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Women in Physics in the United States: Recruitment and Retention.

Johnson J, Abramzon N, Benson P, Bertschinger E, Blessing S, Cochran GL, Cox A, Cunningham B, Galbraith-Frew J, Kerby L, Lalanne E, O'Donnell C, Petty S, Sampath S, Seestrom S, Singh C, Spencer C, Woodle KS, Yennello S.
UIID-AD: 3814
2015; doi: 060045 10.1063/1.4937692.

Initiatives to increase the number, persistence, and success of women in physics in the United States reach preteen girls through senior women. Programs exist at both the local and national levels. In addition, researchers have investigated issues related to...

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Johnson J, Abramzon N, Benson P, et al. Women in Physics in the United States: Recruitment and Retention. 2015;doi: 060045 10.1063/1.4937692.
Johnson, J., Abramzon, N., Benson, P., Bertschinger, E., Blessing, S., Cochran, G. L., Cox, A., Cunningham, B., Galbraith-Frew, J., Kerby, L., Lalanne, E., O'Donnell, C., Petty, S., Sampath, S., Seestrom, S., Singh, C., Spencer, C., Woodle, K. S., & Yennello, S. (2015). Women in Physics in the United States: Recruitment and Retention. . https://doi.org/060045 10.1063/1.4937692
Johnson, J, et al. "Women in Physics in the United States: Recruitment and Retention." vol. (2015). doi: https://doi.org/060045 10.1063/1.4937692
Johnson J, Abramzon N, Benson P, Bertschinger E, Blessing S, Cochran GL, Cox A, Cunningham B, Galbraith-Frew J, Kerby L, Lalanne E, O'Donnell C, Petty S, Sampath S, Seestrom S, Singh C, Spencer C, Woodle KS, Yennello S. Women in Physics in the United States: Recruitment and Retention. 2015; doi: 060045 10.1063/1.4937692. UIID-AD: 3814.
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How do supervising physicians decide to entrust residents with unsupervised tasks? A qualitative analysis.

Arora VM, Farnan JM, Choo KJ, Barach P, Johnson JK.
UIID-AD: 391
2014;9:169-175. doi: 10.1002/jhm.2150.

BACKGROUND Medical supervisors struggle to find meaningful ways to evaluate the preparedness of trainees to independently perform patient care tasks. The aim of this study was to describe the factors that influence how attending and resident physician perceptions of...

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Arora VM, Farnan JM, Choo KJ, et al. How do supervising physicians decide to entrust residents with unsupervised tasks? A qualitative analysis. 2014;9:169-175doi: 10.1002/jhm.2150.
Arora, V. M., Farnan, J. M., Choo, K. J., Barach, P., & Johnson, J. K. (2014). How do supervising physicians decide to entrust residents with unsupervised tasks? A qualitative analysis. 9169-175. https://doi.org/10.1002/jhm.2150
Arora, V M, et al. "How do supervising physicians decide to entrust residents with unsupervised tasks? A qualitative analysis." vol. 9 (2014): 169-175. doi: https://doi.org/10.1002/jhm.2150
Arora VM, Farnan JM, Choo KJ, Barach P, Johnson JK. How do supervising physicians decide to entrust residents with unsupervised tasks? A qualitative analysis. 2014;9:169-175. doi: 10.1002/jhm.2150. UIID-AD: 391.
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The Curriculum for the Hospitalized Aging Medical Patient Program: A Collaborative Faculty Development Program for Hospitalists, General Internists, and Geriatricians.

Cook S, Scott D, Arora V, Johnson J, Meltzer D, Podrazik PM, Levine S, Smith S, DuBeau CE, Baron A, Whelan C, Sachs G.
UIID-AD: 1373
2008;3:384-393. doi: 10.1002/jhm.348.

BACKGROUND: The University of Chicago Curriculum for the Hospitalized Aging Medical Patient (CHAMP) faculty development program (FDP) is targeted at hospitalists and other internists who teach residents and students in the hospital setting. The aim of CHAMP is to...

