Postgraduate Programs Research Articles

An Extensive Analysis of Contemporary Studies Forensics Sciences in India

: Forensic science in India has evolved over 100 years, with the first official laboratory being the Calcutta Forensic Science Laboratory in Kolkata founded in 1952. Modernization has led to the establishment of numerous central, state, and regional forensic laboratories and advancements in technology such as DNA profiling, pathology, forensic toxicology, and forensic anthropology. As the need for forensic education in India increases, educational institutions and universities have started offering forensic science as a subject. India has collaborated with international forensic organizations to stay updated on global developments. Contemporary studies in forensic sciences are crucial for adapting to technological advancements, addressing emerging crimes, improving DNA analysis, promoting interdisciplinary approaches, and maintaining quality assurance and standards. Forensic science plays a significant role in the humanitarian efforts, including the identification of missing people and victims of mass disasters. Advanced imaging techniques are crucial in forensic investigations. Indian forensic science education is divided into undergraduate and postgraduate programs, offering bachelor's degrees and specialized courses in areas like forensic toxicology, DNA analysis, and digital forensics.

Assessment of psychiatrists' preparedness in managing disaster-related psychiatric disorders: a survey in Taiwan from post-graduate medical education perspective.

Disaster-related psychiatric disorders (DRPD) present a significant challenge to mental health professionals, yet there is a notable lack of emphasis on the preparedness of psychiatrists in managing these conditions within post-graduate medical education. This study utilized a questionnaire to collect data from psychiatrists, focusing on their prior involvement in managing DRPD, perceived competence, medication preferences, and factors influencing their experiences in handling such disorders. Analysis included distribution and ranking of variables, alongside cross-analysis examining associations between demographic factors (age, gender, hospital levels, years of practice, board certification) and treatment experiences, as well as readiness for in-hospital or outside-hospital mobilization in DRPD management. One hundred and three Taiwanese psychiatrists participated in the study, with the majority reporting involvement in managing DRPD (71.8%), particularly in post-traumatic stress disorder (PTSD) and depression. Antidepressants, specifically serotonin selective reuptake inhibitors, were commonly preferred for DRPD treatment, including PTSD and depression. Psychiatrists aged over 40, with more than 10 years of practice, and hold the board-certified status, showed greater experiences for outside- or inside- the hospital mobilization in DRPD management. Findings suggest that within post-graduate medical education, Taiwanese psychiatrists demonstrate significant experience, willingness, and capacity to effectively manage DRPD. However, there is a need to integrate comprehensive training on disaster psychiatry into post-graduate psychiatric education programs to further enhance preparedness and optimize outcomes in managing these challenging conditions.

Education needs in palliative care and advance care planning of Italian residents in neurology: an online survey.

Most neurological diseases have a chronic and progressive clinical course, with patients living for extended periods with complex healthcare needs. Evidence from other countries suggests that palliative care (PC) is insufficiently integrated in the care of these patients. This study aims to identify PC and advance care planning (ACP) knowledge and the perceived preparedness of Italian residents in neurology. This is a cross-sectional online survey of physicians attending the 36 Italian neurology residency programmes. Of 854 residents, 188 (22%) participated. Their mean age was 28.4 ± 2.0 years; 49% were women; 45% were from the north, 23% from the centre and 32% from the south of Italy. Few residents (6%) reported that a teaching course in PC was part of the graduate programme, and 3% of the postgraduate programme. During their residency, 9% of participants received PC training, and 18% ACP training. Only 13% reported to have participated in the ACP process, half within their neurology residency programme. Residents considered PC support very/extremely important in all the pre-specified clinical situations, with values ranging between 78% and 96%. Over 70% of residents revealed education needs, particularly concerning ACP. Our data confirm the need for improving PC training in the graduate and postgraduate curriculum. This, together with collaboration and joint training of neurology and PC, is essential to improve the quality and continuity of care and respond to the complex needs of people with neurological disorders causing severe disability.

