Education Council Research Articles

Reimagining the accidentally local in English RE

ABSTRACT This paper will critically analyse the assertion that ‘The local argument for the Locally Agreed Syllabus has been lost’ (57). It will begin by briefly sketching the historical background to the unique way that Religious Education is structured in England, with each local area having its own syllabus. It will then outline some of the main points of the local/national debate, which has been an issue for over 50 years. It will then critically analyse what is meant by local, drawing on debates in History education, before turning to consider what content means in Religious Education syllabi, drawing on the work of the Religious Education Council’s Religion and Worldviews Project. It will conclude by suggesting that the initial assertion is accurate and that the concept of local content should be reimagined as a hermeneutic encounter between the pupil and the subject matter, recognising that each encounter will be unique because of the perspectives of the individuals involved in that encounter. Practically, schools should be free to determine their own curricula for RE in line with national benchmarks, as with any other subject.

Contribution of Smart Learning on Students’ Academic Competences in Private Universities in Rwanda

The integration of smart learning in teaching and learning process can be successful and increase Students’ academic competences as long as smart learning facilities are integrated. This study titled “contribution of smart learning on students’ academic competences in private universities in Rwanda” assessed the contribution of smart learning technologies on students’ academic performance and explored the relationship between smart learning and students’ academic competences in private universities in Rwanda. In order formulate research design, the study was guided by system and flipping classroom theory. The research adopted a descriptive research design. The targeted population of the study was 400 respondents who were sampled by using Yamane’s formula of sample calculation to become 200 composed by 7 Staff members, 23 lecturers and 170 students. The staff members were purposively chosen while students and lectures were simple randomly sampled. The data collection tools used in this study were Questionnaires and interview. In order to analyses data, the study adopted descriptive, quantitative and qualitative techniques. Through retesting piloted study, reliability was employed by using accurate valid measures. The results showed that the use of smart learning facilities has improved the students’ competences in campuses where 70.6 % strongly agree and 15.9 % answered agree. The study further confirmed that smart learning tools engage and motivate students’ learning process where 71.2 % responded strongly agree and 17.1% responded agree. The study concluded that there was a correlation between smart learning and students’ academic competences where Karl Pearson coefficient of correlation was 0.751, which means the smart learning, contribute to the students’ academic competences. The study recommended that through ministry of education government of Rwanda need to increase fund allocated in supporting private universities. Higher Education Council also need to increase its intensive monitoring and evaluation on the effective use of smart learning within campuses. Lecturers need allow all students to interact with computers and smart digital tools.

Evaluation of a Project to Develop Learning Management Competency Using Digital Technology Among Teachers in a Bangkok School in Order to Facilitate the Learning Loss Recovery of Basic Education Level Students: Applying Kirkpatrick’s Concepts and Model

The spread of the coronavirus (COVID-19) strongly affected educational management in Thailand. This gave rise to the problem of how to improve the quality of students of all ages through 100% online learning, be this in areas of knowledge, abilities, skills, and attitudes towards learning. Therefore, the Secretariat of the Education Council of Thailand studied the learning loss of basic education students during COVID-19 and recommended ways to solve the problem using the seven measures derived from the RECOVER Model. Based on this, the researchers devised a project and conducted it along with agency administrators and school administrators under Bangkok Metropolitan Administration, Bang Khen District. Their objective was to evaluate the development of learning management competency using digital technology among teachers in a Bangkok school in order to facilitate the learning loss recovery of basic education level students. The results revealed that participants responded strongly to the overall project process and activities (Mean = 4.71, S.D. = 0.57) with the level of knowledge developed from the relative gain score at a high level (GS = 72.12) and 75.00 percent had the ability to create educational Line stickers for sale in the Sticker Shop. In addition, participants’ behavior changed as a result of applying the knowledge, abilities, and skills acquired to teaching and learning in their own subjects. Consequently, the schools to which they are affiliated were able to facilitate the learning loss recovery of students extremely well through the combined participation of administrators, teachers, students, and parents.

