Assessing the impact of the Graduate Certificate in Anatomical Sciences Instruction: A post‐degree survey

There are few graduate programs available for pursuing a doctorate in anatomy where students gain specific training in gross anatomy dissection and the responsibilities of a medical educator. In light of this fact, the University of Kentucky created a Graduate Certificate in Anatomical Sciences Instruction in 2006. This 12‐credit hour curriculum includes detailed training in gross anatomy and/or neuroscience courses, practicum experiences, a seminar class in pedagogical literature, and a course in educational strategies for the anatomical sciences. The award of certificate completion affirms that the candidate has demonstrated faculty‐supervised proficiency in anatomy dissection, instruction in anatomy topics, and teaching strategies for anatomy. Seventeen graduate students have earned the certificate since its inception; nine students accepted teaching positions in anatomy following their graduate training and currently nine certificate graduates have assistant (six) or associate (three) professor positions in academia. In 2016, an anonymous survey including Likert‐style and open‐ended questions was emailed to all certificate graduates. Graduates favorably responded (each question averaged 4.4 or greater out of 5) that the certificate increased their awareness of teaching‐faculty responsibilities, adequately prepared them for teaching‐related duties, and positively contributed toward their first employment. Graduates indicated that the lecturing and dissection experience, awareness of faculty responsibilities, and job preparation (e.g., teaching philosophy development) were the most helpful aspects of the certificate. These results indicate that the Graduate Certificate in Anatomical Sciences Instruction is viewed by its graduates and their employers as a valuable teaching credential that can be attained alongside a basic science degree. Anat Sci Educ 11: 516–524. © 2018 American Association of Anatomists.     

A ‘powerful,creative history’: the reticence of women architects to donate their professional records to archival repositories

The article reports the findings from research investigating the impact of international standards for records management. This is a significant issue for the recordkeeping community given the significant resourcing devoted to the development of international standards. Previous attempts to measure impact have met with little success, so this research approached the problem area from a new angle, namely the indirect influence of standards on practice via their use in education and training. Data was collected from a global survey of educators and trainers. Findings demonstrate that the standards are being used extensively at undergraduate and postgraduate level as well as in vocational training. However, a number of barriers to use are identified. The research provides a strong foundation for further investigation of impact and use of the international standards.     

Confucius Institutes and China’s soft power: practices and paradoxes

Since China’s implementation of the Confucius Institute (CI) project in 2004, most academic works have been written on its objectives, nature, features, development, problems and challenges, especially in terms of soft power projection. Though some of them could unravel the tensions and paradoxes in the CI project, there is a paucity of in-depth and focused analysis on the related issues with a more systematic framework. Utilising Tellis et al.’s tripartite taxonomy approach to power – resources, strategies and outcomes – and integrating it with Nye’s tripartite approach to exercising power – coercion, inducement and attraction – this paper aims to fill this research gap. The findings can shed light on the tensions and paradoxes in China’s development of soft power by providing a more systematic and integrated framework for analysing the dilemmas and predicaments in the exercise of its power strategies in the global age.     

Measuring patients' communication apprehension about interacting with physicians: Instrument development

The purpose of these studies was to develop an instrument to measure patients' perceived communication apprehension in patient/physician interactions. In the first stydy, a five item Patients' Report of Communication Apprehension with Physicians (PRCAP) was developed. The scale appears to be a reliable, unidimensional scale which shows a moderate positive correlation with the Personal Report of Communication Apprehension (PRCA), a moderate negative correlation with willingness to communicate (WTC), and a moderate negative correlation with self‐perceived communication competence (SPCC). In the second study, designed to assess the predictive validity of the PRCAP, those who scored one standard deviation above the mean on the PRCAP reported being less satisfied with their interactions with physicians than those who scored one standard deviation below the mean on the PRCAP. It appears the PRCAP is a reliable and valid instrument that can be employed to pursue issues involving the role of CA in patient/physician interactions.     

Reviewing the Family Unit as a Stakeholder in Talent Development: Is It Undervalued?

As elite youth sport becomes more organized and professionalized, the role of the family is increasingly acknowledged as being significant in the development of young talent. High-profile examples across a range of professional sports, both positive and negative, have drawn attention toward this important stakeholder. Accordingly, this review first examines the key issues in relation to family involvement in talent development in relation to what is perceived as good and bad practice on behalf of the family. Next the key theoretical underpinning is considered, Family Systems Theory, and how it may be integrated within elite youth sport. Finally, the article concludes with a summary of where the current literature leaves us and where we can progress from here. Two possible inputs are suggested that could benefit the effectiveness of family involvement: a focus on the family holistically and a second on the role different family members can play.     

Connecting Forensics and Assessment in the Twenty-First Century

A major feature of education in the twenty-first century is assessment. Forensic educators should heighten the importance of learning outcomes and utilize assessment efforts to directly measure how forensic programs develop educational foundations for students. This article focuses on the use of tournaments and noncompetitive educational outcomes, such as engagement within academic communities, service-learning, and the promotion of the value of forensics, to connect the educational benefits of the activity to help define the mission of forensics in the twenty-first century.