Evaluating competency-based medical education: a systematized review of current practices

BackgroundFew published articles provide a comprehensive overview of the available evidence on the topic of evaluating competency-based medical education (CBME) curricula. The purpose of this review is therefore to synthesize the available evidence on the evaluation practices for competency-based curricula employed in schools and programs for undergraduate and postgraduate health professionals.MethodThis systematized review was conducted following the systematic reviews approach with minor modifications to synthesize the findings of published studies that examined the evaluation of CBME undergraduate and postgraduate programs for health professionals.ResultsThirty-eight articles met the inclusion criteria and reported evaluation practices in CBME curricula from various countries and regions worldwide, such as Canada, China, Turkey, and West Africa. 57% of the evaluated programs were at the postgraduate level, and 71% were in the field of medicine. The results revealed variation in reporting evaluation practices, with numerous studies failing to clarify evaluations’ objectives, approaches, tools, and standards as well as how evaluations were reported and communicated. It was noted that questionnaires were the primary tool employed for evaluating programs, often combined with interviews or focus groups. Furthermore, the utilized evaluation standards considered the well-known competencies framework, specialized association guidelines, and accreditation criteria.ConclusionThis review calls attention to the importance of ensuring that reports of evaluation experiences include certain essential elements of evaluation to better inform theory and practice.

Filling the gap in competency-based training for medical oncology with supervised online patient counseling: A qualitative study.

9036 Background: The Higher School of Oncology (HSO) is a collaborative US-Russian postgraduate program that improves learning outcomes for young oncologists. Many HSO medical oncology (MO) residents/graduates are also engaged in online supervised patient counseling, known as ‘Just Ask.’ We aimed to explore the educational role of ‘Just Ask’ in shaping the competency-based learning outcomes of MO graduates, who have recently begun independent clinical practice. Methods: This qualitative study included 10 HSO alumni (2019-2023) who practice MO in Russia. All participants were current or prior ‘Just Ask’ consultants. Anonymous, online semi-structured in-depth interviews were conducted to explore interviewees reflection on competencies obtained at HSO and ‘Just Ask.’ The interview guide included 42 open-ended questions based on the American Accreditation Council for Graduate Medical Education (ACGME) list of competencies for MO physicians. All interviews were recorded and transcribed. Inductive-deductive coding with code categorization was followed by thematic analysis. Themes were mapped against the ACGME competencies. Results: Interviews, with a median duration of 69 (IQR: 54-80) minutes,involved participants with 0.5-3 years of practice. Six (60%) interviewees worked in hospitals, while 2 (20%) were in outpatient and another 2 (20%) were in mixed settings. We identified 85 codes and categorized them into 10 educational experience themes. Interviewees attributed learning an evidence-based approach, basic oncology knowledge, and patient communication skills through the HSO curriculum. Themes associated with learning from online counseling included integration into real-world practice, specific types of expertise (rare tumors), and advanced communication (explaining differences in management, written communication), which are less covered by HSO. This activity enhanced skills in patient navigation, advocacy, and the ability to detect care not supported by evidence. Safe-space learning provided by ‘Just Ask’ was a unique theme reflecting the ability of trainees to hone skills in a secure and resource-enriched environment with easy access to mentoring. The association of the selected 'Just Ask'-related themes with ACGME competencies is presented in the table. Conclusions: Supervised online counseling has emerged as a valuable educational tool aimed at supplementing competencies insufficiently covered by medical oncology postgraduate curriculum. [Table: see text]

Exploring the Acceptance of Artificial Intelligence in Healthcare in Saudi Arabia

The integration of artificial intelligence (AI) into various sectors has garnered global attention, notable within the healthcare domain. In Saudi Arabia, discussions surrounding AI’s application in healthcare have been particularly pronounced, highlighted at significant gathering during the World Economic Forum in the nation’s capital. This paper aims to explore the multifaceted incorporation of AI into medical practices in Saudi Arabia, with a focus on enhancing healthcare delivery. Drawing upon insights from cultural anthropology and medicine, this study illuminates key aspects of AI adoption among Saudi medical professionals. Despite growing interest, there remains a dearth of comprehensive studies assessing AI acceptance, readiness, and proficiency among healthcare personnel, necessitating larger-scale investigations for more accurate insights. Current literature suggests that while some practitioners have embraced AI, many lack formal education and exhibit apprehension towards its utilization. Consequently, there is a pressing need for undergraduate and postgraduate educational programs tailored to AI integration within Saudi Arabia’s healthcare system. Such initiatives not only empower practitioners to harness AI’s full potential but also address concerns and apprehensions, particularly among senior professionals. By fostering a culture of AI education and proficiency, Saudi Arabia can effectively leverage AI to enhance healthcare outcomes and address emerging challenges in the medical landscape.

