Postgraduate Programs Research Articles

Was it all worth it? A graduating resident perspective on CBME

Background Our institution simultaneously transitioned all postgraduate specialty training programs to competency-based medical education (CBME) curricula. We explored experiences of CBME-trained residents graduating from five-year programs to inform the continued evolution of CBME in Canada. Methods We utilized qualitative description to explore residents’ experiences and inform continued CBME improvement. Data were collected from fifteen residents from various specialties through focus groups, interviews, and written responses. The data were analyzed inductively, using conventional content analysis. Results We identified five overarching themes. Three themes provided insight into residents’ experiences with CBME, describing discrepancies between the intentions of CBME and how it was enacted, challenges with implementation, and variation in residents’ experiences. Two themes – adaptations and recommendations – could inform meaningful refinements for CBME going forward. Conclusions Residents graduating from CBME training programs offered a balanced perspective, including criticism and recognition of the potential value of CBME when implemented as intended. Their experiences provide a better understanding of residents’ needs within CBME curricula, including greater balance and flexibility within programs of assessment and curricula. Many challenges that residents faced with CBME could be alleviated by greater accountability at program, institutional, and national levels. We conclude with actionable recommendations for addressing residents’ needs in CBME.

Pedagogical Impact of Text-Generative AI and ChatGPT on Business Communication

The article discusses the impact of text-generative AI in business communication pedagogy. The onset of open AI, such as ChatGPT, has the potential to transform the way faculty and students approach oral and written professional business communication. Through focus group discussions and netnography, the study employs content analysis to evaluate the strengths, weaknesses, opportunities, and threats (SWOT) of integrating AI in the teaching-learning process of business communication in a postgraduate management program. The article strives to reimagine the pedagogical tools and techniques regarding pre-reading assistance, classroom materials, assignments, evaluation, and other learning aids of business communication courses in response to the developments in text-generative AI.

Exploring higher education students’ satisfaction for quality improvement: A case study of the African Centre of Excellence in Data Science

The objective of this study is to examine variables that affect students’ satisfaction in postgraduate programmes using a case study of students at the African Centre of Excellence in Data Science (ACE-DS) at the University of Rwanda. It is important to study student satisfaction to understand how students feel about the quality of education, academic experiences, access to facilities, campus life, and extracurricular activities. A questionnaire was designed for the study, and data was collected from 81 students enrolled in master’s and PhD programs at the African Centre of Excellence in Data Science. In this study, a chi-square test was conducted to select factors associated with students’ satisfaction to be included in the model, and a multivariable logistic regression model was used for the analysis. The findings indicated that gender, level of study, programme of study, and the country of origin were not associated with student satisfaction. In contrast, curriculum relevance, accessing course materials, learning facilities, and the support from the ACE were statistically associated with students’ satisfaction. Therefore, the logistic regression model solely took into account variables which are associated with students’ satisfaction. This study uncovered the difficulties and opportunities affecting students’ satisfaction, and the findings showed that accessing course materials and satisfaction with centre support were statistically significant, while curriculum relevance and satisfaction with learning facilities were not. The findings from this study inform higher learning institutions and decision makers about how to improve the caliber and efficiency of higher education.

Perceived opportunities of clinical reasoning learning in postgraduate psychiatry training: Trainees' and faculty's perspectives.

