Current Undergraduate Programs Research Articles

Evidence-based practice in undergraduate physiotherapy programs in Brazil: A cross-sectional document analysis study.

Physiotherapists worldwide are encouraged to integrate evidence-based practice (EBP) to provide safer and effective services. However, for professionals to consolidate this practice, the contact with EBP must begin at the university. In this study, we aimed to map and analyze the distribution of EBP courses and their characteristics in undergraduate physiotherapy programs in Brazil. This web-based document analysis study analyzed the current curricula of undergraduate physiotherapy programs in Brazil according to their availability on university sites. The identification of curricular components and analysis of EBP course syllabi used evidence-based descriptive terms. A descriptive analysis was used to verify the frequency and the regional distribution of EBP courses. Of 1033 accredited programs in Brazil, 809 curricula were analyzed. Only 9.4% (76/809) of the analyzed curricula presented EBP courses; the mean duration of courses was 44.3 (SD 13.5) hours. Southeast region had the greatest number of undergraduate programs (46.5%, 376/809), and the north region had a proportionally greater number of EBP courses (24%, 12/50). In addition, 15.6% (10/64) and 8.9% (66/739) of the curricula of public and private institutions, respectively, provided EBP content. Critical appraisal was the most mentioned step among 15 undergraduate programs with complete EBP syllabi. Most undergraduate physiotherapy programs in Brazil did not offer an EBP course. Also, an unbalanced emphasis on the critical appraisal step was observed. The lack of EBP content and skills in the curricula of Brazilian undergraduate physiotherapy programs may negatively influence the training, decision-making, and clinical practice of physiotherapists. A re-evaluating of the current undergraduate programs and curricula for EBP-based education is needed.

550 The Surgical Skills Day: A Model for Addressing Deficiencies in Undergraduate Surgical Skills Training

Abstract Aim The General Medical Council (GMC) requires all newly qualified doctors to be competent in certain surgical skills, including the provision of basic wound closure. Yet there is a profound lack of undergraduate competence in, and exposure to, basic surgical skills such as wound closure. The Surgical Skills Day (SSD) aimed to provide medical students with additional skills training. Method Student self-assessment and instructors’ assessment forms were completed prior to and following a workshop on basic wound closure skills. Paired t-tests were used to statistically compare the two pre- and post-instruction data sets. Results A total of 46 students attended the SSD; 29 consented to the skills assessment. 100% (n = 29) self-reported improved competency in at least one of the skills following tuition (p < 0.001). Instructors’ assessment agreed that 100% (n = 29) of students improved in at least one of the skills assessed (p < 0.001). 100% of the attendees agreed that additional practical surgical skills should be incorporated into the undergraduate curriculum. 64% (n = 21) of students also confirmed that they were more likely to pursue a career in surgery following the SSD. Conclusions Current clinical teaching in basic suturing is unsuitable for long term retention. SSDs can improve skills acquisition and elevate student confidence. This data builds on our previous work by documenting the high efficacy in skills acquisition as a result of SSD tuition. We recommend that SSDs be integrated into medical school curricula in order to address shortcomings in current undergraduate programmes.

Surgical Skills Day: Bridging the Gap.

BackgroundThe General Medical Council (GMC) requires all newly qualified doctors to be competent in certain surgical skills, including the provision of basic wound closure. Yet there is a profound lack of undergraduate competence in, and exposure to, basic surgical skills such as wound closure. The Surgical Skills Day (SSD) aimed to provide medical students with additional skills training.MethodsStudent self-assessment and instructors’ assessment forms were completed prior to and following a workshop on basic wound closure skills. Paired t-tests was used to statistically compare the two pre and post-instruction data sets.ResultsA total of 46 students attended the SSD; 29 consented to the skills assessment. 100% (n = 29) self-reported improved competency in at least one of the skills following tuition (p < 0.001). Instructors’ assessment agreed that 100% (n = 29) of students improved in at least one of the skills assessed (p < 0.001). 100% of the attendees agreed that additional practical surgical skills should be incorporated into the undergraduate curriculum. 64% (n = 21) of students also confirmed that they were more likely to pursue a career in surgery following the SSD.ConclusionCurrent clinical teaching in basic suturing is unsuitable for long term retention. SSDs can improve skills acquisition and elevate student confidence. This data builds on our previous work by documenting the high efficacy in skills acquisition as a result of SSD tuition. We recommend that SSDs be integrated into medical school curricula in order to address shortcomings in current undergraduate programmes.

