Lecturers' readiness for EMI in Malaysia higher education.

The current study aims to examine lecturer readiness for English Medium Instruction (EMI) in higher educational institutions and the contextual influences of gender, age, academic qualification, teaching experience, EMI course teaching involvement, and EMI training. A quantitative research design was employed, and a survey questionnaire was completed by 227 lecturers (out of 250 invited participants) from private universities in Klang Valley, Malaysia to gauge self-ratings of personal knowledge, skills, abilities, and attitudes in educating EMI courses. The collected data were subsequently analysed via the Statistical Package for Social Sciences (SPSS) version 27.0 software before revealing the findings from the inferential statistics of the t-test and one-way analysis of variance (ANOVA) on lecturers' gender, age, academic qualification, teaching experience, EMI course teaching involvement, and EMI training. Resultantly, the important role of lecturers' knowledge, understanding, skills, abilities, and attitudes was highlighted to further enhance intercultural communicative competence in managing the increasingly diversified student body in EMI classrooms.

Does lower use of academic affiliation by university faculty in top U.S. newspapers contribute to misinformation about abortion?

BACKGROUND: University faculty are considered trusted sources of information to disseminate accurate information to the public that abortion is a common, safe and necessary medical health care service. However, misinformation persists about abortion's alleged dangers, commonality, and medical necessity. METHODS: Systematic review of popular media articles related to abortion, gun control (an equally controversial topic), and cigarette use (a more neutral topic) published in top U.S. newspapers between January 2015 and July 2020 using bivariate analysis and logistic regression to compare disclosure of university affiliation among experts in each topic area. RESULTS: We included 41 abortion, 102 gun control, and 130 smoking articles, which consisted of 304 distinct media mentions of university-affiliated faculty. Articles with smoking and gun control faculty experts had statistically more affiliations mentioned (90%, n = 195 and 88%, n = 159, respectively) than abortion faculty experts (77%, n = 54) (p = 0.02). The probability of faculty disclosing university affiliation was similar between smoking and gun control (p = 0.73), but between smoking and abortion was significantly less (Ave Marginal Effects - 0.13, p = 0.02). CONCLUSIONS: Fewer faculty members disclose their university affiliation in top U.S. newspapers when discussing abortion. Lack of academic disclosure may paradoxically make these faculty appear less 'legitimate.' This leads to misinformation, branding abortion as a 'choice,' suggesting it is an unessential medical service. With the recent U.S. Supreme Court landmark decision, Dobbs v. Jackson Women's Health Organization, and subsequent banning of abortion in many U.S. states, faculty will probably be even less likely to disclose their university affiliation in the media than in the past.

Quantifying hierarchy and dynamics in US faculty hiring and retention.

Faculty hiring and retention determine the composition of the US academic workforce and directly shape educational outcomes1, careers2, the development and spread of ideas3 and research priorities4,5. However, hiring and retention are dynamic, reflecting societal and academic priorities, generational turnover and efforts to diversify the professoriate along gender6-8, racial9 and socioeconomic10 lines. A comprehensive study of the structure and dynamics of the US professoriate would elucidate the effects of these efforts and the processes that shape scholarship more broadly. Here we analyse the academic employment and doctoral education of tenure-track faculty at all PhD-granting US universities over the decade 2011-2020, quantifying stark inequalities in faculty production, prestige, retention and gender. Our analyses show universal inequalities in which a small minority of universities supply a large majority of faculty across fields, exacerbated by patterns of attrition and reflecting steep hierarchies of prestige. We identify markedly higher attrition rates among faculty trained outside the United States or employed by their doctoral university. Our results indicate that gains in women's representation over this decade result from demographic turnover and earlier changes made to hiring, and are unlikely to lead to long-term gender parity in most fields. These analyses quantify the dynamics of US faculty hiring and retention, and will support efforts to improve the organization, composition and scholarship of the US academic workforce.

Merit and placement in the American faculty hierarchy: Cumulative advantage in archaeology.

If faculty placement in the American academic hierarchy is by merit, then it correlates with scholarly productivity at all career stages. Recently developed data-collection methods and bibliometric measures test this proposition in a cross-sectional sample of US academic archaeologists. Precocity-productivity near the point of initial hire-fails to distinguish faculty in MA- and PhD-granting programs or among ranked subsets of PhD programs. Over longer careers, on average archaeologists in PhD-granting programs outperform colleagues in lower programs, as do those in higher-ranked compared to lower-ranked PhD programs, all in the practical absence of mobility via recruitment to higher placement. Yet differences by program level lie mostly in the tails of productivity distributions; overlap between program levels is high, and many in lower-degree programs outperform many PhD-program faculty even when controlling for career length. Results implicate cumulative advantage to explain the pattern and suggest particularism as its cause.

