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bioRxiv2018

Mental and Physical Well-being of People Working in Helping Professions, Employed in Youth Educational Centres and Sociotherapy Centres

Representatives of helping professions are particularly exposed to occupational stress. The aim of the study was to evaluate mental and physical well-being, as well as their correlates and predictors in a group of employees working at youth educational centres and sociotherapy centres. A total of 96 employees working at youth educational centres and sociotherapy centres in Kujawsko-Pomorskie voivodeship took part in the study. The following psychometric tools were used: the Psychosocial Working Conditions Questionnaire, the Mini-COPE, the LOT-R, and the GSES. The results obtained indicate that people working in helping professions experience mental and physical health problems. Only 3% of the subjects declared they sleep all night. Over 40% and over 35% of the subjects estimate they suffer from low mood and irritation episodes, respectively, rather frequently or continually. Subjects with poorer mental health are more likely to use Helplessness, Avoidance behaviours, or Turning to religion to cope with stress. The strongest predictor of mental well-being is the sense of self-efficacy. Whereas, the strongest predictor of physical well-being is the ability to cope with stress by giving into the feeling of Helplessness. The study demonstrated poor mental and physical well-being of the subjects. A statistically significant correlation was found between sex and the level of mental and physical health. Employees working at youth educational centres and sociotherapy centres with better mental and physical well-being had a stronger sense of self-efficacy and a higher level of life optimism. Hence, the sense of self-efficacy is a predictor for better mental well-being.

scientific communication and education↗

bioRxiv2016

Personal Pharmacogenetic Testing Enhances Pharmacy Student Knowledge and Attitude Towards Precision Medicine

ObjectiveTo evaluate if pharmacy students participation in personal pharmacogenetic (Pgx) testing enhances their knowledge and attitude towards precision medicine (PM).\n\nMethodsFirst-year pharmacy students were offered personalized pharmacogenetic testing as a supplement to a required curricular pharmacogenomics course. Ninety-eight of 122 (80%) students completed pre- and post-course surveys assessing knowledge and attitudes regarding PM; 73 students also volunteered for personal pharmacogenetic testing of the following drug metabolizing enzymes (CYP2C19, CYP2D6, UGT1A1) and pharmacodynamics-relevant proteins (interleukin (IL)-28B & human lymphocyte antigen HLAB*5701).\n\nResultsAmong the 122 students, we found that incorporating pharmacogenetic testing improved mean knowledge and attitude by 1.0 and 0.3 Likert points, respectively. We observed statistically significant improvements in 100% of knowledge and 70% of attitude-related statements for students who decided to undergo personal pharmacogenetic testing. Students who were enrolled in the course but did not partake in personalized pharmacogenetic testing had similar gains in knowledge and attitude.\n\nConclusionThis study demonstrates the feasibility and importance of educating future pharmacists by incorporating pharmacogenetic testing into professional school curricula. Students who opt not to participate in genotyping may still benefit by learning vicariously through the shared learning environment created by genotyped students.

Scientific Communication and Education↗

bioRxiv2018

Quality circles for quality improvement in primary health care: their effectiveness, gaps of knowledge, origins and significance - a scoping review

BackgroundQuality circles, or similarly structured small groups in primary health care, such as peer review groups, consist of 6 to 12 professionals from the same background who meet regularly to improve their standard practice. This paper reports the results from a scoping search performed to clarify possible effectiveness, knowledge gaps, underlying concepts and significance.\n\nObjectivesTo gain insight into knowledge gaps and understanding of the effectiveness, origins and significance of quality circles.\n\nMethodsA search strategy was developed starting with quality circle in PubMed and the index terms from those articles revealed were then used as search terms to identify further papers. Repeating this process in collaboration with a librarian, search strings relating to quality circles were built, and databases searched up to December 2017. Any paper on structured quality circles or related small group work in primary health care was included when relevant to the objectives.\n\nResultsFrom 11973 citations, 82 background papers and 58 key papers were identified, in addition to 12 books and 10 websites. 19 studies, one paper summarizing three studies and one systematic review suggest that quality circles can be effective in behaviour change, though with varying effect sizes. Quality circles and their techniques are complex, as they are not standardized, and changes seem to depend on the topic and context, which requires further research into how and why they work in order to improve them. From their origins in industry, they are now used in primary health care in many countries for continuous medical education, continuous professional development and quality improvement.\n\nConclusionThe evidence on quality circles indicates that they can successfully change general practitioner behaviour. As they are a complex intervention, theory-driven research approaches are needed to understand and improve their effectiveness. This is of major importance because they play an important role in quality improvement in primary health care in many countries.

