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Purpose: To describe the impact of secondary organizational socialization on 10 early career faculty members' (FMs) delivery of physical education teacher education (PETE). Method: The FMs worked in universities situated on three different continents. Data were collected with four qualitative techniques (formal interviews, written ideal PETE program, document analysis, and prerecorded film) and analyzed by using analytic induction and constant comparison. Findings: FMs delivered PETE that was a hybrid of the behavioristic, traditional/craft, critical-inquiry, and personalistic orientations to teacher education. The cultures and conditions in which FMs worked were mainly positive and favorable and aided them in delivering PETE. FMs coped with negative cultural elements and unfavorable conditions that constrained them through strategic compliance, strategic redefinition, or finding a new position. Conclusion: Findings were similar across continents and should help with efforts to improve the transition of neophyte FMs into the workplace. [ABSTRACT FROM AUTHOR]

Over the past few decades, scholars have directed increasing attention toward the socialization of physical education faculty members' recruitment, preparation, and ongoing socialization. Parallel research trajectories have, however, resulted in varied approaches to conceptualizing and labeling the phases or types of socialization experienced by this occupational group. With the view of academic journals as spaces for discourse surrounding divergent approaches to conceptualizing and conducting research, the purpose of this research note was to overview two contrasting conceptualizations of physical education teacher education faculty socialization and propose a unified approach for moving forward in future research. Differing perspectives are reviewed, and an updated conceptual framework for understanding socialization into and through academic roles is proposed. We argue that this model better captures the diversity in and provides flexibility for the backgrounds that draw individuals into careers in higher education and their experiences once serving among the faculty in academia. [ABSTRACT FROM AUTHOR]

Key governing bodies (e.g., Association for Applied Sport Psychology) recognize that graduate programs must prepare multiculturally competent practitioners. Students and recent graduates of sport psychology master's degree programs (N = 107, Mage = 26.32, SD = 5.19) reported moderate levels of feeling safe, valued, and comfortable within their program; low to moderate levels of multicultural training integration; and low to moderate satisfaction with their multicultural training. Students of Color (n = 42) compared to White students (n = 63) reported less satisfaction with their multicultural training; felt less safe, comfortable, and valued; and perceived less multicultural integration. Furthermore, perceptions of multicultural training integration and of feeling safe, comfortable, and valued were significantly related to satisfaction with their multicultural training. Training programs are advised to improve integration of multicultural training, invest in program climate to help students feel safe and valued, and ensure continuing education of faculty members. [ABSTRACT FROM AUTHOR]

Purpose: Considering the lack of practical Comprehensive School Physical Activity Program (CSPAP) experiences within Physical Education (PE) Teacher Education, the study's purpose was to examine the experiences of PE preservice teachers, a PE teacher, and the university faculty who implemented a CSPAP, and the students who participated in the program. Method: An 8-week before-school program was implemented in a middle school from Fall 2018 to Spring 2022. One hundred three preservice teachers assisted in implementing the program as part of coursework. Data were gathered through preservice teachers' journals and focus group discussions, interviews with the university faculty and PE teacher, and students' surveys. Results: Data were inductively analyzed, and themes were expand preservice teachers' view beyond PE, benefits for preservice teachers and students, and future opportunities. Discussion/Conclusion: Incorporating CSPAPs into PE Teacher Education curriculum through school–university partnerships can provide practical experiences for preservice teachers to build competency in implementing CSPAPs in schools. [ABSTRACT FROM AUTHOR]

Global education systems are undergoing a revolution due to the swift progress of technology. In order to improve student learning, this new educational environment dubbed Education 4.0 combines cutting-edge teaching strategies with digital technologies. Few research studies have been done on Education 4.0 despite its potential, especially in Mindanao, Philippines. This study sought to ascertain faculty members' awareness, readiness, and digital competence in relation to Education 4.0 at higher education institutions (HEIs) in Region XII. The variables and their relationships were investigated using a descriptive-correlational research design in this study. Three hundred forty-six (346) faculty members who were chosen at random took part in the study by answering a questionnaire. ANOVA, Spearman's rho, and mean scores were used in the quantitative analysis. According to the results, faculty members at HEIs demonstrate a high level of awareness (M=3.94; SD=0.85), readiness (M=3.67; SD=0.93), and digital competence (M=3.79; SD=0.90) with respect to Education 4.0. Digital competence and awareness showed a significant strong positive correlation (rs=0.6539; p-value = 0.0000), while readiness and awareness showed a significant moderate positive correlation (rs=0.5670; p-value = 0.0000). There are significant differences in higher education institutions' awareness (F=1.8219; p-value=0.0130), readiness (F=3.2062; p-value=0.0000), and digital competence (F=1.8025; pvalue= 0.0144). These results imply that the Commission on Higher Education (CHED) might identify the importance of Education 4.0 and give it top priority when integrating it into local HEI initiatives. CHED acknowledges and supports this revolutionary change by recognizing the need for strategic direction, allocating required funds, and establishing policies that encourage the successful implementation of Education 4.0. [ABSTRACT FROM AUTHOR]

Introduction: To evaluate the demographic, clinical, diagnostic, and treatment data of pediatric patients with ventriculoperitoneal shunt infection and risk factors for ventriculoperitoneal shunt infection and recurrence of ventriculoperitoneal shunt infection. Methods: Patients aged 0–18 years who were diagnosed with ventriculoperitoneal shunt infection at Cukurova University Faculty of Medicine Hospital between 2016 and 2021 were included in the study. Demographic, clinical, laboratory, and treatment data of the patients were evaluated retrospectively. Risk factors for the development and recurrence of ventriculoperitoneal shunt infection were evaluated. Patients who underwent ventriculoperitoneal shunt but did not develop any shunt infection were selected as the control group. Results: Eighty-five patients with a diagnosis of ventriculoperitoneal shunt infection were included in the study. Fever (58.8%), anorexia (58.8%), vomiting (56.5%), and altered consciousness (54.1%) were the most common complaints at admission. The control group consisted of 48 patients. The number of shunt revisions was statistically significantly higher in the group that developed ventriculoperitoneal shunt infection compared to the control group (p < 0.001). In patients with ventriculoperitoneal shunt infection, C-reactive protein and cerebrospinal fluid protein values before shunt insertion were found to be statistically significantly higher than the control group (p < 0.001). Conclusion: Ventriculoperitoneal shunt infection occurs most frequently in the first months after shunt application. Therefore, it is extremely important to prevent colonization and contamination during surgery in preventing the development of ventriculoperitoneal shunt infection. In the present study, cerebrospinal fluid protein elevation and C-reactive protein elevation before shunt application were found to be significant in terms of the development and recurrence of ventriculoperitoneal shunt infection. [ABSTRACT FROM AUTHOR]