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Cook S, Scott D, Arora V, et al. The Curriculum for the Hospitalized Aging Medical Patient Program: A Collaborative Faculty Development Program for Hospitalists, General Internists, and Geriatricians. 2008;3:384-393doi: 10.1002/jhm.348.
Cook, S., Scott, D., Arora, V., Johnson, J., Meltzer, D., Podrazik, P. M., Levine, S., Smith, S., DuBeau, C. E., Baron, A., Whelan, C., & Sachs, G. (2008). The Curriculum for the Hospitalized Aging Medical Patient Program: A Collaborative Faculty Development Program for Hospitalists, General Internists, and Geriatricians. 3384-393. https://doi.org/10.1002/jhm.348
Cook, S, et al. "The Curriculum for the Hospitalized Aging Medical Patient Program: A Collaborative Faculty Development Program for Hospitalists, General Internists, and Geriatricians." vol. 3 (2008): 384-393. doi: https://doi.org/10.1002/jhm.348
Cook S, Scott D, Arora V, Johnson J, Meltzer D, Podrazik PM, Levine S, Smith S, DuBeau CE, Baron A, Whelan C, Sachs G. The Curriculum for the Hospitalized Aging Medical Patient Program: A Collaborative Faculty Development Program for Hospitalists, General Internists, and Geriatricians. 2008;3:384-393. doi: 10.1002/jhm.348. UIID-AD: 1373.
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Effect of a quality improvement curriculum on resident knowledge and skills in improvement.

Arora VM, Johnson JK, Vinci LM, Oyler J.
UIID-AD: 1401
2010;19:351-354. doi: 10.1136/qshc.2009.033829.

Background While many residency programmes have implemented quality improvement (QI) training programmes, few have been rigorously evaluated. Methods Residents at the authors' institution participated in a required course, the Quality Assessment and Improvement Curriculum during two 1-month-long rotations. The...

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Arora VM, Johnson JK, Vinci LM, et al. Effect of a quality improvement curriculum on resident knowledge and skills in improvement. 2010;19:351-354doi: 10.1136/qshc.2009.033829.
Arora, V. M., Johnson, J. K., Vinci, L. M., & Oyler, J. (2010). Effect of a quality improvement curriculum on resident knowledge and skills in improvement. 19351-354. https://doi.org/10.1136/qshc.2009.033829
Arora, V M, et al. "Effect of a quality improvement curriculum on resident knowledge and skills in improvement." vol. 19 (2010): 351-354. doi: https://doi.org/10.1136/qshc.2009.033829
Arora VM, Johnson JK, Vinci LM, Oyler J. Effect of a quality improvement curriculum on resident knowledge and skills in improvement. 2010;19:351-354. doi: 10.1136/qshc.2009.033829. UIID-AD: 1401.
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Building integrated pathways to independence for diverse biomedical researchers: Project Pathways, the BUILD program at Xavier University of Louisiana.

Foroozesh M, Giguette M, Morgan K, Johanson K, D'Amour G, Coston T, Wilkins-Green C.
UIID-AD: 4805
2017; doi: 10.1186/s12919-017-0081-x.

Background and purpose: Xavier University of Louisiana is a historically Black and Catholic university that is nationally recognized for its science, technology, engineering and mathematics (STEM) curricula. Approximately 73% of Xavier's students are African American, and about 77% major...

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Foroozesh M, Giguette M, Morgan K, et al. Building integrated pathways to independence for diverse biomedical researchers: Project Pathways, the BUILD program at Xavier University of Louisiana. 2017;doi: 10.1186/s12919-017-0081-x.
Foroozesh, M., Giguette, M., Morgan, K., Johanson, K., D'Amour, G., Coston, T., & Wilkins-Green, C. (2017). Building integrated pathways to independence for diverse biomedical researchers: Project Pathways, the BUILD program at Xavier University of Louisiana. . https://doi.org/10.1186/s12919-017-0081-x
Foroozesh, M, et al. "Building integrated pathways to independence for diverse biomedical researchers: Project Pathways, the BUILD program at Xavier University of Louisiana." vol. (2017). doi: https://doi.org/10.1186/s12919-017-0081-x
Foroozesh M, Giguette M, Morgan K, Johanson K, D'Amour G, Coston T, Wilkins-Green C. Building integrated pathways to independence for diverse biomedical researchers: Project Pathways, the BUILD program at Xavier University of Louisiana. 2017; doi: 10.1186/s12919-017-0081-x. UIID-AD: 4805.
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Challenges to the choice discourse: Women’s views of their family and academic-science career options and constraints.