Radiologist preferences for faculty development initiatives to improve resident feedback in the era of competency-based medical education

ABSTRACT Introduction Since 2022, all Canadian post-graduate medical programs have transitioned to a Competence by Design (CBD) model within a Competency-Based Medical Education (CBME) framework. The CBME model emphasized more frequent, formative assessment of residents to evaluate their progress towards predefined competencies in comparison to traditional medical education models. Faculty members therefore have increased responsibility for providing assessments to residents on a more regular basis, which has associated challenges. Our study explores faculty assessment behaviours within the CBD framework and assesses their openness to opportunities aimed at improving the quality of written feedback. Specifically, we explore faculty’s receptiveness to routine metric performance reports that offer comprehensive feedback on their assessment patterns. Methods Online surveys were distributed to all 28 radiology faculty at Queen’s University. Data were collected on demographics, feedback practices, motivations for improving the teacher-learner feedback exchange, and openness to metric performance reports and quality improvement measures. Following descriptive statistics, unpaired t-tests and one-way analysis of variance were conducted to compare groups based on experience and subspecialty. Results The response rate was 89% (25/28 faculty). 56% of faculty were likely to complete evaluations after working with a resident. Regarding the degree to which faculty felt written feedback is important, 62% found it at least moderately important. A majority (67%) believed that performance reports could influence their evaluation approach, with volume of written feedback being the most likely to change. Faculty expressed interest in feedback-focused development opportunities (67%), favouring Grand Rounds and workshops. Conclusion Assessment of preceptor perceptions reveals that faculty recognize the importance of offering high-quality written feedback to learners. Faculty openness to quality improvement interventions for curricular reform relies on having sufficient time, knowledge, and skills for effective assessments. This suggests that integrating routine performance metrics into faculty assessments could serve as a catalyst for enhancing future feedback quality.

The Processes of Insertion and Sociability of Haitian Migrant Children in Early Childhood Education

The number of children, both accompanied and unaccompanied, currently crossing international borders in search of humanitarian refuge, has increased significantly in the last few decades of the Twenty-first Century. In Brazil, the presence of Haitian migrant children cannot be ignored, as, in addition to the lack of public policies, they are also victims of racism and xenophobia. Schools face a massive impact of migration, which alters their social structure. Often, the school community is not adequately prepared to cater for these children, as is the case with some schools in the Brazilian municipality of Balneário Camboriú. This research, which is linked to the Postgraduate Program in Education at the University of Vale do Itajaí, initially aims to investigate how Haitian migrant children interact with each other, and with Brazilian children, in two early childhood education schools in Balneário Camboriú. It also intends to investigate, based on the presence of Haitian migrant children, the processes of subjection or transgression of expressions of whiteness as a practice of power and representation of white identity, and to analyze the Municipality’s Curricular Proposal regarding Ethnic-Racial Education. The study is based on the Sociology of Childhood, Racial Studies, and Migration. The research is qualitative and is based on a literature review in two databases. The studies analyzed indicate that one reason for the lack of interest and knowledge about ethnic-racial diversity issues in schools is the existing gap in this theme in both initial and continuing teacher education.

Strengthening education and training programmes for medical physics in Asia and the Pacific: the IAEA non-agreement technical cooperation (TC) regional RAS6088 project.

This article documents the work conducted in implementing the IAEA non-agreement TC regional RAS6088 project "Strengthening Education and Training Programmes for Medical Physics". Necessary information on the project was collected from the project counterparts via emails for a period of one month, starting from 21st September 2023, and verified at the Final Regional Coordination Meeting in Bangkok, Thailand from 30th October 2023 to 3rd November 2023. Sixty-three participants were trained in 5 Regional Training Courses (RTCs), with 48%, 32% and 20% in radiation therapy, diagnostic radiology, and nuclear medicine, respectively. One RTC was successfully organised to introduce molecular biology as an academic module to participants. Three participating Member States, namely United Arab Emirates (UAE), Nepal and Afghanistan have initiated processes to start the postgraduate master medical physics education programmes by coursework, adopting the IAEA TCS56 Guidelines. UAE has succeeded in completing the process while Nepal and Afghanistan have yet to initiate the programme. The postgraduate master medical physics programmes by coursework were strengthened in Indonesia, Jordan, Malaysia, Pakistan, Syria, and Thailand, along with the national registration of medical physicists. In particular, Thailand has revised 6 postgraduate master medical physics programmes by coursework during the tenure of this project. Home Based Assignment and RTCs have resulted in two publications. In conclusion, the RAS6088 project was found to have achieved its planned outcomes despite challenges faced due to the COVID-19 pandemic. It is proposed that a follow up project be implemented to increase the number of Member States who are better prepared to improve medical physics education and training in the region.

