Quick Fix: Leveraging Social-Media Trends to Deliver Key Unit Information to Commencing Students

BackgroundMedical student journals (MSJs) help to introduce the fundamentals of academic research and publication to future doctors. It has recently been shown that MSJs can influence doctors’ future academic and professional success, however these findings have not been replicated in an Australian cohort. The aim of this study was to examine the association between publication in the Australian Medical Student Journal (AMSJ) and markers of a student’s future academic trajectory, including future publication, attainment of higher academic degree or entry into specialist training.MethodsArticles authored by medical students in the AMSJ from 2010 to 2015 were retrospectively identified. A list of these student authors was made, with university- and year- matched control students randomly selected from university graduation databases. For all students, data related to academic success were obtained from multiple sources including PubMed®, Google, university databases and author affiliation information from publications. A multivariable conditional logistic regression model was used to assess correlation between variables. The primary outcome measure was the number of postgraduate PubMed®-indexed publications. Secondary outcome measures included attainment of higher degree or faculty position. Clinical speciality was also recorded.ResultsFifty-five AMSJ authors (14 case reports, 17 original research, 21 review articles) from 14 Australian universities were included. Publication in the AMSJ was associated with future PubMed® indexed publications (OR 3.43, 95% CI 1.74–6.77, P < 0.001) and higher degree attainment (OR 4.05, 95% CI 1.99–8.22, P = 0.0001). AMSJ authors were also significantly more likely to enter into surgical training (OR 2.53, 95% CI 1.10–5.84, P = 0.029). A multivariable conditional logistic regression model demonstrated that publication in the AMSJ was predictive of future PubMed indexed publication, independent of higher degree or faculty position attainment (OR 2.56, CI 1.22–5.39, P = 0.01).ConclusionWe have shown that publication in a MSJ is associated with markers of academic success in an Australian cohort. PubMed®-indexed publications, attainment of a Masters degree, and entry in to surgical training were all significantly correlated to AMSJ publication. A conditional logistic regression model demonstrated that medical student publication in the AMSJ influences the number of future PubMed®-indexed publications, independent of major academic confounding variables.

Taking the Social Cognitive Theory by Albert Bandura as its starting point, this paper tests the hypothesis that academic self-efficacy influences future academic success through the differential impact of internal and external attribution of past success. Structural Equation Modelling performed with data from a longitudinal sample of 527 university students provides strong evidence supporting the research model. These findings show that past academic success has a positive influence on academic self-efficacy (p <.001) and on future academic success (p <.001). Two processes can then occur: (1) when self-efficacy is related with an internal attribution (p <.001) it has a positive impact on future academic success over time (p <.001); (2) when self-efficacy is related with an external attribution (p <.001) it has a negative impact on future academic success (p <.05). Theoretical and practical implications, as well as its limitations and future research, are discussed.

Caregivers of deaf/hard of hearing infants are faced with challenging decisions regarding their child's communication method. The purpose of the current research note is to characterize the advice that caregivers receive and value as well as the factors that influence caregivers' decision making. The current study enrolled 105 caregiver-child dyads, including children between 12 and 18 months of age with bilateral, congenital hearing loss. All children were exposed to spoken language, and 63.81% of children were also exposed to sign language. Caregivers completed the "Making Decisions About Sign, Speech, and Multilingualism Survey" (Crowe et al., 2014). Caregivers most frequently received advice to use both speech and sign and highly valued advice from speech-language pathologists. When considering the use of speech, the factors that caregivers most frequently rated as very important were "My child's future academic success" (96.19%), "My child's future literary success" (95.24%), and "My child's future access to higher education" (95.19%). When considering the use of sign, the factors that caregivers most frequently rated as very important were "My child's ability to form friendships and future relationships" (82.52%), "My child's future literary success" (81.37%), and "My child's future academic success" (81.37%). Results of the current study suggest that throughout the decision-making process, caregivers' highest priority is understanding how their decisions will influence their child's future access to opportunities and relationships. Providers may consider discussing these factors early in the decision-making process to support caregivers' ability to make an informed choice regarding their child's communication method.

