Browsing by Subject "education"

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Open Access
Academic Peer Effects with Different Group Assignment Policies: Residential Tracking versus Random Assignment
(Economic Research Initiatives at Duke (ERID), 2016-03-03) Garlick, RJ
I study the relative academic performance of students tracked or randomly assigned to South African university dormitories. Tracking reduces low-scoring students' GPAs but has little effect on high-scoring students. This lowers mean GPA and raises GPA dispersion. I also directly estimate peer effects using random variation in peer groups across dormitories. Living with higher-scoring peers raises students' GPAs and this effect is larger for low-scoring students. Peer effects operate largely within race groups but operate both within and across programs of study. This suggests that spatial proximity alone does not generate peer effects. Interaction of some sort is required, but direct academic collaboration is not the relevant form of interaction. I integrate the results from variation in group assignment policies and variation in group composition by drawing on the matching and sorting literatures. Both sets of results imply that own and peer academic performance are substitutes in GPA production and that GPA may be a concave function of peer group performance. The cross-dormitory results correctly predict a negative effect of tracking on low-scoring students but understate the magnitude of the observed effect. I show that this understatement reflects both policy-sensitive parameter estimates and problems with extrapolation outside the support of the data observed under random assignment. This underlines the value of using both cross-policy and cross-group variation to study peer effects.
Open Access
An innovative educational program for addressing health disparities in translational cancer research.
(Journal of clinical and translational science, 2020-11) Oldham, Carla E; Gathings, MJ; Devi, Gayathri R; Patierno, Steven R; Williams, Kevin P; Hough, Holly J; Barrett, Nadine J
North Carolina Central University (NCCU) and Duke Cancer Institute implemented an NCI-funded Translational Cancer Disparities Research Partnership to enhance translational cancer research, increase the pool of underrepresented racial and ethnic group (UREG) researchers in the translational and clinical research workforce, and equip UREG trainees with skills to increase diversity in clinical trials. The Cancer Research Education Program (C-REP) provided training for UREG graduate students and postdoctoral fellows at Duke and NCCU. An innovative component of C-REP is the Translational Immersion Experience (TIE), which enabled Scholars to gain knowledge across eight domains of clinical and translational research (clinical trials operations, data monitoring, regulatory affairs, UREG accrual, biobanking, community engagement, community outreach, and high-throughput drug screening). Program-specific evaluative metrics were created for three broad domains (clinical operations, basic science/lab research, and population-based science) and eight TIE domains. Two cohorts (n = 13) completed pre- and post-surveys to determine program impact and identify recommendations for program improvement. Scholars reported statistically significant gains in knowledge across three broad domains of biomedical research and seven distinct areas within TIE. Training in translational research incorporating immersions in clinical trials operation, biobanking, drug development, and community engagement adds value to career development of UREG researchers.
Open Access
Do specialty courts achieve better outcomes for children in foster care than general courts?
(Eval Rev, 2013-02) Sloan, Frank A; Gifford, Elizabeth J; Eldred, Lindsey M; Acquah, Kofi F; Blevins, Claire E
OBJECTIVE: This study assessed the effects of unified family and drug treatment courts (DTCs) on the resolution of cases involving foster care children and the resulting effects on school performance. METHOD: The first analytic step was to assess the impacts of presence of unified and DTCs in North Carolina counties on time children spent in foster care and the type of placement at exit from foster care. In the second step, the same data on foster care placements were merged with school records for youth in Grades 3-8 in public schools. The effect of children's time in foster care and placement outcomes on school performance as measured by math and reading tests, grade retention, and attendance was assessed using child fixed-effects regression. RESULTS: Children in counties with unified family courts experienced shorter foster care spells and higher rates of reunification with parents or primary caregivers. Shorter foster care spells translated into improved school performance measured by end-of-grade reading and math test scores. Adult DTCs were associated with lower probability of reunification with parents/primary caregivers. CONCLUSION: The shortened time in foster care implies an efficiency gain attributable to unified family courts, which translate into savings for the court system through the use of fewer resources. Children also benefit through shortened stays in temporary placements, which are related to some improved educational outcomes.
Open Access
Educational interventions to improve recognition of delirium: a systematic review.
