MSc Programme Research Articles

Physiologists as medical scientists: An early warning from the German academic system.

"Medical scientists" are postgraduate investigators who are engaged in biomedical research, and either hold a biomedical PhD or are qualified in medicine but do not participate in patient care. Medical scientists constitute ~40% of staff at medical faculties and >90% at nonuniversity medical research institutions in Germany. However, medical scientists in Germany face limited long-term career prospects and a lack of dedicated training and support programmes. They also face time limits on their career progression arising from national academic employment legislation, and imminent reforms by the German government are likely to make this worse. Nevertheless, recent developments in the educational landscape including the introduction of increasingly focused MSc, pre-PhD, and doctoral programmes to train medically aware basic scientists, as well as improved general recognition of the roles and relevance of medical scientists in health research, are encouraging. Physiologists have taken essential steps to improve the recognition of medical scientists in Germany by introducing a "specialist physiologist" qualification; this initiative could be applied to support medical scientists in other fields and countries. In this review, we describe the particular challenges facing medical scientists in Germany and make recommendations that may apply to other academic systems.

Genetic counseling development and milestone in Oman

Genetic counseling as an emerging profession has seen an expansion around the world. In the Sultanate of Oman, the profession has developed with the establishment of clinical and biochemical genetic services in 2010 and genetic counseling services in 2011. Currently, three main genetic counseling teams serve the country through qualified genetic counselors who completed internationally-recognized MSc program. The genetic counselors are working in governmental clinical genetic units and play vital roles in enhancing the quality of genetic services dealing with pediatric and adult-onset disorders. The impact of the service is reflected in the escalated demand for preventative measures such as alternative reproductive options, premarital genetic counseling and testing as well as predictive counseling and testing. Despite the limited resources and absence of a licensing body, the genetic counseling profession in Oman is progressing. This special report describes the development of genetic counseling in Oman and the milestones reached. It details the areas of service, scope of practice, and the unique social and cultural nuances inherent to genetic counseling in Oman.

Integration of AI Training in the Field of Higher Education in the Republic of Bulgaria: An Overview

The presented work provides a comprehensive evaluation of the current availability of education programs and courses related to of AI the field of Information Technologies and Computer Science in higher education institutions (HIEs) in the Republic of Bulgaria. More specifically, this study examines 163 bachelor’s and 239 master’s degree programs from 28 HEIs available during the 2023/24 academic year in four professional fields: (1) Electrical Engineering, Electronics, and Automation; (2) Communication and Computer Technologies; (3) Informatics and Computer Science; and (4) Mathematics. The conducted evaluation shows that 41.1% of evaluated BSc programs and 26.4% of MSc programs include at least one AI-dedicated course. Results indicate a significant presence of AI-focused education, particularly in degrees related to Informatics and Computer Science, where 47.8% of AI courses are concentrated. However, a notable disparity exists in the inclusion of AI subjects across other technical fields, particularly in Electrical Engineering and related degrees, which contain only 8% of the identified AI courses for BSc degree programs. The findings highlight the need for a broader and more accelerated integration of AI education to meet the evolving demands of both students and the labor market. This work underscores the importance of strategic curriculum adaptation to enhance the readiness of Bulgarian HEIs to support the development and application of AI technologies, addressing the skills gap and fostering a workforce capable of navigating the AI-driven future.

Curriculum, competency development, and assessment methods of MSc and PhD pharmacy programs: a scoping review

