Master's Program Research Articles

Exploring Medical Career Choice to Better Inform Swiss Physician Workforce Planning: Protocol for a National Cohort Study.

A medical student's career choice directly influences the physician workforce shortage and the misdistribution of resources. First, individual and contextual factors related to career choice have been evaluated separately, but their interaction over time is unclear. Second, actual career choice, reasons for this choice, and the influence of national political strategies are currently unknown in Switzerland. The overall objective of this study is to better understand the process of Swiss medical students' career choice and to predict this choice. Our specific aims will be to examine the predominately static (ie, sociodemographic and personality traits) and predominately dynamic (ie, learning context perceptions, anxiety state, motivation, and motives for career choice) variables that predict the career choice of Swiss medical school students, as well as their interaction, and to examine the evolution of Swiss medical students' career choice and their ultimate career path, including an international comparison with French medical students. The Swiss Medical Career Choice study is a national, multi-institution, and longitudinal study in which all medical students at all medical schools in Switzerland are eligible to participate. Data will be collected over 4 years for 4 cohorts of medical students using questionnaires in years 4 and 6. We will perform a follow-up during postgraduate training year 2 for medical graduates between 2018 and 2022. We will compare the different Swiss medical schools and a French medical school (the University of Strasbourg Faculty of Medicine). We will also examine the effect of new medical master's programs in terms of career choice and location of practice. For aim 2, in collaboration with the Swiss Institute for Medical Education, we will implement a national career choice tracking system and identify the final career choice of 2 cohorts of medical students who graduated from 4 Swiss medical schools from 2010 to 2012. We will also develop a model to predict their final career choice. Data analysis will be conducted using inferential statistics, and machine learning approaches will be used to refine the predictive model. This study was funded by the Swiss National Science Foundation in January 2023. Recruitment began in May 2023. Data analysis will begin after the completion of the first cohort data collection. Our research will inform national stakeholders and medical schools on the prediction of students' future career choice and on key aspects of physician workforce planning. We will identify targeted actions that may be implemented during medical school and may ultimately influence career choice and encourage the correct number of physicians in the right specialties to fulfill the needs of currently underserved regions. DERR1-10.2196/53138.

ANALYSIS OF MOTIVATION AND ABILITY ON STUDENT LEARNING PERFORMANCE WITH ORGANIZATIONAL COMMITMENT AS AN INTERVENING VARIABLE

Higher education is an educational institution which contains academics with different backgrounds who have been well selected. This research aims to determine the factors that influence student learning performance, with the respondent students of the Master's study program at STIESIA in Surabaya. Fouty five (45) copies of the questionnaire were distributed but only thirty eights copies were returned. After it being sorted, thirty fives copies could be processed. This study used a quantitative research method. The result shows that Motivation has a significant influence on student learning performance, and Ability does not have a significant effect on student learning performance, furthermore organizational commitment is unable to mediate all exogenous variables. Threfore, study program must motivate students to improve student learning achievements by improving students' abilities through seminars, providing opportunities and being able to increase the ability to improve student learning achievements, reducing obstacles by providing sufficient funds to conduct research. Hence, students will enthusiastic to improve their academic achievements. The originality of this research is that the research is focused on Master's students with a higher level of motivation and a strong desire for the importance of education.

Diversity of PA cohorts during the evolution to an entry-level master's degree.

This study evaluated the racial and ethnic diversity of physician associate/assistant (PA) graduating cohorts during the profession's transition from a standard undergraduate degree to an entry-level master's degree. Using all existing program reports from the Physician Assistant Education Association (1985-2019), we explored potential associations between changes in tuition, degree types offered, and racial/ethnic makeup of graduating cohorts. We observed a strong negative association between Black students and graduates versus increasing tuition and the rise of master's level programs. More equitable opportunities for joining the PA profession may be needed.

