Master Of Science Program Research Articles

Identifying skills required of new epidemiologists: a content analysis of Canadian job postings and master's programs.

The rise of emerging public health threats has increased the need for qualified epidemiologists in Canada. Our study aimed to identify the knowledge, skills, and abilities (KSAs) required of epidemiologists entering the workforce and determine whether these align with those taught in graduate epidemiology programs. An inductive content analysis of Canadian job postings from May to December 2023 containing the keyword "epidemiology" and requiring master's degrees in epidemiology or related fields was conducted to identify the KSAs required in the workforce. Inductive content analysis of Master of Science (MSc) program descriptions and core course descriptions was completed to discern skills gained through Canadian graduate epidemiology and public health programs. Based on the 295 job postings analyzed, five KSA categories were identified: communication skills (n = 268, 90.8%), analytical skills (n = 267, 90.5%), soft skills (n = 254, 86.1%), research methodology (n = 217, 73.6%), and knowledge of epidemiological concepts (n = 170, 57.6%). Analysis of 18 MSc programs found that that all of them described analytical skills, research methodology, and epidemiological concepts within their curriculum. Communication skills were described in 94.4% (n = 17) of programs, while soft skills were mentioned in 50.0% (n = 9). However, only 66.7% (n = 12) of programs outlined learning objectives or specified the skills acquired from their programs in their descriptions. There was alignment between the needs of the Canadian epidemiology job market and MSc programs, particularly in analytical skills and research methodology. However, development of soft skills should be emphasized within graduate epidemiology programs to better prepare graduates for the job market. Future research should aim to develop competency statements for epidemiologists in training to ensure consistency across graduate programs and promote career readiness.

Answering Student Queries with a Supervised Memory Conversational Agent

This paper describes a discussion-bot that provides answers to students’ questions about the Data Science master program at the University of Lyon 1. Based on a seq2seq architecture combined with a supervised memory module, the bot identifies the questioner’s interest and encodes relevant information from the past conversation to provide personalized answers. A dialogue generator based on hand-crafted dialogues was built to train our model on these synthetic dialogues. The agent and its memory are adaptable to another context by modifying the intention database of the generator. The model was deployed and the results show that the discussion-bot meets most students’ learning requests. We discuss further directions that might be taken to increase the model's effectiveness.

Survey of Students and Alumni of Clinical Epidemiology Graduate Programs in the Philippines: A Descriptive Cross-sectional Study of Program Strengths and Weaknesses.

