Examining the pedagogical practices that support cultural proficiency development in graduate health science students.

BACKGROUND: Health disparities are often a function of systemic discrimination and healthcare providers' biases. In recognition of this, health science programs have begun to offer training to foster cultural proficiency (CP) in future professionals. However, there is not yet consensus about the best ways to integrate CP into didactic and clinical education, and little is known about the role of clinical rotations in fostering CP. METHODS: Here, a mixed-methods approach was used to survey students (n = 131) from a private all-graduate level osteopathic health sciences university to gain insight into the training approaches students encountered related to CP and how these may vary as a function of academic progression. The research survey included instruments designed to quantify students' implicit associations, beliefs, and experiences related to the CP training they encountered through the use of validated instruments, including Implicit Association Tests and the Ethnocultural Empathy Inventory, and custom-designed questions. RESULTS: The data revealed that most students (73%) had received CP training during graduate school which primarily occurred via discussions, lectures, and readings; however, the duration and students' perception of the training varied substantially (e.g., training range = 1-100 hours). In addition, while students largely indicated that they valued CP and sought to provide empathetic care to their patients, they also expressed personal understandings of CP that often fell short of advocacy and addressing personal and societal biases. The results further suggested that clinical rotations may help students attenuate implicit biases but did not appear to be synergistic with pre-clinical courses in fostering other CP knowledge, skills, and attitudes. CONCLUSIONS: These findings highlight the need to utilize evidence-based pedagogical practices to design intentional, integrated, and holistic CP training throughout health science programs that employ an intersectional lens and empowers learners to serve as advocates for their patients and address systemic challenges.

Master's degree in sexual and reproductive health: enhancing career development opportunities for midwives in Mali.

BACKGROUND: Midwives' contribution to improving outcomes for women and newborns depends on factors such as quality of pre-service training, access to continuing professional development, and the presence of an enabling work environment. The absence of opportunities for career development increases the likelihood that health professionals, including midwives, will consider leaving the profession due to a lack of incentives to sustain and increase motivation to remain in the field. It also limits the opportunities to better contribute to policy, training, and research. This study aimed to assess the influence of a Master in Sexual and Reproductive Health (SRH) at the INFSS on midwives' career progression in Mali. METHODS: This mixed methods study was conducted using an online questionnaire, semi-structured interviews, and a document review. The study participants included graduates from two cohorts (N = 22) as well as employers, managers, and teachers of the graduates (N = 20). Data were analysed according to research questions, comparing, and contrasting answers between different groups of respondents. RESULTS: The study revealed that graduates enrolled in the programme primarily to improve their knowledge and skills in management and public health. The graduates' expected roles are those of programme and health project manager and participation in planning and monitoring activities at national or sub-national level. The managers expected the programme to reflect the needs of the health system and equip midwives with skills in management and planning. The Master enhanced opportunities for graduates to advance their career in fields they are not usually working in such as management, research, and supervision. However, the recognition of the master's degree and of the graduates' profile is not yet fully effective. CONCLUSION: The master's degree in SRH is a capacity building programme. Graduates developed skills and acquired advanced knowledge in research and management, as well as a postgraduate degree. However, the master programme needs to be better aligned with health system needs to increase the recognition of graduates' skills and have a more positive impact on graduates' careers.

Relatos da permanencia de estudiantes indígenas en los programas de posgrado de la Universidad Federal do Amazonas / Relatos da permanência de estudantes indígenas nos programas de pós-graduação da universidade federal do amazonas / Reports on the permanence of indigenous students in the post-gratuation programs at the federal university of amazonas

Através de reivindicações e políticas de ações afirmativas, cada vez mais os povos indígenas têm ingressado no Ensino Superior. Esta pesquisa pretendeu investigar e compreender os motivos de permanência dos indígenas nos Programas de Pós-Graduação (PPGs) da Universidade Federal do Amazonas (UFAM). A partir de uma pesquisa qualitativa, enviamos questionários às 42 secretarias desses PPGs e, posteriormente, entrevistamos 7 pós-graduandos indígenas de etnias diferentes, com transcrição e análise de conteúdos segundo Bardin. Chegamos às unidades temáticas e categorias: percurso acadêmico dos alunos pós-graduandos (trajetória de escolarização; chegada na universidade); enfrentamentos para permanecer universitário (dificuldades, resistência, resoluções); sugestões e propostas. Concluímos que as dificuldades financeiras, pedagógicas, culturais e sociais são decorrentes de uma lógica hegemônica que continua gerando discriminação, desigualdade e exclusão, mas o compromisso consigo, com sua família, etnia e causas indígenas dão resistência para finalizar o curso.

