Educational Pathways Research Articles

Women’s Configurations of Family, Work, and Education: Mapping Diverse Pathways Throughout Adulthood

We investigate how women’s family, work, and education statuses are configured over the life course, defining different pathways throughout adulthood. Using data from the National Longitudinal Study of Adolescent and Adult Health, we conduct a repeated measures latent class analysis to explore the various pathways of family, work, and education that women take between their late teens and early forties. Additionally, we investigate the extent to which these pathways vary by race and socioeconomic background. We find seven distinct pathways. In three of the pathways, women are likely to become mothers at an earlier age, but differ in terms of education and work patterns. Three other pathways include women who focus primarily on college in early adulthood, but differ in terms of their work and family patterns. An additional pathway comprises women who remain largely independent while working and continuing education into adulthood. Pathways vary significantly by race, parents’ education, and early family poverty. This study highlights the fluidity of women’s work and educational experiences across adulthood, and articulates significant nuances in the different combinations of women’s family, work, and education across demographic backgrounds.

Arthroscopic Training: Historical Insights and Future Directions.

Arthroscopy is an orthopaedic technique that provides surgical solutions in a minimally invasive fashion. Since its introduction, arthroscopy has become a preferred surgical approach for treating various orthopaedic pathologies, such as meniscal tears, anterior cruciate ligament ruptures, rotator cuff tears, and wrist, elbow, ankle, and hip conditions. Despite its ubiquity, surgical training in arthroscopy poses several challenges for educators and trainees. Arthroscopy involves neuromotor skills which differ from those of open surgery, such as the principles of triangulation, bimanual dexterity, and the ability to navigate a three-dimensional space on a two-dimensional screen. There remains no universally implemented curriculum for arthroscopic education within orthopaedic residency or fellowship training programs, permitting the potential for highly variable training experiences from institution to institution. Therefore, the current review seeks to highlight the history of arthroscopic education, strategies and current teaching modalities in modern arthroscopic education, and avenues for future educational pathways.

Postgraduate nurse education in Indonesia and Australia: A comparative analysis

BackgroundIndonesia and Australia are neighbouring countries; however, their nursing systems are very different and there is limited migration between countries. AimAs part of a larger study, the aim was to undertake a comparative analysis of postgraduate nurse education in Indonesia and Australia. DesignDetailed literature review across academic and grey literature and semi-structured interviews with key stakeholders in Indonesia (n = 52) and Australia (n = 13) representing education, governments, professional nursing organisations, and rural, remote and urban health care providers. FindingsThree key categories of comparison were identified: Higher Education System, Education Offerings, and Specialist practice and education standards. Regulation of higher education was found to generally be comparable. Postgraduate nursing specialisations are available in both countries, but there are currently more offerings in Australia. Furthermore, nurse practitioner education and graduate entry pathways into nursing are only currently available in Australia. Journal publications are required for graduation from masters and doctoral programmes in Indonesia, but not Australia. ConclusionsWhile there are many areas of similarity, postgraduate nurse education is more diverse in Australia, while there are growing opportunities for new developments in Indonesia. This analysis identifies areas for future consideration around postgraduate education development in both countries, along with possibilities for future collaboration. Furthermore, comparative analysis provided a useful foundation on mapping key elements.

Impact of Educational Pathways and Variables on Knowledge Acquisitions and Mobilizations: A Case Study of Fianarantsoa as 2019 Intake through the French language

Impact of Educational Pathways and Variables on Knowledge Acquisitions and Mobilizations: A Case Study of Fianarantsoa as 2019 Intake through the French language

Faculty perceptions regarding an individually tailored, flexible length, outcomes-based curriculum for undergraduate medical students.

