Expert Faculty Research Articles

Global mobility of the recent STEM postdoctoral workforce registered in ORCID

Abstract Postdoctoral researchers contribute to scientific, technological, and societal innovations under the supervision of academic faculty and domain experts. Their international movements facilitate the advancement and diffusion of knowledge and thus are important for research and development. To understand postdoctoral mobility at a global scale, this paper analyzes self-reported career trajectories of postdoctoral researchers by leveraging Open Researcher and Contributor ID (ORCID), focusing on five STEM fields: Biological Sciences, Biomedical and Clinical Sciences, Chemical Sciences, Engineering, and Physical Sciences. The U.S. and European countries are major destinations for the first postdoctoral position across the selected fields, and three Asian countries – China, Japan, and the Republic of Korea – also attract postdoctoral researchers in Chemical Sciences and Engineering. Gender differences are observed for some specific cases mainly due to the tendency that female postdoctoral researchers are more likely to stay in a single country or less likely to move to the U.S. for the second postdoctoral position compared to male postdoctoral researchers. The results would be leveraged to design science and technology policies for postdoctoral researchers in consideration of additional factors, such as culture and language. Peer Review https://www.webofscience.com/api/gateway/wos/peer-review/10.1162/qss_a_00341

De-ethnicizing Ethiopian higher education leadership: the quest for merit-based governance

Background This study examines the growing trend of ethnicized leadership in Ethiopian higher education institutions and advocates for a shift toward merit-based governance to improve institutional integrity and performance. Since 1991, with the introduction of ethnic federalism, leadership appointments in Ethiopian universities have increasingly been based on ethnic identity rather than qualifications. This has led to governance challenges, weakened academic standards, and reduced institutional efficiency. The study highlights the need for governance reforms prioritizing meritocracy to enhance the quality and sustainability of Ethiopia’s ethnically diverse higher education system. Methods The study utilizes a qualitative research approach, combining both primary and secondary data. Primary data were collected through semi-structured interviews with university administrators, faculty, and governance experts, while secondary data were gathered from institutional reports, government policies, and academic literature. Institutional theory, principal-agent theory, and meritocratic theory frame the analysis, providing insights into how ethnic-based leadership appointments affect university governance and performance. Results The findings reveal that ethnicized leadership has eroded governance structures, lowered academic quality, and compromised institutional efficiency. Leadership appointments based on ethnicity rather than merit have led to poor decision-making, weakened accountability, and reduced transparency. In contrast, merit-based governance improves accountability, decision-making, and institutional performance. The study emphasizes that transitioning to a meritocratic leadership model is vital for restoring institutional integrity and academic excellence in Ethiopian universities. Conclusions Ethnic federalism, while initially designed to empower regions, has politicized federal institutions, including universities, reducing them to regional entities rather than national institutions. This system of ethnicized leadership has fostered a culture of favoritism, rampant corruption, and ineffective governance, ultimately weakening Ethiopia’s higher education system. Recommendations Governance reforms that prioritize merit-based appointments are urgently needed. Legal reforms, transparent leadership selection processes, depoliticization efforts, and capacity-building initiatives are recommended to foster a meritocratic culture and improve institutional performance in Ethiopian universities.

Abstract 4112926: Echocardiography in Hypertrophic Cardiomyopathy: Virtual Continuing Medical Education Advances Physician Knowledge and Confidence

