Teaching Award Research Articles

William E. Walton 1956–2020

William E. Walton 1956–2020

Editorial introductions

Current Opinion in Endocrinology and Diabetes was launched in 1994, with Obesity added to the title in 2007. It is one of a successful series of review journals whose unique format is designed to provide a systematic and critical assessment of the literature as presented in the many primary journals. The fields of endocrinology and diabetes are divided into 12 sections that are reviewed once a year. Each section is assigned a Section Editor, a leading authority in the area, who identifies the most important topics at that time. Here we are pleased to introduce the Journal's Section Editors for this issue. SECTION EDITORS Wendy KuohungWendy KuohungWendy Kuohung is the Director of the Division of Reproductive Endocrinology at Boston Medical Center and an Associate Professor of Obstetrics and Gynecology at the Boston University School of Medicine, USA. Dr Kuohung received her medical degree from the Yale University School of Medicine, USA. She completed her residency in obstetrics and gynecology at Boston University Medical Center, USA and fellowship training in reproductive endocrinology and infertility at Brigham and Women's Hospital, USA. Dr Kuohung is a Reproductive Scientist Development Program scholar and has received several NIH research grants since 2003. She received the BUSM Resident Award for Excellence in Teaching in Ob/Gyn in 2001 and the Harvard Medical School Teaching Award in Reproductive Endocrinology in 2003. She has published numerous peer-reviewed publications and chapters. Her research interests lie in infections of the placenta and reproductive tract, and she has clinical expertise in advanced minimally invasive gynecologic surgery, female infertility, and fertility preservation. In addition to Boston University Medical Center, her practice sites include Boston IVF in Waltham, MA, USA. Katherine L. RotkerKatherine L. RotkerKatherine L. Rotker is a board-certified urologist and assistant professor of Urology at the University of Massachusetts medical school, USA. She completed both her residency training and fellowship at Brown University, USA, and specializes in male infertility, andrology and men's health. She has published in the areas of hypogonadism and fertility preservation. She also has a special interest in gender bias and has published extensively in this area including “Addressing Patient Gender Bias Toward Trainees in the Field of Andrology”, “What's Gender Got to Do With It: Difference in the Proportion of Traditionally Female Cases Performed by General Urologists of Each Gender” and “Gender Disparities in Industry Payments to Urologists.”

2020 Chen-To Tai Distinguished Educator Award

2020 Chen-To Tai Distinguished Educator Award

Student outcomes from a long‐term outreach program working in rural and low‐income schools

AbstractThe outreach program in the University of Otago Chemistry Department, focus in the FACS Chemical Education Award Lecture, has been running for more than 10 years. Over that time, it has worked in schools around New Zealand as well as delivering workshops at the Madam Curie High School Chemistry Camp in Taiwan and partnerships with a number of teacher training institutes in Malaysia. In addition to supporting schools and teachers in their chemistry teaching. The program also develops a wide range of skills and attitudes among the chemistry student volunteers who work delivering hands on activities. An overview of the program, the approach taken, and some examples of the activities will be followed by results of student interviews as they reflect on their development and learning.

A Study on the Influence of the Grammy Music Educator Award on Music Education in the United States

A Study on the Influence of the Grammy Music Educator Award on Music Education in the United States

Dedication

DedicatedtoDr. Matthew M. LeClaire(1989-2018)
 “In 2018, Dr. Matthew LeClaire received his Ph.D. in sociology from the University of Nevada, Las Vegas (UNLV) and began a position at Coppin State University. Matt was a rising star in the bullying and juvenile delinquency field. This work reflects his commitment to the art of symbolic interactionism and his subcultural curiosity.
 Dr. LeClaire was elected to be incoming chair of the Society for the Study of Social Problems’ Crime and Juvenile Delinquency Division and bestowed a university-wide UNLV teaching award for his outstanding work that went well beyond the classroom. But most important of all, Matt was that once-in-a-lifetime kind of friend and peer mentor, of which I was honored to be one of.
 I leave you with something Matt said to me once which embodies just who he was—as a mentor, scholar, and activist. ‘You can’t put a price on shaping young lives. Don’t let anyone’s lackluster acknowledgement make you think otherwise.’”
 —Shekinah HoffmanOctober 30, 2020