The perception of faculty members about an individually tailored, flexible-length, outcomes-based curriculum for undergraduate medical students was studied. Their opinion about the advantages, disadvantages, and challenges was also noted. This study was done to help educational institutions identify academic and social support and resources required to ensure that graduate competencies are not compromised by a flexible education pathway. The study was done at the International Medical University, Malaysia, and the University of Lahore, Pakistan. Semi-structured interviews were conducted from 1st August 2021 to 17th March 2022. Demographic information was noted. Themes were identified, and a summary of the information under each theme was created. A total of 24 (14 from Malaysia and 10 from Pakistan) faculty participated. Most agreed that undergraduate medical students can progress (at a differential rate) if they attain the required competencies. Among the major advantages mentioned were that students may graduate faster, learn at a pace comfortable to them, and develop an individualized learning pathway. Several logistical challenges must be overcome. Providing assessments on demand will be difficult. Significant regulatory hurdles were anticipated. Artificial intelligence (AI) can play an important role in creating an individualized learning pathway and supporting time-independent progression. The course may be (slightly) cheaper than a traditional one. This study provides a foundation to further develop and strengthen flexible-length competency-based medical education modules. Further studies are required among educators at other medical schools and in other countries. Online learning and AI will play an important role.

Workshop (Clinical/Best Practice Implementation) ID 2001167

Background Hamilton’s Spinal Cord Injury (SCI) Regional Rehabilitation Program in collaboration with SCI Consortium is implementing tissue integrity monitoring for pressure injury (PI) prevention. An increased prevalence of PI was found in 2021 - 2022 compared to 2020 on Hamilton’s SCI Rehabilitation Unit. To address this finding, the clinical team introduced a staff and patient education program focused on PI prevention. Upon completion of this workshop, the attendees will be aware of the CQI methodology used to implement the best practices related to tissue integrity and appreciate the education pathway for both staff and patients. Methods Using a Continuous Quality Improvement model, a systematic approach was used to enhance the education model for staff and patients on skin assessment and appropriate interventions. A process map was created outlining steps for each discipline involved in skin assessment, intervention, and patient education. Education plan included Skin & Wound Management workshop, individual and group patient education, daily skin check calendar for patient/staff use. The workshop will be delivered in a lecture format, ending with discussion time. Results Preliminary data post partial implementation of the education program showed a decrease of 12% in the prevalence of PIs in the patients discharged from the program between July 2022 and March 2023 compared to January 2021 – June 2022. Conclusion Preliminary results are encouraging in demonstrating that implementation of a comprehensive education plan for staff and patients using a structured framework is effective in reducing the prevalence of pressure injuries in the inpatient SCI rehab unit.

Career Technical Education: A Perfectly Valid Alternative

There is a pervasive stigma against career technical education in American society. Societal norms would make it seem that college education is superior to, and distinctly separate from, career technical education. Career technical education is seen as a last resort for students that were not able to attend college education, but the documented benefits that come from students attending career technical education are eye-opening. Students that attend career technical education in high school are shown to be more likely to graduate high school on time, as well as even more likely to attend post-secondary education, like two-year colleges, which is totally at odds with the perceptions created by the societal stigma against career technical education. Particularly for students with disabilities, career technical education can be a very empowering education pathway that will increase their employability, wages, hours, as well as employment benefits. The societal stigma surrounding career technical education ought be broken down through arguments such as the one, in order for awareness to spread regarding the positive effects of career technical education.

“I believe…” - graduating midwifery students’ midwifery philosophies and intentions for their graduate year: A longitudinal descriptive study

ObjectiveMidwifery graduates may experience transition shock that makes them question their fit for their workplace and the profession and in extreme cases, may lead to them leaving. Understanding graduate midwives’ worldviews, job intentions and work experiences is important to inform retention strategies. Factors such as having a strong professional identity and experiencing strong job satisfaction are important for midwife retention. Conversely, stress, trauma and work-life imbalances are examples of factors that lead to attrition from midwifery. Transition shock experienced by some graduates can exacerbate these factors if not managed effectively. This study aimed to identify causes and impact of any changes in graduate and early career midwives’ philosophy, practice, and intention to stay in the profession. Design, setting and participantsWe invited the 2021 and 2022 cohorts of graduating midwifery students from all educational pathways in Victoria, Australia to participate in a longitudinal descriptive study using a questionnaire with both closed and open -ended questions. This paper reports the findings from 16 participants that completed the first survey of a five-year longitudinal descriptive study. FindingsThe sixteen participants predominantly held a woman centred philosophy and ideally wanted to work in a midwife-led model of care. Although excited about moving into practice, they also disclosed a sense of needing to ‘survive’ in a maternity care system that their beliefs were not fully in alignment with. Key conclusionsThe hopes, expectations and concerns of midwifery students who are anticipating moving into practice in this study resonate with those previously reported and demonstrate the need to consider personality-job fit in supporting this vulnerable group to transition. Implications for practiceThis study provides insights into graduating midwives’ hopes for, expectations of, and concerns about transitioning into practice that may inform the design of transition programs and support expansion of midwifery led models of care.

