Is there a fit between PhD candidates' and their supervisors' perceptions on the impact of COVID-19 on doctoral education?

PurposeThe COVID-19 pandemic has had its impact on research and researchers, potentially influencing the future of academia. Yet, to the best of the authors' knowledge, there are no empirical studies on the alignment between supervisors' and supervisees' estimates of the impact of COVID-19. This study aims to contribute to bridging this gap by exploring PhD candidates' and supervisors' perceptions of the impact of COVID-19 on candidates' study progress and study well-being, and whether the estimates were related to supervisors' and supervisees' well-being.Design/methodology/approachA total of 768 PhD candidates and 561 doctoral supervisors from a large multifield research-intensive university in Finland participated in this quantitative study. Data were collected with the doctoral experience survey and the supervisory experience survey.FindingsIn general, the results show that both supervisors and supervisees recognised the negative impact of the pandemic on candidates' well-being and progress, and their perceptions were quite well aligned. However, supervisors estimated that the impact had been more detrimental than the supervisees did. The results also show that the supervisors' perceptions of the negative impact of COVID-19 on candidates' progress and well-being were related to reduced levels of their own well-being.Originality/valueResults can be used in developing effective support means for both the supervisors and supervisees to overcome the hardships caused by the COVID-19 pandemic and to avoid long-term negative consequences for the candidates in degree completion, career trajectories and the future of the academy.

Exploring Clinician Attitudes Towards Treating Eating Disorders: Bridging Counselor Training Gaps

Eating disorder (ED) clinicians may face various challenges in practice, including burnout and feelings of incompetence. Several deficits may contribute to these challenges, such as graduate education and treatment gaps. In this study, 109 interdisciplinary clinicians were surveyed regarding their personal attitudes, experiences, and challenges in treating EDs. Among the various results, quantitative and qualitative findings highlighted the lack of graduate education as the primary challenge to effectively treating EDs, as well as the need for more ED research and culturally responsive care. Recommendations to enhance ED education and counselor training are provided, including managing countertransference and advocating for specialized coursework. Lastly, critical directions for future research are discussed.

Online Learning Experiences of Graduate Students in Türkiye: Could This Be the Footsteps of a Reform?

With the recent COVID-19 pandemic, the way of teaching has rapidly turned into online learning environments. This situation has brought along various difficulties in the implementation of online teaching. From this point of view, this research focuses on the experiences of graduate students in the online teaching process and the multifaceted effects of this process on them. The research is a case study examining the opinions of 16 graduate students from various state and foundation universities in Türkiye. The maximum diversity sampling method, one of the purposeful sampling methods, was taken as a criterion in the determination of the participants. The data of the study were obtained with a semi-structured interview form developed by the researchers. Thematic analysis technique was used in the analysis of the obtained data. Research results show that online education facilitates access to education, develops students' self-discipline and awareness of taking responsibility;however, it has disadvantages in terms of social and psychological aspects. In addition, it has been concluded that online teaching is not yet ready to be considered as a stand-alone teaching delivery model, and it is more appropriate to use it as an alternative model to traditional face-to-face education. It is thought that the results obtained within the scope of the research will contribute to the improvement and development of online learning experiences of graduate students, as well as being a guide to higher education stakeholders and policymakers. [This study was presented as an oral presentation at "The 15th International Congress On Educational Administration" held in Gaziantep between 5-6 November 2021.]

From Early Intervention to Graduate Education-- to CSD Leadership...Robert Augustine

An interview with Robert Augustine, American Speech-Language-Hearing Association (ASHA) 2023 president, is presented. Among the issues he discussed include his experience of growing up in Livingston, Illinois, what drove his decision to expand his scope beyond communication sciences and disorders (CSD) to graduate program administration, and issues among the association's priorities that he wants to emphasize.

