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Palsokar, Gouri, and Madhukar Tajne. "POSTGRADUATE RESEARCH IN PHARMACEUTICAL SCIENCES IN INDIA: A SURVEY OF SELECT PHARMACY PROFESSIONALS." International Journal of Current Pharmaceutical Research 9, no. 4 (July 14, 2017): 161. http://dx.doi.org/10.22159/ijcpr.2017v9i4.20983.
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Objective: Research is a systematic investigation that involves the study of materials and sources in order to establish facts and reach new conclusions. Post-graduate pharmaceutical education develops the necessary skills among students which help them build their professional carriers and contribute towards the betterment of the healthcare industry and society in general. Hence, it is essential and mandatory to carry out some appropriate research work as a requirement of post-graduate courses in Pharmaceutical Sciences in India and abroad. In an era, where technology is changing rapidly, the research carried out by students must always be relevant to the present day, so that it can act as a bridge between innovation and utility with regard to patient care and compliance. The present work aims to investigate, as to how, the research at postgraduate level in pharmacy, could be carried out in a way so that it benefits the students and make their research relevant to the current industry needs.Methods: The opinions of academicians from select academic institutions, professionals from pharmaceutical industries and postgraduates and Ph. D. students across India, were collected through questionnaires and by taking personal interviews. Data thus obtained was subjected to standard mathematical interpretations.Results: About 48% (65) of faculty members and 46% (156) of Postgraduate and Ph. D. students from various parts of the country opined that projects in postgraduate courses should be executed partly in academic institutions and partly in industries. However, about 61% (180) respondents from the pharmaceutical industry were of the view that the postgraduate students should undertake industrial projects. At the same time, some professionals were of the view that, students carrying out research work fully in the industry are many times left on their own as their industrial supervisors are unable to spare time to guide them.Conclusion: The execution of research work carried out by post-graduate students should be evenly distributed in academic institutions as well as pharmaceutical industries, under the supervision of faculty and with active inputs from the industry.
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Fatima, Jabeen, and Muhammad Naseer Ud Din. "Evaluative Study Of M.A. Education Programmes Of Teacher Education At Higher Education Level In Pakistan." Contemporary Issues in Education Research (CIER) 3, no. 12 (January 6, 2011): 29. http://dx.doi.org/10.19030/cier.v3i12.921.
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The study was aimed at evaluating the MA Education Programme of teacher education in Pakistan. Post-graduate teacher’s training institutes in Pakistan grant the Master of Education (MA/M.Ed.), Master of Philosophy (M.Phil) and Doctor of Philosophy (Ph D) post-graduate degrees in the field of education to enhance the careers and accelerate the professional development of educators. The population of the study was all heads and teachers of education departments of public sector universities and government colleges of education and prospective teachers enrolled in public sector universities and government colleges where the Master degree of Education (MA Education) programme was offered. The sample of 20 heads of public sector universities and government colleges of education, 56 teacher educators of 10 public sector universities and 10 government colleges of education, and 200 prospective teachers enrolled in public sector universities and government colleges of education departments, where the Master degree of Education (M.A./M.Ed.) was offered in Pakistan, was selected through cluster random sampling. For the collection of data, three questionnaires - one each for heads of institutions, teacher educators and prospective teachers - were developed. For analysis, chi-square as the contingency test, was applied for identifying the trends from the frequency of responses of each questionnaire item. It was concluded that the teaching faculty of the MA education programme was using a variety of teaching methods according to the nature of objectives, content and students. Evaluation systems for students of the MA education programme were found satisfactory. It is recommended that required changes be introduced in admission criteria, curriculum, duration of degree programme, teaching-practice, research work, rewards and incentives of existing MA Education Programme in Pakistan.
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Ahmed, Munawwar. "Analysis of Gap between Desired and Acquired Levels of Knowledge-related Learning Outcomes of Ph D Graduates." Pakistan Social Sciences Review 5, no. II (June 30, 2021): 1072–88. http://dx.doi.org/10.35484/pssr.2021(5-ii)82.
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Yu, Laurina M., Sharon A. Rinaldi, Donald I. Templer, Louise A. Colbert, Karen Siscoe, and Katherine Van Patten. "Score on the Examination for Professional Practice in Psychology as a Function of Attributes of Clinical Psychology Graduate Programs." Psychological Science 8, no. 5 (September 1997): 347–50. http://dx.doi.org/10.1111/j.1467-9280.1997.tb00423.x.
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Graduate programs' correlates with doctoral recipients' scores on the Examination for Professional Practice in Psychology (EPPP) were determined Higher EPPP score was associated with larger faculty-to-student ratios, smaller clinical programs traditional as opposed to professional program orientation, and Ph D rather than Psy D awarded Programs approved by the American Psychological Association and those that scored favorably on a number of objective indices also produced graduates with high EPPP scores Among the more frequently used admissions requirements median Quantitative score on the Graduate Record Examination correlated most highly with EPPP score
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McNamara, John R., and Joseph P. Green. "Clinical and Research Attitudes of Psy.D. and Ph.D. Clinical Graduate Students." Psychological Reports 74, no. 1 (February 1994): 81–82. http://dx.doi.org/10.2466/pr0.1994.74.1.81.
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A survey of 137 Psy.D. and Ph.D. clinical graduate students out of 561 at 4 Ph.D. schools and 4 Psy.D. schools indicated that these Ph D students found knowledge of statistics and research design to be more useful than the 98 Psy.D. students. A need to replicate and to ascertain the basis for such differences was discussed.
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Nelson-Hurwitz, Denise C., O. Vanessa Buchthal, Michelle Tagorda, and Kathryn L. Braun. "Adding a Baccalaureate Degree to a Graduate Public Health Program While Addressing Stakeholder Concerns." Pedagogy in Health Promotion 5, no. 2 (September 15, 2018): 132–38. http://dx.doi.org/10.1177/2373379918794703.
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Professional public health training has traditionally been at the graduate level. Adding undergraduate public health degree programs not only expands the number of individuals with needed public health expertise but also creates challenges for traditional graduate-only educational programs. Our purpose was to discuss the degree development process and examine challenges of adding the Bachelors of Arts in Public Health (BA PH) to a traditional graduate-only program, with illustrations from the University of Hawai’i at Mānoa, which opened its BA PH in 2014. Challenges were encountered for four groups of primary stakeholders: (1) administrators (infrastructure, staffing, funding), (2) faculty (buy-in, undergraduate teaching skills), (3) students (assuring courses fit undergraduate education requirements, adding student support systems), and (4) community preceptors (establishing appropriate expectations for undergraduate vs. graduate students). Barriers and solutions identified for these four primary stakeholder groups may help other schools and programs of public health in adding a baccalaureate public health degree.
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Knight, David, Timothy Kinoshita, Nathan Choe, and Maura Borrego. "Doctoral student funding portfolios across and within engineering, life sciences and physical sciences." Studies in Graduate and Postdoctoral Education 9, no. 1 (May 14, 2018): 75–90. http://dx.doi.org/10.1108/sgpe-d-17-00044.
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Purpose This paper aims to determine the extent to which graduate student funding portfolios vary across and within engineering, life sciences and physical sciences academic fields for degree recipients. “Graduate student funding portfolios” refers to the percentages of students funded by fellowships, research assistantships, teaching assistantships, personal means and other sources within an organizational unit. Design/methodology/approach Using data from the Survey of Earned Doctorates data set, the authors analyze doctoral students’ self-reported primary mechanisms of funding across and within academic fields varying along the Biglan taxonomy. The authors used cluster analyses and logistic regression to investigate within-field variation in funding portfolios. Findings The authors show significant differences in doctoral student funding portfolios across dimensions of the Biglan taxonomy characterizing academic fields. Within those fields, the authors demonstrate considerable variation in funding; institutions cluster into different “modes” of funding portfolios that do not necessarily map onto institutional type or control variables. Originality/value Despite tremendous investment in graduate students, there has been little research that can help characterize at the program-level how graduate students are funded, either by internal or external mechanisms. As programs continue to feel the pressures of more limited resources coupled with increasing graduate enrollment demands, investigating graduate student funding at a macro level is becoming increasingly important so programs may better understand constraints and predict shifts in resource availability.
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Kelley, Dennie R., Patricia A. Beitel, Joy T. DeSensi, and Mary Dale Blanton. "Undergraduate and Graduate Sport Management Curricular Models: A Perspective." Journal of Sport Management 8, no. 2 (May 1994): 93–101. http://dx.doi.org/10.1123/jsm.8.2.93.
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The purpose of this paper is to present undergraduate and graduate sport management curricular models which provide a perspective that higher education sport management professionals can use to solve curricular problems described in the literature and to implement the NASPE/NASSM guidelines. The five sport management concentrations, which have similar objectives and services but occur in different settings or serve different clientele, include (a) Sport for Leisure/Recreation, (b) Sport and Athletics, (c) Sport Merchandising, (d) Hostelries/Travel, and (e) Recreation Agencies. The models (a) differentiate purposes, content, and entry-level positions for each degree level; (b) provide evidence for which concentrations need to be part of each curriculum; (c) define a professional core; (d) describe the concentration specialization requirements; (e) differentiate the culminating experiences for each degree; and (f) provide the distinctive characteristics of undergraduate and graduate programs.
