Young adults (aged 18-24) who identify as lesbian, gay, bisexual, or queer (LGBQ+) report high rates of sexual assault (SA) victimization, yet much of the research on adverse outcomes resulting from SA has overlooked LGBQ+ victims. A probability-based sample of 901 adults was recruited to examine the negative academic and career outcomes attributed to SA during early adulthood among LGBQ+ cisgender women. LGBQ+ women were more likely to report negative impacts on academic and career goals (e.g., changed course of study) and transitions (e.g., switched jobs) following SA victimization than heterosexual women. Implications for research and LGBQ+ services are discussed.
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http://dx.doi.org/10.1177/10778012221101919 | DOI Listing |
PLoS One
January 2025
Research Unit Gender in Medicine, Charité-Universitätsmedizin Berlin, Berlin, Germany.
Hostile, discriminatory, and violent behavior within the creative industries has attracted considerable public interest and existing inequalities have been discussed broadly. However, few empirical studies have examined experiences of hostile behavior in creative higher education and associated mental health outcomes of early career artists. To address this gap, we conducted a survey among individuals studying at higher education institutions for art and music (N = 611).
View Article and Find Full Text PDFInt Nurs Rev
March 2025
Psychiatric and Mental Health Nursing Department, Faculty of Nursing, Alexandria University, Alexandria City, Egypt.
Aim: This study investigates the association between gender inequality, economic inequality, and organizational entrenchment among nurses serving in remote areas.
Background: Egypt ranks low in gender equity across the Middle East and North Africa (MENA) region. In the culture of nursing, gender-based discrimination is among the factors that can further hamper nurses' economic advancement and adversely affect organizational entrenchment.
Int J Appl Basic Med Res
November 2024
Department of Psychiatry, Post Graduate Institute of Medical Sciences, Rohtak, Haryana, India.
Background: Mentoring helps in the personal and professional development of mentees and helps them develop self-confidence in their work. Final-year undergraduate medical students face many challenges but they also have to gain the confidence to start working independently and plan their careers in the near future. In the coronavirus disease scenario, many of these challenges were amplified, and final-year students were in greater need of mentoring.
View Article and Find Full Text PDFNeurol Educ
December 2024
From the Department of Neurology (M.Q.), University of Virginia, Charlottesville; Department of Neurology (L.G., R.A.C.), Indiana University, Indianapolis; Department of Biostatistics (C.S.C.), University of Iowa, Iowa City; The Lunquist Institute (R.J.L.), Torrance, CA; and Departments of Emergency Medicine (C.M., W.J.M.), and Neurology (W.J.M.), University of Michigan, Ann Arbor.
The Clinical Trials Methodology Course (CTMC), given from 2014 to 2023, was conducted to educate early-career clinical investigators from various backgrounds in neurosciences in the design of clinical trials and to provide mentorship to enhance academic careers and retention plus improve research productivity and the likelihood of successful grant applications. This summary describes the rationale, history, structure, and trainee outcomes of the CTMC. The course used small groups, consisting of 1-2 clinical faculty advisor(s), 1 faculty biostatistician, and 2-4 trainees who met remotely approximately weekly over 12 weeks.
View Article and Find Full Text PDFNeurol Educ
December 2024
From the Department of Neurology, Mayo Clinic, Rochester, MN.
Background And Objectives: Neurology residents serve as frontline teachers for junior trainees but often lack formal training in medical education. We developed a novel longitudinal curriculum to enhance the teaching skills and educational leadership of residents interested in pursuing careers as clinician-educators.
Methods And Curriculum Description: We developed and piloted a Neurology Clinician-Educator Program (NCEP) with the following goals: (1) improve resident satisfaction with opportunities to develop teaching skills, (2) improve resident satisfaction with opportunities to transition into a clinician-educator role after training, and (3) enhance resident teaching skills using evidence-based strategies.
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