COVID-19 anxiety among undergraduate students of a medical college in Chengalpattu district -- A cross-sectional study

Background: COVID-19 is caused by severe acute respiratory syndromes-CoV-2, a virus that affects the physical as well as mental health of people. Aims and Objectives: Our study was conducted to estimate the COVID-19 anxiety prevalence and its associated sociodemographic factors in a medical college. Materials and Methods: Undergraduate medical students of a medical college in Chengalpattu district were the study participants, with inclusion criteria of students above 18 years of age from 2nd, 3rd, and final year and interns being included for the study. Using simple random sampling, students were selected with a sample size of 197. After obtaining approval from the Institutional Human Ethics Committee and informed consent, data were collected using a structured and pre-tested questionnaire, with anxiety being assessed using coronavirus anxiety scale and data analyzed using SPSS version 21. The statistical tests used were proportions, Chi-square test. P<0.05 was considered to be statistically significant. Results: Among the 197 students, males constituted 82 (41.6%) and females 115 (58.4%), of which 60 (73.1%) of males and 88 (76.5%) of females had COVID-19 anxiety. Overall 75.1% had COVID-19 anxiety. Based on the year of study, 43 (22%) 2nd-year students and 38 (19.3%) 3rd-year students, 29 (14.8%) final-year students, and 38 (19.3%) inters had COVID-19 anxiety. Sociodemographic factors such as the type of family, year of study, and staying with parents had a strong association with COVID-19 anxiety. Conclusion: In our study, 75.1% experience Coronavirus related anxiety, and thus, there is need for focus on the mental well-being of undergraduate students requiring attention as well as support from college administration, family, and society to cope up with the pandemic situation. [ FROM AUTHOR] Copyright of Asian Journal of Medical Sciences is the property of Manipal Colleges of Medical Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Socio-emotional processes during the COVID 19 pandemic in graduate students

Introduction: the changes in the academic life of graduate students due to the pandemic generated complex socioemotional processes that need to be explored.Objective: to compare the socioemotional processes in graduate students during the closure of universities according to the area of knowledge and sex.Method: exploratory-descriptive -comparative quantitative study with a cross-sectional design. A total of 119 questionnaires were analyzed using the Mann -Whitney U non-parametric statistical test to determine significant differences in the independent variables. Results: significant differences were identified before and during the pandemic in prosocial emotions and mood affectations in both groups of students due to the overload of academic-work activities and the differentiated conditions by area. Women in area 2 were more affected.Discussion: the socio-structural and situational context and the educational level condition socioemotional processes in a statistically significant way. Scope and limitations of the study are discussed.

How do emergency medicine applicants evaluate residency programs in the post-COVID-19 era?

Objectives: Pandemic disruptions to interviews and away rotations led applicants to rely on alternative sources of information about residency programs. We sought to compare program characteristics important to emergency medicine (EM)-bound applicants from before and after the pandemic. We also investigated the sources of information pandemic impacted applicants used during residency recruitment. Methods: This was a multi-institutional, cross-sectional survey of applicants to EM residency programs. We asked applicants about important factors in choosing a program and compared their response to results from 2019 National Residency Match Program. We also asked about alternative information sources used during this time of restricted access to programs of interest. Results: We surveyed 414 applicants from 40 medical schools and attained a response rate of 38.4%. Compared to 2019 applicants, our respondents identified morale of residents and quality of faculty as important factors in choosing a residency. Our subjects cited websites of the program and hospital affiliate, current residents, faculty/mentor advice, Reddit, and Doximity as sources of program information. Conclusions: Compared to 2019, our EM-bound applicants who, because of the pandemic, were unable to visit programs of interest valued resident morale and faculty quality as factors in choosing a residency program. Without in-person visits, our subjects also had to use both virtual resources (e.g., websites) and traditional sources (e.g., mentor advice) to investigate a program's culture, reputation, and diversity and inclusion. Residency programs should monitor their online presence now that this has become an alternative source of information for applicants during curtailment of in-person visits.

Adaptation of an anatomy graduate course in ultrasound imaging from in-person to live, remote instruction during the Covid-19 pandemic.

