Doctoral Course Research Articles

Health professions education scholarship: The emergence, current status, and future of a discipline in its own right.

Medical education, as a domain of scholarly pursuit, has enjoyed a remarkably rapid development in the past 70 years and is now more commonly known as health professions education (HPE) scholarship. Evidenced by a solid increase of publications, numbers of specialized journals, professional associations, national and international conferences, academies for medical educators, masters and doctoral courses, and the establishment of many units of HPE scholarship, the domain of HPE education scholarship has matured into a scholarly discipline in its own right. In this contribution, the author reviews the developments of the field from Boyer's four criteria that determine scholarship: discovery, integration, application, and teaching. Born mid‐20th century, and in the first decades developed in the predominant area of physician education, HPE scholarship has matured, with increasing breadth, depth, and volume of scholars, publications, conferences, and dedicated centers for research and development. The author concludes that, given the infrastructure that has emerged, HPE can arguably be considered a discipline in its own right. This academic question may not matter hugely for practices of scholarly work in this domain, and any stance in this academic debate inevitably reflects a personal view, but the author would support the view of health professions scholarship as being a unique niche, with inherent dependence on both medical and other health professional sciences, on the one hand, and social sciences, including educational sciences, on the other hand.

Improved dental student clinical skills performance through an integrated dental and medical student curriculum.

In light of a movement to eliminate the historical separation of dentistry and medicine to produce more collaborative and knowledgeable clinicians and to improve care, integrated education models are vital. This study aimed to demonstrate the effectiveness of an integrated medical and dental student curriculum at the University of Connecticut. It was hypothesized that a medical and dental student doctoring course within an already combined biomedical curriculum would result in statistically significantly increases in dental student clinical skills performance. Analysis of variance (ANOVA) was utilized for an overall test of scores from 2016 to 2019. When ANOVA indicated significant differences, post hoc pairwise comparisons using Tukey's adjustment classified pairs that differed significantly. Lastly, a contrast was constructed to test the difference before and after the course's introduction. A two-sided α of 0.05 was used. Dental students were assessed on three cases for history taking and master interview rating scale (MIRS) criteria. The mean averages in history taking and MIRS criteria after the implementation of this course increased by 7.81 (SE=1.83, p<0.0001) and 11.95 (SE=1.34, p<0.0001) for a toothache case, 11.37 (SE=1.98, p<0.0001) and 9.84 (SE=1.35, p<0.0001) for a loose bridge case, and 12.47 (SE=1.75, p<0.0001) and 10.07 (SE=1.28, p<0.0001) for a sensitive tooth case. An integrated doctoring course within a combined curriculum at the University of Connecticut Schools of Medicine and Dental Medicine resulted in a statistically significant increase in dental student clinical skills assessment scores, demonstrating this model's utility.

Epistemology and Arts-Based Pedagogy: Pictures from a Doctoral Classroom

ABSTRACT This paper discusses a doctoral level epistemology course in social work, the course design and the arts-based methods used to help students conceptualize and transform their ideas around epistemology, research, and practice. The paper also includes students’ first hand accounts of their art-making experiences in the class, their learning process and epistemological reasoning. The students provide narratives illustrating their struggles and evolution in their epistemological positioning and how the teaching methods and art-making helped them in their learning process. The paper ends summarizing a typology of “artful values” infused in the course and uses the students’ experiences to capture epistemological education as an evolving artful process.

Tecnologias digitais, formação de professores e de pesquisadores na pós-graduação: relações entre as iniciativas brasileiras e internacionais

Esse artigo faz parte da pesquisa intitulada “Tecnologias digitais, docência universitária e formação do professor da educação básica: efetividade das políticas educacionais brasileiras”. O objetivo geral é compreender a dimensão da formação tecnológica do docente nos currículos da educação básica e nos cursos de licenciatura, bem como analisar a relação desses currículos com a formação tecnológica de professores universitários da área de Educação. Buscamos neste texto dialogar com as políticas educacionais que visam formar tecnologicamente o professor da educação básica e do ensino superior, relacionando-as às iniciativas internacionais, sobretudo da Organização para a Cooperação do Desenvolvimento Econômico (OCDE), de maneira a problematizar as lacunas encontradas nas propostas brasileiras. Realizamos uma análise documental das políticas de formação em nível de pós-graduação stricto sensu (Mestrado e Doutorado), de maneira a problematizar como se tem dimensionado a formação tecnológica nesses níveis, sendo nosso foco os pesquisadores que futuramente se tornam formadores de professores da educação básica. Os resultados demonstram que em todos os níveis de formação docente há certa incipiência no que tange à formação tecnológica do docente e pesquisador, que possivelmente apresenta implicações na formação do jovem brasileiro na educação básica obrigatória.

