Education In The United States Research Articles

Historical Inequities in Medical Education - Commitment to Opportunity, Diversity, and Equity at the University of Hawai'i School of Medicine.

Medical education in the US has contributed to institutionalized racism through historically exclusionary practices, which has led to health disparities and inequities in health care today. The 1910 Flexner report, which favored schools with greater resources, led to the closure of nearly half of medical schools in the Us, which were mostly small schools located in rural communities that served economically disadvantaged, ethnic minority, and female populations. Closing these schools ultimately limited the availability of physicians willing to serve disadvantaged and minority populations in impoverished and underserved communities. In order to transform medical education to be more equitable, medical schools must be proactive in opportunity, diversity, and equity efforts. This not only includes efforts in admissions and faculty hiring, but also curricula related to social and health disparities, interracial interactions between students and faculty, and service learning activities that engage and work with marginalized communities. The University of Hawai'i John A. Burns School of Medicine has a longstanding commitment to diversity, which is integral to the school's mission. Providing opportunities to underserved populations has been a priority since establishment of the school. As one of the most diverse univeristies in the US, the school of medicine continues to focus on opportunity, diversity, and equity priorities in both its strategic planning and overall mission.

Integrating genomics into Canadian oncology nursing policy: Insights from a comparative policy analysis.

To learn from two jurisdictions with mature genomics-informed nursing policy infrastructure-the United States (US) and the United Kingdom (UK)-to inform policy development for genomics-informed oncology nursing practice and education in Canada. Comparative document and policy analysis drawing on the 3i + E framework. We drew on the principles of a rapid review and identified academic literature, grey literature and nursing policy documents through a systematic search of two databases, a website search of national genomics nursing and oncology nursing organizations in the US and UK, and recommendations from subject matter experts on an international advisory committee. A total of 94 documents informed our analysis. We found several types of policy documents guiding genomics-informed nursing practice and education in the US and UK. These included position statements, policy advocacy briefs, competencies, scope and standards of practice and education and curriculum frameworks. Examples of drivers that influenced policy development included nurses' values in aligning with evidence and meeting public expectations, strong nurse leaders, policy networks and shifting healthcare and policy landscapes. Our analysis of nursing policy infrastructure in the US and UK provides a framework to guide policy recommendations to accelerate the integration of genomics into Canadian oncology nursing practiceand education. Findings can assist Canadian oncology nurses in developing nursing policy infrastructure that supports full participation in safe and equitable genomics-informed oncology nursing practice and education within an interprofessional context. This study informs Canadian policy development for genomics-informed oncology nursing education and practice. The experiences of other countries demonstrate that change is incremental, and investment from strong advocates and collaborators can accelerate the integration of genomics into nursing. Though this research focuses on oncology nursing, it may also inform other nursing practice contexts influenced by genomics.

Sustainability of Fully Online and Rapidly Growing EdD Programs: Using Student Demographics to Improve Program Outcomes

The phenomena of small Doctor of Education (EdD) cohorts and in-person communities of inquiry have been replaced by larger scale, fully online programs. Faculty must engage in deep reflection on their new realities to ensure that their curricular, programmatic, and other practices are evidence-based and developed to account for diverse factors guiding students’ academic performance, motivation, and career aspirations. The current study utilized descriptive research to provide a comprehensive description of educational phenomena. The study was conducted at a large, public research university in the southern United States. A total of 316 students enrolled in an online program were invited to complete the survey, of which 131 responses were analyzed. Results revealed statistically significant differences in students’ attitudes based on their academic level and master’s degree focus. Further, students were more likely to benefit from their online EdD programs based on motivation, self-efficacy, and interest in professional development opportunities. The most notable implications of this research stem from the discovery that online EdD program outcomes can be significantly moderated by student demographic and background variables. The findings offer practical recommendations for all EdD programs challenged with navigating the three phenomena becoming the norm in EdD education in the US – increased enrollments, student diversity, and online modality.

Postgraduate training opportunities for chiropractors: A description of United States programs.

