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This column is intended to address the kinds of knotty problems and dilemmas with which many scholars grapple in studying health professions education. In this article, the authors address the challenges in proofreading a manuscript. Emerging researchers might think that someone in the production team will catch any errors. This may not always be the case. We emphasize the importance of guiding mentees to take the process of preparing a manuscript for submission seriously.

Women's health care has evolved significantly since it was first acknowledged as an integral part of internal medicine training more than two decades ago. To update and clarify core competencies in sex- and gender-based women's health for general internists, the Society of General Internal Medicine (SGIM) Women and Medicine Commission prepared the following Position Paper, approved by the SGIM council in 2023. Competencies were developed using several sources, including the 2021 Accreditation Council for Graduate Medical Education Program Requirements for Internal Medicine and the 2023 American Board of Internal Medicine Certification Examination Blueprint. These competencies are relevant to the care of patients who identify as women, as well as gender-diverse individuals to whom these principles apply. They align with pivotal advances in women's health and acknowledge the changing context of patients' lives, reaffirming the role of general internal medicine physicians in providing comprehensive care to women.

This paper explores one reason for the educational gaps experienced by Black men. Using variation in state marijuana possession and distribution laws, this paper examines whether the Anti-Drug Act of 1986, which increased the disproportionate incarceration of Black males, also led to differences in college enrollment rates. The results suggest that Black males had a 2.2% point decrease in the relative probability of college enrollment after the passage of the Anti-Drug Abuse Act of 1986. There is some evidence that laws around crack cocaine, and not marijuana, led to this decrease in the probability of enrollment.

Introduction:Clinician educators are often asked to perform consultations for colleagues.  Invitations to consult and advise others on local problems can help foster great collaborations between centres, and  allows for an exchange of ideas between programs.  In this article, the authors identify and summarize several key papers to  assist emerging clinician educators with the consultation process. Methods:A consensus building process was used to generate a list of key papers that describe the importance and significance of educational consulting, informed by social media sources. A three-round voting methodology, akin to a Delphi study, determinedthe most impactful papers from the larger list.  Results:Summaries of the five most highly rated papers on education consultation are presented in this paper.  These papers were determined by a mixed group of junior and senior faculty members, who have summarized these papers with respect to their relevance for their peer groups. Conclusion:Five key papers on the educational consultation process are presented in this paper. These papers offer  background and perspective to help junior faculty gain a grasp of consultation processes.

More than 40 position papers were prepared by participants prior to meeting in Santa Barbara. The objective was  to explore from a multi-discipline perspective the potential values and challenges of formulating curricula to advance the role of spatial reasoning in undergraduate education.The authors consider the following general questions:• What are best current practices in spatial education at the college level?• What role do technologies, such as geographic information systems and virtual environment technologies, play in developing spatial thinking skills?• Can we identify a set of general spatial skills that are relevant to spatial thinking across several disciplines?• Are spatial skills best trained in the context of a discipline or in a domain of general knowledge? For example, if a student is taught to imagine cross sections in the context of a geology course, does this skill transfer to imagining sections in engineering or biology?• What are the connections between “spatial thinking” courses and curricula organized for disciplines? For example, do all geography or geometry courses naturally or automatically support spatial thinking processes?• What are learning outcomes for spatial thinking curricula, and what form should assessment take?• What are the administrative challenges and opportunities for implementing spatial thinking courses and programs at the college level?

This 1997 workshop in Santa Barbara, CA was the first of several workshops in Project Varenius, a three-year research program by NCGIA (the National Center for Geographic Information and Analysis), to advance the field of geographic information science, with funding anticipated from the National Science Foundation. The Varenius project identified three strategic areas for research in geographic information science: cognitive models of geographic space; computational implementations of geographic concepts; and geographies of the information society. The third area included issues of fundamental significance raised by the growth of geographic information and associated technologies. It includes impacts of digital geographic information and associated technologies on society; the social, institutional, and economic issues that they raise; the kinds of geographies being constructed in virtual worlds; and the future roles of geographic information in society. Background information and position papers by invited participants are presented.

The 3rd International Consensus Workshop on Research Priorities in Endometriosis was held in São Paulo on May 4, 2014, following the 12th World Congress on Endometriosis. The workshop was attended by 60 participants from 19 countries and was divided into 5 main sessions covering pathogenesis/pathophysiology, symptoms, diagnosis/classification/prognosis, disease/symptom management, and research policy. This research priorities consensus statement builds on earlier efforts to develop research directions for endometriosis. Of the 56 research recommendations from the 2011 meeting in Montpellier, a total of 41 remained unchanged, 13 were updated, and 2 were deemed to be completed. Fifty-three new research recommendations were made at the 2014 meeting in Sao Paulo, which in addition to the 13 updated recommendations resulted in a total of 66 new recommendations for research. The research recommendations published herein, as well as those from the 2 previous papers from international consensus workshops, are an attempt to promote high-quality research in endometriosis by identifying and agreeing on key issues that require investigation. New areas included in the 2014 recommendations include infertility, patient stratification, and research in emerging nations, in addition to an increased focus on translational research. A revised and updated set of research priorities that builds on this document will be developed at the 13th World Congress on Endometriosis to be held on May 17-20, 2017, in Vancouver, British Columbia, Canada.

