Faculty Perspectives Research Articles

Optimizing the Virtual Interview Experience for Residency and Fellowship Applicants.

To the Editor: In 2020, residency and fellowship applicants embarked upon the first all-virtual interview season, departing from established norms of traditional interviewing. 1 We hope to provide an applicant’s lens on thoughtfully designed practices that were used during the 2020–2021 interview season and that programs may wish to adopt to optimize the virtual applicant experience. Delivering program information: Program videos, beyond providing standard program details, can be expanded to include campus tours, regional wellness activities, and testimonials from trainees and faculty. Information provided by program websites, which are often incomplete, 2 becomes even more critical in the absence of onsite interviewing. Websites may feature current trainees’ photos and academic/personal biographies to demonstrate commitment to trainees as individuals and convey important information about diversity and specialty interests. Similarly, summary statistics of alumni positions and practice types can efficiently convey information about postprogram career pathways. Last, Twitter and Instagram can be used to actively engage with applicants and highlight teaching and mentorship activities. Streamlining virtual interview logistics: Programs should be mindful of start and end times across time zones. During individual interviews, “time remaining” notifications can improve punctuality and avoid inadvertent interview cessation; additionally, minimizing link-switching can improve timing. Time between interviews can be designated as breaks or question and answer (Q&A) sessions. However, if no time limit is set, continuously rolling Q&A sessions may lead to question drought and drop-out in engagement. Creating meaningful trainee/faculty interactions: Informal “social hours” facilitate candid trainee–applicant communication; one-on-one engagement can be maximized by using breakout rooms, split randomly or by the applicant’s prespecified interest. As physical location is no longer a limiting factor, programs can offer extensive virtual informational opportunities outside the interview day itself, including teaching conferences; grand rounds; subspecialty interest meetings; and diversity, equity, and inclusion activities. We hope the above observations will be useful, providing an applicant’s lens into the variations of the virtual interview process. As the landscape of virtual interviewing evolves, programs will need to seek additional feedback to innovate and optimize the virtual interview experience of applicants. Acknowledgments: The authors thank Nosheen Reza, MD (University of Pennsylvania Perelman School of Medicine), Malhar Patel, MD (Scripps Clinic), John McPherson, MD (Vanderbilt University Medical Center), and Julie Damp, MD (Vanderbilt University Medical Center) for contributing important faculty perspectives.

The Extent of Commitment of Graduate Students at the University of Jerash to the Principles of Islamic and Social Education from Faculty Perspective

This study aimed to reveal the extent of the commitment of graduate students at the University of Jerash to the principles of Islamic and social education from the point of view of faculty members, and to achieve the goal of the study researchers followed the descriptive survey method through the application of the study tool, which was a questionnaire consisting of(20) paragraphs on the study sample The study recommended the inclusion of the principles of Islamic and social education by faculty members in their courses that they teach to graduate students, so that these principles are practically practiced by students.

“They’re just students. There’s no clear distinction”: a critical discourse analysis of color-evasive, gender-neutral faculty discourses in undergraduate calculus instruction

ABSTRACT Background Calculus instruction is underexamined as a source of racialized and gendered inequity in higher education, despite research that documents minoritized students’ marginalizing experiences in undergraduate mathematics classes. This study fills this research gap by investigating mathematics faculty’s perceptions of the significance of race and gender to calculus instruction at a large, public, historically white research university. Methods Theories of colorblind racism and dysconsciousness guided a critical discourse analysis of seven undergraduate calculus faculty’s perceptions of instructional events. Findings Our analysis revealed two dominant discourses: (i) Race and gender are insignificant social markers in undergraduate calculus; and (ii) Instructional events can be objectively deemed race- and gender-neutral. We illustrate how calculus faculty varyingly engaged these colorblind discourses as well as discourses that challenged such conceptions of instruction. We also highlight how faculty dysconsciousness in reports of instructional practices reflect potential operationalization of dominant discourses that reinforce colorblind racism. Contribution With limited research on faculty perspectives on racial equity in mathematics, our study documents how color-evasive, gender-neutral discourses among mathematics faculty shape orientations to instruction that reinforce the gatekeeping role of calculus in STEM higher education. Implications are provided for race- and gender-conscious undergraduate mathematics instruction and faculty development.