Navigating Educational Pathways for Sustainable Development: A Comparative Analysis of ALECSO and UNESCO in The Arab Region

This comparative analysis delves into the educational strategies for sustainable development as employed by ALECSO and UNESCO within the Arab region. The study utilizes a mixed methods approach to dissect and compare the educational policies, strategies, and initiatives implemented by these two prominent organizations. Central to this examination is the contrast between ALECSO’s region-specific strategies, which are intricately designed to resonate with the cultural, political, and social fabric of the Arab world, and UNESCO’s more globally oriented approach, which is characterized by its adherence to international standards and norms. One of the study's critical arguments is the varying effectiveness of regionally tailored strategies versus globally standardized approaches in addressing the unique educational needs and sustainability goals of the Arab region. This is particularly evident in the way ALECSO’s initiatives are closely aligned with local contexts, possibly offering more practical and culturally sensitive solutions. In contrast, UNESCO’s strategies, while globally comprehensive, might not fully address specific regional nuances. The research further critiques the impact and effectiveness of the programs initiated by both organizations. This aspect is crucial in highlighting the strengths and weaknesses inherent in their respective approaches to promoting sustainable development through education. The study identifies key areas where ALECSO and UNESCO have succeeded, as well as areas where improvements are necessary. This critical assessment provides a nuanced understanding of how each organization contributes to the development of sustainable educational practices within the Arab region. Emphasizing the significance of contextually relevant educational strategies, the study advocates for adaptive and collaborative policymaking. This approach is posited as essential for enhancing the efficacy of future educational strategies for sustainable development, particularly in regions with distinct cultural and socio-political contexts like the Arab world. The findings of this study have broader implications, contributing significantly to the discourse on sustainable development in education. By offering in-depth insights into the roles and contributions of ALECSO and UNESCO, the study underscores the importance of aligning educational strategies with regional needs while also considering global sustainability goals.

Collaborating With Service Users to Select Psychiatry Residents Committed to Health Equity and Social Justice.

Advocates have called for health services to be delivered equitably to all. Academic psychiatry must play a role in this work, given its history of creating and perpetuating the marginalization of people experiencing mental health issues. While medical educators have started teaching concepts such as structural competency and cultural safety, careful consideration of who enters the medical workforce and what values they bring is also important. The authors report on the first 5 years (2016-2021) of a collaboration with individuals who have used mental health or addiction services or identify as having lived experiences of mental health and/or substance use issues (i.e., service users) to select residents to the general adult psychiatry residency program at the University of Toronto who are committed to working toward health equity and social justice and who bring diverse personal, academic, and community-based experiences. Starting in 2016, a working group of service users and faculty iteratively refined the selection process to add personal letter and interview day writing sample prompts centered on social justice and advocacy. The working group, coled by service users since 2019, defined the problem (lack of attention to health equity and social justice in resident selection) and codesigned the solution by revising writing prompts used in the selection process and their assessment rubrics to emphasize these missing areas. Further, service users directly participated in the implementation by reviewing candidates' personal letters and interview day writing samples alongside faculty and residents. This work serves as an example of meaningful service user engagement in action. To ensure the needs of service users are prioritized, future work must aim for long-term institutional commitment to strengthen service user involvement and power sharing with service user communities in resident selection and at other points along the medical education pathway.

