Exploring Occupational Therapy Student Stress: Professor and Student Perspectives

The purpose of this study was to identify occupational therapy student stress levels and determine factors influencing this emotional response. The study also sought to obtain the perspective of occupational therapy professors on this issue. This mixed-methods study utilized an online quantitative descriptive survey and a telephone or face-to-face qualitative open-ended interview. Online survey respondents included a nationwide sample of 340 occupational therapy professors and 459 occupational therapy students. Additionally, nine professors and five students served as the interviewees. All professors were certified by the National Board for Certification in Occupational Therapy (NBCOT) and employed either full or part time as instructors in an Accreditation Council of Occupational Therapy Education (ACOTE) accredited entry level Master of Science or entry level doctoral educational program. All students were enrolled in an ACOTE accredited entry level master’s or entry level occupational therapy doctoral degree program. Findings demonstrated high stress levels in students caused by personal, financial, and academic pressures. Professors acknowledged student stress; however, the results indicated the need for enhanced understanding and communication regarding student stress. Students may benefit from more intense counseling and stress reduction measures. Additionally, professors and universities may need to enhance existing support systems for students. Professors are advised to be attuned to student stress levels and may need to adjust academic requirements accordingly. Further research is needed to determine avenues for diminishing student stress

A SMART decade: outcomes of an integrated, inclusive, first-year college-level STEM curricular innovation

In the early 2000s, our primarily undergraduate, white institution (PUI/PWI), began recruiting and enrolling higher numbers of students of color and first-generation college students. However, like many of our peer institutions, our established pedagogies and mindsets did not provide these students an educational experience to enable them to persist and thrive in STEM. Realizing the need to systematically address our lack of inclusivity in science majors, in 2012 faculty from multiple disciplines developed the Science, Math, and Research Training (SMART) program. Here, we describe an educational innovation, originally funded by a grant from the Howard Hughes Medical Institute, designed to support and retain students of color, first generation college students, and other students with marginalized identities in the sciences through a cohort-based, integrated, and inclusive first-year experience focused on community and sense of belonging. The SMART program engages first-year students with semester-long themed courses around “real world” problems of antibiotic resistance and viral infections while integrating the fields of Biology, Chemistry, Mathematics, and an optional Computer Science component. In the decade since its inception, 97% of SMART students have graduated or are on track to graduate, with 80.9% of these students earning a major in a STEM discipline. Here, we present additional student outcomes since the initiation of this program, results of the student self-evaluative surveys SALG and CURE, and lessons we have learned from a decade of this educational experience

Survey of Tyrosine Kinase Signaling Reveals ROS Kinase Fusions in Human Cholangiocarcinoma

Cholangiocarcinoma, also known as bile duct cancer, is the second most common primary hepatic carcinoma with a median survival of less than 2 years. The molecular mechanisms underlying the development of this disease are not clear. To survey activated tyrosine kinases signaling in cholangiocarcinoma, we employed immunoaffinity profiling coupled to mass spectrometry and identified DDR1, EPHA2, EGFR, and ROS tyrosine kinases, along with over 1,000 tyrosine phosphorylation sites from about 750 different proteins in primary cholangiocarcinoma patients. Furthermore, we confirmed the presence of ROS kinase fusions in 8.7% (2 out of 23) of cholangiocarcinoma patients. Expression of the ROS fusions in 3T3 cells confers transforming ability both in vitro and in vivo, and is responsive to its kinase inhibitor. Our data demonstrate that ROS kinase is a promising candidate for a therapeutic target and for a diagnostic molecular marker in cholangiocarcinoma. The identification of ROS tyrosine kinase fusions in cholangiocarcinoma, along with the presence of other ROS kinase fusions in lung cancer and glioblastoma, suggests that a more broadly based screen for activated ROS kinase in cancer is warranted

Large expert-curated database for benchmarking document similarity detection in biomedical literature search

