Understanding the Representation of Asians and Asian Americans Within Academic Otolaryngology Leadership.

OBJECTIVE: Elucidate the representation of Asian and Asian Americans in academic otolaryngology and the influence of race on promotion and leadership opportunities. STUDY DESIGN: Retrospective analysis of the Association of American Medical Colleges Faculty Administrative Management Online User System. SETTING: Full-time otolaryngology faculty from all US medical schools from 2020 to 2023. METHODS: Faculty demographics, tenure, and rank were collected. Descriptive statistics, Fischer's exact test, Rank Equity Index (REI), and multivariable logistic and ordinal regressions were used to characterize our cohort and assess the impact of race on academic advancement and leadership, defined as promotion to tenure or full professorship. RESULTS: Asians comprised 20.53% of 9056 faculty over 4 years. Asians were most likely to hold tenure-eligible positions (n = 600, 30.74%) but were significantly less likely than non-Asians to be tenured (43.00% vs 48.65%, P = .015). Asians were slightly above parity in promotion from assistant to associate professor (REI = 1.09) but below parity in promotion from associate professor to professor (REI = 0.78). Relative to whites, Hispanics, and African Americans, Asians reported the lowest associate/professor and assistant/professor REIs. On multivariable regressions, Asian race was not associated with decreased odds of tenure-eligible positions but was associated with decreased odds of tenure (odds ratio [OR] = 0.77, 95% confidence interval [CI] = [0.64-0.93]) and rank promotion (OR = 0.82, 95% CI = [0.74-0.90]). CONCLUSION: Despite strong overall representation in otolaryngology, Asians are less likely to receive promotion, tenure, or full professorship relative to other racial groups. Future efforts should emphasize equitable advancement opportunities to ensure a diverse otolaryngology leadership.

Nurse academics and the teaching of undergraduate nursing numeracy: A cross-sectional study of self-reported confidence and anxiety.

BACKGROUND: Numeracy and mathematics are terms that can cause anxiety, not only in students, but this emotion can also be experienced in teachers. Anxiety can inhibit teacher performance and is correlated with low self-confidence. The anxiety felt by school teachers when teaching mathematics is widely reported, however, the self-reported confidence and anxiety levels of nurse academics when teaching numeracy concepts to undergraduate nursing students has never been studied. AIM: To explore and analyse Australian nurse academics' self-reported confidence and anxiety levels when teaching nursing numeracy to undergraduate nursing students. DESIGN: Cross-sectional survey. SETTING: Australian universities that provide an undergraduate nursing degree leading to nursing registration. PARTICIPANTS: Australian nurse academics employed either permanent full time or part time; casual /sessional; or on a fixed term contract, who teach nursing numeracy and medication calculations to undergraduate nursing students. METHODS: A combination of convenience and purposive sampling was used to recruit Australian nurse academics (n = 170). Data were collected between Nov 2023 and Feb 2024 using an online survey platform. RESULTS: Almost 50 % of participants self-reported feeling either not confident or somewhat confident and very or somewhat anxious when teaching nursing numeracy. There were no significant differences in overall confidence and anxiety based on demographic variables, indicating this is a widespread issue. A non-significant trend towards level A academics experiencing higher anxiety and less confidence was noted. CONCLUSIONS: A significant proportion of students are being taught nursing numeracy by nurse academics who lack confidence and experience anxiety, which can be transferred to students, affecting learning and performance. The downstream consequences are potentially poor numeracy skills in students and compromised patient safety. Strategies that have been effective in reducing school teachers' anxiety could be used to support nurse academics.

Cervical cancer screening adoption behaviours among Nigerian women in academics: using a health belief model.

