Undergraduate Mathematics Courses Required and Recommended for Admission to Economics PhD Programs in the United States

2016 ◽  
Vol 62 (1) ◽  
pp. 118-125 ◽  
Author(s):  
Martin Milkman ◽  
Riza Marjadi
Keyword(s):  
United States ◽  
Program Directors ◽  
The United States ◽  
Undergraduate Mathematics ◽  
Mathematics Courses ◽  
Undergraduate Level ◽  
Admissions Criteria ◽  
Phd Programs ◽  
Phd Program

This note presents a list of mathematics courses, normally taken at the undergraduate level, which are required or recommended as part of the admissions criteria for all economics PhD programs in the United States. The data in this note were gathered through a survey of PhD program directors, retrieval of data from PhD program websites, and personal conversations with PhD program directors in the United States. All of the data were collected during the spring and summer of 2016.

An Analysis of Mathematics Requirements and Recommendations for Admission to PhD Programs in Economics

2017 ◽  
Vol 63 (1) ◽  
pp. 110-114
Author(s):  
Martin Milkman ◽  
Riza Marjadi
Keyword(s):  
United States ◽  
Research Council ◽  
Academic Research ◽  
National Research Council ◽  
The United States ◽  
Prospective Students ◽  
Research Activity ◽  
Mathematics Courses ◽  
Phd Programs ◽  
Jel Classifications

This article presents an analysis of the mathematics course requirements and recommendations for prospective students seeking entry into economics PhD programs in the United States. We find that applicants must complete seven mathematics courses to safely assume that they have enough math credits for admission to most programs. Using National Research Council (NRC) rankings of economics departments according to the level of research activity, we find no strong evidence that the mathematics courses required and recommended are dependent upon the level of academic research conducted by the faculty in the respective PhD programs. JEL Classifications: A22, A23

scholarly journals Postinterview Communication between Obstetrics and Gynecology Residency Programs and Candidates

2012 ◽  
Vol 4 (2) ◽  
pp. 165-169 ◽  
Author(s):  
Diana S. Curran ◽  
Pamela B. Andreatta ◽  
Xiao Xu ◽  
Clark E. Nugent ◽  
Samantha R. Dewald ◽  
...  
Keyword(s):  
United States ◽  
Response Rate ◽  
Educational Leaders ◽  
Program Directors ◽  
The United States ◽  
Obstetrics And Gynecology ◽  
Residency Programs ◽  
Ethical Conflicts ◽  
Communication Practices ◽  
E Mail

Abstract Introduction Residency programs seek to match the best candidates with their positions. To avoid ethical conflicts in this process, the National Residency Matching Program (NRMP or Match) has rules regarding appropriate conduct, including guidelines on contact between candidates and programs. Our study examined communication between obstetrics and gynecology (Ob-Gyn) programs and residency candidates after interviewing and prior to ranking. Methods Ob-Gyn program directors in the United States were sent a self-administered survey via e-mail. Data were collected and analyzed using descriptive methods to examine communication practices of these programs. Results The response rate was 40%. The findings showed that respondents had variable interpretations of the NRMP rules and suggest that programs may be communicating their match intentions especially to favored candidates. Respondents' open text comments highlighted program directors' frustrations with current NRMP rules. Discussion NRMP communication rules are intended to minimize pressure on residency candidates. Our findings suggest they may be leading to unforeseen stresses on program directors and candidates. Conclusions As educational leaders in medicine, we must consider what professional communications are acceptable without increasing the pressure on candidates during the ranking and match process.

Resources Used and Innovations in Teaching Vegetarian and Vegan Nutrition in Accredited Dietetics Programs in the United States

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Irana W Hawkins ◽  
A. Reed Mangels
Keyword(s):  
United States ◽  
Program Directors ◽  
The United States ◽  
Cross Sectional ◽  
Innovative Teaching ◽  
Survey Question ◽  
Dietetics Education ◽  
Instructional Methodologies ◽  
Vegetarian Nutrition ◽  
Nutrition And Dietetics

