25 research outputs found
An Examination of How Women and Underrepresented Racial/Ethnic Minorities Experience Barriers in Biomedical Research and Medical Programs
No full textWomen in medicine and biomedical research often face challenges to their retention, promotion, and advancement to leadership positions (McPhillips et al., 2007); they take longer to advance their careers, tend to serve at less research‐intensive institutions and have shorter tenures compared to their male colleagues (White, McDade, Yamagata, & Morahan, 2012). Additionally, Blacks and Hispanics are the two largest minority groups that are vastly underrepresented in medicine and biomedical research in the United States (AAMC, 2012; NSF, 2011). The purpose of this study is to examine specific barriers reported by students and post‐degree professionals in the field through the following questions:
1. How do women who are either currently enrolled or graduated from biomedical research or medical programs define and make meaning of gender‐roles as academic barriers?
2. How do underrepresented groups in medical schools and biomedical research institutions define and make meaning of the academic barriers they face and the challenges these barriers pose to their success in the program?
These questions were qualitatively analyzed using 146 interviews from Project TrEMUR applying grounded theory. Reported gender‐role barriers were explained using the “Condition‐Process‐Outcome” theoretical framework. About one‐third of the females (across all three programs; majority White or Black between 25‐35 years of age) reported gender‐role barriers, mostly due to poor mentoring, time constraints, set expectations and institutional barriers. Certain barriers act as conditions, causing gender‐role issues, and gender‐role issues influence certain barriers that act as outcomes. Strategies to overcome barriers included interventions mostly at the institutional level (mentor support, proper specialty selection, selecting academia over medicine).
Barrier analysis for the two largest URM groups indicated that, while Blacks most frequently reported racism, gender barriers, mentoring, and personal barriers, Hispanics most frequently reported economic barriers, language barriers, institutional and workplace environment barriers, and gender‐role barriers. Examining barriers using the “Individual‐Institutional” theoretical framework indicated that barriers do not occur in isolation, but due to an interaction between the individual and its institution. Additionally, the barriers of the two groups are qualitatively different and the “one size fits all” approach may not be suitable for interventions
An Examination of How Women and Underrepresented Racial/Ethnic Minorities Experience Barriers on Biomedical Research and Medical Programs
No full textCorrection to: Idelalisib treatment prior to allogeneic stem cell transplantation for patients with chronic lymphocytic leukemia: a report from the EBMT chronic malignancies working party (Bone Marrow Transplantation, (2021), 56, 3, (605-613), 10.1038/s41409-020-01069-w)
No full textThe Idelalisib treatment prior to allogeneic stem cell transplantation for patients with chronic lymphocytic leukemia: a report from the EBMT chronic malignancies working party, written by Johannes Schetelig, Patrice Chevallier, Michel van Gelder, Jennifer Hoek, Olivier Hermine, Ronjon Chakraverty, Paul Browne, Noel Milpied, Michele Malagola, Gerard Socié, Julio Delgado, Eric Deconinck, Ghandi Damaj, Sebastian Maury, Dietrich Beelen, Stéphanie Nguyen Quoc, Paneesha Shankara, Arne Brecht, Jiri Mayer, Mathilde Hunault-Berger, Jörg Bittenbring, Catherine Thieblemont, Stéphane Lepretre, Henning Baldauf, Liesbeth C. de Wreede, Olivier Tournilhac, Ibrahim Yakoub-Agha, Nicolaus Kröger, Peter Dreger was originally published Online First without Open Access. After publication in volume 56, issue 3, page 605–613 the author decided to opt for Open Choice and to make the article an Open Access publication. Therefore, the copyright of the article has been changed to © The Author(s) 2020 and the article is forthwith distributed under the terms of the Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/ licenses/by/4.0. Open access funding enabled and organized by Projekt DEAL
Computational structural mechanics : static and dynamic behaviors /
No full textComputational Structural Mechanics: Static and Dynamic Behaviors provides a cutting-edge treatment of functionally graded materials and the computational methods and solutions of FG static and vibration problems of plates. Using the Rayleigh-Ritz method, static and dynamic problems related to behavior of FG rectangular, Levy, elliptic, skew and annular plates are discussed in detail. A thorough review of the latest research results, computational methods and applications of FG technology make this an essential resource for researchers in academia and industry.Includes bibliographical references and index.Computational Structural Mechanics: Static and Dynamic Behaviors provides a cutting-edge treatment of functionally graded materials and the computational methods and solutions of FG static and vibration problems of plates. Using the Rayleigh-Ritz method, static and dynamic problems related to behavior of FG rectangular, Levy, elliptic, skew and annular plates are discussed in detail. A thorough review of the latest research results, computational methods and applications of FG technology make this an essential resource for researchers in academia and industry.Online resource; title from digital title page (viewed on December 04, 2018).Elsevie
Assessing what prospective laboratory assistants in biochemistry and cell biology know: development and validation of the test instrument PROKLAS
No full textBackground: Laboratory assistants in biology and medicine play a central role in the operation of laboratories in hospitals, research institutes, and industries. Their daily work routine is characterized by dealing with molecular structures/chemical substances (i.e. biochemistry) as well as cell cultures (i.e. cell biology). In both these fields of biochemistry and cell biology, laboratory assistants rely on knowledge about three laboratory tasks: responsible action, data management, and laboratory techniques. Focusing on these laboratory tasks, we developed a test instrument measuring the professional knowledge of prospective laboratory assistants (acronym: PROKLAS) about biochemistry and cell biology. Results: Confirmatory factor analysis (CFA) indicates that the test developed allows us to measure the professional knowledge of laboratory assistants in biochemistry and cell biology as two empirically separable constructs among laboratory assistants. CFA with covariates widely confirms the validity of PROKLAS in its respective subscales. Firstly, VET-related covariates predicted biochemistry and cell biology scores of students considerably better compared to the covariates related to general secondary school. Secondly, general biological knowledge predicted biochemistry and cell biology scores of PROKLAS. Finally, VET students’ self-efficacy in laboratory tasks and their opportunities to learn laboratory tasks are positively correlated to achievement in PROKLAS. However, we found a similar relationship for self-efficacy in English too. (IPN/Orig.
