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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]

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]

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]

In Canada, nurse practitioners (NPs) have been recognized as advanced practice nurses (APNs) for two decades. During this time, the number of NP education programs has increased and transitioned from post-baccalaureate to graduate and post-graduate level. In 2018, the Canadian Association of Schools of Nursing's (CASN) board of directors passed a motion to provide a voluntary NP accreditation program. Three NP programs (one collaborative) volunteered to participate in an accreditation pilot study between 2019 and 2020. As part of quality improvement, a pilot study evaluation involving all NP stakeholders was completed by a post-doctoral nursing fellow who led structured virtual focus groups. These groups focused on the NP accreditation standards and key elements, developed by CASN, as well as the accreditation process. The purpose of the evaluation study was to ensure the accreditation process was relevant, responsive to the needs of the discipline and promoted high-quality NP education. The data was analyzed and synthesized using content analysis. Several areas of improvement were identified to avoid duplication and to provide consistency in communication and collection of accreditation data. The recommendations led to revisions of the accreditation standards, to strengthen them and resulted in the standards and accreditation manual being published earlier than expected. The three NP programs involved in the pilot study received accreditation. The new standards will be utilized in Canada to improve the consistency and quality of NP education programs in Canada and abroad in the coming years. [ABSTRACT FROM AUTHOR]

Background: Dietitians are viewed as integral members of the multidisciplinary treatment team for people with eating disorders (EDs). However, low levels of perceived confidence, competence, and willingness to practice in this clinical area, have been reported by dietitians and student dietitians. As the extent of ED-specific knowledge and skills-based training within tertiary accredited dietetic programs is currently unknown, this research aimed to: (1) obtain insights into the current ED-specific knowledge base and training content of dietetic curricula in both Australian and New Zealand universities; (2) understand the perspectives of course convenors regarding the role of dietitians in ED treatment and their employment opportunities; and (3) identify gaps and opportunities for improving university programs and the dietetic workforce. Methods: Course convenors (or their nominated representative) of Australian and New Zealand accredited dietetic programs were invited to participate in a semi-structured virtual interview. A purpose-built question guide was developed to explore the inclusion and/or integration of ED-specific content into the curricula, and the perspectives of course convenors toward the role of dietitians in the treatment of EDs, and their employment opportunities. The interviews were audio recorded, transcribed verbatim, and analysed qualitatively using inductive thematic analysis. Results: Thirteen participants who represented 14 universities and 19 individual accredited dietetic programs, were interviewed, with some participants representing more than one university. Three dominant themes emerged: (1) varying ED-specific content and training in dietetic programs; (2) unclear dietitian's role in the treatment of EDs, and (3) contrasting views regarding ED clinical practice and employment. Conclusions: ED-specific content was embedded within all the dietetic programs investigated in this study. However, this content was generally limited to an introductory level, with notable variations found between the depth of content and the type of training provided. Risk-mitigation skill development, such as screening for EDs, and early identification of symptoms, also varied between programs. Therefore, it is recommended that ED-specific skill development and knowledge is enhanced within Australian and New Zealand university programs, to support effective, safe, and timely care for people with EDs. This research has implications for current and future university dietetic program development and the broader dietetic workforce. Plain English summary: Dietitians are viewed as essential team members in providing care for people with eating disorders (EDs). Previous studies have reported that dietitians and student dietitians perceive lower levels of confidence to work in this area. Appropriate training at university and post-graduation has been identified as one strategy to improve clinician confidence. However, the type and amount of training currently received are unknown. This study aimed to: (1) obtain insights into the current ED-specific knowledge-base and training content of dietetic curricula in both Australian and New Zealand universities; (2) understand the perspectives of course convenors regarding the role of dietitians in ED treatment and their employment opportunities; and (3) identify gaps and opportunities for improving university programs and the dietetic workforce. Thirteen representatives from 14 universities offering 19 different accredited programs were interviewed, and three main themes emerged: (1) varying ED-specific content and training in dietetic programs; (2) unclear dietitian's role in the treatment of EDs, and (3) contrasting views regarding ED clinical practice and employment. It is recommended that ED-specific skill development and knowledge be enhanced within Australian and New Zealand university programs, to support effective, safe, and timely care for people with EDs. [ABSTRACT FROM AUTHOR]

Purpose: Telehealth education within clinical psychology predoctoral internships and postdoctoral fellowships has become a frequent recommendation designed to prepare future providers with evidence‐informed telehealth skills that can be applied to rural populations. Unfortunately, the availability of telehealth training among internships and fellowships, as well as areas for growth, remains unclear. Thus, the current study evaluated graduate clinical psychology internship and fellowship integration of telehealth training components before and after the onset of COVID‐19. Methods: Individuals representing 74 internships and 29 fellowships completed author‐created REDCap‐hosted demographic and telehealth training surveys. Findings: Before COVID‐19, 2 internships and 4 fellowships reported implementing telehealth education, with a majority of materials for both types of programs being optional educational targets and generally encompassing 0‐15 hours of student education. After the onset of COVID‐19, 72 internships and 27 fellowships indicated implementing telehealth education, with a majority indicating materials as mandatory and encompassing between 0 and 50+ hours. Despite increases, 73.6% of internship programs and 62.1% of fellowship programs noted a desire for their students to receive additional telehealth education in the future. Integrated educational foci are discussed. Conclusions: The current study demonstrated positive trends in the development of telehealth education among internships and fellowships. Nevertheless, some programs can likely benefit from additional integration of telehealth components, as well as more formal programming built around field‐supported competencies and models. While work is required to further clarify field offerings, the current study provided a preliminary evaluation of internship and fellowship telehealth educational offerings. [ABSTRACT FROM AUTHOR]