Training Translators for a Better Translation of the Meaning of the Qur’anic Text

The translation of religious texts, particularly the Holy Qur’an, is one of the most challenging tasks. Despite the experts’ efforts to come out with insightful theories and strategies, the translation of the meanings of the Holy Qur’an is still a difficult task. The present research aimed to reveal the importance of training future translators and experts in the field by offering a 20-hour training program to familiarize a target group with the specificities of Qur’anic Texts and the challenges its translation involves. The study attempted to answer three main research questions related to (i) the specificities of the Qur’anic Text and the main challenges its translation poses; (ii) the quality and value of the training program and its efficiency and (iii) the trainees’ views and evaluations of the training program. The study opted for a mixed approach using a questionnaire and an interview to elicit the trainees’ views about the efficiency of the training program. Eighty participants from three Master’s programs in Islamic studies and translation were involved. The findings revealed that the training was an added value for the trainees who realized that awareness of Arabic rhetoric and Islamic exegetical works is crucial for a faithful translation of the meanings of the Holy Qur’an. Some recommendations were formulated for Master Programs in Islamic studies and translation.

Impact of Team-Based Learning on the Development of Critical Thinking Disposition in Entry-Level Master's Nursing Students.

Team-based learning (TBL) is an evidence-based teaching-learning strategy increasingly used in nursing education to improve student learning outcomes. Few studies have focused on its effects on the critical thinking disposition of second-degree nursing students enrolled in accelerated, entry-level master's programs. The purpose of this study was to evaluate the impact of TBL on the critical thinking disposition of entry-level master's nursing students. Critical thinking disposition scores did not significantly improve, but students' confidence in reasoning skills and intellectual curiosity were strengthened, suggesting that TBL is an instructional strategy worth pursuing in entry-level master's nursing programs.

Meaningful Research in a Non-Thesis Master's Program: Description of nutritionDay in a Combined MS/DI Program

Meaningful Research in a Non-Thesis Master's Program: Description of nutritionDay in a Combined MS/DI Program

Evaluation of master’s degree programmes in project and construction management: an agglomerative hierarchical clustering study

This study examines master's degree programmes in project and construction management in Turkey and the TRNC until 2022. It covers 16 master's degree programmes and represents their current status. The study groups courses to evaluate and develop the contents of the master's degree programmes. It creates course knowledge areas through course grouping and provides the numerical data necessary for the clustering process. The study clusters similar and related master's degree programmes using the AHC method and proposes new programme names for the classes obtained with AHC. This paper intends to serve as a guide for research on active master's degree programmes in project and construction management, to update and/or develop such programmes, and to evaluate the past and present situation for future studies.

<i>Agua corriente</i>: Towards an Alternative Environmental Praxis around Water in Some Non-Fiction Stories Written by Ex-Combatants from FARC-EP

Since the signing of the Peace Accords in Colombia in 2016, different cultural productions that reflect on the armed conflict from an ecological perspective have emerged. One of these productions is Agua corriente (2022), an anthology of non-fiction stories written by signatories of said Accords and coordinated by the Master's Program in Creative Writing at the Caro y Cuervo Institute in Bogotá. From a critical environmental perspective, this article analyzes three of these stories — “Todo es agua” by Manuel Bolívar, “Aguas en guerra, aguas en paz” by Gabriel Ángel and “Río moribundo” by Elkin Carabalí—, in order to shed light on the different relationships that the signatories of the Agreements had with water, to conclude that, in all of them, the memory processes, linked to water, point to the emergence of an alternative environmental praxis for the post-conflict based on in land conservation, environmental ethics and water democracy.

Meta-Analysis of Associations between Maternal Age, Low Hemoglobin Level during Pregnancy, Low Birth Weight, and Preterm Birth

