Network (GLEON) graduate fellowship program (GFP) was developed as an interdisciplinary training program to supplement the intensive disciplinary training of traditional graduate education. The primary goal of the GFP was to train a diverse cohort of graduate students in network science, open-web technologies, collaboration, and data analytics, and importantly to provide the opportunity to use these skills to conduct collaborative research resulting in publishable scientific products. The GFP is run as a series of three week-long workshops over two years that brings together a cohort of twelve students. In addition, fellows are expected to attend and contribute to at least one international GLEON all-hands' meeting. Here, we provide examples of training modules in the GFP (model building, data QA/QC, information management, bayesian modeling, open coding/version control, national data programs), as well as scientific outputs (manuscripts, software products, and new global datasets) produced by the fellows, as well as the process by which this team science was catalyzed. Data driven education that lets students apply learned skills to real research projects reinforces concepts, provides motivation, and can benefit their publication record. This program design is extendable to other institutions and networks.

A Graduate Class in Research Data Management

Science.gov (United States)

Schmidt, Lawrence; Holles, Joseph

2018-01-01

A graduate elective course in Research Data Management (RDM) was developed and taught as a team by a research librarian and a research active faculty member. Coteaching allowed each instructor to contribute knowledge in their specialty areas. The goal of this course was to provide graduate students the RDM knowledge necessary to efficiently and…

Transplant surgery fellow perceptions about training and the ensuing job market-are the right number of surgeons being trained?

Science.gov (United States)

Reich, D J; Magee, J C; Gifford, K; Merion, R M; Roberts, J P; Klintmalm, G B G; Stock, P G

2011-02-01

The American Society of Transplant Surgeons (ASTS) sought whether the right number of abdominal organ transplant surgeons are being trained in the United States. Data regarding fellowship training and the ensuing job market were obtained by surveying program directors and fellowship graduates from 2003 to 2005. Sixty-four ASTS-approved programs were surveyed, representing 139 fellowship positions in kidney, pancreas and/or liver transplantation. One-quarter of programs did not fill their positions. Forty-five fellows graduated annually. Most were male (86%), aged 31-35 years (57%), married (75%) and parents (62%). Upon graduation, 12% did not find transplant jobs (including 8% of Americans/Canadians), 14% did not get jobs for transplanting their preferred organ(s), 11% wished they focused more on transplantation and 27% changed jobs early. Half fellows were international medical graduates; 45% found US/Canadian transplant jobs, particularly 73% with US/Canadian residency training. Fellows reported adequate exposure to training volume, candidate selection, pre/postoperative care and organ procurement, but not to donor management/selection, outpatient care and core didactics. One-sixth noted insufficient 'mentoring/preparation for a transplantation career'. Currently, there seem to be enough trainees to fill entry-level positions. One-third program directors believe that there are too many trainees, given the current and foreseeable job market. ASTS is assessing the total workforce of transplant surgeons and evolving manpower needs. ©2011 The Authors Journal compilation©2011 The American Society of Transplantation and the American Society of Transplant Surgeons.

Life after National Science Foundation fellowships: The implications for a graduate student's professional endeavors

Science.gov (United States)

Obarski, Kelly Josephine

Each year, hundreds of graduate and undergraduate students, participate as Fellows in National Science Foundation GK-12 Grants throughout the U.S. These Fellowships create opportunities for university students to improve their communication skills, teaching proficiencies, and team-building skills, in addition to expanding their interest in educational endeavors in their respective communities while pursuing their college degrees. STEP (Science and Technology Enhancement Project) is one such project. University faculty, public school teachers, and community leaders collaborated together in order to bring scientists into middle and secondary classrooms to focus on increasing student interest and proficiency in science, technology, engineering, and mathematics (STEM) skills. Seventeen Fellows, in the previous four years, designed, developed, and implemented innovative, hands-on lessons in seven local schools. The evaluation team collected a tremendous amount of research evidence focused on the effect of the program on the Fellows while they were participants in the study, but there has been very little data collected about the Fellows after leaving the program. This research study, consisting of two-hour interviews, qualitatively explores how the skills learned while participating in the STEP program affected the Fellows' career and educational choices once leaving the project. This data was analyzed along with historical attitude surveys and yearly tracking documents to determine the effect that participation in the program had on their choices post-STEP. An extensive literature review has been conducted focusing on other GK-12 programs throughout the country, K-16 collaboration, Preparing Future Faculty Programs, as well as on teaching and learning literature. These bodies of literature provide the theoretical basis in which the research is framed in order to assess the impact on Fellow educational and professional choices since leaving the STEP program. This

Fifth pathway in New Jersey. House officer preparatory course for US foreign medical graduates.

Science.gov (United States)

McGrough, W E

1975-06-09

The Fifth Channel in New Jersey is a Fifth Pathway program for US foreign medical graduates. In its third year, 83 percent of its 81 graduates are house officers at 18 US medical school-affiliated hospitals. Performance as house officers is characterized as competitive with peers, including US graduates. Positive attitudes toward work load, fellow workers, and patients compared with those of fellow house staff are noted. Quality of performance as house officers correlates most strongly with the change in mean scores of two batteries of clinical National Board examinations taken during the Fifth Pathway and less strongly with mean scores of single batteries of National Boards, Intelligence quotient, Educational Council for Foreign Medical Graduates (ECFMG) examination, ang age. Recommendations concerning the implementing of similar programs in other states are presented.

Brief report on the research by JNC postdoctoral fellows for 2002

International Nuclear Information System (INIS)

2003-08-01

The Japan Nuclear Cycle Development Institute (JNC) commenced a JNC Postdoctoral Fellowship Program in 1997 in order to raise capable researchers by providing an appropriate research environment to young postdoctoral researchers, which means that fiscal year 2002 was the sixth year of the program. The purpose of this program is to provide young researchers full of originality with opportunities to perform research independently on themes related to leading research, and basic and fundamental research of JNC, selected by the researchers themselves and approved by JNC, for a period of two or three years and also to promote the efficiency of JNC's research. This report includes a summary of the results of the research on sixteen themes performed by JNC Postdoctoral Fellows in the fiscal year 2002. Of these, research into four themes ended in 2002. (author)

Graduate Student Needs in Relation to Library Research Skills

Science.gov (United States)

Young, Shawna; Jacobs, Warren

2013-01-01

Traditionally, graduate study includes a research component, requiring library skills to locate relevant literature. Upon matriculation into graduate programs, many students are underprepared in library research skills, making library instruction a priority for the success of graduate students. This qualitative study, utilizing emergent design,…

The Contribution of Graduation Research to School Development: Graduation Research as a Boundary Practice

Science.gov (United States)

Snoek, Marco; Bekebrede, Judith; Hanna, Fadie; Creton, Theun; Edzes, Hester

2017-01-01

When teaching is considered as a collaborative activity, the aim of research projects in schools needs to exceed the individual and personal levels and aim to contribute to research-informed reflection of a team of teachers. Within this multiple case study, we adapted the graduation research project within a primary teacher education programme,…

Evaluating the Clinical Learning Environment: Resident and Fellow Perceptions of Patient Safety Culture.

Science.gov (United States)

Bump, Gregory M; Calabria, Jaclyn; Gosman, Gabriella; Eckart, Catherine; Metro, David G; Jasti, Harish; McCausland, Julie B; Itri, Jason N; Patel, Rita M; Buchert, Andrew

2015-03-01

The Accreditation Council for Graduate Medical Education has begun to evaluate teaching institutions' learning environments with Clinical Learning Environment Review visits, including trainee involvement in institutions' patient safety and quality improvement efforts. We sought to address the dearth of metrics that assess trainee patient safety perceptions of the clinical environment. Using the Hospital Survey on Patient Safety Culture (HSOPSC), we measured resident and fellow perceptions of patient safety culture in 50 graduate medical education programs at 10 hospitals within an integrated health system. As institution-specific physician scores were not available, resident and fellow scores on the HSOPSC were compared with national data from 29 162 practicing providers at 543 hospitals. Of the 1337 residents and fellows surveyed, 955 (71.4%) responded. Compared with national practicing providers, trainees had lower perceptions of patient safety culture in 6 of 12 domains, including teamwork within units, organizational learning, management support for patient safety, overall perceptions of patient safety, feedback and communication about error, and communication openness. Higher perceptions were observed for manager/supervisor actions promoting patient safety and for staffing. Perceptions equaled national norms in 4 domains. Perceptions of patient safety culture did not improve with advancing postgraduate year. Trainees in a large integrated health system have variable perceptions of patient safety culture, as compared with national norms for some practicing providers. Administration of the HSOPSC was feasible and acceptable to trainees, and may be used to track perceptions over time.

Systematic Reviews and Meta-analyses for Cardiology Fellows.

Science.gov (United States)

Fares, Munes; Alahdab, Fares; Alsaied, Tarek

2016-07-01

Participating in a scholarly activity is one of the training requirements for cardiology fellows. However, it can be very challenging to complete a research project during such a busy period of clinical training. To help the cardiology fellows in choosing and starting off a research project, a light has been shed on the process of conducting a systematic review, and the importance of this research activity, as well as its limitations. © 2016 Wiley Periodicals, Inc.

An active learning curriculum improves fellows' knowledge and faculty teaching skills.

Science.gov (United States)

Inra, Jennifer A; Pelletier, Stephen; Kumar, Navin L; Barnes, Edward L; Shields, Helen M

2017-01-01

Traditional didactic lectures are the mainstay of teaching for graduate medical education, although this method may not be the most effective way to transmit information. We created an active learning curriculum for Brigham and Women's Hospital (BWH) gastroenterology fellows to maximize learning. We evaluated whether this new curriculum improved perceived knowledge acquisition and knowledge base. In addition, our study assessed whether coaching faculty members in specific methods to enhance active learning improved their perceived teaching and presentation skills. We compared the Gastroenterology Training Exam (GTE) scores before and after the implementation of this curriculum to assess whether an improved knowledge base was documented. In addition, fellows and faculty members were asked to complete anonymous evaluations regarding their learning and teaching experiences. Fifteen fellows were invited to 12 lectures over a 2-year period. GTE scores improved in the areas of stomach ( p active learning curriculum. Scores in hepatology, as well as biliary and pancreatic study, showed a trend toward improvement ( p >0.05). All fellows believed the lectures were helpful, felt more prepared to take the GTE, and preferred the interactive format to traditional didactic lectures. All lecturers agreed that they acquired new teaching skills, improved teaching and presentation skills, and learned new tools that could help them teach better in the future. An active learning curriculum is preferred by GI fellows and may be helpful for improving transmission of information in any specialty in medical education. Individualized faculty coaching sessions demonstrating new ways to transmit information may be important for an individual faculty member's teaching excellence.

A Comparison of Training Experience, Training Satisfaction, and Job Search Experiences between Integrated Vascular Surgery Residency and Traditional Vascular Surgery Fellowship Graduates.

Science.gov (United States)

Colvard, Benjamin; Shames, Murray; Schanzer, Andres; Rectenwald, John; Chaer, Rabih; Lee, Jason T

2015-10-01

The first 2 integrated vascular residents in the United States graduated in 2012, and in 2013, 11 more entered the job market. The purpose of this study was to compare the job search experiences of the first cohort of integrated 0 + 5 graduates to their counterparts completing traditional 5 + 2 fellowship programs. An anonymous, Web-based, 15-question survey was sent to all 11 graduating integrated residents in 2013 and to the 25 corresponding 5 + 2 graduating fellows within the same institution. Questions focused on the following domains: training experience, job search timelines and outcomes, and overall satisfaction with each training paradigm. Survey response was nearly 81% for the 0 + 5 graduates and 64% for the 5 + 2 graduates. Overall, there was no significant difference between residents and fellows in the operative experience obtained as measured by the number of open and endovascular cases logged. Dedicated research time during the entire training period was similar between residents and fellows. Nearly all graduates were extremely satisfied with their training and had positive experiences during their job searches with respect to starting salaries, numbers of offers, and desired practice type. More 0 + 5 residents chose academic and mixed practices over private practices compared with 5 + 2 fellowship graduates. Although longer term data are needed to understand the impact of the addition of 0 + 5 graduating residents to the vascular surgery work force, preliminary survey results suggest that both training paradigms (0 + 5 and 5 + 2) provide positive training experiences that result in excellent job search experiences. Based on the current and future need for vascular surgeons in the work force, the continued growth and expansion of integrated 0 + 5 vascular surgery residency positions as an alternative to traditional fellowship training is thus far justified. Copyright © 2015 Elsevier Inc. All rights reserved.

A jolly good call for Marie Curie Fellows

CERN Multimedia

2009-01-01

A new funding opportunity to train young researchers has just been announced by the European Commission. One of the calls within FP7 Marie Curie Actions requests proposals for Initial Training Network (ITN) projects, with a deadline of 22 December 2009. Project proposals are strongly encouraged at CERN and authors can receive support and guidance from the Marie Curie Steering Group. Winnie Wong: "I wouldn’t have considered a PhD if I hadn’t been a Marie Curie fellow" Dan Savu: "It’s the best of both worlds: training plus working in an international organisation" ITN projects have one key aim: training. Academic and industrial partners work together to form a network to recruit and train Marie Curie Fellows. Fellows are young researchers (typically PhD-level) from any country who combine project-based research with tailor-made training programmes, ...

From students to researchers: The education of physics graduate students

Science.gov (United States)

Lin, Yuhfen

This dissertation aims to make two research contributions: (1) In physics education research, this work aims to advance our understanding of physics student learning at the graduate level. This work attempts to better understand how physics researchers and teachers are produced, and what factors support or encourage the process of becoming a researcher and a teacher. (2) In cognitive science research in the domain of expert/novice differences, researchers are interested in defining and understanding what expertise is. This work aims to provide some insight into some of the components of expertise that go into becoming a competent expert researcher in the domain of physics. This in turn may contribute to our general understanding of expertise across multiple domains. Physics graduate students learn in their classes as students, teach as teaching assistants, and do research with research group as apprentices. They are expected to transition from students to independent researchers and teachers. The three activities of learning, teaching, and research appear to be very different and demand very different skill-sets. In reality, these activities are interrelated and have subtle effects on each other. Understanding how students transition from students to researchers and teachers is important both to PER and physics in general. In physics, an understanding of how physics students become researchers may help us to keep on training physicists who will further advance our understanding of physics. In PER, an understanding of how graduate students learn to teach will help us to train better physics teachers for the future. In this dissertation, I examine physics graduate students' approaches to teaching, learning, and research through semi-structured interviews. The collected data is interpreted and analyzed through a framework that focuses on students' epistemological beliefs and locus of authority. The data show how students' beliefs about knowledge interact with their

Science and Engineering of the Environment of Los Angeles: A GK-12 Experiment at Developing Science Communications Skills in UCLA's Graduate Program

Science.gov (United States)

Moldwin, M. B.; Hogue, T. S.; Nonacs, P.; Shope, R. E.; Daniel, J.

2008-12-01

Many science and research skills are taught by osmosis in graduate programs with the expectation that students will develop good communication skills (speaking, writing, and networking) by observing others, attending meetings, and self reflection. A new National Science Foundation Graduate Teaching Fellows in K- 12 Education (GK-12; http://ehrweb.aaas.org/gk12new/) program at UCLA (SEE-LA; http://measure.igpp.ucla.edu/GK12-SEE-LA/overview.html ) attempts to make the development of good communication skills an explicit part of the graduate program of science and engineering students. SEE-LA places the graduate fellows in two pairs of middle and high schools within Los Angeles to act as scientists-in- residence. They are partnered with two master science teachers and spend two-days per week in the classroom. They are not student teachers, or teacher aides, but scientists who contribute their content expertise, excitement and experience with research, and new ideas for classroom activities and lessons that incorporate inquiry science. During the one-year fellowship, the graduate students also attend a year-long Preparing Future Faculty seminar that discusses many skills needed as they begin their academic or research careers. Students are also required to include a brief (two-page) summary of their research that their middle or high school students would be able to understand as part of their published thesis. Having students actively thinking about and communicating their science to a pre-college audience provides important science communication training and helps contribute to science education. University and local pre- college school partnerships provide an excellent opportunity to support the development of graduate student communication skills while also contributing significantly to the dissemination of sound science to K-12 teachers and students.

Communication skills training curriculum for pulmonary and critical care fellows.

Science.gov (United States)

McCallister, Jennifer W; Gustin, Jillian L; Wells-Di Gregorio, Sharla; Way, David P; Mastronarde, John G

2015-04-01

The Accreditation Council for Graduate Medical Education requires physicians training in pulmonary and critical care medicine to demonstrate competency in interpersonal communication. Studies have shown that residency training is often insufficient to prepare physicians to provide end-of-life care and facilitate patient and family decision-making. Poor communication in the intensive care unit (ICU) can adversely affect outcomes for critically ill patients and their family members. Despite this, communication training curricula in pulmonary and critical care medicine are largely absent in the published literature. We evaluated the effectiveness of a communication skills curriculum during the first year of a pulmonary and critical care medicine fellowship using a family meeting checklist to provide formative feedback to fellows during ICU rotations. We hypothesized that fellows would demonstrate increased competence and confidence in the behavioral skills necessary for facilitating family meetings. We evaluated a 12-month communication skills curriculum using a pre-post, quasiexperimental design. Subjects for this study included 11 first-year fellows who participated in the new curriculum (intervention group) and a historical control group of five fellows who had completed no formal communication curriculum. Performance of communication skills and self-confidence in family meetings were assessed for the intervention group before and after the curriculum. The control group was assessed once at the beginning of their second year of fellowship. Fellows in the intervention group demonstrated significantly improved communication skills as evaluated by two psychologists using the Family Meeting Behavioral Skills Checklist, with an increase in total observed skills from 51 to 65% (P ≤ 0.01; Cohen's D effect size [es], 1.13). Their performance was also rated significantly higher when compared with the historical control group, who demonstrated only 49% of observed skills

Special Workshop of Marie Curie Fellows on Research and Training in Physics and Technology

CERN Multimedia

Patrice Loiez

2002-01-01

Photo 0210004_1: Prof. Ugo Amaldi, University of Milano Bicocca and Tera Foundation, Italy. Addressing the Marie Curie Workshop held at CERN 3-4 October 2002. Title of this talk:"Research Developments on Medical Physics". Photo 0210004_2: Marie Curie Fellows at CERN. Participating in Marie Curie Workshop held at CERN 3-4 October 2002.

Postgraduate Education in Quality Improvement Methods: Initial Results of the Fellows' Applied Quality Training (FAQT) Curriculum.

Science.gov (United States)

Winchester, David E; Burkart, Thomas A; Choi, Calvin Y; McKillop, Matthew S; Beyth, Rebecca J; Dahm, Phillipp

2016-06-01

Training in quality improvement (QI) is a pillar of the next accreditation system of the Accreditation Committee on Graduate Medical Education and a growing expectation of physicians for maintenance of certification. Despite this, many postgraduate medical trainees are not receiving training in QI methods. We created the Fellows Applied Quality Training (FAQT) curriculum for cardiology fellows using both didactic and applied components with the goal of increasing confidence to participate in future QI projects. Fellows completed didactic training from the Institute for Healthcare Improvement's Open School and then designed and completed a project to improve quality of care or patient safety. Self-assessments were completed by the fellows before, during, and after the first year of the curriculum. The primary outcome for our curriculum was the median score reported by the fellows regarding their self-confidence to complete QI activities. Self-assessments were completed by 23 fellows. The majority of fellows (15 of 23, 65.2%) reported no prior formal QI training. Median score on baseline self-assessment was 3.0 (range, 1.85-4), which was significantly increased to 3.27 (range, 2.23-4; P = 0.004) on the final assessment. The distribution of scores reported by the fellows indicates that 30% were slightly confident at conducting QI activities on their own, which was reduced to 5% after completing the FAQT curriculum. An interim assessment was conducted after the fellows completed didactic training only; median scores were not different from the baseline (mean, 3.0; P = 0.51). After completion of the FAQT, cardiology fellows reported higher self-confidence to complete QI activities. The increase in self-confidence seemed to be limited to the applied component of the curriculum, with no significant change after the didactic component.

The bench vs. the blackboard: learning to teach during graduate school.

Science.gov (United States)

Ciaccia, Laura

2011-09-01

Many science, technology, engineering, and mathematics (STEM) graduate students travel through the academic career pipeline without ever learning how to teach effectively, an oversight that negatively affects the quality of undergraduate science education and cheats trainees of valuable professional development. This article argues that all STEM graduate students and postdoctoral fellows should undergo training in teaching to strengthen their resumes, polish their oral presentation skills, and improve STEM teaching at the undergraduate level. Though this may seem like a large undertaking, the author outlines a three-step process that allows busy scientists to fit pedagogical training into their research schedules in order to make a significant investment both in their academic career and in the continuing improvement of science education. Copyright © 2011.

Maximizing Undergraduate Success By Combining Research Experiences with Outreach, Peer Mentoring and Professional Development

Science.gov (United States)

Bruno, B. C.

2014-12-01

The C-MORE Scholars Program provides hands-on, closely mentored research experiences to University of Hawaii (UH) undergraduates during the academic year. Students majoring in the geosciences, especially underrepresented students, from all campuses are encouraged to apply. The academic-year research is complemented by outreach, professional development and summer internships. Combined, these experiences help students develop the skills, confidence and passion that are essential to success in a geoscience career. Research. All students enter the program as trainees, where they learn lab and field research methods, computer skills and science principles. After one year, they are encouraged to reapply as interns, where they work on their own research project. Students who have successfully completed their intern year can reapply as fellows, where they conduct an independent research project such as an honors thesis. Students present their research at a Symposium through posters (trainees) or talks (interns and fellows). Interns and fellows help organize program activities and serve as peer mentors to trainees.Multi-tiered programs that build a pathway toward graduation have been shown to increase student retention and graduation success. Outreach. Undergraduate researchers rarely feel like experts when working with graduate students and faculty. For students to develop their identity as scientists, it is essential that they be given the opportunity to assume the role as expert. Engaging students in outreach is a win-win situation. Students gain valuable skills and confidence in sharing their research with their local community, and the public gets to learn about exciting research happening at UH. Professional Development. Each month, the Scholars meet to develop their professional skills on a particular topic, such as outreach, scientific presentations, interviewing, networking, and preparing application materials for jobs, scholarships and summer REUs. Students are

Final evaluation of the 2005 to 2007 National Pediatric Emergency Medicine Fellows' Conferences.

Science.gov (United States)

Jaffe, David M; Knapp, Jane F; Jeffe, Donna B

2009-05-01

Evaluate the effectiveness of the 2005 to 2007 National Pediatric Emergency Medicine (PEM) Fellows Conference series in achieving predefined objectives in the domains of scholarship, leadership, and partnership. Conference attendees included fellows in the existing PEM fellowship programs. Self-administered preconference and postconference questionnaires measured knowledge, research-related confidence, beliefs about institutional support for Emergency Medical Services for Children (EMSC) research, and intentions to engage in 7 specific behaviors relating to scholarship, leadership, and partnership. Pearson product-moment correlations measured relationships among continuous variables. Repeated-measures analysis of variance measured change between preconference and postconference measures. Hierarchical multiple linear regression models identified predictors of postconference intentions to engage in each of the 7 specific behaviors, controlling for preconference intention. Approximately one third of all PEM fellows attended the conference each year. Preconference and postconference questionnaires were completed by at least 70% of attendees each year. Because several fellows attended more than one conference, data were analyzed from the first conference that a fellow attended. In each year, we observed significant increases in attendees' conference-specific knowledge, confidence, and intentions to continue in EMSC research, join national collaborative research networks, and establish national mentoring relationships. The National PEM Fellows' Conference is an effective means to increasing fellows' knowledge about scholarship, leadership, and partnership in EMSC and increasing their confidence and intentions to conduct research in EMSC.

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1937 Section: Earth & Planetary Sciences. Krishnamurthy, L S . YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018.

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1974 Section: Mathematical Sciences. Ramanujam, Dr Chidambaram Padmanabhan. Date of birth: 9 January 1938. Date of death: 27 October 1974. Specialization: Algebra. YouTube; Twitter; Facebook; Blog ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1940 Section: Engineering & Technology. Ishaq, Prof. Mohammad FNA. Date of birth: 1 April 1901. Date of death: 22 March 1960. Specialization: Molecular Spectroscopy. YouTube; Twitter; Facebook; Blog ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1934 Section: Engineering & Technology. Rau, M A Govinda. Date of birth: 26 August 1901. Date of death: 19 November 1954. Specialization: Chemical Engineering. YouTube; Twitter; Facebook; Blog ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1948 Section: Chemistry. Subramanian, Toppur Seethapathy D.Sc. (Liverpool). Date of birth: 24 September 1911. Date of death: 19 September 1987. Specialization: Biochemistry. YouTube; Twitter; Facebook; Blog ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1951 Section: Medicine. Viswanathan, Dharmavodani Krishnaiyar FNA. Date of birth: 1 March 1901. Date of death: 27 March 1960. Specialization: Public Health, Malaria. YouTube; Twitter; Facebook; Blog ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1950 Section: Medicine. Rao, Mattegunta Venkata Radhakrishna FNA. Date of birth: 1 November 1903. Date of death: 26 October 1971. Specialization: Pathology, Nutrition. YouTube; Twitter; Facebook; Blog ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1935 Section: Chemistry. Desai, Shirishkant Varjray Ph.D. (London), D.Sc. (London). Date of birth: 1900. Date of death: 1984. Specialization: Biochemistry, Microbiology. YouTube; Twitter; Facebook; Blog ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1934 Section: Medicine. Krishnan, Kumarapuram Vythilinga FNA. Date of birth: 4 July 1896. Date of death: 30 March 1978. Specialization: Microbiology, Rural Hygiene. YouTube; Twitter; Facebook; Blog ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Fellow Profile. Elected: 1949 Section: Plant Sciences. Ramakrishnan, T S . Date of birth: 25 August 1899. Date of death: 2 December 1971. Specialization: Mycology, Plant Pathology. YouTube · Twitter · Facebook · Blog ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1949 Section: Engineering & Technology. Thacker, Maneklal Sankalchand D.Engg., FNA. Date of birth: 3 December 1904. Date of death: 6 July 1979. Specialization: Engineering. YouTube; Twitter; Facebook; Blog ...

Augmenting Fellow Education Through Spaced Multiple-Choice Questions.

Science.gov (United States)

Barsoumian, Alice E; Yun, Heather C

2018-01-01

. Fellows consistently indicated that the platform was "highly enjoyed," "beneficial," a "fun format," and "completely satisfied." Fellows additionally commented that they desired more questions and considered the platform helpful in board preparation. Formal survey data post-intervention found that the fellows were satisfied with the new approach, found it to be useful in board preparation, overall educational value, and in-line with their personal learning style (median Likert score of 4 for all queries). Fellows were satisfied with time commitment, spending a mean of 47 min on the spaced education curriculum questions per month. Introduction of a spaced education curriculum resulted in a sustained positive learner experience for >5 yr with demonstrated mastery of material. Spaced education learning is a viable addition to augment training experience, especially in areas of curricular gaps such as operational medicine. Correct answer data may also be useful to perform Accreditation Council for Graduate Medical Education-required objective assessment of knowledge. Published by Oxford University Press on behalf of the Association of Military Surgeons of the United States 2017. This work is written by (a) US Government employee(s) and is in the public domain in the US.

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1934 Section: Mathematical Sciences. Rao, Chintakindi Venkata Hanumantha FNA. Date of birth: 29 October 1892. Date of death: 2 September 1947. Specialization: Pure Mathematics, Geometry. YouTube; Twitter; Facebook; Blog ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1936 Section: Earth & Planetary Sciences. Kalamkar, Ramachandra Jaykrishna Ph.D. Date of birth: 28 August 1903. Date of death: 24 May 1974. Specialization: Agricultural Sciences. YouTube; Twitter; Facebook; Blog ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1935 Section: Chemistry. Siddiqi, Salimuzzaman Council Service: 1943-46. Date of birth: 19 October 1897. Date of death: 14 April 1994. Specialization: Natural Products Chemistry. YouTube; Twitter; Facebook; Blog ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1934 Section: Engineering & Technology. Visvesvaraya, M D.Sc. 1936-37. Date of birth: 15 September 1861. Date of death: 14 April 1962. Specialization: Civil Engineering. YouTube; Twitter; Facebook; Blog ...

Assessment of the need for a cardiac morphology curriculum for paediatric cardiology fellows.

Science.gov (United States)

Rogers, Lindsay S; Klein, Melissa; James, Jeanne; FitzGerald, Michael

2017-07-01

Expert knowledge of cardiac malformations is essential for paediatric cardiologists. Current cardiac morphology fellowship teaching format, content, and nomenclature are left up to the discretion of the individual fellowship programmes. We aimed to assess practices and barriers in morphology education, perceived effectiveness of current curricula, and preferences for a standardised fellow morphology curriculum. A web-based survey was developed de novo and administered anonymously via e-mail to all paediatric cardiology fellowship programme directors and associate directors in the United States of America; leaders were asked to forward the survey to fellows. A total of 35 directors from 32 programmes (51%) and 66 fellows responded. Curriculum formats varied: 28 (88%) programmes utilised pathological specimens, 25 (78%) invited outside faculty, and 16 (50%) utilised external conferences. Director nomenclature preferences were split - 6 (19%) Andersonian, 8 (25%) Van Praaghian, and 18 (56%) mixed. Barriers to morphology education included time and inconsistent nomenclature. One-third of directors reported that <90% of recent fellow graduates had adequate abilities to apply segmental anatomy, identify associated cardiac lesions, or communicate complex CHD. More structured teaching, protected time, and specimens were suggestions to improve curricula. Almost 75% would likely adopt/utilise an online morphology curriculum. Cardiac morphology training varies in content and format among fellowships. Inconsistent nomenclature exists, and inadequate morphology knowledge is perceived to contribute to communication failures, both have potential patient safety implications. There is an educational need for a common, online cardiac morphology curriculum that could allow for fellow assessment of competency and contribute to more standardised communication in the field of paediatric cardiology.

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1952 Section: Chemistry. Mehta, Subodhchandra Manmukhram M.Sc., FNA. Date of birth: 4 May 1902. Date of death: 29 March 1970. Specialization: Physical Chemistry, Inorganic Chemistry. YouTube; Twitter; Facebook; Blog ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1952 Section: Animal Sciences. Gnanamuthu, Chinnadurai Pittendrigh D.Sc. Date of birth: 29 April 1901. Date of death: 18 March 1969. Specialization: Animal Physiology, Animal Ecology. YouTube; Twitter; Facebook; Blog ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1974 Section: Engineering & Technology. Kelkar, Dr Purushottam Kashinath Ph.D. (Liverpool). Date of birth: 1 June 1909. Date of death: 23 October 1990. Specialization: Electrical Engineering. YouTube; Twitter; Facebook; Blog ...

Bioengineering/Biophysicist Post-doctoral Fellow | Center for Cancer Research

Science.gov (United States)

A post-doctoral fellow position is available in the Tissue Morphodynamics Unit headed by Dr. Kandice Tanner at the National Cancer Institute. The Tanner lab combines biophysical and cell biological approaches to understand the interplay between tissue architecture and metastasis. We use a combination of imaging modalities, cell biology and animal models. It is expected that as a member of this lab, one will have an opportunity to be exposed to all these areas. We value a vibrant and collaborative environment where lab members share ideas, reagents and expertise and want to work on fundamental problems in the establishment of metastatic lesions. Our lab is located in the NIH main campus in Bethesda. The research facilities at NIH are outstanding and the lab has state-of-the-art equipment such as multi-photon and confocal microscopes, FACS facilities and animal vivarium.

Information for New Trainees and Fellows

Science.gov (United States)

Fellows and cancer research trainees will find information to support their onboarding at NCI, including stipend and tax information and NIH rules and regulations. Learn more about orientation for NCI trainees.

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1934 Section: Chemistry. Singh, Bawa Kartar FNA 1940-43; Vice President 1934-40. Date of birth: 17 April 1886. Date of death: 15 June 1960. Specialization: Stereochemistry. YouTube; Twitter; Facebook; Blog ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1972 Section: Engineering & Technology. Kumaraswamy, Ponnambalam B.E. (Hons). Date of birth: 4 October 1930. Date of death: 9 March 1988. Specialization: Hydraulics, Hydrology and Computer Simulation. YouTube; Twitter; Facebook; Blog ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1934 Section: Plant Sciences. Singh, Bhola Nath D.Sc. (London), FNA. Date of birth: 22 September 1898. Date of death: 7 June 1984. Specialization: Plant Physiology, Agronomy. YouTube; Twitter; Facebook; Blog ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1976 Section: Chemistry. Devaprabhakara, Dr Devadas Ph.D. (Texas). Date of birth: 13 November 1932. Date of death: 12 January 1978. Specialization: Organic Chemistry, Chemistry of Allenes. YouTube; Twitter; Facebook; Blog ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

... Discussion Meetings · Public Lectures · Lecture Workshops · Refresher Courses · Symposia. Home; Fellowship. Fellow Profile. Elected: 1945 Section: Engineering & Technology. Deshpande, D L . FNA. Date of birth: 2 September 1909. Date of death: 5 April 1961.

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1953 Section: Plant Sciences. Venkateswarlu, Jillella D.Sc. (Andhra), FNA. Date of birth: 21 March 1912. Date of death: 20 May 1978. Specialization: Plant Morphology and Cytogenetics. YouTube; Twitter; Facebook; Blog ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1945 Section: Plant Sciences. Kadam, Baburao Sankararao Ph.D. (Cornell), FNA. Date of birth: 25 October 1903. Date of death: 24 July 1985. Specialization: Plant Breedings, Cytogenetics. YouTube; Twitter; Facebook; Blog ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1934 Section: Plant Sciences. Sahni, Birbal FNA 1934-49; Vice President 1934-49. Date of birth: 14 November 1891. Date of death: 10 April 1949. Specialization: Palaeobotany. YouTube; Twitter; Facebook; Blog ...

Increasing chronic disease research capacity in Guatemala through a mentoring program.

Science.gov (United States)

Barnoya, Joaquin; Monzon, Jose C; Colditz, Graham A

2013-09-12

The Chronic Disease Research Fellowship Program (RFP) aims to build the research capacity of recent medical graduates to support the development of chronic disease control strategies. Guatemala is undergoing an epidemiologic transition. However, given the way universities and the health care system are structured, it lacks an environment that fosters research careers and generates the required knowledge to implement sound public health policies and clinical strategies. The RFP was implemented at the Cardiovascular Unit of Guatemala. This 4-year Program recruited two one-year fellows and provided funding to define a research topic, write a protocol and implement the research. Strong emphasis is placed on developing skills in knowledge translation and exchange to bridge the "know-do" gap. Close mentoring relationships between the Principal Investigator and former and current fellows are fostered through the Program. The mentoring Program has generated strategic data to support the implementation of sound chronic disease control strategies, mainly related to tobacco control. Results have been presented nationally and internationally. Research training has included principles of biostatistics and epidemiology, and a journal club. The Program is increasingly generating interest among medical graduates to pursue further research training abroad and is building local research capacity. Fellows and research assistants have created a research network in Guatemala and abroad. The main obstacle the Program faces is ensuring long-term sustainability. A mentoring program can lead to an increase in research interest and capacity in a low-income country with little research infrastructure.

Summary reports of doctoral research fellows in 1999

International Nuclear Information System (INIS)

2000-07-01

JNC (Japan Nuclear Cycle Development Institute) has been promoting the fellowship program for young scientists to encourage their expertise from 1997. The objective of this program is to raise the talented persons for future JNC activities. This report summarized the status on the 17 themes of researches implemented by young research fellows in 1999. The report includes the list of individual titles and the site and supporting staffs of JNC. The individual reports given by 17 authors describe its time schedule, status, achievements and own publications in the prearranged format. Topics include the followings; Those are giant resonance structures of short lifetime nuclei, growth of cavities in structural materials, calculation methods of photonuclear interaction cross-section, stability and radioactivity diffusion of bentonite, plant ecology of radioactivity in uranium mines, numerical simulations on the TRUEX process, advanced nondestructive testing of materials, physical properties of actinides obtained by band theory, de-oxidisation capability in pyrite to decrease oxygen in bentonite, investigation on equilibrium fast reactor recycling, behaviors of underground water in the Tono Mine, effects of radiation induced educts on swelling, simulation on fuel-coolant interaction after severe accidents, and resonance ionization mass spectrometry for the JOYO reactor to detect failed fuel locations. (Tanaka, Y.)

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1941 Section: Medicine. Kini, Mangalore Gopala M.B.B.S., FNA. Date of birth: 5 August 1893. Date of death: 22 August 1952. Specialization: Orthopaedic Surgery, Anesthetic Technique. YouTube; Twitter; Facebook; Blog ...

Educational trajectories of graduate students in physics education research

Science.gov (United States)

Van Dusen, Ben; Barthelemy, Ramón S.; Henderson, Charles

2014-12-01

Physics education research (PER) is a rapidly growing area of PhD specialization. In this article we examine the trajectories that led respondents into a PER graduate program as well as their expected future trajectories. Data were collected in the form of an online survey sent to graduate students in PER. Our findings show a lack of visibility of PER as a field of study, a dominance of work at the undergraduate level, and a mismatch of future desires and expectations. We suggest that greater exposure is needed so PER is known as a field of inquiry for graduates, that more emphasis should be placed on research beyond the undergraduate level, and that there needs to be stronger communication to graduate students about potential careers.

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1940 Section: Mathematical Sciences. Ram Behari, Ph.D. (Dublin), FNA. Date of birth: 25 April 1897. Date of death: 14 December 1981. Specialization: Differential Geometry and Theory of Relativity. YouTube; Twitter; Facebook; Blog ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1947 Section: Plant Sciences. Dorasami, L S . Ph.D. (London). Specialization: Plant Breeding. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Date of birth: 3 December 1947. Specialization: Protein Chemistry, Protein Folding, Function & Design for Therapeutics, Immunity & Neurosciences Address: Honorary Professor & CSIR Bhatnagar Fellow, Molecular Biophysics Unit, Indian Institute of Science, Bengaluru 560 012, Karnataka Contact: Office: (080) 2293 2714, ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1934 Section: Plant Sciences. Iyengar, Mandayam Osuri Parthasarathy Ph.D., FNA 1934-35, 1938-40. Date of birth: 15 December 1886. Date of death: 10 December 1963. Specialization: Algology. YouTube; Twitter; Facebook; Blog ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1934 Section: Earth & Planetary Sciences. Rama Rao, Lakshmiswara 1934-61; Vice President 1952-55; Secretary 1946-52. Date of birth: 23 March 1896. Date of death: 11 November 1974. YouTube; Twitter; Facebook; Blog ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1974 Section: Engineering & Technology. Krishna, Dr Maddaly Gopala Ph.D. (Leeds). Date of birth: 18 July 1922. Date of death: 5 June 1978. Specialization: Fuel Technology and Chemical Engineering. YouTube; Twitter; Facebook; Blog ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1977 Section: Earth & Planetary Sciences. Ganguly, Dr Anil Kumar D.Sc. (Calcutta), FNA. Date of birth: 1 November 1918. Date of death: 17 January 1988. Specialization: Environmental Sciences, Radiation Physics. YouTube; Twitter; Facebook; Blog ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1935 Section: Mathematical Sciences. Mahalanobis, Prasanta Chandra M.A. (Cantab), Hon. D.Sc. (Calcutta), FNA, FNASc. Date of birth: 29 June 1893. Date of death: 28 June 1972. Specialization: Statistics. YouTube; Twitter; Facebook; Blog ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 2017 Section: Chemistry. Sunoj, Prof. Raghavan B Ph.D. (IISc), FRSC. Date of birth: 3 April 1974. Specialization: Computational Chemistry, Theoretical Chemistry Address: Department of Chemistry, Indian Institute of Technology, Powai, Mumbai 400 076, Maharashtra Contact:

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1974 Section: General Biology. Ramachandran, Dr Lakshminarayanapuram Krishnaiyer Ph.D. (Madras), FNA. Date of birth: 28 March 1928. Date of death: 11 August 1988. Specialization: Proteins, Antibiotics and Endocrines. YouTube; Twitter; Facebook; Blog ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1955 Section: Chemistry. Rao, Shimoga Nadiga Gundu B.Sc. (Bangalore), FNA. Date of birth: 26 November 1909. Date of death: 7 September 1985. Specialization: Sugar Technology and Industrial Chemistry. YouTube; Twitter; Facebook; Blog ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1939 Section: Plant Sciences. Raghavan, Tupil Srinivasa Ph.D. (London) 1946-49. Date of birth: 29 September 1905. Date of death: 30 January 1986. Specialization: Cytomorphology, Cytogenetics and Cytotaxonomy. YouTube; Twitter; Facebook; Blog ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1935 Section: Chemistry. Doss, Kadarundalige Sitarama Gururaja D.Sc. (Madras), FNA 1971-73. Date of birth: 10 August 1906. Date of death: 18 October 1989. Specialization: Electrochemistry, Sugar Technology. YouTube; Twitter; Facebook; Blog ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1952 Section: Engineering & Technology. Govinda Rao, Dr Naladurga Srinivasarao B.E., FNA. Date of birth: 6 February 1907. Date of death: 22 December 1995. Specialization: Hydraulics, Hydropower Development and Irrigation Engineering Last known address: Apartment No.