Background: Vegetarian and vegan diets effectively reduce morbidity and mortality from many chronic diseases and are associated with reduced environmental impact. However, little is known about the role of teaching vegetarian and vegan nutrition in dietetics education in the United States. Thus, we examined the resources and methods used in teaching vegetarian/vegan nutrition in accredited dietetics programs in the United States. Methods: A cross-sectional, internet-based survey was sent to all Accreditation Council for Education in Nutrition and Dietetics (ACEND) program directors in the United States (N = 574). Questions included queries about where vegetarian/vegan nutrition is taught in the curriculum (if at all), instructional methodologies, and the resourcesutilized. Overall, 205 program directors responded to our survey. Results: Vegetarian/vegan nutrition was taught in a variety of courses, most commonly in introductory nutrition courses. The evidence-based resources used most often included the Academy of Nutrition and Dietetics (AND) Position Paper on Vegetarian Nutrition, the AND Evidence Analysis Library, and peer-reviewed studies. Hands-onfood preparation activities were commonly cited as a useful means for teaching vegetarian and vegan nutrition. Nearly 60% of 183 respondents to the relevant survey question indicated that their programs reviewed flexitarian/semi-vegetarian/low-meat diets. Innovative teaching techniques included stand-alone vegetarian nutrition courses, cu-linary experiences including recipe development and sensory evaluation, student presentations to the community, and asking students to follow vegetarian/vegan diets and then evaluate those experiences. Conclusions: Many dietetics educators used innovative strategies to teach vegetarian/vegan nutrition. These methods offer novel experiences for students to increase self-efficacy in vegetarian/vegan nutrition that can ultimately improve public and planetary health outcomes in practice.

Abstract 180: What is the Potential Capacity for Increasing Cardiac Rehabilitation Utilization in the United States?

2013 ◽  
Vol 6 (suppl_1) ◽  
Author(s):  
Quinn R Pack ◽  
Ray W Squires ◽  
Steven W Lichtman ◽  
Francisco Lopez-Jimenez ◽  
Juan Pablo Rodriguez-Escudero ◽  
...  
Keyword(s):  
United States ◽  
Cardiac Rehabilitation ◽  
Program Directors ◽  
The United States ◽  
Service Needs ◽  
Full Time ◽  
Potential Growth ◽  
Related Factors ◽  
Potential Capacity ◽  
Program Capacity

Introduction: Cardiac rehabilitation (CR) is an effective but highly underutilized therapy for heart disease. Efforts are underway to increase CR referral and enrollment, but little is known about the potential capacity for growth in CR utilization in the United States. To address this concern, we estimated the current national capacity of CR programs across the United States and assessed obstacles to potential growth. Methods: We surveyed all CR Program Directors listed in the American Association of Cardiovascular and Pulmonary Rehabilitation (AACVPR) database in November of 2012. Respondents reported current enrollment levels, current program capacity, program capacity given reasonable expansion, and obstacles to growth. Results: Of 812 Program Directors in the AACVPR database, 290 (36%) completed the full survey. Respondents represented somewhat larger programs compared to non-respondents (4.0 vs. 4.6 full time employees, p = 0.01), but were otherwise similar. Current enrollment levels demonstrated a median [IQ range] of 140 [75,232] patients per year and a current estimated capacity of 192 [100,300] patient per year. Respondents estimated that programs could expand services by 25% to 240 [141,380] patients annually, assuming a significant increase in patient demand and a feasible increase in resources. We estimate that if programs filled to their current capacity, national CR utilization rates would increase from 34.7% to 46.4% (95% CI, 43.9 to 48.9) of eligible US patients each year. Given feasible program expansion, utilization could increase to a maximum of 58.4% (95% CI, 55.2 to 61.6) of qualifying patients. Capacity projections based upon absolute patient numbers and national statistics revealed concordant results. The most commonly cited obstacles to increasing patient participation are shown in the figure. As seen, the majority (88%) are controllable system-related factors unrelated to patient behavior. Conclusions: Even with substantial expansion of all existing CR programs, there is currently insufficient capacity in current CR programs to meet national service needs. Solutions to this problem will likely include the creation of new CR programs, and new policies that improve reimbursement for CR and also embrace new models of CR delivery.