The 3rd International Consensus Workshop on Research Priorities in Endometriosis was held in São Paulo on May 4, 2014, following the 12th World Congress on Endometriosis. The workshop was attended by 60 participants from 19 countries and was divided into 5 main sessions covering pathogenesis/pathophysiology, symptoms, diagnosis/classification/prognosis, disease/symptom management, and research policy. This research priorities consensus statement builds on earlier efforts to develop research directions for endometriosis. Of the 56 research recommendations from the 2011 meeting in Montpellier, a total of 41 remained unchanged, 13 were updated, and 2 were deemed to be completed. Fifty-three new research recommendations were made at the 2014 meeting in Sao Paulo, which in addition to the 13 updated recommendations resulted in a total of 66 new recommendations for research. The research recommendations published herein, as well as those from the 2 previous papers from international consensus workshops, are an attempt to promote high-quality research in endometriosis by identifying and agreeing on key issues that require investigation. New areas included in the 2014 recommendations include infertility, patient stratification, and research in emerging nations, in addition to an increased focus on translational research. A revised and updated set of research priorities that builds on this document will be developed at the 13th World Congress on Endometriosis to be held on May 17-20, 2017, in Vancouver, British Columbia, Canada.

This paper describes a Human-Centred Learning Analytics (HCLA) design approach for developing learning analytics (LA) dashboards for K-12 classrooms that maintain both contextual relevance and scalability—two goals that are often in competition. Using mixed methods, we collected observational and interview data from teacher partners and assessment data from their students' engagement with the lesson materials. This DBR-based, human-centred design process resulted in a dashboard that supported teachers in addressing their students' learning needs. To develop the dashboard features that could support teachers, we found that a design refinement process that drew on the insights of teachers with varying teaching experience, philosophies and teaching contexts strengthened the resulting outcome. The versatile nature of the approach, in terms of student learning outcomes, makes it useful for HCLA design efforts across diverse K-12 educational contexts. Practitioner notes What is already known about this topic Learning analytics that are aligned to both a learning theory and learning design support student learning. LA dashboards that support users to understand the associated learning analytics data provide actionable insight. Design-based research is a promising methodology for Human-Centred Learning Analytics design, particularly in the K-12 educational context. What this paper adds Leveraging a longstanding, yet fluid, research-practice partnership is an effective design-based research adaptation for addressing the high variation in instructional practices that characterize K-12 education. Using both quantitative and qualitative data that reflects students' developing knowledge effectively supports teachers' inquiry into student learning. Teachers' use of learning analytics dashboards is heavily influenced by their perspectives on teaching and learning. Implications for practice and/or policy Impact on student learning outcomes, alongside usability and feasibility, should be included as a necessary metric for the effectiveness of LA design. LA dashboard developers should both leverage learning data that reflect students' developing knowledge and position teachers to take responsive pedagogical action to support student learning. LA researchers and developers should utilize a long-term, yet fluid, research-practice partnership to form a multi-stakeholder, multidisciplinary design team for Human-Centred Learning Analytics design.

Abstract: State and local government decisions about how school funding is raised and allocated have profound impacts on American public education, and in recent years, experts have documented large increases in one type of spending in particular: public pensions. Because most data on school district pension expenditures are at the state level, it has so far been difficult to assess what changes local school districts have made in response. In this paper, I analyze a new dataset of the annual pension expenditures of approximately 200 unified school districts across the United States from 2005 to 2016. Consistent with findings in the literature, I find that pension expenditures rose in real terms in most of them, but also that there has been significant variation in that growth. Moreover, in a descriptive analysis, I find that larger within-district pension expenditure growth is associated with (1) greater revenue growth in the subsequent year and (2) reductions in school district employment, mainly through reductions in the number of non-teaching staff. Finally, there is evidence that districts’ responses to rising pension expenditures may depend on state political institutions, in particular whether the states have mandatory collective bargaining for teachers.

Neuroscience is an inherently interdisciplinary and rapidly evolving field. While many universities have neuroscience or related majors, they are highly heterogeneous, and it is unclear how their content aligns with a recent proposal of what ideas make up the field of neuroscience. It is therefore important to document and assess the alignment of neuroscience curricula with core concepts in the field. Recently, a large effort by some members of the neuroscience education community described eight core concepts for undergraduate neuroscience curricula. In this paper, we focus primarily on courses in biology, cognitive science, and psychology at a large university, surveying the recent and current course instructors of these courses to ask them (1) to what extent these community-derived core concepts are incorporated into their classes and (2) to what extent these concepts should be incorporated into their classes. In addition, we map core concepts onto course syllabi. We found that core concepts are well-represented across disciplines, and identified differences between departments' inclusion of core concepts. We found that instructors cover fewer core concepts than they desire, and that two core concepts, “Evolution” and “Gene-environment interactions”, were less frequently addressed across disciplines. We consider barriers to instructors' ability to align course content with core concepts, both within and across disciplines. In this effort, we provide an example of how departments can evaluate their alignment of major requirements with the neuroscience core concepts.