Faculty perspectives on facilitating medical students' longitudinal learning: A mixed-methods study.

Medical students' longitudinal care of patients supports clinical learning and promotes patient-centredness. The literature presents little empirically derived guidance for faculty to facilitate students' longitudinal learning and care. Informed by the conceptual framework of relational learning, this study investigated faculty perspectives about longitudinal teaching, their strategies for facilitating students' longitudinal learning and perceived barriers and enablers. Using a convergent mixed-methods approach at a single academic medical centre, the authors conducted a survey and two focus groups in 2018-2019 with faculty members teaching in three longitudinal clinical courses. Quantitative analyses included descriptive statistics and chi-square tests. Qualitative content analysis described deductive categories and identified inductive themes. Forty-three eligible faculty (69%) completed the survey. Ninety-one percent (n = 39) reported that teaching in a longitudinal model enhanced their experience as preceptors. Faculty described activities students performed to provide longitudinal care: spending time with patients independently (n = 38, 88%), making follow-up phone calls (n = 35; 81%) and participating in home- and community-based visits (n = 20, 47%), among others. Twelve faculty participated in two focus groups. Deductive analysis characterised strategies for facilitating students' longitudinal learning and barriers and enablers. Strategies included "encouraging students to follow patients," "faculty adaptability," "offering guidance and setting expectations," and "careful patient selection." Barriers included scheduling limitations, and enablers included student initiative. Inductive analysis identified two themes: faculty goals for students and faculty benefits from teaching. Goals included meaningful engagement with patients and their illness over time. Benefits from teaching included personal gratification, mentorship, and holistic student assessment. Our survey and focus group findings demonstrated positive faculty attitudes and experiences, characterised faculty goals and approaches, and identified elements of the educational context that hindered or facilitated longitudinal teaching and learning. This study's faculty perspectives build upon prior investigations of students' and patients' perspectives, offer teaching strategies, and may guide faculty development.

The perspectives of faculty around factors affecting the development and sustainability of educational scholarship: A qualitative content analysis

Background: New horizons have been opened for educational excellence in medical universities by commencing the role of scholarship for medical teachers in recent years. The low rate of faculty reception towards educational scholarship and their low interest in continuing scholarly activities indicated a need for the current study. Methods: In this qualitative research, a non-probability purposive sample of thirteen participants(n=13) engaged in two focus group discussions (FGDs), consisting of executors, collaborators, consultants, and referees of university or national educational processes in the last ten years. Participants were asked several critical questions concerning factors affecting educational scholarship development and sustainability. Qualitative content analysis with a conventional approach was used to analyze the data obtained from the discussions. Results: Merging the codes extracted from the two FGD sessions and repeated review yielded 101 codes classified into two themes: educational scholarship development and sustainability. In all, 19 categories were identified: personal commitment, educational requirements, financial support, faculty development, team building, information resources, educational leadership and management, institutional motivation, culture building, individual characteristics, outcome evaluation of educational scholarship, material and spiritual support, mentorship, sustained training, supportive learning environments, curriculum development, organizational administration and leadership, application of results, and publication of results. Conclusion: Our findings show that encouraging educational scholarship among faculty members and ensuring the sustainability of innovative educational processes are influenced by factors rooted in both individual and institutional dynamics.