Background: Interest in training in nephrology is declining around the world. This is a particularly worrisome issue for future nephrology practice with the aging population and the increasing number of patients with kidney disease. We wished to understand the perception and measure the satisfaction of Iraqi medical interns regarding nephrology and explore factors affecting career decisions towards becoming a specialist nephrologist. Methods: A web-based authors-constructed survey consisting of a Likert-type scale questionnaire to assess perception and satisfaction was used. It comprised multiple-choice yes/no/maybe questions and addressed the willingness to pursue a career in nephrology. Iraqi medical interns in their final 2 years of training, 2021–2022, were assessed. Results: One hundred and twenty internal medicine Iraqi fellows participated in the survey (response rate 84.2%). Sixty-eight fellows (74%) described nephrology as a complex science. Acid–base and electrolytes disorders and transplantation were the most challenging topics, followed by glomerular diseases. Twenty-one fellows (23%) were satisfied with the quality of training and nephrology education during their medical school, residency and internship. In addition, 14% stated that they would pursue a future career in nephrology. The most selected barrier (34%) against choosing nephrology was a fellow's perception of the patient's complexity and the potentially futile outcome. Conclusion: The majority (76%) of Iraqi medical interns are currently not satisfied with nephrology training and education. One in seven would pursue a future career in nephrology. New targeted innovative approaches are urgently needed for the various grades of trainees to highlight the benefits of nephrology as a career. [ABSTRACT FROM AUTHOR]

This article aims to broaden the debate about pedagogical residency in Brazil by making a comparison with what occurs in France, emphasising the initial education of mathematics teachers. France is undergoing changes in its national education system, one of the goals of which is to improve mathematics performance, which has been declining for the past 30 years. In the framework of a great plan that is beginning to be implemented in French national education, we have the investment in the conditions of the teaching performance as one of the strong points of the reform, which brings as one of the measures a pre-professionalization proposal. We try to compare that proposal with the pedagogical residency in Brazil, without ignoring the historical and cultural differences. To do so, we conducted an exploratory research based on current official documents available from the Brazilian and French governments about the proposals that have been occurring in mathematics teaching. This research was done as part of a post-doctoral study in France. Among the results observed in France, we consider that an extension of the duration of the pedagogical residency in Brazil initially proposed by CAPES would be pertinent, as well as an increase in the value of the grants, to appreciate initial teacher education. We also believe that it is necessary to have a national project to value the teaching career in Brazil with more investments in education. [ABSTRACT FROM AUTHOR]

Objective High quality and accessible education is crucial to secure the future of neuropsychology. Recent and ongoing advancements include the creation of a taxonomy of education and training, progress in delineating relevant competencies, and an update to the Houston Conference Guidelines. Meanwhile, there is also potential for growth in digital methods of delivering education such as podcasts, webinars, and social media platforms. This paper aims to review the evidence for these three methods and to provide recommendations for implementing them across the continuum of training in neuropsychology, from graduate school through postdoctoral fellowship and continuing education. Method We reviewed the literature on podcasts, webinars, and social media platforms as educational tools that may be applied to improve learning of brain–behavior concepts and clinical skills. Specifically, we (a) introduce and describe each method, (b) discuss benefits and drawbacks, (c) review the literature on satisfaction and learning outcomes, and (d) provide suggestions for implementation in neuropsychology training programs. Results Podcasts and webinars have strong evidence for satisfaction and moderate support for improving learning outcomes, with the learning outcome literature suggesting equivalency between podcasts/webinars and traditional methods of education. Social media platforms are associated with high satisfaction, but learning outcome data are scarce. Conclusions Evidence for podcasts and webinars is sufficient to support implementation into neuropsychology education, whereas social media platforms should be used more cautiously. We provide recommendations of select instances in which trainees and educators can use these methods to improve education in neuropsychology. [ABSTRACT FROM AUTHOR]

