Boston University School Research Articles

Impact of the COVID-19 Pandemic on Essential Vitreoretinal Care with Three Epicenters in the United States.

PurposeTo report the impact of COVID-19 on retina practices in three different “hot spot” cities in the United States.Patients and MethodsThe authors assessed data of encounters and intravitreal injections from March 16th to May 8th 2020, at different offices specializing in retina in the United States. All three practices are located in COVID-19 hot spot zones. One practice was in an academic setting, one practice was in a private multispecialty setting, and one practice was a solo private vitreo-retina practice. All practices were focused on emergent/urgent care, and the results were compared to preCOVID-19 weekly averages.ResultsA significant decrease in the number of encounters and injections was revealed in all three centers involved in this review. There was a decrease of 87% in encounters (156 patients were seen only) and a decrease of 58% (126 patients) in intravitreal injections in Weill Cornell Medical College in NYC and a decline of 59% (569 patients) in encounters and a decrease of 64% (280 patients) of intravitreal injections at the Ophthalmic Consultants of Boston and Tufts University School of Medicine in Boston. The decline at Miami Ocular Oncology & Retina in Miami was 37% (1198 patients) in the encounters and 30% (867 patients) in the injections.ConclusionThis manuscript documents a specific example illustrating that COVID-19 has led to a significant decrease in specialized health services. The degree of infection and mortality rate at each hot spot had a direct impact on the practice volume; however, the type of practice setting also played a role.

Boston University School of Medicine

Boston University School of Medicine

First person – Patricia Shaw

ABSTRACTFirst Person is a series of interviews with the first authors of a selection of papers published in Disease Models & Mechanisms, helping early-career researchers promote themselves alongside their papers. Patricia Shaw is first author on ‘Longitudinal neuroanatomical and behavioral analyses show phenotypic drift and variability in the Ts65Dn mouse model of Down syndrome’, published in DMM. Patricia is a PhD student in the lab of Tarik Haydar at Boston University School of Medicine, USA, researching the underlying genetic and cellular mechanisms that contribute to brain development, and investigating how these processes are altered in diseases and disorders, such as Down syndrome, in order to identify novel targetable approaches for therapeutics.

Lessons Learned From a Peer Writing Coach Program in a School of Public Health.

Clear writing is a critical component of public health research and practice. The ability to convey information in a concise, engaging, and insightful manner influences stakeholder engagement and is the backbone of program and policy development, organization, and implementation. To help master of public health (MPH) students adapt their writing skills to these specialized demands, Boston University School of Public Health launched the Peer Writing Coach Program in 2010 staffed by MPH students. The service is open to all students enrolled in public health classes. They can schedule up to 2 appointments per assignment for both individual and team papers. Student use increased from 55 appointments in academic year 2010-2011 (the first year of the program) to 767 appointments in academic year 2017-2018. For the 2016-2017, 2017-2018, and 2018-2019 academic years, 1128 (74%) of 1530 appointment requests asked for assistance "writing clearly and concisely," 886 (58%) for assistance "organizing and synthesizing main points of argument," and 529 (35%) for assistance "tailoring writing for a specific audience." This case study describes the rationale for creating the program, outlines the chronology of its development since 2010, and provides an overview of peer coach training, student use, and lessons learned as we addressed logistical challenges.

Relationship of Medical Student Lecture Attendance with Course, Clerkship, and Licensing Exam Scores.

We sought to determine whether viewing versus attending lecture impacted medical student course and licensing examination performance, grades on clinical rotations, perceptions of school-life balance, and comfort with clinical skills. Optional anonymous questionnaires were emailed to all first-year medical students (class of 2020) at Boston University School of Medicine at the end of their first academic year and again to this same class after their first clinical rotation. A separate questionnaire was emailed to fourth-year medical students (class of 2019) midway through their final year. One hundred five (55.5%) and 69 (36.5%) students from the class of 2020 completed the first and second questionnaires respectively. Eighty-one (45%) students from the class of 2019 completed the third questionnaire. Students who attended 75% or more and viewed fewer than 50% of lectures were classified as attenders. Those who viewed 75% or more and attended fewer than 50% of lectures were classified as viewers. The others were grouped as mixed users. There were no significant differences between the groups in preclinical grades, United States Medical Licensing Examination scores, satisfaction with perception of school-life balance, and student-reported comfort with clinical skills. Viewers achieved a lower percentage of honors overall in core clerkships (p = 0.0001) with the greatest difference noted in the Internal Medicine clerkship. Despite similar preclinical test scores and perceived comfort with clinical skills, the percentage of students earning honors grades in clinical clerkships was lowest in first-year lecture viewers.