The Creation of a Massive, Multi-team Organized (MMO) Course.

Instructors and administrators recognize that our world demands graduates who are not only prepared to meet today's challenges but are also equipped to tackle novel problems of the future. This article describes the creation of an interdisciplinary, team-taught course designed using features of collaborative learning and problem-based learning with a focus on the impact of teaching with a large number of faculty. The course was well-received by students with positive feedback about integration of previous curricular content and a low-pressure learning environment. However, the course was not without its challenges. Participation from over half of the program's teaching faculty required a considerable investment of time and resulted in weekly inconsistencies throughout the semester. This article highlights successes, challenges, and recommendations for others seeking to design a course with a similar number of faculty. This course style is referred to as a "massive, multi-team organized (MMO) course."

Implementing Clinic First Guiding Actions Across 4 Family Medicine Residency Clinics.

PROBLEM: Family medicine faculty and residents have observed that continuity clinic is often unsatisfying, attributed to a lack of patient and team continuity and erratic clinic schedules pieced together after the prioritization of hospital service and rotation schedules. APPROACH: In 2019, a 3-year Clinic First project, called Clinic as Curriculum (CaC), was launched across the 4 family medicine residencies of the Department of Family Medicine and Community Health, University of Minnesota Medical School. The department began publishing quarterly CaC dashboard data. Each clinic completed a baseline assessment of their performance on the 13 Building Blocks of High-Performing Primary Care. Using their baseline data, each clinic identified which block or blocks, in addition to the blocks on continuity of care and resident scheduling, to focus on. The plan is to collaboratively implement the overall and local goals using dashboard data and iterative process improvement over 3 years. OUTCOMES: At baseline, clinics functioned quite well with respect to the 13 building blocks, but CaC dashboard data varied across the 4 clinics, with large variation between clinics on how frequently faculty were scheduled in the clinic and the proportion of total clinic visits seen by faculty. Resident continuity rates were low (range, 38%-47%). Level loading (consistent physician availability to meet patient demand) rates ranged from 1 to 11 days a month. Regarding resident schedules, 2 programs are moving from 4-week to 2-week inpatient blocks, and 2 programs are exploring longitudinal scheduling. One clinic will assign faculty and residents to specific clinic days. Two clinics are implementing microteams of 1 faculty and 3-4 residents. NEXT STEPS: The authors plan to analyze the dashboard data longitudinally; explore microteams, team continuity, and team scheduling adherence; and develop and implement resident scheduling changes over the next 3 years.

The glass podium: Gender representation within the American Association of Endocrine Surgeons (AAES) from 2010 to 2019.

BACKGROUND: Despite increasing numbers of women in surgery, female underrepresentation in surgical societies remains an ongoing issue. We sought to determine the gender composition of presenters at the American Association of Endocrine Surgery annual meetings. METHODS: Utilizing previous meeting data, we collected gender information for presenters from 2010 to 2019, including first/senior author combinations. Awards winners and invited lecturers were also reviewed. We performed binomial testing to analyze proportions of male to female presenters, with significance set at P < .05. Temporal trends were analyzed via linear regression. RESULTS: Fifty-six percent of American Association of Endocrine Surgery fellows and 36% of members are female. Of 354 podium and 477 poster presentations, women were listed less often as first (42.7%, P = .007) and senior (30.6%, P < .0001) podium authors and less often as first (42.8%, P = .002) and senior (29.8%, P < .0001) poster authors. The most common combination of first/senior authors was male-male (43.1%), followed by female-male (26.8%), female-female (16.1%), and male-female (14.0%). Less than 15% of invited lecturers were women, and women represented a minority in nearly all award categories. We observed a positive trend in female first authorship over time (slope = 0.766, 95% confidence interval, 0.70%-2.23%, P = .26) but no change in female senior authorship over time (slope = 0.03348, 95% confidence interval, 1.086%-1.153%, P = .95). CONCLUSION: Women are underrepresented as American Association of Endocrine Surgery presenters and less likely to receive awards or deliver invited lectures. Although female first authorship increased over time, women continued to lag behind men as senior authors and mentors to trainees and junior faculty. Opportunities to improve speaker and awardee representation should be explored.

