Full-time Attendance Research Articles

Internally versus externally trained residents and fellows hired as attendings at a large integrated healthcare system: a 20-year retrospective study

BackgroundThere remains a question of whether graduates trained internally are different than those trained elsewhere. We examine the difference between physicians trained within our Graduate Medical Education (GME) programs versus physicians trained elsewhere. Our large integrated healthcare system is unique in addressing this objective due to its large physician labor hiring needs across different specialties of GME graduates.MethodsA retrospective review was performed from Jan 2000 to August 2020 of Kaiser Permanente Southern California (KPSC) physicians hired: KPSC GME trained versus non-KPSC GME trained. We examined five variables: retention, leadership (current or historical), physician relations cases, member appraisal of physician and provider services survey (MAPPS) scores, and rate of board certification. Chi-square test of proportions was used for comparison, p < 0.05 was significant.ResultsFrom Jan 2000 to August 2020, 2940 residents and fellows graduated from KPSC GME programs, of which 1127 (38%) were hired on at KPSC as full time attendings. Across all five metrics (Retention 82% vs 76% (p = < 0.01), Leadership [current 13% vs 10% (p = < 0.01)or historical 17% vs 14% (p = 0.01)], Physician Relations 23% vs 26% (p = 0.04), MAPPS 75% vs 69% (p = < 0.01), and Board Certification 81% vs 74% (p = < 0.01)), KPSC outperformed non-KPSC GME-trained physicians to a statistically significant degree.ConclusionsWe have shown that an internally sponsored GME program can represent an opportunity for recruitment of physicians that may have higher retention rates, higher probability of being physician leaders, decreased likelihood of physician relations issues, improved patient satisfaction, and increased rates of board certification.

‘Caring as a Female Concern’: Social Work Students’ Choices within the Boundaries of care

Abstract Australian social work university cohorts are increasingly made up of female, mature-aged students. The Australian Association of Social Workers (AASW) mandates a requirement of 1,000 h of unpaid field education across two placements, with full-time attendance as the norm. There is a growing body of research that suggests students experience financial, social, emotional and psychological stress during lengthy unpaid field placements. Yet little is currently known about the impacts specific to female students who have caring responsibilities at the time of their placement. In response, this initial Honours research conducted by a student with this lived experience explored the experiences of fifteen female social work students who had caring responsibilities at the time of their field placements. The analysis was situated in a feminist paradigm and generated five themes from the student responses, and this article focuses on one theme, ‘caring as a female concern’. The findings suggest that mature aged female students who juggle caring responsibilities, unpaid placement and other life responsibilities are particularly disadvantaged at the time of field placement, to the detriment of their own and their families’ financial, social, emotional, and psychological wellbeing. It calls for urgent changes to the AASW accreditation standards.

A Systematic Review and Meta-Analysis of Dual Enrollment Research

Given the current surge in student participation in dual enrollment programs, an updated synthesis of literature relating to how these programs impact students is warranted. Furthermore, while there are qualitative literature reviews relating to dual enrollment and student outcomes, there has not been a quantitative synthesis of literature relating to the findings of this research. Accordingly, we conduct a quantitative literature review involving the academic outcomes of higher education enrollment, persistence, performance, and degree attainment. Using meta-analytic techniques, we find that across the 162 study effect sizes included in our analysis, participation in dual enrollment programs was positively associated with grade point average (GPA), total earned college credits, college enrollment, early persistence, degree attainment, and full-time attendance. Also, we find negative associations between dual enrollment and time to graduation and total semesters enrolled in college, indicating these programs can help students graduate college more quickly.

Zdravotná gramotnosť študentov ošetrovateľstva

Objective: To identify the health literacy status of nursing students. Methodology: We carried out the research in 5 universities of the Slovak Republic in the period from October 2022 to January 2023. The group consisted of 222 respondents who studied nursing. We used non-parametric tests (Kruskal-Wallis analysis of variance ANOVA, Mann-Whitney Utests and Friedman analysis of variance). Results: Health literacy of students is conditioned by the form of study. we noted statistically significant differences in their health literacy in six domains: Feeling understood and supported by health care providers, H(2) = 9.879, p = 0.007. Social support for health, H(2) = 12.267, p = 0.002, ability to actively cooperate with health care providers, H(2) = 9.162, p = 0.010. Navigating the health care system, H(2) = 16.946, p &lt; 0.001, being able to find good health information, H(2) = 12.838, p = 0.002, and understanding health information enough to know what to do, H(2) = 13.111, p = 0.001. Conclusion: Overall, in the studied areas, students of the full-time attendance form of study and the external form of study achieved a significantly higher level of health literacy than students of the full-time form of study studying with the combined method.

