Student support services: Perceptions and recommendations for the next generation

PURPOSE

Student support services/student affairs are central to the student academic experience and success at US and Canadian dental schools. This manuscript evaluates student and administrator perceptions of support services and offers recommendations for best practices in student services in predoctoral dental education to help institutions improve the student experience.

METHODS

A survey of administrators and dental students found perceptions of student support services vary between these groups.

RESULTS

Seventeen student services administrators and 263 students started the survey, and 12 administrators and 156 students completed the full survey. Survey comments indicated access to student support services is a concern. Results of the student survey, in conjunction with current literature, were utilized to develop recommendations for dental student support services.

CONCLUSION

Recommendations for student support services in dental schools include accessibility of student services, and ensuring students have access to support in the domains of wellness, academic support, and peer support as well as implementation of humanistic practices. Wellness supports should include behavioral health services, physical health services, and access to mindfulness interventions. Academic support services should include study skills, time management training, and academic supports such as tutoring. Structured peer support programs should also be implemented. Dental schools should also be mindful of the changing support needs of incoming dental students.

Dental student success: The predictive value of first-year grades

PURPOSE/OBJECTIVES

This study investigates the relationship between first-year grades and cumulative grades at the end of dental school to explore trends in academic performance in the predoctoral dental curriculum. The objective of this research is to provide information to inform student support efforts for predoctoral dental programs.

METHODS

Academic records for 156 students who completed their first year (D1) of predoctoral dental education in 2015/2016 were reviewed. The analysis reviews outcomes at the end of D1 and the end of the 4-year curriculum. The outcomes of this study are grade point average (GPA) at the end of the 4-year traditional dental school curriculum, grouped as basic science, preclinical, preclinical laboratory, translational, and clinical. Regression analyses were performed for each outcome. A GPA change of 0.5 was employed to demonstrate change, as it represented half a letter grade.

RESULT

The analysis found first-year grades to be related to 4-year academic outcomes. For example, a 0.5-grade point score increase in the first-year basic science GPA was associated with a 0.503 increase in basic science GPA. However, a 0.5-grade point increase in first-year annual GPA was associated with a 0.084 increase in the clinical science GPA. First-year annual GPA was the only significant predictor variable for overall 4-year GPA; a 0.5-grade point increase in the first-year annual GPA was associated with a 0.386 increase in overall GPA.

CONCLUSION

The results of this study suggest that academic and personal support in the first year of dental school is paramount in supporting student success in predoctoral dental education.

Authentic Conversations about Self-Care with Fourth-Year Veterinary Medical Students

Expanding literature on well-being within veterinary medicine has been instrumental in recognizing the prevalence of psychological distress among students and practitioners and promoting awareness and advocacy for well-being within teaching institutions, professional associations, and the workplace. However, greater focus on distress has also been critiqued for overemphasizing illness and reactive interventions, and a call has been made for more balanced conversations about veterinary well-being, with focus on strengths and proactive interventions. This Best Practices article highlights a proactive, strengths-focused intervention, aimed at increasing fourth-year students' awareness of self-care while in training and in their transition to the profession. Authentic conversations about self-care is a required part of clinical training at Kansas State University College of Veterinary Medicine. All students attend a private meeting with a behavioral scientist, engaging in an authentic conversation about their experience of stress and coping strategies. Current practices in providing stress management interventions are restricted to pre-clinical training. Authentic conversations about self-care are presented here as an alternative to current practices, which the authors argue are not adequately addressing students' needs during clinical training and the transition to the profession. Potential implications of providing self-care interventions during the clinical year of training include greater student engagement, increasing awareness, and self-efficacy as students make efforts to maintain well-being both in training and in the professional realm.