Differential retention contributes to racial/ethnic disparity in U.S. academia.

Several racial and ethnic identities are widely understood to be under-represented within academia, however, actual quantification of this under-representation is surprisingly limited. Challenges include data availability, demographic inertia and identifying comparison points. We use de-aggregated data from the U.S. National Science Foundation to construct a null model of ethnic and racial representation in one of the world's largest academic communities. Making comparisons between our model and actual representation in academia allows us to measure the effects of retention (while controlling for recruitment) at different academic stages. We find that, regardless of recruitment, failed retention contributes to mis-representation across academia and that the stages responsible for the largest disparities differ by race and ethnicity: for Black and Hispanic scholars this occurs at the transition from graduate student to postdoctoral researcher whereas for Native American/Alaskan Native and Native Hawaiian/Pacific Islander scholars this occurs at transitions to and within faculty stages. Even for Asian and Asian-Americans, often perceived as well represented, circumstances are complex and depend on choice of baseline. Our findings demonstrate that while recruitment continues to be important, retention is also a pervasive barrier to proportional representation. Therefore, strategies to reduce mis-representation in academia must address retention. Although our model does not directly suggest specific strategies, our framework could be used to project how representation in academia might change in the long-term under different scenarios.

Síndrome de burnout en docentes de salud de Universidades en Chile durante la pandemia de COVID-19 / Burnout syndrome in university health teachers in Chile during the COVID-19 pandemic

Objetivos: El objetivo fue evaluar el Síndrome de Burnout en docentes de ciencias de la salud de Universidades en Chile durante la pandemia de COVID-19. Material y Métodos: Se realizó un estudio cuantitativo, observacional y transversal. Resultados: La prevalencia de SB fue de 4,4. Todas las correlaciones fueron débiles, destacando edad y número de hijos (r = 0,435), edad y horas dedicadas a actividades relacionadas con los hijos (r = 0,451). El promedio de la dimensión agotamiento emocional y realización personal es nivel medio y la despersonalización bajo. Se encontraron diferencias significativas entre hombres y mujeres en agotamiento emocional con medias de 21,85 (DS 11,54) v/s 26,02 (DS 10,79), respectivamente Conclusión: Los resultados muestran diferencias entre hombres y mujeres en la dimensión de agotamiento emocional y, además relaciones entre la edad y número de hijos, y número de hijos y la cantidad de horas destinadas a ellos (AU)

Objectives: The objective was to evaluate the Burnout Syndrome in health sciences teachers from Universities in Chile during the COVID-19 pandemic. Material and Methods: A quantitative, observational and cross-sectional study was carried out. Results: The prevalence of BS was 4.4. All the correlations were weak, highlighting age and number of children (r = 0.435), age and hours spent on activities related to their children (r = 0.451). The average level of emotional exhaustion and personal fulfillment dimension is medium and depersonalization low. Significant differences were found between men and women in emotional exhaustion with means of 21.85 (SD 11.54) v / s 26.02 (SD 10.79), respectively Conclusion: The results show differences between men and women in the dimension of emotional exhaustion and, in addition to relationships between age and number of children, and number of children and the number of hours devoted to them (AU)

Profile of morphology teachers in Chilean universities / Perfil de los docentes de morfología en universidades chilenas

SUMMARY: University teaching in Chile has been influenced in recent decades by changes to the education system, which has increased universities and academic offerings and, therefore, the demand for new instructors. Teaching morphological sciences has not been exempt from these changes, with new instructors needed to fill the growing offerings of programs that include anatomy, embryology and histology. The aim was to understand the profile of the academics teaching morphology in Chile in 2020. A voluntary online survey was applied to 213 university morphology teachers, in which information was collected on professional and academic training, geographical distribution, gender, continuing academic education and employment situation. Overall, the results show that 65.9 % of instructors were men and 35.1 % women, and most (34.6 %) had between 5 and 10 years in morphology, and a master's degree was predominant (53.27 %). In the area of anatomy, 46 % of instructors were physiotherapists and 24.6 % dentists, whereas in the areas of histology and embryology, the group was diverse. In terms of employment, 49.06 % stated they worked full time, mainly in teaching.41.31 % of the instructors were concentrated in the Metropolitan Region. There was no association between gender and graduate training, maximum academic degree attained, type of workday or academic profile, but there was one by disciplinary area. The conclusion drawn is that morphology teachers in Chilean universities are part of a wide range of professionals dedicated to different disciplinary areas, with master's degree and/or specialization, located mainly in the Metropolitan Region. This multidisciplinary profile demonstrates the mainstreaming of morphology teaching in Chile.

