[Hybrid Human Resource Development in the Combination of Clinical and Graduate Research].

Changing workplace attitudes toward clinical research is fostered by trial and error providing optimal therapeutic backgrounds and diverse ideas. On the other hand, students have many opportunities to learn while in university, and we hope that they will have hopes to contribute to team medicine and community health care, and still develop a research mindset. As one of the ways to achieve these objectives, students can be exposed to clinical research from an early point by sharing information with pharmacists and other professionals in the clinical field and working on their research projects. Our laboratory has been engaged in community health care challenges through collaborations with municipal hospitals and pharmacies in the region. In this context, we will introduce the connection between students and post-graduate education based on examples of graduation research worked on with pharmacists and professors of various professions. 1) Retrospective Study of Nutrition Risk Assessment Using Nutrition Tools: A research case study of a multidisciplinary collaboration on nutrition screening using three different nutrition assessment tools to clarify how nutritional endpoints affect nutrition risk assessment. 2) Validation of Causes and Countermeasures for Falls Using a Falls Assessment Score Sheet: Falls of the elderly in community health care. A case study of verifying fall prevention measures from the perspective of two factors: geriatric syndrome and multiple drug administration.

Effects of Library Workshop Attendance and Library Website Visit Frequency on Health Professions Students' LibGuides Awareness.

This research article examines data from an in-person 2017 survey on LibGuides usage, perceptions, and awareness of health professions students seeking bachelor and graduate-level degrees. Almost 45% (n = 20, N = 45) of participants who visited the library's website at least once per week indicated awareness of library-created LibGuides. Nearly 90% (n = 8, N = 9) of health professions students who had not visited the library's website were unaware of the guides. The statistical analysis shows significant associations between various variables (academic level, library workshop attendance, research guide type usage, research guide page usage) and library guide awareness. The data did not reveal any significant relationships between other variables (undergraduate class level, field of study, and library website visit frequency) and guide awareness. The authors discuss implications for health sciences libraries and suggestions for future research.

Research data management needs assessment for social sciences graduate students: A mixed methods study.

The complexity and privacy issues inherent in social science research data makes research data management (RDM) an essential skill for future researchers. Data management training has not fully addressed the needs of graduate students in the social sciences. To address this gap, this study used a mixed methods design to investigate the RDM awareness, preparation, confidence, and challenges of social science graduate students. A survey measuring RDM preparedness and training needs was completed by 98 graduate students in a school of education at a research university in the southern United States. Then, interviews exploring data awareness, knowledge of RDM, and challenges related to RDM were conducted with 10 randomly selected graduate students. All participants had low confidence in using RDM, but United States citizens had higher confidence than international graduate students. Most participants were not aware of on-campus RDM services, and were not familiar with data repositories or data sharing. Training needs identified for social science graduate students included support with data documentation and organization when collaborating, using naming procedures to track versions, data analysis using open access software, and data preservation and security. These findings are significant in highlighting the topics to cover in RDM training for social science graduate students. Additionally, RDM confidence and preparation differ between populations so being aware of the backgrounds of students taking the training will be essential for designing student-centered instruction.

Strategies to Evaluate and Enhance Accelerated Second-Degree Nursing Pathways.

BACKGROUND: Health systems are facing historic staffing crises, and they require efficient pipelines of qualified students into practice. Accelerated second-degree students are helping to address pressing health care market needs. PROBLEM: Few publications have assessed the second-degree program landscape or offered comparisons of second-degree pathways. APPROACH: This article discusses the second-degree program landscape, including challenges in second-degree education; compares graduate-level second-degree entry against other pathway options; and presents strategies to optimize and sustain second-degree student pipelines based on these insights. FINDINGS: The second-degree program landscape is characterized by variability. Challenges include inconsistent program nomenclature and limited national data collection. Graduate-level second-degree pathways offer financial and career advantages compared with other pathways. CONCLUSION: Nursing education should standardize second-degree nomenclature, refine national data capture mechanisms, standardize program scope and requirements, and encourage second-degree pathways at the graduate level or above.

Utilizing Ripple Effects Mapping to Assess the Impact of an Undergraduate Global Health Program.