Background/objectivesWe aim to systematically review and evaluate the current landscape of postgraduate pharmacy education to a) identify current evidence, best practices, challenges, recommendations, and solutions; and b) develop a framework to optimize postgraduate pharmacy programs.MethodsA scoping review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR). Electronic databases, including PubMed, Scopus, EMBASE, ProQuest, Web of Science, and Google Scholar were utilized. The search covered studies published from January 2011 to September 2023. Following the principles of Arksey and O'Malley's framework, data charting and extraction were performed using a pre-designed data collection tool, followed by the synthesis and grouping of studies based on common themes.ResultsOf the 5542 articles found, the review included 36 eligible ones focusing on pharmacy postgraduate education (PhD and MSc), grouped into three themes: 1) courses and curriculum; 2) training and skills development; 3) assessment and mentorship methods. Utilized methodologies included descriptive analyses, questionnaires, surveys, trials, and focus groups/interviews. The studies underscored the need for competency-based curricula with regular evaluations, career planning, and diverse course offerings. Identified key skills and competencies in the studies included soft skills, communication, research, desperate skills (e.g., leadership and management), and critical thinking. The studies also emphasized the value of comprehensive evaluation and peer review methods. Challenges included balancing academic and real-world requirements, training, limited resources, time constraints, and faculty workload.ConclusionEvidence-based suggestions to improve postgraduate pharmacy education include the implementation of practice-oriented courses, value of tailored/or comprehensive assessments, focus on real-world skills, effectiveness of advanced teaching methods, and mentorship role. The proposed framework can guide program enhancement and highlight the need to improve programs holistically, entailing the three themes.

Influence of Power Supply Reliability on Academic Performance and Project Completion Rates of Architectural Students at Caleb University, Lagos, Nigeria

This study investigates the influence of power supply reliability on academic performance and project completion rates among architecture students at Caleb University. The research adopts a quantitative approach, using a structured questionnaire to gather data from a representative sample of students across BSc, MSc, and PhD programs. Of the almost 700 population, 255 were sampled and the findings reveal that power interruptions are a frequent and significant issue, with 85% of students experiencing outages at least once a week and 60% reporting outages lasting between 1 to 3 hours. These disruptions have a pronounced negative impact on academic performance, with 78% of respondents indicating that power outages have adversely affected their grades. Furthermore, 82% of students reported delays in project completion due to power interruptions, with a substantial number having to redo portions of their work due to unsaved progress. The study highlights a strong correlation between the frequency of power outages and the decline in academic performance, as well as the delays in project completion. Additionally, the psychological impact of these outages, manifested in increased levels of stress and anxiety among 70% of respondents, further exacerbates the challenges faced by students. The research concludes that reliable power infrastructure is crucial for academic success, particularly in technology-intensive disciplines like architecture. Recommendations include improving power infrastructure, implementing energy management strategies, developing contingency plans, enhancing student support services, and fostering collaboration with power utility providers. By addressing these issues, educational institutions can create a more stable and conducive learning environment, thereby enhancing students' academic outcomes and overall well-being.

Supporting advanced practice: feedback from a mental health, community and primary care advanced practice support project in South Yorkshire, UK

Background: Despite the significant input from Heath Education England (HEE), now NHS England (NHSE), there are still significant variations around advanced practice programmes, support and training, particularly in less developed areas such as mental health, community posts and primary care. To help target these areas, and to support the NHS Long Term Plan (2023) to increase the number of advanced clinical practitioners (ACPs), the Faculty of Advanced Practice South Yorkshire recruited three ACP leads from mental health, community, and primary care backgrounds to establish a support project led by one professional lead. These leads were able to utilise their lived experience of completing the ACP MSc programme and working as an ACP to help trainee advanced clinical practitioners (tACPs) navigate their journey. The ACP leads also developed a variety of educational events, which further supported the trainees' needs. Aim: This article reports the feedback given via an online questionnaire from trainees that accessed the project, which ended in March 2024. Its aim is to highlight the often-undervalued concept of using clinicians personal experience regarding advanced training and practice, to mentor, support and ultimately retain the future ACP workforce. Methods: An email with a link to a questionnaire was sent to 128 tACPs or recently qualified ACPs that had applied for their training via the Faculty of Advanced Practice South Yorkshire. The questionnaire, created in Microsoft Forms, was completed anonymously, and produced both numerical and free-text data. The questionnaire solicited feedback around: the number of contacts they had and how they contacted; the ACP leads; types of support accessed; and the educational events available. Free text answers were analysed by the author (CJ) and a second reviewer (SF) to generate a consensus on themes. Results: A total of 64 clinicians responded, of which 43 were tACPs, 10 were ACPs, five had other job titles (community matron, pharmacist, practice nurse) and five did not state what their job title was. Responses suggest that the support accessed from the project was highly beneficial and could not be gained elsewhere. A key factor in the project's success was the ACP leads' lived experience of having previously completed advanced practice training, as well as their ability to tailor learning events to the trainees' needs. Conclusion: Meeting the demands of ACP training in areas where the role is less established remains an ongoing challenge. It seems some of these challenges relate to the lack of practical support being provided by employers or higher education institutions, such as lived experience of completing the task of ACP training. Support projects, like the one discussed in this article, appear aptly placed to help fulfil these needs and begs the question ‘why aren't there more?’, especially when advanced practitioners are fundamental to the future healthcare workforce.