Teacher education in Israel: a fifty-year journey (1974–2024)

ABSTRACT This study explores the evolution of teacher education in Israel from 1974 to 2024, analysing key policy actions, reforms, and initiatives that have shaped the field over the past five decades. During these years, extensive efforts were undertaken at the state level by the Ministry of Education and the Council for Higher Education to elevate the status of the teaching profession by advocating for the professionalisation and professionalism of teaching and teachers. These efforts include the academisation process of all teacher education colleges, the establishment of task forces and standing committees to address challenges, continuous upgrades and adjustments to the initial teacher education curriculum, support mechanisms for newly qualified teachers, ongoing professional development for practicing teachers, including master’s degree programmes, salary adjustments, and the decision to move the colleges of education to the sole auspices of the Council for Higher Education and the Planning and Budgeting Committee. Despite these numerous attempts, the status of teachers has continued to decline, and the profession has struggled with low public perception and prestige, leading to both quantitative and qualitative teacher shortages. The repeated policy shifts and inconsistent implementation strategies have often exacerbated rather than resolved these issues. By providing a comprehensive historical analysis, the study offers insights into the successes and significant shortcomings of past initiatives, aiming to inform future policy-making and strategic planning to enhance the effectiveness and appeal of the teaching profession in Israel.

A look at the early childhood teacher education undergraduate curriculum: is it gender sensitive?

ABSTRACT The aim of this study is to investigate whether the Early Childhood Teacher Education Undergraduate Curriculum in Türkiye is gender sensitive. A document analysis method was used. Course contents were obtained from the Council of Higher Education, and the learning outcomes of the courses were accessed from the Early Childhood Teacher Education Undergraduate Program web page of a university. In the content and learning outcomes of the courses, the terms “gender (sex), men/women, social background, equality, children’s rights and democracy, cultural diversity, norm-normalisation, gender bias, sexism-homophobia, LGBTIQ+ were searched for gender sensitivity. We found that these terms are used in a limited way in the curriculum and are mostly included in the content of elective courses. The teacher education curriculum has limited content for pre-service teachers on gender equality. Adding new courses to the curriculum or improving the content of existing courses to support the perception of gender equality among teacher candidates is recommended.

Portfolio practices in the principal evaluation process: A qualitative case study

BackgroundThe portfolio is a vital component of the evaluation of principals and serves as a repository of evidence of achievements, skills, and capabilities. It facilitates the meticulous recording and documentation of experiences undertaken. Furthermore, the portfolio is instrumental in the refinement of conceptual ideas over time, while simultaneously offering a panoramic vista of a school's operational ethos and its alignment with professional benchmarks. ObjectiveThis study delves into the practices surrounding the principal portfolio and the formative and summative evaluation of principals by their evaluating supervisors. It aims to uncover principals’ perceptions regarding the obligatory nature of portfolios and other evaluative methodologies throughout both assessments. In light of the pivotal role that portfolios occupy in the realm of professional development and evaluation for school principals, the Abu Dhabi Education Council has mandated the compilation of principal portfolios within public schools. This mandate requires a detailed accounting of principals' proficiencies, achievements, and developmental trajectories. Markedly, this exploration stands as one of a scant number of inquiries probing the application of portfolios by school principals, with a particular focus on the context of the United Arab Emirates. It is poised to enrich the discourse on the utility of portfolios as instrumental tools for fostering leadership acumen and evaluative competency within the spheres of educator and principal preparation over the preceding two decades. The critical examination of these practices is vital for a nuanced understanding of their operational dynamics, the efficacy and challenges of e-portfolios, the array of opportunities they unveil, the identities of the involved stakeholders, and their ultimate objectives. MethodsThis study adopted a qualitative research approach to gather and analyze non-numerical data in the form of concepts, opinions, and experiences presented by principals and their supervisors within the Al-Ain School District (overseen by the Abu Dhabi Education Council). The cohort of participants comprised nine individuals endowed with extensive portfolio experience, six principals and three cluster managers. All worked in public educational institutions and were meticulously selected based on predefined criteria. This study relied on several data collection methods to obtain participants’ perspectives on their experiences with portfolio practices, including face-to-face interviews and documents from their portfolios. ResultsA thematic analysis of the participant data yielded five salient themes reflecting the experiences of the principals: (1) inconsistent expectations for portfolio evidence; (2) portfolios summoned in response to rising tensions at the summative evaluation; (3) portfolios promoting reflective practices in formative evaluation; (4) portfolios susceptible to manipulation or falsification; and (5) excessive time spent building and developing portfolios. In order to maximize the utility of portfolios, this result invites school principals to unleash the latent potential inherent in their actions by leveraging portfolios as mirrors for reflective leadership and ongoing self-assessment. ConclusionsThis research delineates both practical and theoretical ramifications for the application of professional portfolios. It elucidates the nature of evidence principals ought to incorporate within their portfolios. Furthermore, it endeavors to better inform principals of the evidence collection process, including what artifacts and documentation to gather and how to do so.