A través de reivindicaciones y políticas de acciones afirmativas, cada vez más los pueblos indígenas han ingresado en la enseñanza universitaria. En esta investigación se pretendió averiguar y comprender los motivos de permanencia de los indígenas en los Programas de Posgrado (PPGs) de la Universidad Federal do Amazonas (UFAM). A partir de una investigación cualitativa, enviamos cuestionarios a las 42 secretarias de esos PPGs y, posteriormente, entrevistamos 7 posgraduados indígenas de etnias distintas, con transcripción y análisis de contenidos según Bardin. Llegamos a las unidades temáticas y categorías: recorrido académico de los alumnos posgraduados (trayectoria de escolarización; llegada en la universidad); enfrentamientos para permanecer universitario (dificultades, resistencia, resoluciones); sugerencias y propuestas. Concluimos que las dificultades financieras, pedagógicas, culturales y sociales son decurrentes de una lógica hegemónica que sigue generando discriminación, desigualdad y exclusión, pero el compromiso consigo, con su familia, etnia y causas indígenas dan resistencia para finalizar el curso.

By means of claims and affirmative action policies, more and more indigenous peoples have entered higher education. This research intended to investigate and understand the reasons for the indigenous people's permanence in the Post-Graduate Programs (PPGs) of the Federal University of Amazonas (UFAM). Based on qualitative research, we sent questionnaires to the 42 coordination offices of these PPGs and, subsequently, we interviewed 7 indigenous graduate students from different ethnic groups, with transcription and content analysis according to Bardin. We included three thematic units and categories: academic path of postgraduate students (schooling records; entrance at university); confrontations to remain at the university (difficulties, resistance, resolutions); suggestions and proposals. We conclude that financial, pedagogical, cultural, and social difficulties are the result of a hegemonic logic that continues to generate discrimination, inequality, and exclusion, but the commitment to oneself, to one's family, ethnicity and indigenous causes provides them with the inspiration to resist and finish the course.

Go tani and his influence on the kinesiology field in the brazilian scientific context / Go tani e sua influência no campo da cinesiologia no contexto científico brasileiro

ABSTRACT This study aimed to group some perspectives on Go Tani's epistemological activity in the context of Brazilian Physical Education (PE), establishing his contributions and reflections on Kinesiology for the structuring of undergraduate and graduate Physical Education in Brazil. This is a bibliographical and exploratory study, which prioritized Tani's production on the most varied platforms and the materials that circulated about Kinesiology in national and international literature. Finally, through the theoretical review, it was possible to identify that the PE field is a scenario full of disputes and that even with the transformations of paradigms that infer the legitimate alternatives in the scientific context, the relationships that are established between the different schools of PE thought have erupted in a process of mutual incomprehension that contributes to the circularity of perspectives and the maintenance of beliefs in the field.

RESUMO O presente estudo objetivou agrupar algumas perspectivas sobre a atividade epistemológica de Go Tani no contexto da Educação Física (EF) brasileira, estabelecendo suas contribuições e reflexões a partir da Cinesiologia para a estruturação da graduação e da pós-graduação em Educação Física no Brasil. Trata-se de um estudo bibliográfico e exploratório, o qual priorizou a produção de Tani nas mais variadas plataformas, bem como os materiais que circularam sobre a Cinesiologia na literatura nacional e internacional. Por fim, através da referida revisão teórica, foi possível identificar que o campo da EF é um cenário repleto de disputas e que mesmo com as transformações dos paradigmas que inferem nas alternativas legítimas no contexto científico, as relações que são estabelecidas entre as distintas escolas de pensamento da EF têm eclodido num processo de interincompreensão que contribui com a circularidade de perspectivas e a manutenção de crenças no campo.

Research on the application of music-based psychological adjustment in improving postgraduates' mental health / Pesquisa sobre a aplicação do ajuste psicológico baseado na música na melhoria da saúde mental de pós-graduados / Investigación sobre la aplicación del ajuste psicológico musical en la mejora de la salud mental de los graduados

ABSTRACT At present, the mental health problem of postgraduates is still in the highest position, which directly affects the level of intellectual performance in social work. While mastering professional knowledge, it also requires postgraduates to have higher ideological and psychological qualities. On the basis of domestic and foreign research, this study takes the concept and advantages of music-based psychological adjustment as a theoretical basis and, through a large number of questionnaires, combined with the psychological characteristics of science and engineering postgraduates, we use the comparative method, the statistical analysis method and the experimental method to study the influence of music-based psychological adjustment on the mental health level of science and engineering postgraduates. It further illustrates that music promotes communication between man and nature. Music promotes communication between people and society. Music promotes communication between people and their inner world. Music can also build people's faith and find the home of the soul. It emphasizes the influence of music on postgraduates' emotions. The purpose of this is to build a reasonable and perfect music therapy system, so as to further enrich and strengthen the connotation and effect of mental health education in colleges and universities.