scientific communication and education↗

bioRxiv2017

An elective course for medical students on innovation and entrepreneurship

Here we describe \"Innovation and Entrepreneurship in Medicine\" (IEMed), a short elective course that exposed medical students to innovation and entrepreneurship. We assess students self-rated familiarity with various learning objectives after the course and report survey outcomes. Students were most interested in further educational offerings focused on startups and innovation. However, students self-reported relatively lower levels of understanding in regulatory, reimbursement, and legal aspects of health tech. Most participants reported a desire to collaborate with or consult for industry partners, rather than to found or work at a startup. We conclude with a broader discussion of the need to expose medical students to opportunities in the technology industry.

scientific communication and education↗

bioRxiv2017

Barriers to Integration of Bioinformatics into Undergraduate Life Sciences Education

Bioinformatics, a discipline that combines aspects of biology, statistics, and computer science, is increasingly important for biological research. However, bioinformatics instruction is rarely integrated into life sciences curricula at the undergraduate level. To understand why, the Network for Integrating Bioinformatics into Life Sciences Education (NIBLSE, \"nibbles\") recently undertook an extensive survey of life sciences faculty in the United States. The survey responses to open-ended questions about barriers to integration were subjected to keyword analysis. The barrier most frequently reported by the ~1,260 respondents was lack of faculty training. Faculty at associates-granting institutions report the least training in bioinformatics and the least integration of bioinformatics into their teaching. Faculty from underrepresented minority groups (URMs) in STEM reported training barriers at a higher rate than others, although the number of URM respondents was small. Interestingly, the cohort of faculty with the most recently awarded PhD degrees reported the most training but were teaching bioinformatics at a lower rate than faculty who earned their degrees in previous decades. Other barriers reported included lack of student interest in bioinformatics; lack of student preparation in mathematics, statistics, and computer science; already overly full curricula; and limited access to resources, including hardware, software, and vetted teaching materials. The results of the survey, the largest to date on bioinformatics education, will guide efforts to further integrate bioinformatics instruction into undergraduate life sciences education.

scientific communication and education↗

bioRxiv2018

Blended Bioinformatics Training in Resource-Limited Settings: A case study of challenges and opportunities for implementation

MotivationDelivering high quality distance-based courses in resource limited settings is a challenging task. Besides the needed infrastructure and expertise, effective delivery of a bioinformatics course could benefit from hands-on sessions, interactivity, and problem-based learning approaches.\n\nResultsIn this article, we discuss the challenges and best practices in delivering bioinformatics training in limited resource settings taking the example of hosting and running a multiple-delivery online course, Introduction to Bioinformatics (IBT), that was developed by the H3ABioNet Education and Training Working Group and delivered in 27 remote classrooms across Africa in 2017. We take the case of the University of Khartoum classroom. Believing that our local setting is similar to others in less developed countries, so we also reflect upon aspects like classroom environment and recruitment of students to maximize outcomes.\n\nSupplementary informationSupplementary data are available

scientific communication and education↗

bioRxiv2018

The effect of community dialogues and sensitization on patient reporting of adverse events in rural Uganda: uncontrolled before-after study