Program Directors’ Opinions About Otolaryngology Resident Teaching Medical School Anatomy

PurposeTo evaluate whether otolaryngology residency program directors (PDs) provide residents to teach pre-clinical medical students anatomy and to outline their perceptions of this practice.MethodsAn anonymous online survey was sent to active U.S. otolaryngology residency PDs in 2019, assessing each program’s involvement in teaching medical student anatomy.ResultsForty-five of 121 (37.1%) of surveyed otolaryngology PDs responded. Sixteen of the 44 (36.4%) residency programs that were associated with a medical school provided residents to teach anatomy (“Teaching Programs”). The 29 (64.4%) remaining programs did not provide residents (“Non-teaching Programs”). No significant differences were found between Teaching and Non-teaching Programs (P<0.05) for the size of the program, the presence of fellowships, the size of medical school, whether residents had won teaching awards, or the number of otolaryngology residency applicants from that school. In general, all PDs responded positively about residents teaching medical school anatomy. Non-teaching Programs primarily cited not being approached by the medical school as a reason for not providing residents to teach.ConclusionThe majority of respondent otolaryngology PDs have a positive view of residents teaching medical students but few do it. Otolaryngology departments will need to take the lead on developing opportunities to put students and residents together for anatomy education.

Influence of Job Motivation on Basic School Teacher Retention in the Somanya Circuit of Eastern Region in Ghana Education Service

The study set out to examine the influence of motivation on teacher job performance and on teacher retention in the Somanya Circuit of the Ghana Education Service. Generally, teachers in Ghana tend to leave the teaching profession despite various interventions such as single salary spine and best teacher award scheme put in place. Teachers in the Somanya Circuit did not stay and work for more than three years but there is no documented reason why. Therefore the study was done to find out why and whether they were not motivated enough. The researcher adopted the descriptive survey design. A sample of 170 teachers selected by stratified random sampling was used. Questionnaires was the maininstrument used and the data collected were analysed with the statistical tool SPSS. The findings of the study revealed that basic school teachers in public school in the Somanya circuit were highly motivated, but they rated their mode of promotion and salary levels to be rather low. The results also revealed that respondents generally disagreed that thefactors of motivation like salary and monetary compensation, leave benefits, good retirement plan, promotion, job security, opportunities for extra income, health benefits, accommodation, free time during holidays and more time to attend to other issues do influence their level of motivation. It was further revealed that some basic school teachers havebeen retained in the Somanya circuit not necessarily based on the motivation avenues presented to them but on other factors Finally, it was recommended that Yilo Krobo Municipal Directorate of the Ghana Education Service should continue to motivate teachers by providing adequate supervision, recognition and appreciation to motivate basic schoolteachers in the Circuit.&#x0D; Citation: E, Owusu-Acheaw, and D., Bakker-Edoh. Influence of Job Motivation on Basic School Teacher Retention in theSomanya Circuit of Eastern Region in Ghana Education Service, 2020; 5(3): 12-36.&#x0D; Received: April 8, 2020Accepted: September 30, 2020

