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Gamboa CJ, Reed M, Bounds DT, Cothran FA, Sumo J, Julion WA. From group mentoring to collective liberation: The imperative to decolonize nursing academia. Nurs Outlook 2024; 72:102204. [PMID: 38865750 DOI: 10.1016/j.outlook.2024.102204] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2023] [Revised: 03/25/2024] [Accepted: 05/11/2024] [Indexed: 06/14/2024]
Abstract
BACKGROUND Four Black early-career faculty members, one Black doctoral student, and a Black senior faculty member, (herein referred to as scholars), previously engaged in cross-cultural mentoring with a White senior researcher to bolster their scholarship. PURPOSE In the years following the 2020 racial reckoning, the scholars were motivated to reconvene by the realization that traditional scholarship activities of academia ignore historical educational oppression and fail to account for the contemporary effects of racism and discrimination rooted in American colonialism. METHODS Collaborative autoethnography, a decolonizing qualitative approach to research, was used to explicate our journeys in academia. The tenets of Freire's critical pedagogy (conscientização, scholarship, praxis) framed our collective experiences. DISCUSSION We describe resisting academic structures of power, discrimination, and disadvantage through reformation, crafting a vision statement, and utilizing positions of influence. CONCLUSION To decolonize nursing academia, we implore the scholarly community to pursue liberation and contest structures that center Whiteness and marginalize collectivism and collaboration.
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Affiliation(s)
- Charlene J Gamboa
- Office of Research Affairs, Rush University Medical Center, Chicago, IL.
| | - Monique Reed
- Department of Community, Systems, Mental Health Nursing, Rush University Medical Center, Chicago, IL.
| | - Dawn T Bounds
- Sue and Bill Gross School of Nursing, University of California, Irvine, Irvine, CA.
| | | | - Jen'nea Sumo
- Department of Women, Children & Family Nursing, Rush University Medical Center, Chicago, IL. jen'
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Albright TD, Scurich N. A call for open science in forensics. Proc Natl Acad Sci U S A 2024; 121:e2321809121. [PMID: 38781227 PMCID: PMC11181113 DOI: 10.1073/pnas.2321809121] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/25/2024] Open
Abstract
The modern canon of open science consists of five "schools of thought" that justify unfettered access to the fruits of scientific research: i) public engagement, ii) democratic right of access, iii) efficiency of knowledge gain, iv) shared technology, and v) better assessment of impact. Here, we introduce a sixth school: due process. Due process under the law includes a right to "discovery" by a defendant of potentially exculpatory evidence held by the prosecution. When such evidence is scientific, due process becomes a Constitutional mandate for open science. To illustrate the significance of this new school, we present a case study from forensics, which centers on a federally funded investigation that reports summary statistics indicating that identification decisions made by forensic firearms examiners are highly accurate. Because of growing concern about validity of forensic methods, the larger scientific community called for public release of the complete analyzable dataset for independent audit and verification. Those in possession of the data opposed release for three years while summary statistics were used by prosecutors to gain admissibility of evidence in criminal trials. Those statistics paint an incomplete picture and hint at flaws in experimental design and analysis. Under the circumstances, withholding the underlying data in a criminal proceeding violates due process. Following the successful open-science model of drug validity testing through "clinical trials," which place strict requirements on experimental design and timing of data release, we argue for registered and open "forensic trials" to ensure transparency and accountability.
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Affiliation(s)
| | - Nicholas Scurich
- Department of Psychological Science, University of California, Irvine, CA92697
- Department of Criminology, Law and Society, University of California, Irvine, CA92697
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McGhee S, Watson R. Publish and perish: The dangers of predatory publishing. Appl Nurs Res 2024; 77:151798. [PMID: 38796254 DOI: 10.1016/j.apnr.2024.151798] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2024] [Accepted: 04/24/2024] [Indexed: 05/28/2024]
Affiliation(s)
- Stephen McGhee
- Assistant Dean, International Educational Initiatives, College of Nursing, The Ohio State University, United States of America.
| | - Roger Watson
- School of Nursing, Southwest Medical University, China
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Liu S, Golozar A, Buesgens N, McLeggon JA, Black A, Nagy P. A framework for understanding an open scientific community using automated harvesting of public artifacts. JAMIA Open 2024; 7:ooae017. [PMID: 38425704 PMCID: PMC10903973 DOI: 10.1093/jamiaopen/ooae017] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2023] [Revised: 09/14/2023] [Accepted: 02/15/2024] [Indexed: 03/02/2024] Open
Abstract
Background The Observational Health Data Sciences and Informatics (OHDSI) community has emerged as a leader in observational research on real-world clinical data for promoting evidence for healthcare and decision-making. The community has seen rapid growth in publications, citations, and the number of authors. Components of its successful uptake have been attributed to an open science and collaborative culture for research and development. Investigating the adoption of OHDSI as a field of study provides an opportunity to understand how communities embrace new ideas, onboard new members, and enhance their impact. Objective To track, study, and evaluate an open scientific community's growth and impact. Method We present a modern architecture leveraging open application programming interfaces to capture publicly available data (PubMed, YouTube, and EHDEN) on open science activities (publication, teaching, and engagement). Results Three interactive dashboard were implemented for each publicly available artifact (PubMed, YouTube, and EHDEN). Each dashboard provides longitudinal summary analysis and has a searchable table, which differs in the available features related to each public artifact. Conclusion We discuss the insights enabled by our approach to monitor the growth and impact of the OHDSI community by capturing artifacts of learning, teaching, and creation. We share the implications for different users based on their functional needs. As other scientific networks adopt open-source frameworks, our framework serves as a model for tracking the growth of their community, driving the perception of their development, engaging their members, and attaining higher impact.
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Affiliation(s)
- Star Liu
- Biomedical Informatics and Data Science, Johns Hopkins University School of Medicine, Baltimore, MD 21205, United States
| | - Asieh Golozar
- OHDSI Center at the Roux Institute, Northeastern University, Boston, MA 04101, United States
- Odysseus Data Services, Cambridge, MA 02142, United States
| | - Nathan Buesgens
- Biomedical Informatics and Data Science, Johns Hopkins University School of Medicine, Baltimore, MD 21205, United States
| | - Jody-Ann McLeggon
- Biomedical Informatics, Columbia University, New York, NY 10032, United States
| | - Adam Black
- Odysseus Data Services, Cambridge, MA 02142, United States
| | - Paul Nagy
- Biomedical Informatics and Data Science, Johns Hopkins University School of Medicine, Baltimore, MD 21205, United States
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Persaud H. Barriers to Scholarship Among Health Profession Faculty at a Public Institution of Higher Learning. MEDICAL SCIENCE EDUCATOR 2024; 34:413-420. [PMID: 38686164 PMCID: PMC11055837 DOI: 10.1007/s40670-024-01996-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 01/24/2024] [Indexed: 05/02/2024]
Abstract
Like any other career, pursuing a career in academia comes with positives and negatives. Faculty members teaching in higher education come from various backgrounds, with different skill sets and training. While barriers to scholarly production exist at many levels, and for various reasons, not much is known about faculty members teaching in clinical and health professions programs mainly due to the limited availability of data on this topic. This research aimed to explore the barriers to scholarly productivity faced by faculty members teaching in health professions programs at a public academic institution. A qualitative inductive approach using thematic analysis was used for this research. Participants from the Physician Assistant, Nursing, Clinical Laboratory Science, Occupational Therapy, and Social Work programs were recruited to share their experiences through an in-depth, one-on-one interview. Four main themes emerged from the data regarding barriers to scholarship among health profession faculty members. These are the need for mentorship, resource availability, time constraints, and the lack of discipline-specific guidance. Navigating the reappointment, tenure, and promotion grid can be challenging for many in academia, particularly those new to the profession. It is important for academic institutions to provide faculty members with the flexibility, tools, resources, and appropriate mentorship to boost their buy-in, morale, productivity, and self-esteem, all of which are expected to create a positive environment within the institution.
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Affiliation(s)
- Harrynauth Persaud
- Physician Assistant Program, Department of Health Professions, School of Health Sciences and Professional Programs, York College/CUNY, Jamaica, NY 11451 USA
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Anderson B, Shannon K, Baca K, Crouse J, Ferguson A, Margrave A, Meyers M, Percuoco K, Schneider P, Smith J, VanNatta M, Wells B, Nightingale L, Salsbury SA. A scoping review to identify barriers and facilitators of research participation among chiropractic faculty. THE JOURNAL OF CHIROPRACTIC EDUCATION 2024; 38:50-59. [PMID: 38180293 PMCID: PMC11097222 DOI: 10.7899/jce-23-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/10/2023] [Revised: 09/20/2023] [Accepted: 09/25/2023] [Indexed: 01/06/2024]
Abstract
OBJECTIVE To describe peer-reviewed literature on chiropractic faculty participation in research and identify important barriers and facilitators. METHODS We conducted a scoping review using comprehensive searches of relevant databases from inception through November 2022. English language publications of any design were included, with search terms consisting of subject headings specific to each database and free text words related to chiropractic, faculty, and research. Primary and secondary reviewer teams performed article screening and data abstraction using Covidence software, with primary reviewers responsible for consensus. Data were entered into evidence tables and analyzed descriptively. RESULTS A total of 330 articles were screened, with 14 deemed eligible including 8 cross-sectional/correlational studies and 6 narrative reviews/editorials. Article publication dates ranged from 1987 to 2017. No intervention studies were identified. Facilitators of chiropractic faculty research included research assignment as primary role, institutional culture promoting research, and dedicated release time. Barriers included teaching/clinic assignments, lack of incentives and mentorship, and teaching load. Qualitative results identified 5 domains impacting faculty research: demographics/professional roles; personal empowerment; research culture; institutional setting/policies; and research training. CONCLUSION Our scoping review found a paucity of recently published articles on chiropractic faculty participation in research. Educational institutions building research capacity among chiropractic faculty must establish cultural environments where scholarship is expected, rewarded, and valued. Tangible support, such as research policies, resources, and space, advanced training, funding, and release time, must be available. Faculty are encouraged to build upon key facilitators, evaluate interventions to address barriers to chiropractic faculty research, and publish their results.
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Inyang D, Madume R, Corriero AC, Sofela A, Osunronbi T. Trends in research grant applications and outcomes among medical students in the United Kingdom: a national self-reported cross-sectional survey. Postgrad Med J 2024; 100:106-111. [PMID: 37973405 DOI: 10.1093/postmj/qgad113] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2023] [Revised: 08/30/2023] [Accepted: 10/26/2023] [Indexed: 11/19/2023]
Abstract
BACKGROUND Research funding disparities contribute to clinical academic workforce inequalities. Hence, our study explores the association between student demographics and research grant application rates and outcomes among UK medical students. METHODS This is a national multicentre cross-sectional survey of UK medical students in the 2020-21 academic year. Multiple zero-inflated negative binomial regression and generalized linear model (binomial distribution; logit link) were utilized to investigate the association between student demographics, number of grant applications submitted, and successful grant applications (yes or no). P-values less than a Bonferroni-corrected significance level of 0.05/36 = 0.0014 were considered to be statistically significant. RESULTS A total of 1528 students participated from 36 medical schools. One hundred fifty-one respondents (9.9%) had applied for research grants. Black students submitted applications 2.90 times more often than white students [Incident rate ratio (IRR): 2.90, 95% confidence interval (CI): 1.37-6.16], with no ethnic disparity in the odds of successful applications. Gender did not influence application rates significantly (P = .248), but women were 4.61 times more likely to secure a grant than men [odds ratio: 4.61, 95% CI: 2.04-10.4]. Being a PubMed-indexed author was associated with increased grant application submission rates [IRR: 3.61, 95% CI: 2.20- 5.92] while conducting more research was associated with greater odds of securing a grant [odds ratio: 1.42, 95% CI: 1.17- 1.73]. CONCLUSION Although black students submitted more applications, ethnicity did not influence success rates. Gender did not influence application rates, but women were more successful. These findings underscore the need for strategies supporting women and underrepresented students for continued academic achievement after graduation. KEY MESSAGES What is already known on this topic Research funding for post-PhD researchers is believed to be a major driver of gender and ethnic inequalities in the clinical academic workforce.Students who receive research grants are more likely to receive postgraduate research grants.What this study adds Black students applied for more research grants than white students, but there were no ethnic differences in the odds of securing a grant.There were no gender differences in the research grant application rates. However, female students had greater odds of securing research grants compared to male students.How this study might affect research, practice or policy Medical schools should incorporate grant writing skills into the undergraduate research curriculum. Also, to sustain women's academic success post medical school, the NIHR and affiliates should provide research award extensions and childcare support for women when required.