Document recommendation systems for locating relevant literature have mostly relied on methods developed a decade ago. This is largely due to the lack of a large offline gold-standard benchmark of relevant documents that cover a variety of research fields such that newly developed literature search techniques can be compared, improved and translated into practice. To overcome this bottleneck, we have established the RElevant LIterature SearcH consortium consisting of more than 1500 scientists from 84 countries, who have collectively annotated the relevance of over 180 000 PubMed-listed articles with regard to their respective seed (input) article/s. The majority of annotations were contributed by highly experienced, original authors of the seed articles. The collected data cover 76% of all unique PubMed Medical Subject Headings descriptors. No systematic biases were observed across different experience levels, research fields or time spent on annotations. More importantly, annotations of the same document pairs contributed by different scientists were highly concordant. We further show that the three representative baseline methods used to generate recommended articles for evaluation (Okapi Best Matching 25, Term Frequency-Inverse Document Frequency and PubMed Related Articles) had similar overall performances. Additionally, we found that these methods each tend to produce distinct collections of recommended articles, suggesting that a hybrid method may be required to completely capture all relevant articles. The established database server located at https://relishdb.ict.griffith.edu.au is freely available for the downloading of annotation data and the blind testing of new methods. We expect that this benchmark will be useful for stimulating the development of new powerful techniques for title and title/abstract-based search engines for relevant articles in biomedical research.Peer reviewe

The IDENTIFY study: the investigation and detection of urological neoplasia in patients referred with suspected urinary tract cancer - a multicentre observational study

Objective To evaluate the contemporary prevalence of urinary tract cancer (bladder cancer, upper tract urothelial cancer [UTUC] and renal cancer) in patients referred to secondary care with haematuria, adjusted for established patient risk markers and geographical variation. Patients and Methods This was an international multicentre prospective observational study. We included patients aged ≥16 years, referred to secondary care with suspected urinary tract cancer. Patients with a known or previous urological malignancy were excluded. We estimated the prevalence of bladder cancer, UTUC, renal cancer and prostate cancer; stratified by age, type of haematuria, sex, and smoking. We used a multivariable mixed-effects logistic regression to adjust cancer prevalence for age, type of haematuria, sex, smoking, hospitals, and countries. Results Of the 11 059 patients assessed for eligibility, 10 896 were included from 110 hospitals across 26 countries. The overall adjusted cancer prevalence (n = 2257) was 28.2% (95% confidence interval [CI] 22.3–34.1), bladder cancer (n = 1951) 24.7% (95% CI 19.1–30.2), UTUC (n = 128) 1.14% (95% CI 0.77–1.52), renal cancer (n = 107) 1.05% (95% CI 0.80–1.29), and prostate cancer (n = 124) 1.75% (95% CI 1.32–2.18). The odds ratios for patient risk markers in the model for all cancers were: age 1.04 (95% CI 1.03–1.05; P < 0.001), visible haematuria 3.47 (95% CI 2.90–4.15; P < 0.001), male sex 1.30 (95% CI 1.14–1.50; P < 0.001), and smoking 2.70 (95% CI 2.30–3.18; P < 0.001). Conclusions A better understanding of cancer prevalence across an international population is required to inform clinical guidelines. We are the first to report urinary tract cancer prevalence across an international population in patients referred to secondary care, adjusted for patient risk markers and geographical variation. Bladder cancer was the most prevalent disease. Visible haematuria was the strongest predictor for urinary tract cancer

Visual Merchandising Handbook: Translating Theory to Practice - Lab Guide

This manual is geared towards entry-level students in visual merchandising and was developed at Purdue University to support the CSR 323 course. It is intended to complement and support course lectures and field trips to local businesses to help foster crucial connections among important academic and applied concepts.https://docs.lib.purdue.edu/sps_ebooks/1004/thumbnail.jp

Flexible Design and Accommodation Support

Inclusion is critically important in all contexts. The Excel spreadsheet we created below (download to view in full) is intended to build capacity for instructors in thinking about accommodations and essential learning requirements before a course begins. This document is not intended to be exhaustive and meeting accessibility needs requires ongoing consideration. To facilitate this we have added this form to an open Google Sheet: https://docs.google.com/spreadsheets/d/1HgEqGZJEKJuuQbSH0hx1dI7kKBxC_ifcKQ0ma7AD1XY/edit?usp=sharing We invite users to visit the sheet to contribute their own ideas. We hope this is a helpful resource for proactive planning for flexible course design

Thinking outside the classroom to promote gender equality:A rationale and roadmap for translating service-learning to organizations