Postgraduate theses published in the field of preschool music education in Turkiye: a bibliographical study

Preschool music education is an important field that affects and shapes the whole life of the individual. Preschool music education, which has not become a separate discipline for many years, has become a separate field of study both in preschool departments and in units such as music education departments and music departments with the development of the university structure and the diversification of departments. Rapidly increasing scientific studies and new approaches every year indicate the need for this field. At this point, graduate theses that contribute to the literature are important. In this study, which aims to examine graduate theses published in the field of preschool music education in Türkiye from a bibliographic point of view, all theses between 1985, the date of the first thesis, and the present day were included in the study. The study sample was limited to theses registered in the Thesis Documentation Center of the Council of Higher Education and open to access, and 94 theses were included in the sample. In the study, theses were examined in terms of university, distribution according to the years they were written, types, institute, method used, research design, sample selection, sample scope, data collection tools and analysis methods used. Frequency (f) and percentage (%) were used to analyze the data and the results were shown in tables and figures. As a result of the research, it was found that most of the theses were written in 2019 at Gazi University, within the scope of Educational Sciences Institutes, and that quantitative methods were mostly used as methods in the theses, experimental models were used, sample selection was determined randomly, and children between 26-72 months were generally studied. While questionnaires were mostly used as data collection methods, it was concluded that frequency and percentage analysis methods were used. In line with the results of the research, it is thought that conducting bibliometric studies at certain intervals will contribute to the literature.

The current state of institutional repositories in universities of Türkiye: An applied research study

The purpose of this article is to analyze the current state of institutional repositories owned by Turkish universities, identify the challenges faced by librarians responsible for managing these repositories, and propose solutions to overcome these obstacles. A survey was distributed to 181 institutions in Türkiye. Responses were received from 80 institutions. The findings revealed the difficulties experienced by librarians working in institutional repositories and the areas where they need improvement. Researchers spend too much time uploading their publications, data entry is not mandatory in institutional repository policies, copyright/ownership issues, a lack of understanding of the importance of institutional repositories, legal infrastructure deficiencies, budget constraints, and a lack of technical support are among the main challenges faced by institutions. The first three areas that institutional repositories need are budget, support and attention from university administration and adequate and competent staff. Again, the study revealed that Council of Higher Education did not fulfill its duties and responsibilities regarding institutional repositories. As a result of the study, solutions specific to the problems and needs experienced by institutional repositories have been proposed. The study aims to bridge literature gaps on repository processes in Turkish university libraries, providing insights and practical solutions for enhancing institutional repository performance.

