Educational Pathways Research Articles

A Quantitative Analysis of University Admission Results for Hungarian Ethnic Minority Students in the Carpathian Basin

This study analyses the higher education admission results of Hungarian ethnic minority students in Hungary originating from Central and Eastern European countries (Serbia, Croatia, Slovenia, Slovakia, Ukraine, and Romania) by secondary education background (national system vs. foreign system) and school-leaving qualification background (advanced and intermediate levels in Hungary and their native country). Students (n = 759) take (or have taken) part in undivided (5-year) and bachelor (3-year) programs at universities in Hungary and, for historical reasons, live as ethnic minorities in their home countries in the Carpathian Basin. There are significant differences in the number of students according to their secondary education background. Of the admitted students, 83.7% graduated from a national system secondary school and 16.3% from a foreign system secondary school before entering higher education. Using a Mann–Whitney U-test, we confirmed that the admission scores of students from the national secondary education system are significantly different from the scores of students who graduated from a foreign secondary education system (p < 0.001). The results of the Jonckheere–Terpstra test demonstrated that students with advanced-level exam results performed significantly better than those who entered higher education with intermediate-level or native country examination results (p < 0.001). However, there is no detectable difference (p > 0.05) between students who graduate at the intermediate level and students who graduate with a native country certificate. A regression model, based on the median admission scores, exhibited a trend of improving results for foreign students. The R2 quadratic determination coefficient is 0.705. This study provides insights into the educational pathways and decisions of Hungarian students residing abroad, underlining the influence of the national context and public education systems on their educational trajectories.

The Active and Critical Participation: A Study on Belonging and Believing Among Young Catholics in Rome

This article deals with the relationship between young Catholics, their faith, and the Church. Several studies show a progressive distancing of the new generations from traditional religions, especially in European societies. This research focuses on young Catholics and observes their way of believing and belonging. Data collection was conducted in the religious and cultural context of the Diocese of Rome through semi-structured interviews with young key informants chosen for their educational engagement with their faith community. The results, analyzed through a reflective and positional approach conducted with N-vivo, highlight the emerging sensitivities of young people interested in the experience of faith and involvement in their community, despite a critical and not submissive sense of belonging towards the ecclesial institution and the proposed educational pathways for young people who are adapting to this new condition.

Review of "Educating the Top 100 Percent: Policy Pathways for Public Higher Education," by S. G. Katsinas et al.

Review of "Educating the Top 100 Percent: Policy Pathways for Public Higher Education," by S. G. Katsinas et al.

Beyond subjects and skills or crossing the divide? From additionality to complementarity in college enrichment

ABSTRACT This paper reports a longitudinal study, organized around national surveys and institution-based case studies, of ‘enrichment’ in post-16 colleges across England and Wales. These institutions transect general and vocational education pathways, whose curricula are organized respectively around subject disciplines and employment skills. Drawing on social justice perspectives and understandings of curriculum theory and cultural reproduction, the study initially analysed enrichment practices positioned as additional to subject-based curricula. However, extending thematic analysis through cross-case comparison, the study uncovered an additional, complementary role of enrichment: in some specialist/general education settings, teacher-led, practice-based extensions of subject curricula, complemented by agentic networking opportunities, facilitated middle-class higher education transitions; vocational enrichment, responding instead to ‘learner support’ imperatives and socializing young people into employment routines, sustained the normative transitions to work that characterize vocational pathways. These distinctive complementary logics mirror the inequalities of epistemic access identified by curriculum theory, suggesting that these extend beyond formal curricula. On the other hand, some marginal practices, including broader, more critical preparation for adulthood and work, suggest possibilities to advance social justice, transgressing the academic/vocational divide. Whilst unequal societies persistently sustain this divide, activities outside formal curricula may support more agentic and socially just transitions to adulthood and working life.

Abstract 4125940: Hypertensive Disorders During Pregnancy: Patient Perspectives on Care, Barriers, and a Path Forward

