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Alagarasan G. How can we make PhD training fit for the modern world? Broaden its philosophical foundations. Nature 2024; 628:36. [PMID: 38565662 DOI: 10.1038/d41586-024-00969-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/04/2024]
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Nordling L. Africa's postdoc workforce is on the rise - but at what cost? Nature 2024; 628:673-676. [PMID: 38565908 DOI: 10.1038/d41586-024-00980-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/04/2024]
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Rodrigues MCP. Influence of the COVID-19 Pandemic in Higher Education Courses in the Health Field. Invest Educ Enferm 2021; 39:e01. [PMID: 34214278 PMCID: PMC8253522 DOI: 10.17533/udea.iee.v39n2e01] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
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Zealley B, de Grey ADNJ. Commentary on Some Recent Theses Relevant to Combating Aging: June 2020. Rejuvenation Res 2021; 23:266-273. [PMID: 32484031 DOI: 10.1089/rej.2020.2358] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022] Open
Abstract
Theses reviewed in this issue include "Clearance of Capillary Occlusions Improves Cortical Blood Flow and Cognitive Function in Alzheimer's Mouse Models," "Dermato-Informatic Approaches to Understanding and Improving Lesional Diagnostic Expertise in Cutaneous Oncology," "Furthering the Scope, Understanding, and Application of Proteolysis Targeting Chimera," "Optimization and Application of Synthetic High-Density Lipoprotein (sHDL) System in Atherosclerosis and Glioma Therapy," "Regulatory T Cell Enriching Microparticles for Promoting Tolerance in Vascularized Composite Allotransplantation," and "Tau Prion Strains Induce Distinct Pathological Phenotypes In Vivo."
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Alamri Y, Beckert L. Clinician-scientist training in New Zealand: historical notes and current trends. N Z Med J 2020; 133:132-134. [PMID: 33223558] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Clinician-scientist training most commonly refers to the concomitant undertaking of dual (medical and PhD) degrees by a medical student. While such training is relatively well-established in the US, Canada and many countries in Europe including the UK, uptake in Australasia has been slower and less successful. This brief piece explores this aspect, with some focus on the history of the intercalated programmes in New Zealand.
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Affiliation(s)
- Yassar Alamri
- Department of Medicine, Christchurch School of Medicine, University of Otago, Christchurch
| | - Lutz Beckert
- Department of Medicine, Christchurch School of Medicine, University of Otago, Christchurch
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Vasilj I, Babić D, Tomić V. The Twenty-Year Rise of the Faculty of Health Studies of University of Mostar. Psychiatr Danub 2020; 32:214-216. [PMID: 32970637] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Affiliation(s)
- Ivan Vasilj
- Faculty of Health Studies, University of Mostar, 88000 Mostar, Bosnia and Herzegovina,
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Rømer T, Hansen MT, Helge JW. An analysis of the productivity and impact of clinical PhD theses from the University of Copenhagen. Dan Med J 2020; 67:A12190731. [PMID: 32351199] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
INTRODUCTION The scientific outcome of Health Science PhD theses has been questioned by arguments suggesting that strategic motives are important for graduationamong clinical PhD graduates which may compromise scientific output and quality. This study aimed to investigate the scientific outcome of clinical PhD theses. METHODS A total of 841PhD theses from the Department of Clinical Medicine, University of Copenhagen, were concluded in 2013-2017. These theses were examined, and all published manuscripts were identified in online databases. Thesis bibliographics, publication activity and article/journal impact of the published manuscripts were obtained between 21 March and 18 September 2019. RESULTS Overall, 2,845 manuscripts were embedded in the theses (3.4 ± 0.8 manuscripts/thesis, mean ± standard deviation). A total of 56% and 92% of the manuscripts were published at the time of thesis submission and observation, respectively. The SCImago Journal Rank was 2.1 ± 1.7 and 82% of the manuscripts were published in journals with a field-specific ranking in the best quartile. The mean field-weighted citation impact of the published manuscripts was 102% higher than the world average. CONCLUSIONS The scientific outcome of clinical PhD theses was high as 92% of all manuscripts were published with a field-weighted journal ranking and citation impact above the world average, indicating that the productivity and quality of the clinical PhD theses are not compromised even though strategic motives is a driver for graduation. FUNDING This study was funded by theGraduate School of the Faculty of Health and Medical Sciences, University of Copenhagen. TRIAL REGISTRATION not relevant.
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Smaldone A, Heitkemper E, Jackman K, Woo KJ, Kelson J. Dissemination of PhD Dissertation Research by Dissertation Format: A Retrospective Cohort Study. J Nurs Scholarsh 2019; 51:599-607. [PMID: 31313486 PMCID: PMC6742546 DOI: 10.1111/jnu.12504] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/10/2019] [Indexed: 11/29/2022]
Abstract
PURPOSE The study purpose was to compare dissemination of PhD dissertation research by dissertation format: traditional (five-chapter document providing a complete and systematic account of the PhD research) versus an alternate (substudy [document containing three smaller studies but not written as stand-alone manuscripts] or publication [document containing three or more related manuscripts intended for submission or published in a peer-reviewed journal]) format. DESIGN A retrospective study of all PhD dissertations (1999-2019) from one research intensive school of nursing. METHODS Following identification of graduates via the school's PhD database, we searched ProQuest and PubMed databases for the dissertation and first authored peer-reviewed publications of each graduate to determine dissertation format, study design, timing and number of dissertation research publications, and inclusion of dissertation sponsor in authorship. Data were analyzed using descriptive statistics and Wilcoxon rank sum tests. FINDINGS Of 113 graduates, 80 (70.8%) employed a traditional format, with the remaining graduates structuring dissertations using an alternate (substudy [n = 12], publication [n = 21]) format. Of those using the traditional format, 33 graduates (41.3%) never published dissertation research findings in a peer-reviewed journal. For those who published their dissertation research in a peer-reviewed journal, time to first publication was 1.4 ± 2.1 years (median 1.6 years) following degree conferral. In contrast, all graduates who utilized alternate formats published one or more components of their dissertation research with shorter time to first published manuscript (-0.6 ± 1.1 years; median -0.5 years; p < .001). Number of peer-reviewed publications was higher for those who utilized an alternate format compared to the traditional format (2.9 ± 1.5 [median 3.0] vs. 1.8 ± 1.1 [median 1.0], p = .001). Acknowledgment of the sponsor's contribution via publication authorship was higher for those using an alternate format compared to the traditional format (100% vs. 70.2%). CONCLUSIONS Number and timeliness of peer-reviewed publications stemming from dissertation research was higher for PhD graduates who utilized an alternate dissertation format. Alternate dissertation formats should be encouraged by PhD programs as one means to improve dissemination of PhD nursing research. CLINICAL RELEVANCE Dissemination of PhD research through peer-reviewed publications promotes the continued development of nursing science to inform nursing practice and advances the career trajectory of PhD graduates.
