Education and certification of genetic counselors.

Genetic counseling is defined by the American Society of Human Genetics as a communication process which deals with the human problems associated with the occurrence, or risk of occurrence, of a genetic disorder in a family. The first graduate program (Master's degree) in genetic counseling started in 1969 at Sarah Lawrence College, NY, USA, while in 1979 the National Society of Genetic Counseling (NSGC) was established. Today, there are 29 programs in U.S.A. offering a Master's degree in Genetic Counseling, five programs in Canada, one in Mexico, one in England and one in S. Africa. Most of these graduate programs offer two year training, consisting of graduate courses, seminars, research and practical training. Emphasis is given in human physiology, biochemistry, clinical genetics, cytogenetics, molecular and biochemical genetics, population genetics and statistics, prenatal diagnosis, teratology and genetic counseling in relation to psychosocial and ethical issues. Certification for eligible candidates is available through the American Board of Medical Genetics (ABMG). Requirements for certification include a master's degree in human genetics, training at sites accredited by the ABMG, documentation of genetic counseling experience, evidence of continuing education and successful completion of a comprehensive ABMG certification examination. As professionals, genetic counselors should maintain expertise, should insure mechanisms for professional advancement and should always maintain the ability to approach their patients.     

双师带教模式在胸外科研究生临床见习教学中的应用效果

目的:探讨双师带教模式在胸外科研究生临床见习教学中的应用效果。方法:选择新疆医科大学附属肿瘤医院2011级~2015级胸外科轮转硕士研究生56人为研究对象,依据随机数字表法将学生分为观察组和对照组,各28人,分别采用双师带教和普通带教进行临床教学,实习8周后统一安排出科考试和满意度评价。结果:两组出科成绩比较,理论考试成绩差异没有统计学意义(P0.05),临床操作得分观察组高于对照组,差异具有统计学意义(P0.05);学生对课程的满意度评价,观察组为85.71%,显著高于对照组的60.71%,差异有统计学意义(P0.05)。结论:在胸外科临床实践教学中运用双师带教制,能充分发挥不同医师的特长,引导学生学习热情,提升临床实习效果,值得在临床实践中推广。     

Evaluating a science diversity program at UC Berkeley: more questions than answers

For the past three decades, much attention has been focused on developing diversity programs designed to improve the academic success of underrepresented minorities, primarily in mathematics, science, and engineering. However, ethnic minorities remain underrepresented in science majors and careers. Over the last 10 years, the Biology Scholars Program (BSP), a diversity program at the University of California (UC), Berkeley, has worked to increase the participation and success of students majoring in the biological sciences. A quantitative comparison of students in and out of the program indicates that students in BSP graduate with a degree in biology at significantly higher rates than students not in BSP regardless of race/ethnicity. Furthermore, students who are in BSP have statistically lower high school grade point averages (GPAs) and Scholastic Achievement Test (SAT) scores than students not in BSP. African-American and Hispanic students who join BSP graduate with significantly higher UC Berkeley biology GPAs than non-BSP African-American and Hispanic students, respectively. Majority (Asian and White) students in BSP graduate with statistically similar UC GPAs despite having lower SAT scores than non-BSP majority students. Although BSP students are more successful in completing a biology degree than non-program members, the results raise a series of questions about why the program works and for whom.     

The National Strength and Conditioning Association is the preferred certification for personal training employment in southeastern Massachusetts

Offering a college program in exercise science presents challenges when attempting to mainstream credentialed students into the fitness industry, specifically as personal trainers. Unfortunately, today's clubs, regardless of their education or degree, are more interested in hiring personal trainers with specific certifications. With the growing number of available certifications, college students are expected to have a college degree and obtain multiple fitness related certifications before being considered for a personal training position. Is a college graduate still required to obtain a personal training certification? In an effort to have the best qualified individuals training clients, i.e., those with degrees, it becomes necessary to know what certification is the most preferred. The purpose of this study was to impact local college curriculums to increase the marketability of degree recipients upon graduation.     