Background: As rhinology fellowship positions outpace the availability of academic rhinology jobs, it is increasingly important to identify characteristics that are associated with academic placement after fellowship completion. In this study, we evaluated the association of academic characteristics during training with current job placement and posttraining scholarly impact. Methods: Previous rhinology fellows were identified using publicly available data. Bibliometric indices, training institutions, graduate degrees, and job placement data were used in bivariate and multivariable regression analyses to assess for association with predictors and academic trajectory. Results: Data from 265 rhinologists, all graduating between 1991 and 2020, were included. Most surgeons (n = 185, 70%) held an academic position and 80 (30%) surgeons worked in a nonacademic setting; 93.2% had a Doctor of Medicine (MD) degree and 80.3% were male. Multivariable logistic regression indicated that a designation of MD, compared with Doctor of Osteopathic Medicine (DO; odds ratio [OR], 5.93; 95% confidence interval [CI], 1.97‐21.9), number of publications during fellowship (OR, 1.19; 95% CI, 1.02‐1.41), and h‐index during training (OR, 1.25; 95% CI, 1.07‐1.49]) were independently predictive of academic job placement. Meanwhile, number of primary authorships during fellowship (β = 1.47; 95% CI, 1.07‐1.88]), h‐index during training (β = 0.48; 95% CI, 0.25‐0.71), and PhD (β = 4.16; 95% CI, 1.57‐6.76) were associated with posttraining h‐index. Medical school ranking; graduate degrees, including Master of Science (MS), Master of Business Administration (MBA), and Master of Public Health (MPH); and research metrics before residency were not associated with either academic placement or posttraining h‐index. Conclusion: The predictors of academic job placement in rhinology are unclear, but h‐index during training, and research productivity during fellowship may serve as indicators of an academic career. [ABSTRACT FROM AUTHOR]

Background: Palliative care-related postdoctoral training opportunities are critical to increase the quantity and quality of palliative care research. Objective: To describe the history, activities, challenges, and future goals of the National Postdoctoral Palliative Care Research Training Collaborative. Design: National web-based survey of participating program leaders. Measurements: Information about participating programs, trainees, challenges faced, and future goals. Results: Nine participating programs at academic institutions across the United States focus on diverse aspects of palliative care research. The majority of 73 current and former fellows are female (75%) and white (84%). In total, 38% of fellows (n = 28) have MD backgrounds, of whom less than half (n = 12) completed hospice and palliative medicine fellowships. An additional 38% of fellows (n = 28) have nursing PhD backgrounds and 23% (n = 17) have other diverse types of PhD backgrounds. Key challenges relate to recruiting diverse trainees, fostering a shared identity, effectively advocating for trainees, and securing funding. Future goals include expanding efforts to engage clinician and nonclinician scientists, fostering the pipeline of palliative care researchers through expanded mentorship of predoctoral and clinical trainees, increasing the number of postdoctoral palliative care training programs, and expanding funding support for career development grants. Conclusion: The National Postdoctoral Palliative Care Research Training Collaborative fills an important role in creating a community for palliative care research trainees and developing strategies to address shared challenges. [ABSTRACT FROM AUTHOR]

This data management plan was created using the OPIDoR (Optimiser le partage et l'interopérabilié des données de la recherche/Tools and services to support french research data mangement). It describes all data collected and created as part of the postdoctoral research for the project "Circulation of knowledge: between sciences, policies, and practices in education (CIVOIR)" under the scientific direction of Professor Françoise Lantheaume and with the participation of German Fernandez Vavrik, University Lumiere Lyon 2, France. The data produced in this survey was collected through a mechanism specifically created for this project: the cooperative laboratory - CoopLa. [ABSTRACT FROM AUTHOR]

Objective: Creating a scientific and practical curriculum is the most important step in medical students' training and planning of wards posting during the internship period has a very high impact in this creation process. The aim of this case study is to assess the opinion of medical interns of Ahvaz Jundishapur University of medical sciences, towards increasing the number of wards in hospitals. Material and Method: In this case study, 75 medical interns expressed their views on the reform by completing a questionnaire containing 5 multiple choice questions about the importance of different wards of the internship program. Frequency of responses was calculated by direct counting. Results: Majority of the students agreed with increasing the number of internship wards nevertheless decreasing their time. They scored the importance of wards which they did not pass during internship, as medium, low or without importance. General information about interns' hospital wards in Iran also represented. Conclusion: In most Iranian medical schools, selectable internship wards resulted in better learning of knowledge and skills in favorite wards and in subjects, such that they are eager to continue their future study and job. Although the interns had different ideas about the ideal time length of their educational wards, they generally agreed on increasing the number of wards and the reduction in the time allocated to one-month (minor) wards. [ABSTRACT FROM AUTHOR]

Background: A mutually beneficial need exists between postdoctoral scholars (postdocs) who want to grow their science communication, networking, and teaching skills and those in the general health sciences research community who want to learn more about specialized topics. Recognizing this need, interdepartmental teams at two public universities began offering postdocs a teaching opportunity at their health sciences libraries, which serve as discipline-neutral learning spaces for researchers. Case Presentation: At the University of Pittsburgh (Pitt) and Virginia Commonwealth University (VCU), postdocs are invited to submit talk proposals on "how to do something" related to the health sciences. Selected postdoc speakers conduct one-hour talks, get science communication and teaching support, have their talks uploaded to YouTube, and receive feedback from attendees. Conclusions: Postdoc participants appreciated being able to participate in this program, and attendees strongly indicated that the talks are of value. At VCU, surveys of the 25 talks from 2015-2018 showed that 91% of attendees believed they had a better understanding of the topic because of their attendance, and 85% planned to use the knowledge they gained. More than a year after their talks, several postdocs across both institutions informed the coordinators that they were subsequently contacted for advice or further discussion, with 2 postdocs stating that it helped them with job opportunities. This model can be easily adapted at other health sciences libraries to benefit their academic communities. [ABSTRACT FROM AUTHOR]