Background: Maternal age <19 years and anemia in pregnancy are often associated with adverse neonatal outcomes. This study aims to analyze the relationship between maternal age <19 years and anemia in pregnancy (Hb <11 g/dL) on the incidence of low birth weight babies (LBW) and premature birth.
 Subjects and Method: The research meta-analysis took cohort studies published in 2018-2022. The PICO formulation used: the population is pregnant women, the intervention consists of groups of pregnant women aged <19 years and pregnant women with anemia (Hb<11 gr/dL), comparison is the group of pregnant women aged 20-35 years and pregnant women are not anemic while Outcomes were LBW and premature birth. Search articles through databases: PubMed, springer, science direct and google scholar with the keywords “Adolescence pregnancy OR young OR Teenage AND Pregnancy AND neonatal outcome OR Low birth weight OR preterm birth OR Low weight”, “Anemia OR Maternal anemia AND Neonatal outcome OR Preterm birth". Data analysis using the Review Manager (RevMan) 5.4 application.
 Results: A total of 7 cohort articles on pregnancy aged <19 years and 5 cohort articles on anemia were analyzed. Articles come from Canada, Turkey, England, Russia, Finland, China, Chinese Taipei, Ethiopia, Zambia and Bangladesh. The sample sizes were n=43,399 (maternal age and LBW), n=55,049 (maternal age with premature birth), n=16,544,075 (anemia and premature birth). Pregnant women aged <19 years have a 1.63 risk of giving birth to LBW babies (aOR= 1.63; 95% CI= 0.96 to 2.78; p= 0.070) and 1.41 times giving birth to premature babies (aOR= 1.41; 95% CI= 0.78 to 2.56; p= 0.250). Pregnant women with anemia have a 1.60 times risk of giving birth to premature babies (aOR= 1.60; 95% CI= 1.10 to 2.32; p= 0.010).
 Conclusion: The age of pregnant women <19 years does not have a significant effect on the occurrence of LBW and premature birth. Pregnant women with anemia increase the risk of premature birth.
 Keywords: Maternal age, anemia, low birth weight, premature birth
 Correspondence: Ima Kusumawati. Master's Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami No. 36A, Surakarta 57126, Central Java, Indonesia. Email:Ima.kusumawati@student.uns.ac.id Mobile: +6285740839246

Assessing the need for pre-mental health competencies in undergraduate education: insights from graduate faculty surveys.

Despite the value of clinical competencies for masters- and doctoral-level practitioners as well as the tremendous variability in preparedness for graduate school and at graduation from graduate school, there are no competency standards for students pursuing mental healthcare careers prior to graduate study. This study aimed to identify potential pre-mental health competency standards for undergraduates pursuing mental healthcare careers. Faculty at masters and doctoral programs in a range of mental healthcare fields were asked to rate their expectations of entry-level competence and the perceived entry-level competence of their first-year, bachelor-level graduate students on 42 sub-competencies derived from the APA's Competency Benchmarks in Professional Psychology. Faculty of both masters (N = 320) and doctoral (N = 220) programs reported high expectations of first-year graduate students for 11 competency categories (professional values/attitudes; relationships; management-administration; interdisciplinary systems; individual/cultural diversity; advocacy; scientific knowledge and methods; reflective practice, self-assessment, and self-care; ethical standards and policy; supervision, and research/evaluation) and 25 sub-competencies. Faculty in masters programs rated students as not meeting their expectations in 28 sub-competencies, while faculty in doctoral programs rated students as not meeting their expectations in 17 sub-competencies. Faculty recommended internships as well as improvement in writing, counseling skills, professional behavior, diversity, equity, and inclusion, cultural competence and humility, research methods, reading research, connecting research to practice, and education about the different mental healthcare professions. Our findings suggest that students would benefit from intentional training in multiple pre-mental health competency areas at the undergraduate level to facilitate graduate-level training in mental healthcare and to better prepare our future clinicians.

Opening Minds for a Career with Impact

This article provides an overview of the Global Leadership course, a 6-credit course integrated within the curriculum of all advanced master programs of Antwerp Management School and designed to align with the school’s overarching mission. The course challenges and facilitates students in developing their leadership as a basis for making career choices, explicitly framing it within a global perspective and focusing on sustainability. The course is built on the belief that career development should not occur in isolation. Rather, it should be interwoven within the societal context in which careers unfold, bringing opportunities and challenges. Concretely, students work in diverse cross-program groups on an Action Learning Project addressing one of the UN Sustainable Development Goals. Further, students follow a track within their program focused on personal development, culminating in the submission of a Personal Development Paper in which they integrate all course experiences as a basis for developing a vision of their career. Through this holistic approach, students develop career competencies beyond considering the “why, what, and how” of work but are stimulated to consider the broader societal context.

ACM SIGMETRICS 2023 Student Research Competition

Every year, the Association for Computing Machinery (ACM) spearheads a series of Student Research Competitions (SRCs) at ACM-sponsored or co-sponsored conferences. These SRCs provide graduate (Masters or PhD program) and undergraduate students an opportunity to present their original research to a panel of judges. Participating students present posters and oral presentations of their research for the opportunity to win cash prizes. In each category (graduate and undergraduate), the 1st, 2nd, and 3rd place winners receive prizes of 500, 300, and 200, respectively. Additionally, first place undergraduate and graduate student winners from the SRCs held during the year are invited to present their work at the SRC Grand Finals, where a different panel of judges evaluates these winners against each other.

