Institutional Selectivity and Occupational Outcomes for STEM Graduates: A Generational Comparison

Background: Complex regional pain syndrome (CRPS) is a neurologic condition that can present with severe pain and dysfunction. Delay in treatment adversely affects outcomes. The purpose of this study is to evaluate patient outcomes as they relate to the time from diagnosis to pain management referral once the diagnosis of CRPS has been made in a closed healthcare system. Methods: A retrospective record review from a closed healthcare system was utilized for CRPS cases from 2010–2019. Demographics, injury pattern, surgeries, pain score, treatment modalities, occupational outcomes, and time to pain management referral were recorded. Results: There were 26 cases of CRPS that met inclusion criteria. The mean time from diagnosis to treatment was 55 days. 16/26 (61.5%) were medically discharged from the military. 23/26 (88.5%) were unable to return to full duty due to CRPS. There was no significant difference in the reported pain scores over time regardless of treatment (p = 0.76). A linear regression demonstrated a significantly higher Visual Analog Scale Pain Score (VAS) over time in patients that were medically discharged (p = 0.022). Conclusions: The mean delay in referral to the pain service was 55 days. The majority of patients (88.5%) did not return to full duty secondary to the diagnosis of CRPS, and 61.5% of patients required medical separation from active duty. Due to the negative impact that the diagnosis of CRPS has on occupational outcomes with a mean delay in referral of 55 days, clinics and providers should set up referral criteria and establish early pain pathways for patients diagnosed with CRPS.

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Characterizing engineering work in a changing world: Synthesis of a typology for engineering students' occupational outcomes

Journal of Engineering Education ◽

10.1002/jee.20382 ◽

2021 ◽

Author(s):

James N. Magarian ◽

Warren P. Seering

Keyword(s):

Engineering Students ◽

Occupational Outcomes ◽

Engineering Work ◽

Changing World

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Comparison of Women's and Coeducational College Classrooms: I. Course Assignments

Psychological Reports ◽

10.2466/pr0.1994.74.3.1035 ◽

1994 ◽

Vol 74 (3) ◽

pp. 1035-1040 ◽

Cited By ~ 1

Author(s):

Ashton D. Trice

Keyword(s):

Art History ◽

Women's Colleges ◽

Introductory Courses ◽

Short Term ◽

Scientific Content ◽

College Classrooms ◽

Course Syllabi ◽

Institutional Selectivity ◽

And Mathematics ◽

Introductory Classes

This study examined the number of assignments in 502 course syllabi collected from 18 women's colleges and 18 matched coeducational colleges. The number of assignments was significantly higher at women's colleges, at colleges with lower selectivity for admissions, and in introductory classes. Significant differences among the four disciplines examined (psychology, mathematics, English, and art history) were found. Three of the factors (gender, discipline, and level) interacted. The most prominent difference was that, in introductory courses with quantitative and scientific content (psychology and mathematics), women's colleges required many more assignments than coeducational colleges. The effect of institutional selectivity was smaller than these three effects and appeared to be additive rather than interactive. The number of term-long assignments was not significantly different. Women's colleges, however, had more short-term assignments and tests than coeducational institutions. The results are related to the historic mission of inclusion of nontraditional students at women's colleges.

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Programming for occupational outcomes following traumatic brain injury.

Rehabilitation Psychology ◽

10.1037/h0091714 ◽

1989 ◽

Vol 34 (2) ◽

pp. 147-158 ◽

Cited By ~ 6

Author(s):

William J. Haffey ◽

Frank D. Lewis

Keyword(s):

Traumatic Brain Injury ◽

Brain Injury ◽

Occupational Outcomes

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An evaluation of REACTMH mental health training for UK healthcare supervisors

Occupational Medicine ◽

10.1093/occmed/kqab023 ◽

2021 ◽

Author(s):

R Akhanemhe ◽

S Wallbank ◽

N Greenberg

Keyword(s):

Mental Health ◽

Training Session ◽

Skills Training ◽

Perceived Usefulness ◽

Active Listening ◽

Mental Health Training ◽

Listening Skills ◽

Occupational Outcomes ◽

Training Package ◽

Remote Training

Abstract Background Healthcare workers (HCWs) are vulnerable to developing mental ill-health. Prior research has shown those in managerial or supervisory positions have pivotal roles in creating a healthy work environment, as well as recognizing and supporting HCWs with mental health symptoms to improve occupational outcomes and reduce sickness absence. Aims To evaluate the effectiveness of active listening skills training (REACTMH) for UK healthcare managers. Methods Managers of HCWs were voluntarily enrolled on a REACTMH active listening skills training package. Attendees anonymously completed questionnaires before and immediately after attending the 1-h remote training session and again 1 month later. The questionnaire asked about confidence in recognizing, conversing with and supporting distressed colleagues as well as perceived usefulness and importance of the training and how often they had used the taught active listening skills. Results Fifty-eight healthcare managers enrolled onto the REACTMH programme in July 2020 and 32 (55%) completed the 1-month follow-up. Just less than half reported feeling confident in being able to identify, speak to and support potentially distressed staff before the training; significantly more (>80%) reported feeling confident 1 month afterwards (P < 0.001). Around three-quarters of attendees reported the REACTMH programme as highly useful, highly important and said they had frequently used the learned skills. Conclusions A brief active listening skills training package was associated with significant improvements healthcare manager’s confidence in recognizing, speaking with and supporting HCWs with suspected mental health conditions. Further research is needed to investigate the longer term effectiveness and acceptability of REACTMH training.

