Solidarity in disaster scholarship.

Disaster scholarship purportedly promotes disaster risk reduction and resists disaster risk creation, thereby deeply engaging with transboundary existential risks, justice, and political power. It is thus a commitment to humanity, and for it to become truly equitable and just, solidarity must lie at its heart. In this paper we connect solidarity with knowledge production and assess the implications of disaster scholarship and the relationships on which it is built. We offer a critique of the kind of research produced by neoliberal academic institutions and provocations for resistance through solidarity. We call on disaster scholars to use these prompts to reflect on their practice, research ethics, and their commitment to other human beings, inside and outside of the academy. Solidarity can help scholars to avoid the saviourism, self-congratulation, and paternalism that are common in academia. Solidarity in disaster scholarship is a worthy endeavour precisely because it yields a concrete alternative vision of resisting disaster risk creation through knowledge production.

The Pillars of the IJTMB-Exploring TMB Education.

This editorial is the final in a three-part series discussing the pillars of the International Journal of Therapeutic Massage a nd Bodywork: research, practice, and education. Highlighting the need for scholarly discourse, this piece aims to inspire therapeutic massage and bodywork (TMB) educators to share their creative approaches to educational matters. The author advocates for a united effort to share knowledge and practices that will enrich TMB education and, ultimately, professional practice.

Chaikhwa Nani Nelson: Overcoming Cancer and Leading Oncology in Botswana.

Chaikhwa Nani Nelson, born on February 11, 1992, in Tutume village, Botswana, is a remarkable figure in oncology nursing who has transformed personal adversity into a driving force for change in cancer care. Diagnosed with osteosarcoma in 2013, she faced the life-altering challenge of undergoing a lower limb amputation and enduring the rigors of chemotherapy. Despite these hardships, Chaikhwa's resolve to support others battling cancer only strengthened. Her journey led her to become an oncology nurse, where she tirelessly advocates for patient-centered care and the need for compassionate healthcare professionals. Chaikhwa's efforts have been recognized internationally, with accolades including the Mandela Washington Fellowship, the Queen's Young Leader Award, and a prestigious Chevening Scholarship, through which she earned her MSc in Clinical Oncology. She founded Botswana's first cancer support group, providing much-needed resources and community for patients and their families. Chaikhwa Nani Nelson's story is a testament to resilience and dedication, making her a pioneering leader in oncology care in Botswana.

What if we consider research teams as teams?

Research teams are an important means by which knowledge is generated in Health Professions Education (HPE). Although funding agencies encourage the formation of interdisciplinary and interprofessional research teams, we know little about how our interdisciplinary and interprofessional research teams are functioning, nor how best to ensure their success. Indeed, while HPE Scholarship Units and research environments have been the object of study, little work has been focused on research teams themselves. In this article, the authors propose that research teams should be studied as unique instantiations of teams where several individuals work together towards a common goal. Considering research teams as a team can encourage attention to how effective teams are built, supported, and celebrated, it can acknowledge that competent individuals may form incompetent teams, and it opens important avenues for future research. Turning our attention to better understanding how and when research teams thrive should support the development of more effective teams; resulting in reduced waste and redundancy, better mobilization of team members' time and skills, and enhanced knowledge generation. Considering research teams as teams, encourages an understanding that these teams require care, commitment, and effort to sustain them, and it acknowledges that pursuing research in a team context is both a collaborative and a social endeavour.

Publication patterns of graduates from a DNP program with submission of a manuscript as a degree requirement.

BACKGROUND: Nurses who earn a Doctor of Nursing Practice (DNP) degree are expected to make essential contributions to the scholarship of practice and the improvement of health care outcomes. The DNP program at Duke University School of Nursing requires that students demonstrate scholarship competence by writing a manuscript based on their DNP project and submitting it for publication. PURPOSE: The purpose of this article is to share an evaluation of the effectiveness of this approach. METHODS: The authors used a bibliometric study design. RESULTS: This study demonstrates that manuscripts authored by students based on the DNP projects they conduct while earning their DNP degree can be published and are cited by other scholars. Additionally, the majority of these authors continue to publish scholarly work in the nursing and broader health-focused literature after they graduate. CONCLUSION: Nurses who developed and submit manuscripts for publication based on their DNP project contribute to the literature and evidence base for practice.