Background: College students need the ability to generalize and apply solutions through reflective practice. University faculty need professional development to use authentic cases to prepare students for the future. Purpose: This study was to explore the experiences of faculty through a year-long professional development program that included a field experience contextually focused on natural disasters. Methodology: This phenomenological study used personal interviews with faculty about the essence of the shared experience. Data were analyzed through open coding, axial coding, and theoretical triangulation from Kolb's experiential learning model. Findings/Conclusions: Participant interviews yielded 32 codes that were categorized into 12 themes and theoretically triangulated into the four components of Kolb's experiential learning model: Experience, Reflection, Generalization, and Application. The concrete experience themes were connection to disasters, to other faculty, and new perspectives. Faculty reflected on their expertise, the importance of engaging experiences, and new realizations. Generalization broadened disciplinary perspectives and connections. Faculty gained teaching applications, including leadership concepts, and humanizing science. Implication: Professional development for faculty using experiential learning can improve teaching capacity for the next generation to solve complex problems of social, economic, and health concerns within communities. [ABSTRACT FROM AUTHOR]

New faculty orientation (NFO) programs are shown to increase faculty satisfaction, enhance collaboration, and support promotion, retention, and academic success. In an effort led by a clinical psychologist, the Children's National Hospital (CNH) NFO was developed, piloted, and is in its 3rd year. Data are shared regarding program development process, feasibility, and acceptability. In 2020, CNH faculty were surveyed about their new faculty member experience. CNH leaders were interviewed about important topics to include in an NFO. In FY22, the NFO was piloted across 15 Divisions. Year 2 (FY23) invited all new early career faculty. Year 3 (FY24) invited all new faculty. Feedback was obtained via REDCap after meetings and before/after the 10-month program. In 2020, 62% of recently hired faculty surveyed indicated not having any institutional level orientation. Leadership interviews supported the need for an NFO; suggested topics included promotion and provider wellness. In FY22, 27/38 invited faculty chose to participate. For FY23, 36/48 chose to participate. In FY24, 69/95 invited are participating. A needs assessment showed CNH faculty and leaders supported an NFO Program. Participants report finding the program helpful; they learned about institutional resources, benefits, and operations and appreciated the networking opportunities. Longer-term metrics include faculty satisfaction, promotion, and retention. [ABSTRACT FROM AUTHOR]

Career management models are valuable tools for faculty pursuing a career in academic medicine. These models help faculty transition through various stages of their careers, including commonly pursued academic advancements from assistant professor to full professor, as well as less common transitions like moving from full-time to part-time status, taking sabbaticals, going on medical leave, or assuming executive leadership roles. The success of faculty members across these stages is influenced by both environmental factors and individual-level characteristics. Recognizing career stages and transitions, as well as the impact of personal and environmental factors on career growth, is crucial. The proposed Faculty Career Self-Management Model (FCSM) provides a visual and descriptive framework to guide individual faculty and the professionals who support them in understanding, preparing for, and navigating career stages and professional transitions to build and sustain meaningful careers in academic medicine. The FCSM serves as a framework to explore, develop, and share best practices in supporting faculty vitality across the career lifespan. [ABSTRACT FROM AUTHOR]

Off-campus (volunteer, community-based) clinical faculty, upon whom medical schools heavily depend, are an integral component of medical education. However, challenges hinder their involvement in medical school governance and other activities, including inadequate communication, lack of recognition, high clinical demands that may preclude teaching, and time-consuming non-clinical tasks. While faculty appointments offer benefits like free CME, access to library resources, and email communications, faculty often prioritize potential contributions to their teaching roles over these benefits. Our medical school launched a new initiative to tackle these issues head-on. We established an Office of Faculty Engagement (OFE) that leverages engagement strategies to enhance communication, broaden access to campus resources, and provide tailored rewards for clinicians. We rebranded volunteer clinical faculty as Off-Campus Faculty (OCF) to foster a more interactive relationship and innovative measures, including personalized welcome emails, a dedicated point of contact for OCF, a user-friendly website, regular orientations, faculty development programs, recognition and appreciation events, and exclusive awards. From August 2021 to December 2023, we contacted 587 OCF members; 85 faculty members experienced improved communication. This innovative approach streamlines and personalizes interactions with OCF, enhances their satisfaction, and represents a transformative opportunity to engage and involve OCF in medical education. [ABSTRACT FROM AUTHOR]

The document titled "Thank You to Referees 2023-24" from the journal Work, Employment & Society acknowledges and thanks the expert referees who reviewed papers between August 2023 and July 2024. The list includes scholars from various universities around the world, such as the University of Western Ontario, Bocconi University, and the University of Leeds. The referees' contributions to the journal's peer review process are recognized and appreciated. [Extracted from the article]

"Quality" refers nominatively to a standard of performance. Quality is the central idea that differentiates speech protected by academic freedom (the right to worthwhile utterances) from constitutionally protected speech (the right to say anything at all). Extant documents and discussions state that professional peers determine quality based on norms of a field. But professional peers deem utterances and activities as consonant with quality only in reference to criteria that establish meaning of the term. In the absence of articulation, these criteria are ambiguous. Consequently, there exists recurrent confusion about what faculty members have a defensible right to say and do. This article develops an ontology of quality in reference to higher education teaching, a component of academic careers generally not subject to extensive peer review and where instructors thereby exercise considerable autonomy. The ontology identifies three criteria that bound quality: constraint, context, and amplitude. Boundedness exists only insofar as boundaries are controlled. The article examines two types of problems in professional control that affect quality: slippage and overreach. Both are instances of organizational deviance and abrogation of professional ethics. It is argued that the patterns threaten the structural integrity and public confidence of faculty, fields, and higher education institutions. [ABSTRACT FROM AUTHOR]

This research aims to investigate the experiences of students and faculty at Tanauan City College (TCC) with the Hybrid Learning Modality (HLM). The objectives are to identify specific challenges faced by both groups, assess the impact on academic outcomes and engagement, and gather recommendations to enhance the hybrid learning experience at TCC. A qualitative phenomenological approach was employed to capture the lived experiences of participants. In-depth interviews were conducted with seven faculty members and seven students. The data were transcribed and analyzed thematically to identify common themes and insights. The findings reveal that faculty members initially faced difficulties adapting to HLM but eventually embraced flexible teaching methods, leading to improved student engagement and satisfaction. Challenges included resource constraints, technological limitations, and time management issues. Students appreciated the flexibility and convenience of online learning but struggled with technical connectivity and limited interaction. Adaptive strategies included improved time management and adjusting to new learning environments. Participants recommended better infrastructure, continuous professional development for faculty, and enhanced engagement strategies. This study provides valuable insights into improving hybrid learning at TCC, highlighting the importance of flexibility, resource availability, and continuous improvement. The findings aim to inform policy and practice, fostering a more inclusive, effective, and engaging educational experience for all stakeholders at Tanauan City College. [ABSTRACT FROM AUTHOR]