Men of color in the health professions: Proceedings from the 2022 ADEA President's symposium

The purpose of the American Dental Education Association (ADEA) President's Symposium on men of color in the health professions, hosted at the 2022 ADEA Annual Session and Exhibition, was to draw attention to the need to address the low numbers of men of color not only entering dental education but also across medicine and health-related research careers and to identify strategies for change. Stakeholders in health professions education shared their professional insights and best practices. Highlights of the Symposium included discussions of funding for pathway programs, leveraging data-driven metrics through strategic partnerships, mentorship, and accountability among dental schools, medical schools, and health science research organizations.

Using Team Innovation and Networking to Respond to Rapid Changes in the Academy

When COVID-19 shuttered schools across the nation, it propelled higher education institutions into uncharted territories. Institutions had to make rapid decisions in a short period of time with limited information or direction. In these uncertain and challenging times, pharmacy academics in the United States and around the world reached out to one another to discuss, share, and learn. What began with a few members of the Student Services Personnel Special Interest Group (SIG) grew to many members who banded together as a team through open discussions to innovative problem-solving. Working together through open discussions created a setting that promoted diverse ideas, multiple perspectives, and a depth of knowledge to address some of the most challenging issues faced by pharmacy education. When partnering together, institutions had a much greater resource of knowledge and support that could be leveraged to broadly benefit the Academy.

Student Experience and Ethnic Diversity: The Experiences of Underrepresented Minority Students at a Veterinary University in the United Kingdom

Despite a lack of diversity, studies on the experience of ethnically diverse (ED) students have not focused on veterinary education. This study used focus groups to explore the experience of ED veterinary students, their challenges, and their sources of support in this setting. Focus groups were held using two formats: a traditional, in-person approach, and online, via a social media group. Recruitment was by invitation and focus group allocation according to participant preference. Conversations were transcribed or downloaded, anonymized, and analyzed using a two-part narrative analysis, the aim of which was to understand the experiences of ED veterinary students at an in-depth level. Students experienced identity conflicts at multiple levels (self, others, profession), which appeared to relate to their ethnicity. Conflict between self and others resulted in a feeling of otherness arising from a White student majority, both within the university and on external placements, and professional identity conflicts arose between students' personal cultural values and their values as a veterinarian. Internal conflicts arose when students felt a wish to integrate but also perceived a need to segregate with similar others to obtain support and a sense of belonging to a group. These challenges have potential implications for mental well-being and career opportunities. For veterinary medicine to adapt to changing client demographics in an increasingly globalized world, a deeper understanding of the ED student experience may offer advantages in areas such as recruitment and profession retention, which will eventually support greater diversity within the professional population.

Growing future clinicians: Can the seeds of admission data determine success?

PURPOSE

Most students entering dental school have outstanding academic credentials. Despite this, some students face academic difficulties throughout their dental education. The study investigates outcomes at the end of the first-year and the end of the 4-year curriculum.

METHODS

This study reviewed data from 177 students in the entering classes of 2015 and 2016. The regression models included 156 students who completed the 4-year curriculum on the traditional timeline.

RESULTS

Undergraduate cumulative GPA had a significant association with dental school outcomes in 4-year biomedical science GPA, translational science GPA, and clinical science GPA (increase of 0.31, 0.31, and 0.08 for a one-unit increase in undergraduate GPA). A one-unit increase in DAT was reflected in increased in first-year biomedical science GPA, preclinical science GPA, and cumulative GPA (0.04, 0.06, and 0.10, respectively). Conversely, a one-unit increase in failure or withdrawal from undergraduate courses was associated with decreases in first-year biomedical science GPA, preclinical science GPA, and cumulative GPA (0.08, 0.09, and 0.08, respectively). The only significant relationship for clinical science (patient care) GPA was cumulative undergraduate GPA (0.08 increase per unit).

CONCLUSION

The results of this study suggest students who are extremely strong academically in college will be strong throughout dental school and suggest benefits of targeted services for academically at-risk students. Due to the limited association of admission records to clinical grades, the results support holistic admission processes.