Development of a hybrid undergraduate portfolio for the AETCOM module

BackgroundA structured Attitude Ethics and Communication (AETCOM) module for undergraduates exists. For ensuring that the module achieves what it is intended to achieve, there was a felt need to develop a learning portfolio with an emphasis on reflections and with a scope for assessment. MethodsThe AETCOM module by NMC has laid out objectives, lesson plans, and case-based scenarios. Hybrid portfolio development was necessary to align the sessions to the objectives and lesson plans and to help students capture their learning process with self-reflection, and at the same time, ensure the scope of assessment of these activities. Hence, writing reflections was considered the most important step. Measures were taken to train students in writing reflections, and faculty development workshops were also conducted. An evaluation was done using Kirkpatrick model level I–III using student’s feedback form, scores of rubric matrix for assessment of reflections and one–on-one interaction with students by trained faculty. Faculty perspectives on portfolio development were collected. ResultsA significant improvement in students’ self-assessment scores on AETCOM module was seen (p <0.05). An assessment of reflections using a rubric matrix showed that all the students reached at least grade B by the end of three months. More than 90% of faculty members felt that the faculty is vital for assessing AETCOM. ConclusionThe development of a hybrid portfolio for AETCOM requires faculty development and special sessions for students on writing reflections. The hybrid portfolio provides the learner to self reflect, and a rubric matrix can be used to assess reflections.

Championing the Involvement of Practitioners in the Biochemistry Educational Research Process: A Phenomenological View of the Early Stages of Collaborative Action Research

The disparity between post-secondary STEM instruction and the practices suggested in education and cognitive research is not a novel issue. Despite evidence-based practices being available to practitioners, traditional lecture-based instruction continues to dominate higher STEM education. In this study, we discussed practitioner involvement in biochemistry education research as a potential means to address the gap between research and practice. We used phenomenology as a lens through which to view faculty experiences of participating in a team-based curricular redesign. We administered a concept inventory to examine undergraduate students’ understanding of key concepts and to identify misconceptions. We captured faculty perspectives and reflections on student data through semi-structured interviews, finding that faculty dissatisfaction with traditional practices were rooted in experiences from early on in their teaching careers. Their students demonstrated a lack of conceptual understanding, similar to findings of other studies in undergraduate biochemistry, and key misconceptions the student population held were identified. When examining students’ conceptual understanding data, the faculty gained new insights into where students struggle in the course that they would not have gained without participation in this project. This reinforced their desire to implement curricular change. These findings add to the available data on students’ conceptual understanding in biochemistry and suggest that shared assessments like concept inventories can unify instructors as they engage in team-based curricular reform.

Beyond COVID Chaos: What Postsecondary Educators Learned from the Online Pivot

The online pivot has opened many people’s eyes to new possibilities and challenges in the postpandemic world. This article describes what five geographers in three different countries learned from the experiment and assesses how the lessons can be carried forward. One of the big surprises for some of us was the extent to which students were open to different ways of learning during the 2020–2021 academic year. It is clear that some students wish to continue their programs either partially or completely online, although it is also clear that students continue to enjoy field work. The online pivot also showed us that assessment needs to be reexamined, student stress levels need to be lowered, and inequities among students need to be addressed. There are challenges associated with online education across international borders. From a faculty perspective, we have found that nobody needs to be isolated from research opportunities and collaboration, but there are also limits on what we can do. There are growing threats to academic freedom, and we need to move faculty away from precarious employment. Finally, some of us learned the importance of work–life balance.

Telesimulation for medical students during the COVID-19 pandemic: experiences and student and faculty evaluation from a UK medical school

IntroductionDuring the COVID-19 pandemic, telesimulation became particularly important to continue the education of medical students during disrupted clerkships while maintaining social distancing.ObjectivesTo describe our experiences of adapting to telesimulation and evaluate this from student and faculty perspectives.MethodsThe intervention was evaluated using anonymous surveys consisting of statements rated on a five-point Likert scale from strongly disagree to strongly agree and open-ended questions asking students and facilitators what went well, what they would change and why, and for any other comments.ResultsAdaptations addressed the logistics of online delivery and the structure and content of scenarios. Logistical considerations included central organization of sessions to relieve pressures on clinicians. Pre-session case discussions were introduced to maximise time with simulated patients and give students space to socialise. Content was modified to ensure functionality online and reflect the context of the pandemic. A total of 278 students and 24 facilitators participated in the telesimulation sessions. 98.1% of students (N=109) rated the sessions as very good or good. Students benefited from practicing skills, especially clinical situations which they would rarely encounter as students, and receiving feedback. Facilitators (N=6) felt that students learnt both skills for online consultations and skills that can be transferred to face-to-face situations, but were ambivalent on whether students would benefit more from face-to-face sessions.ConclusionsTelesimulation is a safe and effective option that offers additional opportunities for students to develop telemedicine skills. Going forward, telesimulation should complement face-to-face delivery to develop future clinicians who are proficient in both remote and face-to-face working.DisclosureNo significant relationships.