Background: In the last ten years, there has been a dramatic rise in student interest in global health as an academic discipline and an increase in academic offerings in the field at both the undergraduate and graduate levels. However, information is limited on the impact of global health programming on students, alumni, and partners involved. Objective: The objective of this study was to utilize Ripple Effects Mapping (REM) to assess the impact of an undergraduate Global Health Program on students, alumni, and international partners. Methods: REM, a new, innovative, community-centered research methodology was employed in this research study whereby three REM focus group sessions, each with 10-11 participants, were facilitated. A multi-layered textual, thematic analysis was used to analyze the data collected from REM focus group sessions. Findings: After analysis, six thematic areas emerged, each with their own underlying qualities of growth, or sub-themes, which provide insight into the manner in which the major themes contributed to student learning. Furthermore, programmatic components were identified, which aided student growth and learning. Conclusions: Findings suggest that the undergraduate Global Health Program has promoted and facilitated student growth and learning in various capacities. This study fills a gap in existing research and current knowledge by outlining the impact of an undergraduate Global Health Program on students. Additional studies should be conducted to further explore the impact of Global Health Programming on students and stakeholders.

The Impact of Academic, Sociodemographic, and Program Growth Factors on Admission Offers to U.S. Graduate Education Programs in Communication Sciences and Disorders: National Trends in 2016-2020 Cycles.

PURPOSE: The purpose of this study was to investigate the impact of academic factors and sociodemographic factors on offers of admission to graduate education programs in communication sciences and disorders (speech-language pathology and audiology) in the United States. METHOD: A retrospective analysis of extant data from undergraduate students applying to graduate education programs through the Communication Sciences and Disorders Centralized Application Service (CSDCAS) was conducted. Descriptive, parametric, nonparametric, and multivariate hierarchical logistic modeling analyses were applied to data from 38,625 unique applicants across four consecutive application cycles from 2016 to 2020 to assess relationships between admission offers, and academic and sociodemographic factors. The academic factors included Graduate Record Examination (GRE) and grade point average (GPA; cumulative undergraduate GPA and cumulative communication sciences and disorders [CSD] GPA), and sociodemographic factors included race/ethnicity, age, disadvantaged socioeconomic status, first-generation status, and multilinguistic status. RESULTS: The rate of receiving an offer of admission continuously increased from 59.4% in the 2016-2017 cycle to 75.4% in the 2019-2020 cycle (p < .001). The significant predictors for admission offers across all four application cycles were GPA, GRE, and applicant age. While the odds ratios of GRE and age were relatively stable, the odds ratios of GPA had a decreasing trend. Bivariate analyses showed that students who were non-White, older, socioeconomically disadvantaged, first-generation, and nonmultilingual were significantly less likely to receive offers of admission than their counterparts, but the relationships between those sociodemographic factors, except for age, and admission offers diminished when all factors were considered in the logistic regression analyses. CONCLUSIONS: Academic and sociodemographic factors significantly affected the likelihood of obtaining at least one offer of admission to a graduate program in CSD at different levels. While the effect sizes were variable, these findings provide evidence-based guidance for admission committees seeking to improve the inclusiveness of admission processes and the realization of greater diversity across multidimensional domains (e.g., race/ethnicity, socioeconomic status, age).

Whither the PA doctorate?

ABSTRACT: New perspectives have been brought to bear in the discussion of the topic of the physician associate/assistant (PA) doctoral degree in general and the entry-level PA doctorate in particular. Both the Physician Assistant Education Association (PAEA) and the American Academy of Physician Associates (AAPA) have sought and supported formal research investigations into the question. Evidence from studies shows that perceived benefits and risks are strongly influenced by the lens of the various stakeholders; that most PAs believe that the master's degree is enough for clinical practice; and that most clinical PAs and PA students are not in favor of an entry-level doctorate. Lessons learned from other healthcare professions that have transitioned to a clinical doctorate only marginally serve as a model for the PA profession. PA organizations need to fully own and embrace the task of leading the discussion and reaching a definitive conclusion in the determination of PA doctoral education. Failure of the PA profession to act decisively on the doctoral degree question would essentially default this decision to colleges and universities, which tend to have a vested economic interest in new types of degrees.

A latent class analysis approach to the identification of doctoral students at risk of attrition.