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Affiliation(s)
- Arlene Smaldone
- Professor of Nursing and Dental Behavioral Sciences, Assistant Dean, Scholarship and Research, School of Nursing and College of Dental Medicine Columbia University, New York, NY, USA
| | - Elizabeth Heitkemper
- Postdoctoral Research Fellow, Department of Bioinformatics, Columbia University School of Nursing, New York, NY, USA
| | - Kasey Jackman
- Postdoctoral Research Fellow, School of Nursing Columbia University, New York, NY, USA
| | - Kyungmi Joanne Woo
- Postdoctoral Research Fellow, School of Nursing, Columbia University, New York, NY, USA
| | - Judith Kelson
- Assistant Director, PhD program, School of Nursing, Columbia University Medical Center, New York, NY, USA
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Schaefer AF, Wilson AB, Barger JB, Azim HM, Brokaw JJ, Brooks WS. What Does a Modern Anatomist Look like? Current Trends in the Training of Anatomy Educators. Anat Sci Educ 2019; 12:225-235. [PMID: 30211985 DOI: 10.1002/ase.1806] [Citation(s) in RCA: 21] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/05/2018] [Revised: 05/05/2018] [Accepted: 05/06/2018] [Indexed: 06/08/2023]
Abstract
Anatomical sciences are foundational to the health professions, yet little is known about the qualifications of anatomy educators at the graduate and professional level in the United States. Moreover, there is concern that the number of qualified anatomy educators being trained may be insufficient to meet the growing demand posed by new and expanded programs in medicine and allied health specialties. The authors surveyed anatomists from across the country to (i) characterize the educational credentials of current anatomy educators and (ii) assess the perceived need for education-focused postdoctoral positions or formal mentorships to prepare anatomists for teaching-intensive faculty positions. To probe the survey responses more deeply, one-on-one interviews were conducted with eight individuals selected to represent a diverse sample of respondents in terms of institution, gender, and academic rank. Results indicate that 30-40% of educators at the graduate level and approximately 60% of those at the undergraduate level lack graduate coursework in histology, embryology, and neuroanatomy. Forty-five percent of respondents had completed a postdoctoral fellowship. Eighty-six percent replied "yes/maybe" to the question of whether an anatomy education postdoctoral fellowship would benefit doctoral graduates. The top 3 reasons for this recommendation were to (i) establish independent educational research, (ii) improve a publication record, and (iii) gain additional teaching experience. Notable weaknesses of education-focused postdoctoral training were related to finances, fear of exploitation, and undervaluing of teaching. Moving forward, postdoctoral fellowships and other forms of postgraduate training may represent a key strategy for training anatomists in the current educational climate. Anat Sci Educ 00: 000-000. © 2018 American Association of Anatomists.
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Affiliation(s)
- Audra F Schaefer
- Department of Anatomy and Cell Biology, Indiana University School of Medicine, Evansville, Indiana
| | - Adam B Wilson
- Department of Cell and Molecular Medicine, Rush University, Chicago, Illinois
| | - J Bradley Barger
- Department of Cell, Developmental, and Integrative Biology, University of Alabama at Birmingham, School of Medicine, Birmingham, Alabama
| | - Homaira M Azim
- Department of Anatomy and Cell Biology, Indiana University School of Medicine, Indianapolis, Indiana
| | - James J Brokaw
- Department of Anatomy and Cell Biology, Indiana University School of Medicine, Indianapolis, Indiana
| | - William S Brooks
- Department of Cell, Developmental, and Integrative Biology, University of Alabama at Birmingham, School of Medicine, Birmingham, Alabama
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Feola DJ, Black EP, McNamara PJ, Romanelli F. Development of Guiding Principles for a New Era in Graduate Education. Am J Pharm Educ 2019; 83:7422. [PMID: 30962648 PMCID: PMC6448524 DOI: 10.5688/ajpe7422] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/12/2018] [Accepted: 12/06/2018] [Indexed: 05/30/2023]
Abstract
Many external drivers may be influencing a paradigm shift in graduate education. Workforce dynamics are driving a re-examination of what is instructed in graduate programs as well as how curricula are delivered. Most graduate programs have made incremental changes in their philosophical approaches, but new and more dramatic paradigms may be needed to sufficiently address the future needs of employers and students alike.
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Affiliation(s)
- David J. Feola
- University of Kentucky College of Pharmacy, Lexington, Kentucky
| | - Esther P. Black
- University of Kentucky College of Pharmacy, Lexington, Kentucky
| | | | - Frank Romanelli
- University of Kentucky College of Pharmacy, Lexington, Kentucky
- Executive Associate Editor, American Journal of Pharmaceutical Education, Arlington, Virginia
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Lee C. Passing the Baton to the Next Generation: A Few Problems That Need Solving. Ann Rev Mar Sci 2019; 11:1-13. [PMID: 29852088 DOI: 10.1146/annurev-marine-010318-095342] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
This is a personal account of some of the people and factors that were important in my career in chemical oceanography. I also discuss two areas of oceanographic research and training that I think need more attention. The first is how the difficulty in getting appropriate samples hampers our ability to fully understand biogeochemical processes in the sea. I have worked on dissolved materials, suspended and sinking particles, and sediments in lakes, oceans, rivers, and aerosols. Sample collection problems affect all those areas, although to different degrees. Second, I discuss a few of the issues that I most worry about with regard to graduate education in oceanography, among them an apparent decrease over the past several decades in the ability of many beginning students to write clearly and think logically.
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Affiliation(s)
- Cindy Lee
- School of Marine and Atmospheric Sciences, Stony Brook University, Stony Brook, New York 11794-5000, USA;
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Victor TR, Thompson KK, Barnett JV, Karpa KD. 2017 Meeting of the National Directors of Graduate Studies in Pharmacology and Physiology. Adv Physiol Educ 2018; 42:396-403. [PMID: 29761717 PMCID: PMC6734052 DOI: 10.1152/advan.00027.2018] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/13/2018] [Revised: 03/21/2018] [Accepted: 03/21/2018] [Indexed: 06/08/2023]
Abstract
The National Directors of Graduate Studies biennial meeting is a forum for directors from pharmacology and physiology graduate programs to discuss challenges and best practices for programs that are preparing trainees to be successful in the biomedical workforce. The 2017 meeting was held on the campus of Stony Brook University in Stony Brook, NY. Over the course of the 3-day event, several themes evolved, including graduate education training and curricula, diversity and career development, and scientific rigor and communication. Overall, presentations and discussions highlighted the challenges and opportunities for training PhD biomedical scientists and featured best practices from across the country.