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Social origins, tracking and occupational attainment in Italy

Longitudinal and Life Course Studies ◽

10.1332/175795921x16137571163021 ◽

2021 ◽

Author(s):

Carlo Barone ◽

Moris Triventi ◽

Marta Facchini

Keyword(s):

High School ◽

Labour Market ◽

Social Background ◽

Occupational Attainment ◽

Probability Models ◽

Market Outcomes ◽

Occupational Outcomes ◽

Upper Secondary Education ◽

Academic Track

Students and parents choose among high school tracks based on the assumption that academic tracks will offer a better preparation for university while vocational tracks will make the transition in the labour market easier, if students do not have a tertiary degree. We assess whether this assumption holds also when considering the long-term occupational outcomes of tracks choices in upper secondary education, controlling for both social and ability selection into tracks. We use for this purpose recent data from the 2014 ISFOL PLUS survey and apply linear regression/probability models to investigate labour market outcomes in a stage of occupational maturity. We find that, while there are no significant differences between tracks in the likelihood of being employed, students with an academic diploma fare better than vocational students in terms of social class attainment, even in the absence of a tertiary degree. The advantage of the academic diploma holds both for entering the salariat class and the high salariat class, and for avoiding demotion into manual occupations or unskilled manual occupations. We also show that tracking accounts for a large proportion of the total effects of socio-economic background on occupational attainment, and that coming from socio-economically advantaged families exacerbates the labour market advantages of attending an academic track. Key messages <ul><li>The link between social background, high school track and long-term occupational outcomes is analysed.</li> <li>Analyses control for social and ability selection into tracks.</li> <li>There are no significant differences between tracks in employment status at occupational maturity in Italy.</li> <li>Academic diploma holders have higher chances of entering the upper classes and lower risks of ending into manual occupations.</li></ul>

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Review of neurological rehabilitation for Multiple Sclerosis in the British Military

BMJ Military Health ◽

10.1136/bmjmilitary-2021-001852 ◽

2021 ◽

pp. bmjmilitary-2021-001852

Author(s):

Oliver O'Sullivan ◽

L Allsopp ◽

J Mitchell ◽

L Price ◽

K Tourle ◽

...

Keyword(s):

Multiple Sclerosis ◽

Armed Forces ◽

Medical Rehabilitation ◽

Neurological Rehabilitation ◽

Patient Support ◽

Rehabilitation Centre ◽

Occupational Outcomes ◽

British Military ◽

Working Age

Multiple sclerosis (MS) is a progressive neurological disorder, classically presenting in working age adults, including those in the Armed Forces. The Defence Medical Rehabilitation Centre (DMRC) Stanford Hall offers vocationally focused neurorehabilitation services for service personnel (SP) with MS, with the goal to minimise disability, maximise independence and remain able to work.This paper has two aims. First, it briefly provides a clinical update of MS, focusing on pathology, presentation, diagnosis and management. Finally, it will describe the role of DMRC and data from the last decade in the management of MS.Our findings suggest not all SP with MS are being referred to DMRC, and some of those who do have significant delays, potentially impacting on patient support, symptom management and occupational outcomes. It is hoped that this paper will improve awareness and recognition of MS for Armed Forces personnel.

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The Project TALENT Twin and Sibling Study

Twin Research and Human Genetics ◽

10.1017/thg.2012.71 ◽

2012 ◽

Vol 16 (1) ◽

pp. 437-448 ◽

Cited By ~ 5

Author(s):

Carol A. Prescott ◽

Deanna Lyter Achorn ◽

Ashley Kaiser ◽

Lindsey Mitchell ◽

John J. McArdle ◽

...

Keyword(s):

Genetic Research ◽

Original Data ◽

Family Characteristics ◽

Shared Environment ◽

Occupational Outcomes ◽

School Based ◽

The Family ◽

Specific Factors ◽

The Impact

Project TALENT is a US national longitudinal study of about 377,000 individuals born in 1942–1946, first assessed in 1960. Students in about 1,200 schools participated in a 2-day battery covering aptitudes, abilities, interests, and individual and family characteristics (Flanagan, 1962; www.projectTALENT.org). Follow-up assessments 1, 5, and 11 years later assessed educational and occupational outcomes. The sample includes approximately 92,000 siblings from 40,000 families, including 2,500 twin pairs and 1,200 other siblings of twins. Until recently, almost no behavior genetic research has been conducted with the sample. In the original data collection information was not collected with the intent to link family members. Recently, we developed algorithms using names, addresses, birthdates, and information about family structure to link siblings and identify twins. We are testing several methods to determine zygosity, including use of yearbook photographs. In this paper, we summarize the design and measures in Project TALENT, describe the Twin and Sibling sample, and present our twin-sib-classmate model. In most twin and family designs, the ‘shared environment’ includes factors specific to the family combined with between-family differences associated with macro-level variables such as socioeconomic status. The school-based sampling design used in Project TALENT provides a unique opportunity to partition the shared environment into variation shared by siblings, specific to twins, and associated with school- and community-level factors. The availability of many measured characteristics on the family, schools, and neighborhoods enhances the ability to study the impact of specific factors on behavioral variation.

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