To advance understanding of doctoral student experiences and the high attrition rates among Science, Technology, Engineering, and Mathematics (STEM) doctoral students, we developed and examined the psychological profiles of different types of doctoral students. We used latent class analysis on self-reported psychological data relevant to psychological threat from 1,081 incoming doctoral students across three universities and found that the best-fitting model delineated four threat classes: Lowest Threat, Nonchalant, Engaged/Worried, and Highest Threat. These classes were associated with characteristics measured at the beginning of students' first semester of graduate school that may influence attrition risk, including differences in academic preparation (e.g., amount of research experience), self-evaluations and perceived fit (e.g., sense of belonging), attitudes towards graduate school and academia (e.g., strength of motivation), and interpersonal relations (e.g., perceived social support). Lowest Threat students tended to report the most positive characteristics and Highest Threat students the most negative characteristics, whereas the results for Nonchalant and Engaged/Worried students were more mixed. Ultimately, we suggest that Engaged/Worried and Highest Threat students are at relatively high risk of attrition. Moreover, the demographic distributions of profiles differed, with members of groups more likely to face social identity threat (e.g., women) being overrepresented in a higher threat profile (i.e., Engaged/Worried students) and underrepresented in lower threat profiles (i.e., Lowest Threat and Nonchalant students). We conclude that doctoral students meaningfully vary in their psychological threat at the beginning of graduate study and suggest that these differences may portend divergent outcomes.

The Development of a Literacy-Based Research Integrity Assessment Framework for Graduate Students in Taiwan.

Graduate education is a critical period in shaping and fostering graduate students' awareness about the importance of responsible conduct of research and knowledge and skills in doing good science. However, there is a lack of a standard curriculum and assessment framework for graduate students in Taiwan. The aim of this study was to develop a literacy-based research integrity (RI) assessment framework, including five core RI areas: (1) basic concepts in RI, (2) RI considerations in the research procedure, (3) research ethics and research subject protection, (4) publication and authorship, and (5) conflict of interest. The five areas were derived through a comprehensive review of major topics and areas covered in existing research integrity education and training programs and were rated by RI experts with adequate content validity. Test items on the five core areas were developed across three literacy levels: remembering and understanding, applying and analyzing, and evaluating and creating. Seven thousand and eighty-seven graduate-level trainees took an 18-unit RI course covering the five RI areas. Upon finishing the course, trainees completed a computer-based RI assessment randomly selected from 26 RI testing booklets. The design of test items followed the mastery-oriented assessment principles to promote trainees' learning of RI with adaptive assessment feedback. Results showed that the items in the RI assessment had adequate discrimination and low difficulty level. Thus, the RI assessment can be used to assess a range of trainees' RI literacy and can provide the most information in identifying trainees in need of more instruction or alternative training. The low guessing parameters also indicated the online RI assessment had an appropriate control of test exposure and cheating prevention. Higher education authorities can use this framework to assess graduate students' RI literacy based on a standard curriculum and prepare them for conversations about the responsible conduct of research for RI culture-building.

Metric indicators for the evaluation of graduate programs in Brazil: from Qualis to multi-criteria.

Brazilian scientific production has been mostly developed (90%) by Brazilian universities, mainly graduate programs, which must be assessed and ranked by the Brazilian government for their maintenance. The Qualis system is used for this classification by valuing the scientific production of graduate programs, stratifying journals and assigning grades. Several Brazilian researchers affirm that the Qualis system is inaccurate and subjective because it is carried out by a group of researchers. This work aimed to propose methods to evaluate Brazilian scientific production in order to improve the assessment of graduate programs through multi-criteria methods in addition to Qualis. The application of different metrics presented results significantly different from Qualis, including the over valuation of journals with a low international impact factor. The proposed metrics considered: (i) web of science impact factor of the journals; (ii) Citations from articles; (iii) Citations of citations, i.e., a new metric; and (iv) H-Index for researchers. It was proposed the multi-criteria method, composed of the mentioned criteria, in addition to Qualis. For the sample of researchers, it was demonstrated that multi-criteria methods can assess scientific production more accurately. Therefore, they are more adequate to assess the Brazilian graduate programs, considering several internationally accepted criteria.

Developing evidence-based resources for evaluating postgraduate trainees in the biomedical sciences.

