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At the American Physiology Summit 2023 session entitled, "Mental Health for Graduate Students," numerous students expressed struggling with poor mental well-being primarily because of negative experiences during their graduate training. In fact, studies show that up to 50% of graduate students report symptoms of depression, anxiety, or burnout during their training, and poor mental well-being is a major contributor to students' decision to leave academia. Most of the current solutions focus on treatment or wellness strategies; while these are important and necessary, the training environment or culture that often contributes to worsening well-being continues to persist. In this collaborative article between trainees and mentors across various career stages, we discuss how the pace of scientific advancements and the associated competition, lack of sufficient support for students from diverse backgrounds, and mentor-mentee relationships crucially influence graduate students' mental well-being. We then offer specific solutions at the individual, institutional, and national levels that can serve as a starting point for improving graduate students' mental health and overall training experience. [ABSTRACT FROM AUTHOR]

Currently, an estimated 20%-40% of graduate students have depression and anxiety. In addition, more than half report experiencing high chronic stress. Thus, organizations such as the Plant Science Research Network have highlighted the need to prioritize trainee well-being. This has led to a search for strategies to introduce this cultural change into scientific training. However, for faculty who do not have experience with this topic area, there are few readily available resources from which to draw. In this paper, we describe how two graduate groups, one focused on plant biology and the other on genomics and genetics approached this challenge together by introducing a course on mental and emotional well-being to their incoming first-year graduate students. We describe the research on workplace mental and emotional well-being and disability prevention which served as the basis for the course content. We review the course curriculum, student reflections about what they learned, and implications for future classes.

This study examined the impact of experiential education through the utilization of vignettes on graduate student knowledge, skills, and attitudes in the area of written language disorders. Graduate students enrolled in a written language disorders class completed assessment measures designed to examine clinical understanding and confidence when preparing to teach a client exhibiting a written language disorder. The impact of the use of vignettes in the learning process was measured using pre- and post-tests, class surveys, and focus group interviews. Students demonstrated significant improvement in their knowledge, skills, and attitudes regarding written language disorders. All pre- and post-course comparisons were significant (p < .01). Therefore, the use of vignettes in a graduate level written language disorders course created learning experiences which resulted in the transformation of factual and theoretical knowledge into active clinical understanding and clinical confidence.

This current study attempts to fill gaps in student and instructor experiences and perceptions of hybrid learning via an examination of a graduate program in public policy. Through online and in-class observations, student focus groups, and instructor interviews with themes such as (1) work-life balance, (2) the importance of connections between online and in-person sessions, and (3) potential negatives aspects of hybrid learning emerged. Although hybrid learning may present hurdles to design and implementation, our study suggests it may still serve as an effective means for creating pathways and opportunities for graduate student learning. [ABSTRACT FROM AUTHOR]

For the purposes of professional development clinical education is crucial to speech-language pathologists (SLP). There is limited information about clinical education of SLP students in Portugal. The aim of this study was to describe and compare the mutual perceptions of Portuguese SLP’s clinical educators and students’ of SLP in a Portuguese private University Clinic. Five SLP clinical educators and nine students participated in a one on one semi-structured interview. Content analysis was used to explore interview data. The analysis led to the identification of four themes shared by both groups. Findings from this study provided an insight about clinical education characteristics and challenges reported by clinical educators and students in Portugal and to compare those results with others mentioned in other countries. The findings of this study suggest that clinical educators and students identify, in general, similar characteristics regarding effective/non-effective clinical educator profile and benefits regarding clinical education process. The sample provides preliminary data on Portuguese clinical educator’s and student’s experience of clinical education.

Abstract Currently, an estimated 20%–40% of graduate students have depression and anxiety. In addition, more than half report experiencing high chronic stress. Thus, organizations such as the Plant Science Research Network have highlighted the need to prioritize trainee well‐being. This has led to a search for strategies to introduce this cultural change into scientific training. However, for faculty who do not have experience with this topic area, there are few readily available resources from which to draw. In this paper, we describe how two graduate groups, one focused on plant biology and the other on genomics and genetics approached this challenge together by introducing a course on mental and emotional well‐being to their incoming first‐year graduate students. We describe the research on workplace mental and emotional well‐being and disability prevention which served as the basis for the course content. We review the course curriculum, student reflections about what they learned, and implications for future classes.