This study examines virtual exchange (VE) as a mode of internationalization at a distance through the Turkish higher education context. Recognizing the constraints of geographical mobility, VE emerges as a viable alternative to enhance international and intercultural learning through technology. Employing a qualitative phenomenological design, we interviewed 22 participants, including students, faculty members and international office professionals from five Turkish universities. Our findings reveal diverse motivations, such as personal and academic development, and highlight professional and intercultural affordances. However, significant challenges persist, including technological limitations, time and communication obstacles and institutional support deficiencies. Our study indicates that VE projects provide valuable international experiences and intercultural awareness for students unable to participate in geographical mobility, yet they require careful consideration of technological tools and planning of activities in the ‘third space’ to overcome existing barriers and enhance student engagement. We recommend that scholars and institutional leaders give more consideration to VE from the viewpoint of internationalization at a distance for more inclusive and equitable internationalization practices in higher education driven by technological tools. Practitioner notes What is already known about this topic? Virtual exchange offers cost‐effective solutions for international and intercultural exchanges, especially for students with limited opportunities for geographical mobility. What does this paper add? Examines the virtual exchange from the viewpoint of Internationalization at a distance, using the Turkish case. Uses the conceptual lens of space, place and time to understand virtual exchange and Internationalization at a distance and improve virtual exchange experiences in underprivileged contexts. Implications for policy and practice Instructors should foster a sense of community and belonging for virtual exchange participants and diversify technological tools and communication mechanisms. Institutions should prioritize virtual exchange and technology integration in internationalization, provide adequate resources for students and faculty members and incentivize virtual exchange. What is already known about this topic? Virtual exchange offers cost‐effective solutions for international and intercultural exchanges, especially for students with limited opportunities for geographical mobility. What does this paper add? Examines the virtual exchange from the viewpoint of Internationalization at a distance, using the Turkish case. Uses the conceptual lens of space, place and time to understand virtual exchange and Internationalization at a distance and improve virtual exchange experiences in underprivileged contexts. Implications for policy and practice Instructors should foster a sense of community and belonging for virtual exchange participants and diversify technological tools and communication mechanisms. Institutions should prioritize virtual exchange and technology integration in internationalization, provide adequate resources for students and faculty members and incentivize virtual exchange. [ABSTRACT FROM AUTHOR]

ABSTRACT This research explores how boundary‐spanning efforts in higher education can be expanded through the digital space and contribute to sustainability in higher education. By employing a qualitative case study design, we examine the journey of a Turkish public university's open education faculty, focusing on how the university has leveraged its open education mission and the developments in digital space to span boundaries and contribute to societal development constantly. Alongside reviewing institutional documents, we interviewed with 12 faculty members at the case institution. Benefitting from an inductive descriptive thematic analysis approach, we categorised related strategies and experiences into three themes: key agents, drivers and challenges and sustainability. The findings reveal that universities can better position themselves in the digital education space if the leadership embraces a clear vision regarding digital evolvement. Also, national regulations influence the digital development of universities and lead them to push boundaries in generating new teaching‐learning, research and service platforms. Our research demonstrates that by enhancing digital environments and online technologies, universities can extend their collaboration with different stakeholders and maintain boundary‐spanning efforts to improve their societal contribution. Further discussions and recommendations are made on the role of digital space in boundary spanning and sustainability in higher education. [ABSTRACT FROM AUTHOR]

ABSTRACT Drawing on the concept of the Production of Space this article examines how sustainable development agenda was localised—in design, operation and students' lived experiences—in two international education programmes at two universities in Japan. We analysed relevant programme documents, interviews with faculty members, students' reflective notes, as well as the authors' autoethnographic journals. The findings show that the local and institutional context influenced the SDGs curriculum design (representations of space or the conceived space). The virtual and physical learning spaces, the pedagogy and the operation of the programme (spatial practice or perceived space) shaped students' interaction and learning outcomes (representational space or the lived space). As instructors attempted to adopt SDGs in their teaching (through perceived space) and as students tried to gain interdisciplinary knowledge through SDGs (through lived space), both parties negotiated and challenged the programme design shifting the conceived spaces. Our study contributes to a deeper understanding of the localisation of SDGs within the internationalisation of higher education by employing Lefebvre's spatial analysis. This approach reveals the complex socio‐spatial dynamics at play, offering insights into how educational environments are constructed and experienced. [ABSTRACT FROM AUTHOR]

For any business to serve and satisfy both customers and employees, employee productivity is essential. Leveraging the full potential of their workforce, ensuring long-term gains in productivity, and fostering a culture of ongoing improvement for the purpose of attaining organizational excellence. This study seeks to describe the level of employees' commitment, job satisfaction, teamwork, and training on productivity. After scientific validation and reliability tests, questionnaires were used as data-gathering tools. Data for this descriptive correlational and causal research design was employed for the study and purposive sampling was done in choosing the participants gathered from the 518 staff and faculty members in Higher Education Institution. Results revealed that employee productivity was positively correlated with other variables, indicating that high productivity levels were associated with higher levels of commitment, job satisfaction, effective teamwork, and training initiative benefits. Nonetheless, Higher Education employees' productivity is significantly influenced by teamwork and training. This means that when there is teamwork among the employees and top management, and employees are provided with relevant training, employees' productivity will significantly increase. [ABSTRACT FROM AUTHOR]

The worldwide prevalence of disasters exposes students, staff, and faculty at colleges and universities to multiple disasters, potentially impacting their mental health. This study investigates the influence of cumulative disaster-related stressors on depression among 1,497 higher education participants. Results from modified Poisson regression analyses reveal that individuals exposed to cumulative stressors (COVID-19 and Hurricane Sandy) have a higher prevalence of depression (PR 4.20; 95% CI: 1.45–6.12) compared to those without such exposure. The relationship was confounded when disaster preparedness knowledge factors (specifically, medication and grocery delivery knowledge) were added to the model (PR 3.75; 95% CI: 1.36–5.47). These results underscore the importance of integrating disaster preparedness knowledge into mental health interventions for the higher education community. Adapting interventions based on individual preparedness knowledge levels, especially for students and staff, can be a critical strategy in mitigating the impact of disasters on mental health in higher education settings. [ABSTRACT FROM AUTHOR]