Promoting Collaborative Scholarship During the COVID-19 Pandemic Through an Innovative COVID-19 Data Explorer and Repository at Yale School of Medicine: Development and Usability Study.

BACKGROUND: The COVID-19 pandemic sparked a surge of research publications spanning epidemiology, basic science, and clinical science. Thanks to the digital revolution, large data sets are now accessible, which also enables real-time epidemic tracking. However, despite this, academic faculty and their trainees have been struggling to access comprehensive clinical data. To tackle this issue, we have devised a clinical data repository that streamlines research processes and promotes interdisciplinary collaboration. OBJECTIVE: This study aimed to present an easily accessible up-to-date database that promotes access to local COVID-19 clinical data, thereby increasing efficiency, streamlining, and democratizing the research enterprise. By providing a robust database, a broad range of researchers (faculty and trainees) and clinicians from different areas of medicine are encouraged to explore and collaborate on novel clinically relevant research questions. METHODS: A research platform, called the Yale Department of Medicine COVID-19 Explorer and Repository (DOM-CovX), was constructed to house cleaned, highly granular, deidentified, and continually updated data from over 18,000 patients hospitalized with COVID-19 from January 2020 to January 2023, across the Yale New Haven Health System. Data across several key domains were extracted including demographics, past medical history, laboratory values during hospitalization, vital signs, medications, imaging, procedures, and outcomes. Given the time-varying nature of several data domains, summary statistics were constructed to limit the computational size of the database and provide a reasonable data file that the broader research community could use for basic statistical analyses. The initiative also included a front-end user interface, the DOM-CovX Explorer, for simple data visualization of aggregate data. The detailed clinical data sets were made available for researchers after a review board process. RESULTS: As of January 2023, the DOM-CovX Explorer has received 38 requests from different groups of scientists at Yale and the repository has expanded research capability to a diverse group of stakeholders including clinical and research-based faculty and trainees within 15 different surgical and nonsurgical specialties. A dedicated DOM-CovX team guides access and use of the database, which has enhanced interdepartmental collaborations, resulting in the publication of 16 peer-reviewed papers, 2 projects available in preprint servers, and 8 presentations in scientific conferences. Currently, the DOM-CovX Explorer continues to expand and improve its interface. The repository includes up to 3997 variables across 7 different clinical domains, with continued growth in response to researchers' requests and data availability. CONCLUSIONS: The DOM-CovX Data Explorer and Repository is a user-friendly tool for analyzing data and accessing a consistently updated, standardized, and large-scale database. Its innovative approach fosters collaboration, diversity of scholarly pursuits, and expands medical education. In addition, it can be applied to other diseases beyond COVID-19.

Leveraging Doctor of Nursing Practice Scholarship to Meet Organizational Leaders' Expectations.

Background: The Doctor of Nursing Practice (DNP) degree prepares nurses for engagement in practice scholarship to improve health outcomes at multiple system levels. Organizational leaders' and employers' perceptions and expectations of DNP-prepared nurses require further study. Objective: To explore the perception of organizational leaders regarding expectations and engagement of DNP-prepared nurses in practice scholarship activities. Methods: Guided by the Actualized DNP Model, a cross-sectional design was used to survey organizational leaders (N = 87) regarding DNP-prepared nurses' engagement in practice scholarship. Results: Findings indicate that 92% (n = 80) of participants believed practice scholarship should be an expectation of DNP-prepared nurses serving in a variety of roles. Of the 77 respondents to the scholarship engagement questions, 97.4% (n = 75) reported that DNP-prepared nurses engaged in one or more practice scholarship activities over the past year. Conclusions: Aligning DNP practice scholarship competencies, as outlined in the American Association of Colleges of Nursing 2021 Essentials, with organizational needs, expectations, and provision of sufficient time to support these scholarship activities is needed. Implications for Nursing: Opportunities exist for DNP-prepared nurses to articulate and demonstrate their value by conducting practice scholarship through innovative advanced nursing roles to realize organizational goals. Organizational support is necessary for practice scholarship activities to transform DNP education.

