PhD Thesis Research Articles

A systematic mapping of public health master’s and structured doctoral programs in Germany

BackgroundWell-trained public health professionals are key to addressing both global and local public health challenges of the twenty-first century. Though availability of programs has increased, the population health science (PHS) and public health (PH) higher education landscape in Germany remains scattered. To date, no comprehensive overview of programs exists.ObjectivesThis study aimed to map PHS and PH master’s and structured doctoral programs in Germany, including selected program characteristics, curricula and target competencies.MethodsWe conducted a systematic mapping of PHS and PH programs in Germany following a prospectively registered protocol (https://doi.org/10.17605/OSF.IO/KTCBA). Relevant master’s and doctoral programs were identified by two study authors independently searching a comprehensive higher education database, which was, for doctoral programs, supplemented with a google search. For PHS programs, general characteristics were mapped and for the subset of PH programs, in-depth characteristics were extracted.ResultsOverall, 75 master’s and 18 structured doctoral PHS programs were included. Of these, 23 master’s and 8 doctoral programs focused specifically on PH. The majority of PHS master’s programs awarded a Master of Science degree (55 out of 75 programs). The PH master’s program curricula offered various courses, allowing for different specializations. Courses on topics like public health, epidemiology, health systems (research) and research methods were common for the majority of the master’s programs, while courses on physical activity, behavioral science, nutrition, and mental health were offered less frequently. Structured PH doctoral programs were mainly offered by medical faculties (6 out of 8 programs) and awarded a doctorate of philosophy (Ph.D.) (6 out of 8 programs). PH doctoral programs were very heterogeneous regarding curricula, entry, and publication requirements. There was a broad geographical distribution of programs across Germany, with educational clusters in Munich, Berlin, Bielefeld and Düsseldorf.ConclusionGermany offers a diverse landscape of PHS and PH master’s programs, but only few structured doctoral programs. The variety of mandatory courses and competencies in these programs reflect Germany’s higher education system’s answer to the evolving demands of the PH sector. This review may aid in advancing PH education both in Germany and globally.

‘Through guilt and resilience, we author ourselves’: a collaborative autoethnography of Vietnamese PhD student mothers / ‘A través de la culpa y la resiliencia, nos escribimos a nosotras mismas’: una autoetnografía de madres doctorandas vietnamitas

In this article, we employed collaborative autoethnography to explore the experiences of ourselves as four Vietnamese PhD student mothers who crossed national borders in pursuit of further education and encountered multiple challenges along the way. Based on Bakhtin’s theory of dialogism, we unpacked our experiences by presenting ongoing dialogues that influenced thoughts about our doctoral studies and mothering practices. On the one hand, we recounted our experiences of mother guilt, life–work balance and escalating tensions in the academic journeys and our constant struggle to conform to the moral norms bound by the political and cultural ideologies prescribed to Vietnamese women. At the same time, we displayed our resilience through our self-dialogues, which helped us counter the social norms to author our voices.

Integration of patient and public involvement in a doctoral research study using the research cycle

BackgroundPatient and public involvement (PPI) in research is widely acknowledged as essential to achieving successful and impactful research. Despite this acknowledgement, there are limited reports on how to approach and apply meaningful PPI throughout the research cycle and how to address challenges for researchers such as doctoral students, particularly when undertaking research on sensitive topics. This paper provides insights and examples for researchers new to PPI, on the impact of active PPI and recommendations for building and developing a PPI group in a paediatric focused doctoral research study with bereaved parents and carers.MethodsPPI was informed by the research cycle. The GRIPP2 short-form checklist was used to report PPI. The research was funded by the National Institute for Health and Care Research.ResultsPPI enhanced the research through input into the study design, recruitment, co-design of the study website and branding; and ethics amendments to increase participation in response to the COVID-19 pandemic. The literature review was extended to incorporate a PPI consultation phase and members contributed to data analysis. A flexible approach enabled involvement to develop iteratively throughout the research study, resulting in changes being made to enhance the study design and outcomes.ConclusionThis paper contributes to the limited knowledge base on embedding PPI into a doctoral research study and within the paediatric setting specifically working in partnership with bereaved parents and carers. Employing an adaptive approach to meet individual PPI needs, building a trusting and respectful partnership, creating shared ownership and investment in the research, are essential components to successful PPI.