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Affiliation(s)
- Tanya R Victor
- Department of Pharmacological Sciences, Stony Brook University , Stony Brook, New York
| | - Kaitlyn K Thompson
- Department of Pharmacological Sciences, Stony Brook University , Stony Brook, New York
| | - Joey V Barnett
- Department of Pharmacology, Vanderbilt University School of Medicine , Nashville, Tennessee
| | - Kelly D Karpa
- Department of Pharmacology, Penn State College of Medicine , Hershey, Pennsylvania
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Skelton AG, Meltzer MI. 20 Years of Public Health Economics and Decision Sciences at the US Centers for Disease Control and Prevention: The CDC Steven M. Teutsch Prevention Effectiveness Fellowship, 1995-2015. J Public Health Manag Pract 2018; 23:e14-e21. [PMID: 27798531 PMCID: PMC7028312 DOI: 10.1097/phh.0000000000000437] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
The CDC Steven M. Teutsch Prevention Effectiveness Fellowship was started in 1995 to provide postdoctoral training in public health economics. This article describes the origins and state of the fellowship and the practice of prevention effectiveness research at the Centers for Disease Control and Prevention. The fellowship can be seen as one successful example of a demand-driven public health innovation to develop crucial capacity for the contemporary health system. Nearly 150 individuals have been trained through the program since its inception.
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Affiliation(s)
- Adam G Skelton
- Population Health Workforce Branch, Division of Scientific Education and Professional Development, Center for Surveillance, Epidemiology and Laboratory Services (Dr Skelton), and Health Economics and Modeling Unit, Division of Preparedness and Emerging Infections, National Center for Zoonotic and Emerging Infectious Diseases, (Dr Meltzer), US Centers for Disease Control and Prevention, Atlanta, Georgia
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Washburn S, Herman J, Stewart R. Evaluation of performance and perceptions of electronic vs. paper multiple-choice exams. Adv Physiol Educ 2017; 41:548-555. [PMID: 29066605 DOI: 10.1152/advan.00138.2016] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/23/2016] [Revised: 08/04/2017] [Accepted: 09/19/2017] [Indexed: 06/07/2023]
Abstract
In the veterinary professional curriculum, methods of examination in many courses are transitioning from the traditional paper-based exams to electronic-based exams. Therefore, a controlled trial to evaluate the impact of testing methodology on examination performance in a veterinary physiology course was designed and implemented. Formalized surveys and focus group discussions were also used to determine student attitudes toward the examination formats. In total, 134 first-year veterinary students and 11 PhD/MS students were administered a total of 4 exams throughout 1 semester (2 on paper and 2 electronically) using a split-halves design. The paper (P) and electronic (E) exams contained 25 identical multiple-choice questions. Students were randomly assigned to two groups and were given exams in one of two sequences (E-P-E-P or P-E-P-E). Participants consented to and completed two anonymous surveys vis à vis their experience. Out of a maximum raw score of 25, the mean score for electronic examinations (20.8; 95% confidence interval, 20.3-21.2) was significantly (P = 0.01) greater than that for paper examinations (20.3; 95% confidence interval, 20.0-20.7). However, students expressed numerous concerns with the electronic examination format, and, at the completion of the study, 87% preferred to take their examination on paper rather than the electronic format. These data show that student attitudes concerning the examination format are not primarily determined by examination results, and that the additional anxiety related to the electronic examination format plays a large role in student attitudes.
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Affiliation(s)
- Shannon Washburn
- Department of Veterinary Physiology and Pharmacology and Michael E. DeBakey Institute, College of Veterinary Medicine and Biomedical Sciences, Texas A&M University, College Station, Texas
| | - James Herman
- Department of Veterinary Physiology and Pharmacology and Michael E. DeBakey Institute, College of Veterinary Medicine and Biomedical Sciences, Texas A&M University, College Station, Texas
| | - Randolph Stewart
- Department of Veterinary Physiology and Pharmacology and Michael E. DeBakey Institute, College of Veterinary Medicine and Biomedical Sciences, Texas A&M University, College Station, Texas
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Abstract
As a newcomer, the philosophical basis of systems biology seems intuitive and appealing, the underlying philosophy being that the whole of a living system cannot be completely understood by the study of its individual parts. Yet answers to the questions "What is systems biology?" and "What constitutes a systems biology approach in 2016?" are somewhat more elusive. This seems to be due largely to the diversity of disciplines involved and the varying emphasis placed on the computational modeling and experimental aspects of systems biology. As such, the education of systems biology would benefit from multidisciplinary collaboration with both instructors and students from a range of disciplines within the same course. This essay is the personal reflection of a graduate student trying to get an introductory overview of the field of systems biology and some thoughts about effective education of systems biology.
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Affiliation(s)
- Melanie Rae Simpson
- Department of Public Health and General Practice, Norwegian University of Science and Technology, Trondheim, Norway
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Abstract
The American Physiological Society (APS) Teaching Section annually honors an educator through its Claude Bernard Distinguished Lecture at the Experimental Biology meeting. Since I knew about my selection for almost a year, I had a long time to think about what I wanted to say and how I wanted to say it. The theme of my presentation was "nothing in education makes sense except in the light of student learning." My presentation began with a video of my "And, But, Therefore" description of my educational scholarship (see Randy Olson Great Challenges Day at TEDMED 2013, Ref. 10). "Physiology is the basic foundation of all the health professions AND physiology can be hard for students to figure out BUT many physiology courses expect students to memorize a large number of facts; THEREFORE, my scholarship is to help students learn physiology better for the long-term with various types of student-centered learning opportunities." To stress the goal of student-centered learning, my brief video was followed by a 2-min video of one of my students describing her experiences with student-centered learning in one of my two-semester Advanced Human Physiology classes. Since I have been convinced that Randy Olson is an expert on science communication (11), the rest of my presentation was the story about how I have evolved from a sage-on-the-stage lecturer into a student-centered learning facilitator. I have chosen Olson's "And, But, Therefore" approach to narrative for this written version of key aspects of the presentation.
