Faculty Scholarly Research Articles

A Dedicated Research Rotation Increases Orthopaedic Residency Scholarly Activity

Introduction: Although clinical research has traditionally been a part of orthopaedic residency, there are now certain core requirements created by the Accreditation Council for Graduate Medical Education (ACGME), which outline the type of research activities to be completed during residency. However, there are no specific details included in the ACGME guidelines regarding how these milestones are to be met. Nor is there specificity regarding expectations of scholarly activity to be completed by the time of graduation. There is a paucity of literature demonstrating the effectiveness of implementing a dedicated research block in an orthopaedic surgical residency, especially in the community setting where limited research-related resources are available. Methods: We implemented a dedicated research rotation along with a set of research milestones and guidelines at our single orthopaedic surgery community residency program. A search was performed through PubMed using residents’ and faculty members’ names to find publications included a 7-year period from 2015 to 2022 to determine number of publications by residents and faculty. Scholarly activity of faculty was analyzed and quantified using self-reported annual surveys. Results: The average annual number of resident publications (by all 25 residents) increased from 2 to 26 after implementation of a dedicated research rotation. Faculty’s scholarly activity, as measured by the following criteria, increased as well: number of publications (from 22 to 55), conference presentations (from 51 to 83), and other presentations (from 43 to 72). Conclusion: Implementation of a dedicated research rotation in a community orthopaedic residency program is associated with an increased publication rate in major academic journals among residents and faculty. There is also an observed association with implementation of a dedicated resident research rotation and an increase in faculty scholarly activity satisfying ACGME faculty requirements.

Faculty scholarly productivity in APA-accredited counseling psychology programs: gender and racial disparities

Faculty scholarly productivity in APA-accredited counseling psychology programs: gender and racial disparities

Learning to SuRRF: Sustained Engagement and Increased Academic Productivity Over Two Years of a Resident-Led Virtual Laboratory

To determine if implementation of a resident-led virtual laboratory can sustain increased engagement and academic productivity in residents and faculty. We developed and introduced a multimodal virtual Surgery Resident Research Forum (SuRRF) in July 2019. SuRRF utilizes monthly virtual lab meetings, weekly newsletters, a centralized database of projects, project tracking tools, and a shared calendar of deadlines to facilitate research among surgical residents. Data on number of participating residents, faculty, and projects across SuRRF meetings at 1-year (7/2020) and 2-years post-implementation (9/2021) were collected to evaluate engagement. Institutional ACGME Resident Scholarly Activity and Faculty Scholarly Activity reports were evaluated for the pre-SuRRF implementation (2018-2019) and post-implementation (2020-2021) academic years to assess productivity pre- and post-implementation. Three tertiary academic hospitals of a single health system in New York. All residents in our general surgery program during the study period, including research residents, were eligible to participate in our study. At 1-year, there were 2 attendings, 13 residents, and 23 projects, compared to 12 attendings, 25 residents, and 42 projects at 2-years post-implementation. Post-SuRRF implementation, residents had significantly more publications (0.56 ± 0.15 vs. 1.10 ± 0.15, p = 0.005), textbook chapters (0.00 vs. 0.010 ± 0.044, p = 0.014), research participation (p < 0.01), and scholarly activity (p = 0.02). Post-SuRRF, faculty had significantly more publications (0.74 ± 0.15 vs. 2.20 ± 0.33, p < 0.001) and scholarly activity (p = 0.006). SuRRF promotes exposure to projects and resources and increases collaboration and peer-to-peer mentorship. Our experience with SuRRF suggests that resident-led virtual laboratories may increase peer-reviewed publications and improve resident and faculty engagement in scholarly activity, thus supporting academic growth.

Promoting a research culture in family medicine: Five years of scholarly works and activities group.