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The significant growth of social media use by the medical community, including nephrology, has led to a need to equip health care professionals with the mentorship, knowledge, and tools to use these platforms both effectively and professionally. Social media is free and accessible to almost anyone with a computer or mobile device, which not only has revolutionized the dissemination of information, but also has created a venue for unprofessionalism and missteps. This article describes the Nephrology Social Media Collective internship, a 12-month, mentored training program during which selected interns participate in a curriculum of lectures, activities, and projects that aim to increase their knowledge, proficiency, and confidence in the use of social media. The goal of the internship is to train participants to acquire modern communication skills that are not taught in traditional medical training, and leverage these to become leaders in medicine. The structure of the internship, application process, and educational components, along with areas for improvement and future directions, are discussed. [ABSTRACT FROM AUTHOR]

Since rural Canada contributes about one-third of the national economy and significantly to culture, we argue it deserves greater attention in public policy, beginning with policy education. A scan of 22 Canadian Masters of Public Policy (MPP) and Master of Public Administration (MPA) programs reveals a marked absence of policy training focused on rural issues and communities. By comparing the subject areas offered in these programs and the learning outcomes presented at the 2015 International Comparative Rural Policy Studies (ICRPS) summer institute, we identify subject areas essential for training in rural policy. The comparison establishes an important congruence in the learning offered in the MPP/MPA programs and the summer institute, and yet critical differences. The analysis recognizes that training in analytical tools and socio-political contexts is foundational for policy design and implementation. However, acquiring competency in rural policy reinforces the need for graduate coursework centred on rural policy sectors. [ABSTRACT FROM AUTHOR]

The objective of the study was to clarify the reasons why students who graduated from a Master's programme in international health were joining the programme. Another objective was to document how the Master's degree had influenced the careers of the graduates. An online survey of students who graduated from a Master's programme in international health, including oral science, between 2010 and 2015. The study used an anonymous questionnaire that contained 28 items. Topics included information such as demographics, questions about the reasons for joining the Master's programme and the benefits and influence of the programme on the career of the students. Of the 102 alumni who were invited to participate, 70 responded. The response rate was 69%, and we have no information about the non-responders. The results showed that the main reasons for students enrolling in the programme were to improve their competence and develop their career. Around 63% of the respondents reported that the programme had increased their competencies in the jobs they had, whereas 24% answered that their increased qualifications had enabled them to acquire new positions. Thus successfully completing the programme had a positive influence on the graduates' careers in international health. Most of the graduates, who were working, were typically employed at hospitals and universities. Several graduates had proceeded to gain further qualifications by now being enrolled in a PhD programme. Among the 70% of responders in this survey, the master's programme had benefitted the alumni and the programme had fulfilled their expectations. The programme had a positive influence on the alumni in areas such as increased competency, development of their careers, new positions and better salaries. • Alumni reported that the master's programme had increased their competencies in the jobs they had. • Alumni had increased qualification, and this had enabled them to acquire new positions. • The master's programme had positive impacts on graduates' careers in both international health and oral sciences. • The graduates who were working were typically employed at hospitals and universities. • Several graduates went on to take further qualification by enrolling to take a PhD. [ABSTRACT FROM AUTHOR]

This theoretical essay portrays part of the postdoctoral research on the foundations of French didactics and phenomenology: approximations and departures between the proposals of Chevallard and Husserl and their unfolding. The aim of the text is to present the Anthropological Theory of Didactics (TAD) in its fundamental aspects, its purpose and its scope in the teaching of mathematics. The methodology of understanding and interpretation of the articles studied was inspired by phenomenological philosophical hermeneutics. One of the main contributions of this research is that in the perspective opened by the TAD, we can make affirmations about the mathematical doing and to cause modifications in this making that relate to the praxeologia of classroom itself and on the apprentice learning of the mathematical path traced by it. [ABSTRACT FROM AUTHOR]

Purpose: This study examined the effectiveness of a formal postdoctoral education program designed to teach skills in clinical and translational science, using scholar publication rates as a measure of research productivity. Method: Participants included 70 clinical fellows who were admitted to a master's or certificate training program in clinical and translational science from 1999 to 2015 and 70 matched control peers. The primary outcomes were the number of publications 5 years post-fellowship matriculation and time to publishing 15 peer-reviewed manuscripts post-matriculation. Results: Clinical and translational science program graduates published significantly more peer-reviewed manuscripts at 5 years post-matriculation (median 8 vs 5, p =0.041) and had a faster time to publication of 15 peer-reviewed manuscripts (matched hazard ratio = 2.91, p =0.002). Additionally, program graduates' publications yielded a significantly higher average H-index (11 vs. 7, p =0.013). Conclusion: These findings support the effectiveness of formal training programs in clinical and translational science by increasing academic productivity. [ABSTRACT FROM AUTHOR]

During a relational collaborative autoethnographic process, a postdoctoral fellow (PDF) and his mentor, reflect on their challenges and experiences as mentor and mentee during a two-year PDF programme at an open and distance learning (ODL) university. They recognise the benefits of the PDF programme from both a mentor and mentee perspective, despite the challenges they faced. Credit is awarded to the sound relationship that they forged within a collaborative climate where they agreed upon common goals, which were beneficial for both parties. The focus for the PDF was the research area since great emphasis is placed it at the hosting university. Since the dominant mode of enquiry is a relational collaborative autoethnography, they were able to lay a good foundation and lean on positive psychology and mentoring and learning theories to solidify the message of their stories. In so doing they believe that the research question has been addressed and that it may lend strength to the notion of an improved PDF programme to be offered at the particular university. [ABSTRACT FROM AUTHOR]