This basic qualitative study explored the intercultural development and experiences of thirteen US undergraduate faculty members. It was grounded in the theoretical frameworks of intercultural development and constructive-developmental theory. Data included two Intercultural Development Inventories® 3–6 months apart; a Subject Object Interview; and a demographic questionnaire. Findings included qualitatively different experiences among participants who did and did not grow interculturally. For example, participants who stayed at the intercultural stage of Minimization experienced wanting to "get it right" but worrying about "getting it wrong" with intercultural interactions. Participants who grew from Minimization to Acceptance described leaning into the fear of getting it wrong. One who grew from Acceptance to Adaptation described valuing risking getting it wrong. Constructive-developmental stage findings suggest that to grow from Minimization to Acceptance, it may be necessary to have some Self-Authorship capacity, including an internally generated value system and an ability to reflect on one's own assumptions. [ABSTRACT FROM AUTHOR]

Since gaining academic and financial autonomy in 2018, a number of leading private universities in Kazakhstan have separated teaching and research into two distinct career tracks and implemented outcome-based faculty performance evaluation. This initiative aimed to increase the quality of both teaching and research, boost faculty’s research productivity, and improve the competitiveness of these universities in the local higher education market. However, despite being central to the development of universities, the restructuring of academic careers in Kazakhstan has received little scholarly attention. This study employs the framework of managerialism and collegiality to explore how faculty in research-track and teaching-track positions perceive and respond to the new career structures. Drawing upon the thematic analysis of 25 semi-structured interviews with faculty members working in the country’s top private universities, the study provides nuanced insights into the changing career structures in Kazakhstan by examining faculty experiences related to research and teaching, faculty evaluation and promotion, development of research culture, and work environment. By interpreting the study findings in light of the concepts of managerialism and collegiality, the study offers a fresh perspective on the neoliberal trends in university governance in the context where universities historically lacked autonomy from the state. The paper concludes by discussing the potential implications of the findings for improving the conditions of research-track and teaching-track faculty. The study may be of interest to policymakers, university administrators, and researchers concerned with changes in academic careers in transitional economies. [ABSTRACT FROM AUTHOR]

We examine the gender gap in faculty promotion at the University of Geneva. After building a new measure of research quality that has no gender bias (i.e. men and women have, on average, the same level of research quality after we control for disciplines), we find that conditional on research quality, discipline and place where the PhD was obtained, women are 11 percent less likely to get promoted. The gender gap is almost three times larger for promotion from assistant to associate professor, suggesting that the mechanism at play is stronger for junior faculty. The gender gap is explained by the fact that an equal increase in research quality leads to a smaller increase in women's probability of promotion. [ABSTRACT FROM AUTHOR]

The study aimed to investigate the relative contribution of each of psychasthenia, psychological flexibility, suggestibility, and conspiracy beliefs in predicting the anxiety of vaccination with the anti COVID-19 vaccine among faculty members at Ain Shams University (ASU). Examining the difference in the sample's scores on the vaccination anxiety scale and its sub-factors according to the variables (age—chronic diseases—academic specialization—previous infection with COVID-19—gender), the sample of the study included 139 faculty members at Ain Shams University aged ranged from 23 to 78 years, with a mean of 49.52 years, and a standard deviation of 13.29 years. The vaccination anxiety scale, psychasthenia scale, psychological flexibility scale, suggestibility scale, and conspiracy beliefs scale were used to collect data. The results revealed that the variables of suggestibility and conspiracy beliefs significantly contribute to predicting the vaccination anxiety among faculty members at Ain Shams University. There is a significant difference in the average scores on the vaccination anxiety scale according to age, with the difference in favor of the age group less than fifty years, as well as according to the presence/absence of a previous infection with COVID-19, with the vaccination anxiety being higher for those who were previously infected. There has been no observed significant difference according to the presence/absence of chronic diseases or academic specialization. [ABSTRACT FROM AUTHOR]

The study aims to reveal the degree of possession of soft skills by faculty members in Lahj University from their point of view . The study follows the descriptive analytical approach. The study community consisted of all faculty members in the faculties of Lahj University، numbering (260) members، of whom (128) members responded and were adopted as a sample for the study. The questionnaire was used as a study tool consisting of (98) paragraphs distributed over twelve skills. The results show that the sample members achieved a very high degree of possession of soft skills. The skill (leadership) obtained the first place in terms of its possession degree with an arithmetic mean of (4.52) and a standard deviation of (0.35)، and a percentage weight of (90.4%) and a very high degree، followed in order by the skills (lifelong learning، planning and goal setting، communication and interaction ، critical thinking ، creativity، teamwork، time management and initiative)، all of which were achieved to a very high degree، while the skills (risk taking ، negotiation، decision making and problem solving) joined it ، which were achieved to a large degree. The results of the study also show that there were no statistically significant differences at the level (α≤0.05) between the average responses of the sample members in the fields of the study tool according to the gender variable، while it show the presence of statistically significant differences according to the scientific title variable in favor of the title of assistant professor، as well as the presence of statistically significant differences according to the variable of years of service in favor of the category of less than 10 years. [ABSTRACT FROM AUTHOR]

To investigate how safe urologists feel in their work environment and the sociodemographic characteristics and working conditions that affect their sense of security. The study was conducted with urologists working in different hospitals. Data were collected through a 2-part online survey that took a few minutes to complete. The first section included items about the participant's sociodemographic characteristics and working conditions. The second part consisted of the Safety and Confidence Scale for Health Professionals (SCSHP) to assess how safe the physicians feel when faced with violence and how confident they are in handling violence. The study included 221 participants. Male urologists had a higher median SCSHP score than female urologists (P <.001). Single urologists felt safer when faced with violence than those who were married (P =.037). Participants who worked in hospitals with 24-hour security or law enforcement presence also felt safer than those who did not. Urologists who worked at universities and those who were faculty members also had higher SCSHP scores than urologists working in secondary and tertiary care (P <.001 for both). When SCSHP scores were compared according to professional experience, we observed that urologists in the first year of practice felt safer, while there was no statistically significant difference between the other groups. Among urologists, those who feel least safe from workplace violence are female urologists, those who work in secondary and tertiary hospitals, and those who do not have 24-hour security or law enforcement in their center. [ABSTRACT FROM AUTHOR]