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Kjelgaard, Margaret M., and A. J. Guarino. "Assessing the Predictive Validity of the Admission Process in a Master's Level Speech Language Pathology Program." Psychological Reports 111, no. 2 (October 2012): 613–17. http://dx.doi.org/10.2466/03.15.28.pr0.111.5.613-617.
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Astin's Input-Environment-Outcome (I-E-O) model served as the theoretical foundation to assess (a) undergraduate GPA, (b) undergraduate Speech Language Pathology majors, and (c, d) GRE-Q and GRE-V scores (Input) as predictors of students' graduate GPA (Environment), and graduate GPA as a predictor of PRAXIS scores (Outcome). The sample for this study was 122 students who completed the Speech-Language Pathology Program in recent academic cycles at a graduate school in the northeastern United States. The sample was representative of other programs in the country in terms of gender, undergraduate GPA, and GRE scores. Results appear to support the predictive validity of the linear combination of the input predictors of the environment variable (GPA) and of the environment variable on the outcome, i.e., PRAXIS scores.
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Swing, Susan R., Stephen G. Clyman, Eric S. Holmboe, and Reed G. Williams. "Advancing Resident Assessment in Graduate Medical Education." Journal of Graduate Medical Education 1, no. 2 (December 1, 2009): 278–86. http://dx.doi.org/10.4300/jgme-d-09-00010.1.
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Abstract Background The Outcome Project requires high-quality assessment approaches to provide reliable and valid judgments of the attainment of competencies deemed important for physician practice. Intervention The Accreditation Council for Graduate Medical Education (ACGME) convened the Advisory Committee on Educational Outcome Assessment in 2007–2008 to identify high-quality assessment methods. The assessments selected by this body would form a core set that could be used by all programs in a specialty to assess resident performance and enable initial steps toward establishing national specialty databases of program performance. The committee identified a small set of methods for provisional use and further evaluation. It also developed frameworks and processes to support the ongoing evaluation of methods and the longer-term enhancement of assessment in graduate medical education. Outcome The committee constructed a set of standards, a methodology for applying the standards, and grading rules for their review of assessment method quality. It developed a simple report card for displaying grades on each standard and an overall grade for each method reviewed. It also described an assessment system of factors that influence assessment quality. The committee proposed a coordinated, national-level infrastructure to support enhancements to assessment, including method development and assessor training. It recommended the establishment of a new assessment review group to continue its work of evaluating assessment methods. The committee delivered a report summarizing its activities and 5 related recommendations for implementation to the ACGME Board in September 2008.
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Grady, Erin C., Adam Roise, Daniel Barr, Douglas Lynch, Katherine Bao-Shian Lee, Timothy Daskivich, Amar Dhand, and Paris D. Butler. "Defining Scholarly Activity in Graduate Medical Education." Journal of Graduate Medical Education 4, no. 4 (December 1, 2012): 558–61. http://dx.doi.org/10.4300/jgme-d-12-00266.1.
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Abstract Background Scholarly activity is a requirement for accreditation by the Accreditation Council for Graduate Medical Education. There is currently no uniform definition used by all Residency Review Committees (RRCs). A total of 6 of the 27 RRCs currently have a rubric or draft of a rubric to evaluate scholarly activity. Objective To develop a definition of scholarly activity and a set of rubrics to be used in program accreditation to reduce subjectivity of the evaluation of scholarly activity at the level of individual residency programs and across RRCs. Methods We performed a review of the pertinent literature and selected faculty promotion criteria across the United States to develop a structure for a proposed rubric of scholarly activity, drawing on work on scholarship by experts to create a definition of scholarly activity and rubrics for its assessment. Results The literature review showed that academic institutions in the United States place emphasis on all 4 major components of Boyer's definition of scholarship: discovery, integration, application, and teaching. We feel that the assessment of scholarly activity should mirror these findings as set forth in our proposed rubric. Our proposed rubric is intended to ensure a more objective evaluation of these components of scholarship in accreditation reviews, and to address both expectations for scholarly pursuits for core teaching faculty and those for resident and fellow physicians. Conclusion The aim of our proposed rubric is to ensure a more objective evaluation of these components of scholarship in accreditation reviews, and to address expectations for scholarly pursuits for core teaching faculty as well as those for resident and fellow physicians.
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A. Wahab, J., N. F. Mohamad Razi, M. M. H. Mohammad Hamzah, A. Z. Azmi, and N. H. Nasrudin. "Measuring Anxiety Level of Failure Science Students in Performing Calculus Subject." International Journal of Engineering & Technology 7, no. 4.33 (December 9, 2018): 74. http://dx.doi.org/10.14419/ijet.v7i4.33.23489.
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Nowadays, mathematics has become an important subject in various fields. In UiTM Tapah Campus, Calculus is one of the compulsory subject must be taken by science student. However, majority of the students not enjoyable to enroll this subject and have negative thought that slowly becomes obstacle to them to graduate on time due to failure in this subject. Anxiety has been identified as the main reason among failure students. Thus, a set of questionnaire to measure anxiety level among them been constructed consists of three main section (General Information, Test Anxiety, Mathematics Anxiety) and been distributed through Google form in order to get the response from students. The data have been analyzed using IBM SPSS (V23). Several selection of data analysis method was used to answer the objectives for this study which are reliability test, descriptive statistics and ANOVA. Findings shows that student with lower grade (E or F) tended to have higher math and test anxiety compared to higher grade students (D and D+). Thus, lecturers can focus on the most affected students and give them the most exposure to mathematical activities. It also benefits university to achieve university target in Graduate on Time (GoT) students’ percentage.
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Leider, Jonathon P., Katie Sellers, Kyle Bogaert, Brian C. Castrucci, and Paul C. Erwin. "Master’s-Level Education in the Governmental Public Health Workforce." Public Health Reports 135, no. 5 (August 5, 2020): 650–57. http://dx.doi.org/10.1177/0033354920943519.
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Objectives More than 16 000 graduate degrees in public health are awarded annually. Yet only 14% of the governmental public health workforce has formal public health training of any kind, and 8% has a master of public health (MPH) degree. We characterized the differences among governmental staff members with master’s degrees across US health departments. Methods We used data from the 2017 Public Health Workforce Interests and Needs Survey, a national survey of state and local public health departments (43 669 responses; response rate, 48%). We examined the characteristics of the workforce by educational attainment and compared respondents who had obtained a “terminal” (ie, highest degree obtained) MPH degree with respondents who had obtained a terminal non–public health (non-PH) master’s degree. Results Respondents who had a non-PH master’s degree were as likely as respondents who had an MPH degree to hold a supervisory role (43% vs 41%; P = .67). We found only 1 significant difference between the 2 groups: respondents aged ≤40 with a terminal MPH degree were significantly less likely than respondents aged ≤40 with a non-PH master’s degree to earn more than the national average salary (adjusted odds ratio = 0.67; 95% CI, 0.47-0.97; P = .03). Conclusions We found only marginal differences in career outcomes for people working in governmental public health who had a terminal MPH degree vs a terminal non-PH master’s degree. This finding does not necessitate a full reconsideration of the MPH as it relates to governmental public health practice but a greater recognition that there are multiple paths into practice.
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Shendell, Derek G., Amber Gourdine, and Melody Yuan. "Assessing Awareness of and Interests in Public Health Among Undergraduate Students Without Declared Majors." Pedagogy in Health Promotion 4, no. 2 (July 7, 2017): 125–30. http://dx.doi.org/10.1177/2373379917716087.
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There are underrepresented fields in both undergraduate-level (UG) and graduate-level public health (PH) professional preparation in the United States. Demand for employment and a diversified work force in PH is growing. To understand how well UG students are aware of and knowledgeable about PH, a survey was conducted at a large urban statewide public university in the Northeastern United States. Students solicited to participate in the anonymous online survey conducted in PsychData were first- and second-year undeclared major UG students during March to April 2015 (spring semester). Of 138 consenting respondents, there were 101 validated, complete sets of responses. Variables included student course enrollment, whether parental occupation influences student choice of majors, and perceived quality of available curricula. More UG students were enrolled in introductory statistics among the PH-related courses asked about; those courses fulfilled multiple UG major requirements and could play greater roles in student awareness of PH, that is, opportunities via PH faculty/staff/guest lectures. Implications of findings include providing students hands-on experiences late in high school and early UG years, and advisors mentioning PH to students interested in basic sciences.
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Kirk, Susan E., and R. Edward Howell. "Practice-Based Learning and Improvement for Institutions: A Case Report." Journal of Graduate Medical Education 2, no. 4 (December 1, 2010): 633–37. http://dx.doi.org/10.4300/jgme-d-10-00071.1.