The objective of this study was to describe and compare the current postgraduate training opportunities (PTOs) in the United States (US) for which doctors of chiropractic are eligible, namely, residencies, fellowships, and board certifications. An internet search of publicly available English-language websites on Google.com was executed using a cache-cleared private browser and key search phrases. Following webpage data extraction, e-mail and telephone follow-up were completed with officials from institutions offering doctor of chiropractic programs possessing accreditation by the Council on Chiropractic Education (CCE) in the US. Additional programs identified were annotated and incorporated into the data set if they met the inclusion criteria. Descriptive statistics were generated following data aggregation. Three-hundred internet search results were screened, 70 of which were assessed for eligibility and 47 included for descriptive analysis. Among the 16 CCE-accredited institutions solicited, 13 returned correspondence (81.3% response rate), resulting in the addition of 2 programs to the data set ascertained by the initial web search. There were 49 PTOs for chiropractors. Of programs available, residencies represented 49.0% (24/49) of programs, and fellowships represented 12.2% (6/49) of programs. There were 19 board specialty diplomate programs, constituting 38.8% of PTOs. This work details preliminary descriptive information on the current state of US-based PTOs for chiropractors.

Hebrew in Part-time Jewish Education in the US: Misalignment of Rationales and Goals as a Site of Opportunity

ABSTRACT This paper investigates how Hebrew is taught and perceived at American part-time Jewish schools, based on surveys of 519 school directors, classroom observations, and 376 surveys of parents, students, teachers, and clergy. We found misalignment of rationales and goals for Hebrew education among these stakeholders. Most schools emphasize Liturgical and Biblical Hebrew decoding and recitation without comprehension for ritual participation, especially b’nai mitzvah. Many schools infuse Hebrew, and a small percentage teach Modern Hebrew conversation. Findings are discussed in historical context and compared to language education and metalinguistic communities in immigrant and indigenous groups.

Teaching Frailty to Medical Residents: A Needs Assessment Among Geriatrics Faculty.

Knowledge of frailty is essential for meeting the Accreditation Council for Graduate Medical Education core competencies for US trainees. The UK General Medical Council requires that frailty be included in undergraduate and graduate medical education curricula. Trainees are expected to appropriately modify care plans and help make patient-centered decisions, while incorporating diagnostic uncertainty, such as frailty, in older adults. Little is known about current needs for frailty instruction in graduate medical education in the US and beyond. We sought to capture faculty perceptions on how frailty should be defined and identified, and what aspects and level of detail should be taught to residents. The authors developed a 4-item short response questionnaire, and faculty had the option to respond via electronic survey or via semi-structured interviews. Respondents included 24 fellowship-trained geriatricians based at 6 different academic medical centers in a single urban metropolitan area. An invitation to participate in either an electronic survey or semi-structured virtual interview was e-mailed to 30 geriatricians affiliated with an academic multi-campus Geriatric Medicine fellowship. Responses were transcribed and coded independently by two authors. Responses were received from 24 geriatricians via a combination of digital questionnaires (n=18) and semi-structured online interviews (n=6), for a response rate of 80%. Responses revealed significant diversity of opinion on how to define and identify frailty and how these concepts should be taught. As frailty is increasingly incorporated into clinical practice, consensus is needed on how to define and teach frailty to residents.

Contemporary Education Systems: The Case of United States

Modernization efforts for the development of education systems were carried out in parallel with the needs of the age. In this direction, societies that have taken the step of modernization have first tried to revise their existing education systems and identify the prominent obstacles. Education systems have followed a very different course in history; It has been affected by many historical, geographical, economic, social, and cultural factors. The United States education system is an education system that is managed locally due to the history and structure of the country, where the education program, academic calendar, programs, school system structuring, and teacher appointments are determined by the states. In this study, first the political and cultural history of the country and then the functioning and structure of the education system are discussed. The study also compared the Turkish education system and US education. Finally, the study was concluded by including the problems encountered in the US education system.