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Affiliation(s)
- Barbara E Goodman
- Division of Basic Biomedical Sciences, Sanford School of Medicine, University of South Dakota, Vermillion, South Dakota
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Waaijer CJF, Macaluso B, Sugimoto CR, Larivière V. Stability and Longevity in the Publication Careers of U.S. Doctorate Recipients. PLoS One 2016; 11:e0154741. [PMID: 27128633 PMCID: PMC4851373 DOI: 10.1371/journal.pone.0154741] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2016] [Accepted: 04/18/2016] [Indexed: 11/30/2022] Open
Abstract
Since the 1950s, the number of doctorate recipients has risen dramatically in the United States. In this paper, we investigate whether the longevity of doctorate recipients’ publication careers has changed. This is achieved by matching 1951–2010 doctorate recipients with rare names in astrophysics, chemistry, economics, genetics and psychology in the dissertation database ProQuest to their publications in the publication database Web of Science. Our study shows that pre-PhD publication careers have changed: the median year of first publication has shifted from after the PhD to several years before PhD in most of the studied fields. In contrast, post-PhD publication career spans have not changed much in most fields. The share of doctorate recipients who have published for more than twenty years has remained stable over time; the shares of doctorate recipients publishing for shorter periods also remained almost unchanged. Thus, though there have been changes in pre-PhD publication careers, post-PhD career spans remained quite stable.
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Affiliation(s)
- Cathelijn J. F. Waaijer
- Centre for Science and Technology Studies, Faculty of Social and Behavioural Sciences, Leiden University, Leiden, the Netherlands
- * E-mail:
| | - Benoît Macaluso
- Observatoire des sciences et des technologies, Centre interuniversitaire de recherche sur la science et la technologie, Université du Québec à Montréal, Montréal, Canada
| | - Cassidy R. Sugimoto
- School of Informatics and Computing, Indiana University, Bloomington, Indiana, United States of America
| | - Vincent Larivière
- Observatoire des sciences et des technologies, Centre interuniversitaire de recherche sur la science et la technologie, Université du Québec à Montréal, Montréal, Canada
- École de bibliothéconomie et des sciences de l’information, Université de Montréal, Montréal, Canada
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Soria EA, Berra S, Valentich MA. [Emerging roles of the PhD in Health Sciences: A spectrum of possibilities in the 21st century]. Rev Fac Cien Med Univ Nac Cordoba 2016; 73:231-232. [PMID: 28152364] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/06/2023] Open
Affiliation(s)
- Elio A Soria
- Instituto de Investigaciones en Ciencias de la Salud (INICSA), Universidad Nacional de Córdoba, CONICET, FCM
| | - Silvina Berra
- Instituto de Investigaciones en Ciencias de la Salud (INICSA), Universidad Nacional de Córdoba, CONICET, FCM
| | - Mirta A Valentich
- Instituto de Investigaciones en Ciencias de la Salud (INICSA), Universidad Nacional de Córdoba, CONICET, FCM
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Abstract
Clinical investigators within the Canadian and international communities were shocked when the Canadian Institutes of Health Research (CIHR) announced that their funding for the MD/PhD program would be terminated after the 2015-2016 academic year. The program has trained Canadian clinician-scientists for more than two decades. The cancellation of the program is at odds with the CIHR's mandate, which stresses the translation of new knowledge into improved health for Canadians, as well as with a series of internal reports that have recommended expanding the program. Although substantial evidence supports the analogous Medical Scientist Training Program in the United States, no parallel analysis of the MD/PhD program has been performed in Canada. Here, we highlight the long-term consequences of the program's cancellation in the context of increased emphasis on translational research. We argue that alternative funding sources cannot ensure continuous support for students in clinician-scientist training programs and that platform funding of the MD/PhD program is necessary to ensure leadership in translational research.
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Sircar S. Physiology Research in India: Heading Where? Indian J Physiol Pharmacol 2015; 59:360. [PMID: 27530001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
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Reme SE, Caban-Martinez AJ, Young J, Arlinghaus A, Gray G. A Model for Development and Delivery of a Graduate Course in Transdisciplinary Research. Public Health Rep 2015; 130:552-8. [PMID: 26327737 PMCID: PMC4529843 DOI: 10.1177/003335491513000520] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Affiliation(s)
- Silje E Reme
- Silje Endresen Reme is a Visiting Scientist in the HSPH Department of Environmental Health in Boston, Massachusetts, and a Senior Researcher in Uni Health at Uni Research in Bergen, Norway. Alberto Caban-Martinez is a Research Associate in the HSPH Department of Environmental Health and an Assistant Professor in the Department of Public Health Sciences, University of Miami Miller School of Medicine in Miami, Florida. Justin Young is an Assistant Professor in the Department of Industrial and Manufacturing Engineering at Kettering University in Flint, Michigan. Anna Arlinghaus is a Senior Researcher at GAWO e.V. in Oldenburg, Germany. Garry Gray is a Network Fellow at the Edmond J. Safra Center for Ethics at Harvard Law School in Cambridge, Massachusetts, and an Assistant Professor of Sociology at University of Victoria in Victoria, British Columbia, Canada
| | - Alberto J Caban-Martinez
- Silje Endresen Reme is a Visiting Scientist in the HSPH Department of Environmental Health in Boston, Massachusetts, and a Senior Researcher in Uni Health at Uni Research in Bergen, Norway. Alberto Caban-Martinez is a Research Associate in the HSPH Department of Environmental Health and an Assistant Professor in the Department of Public Health Sciences, University of Miami Miller School of Medicine in Miami, Florida. Justin Young is an Assistant Professor in the Department of Industrial and Manufacturing Engineering at Kettering University in Flint, Michigan. Anna Arlinghaus is a Senior Researcher at GAWO e.V. in Oldenburg, Germany. Garry Gray is a Network Fellow at the Edmond J. Safra Center for Ethics at Harvard Law School in Cambridge, Massachusetts, and an Assistant Professor of Sociology at University of Victoria in Victoria, British Columbia, Canada
| | - Justin Young
- Silje Endresen Reme is a Visiting Scientist in the HSPH Department of Environmental Health in Boston, Massachusetts, and a Senior Researcher in Uni Health at Uni Research in Bergen, Norway. Alberto Caban-Martinez is a Research Associate in the HSPH Department of Environmental Health and an Assistant Professor in the Department of Public Health Sciences, University of Miami Miller School of Medicine in Miami, Florida. Justin Young is an Assistant Professor in the Department of Industrial and Manufacturing Engineering at Kettering University in Flint, Michigan. Anna Arlinghaus is a Senior Researcher at GAWO e.V. in Oldenburg, Germany. Garry Gray is a Network Fellow at the Edmond J. Safra Center for Ethics at Harvard Law School in Cambridge, Massachusetts, and an Assistant Professor of Sociology at University of Victoria in Victoria, British Columbia, Canada
