Ciência Aberta e Ciência Responsável

Research is an important motivating factor for pursuing a career in academic medicine, but the relation between motivation and other factors involved in scientific research are not clear. To explore the motivational orientation for doing research and its relation with attitudes towards science and publication practice among members of faculty at a medical school. We used a Science Attitude Survey and the Work Preference Inventory (intrinsic and extrinsic motivational orientation using 4 Likert-type scales of motivation, possible range 1-5) to survey two groups of teachers at the Zagreb University School of Medicine (n = 327, 66% response rate): professors, elected to tenure-track positions (n = 150), and instructor/research fellows working on or just completing their thesis (n = 177). Overall, teachers scored highest on the Enjoyment subscale of intrinsic motivational orientation (mean score +/- standard deviation 4.3 +/- 0.42 for professors vs 4.1 +/- 0.42 for instructors/research fellows, P = 0.001, t-test). Professors also scored higher than instructors/research fellows on the Challenge subscale of intrinsic motivational orientation (3.8 +/- 0.55 vs. 3.5 +/- 0.64, P < 0.001, t-test), whereas instructors/research fellows scored higher on the Compensation subscale of extrinsic motivational orientation (3.5 +/- 0.74 vs. 3.1 +/- 0.71, P < 0.001, t-test). Multiple linear regression analysis showed that the number of publications was positively associated with scores on the Science Attitude Survey and the Challenge subscale of intrinsic motivation, and negatively associated with scores on the Compensation subscale of extrinsic motivation. Members of the medical faculty differ in motivational orientation for research depending on their academic status, and their motivation is associated more with requirements for academic advancement than with research. These findings have important implications for developing strategies for enhancing academic research production.

Assessing Competencies in a Master of Science in Clinical Research Program: The Comprehensive Competency Review

هدفت الدراسة إلى بناء تصور مقترح لتطوير ممارسات أعضاء هيئة التدريس في جامعة الملک سعود في ضوء الميزة التنافسية للجامعات، ووظفت الدراسة المنهج الوصفي المسحي، واستخدمت الاستبانة کأداة للدراسة، وتکون مجتمع الدراسة من جميع أعضاء هيئة التدريس بجامعة الملک سعود، وتکونت العينة من (421) عضو هيئة تدريس.وتوصلت الدراسة إلى: توفر ممارسات أعضاء هيئة التدريس بجامعة الملک سعود في ضوء الميزة التنافسية للجامعات من وجهة نظر أفراد عينة الدراسة بدرجة موافقة متوسطة، توفر ممارسات التعليم لدى أعضاء هيئة التدريس بجامعة الملک سعود في ضوء الميزة التنافسية للجامعات من وجهة نظر أفراد عينة الدراسة بدرجة موافقة متوسطة، توفر ممارسات البحث العلمي لدى أعضاء هيئة التدريس بجامعة الملک سعود في ضوء الميزة التنافسية للجامعات من وجهة نظر أفراد عينة الدراسة بدرجة موافقة متوسطة، توفر ممارسات خدمة المجتمع لدى أعضاء هيئة التدريس بجامعة الملک سعود في ضوء الميزة التنافسية للجامعات من وجهة نظر أفراد عينة الدراسة بدرجة موافقة متوسطة، لا توجد فروق دالة إحصائيا يعزى لمتغير نوع الکلية (نظرية/ تطبيقية) ومتغير عدد سنوات الخدمة عند مستوى (0.05) في درجة موافقة أفراد العينة في جميع أبعاد الاستبانة وفي الاستبانة ککل، وجود فروق دالة إحصائيا تعزي لمتغير الدرجة العلمية في درجة موافقة أفراد العينة عند مستوى (0.05) في بعد ممارسات التعليم لصالح الدرجة العلمية أستاذ مشارک وأستاذ مساعد، وفي بعد ممارسات البحث العلمي لصالح الدرجة العلمية أستاذ مساعد، قدمت الدراسة تصورا مقترحا يمکن تطبيقه لتطوير ممارسات أعضاء هيئة التدريس في جامعة الملک سعود في ضوء الميزة التنافسية للجامعات من خلال النتائج التي توصلت إليها الدراسة. The present study aimed to develop the practices of faculty members at King Saud University in the light of competitive advantage of universities. The study employed the descriptive method and a questionnaire was developed as an instrument for collecting the study data. The study sample consisted of (421) faculty members at King Saud University. The results of the study revealed the following: the availability of the practices of the faculty members at King Saud University in light of the competitive advantage of universities from the viewpoint of the study sample with a degree of medium approval; the availability of the teaching practices among the faculty members of King Saud University in light of the competitive advantage of universities from the viewpoint of the study sample with a degree of medium approval, the availability of scientific research practices among the faculty members of King Saud University in the light of the competitive advantage of universities from the viewpoint of the study sample with a degree of medium approval and the availability of the community service practices among the faculty members of King Saud University in light of the competitive advantage of universities from the viewpoint of the study sample with a degree of medium approval. There were no statistically significant differences attributed to the variable of the college type (theoretical / applied) and the variable of the number of years of service at 0.05 level in the degree of approval of the sample members in all dimensions of the questionnaire and in the questionnaire as a whole. There were statistically significant differences attributed to the variable of academic degree in the degree of approval of the sample members at the 0.05 level in the dimension of teaching practices in favor of the associate professor and assistant professor degrees and in the dimension of scientific research practices in favor of the assistant professor degree. The study presented a suggested scenario that can be applied to develop the practices of faculty members at King Saud University in the light of the competitive advantage of universities through the results of the study.

