Future Professional Development Research Articles

Глобаллашув жараёнида олий ҳарбий таълим муассасаларида бўлажак офицерларнинг касбий компетентлилигини такомиллаштириш

Ушбу мақолада олий ҳарбий таълим муассасаларида бўлажак офицерларнинг касбий компетентлилигини ривожлантиришнинг ўзига хос хусусиятлари, бўлажак офицерлар касбий компетентлилигини ривожлантиришнинг шарт-шароитлари ва имкониятларидан унумли фойдаланиш тўғрисида сўз юритилган.

Ethnobotany for Beginners - a review

Ethnobotany for Beginners . Ulysses Paulino Albuquerque, Marcelo Alves Ramos, Washington Soares Ferreira Junior, Patricia Muniz de Medeiros. Springer, Cham, Switzerland 2017. xii + 71 pp. (paperback). Price: € 57.19, ISBN 978-3-319-52871-7. doi: 10.1007/978-3-319-52872-4 Are you a beginner of Ethnobotany Research? If ‘YES’, I want to recommend to you a very useful, reliable, and a valuable guide for the research in this discipline and that is a booklet “ Ethnobotany for Beginners” by Albuquerque et al (2017) . This booklet is a part of book series, Springer Briefs in Plant Science (Volume 16). Twenty-five volumes of this book series have been published since 2012 till now (September 2020). The book under review ( Ethnobotany for Beginners) is the translation from the Portuguese language edition: Introducao a Etnobotânica (Introduction to Ethnobotany) by Ulysses Paulino de Albuquerque that was published in 2005. With just 71 pages, written by the authors well recognized in the field of ethnobotany and forwarded by Prof. Julio Alberto Hurrell of National University of La Plata (UNLP) Argentina, the booklet is especially designed for the beginners that features a quick and easy-to-read discussion of ethnobotany along with its major developments. In the foreword, Prof. Hurrell says, “the accessible language of this book brings ethnobotany closer to a broad and diverse audience consisting of academics as well as the layman and acts as an effective incentive for students who see in this science an interesting opportunity for their future professional development”. As the title ( Ethnobotany for Beginners) suggests, the book has been prepared especially for the those who are learners, beginners and/or new to the field of ethnobotany and interested in a quick and pleasant read containing an overview of ethnobotany and its major developments. The booklet fills the gap of an introductory text that aims to prepare the reader for denser and complex readings of the topic.

Improving the digital health of the workforce in the COVID-19 context: an opportunity to future-proof medical training

As well as its profound effects on healthcare and wider society, the COVID-19 pandemic will have far-reaching implications for the future training and professional development of healthcare workers and, in particular, doctors. While initial educational priorities focused on creating a more agile workforce with better cross-specialty skill-mix, attention must now shift to how our system can prepare a proportionate response that not only addresses the needs of the pandemic but also the underlying challenges of healthcare: multimorbidity, bridging the evidence-practice gap and delivering integrated, personalised medicine for all. It is our contention that meeting such challenges will require a rapid upskilling of the digital capabilities of the healthcare workforce. In short, optimising the health of the nation will depend, in part, on improving the digital health of the workforce. In this review, we examine how digital technology played its part in the COVID-19 response, and how fundamental changes to medical training are urgently needed in the context of a 'healthcare reset'. Familiarity with health informatics, data science and digital technology have to move to centre stage in order to future-proof our profession in the years to come. The people that deliver care are our systems' greatest asset, and at a time when change is accelerating, we cannot knowingly allow current and future colleagues to be ill-equipped to survive and thrive in the practice of medicine.

Standardized Patient Simulation Using SBIRT (Screening, Brief Intervention, and Referral for Treatment) as a Tool for Interprofessional Learning.

IntroductionSubstance misuse is a critical social and health care issue, and learning how to effectively screen for misuse and perform a brief intervention is useful for all health care professions. As an intercollegiate, interprofessional group, we developed a mechanism for delivering interprofessional education (IPE) using SBIRT (screening, brief intervention, and referral for treatment) as a tool to identify potential substance misuse.MethodsA total of 1,255 students from nursing, pharmacy, medicine, physician assistant, social work, dietetics, and occupational therapy programs participated in the training and evaluation of this IPE experience over 2 academic years. The training incorporated asynchronous SBIRT training, in-person student role-plays, and a standardized patient (SP) interaction.ResultsA significant majority of participants indicated that this IPE experience enhanced their interprofessional skills (91%), was useful for interprofessional development (79%), was relevant to their career (92%), and would benefit their clients (93%). Faculty debrief sessions supported the efficacy of SBIRT as a platform for IPE.DiscussionStudents believed that utilizing SBIRT as an interprofessional learning experience enhanced their overall educational experience and assisted with developing interprofessional relationships and that team-based care would lead to improved patient outcomes. Faculty found this learning activity to be effective in developing student insight regarding future professional peers and patient interview skill development through role-plays with peers and SPs.