Introduction: Terebinth (Pistacia terebinthus) belongs to the same botanical family as pistachio (Pistacia vera) and cashew (Anacardium occidentale). Although it is known that there is cross-sensitivity between pistachio and cashew, the cross-sensitivity of terebinth with pistachio or cashew has not been investigated. The objective of our study was to evaluate the sensitivity to terebinth in children with pistachio sensitivity. Methods: This study was conducted between September 2021 and June 2022 at Adıyaman University Faculty of Medicine Hospital. It analyzed the results of children who underwent skin prick testing (SPT) for food allergy. Of the 712 food skin prick tests reviewed, 27 children were identified with pistachio sensitivity. Prick tests with commercial extract for cashew and prick-to-prick tests for terebinth were applied to these children. Results: The median age was two, and 78% were male. Of the children with pistachio sensitivity, 96% demonstrated cross-sensitivity to terebinth and 100% to cashew. There was a strong correlation between the size of SPT responses in pistachio, cashew, and terebinth. Only four children had previously consumed terebinth, and two of these children had allergic reactions. Conclusion: Our study demonstrates a high cross-sensitivity between terebinth, pistachio, and cashew. We recommend that individuals with pistachio or cashew allergy/sensitivity avoid terebinth until tests confirm it is safe to consume. Further studies are needed to demonstrate the clinical significance of this cross-sensitivity and identify the major allergen involved. [ABSTRACT FROM AUTHOR]

This study examines how foreign-educated faculty contribute to fostering research internationalization in their home universities, considering as manifestations of such internationalization the publication of studies in international journals, participation in international conferences, editorial memberships, projects, and research impact. The study used a purposive sampling approach focused on six Pakistani universities. A validated survey instrument was administered to 102 foreigneducated faculty and 117 faculty members educated in national higher education institutions. The findings suggest that foreign-educated faculty demonstrate a higher level of engagement with the global academic community, particularly by co-authoring articles, books/chapters with international scholars, as well as presenting research works at global conferences. In addition, these scholars are cited more often. The study also analyzes various factors that influence the contribution of returnee faculty members to research internationalization and observes that discipline, gender, and academic rank affect the internationalization of academic investigation differently. The study concludes by discussing the implications of these findings for enhancing research internationalization in Pakistan, contributing valuable insights to higher education research. [ABSTRACT FROM AUTHOR]

Background: While there is growing evidence highlighting the prevalence of mental health concerns among university faculty, few studies have examined mental health interventions in this population. The objective of this systematic review and meta-analysis was to collect and critically appraise the available evidence about the effectiveness of interventions designed to improve the mental health of faculty. Methods: A systematic search was conducted by searching PubMed, EMBASE, Scopus, Web of Science, and CINAHL to identify relevant studies published in English language from January 1st, 2000 until October 1st, 2023. The search focused on studies done on academic faculty to describe interventions or support programs aimed at improving mental health outcomes, with comparison of mental health data before and after the intervention and an improvement in mental health as study outcome. A random effect meta-analysis method was used to estimate the effectiveness of interventions on faculty mental health. Results: Ten publications with 891 participants from 2,217 retrieved records were included. The random effect model showed substantial heterogeneity (I2 = 84.8%, 95% CI: 73.8 − 91.2%, p < 0.001). The pooled SMD was − 1.41 (95% CI: -2.81–0.004) showing a large effect, and it significantly favors the use of intervention for reducing mental health issues among faculty members. The effect size estimates for all included studies ranged from small to large, showing the positive effect of intervention on faculty mental health. Multimodal inference analysis showed that, of the many studied factors for faculty mental health, the region was the most important predictor of intervention effectiveness. However, when the significance of quantitative moderators was tested using meta-regression, age (p = 0.9491) and duration of intervention (p = 0.1284) were not statistically significant. Conclusion: Interventions aimed at enhancing the mental health of university faculty were overall significant; however, individual studies showed heterogeneous results. Making efforts to enhance the mental health of faculty is crucial and has been proven effective; nevertheless, the existing evidence necessitates further research in this area. For interventions to be effective, it is imperative to tailor them to the specific environment and to the unique characteristics of faculty members. PROSPERO registration number: CRD42023490388 [ABSTRACT FROM AUTHOR]

As the number of new technologies used in the apparel industry continues to grow, greater pressure is placed on university faculty to incorporate opportunities for students to learn them within the curriculum. The purpose of this study was to examine the benefits and challenges of this decision from the perspective of faculty who teach in apparel programmes and to compare their perspectives with those of industry professionals that hire new graduates. Data were collected with faculty via an online questionnaire and through virtual interviews with industry professionals. Findings point to areas of overlap between faculty and industry perspectives, especially the need for students to learn 3D/virtual technologies and the relatively high costs involved in doing so, as well as differences, including the goals for adopting 3D/virtual technologies. Further study can help to align industry expectations with the realities involved in adopting such technologies by apparel programmes. [ABSTRACT FROM AUTHOR]

Introduction: The evaluation of the performance of new methods, expected to provide cheaper and faster results than existing (reference) methods in the health field, is based on comparing the results obtained with this new method to those obtained with the existing method. The primary aim of this study is to examine the correlational and absolute agreement between measurement methods in clinical studies using Bland–Altman analysis and methodological (Ordinary Least Squares, Weighted Ordinary Least Squares, Deming, Weighted Deming, Passing–Bablok, Theil-Sen, and Passing–Bablok for Large Data Sets.) methods, and the secondary aim is to compare the accuracy and precision of Hadlock (I–V) formulas used for fetal weight estimation. Materials and methods: The study was conducted on singleton pregnancies examined in the Prenatal Diagnosis and Treatment Unit of the Department of Obstetrics and Gynecology at Inonu University Faculty of Medicine and who gave birth in the Obstetrics Unit between 01.01.2020 and 01.09.2023, whose gestational ages were confirmed by first-trimester ultrasonography. Estimated fetal weights were calculated using Hadlock (I–V) formulas, and the agreement of these weights with birth weight was evaluated with Bland–Altman method. Results: The comparison of estimated fetal weights calculated using Hadlock formulas with birth weight was analyzed using Bland–Altman analysis, ICC, and CCC values along with regression analyses. According to the mean difference values obtained by Bland–Altman analysis, the estimated fetal birth weights obtained by the Hadlock IV formula were most consistent with the actual birth weights. Conclusions: The estimated fetal weights obtained using the Hadlock IV formula resulted in the closest measurements to the birth weight. This study showcases the efficacy of a new web-based software, Method Comparison Software (MCS), which can be utilized for evaluating the agreement between different methods in clinical measurements. [ABSTRACT FROM AUTHOR]

The development of social skills (SS) and creative potential is of great interest to researchers in educational and organizational contexts. The present study aimed to understand the relationship between SS and the use of creative strategies to solve problems in the work environment of college teachers. The study included 386 faculty members of Brazilian colleges who were teaching during the first year of the COVID‐19 pandemic. Participants answered an online survey including the Social Skills Questionnaire and the Strategies to Create at Work Scale. The results showed that the SS were predictors of the development of creative strategies in college teachers, with greater emphasis on the ability to maintain calm in the face of criticism, which significantly predicted all strategies to create at work. The development and search for solutions to problems in a creative way in the work environment can be a result of frequent interactions with students, teachers, managers, other employees of the institution. Such interactions can also help improve repertoire of SS. Practitioner Points: SS training for teachers is beneficial for both teacher and student.Teachers are key in encouraging and facilitating students' motivational process to learn.College students involved in high‐impact practices are more likely to find success. [ABSTRACT FROM AUTHOR]

