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Though the aims of social work tend to be fairly similar in different contexts around the world, the ways in which social workers are educated and trained vary widely from place to place and nation to nation. This book gathers a dozen interviews with leading social workers and educators from countries including India, the United States, the United Kingdom, Sweden, Mexico, and Switzerland to explore points of similarity and difference and see what lessons we might be able to learn from the successes or limitations of the different approaches.

Background Medical education plays significant role in shaping the future of healthcare, and understanding the career outcomes of medical graduates provides valuable insights into the effectiveness of educational programs. With no published data using alumni surveys in the South Asian region, we set out to conduct a survey to gain insights into the career trajectories, professional milestones, and accomplishments of 35 graduating classes from one of Pakistan’s largest Academic Medical Centers (AMC). Methods An online survey was distributed to 2,177 alumni of the Aga Khan University (AKU), Pakistan who graduated from 1988 to 2021. This cross-sectional survey explored graduates’ higher education, training, practice settings, and four key outcomes: awards, leadership roles, research impact, and contributions to healthcare and educational innovations. A multipronged approach leveraging outreach from leadership, social media engagement, peer-to-peer appeals, event-based promotion, and targeted text reminders to maximize survey participation was employed. Data were analyzed using descriptive statistics, chi-square tests for association, and multivariable logistic and multinomial regression to assess independent predictors of career outcomes. Results 1,201 alumni (55.2%) responded to the survey, demonstrating the effectiveness of this multifaceted approach. After the exclusion of missing data, 862 responses were analyzed. Both genders were equally represented (49.8%). Most participants had completed residency (82.0%) and fellowship (56.0%) training. Nearly half (48.5%) were employed in an academic setting. A proportion (57.7%) of alumni had received awards, and nearly one-third of the respondents (31.6%) were involved in developing healthcare or educational innovations. Over half of the respondents (53.7%) had served in leadership roles, and a number had been involved in research (68.9%), with 18.6% receiving grant funding. While an overwhelming 95% of female respondents were employed, they had lower odds of serving in a leadership role and research involvement than their male counterparts. Conclusion The findings of this study serve as a testament to the effectiveness of AKU’s educational programs in preparing graduates to make significant contributions to healthcare and society. Continuous quality improvement initiatives, fostering a culture of giving back within its alumni, and creating opportunities for females through diverse endeavors can pave the way for sustained and heightened accomplishments among its graduates.

Education has a large and increasing impact on health in America. This paper examines one reason why. Education gives individuals the ability to override the default American lifestyle. The default lifestyle has three elements: displacing human energy with mechanical energy, displacing household food production with industrial food production, and displacing health maintenance with medical dependency. Too little physical activity and too much food produce imperceptibly accumulating pathologies. The medical industry looks for products and services that promise to soften the consequences but do not eliminate the underlying pathologies. This \"secondary prevention\" creates pharmacologic accumulation: prolonging the use of medications, layering them, and accruing their side effects and interactions. Staying healthy depends on recognizing the risks of the default lifestyle. Overriding it requires insight, knowledge, critical analysis, long-range strategic thinking, personal agency, and self-direction. Education develops that ability directly and indirectly, by way of creative work and a sense of controlling one's own life.

This article uses Academy Award nominations for acting to explore how artistic achievement is situated within a collaborative context. Assessment of individual effort is particularly difficult in film because quality is not transparent, but the project-based nature of the field allows us to observe individuals in multiple collaborative contexts. We address these issues with analyses of the top-10 credited roles from films released in theaters between 1936 and 2005. Controlling for an actor's personal history and the basic traits of a film, we explore two predictions. First, we find that status, as measured by asymmetric centrality in the network of screen credits, is an efficient measure of star power and mediates the relationship between experience and formal artistic consecration. Second, we find that actors are most likely to be consecrated when working with elite collaborators. We conclude by arguing that selection into privileged work teams provides cumulative advantage.

The National Health Service (NHS) aspires to be a world leader of Artificial Intelligence (AI) in healthcare, however, there are several barriers facing translation and implementation. A key enabler of AI within the NHS is the education and engagement of doctors, however evidence suggests that there is an overall lack of awareness of and engagement with AI. This qualitative study explores the experiences and views of doctor developers working with AI within the NHS exploring; their role within medical AI discourse, their views on the implementation of AI more widely and how they consider the engagement of doctors with AI technologies may increase in the future. This study involved eleven semi-structured, one-to-one interviews conducted with doctors working with AI in English healthcare. Data was subjected to thematic analysis. The findings demonstrate that there is an unstructured pathway for doctors to enter the field of AI. The doctors described the various challenges they had experienced during their career, with many arising from the differing demands of operating in a commercial and technological environment. The perceived awareness and engagement among frontline doctors was low, with two prominent barriers being the hype surrounding AI and a lack of protected time. The engagement of doctors is vital for both the development and adoption of AI. AI offers big potential within the medical field but is still in its infancy. For the NHS to leverage the benefits of AI, it must educate and empower current and future doctors. This can be achieved through; informative education within the medical undergraduate curriculum, protecting time for current doctors to develop understanding and providing flexible opportunities for NHS doctors to explore this field.