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Abstract Background In 2006, the University of Virginia became one of the first academic medical institutions to be placed on probation, after the Accreditation Council for Graduate Medical Education (ACGME) Institutional Review Committee implemented a new classification system for institutional reviews. Intervention After University of Virginia reviewed its practices and implemented needed changes, the institution was able to have probation removed and full accreditation restored. Whereas graduate medical education committees and designated institutional officials are required to conduct internal reviews of each ACGME–accredited program midway through its accreditation cycle, no similar requirement exists for institutions. Learning As we designed corrective measures at the University of Virginia, we realized that regularly scheduled audits of the entire institution would have prevented the accumulation of deficiencies. We suggest that institutional internal reviews be implemented to ensure that the ACGME institutional requirements for graduate medical education are met. This process represents practice-based learning and improvement at the institutional level and may prevent other institutions from receiving unfavorable accreditation decisions.
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Mukhtar, Wan Maisarah, Siti Nadiah Latib, Razman Mohd Halim, and Affa Rozana Abdul Rashid. "Graphene Based Macrobend Unclad SMF for Monitoring pH Level in Aqueous Environment." Solid State Phenomena 307 (July 2020): 78–83. http://dx.doi.org/10.4028/www.scientific.net/ssp.307.78.
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Partial unclad fibers with diameters ranging from d=121μm to d=125μm were fabricated using standard telecommunications optical fiber (SMF28) via low cost mechanical swipe-off technique. Graphene oxide (GO) was deposited using drop casting method on the outer side of the partial unclad SMF. IR laser with excitation wavelengths of λ=1310nm and λ=1550nm were launched along the graphene-coated SMF. The sensitivity of graphene based macrobend unclad SMFs were investigated by introducing two different pH of aqueous environment with values of 3.5 (acidic) and 12.5 (alkaline) that acted as sensing media. The optimum power loss was obtained as smallest diameter of partial unclad SMF with d=121μm was appointed. As uncoated SMF was replaced with the GO coated SMF which had been immersed into 3.5pH liquid solution, it was found that the optical power losses were increased about 6.79dBm and 5.15dBm using laser with λ1=1310nm and λ2=1550nm respectively. The uncoated SMFs experienced the increment of power losses about 2.11dBm and 5.15dBm as they were soaked into the solution with pH=12.5 using similar laser of λ1 and λ2. It is noteworthy to highlight the significant of graphene’s employment on macrobend unclad SMF by using λ1=1310nm in which better sensitivity and selectivity represented by maximum changes of power losses were apparently observed for both solutions. The usage of λ=1550nm exhibited poor selectivity where the partial unclad SMF unable to differentiate two contrasting pH solution. In conclusion, graphene based macrobend fiber optic sensor for pH detection was successfully developed by employing partial unclad SMF with cladding diameter of d=121μm and laser wavelength of λ=1310nm due to the enhancement of evanescent field’s strength.
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Antanaitis, Ramūnas, Vida Juozaitienė, Dovilė Malašauskienė, and Mindaugas Televičius. "Inline Reticulorumen pH as an Indicator of Cows Reproduction and Health Status." Sensors 20, no. 4 (February 14, 2020): 1022. http://dx.doi.org/10.3390/s20041022.
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Our study hypothesis is that the interline registered pH of the cow reticulum can be used as an indicator of health and reproductive status. The main objective of this study was to examine the relationship of pH, using the indicators of the automatic milking system (AMS), with some parameters of cow blood components. The following four main groups were used to classify cow health status: 15–30 d postpartum, 1–34 d after insemination, 35 d after insemination (not pregnant), and 35 d (pregnant). Using the reticulum pH assay, the animals were categorized as pH < 6.22 (5.3% of cows), pH 6.22–6.42 (42.1% of cows), pH 2.6–6.62 (21.1% of cows), and pH > 6.62 (10.5% of cows). Using milking robots, milk yield, fat protein, lactose level, somatic cell count, and electron conductivity were registered. Other parameters assessed included the temperature and pH of the contents of reticulorumens. Assessment of the aforementioned parameters was done using specific smaX-tec boluses. Blood gas parameters were assessed using a blood gas analyzer (EPOC (Siemens Healthcare GmbH, Erlangen, Germany). The study findings indicated that pregnant cows have a higher pH during insemination than that of non-pregnant ones. It was also noted that cows with a low fat/protein ratio, lactose level, and high SCC had low reticulorumen pH. They also had the lowest blood pH. It was also noted that, with the increase of reticulorumen pH, there was an increased level of blood potassium, a high hematocrit, and low sodium and carbon dioxide saturation.
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Long, Theodore, Krisda H. Chaiyachati, Ali Khan, Trishul Siddharthan, Emily Meyer, and Rebecca Brienza. "Expanding Health Policy and Advocacy Education for Graduate Trainees." Journal of Graduate Medical Education 6, no. 3 (September 1, 2014): 547–50. http://dx.doi.org/10.4300/jgme-d-13-00363.1.
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Abstract Background Education in health policy and advocacy is recognized as an important component of health professional training. To date, curricula have only been assessed at the medical school level. Objective We sought to address the gap in these curricula for residents and other health professionals in primary care. Innovation We created a health policy and advocacy curriculum for the VA Connecticut Healthcare System, Center of Excellence in Primary Care Education, an interprofessional, ambulatory-based, training program that includes internal medicine residents, nurse practitioner fellows, health psychology fellows, and pharmacy residents. The policy module focuses on health care finance and delivery, and the advocacy module emphasizes negotiation skills and opinion-based writing. Trainee attitudes were surveyed before and after the course, and using the Wilcoxon signed rank test, relative change was determined. Knowledge acquisition was evaluated with precourse and postcourse examinations using a paired sample t test. Results From July 2011 through June 2013, 16 trainees completed the course. In the postcourse survey, trainees demonstrated improved comfort with understanding health law and the American health care system (Likert mean increased from 2.1 to 3.0, P = .01), as well as with associated advocacy skills (Likert mean increased from 2.0 to 2.9, P = .04). Knowledge-based test scores also showed significant improvement (increasing from 55% to 78% correct, P ≤ .001). Conclusions Our curriculum integrating core health policy knowledge with advocacy skills represents a novel approach in postgraduate health professional education and resulted in sustained improvement in knowledge and comfort with health policy and advocacy.
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BUCHANAN, R. L., M. H. GOLDEN, and R. C. WHITING. "Differentiation of the Effects of pH and Lactic or Acetic Acid Concentration on the Kinetics of Listeria Monocytogenes Inactivation." Journal of Food Protection 56, no. 6 (June 1, 1993): 474–78. http://dx.doi.org/10.4315/0362-028x-56.6.474.
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The effects of pH and lactic acid or acetic acid concentration on Listeria monocytogenes inactivation were studied in brain heart infusion broth using a three strain mixture. Combinations of lactic acid/sodium lactate and acetic acid/sodium acetate were used to achieve concentrations of 0.1, 0.5, 1.0, and 2,0 M in conjunction with pH values of 4.0, 5.0, 6.0, and 7.0. Cultures adjusted with HCl to pH 3.0 to 7.0 in 0.5 pH unit intervals were used as 0.0 M controls. Each pH/concentration combination was inoculated to a level of 108 CFU/ml and incubated at 28°C for up to 60 d. Bacterial populations were determined periodically by plate counts. Inactivation was exponential after an initial lag period. Survivor curves (log# versus time) were fitted using a linear model that incorporated a lag period. The model was subsequently used to calculate D values and “time to a 4-D (99.99%) inactivation” (t4-D); t4-D values were directly related to pH and inversely related to acid concentration. At acid/pH combinations that supported growth, the level of the organism increased slightly (2- to 10-fold) before declining. In the HCl-adjusted controls with pH's ≤5.5, the rate of inactivation was linearly related to pH. In the presence of the monocarboxylic acids, the duration of the lag period and the rate of inactivation were dependent on the pH, as well as the identity and concentration of acid. 4-D inactivation times were related to the level of undissociated lactic and acetic acids. That relationship was described by the equations, t4-D = exp (−0.1773*LA0.5 + 7.3482) and t4-D = exp (−0.1468*AA0.5 + 7.3905) for lactic and acetic acids, respectively, where LA and AA are mM of undissociated acid. These relationships were used in conjunction with the Henderson-Hasselback equation to develop a model for predicting the rate of inactivation as a function of pH and total organic acid concentration.
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Wang, Rui, Fei Liu, and Li Hong Qin. "Influence of pH and Nitrate on Perchlorate Biological Reduction." Advanced Materials Research 356-360 (October 2011): 303–8. http://dx.doi.org/10.4028/www.scientific.net/amr.356-360.303.
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The pH and nitrate effect on the anaerobic biological reduction of perchlorate using acetate as carbon source was studied. Perchlorate reduction occurred throughout the pH range from 6.0 to 9.0. However, initiation of perchlorate reduction was rapid under neutral pH conditions. At initial pH 7, perchlorate reduction followed pseudo-first-order with the reaction rate constants was 0.3732 d-1 and the half-life time was 1.85 d. In the absence and presence of nitrate, the kinetics of perchlorate reduction with the reaction rate constants were 0.3229 d-1 and 0.2307 d-1 (after a lag phase for 3 d), the half-life time were 2.1 d and 6 d. With multiple additions of nitrate, perchlorate removal was observed with a longer lag period, the consequent production of high level nitrite may delay perchlorate degradation.