The professional advancement of Family Medicine faculty requires contributions in the form of clinical service, teaching, and scholarly activity. While teaching and clinical work are part of the everyday routine of faculty members, a research culture can be challenging to build. Our department started a Scholarly Works and Activities Group (SWAG). The group's aim is to promote a collegial, collaborative research culture in the department. Meetings occur monthly, and faculty have the opportunity to discuss scholarly projects with peers, as well as promotion/tenure goals. Minutes from each meeting are sent to all faculty members in the department. The aim of this retrospective study was to determine if SWAG meetings impacted faculty scholarly activity. Data were collected on presentations, publications, and collaborations from Curriculum Vitae (CVs), and were compared between 5 years prior to the intervention and the 5 years since. Results indicated increased scholarly activity in the time period during the SWAG group meetings. Faculty presentations increased by 34% while faculty publications more than doubled (221% increase), with publications constituting a small Cohen's d effect size. Interestingly, faculty collaboration did not increase. Two faculty members were promoted during the 5 years study period, and the total number of faculty who published went from three to eight. Implementation of a monthly SWAG meeting led to an increase in faculty peer reviewed publications. Furthermore, two faculty members were promoted during the time of the intervention. A monthly faculty meeting, even when brief, can help promote and build a research culture.

Fostering student and faculty scholarship in an accelerated three-year medical school.

Background: In acknowledgement of the importance of research competency in academic medicine, an extracurricular student research program and faculty development researcher pathway was developed to promote scholarly productivity at New York University (NYU) Long Island School of Medicine (LISOM), a three-year accelerated Liaison Committee on Medical Education (LCME)-accredited medical school. The aim was to enhance medical students' and faculty scholarly productivity, by creating new training programs targeting research skills and academic collaboration. Impact was assessed by initial review of the extracurricular student research program and faculty development researcher pathway. Methods: Electronic surveys via Google were sent out to all current (n = 72) students on 9/20/2021 and the faculty identified based on their primary appointment to NYU LISOM in the learning management system on 9/17/2021 to determine participation in research, presentation of research findings, satisfaction with the program, and research opportunities for students. Student scholarly productivity was tracked using PubMed, restricted to search years 2020 through 2022. For the faculty development researcher pathway, publications were tracked for each participant before and after completion of the program, with pre- and post-completion dates ranging from 2012 through 2020. Results: Student survey results (29 responses out of 72) indicated 28% of students were involved in research with institutional faculty and 59% were interested in starting a research project. Most students involved in extracurricular research were satisfied with their experience and eight students have publications with faculty. For the faculty development researcher pathway, 35% of the participants increased publications after program graduation. Conclusions: Outcomes from the student research program and faculty researcher pathway were positive regarding student research engagement and faculty scholarly productivity, though long-term outcomes are yet to be evaluated. Progress will be tracked as students continue through undergraduate and graduate medical education, and as both students and faculty progress throughout their career.

Representing Law Faculty Scholarly Impact: Strategies for Improving Citation Metrics Accuracy and Promoting Scholarly Visibility

This article examines the new U.S. News scholarly impact ranking and its use of HeinOnline as a data source. It compares law journal and interdisciplinary scholarship citation metrics and explores how the exclusion of the latter may severely skew scholarly impact rankings against some law schools. The remainder of this article suggests strategies to improve the accuracy of citation metrics for legal scholars and to promote the visibility of their scholarship.

Mentorship: An Assessment of Faculty Scholarly Production, Mode of Doctoral Work, and Mentorship

ABSTRACT Students working toward a doctoral degree have traditionally been required to maintain a residency requirement and receive mentorship from an advisor. Over time, technological advancements have led to more students receiving mentorship through remote means such as e-mail and other electronic forms of communication. The role mentorship plays in developing doctoral students can be assumed to be important; however, little research examines what role mentorship might have on the long-term success of the student’s scholarly productivity later in his or her academic career. This study used a quantitative approach through an online survey to find whether faculty productivity was influenced by different mentorship factors. This study found that graduate students who are engaged with their mentor on multiple projects during their doctoral degrees are more likely to be productive faculty members and graduate students who communicate with their mentor more often were more likely to be productive scholars. This study also found that higher scholarly productivity was found with graduates who obtained a face-to-face terminal degree versus graduates who obtained a blended or fully online degree. The authors recommend that graduate student mentors should find ways to involve graduate students in meaningful and purposeful projects that have clear connections to facets of research in online formats. Findings are unique by examining faculty perceptions of mentorship during graduate training measured against current faculty productivity adding value to the research community by noting areas where graduate student mentors might be most likely to influence the long-term success of their advisees.