274 Audit of the Written and Oral Assessment of the Dissertation Component of a Laparoscopic Surgical MSc Programme Using Internal and External Benchmarks

274 Audit of the Written and Oral Assessment of the Dissertation Component of a Laparoscopic Surgical MSc Programme Using Internal and External Benchmarks

Francesco De Bon.

"I would have liked to have discovered one of the 10 artificial elements discovered by Glenn Theodore Seaborg and collaborators, such as plutonium or americium… My secret/not-so-secret passion is watching police procedural dramas. I've watched so many that I am seriously considering enrolling, sooner or later, in the MSc program in Forensic Chemistry at the University of Coimbra…" Find out more about Francesco De Bon in his Introducing… Profile.

Educating for Open and Reproducible Research in the Geosciences: Lessons from an MSc program

Educating for Open and Reproducible Research in the Geosciences: Lessons from an MSc program

Ethical dilemmas: a student reflection on safeguarding in adult domestic abuse

This reflective account discusses a case where a patient refused a safeguarding referral after disclosing domestic abuse to a student paramedic on an MSc programme. The author examines the medical, ethical and legal evidence when determining whether the right path was taken in caring for this patient. It is argued that the care delivered was lawful and ethical but the student paramedic did not have sufficient awareness of the support options available to those experiencing domestic abuse. Their oversimplification of the dilemma to the patient having capacity to refuse referral omitted key aspects of the medico-legal framework, potentially to the detriment of the patient's care. Reflective learning has allowed the author to recognise the limits of his understanding of the complex medico-ethico-legal framework surrounding domestic abuse, consent, coercion and controlling behaviour. In response, he has established a new methodology to assess the underlying reasons for refusing a safeguarding referral.

Workshop report: Clinical training and integration of genetic counselors into interprofessional teams in the German-speaking countries

In spring 2022, the inaugural cohort of Genetic and Genomic Counseling MSc students graduated from the Medical University of Innsbruck, representing a significant milestone for the establishment of the genetic counselor (GC) profession in the German-speaking countries. A pivotal component of their education was a 15-week clinical training period. The placement experiences of both students and supervisors offered valuable insights into the attitudes of medical geneticists toward the profession. To share the knowledge gained by these pioneers and offer guidance to potential placement institutions, the MSc program team organized an online workshop on the education and training of GCs in German-speaking countries in October 2022. The first part of the workshop focused on the training program and professional profile of GCs in the German-speaking countries. It covered educational aspects, such as the structure of the MSc degree program and specific communication training. Additionally, it addressed challenges arising from the integration of GCs into existing genetics centers. The second part of the workshop delved into first-hand experiences of genetic counseling students and placement providers during clinical training. Featuring insights from supervisors, this session facilitated a discussion about the roles of GCs within interprofessional genetics teams. The workshop participants agreed on a growing demand for GCs and highlighted positive experiences, as well as challenges within participating institutes that had hosted a student. In this article we summarize suggestions for the education and training of GCs in the German-speaking countries where the profession is newly established.