BackgroundThe patients that experience adverse events are in the best position to report them, only if they were empowered to do so. Systematic community engagement and support to patients in a rural setting to monitor any potential harm from medicines should provide evidence for patient safety.\n\nMethodsThis paper describes an uncontrolled before and after study aimed at assessing the effect of a community engagement strategy, the Community Dialogues and Sensitization (CDS) intervention between January and April 2017, on the knowledge, attitude and practice of reporting adverse drug events by community members in the two eastern Ugandan districts. A representative cross-sectional baseline household survey was done prior to the intervention in September 2016 (n=1034) and the end-line survey (n=827) in July 2017.\n\nResultsAfter implementation of the CDS intervention, there was an overall 20% (95% CI=16- 25) increase in awareness about adverse drug events in the community. The young people (15- 24 years) demonstrated a 41% (95% CI =31-52) increase and the un-educated showed a 50% (95% CI=37-63) increase in awareness about adverse drug events. The attitudes towards reporting increased overall by 5% in response to whether there was a need to report ADEs (95% CI =3-7). An overall 115% (95% CI =137-217) increase in the population that had ever experienced ADEs was also reported.\n\nConclusionOur evaluation shows that the CDS intervention increases knowledge, improves attitudes by catalyzing discussions among community members and health workers on health issues and monitoring safety of medicines.

scientific communication and education↗

bioRxiv2018

Aligning interests: Integrating Citizen Science Efforts into Schools Through Service Requirements.

Citizen science is an increasingly valuable tool for both scientists and educators. For researchers, citizen science is a means of more quickly investigating questions which would otherwise be time-consuming and costly to study. For educators, citizen science offers a means to engage students in actual research and improve learning outcomes. Since most citizen science projects are usually designed with research goals in mind, many lack the necessary educator materials for successful integration in a formal science education (FSE) setting. In an ideal world, researchers and educators would build the necessary materials together; however, many researchers lack the time, resources, and networks to create these materials early on in the life of a citizen science project. For resource-poor projects, we propose an intermediate entry point for recruiting from the educational setting: community service or service learning requirements (CSSLRs). Many schools require students to participate in community service or service learning activities in order to graduate. When implemented well, CSSLRs provide students with growth and development opportunities outside the classroom while contributing to the community and other worthwhile causes. However, CSSLRs take time, resources, and effort to implement well. Just as citizen science projects need to establish relationships to transition well into formal science education, schools need to cultivate relationships with community service organizations. Students and educators at schools with CSSLRs where implementation is still a work in progress may be left with a burdensome requirement and inadequate support. With the help of a volunteer fulfilling a CSSLR, we investigated the number of students impacted by CSSLRs set at different levels of government and explored the qualifications needed for citizen science projects to fulfill CSSLRs by examining the explicitly-stated justifications for having CSSLRs, surveying how CSSLRs are verified, and using these qualifications to demonstrate how an online citizen science project, Mark2Cure, could use this information to meet the needs of students fulfilling CSSLRs.

scientific communication and education↗

bioRxiv2018

Exploring the relationship between altmetrics and traditional measures of dissemination in health professions education

Researchers, funders, and institutions are interested in understanding and quantifying research dissemination and impact, particularly related to communicating with the public. Traditionally, citations have been a primary impact measure; however, citations can be slow to accrue and focus on academic use. Recently altmetrics, which track alternate dissemination forms (e.g., social media) have been suggested as a complement to citation-based metrics. This study examines the relationship between altmetrics and traditional measures: journal article citations and access counts.\n\nThe researchers queried Web of Science and Altmetric Explorer for articles published in HPE journals between 2013-2015. They identified 2,486 articles with altmetrics. Data were analyzed using negative binomial and linear regression models.\n\nBlogging was associated with the greatest increase in citations (13% increase), whereas Tweets (1.2%) and Mendeley (1%) were associated with smaller increases. Journal impact factor (JIF) was associated with a 21% increase in citations. Publicly accessible articles were associated with a 19% decrease, but the interactive effect between accessible articles and JIF was associated with a 12% increase. When examining access counts, publicly accessible articles had an increase of 170 access counts whereas blogging was associated with a decrease of 87 accesses.\n\nThis study suggests that several altmetrics outlets are positively associated with citations, and that public accessibility, holding all other independent variables constant, is positively related to article access. Given the scientific communitys evolving focus on dissemination--including to the public--these findings have implications for stakeholders, providing insight into the factors that may improve citations and access of articles.