A Comparison of ATA and Updated ACOG Guidelines for Thyroid Disease in Pregnancy

Clinical ThyroidologyVol. 32, No. 7 Thyroid and PregnancyA Comparison of ATA and Updated ACOG Guidelines for Thyroid Disease in PregnancyElizabeth N. PearceElizabeth N. PearceSection of Endocrinology, Diabetes, and Nutrition; Boston University School of Medicine, Boston, Massachusetts, U.S.A.Search for more papers by this authorPublished Online:9 Jul 2020https://doi.org/10.1089/ct.2020;32.317-320AboutSectionsView articleView Full TextPDF/EPUB Permissions & CitationsPermissionsDownload CitationsTrack CitationsAdd to favorites Back To Publication ShareShare onFacebookTwitterLinked InRedditEmail View articleFiguresReferencesRelatedDetails Volume 32Issue 7Jul 2020 InformationCopyright 2020 American Thyroid Association, Inc.To cite this article:Elizabeth N. Pearce.A Comparison of ATA and Updated ACOG Guidelines for Thyroid Disease in Pregnancy.Clinical Thyroidology.Jul 2020.317-320.http://doi.org/10.1089/ct.2020;32.317-320Published in Volume: 32 Issue 7: July 9, 2020PDF download

Sexual Orientation and Gender Identity Data Collection: Clinical and Public Health Importance

AffiliationsCarl G. Streed Jr is with the Department of Medicine, Center for Transgender Medicine and Surgery and the Section of General Internal Medicine, Boston University School of Medicine, Boston, MA. Chris Grasso, Sari L. Reisner, and Kenneth H. Mayer are with the Fenway Institute, Boston, MA. Sari L. Reisner is also with the Department of Medicine, Brigham and Women’s Hospital, Boston, MA. Kenneth H. Mayer is also with the Department of Medicine, Beth Israel Deaconess Medical Center, Boston, MA.

Julia Gordon Arrowood (1900 – 1984): A Brilliant Anesthesiologist and a Woman of Many Firsts in Medicine

After a brief “golden age” in the late 1800s, the patriarchal establishment fought back and women faced increasing restrictions in practicing medicine. In 1900, 18.2% of all physicians in the city of Boston were women, but this number decreased to 8.7% by 1930. The relatively young field of anesthesiology was one of the more welcoming specialties for women during this time. History has been unkind to these early female trailblazers who have often been overlooked in favor of the men in their fields. Julia Gordon Arrowood (1900–1984) was a forerunner for women in medicine and a prominent anesthesiologist in Boston from the 1930s until the 1950s. Her work included not only clinical medicine, but also research and teaching. She attended Boston University School of Medicine, graduating as valedictorian in the class of 1933. She interned at Belmont Hospital in Worcester, MA where she decided on a career in anesthesiology. She was accepted as a resident at Massachusetts General Hospital (MGH) by chief-anesthetist Henry Beecher in 1935, thereby becoming the first woman anesthesiology resident in Massachusetts. She remained at MGH and was named Acting Chief of Anesthesia in 1943. In 1944, she became president of the New England Society of Anesthesiologists, another first for a woman. In 1946, she joined Reginald Smithwick's team as Chief of Anesthesia at Massachusetts Memorial Hospital, Boston, and concurrently held the position of Professor of Anesthesiology at Boston University School of Medicine. Arrowood led many of the earliest studies on spinal anesthesia, muscle relaxants, and spinal headaches. In 1957, she moved to Kentucky and joined the United Mine Workers hospital system where she worked until her retirement in 1970. Women such as Julia Arrowood remain underrepresented in the annals of the history of medicine. Much work is needed to recognize the many contributions made by women physicians and to provide equal opportunities, pay, and status.