Indentation and reading time: a randomized control trial on the differences between generated indented and non-indented if-statements

Indentation is an old technique that emphasizes elements in source code using white spaces or tabs. But while this technique has been taught and applied for decades, evidence for its effectiveness is weak: up to 2022 relatively few experiments can be found – the present authors are only aware of one single experiment that revealed an effect of indentation and reported the effect size, but even in that experiment the effect of indentation was found to be weak. The situation changed recently, where an experiment was published that suddenly revealed a strong and large effect of indentation in control flows on reaction time. However, although the experiment provided an initial indication of a possible cause for the difference between indented and non-indented code (the length of the code that can be skipped in indented code), the evidence for this indicator was rather weak. The present paper presents a formal model on the differences in reading times (measured in terms of reaction times) between indented and non-indented code. Based on that model a controlled experiment on generated tasks was designed and executed on 27 participants (undergraduate students, PhD students, professionals). The experiment (again) confirms a strong (p < .001) and large (ηp2\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$$\\eta _{p}^{2}$$\\end{document} = .198, MNon-IndentedMIndented\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$$\\frac{M_{Non-Indented}}{M_{Indented}}$$\\end{document} = 2.13) effect of indentation. Furthermore, it confirms that the larger the skippable code is, the larger is the difference between reading time of indented and non-indented code (p = .001, ηp2\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$$\\eta _{p}^{2}$$\\end{document} = .072). I.e., the experiment goes beyond the point “indented vs non-indented code” and explains the difference by revealing a factor that controls this difference. However, although the previous statements holds true for the whole sample in the experiment, this effect could only be shown for a subset of individual participants.

Chem4Energy: a consortium of the Royal Society Africa Capacity-Building Initiative.

The Africa Capacity-Building Initiative is a Royal Society programme funded by the former UK Department for International Development to develop collaborative research between scientists in sub-Saharan Africa and the UK. Initially, four institutions were involved in the Chem4Energy consortium: Cardiff University in the UK and three African partners, the Kwame Nkrumah University of Science and Technology, Ghana, the University of Namibia and the University of Botswana, soon also including the Botswana International University of Science and Technology. The Chem4Energy research programme focused on 'New materials for a sustainable energy future: linking computation with experiment', aiming to deploy the synergy between state-of-the-art computational and experimental techniques to design and optimize new catalysts and semiconductor materials for renewable energy applications, based on materials that are abundant and readily available in African countries. The Chem4Energy consortium has achieved ambitious research goals, graduated seven PhD students and delivered a high-quality cross-disciplinary training programme in materials science and simulation techniques relevant to renewable energy applications. Since 2021, the extended consortium, including North-West University and the Centre for High-Performance Computing in South Africa, has remained active through an annual Chem4Energy conference series, with the sixth meeting taking place in Namibia in April 2025.

Framework and Initial Steps Towards Industry-Relevant Undergraduate Electrochemical Engineering Education

It is widely expected that the use of electrochemical processes will grow rapidly in the coming decade. This growing industry requires a commensurate workforce. However, currently there is little educational infrastructure nationally to provide the number of well-educated incoming engineers and scientists that are needed. Using a design-based research approach, we have developed a framework for curricular development in undergraduate electrochemical engineering, and report here on the first author’s first course offering as the beginning of an iterative refinement process.Our education and research framework is outlined in Figure 1, which illustrates the four main aspects of the project – learning goals, tools, courses, and research – and shows how they are connected. There are two learning goals for students. First, the development of conceptual understanding of electrochemical topics enables them to develop the knowledge structures needed to access and operationalize the content in new contexts, such as in industrial practice. Second, engaging students in disciplinary practices provides an authentic experience of the sociotechnical work faced by engineers in industry. These goals will be realized using tools housed in the Concept Warehouse, an online instructional tool constructed by members of our research team. Tools include concept questions provided to students in class to develop their conceptual understanding, which will then be assessed using a concept inventory in development. An industrially-situated virtual laboratory will allow students to experience a realistic task that engages them in both knowledge practices and social practices of professional engineers. Instructors at a range of institutions, beginning with Tufts University, will teach electrochemical engineering courses. They will design the courses according to how they best fit their individual context, but all courses will incorporate the two learning goals and will be supported by the three tools. The project will be supported by a comprehensive research plan that contains two studies – an interview study and a design-based research (DBR) study. First, we plan to interview practicing engineers in the electrochemistry industry to understand both the conceptual knowledge they rely on (for development of the concept inventory) and disciplinary practices they use in their work (to inform the industrially-situated virtual laboratory). Second, using a DBR approach, we will utilize multiple data sources to both improve the instructional design of these courses and develop transferable knowledge about the development of conceptual understanding and disciplinary practices using these instructional tools.In this work, we report on the development of the framework and on the electrochemical engineering course developed and delivered in Fall 2024 by the first author, a post-doctoral fellow at Tufts University, as a pilot. This was also the first author’s first solo course delivery, and general insights on this process will also be shared. The course was offered to 13 students, of whom 8 were undergraduate chemical engineering students, one was a master’s student, and 4 were PhD students. The first half of the course centered electrochemistry fundamentals, using Electrochemical Engineering by Thomas Fuller and John Harb as a reference text, and emphasized conceptual understanding using concept questions and culminating in an entirely conceptual mid-term exam. In the second half of the course, students explored practical applications of electrochemistry, supported by conversations with industry professionals, culminating in a final project on an application of interest for each student.Finally, we discuss next steps in this project, in particular ongoing development of a virtual laboratory and concept inventory, as well as inter-institutional collaboration. Figure 1