RESUMO Atualmente, o problema de saúde mental dos pós-graduados continua em sua posição mais elevada, o que afeta directamente o nível de exercício intelectual no trabalho social. Além de dominar o conhecimento profissional, também é necessário que os pós-graduados tenham qualidades ideológicas e psicológicas mais elevadas. Com base em pesquisas internas e externas, este estudo toma o conceito e as vantagens do ajuste psicológico baseado na música como base teórica e, através de diversos questionários, combinados com as características psicológicas dos pós-graduados da área de ciência e engenharia, usamos o método comparativo, o método de análise estatística e o método experimental para estudar a influência do ajuste psicológico com base na música no nível de saúde mental dos pós-graduados em ciências e engenharia. Também ilustramos que a música promove a comunicação entre o homem e a natureza. A música promove a comunicação entre as pessoas e a sociedade. A música promove a comunicação entre as pessoas e seu mundo interior. A música também pode construir a fé das pessoas e encontrar a casa da alma. Este estudo enfatiza a influência da música nas emoções dos pós-graduados. O presente estudo visa construir um sistema de terapia musical razoável e perfeito, de modo a enriquecer e fortalecer ainda mais a conotação e o efeito do sistema educacional em saúde mental em faculdades e universidades.

RESUMEN En la actualidad, el problema de salud mental de los posgraduados se encuentra todavía en la posición más alta, esto incide directamente en el nivel de desempeño intelectual en el trabajo social. Además de dominar el conocimiento profesional, también es necesario que los posgraduados tengan cualidades ideológicas y psicológicas superiores. Sobre la base de investigaciones nacionales y extranjeras, este estudio toma como base teórica el concepto y las ventajas del ajuste psicológico basado en la música. Por medio de un gran número de cuestionarios, combinados con las características psicológicas de los posgraduados en ciencias e ingeniería, utilizamos el método comparativo, el método de análisis estadístico y el método experimental para estudiar la influencia del ajuste psicológico basado en la música en la salud mental de los graduados en ciencias e ingeniería. Además, muestra que la música estimula la comunicación entre el hombre y la naturaleza, así como entre las personas y la sociedad y entre las personas y su mundo interior. La música también puede fortalecer la fe de las personas y encontrar el hogar del alma. Cabe destacar la influencia de la música en las emociones de los posgraduados. El propósito de esto es construir un sistema de musicoterapia razonable y perfecto, a fin de enriquecer y fortalecer aún más la connotación y el efecto de la educación en salud mental en colegios y universidades.

Engaging community pharmacists in quality improvement (QI): a qualitative case study of a partnership between a Higher Education Institute and Local Pharmaceutical Committees.

BACKGROUND: Quality improvement (QI) involves the use of systematic tools and methods to improve the quality of care and outcomes for patients. However, awareness and application of QI among healthcare professionals is poor and new strategies are needed to engage them in this area. OBJECTIVES: This study describes an innovative collaboration between one Higher Educational Institute (HEI) and Local Pharmaceutical Committees (LPCs) to develop a postgraduate QI module aimed to upskill community pharmacists in QI methods. The study explores pharmacist engagement with the learning and investigates the impact on their practice. METHODS: Details of the HEI-LPCs collaboration and communication with pharmacist were recorded. Focus groups were held with community pharmacists who enrolled onto the module to explore their motivation for undertaking the learning, how their knowledge of QI had changed and how they applied this learning in practice. A constructivist qualitative methodology was used to analyse the data. RESULTS: The study found that a HEI-LPC partnership was feasible in developing and delivering the QI module. Fifteen pharmacists enrolled and following its completion, eight took part in one of two focus groups. Pharmacists reported a desire to extend and acquire new skills. The HEI-LPC partnership signalled a vote of confidence that gave pharmacists reassurance to sign up for the training. Some found returning to academia challenging and reported a lack of time and organisational support. Despite this, pharmacists demonstrated an enhanced understanding of QI, were more analytical in their day-to-day problem-solving and viewed the learning as having a positive impact on their team's organisational culture with potential to improve service quality for patients. CONCLUSIONS: With the increased adoption of new pharmacist's roles and recent changes to governance associated with the COVID-19 pandemic, a HEI-LPC collaborative approach could upskill pharmacists and help them acquire skills to accommodate new working practices.

