Assistant Dean Research Articles

Faculty Diversity Programs in U.S. Medical Schools and Characteristics Associated With Higher Faculty Diversity

To describe diversity programs for racial and ethnic minority faculty in U.S. medical schools and identify characteristics associated with higher faculty diversity. The authors conducted a cross-sectional survey study of leaders of diversity programs at 106 U.S. MD-granting medical schools in 2010. Main outcome measures included African American and Latino faculty representation, with correlations to diversity program characteristics, minority medical student representation, and state demographics. Responses were obtained from 82 of the 106 institutions (77.4%). The majority of the respondents were deans, associate and assistant deans (68.3%), members of minority ethnic/racial background (65.9% African American, 14.7% Latino), and women (63.4%). The average time in the current position was 6.7 years, with approximately 50% effort devoted to the diversity program. Most programs targeted medical trainees and faculty (63.4%). A majority of programs received monetary support from their institutions (82.9%). In bivariate analysis, none of the program characteristics measured were associated with higher than the mean minority faculty representation in 2008 (3% African American and 4.2% Latino faculty). However, minority state demographics in 2008, and proportion of minority medical students a decade earlier, were significantly associated with minority faculty representation. Medical student diversity 10 years earlier was the strongest modifiable factor associated with faculty diversity. Our results support intervening early to strengthen the minority medical student pipeline to improve faculty diversity. Schools located in states with low minority representation may need to commit additional effort to realize institutional diversity.

The Plagiarism Project

Plagiarism has been a problem plaguing academia for centuries. The Internet has made it easier than ever to copy material from one electronic document and paste it into another. Many cases are unintentional, as writers are unaware of the rules regarding plagiarism. This paper provides an overview of plagiarism and describes a project in which librarians partnered with the assistant dean of a graduate science program to educate students about the perils of plagiarism and encourage ethical writing practices.

Using the WorldCat Collection Analysis Tool: Experiences From the University of Kansas Libraries

In March 2009, the University of Kansas (KU) Libraries began a yearlong subscription to OCLC's WorldCat Collection Analysis (WCA) tool, which was recommended by the associate dean of Technical Services and the assistant dean of Collections and Scholar Services. KU Libraries bases many of its collections decisions on collected data, including usage statistics, overlap analysis, and interlibrary loan statistics. The WCA was perceived as another method of collecting data to make collection development decisions. An implementation committee was appointed by the deans and led by the authors, the head of Collection Development and a social sciences librarian who had experience with the WCA at another institution. The implementation committee set institutional goals and priorities for the project as well as prepared informational documents and conducted training sessions for subject librarians. Librarians submitted reports for each of their collections. Although the project coordinators dealt with the many frustrations experienced by the subject librarians because of the flaws associated with the tool and would change the process for future WCA projects, overall, KU librarians were pleased to discover that the quality of the collections at KU is very high.

Advancing in Your Career

AJR:197, September 2011 types of administrative posts, which the military has defined as “line” and “staff.” The former refers to a person who is in charge and in command, which is usually limited to one person in a section or department. Many more administrators in academia are in staff positions, advisory roles such as a departmental vice chair or an assistant or associate dean, which may be impressive titles lacking authority. These may be frustrating roles because there is responsibility without ultimate decision making. The additional effort required to rapidly ascend the academic ladder may include long working hours and extensive reading on relevant topics. For those on a research career track, attaining success will mean having to spend many nights and weekends writing significant scholarly articles for peerreviewed publications, (preferably in highimpact journals) and preparing applications for grant funding from prestigious organizations. You will want to be an active member and officer of your national and international subspecialty societies. You may need to devote substantial time to serve as a reviewer for the best professional journals, and as you advance, you will want to become a member of one or more editorial boards. Developing a major research academic career will require you to travel extensively to lecture at out-of-town conferences and other medical centers. As you rise in your career, you will be expected to serve as a mentor to residents, fellows, and young faculty, gaining recognition for their successes and accomplishments in the field. Career advancement may sometimes require frequent moves. All of these endeavors can take a toll on you and your significant others, and the road to the top requires real sacrifices by you and your family. Nevertheless, try to shelve job-related woes when you are at home. Smartphones, cell phones, and other such devices only creAdvancing in Your Career

The Year is Over, Now What? The Annual Program Evaluation

Deborah Simpson, PhD, is Associate Dean and Professor, Medical College of Wisconsin. Monica Lypson, MD, MHPE, is Assistant Dean of Graduate Medical Education and Associate Professor of Internal Medicine at the University of Michigan. Both authors are associate editors for the Journal of Graduate Medical Education.

