Returning children from public care

Research Briefing 4

Leadership development of physician-trainees

Physicians frequently occupy leadership roles, yet training in leadership development in the medical education continuum is scarce (Angood, 2015; Dhaliwali & Sehgal, 2014; Rotenstein et al., 2018; Varkey et al., 2009). Effective leadership training can guide physician-trainees on a journey toward self- and others- awareness and management utilizing emotional intelligence (Goleman, 2006), integrity, authenticity (Erhard et al., 2010; George, 2003; Snook et al., 2012), communication, teamwork (Hackman, 2012; Larson & LaFasto, 1989), change management (Kotter, 1995; 2012), and systems thinking (Senge, 2006). The call to enhance leadership development of physicians across their education continuum is unmistakable (Blumenthal et al., 2012, Bronson & Ellison, 2015; Onyura et al., 2019; Rotenstein et al., 2018; Sadowski, 2018; Torres-Landa et al., 2021; Varkey et al., 2009). However, intentionally designed longitudinal leadership courses are rarely available in the graduate medical education continuum (Torres-Landa et al., 2021). This study explores the development of transformational leadership (Bass, 1999; Bass & Avolio, 1993) in physician-trainees. The Becoming A Leader (BAL) course offers trainees the opportunity to learn to exercise leadership effectively (Erhard et al., 2010). The qualitative design of the study utilizes secondary narrative data with Bass’ (1999) transformational leadership model as the theoretical framework. Research questions sought resident descriptions of individualized consideration, intellectual stimulation, inspirational motivation, and idealized influence (Antonakis, 2012; Avolio & Bass, 1991; Bass & Riggio, 2006). Source documents included de-identified pre-existing written perspectives collected from residents throughout and after participation in a year-long course. Data analysis captured rich descriptions. Residents described individualized consideration for themselves and others through the subthemes of self-awareness, self-management, others-awareness and others-management. Second, intellectual stimulation included factors such as being open-minded, challenging your own and others’ beliefs, and encouraging better team performance. Third, residents described their experience with inspirational motivation through the subthemes of simple messaging, a commitment to a shared vision, and the practice of fostering community. Finally, residents described idealized influence through effective role modeling, the importance of taking responsibility, and giving praise. The results of this study indicate that longitudinal leadership training during residency, with frequent self-reflection, can be effective for developing core leadership principles

MOTIVATION AND GENDER DYNAMICS IN HIGH SCHOOL SCIENCE: THE EFFECT OF GENDER COMPOSITION ON MOTIVATION IN SMALL GROUP INQUIRY AND ENGINEERING TASKS

While current research shows that the gender gap in science achievement has disappeared (Miller, Blessing, & Schwartz, 2006), girls continue to show declining levels of STEM (science, technology, engineering, and math) engagement in school. Literature shows that various societal and educational factors impact girls’ STEM motivation disproportionately to boys (Bennett & Hogarth, 2009; Breakwell & Robertson, 2001; Brotman & Moore, 2008; Campbell & Clewell, 1999; Cokadar & Kulce, 2008; Huebner, 2009; Jovanovic & King, 1998; Lee, 1998; Miller, Blessing, & Schwartz, 2006; Osborne, Simon, & Collins, 2003; Solomon, 1997). The onset of this phenomenon occurs in the middle school years (AAUW, 1994; Bennett & Hogarth, 2009; Brotman & Moore, 2008; Galton, Gray, & Ruddock, 2003; Murphy & Whitelegg, 2006; Scantlebury & Baker, 2007; Solomon, 1997) and is compounded throughout high school and beyond by additional barriers, including societal stereotypes and mismatched values between females and the STEM community (Davis, 2001; Davis, 2002; Hill, Corbett, & St. Rose, 2010; NRC, 2007; Solomon, 1997). Ryan and Deci’s Self-Determination Theory (2000a, 2000b) provides a meaningful framework to explore this phenomenon by asserting that the conditions of relatedness, autonomy, and competence must be present for an individual to experience intrinsic levels of motivation. Science classrooms allowing students to work in cooperative groups on tasks that offer a high level of autonomy and an appropriate level of scaffolding could thus provide an optimum scenario for increased motivation. Yet, individuals must also feel that they are legitimate members of these groups (relatedness) in order for the condition to have a positive effect on motivation. According to the Stereotype Inoculation Model (Dasgupta, 2011a), individuals are more likely to show motivation in a particular domain when they can identify with their in-group peers, especially when those peers are also viewed as experts. This model posits that gender majority may provide this condition for girls in small science groups, allowing them to transcend stereotypes that have inhibited their STEM engagement and creating a scenario in which they are better able to view their possible selves as members of that group, thus increasing their levels of motivation within that context

