Seminar Series Research Articles

Joint IARC/NCI International Cancer Seminar Series Report: expert consensus on future directions for ovarian carcinoma research.

Recently, ovarian cancer research has evolved considerably because of the emerging recognition that rather than a single disease, ovarian carcinomas comprise several different histotypes that vary by etiologic origin, risk factors, molecular profiles, therapeutic approaches and clinical outcome. Despite significant progress in our understanding of the etiologic heterogeneity of ovarian cancer, as well as important clinical advances, it remains the eighth most frequently diagnosed cancer in women worldwide and the most fatal gynecologic cancer. The International Agency for Research on Cancer and the United States National Cancer Institute jointly convened an expert panel on ovarian carcinoma to develop consensus research priorities based on evolving scientific discoveries. Expertise ranged from etiology, prevention, early detection, pathology, model systems, molecular characterization and treatment/clinical management. This report summarizes the current state of knowledge and highlights expert consensus on future directions to continue advancing etiologic, epidemiologic and prognostic research on ovarian carcinoma.

IMERS: Interactive Mentoring to Enhance Research Skills Grant‐Writing Workshops for Faculty at Minority Serving Institutions

The overarching goalsof the University of Kentucky (UK) IMERS workshops, supported by an IPERT grant, are to empower faculty at minority-serving institutions (MSIs) to develop and submit competitive research proposals through intensive grant-writing skills training; to build research-related individual and institutional capacity through training on mentorship of student researchers; and to sustain workshop momentum by embedding multiple levels of mentored proposal development support during and after each workshop. We hypothesize that this targeted training will enhance the research environment at MSI's, increase the diversity of NIH-funded investigators and improve the training of underrepresented students in biomedical research, thus providing a feed-forward mechanism to expand the diversity of the US biomedical workforce in future years. A hallmark of IMERS is to engage participants in hands-on, active-learning style grant-writing training for faculty who are poised to submit NIH proposals ranging from development/exploratory to R01s. This training is provided by UK faculty and experienced research development professionals. The IMERS model incorporates guided writing, participatory training, and active learning. Training is comprised of several modalities. First, IMERS offers two 3-day grant-writing retreats/year on the UK campus. These workshops are designed for highly motivated investigators who have submitted proposals to NIH without success and those who have been actively planning NIH submission; ~25 faculty are selected for each workshop via an on-line application. On-site workshops include consultation with actively funded UK investigators and staff from the UK Proposal Development Office; we strive to maintain post-workshop interactions between participants and UK faculty/staff. Three 2-day off-site workshops/year are also offered. The IMERS staff will work with off-site institutions to tailor the workshops to specific needs. In-person workshops have been postponed due to COVID-19 restrictions, but will resume when safe to do so. However, we have developed an active series of virtual workshops and seminars during this time, and we anticipate that these and additional on-line activities will continue as a third arm of training even after restriction are lifted. Travel and lodging expenses for faculty to attend UK workshops, for the IMERS team to travel, are covered by the grant. Workshop sessions cover numerous topics, including: using NIH resources for program/funding information, budget issues, the proposal review process, writing a high-impact specific aims page and an effective research strategy, rigor and reproducibility, responsible conduct of research, NIH Biosketch, navigating the NIH resubmission process, and mentoring student researchers. Program evaluation, based in part on participant survey data, communication email and an active ListServ and subsequent submission rate and success, validates that program participants have increased confidence in their grant-writing abilities and are succeeding in obtaining NIH funding.

‘Not in our Name’

In this paper, we draw on our collaborative work running a salon for thinking about care in STS research, which quickly became more about fostering an ethico-politics for thinking with care as a mode of academic intervention. Not dissimilar to the origins of the salon in nineteenth-century France, the salon provided a provocative and disruptive space for early career researchers (ECRs) to think together. As attention and critique increasingly point towards the unequal distribution of harms arising from marketization and the vulnerability of ECRs in the ‘neoliberal university,’ we have witnessed a surge in activities that promise a supportive space, such as pre-conference conferences, seminar series, discussion forums and self-care workshops. In this paper, we ask not only what these modes of care might make possible, but also what exclusionary practices and patterns they mask or render more palatable (Ahmed, 2004; Duclos & Criado, 2020; Martin et al., 2015; Murphy, 2015). Reflecting on our experiences of organizing and participating in the salon, with the stated purpose to explore ‘ecologies of care’ as an embodied socio-material practice (Puig de la Bellacasa, 2017), we move from care ‘out there’ in STS research to care ‘in here’. We follow threads spun by and out from the group to rethink our own academic care practices and how to do the academy otherwise.

