The use of Cross Institution Collaboration and Radiology Symposia to Increase Underrepresented Minority Exposure to, and Engagement with, Radiology

2021 ◽  
Author(s):  
Jonathan Martin
Keyword(s):  
Interest Group ◽  
Core Curriculum ◽  
The United States ◽  
Underrepresented Minorities ◽  
Host Institution ◽  
Underrepresented Minority ◽  
School Students ◽  
National Meeting ◽  
Radiology Residency ◽  
The Impact

Background: Exposure to radiology is highly variable across medical schools. Many schools, disproportionally those with a high enrollment of underrepresented minorities, have limited exposure to radiology. At the same time, radiology lags significantly behind other specialties in terms of trainee diversity. Objective: The impact that a school with an established radiology program can have on increasing interest and recruitment from surrounding programs without substantial radiology exposure through cross-institutional collaborations developed through small interventions including symposia and mentorship is examined. Methods: After a program with a radiology residency and established radiology interest group hosted a radiology simulation symposium, faculty from the host institution reached out to medical students in attendance from a neighboring program without either. This neighboring institution has amongst the highest rates of underrepresented minorities in the United States. This resulted in a new collaboration between the two institutions. Outcomes from the collaboration were analyzed in 2020. Results: This new collaboration resulted in the establishment of a radiology interest group at the neighboring institution, two annual core curriculum radiology lectures, a 600% increase in radiology shadowing from the neighboring medical school students, as well as multiple peer-reviewed publications and national meeting presentations from members of the neighboring school’s interest group under the mentorship of radiology faculty at the host program. Conclusions: Symposia and methodical outreach are an effective tool to incorporate more students from surrounding programs with limited exposure to radiology, thereby increasing interest and recruitment and potentially increasing diversity within radiology residency.

scholarly journals Self-care perspective taking and empathy in a student-faculty book club in the United States

2020 ◽  
Vol 17 ◽  
pp. 22
Author(s):  
Rebecca Henderson ◽  
Melanie Gross Hagen ◽  
Zareen Zaidi ◽  
Valentina Dunder ◽  
Edlira Maska ◽  
...  
Keyword(s):  
United States ◽  
Perspective Taking ◽  
Book Club ◽  
Positive Impact ◽  
Self Care ◽  
The United States ◽  
School Students ◽  
Informal Curriculum ◽  
Meaningful Relationships ◽  
The Impact

Purpose: We aimed to study the impact of a combined faculty-student book club on education and medical practice as a part of the informal curriculum at the University of Florida College of Medicine in the United States.Methods: Sixteen medical students and 7 faculties who participated in the book club were interviewed through phone and recorded. The interview was then transcribed and entered into the qualitative data analysis program QSR NVivo (QSR International, Burlington, MA, USA). The transcripts were reviewed, and thematic codes were developed inductively through collaborative iteration. Based on these preliminary codes, a coding dictionary was developed and applied to all interviews within QSR Nvivo to identify themes.Results: Four main themes were identified from interviews: The first theme, the importance of literature to the development and maintenance of empathy and perspective-taking, and the second theme, the importance of the book club in promoting mentorship, personal relationships and professional development, were important to both student and faculty participants. The third and fourth themes, the need for the book club as a tool for self-care and the book club serving as a reminder about the world outside of school were discussed by student book club members.Conclusion: Our study demonstrated that an informal book club has a significant positive impact on self-care, perspective-taking, empathy, and developing a “world outside of school” for medical school students and faculty in the United States. It also helps to foster meaningful relationships between students and faculty.

scholarly journals Witnessing Cyberbullying and Internalizing Symptoms among Middle School Students

2020 ◽  
Vol 10 (4) ◽  
pp. 957-966 ◽  
Author(s):  
Diana M. Doumas ◽  
Aida Midgett
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Internalizing Symptoms ◽  
Somatic Symptoms ◽  
The United States ◽  
School Bullying ◽  
School Students ◽  
Cross Sectional ◽  
Cyberbullying Victimization ◽  
The Impact

