Transforming science communication through storytelling.

Science communication is an important skill. It is easier for nonacademic audiences to remember stories that resonate with their imagination rather than facts and figures. To help early-career researchers develop their skills, the EU-LIFE Science Communications Working Group (SCWG) developed a training course based on the experience from previous workshops held at a research institute in Denmark. The stories crafted in the workshops proved impactful, with some integrated into broader campaigns and featured in science magazines. The initiative holds potential for transformative change, helping researchers promote their findings and increasing awareness of emerging research topics among the public. Recently, the initiative has been customized for a summer school aimed at medical doctors pursuing a PhD, marking a step forward in the SCWG's mission to equip researchers with essential communication skills.

Mentoring Networks in Academic Medicine: A Longitudinal Exploration.

The importance of ethnic and gender representation in academic medicine is of paramount importance. While mentoring effectively attracts and retains underrepresented individuals, scientists from underrepresented groups face barriers to high-quality mentorship. The developmental network model by Higgins and Kram suggests that a variety of people with unique knowledge, connections, and resources can help propel an individual's career and personal growth. This study experimentally tested the outcomes of a workshop series and mentorship program to assist early-career biomedical investigators from predominantly minority institutions establish and maintain developmental networks. This study provides preliminary insights into the characteristics of these developmental networks for investigators with different funding goals and how these networks evolve, potentially impacting career trajectories.

A Worked Example of Qualitative Descriptive Design: A Step-by-Step Guide for Novice and Early Career Researchers.

AIM: To provide a worked example informed by relevant literature and related studies that novice and early career researchers may use to reflect on, prepare and conduct a thoughtful and rigorous qualitative descriptive study. DESIGN: Methodological discussion of qualitative descriptive design. METHODS: Seminal work and recent related literature were reviewed to situate the discussion and identify the concepts and steps to conduct a qualitative descriptive study. RESULTS: Qualitative descriptive design is widely used in nursing and health science research. This design offers flexible use of qualitative methods, which presents a double-edged sword, posing challenges in preparing a well-developed study and achieving methodological rigour. The design often borrows methods from other qualitative traditions, which may need to be clarified for novice and early career researchers, wherein studies may be conducted using a mix and match of methods without giving justice to the heart of qualitative descriptive design. In this paper, we present a step-by-step guide, using a worked example, to demonstrate how to conduct a qualitative descriptive study. CONCLUSION: Qualitative descriptive design may be confusing due to its flexibility, which may limit the scope of research and subsequently, the quality and impact of the findings. With the appropriate application of research methods producing high-quality and relevant findings, qualitative descriptive design is a valuable qualitative method in its own right. IMPLICATIONS FOR THE PROFESSION: Novice and early career researchers may increase the impact of their findings through rigorously conducting their studies. Clarifying steps for thoughtful execution may inform novice and early career researchers, allowing for a rigorous application of the method, which, in turn, may contribute to impactful findings. IMPACT: A clear presentation of steps, supported by a worked example and related studies, may support novice and early career researchers in conducting a qualitative descriptive study with methodological rigour. REPORTING METHOD: Not applicable. PATIENT OR PUBLIC CONTRIBUTION: No patient or public contribution.

From spermatogonia to spermatozoa: Filling gaps in andrology at the 16th Network of Young Researchers in Andrology meeting.

The 16th Network of Young Researchers in Andrology meeting, hosted at the Sleepwell Hostel in Brussels, Belgium, was the first Network of Young Researchers in Andrology meeting as the young arm of the European Academy of Andrology. Over three days, this vibrant event provided a valuable platform for early-career researchers in andrology to present and discuss their research. With 41 attendees from 12 different countries, the meeting featured a diverse scientific program including keynote lectures from six world-leading experts, covering a broad range of topics in andrology. The 16th Network of Young Researchers in Andrology meeting showcased advancements in fertility preservation, single-cell applications, in vitro testis modeling, and epigenetics. Networking opportunities were a key highlight, featuring a scientific speed-dating session and a networking dinner designed to foster meaningful connections and collaborations among participants. The meeting concluded with a workshop on the science of sleep, offering attendees practical strategies to enhance their rest and well-being. Overall, the 16th Network of Young Researchers in Andrology meeting significantly advanced the audience's knowledge, strengthened the network of young researchers, and underlined Network of Young Researchers in Andrology's commitment to supporting and collaborating with emerging scientists in the andrology community.