| | - Anna Arlinghaus
- Silje Endresen Reme is a Visiting Scientist in the HSPH Department of Environmental Health in Boston, Massachusetts, and a Senior Researcher in Uni Health at Uni Research in Bergen, Norway. Alberto Caban-Martinez is a Research Associate in the HSPH Department of Environmental Health and an Assistant Professor in the Department of Public Health Sciences, University of Miami Miller School of Medicine in Miami, Florida. Justin Young is an Assistant Professor in the Department of Industrial and Manufacturing Engineering at Kettering University in Flint, Michigan. Anna Arlinghaus is a Senior Researcher at GAWO e.V. in Oldenburg, Germany. Garry Gray is a Network Fellow at the Edmond J. Safra Center for Ethics at Harvard Law School in Cambridge, Massachusetts, and an Assistant Professor of Sociology at University of Victoria in Victoria, British Columbia, Canada
| | - Garry Gray
- Silje Endresen Reme is a Visiting Scientist in the HSPH Department of Environmental Health in Boston, Massachusetts, and a Senior Researcher in Uni Health at Uni Research in Bergen, Norway. Alberto Caban-Martinez is a Research Associate in the HSPH Department of Environmental Health and an Assistant Professor in the Department of Public Health Sciences, University of Miami Miller School of Medicine in Miami, Florida. Justin Young is an Assistant Professor in the Department of Industrial and Manufacturing Engineering at Kettering University in Flint, Michigan. Anna Arlinghaus is a Senior Researcher at GAWO e.V. in Oldenburg, Germany. Garry Gray is a Network Fellow at the Edmond J. Safra Center for Ethics at Harvard Law School in Cambridge, Massachusetts, and an Assistant Professor of Sociology at University of Victoria in Victoria, British Columbia, Canada
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Boyce BA, Lund J, O'Neil K. PETE Doctoral Institutions: Programs, Faculty, and Doctoral Students. Res Q Exerc Sport 2015; 86:311-318. [PMID: 26115198 DOI: 10.1080/02701367.2015.1041634] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
PURPOSE The present study of doctoral physical education teacher education (D-PETE) programs was part of a longitudinal study that provided an extensive description of demographics including: (a) doctoral program characteristics, (b) faculty, and (c) doctoral students/graduates. METHOD This trend study incorporated 3 data sets (2005-2006, 2008-2009, and 2011-2012) that described the characteristics of D-PETE programs. Academic heads of D-PETE programs provided demographic information on their doctoral students, faculty, and institutional characteristics for the 2005-2006, 2008-2009, and 2011-2012 academic years and selected summary data from 1996-1997 through 2011-2012. RESULTS/CONCLUSION As a result of this longitudinal data collection, the following trends were revealed. First, there was a decrease in the number of D-PETE programs and an increase of nontenured and part-time pedagogy faculty. Second, initial teacher licensure programs remained in existence at the vast majority of D-PETE programs. Third, funding for doctoral students at D-PETE programs was decreasing. Fourth, racial composition of doctoral graduates and current doctoral students remained largely skewed toward Caucasians. Fifth, there was a slight decline in the percentage of doctoral graduates entering higher education, but employment rates were exceptionally high. Sixth, non-U.S. doctoral students and ABDs were marketable in the United States.
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Elliott A, Nerima B, Bagaya B, Kambugu A, Joloba M, Cose S, Pantaleo G, Yazdanbakhsh M, Mabey D, Dunne D, Moffett A, Rwakishaya EK, Kaleebu P, Mbidde EK. Capacity for science in sub-Saharan Africa. Lancet 2015; 385:2435-7. [PMID: 26122054 DOI: 10.1016/s0140-6736(15)61111-4] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/15/2022]
Affiliation(s)
- Alison Elliott
- MRC/UVRI Uganda Research Unit on AIDS, PO Box 49, Entebbe, Uganda; London School of Hygiene & Tropical Medicine, London, UK.
| | | | - Bernard Bagaya
- Uganda Virus Research Institute, Entebbe, Uganda; Department of Medical Microbiology, Makerere University College of Health Sciences, Kampala, Uganda
| | - Andrew Kambugu
- Infectious Diseases Institute, Makerere University College of Health Sciences, Kampala, Uganda
| | - Moses Joloba
- Department of Medical Microbiology, Makerere University College of Health Sciences, Kampala, Uganda
| | - Stephen Cose
- MRC/UVRI Uganda Research Unit on AIDS, PO Box 49, Entebbe, Uganda; London School of Hygiene & Tropical Medicine, London, UK
| | | | - Maria Yazdanbakhsh
- Department of Parasitology, Leiden University Medical Centre, Leiden, The Netherlands
| | - David Mabey
- London School of Hygiene & Tropical Medicine, London, UK
| | - David Dunne
- Department of Pathology, University of Cambridge, Cambridge, UK
| | - Ashley Moffett
- Department of Pathology, University of Cambridge, Cambridge, UK
| | - Eli Katunguka Rwakishaya
- Makerere University Directorate of Research and Graduate Studies, Kampala, Uganda; Kyambogo University, Kampala, Uganda
| | - Pontiano Kaleebu
- MRC/UVRI Uganda Research Unit on AIDS, PO Box 49, Entebbe, Uganda; London School of Hygiene & Tropical Medicine, London, UK; Uganda Virus Research Institute, Entebbe, Uganda
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Brokaw JJ, O'Loughlin VD. Implementation of an education-focused PhD program in anatomy and cell biology at Indiana University: lessons learned and future challenges. Anat Sci Educ 2015; 8:258-265. [PMID: 25099221 DOI: 10.1002/ase.1482] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/07/2014] [Revised: 06/10/2014] [Accepted: 07/15/2014] [Indexed: 06/03/2023]
Abstract
In 2008, the Indiana University School of Medicine, in collaboration with the School of Education, admitted its first student to a newly approved PhD program in Anatomy and Cell Biology focusing on educational research rather than biomedical research. The goal of the program is twofold: (1) to provide students with extensive training in all of the anatomical disciplines coupled with sufficient teaching experience to assume major educational responsibilities upon graduation and (2) to train students to conduct rigorous medical education research and other scholarly work necessary for promotion and tenure. The 90 credit hour curriculum consists of biomedical courses taught within the School of Medicine and education courses taught within the School of Education, including courses in health sciences pedagogy, curriculum development, learning theory, quantitative, and qualitative research methods, statistics, and electives. To date, 16 students have entered the program, seven have passed their qualifying examinations, and five have earned their PhD degrees. Four students have received national recognition for their educational research and four graduates have obtained faculty appointments. Going forward, we must adapt the program's biomedical course requirements to incorporate the new integrated curriculum of the medical school, and we must secure additional funding to support more students. Overcoming these challenges will enable us to continue producing a small but stable supply of doctoral-level anatomy educators for a growing academic market.