Religiosidade/espiritualidade em saúde: uma disciplina de pós graduação / Religiosity/spirituality in health: a graduate discipline / Relisiosidad/spiritualidad en salud en salud: una disciplina de posgrado

Evidências sugerem uma relação importante entre a religiosidade/espiritualidade (R/E) e a saúde. No entanto, poucos profissionais da área têm uma formação que contemple os conhecimentos pertinentes a essa relação. O objetivo deste estudo é apresentar um relato de experiência sobre uma disciplina desenvolvida em um programa de pós-graduação de uma universidade pública do Estado de São Paulo. A disciplina se propôs a compreender como a R/E tem sido abordada no cuidado em saúde e evidenciar técnicas, instrumentos e estratégias de intervenção que podem ser utilizadas nesses contextos. Os estudantes se envolveram ativamente ao serem convidados a falar de suas experiências pessoais, profissionais e acadêmicas com a R/E. A disciplina cumpriu a função de transmitir conhecimentos a partir das evidências científicas sobre a dimensão da R/E, além de formar profissionais capazes de olharem para si e para os outros de maneira empática, valorizando sentimentos e emoções e, consequentemente, ampliando recursos formativos (AU).

Evidence suggests an important relationship between religiosity/spirituality (R/S) and health, however, few professionals in the area have a background that includes the pertinent knowledge of this relationship. This study aims to present an experience report on a discipline developed in a postgraduate program at a public university in the State of São Paulo. The discipline proposed to understand how R/S has been approached in health care and to show techniques, instruments, and intervention strategies that can be used in these contexts. The students were actively involved when being invited to talk about their personal, professional and academic experiences with R/S. The discipline fulfills the goal of transmitting knowledge based on scientific evidence on the R/S dimension, in addition to training professionals capable of looking at themselves and others empathetically, valuing feelings and emotions, expanding training resources (AU).

Evidencias sugieren una relación importante entre religiosidad/espiritualidad (R/E) y salud, sin embargo, pocos profesionales en el área tienen una formación que incluya el conocimiento relevante de esta relación. El objetivo de este estudio es presentar un informe de experiencia sobre una disciplina desarrollada en un programa de posgrado en una universidad pública del Estado de São Paulo. La disciplina se propuso comprender cómo se ha abordado la R/E en el cuidado de la salud y mostrar técnicas, instrumentos y estrategias de intervención que se pueden utilizar en estos contextos, de manera que los estudiantes se involucren activamente al ser invitados a hablar de sus experiencias personales, profesionales y académicas con R/E. La disciplina cumple la función de transmitir conocimientos desde la evidencia científica sobre la dimensión de la R/E, además de formar profesionales capaces de mirarse a sí mismos y a los demás con empatía, valorar los sentimientos y emociones, ampliando los recursos formativos (AU).

Avaliação do conhecimento dos cirurgiões-dentistas e do perfil da assistência bucal prestada na atenção primária à saúde das fissuras orofaciais / Evaluation of the knowledge of dental surgeons and the profile of oral care provided in the primary health care of orofacial fissures

Introdução: a fissura orofacial pode ser definida como uma falta de fusão de determinadas estruturas da face, durante o desenvolvimento embrionário, sendo descritas como um dos defeitos de nascimento mais comuns encontrados nas populações do mundo. Sua etiologia é multifatorial, envolvendo alterações genéticas e fatores ambientais de risco no primeiro trimestre da gestação. Objetivos: analisar o conhecimento dos cirurgiões-dentistas sobre as fissuras e o perfil da assistência bucal prestada na atenção primária em saúde para a ocorrência de fissuras orofaciais. Metodologia: estudo descritivo censitário, aplicado por meio de um questionário, que envolveu 70 cirurgiões-dentistas que atuam na atenção primária de uma cidade do interior da Bahia, Brasil, e investigou a experiência clínica e profissional, conhecimentos básicos sobre fissuras, experiência no atendimento aos portadores de necessidades especiais com ênfase nos portadores de fissuras e o perfil da assistência à saúde bucal prestada a esses indivíduos no município. Resultados: o estudo mostrou que 50% dos participantes (n=35) possuíam pós-graduação, que 81,5% (n=57) tem mais de 05 anos de formados e que 60% (n=42) tem pelo menos 10 anos de serviço público. Observou-se reduzido conhecimento específico sobre o tema e desinformação sobre a existência de centros multidisciplinares para atendimento especializado desse público no país e no estado. Conclusões: observou-se reduzido conhecimento sobre as FO entre os CD, principalmente no tocante a orientação quanto à prevenção e aos cuidados bucais necessários com o portador, além da desinformação quanto à existência de instituições multidisciplinares que prestam assistência especializada de média e alta complexidade. Dessa forma, sugere-se a necessidade de adequar o serviço de saúde para facilitar e garantir o acesso desses portadores ao atendimento integral, além de contribuir para a prevenção de novos casos.