Applied research won't flourish without basic science.

Three senior figures at the US National Institutes of Health explain why the agency remains committed to supporting basic science and research.

Predictors of Postoperative Urinary Incontinence After Holmium Laser Enucleation of the Prostate (HoLEP) for Surgeons Early in Their Experience.

OBJECTIVES: To evaluate factors impacting continence recovery following holmium laser enucleation of the prostate (HoLEP) for surgeons early in their HoLEP experience. METHODS: Predefined factors were evaluated from a prospectively maintained database for their impact on the recovery of continence after HoLEP. Both surgeons had performed fewer than 150 HoLEPs as attending physicians. Inclusion criteria were subjects with at least 6 months of incontinence data or documented recovery of continence. One or fewer pads per day was defined as continence. Statistical analyses were performed using R and Prism and included Spearman correlations, linear modeling, and Mantel-Cox log-rank testing as appropriate. RESULTS: From December 2020 to May 2023, 152 subjects met inclusion criteria with a median age of 70 (range: 51-93). The median case number was 56 (1-146). Within the study period, 144/152 (94.7%) recovered continence at a median of 1.6 months postoperatively. Linear modeling demonstrated that younger age (p = 0.01) and shorter enucleation time (p = 0.001) predicted recovery. Enucleation time less than 100 min predicted earlier continence recovery based on Mantel-Cox testing (p = 0.0004). CONCLUSIONS: During the surgeons' HoLEP learning curve, age, and enucleation time were predictive of the recovery of continence. Enucleation time under 100 min predicted a faster rate of continence recovery. The relationship between enucleation time and continence recovery may be demonstrative of case difficulty or may be a result of pressure on the external urethral sphincter during enucleation. These findings further our understanding of HoLEP outcomes early in a surgeon's learning curve.

Vaccine hesitancy educational interventions for medical students: A systematic narrative review in western countries.

Physician recommendations can reduce vaccine hesitancy (VH) and improve uptake yet are often done poorly and can be improved by early-career training. We examined educational interventions for medical students in Western countries to explore what is being taught, identify effective elements, and review the quality of evidence. A mixed methods systematic narrative review, guided by the JBI framework, assessed the study quality using MERSQI and Cote & Turgeon frameworks. Data were extracted to analyze content and framing, with effectiveness graded using value-based judgment. Among the 33 studies with 30 unique interventions, effective studies used multiple methods grounded in educational theory to teach knowledge, skills, and attitudes. Most interventions reinforced a deficit-based approach (assuming VH stems from misinformation) which can be counterproductive. Effective interventions used hands-on, interactive methods emulating real practice, with short- and long-term follow-ups. Evidence-based approaches like motivational interviewing should frame interventions instead of the deficit model.

Testing the combined effects of the PAX Good Behavior Game and MyTeachingPartner™ coaching for early career teachers: Impacts on teacher-student interaction quality and teachers' occupational health.

Early career teachers experience exceptionally high rates of attrition from the profession, often due in part to elevated concerns about student behavior and poor occupational health. This study reports findings from a randomized controlled trial testing the combined effect of the PAX Good Behavior Game and MyTeachingPartner™ for 188 early career, early elementary teachers (Grades K-3). Of primary focus were observations of the quality of teachers' interactions with students and their self-reported occupational health over 2 consecutive school years. Results indicated that relative to comparison teachers, those in the intervention condition reported lower distress at follow-up (d = -0.23) and less decline in teacher affiliation across the 2-year period (d = 0.50). In addition, the intervention teachers who were highly distressed at baseline and who experienced high levels of disruptive behavior had higher quality interactions with students around emotional support (d = 0.27), classroom organization (d = 0.32), and instructional support (d = 0.69) at the end of 2 years than comparison teachers. This subgroup of intervention teachers also experienced more favorable changes over time in distress (d = -2.47) and teacher affiliation (d = 3.00) over the course of the study. Professional development focused on classroom management with coaching support may be particularly impactful for early career teachers experiencing higher levels of distress and in classrooms with higher rates of behavior problems.

Factors contributing to the fostering of resilience among final-year nursing students in challenging situations: Lessons from the COVID-19 pandemic.