Setting up and operationalizing a health professions education research (HPER) unit: AMEE Guide No.170.

In the same way as clinical medicine, health professions education should be evidence-based rather than based on tradition and convenience. Health professions education research (HPER), an academic area that first emerged in the 1950s, is essential for identifying new and better ways to educate health professionals. Again, just as with clinical research, setting up sustainable HPER units is critical to coordinate research efforts and facilitate the production of clear and strategic HPER. In this AMEE guide we draw upon the scholarly and grey literature and our own experiences as HPER unit leaders in several different global contexts to provide practical guidance on establishing and sustaining a HPER unit. We outline the multiple elements and considerations required to set up and operationalize a successful HPER unit, from engagement of key stakeholders and documentation of milestones to the production of programmatic research and its implementation. These are considered under the areas of  â€¢ Who do you need to partner with?  â€¢ Setting the agenda - or What will your unit be known for?  â€¢ Your most valuable resource - people!  â€¢ Operationalizing your HPER agenda  â€¢ Leading the way  We provide concrete tips on each of the above and illustrate these key steps with examples from our own experiences or the wider literature. Whether the reader is beginning, maintaining, or seeking to renew their HPER unit, we hope that the guidance we provide is as useful as it has been to us during our own research program building endeavours.

Developing critical enquiry, capacity, capability and confidence in the health and care workforce.

BACKGROUND: Health and care staff have limited opportunities to design, deliver and lead critical enquiry activities. AIMS: To explore barriers and enablers of building capacity, capability and confidence of these practitioners who wish to undertake critical enquiry activity. METHODS: A realist conceptual framework including the development of middle range theory allowed analysis of the scholarship process and outcomes. Data were collected through snap surveys, interviews (face to face and online) and project output (posters). RESULTS: Nine scholars completed the programme and all participated in the study. They all experienced an increase in capacity, capability and confidence in critical enquiry activity. Six overarching themes arose from analysis of the interviews and snap survey data: value; expertise; attitudes; meaningful, responsive support; brain space; and skill and knowledge acquisition. DISCUSSION: A combined focus on people and project while staff remained embedded in their work area was key for the growth of skills and knowledge and creating impact from projects. Guilt at having dedicated time to take part in the programme was a self-imposed barrier to building capacity and capability. Social capital (gained from bringing together individuals from different groups with shared values) facilitated bonding, which increased psychological safety and helped enable capability and confidence. CONCLUSION: The combination of theory and practice embedded in a real-world context led to positive outcomes for staff, patients, carers and the facilitation team as real-life changes were made in clinical environments.

Legal mobilization dilemmas in the Nordics - an autoethnographic reflection on the role of scholars in the asylum commission.

The present article investigates key dilemmas in collective legal mobilization initiatives in the field of asylum and migrants' rights. Focusing on my own experiences from working in the Asylum Commission - a trans-sectional mobilization initiative that ran in Sweden from 2019 to 2022, involving researchers, civil society representatives, and professionals - I analyze two central dilemmas that characterized our work. First, I consider how we collectively struggled for the legal right to asylum and through this struggle also reproduced injustices and potential border control harms which are embedded in asylum regulations. Second, I analyze how the Commission strived to provide a knowledge-based account of the consequences of legislative changes post the long summer of migration in 2015 that would have an impact on future legislation, while simultaneously taking an open stand in solidarity with people who were excluded from the legislative process; i.e., asylum seekers. The article underlines the need for sociolegal research that highlights ways to address dilemmas in legal mobilization work and offers empirical insights from collective mobilization for migrants' rights in a Northern European country.