Can the Children of Immigrant Mothers Have Levels of Health and Achievement as High as Those of Children of Mothers in the Host Population? Longitudinal Data from Australia

The high levels of immigration currently experienced by many Western counties have seen the development and wellbeing of the children of immigrants become an important research issue. However, findings about the developmental trajectories and outcomes for children of immigrants are highly inconsistent. In addition, identifying the factors that predict these outcomes has been hampered by the widespread confounding of parents’ immigration status with other predictors (e.g., mothers’ education, and fluency in the language of the host country). Immigration to Australia offers a context in which the influence of some of these variables can be untangled. Most recent immigrants are highly educated and fluent in English, regardless of their region of origin. This research uses data from the Longitudinal Study of Australian Children to compare children of Australian-born mothers (n = 6,891) with children of immigrant mothers born in other English-speaking countries (n = 1,234), Continental Europe (n = 765) and Asia (n = 428) at 4, 6 and 8 years of age. At each age, children’s physical health problems (rating of global health), psychosocial wellbeing (Strengths and Difficulties Questionnaire), proficiency in the English language (Adapted Peabody Picture Vocabulary Test-III) and cognitive skills (4 years: Who am I?; 6 and 8 years: matrix reasoning subscale, WISC-IV) were assessed. Children’s outcomes, and the way these outcomes changed over time, were very similar regardless of their mothers’ immigration status or, immigrant mothers’ region of origin. In contrast, aspects of mothers’ parenting, proficiency in English, level of schooling, and symptoms of psychological distress were associated with many child outcomes at all ages. This is an optimistic finding, since these predictors are amenable to change

International Utilization at the Threshold of "Assembly Complete"- Science Returns from the International Space Station

The European Columbus and Japanese Kibo laboratories are now fully operational on the International Space Station (ISS), bringing decades of international planning to fruition. NASA is now completing launch and activation of major research facilities that will be housed in the Destiny U.S. Laboratory, Columbus, and Kibo. These facilities include major physical sciences capabilities for combustion, fluid physics, and materials science, as well as additional multipurpose and supporting infrastructure. Expansion of the laboratory space and expansion to a 6-person crew (planned for May 2009), is already leading to significant increases in research throughput even before assembly is completed. International research on the ISS includes exchanges of results, sharing of facilities, collaboration on experiments, and joint publication and communication of accomplishments. Significant and ongoing increases in research activity on ISS have occurred over the past year. Although research results lag behind on-orbit operations by 2-5 years, the surge of early research activities following Space Shuttle return to flight in 2005 is now producing an accompanying surge in scientific publications. Evidence of scientific productivity from early utilization opportunities combined with the current pace of research activity in orbit are both important parts of the evidence base for evaluating the potential future achievements of a complete and active ISS

The Era of International Space Station Research: Discoveries and Potential of an Unprecedented Laboratory in Space

The assembly of the International Space Station was completed in early 2011. Its largest research instrument, the Alpha Magnetic Spectrometer is planned for launch in late April. Unlike any previous laboratory in space, the ISS offers a long term platform where scientists can operate experiments rapidly after developing a new research question, and extend their experiments based on early results. This presentation will explain why having a laboratory in orbit is important for a wide variety of experiments that cannot be done on Earth. Some of the most important results from early experiments are already having impacts in areas such as health care, telemedicine, and disaster response. The coming decade of full utilization offers the promise of new understanding of the nature of physical and biological processes and even of matter itself

Prospects for Interdisciplinary Science Aboard the International Space Station

The assembly of the International Space Station was completed in early 2011, and is now embarking on its first year of the coming decade of use as a laboratory. Two key types of physical science research are enabled by ISS: studies of processes that are normally masked by gravity, and instruments that take advantage of its position as a powerful platform in orbit. The absence of buoyancy-driven convection enables experiments in diverse areas such as fluids near the critical point, Marangoni convection, combustion, and coarsening of metal alloys. The positioning of such a powerful platform in orbit with robotic transfer and instrument support also provides a unique alternative platform for astronomy and physics instruments. Some of the operating or planned instruments related to fundamental physics on the International Space Station include MAXI (Monitoring all-sky X-ray Instrument for ISS), the Alpha Magnetic Spectrometer, CALET (Calorimetric Electron Telescope), and ACES (Atomic Clock Experiment in Space). The presentation will conclude with an overview of pathways for funding different types of experiments from NASA funding to the ISS National Laboratory, and highlights of the streamlining of services to help scientists implement their experiments on ISS

Seniors and Food Safety: What's a Senior to Eat?

Formerly published under the HE seriesFN-69

Food Freezing Guide

Formerly published under the HE seriesFN-403 (Revised