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Affiliation(s)
- Deborah Inyang
- Melanin Medics Research Network, Luton LU4 8DY, United Kingdom
- GKT School of Medical Education, King's College London, London SE1 1UL, United Kingdom
| | - Rachael Madume
- Melanin Medics Research Network, Luton LU4 8DY, United Kingdom
- Kent and Medway Medical School, Kent CT2 7FS, United Kingdom
| | - Anna Chiara Corriero
- Melanin Medics Research Network, Luton LU4 8DY, United Kingdom
- School of Medicine, Anglia Ruskin University, Chelmsford CM1 1SQ, United Kingdom
| | - Agbolahan Sofela
- Faculty of Health, University of Plymouth, Plymouth PL6 8BT, United Kingdom
| | - Temidayo Osunronbi
- Department of Health Sciences, University of York, York YO10 5DD, United Kingdom
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Peterson AT, Cobos ME, Sikes B, Soberon J, Osorio-Olvera L, Bolick J, Emmett A. Relationships among cost, citation, and access in journal publishing by an ecology and evolutionary biology department at a U.S. university. PeerJ 2024; 12:e16514. [PMID: 38188154 PMCID: PMC10771770 DOI: 10.7717/peerj.16514] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/06/2022] [Accepted: 11/02/2023] [Indexed: 01/09/2024] Open
Abstract
Background Optimizing access to high-quality scientific journals has become an important priority for academic departments, including the ability to read the scientific literature and the ability to afford to publish papers in those journals. In this contribution, we assess the question of whether institutional investment in scientific journals aligns with the journals where researchers send their papers for publication, and where they serve as unpaid reviewers and editors. Methods We assembled a unique suite of information about the publishing habits of our Department of Ecology and Evolutionary Biology, including summaries of 3,540 journal publications by 35 faculty members. These data include economic costs of journals to institutions and to authors, benefits to authors in terms of journal prestige and citation rates, and considerations of ease of reading access for individuals both inside and outside the university. This dataset included data on institutional costs, including subscription pricing (rarely visible to scholars), and "investment" by scholars in supporting journals, such as time spent as editors and reviewers. Results Our results highlighted the complex set of relationships between these factors, and showed that institutional costs often do not match well with payoffs in terms of benefits to researchers (e.g., citation rate, prestige of journal, ease of access). Overall, we advocate for greater cost-benefit transparency to help compare different journals and different journal business models; such transparency would help both researchers and their institutions in investing wisely the limited resources available to academics.
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Affiliation(s)
- A. Townsend Peterson
- Department of Ecology and Evolutionary Biology, University of Kansas, Lawrence, KS, USA
| | - Marlon E. Cobos
- Department of Ecology and Evolutionary Biology, University of Kansas, Lawrence, KS, USA
| | - Ben Sikes
- Department of Ecology and Evolutionary Biology, University of Kansas, Lawrence, KS, USA
| | - Jorge Soberon
- Department of Ecology and Evolutionary Biology, University of Kansas, Lawrence, KS, USA
| | - Luis Osorio-Olvera
- Departamento de Ecología de la Biodiversidad, Universidad Nacional Autónoma de México, Mexico City, CDMX, Mexico
| | - Josh Bolick
- KU Libraries, University of Kansas, Lawrence, KS, USA
| | - Ada Emmett
- KU Libraries, University of Kansas, Lawrence, KS, USA
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Noone J, Murray TA. Addressing Diversity, Equity, and Inclusivity Contributions in Academic Review. Nurse Educ 2024; 49:25-30. [PMID: 37647535 DOI: 10.1097/nne.0000000000001488] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/01/2023]
Abstract
BACKGROUND The nursing profession and academic environments are increasingly calling for nurse educators to incorporate diversity, equity, and inclusion (DEI) goals and actions into their professional practice. Such work aligns with institutional and professional missions of social justice and antiracism. PROBLEM Historically, there has been an undervaluing and lack of recognition in academia of DEI contributions and qualitative or community-based research focused on health equity. This lack of recognition may disproportionately impact faculty who focus their scholarship and research on marginalized communities. APPROACH The current state of the academic review of DEI contributions for appointment, promotion, and tenure is presented. Examples for teaching, research and scholarship, practice, and service are provided. OUTCOMES Recommendations include expanding recognition and evaluation of academic scholarship and advocacy against efforts to dismantle social justice and antiracism advances within academia. CONCLUSION Examining hegemonic norms is vital to promote more equitable power structures in academic environments.
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Affiliation(s)
- Joanne Noone
- AB Youmans Spaulding Distinguished Professor and Director (Dr Noone), School of Nursing, Oregon Health & Science University, Portland; and Professor, Chief Diversity and Inclusion Officer, Dean Emerita (Dr Murray), Trudy Busch Valentine School of Nursing, Saint Louis University, St. Louis, Missouri
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Harris BN, Bauer CM, Carr JA, Gabor CR, Grindstaff JL, Guoynes C, Heppner JJ, Ledon-Rettig CC, Lopes PC, Lynn SE, Madelaire CB, Neuman-Lee LA, Palacios MG, Soto P, Terry J. COVID-19 as a chronic stressor and the importance of individual identity: A data-driven look at academic productivity during the pandemic. Gen Comp Endocrinol 2024; 345:114394. [PMID: 37871848 DOI: 10.1016/j.ygcen.2023.114394] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/06/2023] [Revised: 10/04/2023] [Accepted: 10/15/2023] [Indexed: 10/25/2023]
Abstract
The COVID-19 pandemic impacted personal and professional life. For academics, research, teaching, and service tasks were upended and we all had to navigate the altered landscape. However, some individuals faced a disproportionate burden, particularly academics with minoritized identities or those who were early career, were caregivers, or had intersecting identities. As comparative endocrinologists, we determine how aspects of individual and species-level variation influence response to, recovery from, and resilience in the face of stressors. Here, we flip that framework and apply an integrative biological lens to the impact of the COVID-19 chronic stressor on our endocrine community. We address how the pandemic altered impact factors of academia (e.g., scholarly products) and relatedly, how factors of impact (e.g., sex, gender, race, career stage, caregiver status, etc.) altered the way in which individuals could respond. We predict the pandemic will have long-term impacts on the population dynamics, composition, and landscape of our academic ecosystem. Impact factors of research, namely journal submissions, were altered by COVID-19, and women authors saw a big dip. We discuss this broadly and then report General and Comparative Endocrinology (GCE) manuscript submission and acceptance status by gender and geographic region from 2019 to 2023. We also summarize how the pandemic impacted individuals with different axes of identity, how academic institutions have responded, compile proposed solutions, and conclude with a discussion on what we can all do to (re)build the academy in an equitable way. At GCE, the first author positions had gender parity, but men outnumbered women at the corresponding author position. Region of manuscript origin mattered for submission and acceptance rates, and women authors from Asia and the Middle East were the most heavily impacted by the pandemic. The number of manuscripts submitted dropped after year 1 of the pandemic and has not yet recovered. Thus, COVID-19 was a chronic stressor for the GCE community.
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Affiliation(s)
- Breanna N Harris
- Texas Tech University, Department of Biological Science, Lubbock, TX 79409, USA.
| | - Carolyn M Bauer
- Swarthmore College, Department of Biology, Swarthmore, PA 19081 USA
| | - James A Carr
- Texas Tech University, Department of Biological Science, Lubbock, TX 79409, USA
| | | | - Jennifer L Grindstaff
- Oklahoma State University, Department of Integrative Biology, Stillwater, OK 74078, USA
| | | | | | - Cris C Ledon-Rettig
- Indiana University Bloomington, Department of Biology, Bloomington, IN 47405, USA
| | - Patricia C Lopes
- Schmid College of Science and Technology, Chapman University, Orange, CA 92866, USA
| | - Sharon E Lynn
- The College of Wooster, Department of Biology, Wooster, OH 44691, USA
| | - Carla B Madelaire
- Beckman Center for Conservation Research, San Diego Zoo Wildlife Alliance, Escondido, CA 92025, USA
| | | | - Maria G Palacios
- Centro Para el Estudio de Sistemas Marinos, CCT CONICET-CENPAT, Blvd. Brown 2915, Puerto Madryn, Chubut, Argentina
| | - Paul Soto
- Department of Psychology, Louisiana State University, Baton Rouge, LA 70803, USA
| | - Jennifer Terry
- Arkansas State University, State University, AR 72467, USA
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Newman K, Richter LM, Meny LM, Arnoldi J, Hookstra Danielson J. A Mixed-Methods Analysis of the Promotion and Tenure Process for Experiential Education Faculty. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100582. [PMID: 37541488 DOI: 10.1016/j.ajpe.2023.100582] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/16/2023] [Revised: 06/14/2023] [Accepted: 07/27/2023] [Indexed: 08/06/2023]
Abstract
OBJECTIVE To understand the process of the promotion and tenure (P&T) as experienced by faculty members in experiential education (EE). METHODS A quantitative survey of EE faculty at any academic rank investigated the general landscape of experiences in P&T. Phenomenological qualitative interviews with faculty who currently work in EE and who achieved promotion to full professor while working within EE provided additional context. Analysis was completed using a mixed-methods approach. Incomplete survey responses were excluded. RESULTS Survey respondents indicated feeling different from other clinical faculty, particularly in the need to justify their work to the P&T committee (26/38; 68%). Respondents noted how challenging the P&T process was and perceived a lack of understanding of EE work among P&T committee members, chairs, and/or colleagues. In qualitative interviews, 3 themes emerged, which were characterizing a misunderstood role; navigating an unclear process with creativity and courage; and seeking outside-of-the-box mentoring. CONCLUSION Experiential education faculty may require specific guidance and a thoughtful approach in tailoring their dossier for the P&T process, especially in accounting for administrative work and other unique aspects of the role. To promote inclusivity and retention of EE faculty, greater understanding of the EE role is needed as it applies to guidelines for P&T. Furthermore, EE faculty and others with unique roles should receive guidance to meaningfully apply P&T guidelines in a manner that best represents their role.
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Affiliation(s)
- Kate Newman
- Southern Illinois University Edwardsville School of Pharmacy, Edwardsville, IL, USA.
| | - Lisa M Richter
- North Dakota State University School of Pharmacy, Fargo, ND, USA
| | - Lisa M Meny
- Ferris State University College of Pharmacy, Big Rapids, MI, USA
| | - Jennifer Arnoldi
- Southern Illinois University Edwardsville School of Pharmacy, Edwardsville, IL, USA
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Brooks NE, Maskal S, Essani V, Chang JH, Hernandez Dominguez O, French JC, Lipman JM. Female Representation at the Association of Program Directors in Surgery Annual Meeting: Moving Towards Gender Equality. JOURNAL OF SURGICAL EDUCATION 2023; 80:1592-1601. [PMID: 37442699 DOI: 10.1016/j.jsurg.2023.06.010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/24/2023] [Revised: 05/11/2023] [Accepted: 06/11/2023] [Indexed: 07/15/2023]
Abstract
OBJECTIVE This study aims to evaluate the state and changes over time of female representation in Association of Program Directors in Surgery (APDS) leadership and annual meeting presenters and session leaders. DESIGN, SETTING, AND PARTICIPANTS APDS conference programs from 2013 to 2022 were reviewed to identify society leadership and meeting presenters and session leaders. Verified online profiles were used to gather professional role and reported gender. Descriptive statistics and t-tests compared female representation in the first half (2013-2017, prior) and second half of data (2018-2022, current). RESULTS Leadership of APDS was an average 22% women, increasing from 13% in 2013 to 37% in 2022, and significantly increased from prior to current period (p = 0.0004). Conference presenters and session leaders were 42% women overall, increasing from 30% in 2013 to 52% in 2022. An average 33% staff surgeons, 54% trainees, 64% education scientists, and 51% medical student participants were female. Staff were 44% female in 2022 from 24% in 2013, significantly increased from prior to current period (p = 0.021). Comparing prior and current period cohorts, female presenters for paper sessions increased from 38% to 55% (p = 0.011), moderators from 15% to 39% (p = 0.046), and last author listed on presentation sessions from 18% to 32% (p = 0.010), while panelists, workshop directors, and presenters at all sessions increased without statistical significance. Female poster presenters decreased over time. CONCLUSIONS Female representation at APDS meetings has increased over time. Women are well represented compared to the 2022 member population of 36% women. While positions typically held by more senior members, such as leadership, panelists, moderators, and last authors remain lower than other roles, increases over time are encouraging. APDS female representation compares favorably to many other surgical societies. Translation of successful practices regarding gender representation utilized by APDS to other surgical organizations could expedite progress toward gender parity in the field.