Engaging External Senior Faculty Members as Faculty Mentors

Background:In the realm of academia, the publication of scientific research is not merely an act of dissemination; it serves as a pivotal milestone that signifies the culmination of rigorous investigation, critical analysis, and intellectual contribution.Aim:To examine the challenges and barriers encountered by faculty members in the process of publishing their work.Methods:The study utilized a descriptive cross-sectional design and was conducted from 1 March to 1 May 2022. A convenience sample of 358 faculty members from eight universities in Egypt, representing a diverse range of faculties. These faculties comprised five practical disciplines, namely, Nursing, Medicine, Science, Pharmacy, and Engineering, as well as three theoretical faculties including Al-Alsun (Languages), Arts, and Commerce. The universities involved in the study included Ain Shams, Cairo, Mansoura, Benha, Assiut, 6th of October, British University in Egypt (BUE), among others. Data were collected through an online questionnaire that included staff characteristics and barriers to scientific research and publishing. Hypothesis testing was conducted using appropriate statistical analysis methods (e.g., Chi-square test) to assess the relationships between faculty members’ characteristics and barriers to publishing.Results:The faculty staff in our study reported the highest barriers to publishing scientific research in the domains of the reviewing process (74%), institutional support (67%), and scientific publishing process (60.9%). Conversely, the lowest barriers were found in the domains of frustration after rejection (55.1%), scientific writing barriers (46.1%), and loss of passion and causation of publishing barriers (41.3%).Conclusions:The results highlighted the need for increased support and resources to overcome these barriers and foster a positive culture of research and publishing in Egyptian universities.

The present study attempts to examine an Information Literacy Skills of Science Faculty Members of First Grade Colleges affiliated to University of Mysore, Karnataka. A simple random sampling technique was used to select the sample population. A well-structured questionnaire was designed and randomly distributed to 1000 Science Faculty Members for data collection, out of which 826 filled questionnaires was received for data analysis. The major findings of the study revealed that majority of 420(50.8%) Faculty Members generally need advance level of information for research and academic work. Out of 826 faculty members, 817 faculty members are in need of academic information representing 98.9% of the total sample. It is observed that majority of 810(98.1%) faculty members use simple search techniques for information retrieval, they are not very much acquainted with the use of wild card search to retrieve information. About 728(88.1%) faculty members have the knowledge of copyright issues.