188 Does Sex Bias Impact Faculty Clinical Teaching Awards?

Recently, the implications of sex bias for female trainees has taken a prominent place in graduate medical education (GME) research and discussions. However, there is a relative lack of research addressing sex bias in how female faculty are evaluated by their trainees. Teaching awards are given at many residency programs to recognize excellence in teaching. These awards not only offer prestige but are an essential component of academic promotions. Research suggests that women are underrepresented in the recipients of many professional medical association awards and in awards given to medical school faculty. Our objective is to determine whether women are underrepresented in teaching awards honorees in a single Emergency Medicine Residency. We assessed whether there is a discrepancy between female and male faculty clinical teaching award honorees and the overall representation of women in the teaching faculty at a single Emergency Medicine (EM) program. The Regions Hospital Emergency Medicine Program is a 3-year EM Program with 9-11 residents per class over the past 10 years.. Two yearly teaching awards are presented to clinical teaching faculty, based on evaluations from EM residents and on nominations from rotating medical students. We collected data on the sex of the recipient of each award and reviewed the female-to-male ratio of recipients between 2009 and 2018 (table 1). During that same time period, the percentage of female clinical teaching faculty averaged 31.9%. We found there is a discrepancy between the proportion of women who received a clinical teaching award based on evaluations by learners when compared with the proportion of women faculty: 23.1% of awards were given to women when compared with a teaching faculty averaging 31.9% women. Also, the discrepancy between the percentage of resident-selected teaching awards given to women and percentage of female faculty (28.6% vs 31.9%) was less than that of student-selected awards (16.7% vs 31.9%). In a single Emergency Medicine Residency Program, there is a discrepancy between the percentage of women EM faculty who receive clinical teaching awards and the overall percentage of female faculty who are eligible for the award, despite whether the award is chosen by EM residents or medical students. Sex bias may play a role in determining teaching award recipients in our department over the past 10 years.

Campus Teaching Awards: 2019–2020 Academic Year

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The Theda Sannit Outstanding Educator Award

The Theda Sannit Outstanding Educator Award

Comparison of two types of earplugs by musicians

This research compared the preference of musicians across two earplugs; a typical earplug with un-even attenuation across the frequency range (Clarity 695) and another with relatively flat attenuation (ER-20). Thirty-three musicians with normal hearing were first oriented to hearing loss, benefits of using earplugs and the correct procedures for inserting earplugs. Then, they played music for three minutes in five conditions (Trial 1 with First earplug type, Trial 1 with second earplug type, no earplugs, Trial 2 with first earplug type, Trial 2 with second earplug type) and completed a Visual Analogue Scale (VAS). The VAS scores for the ER-20 earplugs were significantly higher and a significantly higher percentage of musicians preferred the ER-20 earplugs (74%) over the Clarity earplugs (26%). This preference may be related to the relatively flat attenuation provided by the ER-20 earplugs across the frequency range or the lower Noise Reduction Rating (NRR:13) of this earplug compared to the clarity earplugs (NRR:21). The VAS scores improved on trial 2 over trial 1 suggesting some adaptation to the use of earplugs over time. [Funded by the 2015 – 2016 Wirt C. and Mae S. Belcher Graduate Education Award at West Virginia University.]

Academic reading instruction in tertiary English preparatory classes: A qualitative case study of an experienced instructor

Academic literacy is a crucial means to read, comprehend, and reflect on academic texts. In tertiary English preparatory classes, to lay strong foundations for academic literacy, it is necessary to build a well-structured framework for academic reading instruction. One means of doing this is exploring the pedagogical views and practices of experienced teachers. This qualitative case study focuses on a highly experienced English instructor with established records of success and investigates the participant’s views about academic reading instruction, her academic reading instruction practices, and the extent of consistency between her views and practices. The instructor has forty-one years of teaching experience, was given the Excellence in Teaching Award by her institution and is an active digital immigrant with two educational blogs. The research reveals an in-depth analysis of the instructor’s multiple subjectivities in academic reading instruction and the details about her investment in learning. The data were collected by semi-structured interviews, teacher’s blog posts and journal, and classroom observations and analyzed via thematic analysis. The findings displayed that the instructor believes in the significance of construction and activation of students’ background knowledge as well as teacher and student motivation for successful reading. She reported teaching and practicing a number of pre-, while- and post-reading strategies. The reading instruction practices of the instructor displayed full compatibility with her concerning views. The study has significant implications for contexts teaching English for academic purposes (EAP) and concludes that experienced L2 teachers may apply effective teaching practices and serve as examples for their colleagues.