Introduction: the orofacial fissure can be defined as a lack of fusion of certain structures of the face, during embryonic development, being described as one of the most common birth defects found in the populations of the world. Its etiology is multifactorial, involving genetic changes and environmental risk factors in the first trimester of pregnancy. Objectives: to analyze the knowledge of dentists about clefts and the profile of oral care provided in primary health care for the occurrence of orofacial clefts. Methodology: a descriptive census study, applied through a questionnaire, involving 70 dentists who work in primary care in a city in the interior of Bahia, Brazil, and investigated the clinical and professional experience, basic knowledge about cracks, experience in assisting people with special needs with an emphasis on patients with clefts and the profile of oral health care provided to these individuals in the municipality. Results: the study showed that 50% (n = 35) had postgraduate degrees, that 81.5% (n = 57) graduated and that 60% (n = 42) had at least 10 years of public service. There was little specific knowledge on the subject and lack of information on the existence of multidisciplinary centers for specialized care of this public in the country and in the state. Conclusions: it was observed that knowledge about FO was reduced among the DC, especially with regard to guidance on prevention and the necessary oral care for the patient, in addition to the lack of information regarding the existence of multidisciplinary institutions that provide specialized assistance of medium and high complexity. Thus, it is suggested the need to adapt the health service to facilitate and guarantee the access of these patients to comprehensive care, in addition to contributing to the prevention of new cases.

Skill Transference of a Probe-Tube Placement Training Simulator.

BACKGROUND: Probe-tube placement is a necessary step in hearing aid verification which needs ample hands-on experience and confidence before performing in clinic. To improve the methods of training in probe-tube placement, a manikin-based training simulator was developed consisting of a 3D-printed head, a flexible silicone ear, and a mounted optical tracking system. The system is designed to provide feedback to the user on the depth and orientation of the probe tube, and the time required to finish the task. Although a previous validation study was performed to determine its realism and teachability with experts, further validation is required before implementation into educational settings. PURPOSE: This study aimed to examine the skill transference of a newly updated probe-tube placement training simulator to determine if skills learned on this simulator successfully translate to clinical scenarios. RESEARCH DESIGN: All participants underwent a pretest in which they were evaluated while performing a probe-tube placement and real-ear-to-coupler difference (RECD) measurement on a volunteer. Participants were randomized into one of two groups: the simulator group or the control group. During a two-week training period, all participants practiced their probe-tube placement according to their randomly assigned group. After two weeks, each participant completed a probe-tube placement on the same volunteer as a posttest scenario. STUDY SAMPLE: Twenty-five novice graduate-level student clinicians. DATA COLLECTION AND ANALYSIS: Participants completed a self-efficacy questionnaire and an expert observer completed a questionnaire evaluating each participant's performance during the pre- and posttest sessions. RECD measurements were taken after placing the probe tube and foam tip in the volunteer's ear. Questionnaire results were analyzed through nonparametric t-tests and analysis of variance, whereas RECD results were analyzed using a nonlinear mixed model method. RESULTS: Results suggested students in the simulator group were less likely to contact the tympanic membrane when placing a probe tube, appeared more confident, and had better use of the occluding foam tip, resulting in more improved RECD measurements. CONCLUSIONS: The improved outcomes for trainees in the simulator group suggest that supplementing traditional training with the simulator provides useful benefits for the trainees, thereby encouraging its usage and implementation in educational settings.

Racial/Ethnic Diversity in Academic Public Health: 20-Year Update.