Purpose: This study examined whether online CME could improve the knowledge and confidence of cardiologists regarding the use of echocardiography for HCM diagnosis and management. Methods: The CME intervention comprised of a series of 6 online interviews between 1 moderator and 2 expert faculty. Educational effect was assessed using a repeated-pair design with pre-/post-assessment. 3 multiple choice questions assessed knowledge, and 1, rated on a Likert-type scale, assessed confidence. A paired samples t-test was conducted on overall average number of correct responses and for confidence rating, and a McNemar’s test was conducted at the question level (significance level, P < .05). Data were collected August 8-September 8, 2023. Results: 165 cardiologists answered all assessment questions during the study period. Analysis of pre- vs. post-intervention responses demonstrated a significant improvement in overall knowledge; average correct responses increased from 48% pre-assessment to 74% post-assessment ( P <.001). Specific areas of improvement include: Knowledge of the quantification of LVOT gradients, MR, and LVEF in the echocardiographic workup of HCM: 21% improved and 62% reinforced; the correct response increased (P<.001) from 65% (pre) to 84% (post). Knowledge of the utility of echocardiography for follow-up and monitoring response to HCM treatment: 48% improved and 35% reinforced; the correct response increase (P<.001) from 39% (pre) to 70% (post). Post-education, 48% of cardiologists had a measurable increase in their ability to diagnose HCM using echocardiographic parameters, resulting in 43% who were mostly or very confident after education (24% pre vs 43% post; P<.001). Conclusion: This study demonstrated the success of online CME at improving the knowledge and confidence of cardiologists related to the use of echocardiography to identify and manage HCM.

Validation of Nutrition Literacy Questionnaire for High School Students

Background: Nutrition literacy is the individuals' motivation and ability to obtain, process, and understand nutrition information and the skills needed in order to make appropriate nutrition decisions. The present study was conducted to determine the validity and reliability of the Chongqing Middle School Nutrition Literacy Scale (CM-NLS). Methods: The CM-NLS questionnaire was translated into Farsi and then back-translated, and its face validity and quantitative and qualitative content validity were investigated in a descriptive-cross-sectional study. This review was conducted using the opinions of expert faculty members. Besides, the Persian version was tested in a sample of 400 students of the first grade of high school in Bandar Anzali city. For this purpose, two schools were randomly selected and sampled using census method. Cronbach's alpha test method was used to examine reliability, and confirmatory factor analysis was used to evaluate construct validity (RMSEA=0.062). Results: In checking face validity, changes were made in the questionnaire, and some items were removed in content validity evaluation by calculating content validity ratio (CVR) and content validity index (CVI). In reliability analysis, Cronbach's alpha coefficient was calculated as 0.74 for functional literacy, 0.82 for interactive literacy, and 0.84 for critical literacy. The results of confirmatory factor analysis showed a good fit to measure the construct validity. Conclusions: Based on the results obtained, the CM-NLS questionnaire with 33 items, is a valid and reliable tool and can be used to measure the nutrition literacy of high school students.

Bridging the gap: Implementing a pilot radiology-focused curriculum in an acute care Nurse Practitioner program.

Knowledge in diagnostic radiology and performance of point-of-care ultrasound are integral to acute care nurse practitioners (ACNPs) in the inpatient settings, especially true in specialty areas such as interventional radiology and critical care. However, existing ACNP training programs, including at our institution, often lack robust relevant course content. To address this educational gap, we designed and implemented a pilot acute care radiology course, incorporating a flipped classroom approach and hands-on simulation activities led by expert faculty. Our course evaluation revealed high levels of student satisfaction, self-reported confidence, and perceived course effectiveness. The course aligns with key competencies outlined by the American Association of Colleges of Nursing, demonstrating its potential to advance ACNP education in radiology content.

Exploring management strategies for Private Islamic Schools in the deep south of Thailand using the PMDG guidelines: An application of Fuzzy Delphi method

Developing educational institution strategies empowers them to capitalize on strengths and opportunities, addressing gaps for advancement. Private Islamic schools in southern Thailand, nearly 500 in number, can enhance their performance by adopting management strategies inspired by the successful Pondok Modern Darussalam Gontor (PMDG) boarding school model. This study aims to develop such strategies and activities for these schools, guided by PMDG principles and selected through the Fuzzy Delphi method. The study employed mixed methods research with an exploratory sequential design. It began by formulating strategies based on PMDG guidelines, followed by expert-led discussions involving 10 individuals. Activities were then developed for each strategy, deliberated upon in a workshop with 89 participants. Strategies and activities were presented to expert groups and PMDG faculty, comprising 21 individuals. Finally, the Fuzzy Delphi method was used to select the top three activities for each strategy, with input from 18 experts. The research produced 12 strategies and 79 activities, with 36 emerging as top choices. These strategies and activities aim to empower private schools to provide Islamic education, not only in Thailand but also internationally. Their adaptability ensures they align with the unique context of each school and its surroundings.