Canetto SS, Johnson A, Trott CD, Winterrowd EM, Haruyama D.
UIID-AD: 3969
2017;4-27. doi: 10.1080/08952833.2016.1273174.

Women are underrepresented as tenure-stream faculty in U.S. academia, particularly in science fields, despite the growth of women among doctorate holders. The decision to pursue an academic career matures during the graduate-school years. What are female science graduate students’...

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Canetto SS, Johnson A, Trott CD, et al. Challenges to the choice discourse: Women’s views of their family and academic-science career options and constraints. 2017;4-27doi: 10.1080/08952833.2016.1273174.
Canetto, S. S., Johnson, A., Trott, C. D., Winterrowd, E. M., & Haruyama, D. (2017). Challenges to the choice discourse: Women’s views of their family and academic-science career options and constraints. 4-27. https://doi.org/10.1080/08952833.2016.1273174
Canetto, S S, et al. "Challenges to the choice discourse: Women’s views of their family and academic-science career options and constraints." vol. (2017): 4-27. doi: https://doi.org/10.1080/08952833.2016.1273174
Canetto SS, Johnson A, Trott CD, Winterrowd EM, Haruyama D. Challenges to the choice discourse: Women’s views of their family and academic-science career options and constraints. 2017;4-27. doi: 10.1080/08952833.2016.1273174. UIID-AD: 3969.
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Disability, health, independent living, and rehabilitation research leaders from traditionally underrepresented racial and ethnic populations: Career development and success factors.

Davis D, Johnson J, Moore CL, Wang N, Aref F, Manyibe EO, Washington AL, Eugene-Cross K, Muhammad A, Quinn J.
UIID-AD: 3713
2015;19-33.

This article provides a comprehensive overview of select research skill and leadership building opportunities and research infrastructure systems that contribute to research leaders'from traditionally underrepresented racial and ethnic populations and communities (i.e., African Americans, Native Americans, Latinos, and Asians)...

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Davis D, Johnson J, Moore CL, et al. Disability, health, independent living, and rehabilitation research leaders from traditionally underrepresented racial and ethnic populations: Career development and success factors. 2015;19-33
Davis, D., Johnson, J., Moore, C. L., Wang, N., Aref, F., Manyibe, E. O., Washington, A. L., Eugene-Cross, K., Muhammad, A., & Quinn, J. (2015). Disability, health, independent living, and rehabilitation research leaders from traditionally underrepresented racial and ethnic populations: Career development and success factors. 19-33.
Davis, D, et al. "Disability, health, independent living, and rehabilitation research leaders from traditionally underrepresented racial and ethnic populations: Career development and success factors." vol. (2015): 19-33.
Davis D, Johnson J, Moore CL, Wang N, Aref F, Manyibe EO, Washington AL, Eugene-Cross K, Muhammad A, Quinn J. Disability, health, independent living, and rehabilitation research leaders from traditionally underrepresented racial and ethnic populations: Career development and success factors. 2015;19-33. UIID-AD: 3713.
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"URM candidates are encouraged to apply": a national study to identify effective strategies to enhance racial and ethnic faculty diversity in academic departments of medicine.

Johnson JK, Peek ME, Kim KE, Vela MB.
UIID-AD: 3079
2013;88:405-12. doi: 10.1097/ACM.0b013e318280d9f9.

PURPOSE: There is little evidence regarding which factors and strategies are associated with high proportions of underrepresented minority (URM) faculty in academic medicine. The authors conducted a national study of U.S. academic medicine departments to better understand the challenges,...

