scholarly journals Climate Surveys of Biomedical PhD Students and Training Faculty Members in the Time of Covid

2022 ◽  
Author(s):  
Deepti Ramadoss ◽  
Meghan Campbell McCord ◽  
Johm P Horn
Keyword(s):  
Graduate Students ◽  
Medical School ◽  
Graduate Training ◽  
Mentoring Relationships ◽  
Mentor Training ◽  
Institutional Climate ◽  
Faculty Advisors ◽  
School Of Medicine ◽  
Training Professional ◽  
Training Faculty

In July 2020, four months into the disruption of normal life caused by the Covid-19 pandemic, we assessed the institutional climate within the School of Medicine. Voluntary surveys were completed by 135 graduate students in 11 PhD-granting programs and by 83 members of the graduate training faculty. Several themes emerged. PhD students work hard, but the number of hours spent on research-related activities has declined during the pandemic. The students are worried about the pandemic's impact on their research productivity, consequent delays in their graduation, and diminished future job prospects. Many late stage PhD students feel they do not have adequate time or resources to plan for their future careers. Symptoms of anxiety and/or depression are prevalent in 51% of the students, based on answers to standardized questions. Most students report they have strong mentoring relationships with their faculty advisors and like their programs, but they identify to a lesser extent with the medical school as a whole. Faculty think highly of their graduate students and are also worried about the pandemic's impact upon productivity and the welfare of students. Students are interested in access to an Ombuds office, which is currently being organized by the medical school. Moving forward, the school needs to address issues of bias, faculty diversity, support for mentor training, professional development, and the imposter syndrome. We must also work to create a climate in which many more graduate students feel that they are valued members of the academic medicine community.

scholarly journals Building Rapport Between International Graduate Students and Their Faculty Advisors: Cross-Cultural Mentoring Relationships at the University of Guelph

2016 ◽  
Vol 7 (2) ◽  
Author(s):  
Faiza Omar ◽  
James P Mahone ◽  
Jane Ngobia ◽  
John FitzSimons
Keyword(s):  
International Students ◽  
Graduate Students ◽  
Cultural Values ◽  
Mentoring Relationships ◽  
International Graduate Students ◽  
Face To Face ◽  
Faculty Advisors ◽  
International Graduate ◽  
Student Advisor ◽  
The University

Mentoring graduate students is very challenging, even when both the student and faculty have similar cultural values. Many international students have a different culture from that of Canadian. Their challenge is adapting to their new environment, and for their faculty advisors to understand and work well with them. This research explored the relationships, experience, and challenges of international graduate students and their faculty advisors at the University of Guelph, through focus group discussions, semi-structured face-to-face interviews and online surveys. Language barriers and financial difficulties were among the major challenges international students face adapting to their academic and social environment and working with their faculty advisors. We found that building good student-advisor relationship requires understanding graduate student and advisor formal responsibilities and expectations. Le mentorat des étudiants de cycles supérieurs pose tout un défi, même dans les cas où l’étudiant et le professeur ont tous deux des valeurs culturelles semblables. De nombreux étudiants internationaux viennent d’une culture différente de ce que nous connaissons au Canada. Leur défi est de s’adapter à leur nouvel environnement et pour leurs conseillers pédagogiques, de les comprendre et de collaborer avec eux. Cette recherche explore les relations de travail, l’expérience et les défis auxquels sont confrontés les étudiants internationaux de cycles supérieurs et leurs conseillers pédagogiques à l’Université de Guelph par le biais de discussions de groupes de consultation, d’entrevues face à face semi-structurées et d’un sondage en ligne. Les barrières linguistiques et les difficultés financières s’avèrent comme étant les défis principaux auxquels font face les étudiants internationaux lors de leur adaptation à leur environnement académique et social et dans leurs interactions avec leurs conseillers pédagogiques. Nous avons constaté que pour établir de bonnes relations étudiant-conseiller pédagogique, il est essentiel de comprendre les responsabilités et les attentes formelles des étudiants et des conseillers pédagogiques.