Fostering collaborative learning and leadership through near-peer mentorship among undergraduate nursing students.

Innovative teaching strategies in nursing education are essential with increasing enrollment. Collaborative learning and leadership (CLL) activities encourage near-peer learning through mentorship between senior-level and novice students while supporting teaching ratios in lab and clinical. In this study, senior nursing students' perceptions and performance during CLL activities were explored. Final-semester senior students participated in CLL activities and were evaluated on their leadership and engagement. Grading rubric results were summarized using descriptive statistics. Thematic analysis of students' post-CLL reflections supported common themes. Students' average scores (97.53%) confirm students were prepared and engaged in CLL activities. Senior students enjoyed "building confidence" through these activities, with a consistent theme of "becoming a leader," noted in reflections. Near-peer learning activities assisted senior students in development of leadership and communication skills, preparing them for nursing practice. Recommendations include developing instructions for varied CLL activities and exploring faculty perspectives regarding this experience.

Teaching with Technology—Matching Pedagogy with Purpose in Radiology Education

The response to pandemic-related teaching disruption has revealed dynamic levels of learning and teaching flexibility and rapid technology adoption of radiology educators and trainees. Shutdowns and distancing requirements accelerated the adoption of technology as an educational tool, in some instances supplanting in-person education entirely. Despite the limitations of remote interaction, many educational advantages were recognized that can be leveraged in developing distance learning paradigms. The specific strategies employed should match modern learning science, enabling both students and educators to mutually grow as lifelong learners. As panel members of the "COVID: Faculty perspective" Task Force of the Association of University Radiologists Radiology Research Alliance, we present a review of key learning principles which educators can use to identify techniques that enhance resident learning and present an organized framework for applying technology-aided techniques aligned with modern learning principles. Our aim is to facilitate the purposeful integration of learning tools into the training environment by matching these tools to established educational frameworks. With these frameworks in mind, radiology educators have the opportunity to re-think the balance between traditional curricular design and modern digital teaching tools and models.

What are the key elements of a positive learning environment? Perspectives from students and faculty.

The learning environment comprises the psychological, social, cultural and physical setting in which learning occurs and has an influence on student motivation and success. The purpose of the present study was to explore qualitatively, from the perspectives of both students and faculty, the key elements of the learning environment that supported and hindered student learning. We recruited a total of 22 students and 9 faculty to participate in either a focus group or an individual interview session about their perceptions of the learning environment at their university. We analyzed the data using a directed content analysis and organized the themes around the three key dimensions of personal development, relationships, and institutional culture. Within each of these dimensions, we identified subthemes that facilitated or impeded student learning and faculty work. We also identified and discussed similarities in subthemes identified by students and faculty.

Q&amp;A: What exactly do students need to learn anatomy? Finely designed dissection videos!