Australian clinical facilitator professional development needs: A cross-sectional study

BackgroundRegistered Nurses are recruited from clinical positions to work as clinical facilitators, supervising nursing students' clinical learning. Few studies have reported on the capabilities of the group, nor offered clinical facilitators validated tools to support their professional development. ObjectiveTo test the validated Capabilities of Nurse Educator (CONE) questionnaire with expert clinical facilitators. To use the modified CONE to investigate the Australian clinical facilitator capability for the role. DesignCross-sectional survey design. ParticipantsA purposive sample of 235 Australian clinical facilitators. MethodFace validity testing was completed with five members of the target group. The modified CONE was emailed to the 235 Australian nurses with a link for the CONE to complete online. Appropriate statistical analysis was applied to the aggregate data. ResultsAll 93 items and six subscales remained in the modified CONE following minor rewording, of some items. Eight-one (n = 81) participants responded. Clinical facilitators are committed to supporting students to learn, and to their own life-long learning, however the survey results identified gaps in leadership and research capabilities. ConclusionThe modified CONE is suitable for use with clinical facilitators as both a self-assessment tool and for understanding group professional development needs. The results of this study will be beneficial in the design of future professional development for clinicians working with students in clinical settings.

Differentiated instruction: the diversity of teachers’ philosophy and praxis to adapt teaching to students’ interests, readiness and learning profiles

ABSTRACT Differentiated instruction (DI) addresses academic diversity in order to maximise learning. Although it is theorised as both a philosophy and as a praxis of teaching, it is rarely measured as such. This study examines teacher profiles on differentiated instruction relating to their philosophy and self-reported praxis. The data stem from an exploratory study on differentiated instruction, which served the purpose of creating a valid instrument to measure teachers’ philosophy and teaching approaches relating to academic differences in interests, readiness and learning profiles, namely the DI-Quest instrument. The results reveal three teacher profiles based on five DI-related factors. The patterns are almost identical in primary and in secondary education. Interestingly, if more frequent adaptations to students’ differences in interests, readiness and learning profile are what differentiated instruction aims for, both philosophical factors (namely growth mindset and ethical compass oriented to students) need to be present. Lacking one of these factors, will have less adaptations as a consequence. This study displays the predictive power of teachers’ philosophy about Differentiated Instruction for their daily classroom practices. Consequences for future research, professional development and teacher education are discussed in detail.

Preparing Future Faculty: Pedagogical Practice in Graduate School

AbstractThis chapter describes the University of Minnesota Preparing Future Faculty program, focusing on pedagogical approaches and assignments that have made the program relevant for over 20 years. It concludes with a look at the future facing graduate student professional development.

Teacher Perceptions of Equity in High School Computer Science Classrooms

Effective and equitable CS teaching is contingent on teachers’ robust understanding of equity issues in CS classrooms. To this end, this study examined high school teachers’ perceptions of equity during their participation in a CS teacher certificate program over two years. The participants are from various disciplines and from schools that serve under-represented students. Using a qualitative approach, we conducted content analysis of the teachers’ written reflections and responses to semi-structured interviews. Based on the justice-centered framework, we analyzed the major themes that emerged from the content analysis. The findings provide insights into high school CS teachers’ understanding of equity, the strategies that teachers use to address equity issues, and how teachers interpret the causes of inequities in CS classrooms. This research presents frameworks for examining teachers’ conceptualizations of equity and can inform the implementation of future professional development programs for CS teachers.

GENESIS OF THE CONCEPT "CORPORATE COMPETENCE"

The article analyzes the concepts of "competence", "competency", "corporate competence" on the basis of scientific sources on the basis of definitions, given by domestic and foreign authors. At the present time, the importance of forming corporate competence among future professionals is actively discussed. Formation of corporate competence of future professionals - ensures the interaction of future professionals working in the field of education, with the team, the preservation of corporate culture and value orientations. Competence is a key indicator of competition among specialists of higher educational institutions, as a means of determining qualifications and knowledge, as long as a competent specialist plays a key role in the development of society. Corporate competence contributes to the development of a corporate culture specialist, his effective interaction with future colleagues and professional development. This article presents the genesis of the formation of the concept of corporate competence, as well as the multi-level hierarchical system of corporate culture. Described components of the formation of corporate competence of the future specialist, and in the final section presented the author's definition of the key concept.