A multi-method approach to drafting candidate entrustable professional activities for a general internal medicine residency programme.

Entrustable professional activities (EPAs) are units of concrete daily clinical tasks that trainee physicians should be able to handle with increasing autonomy during their postgraduate training. EPAs are gaining international recognition as an essential component of competency-based medical training programmes. The process of developing EPAs for a nationwide training programme is complex and requires an in-depth understanding of EPAs as a concept and good knowledge of appropriate development processes. This article provides a detailed description of the methodology and results of a multi-step approach for developing a list of candidate EPAs for Switzerland's postgraduate training programme in general internal medicine (GIM). We took a multi-step approach including a systematic review of international literature, four national focus groups, a national consensus process using a RAND appropriateness method, and a quality check of the selected candidate EPAs using EQual criteria. These steps generated a final list of 247 candidate EPAs in general internal medicine that were submitted for the national consensus process. After two rounds of rating, experts agreed on the appropriateness for general internal medicine postgraduate training of 225 candidate EPAs. Twenty-two were deemed inappropriate, and disagreement persisted only for two EPAs. This multi-step programme is one of the few describing in detail the process of developing a list of EPAs and providing evidence of validity at each step. The clinical breadth of our candidate EPAs, together with the detailed description of our methodology, could serve as a useful starting point from which medical education specialists or clinicians could develop or revise applicable lists of EPAs, particularly for postgraduate training programmes in either general internal medicine or family medicine.

From the Lens of Scholarship Grantees: Objectives, Opportunities, and Challenges in a Language Doctorate Program

Pursuing a PhD Language program with the support of a scholarship grant has several positive implications for both the individual and society. The study aimed to gain insights into the experiences of the grantees and identify specific areas of support and improvement needed within the program. Through a combined quantitative and qualitative design, the study found that the grantees strongly agree on their level of agreement of the attainment of the PhD Language program objectives along becoming a globally competitive language faculty, developing the attitudes of commitment, dedication, culture of inspiration and service to others as language teachers, conducting researches on language and performing extension work in the field of language. Moreover, the language opportunities offered by the program to the grantees are: advancing in English language instruction, research, management and administration, getting permanency, promotion, and designation, expanding in language collaboration, and becoming a language learning provider. Finally, there are PhD language program-related challenges and scholarship related challenges that were experienced by the grantees. Therefore, the PhD Language Program is committed to its attainment of its objectives along instruction, research, and extension. The program has exposed the grantees on language learning opportunities that impacted their professional advancement through deepening their knowledge in their domain and enabling them to explore their limits as teachers, mentors, researchers, and administrators. Lastly, while scholarship grants through post-graduate programs are considered as privileges and opportunities, program and scholarship-related challenges strengthen and substantiate the credibility and professional growth of the grantees.

Differences in Perceived Stress During the COVID-19 Pandemic Among Military Dental Postgraduate Residents.

In military training settings, stress can improve focus and motivation fostering effective learning. However, high perceived stress can be debilitating resulting in poor learning and clinical errors. Multiple studies have focused on medical residency stress; but there has been minimal focus on dental residents and even less on the impact of the unique stressors from the COVID-19 pandemic. The objectives of this study were to determine the impact of the COVID-19 pandemic on perceived stress of residents in a military dental residency training program and explore the association among perceived stress and anxiety, depression, sleep quality, and social support. Dental residents (N = 20) at the Naval Postgraduate Dental School participated in this study. Residents were assessed via self-report measures quarterly from March 2020 through June 2021. The assessment included measures of anxiety (GAD-7), depression (PHQ-9), perceived stress (PSS), fatigue (FSI), and social support (DUKE-SSQ). Before the pandemic shutdown, 60% of participants reported high perceived stress. These residents reported an initial decrease in symptoms of anxiety, depression, and fatigue compared to residents reporting low pre-pandemic perceived stress but returned to baseline levels post-shutdown. Additionally, the high stress participants reported lower social support. Based on pre-pandemic perceived stress, participants responded differently to the impact of the pandemic shutdown. The low baseline stress participants may have a more robust sense of grit and resilience. These findings suggest that postgraduate dental training programs should integrate coping skills training opportunities, especially for residents reporting high perceived stress before residency.