BACKGROUND: During the first wave of the COVID-19 pandemic, final-year nursing students in our country volunteered to join the healthcare workforce, and the challenges they faced were considerable. AIM: To explore the factors that foster resilience among final-year nursing students that joined the healthcare workforce during the first wave of the COVID-19 pandemic. DESIGN: Descriptive qualitative study with thematic analysis. PARTICIPANTS: Newly graduated nurses who had volunteered to join the health workforce during the first wave of the COVID-19 pandemic as final-year bachelor of nursing students. METHODS: Twenty-two semi-structured interviews were conducted during January and February 2021. Interviews were conducted by nursing students as part of their final-year dissertation with the supervision of a researcher with experience on qualitative data collection methods. Thematic analysis of interview transcripts was performed using Weft QDA 1.0.1. RESULTS: The analysis revealed two main themes that described newly graduated nurses views regarding the factors that had enabled them to develop resilience when working on the frontline as final-year nursing students: (1) factors that helped them cope with adversity related with the identification and use of personal resources, feeling supported from others and professional recognition; and (2) factors that promoted learning such as guided reflection and the opportunity to share peer experiences. CONCLUSION: The identification and use of personal resources, recognition and support from others, guided reflection and sharing peer experiences appear to be the key factors in helping nursing students develop resilience in the face of challenging situations. Promoting these factors in the context of nurse education programmes will help to ensure that future professionals are better prepared to deal with the challenges that nurses face in clinical practice in their early career.

Perfectionism, emotion regulation, and teacher retention: An examination of Iranian early career language teachers' well-being.

This qualitative study examined the experiences of early career language teachers in Iran, exploring the complex interplay between perfectionism, emotion regulation, and their implications for teacher well-being and retention. In this regard, through in-depth interviews with 15 participants, the study provided insights on how self-oriented and socially prescribed perfectionism might affect teachers' sense of well-being. The study findings revealed that while self-oriented perfectionism was associated with a drive for professional growth and job satisfaction, socially prescribed perfectionism contributed to heightened stress and a contemplation of leaving the profession. The study also highlighted the pivotal role of emotion regulation strategies, particularly cognitive reappraisal, in dealing with the emotional demands of teaching, thereby supporting teachers' well-being. Findings also suggested that supportive work environments, opportunities for professional development, and a sense of autonomy are crucial for fostering teacher well-being and encouraging retention. Drawing on relevant theoretical literature, the research emphasizes that addressing the challenges of perfectionism through supportive organizational factors and effective emotion regulation can significantly enhance early career teachers' job satisfaction and commitment to the profession. In light of these findings, the study advocates for targeted interventions that promote a supportive teaching environment, focusing on the development of emotion regulation skills and reducing the pressures of socially prescribed perfectionism. By providing insights into the lived experiences of early career language teachers, this study contributes to our understanding of the factors that might influence teacher attrition, and underscores the importance of nurturing teacher well-being to ensure their retention in the educational sector.

Exploring early- and mid-career academic work wellbeing challenges through a diversity and inclusion lens.

BACKGROUND: Early- to mid-career academics (EMCAs) represent a core component of the Australian higher education workforce. These academics experience major challenges to their wellbeing, driving a strong desire to leave academia. OBJECTIVES: Determine (1) EMCA awareness of, and engagement with, previous University- and Faculty-level diversity and inclusion events/initiatives and (2) opportunities and solutions to address previously reported diversity and inclusion issues experienced in the workplace. METHODS: 114 EMCAs in medicine, dentistry and health sciences completed an electronic cross-sectional survey. The survey contained a list of University- and Faculty-provided diversity and inclusion initiatives and sought respondent ratings of interest, awareness (knowing/hearing about) and engagement (attending/applying/participating). Two in-person focus groups comprising participants who opted in during the survey or who responded to broader advertising were conducted. Both groups explored opportunities and solutions to address diversity and inclusion issues reported in an earlier organisation-wide survey. RESULTS: Whilst early- and mid-career academics reported high interest in diversity and inclusion events, they also reported limited awareness and engagement with these events, feeling unsupported to engage or perceiving consequences for workload. Focus groups identified five themes related to opportunities and solutions to address diversity and inclusion issues experienced in the workplace (1) enhanced relational support for career progression, (2) clear and transparent processes for efficient working, (3) reducing structural barriers to create opportunity, (4) improved financial renumeration, and (5) improved transitions and pathways. CONCLUSION: Early- and mid-career academics often felt unable to engage with activities outside of their immediate work responsibilities, such as events about diversity and inclusion, due to feelings of high workload. A systems approach to deploying targeted strategies to address these wellbeing challenges is recommended to sustain and retain this critical workforce.

