Development of a clinical and translational research curriculum for undergraduate students.

Introduction: Research participation during undergraduate years has a powerful influence on career selection and attitudes toward scientific research. Most undergraduate research programs in academic health centers are oriented toward basic research or address a particular disease focus or research discipline. Undergraduate research programs that expose students to clinical and translational research may alter student perceptions about research and influence career selection. Methods: We developed an undergraduate summer research curriculum, anchored upon a clinical and translational research study developed to address a common unmet needs in neonatal nurseries (e.g., assessment of neonatal opioid withdrawal syndrome). Program topics reflected the cross-disciplinary expertise that contributed to the development of this "bedside to bench" study, including opioid addiction, vulnerable populations, research ethics, statistics, data collection and management, assay development, analytical laboratory analysis, and pharmacokinetics. The curriculum was delivered through three offerings over 12 months, using Zoom video-conferencing due to restrictions imposed by the COVID-19 pandemic. Results: Nine students participated in the program. Two-thirds reported the course enhanced their understanding of clinical and translational research. Over three-quarters reported the curriculum topics were very good or excellent. In open-ended questions, students reported that the cross-disciplinary nature of the curriculum was the strongest aspect of the program. Conclusion: The curriculum could be readily adapted by other Clinical and Translational Science Award programs seeking to provide clinical and translational research-oriented programs to undergraduate students. Application of cross-disciplinary research approaches to a specific clinical and translational research question provides students with relevant examples of translational research and translational science.

Remembering New Vocationalism: Reinforcing the Future of Workforce and Professional Development in the Community College

The concept of new vocationalism reached its height in the 1990s and 2000s as views evolved regarding how community colleges should provide relevant vocational education for students. The concept of new vocationalism is here brought into the present moment by mapping theoretical lineages and emphasizing the current and future practical implications at the nexus of the community college sector and a post-COVID-19 economy. Reforms centered around the principles of new vocationalism have led to more inclusive opportunities for learners from varied diverse and marginalized backgrounds, though the influence within career development and community colleges often goes unrecognized. Implications for educational leaders are discussed, including refocusing outcomes on the needs of diverse learners and bridging the gap between students' academic and vocational educations. Specific considerations are also provided to further solidify new vocationalism principles in workforce and professional development programs within community college and career development contexts. Consideration first needs to be given to building programming that develops students' professional identity with a willingness (from both student and educator) to push back against exclusionary ideas of professional, professionalism, and industry practices that are not focused on employee inclusion. Further, equity and access should remain foundational to all programs if these structures are to remain relevant. Specific recommendations are given for incorporating the equity-mindedness approach when developing workforce and professional development programs and curriculum, with increased consideration being given regarding the reality of how well workforce and professional development programs are currently preparing students for life-long career success, growth, and adaptability.

Leveraging resources to improve supervisors' vision in the remote workplace: MRN

PurposeDuring the COVID-19 pandemic, many organizations adopted remote work policies. Meanwhile, the loss of the collocated work environment made it challenging for the supervisors to have a clear vision of their employees, which may impact the quality of the performance evaluation and developmental decisions. This paper aims to resolve this problem by identifying resources in the remote workplace that can help supervisors restore their capacity for a clear vision of the remote employees.Design/methodology/approachThe authors take the perspectives of the job resource-demand model and illustrate the theoretical framework that recognizes resources and resource holders at various levels of the organization. The authors see this as the key for supervisors to meet the demand of "seeing” their employees in the remote workplace.FindingsSpecifically, the employees should offer their information resources via skillful communication because supervisors have lost opportunities for in-person observation. Further, the administration is urged to deliver competence resources through training and development because supervisors may lack the experience of remote work management. Moreover, the organizations should provide social support resources by creating avenues for virtual networking activities, so as to make up the random social opportunities available in the collocated work environment.Research limitations/implicationsImproving supervisors' vision is a new challenge coming with the installation of the remote workplace. Further research is called for to empirically test this theoretical framework and identify more ways to increase the resources and reduce the demands for supervisors;thus, helping them ease into the new ways of supervision in the virtual workplace.Practical implicationsThis research informs the organizations to adjust their strategy for management development to adapt to the remote workplace.Originality/valueThe authors noted that increasing concerns of the low visibility of remote workers was partially due to the impaired vision of supervisors, who lost the context of in-person observation. Supervisors' vision of their employees was taken for granted in the traditional work environment and there was not much research done on this topic. This prompted us to develop a theoretical framework based on the job resource demand model.

