Reducing the risk of suicidal behaviors in medical graduate students: exploration of student-supervisor relationship and subjective family socioeconomic status.

Objective: This study aimed to investigate the association between the risk of suicidal behaviors and student-supervisor relationships and subjective family socioeconomic status (SFSS) in medical graduate students, and to propose preventive strategies to reduce the suicidal risk among medical graduate students. Materials and methods: A total of 1,310 validated questionnaires were collected from medical graduate students, which included demographic information, study programs, the Suicidal Behaviors Questionnaire-Revised (SBQ-R) questionnaire, the Leader-Member Exchange 7 (LMX-7) questionnaire, and SFSS by MacArthur Scale. Multiple regression analysis was employed to examine the associations between variables and adjust for confounders. A moderation analysis, containing simple slope analysis and Johnson-Neyman interval plots were used to analyze the moderating effect of the SFSS in the association of SBQ-R and LMX-7 scores. Results: A total of 88 participants (6.7%) were at risk of suicidal behaviors. In the high-quality student-supervisor relationship group (LMX-7 score ≥ 25), SFSS was significantly higher than in the low- and moderate-quality relationship group (p=0.002). The median SBQ-R score and proportion of suicide risk was significantly lower (p<0.001) in the high-quality student-supervisor relationship group. Multiple regression analysis indicated LMX-7 scores (ß=-0.098, 95% CI [-0.118, -0.077], p<0.001) and SFSS (ß=-0.073, 95% CI [-0.127, -0.019], p=0.008) were significantly negatively associated with SBQ-R, whereas the interaction term of SFSS with LMX-7 (ß=0.018, 95% CI [0.007, 0.029], p=0.001) showed a significant positive association with SBQ-R. The Johnson-Neyman interval showed a significant association between LMX-7 and SBQ-R scores only when SFSS was less than 7.82 (p<0.05). Conclusion: The risk of suicidal behaviors was associated with student-supervisor relationships and SFSS among medical graduate students. Poor relationships with supervisor were associated with an elevated risk of suicidality, and SFSS moderated this association. Educators should pay increased attention to the suicidal risk of medical graduate students with poor supervisor relationships, especially those from families with low SFSS, and provide timely preventive strategies.

Simulating surveys for graduate researcher development.

Recognizing the value of experiential education in social/behavioral science research training, we designed and offered a simulation of a survey research project for doctoral students in education. Through three phases of the project, from instrument design through scale investigation and quantitative analyses, students are developed as researchers in a realistic and authentic way. In this paper, we highlight the advantages, challenges, and outcomes from applying simulation methods within graduate research methods courses, with a specific focus on survey methodology and quantitative skill development.

Evaluation of a Pilot Wellness Elective for Master of Public Health Students during the COVID-19 Pandemic.

BACKGROUND: Graduate student wellbeing is a public health issue in the United States. The COVID-19 outbreak exacerbated the mental health burden on graduate students worldwide. Culture of Wellness (PH 104) is a 2-week wellbeing elective course that teaches evidence-based wellbeing strategies for graduate students at a university in the United States. Our study aimed to evaluate the impact of this pilot wellbeing elective on Master of Public Health students' mental health and wellness during the COVID-19 pandemic. METHODS: Participants included 22 Master of Public Health students from the class of 2021 at a university in the United States. We provided a pre-course survey to students that assessed their perception of their own personal wellbeing, their knowledge about various wellbeing strategies, and their confidence in applying 13 wellbeing strategies before taking the course. Post-course students completed the same survey following course completion, as well as a matching evaluation and a five-month follow up survey. RESULTS: Of the 13 strategies taught, students reported significant improvements in their ability to apply 10 strategies. There was a significant increase in self-reported emotional and physical wellbeing, as well as a significant decrease in burnout. Five months post-course, more than three quarters of respondents used strategies taught in the course on a weekly basis or more. LIMITATIONS: This pilot study is limited by its small sample size, which may restrict the generalizability of the findings. CONCLUSIONS: The PH 104 Culture of Wellness course was effective in improving graduate students' wellbeing and confidence in applying wellbeing strategies.