Designing an Entrepreneurial Model of Remote Communication Technologies in Clinical Medicine: A Qualitative Study

Background: Today, information technology has permeated all fields, transforming numerous aspects of our lives, while entrepreneurship has become increasingly essential. In medicine, the integration of this technology is becoming crucial. Objectives: This research focuses on designing an entrepreneurial model that leverages modern communication and information technologies in the health sector. By capitalizing on created opportunities, entrepreneurs can drive innovation, leading to cost savings, time efficiency, and greater access to health and medical services for people everywhere. Methods: In this qualitative study, the sample included faculty members from Iran University of Medical Sciences, selected through purposive sampling. Following this, the sample was expanded using snowball sampling, introduced through key experts, to include additional informed individuals. Data collection was conducted through semi-structured interviews with faculty members, experts, and knowledgeable individuals who were willing to participate. The interviews continued until data saturation was reached. Data analysis was carried out using content analysis, with coding performed using MAXQDA10 software. Results: After coding and identifying the main and sub-themes, content analysis was completed, resulting in 10 main themes and 57 sub-themes. All interviewees highlighted sub-themes such as "infrastructure and hardware," "internet bandwidth," "access to electronic health records," "equipment and supplies," "data privacy," "qualified physicians," and "counseling." Conclusions: When designing an entrepreneurial model in any region or country, it is essential to consider the existing needs and conditions, environmental demands, population characteristics, culture, habits, preferences of service recipients, infrastructural capabilities, governing laws, and security issues. Additionally, the model must incorporate specific leadership, management, and oversight to ensure it becomes a responsive and effective system.

Lessons learned from the Sexual Medicine Society of North America fellowship bootcamp.

Sexual Medicine Society of North America (SMSNA) fellowships offer variable experience in sexual health domains: erectile dysfunction, Peyronie's disease, male infertility, male hypogonadism (low testosterone), reconstruction (including male incontinence), benign prostatic hyperplasia, gender affirmation surgery, sexual mental health, and female sexual dysfunction. To evaluate baseline and postbootcamp understanding and trust in these domains. In 2023, 28 of 31 urologists currently enrolled in SMSNA-endorsed fellowships participated in a 3.5-day training bootcamp in Minneapolis, Minnesota. Participants were asked to complete pre- and postbootcamp surveys. The bootcamp curriculum offered American Urological Association guidelines and case-based lectures, hands-on clinical training with cadavers (penile surgery) and models (collagenase training), and interaction with industry. Changes in knowledge, independence, and trust in performing the procedures, as well as billing issues and feedback for future bootcamps. Prebootcamp surveys revealed vastly varied residency experience. Reported time with an expert faculty member was greatest for benign prostatic hyperplasia and least for female sexual dysfunction, gender affirmation surgery, and low testosterone. The lowest prebootcamp confidence in performing surgery independently was for penile grafting procedures and elevating the neurovascular bundle. Postbootcamp results revealed several areas of significant improvement in confidence (P ≤ .03): intralesional injections for Peyronie's disease, manual modeling, penile plication, penile grafting procedures, and elevating the neurovascular bundle. There was a trend for improved confidence with the insertion of inflatable (P = .05) and semirigid (P = .08) penile prostheses. Nonsignificant improvement occurred in artificial urinary sphincter surgery (P = .12). Participants graded the bootcamp very highly and requested that next year's bootcamp have more content on female sexual dysfunction, male incontinence, and low testosterone, as well as more hands-on skills sessions and case-based lecture formats. Offering a bootcamp with hands-on instruction could significantly improve urologists' knowledge and confidence. As the main strength, this study was the first specialized bootcamp for urologists in the subject of men's health, taking into account hands-on and cadaver laboratories, as well as highlighting industrial and pharmaceutical products. The small sample size was the major limitation. Current SMSNA fellows present with varied levels of experience and confidence across sexual health domains. Notable confidence improvements were seen with topics that combined didactic lectures with hands-on trainings.