Technology of organization and performance of professional (demonstration) exam (on the example of special (defectological) education and subject areas «Russian language and literature», «Art»)

Introduction. The article presents the experience of conducting professional (demonstration) examination in Master's degree program as a tool for assessing the readiness of future teachers for professional activity. The article considers the mechanisms of assessing the readiness of master's degree graduates to work in the educational system through the prism of professional, subject, methodological, communicative and managerial competencies. Materials and Methods. The presented characteristic of the organization and conduct of professional (demonstration) examination is based on theoretical research methods: logical analysis, structural-functional method, discourse analysis. The basis is the interdisciplinary methodology that allows synthesizing approaches inherent in the organization of the educational process. The method of systematization and analysis of the existing experience in conducting professional demonstration examination was used in describing the methodology of technology. Results. The purpose of these materials is to summarize and systematize the experience of conducting professional examination of master's students at the Ural State Pedagogical University. The principles and stages of the professional (demonstration) examination developed by the Educational and Methodological Council of the Urals State Pedagogical University are presented as organizational bases of the activity of organizing and conducting the professional (demonstration) examination. The principles implemented in the professional (demonstration) examination, such as continuity and continuity of teacher training, inclusiveness of the educational environment, orientation to professional communication and group decision-making, the principle of openness, combination of fundamentality and practice-oriented are outlined. Discussion and Conclusions. The optimal form of conducting the teachers' demonstration exam is determined as an activity-type technology corresponding to its tasks, based on an active way of interaction between participants – a business game. In the course of the business game, master's students simulate the situation of a meeting of a methodological association or pedagogical council, where they realize the solution of a professional problem. Content aspects of the professional (demonstration) examination are revealed in the article on the material of specific illustrations of variants of examination tasks for Master's degree students in the areas of training «Pedagogical Education» (on the example of subject areas «Russian language and literature» and «Art») and «Special (defectological) education».

2024 Governance of artificial intelligence and data in Australasian higher education

This whitepaper is a follow-up of the Australasian Council of Open and Digital Education (ACODE) survey in 2023 on the governance of artificial intelligence (AI) and data in Australasian higher education (Selvaratnam & Venaruzzo, 2023). The results then showed the guidelines and policies in this space were still in the early days. Ethical implications were also emerging in tandem with initiatives and the adoption of generative AI in institutions. The latest survey conducted over July and August 2024 is 24 is picking up on the recommendations of the 2023 paper to inform recommendations for practice and further assure quality and equity in higher education. To this end, the JISC AI Maturity Model for Education is used to gauge the sector’s growth in the governance of AI and data both in policy and practice. The outcomes show that the sector is mainly at the experimenting and exploring stage of maturity in engaging with AI. The challenges were mainly in operationalising AI in a comprehensive manner across the enterprise, including increasing AI literacy across staff and students. More institutions are addressing the ethical implications of AI since the last survey; however, it appears that social and emotional wellbeing, and psychological safety still have to be carefully considered.

The Influence of Academic Staffing Practices on Quality Assurance Mechanisms in Selected Universities in Uganda

Quality assurance in universities has always been the professional duty of the faculty. In Africa quality assurance mechanisms (QAMs) were initiated as soon as universities were established in the continent. Although in Uganda the teaching staff are at the center of QAMs, inadequacies in academic staffing practices in the areas of remuneration, quality and quantity of the teaching staff have been some of the challenges experienced by universities in the country. This led to the establishment of the National Council for Higher Education to promote QAMs. This study established the extent to which academic staffing practices influenced QAMs in selected universities in Uganda. The study adopted the systems theory where the academic staffs are part of the inputs universities employ to offer services. The study is based on the pragmatic paradigm and cross-sectional survey design. By use of the disproportionate stratified random sampling 180 and 120 students and academic staff members respectively responded to questionnaires. In addition 47 students were conveniently sampled to participate in focus group discussions and 20 managers were purposefully sampled for individual interviews. Descriptive and inferential statistics were employed to analyze and interpret the quantitative data and corroborated with qualitative data. The results presented a mixed picture; chi-square test for the academic staff is not statistically significant and for students is statistically significant. The study concludes that there is moderate influence of academic staffing practices on QAMs in the selected universities in Uganda. In order to enhance QAMs, the study recommends the need to further improve levels of remuneration, quality and number of academic staff in the universities.