Abstract: School climate surveys are frequently used to collect information about student experiences in school. Less is known about how educators use survey data after survey administration. This paper explores one school district’s critical use of evidence to promote equitable change. We conducted eight semi-structured interviews with district and school leaders to investigate their uses of evidence. Through our qualitative, reflexive thematic analysis, we generated six themes: (1) using evidence to provide a common language; (2) bringing attention to trends to shift staff understanding of problems, (3) making structural changes, (4) planning for professional learning, (5) following up directly with students, and (6) engaging with the community. Findings illustrate how education leaders can apply a critical lens to their generation and use of evidence. We explore how the strategic use of evidence is needed to advance the broader goal of fostering school change and improving school climate for all students.

Students bring a multitude of ideas and experiences to the classroom while they are reasoning about scientific phenomena. They often need timely guidance to refine build upon their initial ideas. In this study we explore the development of guidance prompts to provide students with personalized, real-time feedback in the context of a pedagogically grounded chatbot. In the current version of the tool, guidance prompts are authored by learning scientists who are experts in the content of the items and in Knowledge Integration pedagogy. When students engage with the chatbot, an idea detection model is used to determine the ideas that are present in a student explanation and then the expert-authored guidance prompts are assigned based on rules about which ideas are or are not present in the student explanation. While this approach allows for close attention to and control of the pedagogical intent of each prompt, it is time consuming and not easily generalizable. Further this rule-based approach limits the ways in which students can interact with the chatbot. The work in progress study presented in this paper explores the potential of using generative AI to create similarly pedagogically grounded guidance prompts as a first step towards increasing the generalizability and scalability of this approach. Specifically, we ask: using criteria from the Knowledge Integration Pedagogical Framework, how do ChatGPT 3.5-authored guidance prompts compare to human expert-authored guidance prompts? We find that while prompt engineering can enhance the alignment of ChatGPT-authored guidance prompts with pedagogical criteria, the human expert-authored guidance prompts more consistently meet the pedagogical criteria.

In the US, women are still vastly underrepresented in STEM (science, technology, engineering, and mathematics) careers, and various studies have shown that girls' interest in STEM careers wane as high school progresses. With this challenge in mind, Empowerment in STEM Day was organized by Lawrence Berkeley National Laboratory (LBNL), hosting 47 high school students from 6 public high schools in the area. This one-day event was designed and executed through a collaboration between the Women's Support and Empowerment Council (WSEC) and the K-12 STEM Education and Outreach Program at LBNL. The main goal of this program was to provide high school girls, who have little access to STEM career role-models in their immediate surroundings with insights into how a career in STEM looks like. Invitations to participate in the program were sent out to six local high schools in the Bay area asking educators to identify female students that were interested in STEM. Each high school participant was provided with an opportunity to experience a national laboratory environment, learn more about summer workshops and paid summer research internship opportunities at LBNL for high school students, and engage directly with LBNL's employees through job shadow, career mapping and speed networking sessions. In this paper, we will present an overview of the event organization, challenges faced during planning and execution of the event, discuss the lessons learned from the first Empowerment in STEM Day and suggest strategies for incorporating such events at other national laboratories and academic institutions as part of a vital effort into recruiting and retaining more high school girls in STEM-based careers. Additionally, since this was the first in-person event hosted by LBNL's K-12 Program after the pandemic, we will also share the strategies implemented at the event so as to engage both remote and on-site employees as volunteers.

This paper focuses on, in short, education, community, and self. It begins with an analysis of how John Clare’s attention to his surroundings results in detailed poetry that ultimately becomes an educative project. This paper looks at some of Clare’s nest poems, specifically his ground nest poems, looking at techniques of rhythm, vocality, and dialect language. To figure Clare as an educator, however, establishing him as a person with a specific authority, we are led to a discussion of an in-betweenness in relation to communities — the natural and human. This paper explores the sense of centeredness in belonging in combination with a simultaneous marginalization, an eddying between understandings of self and others. Finally, this analysis suggests the idea that this oscillation can itself become a form of belonging because it is derived from a thorough, detailed and attentive knowledge and understanding of the other — suggesting that to know a creature’s habits and vulnerabilities is to love it, and also keep it protected. Ultimately, perhaps this kind of belonging may lead you, the walker, the poet, the listener to better understand your sense of self and place.

During class, taking notes helps the encoding process, especially when students reformulate what is presented. After class, notes can be used for revision. Previous studies, mostly conducted in laboratory contexts, showed that note-taking on paper seems to be more efficient than on computer, probably because students are more likely to reformulate on paper. The originality of this study is to investigate students’ perceptions and strategies depending on their note-taking method during but also after class. Data of 108 students showed that students on paper (30%) declare making more reformulations and less multitasking that students on computer (70%). After class, review sheets are written for a large majority of the students on paper, whatever the method they used during class. These results suggest that even if computer is the most used method during class, paper is still used after class, and with paper are associated better strategies.