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Affiliation(s)
- James J Brokaw
- Department of Anatomy and Cell Biology, Indiana University School of Medicine, Indianapolis, Indiana
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Utsunomiya S. [The Project Intention and a Report on the JSMP109 Symposium 1]. Igaku Butsuri 2015; 35:127-130. [PMID: 26882698] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
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Sumida I. [Medical Physics Clinical Training at Osaka University]. Igaku Butsuri 2015; 35:145-149. [PMID: 26882701] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
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Smith DF, Hagstrom MR. Changing the Face of Veterinary Medicine: Research and Clinical Developments at AAVMC Institutions. J Vet Med Educ 2015; 42:441-458. [PMID: 26673211 DOI: 10.3138/jvme.0515-082r] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
This paper provides a 50-year overview of research and clinical advances in AAVMC member colleges in four representative fields of veterinary medicine: oncology, vaccine development, production medicine, and public health. Though emphasis is on the progress since the mid-1960s, the salient background and associated personnel in each field are also identified to the extent that their description informs more recent events. Advances in board certification and post-graduate clinical and research educational opportunities are also described.
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Sakae T. [Medical Physics Residency Program at University of Tsukuba]. Igaku Butsuri 2015; 35:141-144. [PMID: 26882700] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
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Wasserman JA, Stevenson SL, Claxton C, Krug EF. Moral Reasoning among HEC Members: An Empirical Evaluation of the Relationship of Theory and Practice in Clinical Ethics Consultation. J Clin Ethics 2015; 26:108-117. [PMID: 26132057] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
In light of the ongoing development and implementation of core competencies in bioethics, it is important to proceed with a clear sense of how bioethics knowledge is utilized in the functioning of hospital ethics committees (HECs). Without such an understanding, we risk building a costly edifice on a foundation that is ambiguous at best. This article examines the empirical relationship between traditional paradigms of bioethics theory and actual decision making by HEC members using survey data from HEC members. The assumption underlying the standardization of qualifications and corresponding call for increased education of HEC members is that they will base imminent case decisions on inculcated knowledge. Our data suggest, however, that HEC members first decide intuitively and then look for justification, thereby highlighting the need to re-examine the pedagogical processes of ethics education in the process of standardizing and improving competencies.
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Affiliation(s)
- Jason Adam Wasserman
- Oakland University William Beaumont School of Medicine, 2200 N. Squirrel Rd. O'Dowd Hall 131, Rochester Hill, Michigan 48309 USA.
| | | | | | - Ernest F Krug
- Oakland University William Beaumont School of Medicine, 2200 N. Squirrel Rd. O'Dowd Hall 131, Rochester Hill, Michigan 48309 USA
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Thon JN. Nothing to lose: why early career scientists make ideal entrepreneurs. Trends Biochem Sci 2014; 39:571-3. [PMID: 25458606 DOI: 10.1016/j.tibs.2014.09.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2014] [Accepted: 09/25/2014] [Indexed: 11/20/2022]
Abstract
An entrepreneurial movement within science strives to invert the classical trajectory of academic research careers by positioning trainees at the apex of burgeoning industries. Young scientists today have nothing to lose and everything to gain by pursuing this 'third road', and academic institutes and established companies only stand to benefit from supporting this emerging movement of discovery research with economic purpose.
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Affiliation(s)
- Jonathan N Thon
- Department of Medicine, Brigham and Women's Hospital, Boston, MA 02115, USA; Harvard Medical School, Boston, MA 02115, USA; Platelet BioGenesis, Chestnut Hill, MA 02467, USA.
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Weil TP. Health management education: current alternatives. J Med Pract Manage 2014; 30:180-182. [PMID: 25807620] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
The past several decades have witnessed a significant increase in the number of graduate programs in health management, either on campus or online. The alternative for a health professional to attending a graduate program on campus is to receive an MBA or MHA degree online. The current cost ranges from $13,600 to $78,000, with the more expensive online programs tied to graduate programs that are accredited by the Commission on the Accreditation of Healthcare Management Education and provide the names and qualifications of their faculty. The for-profit online programs have not been forthcoming to this author concerning their health management faculty or their curriculum. For the individual desiring more health management education who is unable to enroll, for family or financial reasons, in an on-campus program, the top-tier online programs seem like a worthwhile but is a relatively expensive option.
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Sinde Y. Strategies for enhancing the environmental health workforce: an update on the health of accredited environmental health degree programs. J Environ Health 2014; 77:32-35. [PMID: 25226783] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
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Yusuf S, Baden T, Prieto-Godino LL. Bridging the Gap: establishing the necessary infrastructure and knowledge for teaching and research in neuroscience in Africa. Metab Brain Dis 2014; 29:217-20. [PMID: 24166356 DOI: 10.1007/s11011-013-9443-x] [Citation(s) in RCA: 28] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/30/2013] [Accepted: 10/18/2013] [Indexed: 11/28/2022]
Abstract
Advances in neuroscience research over the last few decades have increased our understanding of how individual neurons acquire their specific properties and assemble into complex circuits, and how these circuits are affected in disease. One of the important motives driving neuroscience research is the development of new scientific techniques and interdisciplinary cooperation. Compared to developed countries, many countries on the African continent are confronted with poor facilities, lack of funding or career development programs for neuroscientists, all of which deter young scientists from taking up neuroscience as a career choice. This article highlights some steps that are being taken to promote neuroscience education and research in Africa.