Status of Women in Neurosurgery: Results from a National Survey in Italy

Gender inequity in surgery has increasingly been a matter of debate. Contributions of female neurosurgeons to academic medicine and societies are poorly highlighted. The aim of this study was to evaluate several aspects of the professional and work-life balance of female neurosurgeons in Italy. Data of the female neurosurgical population were extracted from a general 83-item questionnaire administered to a total of 3242 respondents. The survey was composed of multiple-choice questions investigating demographics, surgical training and practice, satisfaction, mentorship, discrimination, and harassment. A total of 98 female neurosurgeons were included. Most responders were married or cohabiting (49%). Thirty-nine (43%) were planning to have children, and 15 of them (44%) stated the reason they still didn't have any was because of professional constraints. Seventy (71%) women were neurosurgeons with an academic position (residents or academics) and 28 (29%) were full-time attendings. Most of the female neurosurgeons are satisfied with their work: sometimes (35%), often (20%), and always or almost always (20%). Most of them (45%) stated they are rarely victims of harassment, but 66% think that they are treated differently because they are women. A similar rate for a poor and fulfilling work-life balance (34% and 35%, respectively) was detected. The majority of participants (89%) had encountered a role model during their career, but in only 11% of cases was that person female. Even though the rate of satisfaction among female neurosurgeons in Italy is high, some of them experienced gender discrimination, including incidents of sexual harassment and microaggressions. Policies including job sharing paradigms, consistent and meaningful options for parental leave, mentorship programs, equal and fair remuneration for equal work, and zero tolerance for harassment should be encouraged.

Experience of istance Learning D Under Emergency Conditions of the COVID-19 pandemic

Abstract : Actions to organize learning under the conditions of coronavirus pandemic (COVID-19) are currently being taken worldwide. In most countries, learning institutions are fully or partially closed, while all students are adopting distance learning. Closure of universities and emergency adoption of distance learning are related to obvious issues mainly caused by insufficient equipment and no or poor preparedness of teachers to work in new conditions. The current level of hardware and software development, limited opportunities of the Internet, and the level of distance learning organization fail to ensure high-quality education that would be comparable to traditional offline classroom education. These and other issues challenge the education system in a crisis situation. This study intends to analyze the modern situation and measures taken to arrange distance learning in the conditions of leaving conventional classroom learning for distance learning. This gave an insight on preparedness of students, university teachers to ensure continuous education in the time of crisis. The obtained data revealed primary issues of adopting distance learningand advantages of online studies, the need to develop and implement a new model of learning process that can be called combined. Traditionally, this model combines full-time attendance using online courses with synchronous distance learning. The article describes the revealed drawbacks of MS Teams in the learning process and solutions on how to eliminate them. Keywords : online learning - COVID-19 pandemic; higher education; adopting distance learning.

The Treatment of Postural Orthostatic Tachycardia Syndrome in Adolescents in an Interdisciplinary Treatment Program: Preliminary Outcomes

