082). Perceived stress was significantly associated with class size (r=0.223, p=0.025). Conclusions The findings suggest that graduate dietetic students with higher EI scores have lower self-perceived stress. Increasing EI skills in graduate dietetic students might help reduce stress levels and create better coping skills.Physician assistant (PA) students need to assimilate and integrate voluminous information quickly and effectively to promote critical thinking skills required to deliver competent care. Mind mapping (MM) is an innovative strategy used to facilitate students' recognition and recall of essential information and to ensure depth in their understanding via making connections between pieces of information. The establishment of relationships between concepts expressed in mind maps enhances critical thinking skills. The purpose of this study was to determine the overall critical thinking skills of PA students using MM as a learning strategy and to determine if there was a significant difference in critical thinking skills between students who used MM versus standard note-taking in their learning environment. In this randomized control study, a convenience sample of 74 PA students was assigned to a standard note-taking group (SNTG) or mind-mapping group (MMG). After completing the Health Science Reasoning Test (pre-HSRT), MMG members were instructed on how to construct mind maps and then asked to create weekly mind maps for 9 weeks, while the SNTG followed their method of study without mind maps for 9 weeks. Differences in the mean pre- and post-overall HSRT scores between groups and within groups were analyzed using independent and dependent t-tests, respectively. There was no significant difference between pre- and post-overall critical thinking scores as measured by HSRT after 9 weeks of intervention in both groups. However, there was a significant difference in the mean overall post-HSRT scores between groups (p=0.026). Hence, mind mapping is a viable active learning strategy to promote critical thinking in PA students.The path for faculty advancement and self-improvement is often uncertain in higher education. Even in the health professions, where we diligently prepare graduate students for clinical roles, our pathways for new faculty transitioning from clinical to teaching roles are often nebulous. This article describes the process that the MGH Institute of Health Professions undertook in developing a set of Faculty Development Domains to guide graduate health professions faculty as they progress through their teaching careers. RBPJ Inhibitor-1 The aim was to provide faculty with a framework for guidance and self-assessment to identify areas for improvement that align with institutional priorities and that will elevate their teaching and professional roles. This process of developing the framework, which included a review of the literature, iterative revisions, and faculty focus groups, ultimately yielded four comprehensive domains that encompass "good teaching" planning and preparation, classroom environment, instruction, and professional responsibilities.Background Integrating psychological principles into physical therapy treatment may enhance patient outcomes. One intervention strategy from psychological perspectives that could be integrated in physical therapy practice is power posing. There is a lack of research on the effects of power posing on functional outcomes commonly used in physical therapy. Objective To determine the effects of power posing on the timed up and go test score. Design Randomized controlled trial. Methods Subjects in the experimental group were instructed to stand with hands on their hips, elbows pointing out and feet approximately 1 foot apart for 20 s. Subjects in the control group were instructed to stand with hands and arms wrapping around the torso and feet together for 20 s. Timed up and go test was administered using an OmniVR Virtual Rehabilitation System before and after the postural intervention. Results The timed up and go test score changed by -0.17 s (SD 0.65) and -0.20 s (SD 0.43) for the experimental and control groups, respectively (p=0.87). Conclusions The timed up and go test scores for both experimental and control groups improved slightly. However, the results did not show significant effects of power posing in the timed up and go test scores.Purpose Psychological adjustment can impact individuals at various points during the formative years of their educational process. Health science programs can be highly stressful and potentially negatively impact physical and psychological health. This study intended to explore the fluctuations in stress levels in health science students during their first year of graduate school. Methods Study participants included students enrolled in four graduate health sciences programs Doctor of Physical Therapy (DPT), Occupational Therapy (OT), Speech-Language Pathology (SLP), and Physician Assistant (PA). Students completed the Brief Symptom Inventory (BSI) during the first week of graduate school (time 1), during the last 2 weeks of semester 1 (time 2), and at mid-semester for semester 2 (time 3). Subscales on the BSI included anxiety, depression, obsessive compulsive, phobia and somatization. Results A total of 79 students completed the scale at all three time points. Mean anxiety scores changed over time from time 53 at time 1, 57 at time 2, to 54 at time 3. At the three time points, mean depression scores were 53, 56, and 53; mean obsessive-compulsive scores were 57, 63, 59; mean phobia scores 51, 50, and 50; and mean somatization scores 49, 54, and 51. Discussion There are notable fluctuations in anxiety levels in health science students, and therefore, it is necessary to assist students in developing effective stress management techniques to help moderate the negative consequences of stress.Graduate school admissions interviews serve multiple purposes. Interviews allow applicants to promote non-cognitive attributes that may not have translated from other admissions materials. Additionally, the interview is often cited as a way for programs to assess the 'suitability' of an applicant. Evidence related to psychometric properties for graduate admissions interview processes is inconsistent. This study analyzes the psychometric properties of a specific group interview process for admission into an occupational therapy program. Retrospective data were used to assess interrater reliability using an intraclass correlation. Current students were invited to complete the RAND Social Health Battery to correlate with interview scores, two measures of social participation, to examine predictive validity. Results show a strong correlation between specific interviewers. A one-way ANOVA showed significant differences between individual interviewers. No significant correlation between interview scores and the RAND Social Health Battery was found.