Evaluasi Praktik Pengalaman Lapangan Mahasiswa Universitas Sunan Giri Surabaya Terhadap Al-Hadits Sebagai Sumber Ilmu Dalam Islam

Field Experience Practice (PPL) is a medium for applying basic knowledge for students studying with a concentration majoring in Islamic Religious Education in the Postgraduate program. To apply basic knowledge as prospective lecturers, it is necessary to hold field experience practice (PPL) at universities that are in accordance with respective concentration or expertise. Field Experience Practice (PPL) activities include learning and educational management practices with the aim of increasing students' understanding and analysis of Al-Hadith as a source of knowledge in Islam. The theory obtained in learning can be implemented well and effectively in this Field Experience Practice activity. The deficiencies and obstacles that occur can be overcome with solutions that are considered to be easily implemented by lecturers and students so that this PPL activity has a positive impact on lecturers and students. The benefit of this PPL activity is apart from learning, it is also gaining experience in administration and management so that this PPL helps improve the quality and quality of Islamic Religious Education postgraduate students in developing students' abilities (competencies) pedagogically, professionally, personally and socially and lecturers will automatically be helped by the activity PPL in optimizing student learning activities.

Transgender health objectives of training for adult Endocrinology and Metabolism programs: Outcomes of a modified-Delphi study.

Transgender people encounter significant barriers when seeking timely, high-quality healthcare, resulting in unmet medical needs with increased rates of diabetes, asthma, chronic obstructive pulmonary disease, and HIV. The paucity of postgraduate medical education to invest in standardization of transgender health training sustains these barriers, leaving physicians feeling unprepared and averse to provide transgender health care. Closing this education gap and improving transgender healthcare necessitates the development of consensus-built transgender health objectives of training (THOOT), particularly in Adult Endocrinology and Metabolism Residency programs. We conducted a two-round modified-Delphi process involving a nationally representative panel of experts, including Adult Endocrinology and Metabolism program directors, physician content experts, residents, and transgender community members, to identify THOOT for inclusion in Canadian Endocrinology and Metabolism Residency programs. Participants used a 5-point Likert scale to assess THOOT importance for curricular inclusion, with opportunities for written feedback. Data was collected through Qualtrics and analyzed after each round. In the first Delphi round, panelists reviewed and rated 81 literature extracted THOOT, achieving consensus on all objectives. Following panelists' feedback, 5 THOOT were added, 9 removed, 34 consolidated into 12 objectives, and 47 were rephrased or retained. In the second Delphi round, panelists assessed 55 THOOT. Consensus was established for 8 THOOT. Program directors' post-Delphi feedback further consolidated objectives to arrive at 4 THOOT for curriculum inclusion. To our knowledge, this is the first time a consensus-based approach has been used to establish THOOT for any subspecialty postgraduate medicine program across Canada or the United States. Our results lay the foundation towards health equity and social justice in transgender health medical education, offering a blueprint for future innovations.

Training Future Teachers in Genre Pedagogy: Does it Improve their Written Texts?

Recently, there has been growing interest in studying the factors affecting the development of academic writing competences of university students in different disciplinary areas. Less attention, however, has been devoted to the influence on this phenomenon of the specialised training students receive, even in undergraduate and postgraduate teacher training programmes where models of writing development are analysed and implemented. In this paper we measure the effect on the writing of 22 students in the Bachelor´s Degree in Primary Education of the knowledge of the genre pedagogy in the Reading to Learn model, based on Systemic Functional Linguistics. For this purpose, two groups of students in the subject Spanish Language Didactics wrote a descriptive report or an anecdote before and after a didactic intervention. From the 82 participants, texts by 11 from each group were selected. The 44 texts were evaluated by applying a scoring scheme with 8 items (rated from 1 to 4) covering features from genre to clause level, following the field, tenor and mode components established by Systemic Functional Linguistics. The statistical study shows post-intervention improvements in all the variables analysed. The Wilcoxon test shows these were significant for the narrative texts (TN1: 23.36; TN2: 30.91), but not for the informative ones (TED1: 25.20; TED 32:26).

Learning Tools Based on Outcome Based Learning in Science Courses of Postgraduate Primary School Teacher Education Programs

Curriculum development in higher education currently requires implementing the independent campus program. The independent campus program requires universities to be able to implement an output-based curriculum or outcome-based education. This research aims to analyze the need to develop learning tools based on outcome-based learning, especially in the core scientific subjects of primary school teacher education postgraduate programs. This research uses a descriptive qualitative approach. Data collection used questionnaire techniques, observation, and interviews with 14 lecturers as respondents. This research produced three important findings. First, all lecturers prepare learning tools before carrying out lectures. Second, 57.1% of lecturers prepared non-OBE-based learning tools. Third, 71.4% of lecturers need to learn about OBE-based learning tools. The education paradigm is changing from Input-Based to Outcome-Based Education (OBE). Education is reviewed and replaced with something more relevant, originally 'what is important for lecturers to teach' and has now changed to 'what is important for students to learn and master.' For this reason, it is necessary to develop OBE-based learning tools in core scientific subjects in Primary School Teacher Education Postgraduate Programs.