Learning clinical reasoning is less effective in isolation of clinical environments because contextual factors are a significant component in the clinical reasoning process. This study investigated the differences in opinions between novice and expert clinicians on learning clinical reasoning in the workplace. The author used a cross-sectional online survey design to investigate the perceived learning of six clinical reasoning skills in 13 learning opportunities. Questionnaires were emailed to 41 postgraduate psychiatry trainee doctors and 37 faculty members. Data were analyzed descriptively. The Chi-square test was used to compare the responses of the two groups. Statistical significance was set at P < 0.05. The combined response rate was 73.07%. The two groups perceived the learning of advanced clinical reasoning skills to be lower than that of basic skills. There were significant differences in the perceived learning of basic clinical reasoning skills in self-study/exam preparations (P = 0.032), general hospital grand rounds (P = 0.049), and clinical rounds (P = 0.024 for consultant-led rounds and P = 0.038 for senior peer-led rounds). There were also significant differences in the perceived learning of advanced clinical reasoning skills among peer-led tutorials (P = 0.04), journal clubs (P = 0.006), morning reports (P = 0.002), and on-call duties (P = 0.031). The trainees showed a significant preference for structured learning environments rather than clinical environments, especially for advanced clinical reasoning skills. Trainees likely struggled with cognitive overload in clinical environments. Local postgraduate psychiatry programs will likely benefit from implementing multiple educational interventions that facilitate teaching and learning clinical reasoning in complex clinical environments.

Digital and socio-demographic aspects of the dissemination of library and information science education

The processes of digitisation in society have an impact on the technological, socio-economic, and demographic aspects of developing and implementing educational programs in the library and information sector. This results in an increased role for libraries, archives, and management structures as educational centers. The article aims to study the patterns of influence that the digitisation of society has on the technological, socio-economic, and demographic aspects of developing and implementing educational programs in library and information science at foreign educational institutions. Research methods are analysis, synthesis, logical generalisations, synchronous section, and content analysis. The findings reveal that the inclusion of educational components on digitalisation and information literacy in bachelor’s and master’s programs, as well as in postgraduate education programs for continuous professional development of specialists, contributes to improving education quality and adherence to educational standards in library and information science. The competitiveness of educational programs is determined by their alignment with labour market needs. The social desirability and status of the library and information science field are contingent upon shifting away from conventional notions regarding its societal function. The institutional functions of academic libraries are evolving as they engage in scientific research as research partners and provide scientific communication services. Innovative pedagogy in library and information science entails adherence to the values of social equity, diversity and inclusivity, and accessible education and research. Libraries are acquiring a dominant status as information and analytical centers. Digital technologies profoundly change the nature of the professional activities of library and archive workers. These trends drive the transformation of higher education towards international educational standards and modernisation of professional education content. The practical significance of the study is that its results can be used to improve and revise educational programs in library and information activities

Interprofessional Curriculum Delivery: Experience of a Primary Care Education Program.

Few post-graduate training programs offer a comprehensive curriculum that includes structured clinical experiences to teach interprofessional care. To address this need, the United States Department of Veterans Affairs, Office of Academic Affiliations funded the Centers of Excellence in Primary Care Education (CoEPCE) from 2011-2019 to provide interprofessional curricula for health profession trainees (HPTs), including physician residents, nurse practitioner residents, pharmacy residents, and psychology residents. We examined changes over time in curricular domains, system impacts, and program practices based on HPT survey data and the qualitative evaluation of narrative feedback. An annual survey was administered to participants. Indirect standardized ratios were calculated for interprofessional professional education (IPE) program domains, system impacts, and program practices. Qualitative responses were coded based on curricular domains and key program components. The study cohort included 369 HPTs. Site and profession standardized indirect ratios across all professions indicated improvements in curricular domains, system impacts, and program practices, with significant differences observed for associated health HPTs as compared to other HPTs for performance improvement. Qualitative data indicated that profession was associated with differences in perceptions of the curriculum. Although improvements occurred over time, our findings support the need for the thoughtful consideration of profession-specific identity characteristics when designing interprofessional curricula.

Use of the International IFOMPT Cervical Framework to inform clinical reasoning in postgraduate level physiotherapy students: a qualitative study using think aloud methodology