Macro-level language policy and planning to promote and maintain English-taught programmes in Turkish higher education: a Process Tracing perspective

ABSTRACT This paper explores how higher education governance and macro-level (governmental) language policy and planning (LPP) impact (a) the growth and (b) sustainability of English-medium instruction (EMI) programmes in the Turkish higher education context, an Expanding Circle country (Kachru, 1985). We examine higher education policy documents and regulations and interview elite participants (N = 20), i.e. higher education administrative and governance staff who play significant roles in the decision-making processes of the universities. We make innovative use of a Process Tracing methodology to provide a broader perspective on the growth of EMI. We also examine the impact of macro-level LPP on the regulation and sustainability of EMI programmes. Regarding the growth of EMI programmes in Turkiye, we identify three significant milestones, namely the foundation of the Council of Higher Education, massification, and privatisation. While sustaining the quality and quantity of EMI programmes, higher education actors also implement some language policies. By employing Process Tracing, this study goes beyond simply identifying the relationship between policies and their impact: it sheds light on the causal mechanisms at play, revealing how adopting a ‘steering at a distance’ approach can have unintended consequences that fuel the growth of EMI programmes.

The Relationship between Head Teachers’ Authoritarian Leadership Style and Teachers’ Burnout in Secondary Schools in Ibanda Municipality, Ibanda District, Uganda

The study investigated the relationship between head teachers’ authoritarian leadership style and teachers’ burnout in secondary schools in Ibanda Municipality, Ibanda District, Uganda. A correlation study design was employed to determine the relationship between the authoritarian leadership style of head teachers and burnout of teachers. A hybrid approach integrating quantitative and qualitative research methodologies was also employed to handle both qualitative and quantitative data. Data was collected from 217 teachers using a self-administered questionnaire and 15 head teachers using an interview guide. The results show that there is a positive but moderate relationship between authoritarian leadership style and teacher burnout as indicated by the r=0.34. Therefore, a high level of burnout was linked to increase in authoritarian leadership style. The researcher recommends that the Ministry of Education and Sports should embrace and intensify refresher courses for head teachers to re-equip them with the best leadership practices that could help them avoid authoritarianism. Such re-equipping can be managed at seminars, workshops, and short courses in conjunction with teacher education institutions such as colleges and universities. This can equip the headteachers with the best leadership practices in the ever-changing dynamics of the education system. Therefore, the ministry and its partner agencies like National Curriculum Development Center and National Council for Higher Education should put in place sound curriculums in leadership skills and styles to ensure that serving head teachers are adequately and effectively trained to lead and manage the schools. It should not be done in a hurry and by use of trainers who are not knowledgeable. This will enable head teachers to avoid disastrous leadership styles such as authoritarianism and employ the best practices for managing burnout of their teachers. Keywords: Leadership Styles; Burnout, Relationship and Head Teachers

Examination of Postgraduate Theses on ERAS Protocol Applications in the Field of Nursing in Türkiye

Aim: This study is designed to examine postgraduate theses conducted in the field of nursing in Türkiye focusing on the Enhanced Recovery After Surgery (ERAS) protocols. Method: In this retrospective literature review, theses conducted in the field of nursing between 2011-2023, focusing on the utilization of ERAS practices, were examined. The inclusion criteria for the theses retrieved from the National Thesis Center database of the Higher Education Council were as follows: having key terms such as "Postoperative enhanced recovery protocol," "Enhanced recovery," "Oral carbohydrate," or "ERAS" in their thesis titles, and being conducted by departments of Nursing and/or Nursing Science. After categorizing the theses into master's and doctoral theses, they were examined in chronological order. Results: The screening process identified 21 theses conducted between 2011-2023, excluding one thesis that was inaccessible for full text. All theses were written within the last 12 years, with 3 theses at the doctoral level and 17 at the master's level. When examining the study designs, one these was a meta-analysis, 13 were descriptive, and 6 were conducted using experimental methods. Among the studies, 75% were conducted with patients, 10% with healthcare workers, and 10% with nursing students. Conclusion: The nursing theses conducted on ERAS have concluded that ERAS practices are effective based on their intended purposes. Additionally, it has been determined that healthcare professionals have insufficient knowledge regarding ERAS practices. Therefore, it is recommended to increase the number of studies conducted in the field of nursing to promote the widespread implementation of ERAS practices and raise awareness.