Diversity, Equity, and Inclusion Competencies for a Graduate Nursing Program.

The integration of diversity, equity, and inclusion (DEI) concepts throughout the curriculum is imperative to the preparation of advanced-practice nurses to deliver person-centered care. This article describes the design and evaluation of one institution's faculty-developed DEI competencies for graduate nursing students. A task force of faculty and content experts utilized a modified Delphi approach in the development of DEI-focused competencies related to advanced-level nursing education. A literature review, a faculty survey, and content experts were employed in the modified Delphi approach. Creation of interdisciplinary faculty-lead graduate nursing DEI curricular competencies included an overview, identification of three domains, eight competencies with associated key elements, and a glossary clarifying nine essential DEI terms. The development of DEI competencies for graduate nursing programs is feasible and an important strategy for preparing students with the values and skills to address the ongoing embedded structural inequalities in health care. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Use of telehealth simulation to teach the enhanced primary care RN role through community/public health-focused simulations.

America is facing a primary care provider shortage. Enhanced primary care RNs (EPC-RNs), registered nurses working at the top of their practice scope, can be an important part of community-based primary care provision. Typically, community health nursing education has not included primary care-based clinical experiences, and there is a clinical site shortage. Teaching students about EPC-RN roles can be an important domain of community/public health nursing education. Simulation is a creative pedagogical approach to learning about the EPC-RN role. The purpose of this manuscript is to 1) describe EPC-RN Telehealth Simulation development; and 2) describe student simulation feedback. Nursing faculty and simulation experts designed five simulations for community health students to teach about the EPC-RN role, incorporating recommendations from the Quad Council Coalition of Public Health Nursing Organizations community/public health nursing competencies and the National Competencies for Registered Nurses in Primary Care. Retrospective, descriptive quantitative, and qualitative student feedback data (n=519) was collected through QuestionPro over multiple semesters. Student feedback data demonstrated support of the use of the simulations in community/public health nursing education. The EPC-RN Telehealth Simulations prepared pre-licensure nursing students to practice in community-based primary care settings. Innovative, sustainable experiences such as this can improve community/public health nursing education.

Development of Teachers’ Perception Scale Regarding Artificial Intelligence Use in Education: Validity and Reliability Study

This article aims to develop a teachers’ perception scale regarding the artificial intelligence use in education. The scale development study was carried out in two stages during the 2023–2024 academic year, covering 597 teachers who stated that they used different artificial intelligence applications. Literature was thoroughly reviewed and focus group interviews were held with teachers who used artificial intelligence applications in education while pooling scale items. Field expert faculty members were consulted in evaluating face and content validity of the scale. Exploratory factor analysis was performed on the data obtained from the first sample group (n = 424), and a three-factor structure was determined in the first stage. It was observed that the factors of the first draft scale, consisting of 18 items, revealed 57.8% of the total variance. The first confirmatory factor analysis was conducted on the data collected from the second sample group (n = 173) in the second stage. It was confirmed that the structure consisting of 18 items and three factors (teaching perception, learning perception, and ethical perception) was compatible with the data. After the first-level confirmatory factor analysis for the Teachers’ Perception Scale Regarding Artificial Intelligence Use in Education, a second-level confirmatory factor analysis was conducted to determine whether the factors that made up the scale revealed the variable. The final scale, consisting of 15 items and three dimensions, was determined to be compatible with the data obtained. Reliability analysis presented that the Cronbach alpha internal consistency coefficient was calculated as .87 for the whole scale, .82 for learning perception, .79 for teaching perception, and .79 for ethical perception. The results show that the teachers’ perception scale regarding artificial intelligence use in education is valid and reliable, and a sound measurement tool to determine the perception regarding artificial intelligence use in education.

Instruments for Evaluating Student Learning Outcomes in Palliative Care: A Literature Review.