Learning human anatomy is challenging for medical students. With tremendous amount of anatomical content and limited time, students struggle to master the material and often get lost in the vast resources available. Faculty also strive to provide effective teaching approaches and create learning tools. Learning resources provided free to students at SKMC include textbooks, atlas, anatomy software, and a video‐atlas. However, previous studies have reported that only 2% of the students read the textbook and none of the resources provided received positive feedback from the majority of students. Frustration and stressfulness are common among students during their anatomy course. In order to identify what exactly students need to help reduce stress and improve learning, we established a close relationship and personal connection with many students in 2016‐2017. We generated anatomy learning tools in several different formats. Among these, a few of preliminary dissection videos received overall positive feedback from students. Beginning in 2017, we recorded a series of dissection review videos that are tailored to the integrated curriculum at SKMC. The videos covered the following body regions: back, thorax, abdomen, pelvis/perineum, upper/lower limbs, and neck/head. Class of 2022 was provided with these videos as supplement material. A survey was administrated to the class to collect feedback. 224 out of 268 students responded and the responding rate was 84%. 200 of 224 responses were complete and valid. 100% of the responding students watched the dissection videos. 98.5% strongly agreed and 1.5% agreed that these videos were helpful for their preparation for practical examinations. 47.5% strongly agreed, 40% agreed, 11.5% neutral and 1% disagreed that these videos were helpful for their preparation for the written examination. 93.5% strongly agreed, 5.5% agreed and 1% neutral that these videos were helpful for their overall understanding of the anatomy of particular body regions. 92% strongly agreed, 7.5% agreed and 0.5% neutral that these videos helped ease tension and stress before practical examinations. 99.5% responded yes and 0.5% said no, when asked “Would you like to see more dissection videos from Dr. Zhang for your future anatomy studies?” One concern from the faculty’s perspective was that students might use the videos as a substitute and skip cadaver lab dissection/review. In responding to this concern, 88.5% of the students indicated that they did not use the videos as a substitute for reviewing the actual cadavers in the lab. 11.5% responded “yes” but stated in their comments that the videos made their review of the cadaver more efficient (i.e., decreased the time they spent on the cadavers). Most of the students’ comments were passionate and emotional and expressed their appreciation to these videos.In summary, among the many teaching/learning resources we provided to students over many years, the dissection videos received by far the most overwhelming positive feedback from our students. We are continuing this project to provide more videos that cover more detailed anatomical content.

An Interactive Feedback Model for Enhancing Teaching and Learning in Dental and Undergraduate Medical Science Education

Introduction and ObjectiveAs higher education institutions transitioned to fully online teaching and learning environments due to the Covid‐19 pandemic, the importance of effective pedagogical models was reinforced. This unexpected and abrupt change of curriculum delivery from previously well‐established educational programs has not been without challenges, and subsequently identified a need for improvements in online teaching and learning practices. In September of 2020, a group of dental students and motivated faculty at Western University Schulich School of Medicine and Dentistry came together in response to the pandemic and established an online feedback model (V1). This feedback model created the foundation for a Students as Partners program (SaP). SaP programs provide students and faculty the opportunity to foster academic partnerships and together be part of the teaching and learning process. This program allowed dentistry students to provide real‐time feedback on curricular content and delivery as teaching and learning shifted online. In order to evaluate the impact a real‐time feedback model has in enhancing teaching and learning, it is crucial to determine whether the feedback model closes the feedback loop. Closing the feedback loop is a systematic process where student feedback is shared with students and faculty, timely actions are taken to implement changes from the student voice, and the effectiveness of actioned improvements is monitored.Materials and MethodsTo assess if the V1 feedback system closes the feedback loop to enhance teaching and learning, we distributed Qualtrics surveys with 7‐point Likert scale statements and free‐text response questions to obtain student and faculty perspectives on their awareness, use, and perceived effectiveness of the V1 feedback system.ResultsAfter collecting pilot data from students and faculty on their perspectives of the V1feedback system, changes were made to the model of SaP and essential elements were re‐established. The student perspective reported that 73% (n=11) of students disagreed that they were well aware of the V1 feedback system and its intended use, 78% (n=10) disagreed that the V1 feedback system provided a solution for real‐time improvements, and 80% (n=5) disagreed that they were notified of changes being made to the feedback they provided. These results identified closing the feedback loop was not taking place in this V1 model.ConclusionSince increasing the awareness of the SaP program, an updated feedback system (V2) that closes the feedback loop to enhance teaching and learning in dental and undergraduate medical science education was developed and is being evaluated. Further analysis will determine if the V2 feedback system closes the feedback loop in a real‐time feedback model.SignificanceThis research is intended to assist researchers in dental and undergraduate medical science education with a feedback model that elicits student voices while enhancing the teaching and learning experience.

