Mentorship Experiences of Doctoral Students: Understanding Desired Attributes of Doctoral Student Mentors

Background: Mentorship is a critical aspect of the professional development of the doctoral student who wishes to pursue a role in higher education. Continued understanding is needed regarding the needs of the doctoral student when it comes to mentorship. Purpose: The purpose of this study is to describe the needs of a doctoral student from their mentoring relationships, as they work towards their terminal degree. Methods: This is a descriptive, phenomenological qualitative research study within universities that offer doctoral education. One-on-one, semi-structured interviews were conducted using Zoom video conference technology. Each interview, after transcribed, was analyzed following the step-wise approach of a phenomenological study. Credibility was established by 1) research triangulation, 2) bracketing/reflexivity, and 3) peer review. Results: Twelve doctoral students (7 females, 5 males) who were enrolled in doctoral programs with a focus on allied health or exercise science completed the Zoom interviews. Our participants were an average age of 28 3 years, and all twelve had graduate assistantship positions in association with their doctoral programs. Three main themes materialized from the data analyses including 1) guided autonomy, 2) humanistic nature, and 3) professional advocate. Doctoral students want guidance to develop the technical skills necessary for success by providing opportunities to perform with the chance to gain feedback. Mentors were identified as needing to demonstrate humanistic qualities that were rooted in being interpersonal. The importance of a mentor serving as a professional advocate to help the student grow and develop as a professional was also discussed. Conclusions: Doctoral students need their mentors to demonstrate both personal and professional attributes in the mentor relationship. Specifically, they are looking for guidance and feedback through independent learning, as well as a mentor who values them, is relatable, and is invested in their development as a professional

Variability in German Cockroach Extract Composition Greatly Impacts T Cell Potency in Cockroach-Allergic Donors

German cockroach extract is used clinically to evaluate allergen-specific sensitization and for subcutaneous allergen-specific immunotherapy, though there are no guidelines for standardization in its manufacture. We performed an immunological evaluation of 12 different cockroach extracts prepared from different sources and their potency to induce allergen-specific T cell reactivity. PBMC from 13 cockroach allergic donors were expanded in vitro with 12 different German cockroach extracts. After culture expansion, cells were re-stimulated with the different extracts and T cell responses were assessed by FluoroSpot (IL-5, IFNγ and IL-10 production). In parallel to the extracts, single allergen peptide pools for allergens from groups 1, 2, 4, 5, and 11 were tested to determine allergen immunodominance. Furthermore, to assess allergy specificity, PBMC from 13 non-allergic donors were also tested with the most potent extract and T cell responses were compared to the allergic cohort. Dramatic variations in T cell reactivity were observed to the different cockroach extract batches. Response magnitudes varied over 3 logs within a single donor. IL-5 production in the allergic cohort was significantly higher compared to the non-allergic cohort (p=0.004). Allergen content determination by ELISA detected much lower concentrations of Bla g 5 compared to Bla g 1 and 2. Mass spectrometric analysis revealed that Bla g 5 was present in similar amounts to Bla g 1 and 2 in extracts made from whole body, whereas it was not detected in extracts made from fecal matter, suggesting that Bla g 5 is not excreted into feces. Different donors exhibit different response patterns to different extracts, potentially dependent on the donor-specific T cell allergen immunodominance pattern and the allergen content of the extract tested. These findings have dramatic implications for the selection of potent extracts used for diagnostic purposes or allergen-specific immunotherapy

Mentorship Experiences of Doctoral Students: Understanding Desired Attributes of Doctoral Student Mentors

Background: Mentorship is a critical aspect of the professional development of the doctoral student who wishes to pursue a role in higher education. Continued understanding is needed regarding the needs of the doctoral student when it comes to mentorship. Purpose: The purpose of this study is to describe the needs of a doctoral student from their mentoring relationships, as they work towards their terminal degree. Methods: This is a descriptive, phenomenological qualitative research study within universities that offer doctoral education. One-on-one, semi-structured interviews were conducted using Zoom video conference technology. Each interview, after transcribed, was analyzed following the step-wise approach of a phenomenological study. Credibility was established by 1) research triangulation, 2) bracketing/reflexivity, and 3) peer review. Results: Twelve doctoral students (7 females, 5 males) who were enrolled in doctoral programs with a focus on allied health or exercise science completed the Zoom interviews. Our participants were an average age of 28 3 years, and all twelve had graduate assistantship positions in association with their doctoral programs. Three main themes materialized from the data analyses including 1) guided autonomy, 2) humanistic nature, and 3) professional advocate. Doctoral students want guidance to develop the technical skills necessary for success by providing opportunities to perform with the chance to gain feedback. Mentors were identified as needing to demonstrate humanistic qualities that were rooted in being interpersonal. The importance of a mentor serving as a professional advocate to help the student grow and develop as a professional was also discussed. Conclusions: Doctoral students need their mentors to demonstrate both personal and professional attributes in the mentor relationship. Specifically, they are looking for guidance and feedback through independent learning, as well as a mentor who values them, is relatable, and is invested in their development as a professional.</jats:p