Importance: Estimates suggest that 1% of all teens struggle with Postural Orthostatic Tachycardia Syndrome. It can be a devastating condition for the adolescents who do not respond to the currently available pharmacologic and non-pharmacologic interventions. Preliminary data suggests that intensive interdisciplinary treatment may provide an effective intervention that can return these youth to normal functioning including full-time attendance at school, as well as reduce orthostatic symptoms, and psychological distress. Objective: To determine the effectiveness and durability of a 3-week interdisciplinary treatment in adolescents with Postural Orthostatic Tachycardia Syndrome in improving orthostatic symptoms, functioning, and psychological distress. Design: Patients diagnosed with Postural Tachycardia Syndrome admitted to an interdisciplinary treatment program were assessed at admission, discharge and 3-month follow-up to determine presence and severity of orthostatic symptoms, as well as functional status including return to school, and depression. Setting: An intensive interdisciplinary treatment program in a tertiary hospital outpatient setting. Participants: Forty-five adolescents ages 12-18 with confirmed diagnoses of Postural Tachycardia Syndrome referred to a tertiary medical center for interdisciplinary treatment. Intervention: A 3-week intensive outpatient interdisciplinary rehabilitation program with significant parental involvement based on a cognitive-behavioral model. Main Outcome and Measure(s): Self-reported orthostatic symptoms were assessed with the Compass 31; level of functioning was assessed with the Functional Disability Index, depressive symptoms were assessed with the Center for Epidemiological Studies-Depression for Children, and self-reported school attendance was assessed. Results: Significant improvements were observed and maintained at the end of treatment and at 3-month follow-up on measures of orthostatic symptoms, physical functioning, and psychological distress. At admission, 32% of patients had completed high school or were attending school full-time. At 3-month follow-up, 90% were either attending school full-time or had completed their schooling. Keywords: Postural Orthostatic Tachycardia Syndrome, POTS, interdisciplinary treatment, adolescents.

Public Works and Children’s School Attendance: Evidence from Rural India

Rural public works programmes offer a guarantee of temporary employment to any household upon request. This article examines household survey data from India and measures the effect of public works participation on the school attendance of children in workers’ households. Since schooling and public works are determined simultaneously, it relies on an econometric technique that exploits heteroscedasticity in the public works decision rather than requiring an instrumental variable or exclusion restriction. It is found that higher public works intensity is associated with a small but significant decrease in the likelihood of full-time school attendance and that this effect does not appear to be driven disproportionately by women or girls specifically. It is important to consider intergenerational effects when evaluating the effectiveness of rural public works for long-term poverty alleviation.

Религиозная активность православия и ислама в Республике Татарстан в условиях государственного регулирования сложной эпидемиологической обстановки.

During the twentieth century, humanity experienced several pandemics, the most dangerous and large-scale of which was the influenza of the period 1918–1920. In early 2020, the World Health Organization has announced a new worldwide threat caused by a representative of the coronavirus family. All branches of human activity have found themselves in a completely new situation. The spiritual and religious life of the world's population is no exception. In the Russian Federation, religious organizations took into account the new threat, which was reflected in the change in their normal life and Ministry. In the Republic of Tatarstan, there was a rapid response from the leadership of Orthodox and Islamic religious organizations to the problem. At a certain stage, it was decided to suspend the performance of services in religious buildings (temples and mosques). Recommendations were made to strengthen your prayers at home. At the same time, some forms of electronic contact between the religious population and religious organizations were organized (in particular, in the form of receiving electronic notes about health or repose, with the opportunity to make alms for this in the form of electronic payment). It is obvious that among the clergy in the Orthodox and Muslim environment there are different views on everything that is happening, their evolution is discussed in this article. A common positive moment for the Orthodox and Muslim religious community was the decision to resume services with the possibility of full-time attendance of believers. Both in the Kazan Metropolitan area and in the Spiritual administration of Muslims, quite similar regulations were adopted to observe measures to prevent the spread of a new viral infection. However, unfortunately, the accepted instructions are either violated or not fully implemented. Some underestimation of the danger of a new coronavirus infection on the part of both parishioners and the leadership of religious organizations becomes obvious.

