Team science in interdisciplinary health professions education research: a multi-institutional case study.

The interdisciplinary nature of health professions education requires exploration of problems by interdisciplinary research teams. Drawing on the Dynamics of Cross-disciplinary Research Development conceptual framework, this study explores the processes and experiences of an interdisciplinary research team, identifying elements of successful collaboration. Case study data were collected from a team of nine researchers from six universities.

Characterizing the research mentorship experience of genetic counseling students.

The Accreditation Council for Genetic Counseling's Practice-Based Competencies include research-related skills, which are taught in master's level genetic counseling programs through didactic coursework and completion of mentored research experiences. It is known that research mentors can impact student work environments, create positive perceptions of the research process, and increase students' likelihood of future involvement in research. However, few studies have characterized the experiences of GC students in receiving research mentorship.

Perceived social support: A study of genetic counseling graduate students in the United States (US) and Canada.

Social support is described as having positive psychological and physical outcomes and offers some protective benefits against mental illness. However, research has not addressed social support for genetic counseling graduate students, although this population is prone to elevated levels of stress in addition to field-specific phenomena like compassion fatigue and burnout. Therefore, an online survey was distributed to genetic counseling students in accredited programs in the United States and Canada to synthesize information about (1) demographic information, (2) self-identified sources of support, and (3) the availability of a strong support network.

Exploring the impacts of learning modality changes: Validation of the learning modality change community of inquiry and self-efficacy scales.

The rapid learning environment transition initiated by the COVID-19 pandemic impacted students' perception of, comfort with, and self-efficacy in the online learning environment. Garrison's Community of Inquiry framework provides a lens for examining students' online learning experiences through three interdependent elements: social presence, cognitive presence, and teaching presence. Researchers in this study developed and validated the Learning Modality Change Community of Inquiry and Self-Efficacy scales to measure health professions students' self-efficacy with online learning, while exploring how cognitive, social, and teaching presence is experienced by students who transition from one learning environment to another.

Fix Your Leaky Pipeline: Support Women in Pursuit of Advanced Degrees.

Completing a doctoral program is a daunting journey for any individual. Working full-time and juggling personal demands make the journey more complex. This monograph explores the unique motivations women who travel this path possess, identifies barriers in completion of a doctoral program for women, and tells the story of one group of women who developed a working model for a supportive writing group.

Innovation in early medical education, no bells or whistles required.

Background: Despite a paucity of evidence to support a multitude of educational innovations, curricular leaders are pressured to find innovative solutions to better prepare medical students for an evolving twenty-first century health care system. As part of this effort, this study directly compared student-rated effectiveness scores of six different learning modalities.

Methods: Study participants included 286 medical students enrolled in the second-year rheumatology core at a single academic medical center between 2013 and 2017.

Improving Outcomes.

Objectives: To determine the strength of study design and outcomes in literature describing pathology education for medical students.

Methods: A search was conducted for articles related to pathology education published over 45 years describing an educational intervention. The primary data collected included phase of education, domain of objectives, number of learners and institutions, type of intervention, use of a comparison/control group, randomization, and strength of statistical analysis.