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The American Marketing Association's online dictionary (www.ama.org) defines a brand as: A name, term, design, symbol, or any other feature that identifies one seller's good or service as distinct from those of other sellers.. . Rather than just performing in the workplace as the taskmasters that many of us are, what if we also invested time and energy into creating a brand that represents our strengths, and positions the goods and services we provide for maximum visibility? A framework of this sort will shift the focus from \"doing\" to \"creating\" and as a result, build a greater potential for us to advance and influence others. [...] if one's leadership brand is that of an integrated-thinker, a potential organizational benefit of that brand is a leader who will promote cross-functional or synergetic project teams, streamline processes or strive toward optimal efficiency.

Post baccalaureate enrollment in the United States (which includes master's, doctoral and professional programs) has increased to a high water mark of 2.9 million in 2010, while at same time online enrollment, particularly in master's programs has also risen (Allum, Bell, & Sowell, 2012). According to Allen & Seaman (2005), forty-four percent of all schools offering face-to-face Master's degree programs also offer them online.\" (p. 1). In fact, the sharp rise in enrollment in online master's degree programs makes this population relevant for further study. However, when it comes to online master's students as a niche-population, little is known . There remains more to learn about the quality of their student experience in the online environment and what overarching factors influence future behaviors such as alumni giving. Alumni giving rates among graduate students, compared to undergraduates, garners less attention due to historic and overall low giving levels. In general, alumni giving rates have steadily declined over the past 15 years. Typically, giving rates among graduate students haven't increased to the level of significance among many development offices. However, given the growing size of the population enrolled in online master's programs, institutions are encouraged not to ignore this subgroup and may in fact benefit from exploring what will make them want to give as alumni? Using a qualitative approach applied within a single site case (Johns Hopkins University), the factors that influence the propensity for alumni giving among students enrolled in online master's programs at Johns Hopkins University are explored. The primary research questions for this study include: 1). What factors influence the propensity for alumni giving among graduate students enrolled in online master's programs? 2). How does the online environment influence the propensity for alumni giving? 3). How can institutions influence the propensity for alumni giving among students in online master's programs? Six critical factors emerged from the findings as those which influence the propensity for alumni giving among online master's students: 1). Student satisfaction; 2). Sense of belonging; 3). Intrinsic motivation/pro social behavior; 4). Institutional prestige; 5). Teaching presence; and 6). Social presence. Each factor will be discussed with recommendations for institutional action and further research.

A difficult challenge in health equity training is conducting honest and safe discussions about differences in lived experience based on social identity, and how racism and other systems of oppression impact health care. To evaluate a Theatre of the Oppressed workshop for medical students that examines systems of oppression as related to lived health care experiences. Mixed-methods cross-sectional survey and interviews. Forty randomly assigned early first-year medical students. A 90-min virtual workshop with three clinical scenes created by students where a character is being discriminated against or oppressed. During performance, students can stop scene, replace oppressed character, and role play how they would address harm, marginalization, and power imbalance. Participants discuss what they have witnessed and experienced. Likert-scale questions assessing workshop's impact. Open-ended survey questions and interviews about workshop. Thirty-one (78%) of 40 participants completed the survey. Fifty-three percent were female. Thirty-seven percent were White, 33% Asian American, 15% Black, 11% Latinx, and 4% multiracial. Ninety percent thought this training could help them take better care of patients with lived experiences different from their own. Most agreed or strongly agreed the workshop helped them develop listening (23, 77%) and observation (26, 84%) skills. Twelve (39%) students felt stressed, while 29 (94%) felt safe. Twenty-five (81%) students agreed or strongly agreed there were meaningful discussions about systemic inequities. Students reported the workshop helped them step into others' shoes, understand intersectional experiences of multiple identities, and discuss navigating and addressing bias, discrimination, social drivers of health, hierarchy, power structures, and systems of oppression. Some thought it was difficult to have open discussions because of fear of being poorly perceived by peers. Theatre of the Oppressed enabled medical students to engage in meaningful discussions about racism and other systems of oppression.

Background A difficult challenge in health equity training is conducting honest and safe discussions about differences in lived experience based on social identity, and how racism and other systems of oppression impact health care. Objective To evaluate a Theatre of the Oppressed workshop for medical students that examines systems of oppression as related to lived health care experiences. Design Mixed-methods cross-sectional survey and interviews. Participants Forty randomly assigned early first-year medical students. Interventions A 90-min virtual workshop with three clinical scenes created by students where a character is being discriminated against or oppressed. During performance, students can stop scene, replace oppressed character, and role play how they would address harm, marginalization, and power imbalance. Participants discuss what they have witnessed and experienced. Main Measures/Approach Likert-scale questions assessing workshop’s impact. Open-ended survey questions and interviews about workshop. Key Results Thirty-one (78%) of 40 participants completed the survey. Fifty-three percent were female. Thirty-seven percent were White, 33% Asian American, 15% Black, 11% Latinx, and 4% multiracial. Ninety percent thought this training could help them take better care of patients with lived experiences different from their own. Most agreed or strongly agreed the workshop helped them develop listening (23, 77%) and observation (26, 84%) skills. Twelve (39%) students felt stressed, while 29 (94%) felt safe. Twenty-five (81%) students agreed or strongly agreed there were meaningful discussions about systemic inequities. Students reported the workshop helped them step into others’ shoes, understand intersectional experiences of multiple identities, and discuss navigating and addressing bias, discrimination, social drivers of health, hierarchy, power structures, and systems of oppression. Some thought it was difficult to have open discussions because of fear of being poorly perceived by peers. Conclusions Theatre of the Oppressed enabled medical students to engage in meaningful discussions about racism and other systems of oppression.