Personality preferences for radiation therapy students in New Zealand

IntroductionThis study investigated the learning styles and personality preferences of undergraduate Bachelor of Radiation Therapy (BRT) students at the University of Otago, Wellington in New Zealand from 2014 to 2018. The implications of these findings for radiation therapy education and the profession were also explored. MethodsAll students enrolled in the first year of the BRT degree during this time were invited to participate in the research. The test tool was the Paragon Learning Style Inventory (PLSI), which is a standardised questionnaire adapted from the Myers Briggs Type Indicator (MBTI). All students who participated in the workshops consented for their data to be used for this project. ResultsThe BRT student participants (n = 130) were more likely to have a preference for Introversion and/or Judging in their personality and learning style profiles, relative to the population norms. No statistically significant preferences were present in the Thinking/Feeling, or Sensing/Intuition dichotomies relative to the norms given with respect to published MBTI data. ConclusionThe study has indicated that the students currently studying radiation therapy at the University of Otago exhibit learning style and personality preferences that are well suited to radiation therapy clinical practice. However, some deficits could compromise a balanced professional profile, teamwork and future professional development. Implications for practiceRT students are likely to show particular characteristics when stressed, anxious or fatigued that may compromise classroom and clinical dynamics. The integration of peer group supervision to the BRT has the potential to help students reflect on their feelings, develop solutions and improve their clinical practice.

Peer Coaching: A Holistic Experiential Learning Process in Online Leadership Classes

This paper offers practical reflection and guiding principles on how to facilitate a holistic experiential learning process for online students with the use of peer coaching, in which two students are paired together to have frequent conversations to help each other understand class work and practice interpersonal skills. Peer coaching is an effective way for students to engage in all learning modes around the Kolb experiential learning cycle and improve their learning experience in online classes. In peer coaching, students learn from the diversity of their peers, better understand and apply class concepts in their own lives, gain specific leadership skills to help with their future personal and professional development, feel more connected and engaged with the class, and build deep relationships with their classmates. This paper describes the activities involved in peer coaching and how technology could be used in both the design and implementation of this practice.

Connecting counterspaces and community cultural wealth in a professional development program

ABSTRACT This qualitative study analyzes the relationship between two concepts from critical race theory – counterspaces and community cultural wealth. Counterspaces are supportive, identity-affirming community spaces, while community cultural wealth highlights the importance of the knowledge, skills, and networks used by individuals belonging to marginalized groups to successfully navigate academia. This study investigates the hypothesis that the processes operating within counterspaces serve to strengthen an individual’s access to their community cultural wealth. The study site is BRAINS, a U.S.-based professional development program for early-career academic neuroscientists from underrepresented groups. Findings revealed that two types of counterspace processes (narrative identity work and direct relational transactions) and three types of community cultural wealth (aspirational capital, social capital, and navigational capital) are most salient within BRAINS. After examining the complex interactions connecting counterspace processes and community cultural wealth, we offer recommendations for future professional development programs and research designed to broaden participation in academia.

Characteristics of Teaching Community Capital - Focus on Teachers in Reformed Public Education Institutions

The issue of the effectiveness of teaching is constantly at the center of research. "Teachers count", presents the OECD report (2005), which confirms the research of the day that the work of the teacher contributes significantly to the performance of students. The question is how to capture the factors that influence school performance. The focus of the examination of the theoretical background is on the professional capital theory, with the emphasis on the examination of social / teaching capital in addition to the human capital and decision capital components. Our research is based on a secondary analysis of a questionnaire among teachers working in Calvinist institutions in 2017. The focus of our interest is on identifying the characteristics (frequency) and content (agreeing with norms) of staff capital and the need for teachers to develop collaborative networking opportunities for future professional development.

Creation and delivery of a clinical pharmacy practice and education program for international participants in the United States