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Affiliation(s)
- Nicole E Brooks
- Digestive Diseases and Surgery Institute, Cleveland Clinic, Cleveland, Ohio.
| | - Sara Maskal
- Digestive Diseases and Surgery Institute, Cleveland Clinic, Cleveland, Ohio
| | - Varisha Essani
- Case Western Reserve University School of Medicine, Cleveland, Ohio
| | - Jenny H Chang
- Digestive Diseases and Surgery Institute, Cleveland Clinic, Cleveland, Ohio
| | | | - Judith C French
- Digestive Diseases and Surgery Institute, Cleveland Clinic, Cleveland, Ohio; Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland, Ohio
| | - Jeremy M Lipman
- Digestive Diseases and Surgery Institute, Cleveland Clinic, Cleveland, Ohio; Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland, Ohio
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Epstein RH, Mueller DA, Walco JP, Manresa CD, Banks SE, Freundlich RE. Development and Validation of an Automated Tool to Retrieve and Curate Faculty Publications of Academic Departments. Cureus 2023; 15:e47976. [PMID: 38034270 PMCID: PMC10685054 DOI: 10.7759/cureus.47976] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/29/2023] [Indexed: 12/02/2023] Open
Abstract
Introduction Academic departments need to monitor their faculty's academic productivity for various purposes, such as reporting to the medical school dean, assessing the allocation of non-clinical research time, evaluating for rank promotion, and reporting to the Accreditation Council for Graduate Medical Education (ACGME). Our objective was to develop and validate a simple method that automatically generates query strings to identify and process distinct department faculty publications listed in PubMed and Scopus. Methods We created a macro-enabled Excel workbook (Microsoft, Redmond, WA) to automate the retrieval of faculty publications from the PubMed and Scopus bibliometric databases (available at https://bit.ly/get-pubs). Where the returned reference includes the digital object identifier (doi), a link is provided in the workbook. Duplicate publications are removed automatically, and false attributions are managed. Results At the University of Miami, between 2020 and 2021, there were 143 anesthesiology faculty-authored publications with a PubMed identifier (PMID), 95.8% identified by the query and 4.2% missed. At Vanderbilt University Medical Center, between 2019 and 2021, there were 760 anesthesiology faculty-authored publications with a PMID, 94.3% identified by the query and 5.7% missed. Recall, precision, and the F1 score were all above 93% at both medical centers. Conclusions We developed a highly accurate, simple, transportable, scalable method to identify publications in PubMed and Scopus authored by anesthesiology faculty. Manual checking and faculty feedback are required because not all names can be disambiguated, and some references are missed. This process can greatly reduce the burden of curating a list of faculty publications. The methodology applies to other academic departments that track faculty publications.
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Affiliation(s)
- Richard H Epstein
- Anesthesiology, Perioperative Medicine and Pain Management, University of Miami Miller School of Medicine, Miami, USA
| | | | - Jeremy P Walco
- Anesthesiology, Vanderbilt University Medical Center, Nashville, USA
| | - Carmen D Manresa
- Anesthesiology, Perioperative Medicine and Pain Management, University of Miami Miller School of Medicine, Miami, USA
| | - Shawn E Banks
- Anesthesiology, Perioperative Medicine and Pain Management, University of Miami Miller School of Medicine, Miami, USA
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Bowman TD. Viewing research assessment, the academic reward system, and academic publishing through the power/knowledge lens of Foucault. Front Res Metr Anal 2023; 8:1179376. [PMID: 37705872 PMCID: PMC10495840 DOI: 10.3389/frma.2023.1179376] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2023] [Accepted: 06/26/2023] [Indexed: 09/15/2023] Open
Abstract
The academic research assessment system, the academic reward system, and the academic publishing system are interrelated mechanisms that facilitate the scholarly production of knowledge. This article considers these systems using a Foucauldian lens to examine the power/knowledge relationships found within and through these systems. A brief description of the various systems is introduced followed by examples of instances where Foucault's power, knowledge, discourse, and power/knowledge concepts are useful to provide a broader understanding of the norms and rules associated with each system, how these systems form a network of power relationships that reinforce and shape one another.
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Affiliation(s)
- Timothy D. Bowman
- School of Information Studies, Dominican University, Chicago, IL, United States
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15
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Snider A, Dunnahoe K, Brunson A, Payakachat N, Paic S, Boehmer K, Franks AM. Analysis of Teaching-Related Criteria Within Promotion and Tenure Documents from US Pharmacy Schools. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100100. [PMID: 37380267 DOI: 10.1016/j.ajpe.2023.100100] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/25/2022] [Revised: 08/24/2022] [Accepted: 08/29/2022] [Indexed: 06/30/2023]
Abstract
OBJECTIVE To describe teaching-related criteria within promotion and tenure (PT) guidance documents from US-based colleges/schools of pharmacy. METHODS PT guidance documents were retrieved from college/school websites or via electronic mail. Institutional characteristics were compiled using available online data. Using qualitative content analysis, a systematic review of PT guidance documents was conducted to identify how teaching and teaching excellence were considered in decision of promotion and/or tenure at each institution. RESULTS PT guidance documents were analyzed from 121 (85%) colleges/schools of pharmacy. Of these, 40% included a requirement that faculty must achieve excellence in teaching for promotion and/or tenure, though excellence was infrequently defined (14% of colleges/schools). Criteria specific to didactic teaching were most frequently included (94% of institutions). Criteria specific to experiential (50%), graduate student (48%), postgraduate (41%), and interprofessional (13%) teaching were less frequently included. Institutions frequently required student (58%) and peer (50%) evaluations of teaching to be considered in PT decisions. Most institutions acknowledged many teaching accomplishments as examples indicating teaching success rather than strictly requiring specific criteria to be fulfilled. CONCLUSION Teaching-related criteria within PT criteria of colleges/schools of pharmacy often lack clear guidance regarding quantitative or qualitative requirements for advancement. This lack of clearly specified requirements may result in faculty members' inability to self-assess for readiness for promotion and inconsistent application of criteria in PT decisions by review committees and administrators.
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Affiliation(s)
- Allen Snider
- University of Kansas Health System, Kansas City, Kansas, USA
| | - Kacey Dunnahoe
- Ochsner LSU Health Shreveport, Shreveport, Louisiana, USA
| | | | - Nalin Payakachat
- Department of Pharmacy Practice, University of Arkansas for Medical Sciences College of Pharmacy, Little Rock, Arkansas, USA
| | - Stefan Paic
- Department of Pharmacy Practice, University of Arkansas for Medical Sciences College of Pharmacy, Little Rock, Arkansas, USA
| | - Kaci Boehmer
- Department of Pharmacy Practice, University of Arkansas for Medical Sciences College of Pharmacy, Little Rock, Arkansas, USA
| | - Amy M Franks
- Department of Pharmacy Practice, University of Arkansas for Medical Sciences College of Pharmacy, Little Rock, Arkansas, USA.
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He S, Gong J. Female authorship trends in the field of colorectal surgery: A retrospective bibliometric study. Heliyon 2023; 9:e17247. [PMID: 37383188 PMCID: PMC10293712 DOI: 10.1016/j.heliyon.2023.e17247] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/23/2023] [Revised: 06/10/2023] [Accepted: 06/12/2023] [Indexed: 06/30/2023] Open
Abstract
Background Gender disparity and hidden discrimination remained in the surgical subspecialties. This study aimed to explore the authorship gender composition in four high-impact colorectal surgery journals over the past two decades. Method This cross-sectional study queried the Web of Science Core Collection database and PubMed (MEDLINE) for articles published in four high-impact colorectal surgery specialty journals between 2000 and 2021 (Database accessed at July 2022). Extracted data included authors' full names, institutions, year of publication and total citation numbers. Authors' genders were assigned via gendrize.io, a third-party name predictor tool. Results 100,325 authorship records were included in the final analysis. 21.8% of writers were identified as female, an increase from 11.4% (95% CI, 9.4%-13.3%) in 2000 to 26.5% (95% CI, 25.6%-27.4%) in 2021. Female authorship has risen in all authorship types, but women physicians were less likely to be the last authors than the first (OR, 0.63; 95%CI, 0.6-0.67) or middle authors (OR, 0.57; 95%CI, 0.55-0.60). Female authorship has also increased substantially in different document types, but female authorships were less likely in editorials than original articles (OR, 0.76; 95%CI, 0.7-0.83) and reviews (OR, 0.83; 95%CI, 0.74-0.94). Compared with male physicians, females were more likely to author in publications with reportable funding, either as first authors (OR, 1.46; 95%CI, 1.12-1.78) or last authors (OR, 1.51; 95%CI, 1.22-1.89). Authorship varied geographically, and countries with the highest female authorship percentage were mainly in Europe and North America. Conclusion Female authorship has grown substantially in colorectal surgery literature. However, female physicians were still underrepresented and less likely to assume senior or leading authorship roles.
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Affiliation(s)
| | - Jianping Gong
- Corresponding author. No.288 Tianwen Avenue, Nanan District of Chongqing 400061, China.
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17
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Milner RJ, Flotte TR, Thorndyke LE. Defining Scholarship for Today and Tomorrow. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2023; 43:133-138. [PMID: 36728995 DOI: 10.1097/ceh.0000000000000473] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/21/2021] [Accepted: 08/30/2022] [Indexed: 05/31/2023]
Abstract
ABSTRACT Scholarship, required for academic advancement, has traditionally been defined narrowly, not keeping pace with the expansion of faculty academic activities in health professions schools. How can we refine the definition of scholarship so that it better aligns with the scope of current faculty practice within academic health systems? Revision of the academic policies for promotion and tenure at the University of Massachusetts Chan Medical School afforded an opportunity to redefine scholarship such that a broader platform was available for faculty recognition, aligning with current academic standards, yet providing flexibility for the future. The authors describe the historical context of the definition of scholarship and their institution's process to construct a definition of scholarship with three essential elements: advancement of knowledge, dissemination for critical review, and impact on a discipline, practice, or community. Application of this definition to team science and digital scholarship is also described. Following a widespread continuing education initiative, implementation of the new definition within promotion and tenure processes of the medical, nursing, and graduate schools resulted in broad acceptance across the institution. This forum article provides lessons in leading an academic health sciences institution to reassess academic processes and is a resource for advancing the vigorous debate on the evolving meaning and evaluation of scholarship.
