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BACKGROUND: Increasing medical school faculty diversity is an urgent priority. National Institutes of Health (NIH) diversity supplements, which provide funding and career development opportunities to individuals underrepresented in research, are an important mechanism to increase faculty diversity. OBJECTIVE: Analyze diversity supplement utilization by medical schools. DESIGN: Retrospective cohort study. PARTICIPANTS: All R01 grant-associated diversity supplements awarded to medical schools from 2005 to 2020. Diversity supplements were identified using the publicly available NIH RePORTER database. MAIN MEASURES: Main measures were the number of R01-associated diversity supplements awarded to medical schools each year by medical school NIH funding status and the number of R01-associated diversity supplements awarded to individual medical schools in the NIH top 40 by funding status. We also examined the percentage of R01 grants with an associated diversity supplement by NIH funding status and individual medical school in the NIH top 40. KEY RESULTS: From 2005 to 2020, US medical school faculty received 1389 R01-associated diversity supplements. The number of diversity supplements awarded grew from 2012 to 2020, from ten to 187 for top 40 schools, and from seven to 83 for non-top 40 schools. The annual growth rate for diversity supplement awards at NIH top 40 schools (44.2%) was not significantly different than the annual growth rate among non-top 40 schools (36.2%; p = 0.68). From 2005 to 2020, the highest number of diversity supplements that an individual medical school received was 56 and the lowest number was four (mean = 24.6, SD = 11.7). The highest percentage of R01 grants with an associated diversity supplement received by a school was 4.5% and the lowest percentage was 0.79% (mean = 2.3%, SD = 0.98). CONCLUSION: Medical schools may be missing an opportunity to address the continuing shortage of individuals historically underrepresented in biomedical science and should consider additional mechanisms to enhance diversity supplement utilization.

Background: Faculty might disclose personal information in order to illustrate a concept related to course material. However, the impact of self-disclosing potentially personal information (e.g., medical or mental health) is unclear. Objective: The purpose of this study was to determine how students perceive professors who self-disclose personal information during lectures, given that some conditions may be viewed negatively. Method: Introductory psychology students (N = 137) completed an online survey in which they rated female professors in vignettes describing cou rse lectures. Each lecture was one of the following topics: bipolar disorder, opioid addiction, breast cancer, brain tumor, and animal learning (control). At the end of each vignette, the professor self-disclosed personal information related to that lecture. Results: Overall, students perceived professors who disclosed physical (breast cancer and brain tumor) conditions more positively compared to psychological (bipolar and opioid addiction) conditions. Highest approval ratings were given to the professor with breast cancer. Conclusion: Students' perceptions of self-disclosure depended on the type of personal information, providing a springboard for future studies on this topic. Teaching Implications: Given the different levels of approval for each professor, we cannot make a blanket recommendation as to whether personal information should be shared in the classroom.

Objectives. To determine mortality risk among those recently released from a Minnesota jail or prison. Methods. Using linked prison, jail, and death records, our retrospective cohort study followed 99 065 people who were released from Minnesota jails and prisons between March 1, 2020, and December 31, 2021. We explored differences between jail and prison exposures regarding mortality using standardized mortality ratios. Results. Adjusting for age and gender, we estimated that the rate of overdose death for people released from jail was 15.5 times that of the Minnesota general population. Overdose death rates for people released from prison were even higher at 28.3 times the rate of the Minnesota general population. Conclusions. Drug overdose was the leading cause of death for people reentering their communities from both jail and prison in Minnesota—with opioids being the leading cause of overdoses. Overdose death relative to the general population was double the estimates from earlier studies among people leaving prison. Providing seamless access to medications for opioid use disorder during and after incarceration is important to lower the risk of death following release. (Am J Public Health. 2024;114(9):913–922. https://doi.org/10.2105/AJPH.2024.307723) [ABSTRACT FROM AUTHOR]

Graded effects in morphological processing have beenshown in lexical decision tasks in English (e.g.,Gonnerman et al., 2007; Quémart et al., 2017).However, most studies in other languages support adecomposition view of the processing of complexwords (e.g., Longtin and Meunier, 2005). To determinewhether graded priming effects for morphologicallycomplex words can be found in other languages,Quebec French speakers participated in a cross-modallexical decision task in which auditory primes varied indegree of semantic similarity with visual targets (e.g.,bergerie-berge; infirmerie-infirme; fromagerie-fromage). Results indicate that morphological primingrequires the prime and target to be both semanticallyand phonologically similar, with semantic similaritymodulating priming effects in morphologically relatedwords. This pattern of results is similar to gradedmorphological priming previously reported for Englishand supports an emergentist view of morphologicalprocessing (Gonnerman et al., 2007).

There is increasing awareness that the ocean touches all aspects of our lives and that a healthy ocean is central to a healthy planet and sustainable future. The ocean is a highly connected system and ocean science is characterized by voluntary international collaboration supported by an enthusiastic and engaged community. Increasingly, it is being recognized that international structures and instruments need to be stronger and more holistic than the current arrangements. This article outlines some perspectives on this, drawing on experience in ocean science and scientists at national, international and intergovernmental levels. [ABSTRACT FROM AUTHOR]