AbstractIntroductionUniversity of Illinois at Chicago (UIC) College of Pharmacy has a long history of collaborating with institutions around the world to advance pharmacy practice and education through offering programs for practice skills enhancement and curricula transformation.ObjectivesTo develop a short‐term summer program on contemporary clinical pharmacy practice and education for pharmacy students and pharmacists, initially from Taiwan, and subsequently expanded to other countries.MethodsWe developed a month‐long program in 2013 for 25 participants from four different universities, which has continued annually for 7 years, with 349 total participants from 10 regions. The program included topics on basic clinical skills, therapeutic management of common disease states, descriptions of unique clinical pharmacy practice models, and patient case‐based teaching. Baseline self‐evaluations of the participants' skills, clinical understanding, and past experiences were conducted, along with weekly program self‐evaluations of the program content, speaker effectiveness, and overall program satisfaction.ResultsA 89% response rate was received for the program evaluations. The mean overall program content was rated at least a 4.4 out of a 5‐point Likert scale every year. Self‐rated comfort level measured before and after program completion showed improvement in all areas including taking medication histories, interviewing patients, writing SOAP notes, taking blood pressures, interpreting lab values, performing inhaler teaching, monitoring warfarin, and performing pediatric dosing (P < .01 for all pre‐ and post‐comparisons). The participants rated the overall program quality as high every year (mean 4.4‐4.9), and the usefulness and organization as well (mean 4.4‐4.8 and 4.3‐4.8, respectively). In addition, most participants reported a high likelihood of recommending the program to others (mean 4.4‐4.9).ConclusionParticipants reported that the summer program increased their clinical skills and knowledge. The enhanced understanding of clinical practice and education in the United States may help shape their future academic and professional development.

Use of Reflective Practices on Teaching-Learning in Distance Education

This study is aimed at examining the use of teacher reflective practices in future professional development. The research was conducted to assess the effectiveness of educators' reflective behaviors on prospective teachers. After completing their under-graduation/ graduation degree from the distance teacher education programs, how much they will be professionally developed to use reflective practices effectively. Here, particularly the effectiveness of reflective practices of teacher educators for the professional development of future teachers has been investigated. For this survey, the researcher has used a five-point Likert scale, interview, classroom observation, and one-way Chi-square test. The study concludes with recommendations and implications based on the findings. For this investigation, the population is all the distance teacher educators’ program from all the public universities in Sindh. The researcher selected 595 prospective teachers as a sample purposefully and 32 teacher educators for classroom observation.

До питання підготовки майбутніх медичних фахівців на засадах міждисциплінарної інтеграції

It is substantiated that one of the effective ways to improve the quality of education is interdisciplinary integration. The interdisciplinary approach based on the new educational standards presupposes, first of all, the ability of the medical education seeker to solve problems and take responsibility; act in an unstable context; motivation of students to study a certain discipline, thorough understanding and comparison; application of the acquired knowledge in practice; broadening the horizons, increasing the independence and creativity of future medical professionals; integration of the acquired knowledge, skills and abilities into one whole and perception of the material mastered during all training as inseparable unity. Methodological aspects of training a future medical specialist in the system of higher professional education in the conditions of interdisciplinary integration are considered. The main directions of improving the professional training of medical students on the basis of integration of different approaches are identified. The importance of applying interdisciplinary integration in the training of future medical professionals on the example of a combination of clinical, bioethical and legal knowledge is substantiated. The issue of application of interdisciplinary integration in the training of medical students is covered. The factors of optimization of the process of training future medical specialists on the basis of interdisciplinary connections are considered. It is shown that the application of interdisciplinary integrative technologies provides grounds for the formation and development of future medical professionals in the field of analytical and critical thinking, which is the key to improving the quality of medical education. It is proved that the professional training of future specialists in the medical field is in dynamic development, which is due to the priority of improving the quality of medical education. It was found that the effectiveness of the integration approach in the training of future medical professionals, in order to improve the quality of their education, requires improvement of the methodological concept in the development of educational and methodological complex of professional training on the basis of interdisciplinary integration. This can be ensured by taking into account the following factors: social demands for professional activity; the specifics of training at clinical departments and the peculiarities of mastering non-core disciplines; providing scientific, informational and methodological support of the educational process; formation and development of future medical professionals of analytical and critical types of thinking. The proposed will ensure high-quality readiness of future medical professionals for their professional activities.

Teachers’ Sense of Plausibility : A Study of Narratives of Experienced Teachers

’Plausibility’ as a concept is a state of knowledge which is short of certainty (Prabhu, 2019, p. 6). It refers to knowledge that teachers themselves develop through experience. Sometimes it evolves out of the existing knowledge of teachers which is derived from formal education. The effect of teacher experience leads to some form of evolution of teacher expertise – it is in a constant state of flux, and as a result, the teacher even modifies formal and prior knowledge within the context of experience. There seems to be inert hypothesis testing on theories and practice in the minds of teachers. The present study rests on the theoretical base proposed by Prabhu (1987) on Teachers’ Sense of Plausibility (TSOP), which was later elaborated on by Kumaravadivelu (1994) and Maley (2016). The methodology of the study involved content analysis, with qualitative interpretation and reporting procedures. It involved the analyses of the narratives of 20 experienced teachers from various continents and countries, about Teachers’ Sense of Plausibility (TSOP). These full narratives were published in the book ‘Developing Expertise through Experience’ (Maley, 2019b). The findings of our analyses revealed some commonalities within the narratives with regards TSOP. These commonalities are fleshed out, analyzed, and reported in the form of five themes. We hope that the renewed interest in TSOP will benefit future teacher professional development initiatives.