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Affiliation(s)
- Robert J Milner
- Dr. Milner: Senior Associate Dean and Professor of Clinical Neurology, Keck School of Medicine of USC, Los Angeles, CA. Dr. Flotte: Dean and Provost, University of Massachusetts Chan Medical School, Worcester, MA. Dr. Thorndyke: Professor of Medicine, University of Massachusetts Chan Medical School, Worcester, MA
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Byram JN, Lazarus MD, Wilson AB, Brown KM. Could the altmetrics wave bring a flood of confusion for anatomists? ANATOMICAL SCIENCES EDUCATION 2023. [PMID: 36876509 DOI: 10.1002/ase.2267] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/15/2022] [Revised: 02/01/2023] [Accepted: 03/01/2023] [Indexed: 06/18/2023]
Abstract
Altmetrics are non-traditional metrics that can capture downloads, social media shares, and other modern measures of research impact and reach. Despite most of the altmetrics literature focusing on evaluating the relationship between research outputs and academic impact/influence, the perceived and actual value of altmetrics among academicians remains nebulous and inconsistent. This work proposes that ambiguities surrounding the value and use of altmetrics may be explained by a multiplicity of altmetrics definitions communicated by journal publishers. A root cause analysis was initiated to compare altmetrics definitions between anatomy and medical education journal publishers' websites and to determine the comparability of the measurement and platform sources used for computing altmetrics values. A scoping content analysis of data from across eight publishers' websites revealed wide variability in definitions and heterogeneity among altmetrics measurement sources. The incongruencies among publishers' altmetrics definitions and their value demonstrate that publishers may be one of the root cause of ambiguity perpetuating confusion around the value and use of altmetrics. This review highlights the need to more deeply explore the root causes of altmetrics ambiguities within academia and makes a compelling argument for establishing a ubiquitous altmetrics definition that is concise, clear, and specific.
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Affiliation(s)
- Jessica N Byram
- Department of Anatomy, Cell Biology, and Physiology, Indiana University School of Medicine, Indianapolis, Indiana, USA
| | - Michelle D Lazarus
- Centre for Human Anatomy Education and Monash Centre for Scholarship in Health Education, Department of Anatomy and Developmental Biology, Monash University, Clayton, Victoria, Australia
| | - Adam B Wilson
- Department of Anatomy and Cell Biology, Rush University, Chicago, Illinois, USA
| | - Kirsten M Brown
- Department of Anatomy and Cell Biology, George Washington University, Washington, DC, USA
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19
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Hulsey T, Carpenter R, Carter-Templeton H, Oermann MH, Keener TA, Maramba P. Best practices in scholarly publishing for promotion or tenure: Avoiding predatory journals. J Prof Nurs 2023; 45:60-63. [PMID: 36889894 DOI: 10.1016/j.profnurs.2023.01.002] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/04/2022] [Revised: 01/06/2023] [Accepted: 01/13/2023] [Indexed: 02/16/2023]
Abstract
BACKGROUND Predatory publishing has adverse impacts on scientific literature including nursing literature. These publishers have been described as having questionable publication standards. Many faculty have expressed challenges associated with assessing publisher and journal quality. PURPOSE The purpose of this article is to describe the development and implementation of faculty retention, promotion, and tenure guidelines offering explicit instructions and guidance for faculty on assessing the quality of publishers and journals. METHOD An appointed committee representing research, teaching, and practice scholarship performed a literature review on the topics of journal quality, scholarship for promotion and tenure, and best practices for evaluating scholarship in academic institutions. RESULTS The committee developed additional guidance to support and assist faculty assessing journal quality. Based on these guidelines, the faculty retention, promotion, and tenure guidelines for each of the research, teaching, and practice tracks were edited to reflect these practices. CONCLUSIONS The guidelines provided clarity for our promotion and tenure review committee and faculty.
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Affiliation(s)
- Tara Hulsey
- School of Nursing, West Virginia University, Morgantown, WV, United States of America.
| | - Roger Carpenter
- School of Nursing, West Virginia University, Morgantown, WV, United States of America.
| | | | - Marilyn H Oermann
- Duke University School of Nursing, Durham, NC, United States of America.
| | - Tina Antill Keener
- School of Nursing, West Virginia University, Morgantown, WV, United States of America.
| | - Patricia Maramba
- School of Nursing, West Virginia University, Morgantown, WV, United States of America.
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Cole NL, Reichmann S, Ross-Hellauer T. Toward equitable open research: stakeholder co-created recommendations for research institutions, funders and researchers. ROYAL SOCIETY OPEN SCIENCE 2023; 10:221460. [PMID: 36756064 PMCID: PMC9890123 DOI: 10.1098/rsos.221460] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/11/2022] [Accepted: 01/03/2023] [Indexed: 06/18/2023]
Abstract
Open Research aims to make research more accessible, transparent, reproducible, shared and collaborative. Doing so is meant to democratize and diversify access to knowledge and knowledge production, and ensure that research is useful outside of academic contexts. Increasing equity is therefore a key aim of the Open Research movement, yet mounting evidence demonstrates that the practices of Open Research are implemented in ways that undermine this. In response, we convened a diverse community of researchers, research managers and funders to co-create actionable recommendations for supporting the equitable implementation of Open Research. Using a co-creative modified Delphi method, we generated consensus-driven recommendations that address three key problem areas: the resource-intensive nature of Open Research, the high cost of article processing charges, and obstructive reward and recognition practices at funders and research institutions that undermine the implementation of Open Research. In this paper, we provide an overview of these issues, a detailed description of the co-creative process, and present the recommendations and the debates that surrounded them. We discuss these recommendations in relation to other recently published ones and conclude that implementing ours requires 'global thinking' to ensure that a systemic and inclusive approach to change is taken.
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Affiliation(s)
- Nicki Lisa Cole
- Open and Reproducible Research Group, Graz University of Technology, Graz, Austria
- Know-Center GmbH, Graz, Austria
| | - Stefan Reichmann
- Open and Reproducible Research Group, Graz University of Technology, Graz, Austria
| | - Tony Ross-Hellauer
- Open and Reproducible Research Group, Graz University of Technology, Graz, Austria
- Know-Center GmbH, Graz, Austria
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21
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Robinson-Garcia N, Costas R, Nane GF, van Leeuwen TN. Valuation regimes in academia: Researchers’ attitudes towards their diversity of activities and academic performance. RESEARCH EVALUATION 2023. [DOI: 10.1093/reseval/rvac049] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/12/2023]
Abstract
Abstract
Evaluation systems have been long criticized for abusing and misusing bibliometric indicators. This has created a culture by which academics are constantly exposing their daily work to the standards they are expected to perform. In this study, we investigate whether researchers’ own values and expectations are in line with the expectations of the evaluation system. We conduct a multiple case study of five departments in two Dutch universities to examine how they balance between their own valuation regimes and the evaluation schemes. For this, we combine curriculum analysis with a series of semi-structured interviews. We propose a model to study the diversity of academic activities and apply it to the multiple case study to understand how such diversity is shaped by discipline and career stage. We conclude that the observed misalignment is not only resulting from an abuse of metrics but also by a lack of tools to evaluate performance in a contextualized and adaptable way.
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Affiliation(s)
- Nicolas Robinson-Garcia
- EC3 Research Group, Departamento de Información y Comunicación, Colegio Máximo de Cartuja s/n, 18071, Universidad de Granada, Granada , Spain
- Delft Institute of Applied Mathematics, TU Delft, Building 36 Mekelweg 4 2628 CD Delft , Netherlands
| | - Rodrigo Costas
- Centre for Science and Technology Sutides (CWTS), Leiden University, Willem Einthoven Building Kolffpad 1 2333 BN Leiden , The Netherlands
- Centre for Research on Evaluation, Science and Technology (CREST), Faculty of Arts and Social Sciences, Stellenbosch University, Krotoa Building Building, 52 Ryneveld Street, Stellenbosch, 7600 , South Africa
| | - Gabriela F Nane
- Delft Institute of Applied Mathematics, TU Delft, Building 36 Mekelweg 4 2628 CD Delft , Netherlands
| | - Thed N van Leeuwen
- Centre for Science and Technology Sutides (CWTS), Leiden University, Willem Einthoven Building Kolffpad 1 2333 BN Leiden , The Netherlands
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22
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Albayrak-Aydemir N, Gleibs IH. A social-psychological examination of academic precarity as an organizational practice and subjective experience. BRITISH JOURNAL OF SOCIAL PSYCHOLOGY 2023; 62 Suppl 1:95-110. [PMID: 36411241 PMCID: PMC10099343 DOI: 10.1111/bjso.12607] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2021] [Accepted: 11/04/2022] [Indexed: 11/23/2022]
Abstract
Research and teaching conditions have, particularly for those who are junior or from disadvantaged backgrounds, deteriorated considerably over the years in the higher education sector. Unequal opportunities in access and advancement in careers have led to increasing levels of precarity in the higher education sector. Although the concept of precarity has been grasped in many other disciplines, the social-psychological understanding of this concept remains unexplored. In this paper, we aim to develop a social-psychological understanding of precarity to examine how identity dynamics and intergroup relations, as well as associated organizational controls, reinforce inequality regimes and power structures that create precarious conditions in academia. In doing so, we use social identity theory and system justification theory under an inequality regime framework. We argue that even though change towards equality and equity in academia should be possible, it is difficult to achieve this because of entrenched identity interests by power holders and the perceived legitimacy of the existing system. Therefore, academic precarity should be recognized both as a subjective experience and as an organizational practice to make inequalities more visible and decrease the perceptions of legitimacy-and to eventually achieve a fundamental positive transformation in academia.
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Affiliation(s)
- Nihan Albayrak-Aydemir
- The Open University, Milton Keynes, UK.,London School of Economics and Political Science, London, UK
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Khalid F, Wu M, Ting DK, Thoma B, Haas MRC, Brenner MJ, Yilmaz Y, Kim YM, Chan TM. Guidelines: The Do's, Don'ts and Don't Knows of Creating Open Educational Resources. PERSPECTIVES ON MEDICAL EDUCATION 2023; 12:25-40. [PMID: 36908747 PMCID: PMC9997113 DOI: 10.5334/pme.817] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/26/2022] [Accepted: 12/07/2022] [Indexed: 05/05/2023]
Abstract
Background In medical education, there is a growing global demand for Open Educational Resources (OERs). However, OER creators are challenged by a lack of uniform standards. In this guideline, the authors curated the literature on how to produce OERs for medical education with practical guidance on the Do's, Don'ts and Don't Knows for OER creation in order to improve the impact and quality of OERs in medical education. Methods We conducted a rapid literature review by searching OVID MEDLINE, EMBASE, and Cochrane Central database using keywords "open educational resources" and "OER". The search was supplemented by hand searching the identified articles' references. We organized included articles by theme and extracted relevant content. Lastly, we developed recommendations via an iterative process of peer review and discussion: evidence-based best practices were designated Do's and Don'ts while gaps were designated Don't Knows. We used a consensus process to quantify evidentiary strength. Results The authors performed full text analysis of 81 eligible studies. A total of 15 Do's, Don't, and Don't Knows guidelines were compiled and presented alongside relevant evidence about OERs. Discussion OERs can add value for medical educators and their learners, both as tools for expanding teaching opportunities and for promoting medical education scholarship. This summary should guide OER creators in producing high-quality resources and pursuing future research where best practices are lacking.
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Affiliation(s)
- Faran Khalid
- Michael G. DeGroote School of Medicine, McMaster University, Hamilton, Ontario, Canada
| | - Michael Wu
- Michael G. DeGroote School of Medicine, McMaster University, Hamilton, Ontario, Canada
| | - Daniel K. Ting
- Department of Emergency Medicine, University of British Columbia, CA
| | - Brent Thoma
- Department of Emergency Medicine, University of Saskatchewan, CA
| | - Mary R. C. Haas
- Department of Emergency Medicine University of Michigan Medical School, US
| | - Michael J. Brenner
- Department of Otolaryngology — Head and Neck Surgery University of Michigan Medical School, US
| | - Yusuf Yilmaz
- McMaster University Faculty of Health Sciences McMaster Education Research, Innovation and Theory (MERIT) program & Office of Continuing Professional Development Hamilton, Ontario, Canada
- Department of Medical Education, Faculty of Medicine, Ege University, Izmir, Turkey
| | - Young-Min Kim
- Department of Emergency Medicine, College of Medicine, The Catholic University of Korea, Seoul, South Korea
| | - Teresa M. Chan
- McMaster University, Faculty of Health Sciences, Dept of Medicine, Division of Emergency, CA
- McMaster University, Faculty of Health Sciences, Office of Continuing Professional Development, Hamilton, Ontario, Canada
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Esquivel A, Marincean S, Benore M. The effect of the Covid-19 pandemic on STEM faculty: Productivity and work-life balance. PLoS One 2023; 18:e0280581. [PMID: 36706094 PMCID: PMC9882624 DOI: 10.1371/journal.pone.0280581] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2022] [Accepted: 01/03/2023] [Indexed: 01/28/2023] Open
Abstract
The disruption caused by the COVID-19 pandemic impacted STEM professionals in numerous ways, affecting research, teaching, publications, patents, and work-life balance. A survey was conducted to determine the changes approximately one year into the pandemic shutdown in USA. Results indicate that the quarantine, limitations, and restrictions led to decreased work productivity and increased stress, anxiety, and family obligations. There was a significant difference between male and female faculty experience with women reporting more child-care, schoolwork assistance, and care for elderly relatives.