The Department of Clinical Epidemiology (DCE) of the University of the Philippines Manila is the only higher education institution in the Philippines offering graduate studies in clinical epidemiology. The Master of Science Epidemiology (Clinical Epidemiology) was first offered in 1992, while the Diploma in Epidemiology (Clinical Epidemiology) was offered in 1998. While the courses of the programs are continuously updated based on students' feedback and advances on topics covered, the point of view of the students and alumni on the program as a whole has not been done. This study aimed to determine 1) self-reported current positions and affiliations, work areas where clinical epidemiology (CE) training is useful, and skills gained from CE training; 2) research studies completed and deemed by respondents to have considerable impact; and 3) strengths, weaknesses, and areas of improvement of the DCE graduate programs. This is an online survey of students and alumni of the DCE graduate programs. We sent email invites to all 287 students and alumni. We collected data on their profession, institutional affiliations, positions, skills gained from their training, areas of clinical epidemiology applications, important research involvement, reasons for recommending or not recommending the programs, and how the graduate programs can be improved. Responses were summarized by frequencies and percentages. An analyst performed qualitative content analysis (QCA) to generate strengths and weaknesses of the program. We validated the results of the QCA through 1) presentation to the research team, 2) sending the survey report to study participants and other students and alumni for feedback, and 3) presentation to the DCE faculty and staff. We received 159 responses (55.4% of the total study population)-145 (91.2%) were from the MSc program and 11 (6.9%) were from the Diploma program. Majority of the respondents were physicians (93.7%), had hospital affiliations (81.8%), and were affiliated with the academe (61%). Majority of the respondents used clinical epidemiology in their research endeavors (87.4%), clinical practice (85.5%), and teaching (78%). Majority (93.1%) would recommend the program they have taken. Eleven (6.9%) respondents were hesitant due to the possible mismatch with the students' career path, challenging thesis work, and potential conflicting personal responsibilities. Several strengths of the programs were identified, including excellent and well-implemented programs, supportive faculty and staff, and relevant course work. While completing the course work had not been a problem in general, the main challenge encountered by students is the completion of their thesis, leading to a low graduation rate in the Master of Science program. Suggestions to improve the Master of Science and Diploma programs include 1) Improvement in program implementation, including thesis policies and support, smoother transition from Diploma to MSc Program and vice-versa, and implementation of a blended learning platform; 2) Curricular improvements such as wider choices for electives and tracking towards specialty areas; 3) Innovations in conduct of courses; and 4) Personnel and infrastructure development. This survey reiterated the importance of clinical epidemiology graduate programs in research capacity building of health care professionals. Students and alumni occupied diverse positions in academic, research, clinical, and pharmaceutical setting, and majority accomplished research studies with considerable impact. A major challenge leading to a low graduation rate in the Master of Science program is the completion of thesis work. The survey identified several initiatives towards continuous quality improvement of clinical epidemiology programs, including improvement of thesis policies and support, updating the curriculum content and materials, increasing allotment of hours for hands-on activities, exploring possibilities of offering electives in partnership with other institutions, offering a blended learning platform, maintaining an efficient administrative support for students, and continuing education for alumni. Strong institutional support for personnel and infrastructure development is essential for these initiatives to succeed.

Reflections on the Adaptation of a Postgraduate Degree in Water Management from In‐person to Remote Delivery

AbstractIn early 2020, the COVID‐19 pandemic spurred the rapid adaptation of university course delivery to an online format. Though in‐person delivery partially resumed in the Fall of 2021, future conditions may favor a return to, or addition of, remote delivery. It is therefore important for instructors, program directors, and institutions to capitalize on this learning opportunity and reflect on adaptation measures’ successes (and failures) to inform future online course design. The reworking of McGill University's Master of Science Program in Integrated Water Resources Management (IWRM) provides a case study to evaluate the adaptation of remote teaching of water resource management. Informed by the Community of Inquiry (CoI) framework with a focus on preserving transferable skills, a Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis was used to evaluate the five core program components. This evaluation framework, which can be applied to most university programs, resulted in several widely relevant insights. For example, remote delivery can create opportunities for greater participation of international students as it eliminates the need for translocation costs. Likewise, a larger variety of guest speakers can participate remotely, giving students greater exposure to different water career paths and research perspectives, ultimately strengthening the program. However, several weaknesses pose threats to online learning. The standard in‐person lecture‐style format must therefore be amended to maintain engagement and facilitate student‐to‐student and student‐to‐instructor learning processes. Course components that can enhance the online experience include breakout rooms, discussion boards, frequent journals/feedback forms, online activities, breaks, virtual office hours, and multi‐media presentations.

Active Blended Learning Engineering Students: A Case Study

An ongoing technological, economic, and societal change forces a new understanding of engineering and modifies the requirements for higher engineering education. Consequently, an educational approach based on the combination of blended learning and active learning promises great prospects for the enhancement of the knowledge and skills acquisition thanks to the flexibility it opens up. In this research, an attitude to study is first ever analysed from the standpoint of students enrolled in three various degree levels, namely, a Bachelor of Science program, a Master of Science program, and a new EuroTeQ program. The strengths and weaknesses of the blended and active learning combination are evaluated from didactic and methodological sides. It shows a fundamentally different approach to learning from students belonging to various degree programs. Most of the bachelor degree learners volunteered to participate in active learning, although a significant proportion of them was unable to succeed. In contrast, the learning of master students looks more circumspect and selective; they devote less time to study, but spend it more wisely, being more highly responsible for the outcomes than bachelors. The EuroTeQ participants did not push on many active learning activities, but demonstrated quite high motivation in quizzes, labs, and online consultations. As a result, the outcomes of the first academic year satisfied mainly the most strong of the EuroTeQ students.