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1940 Section: Plant Sciences. Uppal, Badri Nath Ph.D. (Iowa), FNA. Date of birth: 28 June 1900. Date of death: 22 November 1989. Specialization: Plant Pathology, Microbiology and Agriculture. YouTube; Twitter; Facebook; Blog ...

Competency Testing for Pediatric Cardiology Fellows Learning Transthoracic Echocardiography: Implementation, Fellow Experience, and Lessons Learned.

Science.gov (United States)

Levine, Jami C; Geva, Tal; Brown, David W

2015-12-01

There is currently great interest in measuring trainee competency at all levels of medical education. In 2007, we implemented a system for assessing cardiology fellows' progress in attaining imaging skills. This paradigm could be adapted for use by other cardiology programs. Evaluation consisted of a two-part exercise performed after years 1 and 2 of pediatric cardiology training. Part 1: a directly observed evaluation of technical skills as fellows imaged a normal subject (year 1) and a patient with complex heart disease (year 2). Part 2: fellows interpreted and wrote reports for two echocardiograms illustrating congenital heart disease. These were graded for accuracy and facility with communicating pertinent data. After 5 years of testing, fellows were surveyed about their experience. In 5 years, 40 fellows were tested at least once. Testing identified four fellows who underperformed on the technical portion and four on the interpretive portion. Surveys were completed by 33 fellows (83 %). Most (67 %) felt that intermittent observation by faculty was inadequate for assessing skills and that procedural volume was a poor surrogate for competency (58 %). Posttest feedback was constructive and valuable for 90, and 70 % felt the process helped them set goals for skill improvement. Overall, fellows felt this testing was fair and should continue. Fellow performance and responses identified programmatic issues that were creating barriers to learning. We describe a practical test to assess competency for cardiology fellows learning echocardiography. This paradigm is feasible, has excellent acceptance among trainees, and identifies trainees who need support. Materials developed could be easily adapted to help track upcoming ACGME-mandated metrics.

2006 Annual Report Summer Research Institute Interfacial and Condensed Phase Chemical Physics

Energy Technology Data Exchange (ETDEWEB)

Avery, Nikki B.; Barlow, Stephan E.

2006-11-10

The Pacific Northwest National Laboratory (PNNL) hosted its third annual Summer Research Institute in Interfacial and Condensed Phase Chemical Physics from May through September 2006. During this period, twenty PNNL scientists hosted twenty-seven scientists from twenty-five different universities. Of the twenty-seven participants, one was a graduating senior; twenty-one were graduate students; one was a postdoctoral fellow; and four were university faculty members.

Attitudes and Perceptions of Surgical Oncology Fellows on ACGME Accreditation and the Complex General Surgical Oncology Certification.

Science.gov (United States)

Lee, David Y; Flaherty, Devin C; Lau, Briana J; Deutsch, Gary B; Kirchoff, Daniel D; Huynh, Kelly T; Lee, Ji-Hey; Faries, Mark B; Bilchik, Anton J

2015-11-01

With the first qualifying examination administered September 15, 2014, complex general surgical oncology (CGSO) is now a board-certified specialty. We aimed to assess the attitudes and perceptions of current and future surgical oncology fellows regarding the recently instituted Accreditation Council for Graduate Medical Education (ACGME) accreditation. A 29-question anonymous survey was distributed to fellows in surgical oncology fellowship programs and applicants interviewing at our fellowship program. There were 110 responses (79 fellows and 31 candidates). The response rate for the first- and second-year fellows was 66 %. Ninety-percent of the respondents were aware that completing an ACGME-accredited fellowship leads to board eligibility in CGSO. However, the majority (80 %) of the respondents stated that their decision to specialize in surgical oncology was not influenced by the ACGME accreditation. The fellows in training were concerned about the cost of the exam (90 %) and expressed anxiety in preparing for another board exam (83 %). However, the majority of the respondents believed that CGSO board certification will be helpful (79 %) in obtaining their future career goals. Interestingly, candidate fellows appeared more focused on a career in general complex surgical oncology (p = 0.004), highlighting the impact that fellowship training may have on organ-specific subspecialization. The majority of the surveyed surgical oncology fellows and candidates believe that obtaining board certification in CGSO is important and will help them pursue their career goals. However, the decision to specialize in surgical oncology does not appear to be motivated by ACGME accreditation or the new board certification.

A summary report on researches carried out by post-doctoral fellows on fiscal year 2001

International Nuclear Information System (INIS)

2002-07-01

The Japan Nuclear Cycle Development Institute (JNC) introduced the post-doctoral fellows system since fiscal year 1997, to intend to promote talents encouragement by supplying researching environments to young researchers with scholarship of doctor. This system aims not only to independently promote his own research theme certified by JNC by a young researcher with rich initiatives within a period of two or three years to obtain business as a researcher, but also to effectively progress a researching business of JNC. This report contains summaries on 17 items researching results on fiscal year 2001, of which 6 items are finished on this fiscal year. (G.K.)

Interactive Methods for Teaching Action Potentials, an Example of Teaching Innovation from Neuroscience Postdoctoral Fellows in the Fellowships in Research and Science Teaching (FIRST) Program

Science.gov (United States)

Keen-Rhinehart, E.; Eisen, A.; Eaton, D.; McCormack, K.

2009-01-01

Acquiring a faculty position in academia is extremely competitive and now typically requires more than just solid research skills and knowledge of one’s field. Recruiting institutions currently desire new faculty that can teach effectively, but few postdoctoral positions provide any training in teaching methods. Fellowships in Research and Science Teaching (FIRST) is a successful postdoctoral training program funded by the National Institutes of Health (NIH) providing training in both research and teaching methodology. The FIRST program provides fellows with outstanding interdisciplinary biomedical research training in fields such as neuroscience. The postdoctoral research experience is integrated with a teaching program which includes a How to Teach course, instruction in classroom technology and course development and mentored teaching. During their mentored teaching experiences, fellows are encouraged to explore innovative teaching methodologies and to perform science teaching research to improve classroom learning. FIRST fellows teaching neuroscience to undergraduates have observed that many of these students have difficulty with the topic of neuroscience. Therefore, we investigated the effects of interactive teaching methods for this topic. We tested two interactive teaching methodologies to determine if they would improve learning and retention of this information when compared with standard lectures. The interactive methods for teaching action potentials increased understanding and retention. Therefore, FIRST provides excellent teaching training, partly by enhancing the ability of fellows to integrate innovative teaching methods into their instruction. This training in turn provides fellows that matriculate from this program more of the characteristics that hiring institutions desire in their new faculty. PMID:23493377

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1934 Section: Mathematical Sciences. Madhava, Krishna Bindu M.A. (Madras), A.I.A. (London), FNA. Date of birth: 13 March 1895. Date of death: 26 April 1984. Specialization: Statistics and Actuarial Science. YouTube; Twitter; Facebook; Blog ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1957 Section: Plant Sciences. Desikachary, Prof. Thamarapu Vedantha D.Sc. (Madras), FNA. Date of birth: 18 September 1919. Date of death: 5 November 2005. Specialization: Phycology Last known address: 67, Palm Beach Dr., Patterson Lakes, Victoria 3197, Australia.

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 2001 Section: Chemistry. Singh, Prof. Anil Kumar Ph.D. (IIT, Kanpur), FNASc. Date of birth: 2 April 1952. Specialization: Bio-organic Chemistry, Photochemistry and Photobiology Address: A-1603, Lake Primerose, Lake Homes, Powai, Mumbai 400 076, Maharashtra Contact:

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1939 Section: Engineering & Technology. Ramaswami, Erode Krishnaswami B.Sc. Eng. (London). Date of birth: 12 February 1894. Date of death: 22 April 1979. Specialization: Mechanical Engineering ... PSGRK College for Women, Coimbatore, 22–24 June 2016. MORE ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1934 Section: Physics. Krishnan, Kariamanikkam Srinivasa D.Sc., FNA, FNASc 1936-61; Vice President 1940-43, 1946-49. Date of birth: 4 December 1898. Date of death: 14 June 1961. Specialization: Raman Effect, Crystal Magnetism, Magnetochemistry, Magnetic Anisotropy.

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

... Refresher Courses · Symposia · Live Streaming. Home; Fellowship. Fellow Profile. Elected: 1948 Section: Animal Sciences. Seshaiya, Rebala Venkata M.A., FNA. Date of birth: 8 February 1898. Date of death: 28 February 1973. Specialization: Cytology, Classical Embryology, Chemical Embryology, Anatomy, Physiology, ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Fellow Profile. Elected: 1974 Section: Engineering & Technology. Srinath, Prof. Laxmipuram Srinivasachar Ph.D. (Illinois), FNAE. Date of birth: 15 March 1927. Date of death: 13 September 2012. Specialization: Experimental Mechanics, Engineering Design and Reliability Engineering Last known address: H-401, ETA Star, ...

Making graduate research in science education more scientific

Science.gov (United States)

Firman, Harry

2016-02-01

It is expected that research conducted by graduate students in science education provide research findings which can be utilized as evidence based foundations for making decisions to improve science education practices in schools. However, lack of credibility of research become one of the factors cause idleness of thesis and dissertation in the context of education improvement. Credibility of a research is constructed by its scientificness. As a result, enhancement of scientific characters of graduate research needs to be done to close the gap between research and practice. A number of guiding principles underlie educational researchs as a scientific inquiry are explored and applied in this paper to identify common shortages of some thesis and dissertation manuscripts on science education reviewed in last two years.

Assessment of Abilities of Gastroenterology Fellows to Provide Information to Patients With Liver Disease.

Science.gov (United States)

Chaudhary, Noami; Lucero, Catherine; Villanueva, Gerald; Poles, Michael; Gillespie, Colleen; Zabar, Sondra; Weinshel, Elizabeth

2017-07-01

Patient education is critical in ensuring patient compliance and good health outcomes. Fellows must be able to effectively communicate with their patients, delivering enough information for the patient to understand their medical problem and maximize patient compliance. We created an objective structured clinical examination (OSCE) with 4 liver disease cases to assess fellows' knowledge and ability to inform standardized patients (SPs) about their clinical condition. We developed 4 cases highlighting different aspects of liver disease and created a 4-station OSCE: hepatitis B, acute hepatitis C, new diagnosis of cirrhosis, and an end-stage cirrhotic nontransplant candidate. The SP with hepatitis B was minimizing the fact that she could not read English. The acute hepatitis C SP was a nursing student who is afraid that having hepatitis C might jeopardize her career. The SP with the new diagnosis of alcoholic cirrhosis needed to stop drinking, and the end-stage liver disease patient had to grapple with his advanced directives. Twelve fellows from 4 GI training programs participated. Our focus was to assess the fellows' knowledge about liver diseases and the Accreditation Council for Graduate Medical Education competencies of health literacy, shared decision making, advanced directives, and goals of care. The goal for the fellows was to communicate effectively with the SPs, and acknowledge that each patient had an emotionally charged issue to overcome. The SPs used a checklist to rate fellows' performance. Faculty and the SPs observed the cases and provided feedback. The fellows were surveyed on their performance regarding the case. The majority of fellows were able to successfully summarize findings and discuss a plan with the patient in the new diagnosis of cirrhosis (76.92%) and hepatitis C case (100%), but were less successful in the hepatitis B case (30.77%) and the end-of-life case (41.67%). Overall, a small percentage of fellows reflected that they did a good

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Fellow Profile. Elected: 1988 Section: Animal Sciences. Sheth, Prof. Anil Ramanbhai Ph.D. (Bombay), FNA. Date of birth: 5 August 1933. Date of death: 13 March 1994. Specialization: Reproductive Endocrinology, Biochemistry and Fertility Control Last known address: Fulchand Nivas, First Floor, Chowpatty, Bombay 400 ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1974 Section: Engineering & Technology. Rao, Dr Dhanvada Madhava Ph.D. (London). Date of birth: 4 July 1932. Date of death: 29 December 2010. Specialization: Aerodynamics and Fluid Mechanics Last known address: No. 406, Tides Run, Yorktown, Virginia 23692, USA.

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1974 Section: General Biology. Krishna Murti, Dr Coimbatore Ramadorai Ph.D. (Bombay), FNA, FNASc. Date of birth: 3 March 1923. Date of death: 30 June 1990. Specialization: Nutrition, Biochemical Toxicology and Applied Biochemistry. YouTube; Twitter; Facebook; Blog ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Fellow Profile. Elected: 1934 Section: Physics. Raman, Chandrasekhara Venkata FNA 1934-70; President 1934-70. Date of birth: 7 November 1888. Date of death: 21 November 1970. Specialization: Wave Optics, Light & X-ray Scattering, Crystallography, Vibration & Musical Instruments. YouTube; Twitter; Facebook; Blog ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1934 Section: Physics. Shastry, Therizhandur Panchapagasa Bhaskara. Date of birth: 12 April 1889. Date of death: 26 June 1950. Specialization: Astronomy. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018.

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 2003 Section: Medicine. Sinha, Prof. Subrata M.D. (AIIMS), Ph.D. (MRC, UK), FNA, FNASc, FAMS. Date of birth: 4 January 1958. Specialization: Molecular Oncology and Immunology, Neurobiology of Dyslexia Address: Department of Biochemistry, All India Institute of Medical ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1974 Section: Plant Sciences. Venkataraman, Dr Gopalasamudram Sitaram D.Sc. (Banaras), FNA. Date of birth: 1 February 1930. Date of death: 3 October 1998. Specialization: Algology and Microbiology Last known address: 19A, 29th Street, Nanganallur, Madras 600 061.

Oncology Fellows' Career Plans, Expectations, and Well-Being: Do Fellows Know What They Are Getting Into?

Science.gov (United States)

Shanafelt, Tait D.; Raymond, Marilyn; Horn, Leora; Moynihan, Tim; Collichio, Frances; Chew, Helen; Kosty, Michael P.; Satele, Daniel; Sloan, Jeff; Gradishar, William J.

2014-01-01

Purpose To evaluate the career plans, professional expectations, and well-being of oncology fellows compared with actual experiences of practicing oncologists. Methods US oncology fellows taking the 2013 Medical Oncology In-Training Examination (MedOnc ITE) were invited to participate in an optional postexamination survey. The survey evaluated fellows' career plans and professional expectations and measured burnout, quality of life (QOL), fatigue, and satisfaction with work-life balance (WLB) using standardized instruments. Fellows' professional expectations and well-being were compared with actual experiences of US oncologists assessed simultaneously. Results Of the 1,637 oncology fellows in the United States, 1,373 (83.9%) took the 2013 MedOnc ITE. Among these, 1,345 (97.9%) completed the postexamination survey. The frequency of burnout among fellows decreased from 43.3% in year 1 to 31.7% in year 2 and 28.1% in year 3 (P ITE scores. Fellows with greater educational debt were more likely to pursue private practice and less likely to plan an academic career. Conclusion Oncology fellows entering practice trade one set of challenges for another. Unrealized expectations regarding work hours may contribute to future professional dissatisfaction, burnout, and challenges with WLB. PMID:25049326

NNSA Nonproliferation Graduate Fellowship Program Annual Report June 2008 - May 2009

Energy Technology Data Exchange (ETDEWEB)

Berkman, Clarissa O.; Fankhauser, Jana G.

2010-03-01

In 2009, the Nonproliferation Graduate Fellowship Program (NGFP) completed its 16th successful year in support of the NNSA’s mission by developing future leaders in nonproliferation and promoting awareness of career opportunities. We provide this annual report to review program activities from June 2008 through May 2009 - the fellowship term for the Class of 2008. Contents include: Welcome Letter Introduction The NGFP Team Program Management Highlights Class of 2008 Incoming Fellows Orientation Travel Career Development Management of the Fellows Performance Highlights Closing Ceremony Encore Performance Where They Are Now Alumnus Career Highlights: Christine Buzzard Class of 2009 Applicant Database Upgrades Fall Recruitment Activities Interviews Hiring and Clearances Introducing the Class of 2009 Class of 2010 Recruitment Strategy On the Horizon Appendix A: Class of 2009 Fellows

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1956 Section: Animal Sciences. Subrahmanyan, Dr Ramakrishnan Ph.D. (Liverpool). Date of birth: 31 January 1919. Date of death: 5 March 2006. Specialization: Marine Biology and Algology Last known address: 2, Second main Road, Indian Bank Colony, Ambattur, Chennai 600 ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1974 Section: Engineering & Technology. Pandalai, Prof. Krishnan Aditya Vaman D.Ae.E. (New York). Date of birth: 16 February 1928. Date of death: 20 May 1999. Specialization: Aircraft Structural Mechanics and Composites Last known address: 77/2, Velachery Road, Madras ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Fellow Profile. Elected: 1976 Section: Chemistry. Nasipuri, Prof. Dhanonjoy Ph.D. and D.Sc. (Calcutta), FNA. Date of birth: 1 April 1925. Date of death: 28 December 2009. Specialization: Synthetic & Mechanistic Organic Chemistry and Stereochemistry Last known address: Suite No. 46, Surendranath Housing Society, 238, ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Fellow Profile. Elected: 1935 Section: Mathematical Sciences. Narlikar, Prof. Vishnu Vasudeva M.A. (Cantab), FNA, FNASc. Date of birth: 26 September 1908. Date of death: 1 April 1991. Specialization: General Relativity and Field Theories Last known address: 701, Bhaskara, Colaba Housing Colony, Homi Bhabha Road, ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1981 Section: General Biology. Sushil Kumar, Prof. Ph.D. (IARI), FNA, FNASc, FNAAS. Date of birth: 14 December 1940. Specialization: Plant-Microbe Interactions, Genetics, Food Crops and Medicinal & Aromatic Plants Address: 4/11, Sarv Priya Vihar, New Delhi 110 016, U.T.

New Fellows and Honorary Fellows

Indian Academy of Sciences (India)

Fellow Profile. Elected: 1936 Section: Mathematical Sciences. Madhavarao, Bengaluru Srinivasarao D.Sc. (Calcutta), FNA 1937-61; Vice President 1956-61; Secretary 1938-55. Date of birth: 29 May 1900. Date of death: 10 June 1987. Specialization: Theoretical Physics and Abstract Algebra. YouTube; Twitter; Facebook ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Fellow Profile. Elected: 1981 Section: Medicine. Krishna Murty, Prof. Kuppachi M.D. (Andhra). Date of birth: 13 November 1926. Date of death: 10 May 2001. Specialization: Internal Medicine, Cardiology and Haematology Last known address: Consultant in Medicine, Sri Satya Sai General Hospital, Prasanthi Nilayam 515 ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Fellow Profile. Elected: 1990 Section: Earth & Planetary Sciences. Mookherjee, Prof. Asoke Ph.D. (IIT, Kharagpur), FNA, FNASc. Date of birth: 23 May 1931. Specialization: Ore Geology, Geochemistry and Mineral Economics Last known address: Flat E-2, 178, Regent Estate, Kolkata 700 092. YouTube; Twitter; Facebook ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Fellow Profile. Elected: 1974 Section: Medicine. Varadarajan, Dr Manakkal Ganesa M.D. (Madras), FAMS, FAIM. Date of birth: 9 November 1917. Date of death: 5 October 2004. Specialization: Radiology Last known address: 42, Bheemanna Mudali Garden Street, Chennai 600 018. YouTube; Twitter; Facebook; Blog ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1975 Section: Engineering & Technology. Ramakrishna, Dr Basava Sri Ph.D. (Illinois Inst. Tech.) Date of birth: 17 October 1921. Date of death: 12 February 2011. Specialization: Acoustics Last known address: 68, Second Cross, Ganganagar, Bengaluru 560 032. YouTube; Twitter ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1975 Section: Physics. Kothari, Dr Daulat Singh Ph.D. (Cantab), FNA, FNASc. Date of birth: 6 July 1906. Date of death: 4 February 1993. Specialization: Statistical Mechanics and Astrophysics Last known address: 101, Bhopalpura, Udaipur 313 001. YouTube; Twitter; Facebook ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Fellow Profile. Elected: 1961 Section: Earth & Planetary Sciences. Rao, Mr Kokarachedu Nagabhushana M.Sc. (Mysore). Date of birth: 13 September 1913. Date of death: 1 January 1991. Specialization: Mathematical Physics, Meteorology, Hydrology and Geomagnetism Last known address: 23/1, First Floor, 7th Main Road ...

Introductory Graduate Research Courses: An Examination of the Knowledge Base.

Science.gov (United States)

Mundfrom, Daniel J.; Shaw, Dale G.; Thomas, Ann; Young, Suzanne; Moore, Alan D.

This study addresses the question, "What should graduate students know about research and statistics after completing an initial course?" Individuals who teach such courses at various Carnegie classifications of institutions were surveyed about the specific characteristics of an introductory graduate research course at their own institutions to…

The Delphi Method for Graduate Research

Science.gov (United States)

Skulmoski, Gregory J.; Hartman, Francis T.; Krahn, Jennifer

2007-01-01

The Delphi method is an attractive method for graduate students completing masters and PhD level research. It is a flexible research technique that has been successfully used in our program at the University of Calgary to explore new concepts within and outside of the information systems body of knowledge. The Delphi method is an iterative process…

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Fellow Profile. Elected: 1975 Section: Plant Sciences. Rama Das, Prof. Vallabhaneni Sita D.Phil. (Oxon), FNA, FNAAS. Date of birth: 5 February 1933. Specialization: C4Plants, Light Regime in C4Plants and Photosynthesis Last known address: 9, Vijetha Apartments, Nalanda College Road, Gayatri Nagar, Vijayawada 520 ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Fellow Profile. Elected: 1956 Section: Chemistry. Rao, Prof. Mandikal Ramanna Aswathanarayana. Date of birth: 7 November 1910. Date of death: 24 May 1992. Specialization: Inorganic and Physical Chemistry Last known address: c/o Sri M.A. Raghuram, No. 446, IV Main Road, HMT Layout, Anandnagar, Bengaluru 560 ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1934 Section: Engineering & Technology. Taylor, Edward McKenzie 1940-43. Date of birth: 1889. Specialization: Agriculture. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th Mid-year meeting of the ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

... Discussion Meetings · Public Lectures · Lecture Workshops · Refresher Courses · Symposia. Home; Fellowship. Fellow Profile. Elected: 1934 Section: Plant Sciences. Parija, Prankrishna M.A. (Cantab), D.Sc. (Hon.), FNA, FNASc. Date of birth: 1 April 1891. Date of death: 2 June 1978. Specialization: Plant Physiology and ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1975 Section: Medicine. Ganatra, Dr Ramanik Dhirajlal M.B.B.S. (Bombay). Date of birth: 14 October 1928. Date of death: 2 April 1999. Specialization: Nuclear Medicine Last known address: 604, Kamala Apartments, 8A, Dhobi Galli, Versova Road, Andheri, Bombay 400 058.

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1934 Section: Engineering & Technology. Palacios, Gonzalo. Date of birth: 20 November 1894. Date of death: 3 April 1967. Specialization: Architecture. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1960 Section: Plant Sciences. Thind, Dr Kartar Singh Ph.D. (Wisconsin), FNA. Date of birth: 30 October 1917. Date of death: 3 December 1991. Specialization: Mycology and Plant Pathology Last known address: 2086, Sector 15C, Chandigarh 160 015. YouTube; Twitter; Facebook ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1958 Section: Medicine. Sen, Prafulla Kumar M.S., FNA. Date of birth: 7 December 1915. Date of death: 22 July 1982. Specialization: Cardio-Thoracic Surgery. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018.

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Fellow Profile. Elected: 1975 Section: General Biology. Maitra, Prof. Pabitra Kumar D.Phil. (Calcutta), FNA. Date of birth: 1 November 1932. Date of death: 4 September 2007. Specialization: Biochemistry, Molecular Biology and Genetics Last known address: CJ-257, Salt Lake, Kolkata 700 091. YouTube; Twitter; Facebook ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1934 Section: Earth & Planetary Sciences. Mathur, Krishna Kumar FNA, FNASc. Date of birth: 30 July 1893. Date of death: 18 July 1936. Specialization: Mining. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018.

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1943 Section: Chemistry. Kane, Dr Govind Pandurang Ph.D. (London) 1962-64. Date of birth: 2 March 1911. Date of death: 25 June 1991. Specialization: Chemical Technology and Engineering Last known address: Flat 2B, Shree Pant Bhuwan, Mama Warekar Bridge, Bombay 400 ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1934 Section: Physics. Rao, Subbarao Ramachandra FNA. Date of birth: 15 May 1899. Date of death: 28 February 1983. Specialization: Magnetism. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th ...

Nonproliferation Graduate Fellowship Program Annual Report: Class of 2011

Energy Technology Data Exchange (ETDEWEB)

McMakin, Andrea H.

2012-08-20

Annual report for the Nonproliferation Graduate Fellowship Program (NGFP), which PNNL administers for the National Nuclear Security Administration (NNSA). Features the Class of 2011. The NGFP is a NNSA program with a mission to cultivate future technical and policy leaders in nonproliferation and international security. Through the NGFP, outstanding graduate students with career interests in nonproliferation are appointed to program offices within the Office of Defense Nuclear Nonproliferation (DNN). During their one-year assignment, Fellows participate in programs designed to detect, prevent, and reverse the proliferation of nuclear weapons.

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1935 Section: Physics. Rao, Kotcherlakota Rangadhama FNA. Specialization: Spectroscopy. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th Mid-year meeting of the Academy will be held from 29–30 June ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1952 Section: Medicine. Rao, S Raghavender 1940-56. Date of death: 1954. Specialization: Epidemiology. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th Mid-year meeting of the Academy will be held ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

... Public Lectures · Lecture Workshops · Refresher Courses · Symposia. Home; Fellowship. Fellow Profile. Elected: 1985 Honorary. Cotton, Prof. Frank Albert. Date of birth: 9 April 1930. Date of death: 20 February 2007. Last known address: Department of Chemistry, Texas A & M University, College Station, TX 77843, U.S.A..

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1956 Section: Medicine. Patel, Dr Jamnadas Chaturbhai M.D., Ph.D. (London), M.R.C.P.. Date of birth: 2 August 1908. Date of death: 11 May 2003. Specialization: Diabetes, Internal Medicine and Tetanus Last known address: 'Backbay View', 3, New Queens Road, Mumbai 400 ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1941 Section: General Biology. Samuel, Gnanabishagam. Date of birth: 26 May 1898. Date of death: 1975. Specialization: Tuberculosis. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th Mid-year meeting of ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 2006 Honorary. Klein, Michael L FRS. Date of birth: 1940. Address: Director, ICMS, Temple University, CST, SERC Building, 704E, 1925 North 12th Street, Philadelphia, PA 19122, U.S.A.. Contact: Office: (+1-215) 898 8571. Fax: (+1-215) 898 8296. Email: mlklein@temple.edu.

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1971 Section: Animal Sciences. Rao, Dr Kandula Pampapathi. Date of birth: 9 March 1930. Date of death: 23 June 1973. Specialization: Arthropods. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1975 Section: Medicine. Grewal, Dr Ripdaman Singh M.B.B.S. (Panjab), D.Phil. (Oxon). Date of birth: 3 December 1922. Date of death: 13 April 2009. Specialization: Pharmacology Last known address: 659, Sector 16-D, Chandigarh 160 015. YouTube; Twitter; Facebook; Blog ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1934 Section: Animal Sciences. Ramanujan, S G Manavala. Date of birth: 26 August 1893. Specialization: Entomology. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th Mid-year meeting of the Academy ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1949 Section: Engineering & Technology. Nabar, Govind Malhar. Date of birth: 2 July 1904. Date of death: 20 July 1986. Specialization: Textile Chemistry. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1935 Section: Chemistry. Rao, Argula Nagaraja. Date of birth: 15 November 1906. Specialization: Sugar Technology. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th Mid-year meeting of the Academy will ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Fellow Profile. Elected: 1984 Section: Medicine. Venkoba Rao, Dr Antapur M.D., Ph.D. and D.Sc. (Madras), FAMS, FRC Psych., FNA. Date of birth: 20 August 1927. Date of death: 25 October 2005. Specialization: Psychological Medicine Last known address: 'Tilak', 506, Fourth Main Road, K K Nagar, Madurai 625 020.

Bullying in the American Graduate Medical Education System: A National Cross-Sectional Survey

Science.gov (United States)

2016-01-01

Objectives To deliver an estimate of bullying among residents and fellows in the United States graduate medical education system and to explore its prevalence within unique subgroups. Design/Setting/Participants A national cross-sectional survey from a sample of residents and fellows who completed an online bullying survey conducted in June 2015. The survey was distributed using a chain sampling method that relied on electronic referrals from 4,055 training programs, with 1,791 residents and fellows completing the survey in its entirety. Survey respondents completed basic demographic and programmatic information plus four general bullying and 20 specific bullying behavior questions. Between-group differences were compared for demographic and programmatic stratifications. Main Outcomes/Measures Self-reported subjected to workplace bullying from peers, attendings, nurses, ancillary staff, or patients in the past 12 months. Results Almost half of the respondents (48%) reported being subjected to bullying although both those subjected and not subjected reported experiencing ≥ 1 bullying behaviors (95% and 39% respectively). Attendings (29%) and nurses (27%) were the most frequently identified source of bullying, followed by patients, peers, consultants and staff. Attempts to belittle and undermine work and unjustified criticism and monitoring of work were the most frequently reported bullying behaviors (44% each), followed by destructive innuendo and sarcasm (37%) and attempts to humiliate (32%). Specific bullying behaviors were more frequently reported by female, non-white, shorter than bullying in the United States graduate medical education programs. Including specific questions on bullying in the Accreditation Council for Graduate Medical Education annual resident/fellow survey, implementation of anti-bullying policies, and a multidisciplinary approach engaging all stakeholders may be of great value to eliminate these pervasive behaviors in the field of

Bullying in the American Graduate Medical Education System: A National Cross-Sectional Survey.

Directory of Open Access Journals (Sweden)

Amar R Chadaga

Full Text Available To deliver an estimate of bullying among residents and fellows in the United States graduate medical education system and to explore its prevalence within unique subgroups.A national cross-sectional survey from a sample of residents and fellows who completed an online bullying survey conducted in June 2015. The survey was distributed using a chain sampling method that relied on electronic referrals from 4,055 training programs, with 1,791 residents and fellows completing the survey in its entirety. Survey respondents completed basic demographic and programmatic information plus four general bullying and 20 specific bullying behavior questions. Between-group differences were compared for demographic and programmatic stratifications.Self-reported subjected to workplace bullying from peers, attendings, nurses, ancillary staff, or patients in the past 12 months.Almost half of the respondents (48% reported being subjected to bullying although both those subjected and not subjected reported experiencing ≥ 1 bullying behaviors (95% and 39% respectively. Attendings (29% and nurses (27% were the most frequently identified source of bullying, followed by patients, peers, consultants and staff. Attempts to belittle and undermine work and unjustified criticism and monitoring of work were the most frequently reported bullying behaviors (44% each, followed by destructive innuendo and sarcasm (37% and attempts to humiliate (32%. Specific bullying behaviors were more frequently reported by female, non-white, shorter than < 5'8 and BMI ≥ 25 individuals.Many trainees report experiencing bullying in the United States graduate medical education programs. Including specific questions on bullying in the Accreditation Council for Graduate Medical Education annual resident/fellow survey, implementation of anti-bullying policies, and a multidisciplinary approach engaging all stakeholders may be of great value to eliminate these pervasive behaviors in the field of

Promoting the legitimacy and agency of new graduate nurses' participation in nursing research.

Science.gov (United States)

Matikainen, Mary Ann

2017-06-01

This paper explores the legitimacy and agency of new graduate mental health nurses to participate in research activities as a regular part of their professional nursing role. There is a wealth of literature describing personal and organisational factors that act as barriers to nurses' engagement in research and overcoming these barriers remains a challenge for health organisations. Some new graduate nurses are well positioned to contribute to research and yet the literature has given little attention to this specific cohort. This paper will show how facilitating new graduates' participation in research benefits the new graduate and the health service. New graduates learn research skills from experienced researchers and this ensures a sustainable future workforce of researchers. Employers who support staff to pursue professional challenges such as research are more likely to generate organisational commitment and loyalty amongst staff.

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Fellow Profile. Elected: 1971 Honorary. Stoicheff, Prof. Boris Peter FRS, OC. Date of birth: 1 June 1924. Date of death: 15 April 2010. Last known address: Emeritus University Professor and, Professor, Department of Physics, University of Toronto, Toronto, Ontario M5S 1A7, Canada. YouTube; Twitter; Facebook; Blog ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1940 Section: Medicine. Menon, T Bhaskara. Specialization: Pathology. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th Mid-year meeting of the Academy will be held from 29–30 June 2018 in Infosys, ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1934 Section: Plant Sciences. Kapur, Shankar Nath FNA. Date of birth: 20 August 1895. Date of death: 10 January 1972. Specialization: Forestry. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th Mid-year ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1974 Section: Chemistry. Palit, Dr Santi Ranjan D.Sc., FNA. Date of birth: 24 March 1912. Date of death: 13 September 1981. Specialization: Polymers. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1936 Section: Engineering & Technology. Rao, Keshaviah Aswath Narain. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th Mid-year meeting of the Academy will be held from 29–30 June 2018 in Infosys, ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1936 Honorary. Spemann, Prof. Hans Nobel Laureate (Medicine) - 1935. Date of birth: 27 June 1869. Date of death: 12 September 1941. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th Mid-year meeting ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1956 Honorary. Urey, Prof. Harold Clayton Nobel Laureate (Chemistry) - 1934. Date of birth: 29 April 1893. Date of death: 5 January 1981. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th Mid-year meeting ...

Effect of two Howard Hughes Medical Institute research training programs for medical students on the likelihood of pursuing research careers.

Science.gov (United States)

Fang, Di; Meyer, Roger E

2003-12-01

To assess the effect of Howard Hughes Medical Institute's (HHMI) two one-year research training programs for medical students on the awardees' research careers. Awardees of the HHMI Cloister Program who graduated between 1987 and 1995 and awardees of the HHMI Medical Fellows Program who graduated between 1991 and 1995 were compared with unsuccessful applicants to the programs and MD-PhD students who graduated during the same periods. Logistic regression analyses were conducted to assess research career outcomes while controlling for academic and demographic variables that could affect selection to the programs. Participation in both HHMI programs increased the likelihood of receiving National Institutes of Health postdoctoral support. Participation in the Cloister Program also increased the likelihood of receiving a faculty appointment with research responsibility at a medical school. In addition, awardees of the Medical Fellows Program were not significantly less likely than Medical Scientist Training Program (MSTP) and non-MSTP MD-PhD program participants to receive a National Institutes of Health postdoctoral award, and awardees of the Cloister Program were not significantly less likely than non-MSTP MD-PhD students to receive a faculty appointment with research responsibility. Women and underrepresented minority students were proportionally represented among awardees of the two HHMI programs whereas they were relatively underrepresented in MD-PhD programs. The one-year intensive research training supported by the HHMI training programs appears to provide an effective imprinting experience on medical students' research careers and to be an attractive strategy for training physician-scientists.

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1962 Honorary. Szigeti, Prof. Gyorgy. Date of birth: 29 January 1905. Date of death: 26 November 1978. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th Mid-year meeting of the Academy will be held from ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1954 Honorary. Laue, Prof. Max Theodor Felix von. Nobel Laureate (Physics) - 1914. Date of birth: 9 October 1897. Date of death: 24 April 1960. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th Mid-year ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1943 Section: Earth & Planetary Sciences. Rana, Khadag Narsingh Jung Bahadur. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th Mid-year meeting of the Academy will be held from 29–30 June 2018 in ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1955 Honorary. Wyckoff, Prof. Ralph Walter Graystone. Date of birth: 9 August 1897. Date of death: 3 November 1994. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th Mid-year meeting of the Academy will ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1952 Section: Physics. Nilakantan, P D.Sc. 1962-64. Date of birth: 19 April 1910. Date of death: 18 April 1964. Specialization: Crystal Magnetism. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th Mid-year ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1961 Honorary. Karman, Prof. Theodore von. Date of birth: 11 May 1881. Date of death: 6 May 1963. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th Mid-year meeting of the Academy will be held from ...

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1937 Honorary. Wood, Prof. Robert Williams. Date of birth: 2 May 1868. Date of death: 11 August 1955. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th Mid-year meeting of the Academy will be held from ...

Psi Chi/APA Edwin B. Newman Graduate Research Award.

Science.gov (United States)

2016-11-01

The Edwin B. Newman Graduate Research Award is sponsored jointly by Psi Chi, the national honor society in psychology, and the APA. The award is presented annually to the psychology graduate student who submits the best research paper that was published or presented at a national, regional, or state psychological association conference during the past calendar year. The Edwin B. Newman Graduate Research Award is given jointly by Psi Chi and APA. Members of the 2016 Edwin B. Newman Award Committee were Shawn Carlton, PhD, Psi Chi representative; Christina Frederick-Recascino, PhD; John Norcross, PhD, APA representative; Karenna Malavanti, PhD, Psi Chi representative; Steven Kohn, PhD, Psi Chi representative; Warren Fass, PhD, Psi Chi representative; Chris Lovelace, PhD, Psi Chi representative; and Cathy Epkins, PhD, APA representative. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Graduate Student Library Research Skills: Is Online Instruction Effective?

Science.gov (United States)

Shaffer, Barbara A.

2011-01-01

Graduate students are a significant segment in online instruction programs, yet little is known about how well they learn the necessary library research skills in this increasingly popular mode of distance learning. This pre- and posttest study and citation analysis examined learning and confidence among students in graduate education programs,…

Radiation safety among cardiology fellows.

Science.gov (United States)

Kim, Candice; Vasaiwala, Samip; Haque, Faizul; Pratap, Kiran; Vidovich, Mladen I

2010-07-01

Cardiology fellows can be exposed to high radiation levels during procedures. Proper radiation training and implementation of safety procedures is of critical importance in lowering physician health risks associated with radiation exposure. Participants were cardiology fellows in the United States (n = 2,545) who were contacted by e-mail to complete an anonymous survey regarding the knowledge and practice of radiation protection during catheterization laboratory procedures. An on-line survey engine, SurveyMonkey, was used to distribute and collect the results of the 10-question survey. The response rate was 10.5%. Of the 267 respondents, 82% had undergone formal radiation safety training. Only 58% of the fellows were aware of their hospital's pregnancy radiation policy and 60% knew how to contact the hospital's radiation safety officer. Although 52% of the fellows always wore a dosimeter, 81% did not know their level of radiation exposure in the previous year and only 74% of fellows knew the safe levels of radiation exposure. The fellows who had received formal training were more likely to be aware of their pregnancy policy, to know the contact information of their radiation safety officer, to be aware of the safe levels of radiation exposure, to use dosimeters and RadPad consistently, and to know their own level of radiation exposure in the previous year. In conclusion, cardiology fellows have not been adequately educated about radiation safety. A concerted effort directed at physician safety in the workplace from the regulatory committees overseeing cardiology fellowships should be encouraged. Published by Elsevier Inc.

Research Ethics Education in Post-Graduate Medical Curricula in I.R. Iran.

Science.gov (United States)

Nikravanfard, Nazila; Khorasanizadeh, Faezeh; Zendehdel, Kazem

2017-08-01

Research ethics training during post-graduate education is necessary to improve ethical standards in the design and conduct of biomedical research. We studied quality and quantity of research ethics training in the curricula of post-graduate programs in the medical science in I.R. Iran. We evaluated curricula of 125 post-graduate programs in medical sciences in I.R. Iran. We qualitatively studied the curricula by education level, including the Master and PhD degrees and analyzed the contents and the amount of teaching allocated for ethics training in each curriculum. We found no research ethics training in 72 (58%) of the programs. Among the 53 (42%) programs that considered research ethics training, only 17 programs had specific courses for research ethics and eight of them had detailed topics on their courses. The research ethics training was optional in 25% and mandatory in 76% of the programs. Post-graduate studies that were approved in the more recent years had more attention to the research ethics training. Research ethics training was neglected in most of the medical post-graduate programs. We suggest including sufficient amount of mandatory research ethics training in Master and PhD programs in I.R. Iran. Further research about quality of research ethics training and implementation of curricula in the biomedical institutions is warranted. © 2016 John Wiley & Sons Ltd.

Graduate nuclear engineering programmes motivate educational and research activities

International Nuclear Information System (INIS)

Mavko, B.

