Entry Program Research Articles

Non-graduate entry a retrograde step for the police professionalisation agenda?

Since its inception the College of Policing has promoted policing as a profession and it has established a code of ethics, a body of knowledge and graduate entry in pursuit of its ambition. The graduate entry programme has been the subject of criticism and in response a non-graduate entry route has been introduced. Graduate entry is fundamental to most professions and this change could undermine the professionalisation agenda. This article uses a series of focus groups to compare the views of probationary officers from graduate and non-graduate training programme to assess the impact of the graduate entry programme on student officers. While the research found many similarities between the cohorts. IPLDP students expressed a greater affinity with the role of police as crime fighters than their graduate peers. While the graduate students were concerned about limitations on their ability to use their discretion and the extent of their autonomy.

Tibial Skeletal Adaptations in Male and Female Marine Corps Officer Candidates Undergoing 10 Weeks of Military Training.

Military training improves tibial density, structure, and estimated strength; however, men and women may adapt differently. Most work performed in military populations has assessed changes in bone health during initial entry programs, a timeframe at the beginning of a service member's career when bones may be more adaptable to a novel mechanical stimulus. The purpose of this investigation was to examine changes in tibial volumetric bone mineral density (vBMD), structure, and estimated strength, and biomarkers of bone metabolism (P1NP, osteocalcin, TRAP5b, sclerostin) between male and female candidates measured at the start and end of United States Marine Corps Officer Candidates School (OCS), a 10-week military training program attended by older service members (~ 25 y/o) who may have previous military experience. Peripheral quantitative computed tomography (pQCT) of the tibia (n = 375) and blood draws (n = 385) were performed. Generalized linear mixed effects modeling compared changes between sexes over time. Increases in total and trabecular vBMD were observed at the 4% site in the total sample, but total and cortical vBMD decreased in female candidates at the 66% site. Periosteal circumference at the 38% and 66% sites increased in the total sample. Estimated strength increased similarly in male and female candidates at the 4% and 38% sites but only increased in male candidates at the 66% site. Concentrations of P1NP and osteocalcin increased similarly in both sexes, although sclerostin and TRAP5b decreased only in male candidates. Measures of tibial vBMD, width, and estimated strength increased following OCS consistent with adaptive bone formation.

Ongoing Challenges in Clinical Precepting: Exploring Solutions for the Shortage of Clinical Practicum Placements for Diagnostic Medical Sonography Students in Canada

There continues to be an ongoing shortage of diagnostic medical sonographers in Canada. While much focus has been placed on educational institutions opening more spots in their competitive entry programs, this priority ignores a critical piece of the puzzle—the availability of clinical preceptors required to provide the mandatory clinical training for these students to obtain their Canadian Clinical Skills Assessment (CCSA) competencies. Students must obtain their CCSAs to be eligible to write the Sonography Canada written examinations and gain entry-to-practie in the field. To continue to train competent sonographers and open more clinical practicum placements in Canada, clinical preceptors require increased support and training, both from educational institutions and the facilities they work for. The lack of adequate professional training in teaching skills, a lack of scanning time, and minimal support for clinical preceptors has led to a scarcity of clinical spots for sonography students, undermining students’ training and impeding their ability to acquire essential hands-on scanning experience required to meet the Sonography Canada entry-to-practise requirements.

Big data analysis: examination of the relationship between candidates' sociodemographic characteristics and performance in the UK's Membership of the Royal College of Physicians Part 1 examination.

