Additional Graduate Degree Research Articles

Effective design and assessment of an MBA degree program through benchmarking

This study describes how Mount Olive College, a four-year liberal arts college in Eastern North Carolina, designed and successfully implemented an MBA degree program. This led to the establishment of a graduate school, change of status from college to university, and development and offering of additional graduate degree programs. The University of Mount Olive (UMO) started offering this MBA degree program in spring 2014. This online degree program has been offered in an accelerated one-year format and in a traditional two-year format. This program has been very successful and enrollment continued to grow. As of fall 2017, the UMO MBA program was the 9th largest MBA degree program in North Carolina. A two-year assurance of learning and outcomes assessment was recently completed and the results showed that the UMO MBA faculty successfully aligned the course Student Learning Outcomes (SLOs) with the MBA program goals and Program Learning Outcomes (PLOs). This assessment provided valuable insights that are presented in this study. UMO has planned to soon offer a hybrid (face-to-face seated plus online) MBA degree program and a healthcare MBA degree program.

YI 01.03 Community versus Academic Oncology

YI 01.03 Community versus Academic Oncology

Chairmen in Academic Urologic Practice: A Descriptive Analysis

To examine and characterize the demographics and scholarly characteristics of academic urology chairmen at the time of appointment. The chairman of each United States urology residency program as of September 2016 was included in the study. Interim chairmen, as well as programs for which no clearly defined chair could be identified, were excluded. Demographic and academic data were collected via publically available curriculum vitae, departmental websites, Google search engine, and PubMed and Scopus websites. One hundred thirteen chairmen were included in the study. The majority were male (96%) and mean age at appointment was 46 years (standard deviation = 6.3 years). Mean number of publications and H-index at the time of appointment was 105 and 31.1, respectively. Fellowship training was completed by 75% of chairmen, of which urologic oncology (N = 43), endourology (N = 12), and infertility/andrology (N = 10) were the most common. The most common additional graduate degrees prior to appointment were MBA (N = 7) and PhD (N = 6). The most frequently attended institutions for residency were Johns Hopkins University (13) and Northwestern University (5), whereas Memorial Sloan Kettering Cancer Center (13) and Baylor University (7) were the most frequent for fellowship. Twenty percent of chairmen attained the chairman position at their former residency program and 7% at their former fellowship program. Our study describes the demographic and academic characteristics of urology academic chairmen at the time of appointment. The majority of chairmen are male and specialize in urologic oncology. Chairmen often receive the chair appointment at their former residency program.

Core Competencies of the Certified Pediatric Doctor of Chiropractic: Results of a Delphi Consensus Process.

An outline of the minimum core competencies expected from a certified pediatric doctor of chiropractic was developed using a Delphi consensus process. The initial set of seed statements and substatements was modeled on competency documents used by organizations that oversee chiropractic and medical education. These statements were distributed to the Delphi panel, reaching consensus when 80% of the panelists approved each segment. The panel consisted of 23 specialists in chiropractic pediatrics (14 females) from across the broad spectrum of the chiropractic profession. Sixty-one percent of panelists had postgraduate pediatric certifications or degrees, 39% had additional graduate degrees, and 74% were faculty at a chiropractic institution and/or in a postgraduate pediatrics program. The panel were initially given 10 statements with related substatements formulated by the study's steering committee. On all 3 rounds of the Delphi process the panelists reached consensus; however, multiple rounds occurred to incorporate the valuable qualitative feedback received.

Perspectives of anesthesia residents training in Canada on fellowship training, research, and future practice location.

We conducted this study to determine the preferences of anesthesia residents training in Canada for fellowship training, research, and future practice location and to identify the factors that influence those preferences. Using a cross-sectional study design, a survey was sent to all anesthesia residents enrolled at an accredited Canadian anesthesiology residency program (N = 629). Data were collected on demographics and preferences for fellowship training, research, and future practice location. A multivariable logistic regression model was used to determine significant associations. Two hundred forty-four residents (39%) responded to the survey. Seventy percent of residents intended to pursue fellowship training. The top three fellowships they favoured were regional anesthesia, intensive care, and cardiac anesthesia. Male sex was positively associated with the decision to pursue fellowship training, whereas having an additional graduate degree was negatively associated with this choice. Among those pursuing fellowship training, the most influential factors were personal interest, enhancing employability, and an interest in an academic career. Fifty-seven percent of residents preferred to work at an academic hospital. Thirty-four percent of residents intended to incorporate research into their future practice, and personal interest, employability, and colleagues were most influential in their decision. Research activity and publishing in residency were associated with the desire to pursue future research initiatives. The majority of anesthesia residents training in Canada choose to pursue fellowship training and work at an academic hospital. Approximately one-third of residents have an interest in incorporating research into their future careers.