Cyberbullying is a significant problem among school-aged youth. Cyberbullying peaks in middle school with 33% of middle school students reporting cyberbullying victimization and more than 50% reporting witnessing cyberbullying as bystanders. Although the association between cyberbullying victimization and internalizing symptoms is well documented, there is limited research examining the impact of witnessing cyberbullying on bystanders. To assess differences in internalizing symptoms between cyberbullying bystanders and non-bystanders, a school-based cross-sectional study was conducted among middle school students (6th–8th grade) in the United States (N = 130; 57.4% female; 42.6% male). Questionnaire data were analyzed using multivariate analysis of co-variance (MANCOVA) with three outcome variables (depression, anxiety, somatic symptoms) and the between-subject factor bystander status (bystander, non-bystander). We controlled for witnessing school bullying to examine the unique effect of witnessing cyberbullying on internalizing symptoms. Results of the MANCOVA indicated a significant effect for cyberbullying bystander status (p < 0.04). Post hoc analyses demonstrated that bystanders reported significantly higher levels of depression (p < 0.05), anxiety (p < 0.02), and somatic symptoms (p < 0.01) than non-bystanders. Findings suggest that programs to support students who witness cyberbullying are needed to reduce the mental health risks associated with being a cyberbullying bystander.

scholarly journals Impact of family remittances and the Prospera program on high school students in Choix, Sinaloa, Mexico

Ánfora ◽  
2017 ◽  
Vol 24 (42) ◽  
pp. 19-43
Author(s):  
Renato Pintor Sandoval ◽  
Brianda Elena Peraza Noriega ◽  
Karen Olivia Heredia Trasviña
Keyword(s):  
High School ◽  
High School Students ◽  
The United States ◽  
Social Program ◽  
School Dropouts ◽  
School Students ◽  
Assistance Programs ◽  
Macroeconomic Indicators ◽  
And Migration ◽  
The Impact

Objective: to establish the impact of family remittances from the United States and the "Prospera" welfare program for the high school student population in a community with high social exclusion and poverty in Sinaloa.Methodology: first, the population, economic and work activities in the community of Choix, Sinaloa were described. Then, the discussion on remittances and the beneficiary families of the Prospera program were characterized; finally, a survey was designed and applied to 114 high school students and families from Choix.Results: the findings showed that remittances do not stop school dropouts from high school students in Choix. Although, some of those students use family remittances and the Prospera program help for their education. The social program Prospera works as an incentive to the students´ education. Family remittances are mainly used for family support.Conclusions: social assistance programs focused on poverty have been a visible trend. However, they do not tackle the problem at its root, but they make up macroeconomic indicators, which will continue with the same logic, such as: permanent discrimination and migration in those places, because public policy strategies will always emerge.

Bullying and Delinquency: The Impact of Anger and Frustration

2020 ◽  
Vol 35 (4) ◽  
pp. 503-523 ◽  
Author(s):  
Charern Lee ◽  
Justin W. Patchin ◽  
Sameer Hinduja ◽  
Alexandra Dischinger
Keyword(s):  
High School Students ◽  
Negative Emotions ◽  
Delinquent Behavior ◽  
The United States ◽  
National Sample ◽  
School Students ◽  
Being Bullied ◽  
The Impact ◽  
The Relationship ◽  
Research And Policy

Few studies have explored whether individuals who are bullied at school or online are more likely to engage in delinquent behavior. Even less is known about whether negative emotions (i.e., anger or frustration)—as a result of being victimized—mediate the relationships between being bullied or cyberbullied and delinquency (as predicted by Agnew's general strain theory). The current study uses data from a national sample of 2,670 middle and high school students in the United States. Results indicate that youth who were bullied or cyberbullied, and who experience negative emotions as a result, are more likely to engage in delinquency. Negative emotions did not mediate the relationship between bullying and delinquency; however, they did partly mediate the relationship between cyberbullying and delinquency. The findings indicate that being bullied matters more in explaining delinquent behavior than the negative emotions that may result. Implications for research and policy are discussed in light of these findings.