An Empirical Examination of Evaluation’s Presence in the Undergraduate Curriculum in the United States

2019 ◽  
Vol 41 (2) ◽  
pp. 297-310
Author(s):  
John M. LaVelle ◽  
Nina Sabarre ◽  
Haley Umans
Keyword(s):  
United States ◽  
Private Colleges ◽  
Undergraduate Curriculum ◽  
The United States ◽  
Specific Method ◽  
Empirical Examination ◽  
Undergraduate Level ◽  
Evaluation Practice ◽  
Public Colleges And Universities ◽  
Top 40

Evaluator education programs have developed to help support the growth of professional evaluators and improve evaluation practice. Empirical research has described where and how evaluation is taught at the graduate level of education, but little is known about the undergraduate level. This study empirically explores how, if at all, evaluation is taught at the undergraduate level by systematically analyzing the publicly available curricula of the top 40 public and top 40 private universities in the United States. Findings demonstrate that 470 evaluation-specific and associated courses were offered across public colleges and universities (335 courses offered) and private colleges (135 courses offered). However, among these 470 courses, the extent to which evaluation is taught varies from a specific method of systematic inquiry to a tool used for assessment or judgment, or minor topic within a broader subject. Implications for the field are discussed.

scholarly journals Nephrology Fellows’ and Program Directors’ Perceptions of Hospital Rounds in the United States

2020 ◽  
Vol 15 (4) ◽  
pp. 474-483
Author(s):  
Suzanne M. Boyle ◽  
Keshab Subedi ◽  
Kurtis A. Pivert ◽  
Meera Nair Harhay ◽  
Jaime Baynes-Fields ◽  
...  
Keyword(s):  
United States ◽  
Patient Care ◽  
Training Programs ◽  
Clinical Skills ◽  
Care Delivery ◽  
Clinical Skill ◽  
Program Directors ◽  
The United States ◽  
Early Morning ◽  
Attending Rounds

Background and objectivesHospital rounds are a traditional vehicle for patient-care delivery and experiential learning for trainees. We aimed to characterize practices and perceptions of rounds in United States nephrology training programs.Design, setting, participants, & measurementsWe conducted a national survey of United States nephrology fellows and program directors. Fellows received the survey after completing the 2019 National Board of Medical Examiners Nephrology In-Training Exam. Program directors received the survey at the American Society of Nephrology’s 2019 Nephrology Training Program Directors’ Retreat. Surveys assessed the structure and perceptions of rounds, focusing on workload, workflow, value for patient care, and fellows’ clinical skill-building. Directors were queried about their expectations for fellow prerounds and efficiency of rounds. Responses were quantified by proportions.ResultsFellow and program director response rates were 73% (n=621) and 70% (n=55). Most fellows (74%) report a patient census of >15, arrive at the hospital before 7:00 am (59%), and complete progress notes after 5:00 pm (46%). Among several rounding activities, fellows most valued bedside discussions for building their clinical skills (34%), but only 30% examine all patients with the attending at the bedside. Most directors (71%) expect fellows to both examine patients and collect data before attending-rounds. A majority (78%) of directors commonly complete their documentation after 5:00 pm, and for 36%, after 8:00 pm. Like fellows, directors most value bedside discussion for development of fellows’ clinical skills (44%). Lack of preparedness for the rigors of nephrology fellowship was the most-cited barrier to efficient rounds (31%).ConclusionsHospital rounds in United States nephrology training programs are characterized by high patient volumes, early-morning starts, and late-evening clinical documentation. Fellows use a variety of prerounding styles and examine patients at the beside with their attendings at different frequencies.PodcastThis article contains a podcast at https://www.asn-online.org/media/podcast/CJASN/2020_03_17_CJN.10190819.mp3

scholarly journals Survey of Respiratory Therapy Education Program Directors in the United States

2011 ◽  
Vol 56 (12) ◽  
pp. 1906-1915
Author(s):  
T. A. Barnes ◽  
R. M. Kacmarek ◽  
C. G. Durbin
Keyword(s):  
United States ◽  
Education Program ◽  
Program Directors ◽  
The United States ◽  
Respiratory Therapy ◽  
Therapy Education
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