scientific communication and education↗

bioRxiv2018

crsra: A package for Cleaning and Analyzing Coursera Research Export Data

Due to the fundamental differences between traditional education and Massive Open Online Courses (MOOCs) and the ever-increasing popularity of MOOCs more research is needed to under- stand current and future trends in education. Although research in the field has rapidly grown in recent years, one of the main challenges facing researchers remains to be the complexity and messiness of the data. Therefore, it is imperative to provide tools that pave the way for more research on the new subject of MOOCs. This paper introduces a package called crsra based on the statistical software R to help clean and analyze massive loads of data provided by Coursera. The advantages of the package are as follows: a) faster loading and organizing data for analysis, b) an efficient method for combining data from multiple courses and even across institutions, and c) provision of a set of functions for analyzing student behaviors.

scientific communication and education↗

bioRxiv2018

Genie: An interactive real-time simulation for teaching genetic drift

Neutral evolution is a fundamental concept in evolutionary biology but teaching this and other non-adaptive concepts is specially challenging. Here we present Genie, a browser-based educational tool that facilitates demonstration of concepts such as genetic drift, population isolation, gene flow, and genetic mutation. Because it does not need to be downloaded and installed, Genie can scale to large groups of students and is useful for both in-person and online instruction. Genie was used to teach genetic drift to Evolution students at Arizona State University during Spring 2016 and Spring 2017. The effectiveness of Genie to teach key genetic drift concepts and misconceptions was assessed with the Genetic Drift Inventory developed by Price et al. (2014). Overall, Genie performed comparably to that of traditional static methods across all evaluated classes. We have empirically demonstrated that Genie can be successfully integrated with traditional instruction to reduce misconceptions about genetic drift.

scientific communication and education↗

bioRxiv2017

Is Democracy the Right System? Collaborative Approaches to Building an Engaged RDM Community

When developing new products, tools or services, one always need to think about the end users to ensure a wide-spread adoption. While this applies equally to services developed at higher education institutions, sometimes these services are driven by policies and not by needs of end users. This policy-driven approach can prove challenging for building effective community engagement. The initial development of Research Data Management support services at the University of Cambridge was policy-driven and subsequently failed in the first instance to engage the community of researchers for whom these services were created.\n\nIn this practice paper we will describe the initial approach undertaken at Cambridge when developing RDM services, the results of this approach and lessons learnt. We will then provide an overview of alternative, democratic strategies employed and their positive effects on community engagement. We will summarise by performing a cost-benefit analysis of the two approaches. This paper might be a useful case study for any institutions aiming to develop central support services for researchers, with conclusions applicable to the wide sector, and extending beyond Research Data Management services.

scientific communication and education↗

bioRxiv2017

The Effects of Practice-based Training on Graduate Teaching Assistants’ Classroom Practices

Evidence-based teaching is a highly complex skill, requiring repeated cycles of deliberate practice and feedback to master. Despite existing well characterized frameworks for practice-based training in K-12 teacher education, the major principles of these frameworks have not yet been transferred to instructor development in higher educational contexts, including training of graduate teaching assistants (GTAs). We sought to determine whether a practice-based training program could help GTAs learn and use evidence-based teaching methods in their classrooms. We implemented a weekly training program for introductory biology GTAs, which included structured drills of techniques selected to enhance student practice, logic-development, and accountability and reduce apprehension. GTAs received regular performance feedback based on classroom observations. To quantify use of target techniques and levels of student participation, we collected and coded 160 hours of video footage. We found that, although GTAs adopted and utilized many of the target techniques with high frequency, techniques which enforced student participation were not stably adopted and their use was unresponsive to formal feedback. We also found that techniques discussed in training, but not practiced, were not used at quantifiable frequencies, further supporting the importance of practice-based training for influencing instructional practices.

scientific communication and education↗

bioRxiv2018

Ethical Shades of Gray: Questionable Research Practices in Health Professions Education