"Good" Parenting: Parental Support in Education as a Factor in Inequality

Parental support is generally considered as important, positive, and desirable for students' educational trajectories. As research in education has repeatedly proven, parental capital significantly affects students' educational pathways in terms of ambitions, opportunities, and outcomes. In this article, we investigate how teachers and parents in Slovenia view the role of parents in students' educational trajectories. We observe whether their role might mitigate or increase educational inequalities. We draw on qualitative data obtained through interviews with teachers and parents of ninth-grade students in Slovenia. The article shows that parents in Slovenia are very involved in their children's educational process; they have high educational aspirations that seem to be internalized by their children. Their engaged involvement can be newly considered as a factor in the social differentiation of children, as it covertly sanctions those parents and children who are unable or unwilling to create a supportive family climate.

Forensic Social Work in Australian Undergraduate Social Work Education: A Generic Practice Versus Specialisation Consideration

ABSTRACT Australian social workers are routinely employed in forensic roles, including forensic medicine, domestic and family violence, youth justice, probation or parole, and correctional work. Forensic social work often is considered to be a specialist area of social work due to the required additional knowledge of the law, crime, victimology, comorbidity, and intersectionality. Globally, and in Australia, concerns have been raised about the training and education of forensic social workers. In Australia, there is no clear forensic social work education pathway; there are no tertiary forensic social work courses, and the AASW does not recognise forensics in their credentialing program. Thus, practitioners are seen to qualify through their generic studies. The purpose of this study was to ascertain the extent to which forensic knowledge features in the current AASW accredited undergraduate social work programs. A content analysis of available 2023 Bachelor of Social Work programs was undertaken to reveal any disparity of forensic offerings under a generic qualification. This research is positioned within the wider “generic practice versus specialisation” debate in Australian social work education. It raises concerns about the fragmented nature of forensic studies within Australian social work education. IMPLICATIONS There is a lack of clarity around what constitutes useful and sufficient forensic studies within Australian social work education, in the absence of specialist programs. There is little opportunity for social work students to gain “social work specific” forensic training in their qualifying education. Further consideration of a specialist forensic social work pathway could assist with the advanced training of this workforce.

Integrating postcolonial perspectives in the Community Cultural Wealth Model: a qualitative framework for educational research in South-South migration

Nowadays, it is commonly recognized that educational researchers are challenged to address the cumulatively interwoven pathways where critical theories must become complementary and responsive to developing complex research design (e.g., Critical Race Theory). Postcolonial theories, in this sense, have longed enriched a criticality committed to the deconstruction of Western ways of knowing by interrogating and dislocating mainstream notions of science, modernity, and identity. Still, it seems necessary to engage in a discussion about how it would be possible to carry out research with a post-colonial perspective on current identity formation scenarios strongly marked by new pathways of social mobility in the Global South. This paper focuses on two contributions to postcolonial thought: 1) multiplicity, 2) and concrete study analysis. In it, the authors seek to share their experience designing a complementary qualitative framework underpinned by these terms that serve to translate and contextualize the model of Community Cultural Wealth (Yosso, 2005) as applied to developing global education research about immigrant students and their emerging educational pathways in relatively new pathways of social mobility in South America. By drawing on lessons learned from the ongoing research built on the testimonios of Latin American students and their mothers in the northern region of Chile, the authors share analytical strategies that deploy post-colonial perspectives to complement the content and narrative analysis normally deployed in ethnographic educational methods. Finally, this paper contributes to the ongoing discussion about fractures, expansions, and openings within post-critical educational investigations regarding methodological aspects; postcolonial thought contributes to the reinvention of new ways of thinking about cultural diversity in education.

Professional Standards and the Role of the Advanced Practice Registered Nurse in Hospice and Palliative Care.

Palliative care aims to optimize quality of life and reduce physical, psychological, social, and spiritual suffering for people living with serious and life-threatening illness throughout the life span. There are different educational pathways to becoming an advanced practice registered nurse (APRN) and a range of areas in which APRNs may specialize, including hospice and palliative care. National guidelines and professional standards have been developed to guide the delivery of high-quality palliative care and to demonstrate the need for all nurses to be competent in providing primary palliative care. Advanced practice registered nurses are well poised to integrate palliative care standards into their practice in a variety of settings and in myriad ways including clinical care, program development, leadership, education, and advocacy. This article is the first in a series that will highlight the different roles of the hospice and palliative care APRN, including the doctor of nursing practice, clinical nurse specialist, pediatric APRN, adult/gerontology APRN, and community-based APRN in a variety of settings throughout the country.