(J Am Geriatr Soc, 2013-11) Yanamadala, Mamata; Wieland, Darryl; Heflin, Mitchell T
Delirium is a common and serious condition that is underrecognized in older adults in a variety of healthcare settings. It is poorly recognized because of deficiencies in provider knowledge and its atypical presentation. Early recognition of delirium is warranted to better manage the disease and prevent the adverse outcomes associated with it. The purpose of this article is to review the literature concerning educational interventions focusing on recognition of delirium. The Medline and Cumulative Index to Nursing and Allied Health Literature (CINHAL) databases were searched for studies with specific educational focus in the recognition of delirium, and 26 studies with various designs were identified. The types of interventions used were classified according to the Predisposing, Reinforcing and Enabling Constructs in Educational Diagnosis and Evaluation (PRECEDE) model, and outcomes were sorted according to Kirkpatrick's hierarchy. Educational strategies combining predisposing, enabling, and reinforcing factors achieved better results than strategies that included one or two of these components. Studies using predisposing, enabling, and reinforcing strategies together were more often effective in producing changes in staff behavior and participant outcomes. Based on this review, improvements in knowledge and skill alone seem insufficient to favorably influence recognition of delirium. Educational interventions to recognize delirium are most effective when formal teaching is interactive and is combined with strategies including engaging leadership and using clinical pathways and assessment tools. The goal of the current study was to systematically review the published literature to determine the effect of educational interventions on recognition of delirium.
Open Access
Historically White Colleges and Universities: The Unbearable Whiteness of (Most) Colleges and Universities in America
(American Behavioral Scientist, 2022-01-01) Bonilla-Silva, E; Peoples, CE
In this paper, we examine the academy as a specific case of the racialization of space, arguing that most colleges and universities in the United States are in fact historically white colleges and universities (HWCUs). To uncover this reality, we first describe the dual relationship between space and race and racism. Using this theoretical framing, we demonstrate how seemingly “race neutral” components of most American universities (i.e., the history, demography, curriculum, climate, and sets of symbols and traditions) embody, signify, and reproduce whiteness and white supremacy. After examining the racial reality of HWCUs, we offer several suggestions for making HWCUs into truly universalistic, multicultural spaces.
Open Access
How war-related deprivation affects political participation: Evidence from education loss in Liberia
(Journal of Peace Research, 2022-05-01) Liu, SX
How does civil war affect citizen engagement with democracy? Civilians who live through warfare face numerous disruptions to everyday life that can have permanent effects on political engagement even after peace is achieved. This article analyzes the role of depressed living standards resulting from education loss during the Liberia Civil War as a case study of war-related deprivation. I argue that the negative effects of war on education and economic outcomes clash with the expectations that citizens have for postwar democracy, with adverse consequences for political participation. I demonstrate support for this argument using a mixed methods approach, combining qualitative interviews with census, voting, and Afrobarometer survey data. I leverage a difference-in-differences identification strategy to causally identify the negative impact of conflict on human capital for a generation of young adults, and on the downstream consequences of disruptions in education on political participation. Results indicate that children who were of school age during the civil war are differentially less likely to have any formal schooling by the end of the war. I further find that educational deficiencies disproportionately decrease postwar job prospects, breeding resentment against the newly elected government. This extends to political participation: those who lost out on educational opportunities due to war exhibit lower political engagement and less desire to engage with democratic processes.
Open Access
"I already know that smoking ain't good for me": Patient and Clinician Perspectives on Lung Cancer Screening Decision-Making Discussions as a Teachable Moment.
(Chest, 2020-04-15) Golden, Sara E; Ono, Sarah S; Melzer, Anne; Davis, James; Zeliadt, Steven B; Heffner, Jaimee L; Kathuria, Hasmeena; Garcia-Alexander, Ginny; Slatore, Christopher G
BACKGROUND:Lung cancer screening (LCS) is now recommended for people at high risk of dying of lung cancer. RESEARCH QUESTION:The purpose of this study was to use the LCS decision discussion as a case study to understand possible underlying components of a teachable moment to enhance motivation for smoking cessation. STUDY DESIGN AND METHODS:The study investigated how patients and clinicians communicate about smoking. In-depth, semi-structured interviews were performed of the experiences of 51 individuals who formerly or currently smoked who were offered LCS and 24 clinicians. Only the baseline interviews were used because including the follow-up interviews would have been beyond the scope of this article. The interviews focused on communication about smoking, the perceived importance of discussing smoking and screening together, and patients' perceived challenges to smoking cessation. RESULTS:Patients and clinicians differed in their views on the role of the LCS decision discussion as a teachable moment. Although clinicians felt that this discussion was a good opportunity to positively influence smoking behaviors, neither patients nor clinicians perceived the discussion as a teachable moment affecting smoking behaviors. Other motivating factors for smoking cessation were found. INTERPRETATION:Our findings indicate that LCS decision discussions are not currently a teachable moment for behavior change in smoking cessation, but perhaps clinicians could address other aspects of communication to enhance motivation for cessation. Our hypothesized teachable moment model helps explain that there may not be sufficient emotional response elicited during the discussion to motivate a major behavior change such as smoking cessation.
Open Access
Impact of educational background on preoperative disease severity and postoperative outcomes among patients with lumbar spondylolisthesis: a Quality Outcomes Database study.