PurposeTo maintain scientific integrity and engender public confidence, research must be conducted responsibly. Whereas scientific misconduct, like data fabrication, is clearly irresponsible and unethical, other behaviors--often referred to as questionable research practices (QRPs)--exploit the ethical shades of gray that color acceptable practice. This study aimed to measure the frequency of self-reported QRPs in a diverse, international sample of health professions education (HPE) researchers.\n\nMethodIn 2017, the authors conducted an anonymous, cross-sectional survey study. The web-based survey contained 43 QRP items that asked respondents to rate how often they had engaged in various forms of scientific misconduct. The items were adapted from two previously published surveys.\n\nResultsIn total, 590 HPE researchers took the survey. The mean age was 46 years (SD=11.6), and the majority of participants were from the United States (26.4%), Europe (23.2%), and Canada (15.3%). The three most frequently reported QRPs were adding authors to a paper who did not qualify for authorship (60.6%), citing articles that were not read (49.5%), and selectively citing papers to please editors or reviewers (49.4%). Additionally, respondents reported misrepresenting a participants words (6.7%), plagiarizing (5.5%), inappropriately modifying results (5.3%), deleting data without disclosure (3.4%), and fabricating data (2.4%). Overall, 533 (90.3%) respondents reported at least one QRP.\n\nConclusionsNotwithstanding the methodological limitations of survey research, these findings indicate that a substantial proportion of HPE researchers report a range of QRPs. In light of these results, reforms are needed to improve the credibility and integrity of the HPE research enterprise.\n\nO_QD\"Researchers should practice research responsibly. Unfortunately, some do not.\" -Nicholas H. Steneck, 20061\n\nC_QD

scientific communication and education↗

bioRxiv2018

FAIRsharing: working with and for the community to describe and link data standards, repositories and policies

In this modern, data-driven age, governments, funders and publishers expect greater transparency and reuse of research data, as well as greater access to and preservation of the data that supports research findings. Community-developed standards, such as those for the identification1 and reporting2 of data, underpin reproducible and reusable research, aid scholarly publishing, and drive both the discovery and evolution of scientific practice. The number of these standardization efforts, driven by large organizations or at the grass root level, has been on the rise since the early 2000s. Thousands of community-developed standards are available (across all disciplines), many of which have been created and/or implemented by several thousand data repositories. Nevertheless, their uptake by the research community, however, has been slow and uneven. This is mainly because investigators lack incentives to follow and adopt standards. The situation is exacerbated if standards are not promptly implemented by databases, repositories and other research tools, or endorsed by infrastructures. Furthermore, the fragmentation of community efforts results in the development of arbitrarily different, incompatible standards. In turn, this leads to standards becoming rapidly obsolete in fast-evolving research areas.\n\nAs with any other digital object, standards, databases and repositories are dynamic in nature, with a life cycle that encompasses formulation, development and maintenance; their status in this cycle may vary depending on the level of activity of the developing group or community. There is an urgent need for a service that enhances the information available on the evolving constellation of heterogeneous standards, databases and repositories, guides users in the selection of these resources, and that works with developers and maintainers of these resources to foster collaboration and promote harmonization. Such an informative and educational service is vital to reduce the knowledge gap among those involved in producing, managing, serving, curating, preserving, publishing or regulating data. A diverse set of stakeholders-representing academia, industry, funding agencies, standards organizations, infrastructure providers and scholarly publishers-- both national and domain-specific as well global and general organizations-- have come together as a community, representing the core adopters, advisory board members, and/or key collaborators of the FAIRsharing resource. Here, we introduce its mission and community network. We present an evaluation of the standards landscape, focusing on those for reporting data and metadata - the most diverse and numerous of the standards - and their implementation by databases and repositories. We report on the ongoing challenge to recommend resources, and we discuss the importance of making standards invisible to the end users. We report on the ongoing challenge to recommend resources, and we discuss the importance of making standards invisible to the end users. We present guidelines that highlight the role each stakeholder group must play to maximize the visibility and adoption of standards, databases and repositories.

scientific communication and education↗

bioRxiv2018

Examining Academic Leaders work in implementing Competency-based Medical Education (CBME) using Organizational Learning Theory