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Affiliation(s)
- Amanda Esquivel
- Department of Mechanical Engineering, University of Michigan-Dearborn, College of Engineering and Computer Science, Dearborn, MI, United States of America
| | - Simona Marincean
- Department of Natural Sciences, University of Michigan-Dearborn, College of Arts, Sciences and Letters, Dearborn, MI, United States of America
| | - Marilee Benore
- Department of Natural Sciences, University of Michigan-Dearborn, College of Arts, Sciences and Letters, Dearborn, MI, United States of America
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Lateef H, Gale A, Boyd D, Arab H, Amoako E, Williams ED. African-Centered Social Work in the 21st Century: A Content Analysis. SOCIAL WORK 2022; 68:28-37. [PMID: 36308774 DOI: 10.1093/sw/swac041] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/26/2021] [Revised: 10/20/2021] [Accepted: 11/16/2021] [Indexed: 06/16/2023]
Abstract
Endorsement of African-centered theory and practice are widespread within Black communities across the United States. The usage of African-centered frameworks is also common among many Black social workers. However, past research suggests that African-centered theory and subsequent models of practice are marginalized within social work literature and curricula. Since advocacy began for the inclusion of African-centered approaches to practice during the mid to late 1990s, there have been no strategic analyses tracing how African-centered scholarship has advanced within social work. This study sought to examine to what extent the African-centered framework is included within scholarship among prominent social work journals. A content analysis was conducted of articles in six major social work journals published between 2000 and 2019. A total of 42 articles met the criteria for inclusion. While there has been a level of change in the number of published articles of African-centered social work, findings suggest that relative to other practice modalities/models, African-centered scholarship is noticeably lacking in social work literature. The article concludes with implications to advance culturally responsive research and practice with communities of African descent.
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Affiliation(s)
- Husain Lateef
- PhD, is assistant professor, Brown School, Washington University in St. Louis, 1 Brookings Drive, St. Louis, MO 63130, USA
| | - Adrian Gale
- PhD, is assistant professor, School of Social Work, Rutgers University, New Brunswick, NJ, USA
| | - Donte Boyd
- PhD, is assistant professor, Ohio State University, Columbus, OH, USA
| | - Hassan Arab
- MSW, is a doctoral student, School of Social Work, Wayne State University, Detroit, MI, USA
| | - Emmanuel Amoako
- MSW, is a doctoral student, School of Social Work, University of North Carolina, Chapel Hill, NC, USA
| | - Ed-Dee Williams
- PhD, is a postdoctoral fellow, School of Social Work, University of Michigan, Ann Arbor, MI, USA
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Wang ML, Britton OJ, Beard J. The call for science communication and public scholarship. Transl Behav Med 2022; 13:156-159. [PMID: 36525596 PMCID: PMC10068900 DOI: 10.1093/tbm/ibac096] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022] Open
Abstract
Lay Summary
This commentary calls for a collective shift in the sciences and academia to prioritize and invest in communicating research in ways that are engaging, relevant, and accessible to public audiences. We provide the context and rationale for increasing and enhancing science communication, and identify barriers that prevent health researchers, educators, and practitioners from engaging with the public. Academic institutions need to develop and implement policies that encourage and support science communication and public scholarship initiatives that are sustainable and scalable.
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Affiliation(s)
- Monica L Wang
- Department of Community Health Sciences, Boston University School of Public Health , Boston, MA , USA
- Office of Narrative, Boston University Center for Antiracist Research , Boston, MA , USA
- Department of Health Policy and Management, Harvard T.H. Chan School of Public Health , Boston, MA , USA
| | - Olivia J Britton
- Office of Narrative, Boston University Center for Antiracist Research , Boston, MA , USA
- Department of Political Science, Boston University School of Graduate Arts and Sciences , Boston, MA , USA
| | - Jennifer Beard
- Office of Narrative, Boston University Center for Antiracist Research , Boston, MA , USA
- Department of Global Health, Boston University School of Public Health , Boston, MA , USA
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Maddox BB, Phan ML, Byeon YV, Wolk CB, Stewart RE, Powell BJ, Okamura KH, Pellecchia M, Becker-Haimes EM, Asch DA, Beidas RS. Metrics to evaluate implementation scientists in the USA: what matters most? Implement Sci Commun 2022; 3:75. [PMID: 35842690 PMCID: PMC9287698 DOI: 10.1186/s43058-022-00323-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2022] [Accepted: 06/28/2022] [Indexed: 11/18/2022] Open
Abstract
Background Implementation science has grown rapidly as a discipline over the past two decades. An examination of how publication patterns and other scholarly activities of implementation scientists are weighted in the tenure and promotion process is needed given the unique and applied focus of the field. Methods We surveyed implementation scientists (mostly from the USA) to understand their perspectives on the following matters: (1) factors weighted in tenure and promotion for implementation scientists, (2) how important these factors are for success as an implementation scientist, (3) how impact is defined for implementation scientists, (4) top journals in implementation science, and (5) how these journals are perceived with regard to their prestige. We calculated univariate descriptive statistics for all quantitative data, and we used Wilcoxon signed-rank tests to compare the participants’ ratings of various factors. We analyzed open-ended qualitative responses using content analysis. Results One hundred thirty-two implementation scientists completed the survey (response rate = 28.9%). Four factors were rated as more important for tenure and promotion decisions: number of publications, quality of publication outlets, success in obtaining external funding, and record of excellence in teaching. Six factors were rated as more important for overall success as an implementation scientist: presentations at professional meetings, involvement in professional service, impact of the implementation scientist’s scholarship on the local community and/or state, impact of the implementation scientist’s scholarship on the research community, the number and quality of the implementation scientist’s community partnerships, and the implementation scientist’s ability to disseminate their work to non-research audiences. Participants most frequently defined and described impact as changing practice and/or policy. This expert cohort identified Implementation Science as the top journal in the field. Conclusions Overall, there was a significant mismatch between the factors experts identified as being important to academic success (e.g., tenure and promotion) and the factors needed to be a successful implementation scientist. Findings have important implications for capacity building, although they are largely reflective of the promotion and tenure process in the USA. Supplementary Information The online version contains supplementary material available at 10.1186/s43058-022-00323-0.
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Recognition of knowledge translation practice in Canadian health sciences tenure and promotion: A content analysis of institutional policy documents. PLoS One 2022; 17:e0276586. [PMID: 36395114 PMCID: PMC9671374 DOI: 10.1371/journal.pone.0276586] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2022] [Accepted: 10/11/2022] [Indexed: 11/19/2022] Open
Abstract
BACKGROUND AND OBJECTIVE There has been growing emphasis on increasing impacts of academic health research by integrating research findings in healthcare. The concept of knowledge translation (KT) has been widely adopted in Canada to guide this work, although lack of recognition in tenure and promotion (T&P) structures have been identified as barrier to researchers undertaking KT. Our objective was to explore how KT is considered in institutional T&P documentation in Canadian academic health sciences. METHODS We conducted content analysis of T&P documents acquired from 19 purposively sampled research-intensive or largest regional Canadian institutions in 2020-2021. We coded text for four components of KT (synthesis, dissemination, exchange, application). We identified clusters of related groups of documents interpreted together within the same institution. We summarized manifest KT content with descriptive statistics and identified latent categories related to how KT is considered in T&P documentation. RESULTS We acquired 89 unique documents from 17 institutions that formed 48 document clusters. Most of the 1057 text segments were categorized as dissemination (n = 851, 81%), which was included in 47 document clusters (98%). 15 document clusters (31%) included all four KT categories, while one (2%) did not have any KT categories identified. We identified two latent categories: primarily implicit recognition of KT; and an overall lack of clarity on KT. CONCLUSIONS Our analysis of T&P documents from primarily research-intensive Canadian universities showed a lack of formal recognition for a comprehensive approach to KT and emphasis on traditional dissemination. We recommend that institutions explicitly and comprehensively consider KT in T&P and align documentation and procedures to reflect these values.
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Shaaban CE, Dennis TL, Gabrielson S, Miller LJ, Zellers DF, Levine AS, Rosano C. Retention, mobility, and successful transition to independence of health sciences postdocs. PLoS One 2022; 17:e0276389. [PMID: 36318574 PMCID: PMC9624420 DOI: 10.1371/journal.pone.0276389] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2022] [Accepted: 10/05/2022] [Indexed: 11/30/2022] Open
Abstract
INTRODUCTION Obtaining a tenure track faculty position (TTFP) after postdoctoral appointment (PDA) completion is considered an indicator of successful transition to independence (TTI). Whether cross-institutional mobility (CIM)-moving to a different institution from that of the PDA-contributes to TTI is unclear, as data evaluating retention and mobility is lacking. We tested the hypothesis that, for postdocs (PDs) at R1 institutions, CIM is a significant predictor of successful TTI defined as TTFP-status 3 years post-PDA. MATERIALS AND METHODS Using University of Pittsburgh data for health sciences PDs we tested the association of CIM at PDA completion (moved to a different institution (CIM = 1) or retained at Pitt (CIM = 0)) with TTFP-status 3 years post-PDA (TTFP, non-TTFP, or left faculty position) using multinomial logistic regression models. RESULTS Among all 622 Pitt PDs, 3-year retention in a faculty position at Pitt was 21%, while 14% had a faculty position outside of Pitt. Among the analytic sample of PDs with an academic career outcome during the study period (N = 238; 50% women, 8% underrepresented minorities (URM)), at baseline PDA completion 39% moved to a different institution (CIM = 1), and 61% remained at Pitt (CIM = 0) in any job type. Those with CIM = 1 had greater odds of having a TTFP at follow-up than those with CIM = 0 [adjusted OR (95% CI): 4.4 (2.1, 9.2)]. DISCUSSION One fifth of Pitt PDs were retained by Pitt as faculty. While Pitt PDs were equally likely to get a faculty position whether they were retained at Pitt or left, those who left had greater odds of obtaining a TTFP. Future work with longer follow-up times, expanded markers of TTI, and samples from other R1 institutions is needed to better understand the reason for these results. This knowledge can lead to better support for the next generation of PDs as they successfully transition to faculty.