The impact of COVID-19 on the work–life balance of working mothers: evidence from Nigerian academics

Purpose Given the limiting gender role conditions arising from the prevalence of patriarchy in Nigeria and the shift to workers staying at home due to the deadly spread of coronavirus (COVID-19), this article aims to explore the impact of the COVID-19 pandemic on the work–life balance of professional mothers using the work–home resources model as a conceptual lens.Design/methodology/approachThe qualitative data is based on telephone interviews with 28 married female university academics with children.FindingsThe findings reveal that the confinement policies enforced due to the need to combat the spread of COVID-19 and patriarchal norms deeply embedded in the Nigerian culture have exacerbated stress amongst women, who have needed to perform significantly more housework and childcare demands alongside working remotely than they did prior to the pandemic. The thematic analysis showed a loss of personal resources (e.g. time, energy, and income) resulting in career stagnation, health concerns, and increased male chauvinism due to the abrupt and drastic changes shaping the "new normal” lifestyle.Research limitations/implicationsThe study relies on a limited qualitative sample size, which makes the generalisation of findings difficult. However, the study contributes to the emerging global discourse on the profound negative consequences of COVID-19 on the lives and livelihoods of millions, with a focus on the stress and work–family challenges confronting women in a society that is not particularly egalitarian – unlike Western cultures.Originality/valueThe article provides valuable insights on how the COVID-19 pandemic has dramatically affected professional working mothers in the sub-Saharan African context, where literature is scarce.

From the President

Among these changes, the College has begun the implementation of the Clinical Competency Assessment (CCA) as an initial replacement for the OSCEs. My sincere thanks also go to all the College staff for their ongoing support and commitment to the College. A special thanks to the College Board and the executive staff who have worked tirelessly to take us forward. [Extracted from the article] Copyright of Australasian Psychiatry is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Organization Development Interventions to Improve Leadership, Communication, Support, Career Development and Justice of Generation Y & Z: A Case Study of China

This research is mixed-method research aiming at identifying and prioritizing the Organization Development interventions to improve leadership, communication, training & development, support, and justice. Research design, data and methodology: The research also utilizes a needs assessment to examine the differences between the current and expected situations. The target respondents comprise generation Y and Z from both Zhejiang province, China. During the COVID-19 period, the researcher obtained 22847 responses from Zhejiang province, using convenient and purposive sampling. Results and conclusions: The quantitative findings show a significant difference between the current situation and the expected situation regarding leadership, communication, training & development, support, and justice (p < 0.05). According to the PNImodified value, the top three dimensions needing improvement are justice, support, and communication. The five open-ended questions' coding results revealed that respondents were dissatisfied with their organizations' five dimensions' current situation.

Design Mentorship: Determinants of Career Development and Psychosocial Supports

When entry-level designers transition into the workplace, new responsibilities and adjustments to organizational procedures may cause uncertainty, even prior to COVID-19. Studies have shown that positive mentorship relationships can help newer protégés advance in their professional and individual career goals. This study employed a mixed-methods survey to understand the mentorship opportunities available to emerging designers and the impact of remote work on these dynamics. Quantitative and qualitative data were analyzed from eighty-five respondents using Ragins and McFarlin's RMMRI instrument. Participants reported an average of 1.84 formal mentors and 4.01 informal mentors, which were significantly positively associated with overall average mentor role scores. Participants indicated that they were most likely to receive individual categories of "acceptor” and "friend.” Yet, contextual factors (i.e., firm size and market sector) did not significantly influence mentor roles. Further, those from underrepresented groups scored "acceptor” significantly worse than their counterparts, yet they did not score mentor quality significantly differently. Qualitative insights indicated "coaching,” "acceptance,” and "counselor” were the primary mentor roles received by the participants. Other quantitative findings revealed that remote work had little impact on mentorship perceptions during COVID-19. Together, these findings help build understanding surrounding mentorship in design praxis.