In response to the pervasive problem of making college more accessible to at-risk and underrepresented populations, the early college high school (ECHS) model has gained popularity. However, limited research exists on engineering-focused ECHSs (EECHS). Given the current demand for diverse and highly qualified engineers in the workforce, further research on EECHSs that potentially support the science, technology, engineering, and mathematics (STEM) pipeline is warranted. We examined the perceptions of six teachers, 10 ninth-grade students, and one principal at a newly formed EECHS. Our qualitative analyses revealed numerous successes and few challenges related to the school’s culture, curriculum, and instructional practices. General findings that might apply to all ECHS programming included the school’s small size, the benefits of developing caring and supportive relationships, and a common focus on preparing students for future academic and career success. We discuss key implications of these findings within the context of replicating an EECHS program or similar school structure.

BackgroundTo evaluate healthcare interventions in clinical trials, it is crucial to attract and retain a skilled workforce. The job demands associated with developing and running clinical trials have been linked with difficulties in recruiting and retaining skilled Clinical Trial Unit (CTU) staff. Flourishing conceptualises positive aspects of wellbeing which may help staff to thrive within a demanding job role. This study explored the association between flourishing and job satisfaction among staff based in UK Clinical Research Collaboration (UKCRC)-registered CTUs.MethodsA national online survey of UKCRC-registered CTUs was conducted which combined psychometric measures of flourishing (eudaimonic workplace wellbeing scale) and job satisfaction (including measures of turnover intention and workplace engagement), alongside free-text questions.ResultsFour hundred and eighty-four staff from 52 UKCRC CTUs completed the survey. Overall, participants reported 'average’ levels of job satisfaction and work engagement, but there was evidence that CTU staff reported slightly lower levels of flourishing and moderate levels of turnover intention. Salary, role, and flexible working arrangements were associated with levels of flourishing. When these factors were controlled for, higher levels of flourishing were still predictive of job satisfaction and turnover, but not work engagement. Qualitative analysis of free text responses revealed that elements of the working environment, such as supportive relationships, flexible working, and development opportunities, can act as resources to help employees flourish in their jobs.ConclusionsThrough exploring flourishing in CTU staff we identified factors which may help CTU employees thrive in their role, and in turn increase job satisfaction and commitment to their place of work. CTUs should consider the importance of developing a working environment which supports staff to feel valued, experience autonomy and supportive working relationships, as well as opportunities to develop and engage in meaningful work. Efforts to understand and protect the wellbeing of CTU staff are vital to attract and retain staff to design and conduct clinical trials. The learning from this may be applicable to other healthcare workforces facing a recruitment and retention crisis.

College students' supportive relationships with mentors-professors, advisors, and other caring adults to whom students turn as they develop their interests and career paths-are critical to their development and academic success. The current study sought to explore factors that promote or impede the formation of positive mentor-student relationships during college using a large, nationally representative sample of 5,684 college graduates from the Gallup-Purdue Index. Linear regression models revealed that first-generation college students, as well as students attending larger institutions, rated faculty and other college staff as less caring and supportive, and were less able to identify a supportive mentoring relationship during college. Greater engagement at college, including participation in faculty research, academic internships, long-term projects, and extracurricular clubs or activities, was associated with stronger perceptions of faculty support and mentorship while in college. Interestingly, demographic characteristics moderated the effects of some extracurricular activities on students' experiences. For example, participants with more student loans showed a stronger positive association between participation in long-term academic projects and perceptions of faculty support, relative to students with few loans. These findings have important implications for policies designed to foster sustained and meaningful faculty-student relationships for all students, including those traditionally marginalized on college campuses.

