This study is the first to examine the factors influencing the likelihood of graduates in Vietnam experiencing vertical, horizontal, and full job mismatches. This study employs secondary data from the Labor Force Survey for 2018-2022. Using a multinomial logit model, we identify the key determinants of job mismatch, such as field of study, gender, job sector, and geographic location. Graduates in Education and Pedagogy exhibit a lower likelihood of mismatches than those in almost all other fields. We also observe gender differences, where men were more likely than women to experience all types of mismatches. Additionally, graduates employed in the private and foreign direct investment sectors face higher risks of vertical and full mismatches, whereas urban residents are less likely to experience mismatches than their rural counterparts. Finally, the findings from the doubly robust estimates reveal that a wage penalty is associated with vertical and full mismatches, particularly for women, whereas a horizontal mismatch has a minimal impact on wages.

From stress to feedback: How supervisor perfectionism drives graduate students' feedback seeking and avoiding behaviors.

The management of non-communicable diseases increasingly demands reasoning that integrates multiple mechanisms, disciplinary perspectives, and contextual constraints. Although graduate training in the health sciences is highly effective in helping learners apply stabilized evidence through Evidence-Based Practice (EBP), clinical guidelines, and decision pathways, it often gives less explicit attention to how learners should reason when evidence is incomplete, conflicting, or poorly aligned with the problem at hand. These tools compress scientific knowledge into clinical schemas that, through repeated use, support heuristic decision-making in routine contexts. The challenge emerges when evidence is sparse, conflicting, or misaligned with the clinical problem. At that point, schema-based strategies become insufficient, and uncertainty becomes a structural feature of decision-making rather than a temporary lack of data. This Hypothesis and Theory article proposes a pedagogical framework for training cross-silo integrative reasoning under uncertainty in graduate health education. The framework distinguishes three layers of clinical reasoning and operationalizes the third (i.e., the Uncertainty Layer) through five adaptive simulators that can train both horizontal and vertical integration, in which large language models function as constrained epistemic adversaries. A non-normative rubric, intended for developmental monitoring rather than summative judgment of correctness, assesses how learners deal with uncertainty across simulator sessions. The framework does not replace EBP, clinical expertise, or mentorship; it formalizes the reasoning processes required when stabilized evidence reaches its limits, making expert judgment under uncertainty explicit, inspectable, and teachable within graduate health-sciences education.

This study proposes an Enhanced Multi-Strategy Educational Competition Optimizer (EMSECO) to address the inherent limitations of the standard Educational Competition Optimizer, specifically its imbalanced exploration-exploitation dynamics, insufficient diversity preservation, and suboptimal convergence behavior. Three synergistic mechanisms are integrated. Firstly, an undergraduate education stage is embedded within the original cyclical framework, leveraging differential vector guidance to augment spatial coverage and sustain diversity. Secondly, a graduate education stage is introduced as an external intensification module, utilizing elite individual and elite subpopulation guidance to strengthen local exploitation. Thirdly, a random walk restart strategy is incorporated to perturb stagnated individuals, thereby suppressing premature convergence. Comparative experiments against AE, MRFO, SAO, EOSMA, ALSHADE, and EPSCA across multiple dimensionalities demonstrate that EMSECO achieves superior performance, attaining average Friedman rankings of 1.2, 1.4, 1.7, and 2.0 for 10-, 30-, 50-, and 100-dimensional CEC 2017 test functions, respectively. Practical applicability is further validated through seven real-world engineering problems. In summary, the proposed EMSECO algorithm exhibits enhanced global exploration capacity, improved local exploitation efficiency, and superior convergence stability.

Future large-scale combat operations will produce casualty volumes and injury patterns that exceed current military surgical capacity, particularly in contested, resource-limited environments requiring prolonged, autonomous care. Concurrently, the Military Health System (MHS) faces the "peacetime effect" or "Walker Dip," with declining exposure to high-acuity trauma and reduced operative experience during residency, contributing to gaps in combat readiness. Despite this, no standardized Military Unique Curriculum (MUC) exists for surgical trainees. In this commentary, we describe a comprehensive, longitudinal MUC at the Uniformed Services University (USU) and Walter Reed National Military Medical Center (WRNMMC) designed to develop expeditionary surgical capability throughout residency. This model integrates four core domains: (1) military-civilian partnerships to ensure exposure to complex trauma and surgical pathology; (2) military-specific didactics and mentorship grounded in operational experience; (3) a robust simulation-based curriculum focused on austere, open surgical care; and (4) mission-aligned research and graduate education. While descriptive, this model demonstrates a feasible approach to embedding combat-relevant training within residency rather than relying solely on pre-deployment courses. The USU/WRNMMC MUC offers a scalable framework to standardize expeditionary surgical training across the MHS and better prepare surgeons for future conflict.