Learning Analytics: Analyzing Various Aspects of Learners’ Performance in Blended Courses. The Case of Kabul Polytechnic University, Afghanistan

Learning performance is crucial in students’ academic lives because it opens opportunities for future professional development. However, conventional educational practices do not provide all the necessary skills for university instructors and students to succeed in today's educational context. In addition, due to poor information resources, ineffective ICT tool utilization and the teaching methodologies in developing countries, particularly Afghanistan, a large gap exists across curriculum plans and instructor practices. Learning analytics, as a new educational instrument, has made it possible for higher education actors to reshape the educational environment to be more effective and consistent. In this study, we analyzed multiple research approaches and the results of analytics of various learner aspects to address the aforementioned issues. The research methods were predominantly quantitative-cum-qualitative. Real (quantitative) data were collected based on learners’ explicit actions, such as completing assignments and taking exams, and implicit actions, such interacting and posting on discussion forums. Meanwhile, secondary (qualitative) data collection was conducted on-site at Kabul Polytechnic University (KPU); both blended and traditional class samples were included. The results of this study offer insight into various aspects of learners’ behaviors that lead to their success and indicate the best analytical model/s to provide the highest prediction accuracy. Furthermore, the results of this study could help educational organizations adopt learning analytics to conduct early assessments to evaluate the quality of teaching and learning and improve learners’ performance.

Recruitment in Surgery and Interventional Radiology: Factors in Female Trainees’ Specialty Decisions

This study aims to identify factors influencing female medical students' decision-making about specialties, specifically surgery and interventional radiology (IR), in an effort to inform future recruitment and professional development strategies. An electronic survey was created to assess both qualitative and quantitative data. The survey was sent prior to a symposium for trainees interested in pursuing IR or surgery, held at University of Chicago (Chicago, IL) in February 2019. The 90 female trainees who registered were sent the survey, and 48 (53%) responded voluntarily. All respondents were female, 46% planned to pursue surgery or IR. Students pursuing surgery/IR were less concerned about being valued by their colleagues (p = 0.0073), being in charge of patients' lives (p = 0.0017), radiation exposure (p = 0.0171), chemical exposure (p = 0.0223), emotional stress (p = 0.0244), or shift work (p = 0.0045), compared to the nonsurgery/IR students. No differences were found in ranking of motivating factors, personal strengths or weaknesses, deciding factors, areas for seeking mentorship, or gender diversity. Top motivations among all respondents were intellectual rigor of medicine and becoming a mentor, while concerns were personal physical health, managing a career, pay equity, and gender-based biases. Students most often sought mentors and clerkship experience for making specialty decisions. They reported greatest strengths in empathy and resilience, and weaknesses in negotiating and public speaking. Female medical students planning to pursue surgery/IR expressed greater confidence in their contributions to patient care and lower concerns about workplace hazards. Regardless of specialty intent, female students shared scholarship motivations for a career in medicine, valued the role of mentorship, and expressed persistent concerns about gender discrimination, personal health, and skills-based weaknesses. Identifying factors influential in career decision-making is important in order to recruit and retain a more gender-diverse physician workforce.

Special Education Administrators’ Knowledge of Adapted Physical Education: A Pilot Study

ABSTRACT Special education administrators have an influence over adapted physical education (APE) services, however little research to date has assessed special education administrators’ knowledge of APE services. Thus, the purpose of this study was to determine special education administrators’ knowledge of APE services. Fifty-one special education administrators completed a 21-question content knowledge test about key areas within the field of APE. A series of exploratory t-tests were used to determine whether their overall test scores differed significantly by a variety of demographic variables (e.g., gender, prior APE training). In addition, a repeated measures ANOVA was used to determine whether there were any significant differences between the three subsections of the test. Participants’ overall test scores were approximately 40% (M = 8.41, SD = 2.28), which was similar to all three sub-sections within the test (‘federal laws and APE’ = 43%, M = 3.04, SD = 1.34; ‘best teaching practices in APE’ = 38%, M = 2.76, SD = 1.29; ‘inclusion and least restrictive environment and APE’ = 39%, M = 2.63, SD = 1.06). Test scores did not significantly differ by any of the demographic variables, p >.05. Recommendations for future research and professional development are discussed.