Reflections on the Interplay between Race, Ethnicity, and Migration

Recent events such as the Windrush scandal and the Black Lives Matter movement have sparked a global conversation on racial inequality and systemic violence. There is an urgent need to critically reflect on issues of race, racialization, and ethnicity as embedded in, shaping, and transforming diverse contexts of migration and mobility across the world. This debate dossier builds upon this momentum and draws on some of the contributions from the seminar series on ‘Race, Ethnicity and Migration...

The development of undergraduate pharmacy students as reflective thinkers for the evolving field of pharmacy.

Iterative reflective practice is recognised to support learners' formation of humanism and resilience, facilitating the healthy development of professional identity. In one undergraduate pharmacy programme, students experience a series of seminars to develop their understanding and skills in the practice of reflection and its articulation. In Stage (year) 4, students engage in a reflection conference where they present a reflective account of a 'Significant Learning Event' or their journey 'From Student to Professional'. Student abstracts from this conference were investigated to explore the nature of the reflective practice. The student abstracts submitted for the reflection conference in the academic years 2017-2018 and 2018-2019 were subjected to manifest and latent content analysis to investigate what and how students chose to reflect. This was supplemented by the ethnographic approach of the researchers, who attended, observed and engaged with students at the event. 107 abstracts were submitted across the cohorts. Students reflected mainly upon experiences across a range of extra- and co-curricular activities, and reported significant learning, according to Fink's taxonomy, mainly in the human dimension, caring and learning to learn. At the culmination of the reflection educational strand within this programme, students demonstrated purposeful, deliberate introspection and metacognition in their abstracts for the reflection conference. These skills are fundamental to support transformative learning, whereby students have the ability to self-regulate and critique their frames of reference with autonomy and flexibility that will enable them to most effectively engage and benefit from lifelong learning within the profession.

Learning from theCOVIDcrisis for educating children and young people with SEN/disabilities.

Learning from theCOVIDcrisis for educating children and young people with SEN/disabilities.

OP456 - Opportunities for fellowship education: the first year of the Medical Biochemical Genetics Clinical Core Seminar Series

OP456 - Opportunities for fellowship education: the first year of the Medical Biochemical Genetics Clinical Core Seminar Series

The Virtual Streptococcal Seminar Series and Trainee Symposium: Adaptations of a Research Community during the COVID-19 Pandemic.

The COVID-19 pandemic has forced academic research communities to develop online means of learning, networking, and engaging in new research. To allow increased interaction and engagement of the streptococcal research community during the COVID-19 shutdown, we organized the Virtual Streptococcal Seminar Series and Virtual Streptococcal Trainee Symposium and advertised via e-mail and social media outlets. The seminar series initially met weekly on Thursdays at 12 pm Eastern Daylight Time and transitioned to monthly seminars, while the trainee symposium spanned 3 days in September 2020. In this study, we analyzed seminar attendance data and online recording accesses from the first 20 seminars and found community engagement to be independent of speaker gender, career stage, geographic location, and organism of interest, with an average of 124 live attendees and 1,683 recording accesses per seminar. We also report attendance and speaker statistics from the 3-day Virtual Streptococcal Trainee Symposium, which hosted a total of 38 trainees from five continents presenting on Streptococcus pneumoniae, Streptococcus agalactiae, Streptococcus pyogenes, Streptococcus suis, oral streptococci, or Enterococcus faecalis. The Virtual Streptococcal Trainee Symposium averaged 119 live attendees per session, with a total of 220 unique attendees from six continents across the 3-day event. We conclude that while online platforms do not replace in-person conferences, the seminar and symposium successfully engaged the streptococcal research community and have provided a forum for scientific sharing during the COVID-19 crisis.

Outcomes of cancer survivorship education and training for primary care providers: a systematic review.