Service-Learning in an Increasingly Global Context

Service-learning (SL), or community-engaged learning, refers to a project-based pedagogical approach that addresses community needs through coursework tied to academic, social/civic and personally impactful learning objectives. Originally emerging from research and practice in U.S. higher education, its inclusion in K-12 education in the US and international contexts has gained traction in recent years. Nevertheless, reports of implementation and effectiveness in international education are lacking. This article presents the impact of a two-week US Department of State-funded service-learning exchange program for 25 EFL teachers from 24 countries spanning the globe. Through academic sessions, site visits, and cultural activities led by an interdisciplinary team at a major Midwestern research university, participants were equipped to use SL in contextually appropriate ways for the teaching of both English and vital 21st century life skills. The authors begin with an overview of SL and a research-based account of its benefits for holistic learning, and especially for its application in English education. Following a description of the exchange program that highlights key aspects of the curriculum, the piece turns to participant reflections on selected aspects of SL in English language education. Finally, the authors suggest implications for the future of SL in a global context.

Recommendations on quantum education

National Aeronautics and Space Administration (NASA) and The White House have an interest in expanding quantum education in the US. This report summarizes the findings of NASA Space Communications and Navigation (SCaN) program fellowship and is focused on making recommendations regarding improving and expanding quantum education nationwide. To make informed and effective recommendations, qualitative data was collected regarding the current state of quantum education in the US. The information collected from meeting with experts in the fields of quantum and education was assessed before recommendations and suggestions were made. Topics addressed include guidance for selecting locations to initially focus quantum education efforts, potential problems with teachers incorporating quantum in their instructions, potential solutions to those problems, steps to increase quantum education nationwide, potential quantum programs at universities, the quantum job market, quantum demonstrations at the K-12 level, and quantum curriculum.

Popular Music Education as a Technology of Access and Intervention: Tanglewood and Popular Music Education in the US

Popular Music Education as a Technology of Access and Intervention: Tanglewood and Popular Music Education in the US

Revisiting the Master Food Volunteer Program: Examining how to enhance nutrition education in the United States

America’s diet-related illness crisis intersects with a lack of nutrition literacy, nutrition security, and systemic inequities. The Cooperative Extension Service’s (CES) national infrastructure could potentially provide equitable access to quality nutrition education in the US utilizing a Master Food Volunteer (MFV) model. This research brief examined preliminary evidence for the MFV model as a support for CES agents and paraprofessionals, and results show a paucity of evidence. Further research and a pilot program with pre-established measures for health-related knowledge and behaviors could elucidate the model’s potential to increase equitable access to evidence-based programming, nutrition, and implementation guidance.

Reproducing whiteness? A critical race analysis of the U.S. Conference of Catholic Bishops’ process for drafting the framework for secondary religious education

This article draws on critical race theory and social reproduction theory to analyze the process resulting in the curriculum framework for secondary, Catholic, religious education in the US. This document, promulgated by Church leaders, has impacted millions of US Catholic high school students. Recent calls for racial justice, within and outside of the Catholic Church, invite inquiry into whether this framework is impacting all students equally. This article explores two key questions: Whose knowledge mattered in the creation of the Framework? Was the Framework constructed so as to support the creation of a culturally-sustaining religion curriculum for all students? This analysis demonstrates why the Framework may be problematic for Students of Color and suggests Catholic leaders and educators must learn more from critical race scholars and education researchers if they are to enhance the quality of this and future pedagogical resources for religious instruction. Recommendations are made for addressing the issues raised.

Internet search data showed increased interest in supplementary online education during the COVID-19 pandemic, with females showing a greater increase

The COVID-19 pandemic has led to tremendous disruptions in people’s everyday activities, including the pursuit of education. Internet search data may provide insights into potential audiences’ interest in online education. Using Internet search data, we examined the impact of COVID-19 on people’s interest in supplementary online education in the US over nine months (10/14/2019–07/19/2020). We found there was increased interest in supplementary online education after WHO announced COVID-19 as a pandemic, with a greater increase among females than males. We found that the increased interest in online education persisted after the stay-at-home orders were lifted; in addition, we identified concerns over unemployment as a key variable that significantly explained the variance in the interest in online education, even after controlling for COVID cases and deaths. Policymakers and online education platforms may take advantage of people’s, especially women’s increased interest in online education when designing policies or marketing mix.