Essential Anatomy for Required Clerkships: A Clinical Perspective

IntroductionRecent changes in undergraduate medical education (UME) include greater integration of basic and clinical sciences and a shorter preclinical curriculum. Kern’s six‐step approach to curriculum development first identifies a problem and then conducts a needs assessment. A problem identified in previous studies was a gap in anatomical knowledge as learners transitioned to clerkships. The purpose of this study was to focus solely on the perspective of clinical faculty in clerkships that are required by at least 50% of U.S. medical schools (AAMC, 2021) regarding the essential anatomy content for clinical practice. We hypothesized that clinicians in Family Medicine (FM), Emergency Medicine (EM), and General Surgery (GS) would rate anatomical structures in each region higher than Internal Medicine (IM), Pediatrics (PD), OBGYN (OB), Neurology (NU), and Psychiatry (PS).MethodsA survey was distributed to clinical faculty at 38 institutions in the U.S. and Canada. The survey asked participants to rank anatomical structures from seven body regions on a 1‐4 Likert‐scale (4=essential, 1=not important). The 3 and 4 rating response frequencies for each structure formed a basis for classifications of importance: structures rated 3 or 4 by ≥75.0% were essential, 50.0‐74.9% more important, 25.0‐49.9% less important, and 0.0‐24.9% not important. Kruskal‐Wallis non‐parametric 1‐way ANOVA determined if differences existed between clerkships.ResultsA total of 606 clinicians completed the survey: EM (N=40), FM (N=110), GS (N=85), IM (N=152), PD (N=80), OB (N=73), NU (N=47), PS (N=19). FM rated anatomical structures significantly higher than at least one other clerkship (p=0.006) in all regions. For all body regions, EM (p=0.005) and GS (p=0.002) rated anatomical structures higher than at least one other clerkship except for the back (EM and GS), and head and neck (GS). Combining the 606 responses, all anatomical structures were classified as essential or more important except the spinal meninges, neurovasculature of the thoracic wall, vessels of the face, the thymus, pelvic and cervical fascia, and lymphatics of the back, upper limb, and lower limb.ConclusionsClinicians within FM, EM, and GS consistently rated anatomical structures significantly higher than clinicians within other required clerkships. The majority of anatomical structures were considered essential or more important across all seven regions by respondents in the eight required clerkships.Significance/Implications: Devising a curriculum that explicitly addresses the gap in anatomical knowledge for learners transitioning to clerkships should be considered a priority for anatomy education. In this study, clinicians that teach within the required clerkships provided a curricular roadmap of the most essential anatomy for clinical practice. The data from this study can assist educators in focusing anatomical learning in the medical curriculum to the most essential content in order to best prepare their students for the required clerkships and future clinical practice.

Why do we fail to fail Undergraduate Medical Students? A Perception of Ophthalmology Faculty

Objective of study: To evaluate the ophthalmology faculty perspective on why they fail to fail undergraduate medical students. Place and duration: Medical colleges and universities of both public and private sectors, duration was three (3) months Study design: It was a cross sectional survey. Non-probability conventional non interventional sample was used. The data was analyzed by SPSS-25. Methods: Total 134 university examiners for undergraduate medical students from ophthalmology faculty were identified from the websites of both private and public sector medical universities and colleges of the Punjab, Pakistan. The ophthalmology faculty members with more than five years of experience as a faculty were included in the study. An online survey questionnaire was sent out through Google forms. The faculty members were given reminder twice. The responses are analyzed with SPSS-25. Results: Out of 134 ophthalmology examiners, 98 (73.13%) examiners responded to the questionnaire. Among the respondents, only 80 faculty members, 58 (72.5%) males and 22 (27.5%) females, with teaching experience of more than five years, are included in the data analysis. Fifty-four (55.10%) participants declared teaching experience of more than ten years while 26 (26.53%) had experience between five to ten years. Twenty-seven (33.75%) respondents had additional qualification in the field of medical education like certification, diploma, or master’s degree (CHPE or MHPE). Fifty-five respondents (68.75%) opted that a few unmerited students passed fourth professional medical university exam. Further, 47 (58.75%) respondents also agreed that they were failed to fail a few ineligible and inefficient undergraduate 4th year medical student while marking a viva voce interactive session, a mandatory section in practical examination, as an internal or external examiner, whereas 33 (41.25%) respondents disagreed with this statement. The top five reasons behind failure to fail, as identified by the respondents were poor assessment methods (50%), lenient examiners (37.5%), commendation by colleagues or administration (22.5%), irrelevant syllabus (12.5%) and pressure from college administration (10%). Mixed opinion regarding the standards of medical education in Pakistan was emerged, according to 45% participants “it is improving”, while 55% had opinion “it is deteriorating”. The top four suggestions opted by the participants regarding improvement in medical students’ assessment to avoid fail to fail phenomena, were “teachers should be more experienced” (60%), “strictly following the criteria of 75% mandatory attendance set by university while sending students admission for university exam” (50%), “revision of admission criteria while selecting first year medical students” (25%) and “adoption of honest policy by administration while selecting students for admission in medical college” (10%). About 60 (75%) examiners felt the need to revise ophthalmology syllabus for under graduates. Conclusion: Being a medical teacher and an examiner is considered as an honour as well as a great responsibility because their students are going to be the future serving doctors, dealing with human life. An unsafe physician or surgeons is neither desirable for doctors’ community nor for the society. Examiners should be more trained, more experienced, and able to assess the failing student if he or she is inadequate, deficient, or not meeting the required standard without any bias. The formative assessment should be dependable, reliable, and rigid as compared to summative assessment and failing a student should be considered as providing them a second chance for their improvement rather than producing an inadequate or incompetent doctor. The standardized admission criteria and merit policies need to be followed. The ophthalmology syllabus should be revised as it needs to be more community oriented and precise. Key Word: Medical student, medical teacher, ophthalmology, examiner, fail.