BACKGROUND: Cervical Cancer is the commonest and one of the leading causes of death from cancer among women in developing countries. Screening has been shown to reduce morbidity and mortality from the illness, yet its uptake is low. This study investigated the pattern of utilization and preferences relating to the adoption of cervical screening among female postgraduate students at the University of Ibadan. METHODOLOGY: The study was a descriptive cross-sectional survey involving the use of a multi-stage sampling technique to recruit 372 women undergoing postgraduate studies (20-52 years with a mean age of 27.3 ± 5.4) at the University of Ibadan, Nigeria. A pretested semi-structured, self-administered questionnaire was used for data collection and the coded data were analyzed using SPSS (version 20). RESULTS: Only 4.0% of the respondents had been screened for Cervical Cancer at the time of study while 86.3% expressed their desire to be screened if given the opportunity. Most participants showed a favourable perception with 70.4% disagreeing that cervical cancer is a mild disease and 50.5% agreeing that the benefits of cervical cancer screening outweigh the stress of the screening procedure. Female doctors (73.2%) topped the list of health professionals' respondents who preferred to conduct the screening. A majority (70.7%) of the respondents preferred these screenings to be done during antenatal clinic visits. There is a significant association (p.value = 0.0007) between cervical cancer screening behaviors and sexual activity among women. CONCLUSION: Poor utilization of Cervical cancer screening services is seen among Nigerian women undergoing postgraduate studies but a high willingness to utilize the services in the future with consideration to professionals delivering the service and specific locations where it can be obtained. The poor rate of cervical cancer screening from the study depicts the large extent to which cases of this cancer go without being detected till the advanced stages. Rolling out more screening strategies that will explore different service delivery points/preferences as highlighted in the study is needed for larger coverage.

Difficult Terrains of Research Publications Faced by Researchers: A Cross-Sectional Study.

Background The publication of scholarly work in peer-reviewed journals is a well-established method for disseminating knowledge and findings to a global audience. However, the publishing process is constantly evolving and encountering various obstacles that hinder progress. Despite a significant increase in the number of research projects undertaken, there are few studies evaluating the challenges faced by investigators in publishing their research. This study aims to identify the factors and elements that influence the publication process after the completion of research. Methods This study included 759 projects approved by the Institutional Ethics Committee (IEC) from 2016 to 2021 at a tertiary care centre in South India. A list of these approved projects was analysed for overall output in terms of publication and completion. Investigators were contacted and interviewed using a validated, 15-question survey to identify various factors influencing scientific publications. Results A total of 759 projects approved by the IEC from 2016 to 2021 were analyzed. It was found that only 36.72% of studies were completed by faculty members, and the publication conversion rate was 34.24%. A single-point analysis showed a statistically significant lower conversion rate for resident articles (p = 0.032). The 15-point analysis detailed the factors influencing publication conversion, revealing that the majority of researchers publish based on academic and research interests (68.89% and 72.12%, respectively). Various deterrents to publication, such as study design, statistical analysis, journal selection, and knowledge about journal submission, were identified. Notably, 98.4% of researchers expressed a desire to publish more in the future, highlighting the importance of this study. Conclusion The study highlights areas that require attention to facilitate and augment research. It identifies the real gaps in the publication process and suggests points of intervention needed to enhance the research environment, increase publication rates, and establish demand-based research support units in the medical education sector.

Developing the future academic workforce: A descriptive cross-sectional study of the experiences of early career academics from registered health and social care professions.

BACKGROUND: Healthcare academics are generally recruited for their expertise as practitioners, however this may not always convert into expertise in higher education. OBJECTIVE: Investigate experiences of academics who transitioned from clinical roles by: DESIGN: Descriptive cross-sectional survey. PARTICIPANTS: 122 survey responses; 103 females, 89.3 % UK participants, 65.6 % nurses. Average years as clinician was 14.49 (SD 8.44), average age at time of transition was 39.99 (SD 8.28), average length of time in academia was 4.36 years (SD 6.51) and most were currently employed as a senior lecturer (36.9 %) or lecturer (28.7 %). METHODS: An electronic survey using an amended version of the Career Transition Inventory (CTI), the HEXACO personality trait measure, and open questions for elaboration. Descriptive and inferential statistics were performed on statistical data and open questions were analysed thematically. RESULTS: 73 % of participants agreed they felt like a novice again and were overwhelmed in their first year of academia. Most felt they received support from their line manager and the transition was the right decision. Higher levels of extraversion were associated with a positive transition, and those open to new experiences were more likely to feel ready and confident in their career transition. The qualitative data identified four themes: the need to do something different, expectations not reflecting reality, levels of support, and it being a transformative experience. CONCLUSIONS: Reasons for transitioning from clinical to academic roles are multifaceted. There is a lack of prior understanding around the complexities of the role, and expectations rarely reflect reality. Academic roles require extensive support and development, and time to transition into the role effectively.