GENDER AND PREDICTING INTENTIONS AMONG MALAYSIAN TEACHERS

Purpose of the study: This study examined the predictors of intention in career development, specifically the intention of applying for promotion among Malaysian excellent teacher candidates.&#x0D; Methodology: The premise of the theoretical analyses in this study was based on the Theory of Planned Behavior. The correlational study design was employed to determine the relationship among the variables that ascertain any prediction towards the intention to apply for promotion. 500 respondents were sampled and consist of male (226) and female (274) teachers who are qualified to apply for promotion. Confirmatory Factor Analyses (CFA) was performed to test and validate the measurement model.&#x0D; Main Findings: This study had ascertained that gender does moderate relationships among the study's independent variables and the dependent variable. The result also indicates that the theory of planned behavior is applicable in predicting intention to apply for promotion. For teachers in Malaysia, the intention to apply for promotion will increase if the expectation of others towards applying for promotion also positively increase.&#x0D; Applications of this study: Gender-related specific assessment can be applied within the teachers’ performance appraisal system, particularly for the evaluation on ‘Guru Cemerlang’ or Excellent Teacher Award by the Ministry of Education in Malaysia.&#x0D; Novelty/Originality of this study: There is a scarcity of recent studies on the intention of Malaysian teachers to apply for promotion. By using the novel approach of Theory of Planned Behavior and the combination of structural equation modeling analyses, gender was found to moderate the relationship between the expectation of others and their intention to apply for promotion.

Gopalswamy Receives 2019 Space Physics and Aeronomy Richard Carrington Education and Public Outreach Award

Nat “Gopal” Gopalswamy received the 2019 Space Physics and Aeronomy Richard Carrington (SPARC) Education and Public Outreach Award at AGU’s Fall Meeting 2019, held 9–13 December in San Francisco, Calif. The award is “presented annually to a senior scientist for significant impact on the public’s understanding of space physics and aeronomy through their education or outreach activities.”

Implementasi Sistem Informasi Pendidikan Muhammadiyah (Sidikmu) Dalam Layanan Administrasi Sistem Pe Nilaian Al Islam, Kemuhammadiyahan Dan Bahasa Arab (Ismuba) Pada Era Industri 4.0 Di Sekolah Dasar Muhammadiyah 1 Krian, Sidoarjo

The development of the world of technology cannot be avoided, educational institutions as centers of education and learning must follow these technological developments so that they can exist more. In the industrial era 4.0 which was marked by advances in information and communication technology, accelerating and providing various kinds of convenience in accessing information and data on various aspects of life. This acceleration and convenience has become a necessity and a lifestyle. Therefore, schools as educational institutions that have various kinds of data must be willing to make changes, adjust to these demands, so that the education and learning process can take place properly, quickly, and accurately. Schools must take advantage of information and communication technology. Carry out the education and learning process online. Consequently, it must have facilities and infrastructure, in the form of information and communication technology. However, the reality in the field is that not all schools have and apply this technology, due to various limitations, financial and workforce quality. The problem then is, is this true, information and communication technology is a major need, without this technology learning cannot take place optimally, the continuity of the institution and its existence is threatened. From here the researcher was moved to research on the implementation of information systems online. Aims to find out and understand the effectiveness of online information system implementation in Era 4.0 as a database and educational information service center at the Krian 1 Muhammadiyah Primary School.&#x0D; This type of qualitative research uses a phenomenological approach (field research). This study used data collection techniques in the form of observation, interviews, and documents. The collected data were analyzed through 3 stages, namely data collection, data reduction, data presentation, and conclusion drawing. To check the validity of the data, triangulation was used.&#x0D; The results obtained from this study are the implementation of the Muhammadiyah Education Information System (Sidikmu) in the administrative services of the Al Islam, Kemuhammadiyahan, and Arabic education assessment system in the Industrial era 4.0 at SD Muhammadiyah 1 Krian Sioarjo implemented in integral automation. An information system that not only functions as a database but also as a center for educational information services for student guardians. So that educational institutions can move according to the era which is completely online and instant. Sidikmu is effective and efficient in improving the quality and productivity of the ISMUBA education assessment system administration services at SD Muhamadiyah 1 Krian, Sidoarjo. The effectiveness and efficiency of Sidikmu's work automatically integrate all existing data in schools, making it easier for the administrative process for assessments, especially on ISMUBA subjects. The main obstacle is that not all Ismuba teachers master the technology, so training is needed, the provision of facilities, and guaranteed awards for Creative and Innovative Ismuba teachers