The use of adaptive project management practices and methodologies in the development of a professional doctoral program

Purpose – Higher education institutions have used more and more project management tools to run development projects to create new professional postgraduate programs. The purpose of this research was to propose an adaptive project management model for creating a professional doctoral course in Business Administration, in order to fulfill the goals established by CAPES.Design/methodology/approach – For such, the qualitative approach was favored with the adoption of the single case study method. Semi-structured interviews were conducted with academic coordinators who are experts in the field in addition to the gathering of documents, thus using data triangulation to explore the phenomenon. The analysis of primary data and the analysis of documents from the Coordinating Agency for Advanced Training of Graduate Personnel (CAPES) served as inputs for analyzing and interpreting the results.Findings – As a result, we developed an adaptive project management model with the following characteristics: a) constant planning of activities, occurring in every cycle of interactions; b) iteration using short activities, allowing for more control of the project; c) validations performed continuously to ensure the goals proposed by CAPES are reached; and d) adaptable to change of scope during the execution phase of the project life cycle.Research limitations/implications – Among the limitations of the study is the lack of other studies related to the use of adaptive project management methodologies for developing postgraduate programs. And for future researches, we point out the need for applying the proposed model, to verify its efficacy and adherence to the development of a professional doctoral course.Originality/value – This study contributes to the academy by highlighting the need for project management as a tool and technique for the development of stricto sensu professional graduate programs. In this way, HEIs will be able to use a model of adaptive project management practices to achieve the objectives proposed by the CAPES evaluation process. As a result, HEIs are strengthened in the management, control and monitoring of the progress of their programs.

Evaluation of Radiology Request Forms in a Tertiary Care Hospital: An Audit With a Focus on the Impact of Technological Intervention

Radiology request forms are the basis of communication between referring physicians and radiologists. These are the sole documents on the basis of which a justification to carry out a radiological procedure is carried out. However, across the globe, there is a problem of inadequately filled radiology request forms. Several interventions like standardization and the use of technology have been proposed worldwide to overcome the shortcomings of inadequately filled radiology request forms. We carried out a two-phase audit assessing the impact of a technological intervention on the quality of radiology requests with the results showing marked improvement in key parameters. A subset analysis was also done to highlight the importance of radiology request forms by following the patients' treatment course. The remaining shortcomings highlight the importance of training sessions and refresher courses for junior doctors in order to familiarize them with the importance of adequately filled radiology request forms.

Factors associated with teaching efficacy among nurse educators in hospital settings.

The objective of this study was to examine differences in personal characteristics, core practice competency and role stress according to levels of teaching efficacy among clinical nurse educators working in general hospitals. In the clinical setting, successful adaptation to instruction among practicing clinical nurse educators is challenging. Secondary analysis of data through a cross-sectional study design was adopted. Originally, 565 nurses were recruited from general hospitals; 364 were included in this study. Participants were nurses with more than 1year of experience in various settings from 16 general hospitals wherein nursing students trained for clinical practicum in five cities in South Korea. Self-reported data were collected via the Teaching Efficacy, Core Practice Competency and Perceived Stress Scales assessing clinical education-related teaching efficacy, core practice competency and role stress. In the analyses, comparison between nurses with high and low teaching efficacy was conducted. We have followed through the EQUATOR (e.g. STROBE) research checklist for the preparation of this manuscript. According to univariate analysis, levels of teaching efficacy were shown to be higher with age, longer clinical careers, in those undergoing a doctoral course or with a doctorate, previous experience in providing clinical education and enrolment in continuing education for clinical education. In the multivariate analysis, enrolment in continuing education for clinical education, assessment and intervention skills, critical thinking skills, teaching skills and role ambiguity were associated with level of teaching efficacy among nurse educators. Based on the results of this study, we recommend that nursing administrators should foster the recognition of personal characteristics in potential clinical nurse educators or preceptors with high teaching efficacy. Nurses should be supported by providing them with opportunities for professional development to enhance teaching efficacy.