2000-01-01

Some fifteen years ago the University of Ljubljana, Faculty for Mathematics and Physics together with the national research organisation the J. Stefan jointly established a Graduate programme of Nuclear Engineering. From the onset, the programme focused on nuclear technology, nuclear safety, and reactor physics and environment protection. Over the years this graduate programme has became the focal point of nuclear related, research and educational activities in Slovenia. It has grown into a meeting ground for recognised national and distinguished foreign educators and experienced professionals from the industry. In conjunction with an important national project, supported by the Slovenian government, entitled 'Jung Researcher' it also enhances the knowledge transfer to the next generation. Since the programme was introduced, the interest for this programme has been steadily growing. Accordingly, a number of PhD and MS degrees in NE have been awarded. The graduates of this programme have encountered very good job opportunities in nuclear as well as in non-nuclear sector. (author)

Graduate students' teaching experiences improve their methodological research skills.

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Feldon, David F; Peugh, James; Timmerman, Briana E; Maher, Michelle A; Hurst, Melissa; Strickland, Denise; Gilmore, Joanna A; Stiegelmeyer, Cindy

2011-08-19

Science, technology, engineering, and mathematics (STEM) graduate students are often encouraged to maximize their engagement with supervised research and minimize teaching obligations. However, the process of teaching students engaged in inquiry provides practice in the application of important research skills. Using a performance rubric, we compared the quality of methodological skills demonstrated in written research proposals for two groups of early career graduate students (those with both teaching and research responsibilities and those with only research responsibilities) at the beginning and end of an academic year. After statistically controlling for preexisting differences between groups, students who both taught and conducted research demonstrate significantly greater improvement in their abilities to generate testable hypotheses and design valid experiments. These results indicate that teaching experience can contribute substantially to the improvement of essential research skills.

Breaking through the glass ceiling: a survey of promotion rates of graduates of a primary care Faculty Development Fellowship Program.

Science.gov (United States)

Smith, Mindy A; Barry, Henry C; Dunn, Ruth Ann; Keefe, Carole; Weismantel, David

2006-01-01

Academic promotion has been difficult for women and faculty of minority race. We investigated whether completion of a faculty development fellowship would equalize promotion rates of female and minority graduates to those of male and white graduates. All graduates of the Michigan State University Primary Care Faculty Development Fellowship Program from 1989-1998 were sent a survey in 1999, which included questions about academic status and appointment. We compared application and follow-up survey data by gender and race/ethnicity. Telephone calls were made to nonrespondents. A total of 175 (88%) graduating fellows responded to the follow-up survey. Information on academic rank at entry and follow-up was obtained from 28 of 48 fellows with missing information on promotion. Male and female graduates achieved similar academic promotion at follow-up, but there was a trend toward lower promotion rates for minority faculty graduates compared to white graduates. In the multivariate analysis, however, only age, years in rank, initial rank, and type of appointment (academic versus clinical) were significant factors for promotion. Academic advancement is multifactorial and appears most related to time in rank, stage of life, and career choice. Faculty development programs may be most useful in providing skill development and career counseling.

A framework for understanding international medical graduate challenges during transition into fellowship programs.

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Sockalingam, Sanjeev; Khan, Attia; Tan, Adrienne; Hawa, Raed; Abbey, Susan; Jackson, Timothy; Zaretsky, Ari; Okrainec, Allan

2014-01-01

Previous studies have highlighted unique needs of international medical graduates (IMG) during their transition into medical training programs; however, limited data exist on IMG needs specific to fellowship training. We conducted the following mixed-method study to determine IMG fellow training needs during the transition into fellowship training programs in psychiatry and surgery. The authors conducted a mixed-methods study consisting of an online survey of IMG fellows and their supervisors in psychiatry or surgery fellowship training programs and individual interviews of IMG fellows. The survey assessed (a) fellows' and supervisors' perceptions on IMG challenges in clinical communication, health systems, and education domains and (b) past orientation initiatives. In the second phase of the study, IMG fellows were interviewed during the latter half of their fellowship training, and perceptions regarding orientation and adaptation to fellowship in Canada were assessed. Survey data were analyzed using descriptive and Mann-Whitney U statistics. Qualitative interviews were analyzed using grounded theory methodology. The survey response rate was 76% (35/46) and 69% (35/51) for IMG fellows and supervisors, respectively. Fellows reported the greatest difficulty with adapting to the hospital system, medical documentation, and balancing one's professional and personal life. Supervisors believed that fellows had the greatest difficulty with managing language and slang in Canada, the healthcare system, and an interprofessional team. In Phase 2, fellows generated themes of disorientation, disconnection, interprofessional team challenges, a need for IMG fellow resources, and a benefit from training in a multicultural setting. Our study results highlight the need for IMG specific orientation resources for fellows and supervisors. Maslow's Hierarchy of Needs may be a useful framework for understanding IMG training needs.

Examining the Relationship between the Research Training Environment, Course Experiences, and Graduate Students’ Research Self-Efficacy Beliefs

Directory of Open Access Journals (Sweden)

Steven Chesnut

2015-10-01

Full Text Available This study examined the relationship between graduate students’ research training environment, course experience, and research self-efficacy beliefs. The findings of the descriptive and regression analyses suggest that graduate students’ (n = 161 general research, quantitative, and qualitative research self-efficacy beliefs varied and that these beliefs were related to different aspects of the research training environment and course experiences, including their own personal research experiences. While course experience variables were significant predictors of quantitative and qualitative research self-efficacy, they were not predictive of general research methods self-efficacy. Also, while mentorship was a significant predictor of general research methods self-efficacy, it was not a significant predictor of quantitative and qualitative research self-efficacy. The implications of this study for research and graduate education are discussed.

UNDER GRADUATE RESEARCH An alternative model of doing ...

Indian Academy of Sciences (India)

First page Back Continue Last page Overview Graphics. UNDER GRADUATE RESEARCH An alternative model of doing science. The main work force is undergraduate students. Using research as a tool in education. Advantages : High risk tolerance. Infinite energy. Uninhibited lateral thinking. Problems: Japanese ...

NNSA Nonproliferation Graduate Fellowship Program Annual Report June 2009 - May 2010

International Nuclear Information System (INIS)

Berkman, Clarissa O.; Fankhauser, Jana G.

2011-01-01

In 2009, the Nonproliferation Graduate Fellowship Program (NGFP) completed its 17th successful year in support of the NNSA's mission by developing future leaders in nonproliferation and promoting awareness of career opportunities. This annual report to reviews program activities from June 2009 through May 2010 - the fellowship term for the Class of 2009. Contents include: Welcome Letter (Mission Driven: It's all about results), Introduction, Structure of the NGFP, Program Management Highlights, Annual Lifecycle, Class of 2009 Incoming Fellows, Orientation, Global Support of the Mission, Career Development, Management of the Fellows, Performance Highlights, Closing Ceremony, Where They Are Now, Alumni Highlight - Mission Success: Exceptional Leaders from the NGFP, Class of 2009 Fall Recruitment Activities, Established Partnerships, Face-to-Face, Recruiting Results, Interviews, Hiring and Clearances, Introducing the Class of 2010, Class of 2011 Recruitment Strategy, On the Horizon, Appendix A: Class of 2010 Fellow Biographies.

NNSA Nonproliferation Graduate Fellowship Program Annual Report June 2009 - May 2010

Energy Technology Data Exchange (ETDEWEB)

Berkman, Clarissa O.; Fankhauser, Jana G.

2011-04-01

In 2009, the Nonproliferation Graduate Fellowship Program (NGFP) completed its 17th successful year in support of the NNSA’s mission by developing future leaders in nonproliferation and promoting awareness of career opportunities. This annual report to reviews program activities from June 2009 through May 2010 - the fellowship term for the Class of 2009. Contents include: Welcome Letter (Mission Driven: It’s all about results), Introduction, Structure of the NGFP, Program Management Highlights, Annual Lifecycle, Class of 2009 Incoming Fellows, Orientation, Global Support of the Mission, Career Development, Management of the Fellows, Performance Highlights, Closing Ceremony, Where They Are Now, Alumni Highlight - Mission Success: Exceptional Leaders from the NGFP, Class of 2009 Fall Recruitment Activities, Established Partnerships, Face-to-Face, Recruiting Results, Interviews, Hiring and Clearances, Introducing the Class of 2010, Class of 2011 Recruitment Strategy, On the Horizon, Appendix A: Class of 2010 Fellow Biographies

Reflection as a Learning Tool in Graduate Medical Education: A Systematic Review.

Science.gov (United States)

Winkel, Abigail Ford; Yingling, Sandra; Jones, Aubrie-Ann; Nicholson, Joey

2017-08-01

Graduate medical education programs employ reflection to advance a range of outcomes for physicians in training. However, the most effective applications of this tool have not been fully explored. A systematic review of the literature examined interventions reporting the use of reflection in graduate medical education. The authors searched Medline/PubMed, Embase, Cochrane CENTRAL, and ERIC for studies of reflection as a teaching tool to develop medical trainees' capacities. Key words and subject headings included reflection , narrative , residents/GME , and education / teaching / learning . No language or date limits were applied. The search yielded 1308 citations between inception for each database and June 15, 2015. A total of 16 studies, encompassing 477 residents and fellows, met eligibility criteria. Study quality was assessed using the Critical Appraisal Skills Programme Qualitative Checklist. The authors conducted a thematic analysis of the 16 articles. Outcomes studied encompassed the impact of reflection on empathy, comfort with learning in complex situations, and engagement in the learning process. Reflection increased learning of complex subjects and deepened professional values. It appears to be an effective tool for improving attitudes and comfort when exploring difficult material. Limitations include that most studies had small samples, used volunteers, and did not measure behavioral outcomes. Critical reflection is a tool that can amplify learning in residents and fellows. Added research is needed to understand how reflection can influence growth in professional capacities and patient-level outcomes in ways that can be measured.

Psi Chi/APA Edwin B. Newman Graduate Research Award.

Science.gov (United States)

2017-12-01

The Edwin B. Newman Graduate Research Award is sponsored jointly by Psi Chi, the national honor society in psychology, and the APA. The award is presented annually to the psychology graduate student who submits the best research paper that was published or presented at a national, regional, or state psychological association conference during the past calendar year. The Edwin B. Newman Graduate Research Award was established in 1979. The award was established to recognize young researchers at the beginning of their professional lives and to commemorate both the 50th anniversary of Psi Chi and the 100th anniversary of psychology as a science (dating from the founding of Wundt's laboratory). It was named for Dr. Edwin B. Newman, the first national president of Psi Chi (1929) and one of its founders. He was a prolific researcher and a long-time chair of the Department of Psychology at Harvard University. Newman was a member of APA's Board of Directors, served as recording secretary of the board from 1962 to 1967, and was parliamentarian for the APA Council of Representatives for many years. He served both Psi Chi and APA in a distinguished manner for half a century. The Edwin B. Newman Graduate Research Award is given jointly by Psi Chi and APA. Members of the 2017 Edwin B. Newman Award Committee were Shawn Carlton, PhD, Psi Chi representative; Christina Frederick-Recascino, PhD; John Norcross, PhD, APA representative; Karenna Malavanti, PhD, Psi Chi representative; Steven Kohn, PhD, Psi Chi representative; Warren Fass, PhD, Psi Chi representative; Chris Lovelace, PhD, Psi Chi representative; and Cathy Epkins, PhD, APA representative. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Disruptive behavior in the workplace: Challenges for gastroenterology fellows.

Science.gov (United States)

Srisarajivakul, Nalinee; Lucero, Catherine; Wang, Xiao-Jing; Poles, Michael; Gillespie, Colleen; Zabar, Sondra; Weinshel, Elizabeth; Malter, Lisa

2017-05-14

To assess first-year gastroenterology fellows' ability to address difficult interpersonal situations in the workplace using objective structured clinical examinations (OSCE). Two OSCEs ("distracted care team" and "frazzled intern") were created to assess response to disruptive behavior. In case 1, a fellow used a colonoscopy simulator while interacting with a standardized patient (SP), nurse, and attending physician all played by actors. The nurse and attending were instructed to display specific disruptive behavior and disregard the fellow unless requested to stop the disruptive behavior and focus on the patient and procedure. In case 2, the fellow was to calm an intern managing a patient with massive gastrointestinal bleeding. The objective in both scenarios was to assess the fellows' ability to perform their duties while managing the disruptive behavior displayed by the actor. The SPs used checklists to rate fellows' performances. The fellows completed a self-assessment survey. Twelve fellows from four gastrointestinal fellowship training programs participated in the OSCE. In the "distracted care team" case, one-third of the fellows interrupted the conflict and refocused attention to the patient. Half of the fellows were able to display professionalism despite the heated discussion nearby. Fellows scored lowest in the interprofessionalism portion of post-OSCE surveys, measuring their ability to handle the conflict. In the "frazzled intern" case, 68% of fellows were able to establish a calm and professional relationship with the SP. Despite this success, only half of the fellows were successfully communicate a plan to the SP and only a third scored "well done" in a domain that focused on allowing the intern to think through the case with the fellow's guidance. Fellows must receive training on how to approach disruptive behavior. OSCEs are a tool that can assess fellow skills and set a culture for open discussion.

Integrating local environmental research into K-12 science classrooms and the value of graduate student-educator partnerships

Science.gov (United States)

Ward, N. D.; Petrik-Finley, R.

2015-12-01

Collaboration between researchers and K-12 educators enables an invaluable exchange of teaching philosophies and educational tools. Programs that partner graduate students with K-12 educators serve the dual purpose of training future educators and providing K-12 students with unique opportunities and perspectives. The benefits of this type of partnership include providing students with enhanced educational experiences and positive student-mentor relationships, training STEM graduate students in effective teaching strategies, and providing teachers with a firsthand resource for scientific information and novel educational materials. Many high school students have had little exposure to science beyond the classroom. Frequent interactions with "real-life" scientists can help make science more approachable and is an effective strategy for promoting science as a career. Here I describe my experiences and several lessons designed as a NSK GK-12 fellow. For example, a month-long unit on biogeochemical principles was framed as a crime scene investigation of a fish kill event in Hood Canal, Washington, in which students were given additional pieces of evidence to solve the mystery as they satisfied checkpoints in their understanding of key concepts. The evidence pieces included scientific plots, maps, datasets, and laboratory exercises. A clear benefit of this investigation-style unit is that students were able to learn the material at their individual pace. This structure allowed for a streamlined integration of differentiated materials such as simplified background readings or visual learning aids for struggling students or more detailed news articles and primary literature for more advanced students. Although the NSF GK-12 program has been archived, educators and researchers should pursue new partnerships, leveraging local and state-level STEM outreach programs with the goal of increasing national exposure of the societal benefits of such synergistic activities.

Considerations for The Instruction Of Research Methodologies In Graduate-Level Distance Education Degree Programs

Directory of Open Access Journals (Sweden)

M. Cleveland-INNERS

2004-04-01

Full Text Available Considerations for The Instruction Of Research Methodologies In Graduate-Level Distance Education Degree Programs Tom JONES, Ph.D. Associate Professor Centre for Distance Education Athabasca University, CANADA M. Cleveland-INNERS, Ph.D. Assistant Professor Centre for Distance Education Athabasca University, CANADA ABSTRACT The growth of basic and applied research activity in distance education requires redirection on several fronts, including the instruction of research methods in the education of graduate students. The majority of graduate students in distance education are practitioners whose goals range from carrying out original research to acquiring the concepts and skills necessary to become a practitioner. We argue that the best foundation for achieving both of those goals in distance education is developed by means of an understanding and internalization of sound research design methodologies, primarily acquired by formal instruction, and that an emphasis on research in graduate programs in distance education will encourage theory development. This paper presents the rationale for a general curricular model that attempts to address the sets of research competencies for graduate students in graduate-level distance education programs while at the same time moving students toward an appreciation and understanding of the epistemological foundations for social science research.

Training fellows in paediatric cardiology: the Harvard experience.

Science.gov (United States)

Brown, David W; Allan, Catherine K; Newburger, Jane W

2016-12-01

The Fellowship Program of the Department of Cardiology at Boston Children's Hospital seeks to train academically oriented leaders in clinical care and laboratory and clinical investigation of cardiovascular disease in the young. The core clinical fellowship involves 3 years in training, comprising 24 months of clinical rotations and 12 months of elective and research experience. Trainees have access to a vast array of research opportunities - clinical, basic, and translational. Clinical fellows interested in basic science may reverse the usual sequence and start their training in the laboratory, deferring clinical training for 1 or more years. An increasing number of clinical trainees apply to spend a fourth year as a senior fellow in one of the subspecialty areas of paediatric cardiology. From the founding of the Department to the present, we have maintained a fundamental and unwavering commitment to training and education in clinical care and research in basic science and clinical investigation, as well as to the training of outstanding young clinicians and investigators.

Research capacity building in midwifery: Case study of an Australian Graduate Midwifery Research Intern Programme.

Science.gov (United States)

Hauck, Yvonne L; Lewis, Lucy; Bayes, Sara; Keyes, Louise

2015-09-01

Having the research capacity to identify problems, create new knowledge and most importantly translate this knowledge into practice is essential within health care. Midwifery, as well as other health professions in Australia, is challenged in building its research capacity to contribute evidence to inform clinical practice. The aim of this project was to evaluate an innovative Graduate Midwifery Research Intern Programme offered at a tertiary obstetric hospital in Western Australia, to determine what was working well and how the programme could be improved. A case study approach was used to gain feedback from graduate midwives within a Graduate Research Intern (GRI) Programme. In addition outcomes were compiled of all projects the GRI midwives contributed to. Six GRI midwives participated in a survey comprising of four open ended questions to provide feedback about the programme. Findings confirm that the GRI programme increased the graduates understanding of how research works, its capacity to define a problem, generate new knowledge and inform clinical practice. The GRI midwives' feedback suggested the programme opened their thinking to future study and gave them enhanced insight into women's experiences around childbirth. To grow our knowledge as a professional group, midwives must develop and promote programmes to build our pool of research capable midwives. By sharing our programme evaluation we hope to entice other clinical settings to consider the value in replicating such a programme within their context. Copyright © 2015 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

Contributions of co-curricular summer research programs to my professional growth

Science.gov (United States)

Moore, K. D.

2014-12-01

The co-curricular summer research program, in which I was involved over three summers as an undergraduate student, greatly benefited me. In this paper I will briefly describe the program and how the experience contributed to my value and growth. The U.S. Department of Energy operated the Global Change Education Program (GCEP), from 1999-2013, as an outreach to both undergraduate and graduate students. Its goals were to: provide students with hands-on research experience in a one-on-one setting with leaders in global change fields, encourage undergraduate students to enter graduate school, and increase the number of high quality U.S. scientists. I took part in GCEP as a Summer Undergraduate Research Experience (SURE) Fellow. Each Fellow was teamed with a scientist to conduct research over the summer. I spent one summer at Pacific Northwest National Laboratory in Richland, WA working with Dr. William Shaw. The next two summers I spent working at Aerodyne Research, Inc. in Billerica, MA with Dr. Leah Williams. My experiences as a SURE Fellow have benefitted me in many ways. The research presentations, required of SURE Fellows, helped to improve my presentation skills. The GCEP workshops expanded the scope of my knowledge about global change impacts at all scales. I was involved in two large, collaborative field studies, which provided experiences and examples that have helped me lead my own field studies. I took part in well-functioning research teams, helping me see the value of open communication in collaborative work. My critical and analytical thinking abilities were continually honed. My problem solving skills were challenged in laboratory and field work. I worked with talented professionals and students that are now part of my professional network. My contributions resulted in being a coauthor on two peer-reviewed publications. I was able to experience research teams outside of academia, which included government and private sectors. The time spent as a SURE

Bridges and Barriers to Developing and Conducting Interdisciplinary Graduate-Student Team Research

Directory of Open Access Journals (Sweden)

Wayde Cameron. Morse

2007-12-01

Full Text Available Understanding complex socio-environmental problems requires specialists from multiple disciplines to integrate research efforts. Programs such as the National Science Foundation's Integrative Graduate Education and Research Traineeship facilitate integrated research efforts and change the way academic institutions train future leaders and scientists. The University of Idaho and the Tropical Agricultural Research and Higher Education Center in Costa Rica collaborate on a joint research program focusing on biodiversity conservation and sustainable production in fragmented landscapes. We first present a spectrum of integration ranging from disciplinary to transdisciplinary across seven aspects of the research process. We then describe our experiences and lessons learned conducting interdisciplinary graduate student team research. Using our program as a case study, we examine the individual, disciplinary, and programmatic bridges and barriers to conducting interdisciplinary research that emerged during our student team research projects. We conclude with a set of recommendations for exploiting the bridges and overcoming the barriers to conducting interdisciplinary research, especially as part of graduate education programs.

Special Workshop of Marie Curie Fellows on Research and Training in Physics and Technology

CERN Multimedia

Patrice Loiez

2002-01-01

Photo 0210006_07a: Prof. L. Maiani, Director General of CERN. Addressing the Marie Curie Worshop held at CERN 3-4 October 2002. Title of this talk:"Function of Large-scale Facilities and Centres of Excellence". Photo 0210006_14a: Prof. L. Maiani, Director General of CERN. Addressing the Marie Curie Worshop held at CERN 3-4 October 2002. Title of this talk:"Function of Large-scale Facilities and Centres of Excellence". Photo 0210006_22: Dr. David Plane (CERN) introducing Dr. Theodore Papazoglou from the European Commission. Addressing the Marie Curie Worshop held at CERN 3-4 October 2002. Title of this talk:"Marie Curie Fellowships in the 6th Framework Programme". Photo 0210006_28a: Dr. Nora Brambilla, Vice-President of Marie Curie Fellow Association, INFN and Dept. of Physics, University of Milan. Addressing the Marie-Curie Worshop held at CERN 3-4 October 2002. Title of this talk:"Marie Curie Fellows Association". Photo 0210006_29a: Dr. Nora Brambilla, Vice-President of Marie Curie Fellow Association, INFN a...

Perspectives on Canadian core fellowship training in pediatric anesthesia: a survey of graduate fellows.

Science.gov (United States)

O'Leary, James D; Crawford, Mark W

2015-10-01

Educators in anesthesia have an obligation to ensure that fellowship programs are training anesthesiologists to meet the highest standards of performance in clinical and academic practice. The objective of this survey was to characterize the perspectives of graduates of Canadian core fellowship programs in pediatric anesthesia (during a ten-year period starting in 2003) on the adequacies and inadequacies of fellowship training. We conducted an electronic survey of graduates from eight departments of pediatric anesthesia in Canada who completed one-year core fellowship training in pediatric anesthesia from 2003 to 2013. A novel survey design was implemented, and the content and structure of the design were tested before distribution. Data were collected on respondents' demographics, details of training and practice settings, perceived self-efficacy in subspecialty practices, research experience, and perspectives on one-year core fellowship training in pediatric anesthesia. Descriptive statistics and 95% confidence intervals were determined. The survey was sent to 132 anesthesiologists who completed core fellowship training in pediatric anesthesia in Canada. Sixty-five (49%) completed and eligible surveys were received. Most of the anesthesiologists surveyed perceived that 12 months of core fellowship training are sufficient to acquire the knowledge and critical skills needed to practice pediatric anesthesia. Subspecialty areas most frequently perceived to require improved training included pediatric cardiac anesthesia, chronic pain medicine, and regional anesthesia. This survey reports perceived deficiencies in domains of pediatric anesthesia fellowship training. These findings should help guide the future development of core and advanced fellowship training programs in pediatric anesthesia.

[Preparation of the graduation dissertation at bachelor degree, a fruitful time for acquiring methodological competence: research regarding graduate satisfaction].

Science.gov (United States)

Monaco, Rita Ester; Roccu, Mariangela; Pazzaglini, Annarita

2008-01-01

To sphere the plan for formative quality improvement a course at bachelor degree, II Faculty of Medicine and Surgery La Sapienza of Rome, Study Center St. John of God FBF, has started a plan hinged various levels. To revisit the regulation of a school regarding DM 3 November 1999 n. 509 and to Dm 22 October 2004 n 270; To specify an evaluation standard a varied typology of the graduation dissertation; To plan a student guide for the drawing up of the graduation dissertation a bachelor degree; To value a graduate's satisfaction. The article explains the plan of a specific evaluation standard, the plan is a student guide drawn up for the graduation dissertation at bachelor degree; and the results of the known research about the graduate 's satisfaction.

2007 Plant Metabolic Engineering Gordon Conference and Graduate Research Seminar

Energy Technology Data Exchange (ETDEWEB)

Erich Grotewold

2008-09-15

Plant Metabolic Engineering is an emerging field that integrates a diverse range of disciplines including plant genetics, genomics, biochemistry, chemistry and cell biology. The Gordon-Kenan Graduate Research Seminar (GRS) in Plant Metabolic Engineering was initiated to provide a unique opportunity for future researcher leaders to present their work in this field. It also creates an environment allowing for peer-review and critical assessment of work without the intimidation usually associated with the presence of senior investigators. The GRS immediately precedes the Plant Metabolic Engineering Gordon Research Conference and will be for and by graduate students and post-docs, with the assistance of the organizers listed.

2005 Annual Report Summer Research Institute Interfacial and Condensed Phase Chemical Physics

Energy Technology Data Exchange (ETDEWEB)

Barlow, Stephan E.

2005-11-15

The Pacific Northwest National Laboratory (PNNL) hosted its second annual Summer Research Institute in Interfacial and Condensed Phase Chemical Physics from May through September 2005. During this period, sixteen PNNL scientists hosted fourteen young scientists from eleven different universities. Of the fourteen participants, twelve were graduate students; one was a postdoctoral fellow; and one was a university faculty member.

2007 Annual Report Summer Research Institute Interfacial and Condensed Phase Chemical Physics

Energy Technology Data Exchange (ETDEWEB)

Beck, Kenneth M.

2007-10-31

The Pacific Northwest National Laboratory (PNNL) hosted its fourth annual Summer Research Institute in Interfacial and Condensed Phase Chemical Physics from April through September 2007. During this time, 21 PNNL scientists hosted 23 participants from 20 different universities. Of the 23 participants, 20 were graduate students, 1 was a postdoctoral fellow, and 2 were university faculty members. This report covers the essense of the program and the research the participants performed.

Collaborative Aerospace Research and Fellowship Program at NASA Glenn Research Center

Science.gov (United States)

Heyward, Ann O.; Kankam, Mark D.

2004-01-01

undergraduate and graduate courses, on the basis of the summer s experience at Glenn. A number of 2004 fellows indicated that proposals to NASA will grow out of their summer research projects. In addition, some journal articles and NASA publications will result from this past summer s activities. Fellows from past summers continue to send reprints of articles that resulted from work initiated at Glenn. This report is intended primarily to summarize the research activities comprising the 2004 CFP Program at Glenn. Particular research studies include: 1) Development of an Imaging-Based, Computational Fluid Dynamics Tool to Assess Fluid Mechanics in Experimental Models that Simulate Blood Vessels; 2) Analysis of Nanomaterials Produced from Precursors; and 3) LEO Propagation Analysis Tool.

Society News: Workshop helps new GJI authors; Free eBook for schools; EGU awards medal; AGU elects Fellow; Support your Society; New Fellows

Science.gov (United States)

2012-04-01

Early-career researchers and postgraduates are invited to attend an Author Workshop at the 2012 European Geosciences Union General Assembly in Vienna. The following were elected Fellows of the Society on 10 February 2012:

76 FR 77985 - Applications for New Awards; Graduate Assistance in Areas of National Need

Science.gov (United States)

2011-12-15

... Information Type of Award: Discretionary grants redistributed as graduate fellowships to individual fellows.... Use a font that is either 12 point or larger or no smaller than 10 pitch (characters per inch). However, you may use a 10 point font in charts, tables, figures, graphs, footnotes, and endnotes. Use one...

Primary care careers among recent graduates of research-intensive private and public medical schools.

Science.gov (United States)

Choi, Phillip A; Xu, Shuai; Ayanian, John Z

2013-06-01

Despite a growing need for primary care physicians in the United States, the proportion of medical school graduates pursuing primary care careers has declined over the past decade. To assess the association of medical school research funding with graduates matching in family medicine residencies and practicing primary care. Observational study of United States medical schools. One hundred twenty-one allopathic medical schools. The primary outcomes included the proportion of each school's graduates from 1999 to 2001 who were primary care physicians in 2008, and the proportion of each school's graduates who entered family medicine residencies during 2007 through 2009. The 25 medical schools with the highest levels of research funding from the National Institutes of Health in 2010 were designated as "research-intensive." Among research-intensive medical schools, the 16 private medical schools produced significantly fewer practicing primary care physicians (median 24.1% vs. 33.4%, p schools. In contrast, the nine research-intensive public medical schools produced comparable proportions of graduates pursuing primary care careers (median 36.1% vs. 36.3%, p = 0.87) and matching in family medicine residencies (median 7.4% vs. 10.0%, p = 0.37) relative to the other 66 public medical schools. To meet the health care needs of the US population, research-intensive private medical schools should play a more active role in promoting primary care careers for their students and graduates.

The impacts and "best practices" of undergraduate - graduate student mentoring relationships in undergraduate research experiences

Science.gov (United States)

Campanile, Megan Faurot

With the growth of undergraduate research in the U.S., over the past two decades, faculty are more often assigning graduate students to mentor undergraduate students than providing the one-on-one mentoring themselves. A critical gap that exists in the literature is how undergraduate -- graduate student mentoring relationships in undergraduate research influences both students' academic and career paths. The research questions that framed this study were: (1) What, if any, changes occur in the academic and career paths of undergraduate and graduate students who participate in undergraduate research experiences? and (2) Are there variables that constitute "best practices" in the mentoring relationships in undergraduate research experiences and, if so, what are they? The study context was the National Science Foundation Research Experiences for Undergraduates program at Illinois Institute of Technology and the 113 undergraduate researchers and 31 graduate student mentors who participated from 2006 -- 2014. Surveys and interviews were administered to collect pre- and post-program data and follow-up data during the 2014 -- 2015 academic year. Descriptive statistics, content analysis method, and constant comparative method were used to analyze the data. Key findings on the undergraduate researchers were their actual earned graduate degree types (Ph.D. 20%, M.D. 20%, M.S. 48%, other 12%) and fields (STEM 57%, medical 35%, other 8%) and the careers they were pursuing or working in. All the graduate student mentors were pursuing or working in the STEM fields (academia 50%, industry 40%, government 10%). More than 75% of both the undergraduate and graduate students reported that their mentoring relationships had a somewhat to extremely influential impact on their academic and career paths. A set of "best practices" of mentoring were developed for both the undergraduate and graduate students and focused on the mentoring experiences related to learning and teaching about

Quantitative Evaluation of the Community Research Fellows Training Program

Directory of Open Access Journals (Sweden)

Lucy eD'Agostino McGowan

2015-07-01

Full Text Available Context: The Community Research Fellows Training (CRFT program is a community-based participatory research (CBPR initiative for the St. Louis area. This fifteen week program, based on a Master in Public Health curriculum, was implemented by the Division of Public Health Sciences at Washington University School of Medicine in partnership with the Siteman Cancer Center. Objectives: We measure the knowledge gained by participants and evaluate participant and faculty satisfaction of the CRFT program both in terms of meeting learning objectives and actively engaging the community in the research process.Participants: We conducted analyses on 44 community members who participated in the CRFT program and completed the baseline and follow-up knowledge assessments.Main Outcome Measures: Knowledge gain is measured by a baseline and follow-up assessment given at the first and final session. Additionally, pre- and post-tests are given after the first 12 sessions. To measure satisfaction, program evaluations are completed by both the participants and faculty after each topic. Mid-way through the program, a mid-term assessment was administered to assess the program’s community engagement. We analyzed the results from the assessments, pre- and post-tests, and evaluations.Results: The CRFT participants’ knowledge increased at follow-up as compared with baseline on average by a 16.5 point difference (p<0.0001. Post-test scores were higher than pre-test scores for 11 of the 12 sessions. Both participants and faculty enjoyed the training and rated all session well.Conclusions: The CRFT program was successful in increasing community knowledge, in participant satisfaction, and in faculty satisfaction. This success has enhanced the infrastructure for CBPR as well as led to CBPR pilot projects that address health disparities in the St. Louis Greater Metropolitan Area.

Training Psychiatry Addiction Fellows in Acupuncture.

Science.gov (United States)

Serafini, Kelly; Bryant, Katurah; Ikomi, Jolomi; LaPaglia, Donna

2016-06-01

Acupuncture has been studied as an adjunct for addiction treatments. Because many hospitals, outpatient clinics, and facilities are integrating acupuncture treatment, it is important that psychiatrists remain informed about this treatment. This manuscript describes the National Acupuncture Detoxification Association (NADA) protocol and its inclusion as part of the curriculum for psychiatry addictions fellows. Psychiatry and psychology fellows completed the NADA training (n = 20) and reported on their satisfaction with the training. Overall, participants stated that they found the training beneficial and many were integrating acupuncture within their current practice. Results support the acceptability of acupuncture training among psychiatry fellows in this program.

Creative Approaches to Teaching Graduate Research Methods Workshops

OpenAIRE

Peter Reilly

2017-01-01

Engagement and deeper learning were enhanced by developing several innovative teaching strategies delivered in Research Methods workshops to Graduate Business Students.  Focusing primarily on students adopting a creative approach to formulating a valid research question for undertaking a dissertation successfully. These techniques are applicable to most subject domains to ensure student engagement.  Addressing the various multiple intelligences and learning styles existing within groups while...

Fellows as teachers: a model to enhance pediatric resident education.

Science.gov (United States)

Backes, Carl H; Reber, Kris M; Trittmann, Jennifer K B; Huang, Hong; Tomblin, Jordanna; Moorehead, Pamela A; Bauer, John A; Smith, Charles V; Mahan, John D

2011-01-01

Pressures on academic faculty to perform beyond their role as educators has stimulated interest in complementary approaches in resident medical education. While fellows are often believed to detract from resident learning and experience, we describe our preliminary investigations utilizing clinical fellows as a positive force in pediatric resident education. Our objectives were to implement a practical approach to engage fellows in resident education, evaluate the impact of a fellow-led education program on pediatric resident and fellow experience, and investigate if growth of a fellowship program detracts from resident procedural experience. This study was conducted in a neonatal intensive care unit (NICU) where fellows designed and implemented an education program consisting of daily didactic teaching sessions before morning clinical rounds. The impact of a fellow-led education program on resident satisfaction with their NICU experience was assessed via anonymous student evaluations. The potential value of the program for participating fellows was also evaluated using an anonymous survey. The online evaluation was completed by 105 residents. Scores were markedly higher after the program was implemented in areas of teaching excellence (4.44 out of 5 versus 4.67, pteaching skills and enhanced knowledge of neonatal pathophysiology as the most valuable aspects of their participation in the education program. The anonymous survey revealed that 87.5% of participating residents believed that NICU fellows were very important to their overall training and education. While fellows are often believed to be a detracting factor to residency training, we found that pediatric resident attitudes toward the fellows were generally positive. In our experience, in the specialty of neonatology a fellow-led education program can positively contribute to both resident and fellow learning and satisfaction. Further investigation into the value of utilizing fellows as a positive force in

Focusing Information Systems Post-Graduate Research Projects

Directory of Open Access Journals (Sweden)

Gail Ridley

1996-11-01

Full Text Available This paper reports on an investigation of mechanisms that assist Information Systems post-graduate research students to focus their projects. An evaluation is presented of the experiences of Information Systems research students in focussing their research projects based on a survey conducted of students who participated in two of the first three Information Systems doctoral consortia to be held in Australia. The survey sought to determine whether a doctoral consortium or 'systematic expert review' is the most valuable mechanism for focussing a research proposal. Systematic expert review was considered by the students to be more effective than the doctoral consortium process for the purpose of focussing their research project proposals.

Exploring Best Practices for Research Data Management in Earth Science through Collaborating with University Libraries

Science.gov (United States)

Wang, T.; Branch, B. D.

2013-12-01

Earth Science research data, its data management, informatics processing and its data curation are valuable in allowing earth scientists to make new discoveries. But how to actively manage these research assets to ensure them safe and secure, accessible and reusable for long term is a big challenge. Nowadays, the data deluge makes this challenge become even more difficult. To address the growing demand for managing earth science data, the Council on Library and Information Resources (CLIR) partners with the Library and Technology Services (LTS) of Lehigh University and Purdue University Libraries (PUL) on hosting postdoctoral fellows in data curation activity. This inter-disciplinary fellowship program funded by the SLOAN Foundation innovatively connects university libraries and earth science departments and provides earth science Ph.D.'s opportunities to use their research experiences in earth science and data curation trainings received during their fellowship to explore best practices for research data management in earth science. In the process of exploring best practices for data curation in earth science, the CLIR Data Curation Fellows have accumulated rich experiences and insights on the data management behaviors and needs of earth scientists. Specifically, Ting Wang, the postdoctoral fellow at Lehigh University has worked together with the LTS support team for the College of Arts and Sciences, Web Specialists and the High Performance Computing Team, to assess and meet the data management needs of researchers at the Department of Earth and Environmental Sciences (EES). By interviewing the faculty members and graduate students at EES, the fellow has identified a variety of data-related challenges at different research fields of earth science, such as climate, ecology, geochemistry, geomorphology, etc. The investigation findings of the fellow also support the LTS for developing campus infrastructure for long-term data management in the sciences. Likewise

Fellows as teachers: a model to enhance pediatric resident education

Directory of Open Access Journals (Sweden)

Charles V. Smith

2011-09-01

Full Text Available Pressures on academic faculty to perform beyond their role as educators has stimulated interest in complementary approaches in resident medical education. While fellows are often believed to detract from resident learning and experience, we describe our preliminary investigations utilizing clinical fellows as a positive force in pediatric resident education. Our objectives were to implement a practical approach to engage fellows in resident education, evaluate the impact of a fellow-led education program on pediatric resident and fellow experience, and investigate if growth of a fellowship program detracts from resident procedural experience.This study was conducted in a neonatal intensive care unit (NICU where fellows designed and implemented an education program consisting of daily didactic teaching sessions before morning clinical rounds. The impact of a fellow-led education program on resident satisfaction with their NICU experience was assessed via anonymous student evaluations. The potential value of the program for participating fellows was also evaluated using an anonymous survey.The online evaluation was completed by 105 residents. Scores were markedly higher after the program was implemented in areas of teaching excellence (4.44 out of 5 versus 4.67, p<0.05 and overall resident learning (3.60 out of 5 versus 4.61, p<0.001. Fellows rated the acquisition of teaching skills and enhanced knowledge of neonatal pathophysiology as the most valuable aspects of their participation in the education program. The anonymous survey revealed that 87.5% of participating residents believed that NICU fellows were very important to their overall training and education.While fellows are often believed to be a detracting factor to residency training, we found that pediatric resident attitudes toward the fellows were generally positive. In our experience, in the specialty of neonatology a fellow-led education program can positively contribute to both

Action Research in Graduate Teacher Education: A Review of the Literature 2000-2015

Science.gov (United States)

Vaughan, Michelle; Burnaford, Gail

2016-01-01

This review explores the goals and challenges as well as the policy and programmatic implications of action research in graduate teacher education as evidenced in the published literature. This literature review looks specifically at how action research is being used in graduate teacher education programs as a content area and as a methodology in…

The DOE fellows program-a workforce development initiative for the US department of energy

Energy Technology Data Exchange (ETDEWEB)

Lagos, Leonel E. [Applied Research Center, Florida International University, 10555 West Flagler St, EC2100, Miami, Florida (United States)

2013-07-01

The US Department of Energy Office of Environmental Management (DOE-EM) oversees one of the largest and most technically challenging cleanup programs in the world. The mission of DOE-EM is to complete the safe cleanup of the environmental legacy from five decades of nuclear weapons development and government-sponsored nuclear energy research. Since 1995, Florida International University's Applied Research Center (FIU-ARC) has supported the DOE-EM mission and provided unique research capabilities to address some of these highly technical and difficult challenges. This partnership has allowed FIU-ARC to create a unique infrastructure that is critical for the training and mentoring of science, technology, engineering, and math (STEM) students and has exposed many STEM students to 'hands-on' DOE-EM applied research, supervised by the scientists and engineers at ARC. As a result of this successful partnership between DOE and FIU, DOE requested FIU-ARC to create the DOE-FIU Science and Technology Workforce Development Initiative in 2007. This innovative program was established to create a 'pipeline' of minority STEM students trained and mentored to enter DOE's environmental cleanup workforce. The program was designed to help address DOE's future workforce needs by partnering with academic, government and private companies (DOE contractors) to mentor future minority scientists and engineers in the research, development, and deployment of new technologies and processes addressing DOE's environmental cleanup challenges. Since its inception in 2007, the program has trained and mentored 78 FIU STEM minority students. Although, the program has been in existence for only six years, a total of 75 internships have been conducted at DOE National Laboratories, DOE sites, DOE Headquarters and field offices, and DOE contractors. Over 100 DOE Fellows have participated in the Waste Management (WM) Symposia since 2008 with a total of 84 student

The DOE fellows program-a workforce development initiative for the US department of energy

International Nuclear Information System (INIS)

Lagos, Leonel E.