Employers most desirable attributes in early-career physiotherapists: a content analysis of job advertisements.

BACKGROUND: Ensuring a sufficient, appropriately qualified health workforce is of global concern. Understanding the attributes that employers seek is critical in recruitment, retention, and educational design. In physiotherapy, there is a dearth of evidence on desirable attributes that employers seek from early-career physiotherapists. This study directly addresses this gap. The aims of this study were to identify the characteristics of the jobs advertised for early-career physiotherapists in Australia; determine which attributes were most desired when employing an early-career physiotherapist; and identify if there were differences in the attributes required based upon workplace location. METHODS: New graduate and early-career physiotherapy job advertisements were collected for six months from 1st October 2020 until 31st March 2021 from SEEK.com.au, a large online employment marketplace that operates across ten countries in the Asia Pacific and Latin America. Job advertisements needed to specify new graduate or early-career physiotherapist eligibility and be located within Australia. Data extraction were completed using QuestionPro®. The Modified Monash Model was used to classify rurality of job location. Job advertisements were analysed descriptively and using content analysis to identify attributes. RESULTS: The search yielded 578 job advertisements with the greatest number collected in October 2020 (25.3%). Of the advertisements, 428 (74.0%) were in metropolitan locations (Modified Monash 1), 47 (8.1%) were in regional (Modified Monash 2), 99 (17.1%) were in rural locations (Modified Monash 3-5), and 4 (0.8%) were in remote locations (Modified Monash 6-7). Most roles were in private practice (63.3%) or aged care (21.7%). The top five attributes requested by employers were client focus, communication and interpersonal skills, team player, willingness to learn, and being able to build rapport, relationships, and networks. Academic results, resilience, and empathy were the least requested attributes. Differences in requested employability attributes increased with rurality. CONCLUSIONS: This study addresses the current knowledge about attributes sought by employers for early-career physiotherapists. The most prevalent attributes requested were client focus and communication and interpersonal skills. This exploration of attributes can help to better prepare graduates for their first roles, align expectations, and increase understanding of priorities for entry level university programs, as well as identify priorities for support during transition to practice. Desired attributes should be clearly defined by employers in recruitment and retention processes.

Training potential of a teleoperated humanoid robot for use by a young psychiatrist during childcare leave.

Background: Childcare leave extensions can sometimes negatively affect the professional clinical training of early-career psychiatrists in Japan. During childcare leave, being able to learn in the examination room while staying at home would be useful. Therefore, we developed a training system using a teleoperated robot (Sota) for young psychiatrists who wanted to participate in the examination room during childcare leave while remaining at home. Case Presentation: We report the case of a patient with autism spectrum disorder (ASD) comorbid with Tourette's disorders (P). A young female psychiatrist (D) used the training system to learn from a board-certified psychiatrist. In this case, the board-certified psychiatrist, P, and the robot were placed in the examination room. D teleoperated Sota from home, allowing her to talk to the board-certified psychiatrist and P. She learned about the clinical features of Tourette's syndrome by observing the examination of the board-certified psychiatrist and hearing the patient's distress. P was satisfied with the fact that he was seen not only by a board-certified psychiatrist but also by D. Conclusion: These case findings suggest that our system is helpful for young psychiatrists who want to study in the examination room during childcare leave while staying at home. Future studies should include a single-case experimental design with information regarding key outcome variables and other relevant variables gathered regularly over time.

Establishing a Per-Hour Rate for Early-Career Adult Reconstruction Surgeons Performing Medicare Primary Total Joint Arthroplasty.