Purpose: There is little to no empirical research on the phenomenon of ways in which the racism of whiteness transpires within the faculties and classrooms of US-based ALA-accredited library and information science (LIS) education programs. We do have scholars publishing meaningful work exploring diversity-equity-inclusion topics and initiatives to evolve the LIS discourse on these issues (Honma, 2005; Chancellor, 2019; De LaRosa et al., 2021; Gibson, 2019; Mehra et al., 2023; Colón-Aguirre et al., 2022; Hands, 2022). This research substantiates the conceptual research that exists by empirically exposing the ways in which the racism of whiteness functions at the interpersonal level of work culture in LIS programs (i.e. the academy) in the US. Design/methodology/approach: Adapting Baima and Sude's (2020) modified Delphi Method, a focus group of 13 BIPOC (Black, Indigenous, and People of Color) library and information science faculty members in the United States were recruited to participate in a one-time 60-min virtual Zoom session. Participants were engaged in three iterative rounds of reflective inquiry to reach a consensus of experience. The study design was embedded with critical race theory-based (CRT) ethnographic methods such as testimony (counterstorytelling), collective affirmation (shared narratives), and silence. Findings: BIPOC LIS faculty (tenure-track and tenured) have similar ideas about whiteness and how it is operationalized as micro- and macro-aggressions in the LIS academic workplace, most significantly inside the classroom. The experience of whiteness was prevalent among all study participants in two areas: workplace meetings with faculty colleagues and classroom sessions (face-to-face and online) with students. Originality/value: The findings offer empirical evidence to support the prolific conceptual literature in LIS discourse concerning ways in which critical race theory (CRT) interrogates LIS's socio-professional injustices and inequities (e.g. Gibson et al., 2018; Stauffer, 2020; Leung and Lopez-McKnight, 2021; Jennings and Kinzer, 2022; Snow and Dunbar, 2022). There remains a dearth of empirical research that reports how whiteness is reproduced in the practices, knowledge, and resources that make up the ethos of the LIS faculty meeting and classroom. Documenting the testimonies of BIPOC LIS faculty solidifies the existence of whiteness as a toxic reality in the LIS academy. [ABSTRACT FROM AUTHOR]

Three extraordinary physics discoveries were made in colonial India, which did not have any tradition of research in modern physics: Saha ionization equation (1920), Bose statistics (1924), and Raman effect (1928). All three discoverers were founding faculty members of the new small physics department of Calcutta1 University, which started functioning in 1916. These discoveries were all on the general topic of interaction between matter and radiation. In this Part (Part 1 of a two-article series), I describe the social and intellectual environment in which these discoveries were made. Part 2 will focus on the science involved in these discoveries. [ABSTRACT FROM AUTHOR]

The viva examination or 'defence' is a pivotal moment in a student's or researcher's career. It marks the conclusion of one stage and the beginning of another, whether during the study period or when competing for research funding. Unlike many other formal assessments, the viva is an oral performance. Its form may strongly depend on the domain of science or knowledge sector, on the university or even on faculty. The rituals of interaction between jurors and candidates may differ in many cultural contexts. Yet, the core elements of the defence are the debate, the use of evidence, and the justification for a statement or opinion delivered orally, are common to all. Accordingly, although a successful defence is about content, it is also about language and attitude. In academic education, there is insufficient preparation for this moment when one is in front of jurors, a commission, and even a wider audience. We draw on our combined experience in our own careers and in their coaching of students to present an analysis of the 'viva' process. Our findings may help candidates position themselves in the viva context and offer practical advice on how to prepare, define an attitude, and structure answers and responses in general. [ABSTRACT FROM AUTHOR]

Purpose: Studies have so far focused on learning in organizations, factors affecting learning, learning effectiveness and so on but the concept of learning in a hybrid work arrangement is yet unexplored. The purpose of this study is to measure the perception of faculty members in higher education institutions towards learning in a hybrid work arrangement and also to measure the differences of perception towards hybrid work arrangement based on employees' gender and organization type. Design/methodology/approach: The data was collected from a sample of 390 faculty members composing of Assistant Professors, Associate Professors and Professors, purposely chosen from two of the premier higher education institutions (one private and one public) located in Punjab, India. A self-structured questionnaire was administered to the faculty members who are working on a regular basis and have minimum of two years of work experience with the chosen university. For analysing the collected data exploratory factor analysis and other descriptive statistics have been applied. Findings: The findings of the survey show that in terms of gender differences, it is the female employees who are more satisfied with different aspects of hybrid/remote work arrangement as compared to male employees. In regard to organizational differences in the perception towards learning in a hybrid work arrangement it is found that public university employees have a more positive attitude so far as individual factors are concerned, but in terms of organizational factors, it is the private university that is scoring better than the public university. Research limitations/implications: The study is limited to only two higher education institutions, and its findings to be applicable in all higher education institutions, further studies may be required on a larger canvas. Future studies may be undertaken using advanced statistical tools like structural equation modelling to explore various variables associated with learning in a hybrid work arrangement. Originality/value: Applicability of hybrid work arrangement is very high in higher education institutions and to the best of the authors' knowledge, this is the first study which adds to the literature on perception of employees towards organizational learning in a hybrid work arrangement. [ABSTRACT FROM AUTHOR]

Purpose: The study directs attention to the psychological conditions experienced and knowledge management practices leveraged by faculty in higher education institutes (HEIs) to cope with the shift to emergency remote teaching caused by the COVID-19 pandemic. By focusing attention on faculty experiences during this transition, this study aims to examine an under-investigated effect of the pandemic in the Indian context. Design/methodology/approach: Interpretative phenomenological analysis is used to analyze the data gathered in two waves through 40 in-depth interviews with 20 faculty members based in India over a year. The data were analyzed deductively using Kahn's framework of engagement and robust coding protocols. Findings: Eight subthemes across three psychological conditions (meaningfulness, availability and safety) were developed to discourse faculty experiences and challenges with emergency remote teaching related to their learning, identity, leveraged resources and support received from their employing educational institutes. The findings also present the coping strategies and knowledge management-related practices that the faculty used to adjust to each discussed challenge. Originality/value: The study uses a longitudinal design and phenomenology as the analytical method, which offers a significant methodological contribution to the extant literature. Further, the study's use of Kahn's model to examine the faculty members' transitions to emergency remote teaching in India offers novel insights into the COVID-19 pandemic's effect on educational institutes in an under-investigated context. [ABSTRACT FROM AUTHOR]

