The Case for Addressing Emotional Resilience in Graduate Student Training

Purpose: The purpose of this study was to review the evidence for addressing emotional resilience in the training of graduate students in communication sciences and disorders (CSD). As helping professionals, speech-language pathologists and audiologists face unique emotional challenges that can lead to burnout, compassion fatigue, and eventually possible career changes. At the same time, we also know that graduate students across the country, in all disciplines, are in the throes of a mental health crisis. Graduate students in CSD are, therefore, in need of targeted instruction on how to foster emotional resilience both to manage the stressors of graduate school and to ensure professional wellness and career longevity. Conclusions: While there is currently limited research evidence on how to effectively target emotional resilience for graduate students in CSD, existing research and guidance from studies in CSD and other helping professions can provide a framework to follow. The recent mental health challenges facing our nation, and graduate students more specifically, should be seen as both a call to action and an opportunity to elevate the depth of training provided beyond core knowledge and skills to include education on wellness, self-care, and emotional resilience to develop career-long habits.

Mutual Learning for Policy Impact: Insights from CORE. Adapting research methods in the context of Covid-19

On 25 November 2021, the CORE Knowledge Translation Services team at the Institute of Development Studies, UK, hosted an online clinic session to facilitate the sharing of experiences and mutual learning on how CORE projects have or can adapt their research activities in the context of the Covid-19 pandemic. The clinic was attended by 22 CORE members from 12 projects and featured contributions from two CORE projects: The Youth Question in Africa: Impact, Response and Protection Measures in the IGAD Region and A New Digital Deal for an Inclusive Post-Covid-19 Social Compact: Developing Digital Strategies for Social and Economic Reconstruction. This learning guide captures the practical insights and advice from the event, to help inform the practice of participants and other projects across the portfolio.

Integrating the GSA KAER Toolkit Into Practical Training for Primary Care Clinics

Education is central to driving change in clinical practice. First, primary care providers and their clinic team members need to understand why detecting cognitive impairment is important, how it can be done efficiently, and what the next steps in referral and management are. To engage primary care clinics in this change process, we developed a continuing education intervention, based on the KAER Model, using a live video format. Four evidence-based, 45-minute training modules presented core knowledge skills, including how to have difficult conversations, which are essential to diagnosing cognitive impairment. To overcome the obstacles to doing so in primary care, our team relied on a deep understanding of busy primary care practice. With a combined 35 years of direct experience in primary care, our collaborative interdisciplinary team was able to use the KAER Model to develop a highly acceptable intervention for primary care.

A Bird's-Eye View: Core Knowledge in Wild North Island Robins of New Zealand

<p>A prominent psychological theory on early cognitive development is Spelke’s Core Knowledge (CK) hypothesis (Spelke, Breinlinger, Macomber, & Jacobson, 1992), which posits that human infants, and possibly other species, are guided by innate understandings of how object movements, classification and quantification are governed by physical laws and, further, how agents are capable of perceptions and purposive action. CK is a set of cognitive building blocks, which serve as the foundation for more complex cognition such as acquisition and use of symbol systems pertaining to language and mathematics (Spelke, 2000). Evidence points to four core systems of knowledge: representation of number, object, space (or geometry) and agency. Investigation of spontaneous CK in nonhuman species in the wild is fundamental to understanding the ecological validity and evolutionary context for a set of systems that is proposed to be universally embedded. The bold, inquisitive manner, naïve fearlessness and unique insect caching behaviour of wild North Island robins (Petroica longipes) presents a unique opportunity to identify and characterise CK in a new model system. Six studies were conducted with the aim of investigating core developmental cognition in robins. The first three studies focused on perception of numerical quantity. Study 1 investigated the ability to discriminate between both large and small quantities, finding that robins successfully discriminate between unusually large quantities independent of ratio. Study 2 explored quantity discrimination in which summation of items is spatially distributed across an array, and found that while robins perform successfully with small numbers, the task presented substantially more cognitive demand. Study 3 measured robins’ reactions to computation by presenting simple addition and subtraction problems in a Violation of Expectancy (VoE) paradigm, finding that robins search longer when presented with a mathematically incongruent scenario. The last three studies focused on perception of agency. Study 4 investigated robins’ response to gaze direction in humans in a competitive paradigm, and found that they were sensitive to human gaze direction in all conditions but one. Study 5 explored perception of physical capability in humans, and results indicated that limb visibility significantly influences pilfering choice. Study 6 examined robins’ perception of animacy in prey, finding that in a VoE paradigm, robins’ expectation of hidden prey continuity varies depending on mobility and animacy. Taken together, the results of these six studies suggest that while supportive of fundamental characteristics defining basic Core Knowledge in many ways, some unique results in the cognitive abilities of this biologically naïve species shed new light on our growing understanding of the shared basis of cognition. A deeper look at avian performance in core developmental tasks, especially in a naïve wild population, can offer new insights into sweeping evolutionary theories that underpin basic cognitive mechanisms.</p>

