Digital Content Creation Tools: American University Teachers’ Perception

This paper studies the perception of Latin American university teachers about the effectiveness of digital content creation (DCC) tools for the creation of e-learning training actions. For this purpose, the opinions of a group of 564 teachers from different universities in 16 Latin American countries have been collected and their answers have been analyzed according to different sociological and academic characteristics (gender, age, teaching experience, area of knowledge, and academic degree). The results indicate that Latin American university teachers express high levels of digital training and highly value the didactic effectiveness of DCC tools to develop e-learning training actions. This valuation is significantly higher among females than males. Gender is also revealed as the most influential characteristic in the perception of teachers about the use of digital resources in the classroom, above any other aspect.

The Relationship Between Applicant Gender and Internal Medicine Residency Interview Scores

ABSTRACT Background Gender inequity is widespread in academic medicine, including in the promotion, academic recognition, and compensation of female faculty. Objective To assess whether these inequities extend to the GME intern selection process, this study examines differences in the interview scores assigned to male and female applicants at one large internal medicine residency program. Methods Subjects include 1399 applicants who completed 3099 interviews for internship positions for the Brigham and Women's Hospital internal medicine residency in Electronic Residency Application Service (ERAS) cycles 2015–2016, 2017–2018, 2018–2019, and 2019–2020. Unadjusted and multivariable linear regressions were used to assess the simultaneous effect of applicant gender, interviewer gender, and applicant academic characteristics on pre-interview, post-interview, and change in interview scores. Results Our analysis included 3027 interviews (97.7%) of 1359 applicants (97.1%). There were no statistically significant differences in the interview scores assigned to female versus male applicants. This was true across pre-interview scores (difference = 0.03, P = .61), post-interview scores (difference = 0.00, P = .98), and change in interview scores (difference = 0.01, P = .24) as well as when adjusting for the baseline academic characteristics of both male and female applicants. This was also true when analyzing individual application years, individual residency tracks, and accounting for the gender of the faculty interviewers. Conclusions The findings do not support the presence of gender inequity in the interview scores assigned to male and female applicants included in this study.

Fact vs. Fiction: An exploratory study of graduation rates of Division I student-athlete “special admits” within a single conference

Currently, the NCAA does not track the academic outcomes of student-athlete special admits. The purpose of this exploratory study was to gain an understanding of educational outcomes for Division I specially admitted student-athletes. Findings showed the special admit population had the same six-year graduation rate as the overall FCS student body cohort (55%). Only a small percentage (4.5%) of special admits were dismissed for academic reasons. Further study is suggested regarding the demographics and incoming academic characteristics of this population in order to pave the way for academic best practices for this severely understudied group of students within higher education.

Opportunity for Improved Transparency on Otolaryngology Residency Websites for Prospective Applicants

Objective Otolaryngology residency applicants often struggle to gauge their competitiveness at programs due to the lack of information available, resulting in a rising number of applications. We aimed to evaluate otolaryngology websites for information pertaining to prospective applicants. Study Design Systematic content analysis. Setting Web. Methods We reviewed 50 otolaryngology websites from June to July 2021. We searched for information pertaining to the application process, including requirements, screening and/or selection processes, and average interviewee or matched resident statistics. Results All websites had a page for prospective applicants. Under half (n = 24, 48%) explicitly listed required application components. Only 23 (46%) mentioned the desired number of letters of recommendation, and only 2 (4%) noted the need for a letter from the department chair. The majority (n = 35, 70%) provided no information regarding the number of applications received or interviews granted. Most (n = 35, 70%) did not mention how candidates are evaluated. A minority (n = 14, 30%) provided very general metrics on which candidates are scored or ranked. Almost all (n = 49, 98%) did not mention screening processes in place to select applicants for interview. None provided information about the academic characteristics or demographics of their interviewed applicants, and only 1 (2%) included this information for matched applicants. Conclusion Otolaryngology websites contain limited information pertaining to the residency application process for prospective applicants, making it difficult for candidates to discern their competitiveness at programs and potentially contributing to match inefficiency.