2013-01-01

The US Department of Energy Office of Environmental Management (DOE-EM) oversees one of the largest and most technically challenging cleanup programs in the world. The mission of DOE-EM is to complete the safe cleanup of the environmental legacy from five decades of nuclear weapons development and government-sponsored nuclear energy research. Since 1995, Florida International University's Applied Research Center (FIU-ARC) has supported the DOE-EM mission and provided unique research capabilities to address some of these highly technical and difficult challenges. This partnership has allowed FIU-ARC to create a unique infrastructure that is critical for the training and mentoring of science, technology, engineering, and math (STEM) students and has exposed many STEM students to 'hands-on' DOE-EM applied research, supervised by the scientists and engineers at ARC. As a result of this successful partnership between DOE and FIU, DOE requested FIU-ARC to create the DOE-FIU Science and Technology Workforce Development Initiative in 2007. This innovative program was established to create a 'pipeline' of minority STEM students trained and mentored to enter DOE's environmental cleanup workforce. The program was designed to help address DOE's future workforce needs by partnering with academic, government and private companies (DOE contractors) to mentor future minority scientists and engineers in the research, development, and deployment of new technologies and processes addressing DOE's environmental cleanup challenges. Since its inception in 2007, the program has trained and mentored 78 FIU STEM minority students. Although, the program has been in existence for only six years, a total of 75 internships have been conducted at DOE National Laboratories, DOE sites, DOE Headquarters and field offices, and DOE contractors. Over 100 DOE Fellows have participated in the Waste Management (WM) Symposia since 2008 with a total of 84 student

Characteristics of American Psychological Association Division 40 (clinical neuropsychology) Fellows.

Science.gov (United States)

Johnson-Greene, Doug; Collins, K C

2011-11-01

Fellow status is an honor bestowed on American Psychological Association (APA) members who have made unusual and outstanding contributions to the field of psychology that have had a national impact. Thus far no studies have examined the characteristics of the individuals who have received this honor. This study examined publicly available data for 157 Division 40 Fellows. Fellows comprise 3.7% of the 4273 members of the division compared to 5.7% of the entire APA membership. Fellows are predominantly male (73%). All but two fellows had earned a Ph.D. with the average time since granting of the doctoral degree of 17.1 ± 6 years (median=16 years) with a range of 7-40 years post-degree. Slightly over half of the fellows hold board certification (53%) in the American Board of Professional Psychology. The largest group of fellows reports their primary employment currently as a university-affiliated medical setting (48%). These data serve to characterize current Division 40 Fellows for the field of neuropsychology and may provide useful information to assist prospective fellow applicants.

Training Psychiatry Addiction Fellows in Acupuncture

Science.gov (United States)

Serafini, Kelly; Bryant, Katurah; Ikomi, Jolomi; LaPaglia, Donna

2015-01-01

Objective Acupuncture has been studied as an adjunct for addictions treatment. Because many hospitals, outpatient clinics, and facilities are integrating acupuncture treatment, it is important that psychiatrists remain informed about this treatment. This manuscript describes the National Acupuncture Detoxification Association (NADA) protocol and its inclusion as part of the curriculum for psychiatry addictions fellows. Methods Psychiatry and psychology fellows completed the NADA training (N = 20) and reported on their satisfaction with the training. Results Overall, participants stated that they found the training beneficial and many were integrating acupuncture within their current practice. Conclusions Results support the acceptability of acupuncture training among psychiatry fellows in this program. PMID:26048457

Pediatric Anesthesiology Fellows' Perception of Quality of Attending Supervision and Medical Errors.

Science.gov (United States)

Benzon, Hubert A; Hajduk, John; De Oliveira, Gildasio; Suresh, Santhanam; Nizamuddin, Sarah L; McCarthy, Robert; Jagannathan, Narasimhan

2018-02-01

. Interestingly, fellows' perception of quality of faculty supervision was not associated with the frequency of reported errors. The current results with a narrow CI suggest the need to evaluate other potential factors that can be associated with the high frequency of reported errors by pediatric fellows (eg, fatigue, burnout). The identification of factors that lead to medical errors by pediatric anesthesiology fellows should be a main research priority to improve both trainee education and best practices of pediatric anesthesia.

Incoming Graduate Students in the Social Sciences: How Much Do They Really Know about Library Research?

Science.gov (United States)

Monroe-Gulick, Amalia; Petr, Julie

2012-01-01

Academic librarians provide information literacy instruction and research services to graduate students. To develop evidence-based library instruction and research services for incoming graduate students, the authors interviewed fifteen incoming graduate students in the social sciences and analyzed the interviews using the Association of College &…

United States Air Force Graduate Student Research Program. 1989 Program Management Report

Science.gov (United States)

1989-12-01

regular meetings and loneliness. Other weaknesses mentioned were specific to research problems faced by fellows. 8. Has this been a fruitful, worthwhile...Object Recognitio *** Same Report as Augustus Morr*** 61 Damage in Graphite/Epoxy Plates Bryan Foos Subjected to Low Velocity Impact (1988 Participant... face during the impact event. The depth of surface indentation and the extent of internal damage were measured and correlated with the impact energy

Initial employment experiences of 1997 graduates of radiation oncology training programs

International Nuclear Information System (INIS)

Bushee, Gerald R.; Sunshine, Jonathan H.; Simon, Carol; Schepps, Barbara

2001-01-01

Purpose: To inform the profession of current trends in the job market, the American College of Radiology (ACR) sought to detail the job-hunting experiences and outcomes of 1997 graduates of radiation oncology training programs. Methods and Materials: In early 1998, questionnaires were mailed to all graduates; 67% responded. Results were compared with similar surveys of 1996 graduates. Results: Similar to past years, immediately after graduation, 13% of residency graduates and 1 of 10 fellowship graduates encountered serious employment difficulties - that is, spent some time working locums, working outside radiation oncology, or unemployed. By 6-12 months after graduation, approximately 2% of all residency graduates were working outside the profession and approximately 3% were not working at all. Eighty-five percent of residency graduates and 7 of 8 fellowship graduates reported that their employment reasonably matched their training and individual goals. On average, graduates' actual salaries approximately corresponded to expected salaries. Eleven percent of all graduates were in nonownership-track jobs, a significant decline since 1996. For residents and fellows combined, 46% had a job with at least one characteristic some observers associate with a weak job market, but fewer than half of those with one of these characteristics actually disliked it. These percentages are similar to 1996. Women graduates were more likely than men to have spouse-related restrictions on job location but less likely to end up in a self-reportedly undesirable location. Conclusion: Unemployment remained low. Some other indicators of the employment market showed improvement, while others did not

Cultivating Advanced Technical Writing Skills through a Graduate-Level Course on Writing Research Proposals

Science.gov (United States)

McCarthy, Brian D.; Dempsey, Jillian L.

2017-01-01

A graduate-level course focused on original research proposals is introduced to address the uneven preparation in technical writing of new chemistry graduate students. This course focuses on writing original research proposals. The general course structure features extensive group discussions, small-group activities, and regular in-class…

Variation in National ACGME Case Log Data for Pediatric Orthopaedic Fellowships: Are Fellow Coding Practices Responsible?

Science.gov (United States)

McClure, Philip K; Woiczik, Marcella; Karol, Lori; Sankar, Wudbhav N

The introduction of the 80-hour work week for Accreditation Council for Graduate Medical Education (ACGME) accredited fellowship programs initiated many efforts to optimize surgical training. One particular area of interest is on recording and tracking surgical experiences. The current standard is logging cases based on Current Procedural Terminology codes, which are primarily designed for billing. Proposed guidelines from the ACGME regarding logging exist, but their implementation is unknown, as is the variation in case volume across fellowship programs. The purpose of this study was to investigate variability in the national case log data, and explore potential sources of variation using fellow surveys. National ACGME case log data for pediatric orthopaedic fellowships from 2012 to 2015 were reviewed, with particular attention to the domains of spine, pelvis/hip, arthroscopy, trauma, and other (which includes clubfoot casting). To explore potential sources of case log variability, a survey on case logging behavior was distributed to all pediatric orthopaedic fellows for the academic year 2015 to 2016. Reported experiences based on ACGME case logs varied widely between fellows with percentage difference of up to 100% in all areas. Similarly, wide variability is present in coding practices of pediatric orthopaedic fellows, who often lack formal education on the topic of appropriate coding/logging. In the survey, hypothetical case scenarios had an absolute difference in recorded codes of up to 13 and a percentage difference of up to 100%. ACGME case log data for pediatric orthopaedic fellowships demonstrates wide variability in reported surgical experiences. This variability may be due, in part, to differences in logging practices by individual fellows. This observation makes meaningful interpretation of national data on surgical volume challenging. Proposed surgical experience minimums should be interpreted in light of these data, and may not be advisable unless

Graduate education and research in the ERA of large accelerators

International Nuclear Information System (INIS)

Perl, M.L.

1988-04-01

Questions and concerns of the experimental particle physics community are addressed in these categories: quality of research, independence, creativity, evaluation and recognition, and value in graduate education

Graduate education and research in the ERA of large accelerators

Energy Technology Data Exchange (ETDEWEB)

Perl, M.L.

1988-04-01

Questions and concerns of the experimental particle physics community are addressed in these categories: quality of research, independence, creativity, evaluation and recognition, and value in graduate education. (LEW)

A Study of the Information Seeking Behavior of Communication Graduate Students in Their Research Processes

Directory of Open Access Journals (Sweden)

Shih-Chuan Chen

2011-12-01

Full Text Available Thesis is the research outcome that a graduate student spends most of his or her time and energies to achieve. Therefore, the research process of student’s thesis writing is an important topic to be investigated. The main purpose of this study is to explore graduate students’ information seeking behavior during the process of thesis writing. Ten graduate students in the field of communication were interviewed, and their information horizon maps as well as bibliographical references were analyzed also. Results showed that the library, as a formal channel, is the primary source for graduate students. The documents that they used most often were theses and dissertations, monographs, and journals. In addition to the formal channels, social network also played as a very important role in students’ research process. The networks even changed their information seeking behaviors in formal channels. Students reported several problems encountered in the research process, such as lacking of the background knowledge of the interdisciplinary, being unable to find out the core and relevant documents from the search results, etc. In conclusion, graduate students’ information seeking behavior changed at different stages in the research process. [Article content in Chinese

Lab notebooks as scientific communication: Investigating development from undergraduate courses to graduate research

Directory of Open Access Journals (Sweden)

Jacob T. Stanley

2016-09-01

Full Text Available In experimental physics, lab notebooks play an essential role in the research process. For all of the ubiquity of lab notebooks, little formal attention has been paid to addressing what is considered “best practice” for scientific documentation and how researchers come to learn these practices in experimental physics. Using interviews with practicing researchers, namely, physics graduate students, we explore the different experiences researchers had in learning how to effectively use a notebook for scientific documentation. We find that very few of those interviewed thought that their undergraduate lab classes successfully taught them the benefit of maintaining a lab notebook. Most described training in lab notebook use as either ineffective or outright missing from their undergraduate lab course experience. Furthermore, a large majority of those interviewed explained that they did not receive any formal training in maintaining a lab notebook during their graduate school experience and received little to no feedback from their advisors on these records. Many of the interviewees describe learning the purpose of, and how to maintain, these kinds of lab records only after having a period of trial and error, having already started doing research in their graduate program. Despite the central role of scientific documentation in the research enterprise, these physics graduate students did not gain skills in documentation through formal instruction, but rather through informal hands-on practice.

Assessments of the Third Kind--Do Graduate Research Students Change Their Perceptions of Research Barriers from the Beginning to the End of a Graduate Course in Research Strategies?

Science.gov (United States)

Cleeton, Gilbert; Cleeton, Lorraine

2011-01-01

Available assessments of our graduate research strategies course were (i) traditional pre- and post-test evaluation instruments, and (ii) student evaluations. We felt a need for a third kind of assessment to measure any changes in attitude to research, though we did not expect detectable changes in a 15 week course. Students were asked to rank…

Teaching Research in the Traditional Classroom: Why Make Graduate Students Wait?

Science.gov (United States)

Carr, Lincoln D.

2016-05-01

Physics graduate programs tend to divide the degree into two parts: (1) theory, taught in classes, almost totally divorced from the lab setting; and (2) research, taught in a research group through hands-on lab experience and mentorship. As we come to understand from undergraduate physics education research that modifying our teaching can rather easily produce quantifiably better results, it is reasonable to ask if we can make similar improvements at the graduate level. In this talk I will present the results of beginning research instruction in the classroom in the very first semester of graduate school, in the most traditional of classes - classical mechanics. In this approach, students build their knowledge from hands-on projects. They get immediately certified and experienced in the machine shop and electronics lab. There are no formal lectures. Students develop and present their own problems, and teach and challenge each other in the classroom. In contrast to polished lectures, both the instructor and the students together learn from their many public mistakes. Students give conference-style presentations instead of exams. As a result, students not only excel in analytical skills, but they also learn to tie theory to measurement, identify statistical and systematic errors, simulate computationally and model theoretically, and design their own experiments. Funded by NSF.

Nursing students' intentions to use research as a predictor of use one year post graduation: a prospective study.

Science.gov (United States)

Forsman, Henrietta; Wallin, Lars; Gustavsson, Petter; Rudman, Ann

2012-09-01

Graduating nursing students are expected to have acquired the necessary skills to provide research-based care to patients. However, recent studies have shown that new graduate nurses report their extent of research use as relatively low. Because behavior intention is a well-known predictor of subsequent behavior, this gives reasons to further investigate graduating nursing students' intentions to use research in clinical practice after undergraduate study. To investigate graduating nursing students' intentions to use research in clinical practice and, furthermore, to investigate whether intention in itself and as a mediating variable can predict subsequent research use behavior in clinical practice one year post graduation. A follow-up study was performed of graduating nursing students in their final semester of undergraduate study (2006) and at one year post graduation (2008). Data were collected within the larger national survey LANE (Longitudinal Analysis of Nursing Education). A sample of 1319 respondents was prospectively followed. Graduating nursing students' intentions to use research instrumentally were studied as a predictor of their subsequent instrumental research use one year post graduation. A statistical full mediation model was tested to evaluate the effects of intention and factors from undergraduate study on subsequent research use in daily care. Thirty-four percent of the nursing students intended to use research on more than half or almost every working shift in their future clinical practice. Intention showed a direct effect on research use behavior. In addition, significant indirect effects on research use were shown for capability beliefs (regarding practicing the principles of evidence-based practice) and perceived support for research use (from campus and clinical education), where intention acted as a mediating factor for those effects. Students rated a modest level of intention to use research evidence. Intentions close to graduation acted

Research and Science Today Supplement No. 3/2015

Directory of Open Access Journals (Sweden)

Adriana BUTCOVAN

2015-07-01

Full Text Available RESEARCH AND SCIENCE TODAY is a biannual science journal established in 2011. The journal is an informational platform that publishes assessment articles and the results of various scientific research carried out by academics. We provide the authors with the opportunity to create and/or perfect their science writing skills. Thus, each issue of the journal (two per year and at least two supplements will contain professional articles from any academic field, authored by domestic and international academics. The goal of this journal is to pass on relevant information to undergraduate, graduate, and post-graduate students as well as to fellow academics and researchers; the topics covered are unlimited, considering its multi-disciplinary profile. Regarding the national and international visibility of Research and Science Today, it is indexed in over 30 international databases (IDB and is present in over 200 online libraries and catalogues; therefore, anybody can easily consult the articles featured in each issue by accessing the databases or simply the website.

Research and Science Today No. 2(4/2012

Directory of Open Access Journals (Sweden)

VĂIDEAN Amelia-Liana

2012-11-01

Full Text Available RESEARCH AND SCIENCE TODAY is a biannual science journal established in 2011. The journal is an informational platform that publishes assessment articles and the results of various scientific research carried out by academics. We provide the authors with the opportunity to create and/or perfect their science writing skills. Thus, each issue of the journal (two per year and at least two supplements will contain professional articles from any academic field, authored by domestic and international academics. The goal of this journal is to pass on relevant information to undergraduate, graduate, and post-graduate students as well as to fellow academics and researchers; the topics covered are unlimited, considering its multi-disciplinary profile. Regarding the national and international visibility of Research and Science Today, it is indexed in over 30 international databases (IDB and is present in over 200 online libraries and catalogues; therefore, anybody can easily consult the articles featured in each issue by accessing the databases or simply the website.

Research and Science Today Supplement No. 1/2014

Directory of Open Access Journals (Sweden)

Elena-Steluţa DINU

2014-07-01

Full Text Available RESEARCH AND SCIENCE TODAY is a biannual science journal established in 2011. The journal is an informational platform that publishes assessment articles and the results of various scientific research carried out by academics. We provide the authors with the opportunity to create and/or perfect their science writing skills. Thus, each issue of the journal (two per year and at least two supplements will contain professional articles from any academic field, authored by domestic and international academics. The goal of this journal is to pass on relevant information to undergraduate, graduate, and post-graduate students as well as to fellow academics and researchers; the topics covered are unlimited, considering its multi-disciplinary profile. Regarding the national and international visibility of Research and Science Today, it is indexed in over 30 international databases (IDB and is present in over 200 online libraries and catalogues; therefore, anybody can easily consult the articles featured in each issue by accessing the databases or simply the website.

Research and Science Today Supplement No. 2/2015

Directory of Open Access Journals (Sweden)

Tudor Cosmin CIOCAN

2015-04-01

Full Text Available RESEARCH AND SCIENCE TODAY is a biannual science journal established in 2011. The journal is an informational platform that publishes assessment articles and the results of various scientific research carried out by academics. We provide the authors with the opportunity to create and/or perfect their science writing skills. Thus, each issue of the journal (two per year and at least two supplements will contain professional articles from any academic field, authored by domestic and international academics. The goal of this journal is to pass on relevant information to undergraduate, graduate, and post-graduate students as well as to fellow academics and researchers; the topics covered are unlimited, considering its multi-disciplinary profile. Regarding the national and international visibility of Research and Science Today, it is indexed in over 30 international databases (IDB and is present in over 200 online libraries and catalogues; therefore, anybody can easily consult the articles featured in each issue by accessing the databases or simply the website.

Research and Science Today Supplement No. 1/2016

Directory of Open Access Journals (Sweden)

Ana-Maria ADĂSCĂLIȚEI

2016-08-01

Full Text Available RESEARCH AND SCIENCE TODAY is a biannual science journal established in 2011. The journal is an informational platform that publishes assessment articles and the results of various scientific research carried out by academics. We provide the authors with the opportunity to create and/or perfect their science writing skills. Thus, each issue of the journal (two per year and at least two supplements will contain professional articles from any academic field, authored by domestic and international academics. The goal of this journal is to pass on relevant information to undergraduate, graduate, and post-graduate students as well as to fellow academics and researchers; the topics covered are unlimited, considering its multi-disciplinary profile. Regarding the national and international visibility of Research and Science Today, it is indexed in over 30 international databases (IDB and is present in over 200 online libraries and catalogues; therefore, anybody can easily consult the articles featured in each issue by accessing the databases or simply the website.

Research and Science Today No. 2(2/2011

Directory of Open Access Journals (Sweden)

Adriana Rodica MUREŞAN

2011-12-01

Full Text Available RESEARCH AND SCIENCE TODAY is a biannual science journal established in 2011. The journal is an informational platform that publishes assessment articles and the results of various scientific research carried out by academics. We provide the authors with the opportunity to create and/or perfect their science writing skills. Thus, each issue of the journal (two per year and at least two supplements will contain professional articles from any academic field, authored by domestic and international academics. The goal of this journal is to pass on relevant information to undergraduate, graduate, and post-graduate students as well as to fellow academics and researchers; the topics covered are unlimited, considering its multi-disciplinary profile. Regarding the national and international visibility of Research and Science Today, it is indexed in over 30 international databases (IDB and is present in over 200 online libraries and catalogues; therefore, anybody can easily consult the articles featured in each issue by accessing the databases or simply the website.

Research and Science Today Supplement No. 1/2015

Directory of Open Access Journals (Sweden)

Adrian Todor

2015-01-01

Full Text Available RESEARCH AND SCIENCE TODAY is a biannual science journal established in 2011. The journal is an informational platform that publishes assessment articles and the results of various scientific research carried out by academics. We provide the authors with the opportunity to create and/or perfect their science writing skills. Thus, each issue of the journal (two per year and at least two supplements will contain professional articles from any academic field, authored by domestic and international academics. The goal of this journal is to pass on relevant information to undergraduate, graduate, and post-graduate students as well as to fellow academics and researchers; the topics covered are unlimited, considering its multi-disciplinary profile. Regarding the national and international visibility of Research and Science Today, it is indexed in over 30 international databases (IDB and is present in over 200 online libraries and catalogues; therefore, anybody can easily consult the articles featured in each issue by accessing the databases or simply the website.

Research and Science Today No. 1(1/2011

Directory of Open Access Journals (Sweden)

Alexandra DRĂGHICI

2011-09-01

Full Text Available RESEARCH AND SCIENCE TODAY is a biannual science journal established in 2011. The journal is an informational platform that publishes assessment articles and the results of various scientific research carried out by academics. We provide the authors with the opportunity to create and/or perfect their science writing skills. Thus, each issue of the journal (two per year and at least two supplements will contain professional articles from any academic field, authored by domestic and international academics. The goal of this journal is to pass on relevant information to undergraduate, graduate, and post-graduate students as well as to fellow academics and researchers; the topics covered are unlimited, considering its multi-disciplinary profile. Regarding the national and international visibility of Research and Science Today, it is indexed in over 30 international databases (IDB and is present in over 200 online libraries and catalogues; therefore, anybody can easily consult the articles featured in each issue by accessing the databases or simply the website.

Is Graduate Students' Research Exposure to Business Ethics Comprehensive?

Science.gov (United States)

Piotrowski, Chris; Guyette, Roger W., Jr.

2013-01-01

Graduate-level education, at its core, has a focus on specific, in-depth disciplinary subject matter, with a strong emphasis on methods, conceptual framework, and research. For the developing student, exposure to both past and current research developments is mainly achieved by reading and studying articles published in leading journals in their…

Predictors of Improvement in Critical Thinking Skills among Nursing Students in an Online Graduate Nursing Research Course

Science.gov (United States)

Riccio, Patricia A.

2015-01-01

The purpose of this pilot study was to examine predictors of improvement in critical thinking skills among online graduate nursing students in a graduate nursing research course. Thirty-five students who had taken an online Nursing research course within the prior 12 months and who were currently enrolled in the online graduate Nursing program at…

Minimally invasive surgery fellowship graduates: Their demographics, practice patterns, and contributions.

Science.gov (United States)

Park, Adrian E; Sutton, Erica R H; Heniford, B Todd

2015-12-01

Fellowship opportunities in minimally invasive surgery, bariatric, gastrointestinal, and hepatobiliary arose to address unmet training needs. The large cohort of non-Accreditation Council for Graduate Medical Education -accredited fellowship graduates (NACGMEG) has been difficult to track. In this, the largest survey of graduates to date, our goal was to characterize this unique group's demographics and professional activities. A total of 580 NACGMEG were surveyed covering 150 data points: demographics, practice patterns, academics, lifestyle, leadership, and maintenance of certification. Of 580 previous fellows, 234 responded. Demographics included: average age 37 years, 84% male, 75% in urban settings, 49% in purely academic practice, and 58% in practice maintenance of certification activities. Fellowship alumnae appear to be productive contributors to American surgery. They are clinically and academically active, believe endoscopy is important, have adopted continuous learning, and most assume work leadership roles. The majority acknowledge their fellowship training as having met expectations and uniquely equipping them for their current practice. Copyright © 2015 Elsevier Inc. All rights reserved.

Performing Art-Based Research: Innovation in Graduate Art Therapy Education

Science.gov (United States)

Moon, Bruce L.; Hoffman, Nadia

2014-01-01

This article presents an innovation in art therapy research and education in which art-based performance is used to generate, embody, and creatively synthesize knowledge. An art therapy graduate student's art-based process of inquiry serves to demonstrate how art and performance may be used to identify the research question, to conduct a process…

Early Engagement in Course-Based Research Increases Graduation Rates and Completion of Science, Engineering, and Mathematics Degrees

Science.gov (United States)

Rodenbusch, Stacia E.; Hernandez, Paul R.; Simmons, Sarah L.; Dolan, Erin L.

2016-01-01

National efforts to transform undergraduate biology education call for research experiences to be an integral component of learning for all students. Course-based undergraduate research experiences, or CUREs, have been championed for engaging students in research at a scale that is not possible through apprenticeships in faculty research laboratories. Yet there are few if any studies that examine the long-term effects of participating in CUREs on desired student outcomes, such as graduating from college and completing a science, technology, engineering, and mathematics (STEM) major. One CURE program, the Freshman Research Initiative (FRI), has engaged thousands of first-year undergraduates over the past decade. Using propensity score–matching to control for student-level differences, we tested the effect of participating in FRI on students’ probability of graduating with a STEM degree, probability of graduating within 6 yr, and grade point average (GPA) at graduation. Students who completed all three semesters of FRI were significantly more likely than their non-FRI peers to earn a STEM degree and graduate within 6 yr. FRI had no significant effect on students’ GPAs at graduation. The effects were similar for diverse students. These results provide the most robust and best-controlled evidence to date to support calls for early involvement of undergraduates in research. PMID:27252296

Postgraduate fellows as teaching assistants in human anatomy: an experimental teaching model at a Chinese research university.

Science.gov (United States)

Cheng, Xiao; Wang, Lin; Guo, Kaihua; Liu, Shu; Li, Feng; Chu, Guoliang; Zhou, Li-Hua

2011-01-01

Postgraduate fellowship training programs are expanding at Chinese universities. This growing cadre of advanced trainees calls for the development of new learning and training models wherein postgraduate fellows have an ample opportunity to teach more junior learners, thereby expanding their own knowledge base and competitiveness for future employment. Educational reform at Sun Yat-Sen University has recently allowed postgraduate fellows to act as teaching assistants for undergraduate anatomy courses. This model is common in western countries but is novel in China. Copyright © 2010 American Association of Anatomists.

Excellence in Radiation Research for the 21st Century (EIRR21): Description of an Innovative Research Training Program

International Nuclear Information System (INIS)

P'ng, Christine; Ito, Emma; How, Christine; Bezjak, Andrea; Bristow, Rob; Catton, Pam; Fyles, Anthony; Gospodarowicz, Mary; Jaffray, David; Kelley, Shana; Wong Shun; Liu Feifei

2012-01-01

Purpose: To describe and assess an interdisciplinary research training program for graduate students, postdoctoral fellows, and clinical fellows focused on radiation medicine; funded by the Canadian Institutes for Health Research since 2003, the program entitled “Excellence in Radiation Research for the 21st Century” (EIRR21) aims to train the next generation of interdisciplinary radiation medicine researchers. Methods and Materials: Online surveys evaluating EIRR21 were sent to trainees (n=56), mentors (n=36), and seminar speakers (n=72). Face-to-face interviews were also conducted for trainee liaisons (n=4) and participants in the international exchange program (n=2). Results: Overall response rates ranged from 53% (mentors) to 91% (trainees). EIRR21 was well received by trainees, with the acquisition of several important skills related to their research endeavors. An innovative seminar series, entitled Brainstorm sessions, imparting “extracurricular” knowledge in intellectual property protection, commercialization strategies, and effective communication, was considered to be the most valuable component of the program. Networking with researchers in other disciplines was also facilitated owing to program participation. Conclusions: EIRR21 is an innovative training program that positively impacts the biomedical community and imparts valuable skill sets to foster success for the future generation of radiation medicine researchers.

Excellence in Radiation Research for the 21st Century (EIRR21): Description of an Innovative Research Training Program

Energy Technology Data Exchange (ETDEWEB)

P' ng, Christine [Radiation Medicine Program, University Health Network, Toronto, Ontario (Canada); Ito, Emma [Radiation Medicine Program, University Health Network, Toronto, Ontario (Canada); Ontario Cancer Institute, Toronto, Ontario (Canada); How, Christine [Ontario Cancer Institute, Toronto, Ontario (Canada); Department of Medical Biophysics, University of Toronto, Toronto, Ontario (Canada); Bezjak, Andrea [Radiation Medicine Program, University Health Network, Toronto, Ontario (Canada); Department of Radiation Oncology, University of Toronto, Toronto, Ontario (Canada); Bristow, Rob [Radiation Medicine Program, University Health Network, Toronto, Ontario (Canada); Ontario Cancer Institute, Toronto, Ontario (Canada); Department of Medical Biophysics, University of Toronto, Toronto, Ontario (Canada); Department of Radiation Oncology, University of Toronto, Toronto, Ontario (Canada); Catton, Pam; Fyles, Anthony; Gospodarowicz, Mary [Radiation Medicine Program, University Health Network, Toronto, Ontario (Canada); Department of Radiation Oncology, University of Toronto, Toronto, Ontario (Canada); Jaffray, David [Radiation Medicine Program, University Health Network, Toronto, Ontario (Canada); Department of Medical Biophysics, University of Toronto, Toronto, Ontario (Canada); Department of Radiation Oncology, University of Toronto, Toronto, Ontario (Canada); Kelley, Shana [Department of Biochemistry, University of Toronto, Toronto, Ontario (Canada); Wong Shun [Department of Radiation Oncology, University of Toronto, Toronto, Ontario (Canada); Odette Cancer Center, Toronto, Ontario (Canada); Liu Feifei, E-mail: Fei-Fei.Liu@rmp.uhn.on.ca [Radiation Medicine Program, University Health Network, Toronto, Ontario (Canada); Ontario Cancer Institute, Toronto, Ontario (Canada); Department of Medical Biophysics, University of Toronto, Toronto, Ontario (Canada); Department of Radiation Oncology, University of Toronto, Toronto, Ontario (Canada)

2012-08-01

Purpose: To describe and assess an interdisciplinary research training program for graduate students, postdoctoral fellows, and clinical fellows focused on radiation medicine; funded by the Canadian Institutes for Health Research since 2003, the program entitled 'Excellence in Radiation Research for the 21st Century' (EIRR21) aims to train the next generation of interdisciplinary radiation medicine researchers. Methods and Materials: Online surveys evaluating EIRR21 were sent to trainees (n=56), mentors (n=36), and seminar speakers (n=72). Face-to-face interviews were also conducted for trainee liaisons (n=4) and participants in the international exchange program (n=2). Results: Overall response rates ranged from 53% (mentors) to 91% (trainees). EIRR21 was well received by trainees, with the acquisition of several important skills related to their research endeavors. An innovative seminar series, entitled Brainstorm sessions, imparting 'extracurricular' knowledge in intellectual property protection, commercialization strategies, and effective communication, was considered to be the most valuable component of the program. Networking with researchers in other disciplines was also facilitated owing to program participation. Conclusions: EIRR21 is an innovative training program that positively impacts the biomedical community and imparts valuable skill sets to foster success for the future generation of radiation medicine researchers.

Addiction Studies: Exploring Students' Attitudes toward Research in a Graduate Program

Science.gov (United States)

James, Raven; Simons, Lori

2011-01-01

An exploratory study was conducted to compare addiction studies and community counseling students' attitudes toward research. A survey of 66 addiction studies and 17 community counseling students in graduate programs was used to explore interest and self-efficacy in research and the research training environment. A pre/post test design was used to…

Workshop on Energy Research for Physics Graduate Students and Postdocs

Energy Technology Data Exchange (ETDEWEB)

Cole, Ken

2015-03-01

One-day workshop for a small group of graduate students and post-docs to hear talks and interact with experts in a variety of areas of energy research. The purpose is to provide an opportunity for young physicists to learn about cutting-edge research in which they might find a career utilizing their interest and background in physics.

Career prospects and professional landscape after advanced endoscopy fellowship training: a survey assessing graduates from 2009 to 2013.

Science.gov (United States)

Granato, Christine M; Kaul, Vivek; Kothari, Truptesh; Damania, Dushyant; Kothari, Shivangi

2016-08-01

The advanced endoscopy (AE) fellowship is a popular career track for graduating gastroenterology fellows. The number of fellows completing AE fellowships and the number of programs offering this training have increased in the past 5 years. Despite this, we suspect that the number of AE attending (staff physician) positions have decreased (relative to the number of fellows graduating), raising concerns regarding AE job market saturation. Our aim was to survey practicing gastroenterology physicians who completed an AE fellowship within the past 5 years regarding their current professional status. A 16-question survey was distributed using Research Electronic Data Capture by e-mail to practicing gastroenterologists who completed an AE fellowship between 2009 and 2013. The survey questions elicited information regarding demographics, professional status, and additional information. A total of 96 invitations were distributed via e-mail. Forty-one of 96 respondents (43%) replied to the survey. Approximately half of the respondents were employed in an academic practice, with the remainder in private practice (56% and 44%, respectively). Nearly half (46%) of the respondents found it "difficult" to find an AE position after training. Thirty-nine percent of private-practice endoscopists were performing > 200 ERCPs/year, whereas 65% were doing so in academic settings (P = .09). Fifty-six percent of respondents were in small practices (0 to 1 partner), with a significantly smaller group size in private versus academic practice (72% versus 43%, P = .021). Seventy-eight percent of respondents believed the AE job market was saturated; most responded that the AE job market was saturated in both academic and private practice (44%), whereas 34% believed the job market was saturated in academics only. Most respondents (73%) who were training AE fellows found it difficult to place them in AE attending positions. Respondents from academic practice found it significantly more

Toward a Holistic View of Undergraduate Research Experiences: An Exploratory Study of Impact on Graduate/Postdoctoral Mentors

Science.gov (United States)

Dolan, Erin; Johnson, Deborah

2009-12-01

Involvement in research has become a fixture in undergraduate science education across the United States. Graduate and postdoctoral students are often called upon to mentor undergraduates at research universities, yet mentoring relationships in undergraduate—graduate/postdoctoral student dyads and undergraduate—graduate/postdoctoral student—faculty triads have been largely unexamined. Here, we present findings of an exploratory case study framed by relational theory that identifies the motives, gains, and challenges reported by graduate/postdoctoral students who mentored undergraduates in research. Graduate/postdoctoral mentors experienced a wide range of gains, including improved qualifications and career preparation, cognitive and socioemotional growth, improved teaching and communication skills, and greater enjoyment of their own apprenticeship experience. Notably, graduate/postdoctoral mentors reported twice as many gains as challenges, neither of which were limited by their motives for mentoring. Indeed, their motives were fairly narrow and immediate, focusing on how mentoring would serve as a means to an end, while the gains and challenges they reported indicated a longer-term vision of how mentoring influenced their personal, cognitive, and professional growth. We propose that understanding the impact of mentoring undergraduates on the education and training of graduate/postdoctoral students may uncover new ideas about the benefits reaped through undergraduate research experiences.

Attitudes of U.S. Psychiatry Residents and Fellows towards Mental Illness and its Causes: a Comparison Study with Medical Students.

Science.gov (United States)

Chiles, Catherine; Stefanovics, Elina; Rosenheck, Robert

2018-01-13

Stigma towards people with mental illness remains a burden for patients and healthcare providers. This study at a large US university examined the attitudes of psychiatry residents and fellows towards mental illness and its causes, and whether their attitudes differed from the medical student attitudes previously studied utilizing the same survey method. An electronic questionnaire examining attitudes toward people with mental illness, causes of mental Illness, and treatment efficacy was used to survey the attitudes of psychiatry residents and fellows. Exploratory factor analysis derived from the authors' medical student survey was used to examine attitudinal factors. The study response rate was 54.2% (n = 94). Factor analysis employed three factors previously identified reflecting social acceptance of mental illness, belief in supernatural causes, and belief in biopsychosocial causes. Residents and fellows reporting more personal experiences with mental illness, both as a group and when compared with medical students, were significantly more willing to socialize with the mentally ill. Respondents who had more professional (work) experience other than medical school or post-graduate training were less likely to believe in supernatural causes of mental illness. Female residents and fellows were more willing to socialize with the mentally ill, and were less likely to believe in supernatural causes for mental illness than their male counterparts. In our study, increased social acceptance of the mentally ill relates to having personal experiences, advanced training in psychiatry, and female gender. Both professional experiences outside of training and female gender reduced the belief in supernatural causes.

A QUALITATIVE RESEARCH ON THE UNEMPLOYMENT EXPERIENCES OF GRADUATES OF SPORT SCIENCES FACULTIES

Directory of Open Access Journals (Sweden)

Muazzez Şaşmaz Ataçocuğu

2017-12-01

Full Text Available Unemployment has been recognized as an important indicator of economies of the countries. Unemployment which expresses the status of complete unavailability of “labor” as the main factor of production, is a multidimensional problem, which can be encountered in all countries from less developed countries to developed countries. It is emerging in all sectors with various proportions and features. The research question of this paper was created by issues in the context of unemployment of graduates of the faculties of sports sciences which are raising labor supply to sports sector which is growing with every passing day. In the study, it was intended to analyze the unemployment experiences of faculty of sports sciences graduates (former words, the “PES” and to put the variables about the causes and consequences of this experience forward. In this context, the study sample was selected from people who were graduated from 4 separate departments of relevant faculties and have experienced unemployment. The sample consists of 20 participants for a total, 7 Physical Education and Sports Teaching Department, 5 Sports Management Department, 4 Coaching Education Department, 4 Recreation Department graduates. In the study, “Semi-structured in-depth interview” which is a specific research technique peculiar to “Qualitative Method” was applied. Interviews were recorded on a voice recorder, transferred to the “Word” text. Related findings (text subjected to content analysis, were classified under 5 themes that reflect the primary problematics relevant to the subject: 1. Unemployment Duration and Job Search Practices of Graduates, 2. The Perception of Employment in Anatolian Cities, 3. Pedagogic Formation Certificate as a Business Opportunity, 4. Effective Elements in Finding a Job, 5. The Perception of the Profession. From the results of the research, in general, the following tips were obtained: It appeared that those who have graduated from

Automated Literature Searches for Longitudinal Tracking of Cancer Research Training Program Graduates.

Science.gov (United States)

Padilla, Luz A; Desmond, Renee A; Brooks, C Michael; Waterbor, John W

2018-06-01

A key outcome measure of cancer research training programs is the number of cancer-related peer-reviewed publications after training. Because program graduates do not routinely report their publications, staff must periodically conduct electronic literature searches on each graduate. The purpose of this study is to compare findings of an innovative computer-based automated search program versus repeated manual literature searches to identify post-training peer-reviewed publications. In late 2014, manual searches for publications by former R25 students identified 232 cancer-related articles published by 112 of 543 program graduates. In 2016, a research assistant was instructed in performing Scopus literature searches for comparison with individual PubMed searches on our 543 program graduates. Through 2014, Scopus found 304 cancer publications, 220 of that had been retrieved manually plus an additional 84 papers. However, Scopus missed 12 publications found manually. Together, both methods found 316 publications. The automated method found 96.2 % of the 316 publications while individual searches found only 73.4 %. An automated search method such as using the Scopus database is a key tool for conducting comprehensive literature searches, but it must be supplemented with periodic manual searches to find the initial publications of program graduates. A time-saving feature of Scopus is the periodic automatic alerts of new publications. Although a training period is needed and initial costs can be high, an automated search method is worthwhile due to its high sensitivity and efficiency in the long term.

Ethics and professionalism education during neonatal-perinatal fellowship training in the United States.

Science.gov (United States)

Cummings, C L; Geis, G M; Kesselheim, J C; Sayeed, S

2015-10-01

The objectives of this study were to determine the perceived adequacy of ethics and professionalism education for neonatal-perinatal fellows in the United States, and to measure confidence of fellows and recent graduates when navigating ethical issues. Neonatal-Perinatal Fellowship Directors, fellows and recent graduates were surveyed regarding the quality and type of such education during training, and perceived confidence of fellows/graduates in confronting ethical dilemmas. Forty-six of 97 Directors (47%) and 82 of 444 fellows/graduates (18%) completed the surveys. Over 97% of respondents agreed that ethics training is 'important/very important'. Only 63% of Directors and 37% of fellows/graduates rated ethics education as 'excellent/very good' (P=0.004). While 96% of Directors reported teaching of ethics, only 70% of fellows/graduates reported such teaching (Pethics and professionalism for fellows is important, yet currently insufficient; a more standardized curriculum may be beneficial to ensure that trainees achieve competency.

Reflections on the Development of Research Potential of Graduate Students.