Validation of a Model for the Formalization of Personal Learning Pathways Through Expert Judgment

Personalized learning pathways enable students to take an active role in their learning. Therefore, the development of models that facilitate their design is crucial. This study aims to validate a model for formalizing personalized learning pathways for higher education students using the expert judgment technique. Two questionnaires were designed to validate content and internal consistency, respectively. The content was validated by a group of experts (n=12), while the internal consistency was validated by a nominal group (n=8). The results of content validity were satisfactory, and the level of agreement between judges, as measured by Kendall’s W test, was statistically significant in the implementation (p=0.007) and reflection (p=0.035) phases. To increase internal consistency, the study recommends implementing a simplified implementation scheme, adjusting the start-up phase in the conditional components (teacher digital literacy and technological environment), and incorporating teacher-student co-design. The improved ACDGE model emerges as a standard for designing learning pathways for higher education, minimizing the need to search for solutions to known problems.

Comparisons of Clinical Competency and Job Responsibilities of Physical Therapists With and Without Postprofessional Training.

Understanding how educational pathways may influence clinical competence and work responsibilities is important in providing guidance to academic and clinic stakeholders and physical therapists (PTs) on PT career development. The purpose of this paper was to compare perceived clinical competency and job duties between PTs with formal mentored postprofessional clinical education with PTs without formal postprofessional clinical education. The understanding of self-perceived clinical competence of PTs overall in the United States is limited, especially as related to the impact of postprofessional education. Furthermore, there is limited understanding of the career pathways and development of job duties of PTs in the United States. Two thousand three hundred thirty-four PTs in the United States. An online survey was sent to licensed PTs. This survey included items measuring self-perceived clinical competency and questions related to weekly job responsibilities. Participants were categorized as residency trained, fellowship trained, or non-residency/fellowship trained. Frequency analyses and Kruskal-Wallis tests with pairwise post hoc tests were performed comparing the 3 groups. Residency-trained (P < .007) and fellowship-trained (P < .001) groups demonstrated elements of higher self-perceived clinical competency compared with the non-residency-/fellowship-trained group. Both the residency- and fellowship-trained groups spent less time with patient care and more time with other responsibilities (e.g., teaching, mentoring, and research) (P < .02) during an average workweek. Fellowship-trained PTs (P < .001) spent more time with administrative duties compared with the non-residency-/fellowship-trained group. Results from this paper demonstrate that residency- and fellowship-trained PTs have elements of higher self-perceived clinical competency and spend more of their job duties outside of direct patient care compared with PTs who were not residency or fellowship trained. These results may help guide PTs, academic institutions, and employers in planning and achieving specific career paths.

Mississippi Career and Technical Education Teachers’ Perception Toward Implementing a Food Science Toolkit Designed to Increase Food Science Curriculum Use in Mississippi

A pilot test implementing a food science toolkit designed to increase student awareness, interest, and knowledge of food science academic and career pathways in Mississippi Career and Technical Education (CTE) courses was conducted to determine teachers’ perceptions of the food science education resources. After implementing the food science toolkit in their CTE course, four teachers individually participated in a semi-structured interview to capture each teacher’s detailed experience implementing the food science toolkit. The results of this study revealed that teachers are interested in teaching food science at the secondary education level to increase student knowledge of food science and enhance student performance at the FFA food science career development event. Teachers also revealed their positive experience implementing the food science toolkit and their intentions to continue to use the food science toolkit in their CTE courses to further increase their exposure to food science competencies. Teachers perceived that the food science toolkit increased student exposure to, engagement in, and interest in food science academic and career pathways, which encourages students to select and pursue a career in food science.

Exploring Fairness in Scholarly Development: Are We Creating Knowledge Storing Zombies or Curious, Creative and Critical Healthcare Professionals?