Diversity and Discrepancies in Water‐related University Rankings: Is There a Need for More Consistency or Is There Value in Breadth?

Diversity and Discrepancies in Water‐related University Rankings: Is There a Need for More Consistency or Is There Value in Breadth?

Scholarship Does Not Have to Be Hard

Scholarship is an important part of the academic environment. It’s one of three main areas used to evaluate faculty for promotion and tenure, but the idea of a scholarly mindset touches multiple elements of academic pharmacy for both faculty and students. American Council for Pharmacy Education (ACPE) Accreditation Standards 2016 include an expectation of faculty scholarship, saying “The college or school creates an environment that both requires and promotes scholarship and also develops mechanisms to assess both the quantity and quality of faculty scholarly productivity.” 1 The 2011-12 American Association of Colleges of Pharmacy Academic Affairs Standing Committee report advocated a scholarly approach to teaching, defined as “...[going] beyond content knowledge and preparing and delivering lecture content to include evidencebased practice and pedagogical knowledge of teaching and motivation best practices.” 2 ACPE’s Standards 2016 also support the importance of a scholarly mindset for students, saying they should be prepared for “Evaluation of research methods and protocol design required to conduct valid and reliable studies to test hypotheses or answer research questions, and to appropriately evaluate the validity and reliability of the conclusions of published research studies.” 1 The Pharmacists Patient Care Process, widely endorsed and supported by professional pharmacy organizations, can be described as a scholarly approach to patient care, with data collection and assessment steps familiar to anyone experienced with experimental design.3

A Survey of Psychiatry Course Offerings for Fourth-Year Medical Students.

Fourth-year course offerings seem to vary widely among psychiatry departments with some offering a wide selection while others offer little or unspecified opportunity. The purpose of this study was to learn the distribution and diversity of fourth-year medical school psychiatry courses and identify unique course offerings that may inspire other departments. The authors compiled a list of US allopathic medical schools accredited by the Liaison Committee on Medical Education (LCME) using the LCME website. They accessed each school's website catalog and recorded all psychiatry electives available to fourth-year students listed in the catalog or the Visiting Student Application Service® (VSAS®) database. The authors calculated median published course offerings per department and categorized each course according to learning opportunity. The authors identified 142 fully accredited allopathic medical schools of which n = 126 listed fourth-year medical student courses on their website or through VSAS. The median number of fourth-year psychiatry course offerings per school was 6 (range, 1-22). The most frequently offered courses were inpatient psychiatry (n = 105 schools), child and adolescent psychiatry (n = 95), and consultation psychiatry (n = 84). The authors also identified unique enrichment courses in media, women's health, ethics, research, and cultural psychiatry. The fourth-year curriculum varies widely among institutions. Hypotheses to be tested are if prioritizing robust fourth-year rotations include improved resident readiness, improved retention of home students into the training program, improved recruitment of visiting students, increased faculty scholarly activity and career development, and improved recruitment into the subspecialties.

Creating a guide for reflective practice: applying Dewey’s reflective thinking to document faculty scholarly engagement

ABSTRACT This article introduces the creation of a guide for reflective practice to document faculty scholarly engagement. As the editor for a journal designed to showcase scholarship of application and integration, I recognized the need for a guide to help faculty structure reflective practice and document their practical and scientific contributions. John Dewey's seminal framework on reflective thinking was used as a conceptual scaffolding to create the guide. There is a discussion of the challenges in interpreting Dewey’s work in creating the guide, and I explain choices made that deviate from Dewey’s original work on reflective thinking. I recommend expanding the guide to a method that education researchers or scholar-practitioners could use to systematically inquire about problems of practice.