Health concerns during the Covid-19 pandemic required the adaptation of a lecture-laboratory course in ultrasound imaging for graduate students from an in-person to a live, remote learning format. The adaptation of in-person lectures to live, remote delivery was achieved by using videoconferencing. The adaptation of in-person laboratory sessions to live, remote instruction was achieved in the first half of the course by providing a hand-held ultrasound instrument to each student who performed self-scanning at their remote locations, while the instructor provided live instruction using videoconferencing. In the second half of the course, the students transitioned to using cart-based, hospital-type instruments and self-scanning in the ultrasound laboratory on campus. The aim of this study was to measure the success of this adaptation to the course by comparing assessment scores of students in the live, remote course with assessment scores of students in the in-person course offered in the previous year. There were no statistically significant differences in the assessment scores of students in the two courses. The adaptation of a course in ultrasound imaging from an in-person to a live, remote learning format during the Covid-19 pandemic described here suggests that contrary to the prevailing view, ultrasound imaging can be taught to students without in-person instruction. The adapted course can serve as a model for teaching ultrasound where instructors and learners are physically separated by constraints other than health concerns during a pandemic.

'I'm going to need a lot of therapy for this someday:' Finding your 'grit' in graduate school during COVID

Completing a social work graduate degree can be an exciting and a challenging time for students, but the addition of a global pandemic is likely impacting their educational experiences. Using a modified version of Photovoice, a photography-based research methodology, and reflection essays, this exploratory study sought to elevate the voices of graduate students' (N = 16) perspective on learning during COVID in an American university. Findings from the qualitative analyses of the photographs and their captions and the reflective essays suggested that many students realized their inner strength by persevering when life got very hard. Themes from these analyses were slightly more positive (i.e. support from others;developing coping strategies;improved graduate experience) than negative (i.e. loneliness;emotional;being sick). Students' viewpoint on learning during COVID provides insight into how instructors can develop creative pedagogies and support students as they persist in their pursuit of a social work degree. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Increasing the Representation of Black, Indigenous, and People of Colour as Students in Psychology Doctoral Programmes

Additionally, emerging research regarding the COVID-19 pandemic suggests that racial inequities caused by racism (e.g., overrepresentation within frontline employment) cause BIPOC communities to be more exposed to and less protected from the virus, placing them at a higher risk of infection and death, a devastating phenomenon coupled with the already present health disparities caused by racism in the Canadian health care system (Amoako & MacEachen, 2021;Cénat, Kogan, et al., 2021;Denice et al., 2021). In this article, we will discuss, as others have noted, how Canadian graduate programmes must assume responsibility and become directly involved in understanding, offsetting, and preventing the harm of systemic racism, oppression, and discrimination, as demanded by the ethics and principles of psychology itself (APA Division 45 Warrior's Path Presidential Task Force, 2020;APA Council of Representatives, 2021;Canadian Psychological Association [CPA], 2018;Ritchie & Sinacore, 2020). Racialization is about social perceptions-how people perceive others based on their presumed race or ancestry (Pendakur, 2005). [...]race is a socially constructed concept-not a fixed or scientific identity, despite mainstream North American society operating as if it is an accepted truth (Gonzalez-Sobrino & Goss, 2019;Haeny et al., 2021). [...]we use the term BIPOC to encompass the following groups: BIPOC (i.e., South Asian, Chinese, Black, Filipino, Latin American, Arab, Southeast Asian

A Tried and Tested Waterproof Draping Method for Major Ear Surgery.