Background: There is a paucity of data regarding compensation for early-career adult reconstruction surgeons. This study aims to quantify the time throughout the full episode of care for a Medicare primary total hip/knee arthroplasty and convert to per-hour pay for early-career arthroplasty surgeons at various geographic locations and practice settings. Using Center for Medicare and Medicaid Services data, this study also compares the compensation of early-career vs established total joint arthroplasty (TJA) surgeons. Methods: Between January 2022 and January 2023, 3 early-career surgeons in 3 different locations collected prospective data on time spent in patient care during the global period following primary TJAs (pTJAs). A weighted average time spent per pTJA during global period was calculated with the 2024 work relative value unit and conversion factor to establish a per-hour rate. This rate was compared to the compensation rates of other healthcare-related fields and established TJA surgeons using Relative Value Scale Update Committee (RUC) values. Results: A total of 334 pTJAs (148 hips and 186 knees) were performed among 3 surgeons, and per-hour rates of $87.62 and $87.70 were found, respectively. These are less than hospital/healthcare system/health insurance/med tech CEOs, lawyers, dentists, and travel nurses. Early-career TJA surgeons were found to take 7.98%-8.68% longer than RUC standard times for a TJA episode of care. Conclusions: This study quantifies the per-hour compensation of early-career arthroplasty surgeons, who earn lower compensation rates to travel nurses and take longer than Center for Medicare and Medicaid Services RUC times for pTJAs. Given the increasing demand for pTJAs, decreasing reimbursement rates, and concern over burnout, access to quality pTJA care for patients is concerning.

Internal Consistency and Application of a Mentee Survey to Assess Mentor Competencies in an Academic Medical Center across Demographic Groups.

The National Academies of Science stresses the importance of research mentoring. We assessed the internal consistency and application of a novel 33 item mentor evaluation survey and explored differences across subgroups. The survey was administered annually to mentees. The response rate was 17.8% for a sample of 710 respondents. The survey exhibited strong internal validity with Cronbach Alpha > 0.89 for each subscale. Overall scores across the three domains were high. Basic Science trainees scored their mentor significantly lower than those in Translational or Clinical Science across domains (0.11-0.25 points). Underrepresented Racial Ethnic Groups (UREG) trainee scores were significantly lower in academic guidance and personal communication. Women had lower scores in 4 out of 5 domains. The survey is a modified instrument to assess mentee experience, although further validation against mentee outcomes is needed.

Developing and implementing a mentoring and enabling programme within EFOMP.

To ensure the continued advancement of the medical physics profession, the European Federation of Organisations for Medical Physics (EFOMP) has designed a mentorship programme. This programme aims to support Early Career Medical Physicists by providing them with the guidance needed for both professional and personal development to meet the continually evolving demands of the medical physics field within their working environments. The EFOMP mentorship programme is an important step forward in supporting the next generation of medical physicists. This article provides an overview of the history, framework, goals, and implementation strategy of this programme. The programme will have two main orientations: mentoring, which will help mentees to improve their scientific, professional and soft skills, and enabling, which aims to prepare a sufficient number of early career professionals to get involved within EFOMP's activities, join the EFOMP structures and represent the European Medical Physics community to National and International Organisations. Each year a survey from mentors and mentees will be conducted and analysed by the European and International Matters Committee and the Early Career Special Interest Group to identify areas for improvement and to evaluate the degree of satisfaction and achievements of the participants. By providing structured mentoring, fostering professional development, and promoting sustainability, EFOMP aims to ensure that early career medical physicists are well-prepared to meet the challenges of the future and continue to advance the field of medical physics as a community.

Perspectives of a non-medically and a medically qualified early career anatomy academic on facilitating case-based learning sessions for undergraduate medical students.

Case-based learning (CBL) is a student-centered pedagogy where medical students are given a real-world clinical problem. At St George's University of London (SGUL), anatomy academics can volunteer to facilitate CBL sessions for pre-clinical undergraduate medical students. The major benefits of facilitating CBL sessions from the perspective of a non-medically qualified early career anatomy academic (ECAA) include exposure to clinical cases that help the academic develop an understanding over key clinical cases at the context of clinical anatomy and other disciplines including physiology, pathology, and pharmacology. Furthermore, facilitating CBL sessions assists in the acquisition of basic knowledge over history taking, the conduction of clinical examinations, the investigations performed for the diagnosis of a condition as well as how it is managed. The major benefits of facilitating CBL sessions from the perspective of a medically qualified ECAA include staying in touch with the clinical aspect of medicine and becoming familiar with the country's healthcare system and its professional standards. Perceived benefits shared by both the non-medically and medically qualified ECAA include the opportunity to become familiar with the structure and key elements of the pre-clinical medical curriculum as well as gain experience in facilitating small group teaching sessions. Overall, facilitating CBL sessions can help non-medically and medically qualified ECAAs in different contexts that may help them with their individual career goals, can encourage collaborative discussions between clinical and non-clinical anatomy academics as well as help bridge the gap between the anatomy teaching approaches employed by non-medically qualified and medically qualified anatomy academics.