The Bachelor’s to PhD Transition: Factors Influencing PhD Completion Among Women in Chemistry and Physics
No full text Existing research has examined if undergraduate factors influence chemistry and physics, or physical science, doctoral degree entry and whether variables during PhD programs associate with graduation. Yet research on the transition from bachelor’s degree to doctoral degree entry (i.e., PhD entry in less than 6 months, attainment of a master’s degree prior to doctoral degree entry, or working in a science-related job for more than a year prior to doctoral degree entry) on PhD degree graduation remains scarce. Our study examines the transition from bachelor’s to doctoral degrees to see if experiences therein associate with female PhD graduation, after doctoral degree enrollment. Our logistic regression analysis, of female chemistry and physics doctorates ( n = 867), indicated that attainment of a master’s degree did not change the likelihood of graduation, when compared to direct entry into physical science doctoral programs. Meanwhile working in a science-related job for a year or more is associated with a significantly lower likelihood of physical science doctoral graduation when compared to women who entered directly into PhD programs or received a master’s degree prior to enrollment. </jats:p
Intervening on impostor phenomenon: prospective evaluation of a workshop for health science students using a mixed-method design
No full textBACKGROUND: Unaddressed impostor feelings that impede developing interest in science and self-efficacy in conducting research have a dispiriting effect that perpetuates unsatisfactory diversity in the health science workforce when such feelings are experienced more by those historically underrepresented in the workforce. This warrants effective interventions to reduce the impact of impostor feelings and related factors that diminish career resilience. We examined the effects of a 90-minute workshop on impostor perceptions and growth mindset to raise awareness of impostor phenomenon (IP) and develop skills to manage IP successfully for students attending a 10-week summer research experience program. METHODS: Using a convergent mixed-methods design, data were analyzed from 51 racially and ethnically diverse students who participated in an interactive IP workshop. Using students’ half-way and final progress reports about their summer experiences and pre- and post-summer online surveys, we identified how the workshop changed awareness of IP and helped students develop coping strategies. RESULTS: Students strongly endorsed the workshop, remarking that its content and personal stories from peers validated their own IP experiences and relieved anxiety by revealing how common the experience was. Many reported applying mindset-changing solutions, including positive self-talk, focusing their thinking on facts about themselves and situation, and grounding themselves firmly against potentially persuasive and confidence-eroding impostor feelings. While students reported end-of-summer impostor feelings at levels similar to before the program, they described being able to manage their feelings better and persist towards goals and challenging tasks. One measure of IP appeared to be addressed through students’ activation of a growth mindset, potentially explaining a specific mechanism for intervention. Discrepancies between qualitative responses and quantitative IP measures demand additional work on IP instruments. CONCLUSIONS: A brief, theory-based IP workshop administered by research training programs, including those as short as 10-weeks, can have positive impact on subsequent IP experience and its successful management, with potential long-term impact on retention of a diverse biomedical research workforce
Exploring reasons for MD-PhD trainees’ experiences of impostor phenomenon
No full textBACKGROUND: Acceptance into U.S. MD-PhD dual-degree programs is highly competitive, and the lengthy training program requires transitioning between multiple phases (pre-clinical-, PhD-research-, and clinical-training phases), which can be stressful. Challenges faced during MD-PhD training could exacerbate self-doubt and anxiety. Impostor phenomenon is the experience of feeling like a fraud, with some high-achieving, competent individuals attributing their successes to luck or other factors rather than their own ability and hard work. To our knowledge, impostor phenomenon among MD-PhD trainees has not been described. This study examined impostor phenomenon experiences during MD-PhD training and reasons trainees attributed to these feelings. METHODS: Individuals in science and medicine fields participated in an online survey that included the 20-item Clance Impostor Phenomenon Scale (CIPS); higher scores (range 20–100) indicate more frequent impostor phenomenon. Some respondents who reported experiencing impostor phenomenon also voluntarily completed a semi-structured interview, sharing experiences during training that contributed to feelings of impostor phenomenon. Interview transcripts were coded and analysed using the constant comparative method and analytic induction to identify themes. RESULTS: Of 959 survey respondents (students and professionals in science and medicine), 13 MD-PhD students and residents completed the survey, nine of whom (five male, four female; four white, five other race-ethnicity) also completed an interview. These participants experienced moderate-to-intense scores on the CIPS (range: 46–96). Four themes emerged from the interview narratives that described participants’ experiences of IP: professional identity formation, fear of evaluation, minority status, and, program-transition experiences. All reported struggling to develop a physician-scientist identity and lacking a sense of belonging in medicine or research. CONCLUSIONS: Impostor experiences that MD-PhD participants attributed to bias and micro-aggressions in social interactions with peers, faculty, and patients challenged their professional identity formation as physician-scientists. It is important to further examine how MD-PhD-program structures, cultures, and social interactions can lead to feelings of alienation and experiences of impostor phenomenon, particularly for students from diverse and underrepresented populations in medicine
In the Driver’s Seat: Driving towards a career in cancer prevention research
No full texthttps://openworks.mdanderson.org/sumexp23/1021/thumbnail.jp