scholarly journals The Impact of a Career and Technology Education Program

SAGE Open ◽  
2016 ◽  
Vol 6 (4) ◽  
pp. 215824401667803 ◽  
Author(s):  
Steven Boot Chumbley
Keyword(s):  
High School Students ◽  
School Counselors ◽  
Dual Enrollment ◽  
Positive Impact ◽  
Dual Credit ◽  
The United States ◽  
School Students ◽  
Career And Technology Education ◽  
Colleges Of Agriculture ◽  
The Impact

There continues to be a shortage of qualified graduates for agriculture jobs within the United States. One reason for this shortage is the decline in student enrollment in colleges of agriculture. One tool that can increase college preparation for future graduates and help students succeed is the agriculture dual-enrollment program. Dual enrollment allows high-school students to take courses while dually enrolled in a corresponding college course. The program was found to have a positive impact on students taking more rigorous courses and gaining in-depth knowledge of agriculture. Teachers felt that this program helped in establishing higher standards in coursework and in feeling satisfied about their job. It enhanced prestige and program reputation. Dual enrollment was seen to have little to no impact on school counselors. Research focused on the pedagogical approaches of these course offerings will benefit the creation of future high-quality dual credit courses.

scholarly journals Recruiting Underrepresented Minorities to Chiropractic Colleges

2006 ◽  
Vol 20 (2) ◽  
pp. 123-127 ◽  
Author(s):  
Alana Callender
Keyword(s):  
United States ◽  
Minority Students ◽  
Role Models ◽  
Underserved Populations ◽  
The United States ◽  
Underrepresented Minorities ◽  
Minority Populations ◽  
Underrepresented Minority ◽  
Minority Communities ◽  
Student Groups

Background: Admissions departments at chiropractic colleges across the United States are under continual pressure to recruit students. The underrepresented minority populations in the United States are potential markets for chiropractic patients, students, and doctors. Objective: To assess the current diversity recruiting practices of the chiropractic colleges. Methods: Directors of admissions of the chiropractic colleges were polled to identify recruiting programs and their success. Results: Sixteen of the 17 colleges were polled. Nine of the respondents had no program for targeted underserved populations and seven did have such a program. Five colleges employed several methods to work with universities to recruit underserved populations. Other strategies included outreach via student groups and alumni recruiters. Conclusion: Programs to attract minority students can be created and infrastructure can be provided but they are nearly useless without role models. Encouraging alumni participation to raise awareness of chiropractic in minority communities may be a step toward a profession more reflective of America's population.

scholarly journals A culture of collaboration: Forms and factors affecting collaboration between NESTs and NNESTs in extracurricular English activities

2020 ◽  
Vol 15 (1) ◽  
pp. 65-84
Author(s):  
Grace B. Wivell
Keyword(s):  
Team Teaching ◽  
English Language ◽  
The United States ◽  
English Language Development ◽  
Host Institution ◽  
Factors Affecting ◽  
Interpersonal Factors ◽  
Research Plan ◽  
Or Team ◽  
The Impact

Fulbright English Teaching Assistants (ETAs) assist local English teachers to further the English language development of students around the globe, while simultaneously acting as cultural ambassadors for the United States. ETAs in Indonesia are required to spend between twenty and twenty-five hours each week in the classroom with their teaching counterpart(s) but are also encouraged to engage with their school and community outside of class, and as such many ETAs also spend considerable time developing extracurricular English programming. While some of these extracurriculars are facilitated independently by the ETAs, many are collaborative projects with counterparts from the host institution. As part of a larger five-year research plan initiated by the American Indonesian Exchange Foundation (AMINEF) that seeks to explore the impact of ETAs, this research explores the collaboration within these extracurriculars. It seeks to identify the forms that this collaboration takes, as well as the factors that affect the collaboration. The findings suggest that collaboration within these extracurriculars usually takes the form of either one teach – one assist model, or team teaching, and that logistical and interpersonal factors are of the greatest concern within the collaboration.