Exploring the Relationship between Saber Pro Test Outcomes and Student Teacher Characteristics in Colombia: Recommendations for Improving Bachelor’s Degree Education

This explanatory sequential mixed methods study explores the perceptions of academic and administrative managers responsible for teacher training at a public university in Colombia, as well as their views on improving such training after learning about the performance of teachers student teachers in the 2019 Saber Pro test, the differences in their test scores, and the relationships and statistical correlations between these outcomes and the students’ personal, family, socioeconomic and academic characteristics. Our findings show significant differences in the student teachers’ mean scores and performance when data are grouped according to personal, socioeconomic and academic conditions; a significant relationship between performance and student teacher characteristics; and correlations between critical reading scores and the other competencies assessed. Our data also highlight the lack of knowledge among academic and administrative managers about students’ life circumstances and the diversity of factors that may impact their performance; the importance of correlational data; the difference between expected and true outcomes; the inequity under which students seem to pursue their education; the limitations in access to resources; the training required for teachers to be able to analyze quantitative data and use specific software; the impact of teachers’ critical reading skills on student outcomes; the importance of data-driven decision-making; and the need for teachers to engage in quantitative research practices.

Mental Health of HBCU College Students during the COVID-19 Pandemic

Objective: This study investigated rates and predictors of mental health issues (e.g., depression and anxiety) in a sample of college students currently attending a historically Black college/university (HBCU) during the COVID-19 pandemic. Participants/Methods: 98 undergraduate students (81 female and 17 male) completed an online survey containing questions about demographics, socioeconomic status, academic characteristics, and pandemic-related concerns. The survey also included PHQ-9 and GAD-7 questionnaires to evaluate depression and anxiety, respectively. Results: 49% of students met the clinical cutoff for depression, 39% for anxiety, and 52% for depression and/or anxiety. Significant predictors of meeting the cutoffs included parental job loss/hour reduction, being a senior, and feeling that the pandemic negatively impacted daily life, among other factors. Demographic variables (age, gender, etc.) had no effect. Conclusion: HBCU students show high rates of depression and anxiety during the COVID-19 pandemic, which may be predicted based on the student's academic, socioeconomic, and pandemic-related concerns.

Challenges in doctoral supervision in South African universities

This article addresses the challenges encountered by doctoral supervisors as they interact with their doctoral students in the contexts of South African universities. In a qualitative study of seven doctoral (PhD) supervisors and six PhD students, data was collected using interviews to examine the challenges supervisors experience as they supervise doctoral students. The PhD students were included in this study in because their responses would confirm or refute supervisor's views/opinions that emanated from their experiences in a social, cultural, and political context. Data analysis showed that doctoral supervisors experienced multiple challenges including overworking, time, and a set of academic characteristics of PhD students. Overall, the results of this study suggest that certain aspects among doctoral students who have completed doctorates in South African context, and their supervisors in different parts of the world would provide a starting point in the understanding of the implications of these aspects and their effect on the selection of doctoral students and the ongoing research in doctoral supervision in the South African context. doctoral supervision.

Sociodemographic and academic characteristics of students in the Medical Program at the Universidad Tecnológica de Pereira. Cohorts 1977-2018

Introduction. The characterization of students in a Medical Program and its impact on academic performance and successful completion is a relatively unstudied process in medical education. Material and Methods: This observational, descriptive, and cross-sectional study characterized students in the Medical Program at the Universidad Tecnológica de Pereira from 1977-2018. Results: Participants were grouped into applicants (23738), enrolled (3714), graduates (1984), and non-graduates (1730). In the enrolled student subgroup, the male:female ratio varied with a trend favoring females in terms of age when starting the program, age at graduation, graduation percentage, and periods enrolled. Application and enrollment were predominantly composed of students from lower socioeconomic strata, and who had graduated from public schools. There was a progressive participation of women in all groups, completing the program in less time and graduating at a younger age. The applicant/enrollment ratio was 25:1, unmet demand was 96% and the adjusted percentage of non-graduates was 27.4%. Conclusion: This information opens the discussion on the development of educational policies that seek to increase coverage and strengthen student follow-up programs, allowing for a timely and successful graduation.