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Purpose: Selection for postgraduate medical training is high-stakes and complex. The learning value of assessments for selection has, thus far, been underexplored, limiting their uptake as potentially meaningful learning experiences. The aim of this study was to explore the learning value residency applicants derive from an intelligence, personality, motivation and competency selection assessment and what factors influence the experienced learning value. Methods: In Autumn 2020 and Spring 2021, we conducted individual semi-structured interviews with sixteen applicants for pediatric residency training. Selection outcomes were unknown at the time of the interview. Interviews were transcribed verbatim and thematically analyzed. Results: Participants reported that the assessment was valuable in fostering self-reflection and self-awareness, embracing self-acceptance, pursuing development goals, assessing professional fit, and harnessing motivational drivers in work. The experienced learning value was influenced by applicants' ability to interpret its results, their focus on the high-stakes selection process and concerns regarding the acceptability and credibility of the selection tool. Conclusions: While the selection assessment showed learning potential, its learning value was impeded by a preoccupation with the high-stakes nature of the selection procedure. Intentional integration of the selection assessment in the learning curriculum may play a pivotal role in realizing its learning potential. [ABSTRACT FROM AUTHOR]

Background: COVID‐19 pandemic restrictions necessitated changes in conduct of the interview process for the selection of candidates in paediatric dentistry residency programs. Aims: To examine the experiences and attitudes of paediatric dentistry program directors and residents regarding the virtual interview process during the 2020/2021 application cycle. Design: A survey was sent to 82 directors and 416 postdoctoral members of the American Academy of Pediatric Dentistry with data collected from individuals interviewed during the 2020/2021 cycle. Results: Response rates for directors and residents were 27% (N = 22/82) and 17% (N = 72/416), respectively. Seventy‐three percent of directors (N = 16) believed that virtual interviews were not an adequate substitute for in‐person interviews and made it difficult to present facilities, observe applicant interactions, and assess personality. Fifty‐nine percent of the directors (N = 13) were not interested in using virtual interviews if restrictions were lifted. Residents reported that virtual interviews were accommodating but were unable to observe interpersonal interactions, assess the location and facilities, and understand the program culture. Sixty‐one percent of residents (N = 44) prefer to interview in‐person. Conclusion: The majority of program directors (73%) felt that virtual interviews could not substitute for in‐person interviews and 59% would not be interested in using virtual interviews in the future. Residents (94%) reported inability to evaluate the location and facilities, and 61% prefer to interview in‐person for future interviews. [ABSTRACT FROM AUTHOR]

AbstractObjective: While previous survey research has focused on various training constituencies such as trainees, and postdoctoral/internship supervisors, no previous survey research has examined the needs and perspectives of practicum level supervisors and training programs. This study was designed to address this limitation. These results were used in forming the North American Association of Practicum Sites in Neuropsychology (NAPSN). Method: A 41-item survey was developed and distributed to practicum supervisors across the United States and Canada via listserv. A total of 142 supervisors completed the survey; the majority were employed at academic medical centers (62%) and located in the U.S. (93%). Most participants evaluated adults (61%), while a minority evaluated children (27%), or patients across the lifespan (12%). Results: Most respondents supervise one (44%) or two (26%) students per year and prefer advanced trainees (>90%). The majority (78%) indicated students see one case per week. The number of clinical contact hours and reports varied based on location (U.S. vs. Canada) and population (adult vs. pediatric). Supervisors found professional papers and publicly available didactics to be the most helpful resources. Commonly endorsed needs included help with policies and procedures (53%), supervising trainees from underrepresented groups (49%) and nontraditional backgrounds (44%), and access to didactics (49%). Conclusions: The survey provided insights into current practices and the needs of practicum supervisors. These findings will inform NAPSN’s development of materials and policies to support trainees and supervisors and can guide other professionals in supporting their practicum trainees as they navigate training in neuropsychology. [ABSTRACT FROM AUTHOR]

Since 1991, there have been significant changes in medical education in Georgia. Key changes include adapting national legislation toward international standards, establishing the National Center for Education Quality Enhancement (NCEQE), which was recognized in 2018 by the World Federation for Medical Education (WFME) as an accrediting agency and opening the Association for Medical Education in Europe (AMEE) International Networking Center in 2019. Undergraduate medical education, regulated by the Ministry of Education, Science and Youth of Georgia, spans six years. MD graduates then have options for further career paths, including working as junior doctors, residency, and/or pursuing PhD research. The main challenges the country presently faces are: the need to reduce the increasing number of (mainly) private medical schools. Recent updates to the national standards for undergraduate medical education have imposed stricter accreditation requirements for MD programs, resulting in the closure of schools that fail to meet these standards; postgraduate medical education is governed by the Ministry of Internally Displaced Persons from the Occupied Territories, Labor, Health and Social Affairs of Georgia (MOH) and needs further reform due to limited and paid residency positions; continuous professional development (CPD) was optional until recently, which led to an increase in professional inaccuracy and malpractice cases. To address this, regulatory bodies, including the MOH and professional associations, are preparing the legal basis for introducing compulsory CPD. [ABSTRACT FROM AUTHOR]