Multisite Study Assessing the Effect of Cognitive Test Anxiety on Academic and Standardized Test Performance

Objective. To evaluate the degree of cognitive test anxiety (CTA) present in student pharmacists at multiple pharmacy programs in the United States and to determine if there are associations between self-reported CTA and relevant academic outcomes.Methods. All 2018-2019 advanced pharmacy practice experience (APPE) students from three US Doctor of Pharmacy (PharmD) programs (N=260) were invited to participate in the study. Participants completed a validated 37-question survey that included the Cognitive Test Anxiety Scale-2 (CTAS-2) along with demographics-related questions. Responses were analyzed using analysis of variance (ANOVA), Kruskal Wallace, and multiple linear regression where appropriate.Results. One hundred twenty-four students (48%) from the three programs participated in the study, and the individual data of 119 (46%) were included in the final analysis. Twenty-two students (18.5%) were classified as having high CTA, 41 (34.5%) as having moderate CTA, and 56 (47.1%) as having low CTA. High CTA predicted a 8.9 point lower NAPLEX total scaled score after accounting for other variables and was also correlated with lower cumulative didactic GPA, performance on the Pharmacy Curriculum Outcomes Assessment (PCOA), and increased likelihood of requiring course remediation.Conclusion. High cognitive test anxiety affects 18% of pharmacy students and may significantly impact their performance on a variety of traditional student success measures, including the NAPLEX. Pharmacy educators should consider further use and adoption of test anxiety measurements to identify and assist potentially struggling students.

Transitioning into an online dental hygiene degree-completion program

PURPOSE

The University of British Columbia's (UBC) Dental Hygiene Degree-Completion (DC) program has offered an academic pathway for dental hygienists to earn a degree exclusively through an online delivery format since 2006. The students' experiences transitioning to online learning and related student support needs have not been previously studied. Thus, this study investigated students' experiences as they entered an online dental hygiene DC program METHODS: An online survey with open-ended and closed-ended questions was distributed to all 53 currently enrolled dental hygiene DC students in September 2019 RESULTS: Thirty-two students completed the survey for a 60% response rate. Most student respondents (78%) had no prior experience with online education. Only 59% of respondents were confident in their abilities to navigate a Web-based learning environment. Three-quarters (75%) of respondents felt like a valued member of the Faculty of Dentistry community but only 47% felt they belonged to the larger university community. Most (72%) were familiar with the support resources within the Faculty but fewer than half (41%) were aware of additional resources outside of the Faculty. Students aged 30 years and older felt more comfortable reaching out to faculty and staff members (90% vs. 55%; P = 0.05). Students with prior online learning experience were more aware of student support resources outside of the Faculty (57% vs. 36%; P = 0.05) CONCLUSION: Lessons learned from this study have informed several recommendations to better support student transition to online learning that can be applicable to this program and in other institutions.

Assessment of Progressive Muscle Relaxation (PMR) as a Stress-Reducing Technique for First-Year Veterinary Students

The veterinary profession continually strives to address wellness issues such as compassion fatigue, burnout, stress, anxiety, and depression. Wellness issues may begin during the professional curriculum when students experience intense academic, clinical, social, and personal demands on their time. The purpose of this article was to assess the use of progressive muscle relaxation (PMR) as a simple, non-invasive stress reduction technique for first-year veterinary students (n = 101) at a US veterinary college. Students completed a 38-item questionnaire, the Smith Relaxation States Inventory 3 (SRSI3), both before and after performing PMR. Scores for the categories of basic relaxation, mindfulness, positive energy, transcendence, and stress were assessed. Female students (n = 92) had significant (p < .05) improvement in basic relaxation, mindfulness, and stress after completing PMR. Male students (n = 9) had significant (p < .05) improvement in basic relaxation and stress after completing PMR. When grouped according to age, all students had significant (p < .05) improvement in the categories of basic relaxation and stress. Students in the 22-year-old (n = 31), 23-year-old (n = 29), 24-year-old (n = 15), and 25-year-old or greater (n = 17) groups also had significant improvement (p < .05) in mindfulness. Additionally, students in the 23-year-old group had significant (p < .05) improvement in positive energy. These results support the use of PMR as a potential self-care strategy for students to implement during their academic and professional careers.

