Members Of Academic Institutions Research Articles

Examining Opportunities Offered Outside of Home Country in Physical Therapy Education: Considering the Colonial History of Global Health.

Increasingly, PT programs in the United States are providing educational experiences outside of the home country (OHC) where faculty and students engage in global health initiatives. It is important to consider that the field of global health has its historical roots in colonialism, which has led to inequities and injustice. Those who are engaged in this work must assist in reversing this colonial legacy. The purpose of this position paper is to present the colonial history of global health, to provide context, and to spark critical reflection among PT educators about how OHC experiences are developed and configured. As a profession, we must educate ourselves about the history of global health and critically reflect on OHC engagements to ensure that we support equity and justice. We must start by grounding our OHC experiences in health equity and justice. This should be done by considering the colonial history of global health and the privileges we hold as members of academic institutions in the United States. Why we offer OHC experiences in PT education should be investigated and clear to both faculty and students. Excluding this colonial history and its impacts risks perpetuating the historical harms to the health and well-being of the populations we claim to be serving.

Application of emerging technologies for research support in Nigerian academic libraries: Trends, problems and prospects

Academic libraries in the modern era are often asked to justify their existence in tertiary institutions by showing how the institution and society at large have benefited from the library services. One main area that librarians often point to is the research productivity of members of academic institutions. However, studies have shown that research productivity among Nigerian scholars is low, which means that academic libraries have to be more innovative in supporting researchers in their domains. Emerging technologies offer innovative ways of supporting research activities by providing tools and resources that streamline the research process and ensure proper visibility for research outputs of academic library clients. This article, which is based on a review of previous studies, explores various areas where academic libraries in Nigeria can apply emerging technologies, the likely challenges, and strategies that can be adopted to ensure sustainable use of emerging technologies in academic libraries. It has been found that emerging technologies can enhance existing library services and create new ones, such as data mining, data management, and scholarly communication, among others. However, although steps are being taken by academic librarians in Nigerian tertiary institutions to leverage technology in providing the needed support for researchers, the pace of technology adoption is still slow and the range of technologies being adopted is limited compared to available options. This state of affairs has been attributed to challenges such as lack of infrastructure, librarians’ skills, and a negative attitude towards change. The study recommends a multidimensional approach to the application of emerging technologies in Nigerian academic libraries

Anxiety among Faculty Members of Academic Institutions of a Metropolitan City: A Descriptive Cross-sectional Study

Anxiety is one of the common mental disorders frequently occurring in the community. It has been a major contributor to public ill health. Very few studies have been conducted on anxiety among academic professionals working in educational institutions. The aim of this study was to find out the prevalence of anxiety among faculty members of academic institutions of a metropolitan city. A descriptive cross-sectional study was conducted among university faculties working in academic institutions of a metropolitan city from 22 July 2021 to 30 June 2022 after taking ethical approval from the Ethical Review Board (Reference number: 94). A self-administered structured questionnaire was applied to collect the information. Beck Anxiety Inventory was used to measure anxiety; the anxiety was categorised as normal, mild, moderate, and severe and dichotomized into "present" and "absent". Convenience sampling method was used. Point estimate and 95% Confidence Interval were calculated. Out of 416 respondents, the prevalence of anxiety was found to be 111 (26.68%) (22.44-30.92, 95% Confidence Interval). Among them, 85 (76.58%) were mild, 13 (11.71%) of moderate and 13 (11.71%) of severe type. Among those who had anxiety, 87 (78.37%) were males, and 59 (53.15%) were in the age group of 40 year and above; 37 (33.33%) had chronic health problems. The prevalence of anxiety among faculty members of academic institutions was lower as compared to other studies conducted in similar settings. anxiety; faculties; prevalence.

Ethical Issues in Research: Perceptions of Researchers, Research Ethics Board Members and Research Ethics Experts.

In the context of academic research, a diversity of ethical issues, conditioned by the different roles of members within these institutions, arise. Previous studies on this topic addressed mainly the perceptions of researchers. However, to our knowledge, no studies have explored the transversal ethical issues from a wider spectrum, including other members of academic institutions as the research ethics board (REB) members, and the research ethics experts. The present study used a descriptive phenomenological approach to document the ethical issues experienced by a heterogeneous group of Canadian researchers, REB members, and research ethics experts. Data collection involved socio-demographic questionnaires and individual semi-structured interviews. Following the triangulation of different perspectives (researchers, REB members and ethics experts), emerging ethical issues were synthesized in ten units of meaning: (1) research integrity, (2) conflicts of interest, (3) respect for research participants, (4) lack of supervision and power imbalances, (5) individualism and performance, (6) inadequate ethical guidance, (7) social injustices, (8) distributive injustices, (9) epistemic injustices, and (10) ethical distress. This study highlighted several problematic elements that can support the identification of future solutions to resolve transversal ethical issues in research that affect the heterogeneous members of the academic community.