RESUMEN: La docencia universitaria en Chile se ha visto influenciada en las últimas décadas por modificaciones del sistema educativo, las cuales generaron un incremento de universidades y oferta académica y, por ende, demanda de nuevos docentes. La enseñanza de las ciencias morfológicas no ha quedado exenta de estos cambios, teniendo que enfrentar la necesidad de nuevos docentes requeridos para suplir la creciente oferta de programas que incluyen a la anatomía, embriología e histología. El objetivo fue conocer el perfil de los académicos que realizaron docencia de morfología en Chile el año 2020. Se aplicó una encuesta online voluntaria a 213 académicos universitarios de morfología, en la cual se recopiló información sobre formación profesional, académica, distribución geográfica, género, perfeccionamiento académico y situación laboral. Los resultados, en general, muestran que el 65,9 % de los docentes eran hombres y un 35,1 % mujeres, los que en su mayoría (34,6 %) tenían entre 5 y 10 años vinculados a la morfología y donde prevalecía el grado académico de magíster (53,27 %). En el área de la anatomía el 46 % de los docentes correspondió a kinesiólogos y el 24,6 % a odontólogos, mientras que, en las áreas de histología y embriología el grupo fue misceláneo. En el ámbito laboral el 49,06 % declaró tener jornada completa, destinada principalmente a la docencia. El 41,31 % de los docentes se concentró en la Región Metropolitana. No hubo asociación entre género y formación de postgrado, máximo grado académico alcanzado, tipo de jornada y perfil académico, pero si hubo por área disciplinar. Se concluye que los docentes de morfología en Chile pertenecen a un amplio espectro de profesionales dedicados a distintas áreas disciplinares, con formación de magíster y/o especialización, ubicados principalmente en la Región Metropolitana. Este perfil multidisciplinar demuestra la transversalidad de la docencia morfológica en Chile.

Reducing Operating Room Cost: Comparing Attending and Surgical Trainee Perceptions About the Implementation of Supply Receipts.

BACKGROUND: As operating room (OR) expenditures increase, faculty and surgical trainees will play a key role in curbing future costs. However, supply cost utilization varies widely among providers and, despite requirements for cost education during surgical training, little is known about trainees' comfort discussing these topics. To improve OR cost transparency, our institution began delivering real-time supply "receipts" to faculty and trainees after each surgical case. This study compares faculty and surgical trainees' perceptions about supply receipts and their effect on individual practice and cultural change. STUDY DESIGN: Faculty and surgical trainees (residents and fellows) from all adult surgical specialties at a large academic center were emailed separate surveys. RESULTS: A total of 120 faculty (30.0% response rate) and 119 trainees (35.7% response rate) completed the survey. Compared with trainees, faculty are more confident discussing OR costs (p < 0.001). Two-thirds of trainees report discussing OR costs with faculty as opposed to 77.0% of faculty who acknowledge having these conversations (p = 0.08). Both groups showed a strong commitment to reduce OR expenditures, with 87.3% of faculty and 90.0% of trainees expressing a responsibility to curb OR costs (p = 0.84). After 1 year of implementation, faculty continue to have high interest levels in supply receipts (82.4%) and many surgeons review them after each case (67.7%). In addition, 74.3% of faculty are now aware of how to lower OR costs and 52.5% have changed the OR supplies they use. Trainees, in particular, desire additional cost-reducing efforts at our institution (p < 0.001). CONCLUSIONS: Supply receipts have been well received and have led to meaningful cultural changes. However, trainees are less confident discussing these issues and desire a greater emphasis on OR cost in their curriculum.

Plastic Surgery amidst the Pandemic: The New York University Experience at the Epicenter of the COVID-19 Crisis.