BackgroundVascular pathologies of the head and neck are rare but can present as musculoskeletal problems. The International Federation of Orthopedic Manipulative Physical Therapists (IFOMPT) Cervical Framework (Framework) aims to assist evidence-based clinical reasoning for safe assessment and management of the cervical spine considering potential for vascular pathology. Clinical reasoning is critical to physiotherapy, and developing high-level clinical reasoning is a priority for postgraduate (post-licensure) educational programs.ObjectiveTo explore the influence of the Framework on clinical reasoning processes in postgraduate physiotherapy students.MethodsQualitative case study design using think aloud methodology and interpretive description, informed by COnsolidated criteria for REporting Qualitative research. Participants were postgraduate musculoskeletal physiotherapy students who learned about the Framework through standardized delivery. Two cervical spine cases explored clinical reasoning processes. Coding and analysis of transcripts were guided by Elstein’s diagnostic reasoning components and the Postgraduate Musculoskeletal Physiotherapy Practice model. Data were analyzed using thematic analysis (inductive and deductive) for individuals and then across participants, enabling analysis of key steps in clinical reasoning processes and use of the Framework. Trustworthiness was enhanced with multiple strategies (e.g., second researcher challenged codes).ResultsFor all participants (n = 8), the Framework supported clinical reasoning using primarily hypothetico-deductive processes. It informed vascular hypothesis generation in the patient history and testing the vascular hypothesis through patient history questions and selection of physical examination tests, to inform clarity and support for diagnosis and management. Most participant’s clinical reasoning processes were characterized by high-level features (e.g., prioritization), however there was a continuum of proficiency. Clinical reasoning processes were informed by deep knowledge of the Framework integrated with a breadth of wider knowledge and supported by a range of personal characteristics (e.g., reflection).ConclusionsFindings support use of the Framework as an educational resource in postgraduate physiotherapy programs to inform clinical reasoning processes for safe and effective assessment and management of cervical spine presentations considering potential for vascular pathology. Individualized approaches may be required to support students, owing to a continuum of clinical reasoning proficiency. Future research is required to explore use of the Framework to inform clinical reasoning processes in learners at different levels.

Legacy of Compassion: The Life and Contributions of Dr. Ronald Joseph Garst in Advancing Orthopaedic Surgery in Bangladesh.

Dr. Ronald Joseph Garst, a distinguished spine surgeon and missionary, significantly impacted the field of orthopaedic surgery in Bangladesh, especially during and after the country's Liberation War, when the nation had no orthopaedic specialists.His experiences during Bangladesh's struggle for independence inspired him to establish rehabilitation centers for injured freedom fighters and to found the Rehabilitation Institute and Hospital for the Disabled (RIHD), which later became the National Institute of Traumatology and Orthopaedic Rehabilitation (NITOR), Bangladesh's first tertiary-level trauma center. In Bangladesh, Dr. Garst was critical in organizing care for injured freedom fighters, setting up a central limb and brace center, and launching a post-graduate training program for orthopaedics, physiotherapists, and occupational therapists. He successfully raised funds, attracted international support, and provided essential training to Bangladeshi doctors, nurses, and limb-makers. Dr. Garst's legacy extends beyond his medical achievements; his humanitarian spirit and dedication to helping the underprivileged earned him honorary citizenship in Bangladesh. He remained committed to supporting ongoing efforts at RIHD, frequently visiting Bangladesh and contributing equipment and training materials until his passing. Dr. Garst's contributions, such as initiating morning academic sessions at RIHD, continue to influence the orthopaedic community in Bangladesh. Thisarticle explores Dr. Garst's remarkable journey, his influence on orthopaedic surgery in Bangladesh, and the enduring impact of his work.

European Guidelines for Postgraduate Education in Orthodontics and their impact on the world

With the help of educators from all over Europe, the European Guidelines for Postgraduate Education in Orthodontics were created, and its influence spread far and wide.These recommendations, which promote evidence-based treatment and integrate the most recent developments in orthodontic research and technology, have enabled orthodontic instructors and postgraduate students globally to stay up to date with the quickly changing field of orthodontics.The World Federation of Orthodontists (WFO) Guidelines for Postgraduate Orthodontic Education, which were released in 2009 and later revised in 2023, were also influenced by the European Guidelines. The use of these guidelines by postgraduate program directors around the world and by related educational, scientific, and administrative institutions will allow them to adapt their curricula to worldwide standard and to strive for excellence in themselves and our speciality.