The article explores the teaching of the course “Social and Cultural Project Management” in the Arts for master's students. The author shares her experience as a lecturer and cultural practitioner, focusing on practical tools that help young performers develop an entrepreneurial mindset. The article addresses the evolving role of educators in the age of AI, where information delivery is no longer central. Using the real case of a student-founded project (VoiceLAB), it demonstrates how education can serve as a launchpad for creative entrepreneurship. The structure of the course, key topics, teaching methods, and exercises are detailed, emphasizing a balance between creative freedom and strategic thinking. The article advocates for an educational approach that nurtures not only artistic talent but also leadership and project implementation skills. The experience of teaching “Social and Cultural Project Management” in the Arts confirms the growing necessity of integrating entrepreneurial competencies into higher arts education. In the context of rapid technological change and increased cultural precarity, artists must be equipped not only with creative skills but with the capacity to independently manage, promote, and sustain their own initiatives. This study demonstrates that a well-structured, practice-oriented course can help students bridge the gap between artistic vision and real-world implementation. Through modeling exercises, reflective tasks, and collaborative prototyping, students are empowered to develop projects that are both conceptually strong and practically viable. The success of student-led initiatives, such as VoiceLAB, affirms the importance of shifting the educator’s role – from that of an instructor to a mentor, guide, and facilitator of transformation. By creating an educational environment that supports experimentation, values articulation, and self-organization, arts educators can foster not only talented creators but also resilient and proactive cultural entrepreneurs. In the era of artificial intelligence and information abundance, the unique value educators bring lies not in the transmission of knowledge, but in the cultivation of vision, responsibility, and action. Between vision and action – that is where meaningful learning happens, and where cultural innovation begins.

Purpose: All-terrain vehicles (ATVs) are a significant source of rural injuries and deaths. Few studies have examined the best methods to improve adolescent ATV safety practices from the target audience’s perspective. The study’s objective was to explore youth’s thoughts regarding how they might be best reached and persuaded to ride ATVs more safely. Methods: Attendees of three ATV safety workshop sessions at the 2018 National FFA Convention answered provided questions after facilitated discussion. Qualitative analysis of responses was independently performed by three research team members, and differences in coding were resolved through an iterative process. Descriptive and comparative analyses of responses were performed. Results/Findings: 309 FFA members from 62 clubs participated (29 states). Almost all clubs stated that one reason most youth don’t ride ATVs safely is because of personal beliefs (e.g. inconvenient/not as enjoyable to ride safely). Almost three-fourths stated that an unsafe riding behavior young people would be most likely/willing to change was wearing a helmet. The safety behaviors that youth thought their peers would be least willing to change were traveling at lower speeds and not carrying passengers. Over one-half of the clubs stated that one of the best places to reach youth was at schools; the second most frequently mentioned was social media. Safety presenters that clubs felt youth would be most likely to listen to were peers and those just slightly older than the target audience. Other presentation groups frequently mentioned were crash survivors and those whose loved ones had been injured or died in ATV crashes. A variety of celebrities and authority figures were also suggested. Activities thought to be most effective at promoting safe riding were presentations with real-life injury examples including videos that might create a “fear factor,” and hands-on activities. FFA clubs responded that the least effective methods were lengthy, non-interactive presentations and printed materials with lots of facts/statistics. Practical Application: Youth have strong opinions regarding injury prevention information delivery, and what is likely to result in behavioral change. Our study provides important data regarding not only ATV safety information delivery, but other agricultural injury prevention messaging to youth as well.

Currently physical therapy admissions committees may use the essay without scientific justification to help predict an applicant's professional academic success. We retrospectively examined the intertester reliability and predictive validity of judgments made by an admissions committee—on the basis of applicants' essays—about applicants' future academic success in our physical therapy program and compared our physical therapist (PT) and non-PT members of the admissions committee in terms of intertester reliability and predictive validity scores. Judgments were made about 52 students who graduated from our program between 1985 and 1988. Six members of our admissions committee served as examiners of the essays: three were PTs, and three were non-PTs. We used the κ statistic to estimate intertester reliability and predictive validity of the judgments. For intertester reliability, the κ values ranged from 0.19 to 0.25 for non-PTs and from 0.15 to 0.42 for PTs. For predictive validity estimates, κ coefficients ranged from 0.15 to 0.42 for non-PTs and from -0.04 to 0.23 for PTs. On the basis of these estimates, our current essay is neither reliable nor valid when used alone to predict an applicant's potential for future academic success.