Big datasets and data analytics enable granular analyses examining group differences in performance. Our focus is on differential attainment (DA) in postgraduate College (Board) examinations. We asked: Are candidates' sociodemographic characteristics associated with performance on the UK's Membership of the Royal College of Physicians (MRCP) Part 1 after adjusting for medical school performance (MSP) and type of medical programme? This was a retrospective longitudinal cohort study of 6040 medical graduates with linked sociodemographic data in the UK Medical Education Database qualifying from a UK medical school (2012-2014) and sitting MRCP Part 1 before October 2019. Chi-squared tests established univariable associations with MRCP performance (pass/fail first sitting MRCP Part 1). Multivariable mixed-effects logistic regression identified independent explanatory factors of success, adjusted for medical school. The odds (95% CI) of passing MRCP Part 1 exams on first sitting were greater for men (OR = 1.61, CI 1.42-1.81, p < 0.001) and those on a graduate entry programme (OR = 1.44, 1.05-1.99, p < 0.001). The odds of passing were lower as age increases (OR = 0.87, 0.85-0.90, p < 0.001), for minority ethnic (OR = 0.61, CI 0.53-0.7, p < 0.001), and gateway to medicine (OR = 0.49, CI 0.27-0.90, p = 0.02) candidates. After adjusting for MSP, odds were greater for passing in men (OR = 1.62, CI 1.24-2.11, p < 0.001) and candidates with higher MSP (OR = 4.12, CI 3.40-4.96, p < 0.001). Our findings illustrate how performance on MRCP part 1 is associated with group-level social and educational factors. This DA may be due to aspects of the assessment itself, and/or the persistent nature of social and educational disadvantage.

Nursing student reflections on a research internship: A reflective discussion following the Gibbs' reflective cycle

BackgroundEvidence-based practice underscores the importance of utilising research-based skills in the delivery of care. However, entry-to-practice nursing curriculums in Australia currently do not provide students with practical research opportunities. Acknowledging this gap, an Australian university initiated a two-month summer research internship that aim to expose undergraduate nursing students to clinical research under the mentorship of a nursing academic. AimTo understand the opportunities and challenges of a research internship and its contribution to developing research knowledge and skills for future nursing practice and leadership. DesignA reflective discussion following the six stages of the Gibbs' Reflective Cycle. SettingsA two-month research internship at an Australian University was held over the summer. ParticipantsTwo successful nursing students (FO and BM) who were both students in the Master of Nursing (Graduate Entry) program. MethodsFollowing the Gibbs' Reflective Cycle, a description of the internship experience was outlined, alongside feelings encountered. The opportunities and challenges of the internship are explored, evaluated, and analysed with related literature to inform an overall conclusion. To support other nursing students pursuing similar research endeavours during their professional transition, an action plan was developed. ResultsThe optional summer research internship proved to be a valuable experience for participating nursing students. FO and BM were granted co-authorship on their respective research projects, providing opportunities at international nursing and midwifery conferences and several avenues for career advancement. ConclusionsNursing research internships contribute to students' personal and professional development. This paper highlights the need for universities to provide innovative educational opportunities to students that enrich evidence-based nursing practice and inspire further opportunities.

Implementasi Kebijakan Penanggulangan Bencana Melalui Program Taruna Siaga Bencana (TAGANA) Masuk Sekolah di Kabupaten Sidoarjo Tahun 2023

Sidoarjo Regency is listed as one of the three regions in East Jawa Province that will experience the most disasters in 2022, which could threaten the safety of its citizens, especially groups vulnerable to disasters, one of which is children. The Taruna Siaga Bencana (TAGANA) aims to provide early education to students on how deal with disaster in order to reduce the risk of disaster occurring. This research aims to determine and analyze the success of implementing TAGANA Masuk Sekolah program in Sidoarjo Regency. The research method used is descriptive qualitative. Data collection uses interviews, observation, and documentation. This research uses a policy implementation model focus according to Geoge C. Edward III which consists of (i) Communication, (ii) Resources, (iii) Disposition, (iv) Bureaucratic Structure. The technique for determining informants uses purposive sampling anda snowball sampling. The results of this research indicate that the implementation of Tagana School Entry program in Sidoarjo Regency has not been implemented wel. This is because there are still obstacles in communication and officers do not receive incentives, which can affect the success of implementing a policy.

Interweaving employability skills in ESL/EFL university direct entry integrated assessment tasks: A systematic review

Integrated assessments are often used to measure English language readiness for university. As language assessment contexts are impacted by variables beyond the classroom, and technologised learners are increasingly striving to achieve “differentiated learning goals” (Peng et al., 2020, p. 88), the challenge is to design assessments that are more “person-centred” (Bensen, 2019, p. 60). One response is to interweave employability soft skills in English for academic purposes (EAP) direct entry program (DEP) integrated assessment. We conducted a systematic review of integrated assessment and soft skills assessment scholarship to inform integrated assessment design for supporting soft skills development in Australian university DEPs. The findings suggest that adopting a person-centred approach to the design and research of integrated assessments may more comprehensively support students’ students’ adaptive communication capacities for 21st century ambitions.