Predictors and Barriers to Faculty Scholarly Activity in United States Urology Residency Programs

ObjectiveTo determine factors and barriers associated with scholarly activity among faculty members at urology residency programs in the United States. MethodsAn online survey was sent to all 134 urology residency program directors. The survey assessed program characteristics including size, location and definition of scholarly activity. It assessed available support for and barriers to resident scholarly activity, faculty participation in scholarly activity and mentorship of residents. Linear regression analysis was used. ResultsWe had a 40% response rate (N = 40). Faculty attitudes toward conducting scholarly activity (P < .001) and lack of a research curriculum (P = .05) were barriers to the outcome ‘participation in scholarly activity’. Faculty attitudes toward conducting scholarly activity was also a barrier to the outcomes ‘mentorship of residents’ (P = .004) and ‘publication of at least 1 paper’ (P = .004). Available statistician was positively associated with the outcomes ‘publications’ (P = .062) and ‘presentations’ (P = .032). A minimum requirement of a local presentation (P=0.04) and chairman support (P = .015) were positively associated with the outcome ‘presentation at a conference.’ ConclusionTraining residents in research matters for the resident, the institution and future generations of surgeon scientists. Higher levels of faculty scholarly activity were associated with a minimum requirement for residents to submit a manuscript for publication, strong chairman support for resident research, and the availability of a statistician. A common barrier to faculty scholarly activity, publications, and resident mentorship was faculty attitudes toward resident scholarly activity. Urology residency programs seeking to prioritize scholarly activity among faculty should consider these factors.

Academic Social Scientists Use Patterns of Scholarly E-journals

ABSTRACTThe study aimed to investigate Social Science academics’ scholarly use of information sources with particular focus on use patterns of e-journals. In this quantitative study, a questionnaire was distributed to 228 faculty members of various disciplines, that include the faculty of Social Sciences, Economics and Management Sciences, Education, Law and Commerce in University of the Punjab, Lahore Pakistan. Out of 228 participants, 118 respondents returned the questionnaire and the response rate of the survey was 52%. The results of the study showed that most of the faculty from the Social Science disciplines used e-journals, online reference sources, e-reports and print information sources to meet their academic and research needs. The least used sources were e-books, online indexing and abstracting services and e-theses. They accessed articles through General search engines, Google Scholar and Open Access e-journal websites more than subscribed sources of e-journals. They identified e-journal articles through chaining, searching and browsing method. Previous researchers also conducted studies to examine the Social Science faculty scholarly use of information sources and information-seeking habits; however, there were few studies examining Social Scientists use patterns of e-journals. In this backdrop, this study fills the gap by examining Social Science faculty patterns of using e-journals in Pakistan.

Does Reward System Affect Employee’s Performance? A Case Study of Faculty in Covenant University, Ota, Ogun State of Nigeria

The central objective of this study was to assess the effect of reward system on employee performance, the role Covenant University's reward system plays in influencing the scholarly output of her faculty members and the significant effect that the Covenant University's reward system has on the number of authors that publish articles in SCOPUS Indexed journals in doing this, the study examined the impact of Covenant University's reward system on faculty's performance. To achieving this, the study established that there are indicators to measure research prowess of a faculty namely: number of articles indexed in SCOPUS, number of citations and the number of authors. In rewarding faculty for their performance, Covenant University evolved reward policies on Publication Support, Conference Support, Promotion, and Staff Development Support. These policies provide that employees will receive full payment to publish their articles in SCOPUS as well get support to attend conferences indexed in SCOPUS. The reward system also permits faculty to use these publications to seek for academic promotions in the University. In collating data, the study used secondary data by exploring the total number of publications, citations and authors indexed in SCOPUS for Covenant University over a period of 12months. Findings reveal that there is indeed a direct impact of these approaches to reward on the performance of Covenant University's faculty's scholarly output.