Gender managerial obstacles in private organizations: the UAE case

PurposeThe purpose of this study is to report empirical research on gender managerial obstacles in UAE private organizations. It identifies the barriers that limit opportunities for gender equality promotion in managerial level positions.Design/methodology/approachPrimary data were gathered from 384 female managers operating in UAE organizations using Survey Monkey and ANOVA for statistical analysis. Two variables (years of experience and industry) were used to compare the average means across the responses and the differences among the group.FindingsThe situation of gender equality in UAE management currently shows a positive trend. The females who participated in the survey have considerable work experience and jobs in a vital economic sector of the UAE industry. The earlier cultural stereotypes that worked against the interests of women in the UAE society are no longer relevant except for informal barriers and the level of cooperation among female leaders. We found differences among industry, service and transportation sectors in which gender managerial level in a private industry is dependent upon the number of years of experience for female managers.Research limitations/implicationsThe limitation of the study is the online survey was affected by the COVID-19 pandemic during the lockdown period in the spring of 2020, which led to a low number of participants responding to the questionnaire. Additionally, the survey did not include a nationality question to distinguish Emiratis from non-Emirati.Social implicationsThis study indicates a need to coordinate UAE female leaders' actions to protect their rights, develop formal and informal mechanisms of gender inequality realization in business and promote professional skills, orientation on social networks, and mentoring programs for female leaders. These initiatives improve the positions of female leaders.Originality/valueThe study of the UAE case adds to the existing literature on gender studies because the survey-based research in the UAE context contributes to the limited knowledge of Middle Eastern countries. The females' employment and their representation in managerial levels remain lower compared to males. Differences exist among the industry, service and transportation sectors.

A Trauma-Informed Inquiry of COVID-19's Initial Impact on Adult Education Program Administrators and Instructors in the United States

The COVID-19 pandemic has had a profound impact on adult education programs globally, transforming in-person operations to distance, online enterprises often overnight. Many administrators, instructors, and program staff have been inordinately burdened physically, economically, and socially by the pandemic in ways that could be considered traumatic. The pandemic has also revealed how the insufficient access to educational technology and limited digital literacy has affected program administrators, instructors, and adult students alike. Can the pandemic create the opportunity to elevate adult learning and restructure existing policies and practices moving forward? To grapple with the answers to this question, this exploratory qualitative study sought the perspectives and insights of program administrators and instructors in adult education programs in the northeastern United States. Through an online, mostly open-ended questionnaire, self-reflections of lessons learned were analyzed through a trauma-informed lens (Gross, 2020). Through multiple rounds of coding, the following themes emerged: (1) balancing multiple stressors;(2) coping with pandemic uncertainty;and (3) addressing virtual classroom engagement, remote work, and the digital divide. Recommendations for modifying preservice preparation and ongoing professional development and making programmatic policies and instructional practices that promote distance teaching/learning and digital literacy in more trauma-responsive and inclusive ways were proposed as were areas for future research. [ FROM AUTHOR] Copyright of Adult Learning is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Can We Agree on Standards? International Voices in Simulated Patient Education: Presenter(s): Emily Ruba, Carver College of Medicine, University of Iowa, United States

Simulated (or standardized) patients (SPs) play a crucial role in the teaching and assessment of communication skills in healthcare. As this methodology has evolved, the SP educator has emerged as its own profession. In 2017, an international team from the Association of SP Educators (ASPE) published Standards of Best Practice (SOBPs) to guide practitioners. Investigators sought to assess the applicability of the SOBPs to the diverse contexts in which SP educators work around the world. In this study, investigators addressed two questions: 1. Are SOBPs relevant to SP educators around the world?;and 2. How can the SOBPs be enhanced or altered in future iterations? Investigators used 60-minute, semi-structured interviews with 12 respondents from 11 countries. Researchers used purposive sampling. Respondents were intentionally recruited from 6 continents. Respondents included individuals who are active SP educators, but who are not ASPE members. All interviews were recorded and transcribed. The data were analyzed using NVivo and investigators used thematic analysis. While respondents provided many insights into the SOBPs and SP methodology, preliminary analysis has revealed three main themes. First, respondents described the role of the SOBPs in affirming current practices and guiding the development of future practices, including domains of safety in simulation and quality control. Second, respondents described how the SOBPs enable professional development through empowering evidence-based practice and promoting scholarship. Third, respondents offered recommendations for adaptation of the SOBPs to online simulation in the context of the Covid-19 pandemic. Successful simulation requires the utilization of practices most likely to lead to optimal learner outcomes. This study indicates that SP educators around the world view ASPE's SOBPs as a powerful tool providing both guidance and flexibility. Results: suggest that the SOBPs serve as a valuable guide for working with SPs in diverse cultural contexts. [ABSTRACT FROM AUTHOR] Copyright of Patient Education & Counseling is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Impostor syndrome magnified: Experiences of an early career academic

