Postgraduate Course Research Articles

Inclusive co-teaching with teachers with intellectual disabilities in teacher education

ABSTRACT A new model of teacher education in inclusive methodology was studied: co-teaching with teachers with intellectual disabilities in pre-service teacher education. The main objectives were to understand how this educational experiment was perceived by three teachers (one tenured and two with intellectual disabilities) and trainees on a postgraduate course on inclusive education, and to identify implications for teacher education. The methodology was qualitative and phenomenological. Individual interviews were conducted with the three teachers, and a focus group with three trainees. The main conclusions were: (1) the co-teaching experience had a significant and positive impact on the teachers’ concept of inclusion, teaching identity and personal and professional development; (2) having teachers with intellectual disabilities contributed to education on inclusive approaches; (3) the teaching model needed to be further developed. As an outcome of the results analysis, the characteristics of an inclusive co-teaching model for university teaching are defined.

Zufriedenheit angehender Arbeits- und Betriebsmedizinerinnen und -mediziner mit der digitalen Lehre in arbeitsmedizinischen Weiterbildungskursen während der COVID-19-Pandemie

Satisfaction of prospective occupational and workplace physicians with digital training in postgraduate occupational medicine courses during COVID-19 pandemic – A quantitative survey in Germany Objective: The aim of this paper is to investigate the satisfaction of prospective occupational and workplace physicians with the mandatory postgraduate training in occupational medicine offered by academies in Germany, which had to be rapidly converted from face-to-face to digital training during the COVID-19 pandemic. Methods: Prospective occupational and workplace physicians in postgraduate medical education throughout Germany were asked about their needs and their satisfaction with digital training during the COVID-19 pandemic. The online survey took place from January to December 2021 and collected data were analysed descriptively. Results: Of the n=176 respondents, 48.0 % were satisfied with their academy‘s digital training in occupational medicine during the COVID-19 pandemic. The majority expressed a desire for further digital training in the future to complement face-to-face training (91.9 %). Different preferences for the use of both formats were identified. Conclusions: This study provides initial empirical evidence of the satisfaction and needs of prospective occupational and workplace physicians with the ad hoc digital training in occupational medicine offered by academies in Germany in the course of the COVID-19 pandemic. The study results provide a basis for the further development and implementation of blended learning programmes in postgraduate and continuing medical education. Future studies should longitudinally evaluate both qualitatively and quantitatively the implementation of blended learning programmes at academies of continuing medical education. Keywords: medical education – online learning – COVID-19 pandemic – e-learning – blended learning

Detecting non-verbal speech and gaze behaviours with multimodal data and computer vision to interpret effective collaborative learning interactions

AbstractCollaboration is argued to be an important skill, not only in schools and higher education contexts but also in the workspace and other aspects of life. However, simply asking students to work together as a group on a task does not guarantee success in collaboration. Effective collaborative learning requires meaningful interactions among individuals in a group. Recent advances in multimodal data collection tools and AI provide unique opportunities to analyze, model and support these interactions. This study proposes an original method to identify group interactions in real-world collaborative learning activities and investigates the variations in interactions of groups with different collaborative learning outcomes. The study was conducted in a 10-week long post-graduate course involving 34 students with data collected from groups’ weekly collaborative learning interactions lasting ~ 60 min per session. The results showed that groups with different levels of shared understanding exhibit significant differences in time spent and maximum duration of referring and following behaviours. Further analysis using process mining techniques revealed that groups with different outcomes exhibit different patterns of group interactions. A loop between students’ referring and following behaviours and resource management behaviours was identified in groups with better collaborative learning outcomes. The study indicates that the nonverbal behaviours studied here, which can be auto-detected with advanced computer vision techniques and multimodal data, have the potential to distinguish groups with different collaborative learning outcomes. Insights generated can also support the practice of collaborative learning for learners and educators. Further research should explore the cross-context validity of the proposed distinctions and explore the approach’s potential to be developed as a real-world, real-time support system for collaborative learning.