A comparison of scholarly productivity among current professors who obtained terminal degrees

ABSTRACTAlthough scholarship is important in higher education and faculty productivity expectations are continually increasing, we still do not understand the holistic view of faculty productivity. This study takes a different viewpoint on faculty productivity examining differences by university classification and by discipline. Most importantly, we sought to obtain the effects of the delivery mode of terminal degree on later faculty productivity. The mode of terminal degree via Internet delivery looks attractive to students, but this study found that this has implications for future research productivity. These three elements illustrate a different scope that has important implications for administrative leaders looking to hire future faculty as well as students thinking about becoming a future faculty member. To capture this view, 600 faculty members from 59 American universities were surveyed. From this survey, five different variables emerged to create an overall faculty scholarly productivity factor. This factor was then compared against university classification, discipline, and mode of terminal degree. Results showed surprising significant differences between university classifications and disciplines as compared to scholarly productivity. One of the most noteworthy findings was that there is a significant difference in faculty productivity based on the mode of terminal degree. Furthermore, no difference in later faculty scholarly productivity exists between that of a hybridized, online degree and a purely online degree. Again, these results indicate significant finds which have a high influence on faculty scholarly productivity, which holds important implications for the future of the university.

Casting a Wider Net: an Analysis of Scholarly Contributions of Behavior Analysis Graduate Program Faculty.

As interest in careers in behavior analysis has grown, there has been a concomitant increase in the number of training programs providing coursework in behavior analysis. There is a growing need for indices of quality of these programs, with some authors recently suggesting that faculty research productivity might serve as one indicator of program quality. We continue this conversation, taking a broad view of faculty scholarly contributions by conducting a search of all articles authored by instructors in graduate-level Behavior Analyst Certification Board verified course sequences (VCSs) and published from 2000 to 2015 in peer-reviewed journals indexed by the PsycINFO database. The resulting list includes 8,906 publication records in 715 journals, authored by 1,232 instructors from 224 programs. Our analysis suggests that graduate-level VCS instructors have published in a broad array of journals and topic areas. We discuss implications of these data for prospective students' evaluations of program quality and fit.

Effect of Undergraduate Research Output on Faculty Scholarly Research Impact

Abstract&#x0D; &#x0D; Objective – In the context of the ongoing discourse about the role of Institutional Repositories (IRs), the objective of the study is to investigate if there is any evidence of a relation between undergraduate student activity in an IR and the impact of faculty research. &#x0D; &#x0D; Methods – The data used for the study is representative of six academic departments of the College of Science and Mathematics (CSM) at California Polytechnic State University (Cal Poly). Digital Commons@Cal Poly (DC) is the IR supported by the library. Regression analysis was used to investigate the interdependence between faculty research impact (dependent variable) and undergraduate student repository activity (independent variable). For each department, faculty research impact was quantified as a measure of the citation counts for all faculty publications indexed in Web of Science (WoS) between January 2008 and May 2017. Student repository activity was quantified for each department in two ways: (1) total number of student projects deposited in DC since 2008 (Sp) and (2) total number of student project downloads from DC (Sd). The dependent variable was regressed against each of the two elements of student repository activity (Sp and Sd), and the resulting statistics (sample correlation coefficients, coefficients of determination, and linear regression coefficients) were calculated and checked for statistical significance. &#x0D; &#x0D; Results – The statistical analysis showed that both components of student repository activity are positively and significantly correlated with the impact of faculty research quantified by a measure of the citation counts. It was also found that faculty repository activity, although positively correlated with faculty research impact, has no significant effect on the correlation between student repository activity and faculty research impact. &#x0D; &#x0D; Conclusion – The analysis considers two distinct groups of publications: one group of student publications (senior projects) from six academic departments, which are deposited in an open repository (DC), and one group of publications (not necessarily represented in DC) of faculty affiliated with the same six departments and whose citation impact is believed to be affected by the first group. The statistical correlation between student repository activity and faculty research impact can be seen as an indication that an active, open IR centered on collecting, preserving, and making discoverable student research output has a positive impact on faculty’s research impact. More research that includes additional factors and uses a larger data set is necessary to arrive at a definitive conclusion.