COVID-19, HIV, and Migrant Workers: The Double Burden of the Two Viruses

COVID-19, HIV, and Migrant Workers: The Double Burden of the Two Viruses

COVID-19 and Underinvestment in the Health of the US Population.

The Milbank QuarterlyVolume 98, Issue 2 p. 239-249 Perspective COVID-19 and Underinvestment in the Health of the US Population NASON MAANI, NASON MAANI Boston University School of Public Health London School of Hygiene and Tropical MedicineSearch for more papers by this authorSANDRO GALEA, Corresponding Author SANDRO GALEA sgalea@bu.edu Boston University School of Public Health Address Correspondence To: Sandro Galea, MD, DrPH, School of Public Health, Boston University, 715 Albany St, Talbot 301, Boston, MA 02118 (email: sgalea@bu.edu).Search for more papers by this author NASON MAANI, NASON MAANI Boston University School of Public Health London School of Hygiene and Tropical MedicineSearch for more papers by this authorSANDRO GALEA, Corresponding Author SANDRO GALEA sgalea@bu.edu Boston University School of Public Health Address Correspondence To: Sandro Galea, MD, DrPH, School of Public Health, Boston University, 715 Albany St, Talbot 301, Boston, MA 02118 (email: sgalea@bu.edu).Search for more papers by this author First published: 24 April 2020 https://doi.org/10.1111/1468-0009.12462Citations: 25Read the full textAboutPDF ToolsExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume98, Issue2June 2020Pages 239-249 This article also appears in:Population Health RelatedInformation

COVID-19 and Underinvestment in the Public Health Infrastructure of the United States.

The Milbank QuarterlyVolume 98, Issue 2 p. 250-259 Perspective COVID-19 and Underinvestment in the Public Health Infrastructure of the United States NASON MAANI, NASON MAANI Boston University School of Public Health London School of Hygiene and Tropical MedicineSearch for more papers by this authorSANDRO GALEA, Corresponding Author SANDRO GALEA sgalea@bu.edu Boston University School of Public Health Address Correspondence To: Sandro Galea, MD, DrPH, School of Public Health, Boston University, 715 Albany St, Talbot 301, Boston, MA 02118 (email: sgalea@bu.edu).Search for more papers by this author NASON MAANI, NASON MAANI Boston University School of Public Health London School of Hygiene and Tropical MedicineSearch for more papers by this authorSANDRO GALEA, Corresponding Author SANDRO GALEA sgalea@bu.edu Boston University School of Public Health Address Correspondence To: Sandro Galea, MD, DrPH, School of Public Health, Boston University, 715 Albany St, Talbot 301, Boston, MA 02118 (email: sgalea@bu.edu).Search for more papers by this author First published: 24 April 2020 https://doi.org/10.1111/1468-0009.12463Citations: 74Read the full textAboutPDF ToolsExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume98, Issue2June 2020Pages 250-259 RelatedInformation

Perceptions of implementation of Massachusetts sports concussion regulations: results of a survey of athletic directors

BackgroundIn 2011 the Massachusetts Department of Public Health issued regulations pursuant to 2010 Massachusetts youth sports concussion legislation that provided policies and procedures for persons engaged in the prevention, training, management, and return-to-activity for students who sustain head injury during interscholastic athletics, including Athletic Directors (ADs).MethodsA survey instrument was developed with participation from injury prevention experts at the Boston University School of Medicine, the Massachusetts Department of Public Health, and ADs. An electronic survey was sent to all AD members of the Massachusetts Interscholastic Athletic Association to assess their perceptions of implementation of the sports concussion law.ResultsResponse rate was 75% (260/346). The mean rating on a 0–10 scale (10 being “very important”) on importance of the law for student safety was 9.24, and the mean rating of the law’s impact on workload was 5.54. Perceived impact on workload varied as a function of whether or not the school also employed an athletic trainer (t = 2.24, p = 0.03). Most respondents (88%) reported that their school had a concussion management team, and 74% reported that they were informed “always” (31%) or “often” (43%) when a student-athlete experienced a head injury in a venue other than extracurricular sports. Most respondents (95%) endorsed that “all” or “most” school nurses were “very knowledgeable” about the law and regulations. Approximately half of all respondents endorsed that “all” or “most” teachers and guidance counselors were “very knowledgeable” about the law and regulations; 76% endorsed that “all” or “most” of students’ physicians were “very knowledgeable” about the law and regulations; 59% endorsed that “all” or “most” parents were “very knowledgeable” about the law and regulations. Sixty-six percent endorsed that student-athletes with concussion “often” (10%) or “sometimes” (56%) misrepresent their symptoms to accelerate return-to-play; and, 70% perceived that student-athletes with concussion “often” (15%) or “sometimes” (55%) misrepresent their symptoms to avoid academics.ConclusionsADs perceive the sports concussion legislation as very important to student safety and positively assess implementation of the law and associated regulations. More effort is needed to increase understanding of the law among stakeholders including teachers, parents, and physicians.