OBJECTIVE: This study is a follow-up to an examination of the racial/ethnic composition of public health students (1996) and faculty (1997) at schools of public health that was conducted 20 years ago. We examined data on the race/ethnicity of students, graduates, and faculty among Association of Schools and Programs of Public Health (ASPPH)-member institutions during 2016-2017 and how these data have changed in the past 20 years. METHODS: We obtained data on the race/ethnicity of students (in 1996 and 2016), graduates (in 1996 and 2016), and faculty (in 1997 and 2017) at ASPPH-member institutions from the ASPPH Data Center. We tabulated frequencies, percentages, and 20-year percentage-point changes by race/ethnicity. We examined data for all current ASPPH-member institutions and for comparable subcohorts of 1996 and 1997 member institutions that are current ASPPH members. RESULTS: In graduate student enrollment, the 20-year increase in each nonwhite racial/ethnic subgroup was ≤5 percentage points. Among tenured faculty, the 20-year increase was greatest among Asians (8 percentage points) but was <3 percentage points for black, Hispanic, and Native American faculty. CONCLUSIONS: The increasing racial/ethnic diversity among students, graduates, and faculty in schools and programs of public health contributes to parallel increases in racial/ethnic diversity in the public health workforce. Schools and programs of public health should recruit clusters of racial/ethnic minority students using holistic application review processes, provide enrolled students with racially/ethnically diverse role models and mentors, and dedicate staffing to ensure a student-centered approach. In addition, those who mentor racially/ethnically diverse students and junior faculty should be rewarded.

The Vasarhelyi Method of Child Art Psychotherapy in Child and Adolescent Mental Health Services: a stakeholder survey of clinical supervisors.

OBJECTIVES: The Vasarhelyi Method of Child Art Psychotherapy (CAP) is a largely understudied psychotherapeutic modality. This study aims to describe the Vasarhelyi Method of CAP and to describe a stakeholder survey of the views and attitudes of CAP placement supervisors towards CAP among various Child and Adolescent Mental Health Services (CAMHS) teams nationwide. METHODS: A phone- and letter-based survey of 17 CAP placement supervisors who oversee CAP masters students attached to CAMHS teams was performed. A questionnaire was designed enquiring about their experiences with CAP in their clinic and their thoughts on the validity of CAP in various conditions/patient demographics. Participants received written correspondence and were asked to return the survey by post; this was followed up by a telephone call to complete missing surveys. RESULTS: In all, 12 (70.6%) complete surveys were returned. Of the 12 respondents, all considered the CAP student to be a valuable member of the team. In total, 10 respondents (83.33%) stated they would make regular use of the service if it were made available to them. With regard to the therapy itself, nine respondents (75%) believed it was better for internalising symptoms than externalising symptoms. Depression, anxiety, attachment difficulties, trauma, deliberate self-harm and possible psychosomatic illnesses are the conditions viewed as receiving the most benefit from CAP. No gender difference was reported. CONCLUSION: CAP is considered an effective modality and valuable addition to a psychotherapeutic repertoire. Further, more extensive studies are needed in this field.

Development and Validation of the Hocus Focus Magic Performance Evaluation Scale for Health Professions Personnel in the United States.

PUPROSE: This study is to describe the development and validation of the Hocus Focus Magic Performance Evaluation Scale (HFMPES) which is used to evaluate the competency of health professions personnel in delivering magic tricks as a therapeutic modality. METHODS: A two-phase validation process was used. Phase I content validation involved 16 magician judges who independently rated the relevance of each of the five items in the HFMPES and established the veracity of its content. Phase II was to evaluate the psychometric properties of the HFMPES. This process involved 2 magicians using the HFMPES to independently evaluate 73 occupational therapy graduate students demonstrating three magic tricks. RESULTS: The HFMPES achieved an excellent scale-content validity index of .99. Exploratory factor analysis of the HFMPES scores revealed one distinct factor with alpha coefficients ≥.8 across the three magic tricks. The construct validity of the HFMPES scores was further supported by the evidence from the known-groups analysis in which Mann-Whitney U test showed significant difference in HFMPES scores between participants with different levels of experience in delivering the three magic tricks. The inter-rater reliability coefficients were ≥.75 across the three magic tricks, which indicated that evaluation of the competency of health professions personnel in delivering the three magic tricks can be evaluated precisely. CONCLUSION: Preliminary evidence supported the content and construct validity of the HFMPES with good internal consistency and inter-rate reliabilities in evaluating health professions personnel's competency in delivering magic tricks.

Impact of an International Service Learning Experience in India for DPT Students: Short- and Long-Term Benefits.