A Bird's-Eye View: Core Knowledge in Wild North Island Robins of New Zealand

<p>A prominent psychological theory on early cognitive development is Spelke’s Core Knowledge (CK) hypothesis (Spelke, Breinlinger, Macomber, & Jacobson, 1992), which posits that human infants, and possibly other species, are guided by innate understandings of how object movements, classification and quantification are governed by physical laws and, further, how agents are capable of perceptions and purposive action. CK is a set of cognitive building blocks, which serve as the foundation for more complex cognition such as acquisition and use of symbol systems pertaining to language and mathematics (Spelke, 2000). Evidence points to four core systems of knowledge: representation of number, object, space (or geometry) and agency. Investigation of spontaneous CK in nonhuman species in the wild is fundamental to understanding the ecological validity and evolutionary context for a set of systems that is proposed to be universally embedded. The bold, inquisitive manner, naïve fearlessness and unique insect caching behaviour of wild North Island robins (Petroica longipes) presents a unique opportunity to identify and characterise CK in a new model system. Six studies were conducted with the aim of investigating core developmental cognition in robins. The first three studies focused on perception of numerical quantity. Study 1 investigated the ability to discriminate between both large and small quantities, finding that robins successfully discriminate between unusually large quantities independent of ratio. Study 2 explored quantity discrimination in which summation of items is spatially distributed across an array, and found that while robins perform successfully with small numbers, the task presented substantially more cognitive demand. Study 3 measured robins’ reactions to computation by presenting simple addition and subtraction problems in a Violation of Expectancy (VoE) paradigm, finding that robins search longer when presented with a mathematically incongruent scenario. The last three studies focused on perception of agency. Study 4 investigated robins’ response to gaze direction in humans in a competitive paradigm, and found that they were sensitive to human gaze direction in all conditions but one. Study 5 explored perception of physical capability in humans, and results indicated that limb visibility significantly influences pilfering choice. Study 6 examined robins’ perception of animacy in prey, finding that in a VoE paradigm, robins’ expectation of hidden prey continuity varies depending on mobility and animacy. Taken together, the results of these six studies suggest that while supportive of fundamental characteristics defining basic Core Knowledge in many ways, some unique results in the cognitive abilities of this biologically naïve species shed new light on our growing understanding of the shared basis of cognition. A deeper look at avian performance in core developmental tasks, especially in a naïve wild population, can offer new insights into sweeping evolutionary theories that underpin basic cognitive mechanisms.</p>

Preparing Indonesian civil engineering graduates for the world of work

This study investigates numerous competencies expected from civil engineering graduates based on employers’ perspectives in Indonesia to provide an understanding of employers’ requirements related to knowledge, skills and personal traits. Using the employers of civil engineering graduates as the study population, both qualitative and quantitative approaches were adopted for data collection and analysis, following an exploratory sequential mixed method design. The results, developed from a factor analysis, show that the underlying skills, knowledge and general traits that can give competitive advantages for graduates include 10 elements. The most significant components consist of interpersonal management skills, personality traits and entrepreneurial and business skills. As the first two factors, categorised as soft skills associated with traits and character, were the most important, the implication is that employers tend to prioritise building strong characters, even when recruiting or selecting employees with limited technical skills normally obtained during university studies. Other competencies expected of Indonesian civil engineering graduates discussed in the article include digital skills, as well as core knowledge of civil engineering, such as design and geotechnics skills. The findings will benefit universities seeking to enhance their graduates’ employability as well as students who are hoping to be ahead of the game. The article also provides insights for civil engineering employers who may want to understand the key skills and competencies in demand by other employers of civil engineering graduates in Indonesia.