College attendance type and subsequent alcohol and marijuana use in the U.S

BackgroundCollege attendance is a risk factor for frequent and heavy drinking and marijuana initiation but less is known about the extent to which risk varies by type of college attendance and across age. MethodsUsing panel data of young adults who were high school seniors in 1990–1998 from the Monitoring the Future study (n = 13,123), we examined the associations between college attendance at age 19/20 (4-year college full-time, other college, and non-attendance) and subsequent alcohol and marijuana use at age 21/22, 25/26, 29/30 and 35. Inverse propensity score weighting was used to balance the three college groups on pre-existing differences when examining associations with substance use outcomes. ResultsCompared to non-attendance, attending a 4-year college full-time was associated with significantly greater odds of binge drinking at age 21/22 (aOR = 1.20) and 25/26 (aOR = 1.12) and lower odds of alcohol abstinence at age 35 (aOR = 0.51). Similarly, other college attendance was associated with greater odds of binge drinking at age 21/22 (aOR = 1.08) and 25/26 (aOR = 1.04) and lower odds of abstinence at age 35 (aOR = 0.70). Four-year college full-time attendance was associated with greater odds of marijuana use at age 21/22 (aOR = 1.07) and 25/26 (aOR = 1.02) but lower odds at age 29/30 (aOR = 0.99). Other college attendance was associated with lower odds of marijuana use at age 25/26 (aOR = 0.98) and 29/30 (aOR = 0.97). Marijuana use at age 35 did not differ by college attendance. ConclusionsCollege attendance may confer elevated risk of substance use post-college. The magnitude and duration of risk vary by type of college attendance and substance.

EXPERIENTIAL METHODS OF STUDYING THEORY AT ENGINEERING UNIVERSITIES

Introduction. Nowadays, the crisis of engineering education is observed around the world. This crisis is caused by prompt rates of development of science, high technologies and equipment, globalization processes, transition of economies of the developed countries to the innovative way of development and it requires the search for corresponding demands from the society and labour market for effective forms and methods of student education in technical specialties. The aims of the present publication are the following: to identify features of productive tutorials for future engineers; to describe experiential method of studying of the theory or otherwise the theoretical-focused method. Methodology and research methods. The methodological framework of the research is based on: practice-centred, person-centred and systemic approaches to education; theories of active and interactive training; methods of generalization and analysis. Results and scientific novelty . In recent years, the sphere of engineering education and generally the higher school have undergone a number of essential changes. It is shown that the ratio in a traditional dyad “theory – practice” has exchanged; its logic is still declared as basic, but in the reality is not any more. The role and value of lectures as source of educational information are defined. The conclusion is drawn that modern students neither from the psychological point of view, nor in connection with badly developed basic skills and abilities are still not ready to active and rational independent training; according students, they prefer less expensive and more effective lecture-based training provided by full-time attendance. It is noted that the declared principle of the practice-oriented training, which is not supported with theoretical base, does not allow the average university graduate to gain today’s in-demand competencies such as mobility, flexibility and adaptability, readiness for change of the place and activity profile, self-learning ability, and ability to plan and predict the prospects of career development, etc. Based on the experience of teachers of engineering higher education institution and own pedagogical activity, the author approves phasing out of the traditional principles of the organization and implementation of educational process caused by discrepancy of its classical model to challenges of modern times. The author proves implementation of a new, experiential method in the higher engineering education, which is directed to development of the theory and its practical consolidation of knowledge. The options for realization of the method are considered; its benefits and drawbacks are presented. This method has the integrated character; the method updates all the types of student educational activity (thinking, actions, speech, emotional and personal perception of a professional context), thus contributing to more effective interiorization of educational information and its conscious development; adhere to the recommendations of the international engineering communities to preparation of technical personnel and requirements of state standards of the higher education. Practical significance . The research materials and proposed approaches to training of engineering staff presented in the publication can be used by teachers of higher education institutions in daily practice for student cognitive activity stimulation and enhancing its efficiency.

Black Male Graduation Rates in Community Colleges: Do Institutional Characteristics Make a Difference

The purpose of this study was to investigate Black male graduation rates in public two-year, degree-granting institutions. Specifically, the researchers were interested in determining the influence (if any) of select institutional characteristics (e.g., attendance intensity, degree of urbanization, geographic region, institutional size) on graduation rates among this populous. Using data from the Integrated Postsecondary Education Data System (IPEDS) from 646 public two-year, degree-granting institutions, findings illustrated that Black male graduation rates differed by institutional characteristics. Black males are more likely to achieve at institutions with higher full-time attendance and institutions that have smaller enrollments. Rural and town colleges were found to have higher graduation rates than suburban and city colleges. Further, findings from this study also indicated that Southeast colleges have higher graduation rates than are seen in several other regions (e.g., New England, Mid-East, Great Lakes, Southwest). Implications for practice and policy are extended.