Science.gov (United States)

Scriven, Jolene

1998-01-01

Graduate students can develop research skills through extensive reading, computer searching, discussion, and application of journalistic questions to problem ideas. Advisors can help by intervening when motivation lags, organizing progress-review groups, and offering concrete editing suggestions and positive criticism. (SK)

The Context of Graduate Student Preparation in Physics: professional roles of research and teaching

Science.gov (United States)

Finkelstein, Noah

2004-05-01

This talk considers the role of graduate training from a broad perspective --- that of making professional physicists. Following Shulman's definition and characterization of 'professionals' [1], it may be observed that graduate student preparation in research follows a traditional and effective track of creating professionals. However, at the same time, other forms professional activity of physicists, notably teaching and educational practice, remain largely absent. This talk presents a model of the contextual nature of student learning that sheds light on why and how this division occurs. Given such attention to context, this talk then examines a graduate student program in physics that is designed to augment the traditional training of graduate students in order to more fully inform and prepare students for their future roles. Data are presented from a study of a local four-year implementation of the national Preparing Future Physics Faculty Program to document the structure, key features, and outcomes of the program. Results include a framework and general heuristics for successful implementation, and the impact of emphasizing education and physics education research. Among the findings, this graduate training program demonstrates one mechanism for infusing physics education research and its findings into the broader physics community. [1] Shulman. L.S., Professing the Liberal Arts, In Education and Democracy: Re-imagining Liberal Learning in America, edited by Robert Orrill. New York: College Board Publications, 1997

Developing “the Wings to Really Fly”: The Experiences of Four Postdoctoral Research Fellows within an Australian University Faculty of Education

Directory of Open Access Journals (Sweden)

Tuija A. Turunen

2014-01-01

Full Text Available Postdoctoral research fellowships are a recent phenomenon in teacher education and little has been documented about them. This paper presents findings from a study in which the experiences of research fellows in a rural university were investigated. The data were gathered as audio recordings from peer mentoring meetings, notes from these meetings, individual reflective journals, and interviews conducted with six key informants. The analysis highlights that the experience of research fellowships was marked by a need to negotiate four competing, though not necessarily exclusive, demands related to the institute’s research productivity, its research culture and teaching, and personal professional goals. A range of institutional practices and individual characteristics mediated these negotiations.

Research and Education: Planning an Effective Outreach Program in Balance with a Research Career

Science.gov (United States)

Connolly, Brian

2002-04-01

As scientific scholars and educators we are in a position to make a difference in outreach efforts to elementary and high school students as well as the general public, in addition to mentoring undergraduate and doctoral students. Outreach is a major component of the CAREER grant, the Lederman fellowship, as well as the primary focus of the Young Physicists Outreach Panel (YPOP). As recipients of these awards, and participants in YPOP, we would like to share our insights with the audience. The talk will cover the topics of YPOP, the Lederman Fellowship, and the CAREER grant. The Lederman Fellowship is awarded in recognition of Leon Lederman's legacy as an educator, where the fellows participate in educational/outreach programs of their choice. The NSF makes the CAREER awards to junion faculty. Outreach is of fundamental importance in these grants, with a 40 percent weight attached to the outreach and education component of the proposal. The speakers, a graduate student, a post-doctoral research fellow, and an Assistant Professor, will describe the educational/outreach activities they have been involved in, and discuss how outreach can be integrated into a career in physics research.

Michael K. Scullin: Psi Chi/APA Edwin B. Newman Graduate Research Award.

Science.gov (United States)

2011-11-01

Presents Michael K. Scullin as the 2011 winner of the American Psychological Association Psi Chi/APA Edwin B. Newman Graduate Research Award. "For an outstanding research paper that examines the relationship between prospective memory in executing a goal and various lapses of time from 20 minutes up to a 12- hour wake delay and a 12-hour sleep delay. The results suggest that consolidation processes active during sleep increase the probability of goal execution. The paper, titled 'Remembering to Execute a Goal: Sleep On It!' was published in Psychological Science in 2010 and was the basis for Michael K. Scullin's selection as the recipient of the 2011 Psi Chi/APA Edwin B. Newman Graduate Research Award. Mark A. McDaniel, PhD, served as faculty research advisor." (PsycINFO Database Record (c) 2011 APA, all rights reserved). 2011 APA, all rights reserved

Research and Assessment of Learning Environments through Photoelicitation: Graduate Student Perceptions of Electronics Manufacturing in India

Science.gov (United States)

Berdanier, Catherine G. P.; Cox, Monica F.

2015-01-01

This research studies the positive and negative perceptions of graduate students from the United States studying issues of sustainable electronics and electronics manufacturing in India as part of a National Science Foundation Integrative Graduate Education and Research Traineeship (IGERT) curriculum. The purpose of this paper is to discuss the…

A Guide for Graduate Students Interested in Postdoctoral Positions in Biology Education Research

Science.gov (United States)

Aikens, Melissa L.; Corwin, Lisa A.; Andrews, Tessa C.; Couch, Brian A.; Eddy, Sarah L.; McDonnell, Lisa; Trujillo, Gloriana

2016-01-01

Postdoctoral positions in biology education research (BER) are becoming increasingly common as the field grows. However, many life science graduate students are unaware of these positions or do not understand what these positions entail or the careers with which they align. In this essay, we use a backward-design approach to inform life science graduate students of postdoctoral opportunities in BER. Beginning with the end in mind, we first discuss the types of careers to which BER postdoctoral positions lead. We then discuss the different types of BER postdoctoral positions, drawing on our own experiences and those of faculty mentors. Finally, we discuss activities in which life science graduate students can engage that will help them gauge whether BER aligns with their research interests and develop skills to be competitive for BER postdoctoral positions. PMID:27856554

Authorship Policies for the Conduct of Graduate Research in Puerto Rico

Science.gov (United States)

Mulero-Portela, Ana L.; Colon-Santaella, Carmen L.; Bonet-Rivera, Ivette

2011-01-01

Authorship credit is one of the areas addressed by research integrity. Policies established by graduate academic programs and academic institutions in Puerto Rico are analyzed by describing authorship principles included. Twenty-six percent of the policies specify that students are authors of their research work. Four percent of the policies…

Lapse in embryo transfer training does not negatively affect clinical pregnancy rates for reproductive endocrinology and infertility fellows.

Science.gov (United States)

Kresowik, Jessica; Sparks, Amy; Duran, Eyup H; Shah, Divya K

2015-03-01

To compare rates of clinical pregnancy (CPR) and live birth (LBR) following embryo transfer (ET) performed by reproductive endocrinology and infertility (REI) fellows before and after a prolonged lapse in clinical training due to an 18-month research rotation. Retrospective cohort study. Not applicable. All women undergoing in vitro fertilization (IVF) and IVF-intracytoplasmic sperm injection (ICSI) cycles with ET performed by REI fellows from August 2003 to July 2012. Eighteen-month lapse in clinical training of REI fellows. CPR and LBR before and after the lapse in clinical training were calculated and compared per fellow and as a composite group. Alternating logistic regression models were used to calculate the odds of clinical pregnancy and live birth following transfers performed before and after the lapse in training. Unadjusted odds of clinical pregnancy and live birth were similar between the two time periods both for individual fellows and for the composite group. Alternate logistic regression analysis revealed no significant difference in CPR (odds ratio [OR] 0.94, 95% confidence interval [CI] 0.83-1.07) or LBR (OR 1.05, 95% CI 0.94-1.18) after the lapse in training compared with before. A research rotation is common in REI fellowship training programs. This prolonged departure from clinical training does not appear to negatively affect pregnancy outcome following fellow ET. Copyright © 2015 American Society for Reproductive Medicine. Published by Elsevier Inc. All rights reserved.

Graduate Students' Research Interest in Business Ethics: A Study of Dissertations

Science.gov (United States)

Piotrowski, Chris; Guyette, Roger W.

2014-01-01

Research on the nature of business ethics education during graduate-level training is somewhat limited. One approach in determining advanced students' research interest in the area is to examine the selection of "business ethics" topics for dissertation research. The current study addressed this issue by conducting a topical…

Clinical nutrition knowledge of gastroenterology fellows: is there anything omitted?

Science.gov (United States)

Eslamian, Ghazaleh; Jacobson, Kevan; Hekmatdoost, Azita

2013-01-01

Despite the increased emphasis on chronic non-communicable diseases, there are notable deficits about nutrition education in many medicine training programs particularly gastroenterology fellowship programs. In the present cross-sectional study, we examined the nutritional knowledge related to clinical nutrition among Iranian gastroenterology fellows. Thirty-six gastroenterology fellows currently enrolled in a gastroenterology fellowship program completed a questionnaire, including two sections. The first of which assessed the gastroenterology fellows experience about nutrition training, nutrition management of patients with gastrointestinal (GI) disorders and evaluating perceived nutrition education needs. The second section consisted of multiple choice questions that assessed nutritional knowledge. A total of 32 gastroenterology fellows completed the first section. The majority of gastroenterology fellows failed to partake in any nutrition education during their fellowship training particularly for inpatients despite the availability to participate in the nutrition training especially for the purpose of nutrition support. Mean correct response rates for the second section was 38%. The highest mean score was seen in nutrition assessment (48.1%), followed by scores of 40.5% in nutrition support, 37.0% nutrition in GI disease, and 25.0% in micro and macronutrients. Iranian gastroenterology fellows have serious deficits in their nutrition knowledge. This study paves the way for the development of an education program to improve nutritional knowledge of gastroenterology fellows.

Ethnic Disparities in Graduate Education: A Selective Review of Quantitative Research, Social Theory, and Quality Initiatives

Science.gov (United States)

Franklin, Somer L.; Slate, John R.; Joyner, Sheila A.

2014-01-01

In this article, we analyzed research studies in the field of graduate education. In particular, we explored the issue of inequity in graduate education through three key lenses of social science analyses. Furthermore, we analyzed selected quantitative research studies that undertook a comparative examination of aggregate trends in enrollment and…

The Development of Creative Thinking in Graduate Students Doing Scientific Research

Science.gov (United States)

Truran, Peter

2016-01-01

The teaching of research methodology to graduate science students places an emphasis on scientific reasoning and on the generation and evaluation of evidence in support of research conclusions. Very little attention is paid to the teaching of scientific creativity, the processes for generation of new ideas, hypotheses, and theories. By contrast,…

What I expect from an orthopaedic traumatology fellow.

Science.gov (United States)

Lee Chip Routt, Milton; Stark, Delbert H

2014-09-01

After 2.5 decades working with a variety of orthopaedic traumatology fellows, I have learned that several qualities and behaviors are important to a successful experience. Most fellows possess them, but some do not. Those that do usually integrate quickly onto the team and are rewarded with enriched teaching and clinical experiences. Some that do not may be able to adjust or alter their behaviors and eventually fit in. Some cannot adjust and their experiences suffer. I realize that no 2 individuals are the same, so my expectations of a fellow serve as a relationship foundation to then build their experiences upon. Their qualities and behaviors guide our relationship.

Perceived Mentoring Practices in Developmental-Behavioral Pediatrics Fellowship Programs.

Science.gov (United States)

Diekroger, Elizabeth A; Reyes, Charina; Myers, Katherine M; Li, Hong; Kralovic, Shanna K; Roizen, Nancy

2017-05-01

Junior physicians describe mentoring relationships as integral to their career development and success. Current evidence suggests that mentoring is under-utilized despite interest from trainees. The purpose of this study is to describe the mentoring practices in developmental-behavioral pediatric (DBP) fellowship programs and identify mentoring needs of DBP fellows and recent graduates. DBP fellows and recent graduates less than 5 years out of training from US-based DBP fellowship programs were contacted to complete a survey on their mentoring experiences in fellowship and early career. A total of 90 respondents completed the entire survey including 47 current DBP fellows and 43 recent graduates. Only 52% of respondents reported having a formal faculty mentor during their fellowship. Only 45% of recent graduates reported that they currently have a mentor, of those without a current mentor 83% said they would like to have a mentor. Adequate mentoring during fellowship was lowest for career development and research (34% and 27%). Satisfaction with mentoring was associated with having a formal mentor (p mentoring in multiple areas (p mentoring addresses the mentee's career goals, provides insight into being a developmental-behavioral pediatrician, assists in navigating academics, and involves a personal relationship. Results suggest opportunities for improved mentoring in DBP fellowship programs, particularly in the areas of career development and research and that there is a significant need for mentorship among recent graduates. Findings from this study can inform program improvement in mentoring for DBP fellows and recent graduates.

A Century of Graduate Research Productivity in Extension Family and Consumer Sciences

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Scholl, Jan

2013-01-01

For many years, overall graduate research productivity has been reported annually by several authors in the December issue of the "Family and Consumer Sciences Research Journal." The knowledge gleaned from a century's worth of Extension studies is valuable because it can improve our ability to build on prior research, particularly…

Learning Sustainability Leadership: An Action Research Study of a Graduate Leadership Course

Science.gov (United States)

Burns, Heather L.

2016-01-01

This study used action research methodology to examine the development of sustainability leadership in a graduate leadership course. The research investigated the impact of this leadership course, which was designed using transformative learning theory with attention to integrating thematic content, multiple and nondominant perspectives, a…

Women Fellows of INSA | Women in Science | Initiatives | Indian ...

Indian Academy of Sciences (India)

Home; Initiatives; Women in Science; Women Fellows of INSA. Women Fellows of INSA. INSA - Indian National Science Academy ... Charusita Chakravarty, one of the stars of our community of women scientists, at a young age of 52, after a ...

The 2015 Class of Hospice and Palliative Medicine Fellows-From Training to Practice: Implications for HPM Workforce Supply.

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Lupu, Dale; Salsberg, Ed; Quigley, Leo; Wu, Xiaoli

2017-05-01

A relatively new specialty, hospice and palliative medicine (HPM), is unusual in that physicians can enter from 10 different specialties. This study sought to understand where HPM physicians were coming from, where they were going to practice, and the job market for HPM physicians. Describe characteristics of the incoming supply of HPM physicians, their practice plans, and experience finding initial jobs. In October 2015, we conducted an online survey of physicians who completed accredited HPM fellowships the previous June. We had electronic mail addresses for 195 of the 243 graduating fellows. About 112 HPM fellows responded (58% of those invited). The most common prior training was internal medicine (45%), followed by family medicine (23%), pediatrics (12%), and emergency medicine (10%). More than 40% had practiced medicine before their HPM training. After graduation, 97% were providing 20 or more hours per week of patient care, with most hours in palliative care. About 72% devoted more than 20 hours per week to palliative care, whereas only 13% worked that much in hospice care. About 81% reported no difficulty finding a satisfactory practice position. About 98% said that they would recommend HPM to others, and 63% took the time to provide written comments that were highly positive about the specialty. New HPM physicians are finding satisfying jobs. They are enthusiastic in recommending the specialty to others. Most are going into palliative medicine, leaving questions about how the need for hospice physicians will be filled. Although jobs appear to be numerous, there are practice areas with more limited opportunities. Copyright © 2017 American Academy of Hospice and Palliative Medicine. Published by Elsevier Inc. All rights reserved.

Responsible conduct of research

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Shamoo, Adil E

2015-01-01

Since the early 2000s, the field of Responsible Conduct of Research has become widely recognized as essential to scientific education, investigation, and training. At present, research institutions with public funding are expected to have some minimal training and education in RCR for their graduate students, fellows and trainees. These institutions also are expected to have a system in place for investigating and reporting misconduct in research or violations of regulations in research with human subjects, or in their applications to federal agencies for funding. Public scrutiny of the conduct of scientific researchers remains high. Media reports of misconduct scandals, biased research, violations of human research ethics rules, and moral controversies in research occur on a weekly basis. Since the 2009 publication of the 2nd edition of Shamoo and Resnik's Responsible Conduct of Research, there has been a vast expansion in the information, knowledge, methods, and diagnosis of problems related to RCR and the ...

Endoscopic training: A nationwide survey of French fellows in gastroenterology.

Science.gov (United States)

Amiot, Aurélien; Conroy, Guillaume; Le Baleur, Yann; Winkler, Jérôme; Palazzo, Maxime; Treton, Xavier

2018-04-01

During their 4 years of training, French fellows in gastroenterology should acquire theoretical and practical competency in gastrointestinal (GI) endoscopy. To evaluate the delivery of endoscopy training to French GI fellows and perception of learning. A nationwide electronic survey was carried out of French GI fellows using an anonymous, 17-item electronic questionnaire. A total of 291 out of 484 (60%) GI fellows responded to the survey. Only 40% of subjects had access to theoretical training and/or virtual simulators. Only 49% and 35% of fourth year fellows had reached the threshold numbers of EGD and colonoscopies recommended by the European section and Board of gastroenterology and hepatology. Sixty-two percent and 57% of trainees reported having insufficient knowledge in interpreting gastric and colic lesions. Access to dedicated endoscopy activity for at least 8 weeks during the year was the only independent factor associated with the achievement of the recommended annual threshold number of procedures. The access of fellows to theoretical training and to preclinical virtual simulators is still insufficient. Personalized support and regular assessment of cognitive and technical acquisition over the 4 years of training seems to be necessary. Copyright © 2017 Elsevier Masson SAS. All rights reserved.

Cynthia J. Najdowski: Psi Chi/APA Edwin B. Newman Graduate Research Award.

Science.gov (United States)

2012-11-01

Presents a short biography of the winner of the American Psychological Association's Psi Chi/APA Edwin B. Newman Graduate Research Award. The 2012 winner is Cynthia J. Najdowski for an outstanding research paper that examines how jurors' judgments are influenced by a juvenile defendant's confession and status as intellectually disabled. Through the use of a mock trial experiment, the research revealed that jurors discounted a juvenile's coerced confession and sometimes used intellectual disability as a mitigating factor. Attribution theory and the discounting principle were used to identify the psychological mechanisms underlying this effect. The paper, titled 'Understanding Jurors' Judgments in Cases Involving Juvenile Defendants,' was published in Psychology, Public Policy, and Law in October 2011 and was the basis for Najdowski's selection as the recipient of the 2012 Psi Chi/APA Edwin B. Newman Graduate Research Award. Bette L. Bottoms, PhD, served as faculty supervisor. Najdowski's Award citation and a selected bibliography are also presented. PsycINFO Database Record (c) 2012 APA, all rights reserved.

Women Fellows of IASc | Women in Science | Initiatives | Indian ...

Indian Academy of Sciences (India)

Home; Initiatives; Women in Science; Women Fellows of IASc ... The Academy governing council had in the past two women Fellows over the years and in ... young age of 52, after a valiant battle with cancer, today on 29th March 2016 in Delhi.

Early Engagement in Course-Based Research Increases Graduation Rates and Completion of Science, Engineering, and Mathematics Degrees.

Science.gov (United States)

Rodenbusch, Stacia E; Hernandez, Paul R; Simmons, Sarah L; Dolan, Erin L

2016-01-01

National efforts to transform undergraduate biology education call for research experiences to be an integral component of learning for all students. Course-based undergraduate research experiences, or CUREs, have been championed for engaging students in research at a scale that is not possible through apprenticeships in faculty research laboratories. Yet there are few if any studies that examine the long-term effects of participating in CUREs on desired student outcomes, such as graduating from college and completing a science, technology, engineering, and mathematics (STEM) major. One CURE program, the Freshman Research Initiative (FRI), has engaged thousands of first-year undergraduates over the past decade. Using propensity score-matching to control for student-level differences, we tested the effect of participating in FRI on students' probability of graduating with a STEM degree, probability of graduating within 6 yr, and grade point average (GPA) at graduation. Students who completed all three semesters of FRI were significantly more likely than their non-FRI peers to earn a STEM degree and graduate within 6 yr. FRI had no significant effect on students' GPAs at graduation. The effects were similar for diverse students. These results provide the most robust and best-controlled evidence to date to support calls for early involvement of undergraduates in research. © 2016 S. Rodenbusch et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

An Attempt to Improve Students' Presentation Skills via Course of Graduation Research and its Educational Effects

Science.gov (United States)

Yamaguchi, Kenji; Ohtuka, Sigeru; Morita, Shinichi; Matsumoto, Itaru; Yakabe, Masaki; Hayamizu, Yasutaka; Ohtuka, Kouichi

The importance of presentation skills rapidly increases in engineering education in Japan. The authors have applied various teaching-method of presentation skills to the course of graduation research for the fifth-grade students of the mechanical engineering program in Yonago National College of Technology. The lectures including teachers' demonstration and basic skills in presentation have resulted in improvement of students' skills. The meeting for announcing the results of graduation research has been opened to the public in cooperation with the Yonago Chamber of Commerce and Industry to give the students incentives to graduation research as well as presentation. The students have mutually evaluated their presentation to get good opportunities for even self-evaluation. This paper discusses the effects and problems of our educational practice.

Exploring Graduate Students’ Attitudes towards Team Research and Their Scholarly Productivity: A Survey Guided by the Theory of Planned Behavior

Directory of Open Access Journals (Sweden)

Tianlan Wei

2015-01-01

Full Text Available This study explores the attitudinal and motivational factors underlying graduate students’ attitudes towards team research. Guided by the Theory of Planned Behavior, we hypothesize that attitude, subjective norm, and perceived behavioral control are three major determinants of graduate students’ intentions to conduct team research. An instrument was developed to measure the influences of these factors on students’ intentions and relevant scholarly productivity. A total of 281 graduate students from a large, comprehensive university in the southwest United States participated in the survey. Descriptive statistics reveal that around two-thirds of graduate students have no co-authored manuscripts submitted for publication since they started graduate school. Factor analyses validated the factor structure of the instrument, and the results of Structural Equation Modeling show that (a graduate students’ attitudes towards team research have a positive correlation with their attitudes towards individual research; (b attitude towards team research, subjective norm, and perceived behavioral control, along with students’ discipline/major areas and classification, account for 58% of the variance in the intention to conduct team research; and (c subjective norm appears to be the most influential factor in the model, followed by attitude; while perceived behavioral control is not of much importance. These findings provide implications for academic departments and programs to promote graduate students’ team research. Specifically, creating a climate for collaborative research in academic programs/disciplines/universities may work jointly with enhancing students’ appraisals of such collaborations.

Invited series of talks and lectures at Yale University (USA) on Rolf Nordahl's research

DEFF Research Database (Denmark)

Nordahl, Rolf

2010-01-01

in several topics. The lectures will address his innovative experiments on using methods from Film and Filmsound to inform research in Computer Games and Virtual Reality applications with real-life examples from the Natural Interactive Walking (NIW) project - a EU-funded project headed at Aalborg University......Rolf Nordahl , Medialogy in Copenhagen, will be giving an invited series of lectures at Yale University, Connecticut, USA in the last week of March, 2010. Rolf has been invited to give talks to Professors, research fellows, Ph.D.'s and graduate students of Yale University (USA), on his research...

The Critical Care Communication project: improving fellows' communication skills.

Science.gov (United States)

Arnold, Robert M; Back, Anthony L; Barnato, Amber E; Prendergast, Thomas J; Emlet, Lillian L; Karpov, Irina; White, Patrick H; Nelson, Judith E

2015-04-01

The aim of this study was to develop an evidence-based communication skills training workshop to improve the communication skills of critical care fellows. Pulmonary and critical care fellows (N = 38) participated in a 3-day communication skills workshop between 2008 and 2010 involving brief didactic talks, faculty demonstration of skills, and faculty-supervised small group skills practice sessions with simulated families. Skills included the following: giving bad news, achieving consensus on goals of therapy, and discussing the limitations of life-sustaining treatment. Participants rated their skill levels in a pre-post survey in 11 core communication tasks using a 5-point Likert scale. Of 38 fellows, 36 (95%) completed all 3 days of the workshop. We compared pre and post scores using the Wilcoxon signed rank test. Overall, self-rated skills increased for all 11 tasks. In analyses by participant, 95% reported improvement in at least 1 skill; with improvement in a median of 10 of 11 skills. Ninety-two percent rated the course as either very good/excellent, and 80% recommended that it be mandatory for future fellows. This 3-day communication skills training program increased critical care fellows' self-reported family meeting communication skills. Copyright © 2014 Elsevier Inc. All rights reserved.

Professional Development for Graduate Students through Internships at Federal Labs: an NSF/USGS Collaboration

Science.gov (United States)

Snow, E.; Jones, E.; Patino, L. C.; Wasserman, E.; Isern, A. R.; Davies, T.

2016-12-01

In 2013 the White House initiated an effort to coordinate STEM education initiatives across federal agencies. This idea spawned several important collaborations, one of which is a set of National Science Foundation programs designed to place graduate students in federal labs for 2-12 months of their Ph.D. training. The Graduate Research Internship Program (GRIP) and the Graduate Student Preparedness program (GSP) each have the goal of exposing PhD students to the federal work environment while expanding their research tools and mentoring networks. Students apply for supplementary support to their Graduate Research Fellowship (GRIP) or their advisor's NSF award (GSP). These programs are available at several federal agencies; the USGS is one partner. At the U.S. Geological Survey, scientists propose projects, which students can find online by searching USGS GRIP, or students and USGS scientists can work together to develop a research project. At NSF, projects are evaluated on both the scientific merit and the professional development opportunities they afford the student. The career development extends beyond the science (new techniques, data, mentors) into the professional activity of writing the proposal, managing the budget, and working in a new and different environment. The USGS currently has 18 GRIP scholars, including Madeline Foster-Martinez, a UC Berkeley student who spent her summer as a GRIP fellow at the USGS Pacific Coastal and Marine Science Center working with USGS scientist Jessica Lacy. Madeline's Ph.D. work is on salt marshes and she has studied geomorphology, accretion, and gas transport using a variety of research methods. Her GRIP fellowship allowed her to apply new data-gathering tools to the question of sediment delivery to the marsh, and build and test a model for sediment delivery along marsh edges. In addition, she gained professional skills by collaborating with a new team of scientists, running a large-scale field deployment, and

Cynthia J. Najdowski: Psi Chi/APA Edwin B. Newman Graduate Research Award

Science.gov (United States)

American Psychologist, 2012

2012-01-01

Presents a short biography of the winner of the American Psychological Association's Psi Chi/APA Edwin B. Newman Graduate Research Award. The 2012 winner is Cynthia J. Najdowski for an outstanding research paper that examines how jurors' judgments are influenced by a juvenile defendant's confession and status as intellectually disabled. Through…

Geritalk: communication skills training for geriatric and palliative medicine fellows.

Science.gov (United States)

Kelley, Amy S; Back, Anthony L; Arnold, Robert M; Goldberg, Gabrielle R; Lim, Betty B; Litrivis, Evgenia; Smith, Cardinale B; O'Neill, Lynn B

2012-02-01

Expert communication is essential to high-quality care for older patients with serious illness. Although the importance of communication skills is widely recognized, formal curricula for teaching communication skills to geriatric and palliative medicine fellows is often inadequate or unavailable. The current study drew upon the educational principles and format of an evidence-based, interactive teaching method to develop an intensive communication skills training course designed specifically to address the common communication challenges that geriatric and palliative medicine fellows face. The 2-day retreat, held away from the hospital environment, included large-group overview presentations, small-group communication skills practice, and development of future skills practice commitment. Faculty received in-depth training in small-group facilitation techniques before the course. Geriatric and palliative medicine fellows were recruited to participate in the course and 100% (n = 18) enrolled. Overall satisfaction with the course was very high (mean 4.8 on a 5-point scale). After the course, fellows reported an increase in self-assessed preparedness for specific communication challenges (mean increase 1.4 on 5-point scale, P communication skills program, customized for the specific needs of geriatric and palliative medicine fellows, improved fellows' self-assessed preparedness for challenging communication tasks and provided a model for ongoing deliberate practice of communication skills. © 2012, Copyright the Authors Journal compilation © 2011, The American Geriatrics Society.

The employment status of 1995 graduates from radiation oncology training programs in the United States.

Science.gov (United States)

Flynn, D F; Kresl, J J; Sheldon, J M

1999-03-15

To quantify the employment status of 1995 graduates of radiation oncology training programs in the United States. All senior residents (149) and fellows (36) who completed training in 1995 were mailed an employment survey questionnaire by the Association of Residents in Radiation Oncology (ARRO). Telephone follow-up of nonrespondents achieved a 100% response rate. Twenty graduates who chose to continue training and five who returned to their home countries were removed from the study. Of the 160 who attempted to enter the U.S. workforce, 106 were men and 54 were women. Initial job status and job status at 6-8 months following graduation were determined. Unemployment was 6.9% at graduation and 4.4% at 6-8 months. Underemployment (part-time employment) was 10.6% at graduation and 11.9% at 6-8 months postgraduation. Of those working part-time 6-8 months after graduation, 63% (12 of 19) did so involuntarily after unsuccessfully seeking full-time employment. For the 20 graduates who chose to continue training with fellowships, seven (35%) did so solely to avoid unemployment, four (20%) were partially influenced by the job market, and nine (45%) were not influenced by the job market. Adverse employment search outcome was defined as being either unemployed as a radiation oncologist or involuntarily working part-time. Excluding those who chose to work part-time, a total of 19 (11.9%) graduates at 6-8 months following graduation, compared to 22 (13.8%) at graduation, were either unemployed or involuntarily working part-time. In terms of gender, this represented 18.5% (10 of 54) of females and 8.6% (9 of 105) of males. In terms of geographic restrictions in the job search, 56% of males and 70% of females with an adverse employment outcome limited their job search to certain parts of the country. This compares to 62% of all graduates in this study with geographic restrictions in their job search. In terms of perceptions of the workforce and employment opportunities, 95% of

Evaluation of a web-based portal to improve resident education by neonatology fellows

Directory of Open Access Journals (Sweden)

Ashwini Lakshmanan

2014-07-01

Full Text Available Background: Integration of web-based educational tools into medical training has been shown to increase accessibility of resources and optimize teaching. We developed a web-based educational portal (WBEP to support teaching of pediatric residents about newborn medicine by neonatology fellows. Objectives: 1 To compare residents’ attitudes about their fellow-led education in the NICU pre- and post-WBEP; including assessment of factors that impact their education and usefulness of teaching tools. 2 To compare fellow utilization of various teaching modalities pre- and post-WBEP. Design/methods: We queried residents about their attitudes regarding fellow-led education efforts and various teaching modalities in the NICU and logistics potentially impacting effectiveness. Based on these data, we introduced the WBEP – a repository of teaching tools (e.g., mock code cases, board review questions, journal articles, case-based discussion scenarios for use by fellows to supplement didactic sessions in a faculty-based curriculum. We surveyed residents about the effectiveness of fellow teaching pre- and post-WBEP implementation and the type of fellow-led teaching modalities that were used. Results: After analysis of survey responses, we identified that residents cited fellow level of interest as the most important factor impacting their education. Post-implementation, residents described greater utilization of various teaching modalities by fellows, including an increase in use of mock codes (14% to 76%, p<0.0001 and journal articles (33% to 59%, p=0.02. Conclusions: A web-based resource that supplements traditional curricula led to greater utilization of various teaching modalities by fellows and may encourage fellow involvement in resident teaching.

Next generation leadership: a profile of self-rated competencies among administrative resident and fellows.

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Helfand, Brad; Cherlin, Emily; Bradley, Elizabeth H

2005-01-01

Healthcare executives and program faculty have voiced concerns that early careerists lack needed competencies for future leadership in the increasingly complex healthcare industry. However, empirical studies of early careerists' competency levels are limited. We sought to describe administrative fellows' and residents' (n = 78, response rate 73.6%) self-rated competency in several key areas and assess how these ratings differed by individuals' gender, age, prior work experience, year of graduate training, and type of degree program. Respondents rated their competence particularly high (41.7% of respondents rated themselves "A") in the domain of interpersonal and emotional intelligence, which included being an effective team leader and member, coaching and developing others, self-awareness, and self-regulation. Lower ratings were in the domains of facilities management and in development and fundraising. Compared to males, females rated their competency in the financial skills domain lower (P-value = 0.04). Age, prior work experience, year of graduate training, and type of degree program were not significantly associated with self-rated competency in any area. These results provide early evidence that may help program faculty and preceptors consider pedagogical approaches that reflect students' vocalized needs and may help to design strategies that effectively cultivate next generation leadership.

Fellow eye treatment in excimer photo refractive keratectomy

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Rao Srinivas

2000-01-01

Full Text Available Purpose: To describe symmetry of response in fellow eyes of patients undergoing photorefractive keratectomy (PRK for myopia, analyse the risk factors leading to asymmetry in response and to determine if delayed treatment of the second eye increases safety and predictability of PRK. Methods: Retrospective review of case records of 133 patients who underwent bilateral myopic PRK and had a minimum follow up of 6 months in both eyes. Results: Postoperative uncorrected visual acuity, spherical equivalent (SE refraction within ±1D of emmetropia, best-corrected visual acuity (BCVA and corneal haze were not significantly different in fellow eyes of patients undergoing PRK for myopia. Of 87 eyes in group 1 (myopia <6D, 96.6% had uncorrected visual acuity ≥6/ 12, 89.7% were within ±1D of emmetropia, none lost ≥1 line BCVA, and none had haze ≥grade 3. Similar results for 98 eyes in group II (myopia 6 to 9.9D were 75.6%, 55.1%, 2.0% and 2.0% respectively. For 81 eyes in group III (myopia ≥ 10D the results were 42.7%, 33.3%, 8.6%, and 4.9% respectively. Among 84 patients with similar preoperative myopia in both eyes, 54 (64.3% patients had a postoperative SE difference ≤ ID in fellow eyes. Risk factors for asymmetric response among fellow eyes included increasing preoperative myopia (p<0.001 and dissimilar treatment technique in the two eyes (p=0.03. Corneal haze did not increase significantly after the third postoperative month. Conclusion: This study demonstrates that considerable symmetry of response exists in fellow eyes of patients undergoing myopic PRK. Early PRK in the fellow eye of patients with < 6 D myopia is safe and allows quick visual rehabilitation of the patient. In patients with myopia ≥6D, a 3-month interval before treating the second eye may improve the safety of the procedure.

Supporting "The Best and Brightest" in Science and Engineering: NSF Graduate Research Fellowships

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Richard B. Freeman; Tanwin Chang; Hanley Chiang

2005-01-01

The National Science Foundation's (NSF) Graduate Research Fellowship (GRF) is a highly prestigious award for science and engineering (S&E) graduate students. This paper uses data from 1952 to 2004 on the population of over 200,000 applicants to the GRF to examine the determinants of the number and characteristics of applicants and the characteristics of awardees. In the early years of the program, GRF awards went largely to physical science and mathematics students and disproportionately to w...

Psi Chi/APA Edwin B. Newman Graduate Research Award: Joseph H. Hammer

Science.gov (United States)

American Psychologist, 2009

2009-01-01

Joseph H. Hammer, recipient of the Psi Chi/APA Edwin B. Newman Graduate Research Award, is cited for an outstanding research paper whose findings provide important evidence regarding the promise of a male-sensitive approach to mental health marketing and empirically support the inclusion of theory-driven enhancements in group-targeted mental…

How oncology fellows discuss transitions in goals of care: a snapshot of approaches used prior to training.

Science.gov (United States)

Back, Anthony L; Michaelsen, Kate; Alexander, Stewart; Hopley, Elizabeth; Edwards, Kelly; Arnold, Robert M

2010-04-01

The moment when a physician raises the possibility of discontinuing palliative chemotherapy at the end of life is a critical moment in the illness, and a difficult conversation. Expert recommendations cite the importance of giving bad news in these situations but there is limited research addressing how physicians should discuss transitions in goals of care from disease-modifying therapy to end-of-life care. While existing research includes survey data and observational studies of oncologist outpatient visits with patient who have advanced cancer, there are no studies that characterize actual physician communication behaviors when the physician tried to initiate a transitions conversation with a patient who has advanced cancer. In this study, we examined the communication approaches used by oncology fellows discussing transitions with a standardized patient using audiorecordings collected prior to an intensive communication skills workshop. In this preworkshop encounter, each oncology fellow had the task of discussing a transition in goals of care with a patient who was experiencing cancer progression despite treatment with existing evidence-based therapies. We used qualitative methodology to characterize the approaches used by oncology fellows in 20 of these pre-workshop conversations. We identified two themes in the approaches that fellows used: (1) the limitations of biomedical disease-modifying treatments and (2) the possibility of a new direction for medical care when disease-modifying treatments have been exhausted. We found that for each theme, fellows tended to emphasize a logical frame or an experiential frame. Understanding these frames could be useful in designing future communication skills training interventions.

Magnetic Fusion Science Fellowship program: Summary of program activities for calendar year 1986

International Nuclear Information System (INIS)

1986-01-01

This report describes the 1985-1986 progress of the Magnetic Fusion Science Fellowship program (MFSF). The program was established in January of 1985 by the Office of Fusion Energy (OFE) of the US Department of Energy (DOE) to encourage talented undergraduate and first-year graduate students to enter qualified graduate programs in the sciences related to fusion energy development. The program currently has twelve fellows in participating programs. Six new fellows are being appointed during each of the program's next two award cycles. Appointments are for one year and are renewable for two additional years with a three year maximum. The stipend level also continues at a $1000 a month or $12,000 a year. The program pays all tuition and fee expenses for the fellows. Another important aspect of the fellowship program is the practicum. During the practicum fellows receive three month appointments to work at DOE designated fusion science research and development centers. The practicum allows the MFSF fellows to directly participate in on-going DOE research and development programs

The Recent Pathology Residency Graduate Job Search Experience: A Synthesis of 5 Years of College of American Pathologists Job Market Surveys.

Science.gov (United States)

Gratzinger, Dita; Johnson, Kristen A; Brissette, Mark D; Cohen, David; Rojiani, Amyn M; Conran, Richard M; Hoffman, Robert D; Post, Miriam D; McCloskey, Cindy B; Roberts, Cory A; Domen, Ronald E; Talbert, Michael L; Powell, Suzanne Z

2018-04-01

- Pathology residents and fellows tailor their training and job search strategies to an actively evolving specialty in the setting of scientific and technical advances and simultaneous changes in health care economics. - To assess the experience and outcome of the job search process of pathologists searching for their first non-fellowship position. - The College of American Pathologists (CAP) Graduate Medical Education Committee has during the past 5 years sent an annual job search survey each June to CAP junior members and fellows in practice 3 years or less who have actively searched for a non-fellowship position. - Job market indicators including job interviews, job offers, positions accepted, and job satisfaction have remained stable during the 5 years of the survey. Most survey respondents who had applied for at least 1 position had accepted a position at the time of the survey, and most applicants who had accepted a position were satisfied or very satisfied. However, most attested that finding a non-fellowship position was difficult. Despite a perceived push toward subspecialization in surgical pathology, the reported number of fellowships completed was stable. Respondent demographics were not associated with job search success with 1 significant exception: international medical school graduate respondents reported greater perceived difficulty in finding a position, and indeed, fewer reported having accepted a position. - Pathology residents and fellows seeking their first position have faced a relatively stable job market during the last 5 years, with most accepting positions with which they were satisfied.

Financial Aid and Minority Participation in Graduate Education: A Research Agenda for Today. A Research Report of the Minority Graduate Education (MGE) Project.

Science.gov (United States)

Nettles, Michael

A proposed agenda to study why minority participation in graduate education is so limited and so often unsuccessful is presented. Considerations to bear in mind include: what kind of financial returns minority students receive as a result of completing graduate school; the limited financial support available for graduate education; the lack of…

A nationwide survey of training satisfaction and employment prospects among Greek gastroenterology fellows during the economic recession.

Science.gov (United States)

Gkolfakis, Paraskevas; Tziatzios, Georgios; Papadopoulos, Vasilios; Dimitriadis, George D; Georgopoulos, Sotirios D; Triantafyllou, Konstantinos

2017-01-01

This study assessed Greek gastroenterology fellows' satisfaction regarding training, working conditions, quality of life and future employment perspectives. Greek gastroenterology fellows completed an anonymous multiple-choice electronic questionnaire designed to rate their satisfaction using a five-step Likert scale in two major domains: 1) fellowship program (training, working conditions, research activity, acquisition of endoscopic competencies, quality of life); and 2) professional expectations. Pareto analysis was used to determine the factors that had the most negative effect on fellows' satisfaction. In 2016, over a two-month period, 121 invitations were distributed and 70 (58%) fellows responded. Overall, responders reported a low level of satisfaction with their training programs: the mean total satisfaction score was 42.94±11.55 (range 15-75). Pareto analysis revealed that the main factors negatively affecting satisfaction were financial remuneration, routine or menial work, and uncertainty about professional future (98.6%, 94.3% and 92.9% unfavorable answers, respectively). Of the total participants, 53% felt tired or very tired and 44.3% of them reported high levels of stress following a normal working day. Although the majority of the fellows did not regret choosing gastroenterology fellowship training, 34.4% of them would choose a different training environment, if possible. Our study revealed that Greek gastroenterology fellows are dissatisfied with their training programs and with their professional perspectives. It also detected the issues that contribute most to this unfavorable outcome.

SoTL Research Fellows: Collaborative Pathfinding through Uncertain Terrain

Directory of Open Access Journals (Sweden)

Elizabeth Marquis

2017-12-01

Full Text Available From 2014-2016, Scholarship of Teaching and Learning (SoTL Research Fellows at a mid-sized Canadian research-intensive, medical-doctoral university undertook to study their own formation as scholars of teaching and learning, as well as benefits and challenges of their cross-appointment to our central teaching and learning institute from their home academic departments. Findings from surveys and focus groups identified themes such as identity, community, access, transfer, and structural elements (each with benefits and challenges to practice. Our autoethnographic work confirms assertions in the literature about the uneasy relation between SoTL and traditional scholarship, while also bearing out the need for departmental support, and for key interventions along the path from novice to practitioner identity. Some discussion of the ambassador or translator role that can flow from such arrangements is included. De 2014 à 2016, les chercheurs en Avancement des connaissances en enseignement et en apprentissage (ACEA d’une université canadienne médicale-doctorale de taille moyenne ayant un coefficient de recherche élevé ont entrepris une étude portant sur leur propre formation en tant que chercheurs érudits en matière d’enseignement et d’apprentissage, ainsi que sur les avantages et les défis de leur nomination conjointe à notre institut central d’enseignement et d’apprentissage tout en enseignant dans leur propre département universitaire. Les résultats des sondages et des groupes de discussion ont permis d’identifier certains thèmes tels que l’identité, la communauté, l’accès, le transfert, ainsi que des éléments structuraux (chacun présentant des avantages et des défis concernant la pratique. Notre travail autoethnographique confirme les assertions présentes dans la documentation existante concernant la relation difficile qui existe entre l’ACEA et la recherche traditionnelle, tout en tenant compte de la n

CERN Fellows, don’t splash that cash!