Understanding Social Media Habits and Their Influence on Mba Students in Chennai

MBA students in Chennai, India, spend a lot of time on social media. This research looks at how frequently the use of social media might affect their academics. A structured questionnaire was issued to 120 students which was given out randomly among MBA students from different colleges in Chennai. Among them, Facebook, Instagram, LinkedIn, X (formerly known as Twitter), YouTube, WhatsApp, and Snapchat were ranked as the most favourite sites. Most of them said that they spend 2-4 hours per day also younger ones had higher internet usage rates than elder students. It is significant to note that according to this study, there exists a relationship between time spent on these platforms with recent exam marks achieved by an individual student – females’ perception towards positive impacts created by these channels vis-a-vis their male students. Such discoveries indicate multiple influences exerted by social media upon educational experiences undergone through post-graduate programs like MBA courses offered at various institutions situated in Chennai city. The investigation underscores potential educational advantages associated with the use of this medium and also calls for deliberate integration of such tools into college curricula aimed at enhancing learning outcomes while minimizing possible distractions.

Analysis and evaluation of peer group support for doctors in postgraduate training following workplace violence and aggression.

Workplace violence and aggression toward healthcare staff has a significant impact on the individual, causing self-blame, isolation and burnout. Timely and appropriate support can mitigate harm, but there is little research into how this should be delivered. We conducted multi-speciality peer groups for London doctors in postgraduate training (DPT), held over a 6-week period. Pre- and post-group burnout questionnaires and semi-structured interviews were used to evaluate peer support. Thematic analysis and descriptive statistical methods were used to describe the data. We found four themes: (a) the experience and impact of workplace violence and aggression on DPT, (b) the experience of support following incidents of workplace violence and aggression, (c) the impact and experience of the peer groups and (d) future improvements to support. DPTs showed a reduction in burnout scores. Peer groups are effective support for DPT following workplace violence and aggression. Embedding support within postgraduate training programmes would improve access and availability.

The Implications of Assessment Based on Contextual Learning on Students' Results

Creating contexts in teaching, learning, and assessing the student involves a complex activity whose purpose is the student's progress. The connection between the three processes can be assured by choosing the best educational context for the university teacher. In the student-centered university educational process, having the students as partners in the teaching process and assessing them based on contextual learning is essential. This study analyses the influence of assessment based on contextual learning on students' learning results and used descriptive and comparative quantitative research with a non-experimental design to achieve this goal. The sample was 114 students from the Teacher Training Department, West University of Timisoara, Romania, second year of study, Level 1 of the Postgraduate Program, for the academic year 2021–2022 (20 males and 94 females). Using two formative context-based assessment tasks and one summative content-based assessment task, the study revealed that assessments based on practical contextual learning tasks positively impact students' results more than content-based assessments. Also, the contextual assessment task type influences students' results, with the practical context determining better results than a cognitive-theoretical context. The study's limitations suggested that many factors could be involved in studying the impact of different types of contextual assessment on students' results. Future experimental research could be done on considering experimentally confirmed variables and criteria for construing and choosing the appropriate type of task for formative and summative contextual assessment that confirms students' progress, including new technologies support in contextual assessment.

Cultural Astronomy: a Mapping of Academic Production in Brazil

Here we present the partial results of a study carried out with the aim of seeking contributions from research in Cultural Astronomy. Firstly, we seek to establish an overview of the existing literature on cultural astronomy in order to answer the following question: how is the topic of cultural astronomy being addressed in scientific publications on Astronomy Education? This research offers a review of publications in the Capes BTDD (Repository of Theses and Dissertations). We then filtered the database for research that addressed elements of Astronomy Education. The data were analyzed according to Bardin's content analysis. We then go through a filter according to year of publication, author, research advisors, name of the postgraduate program, title of work, higher education institution, geographic region and state, keywords, cited references, justification theory, most cited researchers, data collection technique, methodological analysis, thematic focus and specific content of cultural astronomy. This research shows that research in Cultural Astronomy is still in its early stages; few authors work in this area in relation to the growing production in astronomy teaching in general, especially in Brazil.