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Item Bibliometric and authorship trends over a 30 year publication history in two representative US sports medicine journals(Elsevier, 2020-03-31) Dynako, Joseph; Owens, Garrett W.; Loder, Randall T.; Frimpong, Tony; Gerena, Rolando Gabriel; Hasnain, Fawaz; Snyder, Dayton; Freiman, Serena; Hart, Kyle; Kacena, Melissa A.; Whipple, Elizabeth C.; Orthopaedic Surgery, School of MedicineBibliometric studies are important to understand changes and improvement opportunities in academia. This study compared bibliometric trends for two major sports medicine/arthroscopy journals, the American Journal of Sports Medicine® (AJSM®) and Arthroscopy® over the past 30 years. Trends over time and comparisons between both journals were noted for common bibliometric variables (number of authors, references, pages, citations, and corresponding author position) as well as author gender and continental origin. Appropriate statistical analyses were performed. A p < 0.001 was considered statistically significant. One representative year per decade was used. There were 814 manuscripts from AJSM® and 650 from Arthroscopy®. For AJSM® the number of manuscripts steadily increased from 86 in 1986 to 350 in 2016; for Arthroscopy® the number of manuscripts increased from 73 in 1985/1986, to 267 in 2006, but then dropped to 229 in 2016. There were significant increases in all bibliometric variables, except for the number of citations which decreased in Arthroscopy®. There were significant differences in manuscript region of origin by journal (p = 0.000002). Arthroscopy® had a greater percentage of manuscripts from Asia than AJSM® (19.3% vs 11.5%) while AJSM® had a greater percentage from North America (70.3% vs 59.2%); both journals had similar percentages from Europe (18.2% for AJSM® and 21.6% for Arthroscopy®). For AJSM® the average percentage of female first authors was 13.3%, increasing from 4.7% in 1986 to 19.3% in 2016; the average percentage of female corresponding authors was 7.3%. For Arthroscopy®, the average percentage of female first authors was 8.1%, increasing from 2.8% in 1985/1986 to 15.7% in 2016 (p = 0.00007). In conclusion, AJSM® and Arthroscopy® showed an increase in most variables analyzed. Although Arthroscopy® is climbing at a higher rate than AJSM® for female authors, AJSM® has an overall greater percentage of female authors.Item SCAFFOLDING IN INTERPROFESSIONAL EDUCATION: IMPLICATIONS FOR SOCIAL WORK EDUCATION(2015-09-30) Anderson, Jennifer June; Adamek, Margaret E.; Chonody, Jill M.; Hall, James A.; Rouse, Susan M.; Szarleta, Ellen J.Medical errors due to failure to communicate and collaborate are one of the top causes of death in the United States. Interprofessional education (IPE) is an integrated instructional approach where various health care disciplines create opportunities for students to learn together in order to function as cohesive, effective, and collaborative interprofessional teams. Successful IPE program design is a multi-faceted challenge, especially for social work educators in light of the changes in EPAS 2015. Academic institutions are being encouraged to offer IPE programs; faculty members are then charged with developing IPE programs for their institutions. IPE program design could generate a multitude of advantages for students, faculty, academic programs, professions, university partners, and communities—provided the approach is systematic and inclusive. This prospectus will explore IPE program design in field settings for social work faculty as a scaffold design, which targets proactive understanding of resources and applications. The prospectus will explore three interrelated special considerations: 1) the connections between IPE and social work education; 2) the learning needs (learning styles and fear of negative evaluation) of students most likely to be invited to participate in an IPE program; and 3) the needs of field instructors and needs of social work students in relation to their field experience. Social work faculty as program developers new to IPE will gain insights from this work and be better able to concurrently layer educational outcomes with professional gains, while initiating opportunities for interprofessional collaborative practice skill-building in field settings—ultimately enhancing health outcomes.