How did monolingual bias emerge and why does it persist? What are the epistemologies concerning human language? How do language and languages develop? What do the terms monolingual, bilingual, and multilingual mean? What does “typical” language development entail? What constitutes “atypical” language development? To answer these questions, this paper foregrounds that language is a human cognitive skill for communication, and that Anglo-American and European notions of language diversity, monolingualism, bilingualism, and multilingualism disseminate monolingual bias. Monolingual bias extends to educational and clinical contexts where children from bi/multilingual households and/or communities face inappropriate scrutiny when language practitioners assess and support them based on normative monolingual expectations or standards. Monolingual bias is then linked to conceptual issues on “typical” and “atypical” language development. Ultimately, this paper attempts to explain why Anglo-American and European notions of bi/multilingualism are less relevant for most, if not all, of the world’s multilingual contexts, especially in the Philippines.

Abstract: Instructional practices in science education often create dichotomies of “expert” and “outsider” that produce distinct power differences in classrooms. Building upon the idea of “making present practice” to disrupt these binaries, this paper presents select findings from a year-long study investigating two urban teachers' use of community-based science (CBS) instructional practices to create relational shifts that reframe expert and expertise in science instruction. By examining how CBS instructional practices reframe power through co-learning experiences, our findings demonstrated that teachers positioned youth as knowledge constructors through three instructional practices: (a) creating space for students to share their knowledge and experiences, (b) positioning students’ lives and experiences as assets to/within science, and (c) being responsive to assets in future lessons. We use these findings to demonstrate how CBS instructional practices support shifts in relational dynamics by creating spaces of rightful presence, where students are viewed as legitimate classroom members who contribute scientific knowledge in practice and have power in the classroom space. By relinquishing traditional boundaries in science teaching to deconstruct ideas of who holds power, we position CBS instructional practices as a means to expand educational equity by legitimizing students’ diverse sensemaking and re-mediating hierarchical structures in classroom spaces.

This paper describes emerging work in development economics at the intersection of hope, poverty and material prosperity. We blend Sen’s capability approach and Snyder’s hope theory to provide a conceptual framework for integrating hope into development eco-nomics. This framework emphasizes the interplay of internal and external constraints, belief updating and differential malleability of hope between children and adults. The paper then surveys the recent literature in development economics related to Snyder’s components of hope: aspirations, pathways and agency. This survey focuses primarily on the domains of education, employment and enterprise and uses the Sen-Snyder framework to synthesize patterns in these results. It concludes with a discussion of promising research frontiers for development economists, including the need to understand how complementarities between hope components shape realized outcomes and to accommodate distinctive features of hope as it is experienced by the poor in non-Western contexts.

Promotion and tenure (P&T) letters are a key component of the academic advancement portfolio. Despite their importance, many faculty are not trained to write these letters and there is limited literature describing the approach and key components. This paper reviews the role of P&T letters and provides general guidelines for writers. We present a step-by-step guide, which includes how to respond to requests, the role of institutional guidelines, providing context to the letter, evaluating candidates, and delivering an overall recommendation. Finally, we discuss current controversies in P&T letters. This paper is intended to help novice and more experienced writers to enhance their P&T letters, while also helping applicants for promotion understand what is being asked of their letter writers.

This paper provides a synopsis of discussions related to the Learning Environments track of the Fourth BME Education Summit held at Case Western Reserve University in Cleveland, Ohio in May 2019. This summit was organized by the Council of Chairs of Bioengineering and Biomedical Engineering, and participants included over 300 faculty members from 100+ accredited undergraduate programs. The Learning Environments track had six interactive workshops that provided facilitated discussion and provide recommendations in the areas of: (1) Authentic project/problem identification in clinical, industrial, and global settings, (2) Experiential problem/project-based learning within courses, (3) Experiential learning in co-curricular learning settings, (4) Team-based learning, (5) Teaching to reach a diverse classroom, and (6) innovative platforms and pedagogy. A summary of the findings, best practices and recommendations from each of the workshops is provided under separate headings below, and a list of resources is provided at the end of this paper.

This paper discusses an experiment conducted with two groups of participants, composed of musicians and non-musicians, in order to investigate the impact that the speed of a sound sequence and the interval size which selected sounds are played on the grouping of sounds into perceptual streams. Significant differences were observed between musicians and non-musicians with respect to the threshold sequence speed at which the sequence was split into two streams. In modern psychoacoustic studies, the qualifying criteria for listeners usually include otologically normal hearing (verified by audiometric test) and age. The differences in the results for the two groups suggest that the musical background of the participating listeners may be a vital factor. The criterion of musical education should be taken into account during experiments so that the results obtained are reliable, uniform and free from interpretive errors.

Over time, there has been a change in how students acquire and exchange information, with laptops and smartphones becoming increasingly important. The use of technology has evolved from being restrained du to the classroom to being crucial due to the COVID-19 pandemic. As education shifts towards hybrid models, students are now expected to learn at home, which can be challenging as excessive technology usage and a lack of self-discipline can lead to more distractions. This paper examines the effects of the influence of these distractions with the help of two concepts similar to assignments in students' lives: text comprehension & memorization, as well as example-based learning, in which the function of an apparatus was to be tested and described. The results show that distraction does not affect text comprehension but decreases information retention. Additionally, participants required more trials and repetitions to understand schemes in example-based learning when distracted.