Perspectives of a non-medically and a medically qualified early career anatomy academic on facilitating case-based learning sessions for undergraduate medical students.

Case-based learning (CBL) is a student-centered pedagogy where medical students are given a real-world clinical problem. At St George's University of London (SGUL), anatomy academics can volunteer to facilitate CBL sessions for pre-clinical undergraduate medical students. The major benefits of facilitating CBL sessions from the perspective of a non-medically qualified early career anatomy academic (ECAA) include exposure to clinical cases that help the academic develop an understanding over key clinical cases at the context of clinical anatomy and other disciplines including physiology, pathology, and pharmacology. Furthermore, facilitating CBL sessions assists in the acquisition of basic knowledge over history taking, the conduction of clinical examinations, the investigations performed for the diagnosis of a condition as well as how it is managed. The major benefits of facilitating CBL sessions from the perspective of a medically qualified ECAA include staying in touch with the clinical aspect of medicine and becoming familiar with the country's healthcare system and its professional standards. Perceived benefits shared by both the non-medically and medically qualified ECAA include the opportunity to become familiar with the structure and key elements of the pre-clinical medical curriculum as well as gain experience in facilitating small group teaching sessions. Overall, facilitating CBL sessions can help non-medically and medically qualified ECAAs in different contexts that may help them with their individual career goals, can encourage collaborative discussions between clinical and non-clinical anatomy academics as well as help bridge the gap between the anatomy teaching approaches employed by non-medically qualified and medically qualified anatomy academics.

'Not a party to this crime': The reciprocal constitution of identity and morality by signatories of the Academics for Peace petition in Turkey.

In this paper, we examine how social identity, moral obligation and the relationship between the two shaped support for the 2016 Academics for Peace petition in Turkey. We examine the pre-trial statements of nine defendants charged for signing the petition and appearing in court on the same day in December 2018. We first conduct an inductive thematic analysis on one statement, and then, using the themes from this analysis, we conducted a deductive thematic analysis on the remaining eight statements. In line with the existing studies, we find considerable evidence that social identity and moral obligation are invoked as key reasons for signing in this highly repressive context. However, rather than these being separate factors, the two are reciprocally constitutive. That is, social identities define moral obligations and, at the same time, enacting moral obligations defines identity (both the position of the individual in the group and the nature of the group in the world). In discussion, we consider the broader implications of a moralized view of social identities for our understanding of both collective action and social identity processes more generally.

Nurse academics' self-reported insights into the teaching of undergraduate nursing numeracy: A national cross-sectional study.