Revitalizing Electrochemical Science and Engineering Education to Create a Clean Energy Workforce

Electrochemical science, engineering, and technology education and workforce development are central to the ongoing clean energy transition. In particular, I will highlight battery, hydrogen, and microelectronics industries as drivers. I then highlight a unique Electrochemistry-Technology-focused Graduate program launched through the Oregon Center for Electrochemistry in 2020. At the master’s level, the accelerated program consists of six core electrochemistry science and engineering lecture, laboratory, and project-based courses over either two or three academic quarters. In addition to core electrochemistry knowledge spanning thermodynamics, transport, kinetics, and device technology, emphasis is placed on problem solving, data analysis, programming (particularly in Python) and professional development and this additional content is embedded throughout all the core lecture and laboratory courses. Students are also introduced to continuum-level electrochemical simulations, with an emphasis on understanding the effects of boundary conditions on the simulation output. They also complete a team-based applied project sponsored by industry partners. The program ends with a nine-month paid internship leading to a master’s degree and career in the electrochemistry industry after 15 months.The coursework is also open to PhD students and postdoctoral scholars who go on to serve as near peer mentors and teaching assistants in the program in future years, directly synergistic with their research, and building community around electrochemistry. A new BS-MS program leveraging the above has launched in 2023, allowing University of Oregon students to complete coursework for both BS and MS in just four years yielding an incredibly high return on tuition and time investment in terms of career potential and earnings. Key to the success of the programs is very low administrative overhead with technical faculty/staff leading all efforts and a transparent budget model to fund the program based on tuition return.

Disentangling the Ligand and Electronic Structure in KVPO4F1-XOx Positive Electrode Materials by Valence-to-Core X-Ray Emission Spectroscopy

Among all positive electrode materials for K-ion batteries (KIBs), KVPO4F offers a high theoretical capacity of 131 mAh·g-1 and an average working potential reaching above 4.3 V vs K+/K, resulting in a theoretical energy density of up to 520 Wh·kg-1. [1] The anionic substitution of fluorine by oxygen in KVPO4F1-xOx (x = 0, 0.25, 0.5, 0.75, 1) induces an increasing working potential by activating the V3+/4+ and V4+/5+ redox couples and replacing the VO4F2 “ionic” entity by {V=O}O5 unit with a highly “covalent” vanadyl-type bond. [2] The accurate prediction of the electrode potential as well as the understanding of the mechanisms involved upon cycling requires the determination of how the coordination environment of the transition metal ion influences the ionicity/covalency of the metal-ligand bonds and thus the electronic structure. Nevertheless, discriminating these ligands remains a challenge due to the limited sensitivity to light elements of common characterization techniques such as X-ray diffraction and extended X-ray absorption fine structure. Despite the valuable information from these techniques, fundamental concerns still need to be addressed which include: i) the implication of the covalent V=O vanadyl bond in the electronic structure; ii) the difference of Vcis and Vtrans, the two different sites for V, in the electronic configuration of the material; and finally, (iii) the impact of F/O ligands on the electrochemical mechanism upon battery cycling.To address this issue, we employed valence-to-core Kβ X-ray emission spectroscopy (VtC XES) combined with ab initio modelling and conducted a systematic investigation of KVPO4F1-xOx: two distinct regions were identified in the spectra, Kβ" and Kβ2,5, which are critical to probe the electronic structure close to the Fermi level and to discriminate different ligands coordinated with the vanadium atoms. [3] Our approach allows distinguishing in KVPO4F1-xOx the contributions of V-F, V-O, and V=O bonds, with intensities at the Kβ" region highly correlated to the F- and O2- anionic composition. Additionally, the evolution of the features at the Kβ2,5 region is highly associated to the presence of short V=O bonds, strongly influencing the electrode potential of the material.Overall, we present a detailed and reliable approach for understanding the occupied electronic states of the electrode material, proving valuable for a thorough comprehension of the structural and redox mechanisms involved in batteries.AcknowledgementThis work was supported by the DESTINY Marie Skłodowska-Curie Actions COFUND PhD Programme (Grant Agreement #945357) co-funded by the European Union's Horizon2020 research and innovation program and the Synchrotron SOLEIL. ANR is also acknowledged for funding the RS2E network through the STORE-EX Labex Project ANR-10-LABX-76-01, and the ANR TROPIC project ANR-CE05-0026. Alistore-ERI network is also acknowledged.