Reflections on searching for a postdoctoral position: three points to ponder

Choosing the right laboratory in which to do postdoctoral training is perhaps one of the most important decisions that a scientist makes in his or her career. Does one choose a laboratory based on the research topic or the research style of the mentor? Does one choose a large laboratory or a small one? How does one fit the selection of a postdoctoral laboratory into the context of one’s long-range career goals? Here, I briefly discuss three points worth considering in seeking a research laboratory for postdoctoral training after the completion of a graduate degree.     

Ecological engineering: A rationale for standardized curriculum and professional certification in the United States

The demand for engineering solutions to ecosystem–level problems has increased as the impact of human activities has expanded to global proportions. While the science of restoration ecology has been developed to address many critical ecosystem management issues, the high degree of complexity and uncertainty associated with these issues demands a more quantitative approach. Ecological engineering uses science-based quantification of ecological processes to develop and apply engineering-based design criteria for sustainable systems. We suggest that in the United States ecological engineering curricula should be offered at the graduate level and should require rigorous Accreditation Board of Engineering and Technology-accredited (or equivalent) undergraduate preparation in engineering fundamentals. In addition to strengthening students’ mastery of engineering theory and application, the graduate curriculum should provide core courses in ecosystem theory including quantitative ecology, systems ecology, restoration ecology, ecological engineering, ecological modeling, and ecological engineering economics. Advanced courses in limnology, environmental plant physiology, ecological economics, and specific ecosystem design should be provided to address students’ specific professional objectives. Finally, professional engineering certification must be developed to insure the credibility of this new engineering specialization.     

硕士研究生对高校附属医院教育管理满意度调查研究

??????? 目的 分析高校附属医院研究生对医院教育管理的满意度,为完善医院研究生教育和管理工作提供参考。方法 制定研究生对医院、科室及导师的评价指标,对中山大学附属第一医院522名硕士研究生进行现场问卷调查。结果 研究生对医院管理、科室教育和导师三个层面的整体满意度高于95%,发现了研究生对医院管理和教育不满意的具体方面。结论 高校附属医院要重视硕士生教育工作,改善医院和科室内人际关系,加强科室教学氛围,适当增加导师课题经费。     

关于生态学本科毕业设计(论文)教学的思考

本科毕业设计(论文)是本科实践教学的重要环节,对于提高本科教育质量和学生综合素质具有至关重要的作用。针对本科毕业设计(论文)方面存在选题盲目、时间安排不合理、写作不规范、缺乏创新等问题,利用新办专业在管理与课程设置方面处于调整阶段的优势,从课程培育、毕业论文时间延长、与在研课题相结合和全过程管理等方面,对如何提高本科毕业设计(论文)质量的方式、方法进行了深入的探讨。     

Requirements of British universities for higher medical degrees.

OBJECTIVE--To examine the requirements and opportunities for obtaining a doctor of medicine or master of surgery degree from a university in the United Kingdom other than the graduate''s own, particularly in the case of foreign graduates. DESIGN--Review of regulations governing the award of doctor of medicine and master of surgery degrees in British universities. SETTING--All 19 universities in the United Kingdom offering clinical courses. MAIN OUTCOME MEASURE--Availability of degrees to graduates of other universities. RESULTS--Opportunities for obtaining a degree differed widely among the medical schools, one university (Edinburgh) not admitting graduates of other universities in any circumstance. Of the remaining universities, none would consider a graduate who had not worked in the area where the medical school was located. CONCLUSION--The wide differences in opportunity among the medical schools may put some foreign graduates at a disadvantage compared with other graduates. This problem may become more severe as the number of graduates from the European Community who settle in Britain increases.     

Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program

An urgent need exists for graduate and professional schools to establish evidence-based STEM (science, technology, engineering, and math) pipeline programs to increase the diversity of the biomedical workforce. An untapped yet promising pool of willing participants are capable high school students that have a strong STEM interest but may lack the skills and the guided mentoring needed to succeed in competitive STEM fields. This study evaluates and compares the impact of the Loma Linda University (LLU) Summer Health Disparities Research Program on high school (HS) and undergraduate (UG) student participants. The primary focus of our summer research experience (SRE) is to enhance the research self-efficacy of the participants by actively involving them in a research project and by providing the students with personalized mentoring and targeted career development activities, including education on health disparities. The results of our study show that our SRE influenced terminal degree intent and increased participant willingness to incorporate research into future careers for both the HS and the UG groups. The quantitative data shows that both the HS and the UG participants reported large, statistically significant gains in self-assessed research skills and research self-efficacy. Both participant groups identified the hands-on research and the mentor experience as the most valuable aspects of our SRE and reported increased science skills, increased confidence in science ability and increased motivation and affirmation to pursue a science career. The follow-up data indicates that 67% of the HS participants and 90% of the UG participants graduated from college with a STEM degree; for those who enrolled in graduate education, 61% and 43% enrolled in LLU, respectively. We conclude that structured SREs can be highly effective STEM strengthening interventions for both UG and HS students and may be a way to measurably increase institutional and biomedical workforce diversity.     

Graduate students in conservation biology: Bridging the research–implementation gap

There is a growing consensus that a gap exists between research conducted at academic institutions and information available to practitioners that implement research into conservation policy and practice. Here, I review common recommendations for bridging the Research–Implementation Gap in conservation biology, highlight the unique abilities of graduate students to contribute solutions to this problem, and propose ways research institutions and professionals can encourage graduate students to participate in this process. While some appropriately point out that the main purpose of graduate school is to focus on research, I argue that being exposed early to the broader issues of research and implementation enhances the graduate research experience, helps train students to become leaders in conservation science, and contributes both immediate and long-term solutions to the research–implementation problem.     

Sports performance graduate program interest and need survey: a brief report from the NSCA Education Committee

The Education Recognition Program (ERP) was developed to acknowledge academic institutions meeting departmental criteria established by the National Strength and Conditioning Association (NSCA) for having an area of concentration in undergraduate strength and conditioning. Since its inception, over 40 universities have received recognition status. The NSCA is currently examining the interest, need, and feasibility of creating an ERP for graduate curriculum specific to sports performance. The current investigation included a survey of Division I, II, and III strength and conditioning professionals. Surveys were mailed to 215 coaches, of which 53 responded (26% rate of return). Five factors were extracted from the questionnaire and were subsequently named: Application of Science to Strength and Conditioning, Professional Development, Graduate Curriculum Support, Graduate Program Requirements, and Graduate Assistantships. A one-way analysis of variance (ANOVA) found significant differences on Application of Science to Strength and Conditioning and Professional Development when comparing highest degree earned. Pairwise analysis indicated that individuals with Master's degrees scored those factors higher compared with individuals with Bachelor's degrees. The results from this survey provide initial information from current strength and conditioning professionals regarding the interest and need for developing formalized graduate curriculum specifically for sports performance.     

How should we be selecting our graduate students?

We use many quantitative undergraduate metrics to help select our graduate students, but which of these usefully discriminate successful from underperforming students and which should be ignored? Almost everyone has his or her own pet theory of the most predictive criteria, but I hoped to address this question in a more unbiased manner. I conducted a retrospective analysis of the highest- and lowest-ranked graduate students over the past 20 years in the Tetrad program at the University of California at San Francisco to identify undergraduate metrics that significantly differed between these groups. Only the number of years of research experience and subject graduate record exams (GREs) were strong discriminators between the highest- and lowest-ranked students, whereas many other commonly used admissions metrics (analytical, verbal, and quantitative GREs, grade point average, and ranking of undergraduate institution) showed no correlation with graduate performance. These are not necessarily the same criteria that matter at other graduate programs, but I would urge faculty elsewhere to conduct similar analyses to improve the admissions process and to minimize the use of useless metrics in selecting our students.     

The quality of sleep and factors associated with poor sleep in Japanese graduate students

Sleep and Biological Rhythms - We conducted a cross-sectional mail questionnaire survey at 31 graduate schools on 12 university campuses in Kyoto, Japan to assess the sleep quality of the graduate...     

Report of the 1989 Asilomar meeting on education in genetic counseling.