AIMS: The aim of this research was to explore the teaching of undergraduate nursing numeracy in tertiary education settings in Australia. Specifically, it explored and identified: (1) the most common basic numeracy concepts taught, (2) additional training and resources to support numeracy teaching, (3) who is best placed to teach numeracy and (4) the preferred methods of teaching medication calculations. BACKGROUND: Nurse academics are required to teach nursing numeracy to undergraduate nursing students who enter university unprepared to accurately calculate medication dosages. It is important that students understand numeracy concepts as this is then applied to contextualised clinical applications. Nurse academics teach basic numeracy; however, the literature reveals that nurse academics do not consider themselves mathematics teachers and that experts in this area are better suited to teaching this skill. There are a dearth of studies about the nurse academics who conduct the teaching and this study seeks to fill that gap by exploring firsthand the nurse academics' self-reported insights into the teaching of undergraduate nursing numeracy. DESIGN: Cross-sectional survey. The setting was Australian universities that deliver an accredited undergraduate nursing degree. METHODS: Purposive sampling was used to recruit Australian nurse academics (n = 170), sessional or permanent who currently teach all aspects of nursing numeracy and medication calculations to undergraduate nursing students. Data were collected between Nov 2023 - Feb 2024 using an online survey platform and analysed using a descriptive content analysis. RESULTS: Nurse academics taught basic arithmetic most commonly (92 %), yet most (90 %) had not received professional development or additional training in how to teach these concepts. To assist with numeracy teaching, resources were requested (47 %) as were the need for mathematics learning support staff (82 %). The formula method was most commonly taught (91 %), however, most participants (94 %) were willing to learn and to teach other methods of calculating medications. CONCLUSIONS: This research suggests an evidenced-based education framework be created to support and guide nurse academics when teaching all aspects of nursing numeracy and medication calculations. Building the teaching capacity of nurse academics in this vital area will enhance student competence and contribute to patient safety.

The Cumulative Impact of Unmet Essential Needs on Indicators of Attrition: Findings from a Public University Population-Based Sample of Students in the Bronx, NY.

In recent decades, a growing proportion of college students have experienced financial stress, resulting in unmet essential needs including food insecurity, housing instability, lack of healthcare access, and inadequate mental health treatment. Given that urban-based public universities constitute a substantial proportion of the US college student population, understanding how unmet needs affect academic achievement in this population is crucial for developing strategies that alleviate college failure and dropout. We examined the cumulative impact of unmet essential needs (scored from 0 to 4) on indicators of college attrition (dropout, leave of absence, risk of academic probation). The sample comprised a college population-representative sample of 1833 students attending one of three urban public colleges in the Bronx, NY. Employing adjusted multinomial and binomial logistic regression models, we assessed how total unmet essential needs predict any indicator of college attrition. Each unit increase in unmet need increased the odds of having any attrition indicator by 29% (p < 0.01). Students with two unmet needs had 43% greater odds (p < 0.01), students with three unmet needs had 57% greater odds (p < 0.01), and students with four unmet needs had 82% greater odds (p < 0.01) of having any attrition indicator compared to those without unmet needs. Findings revealed a modest dose-response relationship between the number of unmet needs and the likelihood of experiencing indicators of attrition, suggesting a cumulative impact of unmet needs on students' ability to persist to graduation. Designing interventions aimed at college students with multiple unmet essential needs, and addressing these needs holistically, may assist student retention and graduation.

Factors affecting psychological resilience, self-efficacy and job satisfaction of nurse academics: A cross-sectional study.

AIM: The study aimed to determine the factors affecting psychological resilience, self-efficacy and job satisfaction in nurse academics. BACKGROUND: Nurse academics follow an emotionally and mentally intense career path, along which they are required to balance many different roles and responsibilities, including teaching, research and guidance. However, in some cases, this equilibrium is disrupted and may cause functional disruptions; in achieving this balance, resilience, self-efficacy and job satisfaction play important roles. METHODS: The data of this cross-sectional study were collected between January and April 2023, and 446 nurse academics were included in the study. The Descriptive Characteristics Information Form, Brief Psychological Resilience Scale (BPRS), General Self-Efficacy Scale (GSES) and Job Satisfaction Scale (JSS) were used to collect the research data.We adhered to the STROBE checklist for reporting. RESULTS: A significant positive relationship was found between general self-efficacy levels and psychological resilience and job satisfaction levels. There is a significant positive relationship between job satisfaction levels and age, total years of service, psychological resilience and general self-efficacy levels. In addition, it has been noted that family relationships, friend relationships and academic title factors were effective on the nurse academics' psychological resilience, self-efficacy and job satisfaction levels. CONCLUSION: Managers can play an important role in increasing the psychological resilience, self-efficacy and job satisfaction levels of nurse academics by developing strategies for these effective factors. IMPLICATIONS FOR NURSING AND NURSING POLICY: Governments need to ensure that nurse academics have an appropriate career framework that enables them to balance the competing demands on their time and that they have adequate mentoring and support in the early stages of their careers to enable them to adapt to working life as a nurse academic.