Developmental psychologists have often turned to children to clarify understanding of functional and mechanistic cognition. Here, we investigate children's epistemic inferences of function – what a thing is for – and mechanism – how a thing works. Children, like adults, believe a mechanism-knower knows more than a function-knower (Study 1). Yet, unlike adults, children do not expect that a mechanism-knower is also more likely to know function than a function-knower is to know mechanism (Study 2). Children's experience of learning function and mechanism of complex systems sheds light on this asymmetry; Children who are taught just mechanism can infer the complementary function, but, interestingly, children who are taught just function can likewise infer the complementary mechanism (Study 3). This paper considers the nature of children's epistemic intuitions and whether those beliefs are reflective of children's learning experience.

Research on second-language (L2) English literacy development in Chinese children with dyslexia is limited, but existing studies suggest a puzzling phenomenon: These children experience difficulties in reading both native (L1) Chinese and L2 English, despite the distinct cognitive processes involved in reading Chinese and English which suggest minimal transfer between the two writing systems. This paper aims to investigate the above phenomenon and examine the role of phonics skills in improving English word reading in dyslexic Chinese children in 2 studies. Study 1 found that letter-sound-decoding knowledge robustly and significantly predicted English word naming and reading fluency in Chinese dyslexic children. Study 2 revealed that phonics-based interventions is required to significantly improve English literacy skills. The accommodation-assimilation hypothesis explains cross-language transfer of reading difficulties in Chinese-English bilinguals: Dyslexic Chinese children assimilate English word-decoding processes using their native language; they can accommodate and improve English literacy by learning letter-sound decoding skills.

Emoji are commonly used in social media to convey affects, emotions, and attitudes. While popular in social media, their use in educational contexts has been sparsely studied even though emoji can be a natural way for students to express what they are feeling about the learning material. This paper studies how students use instructor-selected emoji when relating to and engaging with educational content. We use an online platform for collaborative annotations where discussions are embedded into the readings for the course. We also make it possible for students to use 11 unique emoji-hashtag pairings to express their thoughts and feelings about the readings and the ongoing discussion. We provide an empirical analysis of the usage of these emoji-hashtag pairs by over 1,800 students enrolled in different offerings of an introductory biology course from multiple academic terms. We also introduce a heat map, which allows the instructional team to visualize the distribution and types of emoji used by students in different parts of the reading material. To evaluate the heat map, we conducted a user study with five instructors/TAs. We found that instructors/TAs use the heat map as a tool for identifying textbook sections that students find difficult and/or interesting and plan to use it to help them design the online content for future classes. Finally, we introduce a computational analysis for predicting emoji/hashtag pairs based on the content of a given student post. We use pre-trained deep learning language models (BERT) to predict the emoji attached to a student’s post and then study the extent to which this model generated in an introductory biology course can be generalized to predict student emoji usage in other courses.

This paper wrestles with the concept of care and its role in the movement towards abolitionist education. I draw from my experiences as a teacher / ethnographer in an alternative high school, called FREE LA, that serves and was created by system-impacted young people who have been pushed out of or barred from, or otherwise refused to participate in, traditional schooling. Grounded in students’ perceptions of how this space departs from traditional schools and other carceral institutions, I grapple with their consistent emphasis on care. Students’ juxtaposition between the type of care they experienced in traditional schools, and a different type of care experienced at FREE LA, leads me to consider both the violent genealogies of conditional care as endemic to state schooling, and the potential for reclaiming old-new genealogies of unconditional care that map radically reimagined educational space(s). The juxtaposition between these two types of care opens broader questions about the limitations of educational reform and the possibilities for abolitionist departure.

Engagement with medical education podcasts among health professions learners has been increasing steadily over the last several years. Prior '12 Tips' publications have focused on helping medical educators create and publish their own podcasts. However, there is a gap in available resources to help educators incorporate an already existing and growing library of medical education podcasts into their curriculum rather than create their own. In this paper, the authors provide medical educators '12 Tips' on how to integrate podcasts into their teaching sessions grounded in fundamental principles of curriculum development, cognitive science, and accessibility.