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Sulendre, Marsetyo, Takdir, Harper, and Poppi. "High Level of Energy and Protein Supplementation Effect on Feed Intake and Liveweight Gain of Bali Bulls Fed Elephant Grass." Proceedings 36, no. 1 (February 12, 2020): 91. http://dx.doi.org/10.3390/proceedings2019036091.
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This research was carried out on-farm at Malonas village, Central Sulawesi, Indonesia to examine the effect of high level supplementation of by-products formulated for high ME and CP. Feed intake, faecal pH and liveweight gain of Bali bulls was observed. The basal diet was elephant grass, and supplements were rice bran (RB), cassava (C), palm kernel meal (PKM), gliricidia (G) and urea. Fifty Bali bulls (weight 168±4.48 kg) were housed in individual pens for 18 weeks (2 introductory and 16 experimental) and allocated into five treatments: A= elephant grass (EG) ad libitum, B= EG offered at 1%W/d, plus 2.5%W/d mixed RB:G, (1:1), C = EG offered at 1%W/d plus 2.5%W/d mixed RB:PKM(1:1), D = EG offered at 1%W/d plus 2.5%W/d mixed C:G (1:1), E = EG offered at 1%W/d plus 2.5%W/d mixed C+ urea: PKM (1:1). Faecal pH was measured at weeks 3, 9 and 15. Bali bulls fed B, C, D and E, consumed supplement at the rate of 2.15, 2.19, 2.09 and 2.29 %W/d, respectively. Total feed intake was 2.47, 2.98, 2.99, 2.93, 3.13%W/d, liveweight gain was 0.30, 0.57, 0.60, 0.66, 0.69 g/d and faecal pH was 6.93, 6.76, 6.65, 6.45, 6.33 for treatment A, B, C, D, and E, respectively. Supplementation increased significantly (P<0.05) total feed intake, liveweight gain, but reduced faecal pH. The highest total feed intake and liveweight gain was achieved by treatment E. It is concluded that cassava can be provided at 1.15%W/d in combination with protein supplement for high liveweight gain of Bali bulls.
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King, Andrew M., Michael Gottlieb, Jennifer Mitzman, Tina Dulani, Stephanie J. Schulte, and David P. Way. "Flipping the Classroom in Graduate Medical Education: A Systematic Review." Journal of Graduate Medical Education 11, no. 1 (February 1, 2019): 18–29. http://dx.doi.org/10.4300/jgme-d-18-00350.2.
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ABSTRACT Background Flipped classroom (FC) instruction has become increasingly common in graduate medical education (GME). Objective The purpose of this study was to profile the use of FC in the GME setting and assess the current status of research quality. Methods We conducted a systematic literature search of major health and social science databases from July 2017 to July 2018. Articles were screened to ensure they described use of the FC method in an Accreditation Council for Graduate Medical Education–accredited residency program and included research outcomes. Resulting articles were analyzed, described, and evaluated for research quality using the Kirkpatrick framework and the Medical Education Research Study Quality Instrument (MERSQI). Results Twenty-two articles were identified, all of which were recently published. Five were only indirectly related to FC methods. Most studies reported Kirkpatrick-level outcomes. Studies involving resident learner opinions were generally positive. Pre-posttest studies resulted in large positive improvements in knowledge or skills attainment. Control group study results ranged from large positive (1.56) to negative effects (–0.51). Average MERSQI scores of 12.1 (range, 8.5–15.5) were comparable to GME research norms. Conclusions Varying methods for implementing and studying the FC in GME has led to variable results. While residents expressed a positive attitude toward FC learning, shortcomings were reported. Approximately half of the studies comparing the flipped to the traditional classroom reported better achievement under the FC design. As indicated by the MERSQI score, studies captured by this review, on average, were as rigorous as typical research on residency education.
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Sudana, I. Made, Delta Apriyani, Eko Supraptono, and Arasinah Kamis. "Business incubator training management model to increase graduate competency." Benchmarking: An International Journal 26, no. 3 (April 1, 2019): 773–87. http://dx.doi.org/10.1108/bij-03-2018-0069.
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Purpose The purpose of this paper is to produce a business incubator training model for students to form graduates in order to have competence in the field of entrepreneurship in an effort to reduce high unemployment. Design/methodology/approach The method used in this study was research and development (R&D) that consisted of the following five stages: first, planning based on the result of initial observation in the field, second, development of training model, third, validity test model, fourth, limited test and fifth, final model determination. This research used and involved 12 beauty successful beauty salon entrepreneurs as validator models of business incubator training management. Findings The test results show that the training model developed is effective in forming entrepreneurship competence of graduates, so it is feasible to be applied in Beauty Education Study Program, Engineering Faculty of Universitas Negeri Semarang. Practical implications The resulted model can be used as a learning model that can develop the skill of entrepreneurship level for students. Originality/value This study provides contribution to the unemployment level decrease and employment acceleration.
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Mustapha, Taj, Yedam Ho, John S. Andrews, and Michael J. Cullen. "See No Evil, Hear No Evil, Stop No Evil: Institutional-Level Tracking to Combat Mistreatment of Residents and Fellows." Journal of Graduate Medical Education 11, no. 5 (October 1, 2019): 601–5. http://dx.doi.org/10.4300/jgme-d-19-00218.1.
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ABSTRACT Background Mistreatment of trainees, including discrimination and harassment, is a problem in graduate medical education. Current tools to assess the prevalence of mistreatment often are not administered institutionally and may not account for multiple sources of mistreatment, limiting an institution's ability to respond and intervene. Objective We describe the utility of a brief questionnaire, embedded within longer institutional program evaluations, measuring the prevalence of different types of trainee mistreatment from multiple sources, including supervisors, team members, colleagues, and patients. Methods In 2018, we administered a modified version of the mistreatment questions in the Association of American Medical Colleges Graduation Questionnaire to investigate the prevalence and sources of mistreatment in graduating residents and fellows. We conducted analyses to determine the prevalence, types, and sources of mistreatment of trainees at the institutional level across graduate medical education programs. Results A total of 234 graduating trainees (77%) from the University of Minnesota—Twin Cities completed the questions. Patients were cited as the primary source of mistreatment in 5 of 6 categories, including both direct and indirect offensive remarks, microaggressions, sexual harassment, and physical threats (paired t test comparisons from t = 3.92 to t = 9.71, all P < .001). The only category of mistreatment in which patients were not the most significant source was humiliation and shaming. Conclusions Six questions concerning types and sources of trainee mistreatment, embedded within an institutional survey, generated new information for institutional-, departmental- and program-based future interventions. Patients were the greatest source for all types of mistreatment except humiliation and shaming.
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Caruso, Thomas J., Tiffany Kung, Nancy Piro, Jie Li, Laurence Katznelson, and Ann Dohn. "A Sustainable and Effective Mentorship Model for Graduate Medical Education Programs." Journal of Graduate Medical Education 11, no. 2 (April 1, 2019): 221–25. http://dx.doi.org/10.4300/jgme-d-18-00650.2.
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ABSTRACT Background Mentorship models rarely seek generalizability across training programs at the graduate medical education (GME) level. Objective We examined the sustainability and effectiveness of an intervention to increase the number and usefulness of trainee mentorship. Methods A 0.20 full-time equivalent GME faculty adviser position (MD, MEd) implemented mentorship programs in residencies and fellowships. In group 1, 6 GME programs implemented the mentorship strategies prior to 2014, which were used to measure whether the number of mentor relationships were longitudinally sustained. In group 2, 10 different GME programs implemented the mentorship strategies in 2016, which were used to measure whether the intervention immediately increased the number of mentor relationships. To measure mentorship usefulness, trainees rated mentors' ability to promote clinical skills and personal and professional development. The remaining programs were the comparison. Responses from the 2014 and 2016 annual institutional trainee survey were analyzed. Results The incidence of group 1 reporting mentor relationships in 2014 compared to the incidence of group 1 in 2016 were 89% (41 of 46) and 95% (42 of 44), respectively, suggesting that the intervention was sustained for 2 years (P = .26). Group 2 showed a higher proportion of trainees reporting mentors in 2016 (88%, 149 of 170) compared to preintervention (66%, 71 of 108; P = .00001). Groups 1 and 2 reported significant increases in mentorship usefulness. Conclusions A GME initiative to enhance mentoring across specialties in 16 GME training programs was self-sustaining and effective.
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Kruszewski, Brennan D., and Nathan O. Spell. "A Consensus Approach to Identify Tiered Competencies in Quality Improvement and Patient Safety." Journal of Graduate Medical Education 10, no. 6 (December 1, 2018): 646–50. http://dx.doi.org/10.4300/jgme-d-18-00210.1.
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ABSTRACT Background Quality improvement and patient safety (QI/PS) competencies have been proposed separately for undergraduate medical education (UME) and graduate medical education (GME). The work forms a foundation at each educational level, yet curriculum development would benefit from more specific guidance that considers the continuum of physician training. Objective We identified a core set of QI/PS items to be taught during medical school, residency, and independent practice, with specificity to guide curriculum development at each level. Methods A panel of 12 QI leaders and educators with backgrounds in internal medicine from 10 academic institutions participated in consensus development using a modified Delphi technique. Three rounds of anonymous surveys were conducted, followed by a teleconference and then a fourth survey round, until consensus regarding the relevance of candidate items was reached. Items considered relevant were recommended for teaching at 1 of the 3 stages. Results The panel identified 30 QI/PS items for learners. Of the 30 (80%), 24 were unanimously agreed on as relevant, while 6 of 30 (20%) had the agreement of 11 of the 12 experts and the assent of the remaining expert. Thirteen items were identified as appropriate for undergraduate medical education, 14 for graduate medical education, and 3 for the continuing professional development level. Conclusions There was a high degree of agreement among 12 internists from geographically diverse institutions on the relevance of 30 QI/PS items identified for trainees in competency-based educational settings.