In the past decade, there has been a lot of scrutiny placed on the value of SAT scores. Various collegiate institutions, such as the entire California State school system have dropped the requirement for students to submit SAT scores to the admissions board for entry. Reasons for this vary from institution to institution and range from the selfish to the altruistic. On one side of the spectrum, the thought is that by making the SAT scores optional, average SAT scores at the institution rise, as the applicants well self select who submits scores. On the other end of the spectrum, some institutions believe that the SAT test is unfair, as certain socioeconomic groups tend to fair better on the test than others. Regardless of the reason, institutions are throwing away a piece of data that could possibly give some insight into an applicant's likelihood of success. This paper looks at the question of whether or not SAT scores are a reasonably good of indicator of future collegiate academic success. This theory was tested through the use of a logical rule set created using genetic algorithms. Results seem to indicate that SAT scores are in fact, good predictors of future collegiate success.

This article presents a longitudinal study, over eleven years, of the academic progress of a cohort of design students (n = 475) at a major Australian university. The students were from four different spatial design disciplines: architecture, industrial design, interior design, and landscape architecture. The article identifies cognitive variables that may predict future academic success. This research uses regression analysis to identify correlations across a range of variables, in particular exploring the relationship between university entrance scores, subjects studied at school (art and graphics) and academic success as defined by university grade point average and time to completion. This study shows that prior knowledge in art and graphics is not a useful predictor of future academic success, while university entrance scores and first year performance are related to ongoing academic success. These results suggest that for the design disciplines explored here, discipline‐specific prior knowledge is not an important requirement for university entrance.

Sixty-three adolescent cancer patients and 53 physicians participated in a study designed to compare physician and patient perceptions of (1) the delivery of information at diagnosis, (2) patient reactions to treatment-related concerns, and (3) physician utilization patterns. Both patients and cancer center physicians appeared comfortable with the designation of the cancer center physicians as specific care providers for cancer-related issues and the community physicians as care providers for other health problems. however, differences in physician-patient perceptions were found in regard to the diagnostic period. Considerable disparity was also noted between physician and patient perceptions of tests and treatments, with physicians reporting significantly more patient fear, lack of understanding, discomfort, dissatisfaction with choice, and preoccupation with illness than was reported by the patients. Analysis of physician responses according to level of training showed concordance across all levels. Implications for continuing education are discussed and recommendations are offered.

Academic performance during the first year of university is correlated with future academic success, and is considered to be a determining factor in the reduction of dropouts. In the present study, we describe a new academic performance indicator for the first term of first‐year science degrees students at La Laguna University in Spain. We are interested in identifying the most important previous academic factors for predicting the success of first‐year students at university. Specifically, multiple linear regression models were used to identify such predictors of academic success. We report that, for all of the analyzed science degrees, the best predictor of academic success is high school grade point average. In addition, we obtained predictive models for estimating the value of the new academic performance indicator. Using these models, we can predict future academic success, which may help identify students at risk of failure at the beginning of the course. This in turn would ensure early implementation of educational interventions or strategies to increase academic achievement of such students.

Supportive and close relationships that young children have with teachers have lasting effects on children's behavior and academic success, and this is particularly true for children with challenging behaviors. These relationships are also important for children's developing stress response system, and children in child care may be more likely to display atypical cortisol patterns at child care. However, warm, supportive relationships with teachers may buffer these negative effects of child care. While many relationship-focused early childhood interventions demonstrate changes in child behavior, associations with children's stress response system are unknown. This study assessed children's activity in the hypothalamic-pituitary-adrenal axis via salivary cortisol as a function of their participation in a dyadic intervention intended to improve a teacher's interaction quality with a particular child. Seventy teachers and 113 preschool children participated who were part of a larger study of teachers and children were randomly assigned at the classroom level across three intervention conditions: Banking Time, Time-Control Comparison (Child Time), and Business-as-Usual. At the end of the school year, children in the Banking Time condition displayed a significantly greater decline in cortisol across the morning during preschool compared to children in Business-as-Usual condition. These pilot results are among the first to provide preliminary evidence that school-based interventions that promote sensitive and responsive interactions may improve young children's activity in the stress response system within the child care/early education context.

La sélection clinique des candidats à un don du sang