Postgraduate Programs Research Articles

Student perspectives on learning transfer from online postgraduate sonography courses to traineeships: A pilot survey

AbstractIntroductionThis survey aims to understand how postgraduate sonography students perceive to apply knowledge from online coursework to traineeships. It also explores the impact of students' age, gender, traineeship duration and geographic location on learning transfer. The ability to apply learnt knowledge is a key factor for student success in higher education and the workplace, yet it is an under‐researched topic.MethodThe Human Research Ethics Committee of an Australian university granted ethical approval. A pilot online survey was sent to 279 medical sonography students enrolled in an online postgraduate program. These students had an industry traineeship as a corequisite to online coursework. The survey was sent via email on Microsoft Forms from October to December 2023. Descriptive, Likert scale and free‐text data were analysed using Microsoft Excel, IBM SPSS Statistics (version 29) and Lumivero NVivo (version 14).ResultsThe response rate was 38% (n = 106). Most respondents agreed that they developed transfer skills from online courses. Practice questions, lectures and interactive sessions emerged as the key online learning activities that helped to facilitate knowledge transfer. With summative assessments, case studies enhanced knowledge transfer. No significant difference was seen in the transfer ability based on geographical location, age and gender.ConclusionIt is challenging for online educators to foster transfer skills to prepare safe, competent, job‐ready graduates. Our study has provided initial insights on enablers of online learning transfer to online educators on students' perspectives of how they see the relevance and how they apply knowledge from online courses to traineeships.

Animal Protection in Brazil: Legislative and the Society Evolvement in the Last Century

The aim of this review was to analyze Brazilian animal protection policy throughout history and discuss the importance of some recent events and societal developments in its modernisation. A search for the complete legislation and scientific works was performed on the government’s website and search platforms (Google scholar, Science direct and CAPES). It was observed that the first Brazilian law on animal protection was published in 1924. After this, several amendments were incorporated. The current Brazilian Constitution, published in 1988, was a landmark in the modernisation of animal protection in the country as it allowed the recognition of sentience and thus characterised cruelty and mistreatment of animals as crimes. At the same time, society has evolved, increasing the proximity with animals until the recent development of the concept of the multi-species family positioning animals as family members. Recent reports have shown that animal abuse and cruelty can still occur and the application of the animal protection policy is allowing pursuits and condemnation of offenders. Brazil is a young country but its policy on animal protection and its society greatly evolved in the last century. This progress is still ongoing as the society is taking an active role to push improvements on public policies and surveillance towards animal mistreatments. However, it would be advisable to include the real needs of animals in the reflections in order to avoid making decisions that are erroneously harmful to animals. This work was a collaboration between the post-graduation program of the Veterinary school of the Federal Rural University of Pernambuco – Brazil and The National school of veterinary of Alfort - France, from January to August 2024.

The impact of an online gamified virtual tour on cognitive enhancement in dental practice management

Dental practice management is usually a mandatory course for both undergraduate and postgraduate programs. However, learners and educators may encounter challenges in gaining experiences in real-life dental practice. The concept of a gamified virtual tour could have potential to improve dental practice management skills. A quasi-experimental study was conducted to evaluate the educational impact of a gamified virtual dental clinic (GVDC) on dental practice management skills among dental undergraduates (UG) and postgraduates (PG). All participants were assigned to complete the GVDC. Pre- and post-knowledge assessments were administered to evaluate knowledge acquisition. A self-administered questionnaire was distributed to investigate user perceptions toward the use of GVDC. There were 20 dental undergraduates and 20 orthodontic residents participating in UG and PG groups, respectively. Both groups demonstrated statistically significant increases in their assessment scores after completing the GVDC (P < 0.001). Although the pre-knowledge assessment score of the PG group was notably higher than that of the UG group (P = 0.041), there was no statistically significant difference in their post-knowledge assessment score (P = 0.491). Participants had positive perceptions of GVDC in terms of usefulness, ease of use, and enjoyment, with no statistically significant differences between the two groups (P > 0.05). Overall, the GVDC demonstrated positive educational impacts on acquiring knowledge and understanding of dental practice management, with participants expressing favorable perceptions of this immersive learning intervention.