Background: The future risk of cardiovascular disease (CVD) after a diagnosis of hypertensive disorders of pregnancy (HDP) is well established. Blood pressure (BP) assessment and management after delivery is one essential part of downstream risk mitigation of future CVD. This requires intentional follow-up by clinicians and understanding by patients. We sought the perspectives of patients regarding solutions to barriers for health care interventions and self-care support after a HDP diagnosis. Methods: Phone interviews were conducted three to six months following a delivery from a random sample of women diagnosed with HDP, determined by ICD-10 codes. Interview questions were designed by a multidisciplinary team that included those who specialize in women’s CVD health and pregnancy. Interviews were conducted by a senior qualitative researcher. Questions aimed to discover health care and self-care steps taken following HDP diagnosis, reasons why these were not started or used consistently, education recalled, and areas for improvement. Results: A total of 20 women were interviewed from ages 21-42 (20-29, n=10; 30-39, n=8; and 40-42, n= 2) among 9 different hospitals (1 quaternary, 3 tertiary care hospitals, and 5 small-medium-rural community hospitals). Of the respondents, 50% were diagnosed during their third trimester, 25% in their second trimester, 20% in their first trimester, and 5% within a week after delivery. A total of 8 (40%) of the women were induced early given HDP concerns. Table 1 describes health care and self-care steps taken for HDP during and after pregnancy. If health care and/or self-care for HDP did not start or did not continue beyond the fourth trimester (>12-weeks post-delivery), reasons included BP stabilized or returned to normal, the clinician ‘wasn’t concerned’, and/or they didn’t have a history of a hypertension diagnosis. Table 2 lists suggested areas from those interviewed for improving support to women with HDP. Conclusion: This study suggests a high prevalence of unclear education with low patient recall and incomplete follow-up after delivery among women with HDP, with health care support and self-care diminishing after the fourth trimester. Understanding the perspectives of women with HDP and its associated risk factors can help in developing effective clinician and patient education and clinical pathways to reduce barriers for long-term care and CVD risk mitigation.

Advanced practice nursing in surgery: A scoping review of roles, responsibilities, and educational programs.

The increasing complexity of the healthcare sector requires an evolution in nursing education to effectively manage care in complex and interdisciplinary contexts. This review aims to analyze the role of advanced practice nurse (APN) in the surgical context within hospital settings, detailing their functions and responsibilities. It also provides an overview of the main degrees and postgraduate training programs for specialization in perioperative management in major Western countries. This scoping review followed the Arksey-O'Malley framework and Joanna Briggs Institute methodology. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) was used to ensure rigorous and transparent reporting. Among the 3663 records analyzed, 20 were included in this review. The role of the APN spans across the preoperative, intraoperative, and postoperative phases, encompassing follow-up care as leaders, mentors, and contributors to research. APNs play a pivotal role by offering direct and indirect patient care at each stage of the surgical journey. Acting as liaisons between the healthcare team and patients, APNs enhance healthcare delivery through personalized, coordinated care, while also fostering ongoing education and research in the field. APNs enhance surgical care by providing in-depth clinical assessments, education, and support throughout the treatment process. However, the lack of standardized regulatory frameworks in some countries limits the autonomy of APNs within the healthcare system, compromising their ability to address unmet health needs and engage in international collaboration. The findings underscore the need for standardized educational pathways, roles, responsibilities, and autonomy for APNs, facilitating better international collaboration and contributing to scientific research.

Learning Design isn’t a profession (yet)

This symposium aims to identify key barriers and opportunities in developing learning design as a recognized profession through three provocative discussions. The first provocation challenges the distinctions among learning designers, instructional designers, educational technologists, and similar roles. The goal is to explore the potential for a unified professional identity. The second provocation addresses the lack of official recognition for learning designers, examining sociological theories of professionalization, the implications of formalizing the field, and possible next steps. The third provocation asks what could and should be included in a formal education pathway. As a starting point this provocation will include the comparison of curricula from Monash University, Queensland University of Technology, and University of Technology Sydney. Attendees will engage in lively discussions and contribute insights to advance the recognition and development of learning design as a profession.

Decline of student engagement in online studies

This research in progress examines student engagement in online synchronous learning sessions, focusing on trends from extended lockdowns during the COVID-19 pandemic to the present day within a higher education pathways subject. While our longitudinal data provides insights into declining student engagement trends, the reliance on chat messages within online synchronous sessions as the primary measure of engagement may only partially capture the multifaceted nature of student engagement. By re-examining the student engagement model by Kahu, we identified a possible direct link with student structural factors as influences on student engagement. As a result, we propose a model representation that further emphasises the interrelated influences of multiple dimensions of student engagement. The next phase of this study is to develop a broader range of engagement metrics, including direct feedback from students, which is expected to provide a better understanding of student engagement trends.

Examining the clinical role and educational preparation of heart failure nurses across Europe. A survey of the Heart Failure Association (HFA) of the European Society of Cardiology (ESC) and the Association of Cardiovascular Nursing and Allied Professions (ACNAP) of the ESC.