American Society for Veterinary Clinical Pathology–Recommended Clinical Pathology Competencies for Graduating Veterinarians

Given the move toward competency-based veterinary education and the subsequent reevaluation of veterinary curricula, there is a need for specialties to provide guidance to veterinary college administrators and educators on the core knowledge and skills pertaining to their specialty to ensure their inclusion in revised or redesigned curricula. The American Society for Veterinary Clinical Pathology (ASVCP) Education Committee sought to create a list of competencies specific to clinical pathology expected of graduating veterinarians. The stimulus for this project was the American Veterinary Medical Association Council on Education Standards of Accreditation for Colleges of Veterinary Medicine, further driven by the 2018 publication of the Association of American Veterinary Medical Colleges Competency-Based Veterinary Education Working Group framework. The recommendations made in this document are the culmination of the 2016 ASVCP Education Forum for Discussion, multiple remote subcommittee communications, and feedback obtained from ASVCP membership. The final framework includes 8 clinical pathology–focused domains of competence with 20 clinical pathology competencies and 61 clinical pathology illustrative sub-competencies. The clinical pathology–focused domains of competence are: the pre-analytical phase of testing, laboratory medicine and instrumentation, principles of test selection and interpretation, hematology and hemostasis, chemistry, endocrinology, urinalysis, and cytology. These are not intended to replace the nine established AAVMC domains of competence with supportive competencies and illustrative sub-competencies but to guide institutions for how clinical pathology aligns within the competency-based veterinary education (CBVE) framework for the practice-ready veterinary graduate. This clinical pathology competency framework may prove useful and empowering during discussions of curriculum revisions and redesigns.

627 Trauma & Orthopaedic National Selection – What Is Really Going Through the Mind of Applicants?

Aim Obtaining a training number in Trauma & Orthopaedics (T&O) remains highly competitive. This study aims to provide an insight into applicant’s perceptions and preparation for the T&O national selection interview. Method 162 junior doctors applying to T&O national selection in 2021 were sent questionnaires using SurveyMonkey in December 2020. Applicants were identified from those attending the annual OrthoRevision ‘ST3 Core Knowledge Interview Course’. In total, 74 junior doctors (45.7%) covering all 16 surgical training regions in the UK completed feedback. Results There were wide variations in how much applicants would spend on preparation for the interview (e.g., books, revision websites, courses): 45.9% spend £100 - £500; 21.6% spend £500-£1,000; and 6.8% spend &gt;£1,000. Most start preparation 3 months prior to the interview (42.5%) with the preferred method being practice with colleagues (49.3%). Almost all candidates (80.2%) use the ‘OrthoInterview’ question bank. Free mock interview courses were only available to 27% with candidates strongly in favour (78%) of the study budget covering preparatory courses in addition to study leave being granted to attend these courses (86%). At the first attempt at obtaining a training number, 69.9% were selective about where they would accept a job; in subsequent years candidates would be more willing to accept a job in any deanery (40.3%). Conclusions For the first time, we present the perceptions of applicants to T&O national training in the UK. Many candidates dedicate a large amount of time and money to the process and are initially more selective about where they apply.

Critical success factors and challenges for Lean Startup: a systematic literature review

PurposeThe term Lean Startup (LS) was coined by Eric Ries, and his 2011 book has popularized the concept with organizations, both startups and established organizations, implementing LS. However the empirical grounding is thin and for a long time this subject has been neglected by academia. The purpose of this paper is to present a systematic literature review (SLR) on LS, while highlighting core knowledge and identify gaps.Design/methodology/approachA SLR was carried out based on the Preferred Reporting for Systematic Reviews and Meta-Analyses (PRISMA) protocol of Scopus and Web of Science databases. In total, 45 articles published in journals and conferences over 10 years were collected which revealed a number of LS research gaps.FindingsThe SLR revealed the tools and methods associated with LS, most cited pros and cons, reasons that cause LS failure, the challenges that companies face in the implementation of LS, and critical success factors (CSFs) that can support these challenges and minimize the reasons for failure.Practical implicationsThe findings of the study can be beneficial to practitioners and senior managers in organizations who wish to delve into the journey of LS. The study also discloses challenges and barriers that can hinder the implementation of LS.Originality/valueAcademic publications regarding LS are sparse and this SLR is one of the first SLRs to explore both the critical failure factors (CFFs) and the CSFs based on peer-reviewed journal and conference proceedings.