Visual Ethnography: Decriminalization and Stable Housing Equals Motivation, Stability, and Recovery Among Latinx Populations.

Despite recent reductions in overdose fatalities overall, the death toll among Latinx individuals continue to increase. Moreover, Latinx populations experience significant access and retention barriers to substance use disorder (SUD) treatment services as well as treatment delays. In an effort to better understand the recovery experiences of Latinx individuals in Massachusetts, researchers from the Boston University School of Social Work, working in partnership with staff from Casa Esperanza, used Photovoice (Fotovoz), a form of visual ethnography. Participants had a mean lifetime substance use of 16.6 years, with a range from 1 to 30 years, and were in recovery for 2 months to 3.25 years. Not surprisingly, as seen in the image shown here, selected by the group, housing emerged as a motivator for sobriety and a beacon of security, stability, strength, progress, and hope. (Am J Public Health. Published online ahead of print April 16, 2020: e1–e2. doi:10.2105/AJPH.2020.305575)

Integrated Group Study with Lecture in Teaching Sensory and Motor Pathways in Cross‐sectional Anatomy

IntroductionFirst year dental students are trained to interpret clinical presentations of injuries on brainstem or spinal cord. Therefore, it is necessary for them to understand the three major sensory and motor pathways (dorsal column/medial lemniscal system, anterolateral system, corticospinal tracts) that go through brainstem and spinal cord, including their functions and cross‐sectional anatomy.AimThe present lesson was designed for first year students at Boston University School of Dental Medicine to learn the three sensory and motor pathways by using cross‐sectional figures of brainstem and spinal cord, and help students to apply the knowledge in clinical cases.MethodsThree sessions with the same contents were held on two days. Two sessions were held on the first day containing 30 students in total, and the last session was held on the fifth day containing 20 students. The lesson started with a pre‐quiz, and then students worked in groups of 4 to 5 people to order cross‐sectional figures of brainstem and spinal cord. Then, the instructor gave a lecture to explain the answer, followed by a brief review on sensory and motor pathways. In the second group activity, students were asked to label the three pathways on the cross‐sectional figures. In the third group activity, students were given the location of a lesion on brainstem, and then were asked to discuss the potential clinical presentations. Instructor explained the answers after each activity. At the end, students took a post‐quiz. Both pre‐quiz and post‐quiz had a full score of 5, containing 2 questions on clinical cases, 1 question on pathway, 2 questions on cross‐section anatomy. All questions were multiple choice. The levels of difficulty in two quizzes are similar.ResultsThe average scores from pre‐quiz and post‐quiz were compared by conducting a t‐test. Students showed significantly improvement in the post‐quiz as compared to pre‐quiz (pre: 1.50+/−1.07; post: 3.12+/−1.05; p<0.00001). Both pre and post scores of students attending on the fifth day were significantly higher as compared to the pre and post scores of students on the first day (pre: day1=1.20; day5=1.95; p=0.01; post: day1=2.76; day5=3.65; p=0.003). A t‐test was conducted to compare group differences of the improvements (first day vs. fifth day). Improvements of students were defined as the differences between post and pre‐quiz scores, and the improvements were not significantly different based on the day of the session (p=0.69).ConclusionStudents showed significant improvement in understanding cross‐sectional anatomy of three major sensory and motor pathways after group study integrating with lectures. In addition, the effectiveness of this teaching methods was not affected by the baseline scores of students.