Objective: The objectives of this study were to examine current procedures that are used to evaluate competency development in clinical neuropsychology at the postdoctoral level and to investigate policies and procedures for the management of performance that is below expectations during the postdoctoral fellowship. Method: Clinical neuropsychology fellowship program directors were invited via email with multiple reminders to participate in an online survey between 1/26/2023 and 3/31/2023. Results: Most programs administer a competency-based written evaluation of fellow performance (92%) and have a written policy for managing performance that is below expectations (86%). However, greater variability was reported regarding the use of other evaluation tools, including fellow self-assessments (46% of programs), program evaluations (57% of programs), supervisor evaluations (73% of programs), and exit interviews (82% of programs). Moreover, there was variability between programs with regard to the specific competencies that were measured and how performance that is below expectations is managed. Conclusions: Competency-based evaluations and clear, written policies and procedures for management of performance that is below expectations are recommended. Such tools and policies provide clear expectations for fellowship outcomes, promote regular communication between fellows and supervisors, foster early identification of gaps in training, facilitate program quality improvement, and increase opportunities to support and intervene during the course of fellowship training. [ABSTRACT FROM AUTHOR]

Background: In light of the multi-faceted challenges confronting health systems worldwide and the imperative to advance towards development goals, the contribution of health policy graduates is of paramount importance, facilitating the attainment of health and well-being objectives. This paper delineates a set of core skills and competencies that are requisite for health policy graduates, with the objective of preparing these graduates for a spectrum of future roles, including both academic and non-academic positions. Methods: The study was conducted in three phases: a scoping review, qualitative interviews and the validation of identified competencies through brainstorming with experts. In the initial phase, a scoping review was conducted on the databases. The following databases were searched: PubMed, Scopus, Web of Science and Google Scholar search engine. Additionally, the WebPages of universities offering health policy programmes were manually searched. In the second phase, 36 semi-structured interviews were conducted with students, graduates and distinguished academics from Iran and other countries. These interviews were conducted in person or via email. In the third phase, the draft version of the competencies and their associated learning objectives, derived from the preceding stages, was subjected to independent review by an expert panel and subsequently discussed. In light of the expert panel's findings, the authors undertook a subsequent revision of the list, leading to the finalization of the core competencies through a process of consensus. Results: In the scoping review phase, the analysis included six studies and nine university curricula. The results of the scoping review could be classified into five domains: health system understanding, health policy research, knowledge translation, multidisciplinary work and knowledge of public health. In the second phase, six core competencies were extracted from the interviews and combined with the results of the first phase, which were then discussed by the expert panel at the third phase. The final five core competencies, derived from the brainstorming session and presented in no particular order, encompass health policy research, policy analysis, educational competencies, decision-making and multidisciplinary work. Conclusions: It is essential that the curriculum is appropriate and contextually tailored, as this is crucial to foster multi-dimensional competencies that complement the specific disciplines of future health policy scholars. These scholars must possess the ability to genuinely serve their health systems towards achieving health-system goals and sustainable development. [ABSTRACT FROM AUTHOR]

In this essay, I reflect on the origins of relational psychoanalysis during my training years at the NYU Postdoctoral Program between 1983 and 1989, and the subsequent evolution of my own psychoanalytic credo in which I place the essential mutuality of the psychoanalytic process at the heart of the therapeutic action that it generates. I explore the idea that all analysis is at heart a form of mutual analysis in which personal transformation and healing is inevitably bi-directional. [ABSTRACT FROM AUTHOR]

The purpose of the present investigation is to shed light on the intraindividual (i.e., within-person) process of distancing from the goal of obtaining a PhD. Based on the motivational theory of action crisis, we assume that a lack of both individual (here: self-directed career management) and external (here: social support) resources may fuel doubts concerning PhD completion. An action crisis, in turn, is proposed to undermine the subsequent motivation to engage in proactive behavior and seek out social support. We analyzed five waves of longitudinal self-report data (NT1 = 2011 PhD students, 61.7% men; half-year intervals) with the random-intercept cross-lagged panel model. This method allows to separate between-person from within-person effects. As expected, we found intraindividual increases in self-directed career management and perceived social support to reduce the development of an action crisis, and vice versa. Practical implications on how to avoid a loss spiral in the PhD process are discussed. [ABSTRACT FROM AUTHOR]

Objective: In Australia, there is little evidence exploring why higher degrees by research (HDRs) are undertaken by surgeons. This study aims to describe the attitudes and experiences of surgical trainees and surgeons towards HDRs. Methods: A 23-question cross-sectional survey of surgical trainees and consultant surgeons from three Australian public hospitals was undertaken between August and December 2022. Data were analysed according to stage of career and HDR status and assessed using chi-squared test, with P < 0.05 considered significant. Results: Out of 270 participants, 72 (27%) completed the survey including 30 (42%) trainees and 42 (58%) consultants. Overall, 43 (60%) participants had completed or were undertaking a HDR, which was similar between trainees (n = 18) and consultants (N = 25; P = 0.968). A HDR was associated with more publications (P < 0.5). Respondents with a HDR were more likely to have a salaried academic position (50%) than those without (15%). There was no significant difference in academic appointments based on HDR attainment (P = 0.192). For surgical trainees, 93% rated the strengthening of resumes as the primary driver, compared with only 60% of consultants. For consultants, academic career aspirations and research interests were ranked the highest at 64% equally. Lack of time and competing nature of surgical training were equally ranked among all as the key barriers to completing a HDR. Conclusions: These results provide insight into the academic pursuits of surgeons with an understanding of the role HDRs play, including the different drivers for Masters and Doctorates. This is important for supporting future surgeons who seek to pursue research. What is known about the topic? The value of research is well-recognised as a crucial part of the surgical training pathway. Despite this, minimal contemporary evidence exists which explores the impact of higher degrees by research (HDR) on academic career pathways in the Australian context. What does this paper add? Contemporary evidence was obtained to understand why Australian surgeons undertake HDRs and how their completion impacts the surgical career pathway. What are the implications for practitioners? By understanding the role of HDRs in the surgical landscape, practitioners can ensure beneficial support for future academic surgeons is in place. [ABSTRACT FROM AUTHOR]