Preparing and maintaining a clean operative field is the standard of care in all surgical fields globally. Major ear surgery has its own challenges such as the long surgical procedure time and the tricky local anatomical landscape. A waterproof method of draping for major ear surgery is described in this technical report. This method allows for the collection of irrigation fluid in a reservoir while maintaining continued isolation of the operative field during surgery. We discuss the advantages of using a 3M Steri-DrapeTM Aperture Pouch Drape to square the surgical site and create a pouch dedicated to irrigation fluid. Following that, running locking stitches are performed for further reinforcement of the adhesion to the skin, often done in longer procedures. We have identified a technique to ensure better draping. In over 150 cases draped in this method, we have not witnessed drape edge lift, water ingress, or skin avulsion/injury.

Simulation of Countermeasures in the Face of Covid-19 Using a Linear Compartmental Model Adaptation of an anatomy graduate course in ultrasound imaging from in-person to live, remote instruction during the Covid-19 pandemic

Summary In this chapter, the authors study the effectiveness of the health countermeasure adopted by half of the countries of the world as a means of dealing with the Covid-19 pandemic. Containment of the population seems to be a well-suited action in the absence of an effective treatment, such as a viral treatment or a vaccine. The SIR (Susceptible?Infected?Recovered) model is known in epidemiology as a compartmental model. The SIR model, in its basic formulation, stratifies the population into three health states: susceptible to the disease, infected with the disease and recovered from the disease. A linear model is proposed for simulation purposes, the authors specify its data, its variables, its objective function and its constraints. Health concerns during the Covid-19 pandemic required the adaptation of a lecture-laboratory course in ultrasound imaging for graduate students from an in-person to a live, remote learning format. The adaptation of in-person lectures to live, remote delivery was achieved by using videoconferencing. The adaptation of in-person laboratory sessions to live, remote instruction was achieved in the first half of the course by providing a hand-held ultrasound instrument to each student who performed self-scanning at their remote locations, while the instructor provided live instruction using videoconferencing. In the second half of the course, the students transitioned to using cart-based, hospital-type instruments and self-scanning in the ultrasound laboratory on campus. The aim of this study was to measure the success of this adaptation to the course by comparing assessment scores of students in the live, remote course with assessment scores of students in the in-person course offered in the previous year. There were no statistically significant differences in the assessment scores of students in the two courses. The adaptation of a course in ultrasound imaging from an in-person to a live, remote learning format during the Covid-19 pandemic described here suggests that contrary to the prevailing view, ultrasound imaging can be taught to students without in-person instruction. The adapted course can serve as a model for teaching ultrasound where instructors and learners are physically separated by constraints other than health concerns during a pandemic.

Telehealth and the Psychiatric Mental Health Nurse Practitioner: Beyond the COVID-19 Pandemic.

OBJECTIVE: Examine the advantages, disadvantages, and challenges of telehealth for the psychiatric mental health nurse practitioner (PMHNP) in practice and student education. Describe areas for future research and policy development regarding telehealth in PMHNP practice and training during and beyond the COVID-19 pandemic. METHODS: Review current evidence, standards of practice, and education for the PMHNP. RESULTS: Recent rapid pandemic-related shifts in utilization of telehealth for clinical practice and student education have highlighted the advantages, disadvantages, and areas in need of additional study. CONCLUSIONS: Postpandemic telehealth care delivery will likely persist or expand. PMHNPs must advocate for high practice and education standards.

Lifting an LI, FG, and/or UR Support Program Off the Ground during COVID-19: Successes and Lessons Learned

Researchers describe a need for increased access to and transitional support into STEM graduate education for low-income, academically talented, first-generation and/or underrepresented and minority (LIATFirstGenURM) students [1]. In October 2019, we were awarded an NSF scholarship grant to build infrastructure and provide support to low-income, academically talented, firs-generation, underrepresented, and minority (LIATFirstGenURM) graduate engineering students. As part of the internal evaluation of the program, we interviewed seven enrolled and funded graduate student beneficiaries to determine if they encountered any barriers during their recruitment and first semester of graduate study. Additionally, we asked them what support they valued most. We found that these students valued the organizational program support system, and as a result, we also found several opportunities to improve the system. In this paper, we share our findings and discuss implications for program updates. © American Society for Engineering Education, 2021