E036 Rheumatology nurses’ perceptions of undertaking a postgraduate education programme: a qualitative study

Abstract Background/Aims Rheumatology nurses practising at an advanced clinical level are encouraged to undertake postgraduate study to provide an evidence base to their role. This study explored the perceptions and experiences of clinical nurse specialists (CNS) undertaking a Master’s programme in Rheumatology Nursing, including perceptions of impact and future educational needs. Methods CNS, in the United Kingdom and Europe, who had completed a Masters programme in Rheumatology were recruited to take part in semi-structured telephone and video interviews between 17th March 2021 - 17th May 2021. Interviews were digitally-recorded and data was analysed by two researchers and two public contributors. Results 10 CNS participated in the study including 9 Females and 1 Male and worked in a variety of different geographical locations including England, Wales, Scotland and Malta. The duration of the interviews was 23-50 minutes. Four themes related to the experiences of CNS undertaking an MSc programme were identified: i) Increased confidence and the development of new skills, ii) Perceived impact on the CNS’ organisation, iii) Benefits of face-to-face learning, and iv) Future educational needs. All CNS reported increased confidence with physical examination skills and the interpretation of clinical symptoms. New skills gained included assessing the psychosocial impact of inflammatory arthritis in the clinical consultation and the ability to appraise research evidence. Undertaking postgraduate study not only had an identifiable impact on the CNS’ own practice, but also benefited members of their organisation with the sharing of clinical examination skills, evidence based practice and enhanced communications with team members including managers and commissioners. Implementing learning was dependent on time and managerial support. CNS found the ability to interact in person with other students increased engagement in learning and the creation of professional supportive clinical networks that continued after the course had finished. Modules which developed physical skills, including musculoskeletal examination, were perceived to be better suited to face-to-face teaching whilst those with a greater theoretical component such as critical appraisal could be delivered remotely. Some participants also valued the opportunity to be away from the workplace, which enhanced their learning experience by being able to focus solely on their studies. Future education needs identified by the CNS focused on developing diagnostic skills and greater involvement in supporting self-management. There was consensus that all CNS should be prescribers as this was a major component of providing a telephone advice line service. Conclusion CNS identified that completing a face-to-face Masters in Rheumatology increased their knowledge and confidence in delivering new clinical skills, fostered peer networks whilst also benefiting their employing organisations. Postgraduate provision may need to consider how the benefits of face-to-face learning can be transferred to remote learning to ensure that clinical confidence and new clinical skills can be obtained. Disclosure S. Ryan: None. A. Hassell: None. Z. Paskins: None. K. Rule: None. M. Brooks: None. G. Tajuria: None.

A comparison of radiographically determined periapical healing and tooth survival outcomes of root canal (re)treatment performed in two care pathways within the United Kingdom Armed Forces.

To compare radiographic periapical healing and tooth survival outcomes of root canal (re)treatment performed within two care pathways (Routine Dental Care and Referred Treatment Pathway), in the United Kingdom Armed Forces (UKAF), and determine the effects of endodontic complexity on outcomes. This retrospective cohort study included 1466 teeth in 1252 personnel who received root canal (re)treatment between 2015 and 2020. General Dental Practitioners treated 661 teeth (573 patients) (Routine cohort), whilst Dentists with a Special Interest treated 805 teeth (678 patients) (Referred cohort). The latter group were graduates of an MSc programme in Endodontics with 4-8 years of postgraduation experience. Case complexity was retrospectively determined for each tooth using the endodontic component of Restorative Index of Treatment Need (RIOTN) guidelines. Periapical healing was determined using loose radiographic criteria. The data were analysed using chi-square tests, univariate logistic regression and Cox proportional hazards models. A significantly (p < 0.0001) larger proportion of cases of low complexity had undergone root canal treatment within the Routine versus Referred cohort. The odds of periapical healing was significantly higher within the Referred versus Routine cohort, regardless of analyses using pooled (OR = 1.17; 95% CI: 1.11, 1.22) or moderate complexity (OR = 4.71; 95% CI: 2.73, 8.11) data. Within the Routine cohort, anterior teeth had higher odds of periapical healing than posterior teeth (OR = 1.13; 95% CI: 1.04, 1.22). The 60-month cumulative tooth survival was lower (p = 0.03) in the Routine (90.5%) than the Referred (96.0%) cohort. Within the Routine cohort, the hazard of tooth loss was higher amongst posterior teeth (HR = 4.03; 95% CI: 1.92, 8.45) but lower if posterior teeth had cast restorations (HR = 0.36; 95% CI: 0.19, 0.70). For the Referred cohort, posterior teeth restored with cast restoration (vs not) had significantly lower risk of tooth loss (HR = 0.21; 95% CI: 0.08, 0.55). For UKAF patients, root canal (re)treatment provided within the Referred pathway was significantly more likely to achieve periapical healing and better tooth survival than those provided within the Routine pathway. Posterior teeth restored with an indirect restoration had a higher proportion of tooth survival. This study supported the utility of the endodontic component of RIOTN for assessing case complexity.