The dissatisfaction within the postdoctoral training phase has led to the drastic reduction in the number of U.S. citizens pursuing postdoctoral positions within the biological and biomedical sciences fields. Even more so, there is an obvious disparity in not only the recruitment but the retention among underrepresented groups to pursue careers as academic scientists. The proposed social-ecological model and National Institute of Health advisory committee suggests reforming the postdoctoral training phase to overcome these downward trends and disparities. Importantly, some programs like the Stanford Propel Postdoctoral Program were integrating this framework and recommendations without knowledge that they would be released 2 years later. The goal of the Propel Program is to provide social, cohort, financial, and institutional support to diverse cohorts of postdoctoral trainee to diversify the professoriate. Within this piece, several of the Propel scholars come together to provide their perspectives on how the Propel Program has benefited their postdoctoral training experience. [ABSTRACT FROM AUTHOR]

The article focuses on the planned major revision of the ACGME (Accreditation Council for Graduate Medical Education) Common Program Requirements, which aims to enhance graduate medical education by aligning with evolving needs and reducing administrative burden.

The article explores the advantages of collaborative consortia in enhancing the development of the postdoctoral workforce. Postdoctoral training acts as a link between doctoral research and future career prospects, but many postdocs encounter difficulties in collaborative research and transitioning to nonacademic roles. The authors propose that postdoctoral consortia, which consist of faculty researchers and postdoctoral scholars united by a common theme, can help address these challenges. They suggest that federal funding agencies should invest in and offer institutional support for more interdisciplinary, cohort-based postdoctoral research programs. The consortium model transforms the research landscape to be more inclusive, flexible, and conducive to collaborative discoveries. The article examines the benefits and obstacles of postdoctoral training in consortium models. Faculty labs benefit from access to a network of postdoctoral expertise for collaboration and mentoring. Consortium models also provide remote opportunities, making positions accessible to postdocs with relocation constraints. The collaborative and cross-disciplinary nature of consortia promotes open science practices and cultivates skills necessary for future careers. However, challenges include high turnover, balancing collaborative and individual projects, and fostering a sense of community. Increased funding for postdoctoral consortia can offer better training opportunities and support career development. [Extracted from the article]

The article discusses the importance of strengthening the physician-scientist pipeline in the field of infectious diseases. It highlights the role of physician-scientists in driving medical innovation and emphasizes the need for a robust pipeline to address the increasing complexity of medical challenges. The article identifies several challenges that hinder the recruitment and development of physician-scientists, including limited research opportunities during clinical training, financial burdens, and a competitive job market. It suggests proactive measures such as sparking interest in the physician-scientist career path, expanding funding opportunities, and providing support throughout training and early faculty years. The article concludes by emphasizing the need for a collective effort from key stakeholders to cultivate and sustain the physician-scientist pipeline. [Extracted from the article]

The American Journal of Health Promotion has published an article recognizing exceptional professionals in the health promotion field who are under the age of forty. The selection process focused on diversity and inclusion, with honorees chosen based on their influential roles in health improvement, program development, teaching, research, and ethical standards. The article also discusses the importance of mentorship, including nontraditional and diverse relationships. The professionals highlighted in the article come from diverse backgrounds and have training in various disciplines, working in different sectors. They exemplify excellence in health promotion and contribute to addressing global health inequities. [Extracted from the article]

This article is a collection of personal reflections and tributes from scientists who worked with Richard W. Eppley, a renowned scientist in the field of biological oceanography. Eppley's research focused on phytoplankton and their role in biogeochemical processes. The article highlights his contributions to the field and his impact on his students and colleagues. Eppley's career spanned many scientific cruises and he was known for his integrity and curiosity about the ocean. The article also provides a biography of Eppley, describing his personal life and interests outside of his scientific work. [Extracted from the article]