While faculty calibration efforts within predoctoral dental education are recognizable, no studies have addressed this issue among curricula using the entrustable professional activity (EPA) framework. In this study, we describe findings of a calibration program undertaken among a paediatric dentistry faculty/graduate teaching assistant cohort for a predoctoral program using EPAs. We analysed de-identified data from a calibration program within a paediatric dentistry department and among a cohort of six graduate teaching assistants and 10 faculty. The calibration program encompassed a diagnostic survey and four calibration sessions with post-assessments using an entrustment system (i.e., procedural skills [PS] and independence [IND]) for the EPAs: performing an exam, diagnosis and risk assessment, sealants, and stainless steel crowns. We descriptively compared the frequency of agreement and occurrence of a threshold effect across sessions. Finally, pooled weighted Kappa scores for each session were estimated. Highest levels of disagreement were observed among neighbouring levels of entrustment for PS. Across calibration sessions, there was important improvement in observed agreement (23%-100%) and resolution of threshold effects (55%-100%) for PS. Notably, similar improvements were observed and reflected via Kappa scores (range 0.8-1.0). Since the initial session, independence showed the highest level of agreement and reliability. Results of this calibration program suggest possible resolution effects on disagreement among instructors in the context of a new clinical assessment framework in paediatric dentistry. Future studies integrating instructors' perspectives on this framework and validating these results in different disciplines should be undertaken.

The primary goal of this systematic review was to identify risk factors linked to mental health outcomes and related conditions, categorized across academic, biological, financial (academic/institutional funding), lifestyle, comorbidities, psychological, and social domains. The secondary goal was to estimate the prevalence of these mental health and related conditions. This systematic review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. This review analyzed observational studies reporting risk factors associated with mental health outcomes and related conditions. Multiple factors associated with mental health outcomes and related conditions were identified, with the highest number of reports in the following domains: academic (37.0%; 47 factors) and psychological (19.7%; 25 factors), followed by social (13.4%; 17 factors), comorbidities (12.6%; 16 factors), biological (8.6%; 11 factors), lifestyle (6.3%; 8 factors), and financial (2.4%; 3 factors). Regarding prevalence estimates, perceived stress ranged from 18.6% to 88.0%; anxiety symptoms, from 18.8% to 75.0%; depressive symptoms, from 10.1% to 89.1%; suicide-related outcomes, from 1.8% to 9.9%; and problems with eating behavior, from 5.8% to 29.9%. The results of this systematic review demonstrate several risk factors associated with mental health outcomes and related conditions, suggesting that multiple aspects influence the mental health of graduate students. These findings, combined with the high prevalence estimates observed, justify the development of university policies to promote mental health in graduate education.

This article offers the perspectives of professor and student on a unique master’s level seminar taught at a regional state university in south Texas. Entitled “On the Trail of Cabeza de Vaca,” this problem-based course sought to reconstruct Cabeza’s route through Texas based on his Narrative and an extensive secondary literature, supplemented by archeological and ethnohistorical works. At the end of the term, the class formulated its own interpretation of the route. Students learned that a fairly straightforward historical question that many assumed had been settled – what route did Cabeza de Vaca and his companions take through Texas? – is actually quite complex, and that historians’ answers have been shaped by cultural bias as much as detached scholarly investigation. Pedagogically, one of the most interesting aspects of this course was the professor’s lack of expertise in the topic. Though a colonial historian, he had no specialization in the history of exploration and contact, early Texas, or the Spanish borderlands, and little in-depth knowledge of Cabeza de Vaca’s long, strange trip. Rather than “sage on the stage” whose command of the literature and knowledge of the field was assumed, he served as designer and facilitator. This was risky and sometimes awkward, but it created an opportunity for students: some of them became co-instructors, both teachers and learners, thereby achieving one of the key outcomes of graduate education. These authors’ dual perspectives as teacher and student are especially fitting due to the collaborative nature of the class.