The impact of innovative behaviors on academic misconduct among graduate students: a mediated moderation model.

Introduction: Academic misconduct among graduate students poses a significant challenge in graduate education. This study aims to explore the impact of innovative behavior on graduate student academic misconduct and its underlying mechanisms. Methods: A survey was conducted on 677 graduate students currently enrolled in Beijing universities to assess their innovative behavior, academic misconduct, academic anxiety, employment confidence, educational levels, among other factors. The study analyzed the mediating roles of academic anxiety, employment confidence, and educational levels in the relationship between innovative behavior and graduate student academic misconduct. Results: Graduate student innovative behavior exerts a negative predictive effect on academic misconduct, with a stronger emphasis on innovative behavior associated with a reduced likelihood of academic misconduct. Academic anxiety plays a mediating role in the relationship between graduate student innovative behavior and academic misconduct. Educational levels and employment confidence each play moderating roles in the latter stages of the mediation effects concerning graduate student innovative behavior, academic anxiety, and academic misconduct. Conclusion: This study reveals the mediating role of academic anxiety in the relationship between innovative behavior and graduate student academic misconduct. It also identifies the moderating roles of employment confidence and educational levels. These findings deepen our understanding of the relationship between innovative behavior and graduate student academic misconduct and are conducive to preventing such misconduct among graduate students.

Addressing the decline in graduate students' mental well-being.

At the American Physiology Summit 2023 session entitled, "Mental Health for Graduate Students," numerous students expressed struggling with poor mental well-being primarily because of negative experiences during their graduate training. In fact, studies show that up to 50% of graduate students report symptoms of depression, anxiety, or burnout during their training, and poor mental well-being is a major contributor to students' decision to leave academia. Most of the current solutions focus on treatment or wellness strategies; while these are important and necessary, the training environment or culture that often contributes to worsening well-being continues to persist. In this collaborative article between trainees and mentors across various career stages, we discuss how the pace of scientific advancements and the associated competition, lack of sufficient support for students from diverse backgrounds, and mentor-mentee relationships crucially influence graduate students' mental well-being. We then offer specific solutions at the individual, institutional, and national levels that can serve as a starting point for improving graduate students' mental health and overall training experience.

Reflexões sobre o estágio em docência como instrumento formativo do professor universitário: um relato de experiência / Reflections on the teaching internship as a training instrument for university professor: an experience report / Reflexiones sobre la práctica docente como instrumento de formación del profesor universitario: un relato de experiencia

Introdução:A formação de professores é um processo dinâmico que deve ser composto por experiências práticas e teóricas no preparodo discente ao magistério. Desse modo, a compreensão das reflexões relativas ao estágio em docência assistida no âmbito do ensino superior é de suma importância para enriquecer os debates e discussões acerca do papel do estágio em docência como ferramenta formativa do professor universitário. Objetivo:Refletir sobreas experiências vivenciadas durante atividades desenvolvidas noestágio de docência assistidaea importância para a formação pedagógica no ensino superior. Metodologia:Trata-se de um relato de experiênciado estágio emdocência decorrido no segundo semestre de 2022, na disciplina de Fundamentos em epidemiologia e saúde pública do curso de Graduação em Fisioterapia da Universidade Federal do Rio Grande do Norte.Resultados: No presente estudo, foram descritas e analisadas as etapas da experiência do estágio em docência, enfocando as perspectivas, aprendizados e aspirações sob a ótica da literatura científica sobre o papel formativo do estágio para o professor universitário. Os resultados obtidos evidenciam a significânciadas contribuições dessa vivência para o crescimento acadêmico e profissional dos mestrandos. No entanto, salienta-se a necessidade de incorporar ou revisar elementos curriculares, visando promover uma integração mais aprofundada entre as dimensões teóricas e práticas no preparo dos alunos para a docência no ensino superior. Conclusões: O estágio de docência assistida representa uma ferramenta formativa de suma importância, singular e enriquecedora na construção das experiências profissionais e pessoais na formação de professores (AU).