The field of communication sciences and disorders (CSD) faces a critical shortage of the faculty essential to train the future workforce of speech-language pathologists and audiologists. Despite a predominance of women in the field, men receive doctoral degrees, tenure status, academic leadership positions, and American Speech-Language-Hearing Association awards at disproportionately higher rates than women. The purpose of this review is to explore how implicit gender bias may contribute to female faculty advancement, including current and projected faculty workforce shortages, and to propose tangible solutions. The authors present proportions of men and women who receive doctoral degrees, advance to each faculty rank, receive tenure status, hold department chairs in CSD, and receive American Speech-Language-Hearing Association honors and awards. They review ways in which cultural stereotypes give rise to implicit gender bias and discuss myriad ways that implicit gender bias may influence the decisions of students considering an academic career in CSD and their career trajectories. Cultural stereotypes about men and women lead to implicit gender bias that may have real consequences for female faculty advancement in CSD. Such implicit bias can influence career selection and outcomes within the field in multiple ways. To ensure that CSD continues to attract top talent and maintain a robust pipeline of future faculty in doctoral training programs, the field must recognize the existence of implicit gender bias and implement evidence-based strategies to minimize its potentially damaging effects on the future of the profession.

The association between GRE scores and academic success in graduate programs is currently of national interest. GRE scores are often assumed to be predictive of student success in graduate school. However, we found no such association in admission data from Vanderbilt's Initiative for Maximizing Student Diversity (IMSD), which recruited historically underrepresented students for graduate study in the biomedical sciences at Vanderbilt University spanning a wide range of GRE scores. This study avoids the typical biases of most GRE investigations of performance where primarily high-achievers on the GRE were admitted. GRE scores, while collected at admission, were not used or consulted for admission decisions and comprise the full range of percentiles, from 1% to 91%. We report on the 32 students recruited to the Vanderbilt IMSD from 2007-2011, of which 28 completed the PhD to date. While the data set is not large, the predictive trends between GRE and long-term graduate outcomes (publications, first author publications, time to degree, predoctoral fellowship awards, and faculty evaluations) are remarkably null and there is sufficient precision to rule out even mild relationships between GRE and these outcomes. Career outcomes are encouraging; many students are in postdocs, and the rest are in regular stage-appropriate career environments for such a cohort, including tenure track faculty, biotech and entrepreneurship careers.

The annual number of certificates awarded by community colleges has increased dramatically, but relatively little research has been conducted on the economic benefits of certificates in the labor market. Based on detailed student-level information from matched college transcript and employment data in two states, this article estimates the relationship between earning a certificate and student earnings and employment status after exiting college. Our results indicate that certificates have positive impacts on earnings in both states overall, and in cases where there is no impact on earnings, certificates may nonetheless lead to increased probability of employment. In addition, we find substantial variation in the returns across fields of study and, more importantly, across specific programs within a particular field. Finally, in-depth analysis of the industry of employment before and after college enrollment indicates that many adult learners use certificate programs to switch to a new industry, which may not necessarily boost their earnings, at least in the short run. Our results therefore point to the importance of including multiple measures to evaluate the benefits of a certificate program, rather than merely evaluating its impact on overall earnings.

This paper presents evidence about the effect of individual monetary incentives on English and math teachers in Israel. Teachers were rewarded with cash bonuses for improving their students' performance in high-school matriculation exams. The main identification strategy is based on measurement error in the assignment to treatment variable that produced a randomized treatment sample. The incentives led to significant improvements in test taking rates, conditional pass rates, and mean test scores. Improvements were mediated through changes in teaching methods, enhanced after-school teaching, and increased responsiveness to students' needs. No evidence was found of manipulation of test scores by teachers.

Background Prior studies have described the career paths of physician-scientist candidates after graduation, but the factors that influence career choices at the candidate stage remain unclear. Additionally, previous work has focused on MD/PhDs, despite many physician-scientists being MDs. This study sought to identify career sector intentions, important factors in career selection, and experienced and predicted obstacles to career success that influence the career choices of MD candidates, MD candidates with research-intense career intentions (MD-RI), and MD/PhD candidates. Methods A 70-question survey was administered to students at 5 academic medical centers with Medical Scientist Training Programs (MSTPs) and Clinical and Translational Science Awards (CTSA) from the NIH. Data were analyzed using bivariate or multivariate analyses. Results More MD/PhD and MD-RI candidates anticipated or had experienced obstacles related to balancing academic and family responsibilities and to balancing clinical, research, and education responsibilities, whereas more MD candidates indicated experienced and predicted obstacles related to loan repayment. MD/PhD candidates expressed higher interest in basic and translational research compared to MD-RI candidates, who indicated more interest in clinical research. Overall, MD-RI candidates displayed a profile distinct from both MD/PhD and MD candidates. Conclusions MD/PhD and MD-RI candidates experience obstacles that influence their intentions to pursue academic medical careers from the earliest training stage, obstacles which differ from those of their MD peers. The differences between the aspirations of and challenges facing MD, MD-RI and MD/PhD candidates present opportunities for training programs to target curricula and support services to ensure the career development of successful physician-scientists.