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Boen, Randall, and Derek Ruiz. "Graduate Education in Rehabilitation Counseling and the Stigma of Mental Illness: A Review of the Literature." Journal of Applied Rehabilitation Counseling 52, no. 1 (January 14, 2021): 26–33. http://dx.doi.org/10.1891/jarc-d-20-00005.
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The Rehabilitation Counseling profession has foundations in disability awareness and acknowledges disability stigma as a barrier to full participation. Graduate-level rehabilitation counseling programs assist students with self-evaluation and examination of attitudes toward individuals with disabilities. Effective service providers are seen as having knowledge of how social attitudes play a part in issue of inclusion and full participation. Mental health is an area that has historically drew considerable attention. However, barriers to effective service delivery still persist and may include the stigma toward individuals with mental illness. Attitude formation and the implications of stigma will be provided in this conceptual article. This literature review will include an overview of factors that may contribute to stigmatizing reactions. Recommendations for graduate educational programs are discussed including best practices. These include creating a learning environment that focuses on student's awareness, knowledge, and skills surrounding issues that affect individuals with severe and persistent mental illness.
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Winkel, Abigail Ford, Sandra Yingling, Aubrie-Ann Jones, and Joey Nicholson. "Reflection as a Learning Tool in Graduate Medical Education: A Systematic Review." Journal of Graduate Medical Education 9, no. 4 (August 1, 2017): 430–39. http://dx.doi.org/10.4300/jgme-d-16-00500.1.
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ABSTRACT Background Graduate medical education programs employ reflection to advance a range of outcomes for physicians in training. However, the most effective applications of this tool have not been fully explored. Objective A systematic review of the literature examined interventions reporting the use of reflection in graduate medical education. Methods The authors searched Medline/PubMed, Embase, Cochrane CENTRAL, and ERIC for studies of reflection as a teaching tool to develop medical trainees' capacities. Key words and subject headings included reflection, narrative, residents/GME, and education/teaching/learning. No language or date limits were applied. The search yielded 1308 citations between inception for each database and June 15, 2015. A total of 16 studies, encompassing 477 residents and fellows, met eligibility criteria. Study quality was assessed using the Critical Appraisal Skills Programme Qualitative Checklist. The authors conducted a thematic analysis of the 16 articles. Results Outcomes studied encompassed the impact of reflection on empathy, comfort with learning in complex situations, and engagement in the learning process. Reflection increased learning of complex subjects and deepened professional values. It appears to be an effective tool for improving attitudes and comfort when exploring difficult material. Limitations include that most studies had small samples, used volunteers, and did not measure behavioral outcomes. Conclusions Critical reflection is a tool that can amplify learning in residents and fellows. Added research is needed to understand how reflection can influence growth in professional capacities and patient-level outcomes in ways that can be measured.
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van Loon, Karsten A., Pim W. Teunissen, Erik W. Driessen, and Fedde Scheele. "Formal Versus Informal Judgments: Faculty Experiences With Entrustment in Graduate Medical Education." Journal of Graduate Medical Education 10, no. 5 (October 1, 2018): 537–42. http://dx.doi.org/10.4300/jgme-d-18-00120.1.
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ABSTRACT Background Entrustment of residents has been formalized in many competency-based graduate medical education programs, but its relationship with informal decisions to entrust residents with clinical tasks is unclear. In addition, the effects of formal entrustment on training practice are still unknown. Objective Our objective was to learn from faculty members in training programs with extensive experience in formal entrustment how formal entrustment relates to informal entrustment decisions. Methods A questionnaire was e-mailed to all Dutch obstetrics and gynecology program directors to gather information on how faculty entrusts residents with clinical independence. We also interviewed faculty members to explore the relationship between formal entrustment and informal entrustment. Interviews were analyzed with conventional content analysis. Results Of 92 programs, 54 program directors completed the questionnaire (59% response rate). Results showed that formal entrustment was seen as valuable for generating formative feedback and giving insight into residents' progress in technical competencies. Interviewed faculty members (n = 12) used both formal and informal entrustment to determine the level of resident independence. Faculty reported they tended to favor informal entrustment because it can be reconsidered. In contrast, formal entrustment was reported to feel like a fixed state. Conclusions In a graduate medical education program where formal entrustment has been used for more than a decade, faculty used a combination of formal and informal entrustment. Informal entrustment is key in deciding if a resident can work independently. Faculty members reported being unsure how to optimally use formal entrustment in practice next to their informal decisions.
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Anwar, Samsul, Inas Salsabila, Rahmadaini Sofyan, and Zaujatul Amna. "LAKI-LAKI ATAU PEREMPUAN, SIAPA YANG LEBIH CERDAS DALAM PROSES BELAJAR? SEBUAH BUKTI DARI PENDEKATAN ANALISIS SURVIVAL." Jurnal Psikologi 18, no. 2 (December 10, 2019): 281. http://dx.doi.org/10.14710/jp.18.2.281-296.
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This study aims to compare the level of intelligence between male and female, especially in the learning process in college. Someone who could complete their undergraduate study with a shorter period of time is assumed to have a higher level of intelligence. This research was conducted on Syiah Kuala University students who graduated on the second period of 2017 with a population of 758 people. The number of samples used was 262 people that were determined through Slovin formula with a margin error of 5%. The sampling technique used was Stratified Random Sampling with scientific disciplines as the basis for population stratification. The data analysis method used was the Cox Proportional Hazard (Cox PH) model to find a graduation hazard ratio based on gender and scientific disciplines variables. This study showed that female students have 125.5% potential to graduate faster compare to male. More detail, female students have the potential of 127% to graduate faster on the field of social science, economics and humanities, and 123.9% on the field of sciences and technology. Survival analysis also showed that female student has higher probability to be able to complete their studies faster. Accordingly, it can be concluded that female have a higher level of intelligence than male, especially in the learning process in college.
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Oswald, Gina R., Garrett E. Huck, and Lee Ann Rawlins Williams. "Undergraduate Rehabilitation Student Perceptions of Postgraduation Outcomes and Professional Identity." Journal of Applied Rehabilitation Counseling 51, no. 3 (August 11, 2020): 249–63. http://dx.doi.org/10.1891/jarc-d-19-00018.
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With the recent changes in the field of rehabilitation, combined with the absence of a singular career path and flexibility in graduate degrees, there is a growing need to address the quandary of a professional identity for undergraduate-level rehabilitation practitioners. A unified professional identity is important for students attempting to understand the profession, including professional standards, expectations, and codes of ethics. The purpose of the present study was to gain an understanding of undergraduate rehabilitation student perspectives on elements of a professional identity and intentions related to their pursuit of a rehabilitation degree. Participants (n = 129) were recruited from two undergraduate rehabilitation and disability programs; one program was in the Southern United States and one in the Midwest. Results indicate that participants overwhelmingly were interested in pursuing graduate degrees, albeit focus on an employment outcome postgraduation increased based on duration in degree. In addition, participants did not appear to value specific rehabilitation-related careers significantly above others, and very few had a clear grasp of specific national organizations, credentials, or codes of ethics related to their degrees. It is recommended that undergraduate rehabilitation and disability studies (URDS) programs incorporate extensive career exploration activities, preparation for graduate school admission and completion, and a clear understanding of national professional organizations, codes of ethics, and available credentials. Furthermore, with the support of national organizations and practitioners, the coherent development of a rehabilitation identity within undergraduate students should be encouraged in order to best facilitate their involvement in the broader field of rehabilitation.
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Furukawa, R., J. E. Wampler, and M. Fechheimer. "Measurement of the cytoplasmic pH of Dictyostelium discoideum using a low light level microspectrofluorometer." Journal of Cell Biology 107, no. 6 (December 1, 1988): 2541–49. http://dx.doi.org/10.1083/jcb.107.6.2541.
