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Several studies have shown benefits of peer mentoring on wellness among medical students and health care professionals. Peer mentorship has also been pointed as having interesting potential for International Medical Graduates. However, the literature on peer mentoring at the residency level is very limited. The purpose of this paper is to assess the benefits of a resident-led pilot peer-mentoring initiative at McGill University.

Over 2 years, 17 residents from various residency programs were put in contact with a volunteer peer mentor by e-mail. The structure of the mentorship was flexible. A survey using Likert scale and free text responses was sent to all the participants.

There were response rates of 65 percent for mentees and 59 percent for mentors. The majority of mentees thought the service was either moderately helpful (18 percent) or helpful (36 percent). Several residents noted that communication by e-mails and lack of in-person contacts were a limitation in the mentorship experience. The most frequent challenge that led to consult the service was immigration or arrival from another province.

The results show that the program can be helpful to medical residents, is cost-effective, flexible and could be adapted and replicated elsewhere. In the future, the program will adjust to tend toward a more structured frame, highlighting the importance of in-person contacts. The small sample size of participants and the recall bias are some limitations of our study.

One of the major challenges in practicing family medicine residents (FMRs) is the choice of an appropriate pattern in training health centers (THCs) to provide high-quality health services to patients. This study aimed to design an efficient residency training model in Iranian healthcare centers.

A four-phase qualitative study with the nominal group technique was carried out in 2018–2019. The required standards of THCs and superior educational practices were initially extracted from the review literature. After collecting and presenting the key findings to the experts' panel, the required training standards and the optimal strategic model to educate FMRs in THCs were prioritized by a nine-point rating system for the well-structured terms of indigenous resources.

Twenty-two educational standards for FMRs in THCs were finalized after reviewing the literature and taking an opinion poll of experts. The highest assessment scores belonged to sufficient numbers of referrals for common health issues and the existence of satisfactory educational and recreational facilities in THCs. The problem-based (PBL), task-based (TBL) and context-based (CBL) learning models were better strategies than guided-discovery learning (GDL) and small group teaching (SGT) ones to train FMRs in THCs. Also, PBL and SGT models were rated as the best and worst advanced medical education methods to empower FMRs.

Due to different resources available in THCs and training centers, different factors and infrastructures should be considered to meet the required standards in building the integrative training model for FMRs in THCs.

Despite the large number of studies on country of origin, little is known about the effects of state-level product origin information on consumer attitudes and purchase intentions. Likewise, little is known about when the state-of-origin (SOO) information enhances, has no effect or has a negative effect on consumer attitudes and purchase intentions. Primarily drawing on the country-of-origin literature, this study aims to examine the influence of SOO label information and the moderating role of state residency.

To test five hypotheses, the authors conducted a survey (Study 1) and an experiment (Study 2). The analyses included content analysis, regression and ANOVA.

The findings show that for certain products, moderate-to-strong product–state associations exist. However, when the associations are weak, consumers show bias for products made in their (vs other) states. The findings also show that when consumers evaluate their state products, normative (vs cognitive) reasons drive their attitudes, but that when they assess products from states other than their state of residency, cognitive (vs normative) reasons drive attitudes. Additionally, economic sustainability seems a powerful motivator for buying products made in their state of residency.

Companies should take advantage of positive biases for their products in the states in which they produce products. However, when companies market their products outside their states of production, in some cases, they should consider deemphasizing SOO information unless there is a strong product–state association present among consumers outside of the state.

This paper adds value by providing new insights for designing product origin labeling programs. Suggestions for future research and marketing strategies for practitioners who want to use SOO as a branding strategy are offered.

Mental health providers will be increasingly called on to lead psychiatric efforts to improve care and care redesign. The Accreditation Council for Graduate Medical Education (ACGME) in the USA requires residency programs to teach quality improvement (QI) and systems-based practice (SBP) to all trainees as part of training requirements. However, teaching QI and SBP concepts without a clinical context can be challenging with low trainee engagement. The paper aims to discuss these issues.

The authors describe curricular redesign with a specialized educator faculty task force that aimed to create a longitudinal curriculum that integrated abstract QI concepts into clinical practice settings, and helped trainees apply SBP concepts throughout residency. In addition, the authors describe the utilization of resident prescriber profiles to contextualize clinical practice habits, and the implementation of an educational case conference series with emphasis on QI-specific educational tools such as root cause analysis (RCA).

Formal resident feedback from 2016 to 2018 has demonstrated improved trainee satisfaction. The resulting curricular change has also led to a new chief resident role and sustained engagement in QI and SBP education by trainees.

The faculty task force and curricular design changes described in this paper were implemented at one large academic institution. Thus, additional assessment and research is necessary to address the generalizability of the interventions described.

Since QI and SBP are becoming more prominent requirements for medical education accrediting bodies such as the ACGME, the innovative curricular design can benefit other residency and medical student education programs that attempt to integrate clinical practice with education incorporating QI and SBP concepts.

The paper aims to focus on organizational and institutional strategies, including a case study from the University of Tennessee, concerned with recruiting librarians from diverse backgrounds.

Programs from the Association for Research Libraries, the American Library Association, OCLC, and IFLA for recruiting librarians from diverse backgrounds are reviewed. An in‐depth case study of the University of Tennessee Diversity Libraries Residency Program is included to provide a detailed example of a successful program and its contributions locally and to the research library field.

The paper provides strategies and a catalyst for other organizations and institutions to develop robust recruitment programs for a diverse workforce in academic libraries.