In September, 1989, 35 individuals representing training programs for genetic counselors and genetic nurse specialists, the Education Committee of the National Society of Genetic Counselors (NSGC), and others with interest and expertise in genetic counselor education met at Asilomar, CA. The purpose of this meeting was to reevaluate training program curricula, both didactic and experiential; to discuss the need for and desirability of advanced graduate education in genetic counseling; and to consider whether alternatives to master's-level training are needed to overcome a growing manpower shortage in the provision of genetics services. This article summarizes recommendations for master's-level training curricula, reviews options and implications for post-master's genetic counselor education, and examines issues related to training for people without a master's degree who also provide patient and community genetics education.     

The pedagogical genealogy of Terrance J. Beveridge--a legacy of bonds

Terrance J. Beveridge (TJB) was a professor at the University of Guelph for nearly three decades. He died on September 10, 2007. TJB was a pioneer who pushed the frontier of microbiology and bacteriology. His legacy includes 22 postdoctoral scholars and 24 graduate students. His two dozen graduate student progeny have, in turn, mentored at least 52 additional graduate students. This paper presents TJB's pedagogical tree and touches on many of the topics that he studied during his life including: bacteria cell surfaces, biomineralization, biofilms, and geomicrobiology.     

The Physiology undergraduate major in the University of Arizona College of Medicine: past, present, and future

The American Physiological Society (APS) and APS Council encourage the teaching of physiology at the undergraduate, graduate, and medical school levels to support the continued prominence of this area of science. One area identified by the APS Council that is of particular importance for the development of future physiologists (the "physiology pipeline") is the teaching of physiology and physiology-related topics at the undergraduate level. In this article, we describe the historical development and implementation of an undergraduate program offered through the Department of Physiology, a basic science department in the College of Medicine at the University of Arizona, culminating in a Bachelor of Science in Health Sciences degree with a major in Physiology. Moreover, we discuss the current Physiology curriculum offered at our institution and explain how this program prepares our students for successful entry into a variety of postbaccalaureate professional programs, including medical school and numerous other programs in health professions, and in graduate study in the Masters and Doctoral programs in biomedical sciences. Finally, we cover the considerable challenges that we have faced, and continue to face, in developing and sustaining a successful physiology undergraduate major in a college of medicine. We hope that the information provided on the Physiology major offered by the Department of Physiology in the College of Medicine at the University of Arizona will be helpful for individuals at other institutions who may be contemplating the development and implementation of an undergraduate program in Physiology.     

Weight bias in graduate school admissions

Objective:

Whether weight bias occurs in the graduate school admissions process is explored here. Specifically, we examined whether body mass index (BMI) was related to letter of recommendation quality and the number of admissions offers applicants received after attending in‐person interviews.

Design and Methods:

Participants were 97 applicants to a psychology graduate program at a large university in the United States. They reported height, weight, and information about their applications to psychology graduate programs. Participants' letters of recommendation were coded for positive and negative statements as well as overall quality.

Results:

Higher BMI significantly predicted fewer post‐interview offers of admission into psychology graduate programs. Results also suggest this relationship is stronger for female applicants. BMI was not related to overall quality or the number of stereotypically weight‐related adjectives in letters of recommendation. Surprisingly, higher BMI was related to more positive adjectives in letters.

Conclusions:

The first evidence that individuals interviewing applicants to graduate programs may systematically favor thinner applicants is provided here. A conscious or unconscious bias against applicants with extra body weight is a plausible explanation. Stereotype threat and social identity threat are also discussed as explanations for the relationship between BMI and interview success.     

Passwords Usage and Human Memory Limitations: A Survey across Age and Educational Background

The present article reports a survey conducted to identify the practices on passwords usage, focusing particularly on memory limitations and the use of passwords across individuals with different age and education backgrounds. A total of 263 participants were interviewed, with ages ranging from 18 to 93 years, and education level ranging from grade school to graduate degree. Contrary to our expectations, effects of cognitive decline due to aging were not observed on memory performance for passwords. The results suggested instead, that the number of password uses was the most influential factor on memory performance. That is, as the number of circumstances in which individuals utilized passwords increased, the incidence of forgotten and mixed-up passwords also increased. The theoretical significance of these findings and their implications for good practices on password usage are discussed.