ABSTRACT Education policies provide guidelines for testing and grading, but research on such prescriptions and prospective teacher perspectives is scarce. Hence, this qualitative investigation explored evidence-based policies juxtaposed with pre-service language teacher beliefs on summative assessment at three Nordic universities. The conceptual framework included teacher cognition and deliberation, while constructivist grounded theory guided the analysis of the data. The findings detected high expectations on graduate teachers’ summative assessment literacy in the education policies for Sweden and Finland. However, the participant-based data revealed that instructional alignment between teaching and testing should be reinforced in teacher education. Moreover, the pre-service teachers gave examples of perceived gaps between theoretical and practical literacies. Preferences for further training in deliberative and other practical approaches to summative assessment also emerged. Hence, some divergencies were detected between requirements in the respective national regulatory policies vis-à-vis stated beliefs. Proposals for enhancing the instruction in teacher education were introduced.

Graduate education and competency development in advanced practice provider roles: A scoping review.

The rapid integration of generative artificial intelligence (GenAI) tools into academic settings, particularly graduate education, where research integrity is required, has raised questions about their ethical use. Adopting a scenario-based qualitative design, this study focuses on exploring language researchers’ perspectives on and reactions to potentially unethical GenAI practices in graduate research with an extended technology acceptance (E-TAM) perspective and thus providing a process-oriented framework including preventive strategies for the unethical uses of GenAI in graduate research. Data were collected through semi-structured interviews with 10 language researchers from different universities, focusing on hypothetical scenarios, and were analyzed thematically. The findings revealed that participants mostly conceptualized GenAI uses presented in scenarios as ethically suspect. However, they pointed out that they might tolerate the use of GenAI in data analysis and consider it ethically contingent, provided that transparency, responsibility, and accountability are ensured. Language researchers also proposed preventive strategies to avoid unethical uses of GenAI in academic contexts, and a framework was developed based on these suggestions. This framework, suggesting that ethical GenAI use in graduate research practices is a shared responsibility of graduate students, their supervisors and institutions, can be used as a guide to promote ethical GenAI use in graduate education. This study contributes a theoretically informed and empirically grounded framework for promoting ethical GenAI use in graduate research by integrating language researchers’ insights with an E-TAM perspective through a scenario-based approach that reveals context-dependent ethical reasoning.

There are persistent national calls to advance evidence-based instructional practices to increase the number of students graduating with science degrees. Evolving the Culture of Biology is a program designed to improve undergraduate education by prioritizing graduate teaching assistant teaching professional development (TA-TPD). Guided by the Teacher-Centered Systemic Reform (TCSR) model, this study examined how TA TPD practitioners' (participants) attitudes, personal factors, institutional contexts, and instructional practices shape TA-TPD reform outcomes. Using a pre-program survey and end-of-year semi-structured interviews, we gained insight into participants' experiences as they developed and implemented reformed TA-TPD. We investigated how TCSR components differentially influenced participant progress, and whether consistent patterns emerged among reform approaches, barriers, and outcomes. Contextual factors, dissatisfaction with previous programming, and participants' departmental positions in relation to institutional structures emerged as critical influences on implementation and approach. Further analysis led to the development of three institutional team "profiles" to describe TA-TPD reform progress: Long strides, started with minimal to no TA-TPD programming and created substantial growth in TA-TPD infrastructure; Refiners, expanded and updated existing programs, specifically adding lessons on pedagogy; and high-barrier, low buy-in, who faced insurmountable barriers that prevented the ability to reach reform goals.

1508-P: Knowledge of Alzheimer’s Disease and Related Dementia and Associated Factors among Middle-Aged and Older Adults with Type 2 Diabetes

<p>This article examines the intersection of inclusivity, interdisciplinary practices, and critical pedagogy in graduate-level heritage studies programs in the United States, with a focus on public-facing professions. The main challenge identified is the gap in graduate students’ preparation for navigating accessible, inclusive, and equitable work environments in heritage fields. The article reviews current knowledge systems and models for understanding disability in heritage education and offers practical guidance for promoting inclusive thinking and accessible practices in graduate programs. Many students enter graduate education with backgrounds in history and heritage from isolated disciplines, often lacking exposure to the broader societal and ethical responsibilities of public history work. Consequently, despite increasing interest in inclusive educational and professional environments, heritage studies programs frequently do not provide students with the necessary tools to address these issues in practice. Reforming curricula and institutional practices can enable graduate students in heritage education to influence the future of the field and create more inclusive cultural environments. The article calls for a reimagining of graduate education in heritage studies that develops students’ academic and professional skills and strengthens their ability to create inclusive, equitable spaces for both visitors and colleagues.</p>

Meeting the Growing Demands on Healthcare Providers: A Partnership Between an American College of Surgeons' Fellowship and Health Professions Education Graduate Programs.