Student Involvement in Global Veterinary Education and Curricula: 7 Years of Progress (2013-2019)

As central members of the veterinary education community, students are well placed to highlight current problems in veterinary education. Motivated by the lack of current formal student involvement, the largest global veterinary student association, the International Veterinary Students' Association (IVSA), realized the necessity for students to express their opinions within the veterinary education field. Thus, two standing committees related to veterinary education were created: the Standing Committee on One Health in 2013 and the Standing Committee on Veterinary Education in 2014. For 7 years, veterinary students have been acting in a four-dimensional plane to involve students in (a) electronic educational resources and e-learning, (b) interdisciplinary collaboration and One Health, (c) curriculum involvement, and (d) vocational guidance. Through multiple projects, such as student and tutor interaction, idea exchanges, development of e-resources, and curriculum development campaigns, IVSA has managed to increase awareness to students and schools of the important role students play within veterinary education. This article highlights students' ability to work together to help other students learn and succeed within their veterinary studies, as well as the necessity for student engagement in curricular renewal and development. Consequently, IVSA's projects and achievements are described, highlighting a from students-to students approach to promote active student involvement in veterinary education and curricula globally.

Report of the 2018-2019 Student Affairs Standing Committee

The 2018-2019 Student Affairs Standing Committee addressed charges related to examining the institutional leadership models and professional development needs of faculty and staff to optimize achievement of Strategic Priority #1 on the applicant pipeline. The report provides five recommendations to AACP and twelve suggestions for colleges and schools of pharmacy. The committee focused on the need to develop tailored leadership training and mentoring programs for admissions personnel on relevant topics, including change management, holistic thinking, leadership, problem solving, technical knowledge, professional development, paths for promotion, conflict resolution, networking, persuasive communication, and strategic planning. Rather than develop new resources, the committee identified existing professional competencies and assessment resources developed by other organizations for student affairs and admissions personnel that could spur enhanced strategic marketing and professional development opportunities in pharmacy education. It also reaffirmed the need for student diversity and the use of data to drive strategic decisions in recruitment. To identify gaps in knowledge among AACP member institutions, the committee analyzed the results of its fall 2018 survey on the current depth and breadth of student recruitment activities and their perceived effectiveness. The committee also recommended ways institutions can encourage faculty and others outside of the admissions office to participate in student recruitment activities. Finally, the committee concluded that it will be necessary for colleges and schools to collaborate across the academy to promote the benefits of pharmacy profession to prospective students, rather than individual colleges and schools of pharmacy, and be more responsive to the expectations of Gen Z students before the tide in applications will shift in a positive direction.

Elements of Undergraduate Education Related to Students' Academic Performance in the First Year of Dental School

The aim of this study was to improve understanding of predictors of student success in dental school. A total of 178 student records from the Classes of 2015 and 2016 at a U.S. dental school were reviewed for this retrospective study. The records assessed included admissions files with such elements as scores on the Dental Admission Test (DAT), participation in a pipeline program, and undergraduate transcripts; academic records from the first term of dental school (class rank, course remediation, and withdrawal/dismissal from dental school); and National Board Dental Examination (NBDE) Part I results. The results showed that the DAT Perceptual Ability Test was positively related to performance in the first term of dental school (p=0.030). The DAT Academic Average (p<0.0001) and participation in a pipeline program (p=0.006) were found to be predictors of performance in the lower 25% of the class by end of first term rank. Taking organic chemistry in a summer term during undergraduate study was identified as a predictor variable for dismissal, withdrawal, or entry into a decompressed curriculum (p=0.025). Although this analysis found that traditional predictors of academic success in dental school were associated with strong academic performance in the study sample, it also provided a more complex assessment of factors that may be associated with students who struggle in the first year. As the vast majority of students in this sample successfully completed dental school, the results were not sought to inform admissions criteria, but rather to help academic and student affairs officers identify at-risk students in order to offer timely intervention.