“Conjoint Communicated Experience”: Art as an Instrument of Democracy

“Conjoint Communicated Experience”: Art as an Instrument of Democracy

Barriers and facilitators to knowledge translation activities within academic institutions in low- and middle-income countries.

The barriers and facilitators of conducting knowledge translation (KT) activities are well-established but less is known about the institutional forces that drive these barriers, particularly in low resource settings. Understanding organizational readiness has been used to assess and address such barriers but the employment of readiness assessments has largely been done in high-income countries. We conducted a qualitative study to describe the institutional needs and barriers in KT specific to academic institutions in low- and middle-income countries. We conducted a review of the grey and published literature to identify country health priorities and established barriers and facilitators for KT. Key-informant interviews (KII) were conducted to elicit perceptions of institutional readiness to conduct KT, including experiences with KT, and views on motivation and capacity building. Participants included representatives from academic institutions and Ministries of Health in six countries (Bangladesh, Democratic Republic of the Congo, Ethiopia, India, Indonesia, Nigeria). We conducted 18 KIIs, 11 with members of academic institutions and 7 with policymakers. KIIs were analysed using a deductive and inductive coding approach. Our findings support many well-documented barriers including lack of time, skills and institutional support to conduct KT. Three additional institutional drivers emerged around soft skills and the complexity of the policy process, alignment of incentives and institutional missions, and the role of networks. Participants reflected on often-lacking soft-skills needed by researchers to engage policy makers. Continuous engagement was viewed as a challenge given competing demands for time (both researchers and policy makers) and lack of institutional incentives to conduct KT. Strong networks, both within the institution and between institutions, were described as important for conducting KT but difficult to establish and maintain. Attention to the cross-cutting themes representing barriers and facilitators for both individuals and institutions can inform the development of capacity building strategies that meet readiness needs.

Stakeholder preferences on major characteristics of promising rice lines

The main purpose of plant breeding programs is to improve varieties acceptable to rural communities. Participatory crop improvement for rice lines was initiated using techniques which were designed with the purposes to strengthen the collaboration between breeders and stakeholder especially farmers to produce varieties. Before the promising rice lines released and adopted by farmers, it is necessary to study the preferences on characteristics, especially its quality, because farmers have their own criteria or considerations before adopting a new variety. A bottom-up preferences in this study is to understand the major phenotypic performance, sensory quality, and provide recommendations for improving promising rice lines (Oryza sativa L.). The respondents are farmers, extension workers, members of academic institutions, and local government officers, came from four Regencies (Banyumas, Magelang, Batang, Klaten) that representing the main rice production areas in Central Java province. The attribute data on rice characteristics showed that grain size, plant age, and lemma shape of apiculus was essentially regarded as a major factor for better performing varieties. The respondents’ preference provides recommendations for breeders to release promising rice lines GM 8 and GM 2 into commercial varieties.

A Tutorial on Pharmacodynamic Scripting Facility inSimcyp.

The Simcyp Simulator provides a framework for mechanistic Physiologically‐Based Pharmacokinetic/Pharmacodynamic modeling of potentially interacting drugs. It also provides a scripting facility, using the Lua language, for developing customized pharmacodynamic and toxicity models driven by drug concentrations at the site of action. We present an overview of the scripting facility including the scripting language, the editor, and how scripts are embedded within the Simulator. Examples incorporating differential equations and including inter‐individual variability on parameters are presented.

Introduction to the International Medical Informatics Association

Introduction to the International Medical Informatics Association

Recommendations of the International Medical Informatics Association (IMIA) on Education in Biomedical and Health Informatics - First Revision

Objective: The International Medical Informatics Association (IMIA) agreed on revising the existing international recommendations in health informatics /medical informatics education. These should help to establish courses, course tracks or even complete programs in this field, to further develop existing educational activities in the various nations and to support international initiatives concerning education in biomedical and health informatics (BMHI), particularly international activities in educating BMHI specialists and the sharing of courseware. Method: An IMIA task force, nominated in 2006, worked on updating the recommendations’ first version. These updates have been broadly discussed and refined by members of IMIA’s National Member Societies, IMIA’s Academic Institutional Members and by members of IMIA’s Working Group on Health and Medical Informatics Education. Results and Conclusions: The IMIA recommendations center on educational needs for health care professionals to acquire knowledge and skills in information processing and information and communication technology. The educational needs are described as a threedimensional framework. The dimensions are: 1) professionals in health care (e.g. physicians, nurses, BMHI professionals), 2) type of specialization in BMHI (IT users, BMHI specialists), and 3) stage of career progression (bachelor, master, doctorate). Learning outcomes are defined in terms of knowledge and practical skills for health care professionals in their role a) as IT user and b) as BMHI specialist. Recommendations are given for courses /course tracks in BMHI as part of educational programs in medicine, nursing, health care management, dentistry, pharmacy, public health, health record administration, and informatics /computer science as well as for dedicated programs in BMHI (with bachelor, master or doctor degree). To support education in BMHI, IMIA offers to award a certificate for high-quality BMHI education. It supports information exchange on programs and courses in BMHI through its Working Group on Health and Medical Informatics Education.