Not all medical students want to further their education after earning a medical degree. Even among those who do, not all of them want to pursue postgraduate disciplines in clinical medicine. This study explores the postgraduate disciplines desired by the graduating medical students of the Usmanu Danfodiyo University (UDU), Sokoto, Nigeria. It also explores the factors that influenced their choice of a postgraduate study program. Methods: This study surveyed a cross section of 63 graduating medical students of the UDU using a well-structured anonymous questionnaire. Data obtained was analyzed using the SPSS version 16 software. Results: The mean age (±SD) of the 63 respondents was 24.87 (±2.17) years. The majority (73.0%) were males. Only 44 (69.8%) of the total 63, respondents desired to pursue postgraduate studies after medical school, of which the majority (89.2%) wished to pursue a medical residency program. Also, not half (39.5%) of the respondents who desired postgraduate study intended to pursue it at an institution in Africa. The disciplines chosen by them were diverse, but the majority (70.5%) prefer postgraduate programs in clinical sciences. Personal interest (75.0%) and research opportunities were the top two factors influencing the respondents' choices for a postgraduate study program. Conclusions: Not all medical students desired postgraduate education. Also, the choices of postgraduate programs were diverse among the surveyed students. [ABSTRACT FROM AUTHOR]

Inadequate education in home hemodialysis (HHD) fellowship training might contribute to underutilization of this modality in the United States. Most graduates of nephrology fellowships do not grade themselves as competent in HHD suggesting that fellowship training in HHD is inadequate. An essential component for fellow education is at least one faculty member with expertise in HHD who is passionate about promoting the use of this modality. At a minimum, fellow training should utilize a curriculum that includes both lectures about HHD and outpatient clinical exposure to this modality over a period of at least 6-12 months. Fellows benefit from the opportunity to transition at least three patients to a home modality to gain experience with modality education, access placement, initial prescriptions, and home dialysis training. They should spend time with HHD training nurses to learn more about modality education, observe nurse intake interviews with patients in order to learn the criteria for entrance into the home dialysis program as well as recognize how to identify potential barriers to successful home dialysis therapy. To expose fellows to problems that do not occur during clinic visits fellows are encouraged to take first call during the day for HHD patients. There are many opportunities to do research and quality improvement projects which might also propel some fellows into an academic career as a home dialysis nephrologist. [ABSTRACT FROM AUTHOR]

There is a persistent shortage of underrepresented minority (URM) faculty who are involved in basic biomedical research at medical schools. We examined the entire training pathway of potential candidates to identify the points of greatest loss. Using a range of recent national data sources, including the National Science Foundation’s Survey of Earned Doctorates and Survey of Doctoral Recipients, we analyzed the demographics of the population of interest, specifically those from URM backgrounds with an interest in biomedical sciences. We examined the URM population from high school graduates through undergraduate, graduate, and postdoctoral training as well as the URM population in basic science tenure track faculty positions at medical schools. We find that URM and non-URM trainees are equally likely to transition into doctoral programs, to receive their doctoral degree, and to secure a postdoctoral position. However, the analysis reveals that the diversions from developing a faculty career are found primarily at two clearly identifiable places, specifically during undergraduate education and in transition from postdoctoral fellowship to tenure track faculty in the basic sciences at medical schools. We suggest focusing additional interventions on these two stages along the educational pathway. [ABSTRACT FROM AUTHOR]

Dentists can encounter life-threatening medical emergencies during the provision of routine dental care and must therefore be comfortable with the management of these emergencies. High-fidelity simulation has been used routinely in medical and surgical training and is a recognized and effective educational and assessment tool. The aim of this study was to develop and evaluate a new high-fidelity simulation training course in medical emergency management for residents in the General Practice Residency program at New York Presbyterian/Weill Cornell Medicine. In academic years 2014-16, first-year GPR residents were required to take a simulation course covering medical emergency scenarios that are commonly encountered in the dental office. The course involved a team approach to emergency management with active participation by faculty and residents and with each training session followed by feedback and a formal review of the emergencies covered. Evaluation was achieved through completion of questionnaires by the residents following each session. A total of 14 residents (seven in each year) participated, completing 78 questionnaires in the two-year period. They gave the course an overall rating of 4.91 on a scale from 1 to 5, indicating strong agreement with the utility of the course as a learning tool in medical emergency management training. This course is now fully integrated into the GPR educational program at this institution and is a successful component of the emergency medicine curriculum. [ABSTRACT FROM AUTHOR]