目的 探索神经外科脑血管病方向博士专业学位与专科医师培训衔接培养的方案，找到最优化的 培训模式，保证教育目标实现。 方法 分析北京天坛医院神经外科衔接培养的优点及当前存在的问题，探讨这些问题的深层次原 因，结合脑血管病专业组自身特点，寻求解决办法。 结果 研究者在对政策进行详细解读后，对未来的教学工作进行预判，制定相关预案。经过前期一 系列具体实践，提升了教学团队培养经验，强化了师资素质，升级了教学软硬件水平，为顺利衔接做 好保障。 结论 神经外科脑血管病方向博士专业学位与专科医师培训衔接是一个全新的培养模式，需要医 教人员共同努力，不断地解决遇到的新问题，才能保证两种培训的衔接工作平稳开展。 Abstract: Objective To explore the integration of cultivation for medical professional doctor degree and specialists training in cerebrovascular neurosurgery, and find an optimal training pattern to achieve the education goals of both training systems. Methods The advantages and problems of current integration cultivation was analyzed, and the underlying causes of these problems were investigated, so as to find a satisfactory solution in view of the characteristics of cerebrovascular neurosurgery. Results After analyzing the relevant policy in depth, we made a preliminary judgment on the future training work and drew up the corresponding plans. Through a series of concrete practice, our teaching team accumulated better training experience, the capacity of teachers were strengthened, and the levels of teaching software and hardware were enhanced, all of which ensured the smooth integration of cultivation. Conclusions The integration of doctor degree cultivation and specialists training program in cerebrovascular neurosurgery is a new training pattern, which requires concerted efforts of medical and education personnels. In the process of implementation, problems would be continuously discovered and properly solved, which would make this work go on well.

China is facing its largest COVID‐19 outbreaks since the early days of the pandemic. This makes on‐site interview impossible for graduate student admission. How to do online interview efficiently in recruiting graduate students is a question. Here I sort out the experience and feelings. [ABSTRACT FROM AUTHOR]

Abstract: In the past ten years, increasing evidence has demonstrated that scientific teaching and active learning improve student retention and learning gains in the sciences. Graduate teaching assistants (GTAs), who play an important role in undergraduate education at many universities, require training in these methods to encourage implementation, long‐term adoption, and advocacy. Here, we describe the design and evaluation of a two‐day training workshop for first‐year GTAs in the life sciences. This workshop combines instruction in current research and theory supporting teaching science through active learning as well as opportunities for participants to practice teaching and receive feedback from peers and mentors. Postworkshop assessments indicated that GTA participants' knowledge of key topics increased during the workshop. In follow‐up evaluations, participants reported that the workshop helped them prepare for teaching. This workshop design can easily be adapted to a wide range of science disciplines. Overall, the workshop prepares graduate students to engage, include, and support undergraduates from a variety of backgrounds when teaching in the sciences. © 2018 by The International Union of Biochemistry and Molecular Biology, 46:318–326, 2018. [ABSTRACT FROM AUTHOR]

Data from a PhD quality survey and related interview materials are used to analyze the preferences of Chinese PhD students for different supervision methods, and the differences between disciplines of the satisfaction of PhD students under single-advisor model and joint supervision model toward their academic supervision are compared. The research results show that most PhD students, especially engineering PhD students, are generally inclined to choose a joint supervision model. However, there are no significant differences in the satisfaction toward the two supervision models with the exception of medical PhD students. Considering that in some disciplines even though some PhD students are under single-advisor supervision in name, they actually are under joint advisor supervision, the regression results may underestimate the actual results of the joint supervision. Furthermore, the study also found that if the supervision-model PhD students prefer matches the actual supervision model, their satisfaction is also higher. Looking at the education development trends for international graduate students and student expectations, China should further promote joint supervision systems and also maintaining the responsibilities of head advisors. [ABSTRACT FROM AUTHOR]

