Alice Terry

Alice Terry is probably best known to silent cinema historians in relation to the men with whom she frequently worked—Rudolph Valentino, in The Four Horsemen of the Apocalypse (1921) and The Conquering Power (1921); Ramon Novarro, in Scaramouche (1923) and The Arab (1924); and her husband, Rex Ingram, who directed Terry in all of these films as well as eight others. “Rex and His Queen” were one of the more celebrated director-actress teams of the 1920s, but there are indications that performing was only one dimension of Terry’s contribution to their work together. The most concrete acknowledgment of this behind-the-camera labor is found in their last film, Baroud (1932), in which she did not appear but for which she received on-screen co-directorial credit

An Objective Structured Clinical Examination Case for Opioid Management: Standardized Patient Ratings of Communication Skills as a Predictor of Systems-Based Practice Scores

The Wayne State University Office of Graduate Medical Education (WSUGME) uses an objective structured clinical examination (OSCE) to assess its programs’ contribution to enhancing residents’ communication skills. In response to revisions in Michigan’s opioid-prescribing mandates in 2017, WSUGME developed a pain management case in collaboration with faculty and the Wayne State University School of Medicine to educate residents about these mandates while gauging their skills in Systems-Based Practice (SBP), an Accreditation Council for Graduate Medical Education Core Competency. This study examined whether resident OSCE performance predicted year-end milestones scores in SBP1 (coordinates patient care within various health care delivery settings), SBP2 (works in interdisciplinary teams to enhance patient safety and improve patient care quality), and SBP3 (practices and advocates for cost-effective, responsible care). Participants included two cohorts of first- (PRG-1) and second-year (PRG-2) residents in 6 programs: one cohort from academic year 2018-2019 (n = 33), the other from 2019-2020 (n = 37). Before the OSCE, WSUGME emailed residents the new state prescription requirements. During the simulated encounter, standardized patients rated residents on a validated communication instrument, and WSUGME conducted a linear regression of patient ratings on resident SBP milestone scores. The ratings of communication skills of PRG-1 residents did not predict any of the year-end SBP milestones. However, ratings of communication skills of PRG-2 residents predicted SBP1 and SBP2, though not SBP3, milestones. The OSCE opioid case proved to be a valid measure of PRG-2 residents’ competence gained across the first year but was less meaningful when applied to PRG-1 residents

Exposure to multiple career pathways by biomedical doctoral students at a public research university

<div><p>The Broadening Experiences in Scientific Experiences (BEST) program at Wayne State University was designed to increase doctoral students’ awareness of multiple employment sectors beyond academia, improve their knowledge of transferable skills required to succeed in any career path, provide opportunities to explore diverse career paths, and gain in-depth knowledge about those paths using experiential learning opportunities. We devised a three-phase program that ranged from providing students with a broad introduction to multiple career opportunities to immersive experiential learning in a specific career sector. Importantly, program content was developed and delivered by alumni and industry experts in five employment sectors–business/industry, communication, government, law/regulatory affairs, and undergraduate/PUI teaching–in partnership with WSU faculty. This article provides data on two notable outcomes: doctoral students participate equally in BEST activities regardless of gender, race, and citizenship status, and student participation in BEST activities did not correlate with lower GRE ratings, lower GPA, or increased time-to-degree. Further, a “halo” effect of the program is evidenced by participation of students from all disciplines, not just the biomedical sciences. Centralizing BEST activities within the Graduate School will allow faculty and individual programs to save resources and time.</p></div

Participation of doctoral students from biomedical departments in BEST events.

<p>Pre-BEST vs. BEST participation (unique participants) 2013–17. The striped bars represent participants from 2013–14, the "pre-BEST" period. The solid bars represent BEST participants from 2014–17.</p

Survey results of doctoral students in BEST target departments.

<p>(A) Phase I survey (Years 1–3) (N = 227 surveys), (B) Phase II survey (Years 2–3) (N = 70) results are shown. The scale for both surveys ranges from 1 (nothing/not at all) to 5 (a great deal).</p

Demographics of doctoral students participating in BEST events.

<p>The number of events attended by unique participants from 2014–17 (total N = 223) are displayed by (A) gender, (B) ethnicity, and (C) U.S citizenship status.</p

Academic performance of students participating in BEST activities.

<p>(A) The average GRE percentile scores for incoming students. Note: some programs do not require GRE scores for admission, so not all BEST participants are included. (B) Cumulative GPAs from 2014–17. Non-BEST students did not participate in any BEST events; BEST students are those who participated in one or more BEST events. (C) Time-to-degree completion for BEST participants who graduated 2014–17. The events include Phases I, II, and III, and GPPD seminars. The duration of each event varied from one hour for GPPDs and Phase I to an average of 160 hours for Phase III participation. In three years, 125 of the unique participants completed their doctoral degrees.</p