The Educational Resource Preferences and Information-Seeking Behaviors of Veterinary Medical Students and Practitioners

The overall purpose of this study was to assess the information-seeking strategies of individuals representing different stages of veterinary training. More specifically, we conducted a survey to evaluate textbook ownership, to determine the preferred types of educational resources and why these preferences exist, and to determine if changes arise as training progresses. We asked students in the veterinary curriculum, interns, residents, and recent graduates from the University of Georgia (UGA) College of Veterinary Medicine (CVM) to participate in a confidential online survey. A total of 184 individuals participated. Respondents were grouped into one of six categories: recent graduates (n = 6), interns/residents (n = 11), fourth-year students (n = 21), third-year students (n = 46), second-year students (n = 73), and first-year students (n = 27). The results showed that veterinary students used class notes and non-veterinary search engines initially, whereas interns and residents consulted textbooks and the primary literature as their first sources to answer a veterinary question. Veterinary students had accrued textbooks over sequential years in the curriculum, but many interns and residents had almost twice as many textbooks as those who had not pursued additional training after graduation. An ANOVA showed that first-year students reported a preference for printed textbooks significantly more frequently than the third-year and fourth-year students (F_(5,163) = 3.265, p = .006, and p = .012, respectively). Decreased cost was most frequently cited as the factor that would increase textbook purchases.

Strategies Used for Making Healthy Eating Choices among Veterinary Medical Students

Healthy eating is a challenge for most college students, and students in the field of veterinary medicine are no exception. Health experts have recommended that universities emphasize the importance of healthy eating and promote healthy eating habits among students. However, before we can begin offering targeted interventions to promote healthy eating strategies and behaviors, we must first understand students' current strategies used for making healthy eating choices, self-reported eating habits, and perceptions of diet quality. Thus, the purpose of this study was to understand veterinary medical students' perceptions of current diet quality and to characterize their strategies for making healthy eating choices. Results indicate veterinary medical students employ a wide range of strategies and behaviors for healthy eating, yet few students reported eating a diet of poor quality. We conclude that while most students report eating a relatively healthy diet, variation in strategies used suggests room for improvement for many. This article discusses potential intervention strategies to promote healthy eating among veterinary students.

The Challenge of "Fixing the Debt": Recommendations from the Summit

With education debt repayment taking up a significant amount of veterinarians' salaries, for a significant time into the working years, concern has been building that the current debt to starting salary ratio in the veterinary profession is not sustainable. The current ratio is 1.99:1, but it can be significantly higher for students who attend schools as an out-of-state resident. In April, 180 people concerned about this issue gathered at Michigan State University's College of Veterinary Medicine for a Fix the Debt Summit, which focused on actions that would reduce this ratio to a more sustainable level. Attendees were students; new graduates; those working in veterinary academia; employers of veterinarians; and those affiliated with the profession, such as professional associations. As solutions were proposed, participants also committed to taking action within their field of influence.

Recruiting Research Higher Degree Students into Veterinary Science

Research at veterinary schools is usually driven by post-graduate students, yet there has been little or no study of how these students are selected. We undertook a review of the challenges faced in enlisting research higher degree (RHD) students at a long-established veterinary school, the School of Veterinary Science at the University of Queensland. Our aim was to identify the best methods of developing a strategic recruitment program that would enhance veterinary research in the school. A total of 21 academic research supervisors completed a quantitative survey assessing the associated importance placed on a variety of selection criteria and the level of potential challenges presented in recruiting suitable RHD students. Thirteen of these respondents completed a semi-structured qualitative interview to obtain further information. Respondents rated the motivation levels of potential students as the most important area of concern with regard to the assessment of student suitability, followed by their academic strength and English competency levels. The biggest challenge reported was that of obtaining sufficient funding for research projects and matching that funding to suitable students, followed by the geographical and student culture challenges of a rural campus. During the interviews, interviewees drew attention to the importance of developing a strong research culture in veterinary schools, and there was some concern centered on taking students with diverse cultural backgrounds. These constraints are discussed in light of the development of a broad-ranging strategy for developing an active and effective RHD program within veterinary schools.