Introduction: Teacher education is a dynamic process that must be composed of practical and theoretical experiences in preparing students to teach. Thus, understanding the reflections related to the internship in assisted teaching in higher education is of paramount importance to enrich the debates and discussions about the role of the internship in teaching as a training tool for university professors.Objective: To reflect on the experiences lived during activities developed in the assisted teaching internship and the importance for pedagogical training in higher education. Methodology: This is an experience report of the teaching internship that took place in the second half of 2022, in the subject of Fundamentals in epidemiology and public health of the Graduation course in Physiotherapy at the Federal University of Rio Grande do Norte.Results: In this study, we described and analyzed the stages of the teaching practicum experience, focusing on perspectives, learnings, and aspirations from the perspective of the scientific literature on the formative role of the teaching practicum for university professors. The obtained results highlight the significance of the contributions of this experience for the academic and professional growth of the participants. However, it is emphasized the need to incorporate or revise curriculum elements to promote a more profound integration of theoretical and practical dimensions in preparing students for teaching in higher education.Conclusions: The supervised teaching practicum represents a valuable, unique, and enriching formative tool in the development of professional and personal experiences in teacher education (AU).

Introducción: La formación docente es un proceso dinámico que debe estar compuesto de experiencias prácticas y teóricas en la preparación de los estudiantes para enseñar. Por lo tanto, comprender las reflexiones relacionadas con la pasantía en la docencia asistida en laeducación superior es de suma importancia para enriquecer los debates y discusiones sobre el papel de la pasantía en la docencia como herramienta de formación de profesores universitarios. Objetivo: Reflexionar sobre las experiencias vividas durante las actividades desarrolladas en el internado docente asistido y la importancia para la formación pedagógica en la educación superior.Metodología: Se trata de un relato de experiencia de la pasantía docente que tuvo lugar en el segundo semestre de 2022, en la asignatura de Fundamentos en epidemiología y salud pública del curso de Graduación en Fisioterapia de la Universidad Federal de Rio Grande do Norte.Resultados: En este estudio, describimos y analizamos las etapas de la experiencia de práctica docente, enfocando perspectivas, aprendizajes y aspiraciones desde la perspectiva de la literatura científica sobre el papel formativo de la práctica docente para profesoresuniversitarios. Los resultados obtenidos destacan la importancia de los aportes de esta experiencia para el crecimiento académico y profesional de los participantes. Sin embargo, se enfatiza la necesidad de incorporar o revisar elementos curriculares parapromover una integración más profunda de las dimensiones teóricas y prácticas en la preparación de los estudiantes para la docencia en la educación superior. Conclusiones: La práctica docente supervisada representa una herramienta formativa valiosa, únicay enriquecedora en el desarrollo de experiencias profesionales y personales en la formación docente (AU).

The power of (surreptitiously) mentioning your mentor's name: Subliminal priming of mentor's name modulates N170 responses to blurred faces.

Using the event-related potentials (ERPs) technique and subliminal priming paradigm, the present study examined the influence of mentioning a mentor's name on graduate students. Fifty-eight graduate students were subliminally primed by mentor and stranger names before making pressure judgments of a series of unrelated blurred facial photos with neutral emotion. The face-sensitive N170 components were analyzed according to the pressure judgment × name prime conditions. The results showed that relative to stranger names, subliminal priming of mentor's name could modulate students' N170 reactions during facial processing. Specifically, the mentor-name priming attenuated N170 amplitudes for high-pressure judgment trials on the right hemisphere but heightened the overall N170 responses on the left hemisphere. Behavioral results also showed that the mentor-name priming slowed students' reaction time during pressure judgments; in addition, students' attitudes towards mentors were correlated with N170 amplitudes on high-pressure judgment conditions. These findings provided neuroscientific evidence demonstrating the psychological significance of mentors to graduate students. Theoretical and practical implications were also discussed.