This paper lays out strategies for robust diversity recruiting activities at the organizational and institutional level using the University of Tennessee's experiences as a basis for discussion.

Psychotherapy with refugees in the western world is quite often complicated because many refugees live without a secure residency status. It is difficult to have a structured therapeutic perspective when doing psychotherapy with these patients because of their fears and daily problems. The purpose of this paper is to evaluate psychotherapy results for 190 traumatized refugees (40 per cent without a secure residency).

To measure the outcome of the psychotherapies the paper used HAM-D and CGI at baseline and at the end of the therapeutic process.

The study shows that, although refugees without a legal status had more depressive symptoms and lived with much higher psychosocial stress, psychotherapy was as effective as for traumatized refugees with a legal status.

Heterogeneity, convenience sampling and retrospective completion of some of the baseline assessments.

Psychotherapeutic treatment of refugees has a clear positive effect on them and should be applied even in those without legal residence status in the host country.

This is the first study assessing the effectiveness of daily practice psychotherapy for refugees with and without a legal status in a comparative fashion.

The purpose of this paper is to review the impact of a new, brief forensic rotation for general psychiatry residents on the variety of residents’ forensic exposures.

The authors surveyed residents who trained before and after the implementation of the new rotation to assess the impact of the rotation on the residents’ forensic experiences during training across a variety of domains.

Even in a highly clinical forensic setting, residents participating in the required rotation reported significantly greater variety of forensic experiences than those who had not completed the required rotation, including types of settings and assessments, Rotation completers reported greater exposure to various types of settings and assessments, and courtroom-related experiences, as well as the overall number of forensic exposures. The two groups did not differ in their forensic exposures in general psychiatry settings, civil-forensic evaluations or diverse forensic populations. Secondary analyses showed that increased exposure to court-based experiences and multiple forensic settings was associated with forensic fellowship interest.

This study demonstrates that a brief, mandatory forensic clinical rotation may increase residents’ exposure to forensic settings, assessments and courtroom-related experiences and that increased exposure to courtroom-based experiences in particular may increase interest in forensic fellowship. While not surprising, the results demonstrate that residents were not otherwise having these forensic experiences and that even time-limited forensic rotations can enhance the breadth of residents’ forensic exposures. Further, the rotation achieved these outcomes without using typical forensic sites but instead highly clinical sites, which may be particularly encouraging to residency programs without ready access to classic forensic rotation sites. This study contributes to the small but expanding body of the literature describing the value of increasing psychiatry residents’ training in clinical forensic psychiatry.

The Lesley University PhD program in Educational Studies offers a new specialization in adult learning and development. This hybrid, interdisciplinary degree is geared toward mid-career professionals in higher education, community services, non-formal adult learning, and a number of other fields. Since 2008, the program has graduated 36 students whose dissertations have a strong focus on practitioner research. This case study covers the planning process of an interdisciplinary faculty team responding to the need for educators to teach and research adult learners. The guiding philosophy of adult learning and the delivery method of this competency-based curriculum are explained. Students present a research interest upon application and begin to develop a dissertation question in their first year. They attend a weeklong campus residency every semester where they work on competencies through workshops and lectures. This is followed by online course completion in dialogue with faculty mentors and peers. Students finish 45 credits before beginning the dissertation. The importance of a cohort learning community, advising as pedagogy, online support, library resources, qualifying examination, pilot study, and dissertation preparation are discussed. Data gathered from a current self-study highlight both the strengths and the challenges posed by this unique program.

This study uses the most recent national data from the National Center for Education Statistics, Schools and Staffing Survey (SASS), 2011–2012 and Teacher Follow-up Survey (TFS), 2012–2013 to investigate attrition trends among Black teachers, and Black female teachers in particular, to inform a qualitative analysis of proposed and adopted teacher retention policy interventions. This study asks: Why do Black teachers report leaving, and what would bring them back to the classroom? What working conditions are associated with Black teacher attrition? What policy interventions can meet the needs of Black teachers in having successful and supported teaching experiences? How have these interventions been successful, and what are the considerations for applying them more broadly? We find that Black teacher turnover rates are significantly higher than those of other teachers and that there are several substantive differences in their preparation, school characteristics, and reasons for leaving. We describe policy interventions that target these conditions, such as teacher residencies, loan forgiveness, mentoring and induction, and principal training programs. We include in that discussion the relative benefits and challenges of each implications for policymaking.

This chapter develops a conceptual taxonomy of five emerging digital citizenship regimes: (1) the globalised and generalisable regime called pandemic citizenship that clarifies how post-COVID-19 datafication processes have amplified the emergence of four intertwined, non-mutually exclusive and non-generalisable new technopoliticalised and city-regionalised digital citizenship regimes in certain European nation-states’ urban areas; (2) algorithmic citizenship, which is driven by blockchain and has allowed the implementation of an e-Residency programme in Tallinn; (3) liquid citizenship, driven by dataism – the deterministic ideology of big data – and contested through claims for digital rights in Barcelona and Amsterdam; (4) metropolitan citizenship, as revindicated in reaction to Brexit and reshuffled through data co-operatives in Cardiff; and (5) stateless citizenship, driven by devolution and reinvigorated through data sovereignty in Barcelona, Glasgow and Bilbao. This chapter challenges the existing interpretation of how these emerging digital citizenship regimes together are ubiquitously rescaling the associated spaces/practices of European nation-states.