Publication misrepresentation among urology residency applicants

To assess the extent and types of publication misrepresentation among medical students applying to the urology residency program at the University of Washington. Research experience and publications are the selection criteria used to judge and rank urology residency applicants. Electronic Residency Application Service (ERAS) applications submitted for the incoming class of 2011 for urology residency at the University of Washington were reviewed. All listed publications were verified against PubMed and Google search engines. Misrepresentation was defined as non-authorship of an existing article, authorship claimed of a nonexistent article, or first-authorship listed incorrectly. Of the 198 total applications, 124 (63 %) applicants reported 541 publications, including 112 abstracts and 429 journal articles. 347 (65 %) articles and abstracts were verifiable. Misrepresentation of 12 (3.5 %) published articles was found in 9 applicants (7 %), which included self-promotion to first-authorship (6), followed by non-existent articles (5), and a repeated publication listing (1). On univariate analysis, higher age (p = 0.008), higher number of total publications reported (p < 0.001), additional graduate degree (p < 0.001), and foreign medical graduate (FMG) status (p < 0.001) were associated with misrepresentation. Due to the low incidence, the study was not adequately powered to perform a multivariate analysis. Misrepresentation of publications listed in ERAS among urology applicants remains significant. Residency program directors should require applicants to submit copies of all of their publications, whether in print, in-press, or submitted to be placed as part of their application file.

Gender Differences in the Salaries of Physician Researchers

It is unclear whether male and female physician researchers who perform similar work are currently paid equally. To determine whether salaries differ by gender in a relatively homogeneous cohort of physician researchers and, if so, to determine if these differences are explained by differences in specialization, productivity, or other factors. A US nationwide postal survey was sent in 2009-2010 to assess the salary and other characteristics of a relatively homogeneous population of physicians. From all 1853 recipients of National Institutes of Health (NIH) K08 and K23 awards in 2000-2003, we contacted the 1729 who were alive and for whom we could identify a mailing address. The survey achieved a 71% response rate. Eligibility for the present analysis was limited to the 800 physicians who continued to practice at US academic institutions and reported their current annual salary. A linear regression model of self-reported current annual salary was constructed considering the following characteristics: gender, age, race, marital status, parental status, additional graduate degree, academic rank, leadership position, specialty, institution type, region, institution NIH funding rank, change of institution since K award, K award type, K award funding institute, years since K award, grant funding, publications, work hours, and time spent in research. The mean salary within our cohort was $167,669 (95% CI, $158,417-$176,922) for women and $200,433 (95% CI, $194,249-$206,617) for men. Male gender was associated with higher salary (+$13,399; P = .001) even after adjustment in the final model for specialty, academic rank, leadership positions, publications, and research time. Peters-Belson analysis (use of coefficients derived from regression model for men applied to women) indicated that the expected mean salary for women, if they retained their other measured characteristics but their gender was male, would be $12,194 higher than observed. Gender differences in salary exist in this select, homogeneous cohort of mid-career academic physicians, even after adjustment for differences in specialty, institutional characteristics, academic productivity, academic rank, work hours, and other factors.

A Nationwide Qualitative Assessment of Third and Fourth Year Medical Students’ Views of Childhood Obesity

Medical professionals need to be prepared to both treat and prevent childhood obesity (CO) and therefore need to understand the multifactorial causes and consequences of CO. In order to qualitatively determine medical students’ views of CO, researchers conducted individual interviews with third and fourth year allopathic and osteopathic medical students across the nation. Researchers asked students to describe the term CO, explain the causes, consequences, prevention, and treatment of CO, and enumerate additional resources they might need to treat and prevent CO. Researchers asked students to give examples from their coursework and rotations. Transcript analysis revealed that students were not confident in educating patients to make dietary and lifestyle changes because this is not taught in medical school. Students who had more knowledge about CO were those who had or were pursuing an additional graduate degree, had volunteered with prevention programs, or had a personal interest in the subject. Many students felt that while they are learning about medical conditions and metabolic disorders, they are not learning the more practical knowledge they need to prevent and treat CO. Medical schools need to provide students both with information about CO and the more skills‐based knowledge to prevent and treat CO, whether through additional time allotted in medical school or through continuing education.Grant Funding Source : N/A

Perceptions from Library School Faculty on Meaningful Matters to Academic Librarians: Additional Degrees, Sabbaticals, Evaluation, and Governance