Recommendations of the International Medical Informatics Association (IMIA) on Education in Biomedical and Health Informatics. First Revision.

Objective: The International Medical Informatics Association (IMIA) agreed on revising the existing international recommendations in health informatics/medical informatics education. These should help to establish courses, course tracks or even complete programs in this field, to further develop existing educational activities in the various nations and to support international initiatives concerning education in biomedical and health informatics (BMHI), particularly international activities in educating BMHI specialists and the sharing of courseware. Method: An IMIA task force, nominated in 2006, worked on updating the recommendations' first version. These updates have been broadly discussed and refined by members of IMIA's National Member Societies, IMIA's Academic Institutional Members and by members of IMIA's Working Group on Health and Medical Informatics Education. Results and Conclusions: The IMIA recommendations center on educational needs for health care professionals to acquire knowledge and skills in information processing and information and communication technology. The educational needs are described as a three-dimensional framework. The dimensions are: 1) professionals in health care (e.g. physicians, nurses, BMHI professionals), 2) type of specialization in BMHI (IT users, BMHI specialists), and 3) stage of career progression (bachelor, master, doctorate). Learning outcomes are defined in terms of knowledge and practical skills for health care professionals in their role a) as IT user and b) as BMHI specialist. Recommendations are given for courses/course tracks in BMHI as part of educational programs in medicine, nursing, health care management, dentistry, pharmacy, public health, health record administration, and informatics/computer science as well as for dedicated programs in BMHI (with bachelor, master or doctor degree). To support education in BMHI, IMIA offers to award a certificate for high-quality BMHI education. It supports information exchange on programs and courses in BMHI through its Working Group on Health and Medical Informatics Education.

On IMIA‘s International Activities in Health and Biomedical Informatics Education

Education has long been, and continues to be, one of the major thematic areas of the activities of IMIA, the International Medical Informatics Association. To report on IMIA's past activities and to discuss possible future perspectives on IMIA's role on biomedical and health informatics education. Summarizing past activities by searching in reports and publications. Making suggestions for wider discussion on possible future activities. Since its inception, IMIA has been active in the field of education, mainly through its working group on education. Among other activities, nine working conferences have been held, many of which have resulted in publications as outcomes, which have helped to exchange knowledge on the development of high-quality health and biomedical informatics education. Recommendations on education in health and medical informatics were endorsed by IMIA in 1999, and a revised version is currently in preparation. IMIA should continue to stimulate the exchange of knowledge on a range of aspects of health and biomedical informatics education in the countries and regions of the world, with IMIA's academic institutional members playing an increasing role. Establishing procedures for the international accreditation of high-level programs in health and biomedical informatics through IMIA is one of several areas that need to be discussed as IMIA plans and develops its future activities.

A List of Best Practices That May Improve the Use of Telephone Interviews During the Recruitment Process

A Review of:
 Engel, Debra, and Sarah Robbins. "Telephone Interviewing Practices within Academic Libraries." Journal of Academic Librarianship 35.2 (2009): 143-51.
 
 Objective – To investigate the use of telephone interviews in academic libraries and identify best practices when conducting telephone interviews.
 
 Design – Survey and open-ended questions.
 
 Setting – Academic libraries in the United States.
 
 Subjects – Academic institutional members of the Association of Research Libraries.
 
 Methods – A fifteen-item survey (Appendix A, 150) concerning telephone interviewing practice was sent to 112 institutional members of the Association of Research Libraries (ARL). The survey contained multiple choice-type questions as well as open-ended questions.
 
 Main Results – The response rate was 66% (74 of 112 research libraries; 56 public institutions and 17 private). Of the respondents, 90% used telephone interviews to screen applicants for professional positions (ranging from occasionally to always) and only 10% never used telephone interviews. The main reason for holding telephone interviews was to “screen candidates in order to narrow the pool of applicants who will be invited for in-person interviews” (146). Other reasons given included minimizing expenses involved in interviewing out-of-town candidates (39% respondents), shortening the length of time to complete the search process (27%) and meeting library or campus hiring requirements (3%).
 
 On average, the majority of libraries (51%) hired between 2-4 professional positions each year. For each open professional position, the number of candidates telephone-interviewed varied from less than 3 to 9 depending on library and position.
 