U.S. postsecondary students' health and academic outcomes: A comprehensive scoping review.

OBJECTIVE: The relationship between postsecondary students' health and academic outcomes may have important implications for their collegiate experience and their future prospects. Yet a comprehensive summary of the evidence examining this potential connection does not presently exist. Seeking to fill this gap, this study reviewed the extant literature on postsecondary students' academic outcomes and health across multiple domains. METHODS: Using an established methodological framework, a scoping review was conducted to identify and summarize the attributes of all peer-reviewed research performed in the U.S. and published between 2008 and 2019 that examined the relationship between postsecondary students' health and academic outcomes. RESULTS: The search strategy resulted in 12,488 articles. After deduplication, initial screening, and full review of relevant articles to determine eligibility, 264 articles were included in the final review. The most frequently examined health domains were mental health and substance use. Grade point average (GPA) was the most common academic measure investigated. Most studies took place at single institutions among undergraduate students, and several studies focused on specific student sub-populations. Almost all study results indicated that healthier behavior or optimal health status was associated with better academic outcomes or did not negatively impact academic success. CONCLUSIONS: This study serves as a first step in understanding the scope of existing research examining the connection between postsecondary students' health and academic outcomes. A substantial literature base was found; however, several gaps were identified including the need for more cohort studies, national studies, examination of graduate students, and a focus on academic outcomes beyond GPA.

Instructional approach, sleep, and perceived academic well-being in adolescents during COVID-19: Evidence from the NESTED study.

OBJECTIVES: At the peak of COVID-19, adolescent life was disrupted as schools adapted their instructional approaches such as online, in-person, or hybrid instruction. We and others have previously commented on how these shifts facilitated longer, later and (more developmentally appropriate) sleep. Here, we report how sleep contributed to associations between remote instruction and broader academic well-being (e.g., cognitive function, school connectedness, and stress). METHODS: Adolescents from all 50 U.S. states (n = 4068) completed online self-report surveys in fall 2020. Instructional approach was operationalized from fully in-person instruction to fully asynchronous online education. Sleep parameters included sleep timing and duration, sleep disturbances, and sleep-related impairments. Perceived academic well-being was defined as cognitive function, school connectedness, and school-related stress. Sleep and perceived academic well-being are examined across instructional approaches, in their association, and in structural models. RESULTS: Sleep and perceived academic well-being differed between hybrid and online instruction groups. Less variable or disturbed sleep was associated both with in-person instruction, and with positive outcomes in cognitive function, school connectedness, and stress domains. Sleep mediated a substantial portion of variance in perceived academic well-being attributable to instructional approach. CONCLUSION: These data highlight the need to protect both healthy sleep and in-person instruction. Appropriate sleep timing and duration, fewer sleep disturbances and sleep-related impairments accounted for a substantial degree of variance in the association between remote instruction on academic outcomes. While many students experienced "lost learning" because of COVID-19, this study joins a broader discussion of ensuring developmentally appropriate school-start times to support both sleep and achievement.

Does the job performance of academics' influence burnout and psychological counselling? A comparative analysis amongst high-, average-, low-, and non-performers.