(Journal of neurosurgery. Spine, 2024-05) Agarwal, Nitin; Chan, Andrew K; Bisson, Erica F; Glassman, Steven D; Foley, Kevin T; Shaffrey, Christopher I; Gottfried, Oren N; Tumialán, Luis M; Potts, Eric A; Shaffrey, Mark E; Coric, Domagoj; Knightly, John J; Ibrahim, Sufyan; Mitha, Rida; Michalopoulos, Giorgos; Park, Paul; Wang, Michael Y; Fu, Kai-Ming; Slotkin, Jonathan R; Asher, Anthony L; Virk, Michael S; Guan, Jian; Haid, Regis W; Chou, Dean; Bydon, Mohamad; Mummaneni, Praveen V
Objective
Deficiency in patient education has been correlated with increased disease-related morbidity and decreased access to care. However, the associations between educational level, preoperative disease severity, and postoperative outcomes in patients with lumbar spondylolisthesis have yet to be explored.
Methods
The spondylolisthesis dataset of the Quality Outcomes Database (QOD)-a cohort with prospectively collected data by the SpineCORe study team of the 12 highest enrolling sites with an 81% follow-up at 5 years -was utilized and stratified for educational level. Patients were classified into three categories (high school or less, graduate, or postgraduate). Patient-reported outcome measures (PROMs) documented at baseline and follow-up included Oswestry Disability Index (ODI) score, EQ-5D in quality-adjusted life years, and numeric rating scale (NRS) scores for back and leg pain. Disease severity was measured with PROMs. Postoperatively, patients also completed the North American Spine Society assessment to measure their satisfaction with surgery. Multivariable regression analysis was used to compare education level with disease severity and postoperative outcomes.
Results
A total of 608 patients underwent analysis, with 260 individuals (42.8%) at an educational level of high school or less. On univariate analysis, baseline disease severity was worse among patients with lower levels of education. On multivariable regression analysis, patients with postgraduate level of education had significantly lower ODI scores (β = -3.75, 95% CI -7.31 to -0.2, p = 0.039) compared to graduates, while the other PROMs were not associated with significant differences at baseline. Five years postoperatively, patients from various educational backgrounds exhibited similar rates of minimal clinically important differences in PROMs. Nevertheless, patients with the lowest educational level had higher ODI scores (27.1, p < 0.01), lower EQ-5D scores (0.701, p < 0.01), and higher NRS leg pain (3.0, p < 0.01) and back pain (4.0, p < 0.01) scores compared to those with graduate or postgraduate levels of education. The odds for postoperative satisfaction were also comparable between cohorts at 5 years (reference, graduate level; high school or less, OR 0.87, 95% CI 0.46-1.64, p = 0.659; postgraduate, OR 1.6, 95% CI 0.7-3.65, p = 0.262).
Conclusions
Lower patient education level was associated with a greater baseline disease severity in patients with lumbar spondylolisthesis. Surgery demonstrated similar benefits irrespective of educational background; however, individuals with lower educational level reported lower outcomes overall. This emphasizes the need for enhanced health literacy to mitigate disparities for reported outcomes.
Open Access
Perceptions of Personalized Medicine in an Academic Health System: Educational Findings.
(Journal of contemporary medical education, 2015-01) Vorderstrasse, Allison; Katsanis, Sara Huston; Minear, Mollie A; Yang, Nancy; Rakhra-Burris, Tejinder; Reeves, Jason W; Cook-Deegan, Robert; Ginsburg, Geoffrey S; Ann Simmons, Leigh
Prior reports demonstrate that personalized medicine implementation in clinical care is lacking. Given the program focus at Duke University on personalized medicine, we assessed health care providers' perspectives on their preparation and educational needs to effectively integrate personalized medicine tools and applications into their clinical practices.Data from 78 health care providers who participated in a larger study of personalized and precision medicine at Duke University were analyzed using Qualtrics (descriptive statistics). Individuals age 18 years and older were recruited for the larger study through broad email contacts across the university and health system. All participants completed an online 35-question survey that was developed, pilot-tested, and administered by a team of interdisciplinary researchers and clinicians at the Center for Applied Genomics and Precision Medicine.Overall, providers reported being ill-equipped to implement personalized medicine in clinical practice. Many respondents identified educational resources as critical for strengthening personalized medicine implementation in both research and clinical practice. Responses did not differ significantly between specialists and primary providers or by years since completion of the medical degree.Survey findings support prior calls for provider and patient education in personalized medicine. Respondents identified focus areas in training, education, and research for improving personalized medicine uptake. Given respondents' emphasis on educational needs, now may be an ideal time to address these needs in clinical training and public education programs.
Open Access
The Role of a Professional Society in Broadening Participation in Science: A National Model for Increasing Persistence
(BIOSCIENCE, 2018-09-01) Mourad, TM; McNulty, AF; Liwosz, D; Tice, K; Abbott, F; Williams, GC; Reynolds, JA

Browsing by Subject "education"

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