The main aspects of physical culture and sports specialists professional training in Latvia

Socially significant changes in the system of higher education in Ukraine, the desire to enter the pan-European educational space, the need for a new generation of personnel in the field of physical culture and sports necessitate a significant modernization of the education content in physical education universities. One of the vectors for the "Strategy for the physical culture and sports development until 2028" implementation is the staffing optimization in the field of physical culture and sports. It involves the comprehensive use of both domestic and advanced foreign experience. The article analyzes the main aspects of professional training in the sports science Master's program, implemented at the Latvian Academy of Sports Pedagogy, the only institution of higher education in Latvia that coordinates and conducts research in the field of sports. It is noted that the Latvian Academy of Sports Pedagogy carries out accredited training programs for graduates to work in institutions and organizations in the field of education, sports, as well as in state and municipal institutions and business associations. Students gain knowledge, acquire skills and abilities for managerial and organizational activities in the field of sports, health promotion, other activities. They receive the following qualifications: sports teacher (physical education), senior sports coach, sports manager, recreation specialist, physiotherapist. Attention is focused on the fact that the Master's program "Sports Science" goal is to provide professional training in sports science in accordance with state economic, cultural and social needs in the sports science context; the formation of future master’s professional skills is necessary for managerial and organizational activities in the field of sports and health promotion. Analysis of the professional training content of physical culture and sports masters in Latvia is useful, taking into account the borrowing of experience to search for reserves to update and improve the existing higher education of future masters of physical culture and sports in Ukraine.

Vorbereitung zum Team Coverage – Aufgaben und Kompetenzen der Sportphysiotherapie

This article describes the core competencies of sportsphysiotherapy, illustrates these with clinical examples and shows how these competencies are instructed in the master of science program in sportsphysiotherapy at the swiss univesity of applied science in (ZHAW) in Winterthur switzerland.

Perceptions of the students’ learning and evaluation process in an e-learning course in Food Preservation Technology: a study case in a Food Consumption MSc

Food Preservation Technology is a main module within a course integrated in a Master of Science program in Food Consumption at Universidade Aberta, Portugal. The pedagogical model adopted at Universidade Aberta encourages open practices such as teamwork and participation at the forums for learning exchange. E-learning and b-learning tools are increasingly used in the actual global world, providing the students with a great opportunity to study from distance and submit their digital works or assignments for evaluation. However, in this case the distinctive evaluation of each student and classification with the respective grade may seem to be a significant problem for the teachers. During this module for each assignment topic, every student chose a different subject related to their professional or academic interests. This gives the student a chance to improve scientific knowledge within each topic and to further explore the proposed subject. Herein we have analysed how the different assignments that students completed within this module can reflect students’ commitment to study and actively seek for their own knowledge. Besides, the following points were also taken into consideration: (1) the difficulties that a teacher might have when evaluating students’ submitted assignments; (2) the tools that the teacher has to differentiate the quality of different assignments; as well as (3) the description of how grades can be differentiated between the students. The assignments were both teamwork and individual work that resulted from previous learning activities. In this paper, we have thus tried to understand the main limitations that students have to overcome while working on the evaluation assignments. The analytical data retrieved from the assignment’s forums reveal that only a very small part of information exchanged has a constructive nature and adds value to the work to be done. From the analysed data of the works presented by the students, it is evident that they did not use an accurate bibliographical state-of-the-art list. We also debate the teamwork evaluation process within the e-learning system and its relationship with the contemporary state-of-the-art of each discussed theme, namely Drying and water activity control, Chemical preservation, Curing, Pickling, Smoking, Fermentation, Modified atmosphere, High pressure processing, Ohmic heating, Irradiation, Membrane processing, Pulsed electric fields, and Microwave processing.