PurposeTo identify published literature regarding cancer survivorship education programs for primary care providers (PCPs) and assess their outcomes.MethodsPubMed, Embase, and CINAHL databases were searched between January 2005 and September 2020. The Quality of Cancer Survivorship Care Framework and Kirkpatrick’s 4-level evaluation model were used to summarize program content and outcomes, respectively. Data extraction and critical appraisal were conducted by two authors.ResultsTwenty-one studies were included, describing self-directed online courses (n=4), presentations (n=2), workshops and training sessions (n=6), placement programs (n=3), a live webinar, a fellowship program, a referral program, a survivorship conference, a dual in-person workshop and webinar, and an in-person seminar and online webinar series. Eight studies described the use of a learner framework or theory to guide program development. All 21 programs were generally beneficial to PCP learners (e.g., increased confidence, knowledge, behavior change); however, methodological bias suggests caution in accepting claims. Three studies reported positive outcomes at the patient level (i.e., satisfaction with care) and organizational level (i.e., increased screening referrals, changes to institution practice standards).ConclusionsA range of cancer survivorship PCP education programs exist. Evidence for clinical effectiveness was rarely reported. Future educational programs should be tailored to PCPs, utilize an evidence-based survivorship framework, and evaluate patient- and system-level outcomes.Implications for Cancer SurvivorsPCPs have an important role in addressing the diverse health care needs of cancer survivors. Improving the content, approach, and evaluation of PCP-focused cancer survivorship education programs could have a positive impact on health outcomes among cancer survivors.Supplementary InformationThe online version contains supplementary material available at 10.1007/s11764-021-01018-6.

Proceedings of the 7th Series of Seminars on Advances in Apomixis Research.

These proceedings contain the abstracts for the presentations given at the 7th biennial Seminars on Advances in Apomixis Research, held virtually on 2–3 and 9 December 2020. The first day hosted the kick-off meeting of the EU-funded Mechanisms of Apomictic Development (MAD) project, while the remaining days were dedicated to oral presentations and in-depth exchanges on the latest progress in the field of apomixis and plant reproductive biology research.

A novel transition to practice curriculum for CCFP(EM) programs.

We implemented a novel transition-to-practice curriculum incorporating four new processes to prepare CCFP(EM) residents for independent practice. These elements were: 1) explicit sequencing of competency progression; 2) establishment of coaching teams; 3) establishment of independent shifts; and 4) implementation of a transition-to-practice seminar series. Exit surveys of residents rated the new curriculum highly with 15/17 (88.2%) residents reporting they felt prepared for independent practice. All residents rated competency progression, coaching teams, independent shifts and transition-to-practice series favourably. This framework can be used by other 1-year enhanced skills or other fellowship programs to prepare their residents for independent practice.

The Indiana O'Brien Center for Advanced Renal Microscopic Analysis.

The Indiana O'Brien Center for Advanced Microscopic Analysis is a National Institutes of Health (NIH) P30-funded research center dedicated to the development and dissemination of advanced methods of optical microscopy to support renal researchers throughout the world. The Indiana O'Brien Center was founded in 2002 as an NIH P-50 project with the original goal of helping researchers realize the potential of intravital multiphoton microscopy as a tool for understanding renal physiology and pathophysiology. The center has since expanded into the development and implementation of large-scale, high-content tissue cytometry. The advanced imaging capabilities of the center are made available to renal researchers worldwide via collaborations and a unique fellowship program. Center outreach is accomplished through an enrichment core that oversees a seminar series, an informational website, and a biennial workshop featuring hands-on training from members of the Indiana O'Brien Center and imaging experts from around the world.

Effects of a Teaching Personal and Social Responsibility Model Intervention in Competitive Youth Sport.

The aim of this study was to implement the teaching personal and social responsibility (TPSR) model in a competitive context analyzing the differences between the intervention and the control group on personal and social responsibility, prosocial behaviors, and self-efficacy in youth soccer players. Participants were 34 youth soccer players between the ages of 14 and 16 years old (15.18 ± 0.72) divided into two different soccer teams of 17 members, corresponding to the control and intervention groups. The implementation of the TPSR model took place during 9 months, including initial and ongoing coach training (3 months), program implementation (three sessions per week lasting 90 min during 6 months), and a series of expert-led seminars for athletes (one session per week lasting 90 min during 4 months). The questionnaires used to collect data were the Personal and Social Responsibility Questionnaire, Prosocial Behavior Scale, and two Children’s Self-efficacy Scales. Results indicated that the TPSR intervention group obtained an increase in post-test levels of personal and social responsibility, prosocial behavior, and self-efficacy due to the application of the TPSR model compared with control group that used a conventional sport teaching methodology. The conclusion is that the TPSR model has the potential to be adapted and implemented with flexibility in youth sport competition contexts in order to improve personal and social responsibility, prosocial behavior, and self-efficacy.

On the development of effective field theory

Editor’s note: One of the most important developments in theoretical particle physics at the end of the 20th century and beginning of the twenty-first century has been the development of effective field theories (EFTs). Pursuing an effective field theory approach is a methodology for constructing theories, where a set of core principles is agreed upon, such as Lorentz symmetry and unitarity, and all possible interactions consistent with them are then compulsory in the theory. The utility of this approach to particle physics (and beyond) is wide ranging and undisputed, as evidenced by the recent formation of the international seminar series All Things EFT (Talks in the series can be viewed at https://www.youtube.com/channel/UC1_KF6kdJFoDEcLgpcegwCQ (accessed 21 December 2020).) which brings together each week the worldwide community of EFT practitioners. The text below is a lightly edited version of the talk given by Prof. Weinberg on September 30, 2020, which inaugurated the series. The talk reviews some of the early history of EFTs from the perspective of its pioneer and concludes with a discussion of EFT implications for future discovery.