Evaluation of an Educational Scholarship Fellowship Program for Health Professions Educators.

Introduction: Historically, the requirement to produce scholarship for advancement has challenged health professions educators heavily engaged in teaching. As biomedical scientists or healthcare practitioners, few are trained in educational scholarship, and related faculty development varies in scope and quality across institutions. Currently, there is a need for faculty development and mentoring programs to support the development of these skills. Methods: The International Association of Medical Science Educators (IAMSE) established the Medical Educator Fellowship (MEF) Program to foster health professions educational scholarship. MEF addresses the following: curriculum design, teaching methods and strategies, assessment, educational scholarship, and leadership. Participants receive mentorship and faculty development, and complete an educational scholarship project. Using a logic model, we conducted a retrospective program evaluation with data from Program records, database searches, graduate surveys, and focus groups. Results: Over 14 years, MEF graduated 61 participants with diverse terminal degrees from five continents and six academic program areas. Graduate survey responses indicated enhanced post-Program skills in all focus areas, that the majority would recommend MEF to a colleague, and that mentorship, networking, and professional development were strengths. Focus group outcomes indicated professional growth, increased confidence, and increased sense of community. Conclusion: MEF addresses health professions educators' need for faculty development and mentorship in educational scholarship. Evaluation outcomes suggest that MEF effectively enhanced perceived skills across focus areas. Similar programs are essential to support faculty who dedicate significant time to teaching. Organizations like IAMSE can demonstrate the value of educational scholarship and positively impact health professions educator careers by supporting such programs.

Empowering the future: improving community wellbeing and health literacy through outreach and service-learning.

Institutions training future healthcare professionals in healthcare and community engagement play a crucial role beyond traditional classroom settings. Recognizing their potential to support under-represented groups and minorities, institutions increasingly encourage engagement with schools and community organizations. However, work remains to advance meaningful and impactful educational outreach and service-learning programs. This manuscript synthesizes the perspectives of a group of medical school educators to discuss developing sustainable programs to engage youth in Science, Technology, Engineering, Math, and Medicine (STEMM) education with a focus on biomedical science. Through near-peer education and service-learning, healthcare students can impart knowledge, provide mentorship, promote enthusiasm for STEMM fields, and nurture health-related self-efficacy within individuals and communities. Collaborative efforts through student-as-teacher approaches bridge health-related disparities and cultivate healthier, more empowered futures for all. We advocate for community outreach strategies that target future health professionals early in their education and support the scholarship of teaching and learning and program evaluation. Successful long-term programs must ensure that results are systematically assessed, measured, and perpetuated. This perspective aims to highlight the role of service learning and community outreach in increasing individual health literacy and fostering an enduring interest in STEMM careers, thereby empowering the next generation of elementary and secondary school students.

Evaluating Academic Physicians' Bibliographies: Criteria and Fairness.

In the academic professions, publications are essential for high-stakes decisions about employment, recognition, and promotion. Therefore, impartial frameworks are needed for evaluating the rigor of scholarly physicians' bibliographies. This article provides objective criteria for evaluating bibliographies based on author position, publication type, impact, volume, thematic focus, and trajectory. Key threats to the fair assessment of physicians' bibliographies include disparities regarding underrepresentation and professional opportunities, not recognizing the successes of disadvantaged authors, and exploiting publications to gain favor and abuse positions of power. Unbiased criteria for evaluating bibliographies mitigate these threats to fair assessment.

Diversity presentations at cardiothoracic surgery meetings: Opportunity to align our actions with our values.