To describe the clinical practice and educational preparation of heart failure (HF) nurses across Europe and determine the key differences between countries. A survey tool was developed, in English, by the Heart Failure Association Patient Care committee of the European Society of Cardiology (ESC). It was translated into eight languages, before electronically disseminated by nurse ambassadors, presidents of HF national societies and through social media. A total of 837 nurses involved in the daily care of patients with HF from 15 countries completed the survey. Most nurses, 78% (n = 395) worked within a hospital outpatient setting, and 51% (n = 431) had access to a specialized HF multidisciplinary team. Nurses performed a range of activities including patient education to promote self-care, virtual and in-person symptom monitoring. A third had more than 5-year experience in cardiac care and 22% (n = 182) prescribed HF medications. There was a significant correlation between HF nurses that prescribed HF medications and access to a specialist multidisciplinary team (p = 0.04). A small number of nurses, mainly from Belgium, supported invasive monitoring (n = 68, 8%) with 14% (n = 120) of mostly Danish nurses supporting exercise programmes. The majority of nurses surveyed were committed to further academic professional development, with 41% (n = 343) having completed a HF course. The role of the HF nurse varies across Europe, however involvement in patient education, symptom monitoring and follow-up remain core to their practice. In specific activities including the prescribing of HF medications and involvement in invasive monitoring, practice has advanced with collaboration in the multidisciplinary team. Consequently, harmonization of education, training and career pathways are required to standardize HF care aligned with expert guidelines across Europe.

A Study on the Practical Pathways of Aesthetic Education in Colleges and Universities from the Perspective of Aesthetic Education Infiltration

In recent years, practical approaches to aesthetic education have been continuously explored by various colleges and universities. The goal and pathway of infiltration have gradually integrated aesthetic education into all aspects of teaching activities. In this study, the practical exploration of college aesthetic education infiltration actions is taken as its starting point. By combining the actual situation of colleges, the concept of aesthetic education work is clarified, and detailed elaboration on advancing aesthetic education practices is conducted from three aspects: the improvement of the curriculum system construction, the deepening of the innovative practices of aesthetic education, and the expansion of the spaces for aesthetic education infiltration. Practical pathways for aesthetic education have also been proposed. Guided by theory, this research is significant for guiding the practical work of aesthetic education infiltration in colleges and universities in the new era.

The problem of educational choice in senior secondary education: the ACT as a case study

AbstractHow students select subjects and pathways in senior secondary education and beyond has long been regarded as a significant social justice issue as a result of contention regarding the value of more or less academic and vocational options. This paper examines these issues through a discussion of the notion of educational choice and the history of senior secondary reform in the Australian Capital Territory (ACT), an educational system established in the 1970s with the express purpose of enhancing educational equity through supporting student choice and flexibility through school-based curriculum and assessment. The paper highlights the complexity of questions subsumed under the umbrella of educational choice, which encompass not only the reproduction of inequality but also student agency and self-making and intersect with debates about equity and curriculum form. It shows how the intent of the ACT system to ensure equally valued subject choices in schooling has since its inception existed in constant tension with a parallel emphasis on university pathways and that the system has over time evolved from one dedicated to the idea of curriculum diversity and responding to individual and community needs to one in which centralisation and standardisation are beginning to take precedence. This history raises important questions about the equity implications of centralising and decentralising curriculum forms and what they enable and constrain in shaping young people’s futures.

How to … navigate specialised programmes for early-career doctors in medical education.

Investing in early-career medical education programmes for aspiring clinician-educators, scholars and leaders offers a strategic approach to shaping the future of health professions education internationally. This paper explores the design and impact of a nationally funded Specialised Foundation Programme (SFP) within the United Kingdom. Drawing on existing literature and insights from local trainees, we provide practical guidance for early-career doctors navigating entry into the field of health professions education. Additionally, we discuss the programme's potential to enhance professional development through structured mentorship, formal qualifications and active participation in scholarly activities, while also addressing the challenges inherent in navigating clinical and academic identities. This paper will be valuable to doctors embarking on early-career medical education pathways, programme leaders and international stakeholders seeking to establish similar initiatives to support the next generation of health care educators and scholars.

Expert panel opinion on the optimal educational pathway for diabetes educators for training people with type 1 diabetes on the MiniMed™ 780G system: a Delphi consensus.