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Affiliation(s)
- Sadiq Yusuf
- Institute for Biomedical Research, Kampala International University, Kampala, Uganda,
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Lammel G, Comas EJ, Ivancev-Tumbas I. Higher education in environmental sciences with chemistry emphasis: bachelor and master programmes in Europe. Environ Sci Pollut Res Int 2014; 21:7211-7218. [PMID: 24638839 DOI: 10.1007/s11356-014-2737-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/12/2013] [Accepted: 03/03/2014] [Indexed: 06/03/2023]
Affiliation(s)
- Gerhard Lammel
- , http://www.euchems.eu/divisions/chemistry-andthe-environment.html, ᅟ,
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Ortega E, Walsh MM. Doctoral dental hygiene education: insights from a review of nursing literature and program websites. J Dent Hyg 2014; 88:5-12. [PMID: 24563047] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
Because dental hygiene education has had a similar trajectory as nursing education, this critical review addressed the question "What can the dental hygiene discipline learn from the nursing experience in their development of doctoral education?" Information on admission and degree requirements, modes of instruction, and program length and cost was collected from the websites associated with 112 of 125 PhD nursing programs nationally, and 174 of 184 Doctor of Nursing Practice (DNP) programs. In addition, searches of PubMed, Cumulative Index Nursing Allied Health Literature (CINAHL) and the Web of Science were utilized to identify key articles and books. The following 4 insights relevant to future dental hygiene doctoral education emerged from a review of nursing doctoral education: First, nursing doctoral education offers 2 main doctoral degrees, the research-focused PhD degree and the practice-focused DNP degree. Second, there is a well-documented need for doctoral prepared nurses to teach in nursing programs at all levels in managing client-care settings. Third, curricula quality and consistency is a priority in nursing education. Fourth, there are numerous templates on nursing doctoral education available. The historical background of nursing doctoral education was also reviewed, with the assumption that it can be used to inform the dental hygiene discipline when establishing doctoral dental hygiene education. The authors recommend that with the current changes toward medically and socially compromised patient populations, impending changes in health care policies and the available critical mass of master degree-prepared dental hygiene scholars ready to advance the discipline, now is the time for the dental hygiene discipline to establish doctoral education.
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Abstract
The interest to pursue doctoral degrees in the health professions is increasing exponentially. Some reasons for this increase include innovations in curriculum and instructional strategies, competency-based assessment, particularly at the postgraduate level, and accreditation requirements. Through various electronic search methods, interviews, review of documents and site visits, 24 structured doctoral programs were identified worldwide that offer a PhD in health professions education (HPE) or medical education. A number of other programs were also identified that do not follow a structured curriculum; however, through supervision and guidance, candidates could complete a number of publishable projects thus meeting the requirements for a doctorate degree. Also, some institutions train fellows for doctoral degrees in HPE without necessarily advertising or labeling the programs as a PhD in medical or HPE. There are also discipline-specific PhDs, such as medicine and dentistry, which focus on education. For example, a student interested in studying surgical technical skills could be directed to take a PhD in kinesiology. It is time for institutions and individuals to start thinking about disciplinary diversity and not focus exclusively on studies of medical education.
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Abstract
BACKGROUND U.S. medical colleges commonly administer both M.D. and Ph.D. programs, but the value and application of these degrees are being challenged by economic developments. SUMMARY In medicine, the country faces a long-term period of cost cutting and new models for efficient healthcare delivery. In research, the outlook for the independently creative career is bleak, owing to the failure of the National Institutes of Health to engineer a sustainable program of scientists' training and subsequent funding of the trained scientists' research. However, an educational bright spot for medical colleges has been the biomedical science master's program. CONCLUSIONS These programs have been highly popular with students and have the potential of reinvigorating the pool of student researchers, educating professionals in allied fields who are competent advocates for biomedical research, and providing professionals who can enter the healthcare delivery system with reduced expense, for example, as genetic or personalized medicine counselors.
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Affiliation(s)
- George Blanck
- a Department of Molecular Medicine, Morsani College of Medicine , University of South Florida , Tampa , Florida , USA
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Interprofessional learning: case studies. Move out of the comfort zone. Health Serv J 2013; Suppl:4-5. [PMID: 23879109] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
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Brinton TJ, Kurihara CQ, Camarillo DB, Pietzsch JB, Gorodsky J, Zenios SA, Doshi R, Shen C, Kumar UN, Mairal A, Watkins J, Popp RL, Wang PJ, Makower J, Krummel TM, Yock PG. Outcomes from a postgraduate biomedical technology innovation training program: the first 12 years of Stanford Biodesign. Ann Biomed Eng 2013; 41:1803-10. [PMID: 23404074 DOI: 10.1007/s10439-013-0761-2] [Citation(s) in RCA: 37] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/12/2012] [Accepted: 02/06/2013] [Indexed: 11/27/2022]
Abstract
The Stanford Biodesign Program began in 2001 with a mission of helping to train leaders in biomedical technology innovation. A key feature of the program is a full-time postgraduate fellowship where multidisciplinary teams undergo a process of sourcing clinical needs, inventing solutions and planning for implementation of a business strategy. The program places a priority on needs identification, a formal process of selecting, researching and characterizing needs before beginning the process of inventing. Fellows and students from the program have gone on to careers that emphasize technology innovation across industry and academia. Biodesign trainees have started 26 companies within the program that have raised over $200 million and led to the creation of over 500 new jobs. More importantly, although most of these technologies are still at a very early stage, several projects have received regulatory approval and so far more than 150,000 patients have been treated by technologies invented by our trainees. This paper reviews the initial outcomes of the program and discusses lessons learned and future directions in terms of training priorities.
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Affiliation(s)
- Todd J Brinton
- Stanford University Biodesign Program, Stanford University, 318 Campus Drive, Stanford, CA 94305-5428, USA
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Glardon OJ. [The task of the Swiss Veterinary Society and its divisions in matters of postuniversity settings]. SCHWEIZ ARCH TIERH 2013; 155:67-71. [PMID: 23385026 DOI: 10.1024/0036-7281/a000421] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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Abstract
A 3-year-old graduate research university in Saudi Arabia is finding that it will take more than money to create a global research powerhouse.
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Curcio DF, Behlau M, Barros MD, Smith RL. Laryngeal support device enhances the learning of laryngeal anatomy and voice physiology. Anat Sci Educ 2012; 5:241-245. [PMID: 22467229 DOI: 10.1002/ase.1276] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/06/2011] [Revised: 02/05/2012] [Accepted: 02/29/2012] [Indexed: 05/31/2023]
Abstract
Multidisciplinary cooperation in health care requires a solid knowledge in the basic sciences for a common ground of communication. In speech pathology, these fundamentals improve the accuracy of descriptive diagnoses and support the development of new therapeutic techniques and strategies. The aim of this study is to briefly discuss the benefits of hands-on education on laryngeal anatomy and voice physiology in Brazilian graduate programs in speech pathology, as well as to describe a simple prototype that can be used as a useful educational tool for this purpose. The laryngeal anatomic support device was designed to provide a vertical frame to hold human or mammalian larynges with no preservation treatment, with the goal of allowing good visualization of the vocal folds during artificial phonation. The device was designed to provide the user the ability to manipulate the soft and cartilaginous structures of the larynx with near-natural biomechanical properties. The description of the project is detailed to allow the reproduction of this simple and inexpensive device. It may be used as an experimental feature in a variety of settings, from high-school programs to experimental research methods, and may suit a wide array of different educational models.
