Book Review Review of Hromadzic, Azra and Monika Palmberger, eds. Care Across Distance: Ethnographic Explorations of Ageing and Migration. Oxford: Berghahn Books. 2018. pp 183. Price: 110(Hardcover);110 (Hardcover); 27,95 (e-book).

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Emergency Medicine Residency Applicants’ Perceptions about Being Contacted after Interview Day

Objective: We sought to characterize the experiences and preferences of applicants to emergency medicine (EM) residency programs about being contacted by programs after their interview day but before the rank list submission deadline.Methods: This cross-sectional study surveyed all applicants to an academic EM residency during the 2006-2007 interview cycle. Participation was anonymous and voluntary. We used a Web-based survey software program to administer the survey in February 2007, after rank lists were submitted. Two additional invitations to participate were sent over the next month. The instrument contained multiple-choice and free-text items. This study was submitted to our Institutional Review Board and was exempt from formal review.Results: 240/706 (34%) of applicants completed the survey. 89% (214/240) of respondents reported being contacted by a residency program after their interview but before rank lists were due. Of those contacted, 91% report being contacted by e-mail; 67% by mail; and 55% by phone. 51% of subjects reported that being contacted changed the order of their rank list in at least one case. A majority of contacted applicants felt “happy” (58%) or “excited” (56%) about being contacted, but significant numbers reported feeling “put on the spot” (21%) or “uncomfortable” (17%). A majority felt that it is appropriate for programs to contact applicants after interview day but before the rank lists are submitted, but 39% of contacted subjects responded that contact by phone is either “always inappropriate” or “usually inappropriate.” Regarding perceptions regarding the rules of the match, 80% (165/206) of respondents felt it was appropriate to tell programs where they would be ranked, and 41% (85/206) felt it was appropriate for programs to notify applicants of their place on the program’s rank list.Conclusion: Most EM residency applicants report being contacted by programs after the interview day but before rank lists are submitted. Although applicants feel this practice is appropriate in general, over a third of subjects feel that contact by phone is inappropriate. These findings suggest that residency programs can expect a majority of their applicants to be contacted after an interview at another program, and shed light on how applicants perceive this practice. [West J Emerg Med. 2010; 11(5):474-478.

Crisis and Caregiving

8 pagesGenerations can also be considered in relation to social regeneration, revealing how childbearing and childrearing organize family relations of care and membership in and across generations (child/parent/grandparent) within networks of extended kin (see Jennifer Cole and Deborah Durham, Generations and Globalization: Youth, Age, and Family in the New World Economy, Indiana University Press, 2007). [...]my intergenerational analysis of transnational family life reveals migration's impacts on families in the present, as relations of care are reconfigured across generational lines, from migrant mother to grandmother caregiver, and as family members' responses to migration are infused with memories and meanings from the migratory experiences of past generations. (While Norman and other Nicaraguans are technically eligible to apply for asylum status on the grounds of political persecution, the cost of legal resources for the process make it outside the reach of the majority of migrants from the neighboring country.) In a recent conversation via WhatsApp, I asked Norman about his experience in Costa Rica. All names of research participants herein are changed to protect individuals' anonymity Kristin Elizabeth Yarris is an Associate Professor in the Department of International Studies at the University of Oregon, where she also Co-Directs the Center for Global Health and serves on the Dreamers Working Group

Interview Success! CSW Workshop Provides Invaluable Advice for Graduate Students on the Job Market

6 pagesThis article presents an overview of a workshop held by UCLA's Center for the Study of Women to assist graduate students in their job search. It gives a short review, lists some of the best tips, and provides some opinions of the attendees

Immigrant Communities and the Public Charge Rule

8 pages

Welcoming Acts Temporality and Aff ect among Volunteer Humanitarians in the UK and USA

15 pagesThis article compares local volunteer mobilizations offering welcome to forced migrants in the USA (Oregon) and UK (Yorkshire). We contribute to literature on volunteer-based humanitarianism by attending to the importance of affect and temporality in the politics of welcoming acts, presenting the notion of “affective arcs.” While extant literature argues that volunteers become increasingly contestational, we identify a countertendency as volunteers move from outrage toward pragmatism. Through long-term ethnographic engagement, we argue that affective arcs reveal a particular understanding of “the political” and an underlying belief in a fair nation state that has not reckoned with colonial legacies in migration governance. By carefully tracing affective arcs of volunteer humanitarian acts, this article offers original insights into the constrained political possibilities of these local forms of welcome