Integrating Strengths-Based Nursing and Healthcare in Pediatric Nursing Education: A Case Study of the Ghana-SickKids Partnership.

There is growing recognition of the critical role nursing leadership plays in healthcare. Integrating strengths-based approaches into nursing education enables positive learning settings and empowers nurses as leaders who foster healing and well-being for patients and their families. This paper describes an effort to integrate Strengths-Based Nursing and Healthcare (SBNH) and Strengths-Based Nursing and Healthcare Leadership (SBNH-L) into the development, implementation and evaluation of a postgraduate pediatric nursing program in Ghana. In the evaluation of the program in Ghana, three themes emerged related to strengths-based nursing: transformation of teaching and learning, impact on relationships with colleagues and impact on relationships with patients.

Unveiling Growth: Do Master's Degrees Propel Professional Development for English Teachers at All Experience Levels?

Teachers, as professional educators, are supposed to keep improving their ability in the pedagogical field. The teacher development program is one of the best ways for teachers to maintain and enhance their professionalism. Motivation has become an issue that is considered crucial to teachers' involvement in teacher development programs (TPD). However, investigating novice and experienced EFL teachers' motivation in pursuing their master's degree as a form of development activity is underexplored. This research article aims to investigate novice and experienced English teachers' voices regarding their motivation in pursuing a master's degree at a postgraduate program in one of the state universities in Bandung and the comparison between the teachers in regard to their motivation. This study employed a qualitative research approach guided by a case study design with 2 novice English teachers and 3 experienced English teachers who are currently studying at a postgraduate program as the respondents. The instrument used in this study was an interview with 9 questions adapted from a conceptual framework proposed by Alghamdi (2020). The findings revealed that the EFL teachers have several types of factors in their motivation to pursue their higher education. The factors are primarily grouped into incentive and reward factors, school factors, CPD program factors, and within-teacher factors. In comparison, all respondents have quite similar motivations with no significant difference. However, one difference was found in the reward factor in which the role of the family is more motivating in novice teachers than inexperienced teachers.

Conformación de las trayectorias escolares de los estudiantes de un programa de maestría: un estudio de caso

This research article analyzes the trajectories of the graduates of a master's program, whose practices are oriented towards the training of researchers in Psychology applied to education. We used a qualitative methodology, in which we approached the instrumental type case study with the purpose of contrasting the particularities of these. I was complemented with the design of a questionnaire to access the information of our collaborators. The results reveal that the students' school trajectories are integrated by different elements that influence their academic, scientific and labor future. We identified that some cases maintain a correspondence with the subjects and tasks with which they were trained in the postgraduate program, while others do not maintain the same synchrony. We recognize some aspects that influence the performance of the program and the academic, scientific and even labor future of the students.

Systems and Processes Related to Placement of Graduates at Public Health Education Institutions in India

It is desirable that public health education institutions should ensure the placement of their students in relevant organisations by establishing placement systems and processes. This would help them to achieve the goal of enhancing public health through capacity building. The present study was conducted using survey design, and purposive sampling was used to contact institutions delivering postgraduate level public health education programmes in India. Eighty institutes across India were contacted, out of which 26 institutions participated in the study. The study identified placement initiatives undertaken by various institutions. Institutions are engaged in establishing placement cell; engaging faculty, students, alumni and external contacts in placement process; organising alumni meet and employers’ meet, campus recruitment activities and are also involved in research related to placement. However, these initiatives need to be synchronised so as to effectively strategise the placements. In order to facilitate the placement of graduates effectively, public health education institutions should establish placement systems and processes. The first step in this regard can be creating standard operating procedures (SOPs), which can be referred to as a guiding document by the placement cell. The study brings value to the public health education institutions to adopt a systematic approach towards placement of its graduates.