The Internet is a source of many resources for graduate speech-language pathology (SLP) students. It is important to understand the resources students are aware of, which they use, and why they are being chosen as sources of information for therapy activities. A national online survey of graduate SLP students was conducted to assess their awareness, use, and value of social networking and online resources. Participants also viewed original interface designs created to support the use of current literature in the development of therapy activities. A total of 683 students (348 first-year and 335 second-year) representing the national population in terms of region, ethnicity, and sex completed the survey. Students were highly aware of and active in social networking. High overall awareness was associated with high overall use. First-year students reported using online resource sites when unsure what to do more than second-year students. Students reported implementing activities obtained from social networking or online resource sites (92%) but few provided feedback (14%) or contributed materials (11%). Students supported integrations between social networking and research articles that created links between activities and the evidence base. Results of this survey have implications for clinical education and academic instruction in the era of digital technologies. Integrative features of online resources may help students to bridge the gap between evidence and daily therapy activities by supporting connections to research literature. [ABSTRACT FROM AUTHOR]

Objectives: Student response teams within colleges of public health effectively address important concerns for two stakeholders. For universities, students learn the fundamentals of field epidemiology and provide popular training and networking opportunities. For health departments, students serve as surge capacity as trained workforce available during outbreak investigations and potentially for routine tasks. Study Design: This paper describes the interaction between a student response team and several health departments utilizing specific examples to demonstrate the various roles and activities students can fulfill. Lessons learned from both University team leaders and the various health departments are also included. Methods: The program evolved over time, beginning with a needs assessment of local health departments and a determination of student training needs, collection, and confidential transmission of data, and interviewing techniques. Over the last decade students have worked on outbreak investigations, case-control studies, program evaluations, and in-field responses. Results: Since 2005, over 200 public health graduate students have contributed more than 1800 h investigating 62 separate disease outbreaks in Arizona. In addition, over the past four years students also worked an additional 2500 h to assist county health departments in routine enteric investigations, specifically for Campylobacter and Salmonella. Best practices and lessons learned found that communication, preplanning and a willingness to collaborate increased the learning opportunities for students and ability for health departments to increase their capacity both during an emergency and for routine work. Conclusions: Establishment of a student response team (1) trains students in field experiences; (2) creates trained surge capacity for health departments; (3) increases collaboration between schools of public health and state/local health departments; (4) establishes a way to share funding with a local health department; and (5) increases the number of students being placed in health departments for projects, internships, and jobs following graduation. [ABSTRACT FROM AUTHOR]

The outbreak of COVID‐19 pandemic results in the suspension of universities' academic laboratory activities. This brought a difficult time for graduate students majored in molecular biology and their mentors, since the student's thesis progress relies on the data from wet experiments in the lab. Even facing the challenges during the pandemic, mentors could still play an active role. This COVID‐19 crisis requires mentors to have more thinking, innovation, and sharing in guiding graduate students. [ABSTRACT FROM AUTHOR]

Research indicates that modifying teachers' beliefs about learning and teaching (i.e. teaching orientation) may be a prerequisite to changing their teaching practices. This mixed methods study quantitized data from interviews with 65 graduate teaching assistants (GTAs) from science, technology, engineering, and mathematics (STEM) fields to assess the relationship of participants' teaching experiences and available teaching support systems with changes in their teaching orientation over time. These individuals represent an important but understudied link in the STEM pipeline, because they serve as primary instructors in large, introductory science laboratory classes for undergraduates at large research universities. Mentor involvement in teaching and departmental/university training and support for teaching were significantly related to change in teaching orientation toward more student-centered beliefs. Consideration of why other factors failed to evidence a relationship with teaching orientations and recommendations for how study findings can influence policy and practice are offered. [ABSTRACT FROM AUTHOR]

The Health Sciences Library and the Department of Health Informatics & Information Management at the University of Tennessee Health Science Center in Memphis piloted an embedded librarian project in summer 2012. The value and effectiveness of the pilot project was evaluated by analyzing the content of e-mail questions received from the students and the students’ answers to the pre- and post-class surveys. The project received positive feedback from the students and course faculty. Librarians collaborating with teaching faculty and interacting one-on-one with students in health information-intensive courses proved to be helpful for student learning. [ABSTRACT FROM PUBLISHER]