Towards the Direct Observation of the Local and Electronic Structure Evolution of Positive Electrode Materials by X-Ray Raman Scattering and X-Ray Emission Spectroscopy

The emergence of high brilliance synchrotron sources and the availability of more sophisticated infrastructure have opened doors to advanced material characterization, enabling a profound understanding of new processes and mechanisms in battery research. [1] More specifically, non-resonant Valence-to-Core X-ray emission spectroscopy (VtC-XES) and X-ray Raman scattering (XRS) stand out as complementary photon-in/photon-out X-ray spectroscopy techniques. The unique capability of these techniques lies in their access to soft X-ray edges using a hard X-ray beam, providing comprehensive information on both the electronic and local structure, due to their high sensitivity to local structure and coordination. [2,3] In this work, two different families of materials with different compositions and crystal structures are studied using XES and XRS.The first part focuses on the detailed study of oxygen substituted KVPO4F1-xOx (x = 0, 0.25, 0.5, 0.75, 1) using VtC-XES combined to ab initio theoretical calculations. The average working potential increases with increasing oxygen content by activating the V3+/4+ and V4+/5+ redox couples and replacing the VO4F2 “ionic” entity by {V=O}O5 unit with a highly “covalent” vanadyl-type bond. [4] VtC-XES allowed us to distinguish the contributions of V-F, V-O, and V=O bonds in the local environment, with spectral intensities highly correlated to the F- and O2- anionic composition. In addition, specific spectral evolutions are also associated to the presence of highly covalent V=O bonds, strongly influencing the electrode potential of the material.The second part examines a series of electrochemically obtained LiyNiO2 layered oxide materials (y = 0.02, 0.25, 0.33, 0.5, 0.67, 1.0). VtC-XES performed at the Ni Kβ emission line allows to study the local structure evolution around Ni, whereas XRS spectroscopy at both the O K-edge and Ni L2,3 L-edges gives an access to the interplay between Ni and O through the hybridized states of Ni 3d and O 2p. [5] This work provides a survey on both the cationic and anionic redox processes, and unveils the underlying phenomena related to the charge compensation processes occurring in this material.Overall, we present a comprehensive study of different polyanionic and layered oxide positive electrode materials using complementary X-ray spectroscopic techniques to probe both the local and electronic structures. We demonstrate that they allow to follow and understand evolution and changes in the local structure in materials of intricate crystal structures.AcknowledgementThis work was supported by the DESTINY Marie Skłodowska-Curie Actions COFUND PhD Programme (Grant Agreement #945357) co-funded by the European Union's Horizon2020 research and innovation program and the Synchrotron SOLEIL. ANR is also acknowledged for funding the RS2E network through the STORE-EX Labex Project ANR-10-LABX-76-01. Alistore-ERI network is also acknowledged.

The expanding conceptions of child citizens in the early years: Perspectives from Chinese kindergarten teachers

Recognising children as active and competent citizens holds promise for early childhood research and pedagogies worldwide. Researchers in China have not previously explored young children’s citizenship in detail. The project that is the focus of this article sought to address this research gap. Moss’ critical approach and Chen’s Asia as Method were employed as the tools for theoretical analysis. This article draws from the first author’s doctoral study and explores data gathered from interviews with kindergarten teachers in selected Chinese kindergartens. The findings reveal the teachers’ expanding conceptions of child citizens and offer insight into the syncretism of Western and Chinese discourses in early childhood care and education. Finally, the value of intercultural reflexivity is considered.