Health Psychology has received numerous papers over the past several months on topics related to the COVID-19 pandemic. Many of them concern depression, anxiety, stress, or other forms of distress in the general population or in health care workers. We have received far fewer papers on COVID-related health behaviors and health communications-factors that have played central roles in the spread of the pandemic and that are major topics in health psychology. Our experience is consistent with the published scientific literature on the pandemic. A Medline search that we conducted in late September yielded over 23,000 English-language articles pertaining to COVID-19. Over 1,400 of them concerned topics that are within the scope of Health Psychology. As shown in Table 1, COVID-related mental disorders comprised the largest category. Many other studies concerned other forms of stress or emotional distress. At least 248 articles addressed the profound ethnic and racial disparities in COVID-19 infection and death rates and in access to health care that are accentuating longstanding health inequities; 22 (9%) of these articles addressed behavioral or psychosocial aspects of COVID-19 health disparities. Thus, the literature on the behavioral and psychosocial aspects of the pandemic has been dominated, so far at least, by research on stress or distress. Fewer reports have been published so far on critical COVID-related health behaviors, health communication, or health disparities. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Science instructors are increasingly incorporating teaching techniques that help students develop core competencies such as critical-thinking and communication skills. These core competencies are pillars of career readiness that prepare undergraduate students to successfully transition to continuing education or the workplace, whatever the field. Course-based undergraduate research experiences that culminate in written research papers can be effective at developing critical-thinking and communication skills but are challenging to implement as class size (and student-to-instructor ratio) grows. We developed a hierarchical mentoring program in which graduate student mentors guided groups of four to five undergraduate students through the scientific process in an upper-level ecology course. Program effectiveness was evaluated by grading final research papers (including previous year papers, before the program was implemented) and surveys (comparing to a course that did not implement the program). Results indicated that primary benefits of hierarchical mentoring were improvements in perceived and demonstrated ability in data analysis and interpretation, leading to a median increase in paper score of ∼10% on a 100-point scale. Future directions indicated by our study were a need to incorporate more approaches (e.g., low-stakes writing exercises) and resources into a revised program to improve outcomes for students whose primary language is not English.

Science instructors are increasingly incorporating teaching techniques that help students develop core competencies such as critical-thinking and communication skills. These core competencies are pillars of career readiness that prepare undergraduate students to successfully transition to continuing education or the workplace, whatever the field. Course-based undergraduate research experiences that culminate in written research papers can be effective at developing critical-thinking and communication skills but are challenging to implement as class size (and student-to-instructor ratio) grows. We developed a hierarchical mentoring program in which graduate student mentors guided groups of four to five undergraduate students through the scientific process in an upper-level ecology course. Program effectiveness was evaluated by grading final research papers (including previous year papers, before the program was implemented) and surveys (comparing to a course that did not implement the program). Results indicated that primary benefits of hierarchical mentoring were improvements in perceived and demonstrated ability in data analysis and interpretation, leading to a median increase in paper score of ∼10% on a 100-point scale. Future directions indicated by our study were a need to incorporate more approaches (e.g., low-stakes writing exercises) and resources into a revised program to improve outcomes for students whose primary language is not English.

Leadership matters for the success of large enterprises and this is also the case for higher education institutions and universities. Yet, the public nature of universities and of academia means these institutions are usually highly dependent on external actors, in particular government. Viewed through a lens of distributed leadership, this paper explores how leaders in universities, national academies and government view and rate key changes associated with this pervasive reorientation and reorganisation of public higher education. It asks where do the views of leaders within universities and those outside universities converge and diverge and what patterns are evident in the differences between leaders? Drawing on 116 in-depth interviews and 114 follow-up surveys with senior higher education leaders in Australia, of which just over half were university senior executives, this paper concludes that all leaders surveyed are largely aligned in their views of most issues.

BackgroundOrthopaedic sports medicine fellowship positions are increasing in popularity, as evidenced by the increasing number of applicants to these programs. As positions have become more competitive, greater emphasis has been placed on an applicant's research experience. However, there has been a lack of research evaluating the accuracy of self-reported publications from fellowship applications.PurposeTo evaluate the accuracy of self-reported research publications and the outcomes of studies submitted for publication by applicants to an Accreditation Council for Graduate Medical Education (ACGME)-accredited sports medicine fellowship in the United States (US).Study designCross-sectional study.MethodsDemographic and research publication data were retrospectively collected from 435 applications to an ACGME-accredited orthopaedic sports medicine fellowship program at a single high-volume academic institution from 2013 to 2017. All self-reported manuscript publications and studies in progress were analyzed with a minimum 2-year follow-up. "Submitted" publications were reviewed by searching the originally submitted journal and all publicly available sources. Publications were verified on PubMed, MEDLINE, and other open access journals. Journal impact factors were collected through use of InCites Journal Citation Reports.ResultsOnly 5.7% (85/1504) of papers reported as "completed" were inaccurately self-reported, with 44 (51.8%) remaining unverified and 41 (48.2%) reporting discordant authorship, in which the published study listed a different author order than reported on the application. Further, 28.3% (197/696) of papers self-reported as "submitted" remained unpublished, 21.8% (152/696) were published in a different journal than originally reported, and 7.6% (53/696) were published with a different authorship order than reported. Among 95 applicants whose papers were published in different journals than originally reported, the mean impact factor of the final accepting journal was significantly lower than that of the journal of original submission (0.97 ± 0.13 vs 3.91 ± 0.79, respectively; 95% CI of the difference, 1.34-4.54; P < .01). Univariate analysis showed no significant relationships between variables of interest (age, sex, US Medical Licensing Examination Step 1 score, American Orthopaedic Association membership, medical school ranking, and advanced degree) and the presence of an inaccuracy.ConclusionThere is a low rate of inaccurate self-reporting of "completed" publications on applications for orthopaedic sports medicine fellowships. The majority of papers listed as "submitted" on these applications were not published in the journals to which they were originally submitted.