Leadership education: a content analysis of postgraduate leadership education programs for health and human service leaders in Australian universities

PurposeA systematic investigation of postgraduate leadership programs for health and/or human services offered by Australian higher education institutions was undertaken.Design/methodology/approachQuantitative analysis identified the core characteristics of the programs. A thematic analysis of the course learning outcomes was conducted and six major themes of disciplinary leadership and management knowledge; research and analytical skills; professional practice; communication and collaboration; creativity and innovation; and system knowledge are shared in this study.FindingsThe authors conclude that Australian universities have taken an evidence-based approach to leadership education.Originality/valueMore work might need to be undertaken to ensure leadership theories are incorporated into learning outcomes.

Noble Chemical Agency – managing working capital in troubling times

Learning outcomes The primary objectives of the case study are to get the participants exposed to the issues of working capital which even profitable companies face on a day-to-day basis; give the participants an understanding of how to balance the, at times, conflicting objectives of increasing profits and sales through favorable credit terms; and expose them to the impact of increase in inventory levels and average collection period on margins in a period of slow growth. They will also learn about the concept of factoring and its uses. Case overview/synopsis The case study is about a group of companies engaged in education, steel fabrication and oil businesses owned by a single proprietor. The company was based in Fatehnagar which was part of Hyderabad district in the state of Telangana, India, and the case study traces the origins of the group from 1960s to 2021. The group was invested the surplus cash flows from the oil business to initiate and expand other businesses during this period. The economic downturn due to the COVID-19 pandemic had hit the company, particularly its oldest business – Noble Chemical Agency. The oil business was facing issues related to its growth and profitability, and the uncertainty around COVID-19-related restrictions had only augmented the fears of the management. The case study looks at issues and the dilemma which the owner of the company faced. The case study highlights various issues related to working capital management, especially related to receivables management and inventory levels faced by businesses during the slow-growth phase. It demonstrates how working capital management issues, if not resolved in time, can lead to insolvency of even a successful company with a sound business model. Complexity academic level The case study is meant for teaching in postgraduate management programs (Master of Business Administration and Postgraduate Diploma in Management) in the following courses: corporate finance/financial management course in the first year (the case study should be taught towards the end of the course); and management accounting courses in first year (the case study should be positioned in the middle of these courses). The case study can also be used to highlight issues related to working capital and small business management in a Management Development Programme (MDP) course for “Finance fundamentals for non-finance executives”. Supplementary materials Teaching notes are available for educators only. Subject code CSS 1: Accounting and finance.

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.

Towards diverse, critical understandings of “international” for higher education

PurposeThe study explores diverse and critical understandings of “international” in a higher education curriculum context, situated in a curriculum review of a postgraduate taught programme entitled “International Education” at a university located in England. Our study problematises and decentres some dominant, normalised notions of “international”, exploring critical possibilities of engaging with the term for higher education internationalisation.Design/methodology/approachWe examined a set of programme curriculum documents and conducted a survey exploring teaching staff’s uses and interpretations of “international” in their design and delivery of course units. Through a thematic analysis of the dataset, we identify what “international” might mean or how it may be missing across the curriculum.FindingsOur findings suggest a locally-developed conceptualisation of “international” beyond the normalised interpretation of “international” as the inclusion or comparison of multiple nations, and different, other countries around the global world. More diverse, critical understandings of the term have been considered, including international as intercultural, competences, ethics, languages and methods. The study provides an example approach to reflective scholarship that programmes can undergo in order to develop clarity, depth and purposefulness into internationalisation as enacted in a local curriculum context.Originality/valueThe study provides a first step towards establishing clearer guidelines on internationalising the curriculum by higher education institutions and individual programmes in order to challenge a superficial engagement of “international” within internationalisation. It exemplifies a starting point for making purposeful steps away from normalised notions and assumptions of international education and facilitates development towards its critical, ethically-grounded opportunities.