DARC 2024 at the Vrije Universiteit Amsterdam: Bridging accounting research and society

On June 4 and 5, 2024, the 8th Dutch Accounting Research Conference (DARC) was hosted at the Vrije Universiteit (VU) Amsterdam. In addition, the conference featured a PhD event for Accounting PhD students from Dutch universities on the day preceding the main conference program. In this essay, we highlight the main takeaways from (organizing) the conference and reflect on how accounting research can strengthen its relationship with practice and society.

Is Adult Education Related to Community Development? An Exploratory Study in Ghana

This paper draws on Freire’s social philosophy arguing that adult education (AE) relates to community development (CD). The provision of AE opportunities serves as bait for community members (CMs) to participate in CD projects. This exploratory study undertaken in Ghana, interviewed 9 PhD students on how AE relates to CD, and how adult educators revive waning self-help spirit for CD projects, and networking to sustain communities. Data was analyzed using thematic, narrative and interpretivist approaches. The results revealed that AE create awareness in CMs to participate in self-help CD projects; yet, more inclusive and transformational dialogue and education among CMs are broadly required. The study recommends that adult educators’ leverage group learning and networking in CD projects to improve communities in Ghana.

First person – Angéline Geiser

ABSTRACT First Person is a series of interviews with the first authors of a selection of papers published in Journal of Cell Science, helping researchers promote themselves alongside their papers. Angéline Geiser is first author on ‘ A novel 3D imaging approach for quantification of GLUT4 levels across the intact myocardium’, published in JCS. Angéline is a PhD student in the lab of Prof. Gwyn W. Gould at Strathclyde Institute of Pharmacy and Biomedical Sciences, University of Strathclyde, Glasgow, UK, where her research focuses on the molecular study of metabolic disorders and cardiovascular diseases, with a newly spurred interest in super-resolution microscopy techniques.

Travis I. Thompson (1937-2023).

Travis I. Thompson was born on July 20, 1937, in Minneapolis to William and Loretta Thompson. Travis completed his BA (1958), MA (1961), and PhD (1961) degrees all at the University of Minnesota in Psychology, with postdoctoral work at the University of Maryland with Joseph V. Brady and at Cambridge University (United Kingdom) with Robert Hinde. Travis began his academic career at the University of Minnesota in 1963 rising to the rank of professor of Psychiatry and Neurology and Psychology and Pharmacology in 1969. A prolific writer, Travis, published more than 200 articles and chapters and 30 books including four on the translation of research on autism for parents, teachers, and professionals. He had a knack for motivating people to believe in their ability to grow and develop as researchers and work collaboratively on complex issues related to intellectual and developmental disabilities (IDD). Travis was part of the intellectual force founding the area now known as behavioral pharmacology. Throughout his career, Travis remained deeply curious about how basic principles could be used to understand how things worked-his approach was to identify the functional pieces, take them apart, and put them back together. He wanted that activity to matter. It did. He is survived by his wife, Anneke, four children, and seven grandchildren. He died in Roseville, Minnesota, on August 2, 2023, at the age of 85. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Tradition and Disruption in Latinx and Latin American Political Thought

Abstract This article presents Latinx political thought as a distinctive tradition in political theory that reworks central concepts in response to historical experiences of conquest, colonialism, migration, and transnational politics. In reconstructing this tradition, we argue that its problem space converges with US-based Latin American political thought. The article first traces a genealogy of Latinx political theory and then explores three realms of theorizing around which Latinx and Latin American political thought cluster: sovereignty and state violence, peoplehood, and transnationalism. We explain how the surveyed works disrupt and enrich political theory accounts of these problems. In arguing for the recognition of this field as a tradition, the article also aims to make it intelligible as an area of concentration for PhD students in political science.

The standardized, mechanized, and annotated body. Fragmentation as cultural technique in recent video works by Kajsa Dahlberg, Kalle Brolin, and Hanni Kamaly