Sharing Failure as a Graduate Student.

Graduate students face failure on a regular basis. Should they keep these failures hidden away or share them with others? One graduate student contemplates this question and shares her own experiences.

Enhancing Learning About Epidemiological Data Analysis Using R for Graduate Students in Medical Fields With Jupyter Notebook: Classroom Action Research.

BACKGROUND: Graduate students in medical fields must learn about epidemiology and data analysis to conduct their research. R is a software environment used to develop and run packages for statistical analysis; it can be challenging for students to learn because of compatibility with their computers and problems with package installations. Jupyter Notebook was used to run R, which enhanced the graduate students' ability to learn epidemiological data analysis by providing an interactive and collaborative environment that allows for more efficient and effective learning. OBJECTIVE: This study collected class reflections from students and their lecturer in the class "Longitudinal Data Analysis Using R," identified problems that occurred, and illustrated how Jupyter Notebook can solve those problems. METHODS: The researcher analyzed issues encountered in the previous class and devised solutions using Jupyter Notebook. These solutions were then implemented and applied to a new group of students. Reflections from the students were regularly collected and documented in an electronic form. The comments were then thematically analyzed and compared to those of the prior cohort. RESULTS: Improvements that were identified included the ease of using Jupyter R for data analysis without needing to install packages, increased student questioning due to curiosity, and students having the ability to immediately use all code functions. After using Jupyter Notebook, the lecturer could stimulate interest more effectively and challenge students. Furthermore, they highlighted that students responded to questions. The student feedback shows that learning R with Jupyter Notebook was effective in stimulating their interest. Based on the feedback received, it can be inferred that using Jupyter Notebook to learn R is an effective approach for equipping students with an all-encompassing comprehension of longitudinal data analysis. CONCLUSIONS: The use of Jupyter Notebook can improve graduate students' learning experience for epidemiological data analysis by providing an interactive and collaborative environment that is not affected by compatibility issues with different operating systems and computers.

Can online interview efficiently recruit graduate students during COVID-19 pandemic?

China is facing its largest COVID-19 outbreaks since the early days of the pandemic. This makes on-site interview impossible for graduate student admission. How to do online interview efficiently in recruiting graduate students is a question. Here I sort out the experience and feelings.

Impact of Social Support on Depressive Symptoms among Postgraduates during the Coronavirus Disease 2019 Pandemic: A Moderated Mediation Analysis.

The coronavirus disease (COVID-19) pandemic continues to spread worldwide, and its related stressors are causing a high prevalence of mental health problems among graduate students. This has the potential for long-term effects on their mental well-being. However, few large-scale studies have been conducted on multiple risk and protective factors. Therefore, we aimed to test the impact of social support on depressive symptoms among graduate students and analyze the mediating role of positive coping and the regulatory role of neuroticism. From 1-8 October 2021, 1812 Chinese graduate students were surveyed online. We used a structural equation model to study the mediating role of positive coping in the relationship between social support and depressive symptoms and used the Hayes PROCESS macro to conduct mediating analysis. The incidence of depressive symptoms was 10.40%. These results showed that positive coping influenced the social support's influence on depression symptoms to some extent. Moreover, neuroticism regulates the indirect relationship between social support and depressive symptoms through active coping. Further research is needed to assess the impact of various forms of social support on graduate students' mental health and to develop strategies for maintaining their well-being, such as network mindfulness.

Improving Graduate-School Admissions by Expanding Rather Than Eliminating Predictors.