Stained glass ceilings: Gender and race in accounting academia in Brazil

AbstractBrazil is divided into five large regions marked by profound economic and social inequalities. Such vast differences can make people feel like “foreigners”, even though they live in the same country. Here, meritocracy is seen as the criterion for assessing and promoting people, which is conflicting given the absurdly unequal contexts in the country. This choice widens inequalities of gender, race and, above all, social class. Between 2000 and 2018, Brazil experienced profound social transformations. Female participation in the labor market grew, although there were still barriers to access and professional advancement for women, which were exacerbated in the case of black women. When it came to leadership positions, they were almost always blocked by processes which depended on subjective decisions from evaluators. These circumstances occur through daily confrontations with processes of sexualisation and racialisation. These transformations were followed in the most recent period by clear setbacks, deepened by the COVID‐19 pandemic and intense political polarization. A milestone in terms of Esperançar, a verb proposed by Paulo Freire (1992), were the 2022 presidential elections, understood as a process of re‐democratisation. The social achievements that have been maintained, however, are ‘advances’ that work differently when the diversity of the population and regional differences are taken into account. With this particular context in mind, the aim of this study is to investigate how the “glass ceiling” phenomenon has been present in the daily interactions and academic trajectory of black women in the accounting field. The question that underpinned this study was: how can the academic accounting environment, considering practice and discourse, boost or hinder the “glass ceiling” phenomenon in the professional career of black female academics? This is a qualitative study with a post‐structuralist approach, based on the adoption of auto‐ethnographic and oral history techniques. The evidence was built up through semi‐structured, in‐depth interviews with female academics who had graduated from postgraduate programmes. This corpus was analyzed from an interpretivist perspective and the findings reveal that the “glass ceiling” phenomenon is present in accounting academia in Brazil and is expressed in barriers specific to the field. Barriers are erected in processes of closure, blocking the path of black women who aim to succeed in prestigious academic spaces, regardless of their level of qualification. In this way, they are conceptualized as “stained glass ceilings”, because the barriers become visible and concrete in a country where racism is a structuring element of social relations.

Protocol for leading health services innovation: a hybrid type 2 mixed method implementation trial for developing and assessing a codesigned graduate certificate program in health innovation

BackgroundA significant issue with innovative problem-solving in healthcare is an existing deficiency in continuing education for many healthcare professionals, which hinders the successful implementation of inventive solutions and progress in the field. Educators play a crucial role in guiding students to cultivate the knowledge and skills necessary to confront these challenges, including problem solving, collaboration, and the use of rapidly advancing technologies. It is vital to design educational programs that empower and motivate students to develop the proficiency and knowledge they need to be effective problem solvers, collaborators, and cultivators of innovative solutions. This project aims to assess the implementation and effectiveness of a codesigned postgraduate university program for a multidisciplinary health workforce.MethodsThe Leading Health Services Innovation Project is a hybrid type 2 mixed method implementation trial of a codesigned Graduate Certificate in Health Services Innovation. In collaboration with a large tertiary and quaternary health service, we developed a codesign process to guide the project, with time quarantined to create space for two-way learning between health sector partners and healthcare academics. Qualitative interviews and quantitative surveys for primary users will evaluate the implementation strategies. The reach, effectiveness, adoption implementation, and maintenance (RE-AIM) framework will guide the evaluation and maintenance of the program.ResultsIntegrating a codesign strategy complemented by a well-structured implementation and evaluation protocol that is a combination of implementation science theoretical frameworks (Knowledge to Action, Evidence-Based Co-design, RE-AIM) may lead to translational competence as a potential outcome.Anticipated outcomesThe application, resourcing and commitment to codesigned tertiary-level learning and qualification will demonstrate the achievement of a contemporary and comprehensive postgraduate university degree program in health innovation management.