Assessing Medication Safety in PharmD Education in the US

Assessing Medication Safety in PharmD Education in the US

National Center for Interprofessional Practice and Education 2023: reflecting back, looking forward

ABSTRACT The United States (US) National Center for Interprofessional Practice and Education was funded at the University of Minnesota to serve as the National Coordinating Center for Interprofessional Education and Collaborative Practice (IPECP) in the US In 2012, the funders had specific expectations for operationalizing their vision that included scholarship, programs and leadership as an unbiased, neutral convener to align education with health system redesign. While US specific, the National Center benefited from and contributed to the international maturity of the field over the past decade. Through its various services and technology platforms, the National Center has a wide reach nationally and internationally. This perspective provides a unique view of the field in the US with observations and implications for the future.

Getting schooled: Universities and VC-backed immigrant entrepreneurs

This paper analyzes how US universities contribute to the quantity and quality of VC-backed immigrant entrepreneurship in the US. Using a novel data set that identifies immigration status and education history for the near-universe of VC-backed founders in the US, we document several interrelated facts. First, immigrants contribute disproportionately to US VC-backed entrepreneurship, accounting for approximately 20 % of VC-backed companies. More than 75 % of these immigrant entrepreneurs obtained post-secondary education in the US, which suggests that higher education represents a primary entry channel for foreign entrepreneurial talent into the country. Given these facts, we assess how universities shape both the geographic distribution and the quality of immigrant entrepreneurship. Close to 40 % of US-educated immigrants start a company in the state of their alma mater, suggesting that place of education substantially impacts immigrant entrepreneurs' startup location choice. Regarding firm quality, immigrant founders are also more likely to found financially successful and scientifically innovative startups than their US-born counterparts. Altogether, the results suggest that foreign students educated in US universities substantially contribute to local and national VC-backed entrepreneurship, thereby identifying higher education's global scope as a potential tool to attract entrepreneurial talent and encourage entrepreneurial growth.

Association between Contraceptive Use Change and Demographic and Socioeconomic Factors in 2011-2019 United States: A Regression Analysis

General contraceptive adoption has been shown to increase in the past decades. Although factors associated with contraceptive use have been studied in the past, few have looked into how such factors changed over time, especially in a developed country like the United States. This study uses four female response datasets from 2011-2013, 2013-2015, 2015-2017, and 2017-2019. Data were collected by the National Survey of Family Growth (NSFG). A total of 20 variables were selected using a step-up approach based on literature review and reviewing missing rates. Multivariate logistic regression was conducted, accompanied by a step-down Akaike information criterion (AIC) model and the Hosmer Lemeshow test. This study indicates that age, race, and pregnancy are the top three most frequently associated variables among the eight contraceptive methods analyzed. A general shift in associations with income and drinking was also observed across most contraceptive methods, while factors such as highest degree have become less associated. Results indicate that improving sexual education in the US has played an increasingly predominant role in contraceptive choices.