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Affiliation(s)
- Daniella Franco Curcio
- Department of Morphology, Santa Casa School of Medical Sciences of São Paulo, São Paulo, Brazil.
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Sayed MG, Al-Shehri MY. A matter of degrees: the introduction of clinical doctorates to the Saudi higher education system and a comparative prospective from the American model. Med Teach 2012; 34 Suppl 1:S75-S80. [PMID: 22409196 DOI: 10.3109/0142159x.2012.656750] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
Recent unprecedented growth in Saudi population challenged its infrastructure and intensified demand for higher education and healthcare. In response, both the government and the private sector founded numerous colleges and universities, increasing the overall number from 8 to 49 institutions of higher education. A significant portion of the expansion has been in the health professions higher education, which also included the establishment of new teaching hospitals and other medical training facilities. As part of this growth, practice (clinical) doctorates have conspicuously made their presence felt in Saudi Arabia. The doctor of pharmacy is the first clinical doctorate that has been formally adopted as the terminal professional degree in the field. Others are in the works. Results are presented using descriptive methods. Data were collected from reviews of the literature and individual institutional websites of Saudi colleges, universities and salient governmental regulatory and national accrediting agencies. This article will introduce clinical doctorates, their status and state of implementation in the American health professions higher education system as a possible model. The article will review the current status of clinical doctorates' implementation in Saudi Arabia. It will conclude with a recommendation for concerned stake holders, including policy makers, educators, and practitioners.
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Affiliation(s)
- M Gary Sayed
- King Faisal Specialist Hospital and Research Center, MBC: 03, PO Box 3354, Riyadh 11211, Saudi Arabia.
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APS comments on the future of the biomedical workforce. Physiologist 2011; 54:259-60. [PMID: 22256732] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
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Mishra L, Banerjee AT, MacLennan ME, Gorczynski PF, Zinszer KA. Wanted: interdisciplinary, multidisciplinary, and knowledge translation and exchange training for students of public health. Can J Public Health 2011; 102:424-426. [PMID: 22164551 PMCID: PMC6974087 DOI: 10.1007/bf03404192] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/14/2010] [Accepted: 06/02/2011] [Indexed: 05/31/2023]
Abstract
Students vocalized their concern with public health training programs in Canada at the 2010 CPHA Centennial Conference. Given these concerns, we reviewed the objectives and curricula of public health graduate (master's) programs in Canada. Our objective was to understand to what extent public and population health graduate programs in Canada support interdisciplinary, multidisciplinary and knowledge translation and exchange (KTE) training. This was achieved through a review of all public and population health master's programs in Canada identified from the public health graduate programs listed on the Public Health Agency of Canada website (n = 33) plus an additional four programs that were not originally captured on the list. Of the 37 programs reviewed, 28 (76%) stated that interdisciplinary, multidisciplinary or cross-disciplinary training opportunities are of value to their program, with 12 programs (32%) providing multidisciplinary or interdisciplinary training opportunities in their curriculum. Only 14 (38%) of the 37 programs provided value statements of KTE activities in their program goals or course objectives, with 10 (27%) programs offering KTE training in their curriculum. This review provides a glimpse into how public health programs in Canada value and support interdisciplinary and multidisciplinary collaboration as well as KTE activities.
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Affiliation(s)
- Lipi Mishra
- Department of Epidemiology, Biostatistics, and Occupational Health, McGill University, Montréal, QC Canada
| | - Ananya T. Banerjee
- Department of Epidemiology, Biostatistics, and Occupational Health, McGill University, Montréal, QC Canada
- Department of Clinical Epidemiology & Biostatistics, McMaster University, Hamilton, ON Canada
| | | | - Paul F. Gorczynski
- Department of Exercise Sciences, University of Toronto, Toronto, ON Canada
| | - Kate A. Zinszer
- Department of Epidemiology, Biostatistics, and Occupational Health, McGill University, Montréal, QC Canada
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Knapp KK, Manolakis M, Webster AA, Olsen KM. Projected growth in pharmacy education and research, 2010 to 2015. Am J Pharm Educ 2011; 75:108. [PMID: 21931446 PMCID: PMC3175682 DOI: 10.5688/ajpe756108] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/06/2010] [Accepted: 04/18/2011] [Indexed: 05/23/2023]
Abstract
OBJECTIVES To determine projected growth in pharmacy education and research from 2010 to 2015 and to relate findings to external and internal factors. METHODS An e-mail survey instrument was sent to all US pharmacy deans, and responses were used to estimate growth in the number of first-professional-degree doctor of pharmacy (PharmD) graduates, residents/fellows, graduate students, faculty members, graduate research faculty members, and postdoctoral fellows. Results were related to the national economy, trends in faculty vacancies, growth trends in other health professions, pharmacist roles, and healthcare reform. RESULTS Five-year growth projections were: 58% increase in the number of residents/fellows, 23% in postdoctoral fellows, 21% in entry-level PharmD graduates, 19% in graduate/research faculty members, 17% in graduate students, and 13% in total pharmacy faculty members. Residencies/fellowships showed the highest projected growth rates (58%). Graduate education and research data suggest a growing research enterprise. Faculty vacancy trends were downward and this suggests better faculty availability in coming years. CONCLUSIONS Substantial growth is expected from 2010 to 2015 in all areas of pharmacy education. External factors and how well the profession is able to demonstrate its contribution to resolving healthcare problems may influence the actual growth rates achieved.
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Mimura K. [Education of medical technology and graduate school in Japan]. Rinsho Byori 2011; 59:611-615. [PMID: 21815485] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
Now the education of medical technologists has reached the fourth turning point. The first turning point was the start of the two year education in 1958 and the second was the start of the three year education of medical Technologists in 1971 and the third was the start of the full-fledged university education in 2004 and, this time, the fourth turning point is the start of graduate school education of medical technology. From this situation, for education of graduate school, mind education that polishes personality practically is may be demanded, Therefore, human resource development with not only knowledge and technique as medical technologists but also with humanly nurtured sentiment is expected in the future.
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Affiliation(s)
- Kunihiro Mimura
- Department of Medical Risk and Crisis Management, Faculty of Risk and Crisis Management, Chiba Institute of Science, Chiba 288-0025, Japan.
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Bollag Y, Wandl U. [First German-language, multinational master's degree in medical insurance]. Versicherungsmedizin 2011; 63:1-2. [PMID: 21488382] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
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