Assessing Content of Accredited Colon and Rectal Surgery Fellowship Websites: Is there Adequate Information for Applicants?

Electronic information is a vital resource used by fellowship applicants. This study aimed to assess the completeness of colon and rectal surgery (CRS) fellowship program online information. Program information on the Association of Program Directors for Colon and Rectal Surgery (APDCRS) website as well as each institutional website was evaluated based on templated criteria. Sixty-eight accredited fellowship programs were identified. Six (9%) programs had complete profiles on the APDCRS platform, with an average of 3.5 details completed per program. Sixty-two (91%) websites were easily accessible. None of these contained all 28 criteria assessed and 47 (69%) contained less than half of assessed content. The most common data point was fellowship program description (96%), while board pass rate (1%) was the least common. Most CRS fellowship websites were grossly incomplete. Electronically available information is vital to fellowship applicants, and programs should try to provide easily accessible information about their program.

Cosecha Voices: Migrant Farmworker Students, Pedagogy, Voice, and Self-Determination

In this article, Stephanie Alvarez, José L. Martínez, Annabel Salamanca, Erika Salamanca, and Roberto C. Reyna share the impacts of Cosecha Voices, a pedagogical approach used with college students from migrant farmworker backgrounds at one of the largest Hispanic-Serving Institutions in the United States. They argue that Cosecha Voices affirms, validates, and humanizes the migrant farmworker experience and can help students not only unpack and document their migrant farmworker experiences but also strengthen their sense of self-empowerment. Utilizing testimonio, students are able to affirm and find strength in their migrant farmworker lifestyle that helps support them through their college journey. This Voices: Reflective Accounts of Education essay centers the voices of former program participants in its analysis of program impact and offers a program description, personal reflections from participants, and future considerations for similar research.

Main Results of Training and Activity of the ISS-64 Crew Members When Carrying out the Mission Plan.

The report presents the members of the ISS-64 crew, the main tasks, features and results of their training for the flight. The results of the crew activity on board the Soyuz MS-17 transport manned vehicle and the International Space Station (ISS), analysis of the implementation of the Russian research program, description of EVA operations under the programs of the Russian and Ameri-can segments of the ISS are presented as well.

Strengthening the Mentorship and Leadership Capacity of HIV/AIDS and Tuberculosis Researchers in South Africa

Programs to increase emerging and established HIV and tuberculosis (TB) researchers’ capacity to be more effective leaders and mentors are urgently needed in low- and middle-income countries (LMICs). Although conceptual frameworks of mentoring and mentoring toolkits have been developed by and for researchers in LMIC settings, few mentor training programs have been implemented and evaluated in these settings. We created, implemented, and evaluated a 9-month, certificate-level mentorship training program to strengthen the pipeline of HIV and TB researchers in South Africa. Differentiating features of the program included careful contextualization of mentorship tools and approaches, inclusion of a leadership curriculum to improve participant ability to work effectively in teams and organizations, and attention to processes that promote interinstitutional collaboration in mentorship. Twelve mid-career researchers graduated from the first cohort of the program. Among participants, we observed significant longitudinal improvement in mentorship competencies, increased numbers of network connections in multiple domains of collaboration, and high levels of satisfaction. We anticipate that the program description and results will be useful to researchers, research institutions, and funders seeking to build research mentorship and leadership capacity in LMIC settings.

Flipping it online: re-imagining teaching searching for knowledge syntheses

Introduction: This program description outlines our approach to re-developing our 3-part series for graduate students on comprehensive searching for knowledge syntheses from in-person to online delivery using a flipped classroom model. The re-development coincided with our library’s response to COVID-19. Description: This series followed a flipped classroom model where participants completed asynchronous modules built on Articulate Rise 360 before attending a synchronous session. Each week of content covered unique learning objectives. Pre- and post-survey evaluations were used to examine students’ understanding of the materials. Outcomes: 152 unique participants registered for the series across two offerings in summer 2020. We observed high engagement with pre-work modules and active participation during synchronous sessions. Discussion: We found the flipped classroom approach to work well for our users in an online environment. Moving forward, we intend to continue with our re-developed online workshop series with minor modifications, in addition to in-person instruction.