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Affiliation(s)
- C. Elizabeth Shaaban
- Department of Epidemiology, School of Public Health, University of Pittsburgh, Pittsburgh, PA, United States of America
- * E-mail:
| | - Tammy L. Dennis
- Office of Academic Career Development, Health Sciences, University of Pittsburgh, Pittsburgh, PA, United States of America
| | - Stephen Gabrielson
- Health Sciences Library System, University of Pittsburgh, Pittsburgh, PA, United States of America
| | - Laura J. Miller
- Office of Academic Career Development, Health Sciences, University of Pittsburgh, Pittsburgh, PA, United States of America
| | - Darlene F. Zellers
- Office of Academic Career Development, Health Sciences, University of Pittsburgh, Pittsburgh, PA, United States of America
| | - Arthur S. Levine
- Brain Institute, University of Pittsburgh, Pittsburgh, PA, United States of America
| | - Caterina Rosano
- Department of Epidemiology, School of Public Health, University of Pittsburgh, Pittsburgh, PA, United States of America
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Susanin A, Boyar A, Costello K, Fraiman A, Misrok A, Sears M, Hildebrandt T. Rigor and reproducibility for data analysis and design in the study of eating disorders. Int J Eat Disord 2022; 55:1267-1278. [PMID: 35852964 DOI: 10.1002/eat.23774] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/01/2022] [Revised: 06/24/2022] [Accepted: 06/26/2022] [Indexed: 11/10/2022]
Abstract
OBJECTIVE Incorporating open science practices has become a priority for submission criteria in the International Journal of Eating Disorders (IJED). In this systematic review, we used the rigor and reproducibility framework developed by Hildebrandt and Prenoveau (2020) to examine the implementation of statistically sound open science principles in IJED, determining whether the cost and effort of incorporating these practices ultimately make research more likely to be cited. METHOD For this systematic review, six trained coders examined 1145 articles published from January 2011 to May 2021, including the 5 years prior to the 2016 introduction of the Open Science Foundation article preregistration. We coded for the presence or absence of 10 specific open science elements and calculated citation metrics for each article. RESULTS There was evidence of a significant positive relationship between time and total rigor and reproducibility (Total RR) criteria included in IJED articles following the implementation of preregistration in 2016. For every increase in year from 2011 to 2016, there was a .14 decrease in Total RR criteria. From 2016 to 2021, there was a .42 increase per volume in Total RR criteria. There was no statistically significant relationship between Total RR criteria and citation impact. DISCUSSION Although findings indicate that statistical rigor and reproducibility in this field has increased, the lack of direct relationship between open science methods and article visibility for scientists suggests that there is a limited incentive for researchers to participate in reporting guidelines. PUBLIC SIGNIFICANCE Statistical controversies within science threaten the rigor and reproducibility of published research. Open science practices, including the preregistration of study hypotheses, links to statistical code, and explicit data-sharing arguably generate reliable and valid inferences. This review illustrates the rigor and reproducibility of articles published in IJED between 2011 and 2021 and identifies whether open sciences practices have become increasingly prevalent in eating disorder research.
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Affiliation(s)
- Annabel Susanin
- Eating and Weight Disorders Program, Department of Psychiatry, Icahn School of Medicine at Mount Sinai, New York, New York, USA
| | - Allison Boyar
- Eating and Weight Disorders Program, Department of Psychiatry, Icahn School of Medicine at Mount Sinai, New York, New York, USA
| | - Kayla Costello
- Eating and Weight Disorders Program, Department of Psychiatry, Icahn School of Medicine at Mount Sinai, New York, New York, USA
| | - Annie Fraiman
- Department of Psychology, Hofstra University, Hempstead, New York, USA
| | - Arielle Misrok
- Ferkauf Graduate School of Psychology, Yeshiva University, Bronx, New York, USA
| | - Malka Sears
- Eating and Weight Disorders Program, Department of Psychiatry, Icahn School of Medicine at Mount Sinai, New York, New York, USA
| | - Tom Hildebrandt
- Eating and Weight Disorders Program, Department of Psychiatry, Icahn School of Medicine at Mount Sinai, New York, New York, USA
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Gayle V, Connelly R. The Stark realities of reproducible statistically orientated sociological research: Some newer rules of the sociological method. METHODOLOGICAL INNOVATIONS 2022. [DOI: 10.1177/20597991221111681] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
There is increasing concern that research is not transparent and that empirical results are often impossible to reproduce. Guidelines for undertaking reproducible research have been proposed in a number of academic areas (e.g. computational economics, psychology and medical research), however currently there are no guidelines for sociological research. This methodological paper provides guidance for undertaking reproducible statistically orientated sociological research. We provide an extended demonstration of the issues associated with reproducing results and undertaking transparent analyses. We draw on suitable concepts and techniques from open research, e-research and computing. We propose a set of Newer Rules of the Sociological Method, for undertaking transparent statistically orientated sociological research that supports reproducibility.
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Denaro K, Kranzfelder P, Owens MT, Sato B, Zuckerman AL, Hardesty RA, Signorini A, Aebersold A, Verma M, Lo SM. Predicting implementation of active learning by tenure-track teaching faculty using robust cluster analysis. INTERNATIONAL JOURNAL OF STEM EDUCATION 2022; 9:49. [PMID: 35915654 PMCID: PMC9334417 DOI: 10.1186/s40594-022-00365-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/12/2021] [Accepted: 07/08/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND The University of California system has a novel tenure-track education-focused faculty position called Lecturer with Security of Employment (working titles: Teaching Professor or Professor of Teaching). We focus on the potential difference in implementation of active-learning strategies by faculty type, including tenure-track education-focused faculty, tenure-track research-focused faculty, and non-tenure-track lecturers. In addition, we consider other instructor characteristics (faculty rank, years of teaching, and gender) and classroom characteristics (campus, discipline, and class size). We use a robust clustering algorithm to determine the number of clusters, identify instructors using active learning, and to understand the instructor and classroom characteristics in relation to the adoption of active-learning strategies. RESULTS We observed 125 science, technology, engineering, and mathematics (STEM) undergraduate courses at three University of California campuses using the Classroom Observation Protocol for Undergraduate STEM to examine active-learning strategies implemented in the classroom. Tenure-track education-focused faculty are more likely to teach with active-learning strategies compared to tenure-track research-focused faculty. Instructor and classroom characteristics that are also related to active learning include campus, discipline, and class size. The campus with initiatives and programs to support undergraduate STEM education is more likely to have instructors who adopt active-learning strategies. There is no difference in instructors in the Biological Sciences, Engineering, or Information and Computer Sciences disciplines who teach actively. However, instructors in the Physical Sciences are less likely to teach actively. Smaller class sizes also tend to have instructors who teach more actively. CONCLUSIONS The novel tenure-track education-focused faculty position within the University of California system represents a formal structure that results in higher adoption of active-learning strategies in undergraduate STEM education. Campus context and evolving expectations of the position (faculty rank) contribute to the symbols related to learning and teaching that correlate with differential implementation of active learning. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1186/s40594-022-00365-9.
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Affiliation(s)
- Kameryn Denaro
- Division of Teaching Excellence and Innovation, University of California Irvine, 653 E Peltason Drive, Irvine, CA 92697 USA
| | - Petra Kranzfelder
- Molecular and Cellular Biology, University of California Merced, 5200 North Lake Road, Merced, CA 95343 USA
| | - Melinda T. Owens
- Section of Neurobiology, Division of Biological Sciences, University of California San Diego, 9500 Gilman Drive, La Jolla, CA 92093 USA
- Program in Mathematics and Science Education, University of California San Diego, 9500 Gilman Drive, La Jolla, CA 92093 USA
| | - Brian Sato
- Division of Teaching Excellence and Innovation, University of California Irvine, 653 E Peltason Drive, Irvine, CA 92697 USA
- Molecular Biology and Biochemistry, University of California Irvine, 2238 McGaugh Hall, Irvine, CA 92697 USA
| | - Austin L. Zuckerman
- Section of Neurobiology, Division of Biological Sciences, University of California San Diego, 9500 Gilman Drive, La Jolla, CA 92093 USA
- Section of Cell and Developmental Biology, Division of Biological Sciences, University of California San Diego, 9500 Gilman Drive, La Jolla, CA 92093 USA
| | - Rebecca A. Hardesty
- Division of Biological Sciences, University of California San Diego, 9500 Gilman Drive, La Jolla, CA 92093 USA
| | - Adriana Signorini
- Students Assessing Teaching and Learning (SATAL) Program, Center for Engaged Teaching and Learning, University of California Merced, 5200 North Lake Road, Merced, CA 95343 USA
| | - Andrea Aebersold
- Division of Teaching Excellence and Innovation, University of California Irvine, 653 E Peltason Drive, Irvine, CA 92697 USA
| | - Mayank Verma
- Molecular and Cellular Biology, University of California Merced, 5200 North Lake Road, Merced, CA 95343 USA
| | - Stanley M. Lo
- Molecular and Cellular Biology, University of California Merced, 5200 North Lake Road, Merced, CA 95343 USA
- Section of Neurobiology, Division of Biological Sciences, University of California San Diego, 9500 Gilman Drive, La Jolla, CA 92093 USA
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Krebsbach JM. The Impact of Academic Publication: Inequity for Women in Behavior Analytic Journals. FRONTIERS IN SOCIOLOGY 2022; 7:782914. [PMID: 35755484 PMCID: PMC9218055 DOI: 10.3389/fsoc.2022.782914] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/25/2021] [Accepted: 05/19/2022] [Indexed: 06/15/2023]
Abstract
The number of women in higher education has increased over the past few decades but are still not at an equal level to their male counterparts, especially at the tenured level. One area of note within the tenure process is research. This area is highly valued by certain universities and could shed light on discrepancies in the number of female faculty as the faculty position becomes more prestigious. The author downloaded 21 years of publication data for seven prestigious behavior analytic journals and used quantitative methods to determine if the rates of publication differed between a previous study and today. There were 8,778 final articles yielding 27,225 authors in total. Data showed that women are represented more frequently overall, across time and all journals, less frequently in prestigious authorship positions, and more often when the sex of the editor at the time of publication was also female. While women's participation has increased over time, and since the original study, there is still disproportionate representation compared to the entirety of the field, in the order of authorship positions, and for editor-in-chief positions.
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Yeh JT, Shulruf B, Lee HC, Huang PH, Kuo WH, Hwang TC, Chen CH. Faculty appointment and promotion in Taiwan's medical schools, a systematic analysis. BMC MEDICAL EDUCATION 2022; 22:356. [PMID: 35538519 PMCID: PMC9088140 DOI: 10.1186/s12909-022-03435-2] [Citation(s) in RCA: 24] [Impact Index Per Article: 12.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/08/2021] [Accepted: 05/05/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND A rigorous faculty appointment and promotion (FAP) system is vital for the success of any academic institution. However, studies examining the FAP system in Asian universities are lacking. We surveyed the FAP policies of Taiwan's medical schools and identified an overreliance on the CJA score (manuscript Category, Journal quality, and Author order). The potential shortcomings of this metric and recommendations for refinement were discussed. METHODS We obtained the FAP documents from all 12 medical schools in Taiwan, and analyzed their use of traditional versus non-traditional criteria for FAP according to a published methodology. The influence of the journal impact factor (JIF) on the FAP process was quantified by comparing its relative weight between papers with two extreme JIFs. To better understand the research impact and international standing of each school, we utilized the public bibliographic database to rank universities by the number of papers, and the proportions of papers within the top 10% or 50% citation. RESULTS Compared with other countries, Taiwan's medical schools focus more on the quantifiable quality of the research, mostly using a "CJA" score that integrates the category, JIF or ranking, and authorship of a paper, with the JIF being the most influential factor. The CJA score for an article with a JIF of 20 can be up to three times the threshold for promotion to Assistant Professor. The emphasis on JIF is based on a presumed correlation between JIF and citation counts. However, our analysis shows that Taiwan's medical schools have lower-than-average citation counts despite a competitive rank in the number of publications. CONCLUSIONS The JIF plays an unrivaled role in determining the outcome of FAP in Taiwan's medical schools, mostly via the CJA system. The questionable effectiveness of the current system in elevating the international standing of Taiwan's higher-education institutions calls for a re-examination of the FAP system. We recommend a reduction in the relative importance of CJA score in the FAP system, adopting more rigorous metrics such as the h-index for evaluating research quality, and supporting more research aimed at improving the FAP system.
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Affiliation(s)
- Jiunn-Tyng Yeh
- Department of Medicine, Yang Ming Campus, National Yang Ming Chiao Tung University College of Medicine, 155 Li-Long St., Sec. 2, Shih-Pai, Taipei, 112, Taiwan R.O.C
| | - Boaz Shulruf
- Office of Medical Education, University of New South Wales, Sydney, Australia
| | - Hsin-Chen Lee
- Institute of Pharmacology, National Yang Ming Chiao Tung University College of Medicine, Taipei, Taiwan
| | - Pin-Hsiang Huang
- Office of Medical Education, University of New South Wales, Sydney, Australia
- Department of Medicine, Taipei Veterans General Hospital, Taipei, Taiwan
| | - Wen-Hua Kuo
- Institute of Science, Technology and Society, National Yang Ming Chiao Tung University, Taipei, Taiwan
- Institute of Public Health, National Yang Ming Chiao Tung University College of Medicine, Taipei, Taiwan
| | - Tyzh-Chang Hwang
- Institute of Pharmacology, National Yang Ming Chiao Tung University College of Medicine, Taipei, Taiwan
| | - Chen-Huan Chen
- Department of Medicine, Yang Ming Campus, National Yang Ming Chiao Tung University College of Medicine, 155 Li-Long St., Sec. 2, Shih-Pai, Taipei, 112, Taiwan R.O.C..