Getting to the (Turning) Point: A Systematic Interactive Approach for Teaching Identification of Cross‐Sectional Cadaveric Structures

IntroductionThe ability to interpret cross‐sectional anatomy in radiological scans is a necessary diagnostic skill for clinicians. The skills to spatially translate three‐dimensional (3‐D) anatomy into a two‐dimensional (2‐D) plane of section is challenging for beginner anatomy students. However, the capability to build these skills is critical for their medical and research training.AimThe following lesson was employed with the objective to aid first year medical and graduate students at Boston University School of Medicine in applying their understanding of 3‐D anatomy to interpret 2‐D transverse sections of the thorax, abdomen, and pelvis of human cadavers. Turning Technologies “Turning Point” application was used to measure students’ change in understanding of the material before and after.MethodsThe lesson began with an assessment of cross‐sectional knowledge using the Turning Point application on students’ phones. The students then participated in a lecture designed to systematically guide them through a general screening of osteological landmarks, muscles, blood vessels, organs, and other visceral structures at each vertebral level on cross‐sectional images of the thorax, abdomen, and pelvis. Students were guided on how to recognize the general topography and obviously identifiable organs in each section. They were then taught more specifically how to identify increasingly challenging anatomical features, such as organ‐specific structures, based on their previous 3‐D and 2‐D knowledge of the larger structures in the section. This lecture portion of the lesson gave students a system for how to apply and interpret 3‐D anatomy and transpose it into a 2‐D cross‐section. After the lecture portion of the lesson, students were asked to answer a series of practical‐style questions using the Turning Point app. Question types included multiple choice, short answer, and “hot spot” style.ResultsIn total, 42 students participated in the lesson. The overall class pre‐test average was 60.31 ± 26.79% while the post‐test average was 72.40 ± 13.28%. A comparison of individual pre‐test vs. post‐test scores using Wilcoxon Signed‐Ranks test revealed a significant improvement in student’s performance (p=0.0098, two‐tailed). Average scores of questions in each anatomical region were assessed (thorax: 67.21 ± 32.46%, abdomen: 71.71 ± 18.82%, pelvis: 70.76 ± 34.43%).ConclusionBased on student performance and feedback, this teaching method is an effective tool for improving students’ confidence and knowledge in interpretation of cross‐sectional anatomy. By using a systematic teaching approach with robust identification markers, Turning Point was an effective addition to help build students understanding and confidence in the material.Support or Funding InformationNo funding was received

Thyroidectomy May Improve Survival in Patients with Moderate to Severe Cardiac Dysfunction and Amiodarone-Induced Thyrotoxicosis Compared to Medical Treatment

Clinical ThyroidologyVol. 32, No. 4 HyperthyroidismThyroidectomy May Improve Survival in Patients with Moderate to Severe Cardiac Dysfunction and Amiodarone-Induced Thyrotoxicosis Compared to Medical TreatmentSun Y. LeeSun Y. LeeSection of Endocrinology, Diabetes, and Nutrition; Department of Medicine; Boston University School of Medicine, Boston, U.S.A.Search for more papers by this authorPublished Online:9 Apr 2020https://doi.org/10.1089/ct.2020;32.174-177AboutSectionsView articleView Full TextPDF/EPUB Permissions & CitationsPermissionsDownload CitationsTrack CitationsAdd to favorites Back To Publication ShareShare onFacebookTwitterLinked InRedditEmail View articleFiguresReferencesRelatedDetails Volume 32Issue 4Apr 2020 InformationCopyright 2020 American Thyroid Association, Inc.To cite this article:Sun Y. Lee.Thyroidectomy May Improve Survival in Patients with Moderate to Severe Cardiac Dysfunction and Amiodarone-Induced Thyrotoxicosis Compared to Medical Treatment.Clinical Thyroidology.Apr 2020.174-177.http://doi.org/10.1089/ct.2020;32.174-177Published in Volume: 32 Issue 4: April 9, 2020PDF download