Scholarly doctors require research knowledge and skills (Ausbildung), as well as an academic mindset, which includes curiosity, creativity, and critical thinking (Bildung). However, in contrast to knowledge and skills, summative assessment of the development of an academic mindset is not so easy in an objective and so-called 'fair' way. As a result, in practice, assessing knowledge and skills tends to dominate in scholarly development. In this perspective, we explore the issues that arise when we give priority to objective assessment of knowledge and skills in scholarly development to safeguard fairness and, consequently, standardize educational procedures and learning pathways. We argue that eventually this approach may even result in hampered development of a true academic mindset and can be considered unfair rather than fair. To solve this, perhaps we should go back to the core business of the university and in the tradition of founder of the modern university Von Humboldt focus on shaping an academic mindset (Bildung). To rebalance Ausbildung and Bildung in academic education, we should go beyond the assumption that objectivity is a prerequisite for achieving fairness in assessment. Shifting the focus from pure objectivity to both objectivity and subjectivity in assessment as well as learning pathways can assist in protecting fairness and, as a result, bring back Bildung to medical education to ensure future doctors to be true scholars.

Engaging Premedical Students in Medical Education Research: Benefits of Clinical Skills Observation Studies.

Observations requiring evaluation and critical thinking can be powerful learning experiences. Video-recorded standardized patient encounters are underused resources for evaluation and research. The authors engaged premedical students in medical education research reviewing standardized patient encounters. This study aims to explore participant perceptions of the research experience and how they gained clinical skills. This mixed-method study was completed between 2019 and 2022. Premedical participants coded medical students' clinical skills in video-recorded standardized patient encounters. Each participant also completed their own new patient history in a standardized patient encounter at both the beginning and end of their research project. Participants then completed an end-of-program debrief to discuss their experiences coding the clinical skills encounters. The authors coded communication skills implemented in the pre/postencounters and completed a thematic analysis of the debrief transcripts. All 21 participants demonstrated significant clinical skills gain after their research project, which included spending more time with the patient (pre-M=5 minutes, post-M=19 minutes, t=13.2, P<.001) and asking more questions (pre-M=13, post-M=40, t=9.3, P<.001). Prior clinical experience did not influence pre- or postoutcomes, but the number of videos coded was associated with asking more questions in the postencounter. Participants described learning actively and reflected that their clinical skills research project gave them greater insight into patient-care aspects of medical school and how medical students learn. These data demonstrate that observational studies in which premedical students evaluate standardized patient encounters gave the students context to medical education while enabling them to develop and transfer their own clinical skills. Studies observing standardized patient encounters provide rich insight into clinical skills development, and this work generates both research outcomes and actionable program evaluation data for medical educators. Purposefully engaging premedical students in such experiential learning opportunities benefits the students and helps cultivate early medical education pathways for these learners.

Mapping the delineation of practice to the AMIA foundational domains for applied health informatics.

This article reports on the alignment between the foundational domains and the delineation of practice (DoP) for health informatics, both developed by the American Medical Informatics Association (AMIA). Whereas the foundational domains guide graduate-level curriculum development and accreditation assessment, providing an educational pathway to the minimum competencies needed as a health informatician, the DoP defines the domains, tasks, knowledge, and skills that a professional needs to competently perform in the discipline of health informatics. The purpose of this article is to determine whether the foundational domains need modification to better reflect applied practice. Using an iterative process and through individual and collective approaches, the foundational domains and the DoP statements were analyzed for alignment and eventual harmonization. Tables and Sankey plot diagrams were used to detail and illustrate the resulting alignment. We were able to map all the individual DoP knowledge statements and tasks to the AMIA foundational domains, but the statements within a single DoP domain did not all map to the same foundational domain. Even though the AMIA foundational domains and DoP domains are not in perfect alignment, the DoP provides good examples of specific health informatics competencies for most of the foundational domains. There are, however, limited DoP knowledge statements and tasks mapping to foundational domain 6-Social and Behavioral Aspects of Health. Both the foundational domains and the DoP were developed independently, several years apart, and for different purposes. The mapping analyses reveal similarities and differences between the practice experience and the curricular needs of health informaticians. The overall alignment of both domains may be explained by the fact that both describe the current and/or future health informatics professional. One can think of the foundational domains as representing the broad foci for educational programs for health informaticians and, hence, they are appropriately the focus of organizations that accredit these programs.