A tale of two centres: A cross-institutional peer review of integrated assessment use in direct entry programs

Direct Entry Programs (DEPs) at Australian universities are designed to enhance students’ English language and academic skills, with the primary goals of preparing and assuring students’ readiness for university studies. Given that university tasks often require the integration of language skills (e.g., writing assignments using information from lectures, articles, and textbooks), this paper proposes the use of integrated assessment tasks in DEPs to increase the authenticity in their assessment approach by using tasks that replicate actual university learning, teaching, and assessment practices. To encourage the shift from standard practice of separate skills testing to integrated assessment, we present key findings of a literature review in integrated assessment use in language programs and show how integrated assessment is implemented in two institutions in Sydney, Australia. The paper also highlights advantages of cross-institutional peer review and proposes an argument-based validity framework for test design that language centres can use to guide good practice.

Assessment symposium assessment practice in a changing world

The University English Centres of Australia (UECA) 'Assessment Symposium: Assessment Practice in a Changing World' at Southern Cross University in October 2022 highlighted the growing interest in integrated assessment in Australian university direct entry programs (DEPs) for English as Additional Language (EAL) students. In keynote presentations, Professor Antony John Kunnan, Carnegie Mellon University; Professor Guoxing Yu, University of Bristol; and Dr Paul Moore, the University of Queensland, shared an overview of their scholarly work on integrated assessment. The Symposium also included practitioner and student voices from Australia’s English language intensive courses for overseas students (ELICOS) sector in a panel discussion that considered the impacts of integrated and online assessment on assessment practices in their contexts over the previous three years. This paper provides excerpts from these speakers, contextualised with a brief discussion of DEPs globally, and focussing on the Australian university DEP context.

Integrated reading-into-writing: Developing a task blueprint

Integrated reading-into-writing assessment has become increasingly common in second language English for Academic Purposes assessment. It is viewed as a means of potentially increasing the authenticity and therefore validity of assessment that aims to measure a candidate’s readiness for the demands of academic writing. While there is a body of research seeking to identify the distinct sub-skills involved in an integrated reading to write task, there is much more limited work addressing the design of rubrics for integrated tasks for specific contexts. This paper describes the development of an integrated reading-into-writing task and rubric for students at B2+/C1 CEFR level in a PreMasters Direct Entry Program (DEP) at a university language centre in Australia. The project aimed to develop a blueprint for an integrated reading-into-writing task and rubric that captures the core constructs of synthesis writing and can be used as a basis for assessment writers to adapt to suit the parameters of other specific integrated reading into writing tasks in other programs or contexts.

Community Reentry Program: A Therapeutic Management

ABSTRACT Community Re Entry Program (CREP) is a specialized rehabilitation program for individuals with mental disorders, recovering from mental illness. This program is specifically designed to develop and integrate the skills that enable individuals to relearn the skills necessary to fully participate in activities of daily living successfully and return to home or community.

Exploration of the Longitudinal Development of Physical Education Teacher Efficacy: Understanding the Key Influences Impacting Preservice Teachers

Purpose: The purpose of this study is to investigate the longitudinal development of physical education (PE) teacher efficacy (TE) of preservice teachers. Method: Participants included 287 preservice teachers from six U.K. higher education institutions. Data were collected over 3 years using an online questionnaire that included a validated PE teaching efficacy scale with the same preservice teachers. Primary analysis included a one-way analysis of variance to examine variances across institutions, gender, and time, followed by four multilevel linear regression models using MLwiN. Results: No significant mean score differences were found in PE TE between entry point and program completion, F(5, 282) = 1.29, p = .268; F(5, 283) = 0.66, p = .65. Yet, significant differences in PE TE concerning gender, teaching, coaching, and voluntary experiences were found at the intralevel (p &lt; .01). Discussion: The professionalization phase did not lead to significant advancements in PE TE. Findings support the necessity of a PE efficacy development model during professionalization.

Making Rift Valley Fever Viral Particles Fluorescent.