Objective – To survey the faculty members of American Library Association (ALA)-accredited library schools to gain insight into their perceptions on academic librarians obtaining faculty status and how the library school curricula prepare academic librarians for faculty roles. &#x0D; &#x0D; Design – Survey questionnaire.&#x0D; &#x0D; Setting – An e-survey was distributed online to 57 ALA-accredited library schools during April 2007, using Zoomerang. &#x0D; &#x0D; Subjects – The population consisted of 906 tenure-track or tenured faculty members. &#x0D; &#x0D; Methods – The 24 item survey was designed to answer eight specific research questions and evoke responses scored on a five-point Likert scale that corresponded to (1) Strongly Disagree, (2) Disagree, (3) Neutral, (4) Agree, and (5) Strongly Agree. For the analysis of data in questions 1 and 3 through 8, the perceptions of faculty members of ALA-accredited library schools were determined by calculating the mean and standard deviation. For the analysis of question 2 a t test was used to determine differences in faculty members’ perceptions based on gender and tenure. A one-way analysis of variance, or ANOVA, was used to determine library school faculty members’ perceptions based on academic rank. &#x0D; &#x0D; Main Results – A total of 906 individuals were sent the link to the survey, and 187 individuals completed the survey, making the response rate 20.6%. Of the respondents, 38.5% were professors, 25.7% were associate professors, 33.7% were assistant professors, and 2.1% were lecturers. The majority of respondents were female (60.0%) and tenured (65.0%). &#x0D; &#x0D; Faculty members of the ALA-accredited library schools agreed that courses in statistical concepts, procedures, and research (both experimental and non-experimental) should be required of those seeking a master’s or doctoral degree. They agreed that the Master of Library Science (MLS) degree is insufficient in preparing librarians for faculty status, and that additional graduate degrees improve performance of academic librarians in discipline-specific positions. &#x0D; &#x0D; Conclusion – It is clear that library school faculty have a strong interest in the curriculum and the future directions of librarianship. It is also clear that faculty status for academic librarians, equivalent to that of teaching faculty, will remain a contentious issue for some time. The author had five recommendations for practice: Librarians who want a faculty-status position should earn another graduate degree, in addition to the MLS; ALA-accredited library schools should require that PhD and masters students have courses in experimental and non-experimental research; ALA-accredited library schools should require that PhD and masters students have courses introducing statistics; Librarians with faculty status should be involved in university governance as well as library governance; and, Librarians with faculty status should be eligible for the same sabbatical and research leaves as other faculty. &#x0D; &#x0D; There are three recommendations for further study identified by the author. First is a qualitative study to identify the reasons behind the perceptions that faculty members have of the issues that surround faculty status for academic librarians. Second is a qualitative study to assess how faculty status affects the lives of academic librarians, both personally and professionally. Lastly, additional research should be conducted to gain a greater understanding of how faculty status impacts academic librarians within the institutions they are a part of.

Successfully Matching Into Surgical Specialties: An Analysis of National Resident Matching Program Data

We explored the impact that attributes of US medical school seniors have on their success in matching to a surgical residency, in order to analyze trends for National Resident Matching Program (NRMP) match outcomes in surgical specialties between 2007 and 2009. Using Electronic Residency Application Service data and NRMP outcomes, we analyzed medical students' attributes and their effect in successfully matching students into residency positions in surgery, otolaryngology, orthopedic surgery, plastic surgery, and obstetrics and gynecology. Attributes analyzed included self-reported United States Medical Licensing Examination (USMLE) Step 1 and Step 2 scores, Alpha Omega Alpha (AOA) Honor Medical Society membership, research experience, additional graduate degree status, and graduation from a top 40 National Institutes of Health (NIH)-funded medical school. Odds ratios were calculated for each criterion, and 95% confidence intervals were used to determine significance. Between 2007 and 2009, the number of surgical specialty residency positions increased by 86, and the number of applicants increased by 34. Membership in AOA, USMLE Step 1 and Step 2 scores, research experience, and graduation from a top 40 NIH-funded medical school frequently had a significant impact on residents successfully matching into many specialties, while additional graduate degrees had no effect on matching into surgical specialties (range 0.64 to 1.2). Although the statistical significance varied across specialties, higher USMLE Step 1 and Step 2 scores, AOA membership, research experience, and graduation from a top 40 NIH-funded medical school generally had a positive impact on match success to surgical residency for US allopathic seniors. Test preparation and seeking research experience during undergraduate medical education may be effective approaches for increasing the likelihood of success for US seniors matching into a surgical specialty.

The doctor of arts: A counterstatement

In response to public concern for educational accountability and student demands for relevant instruction, an additional graduate degree has been proposed—the Doctor of Arts. The D.A. is neither a correlate of the Ph.D. nor a spin‐off of the Ed.D. Essentially a teaching degree, it is pedagogically rather than research oriented, and it is not a new concept. As early as 1935 the Mathematical Association of America suggested the awarding of a teaching doctorate. Many disciplines have since investigated the feasibility of certifying the degree. In speech communication, Malthon M. Anapol and H. Thomas Hurt report twelve institutions which offer or are considering the degree. While architects of the degree claim that the D.A. better prepares college teachers for the classroom, numerous educators disagree. This essay critiques the D.A.’s rationale, program of study, and claim of marketability.