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Pyranine was employed as a sensitive pH indicator in a low light level microspectrofluorometer. The in vivo and in vitro standard curves of the 460/410-nm fluorescence excitation ratio of pyranine as a function of pH are identical. Therefore, pyranine is specifically sensitive to cytoplasmic pH in Dictyostelium. The cytoplasmic pH of single cells in a population of Dictyostelium discoideum amoebae was obtained for the first time. The median cytoplasmic pH of vegetative amoebae was 7.19. Carbonyl cyanide m-chlorophenylhydrazone, a mitochondrial uncoupler and a protonophore, lowered the median cytoplasmic pH to 6.12 when the extracellular pH was 6.1. This result is in accord with the protonophore activity of carbonyl cyanide m-chlorophenylhydrazone. Interest in the cytoplasmic pH of Dictyostelium has been greatly stimulated by the theory that cytoplasmic acidification promotes development of pre-stalk cells, while cytoplasmic alkalinization favors the pre-spore pathway (Gross, J. D., J. Bradbury, R. R. Kay, M. J. Peacey. 1983. Nature (Lond.). 303:244-245). The theory postulates that diethylstilbestrol (DES), an inducer of stalk cell differentiation and a plasma membrane proton translocating ATPase inhibitor, should cause acidification of the cytosol. Previous measurements of the effects of stalk cell inducers including DES on intracellular pH using 31P nuclear magnetic resonance measurements have failed to confirm the predictions of the theory, and have suggested that significant modification of the model may be required. Using pyranine as the pH indicator, we find that the median cytoplasmic pH in cells treated with 10 microM DES dropped from 7.19 to pH 6.02. This effect is consistent with the pharmacological action of DES and with the proposal that DES, a stalk cell inducer, should acidify the cytosol. These results provide direct support for the theory that cytoplasmic pH is an essential regulator of the developmental pathway in Dictyostelium.
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Stansfield, R. Brent, Tsveti Markova, and Richard Baker. "Integration of Continuous Quality Improvement Methods Into Annual Program and Institutional Evaluation." Journal of Graduate Medical Education 11, no. 5 (October 1, 2019): 585–91. http://dx.doi.org/10.4300/jgme-d-19-00145.1.
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ABSTRACT Background The Accreditation Council for Graduate Medical Education's Next Accreditation System requires continuous program improvement as part of program evaluation for residency training institutions and programs. Objective To improve the institutional- and program-level evaluation processes, to operationalize a culture of continuous quality improvement (CQI), and to increase the quality and achievement of action items, the Wayne State University Office of Graduate Medical Education (WSU GME) incorporated CQI elements into its program evaluation process. Methods Across 4 academic years, WSU GME phased the following 4 CQI elements into the evaluation process at the program and institutional levels, including the annual program evaluation (APE) and the annual institutional review: (1) An APE template; (2) SMART (specific, measurable, accountable, realistic, timely) format for program and institutional goals; (3) Dashboard program and institutional metrics; and (4) Plan-do-study-act cycles for each action item. Results Action item goals improved in adherence to the SMART format. In 2014, 38% (18 of 48) omitted at least 1 field, compared with 0% omitting any fields in 2018. More complete action items took less time to resolve: 1.7 years compared with 2.4 years (t(43.3) = 2.87, P = .003). The implementation of CQI in the APE was well received by program leadership. Conclusions After leveraging CQI methods, both descriptions of institutional- and program-level goals and the time required for their achievement improved, with overall program director and program coordinator satisfaction.
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Willett, Lisa L., Carlos A. Estrada, Terry C. Wall, Heather L. Coley, Julius Ngu, William Curry, Amanda Salanitro, and Thomas K. Houston. "Use of Ecological Momentary Assessment to Guide Curricular Change in Graduate Medical Education." Journal of Graduate Medical Education 3, no. 2 (June 1, 2011): 162–67. http://dx.doi.org/10.4300/jgme-d-10-00165.1.
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Abstract Purpose To assess whether a novel evaluation tool could guide curricular change in an internal medicine residency program. Method The authors developed an 8-item Ecological Momentary Assessment tool and collected daily evaluations from residents of the relative educational value of 3 differing ambulatory morning report formats (scale: 8 = best, 0 = worst). From the evaluations, they made a targeted curricular change and used the tool to assess its impact. Results Residents completed 1388 evaluation cards for 223 sessions over 32 months, with a response rate of 75.3%. At baseline, there was a decline in perceived educational value with advancing postgraduate (PGY) year for the overall mean score (PGY-1, 7.4; PGY-2, 7.2; PGY-3, 7.0; P < .01) and for percentage reporting greater than 2 new things learned (PGY-1, 77%; PGY-2, 66%; PGY-3, 50%; P < .001). The authors replaced the format of a lower scoring session with one of higher cognitive content to target upper-level residents. The new session's mean score improved (7.1 to 7.4; P = .03); the adjusted odds ratios before and after the change for percentage answering, “Yes, definitely” to “Area I need to improve” was 2.53 (95% confidence interval [CI], 1.45–4.42; P = .001) and to “Would recommend to others,” it was 2.08 (95% CI, 1.12–3.89; P = .05). Conclusions The Ecological Momentary Assessment tool successfully guided ambulatory morning report curricular changes and confirmed successful curricular impact. Ecological Momentary Assessment concepts of multiple, frequent, timely evaluations can be successfully applied in residency curriculum redesign.
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Steeneveld, Gert-Jan, and Jordi Vilà-Guerau de Arellano. "Teaching Atmospheric Modeling at the Graduate Level: 15 Years of Using Mesoscale Models as Educational Tools in an Active Learning Environment." Bulletin of the American Meteorological Society 100, no. 11 (November 2019): 2157–74. http://dx.doi.org/10.1175/bams-d-17-0166.1.
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AbstractNumerical weather prediction models have become widespread tools that are accessible to a variety of communities, ranging from academia and the national meteorological services to commercial weather providers, wind and solar energy industries, and air quality modelers. Mesoscale meteorological models that are used to refine relatively coarse global weather forecasts to finer atmospheric scales have become mainstream. The wide use of mesoscale meteorological models also generates new requirements in undergraduate education concerning the knowledge and application of these models. In this paper, we present teaching strategies, course outcomes, student activities, impacts, and reflections on the possible future direction of the graduate-level atmospheric modeling course using the Weather Research and Forecasting (WRF) Model at Wageningen University, the Netherlands. This information is based on 15 years of experience in teaching the course and the continuous implementation of new educational techniques to adapt to students’ needs and improve their chances in their academic careers and the atmospheric sciences job market.
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Clay, Alison S., Kathryn Andolsek, Colleen O'Connor Grochowski, Deborah L. Engle, and Saumil M. Chudgar. "Using Transitional Year Milestones to Assess Graduating Medical Students' Skills During a Capstone Course." Journal of Graduate Medical Education 7, no. 4 (December 1, 2015): 658–62. http://dx.doi.org/10.4300/jgme-d-14-00569.1.
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ABSTRACT Background Undergraduate medical education (UME) follows the lead of graduate medical education (GME) in moving to competency-based assessment. The means for and the timing of competency-based assessments in UME are unclear. Objective We explored the feasibility of using the Accreditation Council for Graduate Medical Education Transitional Year (TY) Milestones to assess student performance during a mandatory, fourth-year capstone course. Methods Our single institution, observational study involved 99 medical students who completed the course in the spring of 2014. Students' skills were assessed by self, peer, and faculty assessment for 6 existing course activities using the TY Milestones. Evaluation completion rates and mean scores were calculated. Results Students' mean milestone levels ranged between 2.2 and 3.6 (on a 5-level scoring rubric). Level 3 is the performance expected at the completion of a TY. Students performed highest in breaking bad news and developing a quality improvement project, and lowest in developing a learning plan, working in interdisciplinary teams, and stabilizing acutely ill patients. Evaluation completion rates were low for some evaluations, and precluded use of the data for assessing student performance in the capstone course. Students were less likely to complete separate online evaluations. Faculty were less likely to complete evaluations when activities did not include dedicated time for evaluations. Conclusions Assessment of student competence on 9 TY Milestones during a capstone course was useful, but achieving acceptable evaluation completion rates was challenging. Modifications are necessary if milestone scores from a capstone are intended to be used as a handoff between UME and GME.
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Sawyer, Taylor, Megan Gray, Shilpi Chabra, Lindsay C. Johnston, Melissa M. Carbajal, Maria Gillam-Krakauer, Jennifer M. Brady, and Heather French. "Milestone Level Changes From Residency to Fellowship: A Multicenter Cohort Study." Journal of Graduate Medical Education 13, no. 3 (June 1, 2021): 377–84. http://dx.doi.org/10.4300/jgme-d-20-00954.1.
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ABSTRACT Background A vital element of the Next Accreditation System is measuring and reporting educational Milestones. Little is known about changes in Milestones levels during the transition from residency to fellowship training. Objective Evaluate the Accreditation Council for Graduate Medical Education (ACGME) Milestones' ability to provide a linear trajectory of professional development from general pediatrics residency to neonatal-perinatal medicine (NPM) fellowship training. Methods We identified 11 subcompetencies that were the same for general pediatrics residency and NPM fellowship. We then extracted the last residency Milestone level and the first fellowship Milestone level for each subcompetency from the ACGME's Accreditation Data System on 89 subjects who started fellowship training between 2014 and 2018 at 6 NPM fellowship programs. Mixed-effects models were used to examine the intra-individual changes in Milestone scores between residency and fellowship after adjusting for the effects of the individual programs. Results A total of 1905 subcompetency Milestone levels were analyzed. The average first fellowship Milestone levels were significantly lower than the last residency Milestone levels (residency, mean 3.99 [SD = 0.48] vs fellowship 2.51 [SD = 0.56]; P < .001). Milestone levels decreased by an average of -1.49 (SD = 0.65) from the last residency to the first fellowship evaluation. Significant differences in Milestone levels were seen in both context-dependent subcompetencies (patient care and medical knowledge) and context-independent subcompetencies (professionalism). Conclusions Contrary to providing a linear trajectory of professional development, we found that Milestone levels were reset when trainees transitioned from general pediatrics residency to NPM fellowship.