Analysis of the graduate and postgraduate courses demand on Feira de Santana industry

The municipality of Feira de Santana plays a pivotal role in the economic growth in the state of Bahia. According to data from the Brazilian Institute of Geography and Statistics (IBGE), the municipality has approximately 624,000 inhabitants and a Gross Domestic Product (GDP) of around 15 billion Brazilian reais annually, ranking as the 3rd largest in Bahia and the 74th in Brazil. To ensure the continuous economic growth of the municipality, there is a pressing need for a qualified workforce. Therefore, the aim of this study is to systematically examine and analyze the demand for undergraduate and postgraduate programs in the industry of Feira de Santana. The methodology employed was based on data collection, incorporating both qualitative and quantitative approaches, from industries located in Feira de Santana and the microregion within the Portal do Sertão. The project's development encompassed six stages: 1 – selection of the data collection instrument; 2 – formulation of a questionnaire with closed-ended questions; 3 – creation of an electronic questionnaire; 4 – data collection; 5 – data analysis; 6 – presentation of the study’s results at technical and scientific events. Results indicate a demand for undergraduate programs in Engineering or Management and a postgraduate program in the field of Management in the form of MBA specialization. It is noteworthy that currently, the Center for Science and Technology (CETENS) at the Federal University of Recôncavo da Bahia (UFRB) does not offer the community Management courses such as Administration, Accounting, or Economics, nor does it offer postgraduate courses in the same area. Thus, we identified two growth vectors in the project. The first is based on the ongoing expansion of Engineering/Technology courses, such as Chemical Engineering, Computer Science, Automation, and Architecture. The second vector is focused on management courses, as mentioned earlier. A study was conducted to understand the problems and difficulties encountered during the project's execution using quality tools such as Brainstorming (BS), Ishikawa, 5 Whys, 5W2H, and PDCA. A proposed solution was put forth for the continuation of activities. An analytical study was carried out, stratifying the 627 industries in Feira de Santana, and a recommendation of 27 undergraduate courses was suggested to meet this demand. Nevertheless, the results indicate the strengthening of the relationship between CETENS and the industry, a potential improvement in the future employability of CETENS graduates, and the proposal of guidelines for the development and introduction of new undergraduate and postgraduate courses at the advanced campus of CETENS/UFRB.

The attitudes of postgraduate medical students towards the curriculum by degree type: a large-scale questionnaire survey

BackgroundChinese medical schools have offered both professional and academic degrees for postgraduate students. However, there is limited information about the attitudes of professional-degree and academic-degree students. We aimed to examine the attitudes of full-time postgraduate students towards the curriculum, stratified by degree type.MethodsA 29-item online questionnaire was distributed to postgraduate students in West China School of Medicine of Sichuan University in 2020. The questionnaire was designed to collect students’ demographic characteristics, attitudes towards curricular provision and content, and classroom organization. A comparison was made between groups based on degree type (academic degree versus professional degree).ResultsOverall, 645 out of 908 students at West China School of Medicine completed the questionnaire. Comparing with students pursuing academic degrees, professional-degree students were more interested if the curriculum included specialized knowledge and clinical skills, and expressed concerns over the excessive compulsory courses and inadequate optional courses (p < 0.001), particularly prominent among first-year postgraduate students. Besides, a greater proportion of professional-degree students thought the curriculum was conflict with clinical work to some extent, and they also rated taking attendance in class as less reasonable (p < 0.01). Conversely, students pursuing academic degrees expressed that the courses were inadequate in interdisciplinary curriculum and had some crossover or repetition, and they assigned a higher importance rating for the curriculum when comparing professional-degree students (all p < 0.05).ConclusionsDifferent attitudes toward the curriculum are observed between students pursuing professional degrees and those pursuing academic degrees. This study provides benchmark data for future postgraduate course reforms in China.

Teaching development practices post‐Covid‐19: Findings from a literature review, a survey and interviews in Aotearoa New Zealand

AbstractThis article details findings from research to re‐design a postgraduate course on development practices in Development Studies in Aotearoa New Zealand, aiming to include the impact of the Covid‐19 pandemic. Reviewing literature, surveying recently graduated students and interviewing senior staff in international development organisations, five topics emerged as forces shaping development practices in a post‐covid‐19 world. Analysis suggests interviewed staff aligned with views in literature. However, comparing views of the current and next generation of development practitioners reveals quite diverging views as to what would be most important for a course on development practices.