The complex and interconnected problems facing the world's coastal zones require solutions that bridge science and policy and integrate a range of stakeholder perspectives. The next generation of coastal practitioners will therefore need a wide-ranging set of problem-solving skills and the ability to collaborate across disciplines. As graduates of the Coastal Institute Integrative Graduate Education and Research Traineeship (IGERT) Project at the University of Rhode Island, we were participants in a multidisciphnary curriculum for students interested in the complex issues of coastal ecosystem management. Here we discuss aspects of the curriculum that were transformative from a graduate student perspective, as well as aspects that presented challenges. Fundamentally, the training provided us: (i) the opportunity to gain multidisciphnary knowledge working with a broad network of colleagues and mentors outside of our disciplinary backgrounds; (ii) communication and leadership training for coastal conflict management; and (iii) experiential learning opportunities that allowed us to apply these skills and knowledge at the science/policy interface. These three important features of our training could be implemented at any academic institution. While the training challenged us to balance the demands of our respective programs with additional work, it is our strong opinion that the benefits of such training considerably outweigh the costs. [ABSTRACT FROM AUTHOR]

This article illustrates the multiple ways in which anthropology graduate students crossed the boundaries of educational discourses by encouraging themselves, other students, activists and community leaders to speak in dialogical contexts (Giroux 2005: 73). They did this through the organisation of the Interrogating Diversity Conference. The authors organised this conference in March 2007 at the American University, Washington, DC, to expand scholarship on surveillance and policing in an egalitarian forum. We discuss how students can engage their departments and faculty in building the students' knowledge of both anthropological theories and methodology through shared scholarship. We show how students can 'apply' anthropology to audiences, which will in turn influence policy decision making. In addition, the authors explore how academics can transform knowledge sharing into tools that shape broader political and social dialogue. [ABSTRACT FROM AUTHOR]

Opportunities abound to apply crop science to solving many of the world’s food problems. International agricultural research centers (IARCs) provide a window through which students can see the need for improved agricultural productivity and briefly experience the rewards of working on difficult but important issues. In today’s world of highly technical graduate education, students find it difficult to obtain exposure to international agriculture due to the extreme constraints on their time. Programs for students that provide a short-term exposure to IARC strategies can have long-term benefits for the student as well as the international center. A short-term student exchange program between a US university and the International Rice Research Institute (IRRI) and a special course on rice (research to production) offered at IRRI provide students with unique insights for averting food riots in the future. Details of these educational efforts are described in this paper. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore the impact of a published student journal on the education, knowledge base, and clinical practice of nurse anesthesia students. This study used a correlational design with a descriptive component. An assessment tool was included with the July 2003 issue of The Student Journal of Nurse Anesthesia (SJNA), now known as The International Student Journal of Nurse Anesthesia. The tool assessed the students' perceptions of the SJNA and the knowledge gained from reading this issue. An information-processing model was used to convey the educational value and clinical benefits of the SJNA. There were differences in the test scores of students who read the SJNA compared with students who did not and between students who read more of the SJNA compared with peers who read less. A majority of respondents agreed or strongly agreed with questions addressing the merit of the SJNA as it provided or reinforced clinical information. This study supported continuing the production of the SJNA and indicated education benefits to nurse anesthesia students. [ABSTRACT FROM AUTHOR]

A growing number of institutions are initiating new programs in electronic theses and dissertations (ETDs). Advances in the ETD as a form of scholarly communication must acknowledge the years of groundwork and planning by representatives from a wide spectrum of organizations such as the Networked Digital Library of Theses and Dissertations (NDLTD), Virginia Tech, the Coalition for Networked Information and the Council of Graduate Schools. More than a decade of multi-institutional collaborative efforts resulted in the current opportunities for students to engage in scholarly communications in new arenas. Where do we go from here? A significant factor in further promoting the ETD and other digital library projects involves shifting program emphasis to key participants, the graduate students who author these documents. [ABSTRACT FROM AUTHOR]