CERN Multimedia

Anaïs Schaeffer

2013-01-01

When their CERN contracts expire and they leave the Organization, Fellows recoup the amounts paid into the Pension Fund by and for them every month. If they invest this money well, right from the outset, it can grow into a nice little nest-egg by the time they reach retirement age.   As employed members of the CERN personnel, Fellows are members of the Organization’s Pension Fund. Accordingly, a specific amount is withheld from their salary every month (see first box) and, as the months go by, this gradually accumulates into their transfer value (i.e. their capital). When their contracts expire, Fellows may opt to transfer that money directly into another pension fund (subject to the national laws of the destination country and, unfortunately, not possible everywhere), or take it in cash. This is because only employed members of the personnel who have at least five years of service with the Organization are entitled to remain beneficiaries of the CERN Pension Fund for life*. But the capi...

Enhancing Doctoral Research Education through the Institution of Graduate Writing Courses in Ghanaian Universities

Directory of Open Access Journals (Sweden)

Joseph B. A. Afful

2017-10-01

Full Text Available A key support service in doctoral research that has increasingly gained attention is academic writing courses. This position paper argues for the institutionalization of graduate writing courses in universities in Ghana in order to acquaint doctoral students with the theoretical, procedural, and practical aspects of the writing of high stakes academic genres. An overview (including evaluation of existing courses on research- related writing in some universities is proffered. The study consequently presents arguments to support a proposal for institutional graduate writing courses in Ghanaian universities, followed by a discussion of other pertinent issues such as the curriculum, staffing, and funding. It is hoped that the institutionalization of such a writing support service will ultimately improve the quality of doctoral research education in Ghana

What should a fellow-in-training expect at national cardiovascular conferences? The interventional cardiology fellows' perspective.

Science.gov (United States)

Kiramijyan, Sarkis; Didier, Romain; Koifman, Edward; Negi, Smita I

It has become challenging for cardiovascular fellows-in-training (FIT) to determine which national cardiovascular conference (NCC) to attend given the broad range of meetings and the breadth of information offered. The aim of this study was to report our own experiences of the utility and individual strengths of the NCCs and to further understand the interventional cardiology (IC) FITs' viewpoint regarding the benefits of the individual NCCs. A survey was formulated with questions and scenarios regarding topics deemed to be of highest importance for an IC-FIT. The survey emphasized experiences regarding the utility and benefits of the NCCs, time management, optimization of acquired education, and specific interests in clinical and research topics. The completely anonymous survey was sent via an email format to a total of 234, majority of IC (fourth and fifth years) and a minority of general (third year), FITs. A completed survey response was received from 131 of the fellows (56%). The results demonstrated that the IC-FITs endorsed that the small, focused sub-specialty interventional meetings vs. the large society general meetings were more beneficial in regard to the didactic education offered. In addition, the IC-FITs indicated that pre-planning for the meetings is the most beneficial approach in optimizing one's education and that the caliber of expert faculty, case-based and live-case presentations are among the most important aspects of the meetings. Interventional cardiology FITs prefer the small sub-specialty interventional meetings over the large society general NCCs in regard to the benefits of didactic learning. Copyright © 2016 Elsevier Inc. All rights reserved.

Geritalk: Communication Skills Training for Geriatrics and Palliative Medicine Fellows

Science.gov (United States)

Kelley, Amy S.; Back, Anthony L.; Arnold, Robert M.; Goldberg, Gabrielle R.; Lim, Betty B.; Litrivis, Evgenia; Smith, Cardinale B.; O’Neill, Lynn B.

2011-01-01

Expert communication is essential to high quality care for older patients with serious illness. While the importance of communication skills is widely recognized, formal curricula for teaching communication skills to geriatrics and palliative medicine fellows is often inadequate or unavailable. We drew upon the educational principles and format of an evidence-based, interactive teaching method, to develop an intensive communication skills training course designed specifically to address the common communication challenges faced by geriatrics and palliative medicine fellows. The 2-day retreat, held away from the hospital environment, included large-group overview presentations, small-group communication skills practice, and development of future skills practice commitment. Faculty received in-depth training in small-group facilitation techniques prior to the course. Geriatrics and palliative medicine fellows were recruited to participate in the course and 100% (n=18) enrolled. Overall satisfaction with the course was very high (mean 4.8 on 5-point scale). Compared to before the course, fellows reported an increase in self-assessed preparedness for specific communication challenges (mean increase 1.4 on 5-point scale, pcommunication skills program, tailored to the specific needs of geriatrics and palliative medicine fellows, improved fellows’ self-assessed preparedness for challenging communication tasks and provided a model for ongoing deliberate practice of communication skills. PMID:22211768

Does training of fellows affect peri-operative outcomes of robot-assisted partial nephrectomy?

Science.gov (United States)

Khene, Zine-Eddine; Peyronnet, Benoit; Bosquet, Elise; Pradère, Benjamin; Robert, Corentin; Fardoun, Tarek; Kammerer-Jacquet, Solène-Florence; Verhoest, Grégory; Rioux-Leclercq, Nathalie; Mathieu, Romain; Bensalah, Karim

2017-10-01

To evaluate the impact of fellows' involvement on the peri-operative outcomes of robot-assisted partial nephrectomy (RAPN). We analysed 216 patients who underwent RAPN for a small renal tumour. We stratified our cohort into two groups according to the involvement of a fellow surgeon during the procedure: expert surgeon operating alone (expert group) and fellow operating under the supervision of the expert surgeon (fellow group). Peri-operative data were compared between the two groups. Linear and logistic regression analyses were performed to assess the impact of fellows' involvement on peri-operative and postoperative outcomes. Trifecta and margins ischaemia complications (MIC) score achievement rates were used to assess the quality of surgery in both the expert and fellow groups. Trifecta was defined as a combination of warm ischaemia time negative surgical margins and no peri-operative complications. MIC score was defined as negative surgical margins, ischaemia time Training fellows to perform RAPN is associated with longer operating time and WIT but does not appear to compromise other peri-operative outcomes. © 2017 The Authors BJU International © 2017 BJU International Published by John Wiley & Sons Ltd.

Creative Approaches to Teaching Graduate Research Methods Workshops

Directory of Open Access Journals (Sweden)

Peter Reilly

2017-06-01

Full Text Available Engagement and deeper learning were enhanced by developing several innovative teaching strategies delivered in Research Methods workshops to Graduate Business Students.  Focusing primarily on students adopting a creative approach to formulating a valid research question for undertaking a dissertation successfully. These techniques are applicable to most subject domains to ensure student engagement.  Addressing the various multiple intelligences and learning styles existing within groups while ensuring these sessions are student centred and conducive to a collaborative learning environment.  Blogs, interactive tutorials, online videos, games and posters, are used to develop student’s cognitive and metacognitive abilities.  Using novelty images appeals to a groups’ intellectual curiosity, acting as an interpretive device to explain  the value of adopting a holistic rather than analytic approach towards a topic.

Practice transition in graduate medical education.

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Shaffer, Robyn; Piro, Nancy; Katznelson, Laurence; Gephart, Melanie Hayden

2017-10-01

Debt repayment, professional negotiation and practice management skills are vital to a successful medical practice, yet are undervalued and seldom taught in graduate medical education. Medical residents need additional training to confidently transition to independent practice, requiring the development of novel curricula. Medical residents need additional training to confidently transition to independent practice METHODS: We developed a trial practice management curriculum to educate senior residents and fellows through voluntary workshops. Topics discussed in the workshops included debt repayment, billing compliance, medical malpractice, contract negotiations, and lifestyle and financial management. Resident self-confidence was assessed, and feedback was obtained through voluntary survey responses before and after attendance at a workshop, scored using a Likert scale. Twenty-five residents from 20 specialties attended a 1-day session incorporating all lectures; 53 residents from 17 specialties attended a re-designed quarterly session with one or two topics per session. Survey evaluations completed before and after the workshop demonstrated an improvement in residents' self-assessment of confidence in contract negotiations (p practice (p practice. One hundred per cent of respondents agreed that the presentation objectives were relevant to their needs as residents. Participant responses indicated a need for structured education in practice management for senior trainees. Senior residents and fellows will benefit most from curricula, but have high familial and professional demands on their schedules. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Perceptions, attitudes, and experiences of hematology/oncology fellows toward incorporating geriatrics in their training.

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Maggiore, Ronald J; Gorawara-Bhat, Rita; Levine, Stacie K; Dale, William

2014-01-01

The aging of the U.S. population continues to highlight emerging issues in providing care generally for older adults and specifically for older adults with cancer. The majority of patients with cancer in the U.S. are currently 65 years of age or older; therefore, training and research in geriatrics and geriatric oncology are viewed to be integral in meeting the needs of this vulnerable population. Yet, the ways to develop and integrate best geriatrics training within the context of hematology/oncology fellowship remain unclear. Toward this end, the current study seeks to evaluate the prior and current geriatric experiences and perspectives of hematology/oncology fellows. To gain insight into these experiences, focus groups of hematology/oncology fellows were conducted. Emergent themes included: 1) perceived lack of formal geriatric oncology didactics among fellows; 2) a considerable amount of variability exists in pre-fellowship geriatric experiences; 3) shared desire to participate in a geriatric oncology-based clinic; 4) differences across training levels in confidence in managing older adults with cancer; and 5) identification of specific criteria on how best to approach older adults with cancer in a particular clinical scenario. The present findings will help guide future studies in evaluating geriatrics among hematology/oncology fellows across institutions. They will also have implications in the development of geriatrics curricula and competencies specific to hematology/oncology training. © 2013.

Reducing Power Differentials in the Classroom Using Student-Based Quantitative Research Scenarios: Applications in Undergraduate and Graduate Research Methods Classrooms

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Morrow, Jennifer Ann; Kelly, Stephanie; Skolits, Gary

2013-01-01

Understanding and conducting research is a complex, integral skill that needs to be mastered by both undergraduate and graduate students. Yet many students are reluctant and often somewhat apprehensive about undertaking research and understanding the underlying statistical methods used to evaluate research (Dauphinee, Schau, & Stevens, 1997).…

"There and Back Again" in the Writing Classroom: A Graduate Student's Recursive Journey through Pedagogical Research and Theory Development

Science.gov (United States)

Mori, Miki

2013-01-01

This article discusses my (recursive) process of theory building and the relationship between research, teaching, and theory development for graduate students. It shows how graduate students can reshape their conceptual frameworks not only through course work, but also through researching classes they teach. Specifically, while analyzing the…

Research Note: Athletic Graduation Rates and Simpson's Paradox

Science.gov (United States)

Matheson, Victor A.

2007-01-01

Graduation rates for male athletes overall as well as men's football and basketball players lag behind those of male non-athletes at Division I colleges and universities. Scholarship athletes, however, are much more likely to be drawn from racial and ethnic groups with lower average graduation rates. After accounting for differences in racial…

Self-imposed evaluation of the Helmholtz Research School MICMoR as a tool for quality assurance and advancement of a structured graduate programme

Science.gov (United States)

Elija Bleher, Bärbel; Schmid, Hans Peter; Scholz, Beate

2015-04-01

The Helmholtz Research School MICMoR (Mechanisms and Interactions of Climate Change in Mountain Regions) offers a structured graduate programme for doctoral students in the field of climate change research. It is hosted by the Institute of Meteorology and Climate Research (KIT/IMK-IFU) in Garmisch-Partenkirchen, in collaboration with 7 Bavarian partner universities and research institutions. Hence, MICMoR brings together a considerably large network with currently 20 doctoral students and 55 scientists. MICMoR offers scientific and professional skills training, provides a state-of-the-art supervision concept, and fosters international exchange and interdisciplinary collaboration. In order to develop and advance its programme, MICMoR has committed itself to a self-imposed mid-term review in its third year, to monitor to which extent its original objectives have been reached, and to explore and identify where MICMoR has room for improvement. The evaluation especially focused on recruitment, supervision, training, networking and cooperation. Carried out by an external expert (Beate Scholz from scholz ctc), the evaluation was based on a mixed methods approach, i.e. combining a quantitative survey involving all doctoral candidates as well as their supervisors and focus groups with different MICMoR stakeholders. The evaluation has brought forward some highly interesting results, pinpointing challenges and opportunities of setting up a structured doctoral programme. Overall, the evaluation proved to be a useful tool for evidence-based programme and policy planning, and demonstrated a high level of satisfaction of supervisors and fellows. Supervision, with facets ranging from disciplinary feedback to career advice, is demanding and requires strong commitment and adequate human resources development by all parties involved. Thus, MICMoR plans to offer mentor coaching and calls on supervisors and mentors to form a community of learners with their doctoral students. To

Perceptions of desirable graduate competencies for science and technology new graduates

Science.gov (United States)

Coll, Richard K.; Zegwaard, Karsten E.

2006-05-01

Work-integrated learning (WIL) programmes that combine on-campus classroom-based study with off-campus authentic work experience are a growing area of interest internationally. Despite widespread practice of WIL, there are few reports that shed light on appropriate pedagogies for the work experience in particular. As with any form of education, providers hold certain views as to desirable outcomes in terms of graduate profiles and of desirable graduate competencies. A complication for multi-party WIL programmes is that educational stakeholders (e.g., staff working in tertiary education provider institutions and employers) may hold different views as to desirable graduate competencies. Here we argue that an understanding of stakeholder views of desirable graduate competencies is an essential prerequisite of pedagogical design. The research reported here is an intrinsic case study and comprised an investigation of perceptions of 24 desirable graduate competencies for new science and technology graduates entering the workforce both today, and in ten years’ time. Stakeholders for four sector stakeholder groups (n = 458): undergraduate students (n = 71), recent graduates (n = 143), employers of graduates (n = 172), and faculty (n = 72), were surveyed using a previously reported and validated instrument. The research findings suggest that science and technology stakeholders see all 24 competencies as desirable, and see the importance of all skills and some skills in particular as likely to increase in ten years’ time. Despite emphasis on cognitive and technical skills (often termed ‘hard’ skills), the single most desirable skill is ability and willingness to learn, a behavioural skill (often termed ‘soft’ skills). It is proposed that classroom-based instruction is unlikely to produce graduates with the desired skills, and that work-integrated learning may have a role to play in the development of graduate competencies.

An Intensive, Simulation-Based Communication Course for Pediatric Critical Care Medicine Fellows.

Science.gov (United States)

Johnson, Erin M; Hamilton, Melinda F; Watson, R Scott; Claxton, Rene; Barnett, Michael; Thompson, Ann E; Arnold, Robert

2017-08-01

Effective communication among providers, families, and patients is essential in critical care but is often inadequate in the PICU. To address the lack of communication education pediatric critical care medicine fellows receive, the Children's Hospital of Pittsburgh PICU developed a simulation-based communication course, Pediatric Critical Care Communication course. Pediatric critical care medicine trainees have limited prior training in communication and will have increased confidence in their communication skills after participating in the Pediatric Critical Care Communication course. Pediatric Critical Care Communication is a 3-day course taken once during fellowship featuring simulation with actors portraying family members. Off-site conference space as part of a pediatric critical care medicine educational curriculum. Pediatric Critical Care Medicine Fellows. Didactic sessions and interactive simulation scenarios. Prior to and after the course, fellows complete an anonymous survey asking about 1) prior instruction in communication, 2) preparedness for difficult conversations, 3) attitudes about end-of-life care, and 4) course satisfaction. We compared pre- and postcourse surveys using paired Student t test. Most of the 38 fellows who participated over 4 years had no prior communication training in conducting a care conference (70%), providing bad news (57%), or discussing end-of-life options (75%). Across all four iterations of the course, fellows after the course reported increased confidence across many topics of communication, including giving bad news, conducting a family conference, eliciting both a family's emotional reaction to their child's illness and their concerns at the end of a child's life, discussing a child's code status, and discussing religious issues. Specifically, fellows in 2014 reported significant increases in self-perceived preparedness to provide empathic communication to families regarding many aspects of discussing critical care, end

MESSENGER Educator Fellows Taking the Nation on a Ride to the Innermost Planet

Science.gov (United States)

Vanhala, H. A.; Goldstein, J. J.; Chapman, C. R.; Edmonds, J. P.; Hallau, K. G.; Hirshon, B.; Weir, H. M.; Solomon, S. C.

2011-12-01

Exploration of the mysterious planet Mercury offers an unprecedented opportunity for teachers, students, and citizens to tag along for the ride, and the MESSENGER (MErcury Surface, Space ENvironment, GEochemistry, and Ranging) Educator Fellows are making sure classrooms across the U.S. are treated to quite a show. The Fellows, a nationally selected team of 30 master science educator volunteers, conduct workshops to teachers on how to bring educational materials developed in support of the mission into the classroom. The goal of the program is to provide teachers and school districts with exceptional educational materials and professional development strongly tied to the space science curriculum, and the materials are designed to inspire the next generation of America's scientists and engineers through NASA missions. Since the program's inception in 2003, more than 17,000 educators have been trained by the Fellows. On the basis of data gathered from the Fellows, this figure could translate to over two million student experiences. The success of the Fellowship program can also be gauged by determining how well it has maintained its volunteer corps over the years. The Fellows, selected to the program through a national announcement of opportunity every two years, reflect a geographically and institutionally diverse mix of individuals from a variety of settings such as science centers, museums, school districts, and universities. The Fellows sign up to the program for two years at a time, and at the end of their term they have the option to reapply. To keep the number of Fellows at 30 in each cadre, new Fellows are recruited to replace those who have retired. The current, fourth cadre of Fellows includes 30 individuals in 19 states and territories. Of these, seven have been in the program since the first cadre, and the other 23 include Fellows from the second, third, and fourth recruitment campaigns in 2006, 2008, and 2010. The current cadre is conducting its work

Research Note: Athletic Graduation Rates and Simpson’s Paradox

OpenAIRE

Victor Matheson

2005-01-01

Graduation rates for male athletes overall as well as men’s football and basketball players lag behind those of male non-athletes at Division I colleges and universities. Scholarship athletes, however, are much more likely to be drawn from racial and ethnic groups with lower average graduation rates. After accounting for differences in racial composition, graduation rates for male athletes overall as well football players match or exceed those of their peers, and racial differences account fo...

7 CFR 3402.8 - Fellowship activities.

Science.gov (United States)

2010-01-01

..., AND EXTENSION SERVICE, DEPARTMENT OF AGRICULTURE FOOD AND AGRICULTURAL SCIENCES NATIONAL NEEDS... USDA Graduate Fellow shall be enrolled as a full-time graduate student, as defined by the institution... research, if the international travel is funded through a special international study or thesis...

The fellow eye of patients with phakic lattice retinal detachment.

Science.gov (United States)

Folk, J C; Arrindell, E L; Klugman, M R

1989-01-01

A retrospective study was performed to determine whether the prophylactic treatment of areas of lattice degeneration, holes, or breaks reduced the risk of subsequent new breaks or detachment in the fellow undetached phakic eyes of patients with a phakic lattice retinal detachment (RD). Three hundred eighty-eight consecutive patients who presented to the University of Iowa between 1959 and 1984 were followed for a mean of 7.9 +/- 5.8 years after the detachment in the first eye. Fellow eyes which received no prophylactic treatment had a 2.5 times greater risk of a new break or RD over 7 years than eyes receiving full prophylactic treatment (19.4 versus 7.5%; P = 0.0002). Fellow eyes receiving no treatment also had a greater risk of a new RD over 7 years than eyes receiving full treatment (5.1 versus 1.8%; P = 0.0125). These results do not allow us to make recommendations concerning which fellow eyes, if any, should be prophylactically treated. On the one hand, prophylactic treatment did significantly reduce the risk of new breaks and detachments. On the other hand, however, prophylactic treatment reduced the risk of new RD alone in the fellow eye only from 5.1 to 1.8% over 7 years. In addition, prophylactic treatment did not reduce the risk of detachment in the higher risk eyes with high myopia or extensive lattice.

Assessment of email communication skills of rheumatology fellows: a pilot study

Science.gov (United States)

Dhuper, Sonal; Siva, Chokkalingam; Fresen, John L; Petruc, Marius; Velázquez, Celso R

2010-01-01

Physician–patient email communication is gaining popularity. However, a formal assessment of physicians' email communication skills has not been described. We hypothesized that the email communication skills of rheumatology fellows can be measured in an objective structured clinical examination (OSCE) setting using a novel email content analysis instrument which has 18 items. During an OSCE, we asked 50 rheumatology fellows to respond to a simulated patient email. The content of the responses was assessed using our instrument. The majority of rheumatology fellows wrote appropriate responses scoring a mean (±SD) of 10.6 (±2.6) points (maximum score 18), with high inter-rater reliability (0.86). Most fellows were concise (74%) and courteous (68%) but not formal (22%). Ninety-two percent of fellows acknowledged that the patient's condition required urgent medical attention, but only 30% took active measures to contact the patient. No one encrypted their messages. The objective assessment of email communication skills is possible using simulated emails in an OSCE setting. The variable email communication scores and incidental patient safety gaps identified, suggest a need for further training and defined proficiency standards for physicians' email communication skills. PMID:20962134

The employment status of 1995 graduates from radiation oncology training programs in the United States

International Nuclear Information System (INIS)

Flynn, Daniel F.; Kresl, John J.; Sheldon, John M.

1999-01-01

Purpose: To quantify the employment status of 1995 graduates of radiation oncology training programs in the United States. Methods and Materials: All senior residents (149) and fellows (36) who completed training in 1995 were mailed an employment survey questionnaire by the Association of Residents in Radiation Oncology (ARRO). Telephone follow-up of nonrespondents achieved a 100% response rate. Twenty graduates who chose to continue training and five who returned to their home countries were removed from the study. Of the 160 who attempted to enter the U.S. workforce, 106 were men and 54 were women. Initial job status and job status at 6-8 months following graduation were determined. Results: Unemployment was 6.9% at graduation and 4.4% at 6-8 months. Underemployment (part-time employment) was 10.6% at graduation and 11.9% at 6-8 months postgraduation. Of those working part-time 6-8 months after graduation, 63% (12 of 19) did so involuntarily after unsuccessfully seeking full-time employment. For the 20 graduates who chose to continue training with fellowships, seven (35%) did so solely to avoid unemployment, four (20%) were partially influenced by the job market, and nine (45%) were not influenced by the job market. Adverse employment search outcome was defined as being either unemployed as a radiation oncologist or involuntarily working part-time. Excluding those who chose to work part-time, a total of 19 (11.9%) graduates at 6-8 months following graduation, compared to 22 (13.8%) at graduation, were either unemployed or involuntarily working part-time. In terms of gender, this represented 18.5% (10 of 54) of females and 8.6% (9 of 105) of males. In terms of geographic restrictions in the job search, 56% of males and 70% of females with an adverse employment outcome limited their job search to certain parts of the country. This compares to 62% of all graduates in this study with geographic restrictions in their job search. In terms of perceptions of the

The ABCs of Keeping on Track to Graduation: Research Findings from Baltimore

Science.gov (United States)

Mac Iver, Martha Abele; Messel, Matthew

2013-01-01

This study of graduation outcomes in Baltimore uses multivariate analysis of longitudinal student cohort data to examine the impact of factors identified in previous research as early warning indicators of a dropout outcome. Student cohort files were constructed from longitudinal administrative data (following all first-time 2004-2005 and…

[Concept extraction of graduate research by modified grounded theory approach and creating of rubric oriented to performance evaluation].

Science.gov (United States)

Yasuhara, Tomohisa; Sone, Tomomichi; Kohno, Takeyuki; Ogita, Kiyokazu

2015-01-01

  A revised core curriculum model for pharmaceutical education, developed on the basis of the principles of outcome-based education, will be introduced in 2015. Inevitably, appropriate assessments of students' academic achievements will be required. Although evaluations of the cognitive domain can be carried out by paper tests, evaluation methods for the attitude domain and problem-solving abilities need to be established. From the viewpoint of quality assurance for graduates, pharmaceutical education reforms have become vital to evaluation as well as learning strategies. To evaluate student academic achievements on problem-solving abilities, authentic assessment is required. Authentic assessment is the evaluation that mimics the context tried in work and life. Specifically, direct evaluation of performances, demonstration or the learners' own work with integrated variety knowledge and skills, is required. To clarify the process of graduate research, we obtained qualitative data through focus group interviews with six teachers and analyzed the data using the modified grounded theory approach. Based on the results, we clarify the performance students should show in graduate research and create a rubric for evaluation of performance in graduate research.

Analysis of Practice Settings for Craniofacial Surgery Fellowship Graduates in North America.

Science.gov (United States)

Silvestre, Jason; Runyan, Christopher; Taylor, Jesse A

In North America, the number of craniofacial surgery fellowship graduates is increasing, yet an analysis of practice settings upon graduation is lacking. We characterize the practice types of recent graduates of craniofacial fellowship programs in the United States and Canada. A 6-year cohort of craniofacial fellows in the United States and Canada (2010-2016) were obtained from craniofacial programs recognized by the American Society of Craniofacial Surgery. Practice setting was determined at 1 and 3 years of postgraduation, and predictors of practice setting were determined. A total of 175 craniofacial surgeons were trained at 35 fellowship programs. At 1 year of postgraduation, 33.6% had an academic craniofacial position and 27.1% were in private practice (p = 0.361). A minority of graduates pursued additional fellowships (16.4%), nonacademic craniofacial positions (10.0%), academic noncraniofacial positions (5.7%), and international practices (7.1%). At 3 years of postgraduation, the percentage of graduates in academic craniofacial positions was unchanged (34.5% vs 33.6%, p = 0.790). The strongest predictors of future academic craniofacial practice were completing plastic surgery residency at a program with a craniofacial fellowship program (odds ratio = 6.78, p < 0.001) and completing an academic craniofacial fellowship program (odds ratio = 4.48, p = 0.020). A minority of craniofacial fellowship graduates practice academic craniofacial surgery. A strong academic craniofacial surgery background during residency and fellowship is associated with a future career in academic craniofacial surgery. These data may assist trainees choose training programs that align with career goals and educators select future academic surgeons. Copyright © 2017. Published by Elsevier Inc.

Current Situation of Scientific Research at the University of Jordan from the Viewpoint of Graduate Students

Directory of Open Access Journals (Sweden)

Atif Omar Bin Tareef

2017-05-01

Full Text Available This study aimed to identify the current status of scientific research at the University of Jordan as perceived by graduate students and the differences between students of science and humanities faculties, and to identify their opinions regarding ways to improve scientific research at the University of Jordan. The study followed a descriptive methodology based on a survey that was developed specifically for the purpose of this study. The survey consisted of 40 items covering 5 themes, and was distributed to a sample of 104 male and female participants representing science and humanities faculties. The data were analyzed, using the two-way ANOVA, the standard deviation and means. In addition, students’ opinions and obstacles to effective participation of graduate students were categorized. The results showed significant differences between students’ assessment of the status of scientific research in science and humanities faculties, which was (3.2 for students in humanities faculties and (2.8 for students in science faculties. The difference also appeared in all the five domains of the scientific research, while there was no presence of gender effect, neither was there effect for the interaction between the variables (gender and the faculty. The study recommended to provide financial support to scientific research, and to establish a refereed scientific Journal for publishing students’ innovative ideas and research projects. Keywords: Scientific research, Graduate students.

New ideas in asthma and allergy research: creating a multidisciplinary graduate school

Science.gov (United States)

Björkstén, Bengt; Graninger, Göran; Ekman, Gunilla Jacobsson

2003-01-01

The spring term of 2001 saw the start of a new, unique graduate research training program at the Centre for Allergy Research at the Karolinska Institutet in Stockholm, Sweden. The program was created to bridge the gaps between basic, clinical, social, and behavioral sciences and to establish a global approach to the study of asthma and allergy. A reflection, two years on, discusses the strategies that are key to this model’s success and the challenges in introducing a multidisciplinary research program. PMID:12975463

Perceptions of the Inpatient Training Experience: A Nationwide Survey of Gastroenterology Program Directors and Fellows.

Science.gov (United States)

Kumar, Navin L; Perencevich, Molly L; Trier, Jerry S

2017-10-01

Inpatient training is a key component of gastroenterology (GI) fellowship programs nationwide, yet little is known about perceptions of the inpatient training experience. To compare the content, objectives and quality of the inpatient training experience as perceived by program directors (PD) and fellows in US ACGME-accredited GI fellowship programs. We conducted a nationwide, online-based survey of GI PDs and fellows at the conclusion of the 2016 academic year. We queried participants about (1) the current models of inpatient training, (2) the content, objectives, and quality of the inpatient training experience, and (3) the frequency and quality of educational activities on the inpatient service. We analyzed five-point Likert items and rank assessments as continuous variables by an independent t test and compared proportions using the Chi-square test. Survey response rate was 48.4% (75/155) for PDs and a total of 194 fellows completed the survey, with both groups reporting the general GI consult team (>90%) as the primary model of inpatient training. PDs and fellows agreed on the ranking of all queried responsibilities of the inpatient fellow to develop during the inpatient service. However, fellows indicated that attendings spent less time teaching and provided less formal feedback than that perceived by PDs (p < 0.0001). PDs rated the overall quality of the inpatient training experience (p < 0.0001) and education on the wards (p = 0.0003) as better than overall ratings by fellows. Although GI fellows and PDs agree on the importance of specific fellow responsibilities on the inpatient service, fellows report experiencing less teaching and feedback from attendings than that perceived by PDs. Committing more time to education and assessment may improve fellows' perceptions of the inpatient training experience.

Creating a Cadre of Fellowship-Trained Medical Educators, Part II: A Formal Needs Assessment to Structure Postgraduate Fellowships in Medical Education Scholarship and Leadership.

Science.gov (United States)

Jordan, Jaime; Yarris, Lalena M; Santen, Sally A; Guth, Todd A; Rougas, Steven; Runde, Daniel P; Coates, Wendy C

2017-08-01

Education leaders at the 2012 Academic Emergency Medicine Consensus Conference on education research proposed that dedicated postgraduate education scholarship fellowships (ESFs) might provide an effective model for developing future faculty as scholars. A formal needs assessment was performed to understand the training gap and inform the development of ESFs. A mixed-methods needs assessment was conducted of four emergency medicine national stakeholder groups in 2013: department chairs; faculty education/research leaders; existing education fellowship directors; and current education fellows/graduates. Descriptive statistics were reported for quantitative data. Qualitative data from semistructured interviews and free-text responses were analyzed using a thematic approach. Participants were 11/15 (73%) education fellowship directors, 13/20 (65%) fellows/graduates, 106/239 (44%) faculty education/research leaders, and a convenience sample of 26 department chairs. Department chairs expected new education faculty to design didactics (85%) and teach clinically (96%). Faculty education/research leaders thought new faculty were inadequately prepared for job tasks (83.7%) and that ESFs would improve the overall quality of education research (91.1%). Fellowship directors noted that ESFs provide skills, mentorship, and protected time for graduates to become productive academicians. Current fellows/graduates reported pursing an ESF to develop skills in teaching and research methodology. Stakeholder groups uniformly perceived a need for training in education theory, clinical teaching, and education research. These findings support dedicated, deliberate training in these areas. Establishment of a structure for scholarly pursuits prior to assuming a full-time position will effectively prepare new faculty. These findings may inform the development, implementation, and curricula of ESFs.

Using the TA to Prepare Graduate Students for Research and Employment

Science.gov (United States)

Heller, Kenneth

One of the most underused components of the physics graduate program is the time spent being a teaching assistant (TA). Often the TA duties consist of grading and trying to help undergraduates survive a physics course. How those duties are accomplished is left to each TA. The most common TA preparation, if it exists, has a narrow focus on the class being taught. Preparation consists of describing, or perhaps practicing, specific teaching skills and gaining familiarity with the equipment used in the laboratory portion of the class. Instead TAs can be integrated into the entire course in which they function so that they learn the course as a system. This means treating a course in the same way one approaches a research project with the TAs as members of the research team headed by a faculty advisor. TA preparation is broadened and support includes the management, teamwork, and communication skills necessary. This makes the TAs more efficient and effective teachers while explicitly connecting the TA experience to the ``soft'' skills they need in their own research careers whether in industry, national laboratories, or academia. This talk describes such a program, functioning for over 20 years at the University of Minnesota, that takes no more time than the usual TA but results in graduate students that are more satisfied with their TA experience, are better prepared to function in research groups, and provide a better classroom experience for their undergraduate students.

Linking Work Integrated Learning and Competency of Graduates Pursuing Graduate Diploma in Teaching Profession

Science.gov (United States)

Puncreobutr, Vichian; Malee; Somjate

2016-01-01

The objective of this research was to study the level of work integrated learning (WIL), and the competency of the teaching profession based on the standards of knowledge of the graduates at St. Theresa International College. The study group consisted of 115 graduates pursuing Graduate Diploma in Teaching Profession Program. The questionnaire was…

Research on reform plan of civil engineering adult education graduation design

Science.gov (United States)

Su, Zhibin; Sun, Shengnan; Cui, Shicai

2017-12-01

As for civil engineering adult education graduation design, reform program is put forward combined with our school. The main points of reform include the following aspects. New pattern of graduation design which is consisted of basic training of engineering design, technical application and engineering innovation training is formed. Integration model of graduation design and employment is carried out. Multiple professional guidance graduation design pattern is put forward. Subject of graduation design is chosen based on the school actual circumstance. A “three stage” quality monitoring system is established. Performance evaluation pattern that concludes two oral examinations of the dissertation is strictly carried out.

Accounting Employers' Expectations--The Ideal Accounting Graduates

Science.gov (United States)

Low, Mary; Botes, Vida; Rue, David Dela; Allen, Jackie

2016-01-01

This research examined what accounting employers are seeking in their "ideal" accounting graduate and sought to provide clarification on the "expectation gap" between what accounting employers require in their graduates, and the skills these graduates are exhibiting. Adopting a qualitative research method, this research paper…

High-Impact Social Work Scholars: A Bibliometric Examination of SSWR and AASWSW Fellows

Science.gov (United States)

Hodge, David R.; Kremer, Kristen P.; Vaughn, Michael G.

2016-01-01

Objective: The purpose of this study was to identify and describe the bibliometric contributions of high-impact social work faculty. Methods: Toward this end, we used a sample comprising fellows (N = 143) affiliated with the Society for Social Work and Research (SSWR) and the American Academy of Social Work and Social Welfare (AASWSW). To quantify…

Lin Receives 2010 Natural Hazards Focus Group Award for Graduate Research

Science.gov (United States)

2010-11-01

Ning Lin has been awarded the Natural Hazards Focus Group Award for Graduate Research, given annually to a recent Ph.D. recipient for outstanding contributions to natural hazards research. Lin's thesis is entitled “Multi-hazard risk analysis related to hurricanes.” She is scheduled to present an invited talk in the Extreme Natural Events: Modeling, Prediction, and Mitigation session (NH20) during the 2010 AGU Fall Meeting, held 13-17 December in San Francisco, Calif. Lin will be formally presented with the award at the Natural Hazards focus group reception on 14 December 2010.

PROCEEDINGS OF RIKEN BNL RESEARCH CENTER WORKSHOP, VOLUME 72, RHIC SPIN COLLABORATION MEETINGS XXXI, XXXII, XXXIII

International Nuclear Information System (INIS)

OGAWA, A.

2005-01-01

The RIKEN BNL Research Center (RBRC) was established in April 1997 at Brookhaven National Laboratory. It is funded by the ''Rikagaku Kenkyusho'' (RIKEN, The Institute of Physical and Chemical Research) of Japan. The Center is dedicated to the study of strong interactions, including spin physics, lattice QCD, and RHIC physics through the nurturing of a new generation of young physicists. The RBRC has both a theory and experimental component. At present the theoretical group has 4 Fellows and 3 Research Associates as well as 11 RHIC Physics/University Fellows (academic year 2003-2004). To date there are approximately 30 graduates from the program of which 13 have attained tenure positions at major institutions worldwide. The experimental group is smaller and has 2 Fellows and 3 RHIC Physics/University Fellows and 3 Research Associates, and historically 6 individuals have attained permanent positions. Beginning in 2001 a new RIKEN Spin Program (RSP) category was implemented at RBRC. These appointments are joint positions of RBRC and RIKEN and include the following positions in theory and experiment: RSP Researchers, RSP Research Associates, and Young Researchers, who are mentored by senior RBRC Scientists. A number of RIKEN Jr. Research Associates and Visiting Scientists also contribute to the physics program at the Center. RBRC has an active workshop program on strong interaction physics with each workshop focused on a specific physics problem. Each workshop speaker is encouraged to select a few of the most important transparencies from his or her presentation, accompanied by a page of explanation. This material is collected at the end of the workshop by the organizer to form proceedings, which can therefore be available within a short time. To date there are seventy-two proceeding volumes available. The construction of a 0.6 teraflops parallel processor, dedicated to lattice QCD, begun at the Center on February 19, 1998, was completed on August 28, 1998 and is still

Ronald E. McNair Graduate Student Researchers Program

Science.gov (United States)

Monroe, Joseph

2002-01-01

According to the latest report by the National Science Foundation, only eighty-three (83) African-Americans received doctoral degrees in all engineering disciplines in 2000. North Carolina A&T State University (NC A&T) awarded Ph.D.s to 15 African-Americans, in only two engineering disciplines over the past 4 years. It clearly indicates that the partnership between NASA and NC A&T plays a significant role in producing minority engineering Ph.D.s, which this country needs to establish an ethnically diverse workforce to compete in a global economy. Many of these students would not have been able to study for their doctoral degrees without the Ronald E. McNair Graduate Research Fellowship Program.

Publication Productivity among Doctoral Graduates of Educational Psychology Programs at Research Universities before and after the Year 2000

Science.gov (United States)

Barnard-Brak, Lucy; Saxon, Terrill F.; Johnson, Heather

2011-01-01

Research suggests that new doctoral graduates face increased publication pressure to achieve tenure: doctoral programs may have also increased this expectation. We examined whether faculty graduating before and after the year 2000 differed significantly in total publications, peer-reviewed publications, and first-authored publications as of the…

Advancing Geospatial Technologies in Science and Social Science: A Case Study in Collaborative Education

Science.gov (United States)

Williams, N. A.; Morris, J. N.; Simms, M. L.; Metoyer, S.

2007-12-01

The Advancing Geospatial Skills in Science and Social Sciences (AGSSS) program, funded by NSF, provides middle and high school teacher-partners with access to graduate student scientists for classroom collaboration and curriculum adaptation to incorporate and advance skills in spatial thinking. AGSSS Fellows aid in the delivery of geospatially-enhanced activities utilizing technology such as geographic information systems, remote sensing, and virtual globes. The partnership also provides advanced professional development for both participating teachers and fellows. The AGSSS program is mutually beneficial to all parties involved. This successful collaboration of scientists, teachers, and students results in greater understanding and enthusiasm for the use of spatial thinking strategies and geospatial technologies. In addition, the partnership produces measurable improvements in student efficacy and attitudes toward processes of spatial thinking. The teacher partner training and classroom resources provided by AGSSS will continue the integration of geospatial activities into the curriculum after the project concludes. Time and resources are the main costs in implementing this partnership. Graduate fellows invest considerable time and energy, outside of academic responsibilities, to develop materials for the classroom. Fellows are required to be available during K-12 school hours, which necessitates forethought in scheduling other graduate duties. However, the benefits far outweigh the costs. Graduate fellows gain experience in working in classrooms. In exchange, students gain exposure to working scientists and their research. This affords graduate fellows the opportunity to hone their communication skills, and specifically allows them to address the issue of translating technical information for a novice audience. Teacher-partners and students benefit by having scientific expertise readily available. In summation, these experiences result in changes in teacher

Integrating a Peer-Taught Module on Practical Research Ethics into the Graduate Student Orientation Curriculum

Science.gov (United States)

Danowitz, Amy M.; Taylor, Christopher E.