The article by Woo et al. (this issue) reviews the existing research on graduate-school admissions measures. The goal of this commentary is to expand on their review and suggest several ways of supplementing the Graduate Record Examination (GRE) to both increase the predictive validity of admissions decisions and improve the diversity of a graduate program. We rely on several decades of research to suggest assessing both conscientiousness and vocational interests and combining the scores from these predictors with the GRE to inform admissions decisions. In addition, we also propose several ways of expanding recruitment efforts to attract qualified underrepresented minority applicants to improve the diversity of the applicant pool.

Occupational balance, changes in occupations and psychological well-being of university students during the COVID-19 pandemic.

BACKGROUND: Occupational balance (OB) is related to physical health as well as physical and psychological well-being (PWB). The COVID-19 pandemic has significantly changed the occupations of people probably affecting their OB and PWB. AIMS: The aim of the study was to determine OB of university students during the COVID-19 pandemic and establish relationships between a. OB and changes in occupations in comparison with the pre-pandemic period as perceived by the study group, b. OB and PWB. MATERIALS AND METHODS: An exploratory study was performed using a cross-sectional research design during the second wave of the pandemic in November 2020. 1,330 university students aged 18-30 took part in the study. The Occupational Balance Questionnaire and the Psychological General Well-Being Index were used. Three-Way ANOVA as well as Forward Stepwise Regression analyses were used, and ρ Spearman's correlation coefficients were calculated. RESULTS: A greater OB was found in men, people studying in a small city and first year students. The respondents declared changes in the time spent on almost all occupations, especially an increase in the time spent on using the Internet and passive resting, but a decrease in the time of meetings friends. OB positively correlated with the increase in time spent on almost all occupations, except for the Internet and with PWB. CONCLUSIONS: Polish university students observe that the COVID-19 pandemic has changed their daily occupations. Some of these changes may adversely affect their OB and, consequently, PWB. SIGNIFICANCE: Occupational therapists should increase students' awareness of the importance of OB, support them in pursuing their hobbies, meeting friends, and getting sufficient sleep and physical activity.

Analysis of research integrity education and cognitions of academic misconduct among master post-graduate students in a university-affiliated hospital / 中华医学科研管理杂志

Objective:The present study was designed to strengthen the education of research integrity, and to improve the awareness of academic misconduct and academic literacy of medical post-graduate students.Methods:A questionnaire survey was conducted with master post-graduate students of a university affiliated hospital, and statistical analysis on the education of research integrity and the perception of academic misconduct among the survey respondents was performed.Results:Academic master post-graduate students′ cognitions of the misconduct in scientific research process and overall academic misconduct were better than that of professional master post-graduate students, and there were significant differences ( P<0.05). The more times of participation in research integrity training, the better cognition of misconduct of scientific research process, research results publication process, and overall academic misconduct, with significant differences ( P<0.05). Conclusions:The education on scientific research integrity of medical post-graduates should be carried out systematically, while the content should be improved and the form should be enriched for scientific research integrity education, so that the medical post-graduates can have a deeper understanding of the code of academic practices, and an education model of scientific research integrity for medical post-graduate which is suitable for China′s national conditions can be gradually developed.

Investigation and comparative study on death cognition and hospice care attitude of the graduate students of clinical medicine / 中华医学教育探索杂志