AS PESQUISAS SOBRE O USO DE SOFTWARES DE GEOMETRIA DINÂMICA NO BRASIL

Este trabalho é um recorte de uma pesquisa realizada no Programa de Pós-Graduação em Educação em Ciências e Matemática da Universidade Federal de Goiás (UFG). Foram realizados o mapeamento e a análise das pesquisas publicadas entre 1987 e 2017, que abordam o ensino de geometria plana no ensino médio com o uso de softwares de geometria dinâmica como recurso didático. Para tanto, os procedimentos metodológicos do Estado do Conhecimento nos guiaram no planejamento, na organização, análise e apresentação dos dados encontrados. O campo empírico baseou-se nos bancos de dados das bibliotecas de instituições que possuem mestrado e doutorado relacionados à Educação Matemática e no Banco de Teses e Dissertações (BDTD) da CAPES. Definiu-se como marco inicial o ano de 1987, por ser o ano de criação do 1º software de geometria dinâmica e 2017 como marco final devido ao de que o levantamento foi realizado em 2018. Os resultados indicam o Geogebra como o software mais utilizado nas experiências com o ambiente dinâmico. Outro aspecto que emerge dos dados coletados são influências da teoria dos registros de representação semiótica e da didática francesa. As perspectivas são permeadas por uma discussão que valoriza o “aprender a aprender” e a formação para o mercado de trabalho, focando nos aspectos técnicos em detrimento da construção de conceitos geométricos.

Formation of the Central Institute for Advanced Medical Education (1930–1938)

This article presents the history of the formation of the State Central Institute for Advanced Medical Education, the present-day Russian Medical Academy of Continuing Professional Education at the Ministry of Health of the Russian Federation (Moscow). This study involved documents found in the Russian State Archive of Scientific and Technical Documentation. The problem statement is the first of is kind in Russian historiography. The paper contains a detailed description of the early years of the Central Institute for Advanced Medical Education (1930–1938). It also outlines the main directions of the Institute activity during the period in question, e.g. correspondence courses for doctors from remote regions. The authors investigated the personnel issue in the context of historical reconstruction. They demonstrated the key challenges that the institution had to face and address in its early days. The analysis proved that the Institute provided invaluable experience in training professional medical personnel in the shortest time possible under difficult historical conditions.

Exploring and Developing a Comprehensive Teaching Model for Graduate Ethics Education Across Disciplines

Our research addressed an increase of unethical practices in professional settings identified in the literature, and this increase coincides with a shift in U.S. culture from principle-based ethics to one trending toward moral relativism. We discovered many programs lack comprehensiveness to deal with the complexities of culture in graduate education. The purpose of this instrumental case study was to explore and develop a conceptual framework for a comprehensive teaching model targeting graduate-level educators, administrators, and educational boards across disciplines. Data were collected over 13 years from a doctoral professional ethics course at a private, faith-based university in South Texas. Using a Design Based Research process following Reeves’ (2006) guidelines, we developed a multi-disciplinary graduate theoretical teaching model for ethics: Comprehensive Professional Ethics Teaching Model (CPET model), grounded in our data analysis and findings. Recommendations include implementing and testing the efficacy of the CPET model in subsequent studies.

The opinion of Master’s degree graduates in Public Health, Warsaw Medical University on their career path plans

Introduction. Although statistical data demonstrate a systematic decrease in the interest in Public Health among student applicants, growth in the importance of public health professionals in the health system is increasingly recognised. Master’s degree graduates in Public Health, Warsaw Medical University have a broad spectrum of possibilities when choosing their career path. The present study aimed to analyse plans for further education and career path among Master’s degree graduates from the Public Health Division, Faculty of Health Sciences, Warsaw Medical University. Materials and methods. The study involved 86 graduates (women constituted 83% of all) from the second-cycle degree programme in Public Health at the Public Health Division, Faculty of Health Sciences, Warsaw Medical University. The study enrolled second-cycle degree students who graduated in the academic year 2015–2016. Mean age of the study population amounted to 26.88 years (min. 24; max. 52; SD 4.540). The study used a questionnaire developed by the authors at the Department of Teaching and Education Outcomes, Faculty of Health Sciences, Warsaw Medical University, based on the list of educational outcomes adopted by the resolution of Warsaw Medical University Senate. Students filled in the questionnaire after graduation while receiving the certificate evidencing completion of the programme in the Dean’s Office Results. Most respondents graduated from the second-cycle degree programme in Public Health (n = 67.78%) specialising in Management (n = 49.57%). Over 80% of graduates did not intend to commence a third-cycle degree programme (doctoral course). Most study participants worked during their studies (n = 61.71%) and their job was related to the area of public health (n = 37.43%). Graduates saw themselves in a job that is consistent with their major (n = 60.70%), in public sector (n = 33.38%) and in managerial positions (n = 23, 27%). Conclusions. 1. There is a need to show students as early as during their educational cycle a wide range of employment options they have after graduation, for instance by recommending summer internship places. 2. A summer internship database for students should be developed at Warsaw Medical University in order to help Public Health students enter the health system.