Veterinary Medical Students' Motivations for Exercise

The Centers for Disease Control (CDC) declares exercise to be one of the most important activities one can do to improve health. The benefits of exercise are well documented and include both physiologic and psychological health. Given the current landscape of wellness issues in veterinary medical education, it is necessary that students engage in exercise activities to manage stress and increase overall health. Therefore, to develop targeted interventions with the greatest likelihood for success, it is first necessary to understand what motivates veterinary medical students to exercise given their unique situational and environmental factors. This study is the first to explore this issue systematically in veterinary medical education, thus it is the authors' hope that the findings from this research will help identify exercise-related wellness interventions that could be implemented in veterinary medical schools.

Veterinary Medical Students' Motivations for Exercise

The Centers for Disease Control (CDC) declares exercise to be one of the most important activities one can do to improve health. The benefits of exercise are well documented and include both physiologic and psychological health. Given the current landscape of wellness issues in veterinary medical education, it is necessary that students engage in exercise activities to manage stress and increase overall health. Therefore, to develop targeted interventions with the greatest likelihood for success, it is first necessary to understand what motivates veterinary medical students to exercise given their unique situational and environmental factors. This study is the first to explore this issue systematically in veterinary medical education, thus it is the authors' hope that the findings from this research will help identify exercise-related wellness interventions that could be implemented in veterinary medical schools.

Using a Modified Bookmark Procedure to Help Identify Reasonable Consequences for Academic Integrity Violations

It is recommended that institutions develop academic conduct policies to help preserve academic integrity, enforce compliance, and aid in legal defensibility. These policies should also articulate reasonable consequences for persons found in violation. The problem, however, is that all academic misconduct offenses are not created equal, and determining reasonable consequences for these violations can be particularly challenging due to their subjective nature. Thus, the purpose of this study was to introduce a novel method for more objectively determining reasonable sanctions for several academic misconduct offenses of varying degrees of severity. We utilized a variation of the Bookmark procedure, a popular standard-setting technique used primarily by psychometricians in high-stakes testing environments, to investigate empirical survey data and develop policy recommendations. We encourage others to use this procedure, where appropriate, to identify appropriate cut scores and ranges to aid in policy development across a variety of contexts.

Vocation, Belongingness, and Balance: A Qualitative Study of Veterinary Student Well-Being

An elevated risk for suicide among veterinarians has stimulated research into the mental health of the veterinary profession, and more recently attention has turned to the veterinary student population. This qualitative study sought to explore UK veterinary students' perceptions and experiences of university life, and to consider how these may affect well-being. Semi-structured interviews were conducted with 18 students from a single UK school who were purposively selected to include perspectives from male, female, graduate-entry, standard-entry (straight from high school), and widening participation students across all 5 years of the program. Three main themes were identified: a deep-rooted vocation, navigating belongingness, and finding balance. Participants described a long-standing goal of becoming a veterinarian, with a determination reflected by often circuitous routes to veterinary school and little or no consideration of alternatives. Although some had been motivated by a love of animals, others were intrinsically interested in the scientific and problem-solving challenges of veterinary medicine. Most expressed strong feelings of empathy with animal owners. The issue of belongingness was central to participants' experiences, with accounts reflecting their efforts to negotiate a sense of belongingness both in student and professional communities. Participants also frequently expressed a degree of acceptance of poor balance between work and relaxation, with indications of a belief that this imbalance could be rectified later. This study helps highlight future avenues for research and supports initiatives aiming to nurture a sense of collegiality among veterinary students as they progress through training and into the profession.