ABSTRACT For several decades now, audio-visual artworks have routinely been described as “research” or “research based”. However, the relationship between image, research and theory is often unclear, particularly when the artwork in question is produced outside formal academic frameworks like practice-based PhD or MFA programs. This essay asks how we can understand and interpret artworks that use materials and methods that approximate those used by academic researchers but do so through audio-visual means. Four artworks are discussed: Kajsa Dahlberg’s Reach, Grasp, Move, Position, Apply Force (2015); Kalle Brolin’s I am Scania (2016) and I am the Sun (2018); and Hanni Kamaly’s HeadHandEye (2017/2018). All four highlight how image practices establish, reinforce, and subvert specific attitudes, ideas, and practices relating to work or the human body. The author’s key argument is that the selected artworks can be understood as examples of the media-theoretical method of analysis known as cultural techniques. Cultural techniques have been defined within media theory as the chains of operations that link humans, things, and media. The scholar who uses this perspective searches for the rules, procedures, and documented practices that preceded and directed the development and formats of specific media technologies. This essay proposes that the four selected artworks show how fragmentation operates as cultural technique in different contexts. Fragmentation is shown to be at work beneath efficiency studies of industrial workers in the early twentieth century and the early twenty-first (Dahlberg); in the relationship between the sugar industry and coal mines in the south of Sweden in the early twentieth century (Brolin); and in the de-subjectification practices among colonial rulers in the nineteenth century (Kamaly).

Comparative Study of Eco-critical Consciousness in Literary Works of Anita Desai and Pearl S. Buck

This research paper delves into an eco-critical study of select literary works by 20th-century authors Pearl S. Buck and Anita Desai, examining their roles as saviors of life through their ecological consciousness related to the proposed research work for PhD degree

“Does an Additional Advanced Degree Influence Career Trajectory as a Shoulder and Elbow Surgeon?”

BackgroundAs orthopedic surgery becomes increasingly competitive, orthopedic surgeons are now pursuing advanced degrees more frequently to enhance their resumes or gain additional expertise. The specific impact of this additional training and education on a surgeon’s career trajectory is not well defined. The purpose of this study was to understand the impact of an advanced degree on the academic career of orthopedic shoulder and elbow surgeons. MethodsOrthopedic shoulder and elbow fellowship-trained surgeons were identified using the directory listed on the American Shoulder and Elbow Surgeons website. Demographics, education, and current professional roles were obtained. Research productivity was obtained using SCOPUS and Google Scholar. Advanced degrees were defined as those additional to the primary medical degree (Doctor of Medicine [MD] or Doctor of Osteopathic Medicine [DO]). Outcome measures collected included timing of advanced degree obtainment, current academic and leadership roles, leadership on journal editorial boards, and research productivity. Statistical analysis was performed using the chi-square test and Mann-Whitney U test to determine the association of advanced degrees on outcome measures. ResultsIn total, 893 orthopedic shoulder and elbow surgeons were identified, of whom 129 had advanced degrees. Most common advanced degrees included Master of Science (MS/MSc; 43%), Master of Business Administration (MBA; 23%), and Doctor of Philosophy (PhD; 13%). The most common period of degree obtainment was before medical school (35%) with the least common times being after medical school/before residency (0.9%) and between residency and fellowship training (0.9%). Surgeons who held advanced degrees demonstrated greater research productivity, with a higher h-index (p < 0.001), a greater number of citations (p < 0.001), and more publications (p < 0.001). Of the 523 shoulder and elbow surgeons who worked at an academic institution, those holding advanced degrees were more likely to serve as orthopedic department chair (p < 0.001) and serve an editorial board position (< 0.001). ConclusionThis study found that having an advanced degree as an orthopedic shoulder and elbow surgeon was linked to higher research impact and productivity and an increased likelihood of becoming a department chair and holding an editorial position. These significant findings can help future trainees and department leadership in understanding the importance and impact of additional training on career trajectories for academic faculty.

ECR Spotlight – Mario Martinez Groves-Raines

ECR Spotlight is a series of interviews with early-career authors from a selection of papers published in Journal of Experimental Biology and aims to promote not only the diversity of early-career researchers (ECRs) working in experimental biology but also the huge variety of animals and physiological systems that are essential for the ‘comparative’ approach. Mario Martinez Groves-Raines is an author on ‘ Steady as they hover: kinematics of kestrel wing and tail morphing during hovering flights’, published in JEB. Mario is a PhD Student in the lab of Dr Shane Windsor (University of Bristol, UK), Dr Abdulghani Mohamed (RMIT, Australia) and Professor Simon Watkins (RMIT, Australia), investigating the flight of birds from an aerodynamics and flight control perspective, learning and inspiring new flight techniques for human-made aircraft.

Effort–reward imbalance in PhD students: Adaptation and validation of the Effort–Reward Imbalance Scale for doctoral students.

Effort–reward imbalance in PhD students: Adaptation and validation of the Effort–Reward Imbalance Scale for doctoral students.