Primary palliative care is a core component of nursing practice for which all students must receive formal education. Through competency-based education, nursing students develop the knowledge, attitudes, and skills to deliver quality primary palliative care before they transition to practice. Nurse educators in academic and practice settings should use reliable and valid means to evaluate student learning across cognitive, affective, and psychomotor domains. Expert faculty conducted a literature review to identify published instruments that evaluate primary palliative care student learning outcomes. Selected articles were required to include instrument reliability, validity, or both. The literature search yielded 20 articles that report on the development and testing of 21 instruments. Findings are organized into 3 learning domains that encompass 5 outcomes. Four instruments assess knowledge within the cognitive domain. In the affective domain, 3 instruments assess attitudes about caring for seriously ill or dying patients, 7 assess attitudes about death, and 5 assess self-efficacy. Competence and competency are evaluated in the psychomotor domain with 4 tools. Instrument implementation considerations within each domain are discussed. Faculty are encouraged to use robust evaluation measures such as those identified in the literature review to measure primary palliative care learning outcomes within a competency-based education framework.

Pretest-post-test evaluation with lay midwives in remote Guatemala after educational activities about COVID-19.

Guatemalan lay midwives are well-respected community leaders in a country that lacks the institutional capacity to meet healthcare needs related to pregnancy, newborns, and COVID-19. Thus, Guatemalan lay midwives, who attend the majority of births in their country and who attend most births at home, are in an optimal position to offer frontline support to pregnant women and newborns regarding the global pandemic. The primary objective of this program of study was to dispel myths about COVID-19 and to provide culturally relevant educational activities to low-literacy Guatemalan lay midwives about issues related to the virus, such as signs and symptoms, risks to the mother and fetus, which patients are most vulnerable, appropriate responses, benefits and side-effects of the vaccine, timing of the vaccine, how the virus interacts with breastfeeding, and breastfeeding recommendations. In a partnership among the Guatemalan Ministry of Health, expert faculty at the University of Utah College of Nursing, and Madre y Ni&ntilde;o, a non-profit organization from the US, evidence-based educational activities about COVID-19 were offered orally in the native language of participants. Two hundred and ten lay midwives attended educational sessions at 11 locations throughout the remote Peten department. Educational activities included repetition, storytelling, and role plays. A pretest-post-test evaluation of 10 questions with 24 correct answers was used to determine if the educational activities changed lay midwife knowledge about COVID-19. Participants were given essential birth supplies and laminated COVID Reminder Cards, which were designed to increase visual literacy, to encourage knowledge retention after the educational sessions. Participants showed a significant increase in knowledge scores (possible 0-24) from prescores 7.09 (standard deviation (SD)=3.06) to 15.20 (SD=4.61), Student's t-test p<0.001. In addition, a significantly higher proportion of participants mistakenly thought COVID-19 passed through breast milk on the pretest (70.1%) compared to post-test (8.4%) (McNemar test, p<0.001). Regarding breastfeeding, 12.6% of participants knew on the pretest that women with COVID-19 who breastfeed should wear a mask and wash their hands compared to 74.3% of participants who knew these recommendations on the post-test (Wilcoxon signed-rank test, p<0.001). Finally, 2% of participants knew on the pretest that pregnant women with COVID-19 should take a low-dose aspirin compared to 67% of participants on the post-test (χ&sup2; (1)=194.7, p<0.001). These essential primary care providers misunderstood many critical issues related to COVID-19, pregnancy, and newborns. Culturally relevant educational activities provided orally in the native language of participants dispelled myths about the virus and significantly improved lay midwife knowledge. Providing evidence-based educational activities in a culturally relevant format is critical to protecting remote, vulnerable populations, such as pregnant Guatemalan women and newborns, during a global pandemic.

Developing a Bayesian workshop for full-time staff statisticians.