A Guide for Making Valid Interpretations of Student Evaluation of Teaching (SET) Results

Student evaluations of teaching (SETs) are conducted in virtually every veterinary medical school in the world. Results of these evaluations are typically used to evaluate faculty performance and often serve as the primary basis for promotion and tenure decisions. However, given the high-stakes nature of these evaluations, it is critical that stakeholders (faculty, curriculum committees, department chairs, deans, etc.) be able to identify the extent to which the scores are likely to be valid or not. Thus, the purpose of this article was to develop a guide for faculty and administrators to assess the interpretative validity of SET scores given an array of sample size, response rate, and score standard deviation possibilities.

Prohibiting Students from Asking Questions during Exams: A Guideline for Promoting Fairness and Preserving Score Validity

Many medical and professional programs implement policies that prohibit students from asking questions during examinations. The reasoning behind these policies remains unclear to some, as there is a lack of literature addressing this topic. The purpose of this article is to present the rationale behind such policies and to discuss why these policies may help promote fairness and preserve score validity.

Fifty Years in the Life of Veterinary Students

Many changes in US veterinary colleges and their student bodies have occurred during the past 50 years. These have reflected US demographics in many ways. With these changes have come many changes in student life. The Association of American Veterinary Medical Colleges has played an important role in facilitating and tracking many of the changes by creating numerous opportunities for colleges to work together on issues related to admissions, diversity, and scholarly publication in the Journal of Veterinary Medical Education.

Campus Sexual Misconduct: Restorative Justice Approaches to Enhance Compliance With Title IX Guidance

Campus response to sexual violence is increasingly governed by federal law and administrative guidance such as the 1972 Title IX, the 2011 Dear Colleague Letter (DCL), and the 2013 Violence Against Women Act. Educational institutions are directed to expand disciplinary responses and establish coordinated action to eliminate sexual violence and remedy its effects. Compliance fosters a quasi-criminal justice approach not suited to all sexual misconduct and inconsistent with developing practice in student conduct management. This article envisions restorative justice (RJ) enhancements to traditional student conduct processes that maintain compliance, expand options, empower victim choice, and increase responsiveness to DCL aims. The article (1) defines sexual violence and sexual harassment within the DCL scope, (2) elaborates the DCL position on permissible alternative resolutions and differentiates mediation from RJ, (3) sequences action steps from case report to finalization, including both restorative and traditional justice pathways; and (4) discusses building support for innovation beginning with existing campus response.

Academic help-seeking behavior among student pharmacists

Objectives. To identify factors associated with academic help-seeking behavior among student pharmacists at a public university.Methods. Semi-structured focus group interviews were conducted to explore in depth perceptions of facilitators of and barriers to the help-seeking behavior and academic achievement of student pharmacists who had received a D or F grade in any year. A 4-part survey instrument was developed and administered to all student pharmacists and included sections for (1) attitudes and academic help-seeking behavior, (2) health status, (3) demographics, and (4) open comments. A structural equation modeling approach was used to assess relationships among domains of interest.Results. Three student focus groups noted that helpfulness of faculty members and school administrators were 2 prominent facilitators of help-seeking behavior and academic achievement. Diminished quality of life caused by stress and depression was the primary barrier to help-seeking and achievement. Three hundred four (68.6%) student pharmacists completed the survey instrument. Academic help-seeking behavior was influenced mostly by perceived academic competence and perceived faculty helpfulness. In contrast, ambivalence and perception of help-seeking as threatening were 2 factors that were negatively associated with academic help-seeking behavior.Conclusions. Academic help-seeking behavior was positively related to greater perceived academic competence and positive relationships among student pharmacists and faculty members.