The ability to effectively host a guest speaker is an important but underemphasized aspect of career development in the physiological and broader biomedical sciences. Currently, there is scant information available to guide early-career scientists through this multifaceted, subtlety-filled process. In this Personal View on Training and Mentoring, I first describe the importance and benefits of hosting visiting speakers. I then discuss the many considerations involved in selecting an appropriate speaker and how to formulate the invitation to present. The key activities involved in planning and preparing for a speaker's visit are described next, including information that must be obtained from the speaker, the logistics of travel and lodging, constructing an effective itinerary, food/meals, and how the presentation will be advertised. I then delve into the essential components of host responsibilities during the visit: best practices for introducing speakers, other hosting duties associated with the presentation, tips for enhancing trainee interactions with the speaker, and keys to properly completing the visit on the right note. I next discuss events occurring after the visit, including speaker expenses, reimbursements, and honoraria. Last, the distinct aspects of virtual visits (i.e., remote presentations and meetings) compared with in-person visits are noted. Overall, this viewpoint is intended to provide a comprehensive guide to successfully hosting a guest speaker that should help advance the professional development of students, postdoctoral fellows, and other early-stage investigators. NEW & NOTEWORTHY: This Personal View on Training and Mentoring provides a comprehensive guide to successfully hosting a guest speaker that should help inform and advance the professional development of students, postdoctoral fellows, and other early-stage investigators. [ABSTRACT FROM AUTHOR]

The Ohio Physiological Society (OPS) recently held its 37th Annual Meeting at the Hilton Garden Inn in Perrysburg, Ohio. The meeting aimed to foster collaboration and exploration in the field of physiology among students and professionals. The event included various presentations and networking opportunities, and awards were given to top presenters. The report expresses gratitude to the American Physiological Society for their ongoing support of the OPS. [Extracted from the article]

I am often asked by students and younger colleagues and now by the editors of this issue to tell the history of the development of the in vitro motility assay and the dual-beam single-molecule laser trap assay for myosin-driven actin filament movement, used widely as key assays for understanding how both muscle and nonmuscle myosin molecular motors work. As for all discoveries, the history of the development of the myosin assays involves many people who are not authors of the final publications, but without whom the assays would not have been developed as they are. Also, early experiences shape how one develops ideas and experiments, and influence future discoveries in major ways. I ampleased here to trace my own path and acknowledge the many individuals involved and my early science experiences that led to the work I and my students, postdoctoral fellows, and sabbatical visitors did to develop these assays. Mentors are too often overlooked in historical descriptions of discoveries, and my story starts with those who mentored me. [ABSTRACT FROM AUTHOR]

The United States government makes a substantial investment in biomedical training programs each year. However, for most trainees, these opportunities do not translate into career progression in academic research pathways. Only about one-fifth of postdoctoral fellows eventually secure a tenure-track faculty position, and even among these candidates, attrition is high. Although a number of factors govern career choices and career longevity, the transition from trainee to faculty is a challenging process and requires knowledge and skills that are not necessarily developed during a traditional university experience. Many postdoctoral fellows receive adequate training in research skills and scientific communication, but new faculty report not being sufficiently prepared for the job search process and for starting their labs. To address this critical training gap, the ITERT core (Interdisciplinary Translational Education and Research Training) and the Office of Postdoctoral Fellows at the University of Texas MD Anderson Cancer Center implemented a structured course for both postdoctoral fellows and senior PhD students to provide formalized training for successfully navigating academic positions in biomedical research. Here we report on the pilot Navigating Academic Careers course conducted in 2021–2022 for 30 PhD students and postdocs. The nine-module course was conducted over 13 weeks in 25.5 h instructional sessions. The key educational objectives included 1) navigating the job application and the interview/negotiation process, 2) hiring, leading, and mentoring lab personnel and program support staff, 3) project administration and financial stewardship, 4) managing time and work-life balance and 5) developing collaborations, branding, personalized niche, and networking. Survey-based analysis at the time of the course was used to capture the participants' assessment of the course content, organization, and delivery, with a follow-up survey conducted approximately 2 years post-course (2024) to evaluate longer-term impacts of the training. Initial in-course assessment revealed that 89.9% of respondents found the scope and instructional content appropriate, and 91.1% found the course relevant and applicable to their career needs. Longer-term post-course evaluation indicated that 80% of respondents applied the learnings of the course, that 80% reported feeling more confident in navigating an academic job search, and that 66.6% continued to report agreement with the course preparing them for their current role/ongoing job search, with 46.7% already securing jobs in academic research, including as independent faculty. The outcomes of this pilot course suggest that integrating this into the broader postdoctoral training curriculum can enhance both the transition and early-career success of talented scientists-in-training into working professionals in biomedical careers, as faculty and science-trained staff. [ABSTRACT FROM AUTHOR]

A major pre-award administrative challenge research universities face is turnaround time for generation of highquality NIH Data Training Tables for NIH training grants (e.g., T32, K12, TL1, KL2, R25s) which are required for training grant submission proposals to the National Institutes of Health (NIH). Universities with dedicated training grant submission offices generally require data preparation following a structured timeline of several months in advance of the grant submission due date, while other universities with less or no dedicated support for training grant submissions use an ad hoc approach. In these cases, department or program administrators may collect the data manually, in Excel or REDCap, or similar manually maintained methods for those tables requested by the specific NIH grant announcement for the relevant participating graduate predoctoral and/or postdoctoral (including clinical) training programs across the university, depending on the training focus and the “participating faculty” provided by the proposed program director (PD/PI) for the grant. We describe an efficient “federated” method of data collection and construction for NIH Tables (2, 4, 5A/B, 6A/B & -8A part III/8C part III) for new and renewal applications by combining the use of REDCap and NIH xTRACT, leveraging the strengths of each. [ABSTRACT FROM AUTHOR]