There are two main schools of thought about statistical inference: frequentist and Bayesian. The frequentist approach relies solely on available data for predictions, while the Bayesian approach incorporates both data and prior knowledge about the event of interest. Bayesian methods were developed hundreds of years ago; however, they were rarely used due to computational challenges and conflicts between the two schools of thought. Recent advances in computational capabilities and a shift toward leveraging prior knowledge for inferences have led to increased use of Bayesian methods. Many biostatisticians with expertise in frequentist approaches lack the skills to apply Bayesian techniques. To address this gap, four faculty experts in Bayesian modeling at the University of Michigan developed a practical, customized workshop series. The training, tailored to accommodate the schedules of full-time staff, focused on immersive, project-based learning rather than traditional lecture-based methods. Surveys were conducted to assess the impact of the program. All 20 participants completed the program and when surveyed reported an increased understanding of Bayesian theory and greater confidence in using these techniques. Capstone projects demonstrated participants' ability to apply Bayesian methodology. The workshop not only enhanced the participants' skills but also positioned them to readily apply Bayesian techniques in their work. Accommodating the schedules of full-time biostatistical staff enabled full participation. The immersive project-based learning approach resulted in building skills and increasing confidence among staff statisticians who were unfamiliar with Bayesian methods and their practical applications.

Two years of teaching close to home: Lessons learned from a near-peer model for an introductory lecture series for hematology-oncology fellows.

9027 Background: First-year hematology-oncology fellows face a large initial knowledge gap due to limited disease-specific content exposure during residency training. To facilitate their transition, we introduced a near-peer lecture series during academic year (AY) 2021-22, featuring near-peers (2nd and 3rd year [“senior”] fellows) as the primary instructors guided by content experts (disease specific faculty) [Berry, et al. JCO OP 2023]. This follow-up study’s primary aim was to assess the lectures’ continued impact on learning for 1st year fellows, as well as the impact on the educational skills of senior fellows. We also sought to assess the continued support of this format by faculty. Methods: For AY 2023-24, each rising senior fellow attended a one-hour preparatory workshop on active learning techniques in Spring 2023. They were then assigned 2-3 topics to teach and paired with ≥1 expert faculty. Lectures were conducted from July to September 2023. We administered anonymous surveys immediately post-lecture to attendees and at end-of-series to senior fellows and faculty. Results are summarized as proportions with binomial 95% confidence intervals (CI). Results: We received 109 immediate post-lecture responses for 26 lectures (66% of total lectures). Of 1st year fellow respondents (82.5% of all responses), 80% (95% CI [72-88%]) found the lectures very engaging, 82% (95% CI [76-90%]) found them relevant, 54% (95% [CI 46-62%]) felt very confident in disease diagnosis and staging, and 43% (95% CI [37-49%]) felt very confident in disease treatment following the lectures. All responding senior fellows (N=7) endorsed the lecture format. The majority of senior fellows (67%, 95% CI [50-84%]) found the one-hour workshop only somewhat helpful, and 71% (95% CI [50-92%]) felt only somewhat well equipped to give their lecture. Over half (57%, 95% CI [41-73%]) of senior fellows reused previous slide decks and did not meet with faculty in person to prepare for their sessions. On qualitative review of senior fellow feedback, common themes included time constraints and lack of structured format during the preparation phase. Of faculty respondents (N=9), 78% (95% CI [50-99%]) supported continuation of the format, but only 44% (95% CI [38-50%]) met in-person with their assigned senior fellow in advance of the teaching session. Conclusions: Our near-peer lecture series has broad support for its continuation and is meeting the needs of 1st year fellows. To better help senior fellows improve their education skills, future iterations will focus on optimizing the pre-session coaching and preparatory phase. This will include structured coaching with an expert educator for content planning and development, an augmented process for pre-session meetings between senior fellows and faculty, and greater focus on defining the optimal timeline for session preparation.

Impact of Ambulatory Blocks on Pulmonary Critical Care Fellow Outpatient Training Experience.