Rift Valley fever virus (RVFV) is a mosquito-borne pathogen that represents a significant threat to both human and veterinary public health. Since its discovery in the Great Rift Valley of Kenya in the 1930s, the virus has spread across Africa and beyond, now posing a risk of introduction into Southern Europe and Asia. Despite recent progresses, early RVFV-host cell interactions remain largely uncharacterized. In this method chapter, we delineate the procedure for labeling RVFV particles with fluorescent organic dyes. This approach makes it feasible to visualize single viral particles in both fixed and living cells and study RVFV entry into host cells. We provide additional examples with two viruses closely related to RVFV, namely, Toscana virus and Uukuniemi virus. Furthermore, we illustrate how to utilize fluorescent viral particles to examine and quantify each step of the cell entry program of RVFV, which includes state-of-the-art fluorescence-based detection techniques such as fluorescence microscopy, flow cytometry, and fluorimetry.

Undue Burden the Medical School Application Process Places on Low-Income Latinos

Undue Burden the Medical School Application Process Places on Low-Income Latinos

Exploring the interest of medical students in global health in South Korea: Does taking a global health course matter?

BackgroundPrioritizing global health is important for positive health outcomes. Doctors play a pivotal role in addressing health issues that they need to recognize the importance of global health practice. However, medical education in global health is still in its early stages in many countries, including South Korea.MethodsThis study is a quantitative cross-sectional study. Medical students were recruited from all 40 Korean medical schools and data collection was conducted in 2021. Stratified proportional quota sampling was employed as the sampling method. The study examined medical students’ interest in global health as the dependent variable. Independent variables included whether individuals had taken global health courses as part of their medical curriculum, while covariates included student background and institutional factors. Logistic regression was used to determine if taking a global health class was associated with global health interests.ResultsThe study included 2450 participants and almost 32% of medical students (n = 781) were interested in global health. Taking global health classes in school was associated with a higher likelihood of developing an interest in global health (OR: 1.29, 95% CI: 1.00-1.67). The likelihood of being interested in global health decreased across the academic year (OR: 0.70, 95% CI: 0.53–0.94). Individuals in graduate entry programs were associated with an interest in global health (OR: 1.32, 95% CI: 1.01–1.72).ConclusionThis study provides the first comprehensive nationwide assessment of medical students’ perspectives on global health education in South Korea. The findings underscore the importance of early and sustained exposure to global health topics in medical education in fostering interest in global health. These results can serve as valuable evidence for medical educators seeking to integrate global health education into their curricula.

Mapping User Behaviors: A Machine Learning Perspective on the NAVER Entry Programming Activity Community

Mapping User Behaviors: A Machine Learning Perspective on the NAVER Entry Programming Activity Community

Perancangan Sistem Informasi Penjualan Tanaman Hias pada JA Garden

This research aims to design a web-based information system for selling ornamental plants at JA Garden. This system consists of input, output, process, control, labor, and cost design stages. Each stage is detailed with the programs involved, including data entry programs for categories, products, buyer information, purchase transactions, sliders, brands, blogs, users, and messages. System output includes category recaps, products, customers, transaction reports, transaction details, goods transactions, brands list, sliders, blogs/news, and users. The sales data processing process adopts computerized applications with context, tiered and data flow diagrams. User control involves registration in the database to prevent redundant data. Application control includes user management and data security with encryption. Minimal labor required, with training for application use. The proposed costs cover system maintenance and development. The use of various web programming languages and supporting software such as XAMPP, NotePad++, and the Google Chrome browser supports the functions of this system. Suggestions involve optimizing computer use, improving human resource skills, and utilizing all software. This research is expected to provide guidance for the development and implementation of an ornamental plant sales information system at JA Garden.