Midwives on Tour – Reflections from a Trip to Norway

In modern midwifery research, we are very quick to say ‘in the developed world’, but have you ever considered that this includes a huge range of countries with differing cultures, languages, people and even midwives? This article reflects on the experience of two UK midwives who attended a postgraduate course at OsloMet University. The experience showed that the passion for midwifery as a vocation, an art, or even a calling, is transnational.

A76Quality assurance of high-fidelity simulation courses at University Hospitals Birmingham (UHB)

The Clinical Education department at UHB has been running high fidelity simulation courses for undergraduates and postgraduates across three hospital sites for several years. Feedback from faculty and candidates has led to enhancement of all courses, yet a deliberate method of Quality Assurance (QA) was deemed requisite for educational governance, standardization and to attain accreditation with ASPiH. Drawing on ASPiH Standards [1], the departmental leads for simulation designed a framework with seven domains ( The 7 domains used for quality assurance of simulation courses at UHB Five undergraduate and four postgraduate courses were evaluated. Seven courses met or exceeded departmental standards in all seven domains, whilst the other two courses met or exceeded standards in six of the seven domains. All courses had robust purposes, organization and resources at their disposal, which exceeded departmental expectations with their consistent focus on how human factors affect patient safety, and sound adherence to the relevant curricula and learning objectives. Scenario designs also incorporated a range of human and technological resources and moulage. Despite an array of technology at the Trust’s disposal, its functioning did not always meet the departmental standards, with recurring audio difficulties and occasional software tethering issues. In response, microphone positions were changed, and the department’s Digital Innovation team consulted specialists to facilitate further improvements. In the courses observed, debriefs were conducted in a holistic manner and candidate evaluation was always discussed. However, many courses lacked enough faculty members resulting in Objective Structured Assessments of Debriefing (OSADs) being performed infrequently. Swift changes were made, with a tightening of procedural behaviours within the courses, and a decision was taken for postgraduate courses to run with a minimum of four faculty members. This comprehensive QA process demonstrated that high-fidelity simulation courses at UHB are predominantly being delivered at a good standard. Some recommended changes have already been implemented for aspects found to be substandard, with implementation of additional changes planned at annual course reviews. Annual QA must then take place to guarantee maintenance of high standards and to provide a solid foundation for appraising novel simulation courses throughout the Trust. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

Teachers’ Classroom Discourse Pattern for Postgraduates Majoring in Foreign Linguistics: A Perspective of Legitimation Code Theory

“Introduction to English Linguistics (IEL)” is a professional knowledge course for postgraduates majoring in Foreign Linguistics. In traditional classrooms, teachers usually use knowledge code in their discourse, emphasizing the inculcation of theoretical knowledge in Foreign Linguistics. However, faced with large numbers of concepts, terminology, and academic opinions, students generate lots of confusion. This study quantitatively analyzes the teaching situation of IEL course under the framework of Legitimation Code Theory, and explores the influence of different teachers’ classroom discourse patterns on students’ learning efficiency. It is found that the use of knower code in teachers’ classroom discourse is an important factor in students’ learning efficiency while not being affirmatively proved to be effective in a pronounced manner, suggesting that a more advanced model of teachers’ classroom discourse pattern combining both knowledge code and knower code for postgraduates majoring in Foreign Linguistics is urgently needed.

Графодеривация как способ образования окказиональных инноваций в газетном и рекламном дискурсах