Gender, inequality and Depo-Provera: Constraints on reproductive choice in Nicaragua

21 pages. Published in Global Public Health, found at: https://doi.org/10.1080/17441692.2016.1168468This article examines the sociocultural determinants of Nicaraguan women’s use of Depo-Provera as a means of contraception. The prevalence of Depo-Provera in Nicaragua is high and increasing compared to other Central American countries. Drawing on data from structured interviews with 87 women and from focus groups with 32 women, we show how women’s preference for Depo is shaped by both gendered inequalities and socioeconomic constraints. We employ basic statistical tests to analyse correlations between women’s marital status and socioeconomic status (SES) with contraceptive use. Our statistical findings show significant associations between use of Depo and both marital status and SES, such that women who are married or in conjugal unions and women with lower SES are more likely to use Depo. To help explain women’s use of Depo-Provera in Nicaragua, we situate our findings within the context of gender, culture, and power, reviewing the contested history of Depo-Provera in the developing world and dynamics of gender inequality, which constrain women’s contraceptive choices. We conclude with suggestions for reproductive health programming in Nicaragua and beyond, arguing that gender equity and addressing socioeconomic barriers to family planning remain priorities for the achievement of global reproductive health

Emergency Medicine Residents’ Self‐assessments Play a Critical Role When Receiving Feedback