Scientific reading and communication have become key components in postsecondary science education. However, undergraduates have often been found to lack motivation to engage in these tasks. The present study surveyed 2098 undergraduates and 27 biology faculty members to compare their views on the importance and time cost of eight practices in authentic inquiry. Overall, the undergraduates considered scientific reading and communication less important than other inquiry practices (e.g., data analysis), whereas the faculty members ranked reading and writing highly important. The undergraduates who ranked scientific reading and communicative practices important tended to include the purposes and functions of these practices in their explanations. In contrast, the undergraduates who ranked the practices less important expressed multiple misconceptions about the applications of reading and communication, including that they are peripheral research components; they may not affect the inquiry results; they come after experiments; they are less important than other practices; and they are unnecessary. Four inquiry perspectives were identified from the respondents, including collective equality, knowledge generation, chronological order, and time investment. These perspectives significantly impacted undergraduates’ rankings on scientific reading and communication practices and six underlying perceptions.

Transition States

Plagiarism Among Applicants for Faculty Positions

How I became a biochemist

Achieving Health Equity through Clinical Practice, Research and Policy Leonard Jack Jr. , PhD, MSc (bio) and Kathleen Kennedy, PharmD (bio) Xavier University College of Pharmacy’s Center for Minority Health & Health Disparities Research and Education (CMHDRE) is committed to serving as a leader in translating research and interventions into multidisciplinary approaches that promote healthier communities. The CMHDRE, supported through funds from the National Institute on Minority Health and Health Disparities (NIMHD) at the National Institutes of Health (NIH), since 2002, has maintained its mission to improve health outcomes of diverse communities disproportionately impacted by health and health care disparities, through community engagement and partnerships in research, education, and practice (see Figure 1). The CMHDRE has implemented targeted programmatic activities through its four cores: administrative, research, training, and community outreach. The administrative core is responsible for providing overall direction and leadership to the CMHDRE. Key activities of the administrative core include overseeing activities across all other cores; implementing the center’s annual health disparities conference; providing support to the CMHDRE’s internal and external advisory boards; and recruiting new faculty members with interests and capacity in developing independent areas of research. The research core is central to creating a culture of research in the College of Pharmacy at Xavier. The research core provides salary support for research faculty; start-up packages for junior faculty members; and promotes an environment conducive to conducting behavioral, clinical and basic research. The CMHDRE’s training core places heavy emphasis on identifying and implementing training opportunities as it relates to such activities as research methods, technical writing, oral presentations, and grantsmanship. Training opportunities are provided to faculty members, residents, and students. In addition, the CMHDRE also provides support for the college’s residency and PharmD/PhD programs. The CMHDRE’s community outreach core focuses on establishing partnerships with local communities that address local health concerns and providing equipment and educational material for community events. Several results of these activities are depicted in Figure 1, including guidance from the CMHDRE’s external advisory board; increased grant proposals submitted and funded; increased manuscripts submitted to peer-reviewed journals; increased faculty [End Page 1] participation in behavioral, clinical, and basic science research; and increased community input and participation in community-based and clinical research. These programmatic activities and the before-mentioned results help the CMHDRE to achieve one or more of its overarching short-term goals. They are: 1. Support and create an infrastructure and culture that leads to production of scientific research that is relevant, meaningful, and consistent. 2. Develop the infrastructure of the CMHDRE to support its mission by establishing a diverse funding base and with the recruitment and retention of health professionals dedicated to the reduction of health disparities. 3. Advance and sustain meaningful partnerships with diverse communities to address health and health care disparities. Click for larger view View full resolution Figure 1. Center for Minority Health and Health Disparities Research and Education logic model. These three short-term goals are critical to the CMHDRE’s efforts in reducing health disparities and health inequalities in disease burden and deaths experienced among minority populations in New Orleans, throughout the state of Louisiana, and the nation. It is important to point out to readers that the CMHDRE is unique in that it is housed in a College of Pharmacy. The College of Pharmacy has two divisions: Clinical and Administrative Sciences and Basic Pharmaceutical Sciences—both help to create a diverse environment around which to conduct research and develop evidenced-based [End Page 2] clinical practice. Hence, the CMHDRE is greatly strengthened by faculty members from diverse backgrounds and experiences, lending itself to maximizing the role and contribution of pharmacists and pharmaceutical scientists in the elimination of health disparities. This volume, Achieving Health Equity through Clinical Practice, Research, and Policy, includes 9 manuscripts emerging from oral presentations given at the CMHDRE 5th Health Disparities Conference, Achieving Health Equity through Access, Advocacy, Treatment, and Policy Development, held in New Orleans, March 6–8, 2012. These manuscripts capture important lessons learned from clinical practice and/or basic science research. A brief description of these manuscripts follows. Obesity results from a combination of causes and contributing factors. As a result, prevention...