Though increasing numbers of racially and ethnically minoritized (REM) individuals earn PhDs and national initiatives focus on faculty diversity, challenges persist in recruiting, hiring, and retaining REM faculty. While a pervasive issue nationally, the literature predominantly focuses on faculty diversity at research‐intensive institutions. This exploratory case study pilots a readiness instrument to evaluate the commitment and willingness of a biomedical department at a primarily undergraduate institution to embrace faculty diversity before initiating a postdoctoral faculty conversion program. We introduce the Community Readiness Model (CRM) into an academic context, offering academic departments a robust framework and tool to evaluate readiness and capacity to recruit, retain, and support REM faculty. Practical Takeaways: Academic departments can be conceived of as a type of community.The adapted Department Readiness Tool can be a valuable method of evaluating a department's readiness to support the success of underrepresented minority faculty.Departments may score highly on some areas of readiness but relatively low on others, which provides insight into where time and resources should be invested to improve readiness. [ABSTRACT FROM AUTHOR]

When and where was the study conducted: This work was done in 2018, 2019 and 2020 when Palma London was a PhD student at Caltech and Shai Vardi was a postdoc at Caltech. This work was also done in part while Palma London was visiting Purdue University, and while Reza Eghbali was a postdoctoral fellow the Simons Institute for the Theory of Computing. Adam Wierman is a professor at Caltech. Article Summary and Talking Points: Please describe the primary purpose/findings of your article in 3 sentences or less. This paper presents a framework for accelerating (speeding up) existing convex program solvers. Across engineering disciplines, a fundamental bottleneck is the availability of fast, efficient, accurate solvers. We present an acceleration method that speeds up linear programing solvers such as Gurobi and convex program solvers such as the Splitting Conic Solver by two orders of magnitude. Please include 3-5 short bullet points of "Need to Know" items regarding this research and your findings. - Optimizations problems arise in many engineering and science disciplines, and developing efficient optimization solvers is key to future innovation. - We speed up linear programing solver Gurobi by two orders of magnitude. - This work applies to optimization problems with monotone objective functions and packing constraints, which is a common problem formulation across many disciplines. Please identify 2 pull quotes from your article that best capture the novelty and impact of your research. "We propose a framework for accelerating exact and approximate convex programming solvers for packing linear programming problems and a family of convex programming problems with linear constraints. Analytically, we provide worst-case guarantees on the run time and the quality of the solution produced. Numerically, we demonstrate that our framework speeds up Gurobi and the Splitting Conic Solver by two orders of magnitude, while maintaining a near-optimal solution." "Our focus in this paper is on a class of packing problems for which data is either very costly or hard to obtain. In these situations, the number of data points available is much smaller than the number of variables. In a machine-learning setting, this regime is increasingly prevalent because it is often advantageous to consider larger and larger feature spaces, while not necessarily obtaining proportionally more data." Article Implications - Please describe in 5 sentences or less the innovative takeaway(s) of your research.This framework applies to optimization problems with monotone objective functions and packing constraints, which is a common problem formulation across many disciplines, including machine learning, inference, and resource allocation. Providing fast solvers for these problems is crucial. We exploit characteristics of the problem structure and leverage statistical properties of the problem constraints to allow us to speed up optimization solvers. We present worst-case guarantees on run-time, and empirically demonstrate speedups of two orders of magnitude. - Please describe in 5 sentences or less why your findings would be of interest to the general public.Many problems in engineering, science, math, and machine learning involve solving an optimization problem. Fast, efficient optimization solvers are key to future innovation in science and engineering. This work presents a tool to accelerate existing convex solvers, and thus can also be applied to future solvers. As the size of datasets grow it is even more crucial to have fast solvers. - Who would be the most impacted by your research (i.e. by industry, job title, consumer category).Our work impacts machine-learning researchers and optimization researchers, in industry or academia. This paper presents a black-box framework for accelerating packing optimization solvers. Our method applies to packing linear programming problems and a family of convex programming problems with linear constraints. The framework is designed for high-dimensional problems, for which the number of variables n is much larger than the number of measurements m. Given an (m × n) problem, we construct a smaller (m × ϵ n) problem, whose solution we use to find an approximation to the optimal solution. Our framework can accelerate both exact and approximate solvers. If the solver being accelerated produces an α-approximation, then we produce a (1 − ϵ) / α 2 -approximation of the optimal solution to the original problem. We present worst-case guarantees on run time and empirically demonstrate speedups of two orders of magnitude. Funding: Financial support from the National Science Foundation [Grants AitF-1637598, CNS-151894, and CPS-154471] and the Linde Institute is gratefully acknowledged. [ABSTRACT FROM AUTHOR]

The article presents the discussion on globalisation of world trade in combination with the use of information and communication technologies. Topics include organisational restructuring shatters the unity of the traditional workplace, both contractually and spatially; and implications of this are far-reaching, both for policy and for scholarship.