BackgroundOrthopaedic sports medicine fellowship positions are increasing in popularity, as evidenced by the increasing number of applicants to these programs. As positions have become more competitive, greater emphasis has been placed on an applicant's research experience. However, there has been a lack of research evaluating the accuracy of self-reported publications from fellowship applications.PurposeTo evaluate the accuracy of self-reported research publications and the outcomes of studies submitted for publication by applicants to an Accreditation Council for Graduate Medical Education (ACGME)-accredited sports medicine fellowship in the United States (US).Study designCross-sectional study.MethodsDemographic and research publication data were retrospectively collected from 435 applications to an ACGME-accredited orthopaedic sports medicine fellowship program at a single high-volume academic institution from 2013 to 2017. All self-reported manuscript publications and studies in progress were analyzed with a minimum 2-year follow-up. "Submitted" publications were reviewed by searching the originally submitted journal and all publicly available sources. Publications were verified on PubMed, MEDLINE, and other open access journals. Journal impact factors were collected through use of InCites Journal Citation Reports.ResultsOnly 5.7% (85/1504) of papers reported as "completed" were inaccurately self-reported, with 44 (51.8%) remaining unverified and 41 (48.2%) reporting discordant authorship, in which the published study listed a different author order than reported on the application. Further, 28.3% (197/696) of papers self-reported as "submitted" remained unpublished, 21.8% (152/696) were published in a different journal than originally reported, and 7.6% (53/696) were published with a different authorship order than reported. Among 95 applicants whose papers were published in different journals than originally reported, the mean impact factor of the final accepting journal was significantly lower than that of the journal of original submission (0.97 ± 0.13 vs 3.91 ± 0.79, respectively; 95% CI of the difference, 1.34-4.54; P < .01). Univariate analysis showed no significant relationships between variables of interest (age, sex, US Medical Licensing Examination Step 1 score, American Orthopaedic Association membership, medical school ranking, and advanced degree) and the presence of an inaccuracy.ConclusionThere is a low rate of inaccurate self-reporting of "completed" publications on applications for orthopaedic sports medicine fellowships. The majority of papers listed as "submitted" on these applications were not published in the journals to which they were originally submitted.

An array of technology-based interventions has increasingly become available to support family caregivers, primarily focusing on health and well-being, social isolation, financial, and psychological support. More recently the emergence of new technologies such as mobile and cloud, robotics, connected sensors, virtual/augmented/mixed reality, voice, and the evermore ubiquitous tools supported by advanced data analytics, coupled with the integration of multiple technologies through platform solutions, have opened a new era of technology-enabled interventions that can empower and support family caregivers. This paper proposes a conceptual framework for identifying and addressing the challenges that may need to be overcome to effectively apply technology-enabled solutions for family caregivers. The paper identifies a number of challenges that either moderate or mediate the full use of technologies for the benefit of caregivers. The challenges include issues related to equity, inclusion, and access; ethical concerns related to privacy and security; political and regulatory factors affecting interoperability and lack of standards; inclusive/human-centric design and issues; and inherent economic and distribution channel difficulties. The paper concludes with a summary of research questions and issues that form a framework for global research priorities.

Leadership matters for the success of large enterprises and this is also the case for higher education institutions and universities. Yet, the public nature of universities and of academia means these institutions are usually highly dependent on external actors, in particular government. Viewed through a lens of distributed leadership, this paper explores how leaders in universities, national academies and government view and rate key changes associated with this pervasive reorientation and reorganisation of public higher education. It asks where do the views of leaders within universities and those outside universities converge and diverge and what patterns are evident in the differences between leaders? Drawing on 116 in-depth interviews and 114 follow-up surveys with senior higher education leaders in Australia, of which just over half were university senior executives, this paper concludes that all leaders surveyed are largely aligned in their views of most issues.

BackgroundTo ensure quality care, clinicians need skills, knowledge, and attitudes related to technology that can be measured.ObjectiveThis paper sought out competencies for mobile technologies and/or an approach to define them.MethodsA scoping review was conducted to answer the following research question, "What skills are needed for clinicians and trainees to provide quality care via mHealth, have they been published, and how can they be made measurable and reproducible to teach and assess them?" The review was conducted in accordance with the 6-stage scoping review process starting with a keyword search in PubMed/Medical Literature Analysis and Retrieval System Online, APA PsycNET, Cochrane, EMBASE, PsycINFO, Web of Science, and Scopus. The literature search focused on keywords in 4 concept areas: (1) competencies, (2) mobile technologies, (3) telemedicine mode, and (4) health. Moreover, 2 authors independently, in parallel, screened the search results for potentially relevant studies based on titles and abstracts. The authors reviewed the full-text articles for final inclusion based on inclusion/exclusion criteria. Inclusion criteria were keywords used from concept area 1 (competencies) and 2 (mobile technologies) and either 3 (telemedicine mode) or 4 (health). Exclusion criteria included, but were not limited to, keywords used from a concept area in isolation, discussion of skills abstractly, outline or listing of what clinicians need without detail, and listing immeasurable behaviors.ResultsFrom a total of 1232 results, the authors found 78 papers eligible for a full-text review and found 14 papers directly relevant to the 4 key concepts. Although few studies specifically discussed skills, the majority were clinical studies, and the literature included no lists of measurable behaviors or competency sets for mobile technology. Therefore, a framework for mobile technology competencies was built according to the review, expert consensus, and recommendations of the Institute of Medicine's Health Professions Education Summit and Accreditation Council of Graduate Medical Education framework. This framework borrows from existing competency framework domains in telepsychiatry and social media (patient care, medical knowledge, practice-based learning and improvement, systems-based practice, professionalism, and interpersonal skills and communication) and added domains of mHealth clinical decision support, device/technology assessment/selection, and information flow management across an electronic health record platform. mHealth Asynchronous components require additional traditional learning, teaching, supervisory and evaluation practices. Interactive curricula with case-, problem-, and system-based teaching may help faculty focus on decision making and shape skills and attitudes to complement clinical exposure.ConclusionsResearch is needed on how to customize implementation and evaluation of mHealth competencies and to ensure skill development is linked to the quality of care. This will require the management of organizational change with technology and the creation of a positive electronic culture in a complex policy and regulatory environment.