Households with a low-income in rural places experience disproportionate levels of food insecurity. Further research is needed about the nuances in strategies that households with a low-income in rural areas apply to support food security nationally. This study aimed to understand the barriers and strategies that households with a low-income in rural areas experience to obtain a meal and support food security in the United States. We conducted a qualitative study with semi-structured interviews among 153 primary grocery shoppers with a low-income residing in rural counties. A majority of family’s ideal meals included animal-based protein, grains, and vegetables. Main themes included struggles to secure food and coping mechanisms. Ten categories included affordability, adequacy, accommodation, appetite, time, food source coordinating, food resource management, reduced quality, rationing for food, and exceptional desperation. These results can inform public health professionals’ efforts when partnering to alleviate food insecurity in rural areas.

Background The use of Patient-Reported Outcome Measures (PROMs) in routine clinical care can help ensure symptoms are identified, acknowledged and addressed. In 2007, the provincial cancer agency, Cancer Care Ontario, began to implement routine symptom screening with the Edmonton Symptom Assessment System (ESAS) for ambulatory cancer patients. Having had a decade of experience with ESAS, the program developed a strategic interest in implementing new and/or additional measures. This article describes the development of a streamlined PROM selection and implementation evaluation process with core considerations. Methods Development of the PROM selection and implementation evaluation process involved analysis of quantitative and qualitative data as well as consensus building through a multi-stakeholder workshop. Core PROM selection considerations were developed through a literature scan, review and refinement by a panel of methodological experts and patient advisors, and testing via a test case. Core PROM implementation evaluation considerations were developed through analysis of PROM evaluation frameworks, and review and refinement by a committee of provincial implementation leads. Results Core PROM selection considerations were identified under three overarching themes: symptom coverage, usability and psychometric properties. The symptom coverage category assesses each PROM to determine how well the PROM items address the most prevalent and burdensome symptoms in the target patient population. The usability category aims to assess each measure on characteristics key to successful implementation in the clinical setting. The psychometric properties category assesses each PROM to ensure the data collected is credible, meaningful and interpretable. A scoring system was developed to rate PROM performance by assigning a grade of “weak”, “average” or “good” for each category. The process results in a summary matrix which illustrates the overall assessment of each PROM. Implementation evaluation considerations were identified under three overarching concepts: acceptability, outcomes, and sustainability. A consensus building exercise resulted in the further identification of patient, provider, and clinic specific indicators for each consideration. Conclusion To address the need for a systematic, evidence-based approach to selection, implementation and evaluation of PROMs in the clinical setting, Cancer Care Ontario defined a process with embedded core considerations to facilitate decision-making and encourage standardization.

PurposeThe Canadian Cardiovascular Society (CCS) guidelines for patients undergoing non-cardiac surgery address the lack of standardized management for patients at risk of perioperative cardiovascular complications. Our interdisciplinary group evaluated the implementation of these guidelines.MethodsWe used an interrupted time series design to evaluate the effect of implementation of the CCS guidelines, using routinely collected hospital data. The study population consisted of elective, non-cardiac surgery patients who were: i) inpatients following surgery and ii) age ≥ 65 or age 45–64 yr with a Revised Cardiac Risk Index ≥ 1. Outcomes included adherence to troponin I (TnI) monitoring (primary) and adherence to appropriate consultant care for patients with elevated TnI (secondary). Exploratory outcomes included cost measures and clinical outcomes such as length of stay.ResultsWe included 1,421 patients (706 pre- and 715 post-implementation). We observed a 67% absolute increase (95% confidence interval, 55 to 80; P < 0.001) in adherence to TnI testing following the implementation of the guidelines. In patients who had elevated TnI following guideline implementation (n = 64), the majority (85%) received appropriate follow-up care in the form of a general medicine or cardiology consult, all received at least one electrocardiogram, and half received at least one advanced cardiac test (e.g., cardiac perfusion scan, or percutaneous intervention).ConclusionsOur study showed the ability to implement and adhere to the CCS guidelines. Large-scale multicentre evaluations of CCS guideline implementation are needed to gain a better understanding of potential effects on clinically relevant outcomes.