BACKGROUND: Extensive research has been conducted treating burnout as an independent variable and performance as a dependent variable to proffer possible solutions to burnout and job performance among academics. Despite this, the burnout crises persist and are exacerbated by the ongoing global proliferation of higher education. Acknowledging this, the current study explored whether performance may contribute to the emergence of burnout. METHODS: The study's sample population comprised 689 academics from Jiangsu province, China. Key Performance Indicator (KPI) results served to measure performance. Psychological counselling and Burnout were calculated using mental health results garnered from the universities. Data was collected on respondents' demographic characteristics and work situations. The mean scores were 0.517 (SD = 0.5) for gender and 1.586 (SD = 1.103) for age. The relationship among performance, job burnout, and psychological counselling was analysed via a cross-sectional survey deploying grouped regression. RESULTS: Academics' job performance was found to regulate their burnout (ß = -0.058, P < 0.01). Higher performance of academics was significantly associated with lower job burnout and psychological counselling. Furthermore, psychological counselling significantly moderated job burnout (ß = -0.012, P < 0.05) among academics without regulating their job performance. CONCLUSION: The paper supplements the discourse on job burnout and academic performance by suggesting a pre-counselling measure as a strategy to address the crises of burnout. The paper argued that the continued competence of employees should prevent burnout in Higher education and ensure better job performance.

Core needs and diverse opportunity: A survey of academic clinical lecturers and the effects of the COVID-19 pandemic.

During a clinical lecturer role, parallel clinical and academic training is undertaken. The anticipation is that a lectureship represents an exciting and expansive time. However, a national crisis has been declared at the clinical lecturer level with a leaky pipeline of clinical academics resulting in dwindling numbers. Clinical lecturers are infrequently represented as a group partly due to their distributed nature and diverse job plans. We conducted a survey of clinical lecturers in the UK. Responses (n = 107) revealed a motivated but divided workforce. A content analysis revealed core elements that sculpt an individual's success or failure, but these were variably present. COVID-19 had a negative effect on many with various strategies reported to try and reset academic trajectories. Feelings of isolation and anxiety about a viable future in academia were significant findings. This echoes calls for a greater number of secure longer-term grants to ensure that clinical academics and their skills are retained within the research workforce. A continued effort to analytically appraise whether supportive elements are in place for all lecturers will help focus initiatives to foster excellence in clinical academic training for everyone.

Academic Outcomes with Hearing Amplification Devices in Children with Unilateral Hearing Loss: A Systematic Review and Narrative Synthesis.

BACKGROUND: Many studies have shown increased academic problems in children with unilateral hearing loss (UHL). However, whether hearing devices can ameliorate the educational difficulties associated with UHL is not well studied. Therefore, the objective of the current systematic review was to answer the question: do nonsurgical amplification devices, bone-anchored hearing aids, and/or cochlear implants improve academic outcomes in school-aged children and adolescents with UHL? METHODS: Embase, MEDLINE, Scopus, CINAHL, APA PsycInfo, ClinicalTrials.gov, and Cochrane databases were searched from inception to December 21, 2022. Published, peer-reviewed studies comparing academic outcomes in patients with UHL aged ≥5 and ≤19 years with and without hearing devices (nonsurgical amplification devices, bone-anchored hearing aids, or cochlear implants) were included. Results of studies were qualitatively synthesized, and the risk of bias was evaluated with the Effective Public Health Practice Project (EPHPP) Quality Assessment Tool. RESULTS: A total of 5,644 non-duplicate publications were identified by the search, and four studies were included for synthesis, every one of which was investigating nonsurgical amplification. One small, single-arm study demonstrated significant improvement in subjective classroom listening difficulties after a 3- to 4-month trial with a behind-the-ear hearing aid. The other three studies of nonsurgical amplification devices showed no benefit across multiple academic outcomes with FM systems and conventional and CROS-style hearing aids. DISCUSSION: The small sample sizes, heterogeneous and/or ill-defined study samples, and overall low quality of the available literature ultimately make it hard to draw definitive conclusions regarding nonsurgical amplification devices' effectiveness in improving academic outcomes in children with UHL. No articles were identified that studied cochlear implants or bone-anchored hearing aids. Further studies with high-quality study design, large sample sizes, and long-term follow-up are needed to answer this clinically important question.

Health-Related Behaviors and Academic Achievement Among College Students.