This article is devoted to the description of occasional word formation in the language of the modern press and advertising on the example of recent innovations formed with the help of graphic derivation as well as highlighting a popular set of word-formation techniques that are part of the specified word-formation method, which is used by journalists and advertisers to create a language game.&#x0D; The object of our study was occasional graphic innovations formed with the help of different types of graphic derivation.&#x0D; Graph derivatives are registered in certain contextual conditions and are not widely used, therefore most of them are occasional, non-codified, invariant, they lack an ideal generalized form. The active formation of new models of graphic derivatives indicates a certain productivity of this class of nominative-expressive units in the modern Russian language.&#x0D; The usage of graph derivatives in newspaper discourse and advertising makes possible to double the meaning of newspaper and advertising texts, increasing their capacity.&#x0D; Among the methods of graphic derivation, a significant role is played by the creation of occasionalisms with a graphically marked segment, various paragraphemic elements (single quotation marks, parentheses (brackets), punctuation marks, strikethroughs, money symbols, etc.).&#x0D; The use of occasional words formed as a result of graphic derivation in newspaper headlines, texts, slogans gives the texts a playful beginning, draws the attention of readers to various key Russian and foreign socio-political events, as well as to the advertised goods.&#x0D; Collected and analyzed material can be useful in Russian language classes in the study of word formation in both Russian and foreign audiences, as well as in some master's and postgraduate courses.

Orgatma – the 3PL challenge

Learning outcomes This case study would help students in understanding the dynamics of logistics and logistics vendor roles and contributions to overall business operations. The case study covers real-time information for applying the theoretical knowledge students gain related to the selection of logistics vendor. It would help students to understand and evaluate the dynamics of a new start-up related to cost, profits and dependency; understand and analyze the importance of third-party logistics (3PL) service providers in the supply chain; become aware of the key performance indicators (KPIs) important in the selection of logistics vendor; and develop and create measures for selecting logistics vendors on the basis of KPIs. Case overview/synopsis This case study was about an innovative start-up operating in the field of organic edible oils. The company catered to end consumers with its indigenous technology and processes. The innovative and healthy products were appreciated by the consumers, as was reflected in the surging demand figures. With the increasing popularity of organic products, the orders were surging. At the same time, issues such as damaged product delivery, increased cost per delivery of small packages and failure to deliver because of unserved pin codes by their logistics partners were being faced by the company. The case discusses the dilemma faced by the protagonist regarding the selection of the right 3PL partner. The case study is suitable for teaching courses in operations and logistics, supply chain management and entrepreneurship-related courses. Complexity academic level This case study is appropriate for postgraduate courses in entrepreneurship, operations management, logistics and supply chain management and general management. Supplementary materials Teaching notes are available for educators only. Subject code CSS9: Operations and logistics.

TRANSFORMASI PEMIKIRAN HARUN NASUTION: MENYONGSONG PENDIDIKAN ISLAM ABAD KE-21

This research aims to determine the transformation of Harun Nasution's thinking in the context of Islamic education in the 21st century and determine the relevance of his thinking to Islamic education. The method used in this research is to use a type of library research. Library study is an activity for reading in the form of books, articles, dictionaries, or journals. The results of the research state that the renewal of Islamic education in Indonesia, namely: there is a renewal of the Indonesian Islamic higher education curriculum, a renewal of the academic traditions of Islamic higher education in Indonesia, the establishment of a postgraduate course at IAIN, the realization of the transformation of IAIN to UIN. Then, Harun Nasution's thoughts have high relevance in facing the challenges and opportunities of Islamic education in the 21st century. Its critical thinking and inclusiveness helps students develop analytical thinking skills and understand differences in an increasingly diverse society. In addition, an openness approach to change helps Islamic education adapt to changing times and technology.

Practice on Biomedical Research and Barriers Experienced by The Post-Graduate Medical Students in Bangladesh