Objective:To investigate and analyze the status quo of death cognition and hospice care attitude of clinical medical graduate students, to compare the differences between the two groups, and to explore the correlation between death cognition and hospice care attitude, so as to provide the reference for the reform and construction of death cognition and hospice care education in medical colleges and universities in China.Methods:A survey was carried out on 496 doctoral and postgraduate students majoring in clinical medicine by using the "Questionnaire of General Sociology Survey", the Chinese version of the "Death Attitude Profile Revised Scale", and the Chinese version of the "Frommelt Attitudes Toward Care of the Dying Scale Form B (FATCOD-B)" to investigate the death cognition and hospice care attitude of 496 doctoral and postgraduate students majoring in clinical medicine, and classified and compared the survey results of the two groups. The results of this study were statistically analyzed by t-test, Pearson correlation analysis and other statistical methods. Results:A total of 469 valid questionnaires were recovered after excluding 27 unqualified questionnaires. Statistical analysis showed that the scores of each dimension in the death attitude description scale of doctoral students were ranked as follows: approach acceptance (4.28±0.53), neutral acceptance (3.99±0.41), death avoidance (2.74±0.63), fear of death (2.65±0.57) and escape acceptance (2.47±0.69) the scores of postgraduates were ranked as neutral acceptance (3.96±0.52), approach acceptance (2.84±0.61), fear of death (2.78±0.65), death escape (2.62±0.73), escape acceptance (2.39±0.77). At the same time, the scores of hospice care attitude in the doctoral group were higher than those in the master group [(110.63±8.96) vs. (106.78±6.52)], and the difference was statistically significant ( P<0.001). In addition, the scores of "fear of death" and the scores of hospice care attitudes were negatively correlated with the scores of doctoral and master students ( r=-0.25, r=-0.21), while the scores of hospice care attitudes were positively correlated with the scores of "neutral acceptance" in death cognition ( r=0.50, r=0.32). However, the hospice care attitude scores of doctoral students were negatively correlated with the "death avoidance" scores in death cognition ( r=-0.27). Conclusion:Doctoral and postgraduate students have a certain awareness of hospice care, while their death cognition and hospice care attitude still need to be improved and strengthened from sociology, psychology, ethics and other perspectives. The above will promote the harmony between doctors and patients while meeting the needs of an aging society in China.

Application of modified DOPS as formative assessment in clinical skills training for professional graduate students / 中华医学教育探索杂志

Objective:To explore the application effect of modified direct observation of procedural skills (DOPS) as a formative assessment tool in clinical skills training of professional graduate students.Methods:A total of 130 professional graduate students of Batch 2019 were selected as the experimental group, and 127 graduate students of Batch 2018 were selected as the control group. Two groups of students received clinical general skills training after enrollment, the control group adopted the traditional skills teaching method, and the experimental group added DOPS as formative assessment on the basis of traditional teaching. The teaching effect of DOPS was evaluated by means of scores analysis and student self-assessment. SPSS 23.0 was used for t-test. Results:The score of the experimental group (84.35±3.41) was higher than that of the control group (77.58±2.68), which showed a statistically significant difference ( t=2.63, P<0.05). The scores of "skill operation ability" and "communication ability" were the lowest single indexes in the assessment of DOPS. The results of self-assessment showed that the scores of autonomous learning ability, clinical thinking ability, clinical practice ability and professional accomplishment of students in the experimental group were all higher than those in the control group ( P<0.05). Conclusion:Modified DOPS is helpful to improve clinical core ability, which is worth promoting for application.

Construction and evaluation of clinical-thinking patterned curriculum for parallel graduate students with "running through clinical diagnosis and treatment process" / 中华医学教育探索杂志