The MiniMed™ 780G system is an advanced insulin pump system incorporating an AHCL (Advanced Hybrid Close Loop) algorithm that automatically adjusts insulin delivery based on glucose levels. All guidelines recommend the use of Automated Insulin Delivery therapy for people with type 1 diabetes (PWT1D) and they highlight that a specifically trained and expert team should provide training on HCL systems for PWT1D, but none of the publications detail the curriculum profile that diabetes educators should have. This paper aims to establish a consensus on the optimal educational pathway for diabetes educators on the MiniMed™ 780G system. An Expert Panel (EP) of 11 key opinion educators in diabetes technology in the EMEA area was assembled. Using the Delphi method, a consensus questionnaire based on the literature research was created, discussed and validated by the EP members. An agreement level of ≥ 75% was considered a strong consensus. EP members had on average 16.3 years of clinical experience and followed at least 50 PWT1D using the MiniMed™ 780G system. All EP members agreed that a structured educational pathway to train diabetes educators in the use of the MiniMed™ 780G system is needed. 100% of the EP members agreed that the pathway should include a mentorship programme and in-field training; 90% agreed on using face-to-face training with the support of e-learning modules. The EP members believed that minimum competency standards for diabetes educators around the principles of diabetes care and education are needed. The educational pathway created by the EP showed that skills are needed at an advanced level and that mentorship in developing these skills is critical. This pathway is vital for supporting the implementation of diabetes technology into everyday life and can remove barriers and increase access to PWT1D.

Educational Pathways in Italy: Emanuel’s Perspective—Reflective Essay for the Special Issue: “Community Sponsorship and Complementary Pathways: Global Movements for Resettling Refugees Driven by Local Actors”

Educational Pathways in Italy: Emanuel’s Perspective—Reflective Essay for the Special Issue: “Community Sponsorship and Complementary Pathways: Global Movements for Resettling Refugees Driven by Local Actors”

Medical learner perspectives on elements of an educational rural generalist pathway: survey outcomes

IntroductionThe Northern Ontario School of Medicine University (NOSM U) continues to be challenged in meeting its social accountability mandate of addressing the rural health human resource crises in its catchment of Northern Ontario. Its new educational initiative, the Rural Generalist Pathway (RGP) aims to graduate family physicians specifically prepared for rural practice. This study elicits the perspective of NOSM U learners on the various components being considered for this educational pathway.MethodsA mixed methods survey was created for each of two medical learner groups, undergraduate NOSM U students and its family medicine residents. Quantitative data was analyzed for frequencies and percentages and qualitative data underwent thematic analysis.ResultsWith a response rate of 24.6% for undergraduates and 37.9% for residents, the survey discovered undergraduates consider rural clinical rotations as the most valuable experiences in rural medicine. Among the findings, both the majority of medical students and residents (87.3% and 87.9% respectively) agreed that support for a resident’s family well-being and community integration was the element of the pathway most likely to influence them in pursuing the RGP. Mentorship by a practicing rural physician was an element highly supported by 81% of undergraduate and 81.8% of postgraduate learners as likely to influence them to take the RGP.DiscussionIncorporating learner perceptions into the development of the RGP could help focus institutional resources and enhance learner participation in this pathway, producing more rural family doctors to serve Northern Ontario.

Exploration of Implementation Pathways for Ideological and Political Education in Mechanical Design Courses within the Context of Vocational Education

With the continuous development of vocational education, mechanical design courses have increasingly integrated ideological and political education (IPE) to achieve the goal of comprehensive education. However, effectively incorporating IPE into mechanical design courses still faces numerous challenges. This paper aims to explore the implementation paths of IPE in mechanical design courses within the context of vocational education by analyzing existing teaching goals and the current application of IPE in vocational education, identifying both advantages and shortcomings in the implementation of IPE in courses. Furthermore, based on the theoretical framework of IPE, the paper discusses its application in vocational education and the specific value it brings to mechanical design courses. Finally, strategies for integrating IPE content, innovative teaching methods and approaches, as well as innovative pathways for teacher roles and team building are proposed, providing theoretical support and practical guidance for the effective implementation of IPE in mechanical design courses.

Unveiling the Core Competencies in Neuroscience Nursing Within the Context of Italy: A Qualitative Phenomenological Analysis.