Background: Research experience in medical education is strongly related to post graduate course curriculum and is also highly associated with future career achievements but conducting research is a difficult task at student level. Many hurdles are faced by post-graduate medical students during conducting biomedical research in Bangladesh. Previously doctors were either clinicians or researchers but now it is realized that a good clinician is a good researcher and able to be a competent physician &amp; scientist. This study was conducted to find out practice on biomedical research and barriers experienced by the post-graduate medical students during conducting it in Bangladesh. Methods: This cross-sectional type of descriptive study was carried out in the different medical colleges and Universities all over the Bangladesh over a period of 12 months from January to December 2020 among the postgraduate students of different medical colleges. Approval from the Ethical Review Committee (ERC) of Rajshahi Medical College was obtained prior to the commencement of the study and convenient sampling technique was used. Pre-designed, validated, structured questionnaire was used to collect data from 325 respondents on practice of biomedical research and 5-point Likert scale was used for assessment of barriers to its practice. Results: Regarding practice on research, 35.10% respondents had satisfactory practice on biomedical research and only 13.20% had published their research report in journals. Lack of research training &amp; necessary skills (73.80%), lack of fund (68.80%), lack of interest &amp; motivation (66.20%) and lack of appropriate knowledge (65.50%) were commonly faced barrier by the post-graduate medical students. Students who were in Ph. D (100%) and MPH course (68.20%) had more practice on biomedical research than those who were in MD/MS (35.80%), M. Phil (32.40%), FCPS (39.20%) and Diploma (4.90%) courses (p &lt; 0.05). Thesis part (39.50%) and dissertation part (39.20%) post-graduate students had also more practice on biomedical research than those who were in Diploma (4.90%) courses (p &lt; 0.05). But relationship of practice on biomedical research of the respondents was not statistically significant with age, gender, religion, type of medical college of MBBS passing, marital status, parental and spouse educational status (p &gt; 0.05). Conclusion: The study revealed that the post-graduate medical students faced various types of difficulties during conducting research. So, respective higher authorities must be careful to solve their problems during conducting biomedical research. JOPSOM 2021; 41(1):25-34

Distance Learning and Online Peer Tutoring for Better Digital Education Environments: a post-graduate experience

This paper presents the results of qualitative research conducted on two post-graduate courses Museum Education and Advanced Studies in Museum Education (jointly University of Modena and Reggio Emilia and University of RomaTre) in the academic year 2021/2022. Students were involved in focus groups in order to enquire how digital transformation in education brought about by the COVID-19 pandemic can foster distance learning for better futures and help shape digital education environments that are accessible and equitable. Results show that the combination of technologies for distance learning and online peer tutoring can play a pivotal role in helping students develop their potential and build a sense of belonging, thus promoting their well-being.

Five Practices for Highly Effective Postgraduate Online Course Design

In this paper I offer five practices for those making their first, self-directed foray into redesigning a postgraduate course for online delivery. Any of these individually will allow academic staff to create an online learning experience that works better than the COVID19 pivot: taking up all of these largely integrates many of the process elements of our course redesign short course. In lieu of any workshop or short course, bespoke support can be provided iteratively and individually.

Entrepreneurial intention of university students: A moderated approach using entrepreneurship education

This study aims to examine the impact of students’ entrepreneurial self-efficacy on their opportunity recognition capability after their exposure to classroom-based entrepreneurship education, leading to the development of intention to undertake an entrepreneurial activity. A detailed questionnaire was used to collect data from 351 students pursuing undergraduate and postgraduate courses. Results confirm that the student’s entrepreneurial self-efficacy positively influences their intention to undertake an entrepreneurial activity directly and indirectly via their opportunity recognition capability. Also, entrepreneurship education significantly moderates the link between students’ entrepreneurial self-efficacy and opportunity recognition capability. These results have practical implications for universities and policymakers, as universities that are not providing entrepreneurship education can adopt the same module of classroom education. Also, policymakers can frame policies directing institutions to start similar kinds of entrepreneurship education programs, even at the intermediate level, particularly in lower-middle-income countries.

Improving the quality of in-work education for students from the comprehensive general medicine residency

Background: the preparation of Higher Education teachers is a fundamental premise to carry out a teaching-learning process with the required quality. Objective: Design a system of actions to improve the quality of education at work from the Comprehensive General Medicine residency. Method: a quantitative-qualitative educational study was carried out in the period February-July 2023. From a universe of 107 residents, a 40 % sample was taken by simple random sampling, being represented by 42 professionals; to whom an initial survey designed by the author and previously validated by a committee of experts was applied. Theoretical, empirical and statistical methods were used. Results: inadequate and inadequate knowledge predominated in relation to knowledge, procedures and attitude in relation to the teaching-educational process. The lack of teaching, scientific and research skills; the insufficient number of pedagogical research in the institution and the high enrollment of students in teaching settings were pointed out as the main causes. A system of actions was designed based on postgraduate courses, increasing professional development activities in the methodological teaching plan, increasing control visits to offices and the support of training specialists and holding workshops for each document. Regulations issued by the national direction. Conclusions: the designed system of actions should contribute to the improvement of the teaching-learning process in undergraduate education, promote the scientific- professional and pedagogical development of professionals.