Point-of-care ultrasound (POCUS) pediatric resident training course: a cross-sectional survey

BackgroundPoint-of-care ultrasound (POCUS) is becoming increasingly crucial in the Pediatric Emergency Department for objective patient examination. However, despite its growing interest and wide-ranging applications, POCUS remains relatively unexplored in general pediatric training and education. Many physicians still find it challenging to comprehend and implement.MethodsA theoretical-practical POCUS course for pediatric residents was conducted at the University of Catania, Italy. The course’s effectiveness and practical impact on residents was assessed through a pre-post training survey. The first part of the questionnaire focused on the self-perceived time needed to learn how to recognize the following conditions using POCUS: (i) Pleural effusion (ii) Lung consolidation (iii) Pneumothorax (PNX) (iv) Cardiac contractility (v) Pericardial effusion (vi) Perisplenic effusion (vii) Morison’s pouch effusion (viii) Douglas’ pouch effusion (ix) Filling and collapsibility of the inferior vena cava. In the second part, we compared the potential role of POCUS in (i) Reducing the use of ionizing radiation in children (ii) Increasing the sense of security in diagnosis and treatment decisions making and (iii) Increasing the residents’ confidence level with POCUS after the course on a 1-to-10 rating scale.ResultsSeventy-two residents participated in the study. The statistical analysis showed significant pre-post differences in almost all the items considered, except for “cardiac contractility” and “PNX”. Furthermore, the perceived potential role of POCUS in reducing ionizing radiation usage and the sense of security in diagnosis and treatment decisions showed statistically significant differences (p < 0.05) before and after the course. Data analysis also revealed a consistently high confidence level with POCUS after the course.ConclusionsThe results highlight the importance of including a POCUS track course in pediatric post-graduate programs due to its simplicity, rapid learning time, and clinical usefulness. Based on these findings, it would be recommended to increase the teaching hours dedicated to the recognition of pneumothorax and cardiology POCUS examination. Emphasizing POCUS training in pediatric education can enhance patient care and diagnostic accuracy while minimizing radiation exposure.

Research on the Implementation Strategy of Competence-Oriented Postgraduate Cultivation Programme for Local Applied Universities with Big Data Technology

Prioritising the innovation capacity of postgraduates is paramount, with an effective training model serving as the linchpin. As information technology rapidly evolves and the era of big data looms, postgraduate education faces unprecedented challenges and opportunities. It is imperative for institutions to harness the potential of big data development, leveraging new technologies to enhance the talent development process. The postgraduate programme is the baton for talent development, and incorporating new information technology requirements and multidisciplinary synergies into the programme environment can reinforce the enhancement of innovative practical skills and data literacy, among others. In this way, the institutions provide society with a supply of high quality talent and help to promote the development of new quality productivity. Due to factors such as the regional economy, teaching staff, student quality and academic reputation, some local applied universities find it difficult to fully implement various good ideas for the postgraduate development programme, which to some extent affects the synergy between talent cultivation and local economic development needs. Taking North China University of Technology as an example, this paper adopts the deep learning model in big data technology and integrates capacity training into the daily teaching and practice process of postgraduate students according to the principle of “classified training, optimized links and improved capacity”. The group explored the theme of harnessing the potential of digital technology to support the growth of postgraduate education. Through interviews with students, on-campus and off-campus tutors, alumni and other stakeholders in talent development, they re-imagined the framework for postgraduate education, embodying the principles of strengthening the theoretical base, enhancing the integration of industry and education, and prioritising capacity building, and taking advantage of the digitalisation and networking of education. The research results show that the digital transformation of the education process with the help of big data technology has a driving effect on improving the innovative practical ability and overall quality of graduate students. This measure provides a reference for similar universities to revise their talent training programmes, and enriches the solutions to the problem of "good programmes are difficult to implement" in graduate student training.

Strategies for Expanding Postgraduate Enrollment: Impacts on Social Development in China and Insights for Advancing Postgraduate Education in Vietnam

In this paper, we have explored the challenges and opportunities associated with expanding postgraduate education in Vietnam, drawing on lessons from China and other countries. We have identified factors that may impact policy implementation and proposed measures to optimize the outcomes of postgraduate education programs. Additionally, we have suggested strategies to promote collaboration among government, academia, and industry to support postgraduate education. In conclusion, we emphasize that expanding postgraduate education is a vital part of Vietnam's development strategy, requiring close support and coordination from all stakeholders to ensure the effectiveness and sustainability of these policies and programs.