Descriptive Analysis of Components of Emergency Medicine Residency Program Websites

Introduction: Most emergency medicine (EM) applicants use the internet as a source of information when evaluating residency programs. Previous studies have analyzed the components of residency program websites; however, there is a paucity of information regarding EM program websites. The purpose of our study was to analyze information on EM residency program websites. Methods: In April–May 2020, we evaluated 249 United States EM residency program websites for presence or absence of 38 items relevant to EM applicants. Descriptive statistics were performed, including means and standard deviations. Results: Of the 249 EM websites evaluated, the websites contained a mean of 20 of 38 items (53%). Only 16 programs (6%) contained at least three-quarters of the items of interest, and no programs contained all 38 items. The general categories with the least amount of items were social media use (9%), research (46%), and lifestyle (49%), compared to the other general categories such as application process (58%), resident information (63%), general program information (67%), and facility information (69%). The items provided by programs most often included program description (98%), blocks and rotations (91%), and faculty listing (88%). The items provided least often included housing/neighborhood information (17%) and social media links (19%). Conclusion: Our comprehensive review of EM residency websites in the US revealed the absence of many variables on most programs’ websites. Use of this information to enhance accessibility of desired information stands to benefit both applicants and programs in the increasingly competitive specialty of EM.

Modeling Conspicuous Collaboration for Preservice Teacher Candidates Enrolled in Higher Education Courses

Preservice and inservice teachers in higher education should have the opportunity to observe conspicuous collaboration in action. When collaborative efforts are overt and used as teachable moments, the possibilities are clearer and the results more impactful for all participants. In this program description, the authors share benefits, challenges, structures, and implementation techniques for modeling conspicuous collaboration in higher education teacher preparation. In order to provide models of conspicuous collaboration, the authors participated in a project to co-teach aspects of general and special education teacher preparation courses at the undergraduate and graduate levels. The instructors examined their own courses, analyzing the content for each class to design class activities and assignments that could successfully be accomplished by working together and completing meaningful learning activities in multiple ways. Each faculty member delivered their assigned course, adding special collaborative learning activities and assignments that allowed students to have interactive and collaborative experiences while seeing the impact of collaboration of the instructors. Opportunities to demonstrate collaboration became apparent to the authors as students questioned repeatedly how rural K-12 teachers work to best meet the needs of their students. Preservice and inservice teachers in higher education should have the opportunity to observe conspicuous collaboration in action. When collaborative efforts are overt and used as teachable moments, the possibilities are clearer and the results more impactful for all participants. In this program description, we share benefits, challenges, structures, and implementation techniques for modeling conspicuous collaboration in higher education teacher preparation. To provide models of conspicuous collaboration, we collaborated in a project to co-teach general and special education teacher preparation courses at the undergraduate and graduate levels. We examined our own courses to design class activities and assignments that could be successfully co-taught. Each of us delivered our individual course, adding special collaborative learning activities and assignments that allowed students to experience interactive, collaborative learning while observing the purposeful collaboration of their instructors. Both of us—together with our preservice and inservice teachers—realized that optimal collaboration included clarifying roles and responsibilities, displaying respect toward the collaborative partner, holding one another accountable, setting aside time for planning and debriefing, and considering ways to combine classroom assignments and learning activities that met the requirements of both courses.

The ACLGIM LEAD Program: a Leadership Program for Junior-Mid-Career Faculty

Background Junior to mid-career medical faculty often move into administrative and leadership roles without formal leadership training. Many national leadership training programs target senior rather than junior faculty. Aim To address the leadership development needs of junior and mid-career faculty. Setting Sessions at annual meetings combined with online learning, independent work, and leadership coaching. Participants 79 junior-mid-career general internal medicine (GIM) faculty enrolled in five consecutive annual cohorts from 2014 to 2018. Program Description LEAD scholars participate in a full-day anchor session followed by selected workshops during the annual meeting. They then participate in monthly online sessions, complete a project, interview a senior leader, and receive leadership coaching from senior GIM faculty. Program Evaluation Post-program evaluation indicated the LEAD program was effective in helping participants understand what it means to be a good leader (93%, 37/40), become a more reflective leader (90%, 35/39), and apply principles of leadership to increase effectiveness in their role (88%, 34/39). Discussion LEAD provides junior-mid-career medical faculty an opportunity to learn effective leadership skills and build a network.