A “Narcotics Contract” for a Patient With Sickle Cell Disease and Chronic Pain

For many physicians, the treatment of chronic pain is one of the most difficult clinical and ethical challenges that they encounter. Patients with chronic pain can be demanding, frustrating, and mystifying. In pediatrics, sickle cell disease (SCD) is a common cause of chronic pain. In this issue's “Ethics Rounds,” we present the case of a patient with SCD and ask 2 experts on pain management to discuss the clinical and ethical issues. Carlton Dampier is a professor of pediatrics and assistant dean for clinical research at the Emory University School of Medicine; Carlton Haywood Jr is an assistant professor of medicine and core faculty in bioethics at the Johns Hopkins University. C.K. is an 18-year-old woman with SCD who has had dozens of hospital admissions and numerous visits to a clinic and the emergency department (ED) for pain crises. Over the previous year she often presented to the ED for treatment of her pain without having first called her hematologists. They have recommended — and stressed — that it would be better to call them first, because they know her and her disease and might be able to manage her pain at home and prevent the need for an ED visit. C.K. has generally listened attentively and promised to call the hematologists before going to the ED, but she then shows up at the ED unannounced. In the ED, and on the wards when admitted, C.K.'s subjective evaluations of her degree of pain were often at odds with objective parameters such as vital signs and demeanor. Many times she experienced virtually no significant improvement with intravenous ketorolac or hydromorphone dispensed through a patient-controlled analgesia pump. Even an exchange transfusion did not diminish her reported pain despite a postexchange hemoglobin S percentage of zero. Her doctors recommended psychotherapy. She initially refused … Address correspondence to John D. Lantos, MD, Children's Mercy Hospital, 2401 Gillham Rd, Kansas City, MO 64108. E-mail: jlantos{at}cmh.edu

<b>Alan Gribben.</b> <i>Harry Huntt Ransom: Intellect in Motion</i>. Austin: University of Texas Press, 2008. 356p. ISBN 978-0-292-71704-6. $60

Alan Gribben’s Harry Huntt Ransom: Intellect in Motion was a labor that involved eighteen years of research. This full-length biography (356 pages with notes and index) serves as a comprehensive guide to Harry Huntt Ransom’s life, with a focus toward Ransom’s activities at the University of Texas at Austin (UT).The book begins with a sketch of Ransom’s childhood and young adulthood and then transitions to detailing primarily Ransom’s professional life. During his time at UT (1935–1971), Ransom served in several capacities: moving through the ranks as professor, assistant dean, dean, vice president, provost, president, and, finally, chancellor. Most . . .

Business schools: ethics, assurance of learning, and the future

This paper reviews the teaching of business ethics at 70 of the top ranked business schools in the United States and internationally as determined by Business Week magazine. Interviews were conducted with deans, associate and assistant deans, directors and faculty with a survey instrument focusing upon ethics in the curriculum, modifications to the ethics curriculum, and assessment of learning.

About Our Authors

About Our Authors

Table of Contents

Abstract Cover Story Maintain strong leadership when dealing with your toughest challenges Learn strategies for successfully managing your most difficult challenges The bottom line: Handling your toughest challenges Briefs Warn students about ‘bath salts’ Rx abuse outpaces other drugs Credit card issuers pursue students Emory U debuts water reduction contest Assessment Advice Ask questions to develop learning objectives Crisis Management Manage the risks when students go abroad Student Conduct Beware students' disparaging remarks on Greek ranking sites You Be The Judge Was a university liable for sexual harassment? Law & Campus CAMPUS SAFETY Student sues officers for unreasonable detention FREE SPEECH Private university not liable for retaliation claims STUDENT CONDUCT Student with bipolar disorder can't prove discrimination SEXUAL HARASSMENT Director makes comments about student‐worker's hair Leaders & Innovators DANIEL SWINTON, ASSISTANT DEAN, STUDENT CONDUCT, VANDERBILT UNIVERSITY Overcome isolation by seeking input, reaching out, volunteering Word of Advice Embrace opportunities to chat with parents