During the rapid transition online, university educators had to reconsider how they supported students with disabilities and neurological differences in accessing a high-quality remote learning experience. This chapter explores my personal experiences as an Early Career Academic (ECA) tasked with supporting our faculty during the transition to remote learning. By collating my personal experiences leading up to and throughout this period, I reflect on my own coping strategies required to fulfill this role. I also explore the forms of resilience that I utilised to support my colleagues who had a spectrum of perspectives and knowledge of inclusive digital pedagogies. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

IN THE Wake

ASQ survey shows how job seekers, employers alike leverage online tools and new credentials to navigate a sometimes-choppy, challenging job market created by COVID-19 Maybe you're a quality professional wondering whether your career is all it can be. To learn more about those effects, ASQ sent out a pulse survey to 7,400 members in March to reach below the surface and take a closer look into how this historic phenomenon is affecting hiring practices and career development in the quality arena. [...]the infographic, "The Next Wave" (pp. 20-21), highlights the valuable ASQ resources that can help improve your abilities and credentials, buoying your chances for a successful job search or promotion. An estimate from late March had 44% of U.S. citizens currently seeking a new position.1 The pulse survey suggests, however, that the wave of resignations may not be slamming the quality profession as hard as it has hit other parts of the economy.

The role of career development in ensuring effective quality management of training

Orientation: It is widely acknowledged that career development needs to be viewed as a critical element by organisations to capacitate employees and contribute to organisational success. The role of career development in capacitating leaders to ensure effective quality management (QM) of training is not well known. Research purpose: This research aimed to investigate officers in corps training units' perceptions regarding the role of career development in managing the quality of training in the South African (SA) Army. Motivation for the study: Limited research exists concerning the career development of leaders responsible for the QM of training internationally and nationally. This study intended to fill the gap. Research design and method: Qualitative focus group interviews were conducted using a sample comprising 49 officers at six SA Army corps training units. Main findings: The appointment of unqualified and incompetent leaders in critical positions, lack of continuity in the staffing of personnel, the appointment of incompetent personnel in training positions and the lack of mentors and opportunities for mentoring of officers adversely affected the QM of training in the SA Army. Practical/managerial implications: There is a need for leaders in the SA Army to ensure that career development strategies are adequately planned and managed in the training context. This will ensure that leaders with adequate potential are appointed and developed to guarantee high-quality training. Contribution/value-add: This research provided an empirical description of the role that career development plays in the organisational system to ensure adequate QM of training.

Sources of Stress, Burnout, and Career Decisions of Male Health and Nursing Professionals: A Qualitative Inquiry of the Challenges During the COVID-19 Pandemic

The human resources and workforce shortage of registered health and nursing professionals has been a long-term problem in health systems internationally, particularly during the COVID-19 pandemic. Many health and nursing professionals face stress and burnout, which may influence their career decisions and long-term human resources development. The purpose of this study is to investigate and understand the relationship(s) between sources of stress and the reasons why male health and nursing professionals decide to leave the profession within the next six months. With the employment of the social cognitive career and motivation theory and general inductive approach with 40 male health and nursing professionals, the results outlined personal considerations: my physical and mental health conditions, surrounding environments and individuals: pressure from my co-workers, and political considerations: unsupportive government policies, were categorized. The study provides recommendations to healthcare leadership, government agencies, human resources planners, and researchers to establish sustainable human resources strategies to solve the ongoing and long-term workforce shortage internationally.