OBJECTIVE: Substantial efforts have been directed toward identifying and addressing cardiothoracic surgical disparities in both patient care and our workforce. We aimed to characterize the presence over time of diversity and disparities-related content at cardiothoracic surgical society meetings. METHODS: Annual meeting program books from the American Association for Thoracic Surgery and the Society of Thoracic Surgeons from 2013 to 2023 were manually reviewed to identify abstract presentations, invited talks, and dedicated sessions related to diversity, equity, or social determinants of health. Relevant presentations were further categorized as issues in the surgical workforce versus patient care. Applicable presentations and sessions were quantified in each domain and proportions compared with the χ2 test. RESULTS: Of 7812 presentations over 11 years, 167 (2.1%) were related to issues of diversity. These included 118 abstracts, among which 19 (16.1%) covered workforce diversity issues whereas 99 (83.9%) addressed patient care inequities. Among 48 invited disparities talks, 28 (58.3%) related to workforce challenges and 20 (41.7%) explored variabilities in patient care. Seventeen complete sessions were dedicated to diversity and disparities, with 9 (52.9%) addressing those in the workforce and 8 (47.1%) related to patient care. Comparing the first 5 years with the final 5 years of study, the proportion of talks (abstracts and invited) related to diversity and inclusion increased 3-fold. CONCLUSIONS: Recent years have shown an explosion in cardiothoracic surgery meeting content focused on diversity but still account for a diminutive proportion of overall content. These data highlight an opportunity to further align scholarly activity with our values.

Nurse Corps' impact on increasing registered nurse staffing in critical shortage areas and facilities, 2017 to 2022.

BACKGROUND: The registered nurse (RN) workforce experienced critical pre-pandemic and pandemic shortages of labor in some areas in the United States. People living in these health professional shortage areas (HPSAs) may have less access to health services. The Bureau of Health Workforce within the Health Resources and Services Administration administers Nurse Corps scholarship and loan repayment programs to increase healthcare access by increasing the supply and distribution of RNs, nurse practitioners, and nurse faculty to HPSAs. The American Rescue Plan Act of 2021 (ARPA) made available considerable new resources for the program. PURPOSE: This paper reports on Nurse Corps applications, awards, and distribution in 2 cohorts in the period 2017 to 2022 to assess the impact of receiving an additional $200 million appropriated in 2021. DISCUSSION: Additional funds through ARPA were associated with nearly threefold increases in the number of Nurse Corps awards. Program participants worked in a total of 1,316 counties (42% of all U.S. counties) in 2020 to 2022, a 76% increase from 749 counties in 2017 to 2019. CONCLUSION: Increased funding for scholarship and loan repayment can help to improve the distribution of nurse labor to a greater number of critical shortage areas in the United States.

Strategies to promote scholarship among academic hospitalists.

Academic hospitalists play an integral role in the day-to-day care of hospitalized patients, education and research. They are well-positioned to engage in scholarly and research activities and inform clinical practice. Hospital medicine also offers a compelling career path for those seeking to maintain a broad clinical focus while also pursuing opportunities in quality improvement (QI), clinical research, and medical education (MedEd) projects. Participation in these endeavors not only foster scholarly growth but also enhances career satisfaction for hospitalists. Therefore, there is a need to explore and implement feasible strategies to equip hospitalists with the knowledge and resources necessary to generate scholarship and promote academic growth within the field.

Factors associated with satisfaction of the australian rural resident medical officer cadetship program: results from a cross-sectional study.