Report on a Collection of Parasitic Nematodes, mainly from Egypt

Parasitology ◽  
1928 ◽  
Vol 20 (1) ◽  
pp. 32-55 ◽  
Author(s):  
C. L. Boulenger
Keyword(s):  
Medical School ◽  
Parasitic Nematodes ◽  
Government School ◽  
School Of Medicine ◽  
Egyptian Government

The present paper is the fifth instalment of the Report on the Molteno Institute collection, of which Parts I–III (Ascaeidae, Heterakidae, Oxyuridae, Camallanidae, etc.) and Part IV (Trichostrongylidae and Strongylidae) were published in this Journal by Dr H. A. Baylis (1923) and myself (1926). This collection was sent to Cambridge by Dr E. Hindle and consisted chiefly of unnamed material which had accumulated in the Parasitological Laboratory of the Egyptian Government School of Medicine in Cairo. Since commencing the work on the Filarioidea contained in this material, a further series of worms belonging to this order was placed at my disposal by the Cairo Medical School and the results of my study of this collection have been incorporated with those of the Molteno Institute specimens.

Reading routines: strategies of recall in graduate education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Gary Alan Fine ◽  
Hannah Wohl ◽  
Simone Ispa-Landa
Keyword(s):  
Social Sciences ◽  
Graduate Students ◽  
Doctoral Students ◽  
Graduate Program ◽  
Graduate Training ◽  
Qualitative Interviews ◽  
Doctoral Program ◽  
Note Taking ◽  
Content Type ◽  
The Social

Purpose This study aims to explore how graduate students in the social sciences develop reading and note-taking routines. Design/methodology/approach Using a professional socialization framework drawing on grounded theory, this study draws on a snowball sample of 36 graduate students in the social sciences at US universities. Qualitative interviews were conducted to learn about graduate students’ reading and note-taking techniques. Findings This study uncovered how doctoral students experienced the shift from undergraduate to graduate training. Graduate school requires students to adopt new modes of reading and note-taking. However, students lacked explicit mentorship in these skills. Once they realized that the goal was to enter an academic conversation to produce knowledge, they developed new reading and note-taking routines by soliciting and implementing suggestions from advanced doctoral students and faculty mentors. Research limitations/implications The specific requirements of the individual graduate program shape students’ goals for reading and note-taking. Further examination of the relationship between graduate students’ reading and note-taking and institutional requirements is warranted with a larger sample of universities, including non-American institutions. Practical implications Graduate students benefit from explicit mentoring in reading and note-taking skills from doctoral faculty and advanced graduate students. Originality/value This study uncovers the perspectives of graduate students in the social sciences as they transition from undergraduate coursework in a doctoral program of study. This empirical, interview-based research highlights the centrality of reading and note-taking in doctoral studies.

Teaching Sociology Graduate Students to Teach with Techology

2005 ◽  
Vol os-22 (1) ◽  
pp. 42-55
Author(s):  
James L. Williams ◽  
Daniel G. Rodeheaver
Keyword(s):  
Instructional Technology ◽  
Graduate Students ◽  
Training Programs ◽  
Graduate Training ◽  
Technology Training ◽  
Teaching Sociology ◽  
Training Process ◽  
Instructor Training ◽  
Pedagogical Issue ◽  
Graduate Training Programs

In light of the increasing emphasis on the use of instructional technology in higher education, sociology graduate students need to become conversant with instructional technology and its pedagogical implications. Yet, the literature on graduate instructor training has almost completely neglected this issue. This paper directly addresses this important pedagogical issue. After a discussion of the benefits of instructional technology training, we describe how to integrate training in instructional technology into graduate training programs in sociology. Our discussion offers specific suggestions for incorporating instructional technology training throughout the instructor training process. Our recommendations focus on helping graduate students employ effectively instructional technology and to become conversant with its pedagogical implications.

scholarly journals Solitude, Silence, and the Training of Psychotherapists: A Preliminary Study

2001 ◽  
Vol 29 (1) ◽  
pp. 22-28 ◽  
Author(s):  
Jeffrey B. Vanmeter ◽  
Mark R. McMinn ◽  
Leslie D. Bissell ◽  
Mahinder Kaur ◽  
Jana D. Pressley
Keyword(s):  
Graduate Students ◽  
Training Program ◽  
Graduate Training ◽  
Total Duration ◽  
Spiritual Disciplines ◽  
Personality Characteristics ◽  
Wait List Control ◽  
Striking Increase ◽  
Preliminary Study ◽  
Research Questions