Perspectives on Anti-Black Racism and Mitigation Strategies Among Faculty Experts at Academic Medical Centers

Black faculty and trainees remain underrepresented in academic medicine because of systemic racism. Years of diversity and inclusion efforts have not succeeded in eliminating the unique challenges faced by Black faculty in academic medicine. To elicit expert faculty perspectives on anti-Black racism in academic medicine based on lived and/or professional experience and to solicit recommendations for an intervention for faculty to dismantle anti-Black racism within academic medical centers. This qualitative study included semistructured interviews with experts in understanding and dismantling anti-Black racism within academic medical centers. Participants had expertise in anti-Black racism through their lived experience as a Black faculty member and/or professional experience in diversity, equity, and inclusion efforts. Participants were recruited from academic medical centers from around the United States. Interviews were conducted through an online meeting platform, audio recorded, transcribed verbatim, and subsequently coded following an inductive qualitative description approach. Interviews were completed between October 2020 and March 2021. Outcomes include the experiences of Black faculty and trainees in academic medicine and recommendations for developing an intervention to dismantle anti-Black racism within academic medicine. A total of 16 participants completed this study; most identified as Black or African American (9 [56%]) and female (10 [63%]). Results were sorted into 2 content domains, with several themes within those domains: (1) barriers faced by Black faculty and trainees and potential solutions and (2) recommendations for an intervention directed at faculty to dismantle anti-Black racism in academic medicine. Barriers faced by Black faculty and trainees included lack of representation; challenges with the recruitment, retention, and promotion of Black faculty; and experiences of microaggressions and overt racism. Participants suggested that an intervention should have a comprehensive learning objective; be mandatory for all faculty, with the exception of Black faculty; draw from outside expertise; and receive allocation of resources and funding equal to other important training modules. The findings of this study affirm prior work about the unique challenges faced by Black faculty and trainees in academic medicine because of interpersonal and institutional racism and build on this prior work by soliciting recommendations to guide intervention development. An intervention to dismantle anti-Black racism within academic medicine is urgently needed and will require leadership buy-in and financial commitments from institutions for effective development and implementation.

Social work ‘voice’ and interprofessional education: factors beyond professional culture

ABSTRACT Interprofessional education (IPE) ideally trains students from various disciplines together. Social work historically has lower status and power in the healthcare hierarchy, and little is known about how status differentials affect ‘social work voice’ during IPE. We explored ‘social work voice’ during an IPE event through social work students’, other disciplines’ students’, and social work faculty perspectives. We share the lessons learned from reflecting on events that occurred during the IPE event and during students’ and facilitators’ debriefing. Surveys were sent to all social work attendees and a random selection of students from other disciplines, with lower response rates than desired. A focus group was conducted with the social work facilitators. IPE attendees valued learning with varied disciplines. The social work contribution was acknowledged as unique and valued by other disciplines, even when social work students did not expect to be valued. Serendipitously, an interaction between social work students illustrated the obvious yet seldom recognized importance of students’ cultural influences. IPE organizers and faculty must attend to cultural and gender inputs when assisting social work (and other) students to find their ‘voice.’