BACKGROUND: Australian Rural Resident Medical Officer Cadetships are awarded to medical students interested in a rural medical career. The Rural Residential Medical Officer Cadetship Program (Cadetship Program) is administered by the Rural Doctors Network on behalf of the NSW Ministry of Health. This study aimed to assess the overall experience of medical students and key factors that contributed to their satisfaction with the Cadetship Program. METHODS: A quantitative cross-sectional study was conducted among 107 former cadets who had completed the Cadetship Program. Data on medical students' experience with the Cadetship Program (outcome variable) and potential explanatory variables were collected using a structured self-administered questionnaire. Explanatory variables included gender, geographical location, rural health club membership, rural clinical school attendance, financial support, mentorship benefits, networking opportunities, influence on career decisions, opportunity for preferential placements, and relocation. Both bivariate (Pearson's chi-squared test) and multiple logistic regression analysis were employed to identify the factors associated with medical students' overall experience with the Cadetship Program. The non-linear analysis was weighted to represent the rural/remote health workforce, in Stata/SE 14.1. RESULTS: Our results indicate that 91% of medical students were satisfied with the Cadetship Program. The logistic regression model identified two significant predictors of a positive experience with the Cadetship Program. Medical students who perceived financial support as beneficial were significantly more likely to report a satisfactory program experience (aOR = 6.22, 95% CI: 1.36-28.44, p = 0.019) than those who perceived financial support as not beneficial. Similarly, those who valued networking opportunities were more likely to have a positive view of their cadetship experience (aOR = 10.06, 95% CI: 1.11-91.06, p = 0.040) than their counterparts. CONCLUSION: Our study found that students who valued financial support and networking opportunities had the most positive views of the Cadetship Program. These findings demonstrate that the Cadetship Program may be most helpful for those who need financial support and for students who seek networking opportunities. These findings increase our knowledge about the characteristics of medical students who have the most positive experiences with the Cadetship Program. They help us to understand the mechanisms of influence of such programs on individuals' decisions to be part of the future rural health workforce.

A conversation with the 2024 Rufus A. Lyman Award authors.

Each year the American Journal of Pharmaceutical Education awards the Rufus A. Lyman Award to the best paper from the previous year. This commentary, derived from an interview with the members of a successful research collaboration, not only provides insight to our Academy on the elements for developing and maintaining a successful research collaboration from the development of the project through publication, but also offers practical advice and guidance on how faculty members can develop and sustain these research teams and how individuals can improve their skills and abilities as authors. The authors of this paper, recipients of the Rufus A. Lyman Award, share their experiences and strategies, making this commentary a beacon for all those interested in research collaborations and improving writing skills in the field of pharmacy education.

Unlocking Peer Review: Elevating Scholarly Writing and Research Competence in Urology Residency.

PURPOSE OF REVIEW: It is incumbent upon training programs to set the foundation for evidence-based practices and to create opportunities for trainees to develop into academic leaders. As dedicated resident research time and funding have declined in recent years, residency programs and the field at large will need to create new ways to incorporate scholarly activity into residency curricula. RECENT FINDINGS: Literature across specialties demonstrates barriers to resident involvement including lack of time, cost, and absent scholarly mentorship. Peer review stands as a ready-made solution that can be formalized into a collaborative relationship with journals. A formal relationship between professional societies, academic journals, and residencies can facilitate the use of peer review as a teaching tool for residency programs.

Empowering underprivileged students beyond financial aid: Insights from a scholarship program's monitoring and evaluation.

PURPOSE: This paper examines the impact of a scholarship program on underprivileged students, drawing on data from a two-year monitoring and evaluation (M&E) process. The report identifies both enablers and barriers to academic success among scholarship beneficiaries. METHODS: Data on program impact was collected through interviews with parents, teachers, and school records over two academic years. RESULTS: Financial aid emerged as a crucial enabler, with scholarships allowing students to focus on their studies by alleviating pressure around basic necessities. However, the research also revealed the importance of a holistic support system. Beyond tuition, the high cost of essential learning materials, including stationery, and subject-specific resources, can create a significant barrier. The study also highlighted the importance of student well-being. Health concerns, limited access to nutritious food, and even unaddressed mental health issues can all negatively impact attendance and focus. Furthermore, a gender gap emerged, with girls facing additional challenges related to social pressures to prioritize chores and the cost of menstrual hygiene products. CONCLUSION: This study highlights the importance of holistic scholarship programs that extend beyond tuition coverage. To maximize impact, policymakers and funders should prioritize initiatives that address the multifaceted needs of underprivileged students.