Job satisfaction as a moderator on the relationship between burnout and scholarly productivity among counseling faculty in the U.S.

This study examined the relationship between faculty burnout and scholarly productivity, as well as job satisfaction as a moderator, among 251 counseling faculty in the U.S. Faculty burnout was predictive of scholarly productivity. Job satisfaction moderated the relationship between faculty burnout and scholarly productivity. Implications for counseling faculty and higher education institutions are discussed.

The scholarly productivity and work environments of academic pharmacists.

Productive faculty are key to generating new knowledge and advancing pharmacy practice. The work environments of academic pharmacists are critical to their vitality, commitment, and longevity. To (1) identify correlates of faculty scholarly productivity and teaching effectiveness, considering personal and environmental characteristics; (2) determine the relationship between a faculty's perception of organizational citizenship behaviors they witness with the organizational culture of their employing college/school of pharmacy; and (3) describe the relationship between organizational climate, job satisfaction, and commitment of academic pharmacists. A self-administered survey was disseminated to a random sample of U.S. academic pharmacists acquired from AACP list-servs. The survey measured perceptions of their organization's culture, the organizational citizenship behaviors they witness at their institution, their job satisfaction, teaching load and productivity, and scholarly productivity based upon peer-reviewed scholarly papers accepted. Both bivariate and multivariate (regression) procedures were employed to identify factors most responsible for explaining academic pharmacist's work environment. Responses were received from 177 of 600 survey recipients. Faculty reported having had accepted 10.9±13.6 papers in peer-reviewed journals during the previous 5 years, with most of those in journals with relatively low Impact Factor scores. Faculty productivity was related to type of academic institution employed, teaching effectiveness, job satisfaction, and other factors. Organizational citizenship behaviors and organizational culture was seen similarly by faculty of varied ranks and experience levels. Commitment to remain at the current college/school of pharmacy was highly associated with culture, climate, and job satisfaction conditions. The results provided evidence for a strong connection or nexus between teaching and research effectiveness. Organizational culture of academic pharmacy programs is highly important for faculty vitality and commitment. The findings should be helpful for academic leaders in devising programs for mentoring, development, and retention of faculty.

The Academic RVU: Ten Years Developing a Metric for and Financially Incenting Academic Productivity at Oregon Health &amp; Science University

Established metrics reward academic faculty for clinical productivity. Few data have analyzed a bonus model to measure and reward academic productivity. This study's objective was to describe development and use of a departmental academic bonus system for incenting faculty scholarly and educational productivity. This cross-sectional study analyzed a departmental bonus system among emergency medicine academic faculty at Oregon Health & Science University, including growth from 2005 to 2015. All faculty members with a primary appointment were eligible for participation. Each activity was awarded points based on a predetermined education or scholarly point scale. Faculty members accumulated points based on their activity (numerator), and the cumulative points of all faculty were the denominator. Variables were individual faculty member (deidentified), academic year, bonus system points, bonus amounts awarded, and measures of academic productivity. Data were analyzed using descriptive statistics, including measures of variance. The total annual financial bonus pool ranged from $211,622 to $274,706. The median annual per faculty academic bonus remained fairly constant over time ($3,980 in 2005-2006 vs. $4,293 in 2014-2015), with most change at the upper quartile of academic bonus (max bonus $16,920 in 2005-2006 vs. $39,207 in 2014-2015). Bonuses rose linearly among faculty in the bottom three quartiles of academic productivity, but increased exponentially in the 75th to 100th percentile. Faculty academic productivity can be measured and financially rewarded according to an objective academic bonus system. The "academic point" used to measure productivity functions as an "academic relative value unit."