Impact of Digital Technologies on the Competitiveness and Professional Education of High School Students in the usa and Singapore

2020 ◽  
pp. 93-100
Author(s):  
Vladimir Innokentievich Petrishchev ◽  
◽  
Tatiana Petrovna Grass ◽  
Matvey Aleksandrovich Mashukov ◽  
◽  
...  
Keyword(s):  
United States ◽  
High School ◽  
High School Students ◽  
Vocational Education ◽  
Professional Education ◽  
Digital Technologies ◽  
Social Institutions ◽  
The United States ◽  
School Students ◽  
The Impact

Introduction. The relevance of this problem lies in its insufficient study in comparative pedagogy. Modern society in many countries of the world, based on market relations, seeks to create an environment with the widespread use of information technologies, makes high demands on school graduates who must be ready to realistically assess the level of their abilities and social skills, make an informed choice of their future profession, and competently build communication with social institutions and employers. The purpose of the article is to identify and characterize the impact of digital technologies on the competitiveness and vocational education of high school students in the economically developed countries, such as USA and Singapore. Research methodology and methods. Analysis of scientific literature, initiatives and projects in the two studied countries in the field of introducing digital technologies into the practice of vocational education showed the feasibility of introducing new technologies and forms of organizing training. Research results. The article emphasizes that the emergence of new digital technologies and the pandemic in early 2020 have fundamentally changed the usual patterns of behavior and practice in every country. In the United States, in 2020, due to Covid-19, the “Workplace” simulator model has become widespread, allowing high school students to acquire work skills in selected clusters (specialties) as successfully as if they worked in a real workplace, and in Singapore new technology of 3D virtual reality contributed to the acquisition of professional competencies by high school students and to increase their competitiveness. Conclusion. The study of the impact of the introduction of digital technologies in the professional education of students in the United States and Singapore is of important, not only theoretical, but also practical value, since it contributes to the competitiveness of graduates of educational organizations.

scholarly journals Racial Disparities in Context: Student-, School-, and County-Level Effects on the Likelihood of Obesity among Elementary School Students

2017 ◽  
Vol 4 (2) ◽  
pp. 245-260
Author(s):  
Joy Rayanne Piontak ◽  
Michael D. Schulman
Keyword(s):  
Childhood Obesity ◽  
Racial Disparities ◽  
Racial Differences ◽  
The United States ◽  
School Level ◽  
Racial Composition ◽  
County Level ◽  
School Students ◽  
Logistic Regression Models ◽  
The Impact

Childhood obesity rates in the United States have risen since the 1980s and are especially high among racial minorities. Researchers document differentials in obesity rates by race, socioeconomic status, school characteristics, and place. In this study, the authors examine the impact of race on the likelihood of obesity at the student, school, and county levels and the interactions between student race and school racial composition. The data are from 74,661 third to fifth grade students in 317 schools in 38 North Carolina counties. Multilevel logistic regression models showed that racial differences in the likelihood of obesity persisted even when racial composition and socioeconomic disadvantage at the school level were controlled. The differences between white and nonwhite students slightly decreased once school-level measures were added. The magnitude of the effects of student-level race on the relative odds of obesity varied according to the racial composition of the school. These student- and school-level results held even when county-level race and socioeconomic variables were controlled. The results show that contextual factors at the school and county levels are important social determinants of racial disparities in the likelihood of childhood obesity.

scholarly journals Navigating Through Uncertainty in the Era of COVID-19

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Manca Sustarsic ◽  
Jianhui Zhang
Keyword(s):  
International Students ◽  
International Student ◽  
Research University ◽  
Student Mobility ◽  
The United States ◽  
Host Institution ◽  
International Graduate ◽  
Travel Restrictions ◽  
And Coping ◽  
The Impact

With the spread of COVID-19 around the world, the lives of international students became affected by a sudden shift to online learning, sheltering in place, and travel restrictions. Drawing upon the stress and coping framework, this study explores the experiences and coping of international graduate students at a large Western research university in the United States. We employed a phenomenological inquiry of in-depth interviews with 20 participants. Findings reveal the increased levels of stress and anxiety among participants as they faced academic challenges, personal challenges, and immigration-related uncertainties. Over time, students developed emotion-focused and problem-focused coping strategies to minimize the impact of the pandemic on their lives. Participants’ concerns about the host country’s treatment of international students raise important questions about the future of international student mobility. Finally, this study demonstrates the need to develop emergency responding mechanisms of the host institution.

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