Pilot randomized controlled trial of a game-based intervention for teaching basketball in Chinese primary school physical education

ABSTRACT This study aimed to examine the preliminary efficacy and feasibility of implementing a tailored version of the MASTER coach education programme in Chinese primary schools to support physical education (PE) teachers’ basketball lesson design and delivery. A total of 20 primary schools in Beijing, China were recruited, with one PE teacher and their class (N = 715 students aged 10–13 yrs) from each school included in the study and randomly allocated to the MASTER intervention (n = 10) or control group (n = 10). Compared to the control group, a significant difference was observed in the MASTER group for the proportion of playing-form activities delivered during PE (27.65, 95% CI [20.27, 35.03]) and for teachers’ perceptions of confidence (23.92, 95% CI [15.87, 31.92]) and competence (24.12, 95% CI [10.28, 24.71]) to teach. Significant differences between groups were observed for students’ perceived athletic competence (3.56%; 95% CI [3.15, 3.96]), enjoyment (11.83%; 95% CI [10.98, 12.69]), well-being (8.51%; 95% CI [7.02, 10.00]), intrinsic motivation (+0.74%; 95% CI [0.30, 1.17]), introjected motivation (−2.24%; 95% CI [−2.77, −1.70]), and external motivation (−0.49%; 95% CI [−0.90, −0.08]). The MASTER programme was effective in improving teaching practices in Chinese primary schools, and in facilitating improvements in teacher and student outcomes.

Facilitating action learning & virtual action learning for leadership development: experiences and insights from a UK Masters programme

ABSTRACT Action learning is one of the most effective leadership development interventions [Day, Fleenor, Atwater, Sturm, and McKee. 2014. “Advances in Leader and Leadership Development: A Review of 25 Years of Research and Theory.” The Leadership Quarterly 25 (1): 63–82; Pauleen. 2003. “Leadership in a Global Virtual Team: An Action Learning Approach.” Leadership & Organization Development Journal 2003; Stewart. 2010. “Action Learning and Virtual Action Learning for Leadership Development.” Developing Leaders (1)], yet Virtual Action learning (VAL) has always struggled to be seen as a viable alternative, with both facilitators and participants often preferring face-to-face set meetings, and dismissing the technological options [Dickenson, Burgoyne, and Pedler. 2010. “Virtual Action Learning: Practices and Challenges.” Action Learning Journal: Research & Practice 7 (1): 59–72; Stewart. 2009. “Evaluation of an Action Learning Programme for Leadership Development of SME Leaders in the UK.” Action Learning: Research and Practice 6 (2): 131–148]. However, the onset of the Covid pandemic saw the rapid implementation of this remote technology-enabled approach, where VAL became the only option for action learning due to the restrictions on face-to-face working and travel limitations. This paper shares insights on the differences facilitating action learning and virtual action learning from a research project, based around a two-year Masters in Leadership programme in a UK business school, now delivered to over 300 experienced senior leaders, predominantly working in the UK NHS and a major UK retailer.

PROFESSIONAL EDUCATION OF EDUCATIONAL LEADERS: THE EXPERIENCE OF UTRECHT UNIVERSITY (THE NETHERLANDS)

The problem of developing managerial leadership potential for higher education, which acts as a direct catalyst for the organization of quality educational services in Ukraine and increasing the competitiveness of national higher education institutions, remains a priority at the stage of Ukraine's integration into the European Union. The article first examines the issue of professional training of educational leaders and managers in the field of higher education on the example of Utrecht University (the Kingdom of the Netherlands). Taking into account the review of previous studies carried out in the national space, as well as the study of relevant continental European sources, the data on the Dutch higher education system are updated. Based on the analysis of specialized legislation in the field of higher education and relevant institutional acts, the approaches to master's training in the Netherlands are characterized, the key among which is interdisciplinary. It is found that master's programmes are offered at research universities and universities of applied sciences; their duration varies from 1 to 4 years and ranges from 60 to 240 ECTS credits. It has been found that the undisputed trend in master's training is the uniqueness of educational programmes that correspond to the mission and vision of universities. It is established that among the offers on the market of educational services that further offer professional activities in the field of higher education management, there are master's degree programmes in pedagogy, management, art, administration and management, sociology, psychology, etc. The profiles of educational programmes of the University of Utrecht, in particular, specialties with a diverse academic load, which offer graduates after successful graduation positions in the Government of the Netherlands, sectors dealing with education, the Dutch Education Inspectorate, non-governmental educational organizations, as developers and reformers of educational policies, are considered.