Leadership education in professional graduate programs often prioritizes technical competency over relational and collaborative leadership capacity. This practice article describes the integration of collaborative leadership learning groups (CLLGs) into a graduate veterinary course on shelter operations consultation at Kansas State University. Drawing on leadership-as-practice development (LAPD) frameworks, this article details how the consultation team's own interactions become the "case" for leadership learning. We situate CLLGs within the broader landscape of practice-based leadership pedagogies by briefly comparing this approach to the ontological-phenomenological-phronetic-transformative (OPPT-in) method. Practical implications for leadership educators seeking to embed LAPD into professional graduate curricula are discussed.

The role of graduate education in the intergenerational reproduction of inequality in Chile

This evaluation describes an innovative approach to align a master of public health (MPH) core curriculum with the Evidence-Based Public Health (EBPH) framework and the 2016 revised Council on Education for Public Health (CEPH) competencies. We describe implementation of revised core courses during the COVID-19 pandemic and student evaluation of the novel curriculum. Faculty mapped competencies to the EBPH framework, developed courses, and implemented the curriculum using a cohort model. For early cohorts enrolled from fall 2020 through summer 2021, faculty evaluated the effectiveness of the core courses, student satisfaction, and self-reported competency achievement through pre- and postcourse surveys starting in fall 2020. Additional qualitative insights were gathered from 6 focus groups (n = 50 students) and 10 interviews conducted in spring 2022. The redesigned curriculum launched in fall 2020 and emphasized an interdisciplinary approach that incorporated vital domains: health equity, community engagement, and the essential public health services. Survey findings indicated increased student self-efficacy and achievement of CEPH competencies. High retention and positive qualitative feedback underscored this curriculum's relevance for students with diverse backgrounds, including those who were new to public health, online learning, or US graduate education. Ongoing quality improvement and iterative curriculum refinement ensure that the evolving needs of public health practice are met. The lessons learned through developing and implementing this evidence-based curriculum across delivery modes serve as an opportunity for other institutions aiming to enhance public health education in diverse student populations and address workforce needs. Applying this framework ensures that students attain the competencies required for the 21st-century public health workforce.

ABSTRACT The expansion of higher education has intensified the challenge of delivering high-quality feedback at scale. Although automated feedback systems promise efficiency and consistency, few studies examine how such systems are experienced by both students and markers or apply established theoretical frameworks to explain adoption. This study evaluates a semi-automated, human-augmented feedback system implemented in a large undergraduate Economics module at a UK university. Guided by the Technology Acceptance Model (TAM), we conducted ten semi-structured interviews with eight students and two Graduate Teaching Assistants. Findings identify four themes: enhanced perceived feedback quality, negotiation between personalisation and standardisation, improved efficiency and scalability and strong trust in authenticity. Students valued the detailed, forward-looking guidance, while markers emphasised reduced administrative burden and improved consistency. The study demonstrates that carefully designed semi-automation can augment, rather than replace, human evaluative judgement, offering a theory-informed, multi-stakeholder perspective on scalable feedback in higher education.

This article introduces the framework of “Decolonial Epistemic Emotions” (DEE), which refers to affective responses that are colonially critical, delinking-motivated, power-literate, and resistant to epistemic hierarchies, arising from and/or promoting a commitment to delinking from colonial logics in the production, dissemination, circulation, and consumption of knowledge. Drawing on in-depth interviews with 20 Moroccan graduate instructors who use English-medium instruction (EMI) to teach multilingual students, this study examines how these educators emotionally grapple with the lingering colonisation of knowledge and how these emotions shape their pedagogical choices. Findings reveal that instructors: (1) interpret EMI linguistic-epistemic constraints as structural manifestations of epistemic coloniality, mobilising affective alienation into pedagogical resistance; (2) experience epistemic fury, hermeneutic defiance, and critical dissonance as DEE when Western textbooks subordinate local thought traditions. These emotions become pedagogical acts of delinking praxis, including counter-narratives, epistemic bridging, and consciousness-raising that reclaim cognitive sovereignty; and (3) characterise their emotional dynamics in decolonial pedagogy as dialectical affective ecosystems, capturing interlocking systems where vulnerability, defiant joy, and ethical fulfilment interact dialectically to sustain epistemic justice praxis within institutional constraints. By theorising affect as a political-epistemic force, this article establishes DEE as a crucial lens for epistemic justice in multilingual higher education.