PURPOSE: College students' academic achievement has crucial implications for their future success. Students' health may be a key determinant of academic performance, but more research is needed to understand this relationship. DESIGN/SETTING/SUBJECTS: Secondary analysis of the American College Health Association-National College Health Assessment III pre-COVID-19 Spring 2020 dataset. N = 39 146 undergraduates at 75 higher education institutions (14% mean response rate, comparable with other large-scale national college health surveys). MEASURES: Self-reported grade point average (GPA) and 33 health behaviors in the categories of dietary behavior, physical activity, sedentary behavior, substance use, sexual risk behavior, violence-related behavior, mental health, and sleep behavior. ANALYSIS: Weighted cross-tabulations examining the association between GPA and health behaviors; multinomial logistic regressions assessing if behaviors predicted GPA, controlling for year, sex/gender, and race/ethnicity. Individual GPA categories were also compared to a D/F referent group. RESULTS: There were gradient trends across GPA categories for A through D/F (18 behaviors) or A through C (12 behaviors) (P < .001). Each health behavior predicted GPA differences (P < .001), except heroin use (P = .052). The A GPA group was significantly different from the D/F GPA group for 27 behaviors (P < .001). In general, protective behaviors corresponded with higher GPAs and most risk behaviors were associated with lower GPAs. CONCLUSIONS: There is a link between numerous health behaviors and academic performance. Stakeholders invested in college students' health and academics should engage in mutually beneficial strategies to safeguard students' current and future well-being and success.

Developing a scale to explore self-regulatory approaches to assessment and feedback with academics in higher education.

Introduction: Students need to acquire high level self-regulatory skills if they are to be successful within higher education, and academics need support in facilitating this. In this article we explore how the current research gap between knowledge of self-regulatory assessment and feedback (SRAF) practices, and academics' professional training in it can be bridged. Methods: SRAF tools were used with academics to explore their understandings of and training needs in SRAF; central to this work was the development of a SRAF scale. We consider the value of such tools in supporting academics' professional development needs in SRAF. The reliability and validity of the SRAF scale was tested using exploratory factor analyses (EFA). Results: Iterative EFA resulted in a 17 item support required SRAF scale (SR). Two underpinning factors: Creating the Conditions for SRAF, and Supporting Students' SRAF Skills Development were identified. The reliability of the instrument supported its primary use as a tool to facilitate academics' professional development in fostering students' self-regulatory skills. Discussion: Our findings highlight the importance of supporting academics in developing strategies to maximize students' metacognitive skills and motivation in assessment and feedback, contingent on effective assessment design. Such professional development needs to be mindful of individual and contextual factors impacting academics' access to, and confidence and competence in, using SRAF in practice. This research is important in highlighting potential disconnects between where academics' focus their attention in assessment, and what is known to have most impact on student learning success. The SRAF tools have considerable potential in supporting translation of theory into practice as part of sustained professional development for academics in higher education.

The relationship between personal and professional goals and emotional state in academia: a study on unethical use of artificial intelligence.

Artificial Intelligence (AI) is a concept that has been a subfield of computer science since the 1950s. In recent years, with its growing development power, AI technologies have made significant progress and are now being used in many fields. Like in all areas, the use of AI technologies in academia has provided convenience to academics while also bringing ethical debates. In the literature part of the study, concepts such as AI, academia, academics and academic progress, ethics, ethical theories, academic ethics, and emotional states have been thoroughly examined and defined. In this study, starting from AI and scientific ethics, ethical issues arising from emotional states in academic research have been identified, and concrete solutions to these ethical issues have been proposed. The aim is to discuss the views of academics in order to determine what types of scientific ethical violations and prevention methods are involved. In this context, the semi-structured interview technique, which is one of the qualitative research methods, was preferred as the method. In the study, in-depth semi-structured interviews were conducted with 4 ethics experts and 4 psychology experts selected through snowball sampling technique. The data obtained through semi-structured in-depth interviews will be analyzed using content analysis. Within the context of the literature review and interviews: Ethics is based on the foundation of acting correctly. In this context, scientific ethics can be summarized as acting truthfully and honestly, not distorting data, and not trying to progress unfairly. The use of AI in academia is becoming increasingly widespread. From a positive perspective, this usage significantly contributes to making studies more practical. However, it can lead to problems such as unfair authorship, devaluation of human authorship, and incorrect data. The connection between academics' professional advancement goals and emotional states becomes prominent in this context. The potential of AI to facilitate progression can lead to unethical use. To prevent such situations, it is recommended to organize training sessions to increase professional awareness, internalize ethics personally, establish ethical committees specific to the field of AI, conduct more effective audits by academic publication and promotion committees, and implement specific regulations for AI. Finally, for future academic studies, it is suggested that the usage of AI in academic research be measured and evaluated by ethics experts. For psychologists, conducting surveys with academics to explore how they use AI in the context of their emotional states and professional advancement goals is recommended.