Community Colleges and Labor Market Conditions: How Does Enrollment Demand Change Relative to Local Unemployment Rates?

This study uses fixed-effects panel data techniques to estimate the elasticity of community college enrollment demand relative to local unemployment rates. The findings suggest that community college enrollment demand is counter-cyclical to changes in the labor market, as enrollments rise during periods of weak economic conditions. Using national data for the years 1990 through 2009, we find that a one percentage-point change in unemployment is associated with 1.1–3.3 % increases in enrollment demand. We disaggregate the analysis by total full-time and part-time enrollment, concluding that high levels of unemployment are also associated with greater demand for full-time attendance. Additionally, enrollments are slightly more responsive to unemployment in metropolitan (rather than micropolitan) areas. Informed by enrollment demand theory, our analysis provides an update to the “unemployment elasticity” literature and could aid in current enrollment planning, economic development, and public policy efforts to educate students on the margin between college and work.

The transition to school of children with developmental disabilities: Views of parents and teachers

THE TRANSITION FROM EARLY INTERVENTION programs to inclusive school settings presents a range of social challenges for children with developmental disabilities. In Queensland, in the year of transition to school, many children with developmental disabilities attend an Early Childhood Development Program for two to three days each week and also begin attendance in a mainstream program, with the latter increasing to full-time attendance during the year. Quantitative and qualitative data was collected by questionnaires regarding 62 children participating in the Transition to School Project. Their parents and teachers were asked for their perceptions of the success of the transition process and the benefits and challenges of inclusion. Both parents and teachers saw a range of benefits to children from their inclusion in ‘regular’ classrooms, with parents noting the helpfulness of teachers and their support for inclusion. Challenges noted by parents included the school's lack of preparation for their child's particular developmental needs, especially in terms of the physical environment, while teachers reported challenges in meeting the needs of these children within the context and resources of the classroom. Parents were more likely than teachers to view the transition as easy. Correlational analyses indicated that teachers were more likely to view the transition as easy when they felt the child was appropriately placed in a ‘regular’ classroom. Findings from this project can inform the development of effective transition-to-school programs in the early school years for children with developmental disabilities.

Microsimulation Modeling of Student Success in Community Colleges Using MicroCC

While microsimulation modeling has not been utilized extensively in either social science or educational research, it offers to greatly improve understanding, especially of careers and institutional changes over time. The MicroCC microsimulation model was developed and tested on over 250,000 community college students who enrolled in Connecticut and Rhode Island. MicroCC simulated term-by-term progress and completion of new students for 4.5 years. Using data-based effect coefficients, the model simulated decisions for four process factors: re-enrollment, full-time attendance, the number of courses taken, and course completions. The model allowed decomposition of racial, gender, and other differences in success rates by process factors. The findings have major relevance for improving student success rates, especially by suggesting ways to make student advising more effective. Besides serving as an analytical tool, MicroCC allows projection of completion rates under “what-if” scenarios. Illustrative input data for MicroCC and a user and access guide are given in appendices.

What Can a Multifaceted Program Do for Community College Students: Early Results from an Evaluation of Accelerated Study in Associate Programs (ASAP) for Developmental Education Students