2011-01-01

As active members of the scientific community, graduate students make ethical judgments about the conduct and presentation of their research. Pressures in the research environment often influence these decisions. Because inappropriate decisions can lead to unethical behavior and scientific misconduct, it is important that students understand the…

Establishment of Center for Diagnostic Nanosystems

Energy Technology Data Exchange (ETDEWEB)

Maher, John [Marshall Univ., Huntington, WV (United States)

2016-01-26

Funding from this project was used to develop several “mini-cores” that contained shared equipment that could be used by researchers at Marshall University. Equipment purchased during this project included: a fluorescencent microplate reader, FTIR system, UV-Vis spectrophotometer, and DNA/RNA analyzer. Other deliverables included the funding of several graduate and undergraduate students, postdoctoral fellows and two research assistant professors. Projects supported by this funding included studies performed at the whole animal, organ, cellular and nano level. Several different types of researchers were supported including undergraduates, graduates, postdoctoral fellows and research assistant professors. The main outcomes of this work was the development of new types of nanoparticles that could be used for the treatment of pulmonary arterial hypertension and sepsis. Additional efforts to develop these projects are ongoing.

Palliative Care Training in Cardiology Fellowship: A National Survey of the Fellows.

Science.gov (United States)

Dabbouseh, Noura M; Kaushal, Shivtej; Peltier, Wendy; Johnston, Fabian M

2018-02-01

To address perspectives of cardiology fellows on the current state of palliative education and palliative and hospice resource utilization within their fellowship experiences. We conducted an online national survey of cardiology fellows during the 2015 to 2016 academic year. Survey questions aimed to assess perceived importance of palliative care education, level of palliative care education during fellowship, and the structure of palliative care support at respondent institutions. Responses were collected anonymously. A total of 519 programs, including subspecialty programs, were contacted. We received 365 responses, a number that represents roughly 14% of all cardiology fellows nationwide during the 2015 to 2016 academic year. Fellows reported discordance in the quality of education between general cardiology and palliative care principles as it relates to care of the patient approaching the end of life. Fellows infrequently received explicit training nor were observed or mentored in delivering end-of-life discussions. Respondents reported an underutilization of palliative care and hospice resources during fellowship training and also a perception that attending faculty were not routinely addressing goals of care. Our survey results highlight a need for enhanced palliative care and end-of-life training experiences for cardiology fellows and also suggest underutilization of hospice and palliative care resources for patients with advanced cardiac diseases. These findings create a platform for future work that might: (1) confirm this training deficit, (2) lead to exploration of educational models that could reconcile this deficit, and (3) potentially help improve palliative care support for patients and families facing advanced heart disease.

General surgery training without laparoscopic surgery fellows: the impact on residents and patients.

Science.gov (United States)

Linn, John G; Hungness, Eric S; Clark, Sara; Nagle, Alexander P; Wang, Edward; Soper, Nathaniel J

2011-10-01

To evaluate resident case volume after discontinuation of a laparoscopic surgery fellowship, and to examine disparities in patient care over the same time period. Resident case logs were compared for a 2-year period before and 1 year after discontinuing the fellowship, using a 2-sample t test. Databases for bariatric and esophageal surgery were reviewed to compare operative time, length of stay (LOS), and complication rate by resident or fellow over the same time period using a 2-sample t test. Increases were seen in senior resident advanced laparoscopic (Mean Fellow Year = 21 operations vs Non Fellow Year = 61, P surgery. Operative time for complex operations may increase in the absence of a fellow. Other patient outcomes are not affected by this change. Copyright © 2011 Mosby, Inc. All rights reserved.

A Software Application for Managing Graduates and Graduation Diploma in the University

Directory of Open Access Journals (Sweden)

Mîzgaciu C.

2009-12-01

Full Text Available This paper presents the structure mode of organization and storage of data that is contained in a graduation diploma. The graduation diploma is of three types, based on the three important cycles of study (bachelor, master, and doctoral degree. We do an analysis of the information that is included in the graduation diploma and how we can manage this from the quality point of view.We print the graduation diploma once on the form, elaborated by our Ministry of Education, Research and Innovation (MECI, we can make a duplicate in certain cases.We suggest an online application which is based on a software solution using Apache, PHP and MySQL.

Innovative Graduate Research Education for Advancement of Implementation Science in Adolescent Behavioral Health.

Science.gov (United States)

Burton, Donna L; Levin, Bruce Lubotsky; Massey, Tom; Baldwin, Julie; Williamson, Heather

2016-04-01

An innovative approach to research education that integrates the theory and principles of implementation science, participatory research, and service learning in the area of adolescent behavioral health is presented. Qualitative interviews and surveys of program participants have been conducted to assess the program's curricula, service-learning partnerships, student (scholar) satisfaction, and views of community partnerships and academic mentors. The Institute has experienced the successful completion of its first and second cohorts and enrollment of a third cohort of scholars. Community partners are utilizing results of service-learning projects to influence agency operations. Institute scholars have identified research and service learning experiences as key factors in the decision to apply to the Institute graduate certificate program. The availability of tuition support is identified as valuable but not ranked as the most important reason for scholar interest in the program. Academic mentors report positive relationships with community agencies. Future iterations of the program will expand options for distance learning and alternatives to traditional graduate education for community-based scholars. Community partner agency capacity for participation is expected to change over time. Methods are being identified to both sustain existing partnerships and develop new community partnership relationships.

Problems Encountered during the Scientific Research Process in Graduate Education: The Institute of Educational Sciences

Science.gov (United States)

Akyürek, Erkan; Afacan, Özlem

2018-01-01

This study was conducted to determine the problems faced by graduate students when conducting scientific research and to make suggestions for solving these problems. The research model was a case study. Semi-structured interviews were conducted with participants in the study with questions about the problems encountered during scientific research…

Nanocommunication design in graduate-level education and research training programs at Osaka University

OpenAIRE

Sekiya, Mizuki; An, SoonHwa; Ata, Masafumi

2014-01-01

After more than ten years of strategic investment research and development supported by government policies on science and technology, nanotechnology in Japan is making a transition from the knowledge creation stage of exploratory research to the stage of making the outcomes available for the benefit of society as a whole. Osaka University has been proactive in discussions about the relationship between nanotechnology and society as part of graduate and continuing education programs. These pr...

Undergraduate grade point average and graduate record examination scores: the experience of one graduate nursing program.

Science.gov (United States)

Newton, Sarah E; Moore, Gary

2007-01-01

Graduate nursing programs frequently use undergraduate grade point average (UGPA) and Graduate Record Examination (GRE) scores for admission decisions. The literature indicates that both UGPA and GRE scores are predictive of graduate school success, but that UGPA may be the better predictor. If that is so, one must ask if both are necessary for graduate nursing admission decisions. This article presents research on one graduate nursing program's experience with UGPA and GRE scores and offers a perspective regarding their continued usefulness for graduate admission decisions. Data from 120 graduate students were examined, and regression analysis indicated that UGPA significantly predicted GRE verbal and quantitative scores (p < .05). Regression analysis also determined a UGPA score above which the GRE provided little additional useful data for graduate nursing admission decisions.

Integrating Global Hydrology Into Graduate Engineering Education and Research

Science.gov (United States)

Griffis, V. W.

2007-12-01

Worldwide, polluted water affects the health of 1.2 billion people and contributes to the death of 15 million children under five every year. In addition poor environmental quality contributes to 25 per cent of all preventable ill health in the world. To address some of these problems, at the 2002 World Summit on Sustainable Development, the world community set the goal of halving, by the year 2015, the proportion of people without access to safe drinking water and basic sanitation. Solving sanitation and water resource management problems in any part of the world presents an interdisciplinary, complex challenge. However, when we attempt to solve these problems in an international context, our technical approaches must be tempered with cultural sensitivity and extraordinary management strategies. To meet this challenge, Michigan Tech has developed a unique global partnership with the U.S. Peace Corps to address our acknowledgement of the importance of placing engineering solutions in a global context. The program has graduated 30 students. Program enrollment is now over 30 and over 20 countries have hosted our students. The objective of this presentation is to demonstrate how this unique partnership can be integrated with graduate engineering education and research and also show how such a program may attract a more diverse student population into engineering. All graduate students enrolled in our Master's International Program in Civil and Environmental Engineering must complete specific coursework requirements before departing for their international experience. In CE5993 (Field Engineering in the Developing World) students learn to apply concepts of sustainable development and appropriate technology in the developing world. In FW5770 (Rural Community Development Planning and Analysis) students learn how one involves a community in the decision making process. A common theme in both courses is the role of woman in successful development projects. Technical

Empowering Graduate Students to Lead on Interdisciplinary Societal Issues

Science.gov (United States)

Grubert, E.

2015-12-01

Challenging societal problems that cannot be solved by one method or one discipline alone, like epidemic preparedness, mental health, and climate change, demand leadership and the ability to work across disciplines from those with specialized expertise. Teaching leadership at the graduate school level is a challenge that many schools are striving to meet, through mechanisms like project-based courses, leadership skill development workshops, and others. We argue that some of the most valuable but most difficult leadership skills to learn are those that require cultural norms that are fundamentally different from those traditionally encountered in graduate school. These include the ability to make informed decisions based on limited knowledge and resources, the need to make choices in the face of uncertainty, and the recognition that one ultimately bears responsibility for the outcomes. These skills are also among the most important for students planning on nonacademic careers. Acquiring such skills requires a focus on learning-by-doing and a culture of graduate student empowerment. This submission focuses on the experience of students in a student-centered, interdisciplinary, cross-campus leadership program called Emerging Leaders in Science and Society (ELISS), hosted by the American Association for the Advancement of Science (AAAS). ELISS establishes the expectation that students act as leaders, which in itself reframes leadership as an achievable goal. A major finding from two years of experience with ELISS is the critical importance of establishing cultures of trust and empowerment at the graduate level in order to foster development of transferable skills. ELISS graduate students specifically focus on interdisciplinary collaboration (the 13 2015 fellows come from 13 academic disciplines); stakeholder engagement, primarily focused on outreach to both traditional and nontraditional experts in our communities outside of academia; and solution-generating rather

A Graduate Student's Perspective on Engaging High School Students in Research Outside of the Classroom

Science.gov (United States)

Kaess, A. B.; Horton, R. A., Jr.; Andrews, G. D.

2014-12-01

The southern San Joaquin basin is one of the United States' most prolific oil producing regions but also one facing numerous problems including low high school graduation rates, low college enrollments, high college dropout rates, low wages, and higher than average unemployment. Investment in STEM education experiences for high school students has been emphasized by California State University Bakersfield as a means to improving these metrics with programs such as the Research Experience Vitalizing Science-University Program (REVS-UP). Now in its seventh year, the REVS-UP (funded by Chevron) forms teams of high school students, a high school teacher, a CSUB graduate student, and a CSUB professor to work for four weeks on a research project. For the past two summers student-teacher teams investigated the diagenesis and mineralogy of the Temblor Formation sandstones in the subsurface of the San Joaquin basin oil fields that are potential CO2 sequestration sites. With a graduate student leading the teams in sample preparation and analysis by scanning electron microscope equipped with an energy dispersive x-ray spectrometer (SEM-EDS) and cathode luminescence system (SEM-CL) data was gathered on diagenetic processes, detrital framework grains, and authigenic cements. Typically students are introduced to the project in a series of brief seminars by faculty and are then introduced to the techniques and samples. During the second week the students are usually capable of preparing samples and collecting data independently. The final week is focused on developing student-authored research posters which are independently presented by the students on the final day. This gives high school students the opportunity to learn advanced geologic topics and analytical techniques that they would otherwise not be exposed to as well as to gain research and presentation skills. These types of projects are equally important for the graduate students involved as it allows them the

How Chemistry Graduate Students and Researchers Are Finding and Using Chemical Information: Findings from Interviews in a Chinese University

Science.gov (United States)

Zhang, Yuening

2017-01-01

Although scholarship has addressed issues around serving international students in U.S. and Canadian libraries, reports on how Chinese graduate students use information in Chinese universities, especially for a particular discipline, are rare. In this study, the author interviewed 15 graduate students and researchers in a top-ranked chemistry…

My Scientific Journey: From an Agrarian Start to an Academic Setting.

Science.gov (United States)

Bahr, Janice M

2017-02-08

This article is a combination of an autobiography and a review of outstanding research done by over 70 graduate students, postdoctoral fellows, and visiting scientists along with excellent collaborators during my over-40-year career as a professor of reproductive physiology at the University of Illinois, Urbana-Champaign. I have also shared thoughts on mentoring, how research has changed over the years, and the future of reproductive physiology. I provide the reader with a snapshot of the challenges faced by a woman eager to obtain a PhD under the guidance of renowned professors in the early 1970s and to be hired as the first woman, and the only permanent female faculty member, for more than 20 years on a faculty of 40 men. As a comparative reproductive physiologist, I describe the various animal models used because they were the best models to answer specific questions in reproduction. Also, my graduate students and postdoctoral fellows were given the freedom to identify their research topics, articulate hypotheses to be tested, and select appropriate animal models. This approach caused students to take ownership of their research, resulting in the development of independent and creative scientists and over 170 publications, excluding chapters in top-tier journals. Finally, I am so grateful for a truly rich life mentoring graduate students and postdoctoral fellows who have become my lifelong friends.

Flipping the Graduate Qualitative Research Methods Classroom: Did It Lead to Flipped Learning?

Science.gov (United States)

Earley, Mark

2016-01-01

The flipped, or inverted, classroom has gained popularity in a variety of fields and at a variety of educational levels, from K-12 through higher education. This paper describes the author's positive experience flipping a graduate qualitative research methods classroom. After a review of the current literature on flipped classrooms in higher…

Increasing Research Capacity in Underserved Communities: Formative and Summative Evaluation of the Mississippi Community Research Fellows Training Program (Cohort 1

Directory of Open Access Journals (Sweden)

Danielle Fastring

2018-02-01

Full Text Available BackgroundThe Mississippi Community Research Fellows Training Program (MSCRFTP is a 15-week program conducted in Jackson, MS, USA consisting of training in the areas of evidence-based public health, research methods, research ethics, and cultural competency. The purpose of the program was to increase community knowledge and understanding of public health research, develop community-based projects that addressed health disparity in the participants’ community, increase individual and community capacity, and to engage community members as equal partners in the research process.MethodsA comprehensive evaluation of the MSCRFTP was conducted that included both quantitative and qualitative methods. All participants were asked to complete a baseline, midterm, and final assessment as part of their program requirements. Knowledge gained was assessed by comparing baseline assessment responses to final assessment responses related to 27 key content areas addressed in the training sessions. Assessments also collected participants’ attitudes toward participating in research within their communities, their perceived influence over community decisions, and their perceptions of community members’ involvement in research, satisfaction with the program, and the program’s impact on the participants’ daily practice and community work.ResultsTwenty-one participants, the majority of which were female and African-American, completed the MSCRFTP. Knowledge of concepts addressed in 15 weekly training sessions improved significantly on 85.2% of 27 key areas evaluated (p < 0.05. Two mini-grant community based participatory research projects proposed by participants were funded through competitive application. Most participants agreed that by working together, the people in their community could influence decisions that affected the community. All participants rated their satisfaction with the overall program as “very high” (76.2%, n = 16 or �

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

Science.gov (United States)

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

2015-05-01

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

Understanding Surgical Resident and Fellow Perspectives on Their Operative Performance Feedback Needs: A Qualitative Study.

Science.gov (United States)

Bello, Ricardo J; Sarmiento, Samuel; Meyer, Meredith L; Rosson, Gedge D; Cooney, Damon S; Lifchez, Scott D; Cooney, Carisa M

2018-04-20

Operative performance feedback is essential for surgical training. We aimed to understand surgical trainees' views on their operative performance feedback needs and to characterize feedback to elucidate factors affecting its value from the resident perspective. Using a qualitative research approach, 2 research fellows conducted semistructured, one-on-one interviews with surgical trainees. We analyzed recurring themes generated during interviews related to feedback characteristics, as well as the extent to which performance rating tools can help meet trainees' operative feedback needs. Departments or divisions of general or plastic surgery at 9 US academic institutions. Surgical residents and clinical fellows in general or plastic surgery. We conducted 30 interviews with 9 junior residents, 14 senior residents, and 7 clinical fellows. Eighteen (60%) participants were in plastic and 12 (40%) were in general surgery. Twenty-four participants (80%) reported feedback as very or extremely important during surgical training. All trainees stated that verbal, face-to-face feedback is the most valuable, especially if occurring during (92%) or immediately after (65%) cases. Of those trainees using performance rating tools (74%), most (57%) expressed positive views about them but wanted the tools to complement and not replace verbal feedback in surgical education. Trainees value feedback more if received within 1 week or the case. Verbal, face-to-face feedback is very or extremely important to surgical trainees. Residents and fellows prefer to receive feedback during or immediately after a case and continue to value feedback if received within 1 week of the event. Performance rating tools can be useful for providing formative feedback and documentation but should not replace verbal, face-to-face feedback. Considering trainee views on feedback may help reduce perceived gaps in feedback demand-versus-supply in surgical training, which may be essential to overcoming current

A Nephrology Fellows' Communication Skills Course: An Educational Quality Improvement Report.

Science.gov (United States)

Cohen, Robert A; Jackson, Vicki A; Norwich, Diana; Schell, Jane O; Schaefer, Kristen; Ship, Amy N; Sullivan, Amy M

2016-08-01

Nephrology fellows need expertise navigating challenging conversations with patients throughout the course of advanced kidney disease. However, evidence shows that nephrologists receive inadequate training in this area. This study assessed the effectiveness of an educational quality improvement intervention designed to enhance fellows' communication with patients who have advanced kidney disease. Quality improvement project. Full-day annual workshops (2013-2014) using didactics, discussion, and practice with simulated patients. Content focused on delivering bad news, acknowledging emotion, discussing care goals in dialysis decision making when prognosis is uncertain, and addressing dialysis therapy withdrawal and end of life. Participants were first-year nephrology fellows from 2 Harvard-affiliated training programs (N=26). Study assessed the effectiveness of an intervention designed to enhance fellows' communication skills. Primary outcomes were changes in self-reported patient communication skills, attitudes, and behaviors related to discussing disease progression, prognostic uncertainty, dialysis therapy withdrawal, treatments not indicated, and end of life; responding to emotion; eliciting patient goals and values; and incorporating patient goals into recommendations. Surveys measured prior training, pre- and postcourse perceived changes in skills and values, and reported longer term (3-month) changes in communication behaviors, using both closed- and open-ended items. Response rates were 100% (pre- and postsurveys) and 68% (follow-up). Participants reported improvement in all domains, with an overall mean increase of 1.1 (summed average scores: precourse, 2.8; postcourse, 3.9 [1-5 scale; 5 = "extremely well prepared"]; Pskills taught, such as "Ask-Tell-Ask" and using open-ended questions. Self-reported data may overestimate actual changes; small sample size and the programs' affiliation with a single medical school may limit generalizability. A day

Fellow's Apéro

CERN Multimedia

Staff Association

2017-01-01

Let's get together, meet each other, exchange experiences and ideas, and share useful information on CERN and the Staff Association. Join us for Fellow's Apéro, organised by the Staff Association on Tuesday 21 February at 16.30 in Restaurant 1. There will be drinks and snacks for everybody! We look forward to seeing you there! Please confirm your participation on Doodle http://doodle.com/poll/skvm7ucm2z78i6bt or alternatively on Facebook https://www.facebook.com/events/1862757017340069/. Your delegates in the Staff Association, Barbora & Jiri

A Summer Research Program of NASA/Faculty Fellowships at the Jet Propulsion Laboratory

Science.gov (United States)

Albee, Arden

2004-01-01

the local area, and a copy of the JPL Universe (a JPL newsletter). A calendar of events for the 2002 NFFP Program was designed to expose the fellows to the full range of JPL activities, seminars, tours, and trips to NASA Dryden, Goldstone, and Palomar Observatory. Weekly brown-bag lunches were also scheduled. The lunches provided a time for airing problems that may have arisen during the previous week, soliciting suggestions for program enhancement, announcements, and general socializing. Professor and Mrs. Albee also hosted the annual Summer Faculty Welcome Party at their home. During their ten-week tenure at JPL, the visiting faculty carried out projects in a wide variety of JPL's science, engineering, and technology disciplines, including communication, planetary science, materials research, reliability and quality assurance, astronomy, guidance and control, and micro-sensors. At the end of the NFFP Program, all fellows were required to complete a one-page summary of their summer s work. This was in addition to any documentation required by their host organization. Distribution of the final paycheck was dependent upon submission of this one-page summary and completion of NASA's NFFP evaluation in the EdCATS system. Fellows were also asked to complete a questionnaire for JPL, which enables the program administrators to make any appropriate changes to make the program more beneficial and effective for all involved. The 2002 NFFP Program at JPUCaltech was considered unanimously highly successful by both fellows and JPL colleagues. It provided a significant experience to most faculty members and fresh ideas to JPL researchers. Each year, suggestions for improvement include expansion of the program, longer terms, larger stipends, funds to support graduate students, and funds to continue collaborative research. The NASA Faculty Fellowship Program continues to occupy a significant place in JPL programs and serves to strengthen the ties between NASA, JPL, Caltech, and t

Historiography in Graduate Technology Teacher Education

Science.gov (United States)

Flowers, Jim; Hunt, Brian

2012-01-01

A proposal is made suggesting the inclusion of historiography (i.e., historical research and the writing of history) into graduate technology teacher education. In particular, a strategy is forwarded to have graduate students in technology teacher education, who are working at schools in different locations, conduct historical research and write…

Creation and Assessment of a Bad News Delivery Simulation Curriculum for Pediatric Emergency Medicine Fellows.

Science.gov (United States)

Chumpitazi, Corrie E; Rees, Chris A; Chumpitazi, Bruno P; Hsu, Deborah C; Doughty, Cara B; Lorin, Martin I

2016-05-01

Background  Bad news in the context of health care has been broadly defined as significant information that negatively alters people's perceptions of the present or future. Effectively delivering bad news (DBN) in the setting of the emergency department requires excellent communication skills. Evidence shows that bad news is frequently given inadequately. Studies show that trainees need to devote more time to developing this skill through formalized training. This program's objectives were to utilize trained standardized patients in a simulation setting to assist pediatric emergency medicine (PEM) fellows in the development of effective, sensitive, and compassionate communication with patients and family members when conveying bad news, and to recognize and respond to the patient/parent's reaction to such news. Methods PEM fellows participated in a novel curriculum utilizing simulated patients (SPs) acting as the patient's parent and immersive techniques in a realistic and supportive environment. A baseline survey was conducted to ascertain participant demographics and previous experience with simulation and DBN. Experienced, multi-disciplinary faculty participated in a training workshop with the SPs one week prior to course delivery. Three scenarios were developed for bad news delivery. Instructors watched via remote video feed while the fellows individually interacted with the SPs and then participated in a confidential debriefing. Fellows later joined for group debriefing. Fellow characteristics, experience, and self-perceived comfort pre/post-course were collected.   Results Baseline data demonstrated that 78% of fellows reported DBN two or more times per month. Ninety-three percent of fellows in this study were present during the delivery of news about the death of a child to a parent or family member in the six-month period preceding this course. Fellows' self-reported comfort level in DBN to a patient/family and dealing with patient and parent emotions

Preparing Graduate Students as Science Communicators

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Knudson, K.; Gutstein, J.

2012-12-01

Our presentation introduces our interdisciplinary curriculum that teaches graduate students at our R-1 university to translate their research to general audiences. We also discuss the challenges we have faced and strategies we have employed to broaden graduate education at our campus to include preparation in science communication. Our "Translating Research beyond Academia" curriculum consists of three separate thematically based courses taught over the academic year: Education and Community Outreach, Science Communication and Writing, Communicating with Policy- and Decision-makers. Course goals are to provide professional development training so that graduate students become more capable professionals prepared for careers inside and outside academia while increasing the public understanding of science and technology. Open to graduate students of any discipline, each course meets weekly for two hours; students receive academic credit through a co-sponsoring graduate program. Students learn effective strategies for communicating research and academic knowledge with the media, the general public, youth, stakeholders, and decision- and policy-makers. Courses combine presentations from university and regional experts with hands-on work sessions aimed towards creating effective communications, outreach and policy plans, broader impacts statements, press releases, blogs, and policy briefs. A final presentation and reflections are required. Students may opt for further training through seminars tailored to student need. Initial results of our analyses of student evaluations and work indicate that students appreciate the interdisciplinary, problem-based approach and the low-risk opportunities for learning professional development skills and for exploring non-academic employment. Several students have initiated engaged work in their disciplines, and several have secured employment in campus science communication positions. Two have changed career plans as a direct result of

Fifteen Years of Research on Graduate Education in Economics: What Have We Learned?

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Stock, Wendy A.; Siegfried, John J.

2014-01-01

In this article, the authors summarize their 15 years of research on graduate education in economics in the United States. They examine all stages of the process, from the undergraduate origins of eventual economics PhDs to their attrition and time-to-degree outcomes. For PhD completers, the authors examine job market outcomes, research…

I'm Graduating This Year! So What IS an Engineer Anyway? Research Brief

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Matusovich, Holly; Streveler, Ruth; Miller, Ron; Olds, Barbara

2009-01-01

It is often assumed that graduating engineering students readily envision what it means to be an engineer and what type of work they will be doing as engineers in the future. How can one know if this is true? This research begins to answer these questions by aiming to understand undergraduate engineering students' perceptions of themselves as…

Teaching geriatric fellows how to teach: a needs assessment targeting geriatrics fellowship program directors.

Science.gov (United States)

Rivera, Veronica; Yukawa, Michi; Aronson, Louise; Widera, Eric

2014-12-01

The entire healthcare workforce needs to be educated to better care for older adults. The purpose of this study was to determine whether fellows are being trained to teach, to assess the attitudes of fellowship directors toward training fellows to be teachers, and to understand how to facilitate this type of training for fellows. A nine-question survey adapted from a 2001 survey issued to residency program directors inquiring about residents-as-teachers curricula was developed and administered. The survey was issued electronically and sent out three times over a 6-week period. Of 144 ACGME-accredited geriatric fellowship directors from geriatric, internal medicine, and family medicine departments who were e-mailed the survey, 101 (70%) responded; 75% had an academic affiliation, 15% had a community affiliation, and 10% did not report. Academic and community programs required their fellows to teach, but just 55% of academic and 29% of community programs offered teaching skills instruction as part of their fellowship curriculum; 67% of academic programs and 79% of community programs felt that their fellows would benefit from more teaching skill instruction. Program directors listed fellow (39%) and faculty (46%) time constraints as obstacles to creation and implementation of a teaching curriculum. The majority of fellowship directors believe that it is important for geriatric fellows to become competent educators, but only approximately half of programs currently provide formal instruction in teaching skills. A reproducible, accessible curriculum on teaching to teach that includes a rigorous evaluation component should be created for geriatrics fellowship programs. © 2014, Copyright the Authors Journal compilation © 2014, The American Geriatrics Society.

Practical science communication strategies for graduate students.

Science.gov (United States)

Kuehne, Lauren M; Twardochleb, Laura A; Fritschie, Keith J; Mims, Meryl C; Lawrence, David J; Gibson, Polly P; Stewart-Koster, Ben; Olden, Julian D

2014-10-01

Development of skills in science communication is a well-acknowledged gap in graduate training, but the constraints that accompany research (limited time, resources, and knowledge of opportunities) make it challenging to acquire these proficiencies. Furthermore, advisors and institutions may find it difficult to support graduate students adequately in these efforts. The result is fewer career and societal benefits because students have not learned to communicate research effectively beyond their scientific peers. To help overcome these hurdles, we developed a practical approach to incorporating broad science communication into any graduate-school time line. The approach consists of a portfolio approach that organizes outreach activities along a time line of planned graduate studies. To help design the portfolio, we mapped available science communication tools according to 5 core skills essential to most scientific careers: writing, public speaking, leadership, project management, and teaching. This helps graduate students consider the diversity of communication tools based on their desired skills, time constraints, barriers to entry, target audiences, and personal and societal communication goals. By designing a portfolio with an advisor's input, guidance, and approval, graduate students can gauge how much outreach is appropriate given their other commitments to teaching, research, and classes. The student benefits from the advisors' experience and mentorship, promotes the group's research, and establishes a track record of engagement. When graduate student participation in science communication is discussed, it is often recommended that institutions offer or require more training in communication, project management, and leadership. We suggest that graduate students can also adopt a do-it-yourself approach that includes determining students' own outreach objectives and time constraints and communicating these with their advisor. By doing so we hope students will

Overcoming Constraints of Building Successful Partnerships Incorporating STEM Research Into K-12 Classrooms

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Radencic, S.; McNeal, K. S.; Pierce, D.; Hare, D.

2011-12-01

The Initiating New Science Partnerships in Rural Education (INSPIRE) program at Mississippi State University (MSU), funded by the NSF Graduate STEM Fellows in K-12 Education (GK12) program, focuses on the advancement of Earth and Space science education in K-12 classrooms. INSPIRE is currently in its second year of partnering ten graduate students from the STEM fields of Geosciences, Engineering and Chemistry at MSU with five teachers from local, rural school districts. The five year project serves to increase inquiry and technology experiences in science and math while enhancing graduate student's communication skills as they create interactive lessons linking their STEM research focus to the state and national standards covered in the classrooms. Each graduate student is responsible for the development of two lessons each month of the school year that are then published on the INSPIRE project webpage, www.gk12.msstate.edu, where they are a free resource for any K-12 classroom teacher seeking innovative activities for their classrooms. Many of the participating teachers and graduate students share activities developed with non-participating teachers, expanding INSPIRE's outreach throughout the local community. Numerous challenges were met during the formation of the program as well as throughout the first year in which the project management team worked together to find solutions ensuring that INSPIRE maintained successful partnerships for all involved. Proposed solutions of the following key components were identified by INSPIRE through the development, implementation, and continuous evaluation (internal and external) of the first year of the program as areas that can pose challenges to the construction of strong relationships between STEM research and K-12 classrooms: initializing the partnerships with the K-12 classrooms and STEM graduate fields at the university; maintaining strong partnerships; providing appropriate training and support; developing sound

Task A: Research in theoretical elementary particle physics at the University of Florida; Annual progress report

Energy Technology Data Exchange (ETDEWEB)

Field, R.D.; Ramond, P.M.; Sikivie, P.; Thorn, C.B.

1993-11-01

This is the Annual Progress Report of the theoretical particle theory group at the University of Florida under DoE Grant DE-FG05-86ER40272. At present our group consists of four Full Professors (Field, Ramond, Thorn, Sikivie) and three Assistant Professors (Qiu, Woodard, Kennedy). Dallas Kennedy recently joined our group increasing the Particle Theory faculty to seven. In addition, we have three postdoctoral research associates, an SSC fellow, and eight graduate students. The research of our group covers a broad range of topics in theoretical high energy physics with balance between theory and phenomenology. Included in this report is a summary of the last several years of operation of the group and an outline of our current research program.

Learning to Become Graduate Students: Japanese Women's Experience in the Research Unit in Engineering

Science.gov (United States)

Hosaka, Masako

2010-01-01

Based on the analysis of 16 interviews with women first-year master's students at two national engineering schools in Japan, this article examines the socialisation role of compulsory undergraduate research experience in Japanese women's decisions to pursue graduate education and choices of the programme. The findings suggest that research…

A Study of the Information Literacy of Biomedical Graduate Students: Based on the Thesis Topic Discovery Process in Molecular Biology Research

Directory of Open Access Journals (Sweden)

Jhao-Yen Huang

2014-06-01

Full Text Available The biomedical information environment is in a state of constant and rapid change due to the increase in research data and rapid technological advances. In Taiwan, few research has investigated the information literacy of biomedical graduate students. This exploratory study examined the information literacy abilities and training of biomedical graduate students in Taiwan. Semi-structured interviews based on the Association of College and Research Libraries Information Literacy Competency Standards for Science and Engineering/Technology were conducted with 20 molecular biological graduate students. The interview inquired about their information-seeking channels and information literacy education. The findings show that the biomedical graduate students developed a workable thesis topic with their advisors. Through various information-seeking channels and retrieval strategies, they obtained and critically evaluated information to address different information needs for their thesis research. Through seminars, annual conferences and papers, the interviewees were informed of current developments in their field. Subsequently, through written or oral communications, they were able to integrate and exchange the information. Most interviewees cared about the social, economic, legal, and ethical issues surrounding the use of information. College courses and labs were the main information literacy education environment for them to learn about research skills and knowledge. The study concludes four areas to address for the information literacy of biomedical graduate students, i.e., using professional information, using the current information, efficiency in assessing the domain information, and utilization of diverse information channels. Currently, the interviewees showed rather low usage of library resources, which is a concern for biomedical educators and libraries. [Article content in Chinese

The situation of radiation oncology practice training programs and their graduates in 1998

International Nuclear Information System (INIS)

Bushee, Gerald R.; Sunshine, Jonathan H.; Schepps, Barbara

2000-01-01

Purpose: To keep the profession apprised of current trends in the job market, the American College of Radiology (ACR) studied the employment situation of 1998 radiation oncology graduates and the status and plans of radiation oncology training programs in the United States. Methods and Materials: In April-May 1998, and again in a December 1998-January 1999 follow-up, the ACR surveyed all radiation oncology residency directors in the U.S. about the employment situation of their 1998 residency and fellowship graduates as well as changes in their programs. Eighty-five percent (71/84) of those surveyed responded. We compare current findings with similar 1997 and earlier surveys and report statistically significant differences (p ≤ 0.05). Results: By 6 months after graduation, there were no graduating residents or fellows who had not secured a position, although the status of two was unknown. At that time, about 93% of all graduates had secured positions that directors said reasonably matched graduates' training and personal goals. Program directors reported that accomplished and planned changes in their programs will reduce the annual number of residency graduates by about one-fifth since 1993. However, the number of beginning residency positions offered in 1998 was 149, up from 116 in 1997 and only a few percent below the 1993 level. By the December 1998-January 1999 follow-up, fill rates for offered training positions were 94% for residencies and 80% for fellowships, figures that are similar to those reported for past years. Directors' perceptions of the job market are much more positive. For example, only 11% of residency directors viewed the market as more difficult this year than typical of recent years, as against 48% in 1997 and 82% in 1996. Conclusion: Unemployment continues to be low, and another, 'softer' indicator, the job market perceptions of residency program directors, continues to improve. Possibly as a result, plans for program reductions are

APA/Psi Chi Edwin B. Newman Graduate Research Award: Meghan H. Puglia.

Science.gov (United States)

2016-11-01

The Edwin B. Newman Graduate Research Award is given jointly by Psi Chi and APA. The award was established to recognize young researchers at the beginning of their professional lives and to commemorate both the 50th anniversary of Psi Chi and the 100th anniversary of psychology as a science (dating from the founding of Wundt's laboratory). The 2016 recipient is Meghan H. Puglia, who was chosen for "an outstanding foundational research paper that establishes a relationship between a functional epigenetic modification to the oxytocin receptor gene (OXTR) and neural response during social perception." Puglia's award citation, biography, and bibliography are presented here. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

APA/Psi Chi Edwin B. Newman Graduate Research Award: Samantha F. Anderson.

Science.gov (United States)

2017-12-01

The Edwin B. Newman Graduate Research Award is given jointly by Psi Chi and the American Psychological Association. The award was established to recognize young researchers at the beginning of their professional lives and to commemorate both the 50th anniversary of Psi Chi and the 100th anniversary of psychology as a science (dating from the founding of Wundt's laboratory). The 2017 recipient is Samantha F. Anderson, who was chosen for "an exceptional research paper that responds to psychology's 'replication crisis' by outlining a broader view of success in replication." Her award citation, biography, and a selected bibliography are presented here. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Graduates Performance in the Workplace: Employers‟ Perspective

Directory of Open Access Journals (Sweden)

Ariel M. Plantilla

2017-05-01

Full Text Available This paper is an assessment of the employers feedback on the performance of business graduates of University of Rizal System Pililla from batch 2010 – 2014 in the workplace with respect to knowledge and understanding, skills and personal qualities. The researcher used descriptive method of research utilizing the employers and managers of employed graduates as key informants of the study. The findings revealed that employers were very much satisfied on the performance of graduates in terms of knowledge and understanding of the job, general skills, specialized skills and personal qualities demonstrated in the workplace. There was significant difference on the performance of graduates in terms of positions and length of service as revealed by the variations on the level of satisfaction of the employers on graduates’ performance in work. Relationship exists between the degree of importance of the four aspects of job performance and the level of satisfaction on the performance of business graduates. Employers placed a strong preference to the business graduates of the campus. There is no mismatch of knowledge and skills of graduates and what the employers are expecting among the business graduates.

Implementation of the medical research curriculum in graduate medical school.

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Park, Kwi Hwa; Kim, Tae-Hee; Chung, Wook-Jin

2011-06-01

The purpose of this study was to analyze the effect of the medical research curriculum on the students' satisfaction and the research self-efficacy. The curriculum was implemented to 79 graduate medical school students who entered in 2007 and 2008. This curriculum is implemented through 3 years consisting of 5 different sub-courses: Research design, Research ethics, Medical statistics, Writing medical paper, and Presentation. The effect of this program was measured with 2 self-administered surveys to students: the course satisfaction survey and the self-efficacy inventories. The Research Self-Efficacy Scale consisted of 18 items from 4 categories: Research design, Research ethics, Data analysis, and Result presentation. The descriptive statistics, paired t-test, and analysis of covariance (ANCOVA) were implemented. The average point of satisfaction of the course was 2.74 out of 4, which told us that students generally satisfied with the course. The frequencies of tutoring for research course were 2 or 3 times on average and each session of tutorial lasted 1.5 to 2 hours. The research self-efficacy in three categories (Research design, Research ethics, and Result presentation) increased significantly (presearch paper writing at undergraduate level. The curriculum showed positive results in cultivating research self-efficacy of students. There is a need for improvement of the class of Statistical analysis as students reported that it was difficult.

A Library Research Course for Graduate and Professional Students in Communication Sciences and Disorders

Science.gov (United States)

Tag, Sylvia G.

2007-01-01

This article describes the formation and content of a required library and information research course for graduate and professional students enrolled in the Communication Sciences and Disorders Master of Arts degree program at Western Washington University. The course was created as a result of library assessment, student feedback, and faculty…

iUTAH Summer Research Institutes: Supporting the STEM Pipeline Through Engagement of High School, Undergraduate and Graduate Students, Secondary Teachers, and University Faculty in Authentic, Joint Research Experiences

Science.gov (United States)

Stark, L. A.; Malone, M.

2015-12-01

Multiple types of programs are needed to support the STEM workforce pipeline from pre-college through graduate school and beyond. Short-term, intensive programs provide opportunities to participate in authentic scientific research for students who may not be sure of their interest in science and for teachers who may be unable to devote an entire summer to a research experience. The iUTAH (innovative Urban Transitions and Aridregion Hydro-Systainability) Summer Research Institute utilizes an innovative approach for a 5-day program that engages high school and undergraduate students as well as middle and high school teachers in conducting research projects led by graduate students and faculty members. Each Institute involves 3-4 half to full-day research projects. Participants collect (usually in the field) and analyze data for use in on-going research or that is related to a current research project. The participants work in groups with the graduate students to create a poster about each research project. They present their posters on the last day of the Institute at the state-wide meeting of all researchers and involved in this EPSCoR-funded program. In addition to introducing participants to research, one of the Institute's goals is to provide opportunities for meaningful near-peer interactions with students along the STEM pipeline from high school to undergraduate to graduate school. On the end-of-Institute evaluations, almost all students have reported that their discussions with other participants and with graduate students and faculty were a "Highly effective" or "Effective" part of the Institute. In response to a question about how the Institute will impact their course choices or their plans to pursue a career in science, many high school and undergraduate students have noted that they plan to take more science courses. Each year several undergraduates who were previously unsure about a career in science have indicated that they now intend to pursue a

Burnout, career satisfaction, and well-being among US neurology residents and fellows in 2016.

Science.gov (United States)

Levin, Kerry H; Shanafelt, Tait D; Keran, Christopher M; Busis, Neil A; Foster, Laura A; Molano, Jennifer Rose V; O'Donovan, Cormac A; Ratliff, Jeffrey B; Schwarz, Heidi B; Sloan, Jeff A; Cascino, Terrence L

2017-08-01

To study prevalence of and factors contributing to burnout, career satisfaction, and well-being in US neurology residents and fellows. A total of 938 US American Academy of Neurology member neurology residents and fellows were surveyed using standardized measures of burnout, career satisfaction, and well-being from January 19 to March 21, 2016. Response rate was 37.7% (354/938); about 2/3 of responders were residents and 1/3 were fellows. Median age of participants was 32 years and 51.1% were female. Seventy-three percent of residents and 55% of fellows had at least one symptom of burnout, the difference largely related to higher scores for depersonalization among residents. For residents, greater satisfaction with work-life balance, meaning in work, and older age were associated with lower risk of burnout; for fellows, greater satisfaction with work-life balance and effective support staff were associated with lower risk of burnout. Trainees experiencing burnout were less likely to report career satisfaction. Career satisfaction was more likely among those reporting meaning in work and more likely for those working in the Midwest compared with the Northeast region. Burnout is common in neurology residents and fellows. Lack of work-life balance and lack of meaning in work were associated with reduced career satisfaction and increased risk of burnout. These results should inform approaches to reduce burnout and promote career satisfaction and well-being in US neurology trainees. © 2017 American Academy of Neurology.