PURPOSE: Awareness of global issues and cultural competence are essential for health professions students. Educational programs utilize International Service Learning (ISL) to address global issues and diverse cultures. This study describes short- and long-term benefits of ISL on Doctor of Physical Therapy (DPT) students. PROCEDURES: The ISL included study of Ayurveda, clinical service, collaborative learning, and cultural activities. A mixed-methods design included the Cross Cultural Adaptability Index (CCAI) administered to 14 students pre- and post-ISL and qualitative analysis of reflective papers. Interviews of participants were completed 2 to 3 years later. FINDINGS: Overall CCAI scores showed a statistically significant difference of 0.001 (p<0.01) pre and post ISL. Three subscales also showed a statistically significant difference (p<0.01). Qualitative analysis of reflective papers revealed three categories of impact: environmental connectedness, personal growth, and professional growth. Interviews conducted years following the ISL indicate that participants attribute several aspects of their professional and personal way of being to the ISL, including the importance of whole person care. CONCLUSIONS: Studies have shown benefits to health professions students immediately following an ISL. This study demonstrates that benefits persist years later. The long-term impact strengthens the rationale for including ISL during professional education.

Junior Athletic Training Faculty Members' Perceptions of Doctoral Education on Their Role Transition.

AIMS: Faculty members in healthcare professions have an important role in developing future clinicians, and preparation for their responsibilities is important. The purpose of this study was to examine junior athletic training faculty members' perceptions of doctoral preparation using a qualitative, phenomenological design. METHODS: We included 20 athletic training faculty members (14 women, 6 men) who were 32±3 yrs of age and averaged 2±2 yrs as full-time faculty members in accredited athletic training programs. We audio-recorded and transcribed verbatim semi-structured telephone interviews designed to gain participants' perspectives on their doctoral education and transition to their faculty role. Two investigators analyzed data using a phenomenological approach, and saturation was obtained. Trustworthiness was established with the use of member checking, multiple analyst triangulation, and peer review. RESULTS: Perceptions of doctoral preparation emerged into three themes: 1) doctoral preparation emphasizes research preparation, 2) teaching experience is important, and 3) faculty desire more preparation for faculty life and administrative responsibilities. Generally, participants felt highly prepared to do research, somewhat prepared to teach, and inadequately prepared for faculty life and administrative duties. CONCLUSIONS: Doctoral program advisors and administrators should consider diversifying doctoral education to more holistically prepare faculty members.

Integrating Spirituality into MFT Training: A Reflexive Curriculum and Qualitative Evaluation.

When clients enter the therapy room they bring unique spiritual beliefs and values in with them; however, marital and family therapists (MFTs) often lack training to assist in this important area of diversity. Current training recommendations encourage therapists to explore their own spirituality to identify personal limitations that may occlude positive client outcomes; however very little information exists on the implementation and usefulness of this type of training. This article will describe a curriculum and report results from a qualitative study of students who participated in a reflexive spirituality practicum course offered in a COAMFTE accredited doctoral program at a private, religious institution. Through this, we hope to provide a training model to further spiritual integration activities in MFT.

A randomized controlled trial of the effects of mindfulness practice on doctoral candidate psychological status.

Objectives: To examine the impact of guided mindfulness practice on psychological distress and psychological capital (hope, optimism, resilience, and efficacy) in doctoral candidates. Participants: Recruitment of a convenience sample of doctoral candidates occurred in July 2015 and participants were randomly allocated to the control or intervention group (38 and 34 participants completed the trial, respectively). Methods: A single-blinded, randomized controlled trial with intention-to-treat analysis was conducted. The intervention consisted of a daily guided mindfulness practice, using an audio CD. Indicators of psychological distress and psychological capital were measured pre- and post-trial with validated questionnaires. Results: Compared to the control group, the intervention group reported a statistically significantly reduction in depression (p = .045) and increased self-efficacy (p = .004), hope (p = .000), and resilience (p = .011). Conclusions: These results highlight the effectiveness of self-administered mindfulness practice on the psychological health of doctoral candidates, and the positive effect on psychological capital is reported as a key finding.