Academics' Beliefs Regarding the Importance of Curriculum Internationalization in the Ethiopian Research Universities.

This study set out to investigate the beliefs of academics regarding the importance of curriculum internationalization in Ethiopian research universities. A convergent-parallel mixed-method design was used to achieve this purpose. Quantitative data was gathered from 415 randomly chosen academics taken from a sample frame of 6808 through a questionnaire. Using a semi-structured interview, 16 purposefully chosen individuals provided qualitative data. The questionnaire's construct, face, content, and pilot test validity were examined. Moreover, triangulation, use of multiple methods, external audits, and low inference descriptors were employed for the qualitative instrument. Descriptive statistics (frequency, percent, mean, and standard deviation) and inferential statics (Chi-square, Cramer's-V test, and one-way ANOVA) were used to examine the quantitative data. Bell's "Spectrum of Acceptance of Internationalizing Curriculum," integrated with Ellingboe's "Great Divide," was used to identify the positions of the academics in their beliefs. The qualitative data was analyzed using descriptive statements and presented thematically based on research questions. Hence, major findings revealed that academics' representations based on their demographic variables were not as expected; their variation was practically not significant among universities; the majority of academics had crossed Ellingboe's "Great Divide"; significant differences among disciplines and/or universities were not observed in this study. Finally, urging academics to actively integrate international perspectives into their curricula, elevating curriculum internationalization of higher education to a national priority, and undertaking extensive national research emerged as key recommendations for the Ethiopian Research Universities, Ethiopian Ministry of Education, and future research endeavors, respectively.

Formal wellness training of academic radiology leaders improves work-life conflict.

OBJECTIVE: To investigate the effect of formal leadership training of academic radiology leaders within an academic center on their own burnout and professional fulfillment. METHODS: The study cohort was academic radiology leaders within one of the largest academic organizations of academic radiologists within the United States. All academic radiology leaders within the organization were electronically mailed a weblink to a confidential IRB-approved survey in April 2021. The survey included validated questions from the Stanford Professional Fulfillment Index (PFI), values alignment, teamwork, overload, and work-family conflict. Academic leaders were invited in May 2021 to participate in instructor-led formal training on leading wellness focusing on 5 core leadership skills - emotional intelligence, self-care, resilience support, demonstrating care, and managing burnout. An identical follow-up survey was electronically mailed 6 months after initial training in November 2021. RESULTS: The overall response rate of academic radiology leaders was 59% (19/32). For both measures, there was acceptable internal consistency (Cronbach's α = 0.63 for work exhaustion and α = 0.90 for fulfillment). There was a statistically significant improvement in work-family conflict (3.32 vs 2.86; p = 0.04). No statistically significant differences were identified for fulfillment, work exhaustion, alignment, work overload, and teamwork scores after training. CONCLUSION: Formal instruction in leading wellness improved work-life conflict for academic radiology leaders. There was no significant change in burnout, fulfillment nor organizational alignment of the leaders. CLINICAL RELEVANCE STATEMENT: Formal instruction in leading wellness raised awareness and improved work-life conflict in academic radiology leaders.