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Graber, Andrew. "2020 Student Professional Paper - Graduate Level Integrating Design Parameters for Reseeding and Mulching after Wildfire: An Example from the 416 Fire, Colorado." Environmental and Engineering Geoscience 26, no. 4 (November 1, 2020): 383–92. http://dx.doi.org/10.2113/eeg-d-20-00089.
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ABSTRACT Wildfires burn vegetation over large areas of land, removing ground cover and frequently increasing potential for erosion-related hazards, such as debris flows, soil loss, and increased sedimentation downstream. Reseeding and mulching are two techniques used to prevent erosion and foster re-establishment of native plant species. However, design guidelines and specifications for reseeding and mulching programs are scattered in the literature, impeding efforts to follow best practices when preparing mitigation plans. This article summarizes guidelines and specifications for both reseeding and mulching and applies them in a sample GIS-based reseeding and mulching design for a basin burned in 2018 by the 416 Fire, Colorado. In addition to relying only on remote data, the method presented here aids operators and management personnel in making quick assessments of mitigation needs and areas suitable for mitigation, allowing for prompt responses to time-sensitive erosion hazards.
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Du, Yunfei. "The Relationship Between Students' Computer Competency and Perception of Enjoyment and Difficulty Level in Web-based Distance Learning." Education Libraries 27, no. 2 (September 5, 2017): 5. http://dx.doi.org/10.26443/el.v27i2.201.
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This paper discussed the concept of computer competency and investigated the relationship between students' computer competency and their perception of enjoyment and d ifficulty level of web-based distance-learning courses. Participants were 237 entering graduate students in library and information science from a mid-southwestern state university in the United States from year 2001 to 2003. Computer competency was estimated by students' self-report of their prior knowledge of information technology skills in a survey called Computer Skill and Use Assessment. Statistical significance was found betweenthe correlation of computer competency and students' perception of enjoyment level (p=.011) and difficulty level (p=.001).
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Lee, Kang Hack. "A Methodology for the Study of Christian Spirituality and Its Application : Sandra M. Schneiders and the Ph. D. Program of the Graduate Theological Union." Korean Journal of Christian Studies 102 (October 31, 2016): 221–45. http://dx.doi.org/10.18708/kjcs.2016.10.102.1.221.
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Krain, Lewis P., and Ellen Lavelle. "Residents' Perspectives on Professionalism." Journal of Graduate Medical Education 1, no. 2 (December 1, 2009): 221–24. http://dx.doi.org/10.4300/jgme-d-09-00064.1.
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Abstract Background Research defining professionalism exists, yet little is known about how residents view this important attribute for medical practice. Knowing more about residents' interpretations of professionalism and about how they value professionalism would enhance definitions and facilitate support for the development of professionalism skills and behaviors at the graduate level. Purpose The purpose of this phenomenological study was to investigate how residents think about professionalism, how they value it, and how it plays out in their educational lives. Methods This study uses qualitative methods, employing 5 focus groups representative of a range of disciplines. Methods include providing unstructured prompts, member checking and informant feedback to support credibility, and content analysis to discern significant patterns. Results Content analysis supported that residents highly value professionalism and see it as a complex construct, dependent on the situation, discipline, and on personal experience. Challenges to professionalism are common in graduate medical education and a great concern for residents. Conclusions Physician educators often discuss professionalism as an overarching concept in medicine, especially in classes during the preclinical years. Although some general principles are applicable, residents relate more deeply to aspects of professionalism that concern their own clinical practice, situation, and specialty. Implications for measurement of professional skills and for further research are included in this report.
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Limbach, Joseph R., Estefania Pérez Calvo, and Hans H. Stein. "259 Effects of dietary crude protein level on growth performance, fecal score, gastrointestinal pH, and blood characteristics in weanling pigs fed antibiotic-free diets." Journal of Animal Science 98, Supplement_3 (November 2, 2020): 91–92. http://dx.doi.org/10.1093/jas/skaa054.159.
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Abstract Reducing dietary CP with crystalline AA supplementation has been proposed as a nutritional strategy to control post-weaning diarrhea in response to global concerns about negative effects of sub-therapeutic use of antibiotics. One hundred eighty weaned pigs (5.53 ± 0.88 kg) were randomly allotted to 3 treatments with 12 replicate pens per treatment for 28 d. Treatments included antibiotic-free, corn-soybean meal diets containing 22% and 19% CP, adequate in AA, and a 16% CP diet that provided AA below the requirement. Daily feed provisions and pig weights were recorded weekly. Fecal scores were assessed every other day. Blood samples were collected on d 1, 6, 13, 20, and 27 and 1 pig per pen was euthanized on d 12. Data for growth performance, fecal scores, and intestinal pH were analyzed by contrast statements and data for blood characteristics were analyzed using repeated measures. Results indicated that reducing dietary CP linearly (P ≤ 0.05) reduced overall ADG, G:F, body weight, and fecal scores of pigs. Reduction in dietary CP resulted in greater reduction in BUN after d 13 (treatment × day interaction, P ≤ 0.05). Total protein, albumin, and vitamin A and E in serum were lowest (P ≤ 0.05) on d 13, and pigs fed 16% CP had reduced (P ≤ 0.05) albumin compared with pigs fed other diets. The pH in the ileum was reduced (P ≤ 0.05) as dietary CP decreased but pH in the colon of pigs fed 19% CP was the lowest (P < 0.05) at d 13. In conclusion, reducing CP to 19% and 16% in antibiotic-free diets for weanling pigs reduces fecal score without impairing the growth performance during the first 14 d after weaning. However, additional strategies are needed to maintain growth performance during the next two weeks.
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Stier, William F., Robert C. Schneider, Stephen Kampf, Gregory Wilding, and Scott Haines. "Current Hiring Practices of Campus Recreation Directors of NIRSA Institutions." Recreational Sports Journal 30, no. 2 (November 2006): 100–115. http://dx.doi.org/10.1123/rsj.30.2.100.
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A survey of all National Intramural-Recreational Sports Association (NIRSA) campus recreation directors was conducted to determine the hiring practices, policies, and procedures relating to professional employees, graduate assistants, and student employees in campus recreation programs throughout North America. The survey instrument, in its final form, addressed hiring practices, policies, and procedures of campus recreation directors through 28 questions relating to the following areas: (a) search and screen committees, (b) job descriptions, (c) advertisement and announcement of vacancies, (d) applications, (e) references, (f) interviews, and (g) impact/involvement of national professional organizations in the hiring process. Selected data is presented in terms of (a) entry level position (coordinator) or for mid-level positions, (b) size of institutions (small, medium, and large), (c) rural, urban, and suburban locations, and (d) public and private institutions.
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Lokers, Laura M. "Fear Over Facts: When Fellow Clinicians Become a Barrier to Dissemination of Exposure and Response Prevention for Obsessive-Compulsive Disorder—A Clinical Response to Licensing Board Investigation of Exposure and Response Prevention." Journal of Cognitive Psychotherapy 34, no. 3 (June 26, 2020): 179–84. http://dx.doi.org/10.1891/jcpsy-d-20-00005.
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In 2018, a graduate level student filed a complaint regarding the use of exposure-based therapy for persons with obsessive-compulsive disorder (OCD) experiencing violent obsessions. In the investigation, the licensing board expressed concern about safety of us of exposure and response prevention (ERP) with children and in public venues. The licensing board also struggled with accurate assessment of a clinician's efficacy in following the gold-standard treatment for OCD. Despite extensive research demonstrating ERP is a safe, effective treatment for OCD, stigma against exposure based treatments remain strong, even among clinicians. This commentary article discusses the specific licensing investigation and implications for change throughout the field of psychotherapy.
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Rana, Neha, Brent A. Sellers, Jason A. Ferrell, Gregory E. MacDonald, Maria L. Silveira, and Joao M. Vendramini. "Impact of Soil pH on Bahiagrass Competition with Giant Smutgrass (Sporobolus indicusvar.pyramidalis) and Small Smutgrass (Sporobolus indicusvar.indicus)." Weed Science 61, no. 1 (March 2013): 109–16. http://dx.doi.org/10.1614/ws-d-12-00070.1.
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Smutgrass is an invasive, well-rooted perennial that has long been recognized as an aggressive weed throughout Florida and in the subtropical regions of the United States. Small smutgrass and giant smutgrass are the two predominant smutgrass varieties found in Florida. The native soil pH of Florida flatwoods is 4.5 to 5.0 which is lower than the level of soil pH recommended for optimum bahiagrass growth. Therefore, replacement series experiments were conducted in a greenhouse in 2010 and 2011 to compare the competitive ability of bahiagrass with each of the two varieties of smutgrass at three levels of soil pH (4.5, 5.5, and 6.5), two densities; 4 (low) and 8 (high) plants pot−1, and at five planting ratios of 100 : 0, 75 : 25, 50 : 50, 25 : 75, and 0 : 100. Relative competitive ability and aggressivity of giant smutgrass was greater than bahiagrass across all pH levels and densities, whereas relative competitive ability and aggressivity of bahiagrass was greater than small smutgrass in all pH levels and densities, except at pH 6.5. At pH 5.5, biomass accumulation of giant smutgrass was at least 73% higher than bahiagrass, whereas small smutgrass biomass was at least 46% lower than bahiagrass at equal planting ratios of both low and high densities. Differential responses were observed on bahiagrass competitive ability with small and giant smutgrass. Amending soil pH is not a likely option to increase the growth and competitive ability of bahiagrass over giant smutgrass. However, for small smutgrass, it is likely to increase the aggressivity of bahiagrass in bahiagrass–small smutgrass mixture, unless the soil pH is raised above 5.5.