- Department of Medical Education, Taipei Veterans General Hospital, Taipei, Taiwan.
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Affiliation(s)
- John M. Chambers
- John M. Chambers is Adjunct Professor in Statistics and Senior Advisor for Data Science, Stanford University, Stanford, California 94305-4020, USA. He was in Bell Labs Research from 1966 to 2005
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Dawson D(D, Morales E, McKiernan EC, Schimanski LA, Niles MT, Alperin JP. The role of collegiality in academic review, promotion, and tenure. PLoS One 2022; 17:e0265506. [PMID: 35385489 PMCID: PMC8986017 DOI: 10.1371/journal.pone.0265506] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/08/2021] [Accepted: 02/18/2022] [Indexed: 11/18/2022] Open
Abstract
Review, promotion, and tenure (RPT) processes at universities typically assess candidates along three dimensions: research, teaching, and service. In recent years, some have argued for the inclusion of a controversial fourth criterion: collegiality. While collegiality plays a role in the morale and effectiveness of academic departments, it is amorphic and difficult to assess, and could be misused to stifle dissent or enforce homogeneity. Despite this, some institutions have opted to include this additional element in their RPT documents and processes, but it is unknown the extent of this practice and how it varies across institution type and disciplinary units. This study is based on two sets of data: survey data collected as part of a project that explored the publishing decisions of faculty and how these related to perceived importance in RPT processes, and 864 RPT documents collected from 129 universities from the United States and Canada. We analysed these RPT documents to determine the degree to which collegiality and related terms are mentioned, if they are defined, and if and how they may be assessed during the RPT process. Results show that when collegiality and related terms appear in these documents they are most often just briefly mentioned. It is less common for collegiality and related terms to be defined or assessed in RPT documents. Although the terms are mentioned across all types of institutions, there is a statistically significant difference in how prevalent they are at each. Collegiality is more commonly mentioned in the documents of doctoral research-focused universities (60%), than of master’s universities and colleges (31%) or baccalaureate colleges (15%). Results from the accompanying survey of faculty also support this finding: individuals from R-Types were more likely to perceive collegiality to be a factor in their RPT processes. We conclude that collegiality likely plays an important role in RPT processes, whether it is explicitly acknowledged in policies and guidelines or not, and point to several strategies in how it might be best incorporated in the assessment of academic careers.
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Affiliation(s)
- Diane (DeDe) Dawson
- University Library, University of Saskatchewan, Saskatoon, Saskatchewan, Canada
- * E-mail: (DD); (JPA)
| | - Esteban Morales
- Language & Literacy Education, University of British Columbia, Vancouver, British Columbia, Canada
| | - Erin C. McKiernan
- Facultad de Ciencias, Universidad Nacional Autónoma de México, México City, México
| | - Lesley A. Schimanski
- Psychology Department, Capilano University, North Vancouver, British Columbia, Canada
| | - Meredith T. Niles
- Department of Nutrition and Food Sciences, University of Vermont, Burlington, Vermont, United States of America
| | - Juan Pablo Alperin
- School of Publishing, Simon Fraser University, Vancouver, British Columbia, Canada
- * E-mail: (DD); (JPA)
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Data sharing platforms: instruments to inform and shape science policy on data sharing? Scientometrics 2022. [DOI: 10.1007/s11192-022-04361-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Gardner V, Robinson M, O’Connell E. Implementing the Declaration on Research Assessment: a publisher case study. INSIGHTS THE UKSG JOURNAL 2022. [DOI: 10.1629/uksg.573] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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Grapin SL, Fallon LM. Conceptualizing and Dismantling White Privilege in School Psychology Research: An Ecological Model. SCHOOL PSYCHOLOGY REVIEW 2022. [DOI: 10.1080/2372966x.2021.1963998] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Mwangi L, Mutengu L, Gitau E, Bates I, Pulford J. Strengthening capacity for community and public engagement (CPE): a mixed-methods evaluation of the ‘DELTAS Africa CPE seed fund’ pilot. Wellcome Open Res 2022; 7:96. [PMID: 36051894 PMCID: PMC9386295 DOI: 10.12688/wellcomeopenres.17665.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/03/2022] [Indexed: 11/22/2022] Open
Abstract
Background: The ‘DELTAS Africa CPE seed fund’ was a pilot scheme designed to strengthen capacity in community and public engagement (CPE) via a ‘learn by doing’ approach. The scheme supported a total of 25 early career researchers and research support staff belonging to the DELTAS Africa network to design and implement a variety of CPE projects between August 2019 and February 2021. We examine recipient experiences of the DELTAS Africa CPE seed fund initiative, changes in their CPE attitudes, knowledge and proficiency and their CPE practice and/or practice intentions post-award. Methods: A mixed-methods process and performance evaluation drawing on three data sources: An anonymous, online knowledge, attitude and practice survey completed by CPE seed fund awardees pre- and post-project implementation (N=23); semi-structured interviews completed with a sub-sample of awardees and programme implementors (N=9); and ‘end-of-project’ reports completed by all seed fund awardees (N=25). Results: All awardees described their seed fund experience in positive terms, despite invariably finding it more challenging than originally anticipated. The combined survey, interview and end of project report data all uniformly revealed improvement in awardees’ self-reported CPE knowledge, attitudes and proficiency by completion of their respective projects. Commitment to continued CPE activity post-award was evident in the survey data and all interviewees were adamant that they would integrate CPE within their respective research work going forward. Conclusion: The DELTAS Africa CPE seed fund appeared to work successfully as a CPE capacity strengthening platform and as a vehicle for fostering longer-term interest in CPE activities.
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Affiliation(s)
- Leah Mwangi
- African Population and Health Research Centre, Nairobi, Kenya
| | | | - Evelyn Gitau
- African Population and Health Research Centre, Nairobi, Kenya
| | - Imelda Bates
- Centre for Capacity Research, Liverpool School of Tropical Medicine, Liverpool, L3 5QA, UK
| | - Justin Pulford
- Centre for Capacity Research, Liverpool School of Tropical Medicine, Liverpool, L3 5QA, UK
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Dixon DL, Baker WL. Long-term Association of Altmetric Attention Scores With Citations in Selected Major Pharmacy Journals. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2022; 86:ajpe8606. [PMID: 34301563 PMCID: PMC8887059 DOI: 10.5688/ajpe8606] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/19/2021] [Accepted: 05/25/2021] [Indexed: 06/13/2023]
Abstract
Objective. To determine the long-term change in the Altmetric Attention Score (AAS) and its components, as well as the impact of higher AAS on citation count for articles published in major pharmacy journals.Methods. This study evaluated articles from pharmacy journals ranked in the top 10% according to their AAS in the year 2017. Correlation between the AAS and number of citations (through November 2020) was assessed using the Spearman's correlation test. A Kruskal-Wallis 1-way analysis of variance was used to compare the AAS across journals.Results. The median three-year AAS and citation count per article was 20 (25th, 75th percentile=15, 28) and 11 (6, 18), respectively. Between November 2018 and November 2020, there was no significant change in the median AAS for the 137 included articles. The only change in the AAS components was an increase in the number of Mendeley readers (22 [13, 34]). The median number of citations per article also increased (8 [4, 14]). We found a significant association between the three-year AAS and the three-year number of citations. The three-year number of Mendeley readers was associated with an increase in the 3-year number of citations. The mean three-year AAS was highest with articles published in the Journal of the American Pharmacists Association, while the mean three-year number of citations was highest for articles published in PharmacotherapyConclusion. Higher AAS scores appear to be associated with the number of citations for articles published in major pharmacy journals within three years of publication.
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Affiliation(s)
- Dave L Dixon
- Virginia Commonwealth University, School of Pharmacy, Richmond, Virginia
| | - William L Baker
- University of Connecticut, School of Pharmacy, Storrs, Connecticut
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Carducci B, Keats EC, Amri M, Plamondon KM, Shoveller J, Ako O, Osler FG, Henry C, Pant Pai N, Di Ruggiero E. Prioritizing gender equity and intersectionality in Canadian global health institutions and partnerships. PLOS GLOBAL PUBLIC HEALTH 2022; 2:e0001105. [PMID: 36962606 PMCID: PMC10021364 DOI: 10.1371/journal.pgph.0001105] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
Despite governmental efforts to close the gender gap and global calls including Sustainable Development Goal 5 to promote gender equality, the sobering reality is that gender inequities continue to persist in Canadian global health institutions. Moreover, from health to the economy, security to social protection, COVID-19 has exposed and heightened pre-existing inequities, with women, especially marginalized women, being disproportionately impacted. Women, particularly women who face bias along multiple identity dimensions, continue to be at risk of being excluded or delegitimized as participants in the global health workforce and continue to face barriers in career advancement to leadership, management and governance positions in Canada. These inequities have downstream effects on the policies and programmes, including global health efforts intended to support equitable partnerships with colleagues in low- and middle- income countries. We review current institutional gender inequities in Canadian global health research, policy and practice and by extension, our global partnerships. Informed by this review, we offer four priority actions for institutional leaders and managers to gender-transform Canadian global health institutions to accompany both the immediate response and longer-term recovery efforts of COVID-19. In particular, we call for the need for tracking indicators of gender parity within and across our institutions and in global health research (e.g., representation and participation, pay, promotions, training opportunities, unpaid care work), accountability and progressive action.
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Affiliation(s)
- Bianca Carducci
- Department of International Health, Bloomberg School of Public Health, Johns Hopkins University, Baltimore, Maryland, United States of America
| | - Emily C Keats
- Centre for Global Child Health, Hospital for Sick Children, Peter Gilgan Centre for Research, and Learning, Toronto, Ontario, Canada
| | - Michelle Amri
- Takemi Program in International Health, Harvard T.H. Chan School of Public Health, Harvard University, Boston, Massachusetts, United States of America
| | - Katrina M Plamondon
- Faculty of Health and Social Development, School of Nursing, University of British Columbia, Kelowna, British Columbia, Canada
| | - Jeannie Shoveller
- Faculty of Medicine, Community Health and Epidemiology Department, Dalhousie University, Halifax, Nova Scotia, Canada
- IWH Health Centre, Halifax, Nova Scotia, Canada
| | - Onome Ako
- Action Against Hunger, Toronto, Ontario, Canada
- Canadian Partnership for Women and Children's Health (CanWaCH), Peterborough, Canada
| | - F Gigi Osler
- Department of Otolaryngology-Head and Neck Surgery, University of Manitoba, Winnipeg, Manitoba, Canada
- Federation of Medical Women of Canada, Ottawa, Ontario, Canada
| | - Carol Henry
- Division of Nutrition, College of Pharmacy and Nutrition, University of Saskatchewan, Saskatoon, Saskatchewan, Canada
| | - Nitika Pant Pai
- Department of Medicine, McGill University, Montreal, Quebec, Canada
| | - Erica Di Ruggiero
- Social and Behavioural Health Sciences Division, Dalla Lana School of Public Health, University of Toronto, Toronto, Ontario, Canada
- Centre for Global Health, Dalla Lana School of Public Health, University of Toronto, Toronto, Ontario, Canada
- Institute of Health Policy, Management and Evaluation, Dalla Lana School of Public Health, University of Toronto, Toronto, Ontario, Canada
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Houtrow AJ, Akamagwuna UO, Holman L, Bosques G. Advancing our field by academically advancing pediatric rehabilitation medicine physicians. J Pediatr Rehabil Med 2022; 15:237-247. [PMID: 35311732 DOI: 10.3233/prm-220033] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
Academic promotion is desired by many faculty practicing at academic medical institutions, but the criteria for promotion often appear opaque to many physician faculty. In nearly all cases, evidence of scholarship is required regardless of academic track. Academic advancement can be stymied by unclear expectations, lack of protected time to engage in scholarly projects, insufficient evidence of dissemination, and limited guidance, mentorship and sponsorship. In addition to being important for promotion, scholarship is an essential aspect of academic medicine because it helps inform and advance the science. Pursuing academic excellence is an important goal for pediatric rehabilitation medicine faculty members because it helps advance the care of children with disabilities and the field itself. Pediatric rehabilitation medicine faculty in the clinician educator or clinician leader tracks are encouraged to understand the criteria for advancement, seek out mentorship, scholarize their career ikigai and identify opportunities to demonstrate academic excellence.