The aim of this study was to determine the number and size of postdoctoral teaching programs in geriatric dentistry in U.S. dental schools and other health professions educational institutions and those programs with Health Resources and Services Administration (HRSA) funding. In 2015, all 67 U.S. dental schools were contacted via email with a questionnaire to ask if they had a postdoctoral program in geriatric dentistry; if they did, they were asked to report the length and size of the program. Directors of all 16 HRSA-funded geriatric fellowships were also invited to participate in the survey. Fifty-six of the 67 (83.6%) dental schools and 15 of the 16 (93.8%) HRSA-funded programs completed the questionnaire. Postdoctoral geriatric dentistry programs were reported in 12 dental schools and six medical institutions, although only six programs were currently accepting fellows. The length of the programs was 12-36 months. The maximum number of residents in any program was ten. The oldest program was in Minnesota; it began in 1981. The newest program was beginning in 2017 at Boston University as a revised version of its previous HRSA-funded program. The loss of HRSA funding has had a major negative impact on the number of training programs. Future research is needed to determine how the loss of HRSA-funded programs has affected the availability of educators in geriatric dentistry for dental schools and the services provided to the geriatric community. [ABSTRACT FROM AUTHOR]

The aim of this descriptive study was to provide an overview of the status of implementation of Commission on Dental Accreditation (CODA) Standard 4-10.2.d (Provisionalization of Dental Implants) by U.S. graduate periodontics programs since its introduction in 2013. Surveys were sent in May 2015 to 56 accredited postdoctoral periodontics program directors to ascertain program director characteristics; status of planning, implementation, and curriculum resulting from adoption of Standard 4-10.2.d; preferred clinical protocols for implant provisionalization; interdisciplinary educational collaborators; and competency assessment mechanisms. The survey response rate was 52% (N=29); the majority were male, aged 55 or older, and had held their position for less than ten years. Among the responding programs, 93% had formal educational curricula established in implant provisionalization. Graduate periodontics (96%) and prosthodontics (63%) faculty members were predominantly involved with curriculum planning. Of these programs, 96% used immediate implant provisionalization, with direct (chairside) provisionalization protocols (86%) being preferred over indirect protocols (14%) and polyethylethylketone provisional abutments (75%) being preferred to titanium (25%) provisional abutments. Straight and concave transmucosal emergence profile designs (46% each) were preferred in teaching, with only 8% of programs favoring convex transmucosal profiles. A majority of responding programs (67%) lacked protocols for communicating to the restorative referral a mechanism to duplicate the mature peri-implant mucosal architecture. Regional location did not play a significant role in any educational component related to implant provisionalization for these graduate periodontal programs. Overall, this study found that a clear majority of graduate periodontics programs had established formal curricula related to implant provisionalization, with substantial clinical and philosophical consensus within the specialty. [ABSTRACT FROM AUTHOR]

The number of graduates of U.S. dental schools enrolled in U.S. postdoctoral programs in periodontics has been decreasing. The aims of this study were to determine the perspectives of periodontics department chairs regarding 1) features of a school's predoctoral curriculum that promote student interest in advanced periodontal education and 2) characteristics of a periodontal residency program that make it more attractive to dental students over other specialty programs. In 2015, a 14-question survey was designed and sent to chairs of periodontics departments at all 65 U.S. dental schools at the time. Questions addressed number of instructional hours; specialty clinic rotations; elective courses; number of applicants to periodontal residency; existence of a residency program; length of the residency program; and externships, fellowships, and financial stipends offered. The survey response rate was 73.8%. The results showed that departments offering more than seven clinical credit hours in periodontics to predoctoral students had the greatest number of residency applicants. Most of the applicants were from institutions that offered specialty clinic rotations, elective courses, and residency programs in periodontics. The number of applicants did not change significantly if a stipend or fellowship was offered. However, the availability of an externship was significantly associated with a greater number of applicants (p=0.042). These results suggest that offering periodontal clinical rotations, elective courses, and especially externships in periodontics during predoctoral education may encourage more graduating students to pursue postdoctoral periodontal education. [ABSTRACT FROM AUTHOR]

The present article provides an up-to-date overview of the education in polymer science as part of the chemical education in Germany. With the change from the renowned 'Diplom' curriculum to a Bachelor-Master educational system, the educational landscape in Germany has transformed. The intention of this report is to offer German and also foreign students a first overview about polymer education in Germany and the chance to participate. With the change to the globally known Bachelor-Master education system, students have the possibility to study polymer science at any level ranging from Bachelor degree to a postdoctoral study. [ABSTRACT FROM AUTHOR]

Background Ethical considerations are increasingly important in medicine. We aimed to determine the mode and extent of teaching of ethics in training programs in clinical chemistry and laboratory medicine. Methods We developed an on-line survey of teaching in areas of ethics relevant to laboratory medicine. Reponses were invited from directors of training programs who were recruited via email to leaders of national organizations. Results The survey was completed by 80 directors from 24 countries who directed 113 programs. The largest numbers of respondents directed postdoctoral training of scientists (42%) or physicians (33%), post-masters degree programs (33%), and PhD programs (29%). Most programs (82%) were 2 years or longer in duration. Formal training was offered in research ethics by 39%, medical ethics by 31%, professional ethics by 24% and business ethics by 9%. The number of reported hours of formal training varied widely, e.g., from 0 to > 15 h/year for research ethics and from 0 to > 15 h for medical ethics. Ethics training was required and/or tested in 75% of programs that offered training. A majority (54%) of respondents reported plans to add or enhance training in ethics; many indicated a desire for online resources related to ethics, especially resources with self-assessment tools. Conclusion Formal teaching of ethics is absent from many training programs in clinical chemistry and laboratory medicine, with heterogeneity in the extent and methods of ethics training among the programs that provide the training. A perceived need exists for online training tools, especially tools with self-assessment components. [ABSTRACT FROM AUTHOR]