Comparisons of Undergraduate Business Administration Education in Greater Bay Area, China

Business administration education plays an important part in supporting the development of business industry and ensuring the ongoing supply of qualifed human resources to meet the demanding industry requirements. However, the dramatic growth of the economy has not been accompanied by an adequate response from the education system. It is therefore, necessary to review the existing business administration programs. This paper will make a comparison of the current undergraduate programs in Business Administration in Guangdong-Hong Kong-Macao Greater Bay Area in the six dimensions: curriculum and instruction; strategic planning; administrative management; faculty; student achievements; and resources. Suggestions for the further development of Business Administration programs in the bay area will then be proposed.

Got ’em on a string: The skills, knowledge and attributes of group string teachers in Queensland

There appear to be considerable differences in the outcomes of group string teaching programs in Queensland. Some teachers appear to be able to generate, manage, and administrate highly efficacious programs; others seem to experience difficulty transferring the knowledge and skills required for students to become successful string players. As a case study with multiple participants, this investigation set out to document the reflections of mid-career group string teachers, observe the outcomes of their programs and teaching methods, and establish a preliminary collective profile of skills, knowledge, and attributes. Key findings include a high degree of overlap in the participant profiles, and the potential for further research into undergraduate training and post-tertiary supervision of group string teachers entering the workforce. Implications of the study include the need to appraise current undergraduate programs preparing group instrumental teachers in Australia, and the necessity for developing strategies to mentor these graduates in their early teaching years.

Entrepreneurial Intention in Advanced Undergraduate Students

This study was undertaken within a university that was historically designed to develop students for the intermediate level of the economy through replication of industrial processes. This was the main form of employment and accessing the economic activity. With unemployment rate amongst youth reportedly so high even in those with post-matric qualifications, the broadening of access to the economic activity has become urgent and relevant in undergraduate students. The reality is that until very recently with some few exceptions, the experience of the majority of the undergraduates was that they were effectively barred from meaningful access to entrepreneurial opportunities. There is a general contest that the current undergraduate programmes are orientating students as job-seekers and not job-creators. It is the assertion, therefore, of this study that Universities had to play a pivotal role in re-orientating undergraduates toward entrepreneurship. The study surveyed 210 undergraduates’ students of Business Studies at a University of Technology to determine their degree of entrepreneurial intention. In this article, I share the results of the survey and attempt to map out a way forward for universities with respect to fostering entrepreneurship in undergraduate studies. DOI: 10.5901/mjss.2014.v5n27p760

A View of Current Evaluative Practices in Instrumental Music Teacher Education

The purpose of this study was to examine how instrumental music educator skills are being evaluated in current undergraduate programs. While accrediting organizations mandate certain elements of these programs, they provide limited guidance on what evaluative approaches should be used. Instrumental music teacher educators in the College Music Society (n = 303) supplied data about their respective programs through an online survey. Participants reported using written and verbal feedback, self-evaluation, and rubrics most frequently. Similar evaluation processes used across program courses or experiences, such as rubrics and ePortfolios, were described by 35 percent of the music teacher educators. Most programs culminated in a semester-long student teaching period, during which preservice teachers were observed and evaluated by university supervisors three to four times. Weak correlations were indicated between some evaluative practices and music teacher educators’ expectations for program graduates’ music educator skills. Implications for music teacher education programs and suggestions for establishing evaluation policies are discussed.

Towards New Literacies and Social Justice for Engineering Education

This paper argues for the need to develop engineering students with high levels of technical competency as well as critical awareness for the realities of working and living ethically in the global community. Drawing on social constructivist principles of learning (Vygotsky, 1978) and a pedagogy of multiliteracies (New London Group, 1996, 2000), the paper explores new approaches for engineering education to meet the challenges embedded in current undergraduate programs and professional accreditation standards. To improve the ability of engineers to contribute to social and environmental justice, there needs to be a rethinking of engineering curriculum and pedagogy to develop engineering literacies that encompass a social and technical focus.

The Role of Psychiatry in Medical Education, an Appraisal and a Forecast.

This report, based on Dr. Werkman's observations of psychiatric teaching in ten medical schools with strong [departments], having thoughtful, well-organized teaching programs, (p viii) has as its thesis the hardly debatable proposition that planning realistic and thorough teaching of what is known in the field, and looking to the future rather than the present for the formulation of programs should be the guiding principles of departments of (p 173). In the course of a very brief, overgeneralized account of some of the chief characteristics of current undergraduate programs the author makes frequent, helpful reference to the recently expanding literature in this field. This, together with an undisclosed number of personal observations of formal teaching sessions (sampled in an unspecified manner), and of informal conversations with presumably self-selected students at the ten schools, leads Dr. Werkman to conclude that, with few exceptions, current undergraduate programs in psychiatry