ContextCompetency-based medical education (CBME) implementation is being carried out in many medical schools worldwide. Academic Leadership is a strategy where selected Faculty act to influence peers to adopt change. The Universite de Montreal medical school, has adopted this strategy to implement CBME.\n\nPurposeThis paper aims to describe the work of Academic Leaders in the process of CBME implementation and to explore relevance of the Nonaka and Toyama organizational learning theory to map implementation progress.\n\nMethodBecause knowledge creation model focuses on the relationships between leaders and social structures, embedded case study was selected. Diverse sampling method was used to select three departments: internal medicine, surgery and psychiatry, based on the number of CBME training activities. Data collection was at two intervals, two years apart. Semi-structured interviews (individual and group) were conducted with Department Heads and Academic Leaders. Thematic analysis was conducted on the 15 interview transcriptions.\n\nResultsAs implementation begins, Leaders critically revisit accepted teaching routines and develop a common conception of CBME. This enables leaders to communicate with a wider audience and work within existing committees and working groups where they \"break down\" CBME into practical concepts. This practical understanding, disseminated through Entrustable Professional Activities, enables observable change.\n\nConclusionLeaders roles evolved from an \"expert\" that disseminates knowledge about CBME through lectures, to a responsive and pragmatic supporting role by developing and writing practical tools in collaboration with peers and program directors.

scientific communication and education↗

bioRxiv2018

Factors Associated with Scientific Misconduct and Questionable Research Practices in Health Professions Education

IntroductionEngaging in scientific misconduct and questionable research practices (QRPs) is a noted problem across fields, including health professions education (HPE). To mitigate these practices, other disciplines have enacted strategies based on researcher characteristics and practice factors. Thus, to inform HPE, this article seeks to determine which researcher characteristics and practice factors, if any, might explain the frequency of irresponsible research practices.\n\nMethodIn 2017, a cross-sectional survey of HPE researchers was conducted. The survey included 66 items derived from two published QRP surveys and a publication pressure scale adapted from the literature. The study outcome was the self-reported misconduct frequency score, which is a weighted mean score for each respondent on all misconduct and QRP items. Statistical analysis included descriptive statistics, correlation analysis, and multiple linear regression analysis.\n\nResults and DiscussionIn total, 590 researchers took the survey. Results from the regression analysis indicated that researcher age had a negative association with the misconduct frequency score (b = -.01, t = -2.91, p<.05) suggesting that older researchers tended to have lower misconduct frequency scores. Publication pressure (b = .20, t = 7.82, p<.001) and number of publications (b = .001, t = 3.27, p<.01) had positive associations with the misconduct frequency score. The greater the publication pressure or the more publications a researcher reported, the higher the misconduct frequency score. Overall, the explanatory variables accounted for 21% of the variance in the misconduct frequency score, and publication pressure was the strongest predictor. These findings provide an evidence base from which HPE might tailor strategies to address scientific misconduct and QRPs.

scientific communication and education↗

bioRxiv2017

A global perspective on bioinformatics training needs

In the last decade, life-science research has become increasingly data-intensive and computational. Nevertheless, basic bioinformatics and data stewardship are still only rarely taught in life-science degree programmes, creating a widening skills gap that spans educational levels and career roles. To better understand this situation, we ran surveys to determine how the skills dearth is affecting the need for bioinformatics training worldwide. Perhaps unsurprisingly, we found that respondents wanted more short courses to help boost their expertise and confidence in data analysis and interpretation. However, it was evident that most respondents appreciated their need for training only after designing their experiments and collecting their data. This is clearly rather late in the research workflow, and suboptimal from a training perspective, as skills acquired to address a specific need at a particular time are seldom retained, engendering a cycle of low confidence in trainees. To ensure that such skill gaps do not continue to create barriers to the progress of research, we argue that universities should strive to bring their life-science curricula into the digital-data era. Meanwhile, the demand for point-of-need training in bioinformatics and data stewardship will grow. While this situation persists, international groups like GOBLET are increasing their efforts to enlarge the community of trainers and quench the global thirst for bioinformatics training.

scientific communication and education↗