BIM Integration Possibilities in Different Study Cycles of Architecture Study Programme

European countries are developing or implementing policies that promote or require the use of information modelling in the architecture, engineering, construction and manufacture sectors. The integration of Building Information Modelling (BIM) to these sectors includes social, economic, political, legal and other aspects. This is why the implementation of BIM requires an integrated and broad approach that includes not only the BIM implementation and development strategy in designing companies but also in the field of education and professional training. The article discusses the potential of integrating BIM in different study programs and the possibilities of international cooperation in interdisciplinary BIM projects. The different levels of BIM will be explored in connection to different curricula. Particular attention is paid to the compatibility and applicability of design and innovative technology solutions using BIM methodology and the development of co-operation between higher education institutions in the Nordic region [1].
 The aim of this paper is to carry out a comparative analysis and present the integration model of Building Information Modeling (BIM) into the Architecture programmes in different study cycles based on the example of Nordic countries.
 Objectives:
 
 To provide BIM use opportunities in 3 years Bachelor level based on Engineeering architecture study programme of VIA University College;
 To provide BIM use opportunities in 5 years Integrated studies based on Architecture studies programme of Kaunas University of Technology;
 To provide BIM use opportunities in the 2 years Master of Science program in Sustainable Architecture at the Norwegian University of Science and Technology;
 To perform comparative analysis between different countries and different study cycles;
 To provide a possible model for integration of the international BIM project in different study cycles.
 

Improving physician research training: understanding the student perspective

PurposeUsing a mixed-methods approach, this study evaluated a Master of Science program in Clinical and Translational Research (MSCTR) geared toward training physicians in research methodology. The purpose of this study is to allow trainees to articulate their expectations, needs and experiences in the MSCTR and to develop novel training methods and/or curriculum modifications to improve physician-scholar training.Design/methodology/approachThe mixed-method study design with qualitative emphasis included interviews, participant journal entries and a survey. Interview and journal entry data were analyzed using a modified seven-stage hermeneutic analysis and survey data were analyzed using descriptive statistics.FindingsFindings suggest three major areas for improvement, namely, curriculum, mentorship/relationships and instructional methods. Concluding recommendations to address these three areas include: make ongoing curriculum updates to provide a sequential pathway but also allow for flexibility, improve statistical training, invest in online courses and create a more structured mentorship program.Originality/valueExtant research, though minimal, has evaluated clinical research training programs in terms of alumni productivity. However, this is the first study of its kind to examine a clinical research training program primarily qualitatively and from the perspective of its students and alumni.

GERONTOLOGICAL PEDAGOGY: PASSION, PARADOX, AND PROMISE

Gerontology programs in the United States are on the decline despite the need for trained professionals who can serve a growing aging population (Pelham, Schafer, Abbott, & Estes, 2012). For many students, a gerontology course may be their only formal exposure to the concepts of aging. The development of gerontological pedagogy is important, but there is limited knowledge about what is being taught around the nation and to what extent course content reflects the current scope of the discipline. This symposium explores the role of individual instructors, the larger environment, and the efforts of organizational level criteria (i.e., AGHE standards to advance the field) to promote higher-quality gerontological education. The first presenter reports dissertation findings that examined college students’ self-perceptions of aging and how stereotypes impact them even after taking an introduction to gerontology course. The second presenter discusses the need for service-learning and community engagement in gerontology, while reporting on theoretical and practical suggestions, as well as potential pitfalls to avoid. The third presenter reports on student evaluations in a Master of Science program before and after the implementation of the Association for Gerontology’s proposed competencies. And our final presenter provides insights on applied perspectives and pedagogical approaches in and out of the classroom, including pitfalls and possibilities. Our discussant brings our ideas together to report on the discipline of gerontology and our potential to advance to the next level of pedagogical strategies.

Costs of Quality in Clinical Development.