Supporting the career development of black adults during the covid-19 pandemic

In this pilot study, Black adults (N = 15) in a large Midwestern city who were economically impacted by the pandemic completed three career development webinars. The study examined how completing three career development webinars improved participants' perceptions of career search efficacy and helped participants progress toward their career development goals. Results of a linear regression indicated a significant positive increase in post-test career search efficacy scores. Results of the thematic analysis revealed four themes: career development knowledge, career development confidence, entrepreneurship, and exploring career interests. Implications for counselors and counselor educators are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

The Long-Term Solvency of Teacher Pension Plans: How We Got to Now and Prospects for Recovery

The COVID-related financial market decline and economic recession have raised new concerns regarding the financial sustainability of retirement plans for state and local government employees, the largest group of whom is public school teachers. Using data from the Public Plans Database and the National Income and Product Accounts, I analyze teacher pension plans over the 2001–2019 period, seeking to answer questions regarding teacher pensions' funded status, investment decisions and returns, adequacy of contributions, and generosity of benefits. These data show that teacher pension funding peaked at the beginning of the 2001–2019 period due to the tech bubble's inflation of asset values, but then it declined thereafter due to investment returns that significantly underperformed assumptions, failures by sponsoring governments to consistently make full contributions, and increases in the generosity of pension benefits. School districts will face substantial funding challenges in the post-COVID period, as investment losses are factored into contribution rates, government revenues available to make contributions shrink, and education funding from state governments comes under pressure. I outline several policy alternatives that policymakers may consider, but none would make restoring teacher pensions to full funding a painless process. © 2022 AERA.

Tennessee Section of ITE-Meaningful Meetings, Meet-Ups, and More!

The Tennessee Section of ITE (TSITE) has strong local Section meetings, which were allowed and encouraged in 2022 as conditions improved from the COVID-19 pandemic. In-person meetings resumed in each of the larger cities: Memphis, Nashville, Chattanooga, Knoxville, and Johnson City. Technical sessions at meetings included applications of cutting-edge transportation elements and offered professional development hours (PDHs) for participants. TSITE was able to host all four of its quarterly Section meetings in person. The quarterly meetings rotate across the state and are typically full-day events. They begin in the morning with technical presentations and lunch is provided, followed by the business meeting, additional technical sessions, and/or a technical tour. In 2022, the Summer and Fall Section meetings were 3-day events. In 2022, the quarterly meetings were hosted and well-attended. The Winter Meeting in Cookeville TN at Tennessee Tech University in February had 71 participants. Meeting presentations included "MDOT Traffic Signal Asset Management & Preventative Maintenance," "Campus Like Emergence Evaluation Modeling," "Evaluating factors associated with Abandoned and Disabled Vehicle Incidents in Tennessee," and "MAQ award for deploying an NDOT Traffic Management Center and other emerging projects."

Supporting career skills development: Exploring stakeholders' perceptions of college students' participation in an enterprise internship massive open online course (MOOC)

The Coronavirus (COVID-19) outbreak in March 2020 resulted in hundreds of companies canceling internships for college students who had accepted offers for the summer. While colleges and companies were determining how to move forward, a team of recruiters and learning professionals at a global telecommunications company engaged thousands of students in a massive open online course (MOOC) that may have fulfilled internships for some students. This novel approach to learning provided students with access to an employer-developed curriculum utilizing an enterprise internship MOOC model. This study centered on understanding career services professionals' perspectives of an enterprise internship MOOC for supporting college students' career skills development. Employing constructivist grounded theory (CGT) and the product market fit pyramid, this qualitative research explored the enterprise internship MOOC's viability. Data collection and analysis consisted of semi-structured interviews with 11 career services professionals from higher education institutions (HEIs) in the United States. Five out of 11 participants had experience with the enterprise internship MOOC while the remaining participants learned about it during the study. The artifacts collected from the web included the enterprise internship MOOC's curricula, students' comments on LinkedIn about their experiences in the program, skills information from the digital badge, and the company's marketing materials for the program. To better understand career services professionals' experiences with MOOCs, participants answered questions through the lens of a conceptual framework that deconstructed the MOOC's dimensions, aligning academic MOOCs and the enterprise internship MOOC. Data analysis utilizing the CGT methodology yielded a grounded theory called the triad of stakeholder involvement. This grounded theory supports a focused approach to understand the HEI's career emphasis, employer skills needs, and student destination for career skills development leveraging an enterprise internship MOOC. Data analysis also led to the conclusion that the enterprise internship MOOC is a viable model, given the appropriate pedagogical and technological structure. (PsycInfo Database Record (c) 2023 APA, all rights reserved)