Organizations are unique in their cultures, and paths to gender equality may vary depending on context. The necessary solution for gender equality, therefore, may rely on the opportunities to provide organizations with contextualized insights into the dynamic barriers specific to that workplace, and the ability of that organization to identify creative and evidence-based solutions so that everyone can thrive in a dynamic context. This chapter presents the SOLL Model (The Service-, Operational, and Lecture Learning Model) as a guide for how to facilitate contextualized insights into barriers towards equality in the workplace. SOLL stresses the importance of content learning, skills practice and skill application through service-learning to facilitate thoughtful awareness of problems and credible mastery of relevant skills. Service-learning benefits include reduced stereotypes, increased 140capacity for diversity and increased sense of social responsibility. Although designed for academic contexts, the current work is the first initiative to translate SOLL into an applied organizational learning method

Organiser un colloque sur la carrière pour les étudiants et les étudiantes de premier cycle : tirer parti du mentorat pour promouvoir la découverte de la carrière

Are students ready for jobs when it comes time to graduation? This is a common question, and one that is often addressed in the media (e.g., Collie, 2019). Despite psychology being one of the most popular degree plans for undergraduate students (e.g., Higher Education Research Institute, 2008), many students in undergraduate psychology programs fail to see the relevance and value of their degree (Borden and Rajecki, 2000). In this work, we designed, delivered, and assessed a career conference for students in psychology. Intentionally different from a career fair where students seek jobs, this event applied a mentorship-based conference model. In this conference model, in addition to professional development training, industry mentors who work in professional fields related to psychology were invited to provide personal insight on their careers in a small-group format. Critical to this model, students were encouraged and able to ask questions that may not be appropriate for a job fair where hiring is happening. Further, this career model involved intentional connections with our Career Services office, allowing for programmatic delivery of career-based content within the domain-specific event. We provide early empirical evidence that this method of career development supports students in learning about career paths that psychology can lead to, identifying skills that will assist them in finding a career, feeling confident in their ability to network effectively, and feeling more connected with professionals in careers related to psychology. We suggest that this model may be beneficial across disciplines.Est-ce que les étudiants et les étudiantes sont prêts à se lancer sur le marché du travail après qu’ils obtiennent leur diplôme? Ceci est une question que l’on se pose fréquemment et dont on parle souvent dans les médias (p. ex. Collie, 2019). Bien que la psychologie soit le projet de diplôme le plus populaire parmi les étudiants et les étudiantes de premier cycle (p. ex. Higher Education Research Institute, 2008), nombreux sont les étudiants et les étudiantes de premier cycle inscrits dans un programme de psychologie qui ne comprennent pas la valeur et la pertinence de leur diplôme (Borden et Rajecki, 2000). Dans cette recherche, nous avons conçu, mis en oeuvre et évalué un colloque sur la carrière à l’intention des étudiants et des étudiantes en psychologie. Intentionnellement différent des salons de l’emploi au cours duquel les étudiants et les étudiantes sont à la recherche d’un emploi, ce colloque a mis en application un modèle de colloque basé sur le mentorat. Dans ce modèle de colloque, outre la formation en matière de développement professionnel, des mentors de l’industrie qui travaillent dans des milieux professionnels liées à la psychologie ont été invités à fournir un aperçu personnel sur leur carrière à de petits groupes. Élément essentiel de ce modèle, les étudiants et les étudiantes ont été encouragés à poser des questions et ont posé des questions qui n’auraient pas été appropriées lors d’un salon de l’emploi où l’on embauche. De plus, ce modèle de carrière implique des connexions intentionnelles avec notre bureau d’orientation professionnelle et permet la fourniture programmatique d’un contenu axé sur la carrière dans le cadre d’un événement spécifique à un domaine. Nous fournissons les premières preuves empiriques que cette méthode de développement de carrière aide les étudiants et les étudiantes à comprendre les carrières vers lesquelles la psychologie peut mener, elle permet d’identifier les compétences qui les aideront à trouver une carrière, à avoir confiance dans leur aptitude à réseauter de manière efficace et à se sentir mieux connectés avec les professionnels dans des carrières liées à la psychologie. Nous suggérons que ce modèle pourrait être bénéfique dans toutes les disciplines

Academic Integrity in Online Testing: A Research Review

This paper provides a review of research on online education, with a focus on the methods used to promote academic integrity. Broader issues about how and why academic dishonesty occurs, and the mixed findings in relation to whether or not academic dishonesty may be more or less prevalent in online classes are discussed. Understanding the varied nature of academic dishonesty can improve the implementation of methods used to promote academic integrity, and more importantly, provide students, faculty, and staff with an ethical framework that can extend beyond academi