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Johnson JK, Peek ME, Kim KE, et al. "URM candidates are encouraged to apply": a national study to identify effective strategies to enhance racial and ethnic faculty diversity in academic departments of medicine. 2013;88:405-12doi: 10.1097/ACM.0b013e318280d9f9.
Johnson, J. K., Peek, M. E., Kim, K. E., & Vela, M. B. (2013). "URM candidates are encouraged to apply": a national study to identify effective strategies to enhance racial and ethnic faculty diversity in academic departments of medicine. 88405-12. https://doi.org/10.1097/ACM.0b013e318280d9f9
Johnson, J K, et al. ""URM candidates are encouraged to apply": a national study to identify effective strategies to enhance racial and ethnic faculty diversity in academic departments of medicine." vol. 88 (2013): 405-12. doi: https://doi.org/10.1097/ACM.0b013e318280d9f9
Johnson JK, Peek ME, Kim KE, Vela MB. "URM candidates are encouraged to apply": a national study to identify effective strategies to enhance racial and ethnic faculty diversity in academic departments of medicine. 2013;88:405-12. doi: 10.1097/ACM.0b013e318280d9f9. UIID-AD: 3079.
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Validation of a handoff assessment tool: the Handoff CEX.

Arora VM, Horwitz LI, Farnan JM, Johnson JK, Murphy TE, Dombroski J.
UIID-AD: 1318
2013;22:1477-1486. doi: 10.1111/j.1365-2702.2012.04131.x.

Aims and objectives. Test the feasibility and validity of a handoff evaluation tool for nurses. Background. No validated tools exist to assess the quality of handoff communication during change of shift. Design. Prospective cohort study. Methods. A standardised tool,...

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Arora VM, Horwitz LI, Farnan JM, et al. Validation of a handoff assessment tool: the Handoff CEX. 2013;22:1477-1486doi: 10.1111/j.1365-2702.2012.04131.x.
Arora, V. M., Horwitz, L. I., Farnan, J. M., Johnson, J. K., Murphy, T. E., & Dombroski, J. (2013). Validation of a handoff assessment tool: the Handoff CEX. 221477-1486. https://doi.org/10.1111/j.1365-2702.2012.04131.x
Arora, V M, et al. "Validation of a handoff assessment tool: the Handoff CEX." vol. 22 (2013): 1477-1486. doi: https://doi.org/10.1111/j.1365-2702.2012.04131.x
Arora VM, Horwitz LI, Farnan JM, Johnson JK, Murphy TE, Dombroski J. Validation of a handoff assessment tool: the Handoff CEX. 2013;22:1477-1486. doi: 10.1111/j.1365-2702.2012.04131.x. UIID-AD: 1318.
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Teaching Internal Medicine Residents to Sustain Their Improvement Through the Quality Assessment and Improvement Curriculum.

Arora VM, Johnson JK, Oyler J, Vinci L.
UIID-AD: 1364
2011;26:221-225. doi: 10.1007/s11606-010-1547-y.

INTRODUCTION: Although sustainability is a key component in the evaluation of continuous quality improvement (CQI) projects, medicine resident CQI projects are often evaluated by immediate improvements in targeted areas without addressing sustainability. AIM/SETTING: To assess the sustainability of resident...

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Arora VM, Johnson JK, Oyler J, et al. Teaching Internal Medicine Residents to Sustain Their Improvement Through the Quality Assessment and Improvement Curriculum. 2011;26:221-225doi: 10.1007/s11606-010-1547-y.
Arora, V. M., Johnson, J. K., Oyler, J., & Vinci, L. (2011). Teaching Internal Medicine Residents to Sustain Their Improvement Through the Quality Assessment and Improvement Curriculum. 26221-225. https://doi.org/10.1007/s11606-010-1547-y
Arora, V M, et al. "Teaching Internal Medicine Residents to Sustain Their Improvement Through the Quality Assessment and Improvement Curriculum." vol. 26 (2011): 221-225. doi: https://doi.org/10.1007/s11606-010-1547-y
Arora VM, Johnson JK, Oyler J, Vinci L. Teaching Internal Medicine Residents to Sustain Their Improvement Through the Quality Assessment and Improvement Curriculum. 2011;26:221-225. doi: 10.1007/s11606-010-1547-y. UIID-AD: 1364.
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Showing 6637 to 6646 of 6646 entries