To the diagnosis of twin pregnancy

An absolutely correct diagnosis of twin pregnancy is not as easy as many people think, and this circumstance is especially evident when the doctor's course of action depends on the correct diagnosis.

Jian Feng Ma.

Jian Feng Ma.

Pharmaceutical Education in Japan--Past, Present--, and Human Social Pharmacy Education in the Near Future.

In this paper, the foundation of the 74 Japanese pharmacy schools was reviewed. From the early Meiji era until the beginning World War II, 21 schools including Tokyo University were established. After the war, the new four-year university system was introduced from America, and the above 21 schools became universities and 25 universities were newly founded. In 2006, clinical pharmacy was introduced from America, and the six-year undergraduate system began. This system was divided into 2 groups, 1) 6 year system of clinical pharmacy plus 4 years doctor course and 2) 4 years system of pharmaceutical sciences and a master degree lasting 2 years plus a 3 year doctor course. These two systems started in 2006. The students of clinical pharmacy course must take the 22 weeks of clerkships in a community pharmacy and hospital pharmacy. The graduates (8,446) in 2015 March took the National License Examination for pharmacist, and the pass rate was 72.65%. The entrance into pharmacy school is not easy; however, the passing of the National License Examination is more difficult. The aim of pharmacy education should be to foster pharmacists with a deeper understanding of society and with richer humanity for the patient. To achieve this, what needs to be included in the curriculum are the subjects of the human social pharmacy, such as philosophy of pharmacy, ethics, religions, history of pharmacy, pharmaceutical affairs law, economics, management, and social pharmacy. The inclusion of such subjects needs to be implemented in the near future. Of course, the study of pharmaceutical sciences is a life-long endeavor.

Teaching Gatekeeping to Doctoral Students: A Qualitative Study of a Developmental Experiential Approach

In addition to developing teaching, clinical supervision, and research skills, new entrants into the counselor education workplace will also face the challenging responsibility of gatekeeping. Gatekeeping can be both anxiety-provoking and time-intensive for new faculty members. To enhance the confidence and competence of new entrants into counselor education faculty positions, strong doctoral preparation in gatekeeping is critical. In this article, the authors describe a developmental experiential model to infuse gatekeeping instruction into counselor education and supervision doctoral courses. The model includes six experiential gatekeeping modules designed for instruction at three developmental levels. A phenomenological qualitative study of the model was conducted, leading to the discovery of four themes: importance of gatekeeping, behind the curtain, understandings vary by developmental level, and uneven responses to experiential learning. Developmental, pedagogical, and administrative implications for counselor educators are discussed.

The preparation of novice teacher educators for critical, justice-oriented teacher education: A longitudinal exploration of formal study in the pedagogy of teacher education

ABSTRACT There continues to be limited focus on the preparation of teacher educators, particularly for teacher education aimed at challenging educational inequities. This case study explores the impact of a curricular approach to preparing novice teacher educators in the pedagogy of teacher education. Drawing on surveys, interviews, documents, and observations of practice, the study traces what novice teacher educators learned 5 years after enrolment in a doctoral course, and how this learning shaped their teacher education practice over time. The analysis illuminates conceptual and practical tools as well as unanticipated learning that were salient for novice teacher educators’ learning and practice.