Identifying and addressing mentorship gaps in European trauma and emergency surgical training. Results from the Young European Society of Trauma and Emergency Surgery (yESTES) mentorship survey.

PURPOSE: European training pathways for surgeons dedicated to treating severely injured and critically ill surgical patients lack a standardized approach and are significantly influenced by diverse organizational and cultural backgrounds. This variation extends into the realm of mentorship, a vital component for the holistic development of surgeons beyond mere technical proficiency. Currently, a comprehensive understanding of the mentorship landscape within the European trauma care (visceral or skeletal) and emergency general surgery (EGS) communities is lacking. This study aims to identify within the current mentorship environment prevalent practices, discern existing gaps, and propose structured interventions to enhance mentorship quality and accessibility led by the European Society for Trauma and Emergency Surgery (ESTES). METHODS: Utilizing a structured survey conceived and promoted by the Young section of the European Society of Trauma and Emergency Surgery (yESTES), we collected and analyzed responses from 123 ESTES members (both surgeons in practice and in training) across 20 European countries. The survey focused on mentorship experiences, challenges faced by early-career and female surgeons, the integration of non-technical skills (NTS) in mentorship, and the perceived role of surgical societies in facilitating mentorship. RESULTS: Findings highlighted a substantial mentorship experience gap, with 74% of respondents engaging in mostly informal mentorship, predominantly centered on surgical training. Notably, mentorship among early-career surgeons and trainees was less reported, uncovering a significant early-career gap. Female surgeons, representing a minority within respondents, reported a disproportionately poorer access to mentorship. Moreover, while respondents recognized the importance of NTS, these were inadequately addressed in current mentorship practices. The current mentorship input of surgical societies, like ESTES, is viewed as insufficient, with a call for structured programs and initiatives such as traveling fellowships and remote mentoring. CONCLUSIONS: Our survey underscores critical gaps in the current mentorship landscape for trauma and EGS in Europe, particularly for early-career and female surgeons. A clear need exists for more formalized, inclusive mentorship programs that adequately cover both technical and non-technical skills. ESTES could play a pivotal role in addressing these gaps through structured interventions, fostering a more supportive, inclusive, and well-rounded surgical community.

Factors of engagement in research after graduation from EP fellowship: An HRS survey.

BACKGROUND: The declining number of electrophysiologists pursuing academic research careers could have a negative impact on innovation for patients with heart rhythm disorders in the coming decades. OBJECTIVE: The objective of this study was to explore determinants of research engagement after graduation from electrophysiology (EP) fellowship programs and to evaluate associated barriers and opportunities. METHODS: A mixed methods survey of EP fellows and early-career electrophysiologists was conducted, drawing from Heart Rhythm Society members. The survey encompassed 20 questions on demographics, research involvement, perceived research barriers, and perspectives on research time and opportunities. Responses were analyzed with robust Poisson regression. RESULTS: Of 259 respondents, those with dedicated research blocks during their fellowship had a significantly higher interest in future research (relative risk, 1.15; P = .04). The number of peer-reviewed publications modestly influenced interest in continued research (relative risk, 1.0034 per publication; P < .0001), but there was no relationship to gender or race. Educational resources, networking opportunities, mentorship, funding, and protected time to enhance research engagement were important themes in the qualitative analysis, whereas key barriers to post-fellowship research were lack of mentorship, insufficient resources, and time constraints, in that order, particularly with respect to women in research. Notably, no significant differences in barriers were observed between community training programs and academic centers. CONCLUSION: Research experience and mentorship during EP fellowship were key determinants of subsequent research success after training, with similar findings by sex and race. These findings explain how fellowship training influences a physician's research practice after training and highlights opportunities to modify EP fellowships and to augment research retention.