This document is a collection of news articles from the Chemistry & Industry journal. The articles highlight the achievements and contributions of various members of the SCI (Society of Chemical Industry) community. The members discuss their reasons for joining SCI, their involvement in committee work, the impact SCI has had on their careers, and their motivations for participating in SCI activities. The articles also mention the recipients of the Distinguished Service Award, which recognizes long-serving members of SCI. Additionally, the document announces that Reckitt, a multinational consumer goods company, has joined SCI's Corporate Partnership scheme. [Extracted from the article]

This document provides brief biographical information about several contributors to the journal American Imago. The contributors come from diverse backgrounds and have expertise in various fields related to psychoanalysis, literature, and psychology. Their work covers a wide range of topics, including clinical issues, psychoanalytic theory, and interdisciplinary studies. The contributors have published extensively and have received recognition for their work. They come from different countries and cultural backgrounds, bringing unique perspectives to their research and writing. [Extracted from the article]

The Advanced Study Program (ASP) at the National Center for Atmospheric Research has supported the career development of postdoctoral fellows for over 60 years. This study of ASP alumni helps better understand their career paths and provides a window into the geoscience community. It examines career aspirations and job satisfaction, as well as experiences with mentoring and attitudes about diversity and inclusion in the workplace. While about half of ASP alumni today work in academia, job changes and pursuit of careers outside of academia are increasing. Former ASP participants are actively engaged in mentoring and are supportive of efforts in diversity, equity, and inclusion (DEI). Alumni who identify as women reported feeling less supported by their employers in their career growth and in their service activities such as mentoring than alumni who identify as men. The study also found that women engage in a broader range of DEI activities and mentor more often out of altruistic reasons rather than as an expectation of their position. In addition to mastering research and teaching skills, future postdocs will need training in leadership, grant writing, DEI, and project management to succeed in today's geoscience workforce. [ABSTRACT FROM AUTHOR]

Data are being generated, collected, and aggregated in massive quantities at exponentially increasing rates. This "big data," discussed in depth in the first section of this two-part series, is increasingly important to understand the nuances of the gastrointestinal tract and its complex interactions and networks involving a host of other organ systems and microbes. Creating and using these datasets correctly requires comprehensive training; however, current instruction in the integration, analysis, and interpretation of big data appears to lag far behind data acquisition. While opportunities exist for those interested in acquiring the requisite training, these appear to be underutilized, in part due to widespread ignorance of their existence. Here, to address these gaps in knowledge, we highlight existing big data learning opportunities and propose innovative approaches to attain such training. We offer suggestions at both the undergraduate and graduate medical education levels for prospective clinical and basic investigators. Lastly, we categorize training opportunities that can be selected to fit specific needs and timeframes. [ABSTRACT FROM AUTHOR]

In response to concerns regarding numerous complex issues facing the veterinary specialty profession, several organizations, including the American College of Veterinary Internal Medicine, have made a clarion call to the American Veterinary Medical Association to begin discussions surrounding the formation of an accrediting body for internships, residencies, and fellowships. A proposed name for such a body is the Accreditation Council on Graduate Veterinary Medical Education, in alignment with the Accreditation Council on Graduate Medical Education (ACGME); the term "graduate" refers to specialty education that occurs after the first 4 years of the MD or DVM degree. Although the structure and financing of graduate education differ between the human medical and veterinary professions, we can nevertheless learn much from the history of evolution of human medical specialization as we navigate the path ahead. [ABSTRACT FROM AUTHOR]

This paper was developed as part of a panel for the International Psychoanalytic Association's (IPA) 53rd Congress in July 2023. In this paper I discuss treatment with students from the American University of Afghanistan as part of a team at New York University's Postdoctoral Program in Psychoanalysis and Psychotherapy. The paper reviews the themes that I identified while working with three students from the university. The themes include issues of identity and power, role confusion, and finally the question "am I doing a good thing?" Simultaneously, I discuss my own countertransferential process and disavowed material based on my own cultural background. [ABSTRACT FROM AUTHOR]

Introduction: Learning health systems require a workforce of researchers trained in the methods of identifying and overcoming barriers to effective, evidence‐based care. Most existing postdoctoral training programs, such as NIH‐funded postdoctoral T32 awards, support basic and epidemiological science with very limited focus on rigorous delivery science methods for improving care. In this report, we present the 10‐year experience of developing and implementing a Delivery Science postdoctoral fellowship embedded within an integrated health care delivery system. Methods: In 2012, the Kaiser Permanente Northern California Division of Research designed and implemented a 2‐year postdoctoral Delivery Science Fellowship research training program to foster research expertise in identifying and addressing barriers to evidence‐based care within health care delivery systems. Results: Since 2014, 20 fellows have completed the program. Ten fellows had PhD‐level scientific training, and 10 fellows had clinical doctorates (eg, MD, RN/PhD, PharmD). Fellowship alumni have graduated to faculty research positions at academic institutions (9), and research or clinical organizations (4). Seven alumni now hold positions in Kaiser Permanente's clinical operations or medical group (7). Conclusions: This delivery science fellowship program has succeeded in training graduates to address delivery science problems from both research and operational perspectives. In the next 10 years, additional goals of the program will be to expand its reach (eg, by developing joint research training models in collaboration with clinical fellowships) and strengthen mechanisms to support transition from fellowship to the workforce, especially for researchers from underrepresented groups. [ABSTRACT FROM AUTHOR]