The Accreditation Council for Graduate Medical Education requires Pulmonary and Critical Care Medicine (PCCM) fellows spend a minimum of 7% of their time in the outpatient setting over 3 years of training. In a multi-institutional survey, only 47% of PCCM fellows rated their ambulatory training as adequate. Internal medicine residencies previously adopted the "x + y" scheduling model, which separates inpatient ("x") and outpatient ("y") rotations to provide focused ambulatory experiences, to address similar concerns. To observe the effects of dedicated ambulatory blocks at a single academic PCCM fellowship on fellow exposure to outpatient pulmonary medicine, and on fellow and faculty perceptions of education. In the 2021-2022 academic year, PCCM fellows of all class years in a single academic fellowship program in the northeast United States rotated through four 2-week ambulatory blocks that included longitudinal clinics, themed subspecialty clinics, and a dedicated educational half-day for small group learning. Before the intervention, fellow ambulatory clinics were scheduled longitudinally one-half day per week during inpatient and research blocks. Both fellows and faculty were surveyed before and after the intervention; fellows were also interviewed via focus groups at the conclusion of the intervention. The degree of subspecialty clinic exposure was compared before and after intervention. There was an increase in the quantity and variety of pulmonary subspecialty clinics per fellow when compared with preintervention years (P < 0.01). After intervention, we observed increased fellow satisfaction with ambulatory education, perceived preparedness for independent practice, and satisfaction with subspecialty clinic exposure (P < 0.05). Faculty satisfaction with fellow ambulatory pulmonary education also increased (P < 0.05). Thematic analysis from focus groups highlighted focused topical learning, exposure to the breadth of pulmonary medicine, career development, interaction with engaged faculty experts, and enhanced interprofessional competence. The ambulatory block structure provides a potential model to expand PCCM fellow outpatient pulmonary training through increased exposure to ambulatory pulmonology and dedicated ambulatory teaching. Important features of the ambulatory block structure include separation of outpatient clinics from competing responsibilities, expansion of fellow pulmonary exposure, opportunities for deliberate practice, and faculty engagement in fellow education.

Online vs in-person musculoskeletal ultrasound course: a cohort comparison study

BackgroundPoint-of-care musculoskeletal (MSK) ultrasound (US) courses are typically held in-person. The COVID-19 pandemic guidelines forced courses to switch to online delivery. To determine this impact, we conducted an observational cohort study, comparing homework completion and image quality between an Online and a historical In-person cohort.MethodsThe In-person (n = 27) and Online (n = 24) cohorts attended two learning sessions spaced six months apart. The course content was the same, while the process of delivery differed. As homework, participants submitted US images biweekly for up to five months after each session. Expert faculty provided written feedback to all participants, and two independent reviewers rated the image quality for a subset of participants in each group who had completed at least 70% of their homework (In-person, n = 9; Online, n = 9). Participants self-reported their satisfaction through post-course evaluation.Results63% of In-Person and 71% of Online cohort participants submitted their homework images. We observed no differences in the mean amount of homework images submitted for In-person (M = 37.3%, SD = 42.6%) and Online cohorts (M = 48.1%, SD = 38.8%; p > 0.05, Mann-Whitney U Test). At course end, the cohorts did not differ in overall image quality (p > 0.05, Wilcoxon Signed-rank Test). All participants reported high levels of satisfaction.ConclusionsA convenience sample of participants attending a basic MSK US course in-person and online did not differ statistically in homework completion, quality of submitted US images, or course satisfaction. We add to literature suggesting online learning remains a viable option post-pandemic.

Early Clinical Simulation Exposure May Enhances Academic Performance of Medical Students: A Quasi-Experimental Study in Saudi Arabia

Purpose: The traditional medical curriculum in Saudi Arabia needs to undergo major reforms to make it more student-centric, relevant, interesting and contemporary. This unmet need can be fulfilled by the use of “Early Clinical Exposure “(ECE) techniques, employed via simulation based medical education (SBME) courses, integrated into the medical curriculum. This study delivered ECE via SBME, to third year pre-clinical students, and assessed its impact on their fourth-year academic scores. Materials and Methods: SBME modules designed by expert faculty members were delivered through a peer-assisted learning model, spread over a three-week period, at a well-equipped medical simulation laboratory at our teaching hospital, in Jeddah, Saudi Arabia. Students who attended this SBME intervention were tracked for their performance in their fourth year, versus the control group. Result: Of the 401 third year students included in the study, only 30.2% consented to attend the SBME course, while 69.8% comprised the control group. The overall study population obtained a mean score of 40.27 in the fourth-year final examination. The male and female students who attended the SBME module obtained a statistically significantly higher mean score versus the non-attendees (p=0.0018). Among the SBME course attendees, no statistically significant difference was noted between the scores of males and females (p=0.187). Conclusion: SBME exposure during the pre-clinical years has a significantly positive impact on the performance of students, in the core clinical years at medical college. It holds promise in reducing redundancies in medical education, making medical studies more interesting, relevant, contemporary and practical. It facilitates seamless transition of students from pre-clinical to clinical years in medical college. Implementation of early SBME courses at the pre-clinical level, mandated and supported by government initiatives, would be a huge step forward in the medical education in Saudi Arabia.