In efforts to increase scientific literacy and enhance the preparation of learners to pursue careers in science, there are growing opportunities for students and teachers to engage in scientific research experiences, including course-based undergraduate research experiences (CUREs), undergraduate research experiences (UREs), and teacher research experiences (TREs). Prior literature reviews detail a variety of models, benefits, and challenges and call for the continued examination of program elements and associated impacts. This paper reports a comprehensive review of 307 papers published between 2007 and 2017 that include CURE, URE, and TRE programs, with a special focus on research experiences for K-12 teachers. A research-supported conceptual model of science research experiences was used to develop a coding scheme, including participant demographics, theoretical frameworks, methodology, and reported outcomes. We summarize recent reports on program impacts and identify gaps or misalignments between goals and measured outcomes. The field of biology was the predominant scientific disciplinary focus. Findings suggest a lack of studies explicitly targeting 1) participation and outcomes related to learners from underrepresented populations, 2) a theoretical framework that guides program design and analysis, and, for TREs, 3) methods for translation of research experiences into K-12 instructional practices, and 4) measurement of impact on K-12 instructional practices.

School-based mental health services are a promising context for evidence-based interventions to promote early socio-emotional development, yet implementation presents significant challenges. This paper describes the rationale, content and format of a school-based intervention, Starting Strong in Kindergarten (Starting Strong). Starting Strong is a 10 week, indicated prevention programme aimed at promoting positive student–teacher relationships and behavioural adjustment during the transition to kindergarten. This parent- and teacher-focused indicated prevention programme targets children with or at risk for disruptive behaviour problems. The paper describes feasibility results of a pilot study of Starting Strong’s parent programme. Twenty-five families participated; rates of enrolment, attendance, retention, session engagement, homework completion, treatment fidelity and participant satisfaction suggest promising feasibility. School-based efforts targeting the transition to kindergarten may be helpful in improving behavioural and relational adjustment, especially for children who begin school with behavioural or relational risk.

School-based mental health services are a promising context for evidence-based interventions to promote early socio-emotional development, yet implementation presents significant challenges. This paper describes the rationale, content and format of a school-based intervention, Starting Strong in Kindergarten (Starting Strong). Starting Strong is a 10 week, indicated prevention programme aimed at promoting positive student–teacher relationships and behavioural adjustment during the transition to kindergarten. This parent- and teacher-focused indicated prevention programme targets children with or at risk for disruptive behaviour problems. The paper describes feasibility results of a pilot study of Starting Strong’s parent programme. Twenty-five families participated; rates of enrolment, attendance, retention, session engagement, homework completion, treatment fidelity and participant satisfaction suggest promising feasibility. School-based efforts targeting the transition to kindergarten may be helpful in improving behavioural and relational adjustment, especially for children who begin school with behavioural or relational risk.

Formal methods are used successfully in high-assurance software, but they require rigorous mathematical and logical training that practitioners often lack. As such, integrating formal methods into software has been associated with numerous challenges. While educators have placed emphasis on formalisms in undergraduate theory courses, such courses often struggle with poor student outcomes and satisfaction. In this paper, we present a controlled eye-tracking human study (n = 34) investigating the problem-solving strategies employed by students with different levels of incoming preparation (as assessed by theory coursework taken and pre-screening performance on a proof comprehension task), and how educators can better prepare low-outcome students for the rigorous logical reasoning that is a core part of formal methods in software engineering. Surprisingly, we find that incoming preparation is not a good predictor of student outcomes for formalism comprehension tasks, and that student self-reports are not accurate at identifying factors associated with high outcomes for such tasks. Instead, and importantly, we find that differences in outcomes can be attributed to performance for proofs by induction and recursive algorithms, and that better-performing students exhibit significantly more attention switching behaviors, a result that has several implications for pedagogy in terms of the design of teaching materials. Our results suggest the need for a substantial pedagogical intervention in core theory courses to better align student outcomes with the objectives of mastery and retaining the material, and thus bettering preparing students for high-assurance software engineering.