The spiritual disciplines of silence and solitude have long been practiced within the contemplative Christian tradition as a means of character transformation and experiencing God. Do these disciplines affect the use of silence in psychotherapy for Christian clinicians in a graduate training program? Nineteen graduate students in clinical psychology were assigned to a wait-list control condition or a training program involving the disciplines of solitude and silence, and the groups were reversed after the first cohort completed the spiritual disciplines training. One group, which was coincidentally comprised of more introverted individuals, demonstrated a striking increase in the number of silent periods and total duration of silence during simulated psychotherapy sessions during the period of training. The other group, more extraverted in nature, did not show significant changes in therapeutic silence during the training. These results cause us to pose research questions regarding the interaction of personality characteristics and spiritual disciplines in training Christian psychotherapists.

scholarly journals Our disputes, divisions and conflicts about foundation of the School of medicine in Belgrade

2006 ◽  
Vol 134 (Suppl. 2) ◽  
pp. 162-166
Author(s):  
Vukasin Antic ◽  
Zarko Vukovic
Keyword(s):  
Medical School ◽  
First World War ◽  
Medical Society ◽  
World War ◽  
School Of Medicine ◽  
The First World War ◽  
The Future ◽  
The University ◽  
First World

Disputes, divisions and even conflicts, so frequent in Serbia, have not bypassed physicians-members of the Serbian Medical Society; ones of the most important occurred at the crossroad of the 19th and 20th centuries related to foundation of the School of Medicine in Belgrade. The most prominent and persistent advocate of foundation of the School of Medicine was Dr. Milan Jovanovic Batut. In 1899, he presented the paper ?The Medical School of the Serbian University?. Batut`s effort was worth serious attention but did not produce fruit. On the contrary, Dr. Mihailo Petrovic criticized Batut by opening the discussion ?Is the Medical School in Serbia the most acute sanitary necessity or not?? in the Serbian Archives, in 1900. However, such an attitude led to intervention of Dr. Djoka Nikolic, who defended Batut`s views. He published his article in Janko Veselinovic`s magazine ?The Star?. Since then up to 1904, all discussions about Medical School had stopped. It was not even mentioned during the First Congress of Serbian Physicians and Scientists. Nevertheless, at the very end of the gathering, a professor from Prague, Dr. Jaromil Hvala claimed that ?the First Serbian Congress had prepared the material for the future Medical School?, thus sending a message to the attendants of what importance for Serbia its foundation would have been. But the President of both the Congress and the Serbian Medical Society, as well as the editor of the Serbian Archives, Dr. Jovan Danic announced that ?the First Congress of Serbian Physicians and Scientists had finished its work?. It was evident that Danic belonged to those medical circles which jealously guarded special privileges of doctors and other eminent persons who had very serious doctrinal disagreements on the foundation of the Medical School. All that seemed to have grown into clash, which finally resulted in the fact that Serbia got Higher Medical School within the University of Belgrade with a great delay, only after the First World War.

scholarly journals The Medical School of the Catholic University of Croatia: Principles, Goals, Standards and Organization

2018 ◽  
Vol 47 (1) ◽  
pp. 61
Author(s):  
Damir Sapunar ◽  
Matko Marušić ◽  
Livia Puljak ◽  
Ivica Grković ◽  
Mario Malički ◽  
...  
Keyword(s):  
Medical Education ◽  
Transformative Learning ◽  
Medical School ◽  
Original System ◽  
Social Accountability ◽  
Current Evidence ◽  
Patient Centered ◽  
School Of Medicine ◽  
Catholic University ◽  
European Standards

<p>The aim of the study was to present the concept on which the School of Medicine at the Catholic University of Croatia (CUC) will be established. The new School will alleviate the shortage of physicians in Croatia and introduce an innovative form of medical education focused on principles of patient-centered care and social accountability. At the same time, the students will acquire all relevant competencies and levels of knowledge, skills and attitudes that are required by current evidence in medical education, European standards and guidelines for quality assurance at higher education institutions. The four pillars of the CUC Medical School are: 1) distributed medical education that involves health institutions outside major medical centers, 2) the concept of transformative learning, 3) teaching and practicing evidence-based medicine, and 4) implementation of quality management principles supported by information technology solutions for effective management of learning, research and practice. The overall aim of the CUC School of Medicine is to educate and train physicians capable of using best available medical evidence to deliver economically sustainable healthcare that can improve equity and health outcomes in the communities they serve, particularly those that are currently underserved.</p><p><strong>Conclusion. </strong>The proposed programme is introducing an original system of modern medical education that insists on developing humanistic aspects of medicine, patient-centred care and social accountability, while maintaining all competencies and knowledge levels that a physician should have according to the current understanding of medical education.</p>

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