Palliative care in Ethiopia’s rural and regional health care settings: a qualitative study of enabling factors and implementation challenges

BackgroundPalliative care is limited in Ethiopia, particularly in rural areas, where more than 78% of the population live. Current initiatives and research are focused on urban settings and are primarily donor dependent. This study aims to explore the status of palliative care, enabling factors and implementation challenges in Ethiopia’s rural and regional health care settings.MethodsA qualitative regional case study was conducted with health professionals drawn from different health care settings, academic institutions and included health planners and practitioners. Focus groups were conducted with rural community members and face- to face- individual interviews were conducted with health professionals working in numerous roles as well as academic leaders.ResultsParticipants indicated that despite a few leaders being aware of the inclusion of palliative care in the Ethiopia national policies and guidelines, palliative care is not, integrated into the existing health care system. Other participants responded that palliative care is not well integrated into the undergraduate and postgraduate courses except for limited content in the diploma and a few postgraduate courses. Participants described the challenges for palliative care implementation as follows: many lacked awareness about palliative care; and chronically ill patients other than those with HIV received inadequate care, limited to physical care, some pain management, and psychosocial support rather than comprehensive palliative care. In addition, some participants perceived that palliative care was not within the remit of their service, so families and patients were forced to seek alternative or informal care, including from traditional healers.ConclusionsEnablers for the improvement of palliative care access in rural and regional health care were identified, including better integration of palliative care into the national health care plan and guidelines; palliative care content in university and college courses; and use of mobile phone technology to facilitate care. And policy makers and responsible stakeholders could consider the palliative care implementation in rural and regional health care settings through a combination of home, community and facility-based models.

Flipped classroom application in an advanced research methods course: Insights from social cognitive theory and self-determination theory

Flipped classrooms have gained considerable momentum in educational psychology research. Their application to management courses has been scant, however. This paper introduces the application of flipped classrooms to an Advanced Research Methodology course. The paper also draws on insights from Social Cognitive Theory (SCT) and Self-Determination Theory (SDT). Together with the use of flipped classrooms, these insights are useful for management scholars and educators interested to teach postgraduate research methodology courses in business schools.

The Development and Teaching Application of Japanese Peripheral Language Phenomenon Based on Big Data Corpus

Since the introduction of the concept of big data corpus into language analysis, many scholars have conducted research on Japanese big data corpus, especially the subject, from different language views and perspectives, and have drawn many valuable conclusions. However, due to scholars' different theories and different thinking modes, their understanding of the Japanese big data corpus is still quite different. The seminar teaching method, as a teaching mode for the cultivation of innovative talents in Japanese peripheral languages, has distinctive features such as interactivity, democracy, motivation, and extension. It has been widely used in postgraduate and undergraduate courses at home and abroad and applied to A wide range of disciplines. Especially in Japan, each university has Seminar courses. Because of its strong practicality, it is conducive to cultivating students' independent learning ability, organization and coordination ability, and communication ability, so whether it can be applied and promoted in the teaching of Japanese peripheral languages, this research is carried out. Although experts have always been committed to the innovation of Japanese teaching, the advancement of teaching materials, and the continuous innovation of design, they also need the teaching practice and experimentation of front-line teachers. After years of practice in basic Japanese teaching by generations of teachers, we still encounter this problem: students cannot use the language fluently, they can only memorize words, grammar, and the usage of some fixed terms by rote; Some students with strong writing ability are not strong in conversation and expression. According to these problems in teaching, the author found that students could not use language well, probably because they did not have the awareness and desire to communicate. Sometimes the single teaching method and the boring teaching content make students uninterested in learning Japanese, and the large number of pseudonyms, Chinese characters, and complex grammatical structures make students dazzled. The experimental results show that the new teaching method proposed by the experimental model is suitable for the learning of Japanese peripheral languages, which improves the student's learning and thinking ability, which proves that the optimized NN-SLVM model is good.