O CINEMA E O ESPAÇO: a construção das subjetividades juvenis

Cinema, an expression of an innovative art, ever since it emerged, it showed itself as one of the main semiotizing machines. Youth, in its multiplicity, has entered, in different ways, into the semiotization of the seventh art. This work aims at interpreting the relationship between cinema and space as ingredients in the construction of youth subjectivities. A theoretical premise provided the basis for the reflections: cinema is an art of moving space, running of places, characters and situations that combine image and movement, fascinates young people and influences them in their way of seeing the world – and of seeing themselves. In order to carry out the work, there was guidance from a graduated and doctorate course; participation in conferences about youth; researches on young people from urban peripheries and participant observation in public schools.

Behold the best and worst of me: the impostor phenomenon and academic behavior in the business area,

ABSTRACT The aim of this study was to analyze the relationship between the impostor phenomenon (IP) and the academic behavior of stricto sensu postgraduate students in business area courses. Discussing the relationship between psychological variables and student academic behavior is a topic of interest as empirical evidence indicates that these variables affect the environment in which scientific research is developed. It is important to look for elements that help in understanding the IP in order to reduce its impacts on the performance, behavior, and feelings of students. Postgraduate students enrolled in stricto sensu courses may be refusing opportunities to advance in their professional careers and adopting behaviors that are discordant with those desired by universities because they feel like impostors in terms of their abilities. Besides the relevance of the relationships analyzed, this research also uses the Meurer and Costa Scale of Academic Behaviors - Stricto Sensu (MCSAB-SS), which can measure academic behaviors displayed in Brazilian postgraduate courses, enabling the development of new investigations into the topic. The population includes postgraduates enrolled in 2018 in academic master’s, professional master’s, and academic doctorate courses in administration, accounting, and economics, known as the business area. The data collection was operationalized via a survey carried out online, which obtained 1,816 valid participations. The data were analyzed using descriptive statistics, exploratory factor analysis, and the Spearman’s correlation. Higher levels of impostor feelings are positively associated with displays of counterproductive academic behaviors and are mostly negatively associated with academic citizenship behaviors. After identifying the IP in students, actions to minimize these feelings can be implemented, given that postgraduate students with the IP may not be engaging in the activities that permeate stricto sensu, thus damaging the climate and culture of cooperation needed in academia.

The making of a "Citizen Doctor": How effective are value-based classes?

In 2018, the Division of Health and Humanities at St John's Research Institute introduced the "Citizen Doctor" course for first year medical students at St. John's Medical College. The focus was to expose future doctors to the wider framework of health and invoke a sense of citizenship, responsiveness, and critical thinking. Classes in Environmental sciences and the Constitution of India, advocated as beneficial for all undergraduate students in India, were used as the basis to design the Citizen Doctor Course. This paper is an evaluation of this innovative course. A structured feedback questionnaire was administered to students at the end of the course; an overwhelming majority found that these classes helped them identify and understand contemporary social and environmental issues. It evoked a sense of wider responsibility and responsiveness, thus laying the foundation for a "citizen doctor". The evidence suggests that this course should continue and expand to other years and other medical colleges Keywords: citizen, humanities, environmental science, constitution of India, social determinants of health, medical education.

As possibilidades do olhar estético do afeto: o projeto olhar complexo

O olhar estético do afeto foi desenvolvido durante o curso de doutorado em Direito pela Universidade Federal do Rio de Janeiro (PPGD UFRJ), buscando oferecer uma alternativa no enfrentamento da violência no Rio de Janeiro a partir da hipótese que esta violência é a projeção de uma dinâmica circular de comunicação, sendo possível alterá-la através da estética. É a possibilidade de transformar o ver em olhar a partir da experiência perceptiva em uma cidade cuja projeção de imagens rotuladas instauram um fluxo permanente de manifestações de violência entre dois territórios, entre morro e asfalto. Uma técnica que pretende não só fazer visível as formas dessa violência, mas transformar a percepção sobre aquilo que é comunicado como violência. É o afeto que faz possível desfocar-me para focar no outro através do olhar do outro, tal como Maurice Merleau-Ponty apontou em sua Fenomenologia da Percepção, adotada como metodologia de pesquisa. A Fotografia pode ser o medium desta técnica que “faz ver” e “faz agir sobre”, tendo o afeto como lente. A partir da pesquisa empírica junto ao Projeto Olhar Complexo, criado e dirigido pelo Fotógrafo Bruno Itan, sediado no Complexo do Alemão, o curso de Fotografia materializou-se como possibilidade de um olhar estético do afeto, um meio para reterreritorializar a cidade através do afeto e construir outro real, outra imagem.