STEM Faculty Mentoring and Advising at an Urban Hispanic-Serving Community College

ABSTRACT This article provides a detailed description of how faculty mentoring and advising occurred at an urban Hispanic-serving community college for future replication. Three research questions were pursued: (1) What were the most important successes and challenges? (2) What are the key components of a faculty mentoring and advising program? (3) What theoretical approaches in the existing research best align with these results for use in future faculty mentoring and advising programs? Data was analyzed from two grant-funded projects (NSF STEP and ED HSI STEM). Quantitative and qualitative data included program and administrative data, two faculty mentor focus groups, an online faculty survey, and an online student survey. Taken together, the results emphasize the multifaceted nature of the STEM faculty mentoring and advising program from the perspective of students, faculty, and STEM counselors. Six key components emerged from the results: (a) an approach to faculty release time; (b) tracking student outcomes using available administrative and program data; (c) program wide aspects; (d) readiness to address challenges; (e) qualities of faculty mentors; and (e) qualities of STEM counselors. Similarities with existing research were found across multiple theories. Most notable was how mentors and advisers simultaneously addressed the psychosocial and academic needs of students, provided both academic and interpersonal validation, created meaningful social relationships, addressed the psychological, social, and cultural needs of Latinx students, and used proactive advising. These results can be utilized by other programs to increase the number of Latinx students in the STEM workforce.

Student, Staff, and Faculty Perspectives on Intimate Partner and Sexual Violence on 3 Public University Campuses: Protocol for the UC Speaks Up Study and Preliminary Results.

BackgroundIntimate partner and sexual violence are pervasive public health issues on college and university campuses in the United States. Research is recommended for creating and maintaining effective, relevant, and acceptable prevention programs and response services for student survivors.ObjectiveThe University of California (UC) Speaks Up study aims to examine factors contributing to intimate partner and sexual violence on 3 UC campuses and use the findings to develop and test interventions and policies to prevent violence, promote health, and lay the groundwork for subsequent large-scale quantitative research.MethodsA mixed methods study was conducted at UC Los Angeles, UC San Diego, and UC Santa Barbara. Phase I (2017-2020) involved a resource audit; cultural consensus modeling of students’ perceptions of sexual consent; in-depth interviews (IDIs) and focus group discussions with students to understand perceptions of campus environment related to experiences as well as prevention of and responses to violence; and IDIs with faculty, staff, and community stakeholders to investigate institutional and community arrangements influencing students’ lives and experiences. Phase II (2020-ongoing) involves IDIs with student survivors to assess the use and perceptions of campus and community services. Qualitative content analysis is used to generate substantive codes and subthemes that emerge, using a thematic analysis approach.ResultsIn January 2019, we conducted 149 free-listing interviews and 214 web-based surveys with undergraduate and graduate and professional students for the cultural consensus modeling. Between February 2019 and June 2019, 179 IDIs were conducted with 86 (48%) undergraduate students, 21 (11.7%) graduate and professional students, 34 (19%) staff members, 27 (15.1%) faculty members, and 11 (6.1%) community stakeholders, and 35 focus group discussions (27/35, 77% with undergraduate students and 8/35, 23% with graduate and professional students) were conducted with 201 participants. Since September 2020, 50% (15/30) of the planned student survivor interviews have been conducted. This segment of data collection was disrupted by the COVID-19 pandemic. Recruitment is ongoing.ConclusionsData analysis and phase II data collection are ongoing. The findings will be used to develop and test interventions for preventing violence, promoting health and well-being, and ensuring that survivor services are relevant and acceptable to and meet the needs of all individuals in the campus community, including those who are typically understudied. The findings will also be used to prepare for rigorous, UC–system-wide public health prevention research.International Registered Report Identifier (IRRID)DERR1-10.2196/31189