Background: In 2008, the European Association of Neuroscience Nursing (EANN) initiated the NeuroBlend™ project, which aimed to delineate the roles and competencies of neuroscience nurses across Europe. This project resulted in the development of the European Competence Profile (ECP), intended to standardize educational pathways and professional recognition for this specialized field. Aim: This study examines the relevance of neuroscience nursing practices to the competencies outlined in NeuroBlend™ across different Italian care settings, including multiple sclerosis, pediatric neurosurgery, pediatric neurology, Alzheimer's disease, and substance addiction. Methods: A phenomenological approach was employed, utilizing focus groups to gather the perspectives of nurses on the competencies defined by the NeuroBlend™ model. The focus groups were conducted from May 2022 to September 2022. The data collected from the focus groups were analyzed using thematic analysis. Results: Thirty nurses participated in the focus groups. Thematic analysis revealed the core competencies, such as communication, empathy, flexibility, and reflective skills, as critical in all care settings. The main themes that emerged were relationships with patients and families, personalized care, and continuity of care. Conclusions: The competencies outlined in the NeuroBlend™ framework are vital to the role of neuroscience nurses in the settings studied and remain highly relevant in the context of Italian healthcare.

One way or another: An optimal matching analysis of students' educational pathways and the impact of socioeconomic background and engagement

AbstractUnderstanding social disparities in educational attainment requires understanding of students' decision‐making throughout their educational career. We focused on students' pathways throughout upper secondary and higher education (HE), identified common types of pathways and studied the role of SES as a determinant of students' pathways. Additionally, we researched the role of engagement for overcoming socioeconomic disadvantages in students' educational decision‐making. Using data from 965 Flemish students, optimal matching analyses identified seven distinct pathways throughout upper secondary and HE. While pathways largely mirrored the tracked structure of the Flemish educational system, there was considerable within‐track heterogeneity. Multinomial regression analyses demonstrated that even among the academic track students, socioeconomic background affected programme choice and long‐term academic success. Less engaged students were less likely to follow university pathways. Moreover, higher cognitive engagement decreased disadvantaged students' chances of ending up in typical vocational pathways.

Outcomes of Accelerated 3-Year MD Graduates at NYU Grossman School of Medicine During Medical School and Early Residency.

For accelerated 3-year MD (3YMD) pathways to be fully adopted in medical education, a comprehensive analysis of outcome data is needed. This study includes 7 accelerated 3YMD graduating classes at NYU Grossman School of Medicine (NYUGSOM) and reports on outcomes from both medical school and internship compared to their 4-year MD (4YMD) counterparts. Outcomes across the undergraduate-graduate medical education continuum for the first 7 classes of NYUGSOM graduates (matriculated from 2013-2019) from the accelerated 3YMD (n = 136) and 4YMD pathways (n = 681) were compared. For the internship outcomes, 3YMD interns were compared with 4YMD interns who graduated from NYUGSOM and all 4YMD interns (4YMD graduates from NYUGSOM and any other medical school) at NYUGSOM residencies. Accelerated 3YMD students were approximately 5 months older at admission and had higher multiple mini-interview scores than 4YMD students. Overall, accelerated 3YMD students performed similarly to 4YMD students during medical school and internship. Significant differences included higher performance by 3YMD students on preclerkship exams and lower performance on Steps 1 and 2 (average: 5.6 and 8.3 fewer points, respectively) and the physical examination portion of the NYUGSOM Comprehensive Clinical Skills Exam. Internship data indicated comparable team assessments across all residencies, statistically significant higher performance on Step 3 when compared to all 4YMD interns, and, in internal medicine, comparable clinical reasoning between 3YMD and all 4YMD interns. When comparing 3YMD interns to all 4YMD interns in the internal medicine residency program, 3YMD interns had a statistically significantly higher performance on milestones. The outcomes from 7 years of graduating accelerated 3YMD students at NYUGSOM show similar performance in medical school and early residency to 4YMD graduates. Long-term study of accelerated 3YMD students from NYUGSOM and other medical schools is needed to further validate the success of this innovative medical education pathway.

Examining the Effect of Parents on Children’s Career Choices in the Context of Class Positions

This article delves into the social mobility strategies employed by parents and their descendants from diverse social classes in structuring educational pathways and vocational choices across successive generations. The study relies on qualitative data from in-depth interviews conducted in Ankara with 24 parents and 18 offspring. Data analysis reveals that the strategies parents and their offspring embrace are intricately shaped by their social class positions and the cultural, social, and economic capital available to the latter. Labourer families grappling with cultural capital limitations exhibit constrained guidance to their offspring. In contrast, self-employed professional families actively deploy their comprehensive cultural capital to perpetuate privileged class positions across generations. Business owners or commercial entrepreneurs, characterised by a distinctive outlook, view education as a pathway to attain heightened social status rather than as a means of upward mobility. To address the inequalities uncovered in this research, establishing counselling centres for families to guide how to mentor their children and for the children themselves to facilitate the discovery of their abilities and interests could offer a solution toward mitigating these inequalities.