Construction and validation of a secure-base leadership model in education organization (a mixed-methods exploratory study)

There is no doubt about the importance of leadership and attachment styles on individual behavior and organizational outcomes. However, researchers have neglected to apply and integrate attachment concepts in management and organizational studies for years. One of the basic concepts in attachment theory is the secure base. In 2011, Coombe considered the application of this concept in leadership, which resulted in representing the theory of secure base leadership. The present study aimed at constructing and validating a secure base leadership model. The research method is a mixed exploratory method composed of qualitative and quantitative measures including thematic analysis and survey, respectively. The participants of the qualitative section were 14 faculty members, specialists, and experts in the field of educational management and psychology selected using the purposive sampling method and snowball technique. Besides, the participants of the quantitative part included 441 administrative staff and teachers in Tehran were by cluster sampling. Open, axial, and selective coding was used to analyze interview data in the former part, while in the latter, structural equations were used. The results of the qualitative analysis indicated that secure base leadership includes three main aspects, namely security (accepting people (acceptance), support, providing security, mutual trust, independence, fairness, staying calm (controlling and adjusting emotions)), exploration (risk-taking, increasing individual capacities, being responsive and sensible, intellectual stimulation), and deep intellectual bond (positive attitude, high emotional capacity, transparency in relationships, compatibility, being a good listener). Also, the quantitative part of the research results showed validity and reliability as well as a good fit of the proposed model.

119 Academic Innovation through the interdisciplinary (elective) course Introduction to Clinical and Translational Research (CTR) to increase the number of undergraduate students in Puerto Rico with the knowledge, skills, abilities, and opportunities in CTR

OBJECTIVES/GOALS: The Title V project team is offering an elective course to teach the historical development of CTR, make a compelling scientific presentation, and use bibliographic databases. In addition, students learn: to write the research question, design a career development plan, protect human subjects in research, and the mentor-mentee relationship. METHODS/STUDY POPULATION: The course includes a variety of educational strategies and activities that allow the student to increase their knowledge and initiate their interest in the field of CTR. Both academic semesters (August to December and January to May) are offered remotely in two-hour synchronous sessions on Fridays from 3:00 p.m. to 5:00 p.m. through videoconferences, in addition to asynchronous activities. Invited expert lecturers and faculty reinforce the course content in each topic they address. In addition, course coordinators assign guided tasks where the students perform the work. Then, they present or send their work to the course coordinators for evaluation. RESULTS/ANTICIPATED RESULTS: The course began in January 2020 and has had six offerings, including one in the current academic semester (August to December 2023). Its first offering was in the semester from January to May, and due to the interest generated in students in August 2022, it is now available in both semesters. From its beginning to the present, the course has included students from the University of Puerto Rico (UPR) Bayamon, Cayey, Humacao, Mayagüez, and Rio Piedras campuses, impacting all geographic areas of Puerto Rico. The course has also represented an opportunity for graduate faculty to teach CTR to undergraduate students. Until 2023, 56 students have enrolled. DISCUSSION/SIGNIFICANCE: Upon completing six-course offerings, the evaluation carried out by the students demonstrates satisfaction with the learning obtained. The knowledge and skills achieved have led them to participate in CTR with the mentoring of collaborating course professors and starting a new professional development opportunity for undergraduate students.