Academy of Operative Dentistry Hollenback Memorial Prize

John Burgess is distinguished as a leader in research and education in restorative dentistry techniques and materials. His contributions in those areas have been enormous. He is also a genuinely fine person who has generously dedicated much of his professional life to helping others become valuable teachers and researchers. He is a devoted husband, father and churchman.He is currently Professor and Assistant Dean for Clinical Research at the University of Alabama at Birmingham (UAB) School of Dentistry and Director of UAB's Biomaterials Graduate Program. He was Assistant Dean and Chairman of the Department of Operative Dentistry and Biomaterials at Louisiana State University School of Dentistry. His first civilian academic position was at the University of Texas Health Science Center Dental School, where he headed the Division of Biomaterials.Dr Burgess has contributed more than 400 papers, research abstracts and book chapters related to all aspects of restorative dentistry. He has presented hundreds of lectures and continuing education courses in this country and abroad. He has also lectured for several annual meetings of the Academy of Operative Dentistry. His impact on the quality of patient care worldwide cannot be measured but is undoubtedly extremely significant.A Fellow in the American College of Dentists, Dr Burgess is also a member in the International College of Dentists and the Academy of Dental Materials. He holds elected memberships in the American Academy of Restorative Dentistry and the American Academy of Esthetic Dentistry. He is a member of the Academy of Operative Dentistry, the American Dental Association, the American and International Associations for Dental Research, the American Dental Education Association and Omicron Kappa Upsilon.Dr Burgess is currently a member of the Council of Scientific Affairs of the American Dental Association; the Scientific Investigation Committee, Essay Committee and Clinic Committee of the American Academy of Restorative Dentistry; the Constitution Committee of the American Association for Dental Research and the Research Committee of the American Academy of Esthetic Dentistry. In the past, he has served many professional organizations in a variety of roles.He is a member of the editorial boards of the American Journal of Dentistry, Lasers in Surgery and Medicine and Inside Dentistry. Dr Burgess also serves as a manuscript reviewer for the Journal of the American Dental Association, the Journal of Dental Research, Dental Materials and General Dentistry.After receiving his DDS from Emory University in 1975, Dr Burgess joined the United States Air Force Dental Corps. He completed a one-year general practice residency in 1976. In 1982, he completed a two year general dentistry residency at Wilford Hall USAF Medical Center and received his MS degree in General Dentistry from the University of Texas Dental Branch in Houston. While in the Air Force, Dr Burgess served in several academic positions, including directorship of a general practice residency and Chief of Research and Dental Materials for the large general dentistry residency at Wilford Hall.John Burgess epitomizes the terms Gentleman and Scholar. His contributions to the profession are enormous. The Academy of Operative Dentistry is honored to name Dr John O Burgess winner of the 2011 Hollenback Memorial Prize.