The role of education in the growth of the Georgian economy

The article - "The role of education in the growth of the Georgian economy" – is dedicated to the economic problem of Georgia, particularly unemployment, and explores the connection between the quality of education and this issue. An even more significant concern is the disproportionately high number of unemployed individuals, accounting for 18.5% of the working population. Among them, a remarkably large percentage consists of graduates from higher education institutions (32.3%) and vocational schools (over 40%). The author attributes this situation to the low quality of education in both types of institutions and the mismatch between the professions and competencies acquired by students and the labor market requirements. The article mentions that Europe experienced a similar problem before Georgia has faced it. To address this issue, the European Commission launched several programs and, in 2006, adopted an official document, “Knowledge into practice”. This document recognized the new model of higher education, known as the "Triple Helix" and European countries gradually started transitioning to this model. The authors of the article recommend the Ministry of Education and Science of Georgia, along with all its affiliated universities, to get acquainted with this model. By adapting it to the local conditions of Georgia, they should commence preparatory work for its practical implementation. It is suggested that each university in Georgia be encouraged to identify a “Center of Excellence” they are proud of and can expand to create a strong bond with local business firms. The relationship should serve students well. The strength of the "Triple Helix" model of higher education in the article is the close cooperation of universities with the business sector and the government of the country. The government of the country establishes the educational framework and regulations, while the business sector provides specific demands for skilled professionals and universities fulfill these. Graduates trained under this model are subsequently employed by the businesses that requested their specific skills. The author of the article claims that this model has worked in the UK, USA, Germany, Serbia and elsewhere, and will work in Georgia as well. In addition to the Triple Helix model, the article also emphasizes the significance of human capital as an essential factor of production contributing to economic growth. This has been developed by Professor Gary Becker of the University of Chicago (Becker, 1975). Furthermore, the article highlights the successful implementation of Co-Operative Education in the US, where students are placed in the workplace alternating with their academic studies. This program has been in place since 1906 at the University of Cincinnati and has resulted in half of the Co-Op students being offered full-time employment upon graduation (University of Cincinnati, 2021). The article notes that the necessity for education to collaborate with business has emerged in recent years. This was related to the acceleration of technical progress, which led to (and still leads to) the "aging" of professions. Added to this is the already outdated traditional thinking about education that education is the transfer of knowledge and the conduct of research. The new XXI century required education to play the role of a "public servant". This should be reflected in the smooth employment of the staff trained by it. This can only be achieved through deep and solid ties with the business sector. In this way, Georgian universities will be transformed into full-fledged market entities. They will realize that the "product" they create in the market (graduate specialist, research innovations) depends on consumers or employers and tailor the education process to their needs. According to the authors of the article, this will be a major turning point in Georgia's higher education, which will play a major positive role in the country's economic growth.

Supervision to Support Reflective Practices

There is immense pressure on school leaders to show evidence of continual school improvement. To drive these improvement efforts, there are essential considerations when planning for implementation, specifically the development of a system that supports reflective practices to increase teacher autonomy and improved student outcomes. The research presented in this article explores the attitudes and beliefs that teachers and administrators have for reflective practices through the supervisory actions of administrators in a rural Northern state. The findings from this study include, 1) the importance of a formal leadership role and the lens used when considering evaluative and non-evaluative feedback; 2) the use of reflective practices to drive changes to instructional practices; and, 3) the connection of reflective practices to school culture, professional development, and student engagement. These findings are important in that they are practical to schools and inform how the United States (US) education system might shift policies to support more formative practices that target instructional improvement.

The Transformation of American Sex Education: Mary Calderone and the Fight for Sexual Health. Ellen S. More

Dr. Mary Steichen Calderone (1904–1998) was one of the best-known sex educators in the twentieth-century United States. However, her work has not received much attention until the publication of The Transformation of American Sex Education. This book approaches the history of twentieth-century American sex education through the lens of Calderone’s career and that of the Sexuality Information and Education Council of the United States (SIECUS), an advocacy organization that she cofounded in July 1964. However, the absence of an argument and uneven choices about topic coverage make Calderone and her achievements difficult to parse. Sex education in the US has received attention from historians including Jeffrey P. Moran (Teaching Sex, 2000), Janice M. Irvine (Talk about Sex, 2004), Susan K. Freeman (Sex Goes to School, 2008), Alexandra M. Lord (Condom Nation, 2010), and Courtney Q. Shah (Sex Ed, Segregated, 2015). None of them focus specifically on Calderone and SIECUS, or address the topic beyond the 1990s, and this book fills a gap in the literature by focusing on her and the organization and bringing the history of sex education up to the 2010s.