Leading in the Digital Era: An MSc Program for Industry 4.0

In this paper, a new curriculum for an MSc programme is presented. The program is designed to equip students with a deep understanding of the dynamic interplay among automation, data exchange, cloud computing, cyber-physical systems, and the Internet of Things, among other vital components. The curriculum's multifaceted nature ensures that graduates possess the critical thinking, strategic foresight, and interdisciplinary skills essential for leadership in this domain. Social, pedagogical and delivery issues and challenges are discussed.

Digital Redesign of Problem-Based Learning (PBL) from Face-to-Face to Synchronous Online in Biomedical Sciences MSc Courses and the Student Perspective

PBL is a widely used teaching approach that is increasingly incorporating digital components. Although, by its nature, a face-to-face approach is the preferred mode of delivery, its digital counterpart is gaining ground. The current paper discusses the digital redesign of PBL in an MSc in Biomedical Sciences. Face-to-face and online PBL followed the seven steps of the PBL process, and each case was completed in three sessions. For the delivery of online PBL, collaborative tools were utilized, including CiscoWebex, the online platform for synchronous meetings, and OneDrive, shareable PPT, and Moodle for synchronous and asynchronous self-directed learning. Three cohorts were followed, and students had both face-to-face and online PBL experiences. Student feedback was obtained using focus groups, and data analysis utilized a deductive and inductive approach. Our data indicate that CiscoWebex is a suitable and user-friendly platform for synchronous online PBL. The students enjoyed both formats and stated that online PBL is an effective teaching approach for promoting student learning. In regards to student interaction, the face-to-face mode was preferred, while online PBL was perceived as more organized. The redesign allowed for effective student learning and could pave the way forward for a fully online MSc program in Biomedical Sciences.

Assessment Practices of Learning Outcomes of Postgraduate Students in Biomedical and Pharmaceutical Sciences at College of Health Sciences at Addis Ababa University: Student and Faculty Perspectives.

Higher education institutions are under increasing pressure to respond to societal needs which has in turn led to changes in the type of knowledge, competencies, and skills required from learners. Assessment of student learning outcomes is the most powerful educational tool for guiding effective learning. In Ethiopia, studies are scarce on assessment practices of learning outcomes of postgraduate students in biomedical and pharmaceutical sciences. This study investigated the assessment practices of learning outcomes of postgraduate students pursuing studies in biomedical and pharmaceutical sciences at the College of Health Sciences of Addis Ababa University. A quantitative cross-sectional study was conducted using structured questionnaires administered to postgraduate students and teaching faculty members in 13 MSc programs in biomedical and pharmaceutical sciences at the College of Health Sciences of Addis Ababa University. About 300 postgraduate and teaching faculty members were recruited with purposive sampling. The data collected included assessment methods, types of test items, and student preferences on assessment formats. Data were analyzed using quantitative approaches, descriptive statistics, and parametric tests. The study indicated that several assessment strategies and test items were practiced without a significant difference across fields of study. Regular attendance, oral questioning, quiz, group and individual assignments, seminar presentations, mid-term tests, and final written examination were commonly practiced assessment formats, while short question and long question essays were the most commonly used test items. However, students were not commonly assessed for skills and attitude. The students indicated they mostly preferred short essay questions, followed by practical-based examinations, long essay questions, and oral examination. The study identified several challenges to continuous assessment. Practice of assessing students' learning outcomes involves multiple methods focusing on assessing mainly knowledge; however, the assessment of skills appears inadequate, and several challenges appear to be hindering implementation of continuous assessment.

Corrected numbers and assumptions for understanding MSC certified fishery withdrawals: Commentary on Pierucci et al.