The Use of Nursing Theory and Model in Mental Health and Psychiatric Nursing Doctoral Theses: Turkiye Sample

Aim: The aim of this study is to identify nursing models used in doctoral theses in psychiatric and mental health nursing. Material and Methods: In this descriptive-type retrospective document analysis study, theses in mental health and psychiatric nursing departments of health sciences institutes were reviewed at the National Thesis Center of the Council of Higher Education on from September to October 2023. The study was completed with 14 doctoral theses. Word and Excel programs were used to record and analyze data. Results: The Roy Adaptation Model and then the Neuman Systems Model were mostly used in doctoral theses. It was determined that four theses were randomized controlled, and six theses were done within the scope of community mental health nursing when the sample group was examined. Conclusions: The Roy Adaptation Model has positive effects on issues such as emotional expression, self-esteem, and treatment areas. As a sample group, there was a tendency towards preventive mental health services. Experimental designs with control groups were used in doctoral theses, and four theses were determined to be randomized controlled.

Conceptualizing Professionalization for Black Social Work Students

ABSTRACT This paper presents a conceptual practice model for professionalization to serve Black students who are matriculating through social work programs, especially those who are novice or less experienced in the field. The model is informed by a review of literature that explores professionalization of Black students across disciplines including social work, as well as my empirical research with Black students (across the Black Diaspora) in a related field who were pursuing graduate degrees. It is also contextualized by the Council of Social Work Education’s Educational Policy and Accreditation Standards. I end the paper by making recommendations for utilizing the model in social work education, while uplifting best practices in Black-centered social work programs and practice models. This piece prioritizes Black students as its audience, to help (a) demystify professionalization for them and (b) explicitly identify actions they can take to personalize and pursue their own developmental processes.

CONTEXT BETWEEN UNIVERSITY EXTENSION AND CONTINUING TEACHER TRAINING: CHALLENGES AND POSSIBILITIES

The challenges posed to the Brazilian university are directly linked to legislation and the understanding of the social function of higher education, explained through teaching, research, and extension. In its history, the university seeks to balance these three pillars, strengthening each other according to reality. Since 2018, with resolution nº 07/2018, of the National Education Council (CNE), university extension began to be assumed by universities with the same relevance as teaching and research, consolidating the balance between the pillars based on inseparability. This configuration has required a new approach, that is, the training of teachers for extension, through three dimensions: the production of consciousness – personal dimension, the production of knowledge – epistemological dimension, and the production of an integrated world – social commitment. Seeking to analyze the challenges and possibilities of continuing teacher training for university extension work, this study used qualitative methodology, through bibliographical research and the application of a questionnaire to collect data on the perception of teachers at a university in the Federal District, regarding the challenges and possibilities of university extension for continuing teacher training. The results highlighted the need for specific continuing education for teachers who consider university extension as a space-time commitment to the social transformation of the communities served.

Doctoral training to support sustainable soil geochemistry research in Africa.