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Affiliation(s)
- Amy J Houtrow
- University of Pittsburgh, School of Medicine, Pittsburgh, PA, USA
| | | | - Lainie Holman
- Cleveland Clinic Lerner College of Medicine, Cleveland, OH, USA
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Ross-Hellauer T, Reichmann S, Cole NL, Fessl A, Klebel T, Pontika N. Dynamics of cumulative advantage and threats to equity in open science: a scoping review. ROYAL SOCIETY OPEN SCIENCE 2022; 9:211032. [PMID: 35116143 PMCID: PMC8767192 DOI: 10.1098/rsos.211032] [Citation(s) in RCA: 12] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/14/2021] [Accepted: 12/15/2021] [Indexed: 06/14/2023]
Abstract
Open Science holds the promise to make scientific endeavours more inclusive, participatory, understandable, accessible and re-usable for large audiences. However, making processes open will not per se drive wide reuse or participation unless also accompanied by the capacity (in terms of knowledge, skills, financial resources, technological readiness and motivation) to do so. These capacities vary considerably across regions, institutions and demographics. Those advantaged by such factors will remain potentially privileged, putting Open Science's agenda of inclusivity at risk of propagating conditions of 'cumulative advantage'. With this paper, we systematically scope existing research addressing the question: 'What evidence and discourse exists in the literature about the ways in which dynamics and structures of inequality could persist or be exacerbated in the transition to Open Science, across disciplines, regions and demographics?' Aiming to synthesize findings, identify gaps in the literature and inform future research and policy, our results identify threats to equity associated with all aspects of Open Science, including Open Access, Open and FAIR Data, Open Methods, Open Evaluation, Citizen Science, as well as its interfaces with society, industry and policy. Key threats include: stratifications of publishing due to the exclusionary nature of the author-pays model of Open Access; potential widening of the digital divide due to the infrastructure-dependent, highly situated nature of open data practices; risks of diminishing qualitative methodologies as 'reproducibility' becomes synonymous with quality; new risks of bias and exclusion in means of transparent evaluation; and crucial asymmetries in the Open Science relationships with industry and the public, which privileges the former and fails to fully include the latter.
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Affiliation(s)
- Tony Ross-Hellauer
- Know-Center GmbH, Graz, Austria
- Open and Reproducible Research Group, Graz University of Technology, Inffeldgasse 13, 8010 Graz, Austria
| | - Stefan Reichmann
- Open and Reproducible Research Group, Graz University of Technology, Inffeldgasse 13, 8010 Graz, Austria
| | - Nicki Lisa Cole
- Know-Center GmbH, Graz, Austria
- Open and Reproducible Research Group, Graz University of Technology, Inffeldgasse 13, 8010 Graz, Austria
| | - Angela Fessl
- Know-Center GmbH, Graz, Austria
- Open and Reproducible Research Group, Graz University of Technology, Inffeldgasse 13, 8010 Graz, Austria
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Smith AC, Merz L, Borden JB, Gulick CK, Kshirsagar AR, Bruna EM. Assessing the effect of article processing charges on the geographic diversity of authors using Elsevier’s “Mirror Journal” system. QUANTITATIVE SCIENCE STUDIES 2021. [DOI: 10.1162/qss_a_00157] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
Abstract
Abstract
Journals publishing open access (OA) articles often require that authors pay article processing charges (APC). Researchers in the Global South often cite APCs as a major financial obstacle to OA publishing, especially in widely recognized or prestigious outlets. Consequently, it has been hypothesized that authors from the Global South will be underrepresented in journals charging APCs. We tested this hypothesis using more than 37,000 articles from Elsevier’s “Mirror journal” system, in which a hybrid “Parent” journal and its Gold OA “Mirror” share editorial boards and standards for acceptance. Most articles were non-OA; 45% of articles had lead authors based in either the United States or China. After correcting for the effect of this dominance and differences in sample size, we found that OA articles published in Parent and Mirror journals had lead authors with similar Geographic Diversity. However, Author Geographic Diversity of OA articles was significantly lower than that of non-OA articles. Most OA articles were written by authors in high-income countries, and there were no articles in Mirror journals by authors in low-income countries. Our results for Elsevier’s Mirror-Parent system are consistent with the hypothesis that APCs are a barrier to OA publication for scientists from the Global South.
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Ciriminna R, Scurria A, Gangadhar S, Chandha S, Pagliaro M. Reaping the benefits of open science in scholarly communication. Heliyon 2021; 7:e08638. [PMID: 35005285 PMCID: PMC8718950 DOI: 10.1016/j.heliyon.2021.e08638] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2021] [Revised: 12/09/2021] [Accepted: 12/16/2021] [Indexed: 10/26/2022] Open
Abstract
Regardless of multiple efforts carried out across many countries to disseminate the ideas and the practice of open science, most scholars in the early 2020s do not self-archive their research articles and do not publish research papers in preprint form. Having received no education and training on open science, researchers are often puzzled on what to do, in practice, to start reaping the benefits of open science. This study offers a succinct vademecum on how to benefit from the open science approach to scholarly communication, no matter whether in natural or in humanistic and social sciences.
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Affiliation(s)
- Rosaria Ciriminna
- Istituto per lo Studio dei Materiali Nanostrutturati, CNR, via U. La Malfa 153, 90146, Palermo, Italy
| | - Antonino Scurria
- Istituto per lo Studio dei Materiali Nanostrutturati, CNR, via U. La Malfa 153, 90146, Palermo, Italy
| | | | | | - Mario Pagliaro
- Istituto per lo Studio dei Materiali Nanostrutturati, CNR, via U. La Malfa 153, 90146, Palermo, Italy
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Pfrieger FW. Neurodegenerative Diseases and Cholesterol: Seeing the Field Through the Players. Front Aging Neurosci 2021; 13:766587. [PMID: 34803658 PMCID: PMC8595328 DOI: 10.3389/fnagi.2021.766587] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/29/2021] [Accepted: 10/14/2021] [Indexed: 12/18/2022] Open
Abstract
Neurodegenerative diseases, namely Alzheimer’s (AD), Parkinson’s (PD), and Huntington’s disease (HD) together with amyotrophic lateral sclerosis (ALS) and multiple sclerosis (MS), devastate millions of lives per year worldwide and impose an increasing socio-economic burden across nations. Consequently, these diseases occupy a considerable portion of biomedical research aiming to understand mechanisms of neurodegeneration and to develop efficient treatments. A potential culprit is cholesterol serving as an essential component of cellular membranes, as a cofactor of signaling pathways, and as a precursor for oxysterols and hormones. This article uncovers the workforce studying research on neurodegeneration and cholesterol using the TeamTree analysis. This new bibliometric approach reveals the history and dynamics of the teams and exposes key players based on citation-independent metrics. The team-centered view reveals the players on an important field of biomedical research.
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Affiliation(s)
- Frank W Pfrieger
- Centre National de la Recherche Scientifique, Université de Strasbourg, Institut des Neurosciences Cellulaires et Intégratives, Strasbourg, France
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Morales E, McKiernan EC, Niles MT, Schimanski L, Alperin JP. How faculty define quality, prestige, and impact of academic journals. PLoS One 2021; 16:e0257340. [PMID: 34710102 PMCID: PMC8553056 DOI: 10.1371/journal.pone.0257340] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2021] [Accepted: 08/30/2021] [Indexed: 11/19/2022] Open
Abstract
Despite the calls for change, there is significant consensus that when it comes to evaluating publications, review, promotion, and tenure processes should aim to reward research that is of high "quality," is published in "prestigious" journals, and has an "impact." Nevertheless, such terms are highly subjective and present challenges to ascertain precisely what such research looks like. Accordingly, this article responds to the question: how do faculty from universities in the United States and Canada define the terms quality, prestige, and impact of academic journals? We address this question by surveying 338 faculty members from 55 different institutions in the U.S. and Canada. While relying on self-reported definitions that are not linked to their behavior, this study’s findings highlight that faculty often describe these distinct terms in overlapping ways. Additionally, results show that marked variance in definitions across faculty does not correspond to demographic characteristics. This study’s results highlight the subjectivity of common research terms and the importance of implementing evaluation regimes that do not rely on ill-defined concepts and may be context specific.
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Affiliation(s)
- Esteban Morales
- University of British Columbia, Vancouver, Canada
- * E-mail: (EM); (JPA)
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Helming AG, Adler DS, Keltner C, Igelman AD, Woodworth GE. The Content Quality of YouTube Videos for Professional Medical Education: A Systematic Review. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2021; 96:1484-1493. [PMID: 33856363 DOI: 10.1097/acm.0000000000004121] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
PURPOSE To evaluate the content quality of YouTube videos intended for professional medical education based on quality rating tool (QRT) scores and determine if video characteristics, engagement metrics, or author type are associated with quality. METHOD The authors searched 7 databases for English-language studies about the quality of YouTube videos intended for professional medical education from each database's inception through April 2019. To be included, studies had to be published in 2005 (when YouTube was created) or later. Studies were classified according to the type of QRT used: externally validated, internally validated, or limited global. Study information and video characteristics and engagement metrics were extracted. Videos were classified by video author type. RESULTS Thirty-one studies were included in this review. Three studies used externally validated QRTs, 20 used internally validated QRTs, and 13 used limited global QRTs. Studies using externally validated QRTs had average scores/total possible scores of 1.3/4, 26/80, and 1.7/5. Among the 18 studies using internally validated QRTs, from which an average percentage of total possible QRT score could be computed or extracted, the average score was 44% (range: 9%-71%). Videos with academic-physician authors had higher internally validated QRT mean scores (46%) than those with nonacademic-physician or other authors (26%; P < .05). CONCLUSIONS The authors found a wide variation in QRT scores of videos, with many low QRT scores. While videos authored by academic-physicians were of higher quality on average, their quality still varied significantly. Video characteristics and engagement metrics were found to be unreliable surrogate measures of video quality. A lack of unifying grading criteria for video content quality, poor search algorithm optimization, and insufficient peer review or controls on submitted videos likely contributed to the overall poor quality of YouTube videos that could be used for professional medical education.
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Affiliation(s)
- Andrew G Helming
- A.G. Helming is currently incoming resident physician, Department of Diagnostic Radiology, Oregon Health and Sciences University School of Medicine, Portland, Oregon. At the time of writing, he was a fourth-year medical student, Oregon Health and Sciences University School of Medicine, Portland, Oregon
| | - David S Adler
- D.S. Adler is currently incoming resident physician, Department of Emergency Medicine, Northwestern Feinberg School of Medicine, Chicago, Illinois. At the time of writing, he was a fourth-year medical student, Oregon Health and Sciences University School of Medicine, Portland, Oregon
| | - Case Keltner
- C. Keltner is currently incoming resident physician, Department of Preventative Medicine and Public Health, Madigan Army Medical Center, Tacoma, Washington. At the time of writing, he was a fourth-year medical student, Oregon Health and Sciences University School of Medicine, Portland, Oregon
| | - Austin D Igelman
- A.D. Igelman is a fourth-year medical student, Oregon Health and Sciences University School of Medicine, Portland, Oregon
| | - Glenn E Woodworth
- G.E. Woodworth is professor of anesthesiology and perioperative medicine, Oregon Health and Sciences University School of Medicine, Portland, Oregon; ORCID: http://orcid.org/0000-0002-1924-801X
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50
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Women in Behavior Analysis: A Review of the Literature. Behav Anal Pract 2021; 15:592-607. [DOI: 10.1007/s40617-021-00642-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/05/2021] [Indexed: 11/29/2022] Open
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