Net Income of Pharmacy Faculty Compared to Community and Hospital Pharmacists

Pharmacy faculty manpower has been debated within the academic pharmacy community over the last several decades. Previous investigations studied job satisfaction among faculty members, but have not evaluated faculty retention and turnover among academic pharmacy departments. To evaluate retention and turnover rates in the departments of Pharmacy Practice and Basic Science (Pharmacology/Toxicology, Pharmaceutics, Medicinal Chemistry) over the last 5 years. Individual instructors and assistant, associate, and full professors across 80 colleges of pharmacy in the US were tracked between the years 1996 and 2001 using the American Association of Colleges of Pharmacy published rosters. Differences between departments were analyzed by year-stratified cross-tabulation table analysis. A greater percentage of Pharmacy Practice faculty resigned (10.6%) compared with Basic Science faculty (6.0%; percent ratio 1.76; 95% CI 1.58 to 1.95; p < 0.001), which remained constant across each academic year. Approximately 2.7 faculty members left their academic institutions per year in Pharmacy Practice compared with 1.1 faculty members in the aggregate of Basic Science departments. A higher percentage of women resigned in Pharmacy Practice (13.2%) than did men (8.7%; percent ratio 1.5; 95% CI 1.34 to 1.68; p < 0.001), despite a 1.3-fold male to female ratio. Likewise, regardless of a 4.1-fold male to female ratio in the Basic Science group, a higher percentage of women resigned (8.0%) than men (5.5%; percent ratio 1.45; 95% CI 1.18 to 1.78; p < 0.001). Over a 5-year period, Pharmacy Practice exhibited a higher turnover compared with Basic Science. Women displayed significantly higher turnover than men across all pharmacy academic departments. New retention approaches, especially for female faculty members, should be explored.

On Being a Mentor in Today’s Environment

Background:In pharmacy education, an integrated curriculum in which the full spectrum of foundational and pharmaceutical sciences is integrated with pharmacotherapy and clinical pharmacy is considered relatively new. At Unaizah College of Pharmacy (UCP), Qassim University, Saudi Arabia, a 6-year PharmD program was developed with a multidisciplinary integrated pharmacotherapy curriculum. The integrated pharmacotherapy curriculum represents approximately half of the didactic curriculum.Objective:The aim of this study was to evaluate the perceptions, the views, and experiences of academic faculty members regarding the impact and implementation of the multidisciplinary integrated pharmacotherapy curriculum in the PharmD program.Methods:A cross-sectional study was conducted with all pharmacy faculty members involved in the integrated curriculum. The data-capturing technique in this study was a Web-based survey. In addition, the survey included an open-ended section in which the participants were encouraged to provide comments/feedback and share their experiences about the integrated curriculum.Results:The majority of participants (96.88%, n = 31) believed that the integrated curriculum is well suited for developing problem-solving skills needed in pharmacy practice. Similarly, 93.76% (n = 30) believed that the integrated curriculum results in better student learning experiences. Of the participants, 81.26% (n = 26) believed it results in a better understanding and application of pharmaceutical sciences in practice compared with traditional courses. Moreover, 71.88% (n = 23) considered that the required depth and breadth of the content related to their disciplines is achievable with this model. Of all participants, 96.88% (n = 31) believed that the successful implementation of this integrated curriculum needs strong collaboration, effective communication, good coordination between all departments, and a flexible, fully customizable, and effective e-learning system. Moreover, all participants believed that full integration requires careful design and implementation to ensure no overlapping or marginalization of topics/disciplines. In this study, 62.51% (n = 20) believed that the fully integrated curriculum results in a relatively higher workload compared with traditional courses.Conclusions:The majority of faculty members had positive perceptions regarding the multidisciplinary integrated pharmacotherapy curriculum. Moreover, the majority had positive views and experiences regarding the implementation of this integrated curriculum. The study identified several factors that helped in the successful implementation of this curriculum. Moreover, several challenges have been identified, including more investment in time and effort to implement this fully integrated curriculum.