A Journey With Allergy: A Recollection

A Journey With Allergy: A Recollection

A Tribute to Pauline (Polly) Cerasoli: 1939-2011

Presented at the 14th Annual Pauline Cerasoli Lecture at the American Physical Therapy Association's Combined Sections Meeting in February 2011 At the 14th Annual Pauline Cerasoli lecture this past February, I was given the honor to say a few words about my friend and colleague Polly Cerasoli. I think most of you know that this annual event was initiated in 1997 as a tribute to Polly, whose life was interrupted and tragically cut short by an act of violence over 15 years ago. Polly finally succumbed to her injuries this past fall and now is finally at peace. Many of you never knew Polly personally, although you have read about her professional legacy in the publicity surrounding this annual lecture. In this tribute, I am going to share the more humanistic attributes of Polly and share some highlights of Pollys professional career that are a part of her legacy to her beloved profession. (Just for the record, Polly is also remembered as being the loving "Auntie Mame" to her nieces and nephews and a loving family member.) I sincerely believe that Polly would also like to be remembered as a dedicated professional who made major contributions to the profession of physical therapy. Polly was passionate about advancing the profession of physical therapy and was a risk taker. Polly believed in teamwork, interdisciplinary education, and the development of leadership skills in health professionals. She was never afraid to move forward as an individual or as an advocate for the profession. Although change used to make her nervous and somewhat uncomfortable, Polly would overcome her discomfort if she believed in a new idea. She often did this with a glass of wine with her close friends and lots of chatting (and yes, venting). Polly just loved to laugh! What Was Her Career Path? Polly began her academic career at Northeastern University. During her long tenure from 1967-1981, she served in a variety of roles including therapeutic exercise expert (she just loved PNF!), academic coordinator of clinical education, and acting chair of the Department of Physical Therapy. In 1981, she was recruited to Massachusetts General Hospital (MGH) where she served as the director of rehabilitation services and physical therapy. I really got to know Polly at MGH, especially as we planned the graduate program in physical therapy at the MGH Institute of Health Professions where she was an associate professor. Then, in 1988, the Vermonter headed west to become assistant dean of Allied Health and the director of the Physical Therapy Program at the University of Colorado. Polly brought her New England sensibilities and energy to Denver where she found a new home and loved leading the department. She was in that position when she was injured. So that sums up where she worked, and now I will share some of her spectacular accomplishments. There are so many stories that I could tell you about Polly, but since this is a professional tribute, I decided to focus on her leadership legacy. My friend and colleague, Colleen Kigin, was the second Cerasoli lecturer and she, too, was a good friend of Pollys. Colleens talk focused on leadership, and she talked about the five "Cs: Commitment, Caring/Mentoring, Collaboration, Comfort with change, and Comfort with self.1 With Colleens permission, I have cited examples of Polly s leadership in each of these categories. These are just a snapshot of her numerous professional accomplishments. Commitment In 1987, Polly received her doctorate in education degree from Northeastern University. Her dissertation was titled "The Relationship of Leadership Style and Job Satisfaction in Physical Therapy Clinicians." Her commitment to excellence and professionalism was clear as she completed her education while working fulltime and serving on many APTA leadership committees. Pollys doctorate in education program was interdisciplinary, and her fellow classmates included health professionals in occupational therapy, nursing, dietetics, and social work. …

Barriers and Perceived Needs for Understanding and Using Research Among Emergency Nurses

Nurses are involved in conducting research and incorporating evidence into their practice. However, barriers exist at the individual, unit, and organizational level related to understanding, conducting, and evaluating the evidence. The Emergency Nurses Association (ENA) conducted a study to understand levels of education in research, the extent of experience, and needs and barriers to research at the individual and organizational levels in emergency nursing. A cross-sectional survey design was used to poll members of the ENA. A 62-item survey instrument was designed to assess five areas: 1) nurses' research values, skills, experience, and awareness; 2) organizational settings' opportunities, barriers, and limitations to research; 3) nurses' understanding and comprehension of research and evidence; 4) presentation and accessibility of research; and 5) continuing educational topics to improve knowledge of the research process. Respondents (n = 948) identified barriers at the individual level that included lack of knowledge about critiquing research studies and familiarity with the research process. Barriers at the unit level included obtaining help from administrators and other staff in starting a project or having the authority to change practice. Barriers at the institution level included lack of support systems such as protected time to conduct research or implement changes in practice. Emergency nurses are highly motivated and interested in learning more about conducting and utilizing research to improve practice. Perceived personal, unit-based, and organizational barriers were identified through this research in an effort to highlight areas for improvement at the local and national levels.

Career Tips from Top Women Leaders on Campus

Career Tips from Top Women Leaders on Campus

Interdisciplinary evidence-based practice: Moving from silos to synergy

Despite the assumption that health care providers work synergistically in practice, professions have tended to be more exclusive than inclusive when it comes to educating students in a collaborative approach to interdisciplinary evidence-based practice (EBP). This article explores the state of academic and clinical training regarding interdisciplinary EBP, describes efforts to foster interdisciplinary EBP, and suggests strategies to accelerate the translation of EBP across disciplines. Moving from silos to synergy in interdisciplinary EBP will require a paradigm shift. Changes can be leveraged professionally and politically using national initiatives currently in place on improving quality and health care reform.

Keys to Survive/Thrive as African American Women at PWIs

Keys to Survive/Thrive as African American Women at PWIs

Tips to Help Minorities Win the SSAO Position

Tips to Help Minorities Win the SSAO Position

Temple University School of Medicine

Temple University School of Medicine

Rush Medical College

Rush Medical College