Development of a Rural Childcare Professionals Advisory Board Focused on Mental and Physical Wellbeing

Background. Childcare providers have high rates of stress and obesity, which can have an impact on the care they provide for children. Limited research has described strategies for including childcare providers in the development of wellbeing initiatives, especially in rural areas.Objective. To describe the creation and acceptability of a rural childcare advisory board focused on childcare providers’ wellbeing as well as the acceptability of a wellbeing summit implemented by the board.Methods. A collaborative model guided the actions of the advisory board. Acceptability of the board and the summit were assessed via surveys.Results. Key factors contributing to the success of the advisory board included flexibility around the COVID-19 pandemic, evening meetings, and group text messaging. Both the advisory board and wellbeing summit were deemed acceptable.Conclusions. Future efforts are focused on offering an annual statewide wellbeing summit and other interventions. Work is needed to identify sustainable funding sources

Human peripheral CD2-/lo T cells: an extrathymic population of early differentiated, developing T cells

We previously reported that a subset of human peripheral blood CD3+ T cells expresses low-to-null CD2 levels (CD2-/lo), produces type 2 cytokines and is inducible to differentiate to functionally mature IFN-gamma+ cells. Multiple-color immunofluorescence analysis indicated that this population, representing \u3c0.1% of the T cells in fresh lymphocytes, contains subsets that are phenotypically immature, including CD4-CD8- and CD3+TCR- cells. Ex vivo, the CD2-/lo cells can proliferate (carboxyfluorescein diacetate succinimidyl ester analysis) independently from exogenous stimulation, respond to CD3-mediated stimulation with significantly greater proliferation than the autologous mature cells and their subsets are inducible to undergo in vitro a developmental sequence similar to that reported for the phenotypically similar thymic populations. This is especially evident for the CD4+CD8+ subset. CD2-/lo T-cell populations exhibit a TCR repertoire (Vbeta chain distribution) that is complete but different (complementarity determining region R3 analysis) from that of the autologous CD2+ T cells. These characteristics distinguish peripheral CD2-/lo T cells as possible early differentiated T cells that may undergo extrathymic maturation, and potentially contribute to maintain the peripheral naive T-cell pool. These findings define the existence of phenotypically immature T cells in the periphery. Also, given the high numbers of CD2-/lo T cells generated, upon ex vivo culture, from peripheral lymphocytes of all adult and neonatal individuals tested, they have relevance to clinical applications for immune reconstitution of T cells, as well as myeloid cells, via myeloid colony-stimulating factors and type 2 cytokines

Independent investigator incubator (I3): a comprehensive mentorship program to jumpstart productive research careers for junior faculty

Abstract Background In the highly competitive environment of academic medicine, junior faculty investigators face high attrition rates due to challenges in finding effective mentorship, securing grant funding, and obtaining resources to support their career development and research productivity. The purpose of this study was to describe the centralized, cost-sharing design of the Independent Investigator Incubator (I3) program as a novel approach to junior faculty mentoring and to evaluate quantitative outcomes for program improvement. Methods In September 2014, the I3 pilot program, a comprehensive mentorship program targeting junior faculty pursuing research careers, was launched. Participants included junior faculty during the crucial first three years of their research careers or during their transition from career development awards to more independent research. Following initial screening, the I3 mentees were paired with a senior faculty “super-mentor” with expertise in either basic science or clinical research. Mentees were provided with robust traditional one-on-one mentoring, targeted feedback from a super-mentor review committee, as well as biostatistician and grant writing support. To assess the effectiveness of the I3 program, we tracked outcome measures via baseline and 12-month mentee surveys. Data collected assessed program diversity, mentee self-assessments, evaluation of the mentoring relationship, scholarship and productivity metrics. Raw data were analyzed using a paired t-test in Excel (P < 0.05). Results Results of the baseline mentee self-assessment survey found that the I3 mentees indicated common “perceive deficits” including navigating the organizational and institutional culture, clear direction in achieving promotion and tenure, among others. When baseline mentee survey responses were compared to 12-month responses, we identified strong “perceived growth” in categories, such as Research and Interpersonal Skills and Career Development Skills. Further, productivity metrics at 12-months revealed that roughly 80% of I3 mentees successfully published a manuscript(s). The I3 program has helped generate roughly $12.1 million dollars in investigator-initiated funding after two years in the program. Conclusion The I3 program allows for shared costs between institutions and increased availability of successful subject matter experts. Study results imply that the I3 mentoring program provides transformative mentorship for junior faculty. Using our findings, we developed courses and an annual “snapshot” of mentee performance for mentors

Additional file 2: of Independent investigator incubator (I3): a comprehensive mentorship program to jumpstart productive research careers for junior faculty

Figure S2. Snapshot of mentee performance for I3 mentors. A short report (1 page) was developed to provide the mentors with a “snapshot” of assessment of mentee performance over time in order to supplement mentor impressions of the mentee and to identify perceived deficits that can be addressed. (PDF 6781 kb

Problem solving team interventions: Web-based and consultant-based experimental evaluations

This research was designed to develop, implement, and evaluate an assessment and intervention protocol to increase problem-solving teams' (PSTs) adoption and implementation of evidence-based practices aimed at students with disruptive behavior problems. Participants included 15 PSTs. Adopting single-case design methodology, we examined whether a customized set of assessment and intervention consultant-led intervention procedures could be used to improve the activities, process, and recommendations of PSTs compared to a web-based intervention. We were interested in evaluating two variations of the problem-solving model based on the team initiated problem-solving (TIPS) approach. TIPS includes steps to successful problem solving and solution implementation for student academic and behavioral concerns. Based on visual analysis and statistical randomization tests, we found that a teleconsultation web-based model of PST intervention was not effective in improving the functioning of the PST. In contrast, a customized, consultation-led intervention model with PST facilitators that followed this approach was found to be effective in improving both the foundation and thoroughness of the PST's problem solving. Implications of future PST improvement models for practice and research are discussed.Institute of Education Sciences24 month embargo; first published 11 January 2024This item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at [email protected]

Continuous source of care among young underserved children: associated characteristics and use of recommended parenting practices.

OBJECTIVES: The aim of this study was to 1) assess sociodemographic and health characteristics associated with having a continuous source of care (CSOC) among young children and 2) determine the relationship between having a CSOC and use of parenting practices. METHODS: We conducted a prospective, community-based survey of women receiving prenatal care at Philadelphia community health centers. We conducted surveys at the first prenatal visit and at a mean age +/- standard deviation of 3 +/-1, 11 +/- 1, and 24 +/- 2 months postpartum, obtaining information on sociodemographic and health characteristics, child\u27s health care provider, and 6 parenting practices. Group differences were tested between those with and without a CSOC by using the chi-square test for categorical variables and the Student\u27s t test for continuous variables. Logistic regression analysis was conducted to adjust for potential confounding variables. RESULTS: Our sample consisted of 894 mostly young, African American, single women and their children. In the adjusted analysis, mothers of children with a CSOC, when compared with those without a CSOC, were more likely to have a high school education or less, be born in the United States, have a postpartum checkup, have stable child health insurance, and initiate care for their child at a site other than a community-based health center. Use of parenting practices was similar for children with and without a CSOC. CONCLUSIONS: Maternal nativity, postpartum care, child health insurance, and initial site of infant care were associated with CSOC, but infant health characteristics were not. Use of parenting practices did not differ for those with and without a CSOC