 Interviews typically lasted between 16 and 45 minutes (77% respondents) with all the search committee members (staff involved in the recruitment process) being present (75%) and taking turns to ask questions to the candidates (90%). Questions were most often the same for all candidates applying for a particular position (91%) and candidates were nearly always allowed in return to ask questions of the committee (96%).
 
 In answer to the open-ended question, “In your opinion, what best creates a collegial and effective environment for conducting telephone interviews?”, the dominating responses included: all search committee members being present and participating actively, using a script and taking notes, introducing all interview participants, and giving candidates adequate notification and documentation.
 
 The majority of respondents “would not change anything about their institution’s current (telephone interview) practice” (147). Some thought that “training and/or a need for consistency in procedure for all interviews conducted” (147) would be relevant changes in practice. 
 
 The results of the survey were compared to the findings in the library, personnel management and human resources literature.
 
 Conclusion – From the survey and responses to open-ended questions, a number of best practices when conducting telephone interviews emerged (148–150):
 1. Properly train the search committee (e.g., in knowing about the position, organization and protocols for conducting interviews properly)
 2. Involve the search committee throughout the recruitment process
 3. Help the interviewee be prepared (e.g., by sending institutional information packages)
 4. Maintain and use suitable technology (e.g., by choosing suitable conferencing facilities with the interviewee situation in mind)
 5. Put the candidate at ease (e.g., by explaining who will be present, how long the interview will last and how many questions there will be)
 6. Provide introductions (e.g., both in the beginning of the interview and even before individual questions)
 7. Listen and take notes during the interview
 8. Discuss the interviews immediately afterwards
 
 Engel and Robbins suggest that further research could include looking into job candidate and search committee experiences of the telephone interviewing procedure.

Telephone Interviewing Practices within Academic Libraries

This study explores the use of telephone interviews within academic libraries by surveying the 112 academic institutional members of the Association of Research Libraries to identify how telephone interviews are utilized. By comparing the literature to the research results, the authors conclude with best practices for telephone interviews.

Predictors of Successful Completion of Gastroenterology Research

Purpose: The American College of Gastroenterology (ACG) and other professional gastroenterology organizations provide annual funding for gastroenterology research. The optimal use of resources mandates understanding of predictive factors associated with successful completion of funded research projects and subsequent academic career advancement. The goals of our study were to evaluate a) features of ACG-funded clinical research grant applications that are associated with subsequent completion and publication of the study, and b) features of the grant recipient that predict subsequent career advancement in academic medicine. Methods: All grants awarded by the ACG for clinical research projects between 1983 and 2002 were identified. Subsequent publication of study findings in manuscript form in the peer-reviewed medical literature was assessed. An analysis of the CRISP data was searched to assess the success in receiving independent funding from the NIH. The current institution of the Primary Investigator, academic or non-academic, was identified using directories of the major gastrointestinal professional organizations. Results: The ACG bestowed 307 clinical research awards with a total value of $3595954 (2002 value, $4269894) on 277 investigators from 1983 to 2002. Of the 307 awardees, 38% were trainees, 51% had completed training and 11% unknown. Over half of the award recipients came from institutions ranked in the top 50 organizations receiving NIH funding. The area of research most commonly funded was endoscopy (23.5%), followed by hepatology (19.0%) and motility (18.0%). Overall, 59.4% of funded studies proceeded to publication with a mean time to publication of 3 years. Only current position in an academic institution (67% vs. 44% of non-academic, p= 0.0002) and non-trainee status (70% vs. 53%, p= 0.007) were associated with publication. Of the 277 funded investigators, 66.3% subsequently remained in academic medicine. Investigator gender, rank of institution and area of research were not predictive of remaining in academic medicine, using multivariate logistic regression analysis. Conclusions: Over half of ACG clinical research awards ultimately parlay into published manuscripts. Non-trainees and members of academic institutions appeared more likely to complete their studies to publication. The majority of recipients of research grants remain in academic medicine.

Environmental and Occupational Medicine

In the ten years since the first edition of this textbook, there has been a dramatic increase in resources devoted to occupational and environmental health issues and a broadening scope of the issues. The late Dr Irving J. Selikoff, in his foreword to this edition, presents a succinct and perceptive analysis of the forces back of these changes. In keeping with the increased resources and number of publications, the second edition of the text has grown by 50% to almost 1500 pages and the number of contributors by a similar percentage to 160, most of whom are members of academic institutions. The considerable task of searching the pertinent literature apparently was coordinated by a project director and two assistants relying heavily on the electronic databases of the National Library of Medicine and two specialty databases maintained by the National Institute for Occupational Safety and Health. Much of the book's usefulness