Background: Doctoral students experience decreased well-being during their educational experience. Selfcompassion, engagement in meaningful occupations, and occupational balance positively impact wellbeing in individuals. This study examined the relationships between these constructs in postprofessional occupational science and occupational therapy students. Method: This quantitative cross-sectional study collected national survey data (N = 113) using the Self-Compassion Scale - Short Form, the Engagement in Meaningful Activities Survey, the Occupational Balance Questionnaire 11, and the 14-item Scales of General Well-Being. Multiple linear regression analysis determined how well each construct predicted general well-being and the strength of each construct's relationship compared to other constructs. Results: The model of combined variables was significant, F(3, 104) = 36.22, p < .001, accounting for 51.1% of the general well-being variance. All predictors were significant, with the self-compassion standardized coefficient beta being largest (ß = .39), followed by engagement in meaningful occupations (ß = .38), and occupational balance (ß = .16). Conclusion: Self-compassion, engagement in meaningful occupations, and occupational balance predicts well-being in postprofessional students, which is consistent with previously known relationships. The participants' understanding of foundational tenants of occupational science and occupational therapy may have helped mitigate further decline in their well-being, confirming the power of occupation to positively impact well-being. [ABSTRACT FROM AUTHOR]

Introduction: The residency application process is a critical time for medical students. The COVID-19 pandemic prompted changes to the residency recruitment procedures with the conversion of interviews to a virtual format. For medical school advisors guiding students on an all-virtual residency application process brought uncertainty to their advising practices. Thus, this study aimed to identify advising practices during the 2021 virtual application cycle. Methods: We administered an IRB-exempt national survey through the Clerkship Directors in Internal Medicine to 186 internal medicine core/co-/associate/assistant clerkship directors and sub-internship directors representing 140 Liaison Committee on Medical Educationaccredited U.S./U.S.-territory-based medical schools in spring 2021. The 23-question survey was designed and pilot-tested by faculty-educators and leaders with expertise in undergraduate medical education. Data analysis included paired t- and z-tests and thematic analysis of open-ended questions. Results: The institutional response rate was 67% (93/140) and individual rate 55% (103/186). Half of the respondents felt prepared/very prepared (40% and 13% respectively) for their advising roles. Compared to pre-pandemic cycles, respondents advised a typical student in the middle-third of their class at their institution to apply to more residency programs (mean 24 programs vs 20, p < 0.001) and accept more interviews (mean 14 interviews vs 12, p < 0.001). Sixty-three percent (64/101) of respondents spent more time on student advising; 51% (51/101) reported more students asked them for informal advice. Fifty-nine percent (60/101) of respondents reported their advisees were able to assess a residency program 'somewhat well;' 31% (31/101) expressed that residency recruitment should remain entirely virtual in the future. Conclusion: The transition to virtual residency recruitment due to COVID-19 prompted advising practices that may have contributed to application inflation and increased advising workload. Future studies should explore longitudinal outcomes of virtual interviews on student success to guide best practices in how to advise students during residency recruitment. [ABSTRACT FROM AUTHOR]

Each year, millions of school-aged children and teens experience grief and loss (Judi's, 2023). This conceptual article describes the impact of grief and loss on school-aged children and the need to integrate grief and loss training into CACREP-accredited programs through the eight-core CACREP areas. Using Bronfenbrenner's Ecological Systems Theory, the authors will highlight how counselor educators can infuse content to address grief and loss with preservice school counselors holistically across the various systems surrounding the student in each CACREP core area. [ABSTRACT FROM AUTHOR]

A steady decrease in accounting PhD graduates has led to a shortage of accounting faculty classified as 'Scholarly Academic' (SA) according to AACSB standards for accreditation. To increase the supply of qualified accounting faculty, programs like the University of Florida's Post-Doctoral Bridge Program (PDBP) have evolved to enable faculty to become qualified as Scholarly Academic (SA) per AACSB standards. From 2008 to 2020, the PDBP produced 43 SA qualified graduates from the accounting concentration track of the program. This increase in SA accounting faculty resulted in an average of 3.3 graduates per year, with two-thirds of graduates currently employed in AACSB accredited programs. Results suggest that non-traditional programs like the PDBP are a viable option to help alleviate the shortage of SA accounting faculty faced by academia. [ABSTRACT FROM AUTHOR]

The Journal of Music Therapy (JMT) is celebrating its 60th anniversary with a final print issue before transitioning to online-only access. The anniversary issue includes guest editorials and commentaries from music therapy scholars reflecting on the history and future of music therapy research. The issue also features articles on topics such as the effectiveness of Guided Imagery in Music for cancer patients, the role of music therapy for older adults in long-term care, and the impact of music therapy group voicework on self-compassion in incest survivors. The JMT is also making changes to increase transparency, improve accessibility, and promote diversity and representation. [Extracted from the article]