SUMMARY: The coronavirus disease of 2019 pandemic became a global threat in a matter of weeks, with its future implications yet to be defined. New York City was swiftly declared the epicenter of the pandemic in the United States as case numbers grew exponentially in a matter of days, quickly threatening to overwhelm the capacity of the health care system. This burgeoning crisis led practitioners across specialties to adapt and mobilize rapidly. Plastic surgeons and trainees within the New York University Langone Health system faced uncertainty in terms of future practice, in addition to immediate and long-term effects on undergraduate and graduate medical education. The administration remained vigilant and adaptive, enacting departmental policies prioritizing safety and productivity, with early deployment of faculty for clinical support at the front lines. The authors anticipate that this pandemic will have far-reaching effects on the future of plastic surgery education, trends in the pursuit of elective surgical procedures, and considerable consequences for certain research endeavors. Undoubtedly, there will be substantial impact on the physical and mental well-being of health care practitioners across specialties. Coordinated efforts and clear lines of communication between the Department of Plastic Surgery and its faculty and trainees allowed a concerted effort toward the immediate challenge of tempering the spread of coronavirus disease of 2019 and preserving structure and throughput for education and research. Adaptation and creativity have ultimately allowed for early rebooting of in-person clinical and surgical practice. The authors present their coordinated efforts and lessons gleaned from their experience to inform their community's preparedness as this formidable challenge evolves.

Riesgo cardiovascular y factores asociados en docentes de una institución universitaria / Cardiovascular risk and associated factors in university teachers

Objetivo El propósito de esta investigación se basó en identificar los factores que se asocian al riesgo cardiovascular en docentes de una universidad privada de Colombia. Materiales y métodos Se realizó un estudio descriptivo-transversal con fase analítica. Se realizó un muestreo probabilístico por fijación proporcional con docentes de tiempo completo, con un número de participantes de 104 docentes que cumplieron los criterios de inclusión. Resultados Con la participación de 55 mujeres (52,9%) y de 49 hombres (47,1%), se encontró relación estadísticamente significativa con la variable edad (p=0,001) con un OR 0,351; y con el índice de masa corporal (p=0,000) con un OR 6,071 estableciendo que existe seis veces la probabilidad de padecer una enfermedad cardiovascular por alteración del índice de masa corporal. Conclusión El índice de masa corporal es una variable constante en cuanto a la relación con la aparición de enfermedades cardiovasculares, lo cual refleja el estilo de vida de los individuos (AU)

Objective The aim of this study was to identify the factors associated with cardiovascular risk in teachers in a private university in Colombia. Materials and methods We performed a descriptive cross-sectional study with an analytical phase. Probabilistic sampling was performed by proportional fixation with 104 full-time teachers who met the inclusion criteria. Results There were 55 women (52.9%) and 49 men (47.1%). A statistically significant relationship was found with age (p=.001) with an OR 0.351, and with body mass index (p=.000) with an OR 6.071, establishing that altered body mass index conferred a 6-fold increased risk of cardiovascular disease. Conclusion Body mass index is a constant variable in terms of the relationship with the occurrence of cardiovascular disease, which reflects individuals’ lifestyle (AU)

SIMPLifying Urology Residency Operative Assessments: A Pilot Study in Urology Training.

PURPOSE: The Society for Improving Medical Professional Learning (SIMPL) app is an innovative, convenient and validated smartphone-based tool to evaluate residents' operative performance. In this study, we describe the initial implementation of SIMPL in our program's pediatric urology rotation-the first among urology residencies-and provide preliminary data on its adoption by residents and faculty. MATERIALS AND METHODS: Residents and faculty in our pediatric urology division submitted SIMPL evaluations following surgical cases from August 2019 to July 2020. Evaluations consisted of ratings in 3 domains: resident autonomy, resident operative performance and patient-related case complexity. An online survey was also used to gauge attitudes towards SIMPL, describe patterns of use and solicit feedback on areas for improvement. RESULTS: Eight residents and 6 faculty submitted 141 evaluations, with 76.6% of evaluated cases having both faculty and resident ratings. Verbal feedback was included in 94.2%. Faculty-resident agreement ranged from 68.6% to 75.2% (kappa=0.47 to 0.61). Faculty rated postgraduate year (PGY)-4 residents as more autonomous (p=0.040) and higher performing (p=0.028) than PGY-3 residents. All participants agreed that SIMPL was easy to use and compared favorably to existing avenues of feedback. Barriers to implementation included lack of reminders for evaluations and evaluation fatigue. CONCLUSIONS: The SIMPL application improved both frequency and quality of resident operative feedback. Among participants, SIMPL was preferred over the existing feedback system at our institution.