11039 Indiana CTSI High-School STEM Summer Research Program: Future opportunities from a 2020 virtual program

ABSTRACT IMPACT: o The Indiana Clinical and Translational Sciences Institute K-12 STEM Outreach Program’s pivoted to a virtual program in summer 2020 which yielded novel approaches that could be retained in future years to extend the reach/impact of our pipeline program. OBJECTIVES/GOALS: o Provide students with a meaningful and safe research experience during the COVID Pandemic. o Develop new modules and approaches that could be delivered virtually. o Engage students from communities that were not possible in previous years when in person meetings were required. METHODS/STUDY POPULATION: o The program has historically supported over 100 high school students per year in a summer research internship for the last 5 years. Students are placed with academic research mentors in various Schools and Departments across the IUPUI campus, and also with industry laboratories. o COVID-related restrictions required development of 100% virtual program. Key aspects of the virtual program included: cohort-based research mentor assignments with 1-4 mentees matched per research mentor, research projects that could be conducted virtually, heavy engagement of high-school teachers to facilitate the research experience with cohorts of mentees, a more rigorous virtual seminar series that included new modules such as COVID-specific programming and thus enhancing public education about COVID. RESULTS/ANTICIPATED RESULTS: o The program served 130 students in summer 2020. o We were able to recruit new faculty and industry mentors involved in data science research. As a result, we have now increased our mentor pool to serve more students in the future. o Because student participation was virtual, we were able to accept students from further distances (up to 120 miles away) across the state. We were also able to accept local economically disadvantaged students that may have not been able to participate because of lack of reliable transportation. o A positive unanticipated outcome was that mentees relationships with the mentors was established virtually thus increasing the potential for students to remain engaged in their research. DISCUSSION/SIGNIFICANCE OF FINDINGS: o Adapting to a virtual platform provided research experience to high school students during a time when traditional approaches were not possible. Given some research experiences do not require in-person activities, this newly established model could be used moving forward to allow more statewide engagement in research experiences.

56656 Programmatic Enhancements to Advance Racial Equity in Indiana (IN) CTSI

ABSTRACT IMPACT: We present new programs aimed at training, retaining and preparing a diverse cadre of scientists to lead the field in transforming population health and advancing health equity OBJECTIVES/GOALS: To mitigate biases inherent to the R01 grant funding process, trainees from backgrounds underrepresented in medicine (URM) may benefit from enhanced mentorship and a longer ‘runway’ to funding. As such, we have deployed two synergistic programs that aim to support URM retention and advancement. METHODS/STUDY POPULATION: The URM Program for Advising in Research and Development (UPwARD) pairs URM trainees with 2 mentors: 1) an institutional leader from outside their discipline to serve as an internal advocate and 2) an external eminent scholar who will facilitate the scholar’s development and prominence within their discipline. Additionally, the KL2 Program to Launch URM Success (KL2 PLUS) offers URM trainees a third year of funding to focus on scholarship, grant writing and leadership development. Four specific training components of KL2 PLUS include: 1) PLUS II Seminar Series, 2) Faculty Success Program, 3) attendance at the AAMC Minority Faculty Leadership Conference, and 4) CTSI Committee Service. RESULTS/ANTICIPATED RESULTS: Along with measures of productivity (papers, grants, K to R transition), we will utilize social network analyses and measures of collaboration, retention, and future CTSI engagement to evaluate the programs “success’‘ as both are designed to enhance trainee scholarly development and expand their professional and social networks. UPwARD does so by supporting engagement with external mentors at professional meetings and travel to present work across institutions. PLUS writing accountability groups will enhance publication rates and grant submissions, while also building connections with other URM faculty. Trainees also serve on IN CTSI committees to groom talent for future IN CTSI leadership. DISCUSSION/SIGNIFICANCE OF FINDINGS: Systemic inequities underlie the ‘leaky pipeline’ challenge we face in cultivating a diverse cadre of senior scientists and independent investigators. With intentional programming and targeted investments, IN CTSI aims to advance more equitable funding outcomes and diverse leadership.