Problem: The career development and professional growth of LGBTQ+ faculty members in higher education is an under researched topic in the field of human resource development (HRD); particularly as it relates to ways that exclusionary diversity policies and practices can hinder well-being and perpetuate marginalization of this group. While current diversity policies and practices in higher education acknowledge and address race and ethnicity, gender identity and sexuality have tended to receive far less attention. This issue is particularly problematic within the HRD career development paradigm. The reinforcement of cisheteronormativity leads to feelings of marginalization and exclusion among LGBTQ+ faculty members, highlighting systemic barriers that hinder their professional growth. Solution: The purpose of this study was to explore six LGBTQ+ faculty members' perceptions of diversity policies and practices at their respective institutions, investigating how the language and implementation contributes to a sense of marginalization and exclusion. The role of critical human resource development (CHRD) in challenging the social injustices emanating from exclusionary diversity policies and practices are discussed. Implications for positive career development outcomes from implementing and enforcing inclusive diversity policies and practices are highlighted. Stakeholders: The stakeholders are higher education institutions (HEIs), human resource development (HRD) practitioners who may work with them, and diversity, equity, and inclusion (DEI) executives. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to share how the American Kinesiology Association's Diversity, Equity and Inclusion Committee envisioned, planned, and created an opportunity to show how inclusive excellence can be implemented as a strategy for transformation and change. This was achieved by listening to and intentionally responding with positive outcomes to students who voice their lived experiences in an institution of higher education. The Viewpoints on Inclusive Student Experiences (VOISES) model of student/faculty engagement is explained, along with reflections from two faculty members who participated in VOISES panels—one as an audience member and the other as a panel moderator. The discussion includes suggestions for incorporating student voices generally and the VOISES model specifically as part of a comprehensive diversity, equity, and inclusion strategy. [ABSTRACT FROM AUTHOR]

Copyright of Acta Scientiarum Naturalium Universitatis Sunyatseni / Zhongshan Daxue Xuebao is the property of Sun-Yat-Sen University 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.)

Copyright of Acta Scientiarum Naturalium Universitatis Sunyatseni / Zhongshan Daxue Xuebao is the property of Sun-Yat-Sen University 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.)

This study examines the impact of Artificial Intelligence (AI) on the field of education, with particular focus on its implications for academic integrity and the adoption of comprehensive assessment approaches. This research fits within the specific setting of university students and faculty members in the Kingdom of Bahrain. Methods: A cross-sectional survey was designed to examine the impact Artificial Intelligence (AI) in field of education, with particular focus on its implications for academic integrity and the adoption of comprehensive assessment approaches. A total of 218 participants were randomly selected from 250 employed in this survey study. Results: Out of 250 invited participants, 203 responded to the survey. This study evaluated the influence of Educational Impact (EI), Policy and Ethics (PE), and Pedagogical Implications (PI) on Academic Outcomes (AO). Results revealed a significant association between EI → AO with a beta of 0.490, t-value of 4.504, and p < 0.001. PI also showed a significant relationship (β = 0.454, t = 2.330, p = 0.010) with more variability. PE's impact on AO was modest (β = 0.243, t = 1.977, p = 0.024). Overall, EI was the strongest AO predictor. The R2 value was approximately 39%, indicating a good fit. Conclusion: The research reveals a strong link between the Educational Impact (EI) of AI and academic success in Bahrain's universities, with EI being the primary predictor. Both Policy and Ethics (PE) and Pedagogical Implications (PI) play crucial roles in this relationship. [ABSTRACT FROM AUTHOR]

Aim Methodology Results Conclusions To evaluate the current status of endodontic education and assessment at an undergraduate/predoctoral level in dental schools worldwide.The current survey comprised a 50‐item online questionnaire related to undergraduate endodontic education. The project leaders emailed the survey's details to faculty members responsible for endodontic teaching at one dental school in every country to seek their willingness to participate in the survey. After the faculty members accepted, the survey details were sent to participants along with the survey link. Simple descriptive statistics were used to represent the data.Amongst the 44 faculty members from different countries who agreed to participate, 36 completed the survey. Endodontic training starts in 50% of dental schools from the third year of the curriculum. Each dental school employs a diverse range of educational methods. During pre‐clinical training, 19.4% of the participating dental schools used only natural teeth. Stainless‐steel hand instruments, syringe irrigation with a needle, resin‐based sealer and the cold lateral compaction technique are the most frequently used in pre‐clinical and clinical training. A significant percentage of dental institutions necessitate that students treat a predetermined quantity of canals or teeth throughout their pre‐clinical and clinical education. Dental institutions conduct formative, summative or a combination of the formative and summative throughout the clinical and pre‐clinical phases of endodontic training.According to the data collected from this survey, there are considerable variations in the curriculum for undergraduate/predoctoral endodontic programmes amongst the surveyed dental schools. Pre‐clinical and clinical education should integrate a larger array of modern tools and procedures. [ABSTRACT FROM AUTHOR]

In the era of internationalization, Philippine higher education institutions (HEIs) are compelled to continually refine their operations and governance to align with global standards. This descriptive cross-sectional survey research was conducted to assess the extent of practices and preparations for internationalization at a state university in SOCCSKSARGEN, Philippines. The study engaged seven administrators and eighteen faculty members as respondents, collectively offering a perspective on the university's approach to internationalization. The study reveals that the university has initiated practices and preparations geared towards internationalization. Furthermore, it is evident that there is a need for further enhancement of its strategic directions and plans to more comprehensively integrate internationalization into its academic programs, policies, and administrative processes. This paradigm shift will require a measured, time-sensitive approach to ensure that the university achieves its internationalization objectives effectively. To expedite this process, the university administration could proactively take the lead in championing and facilitating internationalization efforts. This proactive leadership is pivotal in building a culture of global engagement, forging international partnerships, and positioning the university as a frontrunner in the international academic landscape. By doing so, the university can more effectively embrace the challenges and opportunities of internationalization in higher education. [ABSTRACT FROM AUTHOR]