Estrategia didáctica para la formación bioestadística del residente en la Atención Secundaria de Salud en Santiago de Cuba / Estratégia didática para o treinamento bioestatístico do residente na Atenção Secundária à Saúde em Santiago de Cuba / Didactic strategy for the biostatistical training of the resident in the Secondary Health Care in Santiago de Cuba

Introducción: la aplicación de la Bioestadística es imprescindible para el desarrollo de la función asistencial, docente, investigativa y administrativa del médico en especialización en el nivel de Atención Secundaria de Salud (ASS). Objetivo: exponer los fundamentos que sustentan el diseño y los resultados de la aplicación parcial de una estrategia didáctica para la formación bioestadística del residente en el nivel de Atención Secundaria de Salud. Método: se realizó un estudio pedagógico, prospectivo, que tiene como fundamento teórico el modelo de autoformación continua, asistida de la lógica estadística, mediante el empleo consecuente de la teoría holístico configuracional y el método holístico dialéctico. Para elaborar la estrategia se aplicó el método sistémico estructural y para validar sus resultados las técnicas de criterios de especialistas y la validación empírica. Resultados: se elaboró una estrategia didáctica para la formación bioestadística del residente en el nivel de ASS y se reveló sus fundamentos teóricos, estructura y las premisas y requerimiento para su implementación en la práctica pedagógica. Su aplicación posibilitó un salto cualitativamente superior en la elaboración por los residentes de sus respectivos de proyectos e informes finales de trabajo de terminación de la residencia (p≤0,05). Conclusiones: la aplicación de la estrategia didáctica para la formación Bioestadística del residente en el nivel de ASS posibilitó alcanzar resultados cualitativamente superiores en la formación Bioestadística del residente(AU)

Introduction: the application of Biostatistics is essential for the development of the assistance, teaching, research and administrative function of the physician specializing in the level of Secondary Health Care (ASS). Objective: to expose the fundamentals that support the design and the results of the partial application of a didactic strategy for the biostatistical training of the resident at the level of Secondary Health Care. Method: a prospective pedagogical study was carried out, whose theoretical basis is the continuous self-training model, assisted by statistical logic, through the consistent use of holistic configurational theory and the holistic dialectical method. The structural systemic method was applied to elaborate the strategy and to validate its results the techniques of specialists criteria and empirical validation. Results: a didactic strategy for the biostatistical training of the resident at the ASS level was developed and its theoretical foundations, structure and premises and requirement for its implementation in pedagogical practice were revealed. Its application enabled a qualitatively higher leap in the preparation by the residents of their respective projects and final reports of work of completion of the residence (p≤0.05). Conclusions: the application of the didactic strategy for the resident's Biostatistics training at the ASS level made it possible to achieve qualitatively superior results in the resident's Biostatistics training(AU)

Introdução: a aplicação da Bioestatística é essencial para o desenvolvimento da função assistencial, de ensino, de pesquisa e administrativa do médico especialista no nível da Atenção Secundária à Saúde (ASS). Objetivo: expor os fundamentos que sustentam o desenho e os resultados da aplicação parcial de uma estratégia didática para o treinamento bioestatístico do residente no nível da Atenção Secundária à Saúde. Método: foi realizado um estudo pedagógico prospectivo, cuja base teórica é o modelo de auto-treinamento contínuo, auxiliado pela lógica estatística, através do uso consistente da teoria configuracional holística e do método dialético holístico. O método sistêmico estrutural foi aplicado para elaborar a estratégia e validar seus resultados as técnicas de critérios de especialistas e validação empírica. Resultados: foi desenvolvida uma estratégia didática para a formação bioestatística do residente no nível ASS e foram revelados seus fundamentos teóricos, estrutura e premissas e requisitos para sua implementação na prática pedagógica. Sua aplicação permitiu um salto qualitativamente maior na preparação pelos moradores de seus respectivos projetos e relatórios finais do trabalho de conclusão da residência (p≤0,05). Conclusões: a aplicação da estratégia didática para o treinamento em Bioestatística do residente no nível ASS tornou possível alcançar resultados qualitativamente superiores no treinamento em Bioestatística do residente(AU)

RASPELD to Perform High-End Screening in an Academic Environment toward the Development of Cancer Therapeutics.

The identification of compounds for dissecting biological functions and the development of novel drug molecules are central tasks that often require screening campaigns. However, the required architecture is cost- and time-intensive. Herein we describe the devices and technologies that comprise a Robotics-Assisted Screening Platform for Efficient Ligand Discovery (RASPELD), which we set up in an academic laboratory. RASPELD provides semi-automated high-end screening, and it can be maintained by graduate students. We demonstrate its successful application in biochemical and cellular screens for the identification and validation of bioactive chemical entities as candidate cancer-relevant inhibitors. Specifically, we examined the interaction between a transcription factor, Nrf2, and its key regulator, Keap1. We also examined drug-resistant mutants of the epidermal growth factor receptor (EGFR). Screening campaigns with more than 30 000 compounds were performed in a reasonable period of time. We identified the molecule RSL6586 as a starting point for hit optimization, which is currently ongoing.