Pierucci et al.’s 2022 paper titled “A global review of MSC certification: Why fisheries withdraw?” states that 96 % of fisheries leave the MSC program during the assessment period or first two years of certification. The authors suggest deficiencies in the pre-assessment process or “the high initial costs of certification” may explain the high rate of withdrawal during the assessment period. Our response highlights methodological flaws in their study that bias estimates of withdrawn fisheries by nearly two-fold and subsequently invalidate their conclusions relating to fisheries not yet certified. Here we provide a detailed understanding of the multiple, intersecting improvement pathways that a fishery might take before and after certification to help clarify which barriers to certification are most likely to be at play during different stages of engagement with a sustainable seafood certification scheme. We explore how these barriers vary for different types of fisheries and in geographies with different markets, including disproportionate challenges to sustainable fisheries management, and how global efforts are required to address these inequities.

Flipping the normative: Developing and delivering a critical pedagogy for executive education in a UK business school

This article explores tensions when flipping the normative by developing and facilitating a programme-long critical pedagogy for executive education in a UK business school. Through a small-scale qualitative study with academics, we explore a critical pedagogy underpinning two executive MSc programmes and informing an Executive MBA. We demonstrate how the approach flips the normative by deviating from norms, doing the unexpected and disrupting ‘how things are understood and done around here’. Critical pedagogy is unusual, in opposition to traditional business school education. Programme-long critical approaches are rare. We explore tensions when flipping the normative through the following themes: power, control and trusting the process; vulnerability as strength and emotional risk; and academic privilege, precariousness and Othering. We make four contributions. First, we articulate a programme-long critical pedagogy in executive education, illustrating how this flips the normative. Second, we outline tensions and learning when facilitating a critical pedagogy. Third, through collective reflexivity, we reveal academics’ personal perspectives of facilitating critical pedagogy and its impact. Fourth, we theorize how recognizing vulnerability as strength is a pedagogical process that facilitates critical management and leadership education. We offer learning for future critical executive education and implications for practitioners, academics, business schools and universities to consider.

Consultancy Style Dissertations in Statistics and Data Science: Why and How

In this article, we chronicle the development of the consultancy style dissertations of the MSc program in Statistics with Data Science at the University of Edinburgh. These dissertations are based on real-world data problems, in joint supervision with industrial and academic partners, and aim to get all students in the cohort together to develop consultancy skills and best practices, and also to promote their statistical leadership. Aligning with recently published research on statistical education suggesting the need for a greater focus on statistical consultancy skills, we summarize our experience in organizing and supervising such consultancy style dissertations, describe the logistics of implementing them, and review the students’ and supervisors’ feedback about these dissertations.

The use of the UCLan Mountain Medicine and other Masters programmes as a recruitment tool for healthcare organisations with difficulties in recruitment and retention.

A variety of incentives are used to stimulate recruitment to remote and rural locations. In this presentation, we share experiences at the University of Central Lancashire of forming partnerships with National Health Service (NHS) organisations to offer investment in careers as a recruitment and retention tool. Qualitative structured interviews. NHS organisations priorities were to find cost-effective and successful strategies to recruit and retain workers. Many had tried financial incentives, including 'golden handshakes' and 'golden handcuffs' but found them ineffective or unaffordable. Prospective employee priorities were multifactorial, including a desire for flexibility, manageable workload and the ability to develop their personal and career interests. Whilst rates of pay were important, one-off lump sum payments were viewed as having lower value. This partnership approach has helped us develop MSc programmes that fit with the needs of their services and innovatively support their recruitment aims. We have also given voice to the needs of our learners, for example by encouraging job planning approaches that facilitate the prolonged blocks of leave required for acclimatisation of practitioners of Mountain Medicine to travel to high altitude. When explored, advertised one-off lump sum payments amounts were perceived as being misleading due to tax deductions, diminishing their utility as a 'feel good' factor in retention. Conversely, gradual investment over time, using academic study as an enabler for flexible job planning combined with a feeling that their employer supported some of their drivers and values contributed to a greater sense of commitment by employees.