This study aimed to determine the emotional intelligence and clinical teaching effectiveness of the faculty of medicalrelated programs in Cebu Doctors' University and the relationship between them in order to utilize the findings for the proposals in the integration of the institutional faculty development plan. The respondents included were 186 employed full-time or part-time medical-related faculty members of the different programs. A descriptive-correlational research design was utilized. The two (2) research instruments used was Emotional Intelligence Scale and Modified Clinical Teacher Effectiveness Inventory. An increase emotional intelligence mean score indicates that the respondent has a greater sense of self-awareness regarding emotions toward others and themselves, as well as social skills in managing and utilizing emotions to develop positive attitudes that improve problem-solving and clinical decision-making. Whereas, increase clinical teaching effectiveness mean score indicates that the respondents has high teaching behavior in transmitting theoretical and clinical knowledge used in the practice and the attitudes toward the profession, greater occurrence in the type and amount of feedback regarding his/her clinical performance. The relationship between emotional intelligence and clinical teaching effectiveness showed no relationship on all the aspects. A proposal entitled "Enhancing Emotional Intelligence and Teaching Effectiveness Among Medical-Related Faculty" was integrated to the institutional faculty development plan as to improve the faculty with low emotional intelligence and moderate clinical teaching effectiveness in regards with personal, emotional and social aspects in translating to know thyself and others' need. Based on the findings, this study served as the basis for the university's institutional development plan, which appropriately addressed the importance of emotional intelligence and clinical teaching effectiveness among faculty by financing the plan to be implemented through seminars/workshops to promote faculty well-being - teaching behavior and interpersonal relations with others. [ABSTRACT FROM AUTHOR]

Biomedical faculty positions require experience as a postdoctoral scholar (or “postdoc”). However, there is a current misalignment with postdoctoral training and workforce needs within higher education. The majority of postdocs are trained to be research faculty while completing fellowships at research-intensive universities, despite the fact that the majority of US higher educational institutions (where these postdocs may be employed) focus on undergraduate education. This leads to postdoctoral scholars not having the opportunity to gain exposure to different institutional types where they could be employed. Importantly, they also lack the opportunity to build a network or receive mentorship from faculty at non-R1 institutions. This may be particularly true of underrepresented scholars. In this brief report, we describe the practice of the NSF-funded PROMISE Academy Alliance to bridge this training gap and support greater preparation for faculty careers at an array of institutional types by leveraging collaboration within a state university system. A survey of PROMISE Academy Fellows about their structured experiences engaging with other campuses (e.g., campus tours, workshops, speaking opportunities) reveals that visits to other campuses within the state system are informative and impactful, both on their research and their employment interests. The positive findings can hopefully inspire easy-to-implement changes in postdoctoral support across other university systems or regional consortia. [ABSTRACT FROM AUTHOR]

Diversifying counseling psychology programs in the United States is a core value of the profession. For this descriptive study, we reviewed the websites of all currently active American Psychological Association (APA) accredited counseling psychology and counseling psychology combined programs for publicly available information on their core faculty members' academic rank (i.e., assistant, associate, and full professor), perceived gender, and perceived Black, Indigenous, and People of Color (BIPOC) status. The freely available Publish or Perish software (Harzing, 2007) was used to assess the productivity indices (i.e., h-index, h-index norm, papers per author, and authors per paper) of these faculty members. Using multilevel regression analyses, we found that: (1) average h-indexes were highest among full professors, (2) perceived gender identity was a significant predictor of the h-index, h-index norm, and papers per author favoring White faculty, (3) perceived BIPOC status was a significant predictor of h-index, papers per author, and authors per paper favoring White faculty. Limitations, future research directions, and implications are discussed. [ABSTRACT FROM AUTHOR]

Purpose Methods Results Conclusions Level of Evidence The prevalence and appreciation of meniscal tears in children have increased in both number and complexity. There is currently a paucity of high‐quality evidence that can guide surgeons in treating skeletally immature patients with meniscal injuries. The aim of this study was to develop comprehensive recommendations for the management of isolated meniscal tears in skeletally immature children.An international, two‐round, modified Delphi consensus was completed. Included ‘experts’ were identified as having an established adult knee practice, including children and either: (1) Faculty at an international paediatric knee conference, (2) Active members of complex national paediatric multi‐disciplinary groups or (3) Members of faculty on recognised national/international instructional courses aimed at teaching the management of meniscal lesions to knee surgeons. The currently available literature was reviewed, and areas of poor quality, inconclusive or absent evidence were examined and formed the focus of the study. A threshold of 70% was used to define consensus for our study based on other similar Delphi consensus studies in the literature.A total of 43 experts (Round 1) and 41 experts (Round 2) took part in the Delphi study, including surgeons from Europe, the United States of America and South America. 34 statements were identified exploring three main domains—clinical assessment, management and complex tears (bucket handle, discoid and radial). Following Round 1, consensus was reached on 17 (50%) statements; subsequently, after completion of Round 2, consensus was reached on 28 (82%) statements, leaving six (18%) with no consensus. The areas of no consensus included investigation of painless clicking, the most sensitive clinical test for meniscal pathology, treatment of small radial tears (less than 1/3 width), ability to reduce chronic bucket handle tears and timing of surgery.This is the first modified Delphi consensus that provides evidence for surgeons treating skeletally immature children with isolated meniscal tears. A valuable level of consensus was reached on the assessment and management of simple and specialist meniscal tears. These consensus statements can both inform clinical practice and be used in the development of further high‐quality research studies.Level V. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic disrupted research productivity for many faculty members. As a result, many US universities began asking promotion and tenure candidates to create COVID-19 impact statements in hopes of mitigating the negative impact of these disruptions on tenure decisions. However, little is known about how such impact statements might be evaluated by promotion and tenure committees. This study examined whether such statements might be evaluated differently based on the gender and racial/ethnic categories of the faculty that submit them. Specifically, current US faculty were asked to evaluate hypothetical tenure dossiers that varied in race/ethnicity (Black/Latinx/White) and binary gender (Male/Female). Results indicated that female candidates were evaluated more favorably than male candidates. Specifically, participants thought that female candidate’s disruptions were more understandable, that their COVID-19 impact statements should be given more weight, and that they were more likely to vote to promote female candidates. There were no significant differences across candidates by race/ethnicity. The unexpected pattern of results suggests more research is needed to understand why such patterns emerged. [ABSTRACT FROM AUTHOR]

AbstractObjectiveMethodsResultsConclusionThe main aim of this study is to know the loopholes in the feedback system, strategies to remove these loopholes, and to measure the effects of an efficient feedback system in an institution.This research has three stages. In the first stage, we tried to find out the flaws in the feedback system of the institution based on published benchmarks. Then we tried to remove these flaws with the collaboration of different stakeholders. In the last stage of the study, we tried to measure the effectiveness of these corrective procedures by certain key performance indicators (KPIs).After improvement strategies, there was a significant improvement in the KPIs like, the knowledge and attitude toward the feedback improved from 3.1 to 4.23 in students, and from 3.46 to 4.34 in faculty members, on a five-point scale, and the teaching standards improved as measured by students’ performance in different courses in terms of learning objectives achievement, for example in internal medicine from 70.8% to 75.3%. Similar improvement was recorded in other KPIs as well.An efficient feedback system is the backbone of education and by adopting effective feedback, individuals and institutions can excel in the field of medical education. [ABSTRACT FROM AUTHOR]

Copyright of Journal of the Future of Social Sciences is the property of Future of Social Sciences Journal 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.)