Drawing Our Feelings: An Approach to the First Day of Cadaver Dissection

RATIONALEThe cadaver dissection experience can elicit intense emotions in students who are taking anatomy for the first time. Students are often disinclined to share these feelings with others because they believe they are the only ones experiencing such feelings and/or do not want to appear less able than their student colleagues to cope. Discussing anticipatory feelings about the dissection process can reduce students’ feelings of isolation, imposter syndrome, and simple nervousness by revealing that most students share similar experiences and that there is a range of normal anticipatory feelings.METHODSFor the last 10 years at Boston University School of Medicine we have employed the following exercise on the first day of anatomy: Students are asked to draw their answers to the question, “How do you feel about the experience of dissecting a human body?” After the drawing exercise the course director presents a slideshow of drawings from the same exercise by previous classes. The slideshow demonstrates that there are common themes exhibited by students in every class: mixed feelings, all alone/nervous, physiologic reactions, journey, knowledge, enthusiasm, and the humanity of their donor. The students are then invited to share comments or ask questions in a large group discussion format. Participation in this session is typically lively, likely because the drawing exercise and slideshow demonstrate to individual students that their responses are normal and expected.RESULTS & CONCLUSIONSThe combination of exercises illustrates for students that there is a variety of normal reactions to the dissection experience. The exercise opens opportunities for dialogue that are otherwise less likely to occur. The overall result is a culture within the class that is open to acknowledging and discussing the complex feelings elicited by dissection.

The Two-Edged Sword of Shared Clinical Decision-Making in the Post-ISCHEMIA World of Stable Coronary Artery Disease Management

The Two-Edged Sword of Shared Clinical Decision-Making in the Post-ISCHEMIA World of Stable Coronary Artery Disease Management

Predicting professional school performance with a unique lens: are there other cognitive predictors?

BackgroundWe investigated the associations between admissions criteria and performance in four cohorts of pre-dental MS in Oral Health Sciences (OHS) program at Boston University Schools of Medicine and Dental Medicine. Previously we have reported that OHS serves as a successful pre-dental pipeline program for students from underrepresented groups.MethodsWe evaluated academic variables that further affect overall graduate GPA and grades in the first year dental school courses taken by OHS students at Boston University between 2012 and 2016 as part of the MS curriculum. Demographic data, region of residency, undergraduate grade point average, number of science and math credits, major of study, dental admissions test scores and undergraduate institution were collected. The competitiveness of the undergraduate institution was scored based on Barron’s Profiles of American Colleges. OHS-GPA was assessed and individual grades in two first year dental school courses taken as part of the OHS curriculum were collected. Analysis of variance, the Chi-square test and Fisher’s Exact test were utilized to assess associations between academic performance parameters, successful program completion and matriculation to dental school.ResultsResults indicate that undergraduate major, age and number of science course credits taken had no impact on MS performance in the Boston University MS in Oral Health Sciences program; however, students who took an undergraduate course in Physiology performed better than those who did not (p = 0.034). This was not the case with courses in Cell Biology and Biochemistry. Students with DAT scores over 20 academic average (p = 0.001), 18 total science average (p = 0.001) and 22 reading comprehension (p = 0.004) performed better in dental school courses taken in OHS.ConclusionWe report that strong test scores, attending a mid or highly rigorous undergraduate institution and completion of an undergraduate Physiology course are positive predictors. We hope these findings will guide admission’s decisions and improve recruitment to, and future success of, graduate student’s pursuit of professional school. Understanding alternative predictors of success may help to reduce the intrinsic bias among applicants from underrepresented groups and continue to look beyond the DATs (or MCATs) to decrease the gap between professionals from underrepresented groups and those they serve.

Applied Training in a Medical Anthropology Master's Program

Learning practical skills is key to becoming an applied anthropologist. For my MS degree, I chose a program at Boston University School of Medicine that incorporates skills development into the curriculum through its Service-Learning Internship Program (SLIP). The SLIP facilitates students' familiarity with their field site throughout the first year, before they start summer fieldwork. My SLIP and thesis fieldwork took place in a VA hospital's pain clinic-a placement ideal for my interest in researching pain management during an opioid epidemic. This paper describes my training, developing a research question, meeting theoretical and logistical requirements, handling the unpredictable nature of research, data collection, analysis, and writing. I use getting Institutional Review Board (IRB) approval for my thesis project as an example of how these skills came together. Guided by my mentors, this experience afforded me hands-on training. I can now bring my anthropological approach into the work force.