A narrative review of Master's programs in midwifery across selected OECD countries: Organizational aspects, competence goals and learning outcomes.

Shifting midwifery education to a university level is of great importance for healthcare systems worldwide by preparing graduates for current and future challenges. Some of them referring to management, research and teaching tasks as well as advanced practitioner roles, require competences that can only be acquired in a Master's program. The objectives of this narrative review are to outline the differences and commonalities of organizational aspects of Master's programs in selected OECD countries and to point out the competence goals and learning outcomes they are based on. Fifteen Master's programs in twelve OECD countries were identified and analyzed. Considering the organizational characteristics, differences are found in admission requirements and qualification levels, while similarities relate to the awarded title (MSc). All programs aim to develop abilities for research to advance midwifery practice. Leadership and management abilities are addressed through effective teamwork and communication. The programs' aims are to develop abilities for midwifery education tasks. Whereas competence goals mostly align across the programs, they are addressed differently through various learning outcomes. Development and enhancement of Master's programs in midwifery are needed by focusing on core elements, such as common competence goals. It is equally important to adapt them to national healthcare and educational systems.

Disruptive Ecologies: Design with Nonhuman Intelligences

AbstractIn the last decade, the B‐Pro post‐professional Architectural Design Master's programmes in Architectural Design (AD) and Urban Design (UD) at the Bartlett School of Architecture, University College London have developed innovative research delving into various aspects of design and digital technologies. Such preoccupations include biotechnology, computation and artificial intelligence, digital fabrication and robotics. Programme directors Roberto Bottazzi and Tyson Hosmer, and Theory Coordinator Mollie Claypool, illustrate some of its recent thought‐provoking work.

SIGACCESS Travel Award Report

My name is Robin Angelini and I am a Deaf graduate student enrolled at TU Wien (Vienna University of Technology), where I am in the final semester of my master's program in Informatics with a major focus on Media and Human-Centered Computing. I had the privilege of receiving the SIGACCESS Travel Award scholarship, which allowed me to attend the 25th International ACM SIGACCESS Conference on Computers and Accessibility. In this report, I share my experiences and insights from the conference.

Pendampingan Ketatausahaan Madrasah di Pondok Pesantren Darussalam Ampah Kalimantan Tengah

This article is the result of service to the community of the Postgraduate Islamic Education Management Masters Study Program in Iaian Palangka Raya regarding providing material and assistance regarding school administration management at the Darussalam Ampah Islamic boarding school in Central Kalimantan. The problems faced by schools are related to the management of school administration, including the management of correspondence and school administration services for religious teachers and female students. The administrative assistance activities that will be carried out are collaborative between lecturers and students of the IAIN Palangka Raya Postgraduate Islamic Education Management Masters study program, which is very relevant and important. The aim of this activity is to provide assistance to school administration in the form of correspondence management and school administration services. This activity received a positive and enthusiastic response from the leadership of the Islamic boarding school, the head of administration and all the ustadz and religious teachers who taught there. Community Service for the MPI Master's Program obtained the results of the discussion, namely that there is still a lot that needs to be improved in the administrative management system of the Darussalam Ampah Islamic boarding school in terms of managing correspondence and TU services. Service activities like this can be carried out regularly either in the same location or in different locations targeting people who really need services in terms of administrative management. Moreover, IAIN Postgraduate IAIN Palangka Raya has a Masters Study Program in Islamic Education Management so that it can be useful and useful. for Islamic educational institutions in Central Kalimantan.

The 'blue screen' affected airlines, banks and hospitals!

Üsküdar University Cyber Security Master's Program Head Asst. Prof. Ahmet Şenol evaluated the worldwide information system outage on July 19.