Teaching Experiences for Graduate Student Researchers: A Study of the Design and Implementation of Science Courses for Secondary Students

Science.gov (United States)

Collins, Anne Wrigley

Modern science education reform recommends that teachers provide K-12 science students a more complete picture of the scientific enterprise, one that lies beyond content knowledge and centers more on the processes and culture of scientists. In the case of Research Experience for Teachers (RET) programs, the "teacher" becomes "researcher" and it is expected that he/she will draw from the short-term science research experience in his/her classroom, offering students more opportunities to practice science as scientists do. In contrast, this study takes place in a program that allows graduate students, engaged in research full-time, to design and implement a short-duration course for high school students on Saturdays; the "researcher" becomes "teacher" in an informal science program. In this study, I investigated eleven graduate students who taught in the Saturday Science (SS) program. Analyses revealed participants' sophisticated views of the nature of science. Furthermore, participants' ideas about science clearly resonated with the tenets of NOS recommended for K-12 education (McComas et al., 1998). This study also highlighted key factors graduate students considered when designing lessons. Instructors took great care to move away from models of traditional, "lecture"-based, university science teaching. Nonetheless, instruction lacked opportunities for students to engage in scientific inquiry. In instances when instructors included discussions of NOS in SS courses, opportunities for high school students to learn NOS were not explicit enough to align with current science reform recommendations (e.g., AAAS, 2009). Graduate students did, however, offer high school students access to their own science or engineering research communities. These findings have significant implications for K-12 classroom reform. Universities continue to be a valuable resource for K-12 given access to scientists, materials or equipment, and funding. Nonetheless, and as was the case with

A Graduate Student's Experience and Perspective on a Student-Teacher-Researcher Partnership

Science.gov (United States)

Bostic, J.; Stylinski, C.; Doty, C.

2017-12-01

Teachers and their K-12 students lack firsthand experience in science research and often harbor misconceptions about science practices and the nature of science. To address this challenge, the NOAA-funded Student-Teacher-Researcher (STAR) partnership that provides rural high school students with authentic research experiences investigating the amount and sources of nitrate in schoolyard runoff. Teachers received training, guiding curricular materials aligned with NGSS and in-classroom support. With a focus on evidence-based reasoning skills, students actively participate in the research process through sample collection, data analysis, and an in-person discussion of conclusions and implications with our scientist team. As a member of this team, I assisted with refining the study design, analyzing nitrate isotope runoff samples, and sharing insights and feedback with students during the in-person discussion session. Assessment results indicate student gained an understanding of nitrate pollution and of science practices. As a graduate student, young scientist, and possessor of a B.S. in Science Education, I already recognized the value of involving K-12 students and teachers in authentic research experiences, as these experiences expose students to the nature of science while also improving content knowledge. During the STAR partnership, I learned firsthand some of the obstacles presented during outreach involving partnerships between a research institution and schools, such as inflexibility of school scheduling and the need for flexibility with research questions requiring complex lab analysis. Additionally, I discovered the challenge of working systemically across a school district, which can have broad impact but limit student experiences. Highlights of my experience included interactions with students and teachers, especially when students have unexpected answers to my questions, providing novel explanations for patterns observed in the data. Despite the

The fellow eye in patients with unilateral retinal detachment: findings and prophylactic treatment.

Science.gov (United States)

Laatikainen, L

1985-10-01

During a 4-year period, 1978-1981, 312 patients were operated on for unilateral rhegmatogenous detachment of the retina. Of the fellow eyes, 11% showed moderate (VA 0.15-0.4) and 5% severe (VA less than or equal to 0.1) visual impairment. Of the fellow eyes 49% were myopic (- 1.0 D. or more), and aphakia was present in 14%. Details of the peripheral fundus were adequately recordable for 260 fellow eyes. Degenerations considered to predispose to retinal detachment were found in 98 eyes (38%): lattice degeneration in 54 (21%), granular tuft in 17 (7%), retinal tear(s) in 12 (5%), and retinoschisis in 15 (6%). Prophylactic treatment of predisposing degenerations was performed in 91 of the 98 eyes using cryo- or photocoagulation (argon laser). No intra- or permanent post-operative complications were noticed. One of the treated fellow eyes (1.1%) detached 10 months after prophylactic treatment due to new tears. In the untreated group, 6 of the 221 eyes detached (2.7%). The difference was not statistically significant, but the groups were not comparable because 93% of the eyes showing predisposing degenerations were treated. None of the eyes treated for retinal breaks or lattice degeneration has detached. In these cases prophylactic treatment of the fellow eye is recommended. In most eyes cryocoagulation seems to be preferable to photocoagulation.

7 CFR 3402.7 - Fellowship appointments.

Science.gov (United States)

2010-01-01

... career in agricultural research, teaching or extension. (5)(i) A doctoral level Graduate Fellow who..., AND EXTENSION SERVICE, DEPARTMENT OF AGRICULTURE FOOD AND AGRICULTURAL SCIENCES NATIONAL NEEDS... pursue full-time traineeship in research, teaching or extension in the national need area and are...

Coping as a mediator of the relationship between stress mindset and psychological stress response: a pilot study

OpenAIRE

Horiuchi,Satoshi; Tsuda,Akira; Aoki,Shuntaro; Yoneda,Kenichiro; Sawaguchi,Yusuke

2018-01-01

Satoshi Horiuchi,1 Akira Tsuda,2 Shuntaro Aoki,3,4 Kenichiro Yoneda,5 Yusuke Sawaguchi6 1Faculty of Social Welfare, Iwate Prefectural University, Iwate, 2Department of Psychology, Kurume University, Fukuoka, 3Research Fellow of Japan Society for the Promotion of Science, Tokyo, 4Graduate School of Psychological Science, Health Sciences University of Hokkaido, Hokkaido, 5Graduate School of Psychology, Kurume University, Fukuoka, 6Graduate School of Social Welfare, Iwate Prefectural University,...

Frequency of lattice degeneration and retinal breaks in the fellow eye in retinal detachment.

Science.gov (United States)

Lorentzen, S E

1988-04-01

The fellow eye of 100 consecutively admitted cases of retinal detachment was studied with three-mirror examination for the presence of lattice degeneration and retinal breaks. Lattice degeneration was found in 18% and retinal breaks in 20% of fellow eyes.

The Economic Returns to Graduating with Honors - Evidence from Law Graduates

OpenAIRE

Schumann, Mathias; Freier, Ronny; Siedler, Thomas

2014-01-01

This paper studies the causal effects of graduating from university with an honors degree on subsequent labor market outcomes. While a rich body of literature has focused on estimating returns to human capital, few studies have analyzed returns at the very top of the education distribution. We highlight the importance of honors degrees for future labor market success in the context of German law graduates. Using a difference-in-differences research design combined with entropy balancing, we f...

Increasing Graduate Management Education Candidate Diversity: Improving Attraction to Underrepresented Segments. GMAC® Research Report RR-16-03

Science.gov (United States)

White, Sabrina; Rea, Jeff

2016-01-01

This white paper, "Increasing Graduate Management Education Candidate Diversity: Improving Attraction to Underrepresented Segments," presents findings from a research study that GMAC commissioned from globalsojourn, a market strategy and research firm, to gain insights into the dynamics of the perceptions and interest of U.S.…

Pediatric anesthesiology fellow education: is a simulation-based boot camp feasible and valuable?

Science.gov (United States)

Ambardekar, Aditee P; Singh, Devika; Lockman, Justin L; Rodgers, David L; Hales, Roberta L; Gurnaney, Harshad G; Nathan, Aruna; Deutsch, Ellen S

2016-05-01

Pediatric anesthesiologists must manage crises in neonates and children with timely responses and limited margin for error. Teaching the range of relevant skills during a 12-month fellowship is challenging. An experiential simulation-based curriculum can augment acquisition of knowledge and skills. To develop a simulation-based boot camp (BC) for novice pediatric anesthesiology fellows and assess learner perceptions of BC activities. We hypothesize that BC is feasible, not too basic, and well received by fellows. Skills stations, team-based in situ simulations, and group discussions of complex cases were designed. Stations were evaluated by anonymous survey; fellows rated usefulness in improving knowledge, self-confidence, technical skill, and clinical performance using a Likert scale (1 strongly disagree to 5 strongly agree). They were also asked if stations were too basic or too short. Median and interquartile range (IQR) data were calculated and noted as median (IQR). Fellows reported the difficult airway station and simulated scenarios improved knowledge, self-confidence, technical skill, and clinical performance. They disagreed that stations were too basic or too short with exception of the difficult airway session, which was too short [4 (4-3)]. Fellows believed the central line station improved knowledge [4 (4-3)], technical skills [4 (4-4)], self-confidence [4 (4-3)], and clinical performance [4 (4-3)]; scores trended toward neutral likely because the station was perceived as too basic [3.5 (4-3)]. An interactive session on epinephrine and intraosseous lines was valued. Complicated case discussion was of educational value [4 (5-4)], the varied opinions of faculty were helpful [4 (5-4)], and the session was neither too basic [2 (2-2)] nor too short [2 (2-2)]. A simulation-based BC for pediatric anesthesiology fellows was feasible, perceived to improve confidence, knowledge, technical skills, and clinical performance, and was not too basic. © 2016 John Wiley

Connor H. G. Patros: Psi Chi/APA Edwin B. Newman Graduate Research Award.

Science.gov (United States)

2015-11-01

The Edwin B. Newman Graduate Research Award is given jointly by Psi Chi and APA. The award was established to recognize young researchers at the beginning of their professional lives and to commemorate both the 50th anniversary of Psi Chi and the 100th anniversary of psychology as a science (dating from the founding of Wundt's laboratory). The 2015 recipient is Connor H. G Patros. Patros was chosen for "an excellent research paper that examines the complex relationship between working memory, choice-impulsivity, and the attention-deficit/hyperactivity disorder (ADHD) phenotype." Patros's award citation, biography, and a selected bibliography are presented here. (c) 2015 APA, all rights reserved).

Elements of a Professional Development Seminar for First-Year Astronomy Graduate Students

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Dinerstein, H. L.

1999-12-01

Students entering the astronomy Ph.D. program at the University of Texas at Austin take a seminar course which is designed to serve as an introduction and orientation both to the program and the department, and also to astronomy as a profession and a career. This seminar meets one hour per week, and has been taught in approximately the same format annually since 1994. While details of the syllabus vary from year to year, about half the sessions are devoted to information specific to our program, such as overviews of the research activities and facilities of the department and McDonald Observatory. The rest of the sessions address broader issues. They include discussions and (sometimes practice) of essential skills such as giving oral presentations, writing and peer-review of journal articles and proposals, and norms and practices of the profession. Another major focus, usually occupying three or four class sessions, is the current job market, prospects for employment, and various career paths for astronomers. National employment statistics are reviewed, as well as the employment experiences of recent graduates of our own program (Dinerstein 1996, BAAS, 28, 1277). Astronomers at various stages of their careers, and in various professional tracks, come and talk about their experiences; these guests include current post-doctoral fellows associated with the department, astronomers who have spent most of their careers on grant support (``soft money'' track) or in observatory support positions, and individuals with experience teaching at small or community colleges. The purpose of this seminar course is to ensure that graduate students become aware of their options early in their graduate careers, in order to avoid unrealistic expectations followed by unpleasant surprises later on, and to help them plan an optimum strategy for their own professional development. I also discuss how this course, originally tailored for one department, could be modified and adapted to other

Women’s Health Training in Gastroenterology Fellowship: A National Survey of Fellows and Program Directors

Science.gov (United States)

Roberson, Erica; Richie, Kelly; Lindstrom, Mary J.; Esposti, Silvia Degli; Wald, Arnold

2013-01-01

Background and Aims The Gastroenterology Core Curriculum requires training in women’s digestive disorders; however, requirements do not necessarily produce knowledge and competence. Our study goals were: (1) to compare perceptions of education, fellow-reported levels of competence, and attitudes towards training in women’s gastrointestinal (GI) health issues during fellowship between gastroenterology fellows and program directors, and (2) to determine the barriers for meeting training requirements. Methods A national survey assessing four domains of training was conducted. All GI program directors in the United States (n = 153) and a random sample of gastroenterology fellows (n = 769) were mailed surveys. Mixed effects linear modeling was used to estimate all mean scores and to assess differences between the groups. Cronbach’s alpha was used to assess the consistency of the measures which make up the means. Results Responses were received from 61% of program directors and 31% of fellows. Mean scores in perceived didactic education, clinical experiences, and competence in women’s GI health were low and significantly differed between the groups (P < 0.0001). Fellows’ attitudes towards women’s GI health issues were more positive compared to program directors’ (P = 0.004). Barriers to training were: continuity clinic at a Veteran’s Administration hospital, low number of pregnant patients treated, low number of referrals from obstetrics and gynecology, and lack of faculty interest in women’s health. Conclusions (1) Fellows more so than program directors perceive training in women’s GI health issues to be low. (2) Program directors more so than fellows rate fellows to be competent in women’s GI health. (3) Multiple barriers to women’s health training exist. PMID:21267780

The graduate as a tool of institutional assessment: an analysis of academic knowledge and employability with FEARP/USP graduates

Directory of Open Access Journals (Sweden)

Claudio de Souza Miranda

2015-02-01

Full Text Available The assessment process in education has been the target of many studies, including higher education. The assessment process can occur during several levels; this study is done with the graduates. The focus of this study was the Faculty of Economics, Business and Accouting of Ribeirão Preto – USP, in order to answer the following research question: How is the integration of graduate students in the market? The faculty had 17 graduate groups that was composed of 1,520 graduates in its three courses. The researchers were able to connect 1,185, and they obtained 725 answers. Most of the graduates are in the Southeast, especially in São Paulo (84.7%. In terms of post-graduation courses, 32.1% were at MBA courses and 28.1% were at Mastering courses. Regarding employability was observed 91.8% are employed, 5.0% are looking for jobs and only 3.2% are inactive. Among the employed, 80.9% acts at their graduation area. These employees are at public and private sector, and they have an average income of R$ 9,6313. About the graduation course they scored 8.2 out of 10, despite some criticism of undergraduate learning and the market.

Multidisciplinary Graduate Training in Social Research Methodology and Computer-Assisted Qualitative Data Analysis: A Hands-On/Hands-Off Course Design

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Bourque, Claude Julie; Bourdon, Sylvain

2017-01-01

Drawing on the experience of training graduate students and researchers in qualitative and mixed-methods analysis since the mid-1990s, the authors reflect on the evolution of a multidisciplinary graduate course developed in a Canadian university since 2007. The hands-on/hands-off course design based on the use of NVivo was developed in parallel…

Dental hygienists' perceptions of barriers to graduate education.

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Boyd, Linda D; Bailey, Angela

2011-08-01

To advance the profession of dental hygiene, graduate education is necessary to support growth in research, education, administration, and practice in the discipline and to sustain credibility in a climate in which other health professions require entry-level master's and doctoral degrees. The purpose of this study was to explore what dental hygienists perceive as barriers to pursuing a graduate degree. A survey was developed based on the literature and other national surveys. Data were collected from 160 respondents to the survey: 50 percent held an entry-level baccalaureate degree in dental hygiene, while the rest held an entry-level associate degree (48 percent) or certificate (2 percent) in dental hygiene. All respondents had completed a bachelor's degree. The top five barriers these respondents identified in pursuing graduate education were as follows: 1) cost of graduate education, 2) family responsibilities are too great, 3) concerns about personal funding to pay for graduate education, 4) finding time for graduate school while working, and 5) fear of thesis research. Dental hygiene is one of the few health professions that still have entry-level degrees at the associate and baccalaureate levels. The profession needs to reduce such barriers to enable dental hygienists to pursue graduate education and thus ensure an adequate supply of future leaders, educators, and researchers.

Academic Procrastination and the Performance of Graduate-Level Cooperative Groups in Research Methods Courses

Science.gov (United States)

Jiao, Qun G.; DaRos-Voseles, Denise A.; Collins, Kathleen M. T.; Onwuegbuzie, Anthony J.

2011-01-01

This study examined the extent to which academic procrastination predicted the performance of cooperative groups in graduate-level research methods courses. A total of 28 groups was examined (n = 83 students), ranging in size from 2 to 5 (M = 2.96, SD = 1.10). Multiple regression analyses revealed that neither within-group mean nor within-group…

Teaching Graduate Students The Art of Science

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Snieder, Roel; Larner, Ken; Boyd, Tom

2012-08-01

Graduate students traditionally learn the trade of research by working under the supervision of an advisor, much as in the medieval practice of apprenticeship. In practice, however, this model generally falls short in teaching students the broad professional skills needed to be a well-rounded researcher. While a large majority of graduate students considers professional training to be of great relevance, most graduate programs focus exclusively on disciplinary training as opposed to skills such as written and oral communication, conflict resolution, leadership, performing literature searches, teamwork, ethics, and client-interaction. Over the past decade, we have developed and taught the graduate course "The Art of Science", which addresses such topics; we summarize the topics covered in the course here. In order to coordinate development of professional training, the Center for Professional Education has been founded at the Colorado School of Mines. After giving an overview of the Center's program, we sketch the challenges and opportunities in offering professional education to graduate students. Offering professional education helps create better-prepared graduates. We owe it to our students to provide them with such preparation.

Underrepresentation of Women and Minorities in the United States IR Academic Physician Workforce.

Science.gov (United States)

Higgins, Mikhail C S S; Hwang, Wei-Ting; Richard, Chase; Chapman, Christina H; Laporte, Angelique; Both, Stefan; Thomas, Charles R; Deville, Curtiland

2016-12-01

To assess the United States interventional radiology (IR) academic physician workforce diversity and comparative specialties. Public registries were used to assess demographic differences among 2012 IR faculty and fellows, diagnostic radiology (DR) faculty and residents, DR subspecialty fellows (pediatric, abdominal, neuroradiology, and musculoskeletal), vascular surgery and interventional cardiology trainees, and 2010 US medical school graduates and US Census using binomial tests with .001 significance level (Bonferroni adjustment for multiple comparisons). Significant trends in IR physician representation were evaluated from 1992 to 2012. Women (15.4%), blacks (2.0%), and Hispanics (6.2%) were significantly underrepresented as IR fellows compared with the US population. Women were underrepresented as IR (7.3%) versus DR (27.8%) faculty and IR fellows (15.4%) versus medical school graduates (48.3%), DR residents (27.8%), pediatric radiology fellows (49.4%), and vascular surgery trainees (27.7%) (all P < .001). IR ranked last in female representation among radiologic subspecialty fellows. Blacks (1.8%, 2.1%, respectively, for IR faculty and fellows); Hispanics (1.8%, 6.2%); and combined American Indians, Alaska Natives, Native Hawaiians, and Pacific Islanders (1.8%, 0) showed no significant differences in representation as IR fellows compared with IR faculty, DR residents, other DR fellows, or interventional cardiology or vascular surgery trainees. Over 20 years, there was no significant increase in female or black representation as IR fellows or faculty. Women, blacks, and Hispanics are underrepresented in the IR academic physician workforce relative to the US population. Given prevalent health care disparities and an increasingly diverse society, research and training efforts should address IR physician workforce diversity. Copyright © 2016 SIR. Published by Elsevier Inc. All rights reserved.

The organizational attraction of nursing graduates: using research to guide employer branding.

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Fréchette, Julie; Bourhis, Anne; Stachura, Michal

2013-01-01

In the context of the global nursing shortage, only the most attractive employers are able to recruit a sufficient number of nurses to maintain high quality of care and ensure positive patient outcomes. It is important for health care organizations to align their practices and their employer marketing strategies with attraction factors important to nurses. This article presents the results of a survey of 666 nursing students graduating in the spring of 2009 in the Canadian province of Quebec. Hypotheses were tested using repeated-measures analysis of variance and post hoc tests. Consistent with hypotheses, the results showed that quality of care, type of work, compensation, and employer branding are organizational attraction factors that nursing graduates perceived as important, with quality of care being the most important one. These findings were later used by a Canadian university teaching hospital to optimize its employer branding and attraction strategy that resulted in an increase in the hiring of university-trained nurses. Further research is needed to examine organizational attractiveness for new nurses over time, across generations, and within various cultural contexts.

Fellows' Perceptions of a Mandatory Reflective Electronic Portfolio in a Geriatric Medicine Fellowship Program

Science.gov (United States)

Ruiz, Jorge G.; Qadri, Syeda S.; Karides, Marina; Castillo, Carmen; Milanez, Marcos; Roos, Bernard A.

2009-01-01

Electronic portfolios (ePortfolios) can be useful for evaluating and documenting mastery of competencies. We investigated geriatric medicine fellows' perceptions of an ePortfolio. We conducted surveys and focus groups followed by quantitative and qualitative data analysis. Our study revealed that fellows considered the ePortfolio acceptable and…

Charles Wagley's legacy of Interdisciplinary Graduate Research and Training Programs at the University of Florida

Directory of Open Access Journals (Sweden)

Marianne Schmink

Full Text Available When Charles Wagley moved from Columbia University to the University of Florida (UF in 1972, he established the Tropical South America Program. In this program he began an enduring legacy at UF of interdisciplinarity, collaborative research and training focused on the problems and solutions of tropical development, and support for students as future leaders. Reaching out to agricultural researchers and other social science disciplines, Wagley later co-founded and directed the Amazon Research and Training Program (ARTP, and remained active even after his retirement in 1983. The ARTP built on Wagley's strategy of supporting student research and building collaboration with partners in Latin America, and innovated in bringing in visiting professors from different disciplines, developing new interdisciplinary courses, and networking among Amazonian scholars in different countries. Wagley's most lasting contribution is the Tropical Conservation and Development (TCD program, which grew out of the ARTP to become an internationally-recognized interdisciplinary graduate program focused on the intersection between biodiversity conservation and the well-being of people in the tropical world. Drawing on participation from over 100 faculty affiliates in 27 academic units at UF, since 1980 the ARTP and TCD programs have trained over 400 graduate students from two dozen countries.

Measuring pediatric hematology-oncology fellows' skills in humanism and professionalism: A novel assessment instrument.

Science.gov (United States)

Kesselheim, Jennifer C; Agrawal, Anurag K; Bhatia, Nita; Cronin, Angel; Jubran, Rima; Kent, Paul; Kersun, Leslie; Rao, Amulya Nageswara; Rose, Melissa; Savelli, Stephanie; Sharma, Mukta; Shereck, Evan; Twist, Clare J; Wang, Michael

2017-05-01

Educators in pediatric hematology-oncology lack rigorously developed instruments to assess fellows' skills in humanism and professionalism. We developed a novel 15-item self-assessment instrument to address this gap in fellowship training. Fellows (N = 122) were asked to assess their skills in five domains: balancing competing demands of fellowship, caring for the dying patient, confronting depression and burnout, responding to challenging relationships with patients, and practicing humanistic medicine. An expert focus group predefined threshold scores on the instrument that could be used as a cutoff to identify fellows who need support. Reliability and feasibility were assessed and concurrent validity was measured using three established instruments: Maslach Burnout Inventory (MBI), Flourishing Scale (FS), and Jefferson Scale of Physician Empathy (JSPE). For 90 participating fellows (74%), the self-assessment proved feasible to administer and had high internal consistency reliability (Cronbach's α = 0.81). It was moderately correlated with the FS and MBI (Pearson's r = 0.41 and 0.4, respectively) and weakly correlated with the JSPE (Pearson's r = 0.15). Twenty-eight fellows (31%) were identified as needing support. The self-assessment had a sensitivity of 50% (95% confidence interval [CI]: 31-69) and a specificity of 77% (95% CI: 65-87) for identifying fellows who scored poorly on at least one of the three established scales. We developed a novel assessment instrument for use in pediatric fellowship training. The new scale proved feasible and demonstrated internal consistency reliability. Its moderate correlation with other established instruments shows that the novel assessment instrument provides unique, nonredundant information as compared to existing scales. © 2016 Wiley Periodicals, Inc.

Bridging the Gap: A Framework and Strategies for Integrating the Quality and Safety Mission of Teaching Hospitals and Graduate Medical Education.

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Tess, Anjala; Vidyarthi, Arpana; Yang, Julius; Myers, Jennifer S

2015-09-01

Integrating the quality and safety mission of teaching hospitals and graduate medical education (GME) is a necessary step to provide the next generation of physicians with the knowledge, skills, and attitudes they need to participate in health system improvement. Although many teaching hospital and health system leaders have made substantial efforts to improve the quality of patient care, few have fully included residents and fellows, who deliver a large portion of that care, in their efforts. Despite expectations related to the engagement of these trainees in health care quality improvement and patient safety outlined by the Accreditation Council for Graduate Medical Education in the Clinical Learning Environment Review program, a structure for approaching this integration has not been described.In this article, the authors present a framework that they hope will assist teaching hospitals in integrating residents and fellows into their quality and safety efforts and in fostering a positive clinical learning environment for education and patient care. The authors define the six essential elements of this framework-organizational culture, teaching hospital-GME alignment, infrastructure, curricular resources, faculty development, and interprofessional collaboration. They then describe the organizational characteristics required for each element and offer concrete strategies to achieve integration. This framework is meant to be a starting point for the development of robust national models of infrastructure, alignment, and collaboration between GME and health care quality and safety leaders at teaching hospitals.

Peer Review in Radiology: A Resident and Fellow Perspective.

Science.gov (United States)

Grenville, Jeffrey; Doucette-Preville, David; Vlachou, Paraskevi A; Mnatzakanian, Gevork N; Raikhlin, Antony; Colak, Errol

2016-02-01

The purpose of this study was to explore Canadian radiology residents' and fellows' understanding, attitudes, opinions, and preferences toward peer review. An Internet-based anonymous questionnaire designed to understand one's familiarity, attitudes, opinions, and preferences toward peer review was distributed to radiology residents and fellows across Canada. Data were analyzed using descriptive statistics, and answers were stratified by level of training. A total of 136 trainees responded to the survey with 92 completed survey responses available for descriptive statistics. Approximately half of respondents are familiar with peer review (49%), and 39% of trainees are involved in peer review. Most respondents (92%) expressed an interest in learning more about peer review; believe that it should be incorporated into the residency training curriculum (86%), be mandatory (72%), and that current participation will increase odds of future participation (91%). Most trainees (80%) are comfortable advising one another about errors, but less comfortable advising staff (21%). Residents and fellows welcome the opportunity to learn more about peer review and believe it should be incorporated into the residency training curriculum. Understanding the attitudes and perceptions held by trainees regarding peer review is important, as a means to optimize education and maximize current and future participation in peer review. Copyright © 2016 American College of Radiology. Published by Elsevier Inc. All rights reserved.

The effects of the addition of a pediatric surgery fellow on the operative experience of the general surgery resident.

Science.gov (United States)

Raines, Alexander; Garwe, Tabitha; Adeseye, Ademola; Ruiz-Elizalde, Alejandro; Churchill, Warren; Tuggle, David; Mantor, Cameron; Lees, Jason

2015-06-01

Adding fellows to surgical departments with residency programs can affect resident education. Our specific aim was to evaluate the effect of adding a pediatric surgery (PS) fellow on the number of index PS cases logged by the general surgery (GS) residents. At a single institution with both PS and GS programs, we examined the number of logged cases for the fellows and residents over 10 years [5 years before (Time 1) and 5 years after (Time 2) the addition of a PS fellow]. Additionally, the procedure related relative value units (RVUs) recorded by the faculty were evaluated. The fellows averaged 752 and 703 cases during Times 1 and 2, respectively, decreasing by 49 (P = 0.2303). The residents averaged 172 and 161 cases annually during Time 1 and Time 2, respectively, decreasing by 11 (P = 0.7340). The total number of procedure related RVUs was 4627 and 6000 during Times 1 and 2, respectively. The number of cases logged by the PS fellows and GS residents decreased after the addition of a PS fellow; however, the decrease was not significant. Programs can reasonably add an additional PS fellow, but care should be taken especially in programs that are otherwise static in size.

The future of the pharmaceutical sciences and graduate education: recommendations from the AACP Graduate Education Special Interest Group.

Science.gov (United States)

Wu-Pong, Susanna; Gobburu, Jogarao; O'Barr, Stephen; Shah, Kumar; Huber, Jason; Weiner, Daniel

2013-05-13

Despite pharma's recent sea change in approach to drug discovery and development, U.S. pharmaceutical sciences graduate programs are currently maintaining traditional methods for master's and doctoral student education. The literature on graduate education in the biomedical sciences has long been advocating educating students to hone soft skills like communication and teamwork, in addition to maintaining excellent basic skills in research. However, recommendations to date have not taken into account the future trends in the pharmaceutical industry. The AACP Graduate Education Special Interest Group has completed a literature survey of the trends in the pharmaceutical industry and graduate education in order to determine whether our graduate programs are strategically positioned to prepare our graduates for successful careers in the next few decades. We recommend that our pharmaceutical sciences graduate programs take a proactive leadership role in meeting the needs of our future graduates and employers. Our graduate programs should bring to education the innovation and collaboration that our industry also requires to be successful and relevant in this century.

Teaching and Learning Research Literacies in Graduate Adult Education: Appreciative Inquiry into Practitioners' Ways of Writing.

Science.gov (United States)

Lander, Dorothy A.

2002-01-01

Presents a theoretical framework for teaching and learning research literacies. Describes a classroom demonstration involving graduate student cohorts in appreciative inquiry into practitioners' ways of writing. Addresses the issues of human subjects, informed consent, and the ethics of representation. (Contains 49 references.) (SK)

Orion: a web-based application designed to monitor resident and fellow performance on-call.

Science.gov (United States)

Itri, Jason N; Kim, Woojin; Scanlon, Mary H

2011-10-01

Radiology residency and fellowship training provides a unique opportunity to evaluate trainee performance and determine the impact of various educational interventions. We have developed a simple software application (Orion) using open-source tools to facilitate the identification and monitoring of resident and fellow discrepancies in on-call preliminary reports. Over a 6-month period, 19,200 on-call studies were interpreted by 20 radiology residents, and 13,953 on-call studies were interpreted by 25 board-certified radiology fellows representing eight subspecialties. Using standard review macros during faculty interpretation, each of these reports was classified as "agreement", "minor discrepancy", and "major discrepancy" based on the potential to impact patient management or outcome. Major discrepancy rates were used to establish benchmarks for resident and fellow performance by year of training, modality, and subspecialty, and to identify residents and fellows demonstrating a significantly higher major discrepancy rate compared with their classmates. Trends in discrepancies were used to identify subspecialty-specific areas of increased major discrepancy rates in an effort to tailor the didactic and case-based curriculum. A series of missed-case conferences were developed based on trends in discrepancies, and the impact of these conferences is currently being evaluated. Orion is a powerful information technology tool that can be used by residency program directors, fellowship programs directors, residents, and fellows to improve radiology education and training.

Pioneering Integrated Education and Research Program in Graduate School of Engineering and its Inquiry by Questionnaire

Science.gov (United States)

Minamino, Yoritoshi

Department of Adaptive Machine Systems, Department of Materials and Manufucturing Science and Department of Business engineering have constructed the educational programs of consecutive system from master to doctor courses in graduate school of engineering, “Pioneering Integrated Education and Research Program (PP) ”, to produce volitional and original mind researchers with high abilities of research, internationality, leader, practice, management and economics by cooperation between them for reinforcement of their ordinary curriculums. This program consists of the basic PP for master course students and the international exchange PP, leadership pp and tie-up PP of company and University for Doctor course students. In 2005th the basic PP was given to the master course students and then their effectiveness of the PP was investigated by questionnaire. The results of questionnaire proved that the graduate school students improved their various abilities by the practical lesson in cooperation between companies and our Departments in the basic PP, and that the old boys after basic PP working in companies appreciated the advantages to business planning, original conception, finding solution, patents, discussion, report skills required in companies.

Performance of small reactors at universities for teaching, research, training and service (TRTS): thirty five years' experience with the Dalhousie University SLOWPOKE-2 reactor

Energy Technology Data Exchange (ETDEWEB)

Chatt, A., E-mail: a.chatt@dal.ca [Dalhousie Univ., Trace Analysis Research Centre, Dept. of Chemistry, Halifax, Nova Scotia (Canada)

2013-07-01

The Dalhousie University SLOWPOKE-2 Reactor (DUSR) facility, operated during 1976-2011, was the only research reactor in Atlantic Canada as well as the only one associated with a chemistry department in a Canadian university. The most outstanding features of the facility included: a rapid (100 ms) cyclic pneumatic sample transfer system, a permanently installed Cd-site, and a Compton-suppression gamma-ray spectrometer. The usage encompassed fundamental as well as applied studies in various fields using neutron activation analysis (NAA). The facility was used for training undergraduate/graduate students, postdoctoral fellows, technicians, and visiting scientists, and for cooperative projects with other universities, research organizations and industries. (author)

Non-Academic Jobs for Fellows in Law Firms, Patent and Trademark Office and Scientific Intellectual Property | Center for Cancer Research

Science.gov (United States)

This workshop helps CCR fellows and staff scientists learn about and better position themselves for potential job opportunities at law firms, patent and trademark, and intellectual property protection across the biotechnology and pharmaceutical industries. Guest speakers will shed light on how to best position yourself for obtaining these types of positions and how to improve

USO-Built Graduate School

NARCIS (Netherlands)

Bronswijk, van J.E.M.H.; Doevendans, C.H.; Verbeke, J.

2003-01-01

USO-Built is a distributed Graduate Research School under the CLUSTER (www.cluster.org) umbrella with its own aim, high-quality research and educational programs. It focuses on teaching research at the PhD and MPhil-level, concerns the technological domains of science aiming at balanced and implicit

800 Fellows at CERN: Make your voice heard!

CERN Multimedia

Staff Association

2018-01-01

The financial and social conditions of the CERN personnel are determined in agreement between the CERN Management and the Staff Association (SA), the statutory body representing the personnel. The Staff Association is mandated to serve and defend the economic, social, professional and moral interests of its members and the entire CERN personnel. Fellows are members of the personnel employed by CERN (MPE), and should be listened to and heard during discussions that concern their financial and social conditions and, more widely, their working and employment conditions. The Staff Association wants to hear from you! At the end of 2017, 50 delegates were elected to the Staff Council, including four fellows. These delegates are your spokespersons within the Staff Association and, as such, they represent you in relations with the Management and the Member States. How can you make a difference? In 2015, during the latest five-yearly review, the aim of which was to review the financial and social conditions of the mem...

Asian International Graduate Students’ Extrinsic Motivation to Pursue Degrees

Directory of Open Access Journals (Sweden)

Naomi Takashiro

2017-04-01

Full Text Available The author examined the types of extrinsic motivation for Asian international graduate students pursuing graduate degrees. The theoretical framework used was extrinsic motivation within Self-Determination Theory. Even though the presence of Asian international graduate students is steadily increasing worldwide, research into their extrinsic motivation is scarce. It is important for educators to explore and understand Asian international graduate students’ extrinsic motivation since such students would provide unique, distinctive cultural aspects in the classroom in their host countries. The research design employed was qualitative. Semi-structured interviews were conducted with 10 graduate students from four Asian countries. The identified themes were a faculty influence, b personal recognition, and c utility for careers. Asian international graduate students expressed that their ultimate extrinsic motivation was to get professional jobs in academia. The author discussed the implications of these findings for instructors.

"I don't know what I was expecting": Home visits by neonatology fellows for infants discharged from the NICU.

Science.gov (United States)

Hobbs, Janice E; Tschudy, Megan M; Hussey-Gardner, Brenda; Jennings, Jacky M; Boss, Renee D

2017-12-01

When families transition from the neonatal intensive care unit (NICU) to the home, they become responsible for their infant's daily medical needs. Though neonatology physicians prepare families for hospital discharge, it is unclear how much clinicians understand about how their teaching and instructions translate into home care. The goal of this study was to evaluate the influence of a home visiting program on neonatology fellows' understanding of family needs soon after hospital discharge. Neonatology fellows conducted a home visit for an infant recently discharged. Before the visit, fellows reviewed their original discharge instructions, along with information about the family's neighborhood. During the home visit, fellows reviewed their discharge planning with families and discussed any challenges experienced. Afterwards, fellows completed a semi-structured interview; these transcriptions were manually coded for themes. Fellows identified several common women/family discharge challenges. These challenges fall into four domains: (1) inadequate discharge preparation, (2) medicalization of the home, (3) family adjustment to new "normal," and (4) the relevance of social context to discharge planning. Most (90%) fellows reported the home visit experience would affect their future NICU discharge practices and all agreed that home visits should be a part of neonatology training. Home visits allowed neonatology fellows to examine how their discharge preparation did, or did not, meet the family's needs. Incorporating home visits into neonatology training could help fellows learn about the relevance of social and community factors that are difficult to assess in the inpatient setting. © 2017 Wiley Periodicals, Inc.

2008 Summer Research Institute Interfacial and Condensed Phase Chemical Physics Annual Report

Energy Technology Data Exchange (ETDEWEB)

Garrett, Bruce C.; Tonkyn, Russell G.; Avery, Nachael B.

2008-11-01

For the fifth year, the Pacific Northwest National Laboratory in Richland, Washington, invited graduate students, postdoctoral fellows, university faculty, and students entering graduate students from around the world to participate in the Summer Research Institute in Interfacial and Condensed Phase Chemical Physics. The institute offers participants the opportunity to gain hands-on experience in top-notch research laboratories while working along internationally respected mentors. Of the 38 applicants, 20 were accepted for the 8- to 10-week program. The participants came from universities as close as Seattle and Portland and as far away as Germany and Singapore. At Pacific Northwest National Laboratory, the 20 participants were mentored by 13 scientists. These mentors help tailor the participant’s experience to the needs of that person. Further, the mentors provide guidance on experimental and theoretical techniques, research design and completion, and other aspects of scientific careers in interfacial and condensed phase chemical physics. The research conducted at the institute can result in tangible benefits for the participants. For example, many have co-authored papers that have been published in peer-reviewed journals, including top-rated journals such as Science. Also, they have presented their research at conferences, such as the Gordon Research Conference on Dynamics at Surfaces and the AVS national meeting. Beyond that, many of the participants have started building professional connections with researchers at Pacific Northwest National Laboratory, connections that will serve them well during their careers.

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

Science.gov (United States)

Muir, Matthew J; Schwartz, Mark W

2009-12-01

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

International Fellows of NCI at Frederick | Poster

Science.gov (United States)

Each year, the Employee Diversity Team (EDT) acknowledges members of the NCI at Frederick Community for their achievements and contributions towards the mission of facility.  Historically, the team has profiled the “Women of NCI at Frederick,” but this year, the team decided to instead shed light on the diverse and successful individuals who make up the international fellows community.

Fellow Eye Macular Edema Improvement after Intravitreal Bevacizumab for Radiation Retinopathy

Directory of Open Access Journals (Sweden)

Isis A. S. Brito

2015-01-01

Full Text Available Radiation retinopathy (RR is a progressive, chronic condition directly related to the amount of radiation administered to the retina. We report a 37-year-old patient with medulloblastoma that was treated with external beam radiation and presented to us with bilateral cystoid macular edema. He was treated with monthly bevacizumab injections only in his worst seeing eye. There was a significant improvement in his fellow eye, with marked retinal thickness reduction. Therefore, we present clinical evidence of systemic absorption and fellow eye activity of the drug (bevacizumab. One must be aware of distant side effects after intravitreal injections.

Innovation in Graduate Education for Health Professionals in Humanitarian Emergencies.

Science.gov (United States)

Evans, Dabney P; Anderson, Mark; Shahpar, Cyrus; Del Rio, Carlos; Curran, James W

2016-10-01

The objective of this report was to show how the Center for Humanitarian Emergencies (the Center) at Emory University (Atlanta, Georgia USA) has trained graduate students to respond to complex humanitarian emergencies (CHEs) through innovative educational programs, with the goal of increasing the number of trained humanitarian workers. Natural disasters are on the rise with more than twice as many occurring from 2000-2009 as there were from 1980-1989. In 2012 alone, 144 million people were affected by a natural disaster or displaced by conflict worldwide. This has created an immense need for trained humanitarian workers to respond effectively to such disasters. The Center has developed a model for educational programming that targets learners along an educational continuum ranging from the undergraduate level through continuing professional education. These programs, based in the Rollins School of Public Health (RSPH) of Emory University, include: a competency-based graduate certificate program (the Certificate) in humanitarian emergencies; a fellowship program for mid-career professionals; and funded field practica. The competency-based Certificate program began in 2010 with a cohort of 14 students. Since then, 101 students have received the Certificate with 50 more due for completion in 2016 and 2017 combined. The fellowship program for mid-career professionals has hosted four fellows from conflict-affected or resource-poor countries, who have then gone on to assume leadership positions with humanitarian organizations. From 2009-2015, the field practicum program supported 34 students in international summer practicum experiences related to emergency response or preparedness. Students have participated in summer field experiences on every continent but Australia. Together the Certificate, funded field practicum opportunities, and the fellowship comprise current efforts in providing innovative education and training for graduate and post-graduate students of public