Gender Disparity in Awards in General Surgery Residency Programs

Women are disproportionately underrecognized as award winners within medical societies. The presence of this disparity has not been investigated in training programs. To determine the presence of a gender disparity in award winners in general surgery residency programs. In this retrospective survey study, 32 geographically diverse academic and independent general surgery residency programs were solicited for participation. The 24 participating programs (75.0%) submitted deidentified data regarding the gender distribution of residents and trainee award recipients for the period from July 1, 1996, to June 30, 2017. Data were analyzed from September 11, 2017, to December 21, 2018. Time and the proportion of female trainees. The primary outcome was the percentage of female award winners. A multilevel logistic regression model accounting for the percentage of female residents in each program compared the odds of a female resident winning an award relative to a male resident. This analysis was repeated for the first and second decades of the study. Award winners were further analyzed by type of award (clinical excellence, nonclinical excellence, teaching, or research) and selection group (medical students, residents, or faculty members). A total of 5030 of 13 760 resident person-years (36.6%) and 455 of 1447 award winners (31.4%) were female. Overall, female residents were significantly less likely to receive an award compared with male residents (odds ratio [OR], 0.44; 95% CI, 0.37-0.54; P < .001). During the first decade of the study, female residents were 70.8% less likely to receive an award compared with male residents (OR, 0.29; 95% CI, 0.19-0.45; P < .001); this improved to 49.9% less likely in the second decade (OR, 0.50; 95% CI, 0.42-0.61; P < .001). Female residents were less likely to receive an award for teaching (OR, 0.33; 95% CI, 0.26-0.42; P < .001), clinical excellence (OR, 0.44; 95% CI, 0.31-0.61; P < .001), or nonclinical excellence (OR, 0.69; 95% CI, 0.48-0.98; P = .04). No statistical difference was observed for research award winners (OR, 0.76; 95% CI, 0.42-1.12; P = .17). The largest discrepancies were observed when award recipients were chosen by residents (OR, 0.23; 95% CI, 0.14-0.39; P < .001) and students (OR, 0.32; 95% CI, 0.25-0.42; P < .001) compared with faculty members (OR, 0.52; 95% CI, 0.42-0.66; P < .001). This study found that female residents were significantly underrepresented as award recipients. These findings suggest the presence of ongoing implicit bias in surgery departments and training programs.

Wright State University Boonshoft School of Medicine.

Wright State University Boonshoft School of Medicine.

LeRoy Spaniol, PhD, 1938-2020.

Presents the obituary of LeRoy Spaniol, PhD (1938-2020). LeRoy was a professor at Boston University for 31 years and a cofounder and senior director at the Center for Psychiatric Rehabilitation from 1974 until his retirement. Leroy's dedication to service began early in his life as a seminarian, followed by his work as a therapist helping people heal from divorce and serious mental illness. LeRoy's nationally and internationally cited research and prolific publications focused on the role of the family in psychiatric rehabilitation, effectively serving homeless individuals, competency-based staff training, program evaluation, and coping and recovery from serious mental illnesses. LeRoy's research and authorship of training curricula that emphasized the importance of recovery "as a possibility and even an expectation and key paradigm shift for our field" is a hallmark of his work. To that end, one of LeRoy's proudest accomplishments was founding and teaching in the Recovery Education Center, a rehabilitation program for people with psychiatric disabilities at the Center for Psychiatric Rehabilitation at Boston University. LeRoy participated on many national and regional boards of directors and commissions, and research review committees and was a founding member of the National Alliance on Mental Illness (NAMI) of Massachusetts in 1982. His work with families continued in his retirement, serving as president of NAMI of Cape Cod for 8 years. The awards and distinctions that LeRoy received throughout his career are numerous, and of key importance to him was the LeRoy Spaniol Educator Award established by the Psychiatric Rehabilitation Association (PRA). This award is presented to an individual who has made outstanding contributions toward educating and mentoring a new generation of leaders. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

The University of Vermont Larner College of Medicine.

The University of Vermont Larner College of Medicine.