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Tsuboi, M., K. Harasawa, T. Izawa, T. Komabayashi, H. Fujinami, and K. Suda. "Intralysosomal pH and release of lysosomal enzymes in the rat liver after exhaustive exercise." Journal of Applied Physiology 74, no. 4 (April 1, 1993): 1628–34. http://dx.doi.org/10.1152/jappl.1993.74.4.1628.
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The mechanism underlying exhaustive exercise-induced release of lysosomal enzymes was studied in the rat liver. Exhaustive exercise resulted in the release of beta-glucuronidase and cathepsin D, but not beta-glucosidase and acid phosphatase, into the blood and cytosol, suggesting that the release of lysosomal enzymes is not due to disruption of lysosomal membranes. The intralysosomal pH of the liver, which was approximately 5.5 at the resting level, rose significantly after exhaustive exercise to pH 6.3. In vitro, beta-glucuronidase and cathepsin D were released at an intralysosomal pH exceeding 6.2. In contrast, beta-glucosidase and acid phosphatase were not released. The elevation of intralysosomal pH reduced the aggregation of beta-glucuronidase and cathepsin D. The rate of ammonia accumulation increased markedly in the lysosome-enriched subcellular fraction after exercise. There was a positive relationship between the rate of ammonia accumulation and the elevation of intralysosomal pH in vitro. Lysosomes isolated after exhaustive exercise showed significantly increased osmotic fragility. Our findings suggest that, during exhaustive exercise, the accumulation of ammonia in lysosomes leads to the elevation of intralysosomal pH, resulting in the reduced aggregation of certain lysosomal enzymes. Thus, less aggregated lysosomal enzymes may be released into the cytosol through the lysosomal membrane, the permeability of which has been increased.
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Nelson, Ethan L., Tristan S. L’Ecuyer, Adele L. Igel, and Susan C. van den Heever. "An Interactive Online Educational Applet for Multiple Frequencies of Radar Observations." Bulletin of the American Meteorological Society 100, no. 5 (May 2019): 747–52. http://dx.doi.org/10.1175/bams-d-18-0249.1.
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AbstractRadar is an important tool for investigating and forecasting processes in Earth’s atmosphere. More specifically, multiple frequencies of radar with sensitivities to cloud and precipitation regimes are important for process-level weather and climate studies. An online educational applet (http://lecuyer.aos.wisc.edu/radarlabviewer) has been developed to provide a learning experience about this topic with an intended audience of undergraduate and graduate university–level students. Cloud-resolving model data coupled with a radar instrument simulator provide a three-dimensional view of a midlatitude winter cyclone that is explorable through the applet. This synthetic laboratory environment provides direct comparisons between modeled hydrometeors and simulated instrument observations allowing students to visualize the concepts of attenuation, non-Rayleigh scattering, insensitivity of instruments, and viewing perspective. Variations in the minimum detectable signal of instruments also expose students to the real-world tradeoffs between instrument features and costs. Additional development and formal educational assessment of the applet is planned in the future.
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Weizberg, Moshe, Michael C. Bond, Michael Cassara, Christopher Doty, and Jason Seamon. "Have First-Year Emergency Medicine Residents Achieved Level 1 on Care-Based Milestones?" Journal of Graduate Medical Education 7, no. 4 (December 1, 2015): 589–94. http://dx.doi.org/10.4300/jgme-d-14-00590.1.
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ABSTRACT Background Residents in Accreditation Council for Graduate Medical Education accredited emergency medicine (EM) residencies were assessed on 23 educational milestones to capture their progression from medical student level (Level 1) to that of an EM attending physician (Level 5). Level 1 was conceptualized to be at the level of an incoming postgraduate year (PGY)-1 resident; however, this has not been confirmed. Objectives Our primary objective in this study was to assess incoming PGY-1 residents to determine what percentage achieved Level 1 for the 8 emergency department (ED) patient care–based milestones (PC 1–8), as assessed by faculty. Secondary objectives involved assessing what percentage of residents had achieved Level 1 as assessed by themselves, and finally, we calculated the absolute differences between self- and faculty assessments. Methods Incoming PGY-1 residents at 4 EM residencies were assessed by faculty and themselves during their first month of residency. Performance anchors were adapted from ACGME milestones. Results Forty-one residents from 4 programs were included. The percentage of residents who achieved Level 1 for each subcompetency on faculty assessment ranged from 20% to 73%, and on self-assessment from 34% to 92%. The majority did not achieve Level 1 on faculty assessment of milestones PC-2, PC-3, PC-5a, and PC-6, and on self-assessment of PC-3 and PC-5a. Self-assessment was higher than faculty assessment for PC-2, PC-5b, and PC-6. Conclusions Less than 75% of PGY-1 residents achieved Level 1 for ED care-based milestones. The majority did not achieve Level 1 on 4 milestones. Self-assessments were higher than faculty assessments for several milestones.
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Wong, Mitchell D., Lourdes Guerrero, Tamer Sallam, Joy S. Frank, Alan M. Fogelman, and Linda L. Demer. "Outcomes of a Novel Training Program for Physician-Scientists: Integrating Graduate Degree Training With Specialty Fellowship." Journal of Graduate Medical Education 8, no. 1 (February 1, 2016): 85–90. http://dx.doi.org/10.4300/jgme-d-15-00135.1.
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ABSTRACT Background Although physician-scientists generally contribute to the scientific enterprise by providing a breadth of knowledge complementary to that of other scientists, it is a challenge to recruit, train, and retain physicians in a research career pathway. Objective To assess the outcomes of a novel program that combines graduate coursework and research training with subspecialty fellowship. Methods A retrospective analysis was conducted of career outcomes for 123 physicians who graduated from the program during its first 20 years (1993–2013). Using curricula vitae, direct contact, and online confirmation, data were compiled on physicians' subsequent activities and careers as of 2013. Study outcomes included employment in academic and nonacademic research, academic clinical or private practice positions, and research grant funding. Results More than 80% of graduates were actively conducting research in academic, institutional, or industrial careers. The majority of graduates (71%) had academic appointments; a few (20%) were in private practice. Fifty percent had received career development awards, and 19% had received investigator-initiated National Institutes of Health (NIH) R01 or equivalent grants. Individuals who obtained a PhD during subspecialty training were significantly more likely to have major grant funding (NIH R series or equivalent) than those who obtained a Master of Science in Clinical Research. Trainees who obtained a PhD in a health services or health policy field were significantly more likely to have research appointments than those in basic science. Conclusions Incorporation of graduate degree research, at the level of specialty or subspecialty clinical training, is a promising approach to training and retaining physician-scientists.
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Poeppelman, Rachel Stork, Cara A. Liebert, Daniel Brandt Vegas, Carl A. Germann, and Anna Volerman. "A Narrative Review and Novel Framework for Application of Team-Based Learning in Graduate Medical Education." Journal of Graduate Medical Education 8, no. 4 (October 1, 2016): 510–17. http://dx.doi.org/10.4300/jgme-d-15-00516.1.
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ABSTRACT Background Team-based learning (TBL) promotes problem solving and teamwork, and has been applied as an instructional method in undergraduate medical education with purported benefits. Although TBL curricula have been implemented for residents, no published systematic reviews or guidelines exist for the development and use of TBL in graduate medical education (GME). Objective To review TBL curricula in GME, identify gaps in the literature, and synthesize a framework to guide the development of TBL curricula at the GME level. Methods We searched PubMed, MEDLINE, and ERIC databases from 1990 to 2014 for relevant articles. References were reviewed to identify additional studies. The inclusion criteria were peer-reviewed publications in English that described TBL curriculum implementation in GME. Data were systematically abstracted and reviewed for consensus. Based on included publications, a 4-element framework—system, residents, significance, and scaffolding—was developed to serve as a step-wise guide to planning a TBL curriculum in GME. Results Nine publications describing 7 unique TBL curricula in residency met inclusion criteria. Outcomes included feasibility, satisfaction, clinical behavior, teamwork, and knowledge application. Conclusions TBL appears feasible in the GME environment, with learner reactions ranging from positive to neutral. Gaps in the literature occur within each of the 4 elements of the suggested framework, including: system, faculty preparation time and minimum length of effective TBL sessions; residents, impact of team heterogeneity and inconsistent attendance; significance, comparison to other instructional methods and outcomes measuring knowledge retention, knowledge application, and skill development; and scaffolding, factors that influence the completion of preparatory work.