In recent years, there has been unprecedented national focus on the importance of increasing the stubbornly low graduation rates of community college students. Most reforms that have been tried are short-term and address one or only a few barriers to student success. The City University of New York’s (CUNY’s) Accelerated Study in Associate Programs (ASAP), launched in 2007 with funding from Mayor Bloomberg’s Center for Economic Opportunity (CEO), is an uncommonly multifaceted and long-term program designed to help community college students graduate.ASAP requires students to attend college full time and provides a rich array of supports and incentives for up to three years, with a goal of graduating at least 50 percent of students within three years. Unlike many programs, ASAP aims to simultaneously address multiple barriers to student success over many semesters. The program model includes some block-scheduled classes for ASAP students for the first year of the program; an ASAP seminar for at least the first year, which covers such topics as goal-setting and academic planning; comprehensive advisement; tutoring; career services; a tuition waiver that covers any gap between a student’s financial aid and tuition and fees; free MetroCards for use on public transportation; and free use of textbooks.This report presents very promising early findings from a random assignment study of ASAP at three CUNY community colleges: Borough of Manhattan, Kingsborough, and LaGuardia. For the study, ASAP targets low-income students who need one or two developmental (remedial) courses to build their reading, writing, or math skills. The study compares ASAP with regular services and classes at the colleges. Key findings include effects on: Full-time enrollment. During the study’s first semester, ASAP increased full-time enrollment by 11 percentage points: 96 percent of the students assigned to ASAP enrolled full time, compared with 85 percent of the comparison group; Credits earned and completing developmental coursework. ASAP increased the average number of credits earned during the first semester by 2.1 credits and increased the proportion of students who completed their developmental coursework by the end of that semester by 15 percentage points; Semester-to-semester retention. ASAP increased the proportion of students who enrolled in college during the second semester by 10 percentage points and increased full-time enrollment that semester by 21 percentage points.ASAP’s early effects are larger than the effects of most of the community college programs MDRC has studied previously. ASAP’s comprehensive package of financial aid, services, and supports, together with its full-time attendance requirement, has resulted in students taking and passing more credits than they would have otherwise. Future reports will show whether these effects can be sustained — or even grow — as students continue in this comprehensive, three-year program.

Innovations in Practice: Effectiveness of specialist adolescent outreach service for at‐risk adolescents

Outcomes are reported for an assertive outreach team for adolescents that combines flexible service delivery (e.g. outreach) and broad-ranging interventions. A retrospective evaluation over a 2-year period from 30 June 2006 to 30 June 2008 examined rates of hospitalisation, engagement with education and scores on the Child Global Assessment Scale (CGAS). The sample showed statistically significant decreases in hospitalisation rates (from 47% to 17%) and increases in engagement with education (full-time attendance from 23% to 56%). There was a mean increase of 7.4 points on the CGAS. An intensive, flexible and broad-ranging approach can be applied to adolescents who display at-risk behaviours and/or have high risk factors for poor long-term outcome.

Perspective of parents and caregivers on the influence of full-time day-care attendance on young children

The aim of this study was to explore the experience of parents and caregivers regarding young children in day care. The tiredness of children after day-care attendance was explored. In the autumn of 2009, 41 parents and 35 caregivers of children aged 1.5 years or younger living in the city of Trondheim and nearby communities were assessed using a semi-structured qualitative interview. There was agreement among parents and caregivers that children became very tired after full-time care. In spite of the good quality of the care, with a relatively low child/adult ratio and very experienced caregivers with high educational qualifications, most children became very tired at the end of the stay. Tiredness in children also seemed to accumulate during the week and reached its peak on Fridays. The children adjusted well to care; however, they got very tired when the stay lasted a full day. Children who were picked up somewhat earlier did not exhibit the same level of tiredness.

Book Vouchers: An Exploratory Analysis of Their Use and Effectiveness

Book vouchers serve as one component of need-based financial aid packages at the College of Southern Nevada, one of the nation’s largest community colleges. This study compared the academic performance of FAFSA applicants in attendance during the 2008-09 and 2009-10 academic years. A basic exploratory analysis was conducted that examined the academic outcomes of seven students groups with different financial aid packaging outcomes. Student groups were ranked by their academic performance, which comprised of grade point average, percentages of full-time attendance, and percentage of successful, full-time attendance completion. Within these measures, book voucher recipients were found to have better overall academic performance than students who received Federal Pell Grants – even when Pell was combined with institutional grant or work-study funds.

Conditional Cash Transfers and College Persistence: Evidence from a Randomized Need‐Based Grant Program

We examine the impacts of a private need-based college financial aid program distributing grants at random among first-year Pell Grant recipients at thirteen public Wisconsin universities. The Wisconsin Scholars Grant of $3,500 per year required full-time attendance. Estimates based on four cohorts of students suggest that offering the grant increased completion of a full-time credit load and rates of re-enrollment for a second year of college. An increase of $1,000 in total financial aid received during a student’s first year of college was associated with a 2.8 to 4.1 percentage point increase in rates of enrollment for the second year.