Background: Applications for postdoctoral periodontal programs have recently increased. The National Board Dental Examinations (NBDE) has adopted a pass/fail format. The purpose of this study is to examine the criteria used by accredited postdoctoral periodontal programs in the United States to evaluate potential applicants. A secondary purpose was to determine whether the absence of NBDE scores would change program directors' selection process. Basic demographic information of the program directors was also collected. Methods: A questionnaire was sent to all 54 program directors of accredited postdoctoral periodontal programs in the United States. The raw data were compiled, descriptive analyses were performed, and results were tabulated and ranked when applicable. Results: Thirty-five of 54 program directors (64.8%) responded to the survey. The five most important factors in selecting residents were: 1) interview ratings; 2) dental school clinical grades; 3) dental school periodontics grades; 4) personal statement; and 5) letters of recommendation. The majority of the programs (94%; n = 33) require an interview, and many (86%; n = 30) have a committee that makes the final decision on candidate acceptance. More than half of the respondents (56%; n = 17) stated that the pass/fail format of the NBDE would affect the decision-making process. Conclusions: This study describes the criteria used by postdoctoral periodontal programs to help select applicants. Interview ratings, dental school grades, personal statements, and letters of recommendation were found to be the most important factors. Results from this study may be helpful for prospective postdoctoral periodontal program applicants in the United States. [ABSTRACT FROM AUTHOR]

The article discusses a two-day workshop based on postdoctoral studies for PhD students, at the University of Zurich, on 1 and 2 February, 2017. It describes how the students were taken through a process of analysing potential academic paths on the first day. It also describes how the students were taken through the process of writing scientific narratives on the second day, using filmmaker Randy Olson's methods, as well as an oral exam.

Purpose The purpose of the study was to survey program directors of postdoctoral prosthodontic programs in the United States regarding their programs' complete denture impression techniques. The key objectives of the survey were to identify the current trends in complete denture impression making and to determine which techniques and materials are taught in US postdoctoral prosthodontic programs. Materials and Methods An online survey was sent to all program directors of US postdoctoral prosthodontic programs. The survey comprised two sections: preliminary impressions and final impressions. The survey contained 22 questions that would take approximately 5 minutes to complete. All responses remained anonymous throughout the survey. Results The response rate for the survey was 87%. A majority of the programs did not separately border mold the tray prior to making the preliminary impressions (82%). The impression material of choice for the preliminary impression was irreversible hydrocolloid (88%). Selective pressure was the predominantly used impression philosophy (80%). All programs border molded the custom tray, and 95% recorded the borders in sections. The material of choice for border molding the custom tray was modeling plastic impression compound (71%). The most commonly used impression material for the final impressions was polyvinylsiloxane (PVS) (42%), and the second most commonly used impression material was polysulphide (32%). The most common technique for locating the posterior palatal seal was marking intraorally and transferring onto the final impression (65%). Most programs routinely advised their patients not to wear their existing dentures for at least 24 hours before the final impressions were made (83%). Conclusions Based on the results of this study, the following conclusions can be drawn: (1) The most commonly used material for the preliminary impression was irreversible hydrocolloid and for the final impression was PVS. (2) Modeling plastic impression compound was used by most programs to border mold the custom trays. (3) Selective pressure was the predominantly used impression philosophy. (4) A majority of the programs made a special consideration for excessive movable (flabby) tissue. (5) Most programs routinely advised their patients to not wear their existing dentures for at least 24 hours before the final impressions were made. [ABSTRACT FROM AUTHOR]

Copyright of McGill Journal of Education is the property of McGill Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Postdoctoral training is a typical step in the course of an academic career, but very little is known about postdoctoral researchers (PDRs) working in the UK. This study used an online survey to explore, for the first time, relevant environmental factors which may be linked to the research output of PDRs in terms of the number of peer-reviewed articles per year of PDR employment. The findings showed reliable links between the research output and research institutions, time spent as PDR, and parental education, whereas no clear links were observed between PDRs' output and research area, nationality, gender, number of siblings, or work environment. PDRs based in universities tended to publish, on average, more than the ones based in research centres. PDRs with children tended to stay longer in postdoctoral employment than PDRs without children. Moreover, research output tended to be higher in PDRs with fathers educated at secondary or higher level. The work environment did not affect output directly, but about 1/5 of PDRs were not satisfied with their job or institutional support and about 2/3 of them perceived their job prospects as “difficult”. The results from this exploratory study raise important questions, which need to be addressed in large-scale studies in order to understand (and monitor) how PDRs' family and work environment interact with their research output—an essential step given the crucial role of PDRs in research and development in the country. [ABSTRACT FROM AUTHOR]