The basis for this article is an individual project during a Master of Science program at Cranfield University, UK. Research and development (R&D) costs in the pharmaceutical industry have increased at a rate where costs have doubled compared to previous decades since the 1980s. In parallel, during recent years, there has been an increased focus on quality management within clinical development. Furthermore, pharma companies are talking about quality as a competitive advantage with an increased focus on quality metrics. The objective of this research was to confirm/reject the assumption that costs of quality are not being tracked within clinical development. The key component of this research consists of a survey that was sent out to approximately 15 of the top 50 global pharmaceutical companies. The research showed that the praxis of tracking and analyzing costs of quality was not widespread within clinical development, although the tools are available and experience from other industries showed that there are potential benefits to be realized, including a reduction of total quality costs. Even though tools for analyzing costs of quality have been available since the 1950s, there is little evidence in the literature that quality costs are being tracked and analyzed in clinical development. On the contrary, there are examples that the clinical research part of the pharma industry is stuck in traditional ways of working. However, it is likely that tracking and analyzing costs of quality can help limit the increase of R&D costs.

Building Leadership Competencies for the SDGs through Community/University Experiential Learning

This research provides a case study of how experiential learning opportunities provided by a Master of Science program in Sustainable Energy Development (SEDV) helped to achieve four Sustainable Development Goals (SDG) in a developing country via the partnering goal. It illustrates how drawing on the complementary characteristics of existing educational principles led to the development of a framework that built competent leaders in sustainability. Concurrently, the related experiential learning project realized economic growth, improved the quality of life and minimized the impact to the environment. We analyze the achievement of sustainability leadership and learning competencies of the students involved in a project that incorporates the SDGs under the umbrella of experiential learning theory and the four different knowledge domains necessary to achieve sustainability: declarative, procedural, effectiveness, and social. To effect change, the University of Calgary partnered with community organizations in both developed and developing countries to provide a solar Power Hub in a remote area of Burkina Faso, Africa, called Pâ Village. The Hub’s clean energy allowed a women’s cooperative to move from manual labour to the mechanical grinding of shea nuts in the manufacture of cosmetics and toiletries. Using a qualitative storytelling and theory-seeking approach coupled with semi-structured interviews of the student researchers (focus group discussion), this case study demonstrates how a framework of experiential learning coupled with the different knowledge domains produced change agents in a group of SEDV students. Several general principles are derived from the case study for other educators to use in similar educational applications.

Data Science: a proposal for a curriculum

We define Data Science as the combination of statistical and computational data analytic approaches. We argue that only this combination allows to tackle the many problems occurring in today’s Big Data era. We outline a possible curriculum, which focuses on both statistics and computer science aspects of data analytics. The proposed curriculum is implemented in the Data Science master program run at the University Munich ( www.datascience-munich.de ). We also argue that data ethical aspects as well as practical and communication skills are essential in a modern Data Science study program.

Meeting Twenty-First-Century Needs: Spanish for the Professions as the Future of Spanish Graduate Education?

A possible model for future graduate education, the Spanish for the Professions, Master of Science program, which some may consider a terminal degree, was designed to meet the growing need for employees with a high-level of Spanish language proficiency and cultural competency. This exploration of the fully online Spanish for the Professions graduate program outlines program development and provides a preliminary evaluation of the program's ability to respond to learners' needs and job market demand. Program enrollment and a preliminary qualitative assessment provide evidence that the program is a sustainable and adaptive model for Spanish graduate education in the twenty-first century.

Master of Science (MSc) Program in Radiation Biology: An Interdepartmental Course Bridging the Gap between Radiation-Related Preclinical and Clinical Disciplines to Prepare Next-Generation Medical Scientists.

Radiation biology is a highly interdisciplinary field at the interface of biology, physics, and medicine. It is characterized by rapid advances in biological and technical knowledge. The potential for using these advances to optimize medical care, radiation protection, and related fields can be exploited only with complementary activities to support the education of young academics. A small number of academic institutions have committed resources into radiation-related courses and curricula; however, few offer a comprehensive interdepartmental research and training program. At the Technical University of Munich (TUM), a full Master of Science (MSc) course in radiation biology has been established. This article describes the TUM MSc radiation biology program, discusses the scope of the field, the teaching goals, and the interdisciplinary curriculum. Detailed information on the full MSc program can be found continuously updated at www.radonc.med.tum.de/masterradiationbiology.