This document is a profile of Wanderley de Souza, a parasitologist from the Federal University of Rio de Janeiro (UFRJ) in Brazil. De Souza has made significant contributions to the study of pathogenic protozoa and has been recognized for his work with prestigious awards and memberships. In his Inaugural Article, de Souza discusses the advancements in microscopy that have allowed for the discovery of protozoan cell structures and potential drug targets for antiparasitic therapies. The profile also highlights de Souza's background, education, and collaborations with other scientists throughout his career. The article discusses the contributions of W. de Souza and his colleagues in the field of cryogenic electron microscopy and other methods in studying the cell structures and biology of pathogenic protozoa. They have made significant advancements in understanding the cell surface, organelles, and endocytic pathways of protozoa such as T. cruzi and G. intestinalis. De Souza has also been involved in educating others and has mentored numerous students and trainees. He has raised funds for the construction of a new building and the installation of a cryotomography electron microscope in Brazil, which has enhanced their research capabilities. [Extracted from the article]

Despite the clear influence of poor sleep on mental health, sleep education has been neglected in psychology training programs. Here, we develop a novel behavioral sleep medicine (BSM) education workshop, the Sleep Psychology Workshop, designed for integration within graduate psychology programs. We also examined the potential efficacy and acceptability of the workshop to upskill trainee psychologists in sleep and insomnia management. The Sleep Psychology Workshop was developed using a modified Delphi Method. Eleven trainee psychologists completing their Master of Psychology degrees (90% female, 24.4 ± 1.6 years old) attended the workshop, delivered as three, two-hour lectures (total of six hours). Sleep knowledge, attitudes, and practice assessments were completed pre-and post-intervention using the GradPsyKAPS Questionnaire. A focus group and 6-month follow-up survey captured feedback and qualitative data. Trainees' sleep knowledge quiz scores (% correct) increased from 60% to 79% pre- to post-workshop (p =.002). Trainees' self-efficacy to use common sleep-related assessment instruments and empirically supported interventions to manage sleep disturbances increased, along with their confidence to manage insomnia (all p <.02). Participant feedback was positive, with 91% of trainees rating the workshop as "excellent" and qualitative data highlighting trainees developing practical skills in BSM. Six months post-intervention, 100% of trainees endorsed routinely asking their clients about sleep, with 82% reporting improvements in their own sleep. The Sleep Psychology Workshop is a potentially effective and acceptable introductory BSM education program for trainee psychologists, ready for integration within the graduate psychology curriculum. [ABSTRACT FROM AUTHOR]

Background: When viewed internationally, Germany boasts a high rate of doctoral candidates. Fields such as medicine and life sciences have a notably high proportion of doctoral students, a trend rooted in historical factors. Despite this, comprehensive empirical studies concerning the doctoral phase and early-career researchers, especially in relation to the rise of structured doctoral programmes, have only recently gained traction. Methods: We present findings from a project investigating young scientists in medicine and life sciences. Postdoctoral graduates from these disciplines were examined both quantitatively and qualitatively within the E-Prom projects, emphasizing the primary domain of research. Results: Our analysis indicates some benefits of structured doctoral programmes over traditional individual doctorates. However, the disparities between these doctoral approaches are less pronounced than anticipated. We also identified discrepancies between the programme descriptions and their actual execution. Integration into the scientific community and research-related self-efficacy are potential indicators of publication output and inclination towards a scientific career. Physicians exhibited lower research-related self-efficacy and a lesser tendency towards a scientific career than biologists. Notably, we found gender disparities disadvantaging female graduates, with these disparities being more marked in medicine. Conclusions: There is evidence to suggest that official representations of structured doctoral programmes do not always align with their practical applications, limiting their potential effectiveness. Therefore, resources should be allocated to ensure the consistent execution of these programmes. Given the empirical evidence supporting the benefits of community integration for junior researchers, efforts should be made to facilitate their networking. Additionally, our findings emphasize the necessity of providing enhanced support for young female scientists. [ABSTRACT FROM AUTHOR]

Objective: Postdoctoral dental education in caring for older adults lacks didactic and clinical training in mentation topics, one of the core elements of the Age‐Friendly Health Systems (AFHS) framework. Our primary goal was to launch a pilot project in clinical geriatrics focusing on older adults' mentation concerns, with a secondary goal to improve dental residents' confidence and competence in dental care and oral health. Background: Age‐friendly care elements are not routinely incorporated into the dental education of residents caring for older adults with cognitive impairment or dementia. Therefore, we implemented a pilot educational project, providing the missing educational opportunity for residents in geriatric training covering cognitive impairment and focusing on Alzheimer's disease and related dementias. Materials and Methods: We designed educational sessions through a needs assessment, focus group discussions, and expert validation. We developed three e‐Learning modules covering mentation concerns and dementia screening. We tested the modules in a pilot study of 15 dental postdoctoral residents as an essential part of their clinical practice. Results: The dementia dental learning module increased the residents' satisfaction with didactic preparedness (4.45 ±$ \pm \ $0.97) and knowledge acquisition (4.36 ±$ \pm \ $0.84). Residents strongly believed that learning about the AFHS‐mentation topic would improve patient care. Conclusion: Our pilot study is a pioneer project in support of a new AFHS‐themed dental curriculum for clinical education. Further expansion of the age‐friendly principles to include mobility, medications, and what matters to older adults will establish a model framework of redesigned geriatric dental education for academic centers. [ABSTRACT FROM AUTHOR]