Postgraduate trainees elevate the academic strength of institutions by conducting research, promoting innovation, securing grant funding, training undergraduate students, and building alliances. Rigorous and systematic program evaluation can help ensure that postgraduate training programs are achieving the program's intended outcomes. The purpose of this project was to develop evidence-based evaluation tools that could be shared across federally funded biomedical training programs to enhance program evaluation capacity. This manuscript describes the evidence-based process used to determine program evaluation needs of these programs at a research-intensive university. Using a multi-phased sequential exploratory mixed methods approach, data were collected from trainees, employers, leaders, and program directors. Data analyses included document analysis of program plans, inductive coding of focus groups and interviews, and descriptive analysis of surveys. Two overarching categories-Trainee Skills and Program Characteristics-were identified including six themes each. Program directors prioritized communication, social and behavioral skills, and collaboration as the trainee skills that they needed the most help evaluating. Furthermore, program directors prioritized the following program characteristics as those that they needed the most help evaluating: training environment, trainee outcomes, and opportunities offered. Surveys, interview scripts, and related resources for the categories and themes were developed and curated on a publicly available website for program directors to use in their program evaluations.

The impact of holistic review on correlations between doctoral student outcomes, and GPA and GRE scores in the biomedical sciences.

Graduate admissions committees throughout the United States examine both quantitative and qualitative data from applicants to make admissions determinations. A number of recent studies have examined the ability of commonly used quantitative metrics such as the GRE and undergraduate GPA to predict the likelihood of applicant success in graduate programs. We examined whether an admissions committee could predict applicant success at The University of Texas MD Anderson Cancer Center UTHealth Graduate School of Biomedical Sciences based on quantitative metrics. We analyzed the predictive validity of admissions scores, undergraduate GPA, and the GRE for student success. We observed nuanced differences based on gender, ethnicity, race, and citizenship status. The scores assigned to applicants by the admissions committee could not predict time to degree in PhD students regardless of demographic group. Undergraduate GPA was correlated with time to degree in some instances. Interestingly, while GRE scores could predict time to degree, GRE percentile scores could predict both time to degree and PhD candidacy examination results. These findings suggest that there is a level of nuance that is required for interpretation of these quantitative metrics by admissions committees.

Bienestar y burnout en psiquiatras de Uruguay: estudio transversal descriptivo, año 2019 / Wellbeing and burnout in psychiatrists from Uruguay: transversal descriptive study, year 2019

El proceso de desarrollo profesional del psiquiatra lo hace especialmente vulnerable al agotamiento físico y emocional, puesto que el sujeto es la herramienta misma de atención en la relación médica. Se realizó un estudio descriptivo transversal mediante una encuesta electrónica anónima para psiquiatras y estudiantes de posgrado de Psiquiatría de Uruguay, pertenecientes a la Sociedad Uruguaya de Psiquiatría y a la Asociación de Psiquiatras del Interior, con el objetivo de identificar y describir las características sociodemográficas y de trabajo del médico con especialización en Psiquiatría, así como elementos de burnout y la percepción del bienestar en Uruguay en el año 2019. Se identificó la influencia del multiempleo y la presencia de burnout en el entorno del 10 % de los profesionales. La mitad de los encuestados trabaja en la capital y área metropolitana del país, contribuyendo a la inhomogeneidad de la asistencia. Aún estando inmersos en el modelo de recuperación en el contexto de la nueva ley de salud mental es escaso el porcentaje de profesionales que se desempeña en el área de rehabilitación de personas con trastornos mentales graves.

Psychiatrists' professional development process renders them specially vulnerable to physical and emotional exhaustion due to the fact that psychiatrists themselves become a treatment tool in the clinical relationship. With the aim of identifying and describing socio-demographic and work features as well as burnout elements and well-being perception, a descriptive crosssectional study was carried out by means of an anonymous electronic survey for psychiatrists and medical doctors specializing in psychiatry in postgraduate courses belonging to the Sociedad Uruguaya de Psiquiatría and the Asociación de Psiquiatras del Interior in 2019. Influence of multi-employment and burnout was identified in 10% of the cases. Half of the assessed psychiatrists work in the capital city and metropolitan area, contributing to non homogeneous care. Only a small percentage work in rehabilitation, even if the new mental health law emphasizes this model of care for severe mental disorders.