Objective: This article describes the methods and results of a national conference that was held to (1) develop consensus guidelines about the structure and process of rehabilitation psychology postdoctoral training programs and (2) create a Council of Rehabilitation Psychology Postdoctoral Training Programs to promote training programs' abilities to implement the guidelines and to formally recognize programs in compliance with the guidelines. Methods: Forty-six conference participants were chosen to include important stakeholders in rehabilitation psychology, representatives of rehabilitation psychology training and practice communities, representatives of psychology accreditation and certification bodies, and persons involved in medical education practice and research. Results: Consensus guidelines were developed for rehabilitation psychology postdoctoral training program structure and process and for establishing the Council of Rehabilitation Psychology Postdoctoral Training Programs. Discussion: The Conference developed aspirational guidelines for postdoctoral education and training programs in applied rehabilitation psychology and established a Council of Rehabilitation Psychology Postdoctoral Training Programs as a means of promoting their adoption by training programs. These efforts are designed to promote quality, consistency, and excellence in the education and training of rehabilitation psychology practitioners and to promote competence in their practice. It is hoped that these efforts will stimulate discussion, assist in the development of improved teaching and evaluation methods, lead to interesting research questions, and generally facilitate the continued systematic development of the profession of rehabilitation psychology. [ABSTRACT FROM AUTHOR]

From 1999 to 2007, the Vanderbilt-Northwestern-Texas-Harvard/MIT (VaNTH) Engineering Research Center focused on improving bioengineering education through the applications of learning science, learning technology, and assessment and evaluation within the domain of bioengineering. This paper discusses results from a survey to explore the impact of the VaNTH experience on participating faculty and postdoctoral professionals. The results note that respondents differed in their familiarity with and applications of dimensions of the "How People Learn" framework and in their operationalization of effective instruction after their participation in VaNTH. Implications for teaching and learning with the context of a Center model are discussed along with next steps for exploring the experiences of faculty and professionals engaged in the VaNTH ERC. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Administração is the property of Instituto de Administracao da FEA-USP and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article presents a study which assessed the effectiveness of the Rehabilitation Medicine Scientist Training Program (RMSTP), funded by the National Center for Medical Rehabilitation Research (NCMRR). The program, which was established in 1995 and was revised in 2001, aims to assist physicians in Physical Medicine and Rehabilitation (PM&R) in achieving a career in research and academic medicine. The program intends to address the declining number of physician scientists in PM&R and the lack of funding from the National Institutes of Health (NIH) for postdoctoral research training of physicians. Moreover, the study analyzes original and revised structure and its philosophy and goals. It examines the impact of the program and the productivity of the trainees who undertake it.

Theory, practice, and research are all espoused to be core values within counselor education. The authors assert that research needs to become directly associated with theory and practice for it to be a concurrent core value. Action research is most simply defined as a form of research that is practitioner based. The authors propose infusing action research throughout master's-level curricula as a means of promoting research as a core value concurrent with theory and practice. A case illustration of an action research investigation in a Professional and Ethical Issues in Mental Health Counseling course is described. [ABSTRACT FROM AUTHOR]

Presents a list of habilitations and dissertations in pedagogics. "Planung von Ethikunterricht durch Lehrpläne," by Max Klopfer; "Wissensmanagement am Gymnasium. Das Gymnasium vor den An forderungen der Wissensgcsellschaft," by Josef Reinhard Maisch; "Bildungssentenzen als Zugang zum populären Bildungswissen," by Rita Hagen.

We propose that PhD and post-doctoral researchers are a strong, untapped resource with the potential to make a real contribution to global health research (GHR). However, we raise some ethical, institutional and funding issues which either discourage new researchers from entering the field or diminish their capacity to contribute. We offer a number of recommendations to Canadian academic and non-academic institutions and funders, and aim to generate discussion among them about how to overcome these constraints. We need changes in the way graduate research is organized and funded, to create opportunities to work collaboratively within established low- and middle-income country (LMIC)/Canadian research partnerships. We urge changes in the way institutions fund, recognize, value and support GHR, so established researchers are encouraged to develop long-term LMIC relationships and mentor new Canadian/LMIC researchers. We ask funders to reconsider additional GHR activities for support, including strategic training initiatives and dissemination of research results. We also encourage the development of alternative institutions that can provide training and mentoring opportunities. GHR per se faces many challenges. If we address those that reduce our potential to contribute, we can become real partners in GHR, working towards equitable global health and solutions to priority health issues. [ABSTRACT FROM AUTHOR]

In this article, we discuss the recent evolutions of science and engineering doctoral and postdoctoral education in Europe. Indeed, Ph.Ds are crucial to the conduct of research and innovation in the national innovation systems, as they provide a large amount of input into creating the competitive advantage, notably through basic research. First, we show that Asia, and notably China, is producing more Ph.Ds than the United States and Europe. In many EU countries, the number of Ph.Ds has levelled off or even declined recently in many natural sciences and engineering fields. Second, we discuss the European situation in the international competition for talents. We study the European brain drain question, mainly at the doctoral and postdoctoral level. We find that there is an asymmetry in the flows of Ph.D students and postdoctorates between Europe and the United States, at the advantage of this latter country. These two points — production of Ph.Ds, international flows of doctorates and postdoctorates — lead us to be concerned about the future growth and innovation in Europe. In conclusion, we outline some European policy responses in the perspective of building the European Research Area and the European Higher Education Area. [ABSTRACT FROM AUTHOR]