Право на освіту: особливості реалізації під час війни в Україні

It has been found that in the context of russian aggression, the Ministry of Education and Science of Ukraine uses the Sectoral Working Group «Education and Science» as a dialogue with the widest possible range of partners and friends of Ukraine to form an international coalition in support of Ukrainian education and science. It can be stated that in Ukraine the right to education is ensured as a martial law with its certain restrictions. It is emphasized that an important point is the unprecedented support of international partners, which is provided not only in the military plan but also in the social plane, in particular in the context of opportunities for preferential entry 'I also directly learning in Ukrainian. It is stated that during the martial law, representatives of foreign educational institutions develop for Ukrainian students, as well as future students of the support for support for training. In Ukraine, there are preferential entry programs for internally displaced persons, orphans, children from the frontal areas and other categories of persons. The state makes the maximum for the realization of the purpose of education, ensuring the right to education and maintaining stability in the educational space, which is possible in the conditions of martial law. Under the war, the flow of people traveling abroad increases through the desire to preserve the lives and health of their children. It is a person's natural reaction to a deadly danger, but many Ukrainian citizens return and continue their training in relatively safe regions. Attention is emphasized on the problem of exercising the right to education by persons with special educational needs. In modern conditions, it is important for such persons to provide quality access to both the educational process and safety during danger in martial law (unobstructed access to shelter during air alarm, the possibility of using communication facilities to participate in online sessions in «points of indomitable points».

An analysis of the global diversity of midwifery pre-service education pathways

BackgroundThe development of competent professional midwives is a pre-requisite for improving access to skilled attendance at birth and reducing maternal and neonatal mortality. Despite an understanding of the skills and competencies needed to provide high- quality care to women during pregnancy, birth and the post-natal period, there is a marked lack of conformity and standardisation in the approach between countries to the pre-service education of midwives.This paper describes the diversity of pre-service education pathways, qualifications, duration of education programmes and public and private sector provision globally, both within and between country income groups. MethodsWe present data from 107 countries based on survey responses from an International Confederation of Midwives (ICM) member association survey conducted in 2020, which included questions on direct entry and post-nursing midwifery education programmes. FindingsOur findings confirm that there is complexity in midwifery education in many countries, which is concentrated in low -and middle-income countries (LMICS). On average, LMICs have a greater number of education pathways and shorter duration of education programmes. They are less likely to attain the ICM-recommended minimum duration of 36 months for direct entry. Low- and lower-middle income countries also rely more heavily on the private sector for provision of midwifery education. ConclusionMore evidence is needed on the most effective midwifery education programmes in order to enable countries to focus resources where they can be best utilised. A greater understanding is needed of the impact of diversity of education programmes on health systems and the midwifery workforce.

Comparison of Flex vs. residential clinical education program outcomes: physical therapy students’ self-efficacy, confidence, and clinical competence

Purpose: Alternative flexible (Flex) path Doctor of Physical Therapy (DPT) programs may have an emerging footprint. The differences between Flex and traditional residential DPT program clinical experience outcomes remain unknown. The purpose of this study was to evaluate Flex and residential DPT students’ clinical reasoning self-efficacy, confidence with treating, and Clinical Performance Instrument (CPI) clinical reasoning and summative scores during clinical experiences. Methods: A descriptive and exploratory cross-sectional survey was used with a voluntary convenience sample of 211 university DPT students during Fall 2020 full-time clinical experiences. Descriptive and inferential statistics evaluated differences in Flex and residential DPT program students’ (1) Physical Therapist Self-Efficacy (PTSE) scale scores, (2) confidence with treating initial and subsequent same-patient visits, and (3) final CPI clinical reasoning and summative scores during clinical experiences. Results: Mean PTSE scores were significantly lower for Flex (x̄ = 14.2) compared to residential DPT students (x̄ = 15.2) (P &lt; 0.05). No significant student differences were found in (1) Flex (x̄ = 2.1) and residential (x̄ = 2.2) confidence with treating at the initial visit (P = 0.59), (2) Flex (x̄ = 2.8) and residential (x̄ = 3.0) confidence with treating subsequent same-patient visits (P = 0.15), and (3) Flex (x̄ = 15.8) and residential (x̄ = 16.5) CPI clinical reasoning (P = 0.17), and (4) Flex (x̄ = 16.1) and residential (x̄ = 16.7) CPI summative scores (P = 0.21). Conclusion: Clinical reasoning self-efficacy among Flex DPT students was lower, but there was no difference in CPI clinical reasoning or summative results between Flex and residential DPT students. In the university investigated, the Flex distance learning DPT program curriculum appeared effective in preparing students’ clinical reasoning readiness for the available full-time clinical experiences. We recommend academic institutions consider expanding Flex entry-level DPT program availability options because the outcomes were comparable. Additional flex entry programs may help address the underrepresentation of nontraditional students in entry-level DPT programs and societal demands for physical therapy services.