Objectives Emergency medicine ( EM ) faculty often aim to improve resident performance by enhancing the quality and delivery of feedback. The acceptance and integration of external feedback is influenced by multiple factors. However, it is interpreted through the “lens” of the learner's own self‐assessment. Ideally, following an educational activity with feedback, a learner should be able to generate and act upon specific learning goals to improve performance. Examining the source of generated learning goals, whether from one's self‐assessment or from external feedback, might shed light on the factors that lead to improvement and guide educational initiatives. Using a standard oral board scenario, the objective of this study was to determine the effects that residents’ self‐assessment and specific feedback from faculty have on not only the generation of learning goals but also the execution of these goals for performance improvement. Methods In this cross‐sectional educational study at four academic programs, 72 senior EM residents participated in a standardized oral board scenario. Following the scenario, residents completed a self‐assessment form. Next, examiners used a standardized checklist to provide both positive and negative feedback. Subsequently, residents were asked to generate “ SMART ” learning goals (specific, measurable, attainable, realistic, and time‐bound). The investigators categorized the learning goals as stemming from the residents’ self‐assessments, feedback, or both. Within 4 weeks, the residents were asked to recall their learning goals and describe any actions taken to achieve those goals. These were grouped into similar categories. Descriptive statistics were used to summarize the data. Results A total of 226 learning goals were initially generated (mean ± SD  = 3.1 ± 1.3 per resident). Forty‐seven percent of the learning goals were generated by the residents’ self‐assessments only, while 27% were generated by the feedback given alone. Residents who performed poorly on the case incorporated feedback more often than high performers when generating learning goals. Follow‐up data collection showed that 62 residents recalled 89 learning goals, of which 52 were acted upon. On follow‐up, the numbers of learning goals from self‐assessment and feedback were equal (25% each, 13 of 52), while the greatest number of reportedly executed learning goals came from self‐assessments and feedback in agreement (40%). Conclusions Following feedback on an oral board scenario, residents generated the majority of their learning goals from their own self‐assessments. Conversely, at the follow‐up period, they recalled an increased number of learning goals stemming from feedback, while the largest proportion of learning goals acted upon stemmed from both feedback and self‐assessments in agreement. This suggests that educators need to incorporate residents’ self‐assessments into any delivered feedback to have the greatest influence on future learning goals and actions taken to improve performance. Resumen Objetivos El profesorado de Medicina de Urgencias y Emergencias ( MUE ) a menudo tiene el objetivo de mejorar el rendimiento del residente y mejorar la calidad y el aporte de retroalimentación al residente. La aceptación e integración de la retroalimentación externa están influidas por múltiples factores. Sin embargo, se interpreta a través de “los ojos” de la propia autoevaluación del alumno. Lo ideal sería que, tras una actividad formativa con retroalimentación, un alumno fuera capaz de generar y actuar por objetivos de aprendizaje específicos ( OAE ) para mejorar el rendimiento. La observación de la fuente de OAE generados, bien desde la autoevaluación de uno mismo o la retroalimentación externa, podría dar luz a los factores que permiten una vía de mejora y guiar las iniciativas formativas. A través del escenario de un examen oral clásico, el objetivo de este estudio fue determinar los efectos que la autoevaluación de los residentes y la retroalimentación específica del profesorado tienen, no sólo en la generación de OAE , sino también en la ejecución de estos objetivos en la mejora del rendimiento. Metodología En este estudio docente transversal de cuatro programas universitarios participaron 72 residentes avanzados de MUE en el escenario de un examen oral clásico. Tras el examen, los residentes completaron un formulario de autoevaluación. Después, los examinadores utilizaron una lista de comprobación estandarizada para proporcionar retroalimentación positiva y negativa. Posteriormente, se pidió a los residentes generar OAE “ SMART ” [Specific (específico), Measurable (cuantificable), Attainable (asequible), Realistic (realista), Time‐bound (tiempo determinado)]. Los investigadores clasificaron los OAE como derivados de las autoevaluaciones de los residentes y/o la retroalimentación. En las primeras cuatro semanas, se pidió a los residentes recordar sus OAE y describir cualquier acción llevada a cabo para conseguir aquellos objetivos. Éstos se agruparon en categorías similares. Se utilizó la estadística descriptiva para resumir los datos. Resultados Se generó un total de 226 OAE (media por residente 3,1; DE ±1,3). Un 47% de los OA se generaron sólo por las autoevaluaciones de los residentes y un 27% sólo por la retroalimentación. Los residentes que rindieron pobremente en el caso, incorporaron la retroalimentación más a menudo que los que tuvieron un rendimiento alto cuando se generaron los OAE . Los datos del seguimiento mostraron que 62 residentes recordaron 89 OAE , de los cuáles 52 se llevaron a cabo. En el seguimiento, el número de OAE de la autoevaluación y de la retroalimentación fue el mismo (25% cada uno, 13 de 52), mientras que el mayor número de OAE supuestamente llevados a cabo vino por igual de las autoevaluaciones y de la retroalimentación (40%). Conclusiones Tras la retroalimentación en un examen oral, los residentes generaron la mayoría de sus OAE desde sus propias autoevaluaciones. Al contrario, tras un periodo de seguimiento, recordaron un número mayor de OAE derivados de la retroalimentación, mientras que la mayor proporción de OAE llevados a cabo derivan por igual tanto de la retroalimentación como de la autoevaluación. Esto sugiere que los docentes necesitan incorporar la autoevaluación de los residentes en cualquier retroalimentación proporcionada con el fin de tener la mayor influencia en los futuros OAE y las acciones llevadas a cabo para mejorar su rendimiento.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/100309/1/acem12231.pd

COVID and Coraje: Negotiating Latinx Immigrant Experiences of the Pandemic

11 pagesIn this paper, we compare observations from engaged ethnography and participant observation with Latinx immigrants in Colorado and Oregon during the COVID-19 pandemic. In particular, we focus on lived experiences of structural vulnerability, as well as the ways in which COVID-related disparities have become internalized as stigma and have amplified immigrants’ experiences of stress, anxiety, and “aislamiento,” or isolation. Indeed, Latinx immigrants in the US—especially those without legal status and those in mixed-status families—face a range of exclusions, discourses of blame and (un)deservingness, and forms of precarity that have contributed to disproportionate risk, suffering, and fear as the pandemic has unfolded. At the same time, by laying bare blatant injustices and racist exclusions, the pandemic has prompted some Latinx immigrants in our research and advocacy sites to enact new forms of resistance and contestation. We detail the range of ways which, in efforts to stay healthy and to challenge discriminatory portrayals of themselves as either disease carriers unlikely to heed public health warnings or as “public charges,” they insist upon their own rights, worth, belonging, and dignity. Finally, we conclude by discussing some of the ways in which these two U.S. states—and the health and social service organizations working with Latinx communities within them—have attempted to address coronavirus disparities among Latinx communities, showing how particular approaches can assuage short-term suffering and improve access to healthcare and other social supports, while others may create a new set of barriers to access for already marginalized communitiesNational Science Foundatio