Objective:To explore the construction and implementation effect of clinical-thinking patterned curriculum for parallel graduate students with "running through clinical diagnosis and treatment process."Methods:In this study, 94 Batch 2016-2017 graduate students with clinical medical professional degree in Shanxi Provincial People's Hospital were selected as the research subjects. Among them, 48 Batch 2017 parallel graduate students were selected as the experimental group. The curriculum of clinical-thinking patterned training of "running through the clinical diagnosis and treatment process" was used. In addition to participating in the degree courses and residency courses, a series of training to improve the clinical-thinking ability were introduced. And 46 Batch 2016 parallel graduate students were divided in the control group, using a traditional curriculum and only participating in degree courses and residency courses. The differences among mini-clinical evaluation exercise (Mini-CEX) scores, direct observation of procedural skills (DOPS) scores, objective structured clinical examination (OSCE) scores and students' satisfaction were compared by t test, chi-square test and repeated measures analysis of variance. Results:The Mini-CEX scores showed the average scores of other aspects except humanistic care were higher than those of the control group, and the score of communication skills was significantly higher than that of the control group [(6.55±0.98) vs. (5.77 ±1.12)], with significant differences ( t=3.62, P<0.001). In the DOPS scores, except for the skills of communication with patients, ability to consider patient's feelings and practice of occupational literacy, the average scores of other aspects of the experimental group were higher than those of the control group, and the real operation-ability score of clinical skills was significantly higher than that of the control group [(6.38 ± 1.38) vs. (5.53±1.23)], with a significant difference ( t=3.12, P=0.002). In terms of the outpatient receiving station, the emergency treatment station, the clinical thinking station①, the clinical thinking station②, the specialist skill station, the auxiliary examination station and the case writing station, their OSCE scores at different stages in the experimental group were higher than those in the control group, and in terms of clinical thinking station①, the score of the experimental group was significantly higher than that of the control group, with a significant difference ( F=6.51, P=0.012). The satisfaction rate of the experimental group in terms of curriculum was higher than that in the control group except for the future career development, and in improving logical-thinking ability, the score of the experimental group was significantly higher than that of the control group, with a significant difference ( χ2=19.18, P<0.001). Conclusion:The curriculum of clinical-thinking ability with "running through the clinical diagnosis and treatment process" can enhance the clinical practical ability of parallel graduate students, making them meet the residential academic standards as soon as possible and effectively promoting the training quality of the students.

Relationship of graduate students’ psychological stress and perceived stress with their mental health / 西安交通大学学报(医学版)

【Objective】 To explore the relationship of graduate students’ psychological stress and perceived stress with their mental health, and analyze the mediating effect of perceived stress. 【Methods】 We investigated 705 graduate students by Chinese College Student Mental Health Scale (CCSMHS), Chinese College Student Psychological Stress Scale (CCSPSS), and Perceived Stress Scale-10 (PSS). Correlation and structural equation model analysis was made. 【Results】 The graduate students’ psychological stress and perceived stress had significant correlation with their mental health. SEM analysis showed that perceived stress served as a partial mediation variable between psychological stress and mental health. Psychological stress had direct effects (0.216) for mental health and indirect effects (0.126) through perceived stress. 【Conclusion】 Graduate students’ psychological stress can influence their mental health directly, and can also reduce mental health level by increasing perceived stress. Perceived stress has partial mediating effect between psychological stress and mental health.

[Graduate training mode of acupuncture-moxibustion and tuina based on "three crosses and two integrations": a preliminary study].

In view of the core tasks and weak links in the training of medical graduate in the new era, based on the characteristics and development needs of the discipline, a new "three crosses and two integrations" graduate training mode of acupuncture-moxibustion and tuina is proposed, with "equal emphasis on inheritance and innovation, theory and practice" as the core, with "curriculum cross" as the basis, with "academic cross" as the connotation, and with "discipline cross" as the pathway. This new training mode focuses on the comprehensive cultivation of graduates' comprehensive abilities, aiming to achieve the training goal of "strong inheritance ability, excellent innovation ability, good practical ability and broad international perspective".

Exploring graduate student mental health and service utilization by gender, race, and year in school.

OBJECTIVE: The current study explored differences in mental health problems, services utilization, and support of graduate students by gender, race/ethnicity, and year in school. PARTICIPANTS: Participants consisted of 734 graduate students from a large, Midwestern university. METHODS: Graduate students answered a series of questionnaires in fall 2021 assessing their mental health, services utilization, and perception of services. RESULTS: Women (vs men) and participants in their second year and beyond (vs first year) reported greater mental health problems, negative impact of the pandemic, and more services utilization. White (vs non-White) participants reported greater negative impact of the pandemic, greater services utilization, and less financial strain. Finances, lack of knowledge about resources, and inadequate communication from the university about services were reported as treatment barriers. CONCLUSION: Graduate students struggle with mental health, and universities may need to improve communication with and tailor their services to graduate students specifically to better support them.