Africa's potential for scientific research is not yet being realized, for various reasons including a lack of researchers in many fields and insufficient funding. Strengthened research capacity through doctoral training programmes in higher education institutes (HEIs) in Africa, to include collaboration with national, regional and international research institutions, can facilitate self-reliant and sustainable research to support socio-economic development. In 2012, the Royal Society and the UK's Department for International Development (now the Foreign, Commonwealth and Development Office) launched the Africa Capacity Building Initiative (ACBI) Doctoral Training Network which aimed to strengthen research capacity and training across sub-Saharan Africa. The ACBI supported 30 core PhD scholarships, all registered/supervised within African HEIs with advisory support from the UK-based institutes. Our 'Soil geochemistry to inform agriculture and health policies' consortium project, which was part of the ACBI doctoral training programme network, was implemented in Malawi, Zambia and Zimbabwe between 2014 and 2020. The aims of our consortium were to explore linkages between soil geochemistry, agriculture and public health for increased crop productivity, nutrition and safety of food systems and support wider training and research activities in soil science. Highlights from our consortium included: (i) the generation of new scientific evidence on linkages between soils, crops and human nutrition; (ii) securing new projects to translate science into policy and practice; and (iii) maintaining sustainable collaborative learning across the consortium. Our consortium delivered high-quality science outputs and secured new research and doctoral training funding from a variety of sources to ensure the continuation of research and training activities. For example, follow-on Global Challenges Research Funded Translation Award provided a strong evidence base on the prevalence of deficiencies in children under 5 years of age and women of reproductive age in Zimbabwe. This new evidence will contribute towards the design and implementation of a nationally representative micronutrient survey as an integral part of the Zimbabwe Demographic and Health Surveys conducted by the Ministry of Health and Child Care. The award also generated new evidence and a road map for creating quality innovative doctorates through a doctoral training landscape activity led by the Zimbabwe Council for Higher Education. Although our project and the wider ACBI has contributed to increasing the self-reliance and sustainability of research within the region, many challenges remain and ongoing investment is required.

Delineation of core roles of oncology social workers in inpatient settings: a secondary data analysis

ABSTRACT There is limited literature on the roles and tasks conducted by oncology social workers (OSW) who work with cancer patients in inpatient units. The purpose of this study was to delineate the roles reported to be significant to practice among OSWs who practice in inpatient settings and to identify the domains into which these roles fall. The data used in this secondary data analysis were collected in a large national study of OSWs to delineate the roles and tasks across all cancer settings. The sample extracted for this study were 240 OSWs who endorsed providing direct care to cancer patients in inpatient settings. Exploratory factor analysis revealed eight factors made up of 34 tasks. The roles were aligned with three of the four service areas in the Association of Oncology Social Scope of Practice and seven of the nine competencies set forth by the Council of Social Work Education. The findings can be used to enhance communications about the roles of inpatient OSWs across OSW constituencies, increase awareness of the role supervision and consultation to ensure equitable and just practice, enhance social work coursework to prepare students to work in healthcare inpatient settings, and in future research.

An Update on the Independent Plastic Surgery Match (2019-2022): Trends, Predictors, and Program Leaders' Perspectives.

A previous study by the authors noted a decline in independent plastic surgery residency programs and rising applicant participation. This study provides updates on match trends and influential predictors, and gathers program leaders' views on the future of the independent track. Match data (2019-2022) were obtained from the San Francisco match after American Council of Educators in Plastic Surgery approval. Variables influencing match success were analyzed, and program leaders were surveyed about desirable applicant traits and program trajectories. From 2019 to 2022, 243 of 428 applicants matched. Programs and positions declined by 10% and 9.5%, respectively. Applicants rose to 42.3%, but match rates fell from 82% to 56%. Osteopathic graduates doubled, whereas international graduates increased to 53.8%. Successful matches were associated with US allopathic medical school graduates, university-affiliated general surgery residencies, eight or more interviews, United States Medical Licensing Examination scores greater than 230, and high post graduate year (PGY)1-3 American Board of Surgery In-service Training Examination scores (PGY1-64.7%, PGY2-61.2%, PGY3-60.7%; P < 0.05). Of surveyed programs, 55.6% aimed to continue running the independent track in the next year. Conversely, 7.4% planned to discontinue in the next year, 22.2% within 2-5 years, 7.4% within the next decade, and 7.4% were unsure. Although support for the independent plastic surgery track remains, program participation diminishes as applicant interest increases, intensifying match challenges. Increasing number of interviews improves match potential. Program leaders display varied commitments, with looming plans for some programs to discontinue offering this track. Applicant evaluation pivots on strong recommendations, research, and test scores.