Developing primary school students’ skills on general developmental exercises and teachers’ professional development on learning technologies in physical education

This study aims to develop primary school students’ general development exercise skills and reveal teachers’ views about their professional development on learning technologies in physical education. Mixed method was used in the study with experimental and qualitative research methods. The main relevance of this study is an analysis that conducts an experiment of a system of general development exercises that are used to perform independently by primary school students to clarify, verify the results of the study and test an effective experimental method in this direction. During the study, the experimental groups and control group of primary school students were included and the results of experiment and qualitative data were analysed. In addition, the study revealed comparative data with analysis, synthesis, questionnaires, diagnostics and other practical methods. As a result of the experimental work, a system of specific general developmental exercises (GDE) aimed at developing the skills of independent performance by primary school students through GDE was developed. Elements of life movements taken from various roots of Kazakh national culture were introduced into the system of GDE within the framework of cooperation with class teachers, a series of thematic methodological seminars were held for physical education teachers and a methodological guide was developed. Results of this study provided practical implications for primary school teachers to use systems of a new direction of preparing children for a healthy lifestyle.
 
 Keywords: General development exercises, primary school teachers, students, physical education.

Gender and the Dynamics of Economics Seminars

This paper reports the results of the first systematic attempt at quantitatively measuring the seminar culture within economics and testing whether it is gender neutral. We collected data on every interaction between presenters and their audience in hundreds of research seminars and job market talks across most leading economics departments, as well as during summer conferences. We find that women presenters are treated differently than their male counterparts. Women are asked more questions during a seminar and the questions asked of women presenters are more likely to be patronizing or hostile. These effects are not due to women presenting in different fields, different seminar series, or different topics, as our analysis controls for the institution, seminar series, and JEL codes associated with each presentation. Moreover, it appears that there are important differences by field and that these differences are not uniformly mitigated by more rigid seminar formats. Our findings add to an emerging literature documenting ways in which women economists are treated differently than men, and suggest yet another potential explanation for their under-representation at senior levels within the economics profession.

Allies Welcomed to Advance Racial Equity (AWARE) Faculty Seminar Series: Program Design and Implementation.

Introduction:In the wake of George Floyd’s murder, White faculty in our department began to express the desire to gain a greater understanding of structural racism and racial inequity. To facilitate this learning, support allyship, and mitigate the emotional labor and taxation that frequently falls on faculty of color to respond to these appeals, we developed AWARE (Allies Welcomed to Advance Racial Equity), a faculty seminar series primarily designed for and led by a majority White faculty to tackle the topics of structural racism, Whiteness, and Anti-racist action.Methods:We developed a 6-session seminar series, identifying 5 White faculty as lecturers and a cadre of Black and White volunteer facilitators, to lead 60-minute sessions comprised of lecture, facilitated small group reflection, and large group sharing, that reviewed key topics/texts on structural racism, Whiteness, and Anti-racism.Results:Attendance ranged from 26 to 37 participants at each session. About 80% of faculty participated in at least 1 session of the program. The majority of participants (85%) felt “more empowered to influence their current environment to be more inclusive of others” and were “better equipped to advocate for themselves or others.” Most (81%) felt “more connected to their colleagues following completion of the program.” Ultimately, faculty thought highly of the program upon completion with 26/27 (96%) stating they would recommend the program to a colleague.Discussion:We offer a reproducible model to improve departmental climate by engaging in the shared labor of educating our colleagues and communities about structural racism, Whiteness, and Anti-racism to create a point of entry into reflection, dialogue, and deliberate actions for change.

Going remote: Implementing digital research methods at an academic medical center during COVID-19.

COVID-19 has forced medical research institutions to conduct clinical research remotely. Here, we describe how a university's mHealth Research Core helped facilitate the shift to remote research during the COVID-19 pandemic. In 2019 (pre-pandemic), we conducted stakeholder interviews and leadership group sessions to identify, create, and implement resources and core functions to support investigator-initiated mHealth research. Between April 2019 and February 2020, we identified four investigator needs: 1) a seminar series on trends in mHealth research, 2) mHealth case consultation services, 3) liaison services with institutional regulatory compliance groups, and 4) online navigation tools for implementation of mHealth methods (e.g., eConsent) and for building partnerships with technology vendors. To date, the mHealth Research Core has held seven seminars, completed 71 case consultations, assisted four COVID-related clinical studies, advised the IRB on shifting to remote research, and widely disseminated eConsent navigation tools. Although pre-pandemic stakeholder and investigator needs led to the creation of the mHealth Research Core, this institutional resource played a critical role in continuing clinical research during the pandemic by assisting investigators in rapidly shifting to remote study methodology.