Teaching implementation science in a new Master of Science Program in Germany: a survey of stakeholder expectations

BackgroundImplementation science in healthcare is an evolving discipline in German-speaking countries. In 2015, the Medical Faculty of the University of Heidelberg, Germany, implemented a two-year full-time Master of Science program Health Services Research and Implementation Science. The curriculum introduces implementation science in the context of a broader program that also covers health services research, healthcare systems, research methods, and generic academic skills. Our aim was to assess the expectations of different stakeholder groups regarding the master’s program.MethodsAn online survey listing desired competencies of prospective graduates was developed and administered to four groups: national experts in the field (including potential employers of graduates), teaching staff, enrolled students, and prospective students (N = 169). Competencies were extracted from the curriculum’s module handbook. A five-point Likert scale was used for the assessment of 42 specific items. Data were analyzed descriptively.ResultsA total of 83 people participated in the survey (response rate 49%). The online survey showed a strong agreement across the groups concerning the desired competencies of graduates. About two-thirds of the listed competencies (27 items) were felt to be crucial or very important by 80% or more of participants, with little difference between stakeholder groups. Of the eight items specifically related to implementation in practice, six were in this category. Knowledge of implementation strategies (90% very important), knowledge of barriers and enablers of implementation (89%), and knowledge of evidence-based practice (89%) were the top priorities.ConclusionsThe master’s program is largely orientated towards the desired competencies of graduates according to students, teaching staff, and national experts.

Re-imagining environmental science and policy graduate education for the twenty-first century using an integrative frame

To meet society’s need to better understand and respond to ever-more complex, interwoven problems of environment, development, and society—including environmental health risks, climate change adaptation, and sustainable development—we applied an integrative frame to re-imagine, re-design, and deploy a professionally oriented, academically rigorous 2-year/12-unit Master of Science program. Our scholar–practitioner faculty uses the framework to tackle complex, real-world problems, emerging from a strong interdisciplinary ethos. It thus acts as a pragmatic system to guide pedagogy, curriculum, research and practice, and student experience. The frame weaves together six domains (6-D): (1) project framing, concept, and design; (2) development topics and sectors; (3) stakeholder interests, assets, and relationships; (4) knowledge types, disciplines, models, and methods; (5) variable temporal and spatial scales and networks; and (6) socio-technical capacities. At our institution, the need to replace 2.0 of 3.5 tenure/tenure-track program faculty posed both a challenge and an opportunity to re-think one of the oldest environmental science and policy programs in the USA which began in 1971. We pose and answer: What kinds of integrative educational experience, curriculum, and research practicum can best prepare environmental MS students in the twenty-first century? Two examples—one domestic, one international—illustrate the practicum.

Conceptualization and Development of the Behavior Analysis Programs at the Florida Institute of Technology.

We describe the conceptualization and development of the Behavior Analysis programs at the Florida Institute of Technology (Florida Tech). From its beginnings as a small master's program in applied behavior analysis (ABA), the Behavior Analysis programs at Florida Tech have now grown to include three Master of Science programs across two campuses, a Ph.D. program in Behavior Analysis, an undergraduate degree (B.A.) in ABA, an online certificate program that has attracted students internationally, and a hybrid (live and online) Master of Arts in Professional Behavior Analysis program at several sites around the USA. These programs are now housed in the first ever School of Behavior Analysis at a Tier 1, nationally ranked private university.

Graduate study in hospitality management in the United States: master of science programs

ABSTRACTAs the higher education sector of hospitality management continues its growth in the United States, there has been an increasing need to fortify the foundation of information on master’s programs. Gaps in knowledge regarding institutional characteristics, admission requirements, degree requirements, and identity of the hospitality core curriculum have been identified through reviews of existing literature. This study focused on gathering objective, secondary data to fill those gaps and provide descriptive information that will be useful for program administrators, faculty, and prospective graduate students in the United States. The results of the study indicate a lack of strong identity in the hospitality curriculum and diverse options for students regarding degree requirements.