Коммуникативные аспекты педагогического взаимодействия научных руководителей с аспирантами и адъюнктами

Introduction. Communicative strategies of pedagogical interaction of scientific supervisors with graduate students and adjuncts are important for the successful training of scientific and scientific-pedagogical personnel. The identification of the most difficult points of scientific leadership will contribute to improving the quality of training for applicants for scientific degrees. The purpose of the study is to identify the opinions of scientific supervisors on the organization of pedagogical interaction in the conditions of postgraduate and adjunct studies. Methods and materials. A study was conducted to identify the opinion of scientific supervisors on the organization of pedagogical interaction with students. In the survey took part 52 doctors and candidates of (military, technical, pedagogical, medical, economic, legal, chemical, biological, etc.) sciences of four universities in Ryazan, who train highly qualified personnel in postgraduate and adjunct programs. The results of the study. The novelty of the conducted research lies in the identification and analysis of the opinions and assessments of scientific supervisors characterizing the communicative strategies of pedagogical interaction. The theoretical significance lies in enriching the methodology and technology of vocational education in terms of improving the work of scientific supervisors in graduate and adjunct studies. The practical significance lies in the possibility of using the research results to improve the quality of training of scientific supervisors at a modern university. The prospects for further research lie in the scientific justification of ways to improve the effectiveness of scientific leadership in civil and military universities.

Not in the file: How competency committees work with undocumented contributions.

Competence committees (CCs) centre their work around documentation of trainees' performance; undocumented contributions (i.e. informal, unrecorded material like personal judgements, experiential anecdotes and contextual information) evoke suspicion even though they may play a role in decision making. This qualitative multiple case study incorporates insights from a social practice perspective on writing to examine the use of undocumented contributions by the CCs of two large post-graduate training programmes, one in a more procedural (MP) speciality and the other in a less procedural (LP) one. Data were collected via observations of meetings and semi-structured interviews with CC members. In the analysis, conversations were organised into triptychs of lead-up, undocumented contribution(s), and follow-up. We then created thick descriptions around the undocumented contributions, drawing on conversational context and interview data to assign possible motivations and significance. We found no instances in which undocumented contributions superseded the contents of a trainee's file or stood in for missing documentation. The number of undocumented contributions varied between the MP CC (six instances over two meetings) and the LP CC (22 instances over three meetings). MP CC discussions emphasised Entrustable Professional Activity (EPA) observations, whereas LP CC members paid more attention to narrative data. The divergent orientations of the CCs-adding an 'advis[ing]/guid[ing]' role versus focusing simply on evaluation-offers the most compelling explanation. In lead-ups, undocumented contributions were prompted by missing and flawed documentation, conflicting evidence and documentation at odds with members' perceptions. Recognising other 'red flags' in documentation often required professional experience. In follow-ups, purposes served by undocumented contributions varied with context and were difficult to generalise; we, therefore, provide deeper analysis of two vignettes to illustrate. Our data suggest undocumented contributions often serve best efforts to ground decisions in documentation. We would encourage CC practices and policies be rooted in more nuanced approaches to documentation.

Transforming the Future of Digital Health Education: Redesign of a Graduate Program Using Competency Mapping.

Digital transformation has disrupted many industries but is yet to revolutionize health care. Educational programs must be aligned with the reality that goes beyond developing individuals in their own professions, professionals wishing to make an impact in digital health will need a multidisciplinary understanding of how business models, organizational processes, stakeholder relationships, and workforce dynamics across the health care ecosystem may be disrupted by digital health technology. This paper describes the redesign of an existing postgraduate program, ensuring that core digital health content is relevant, pedagogically sound, and evidence-based, and that the program provides learning and practical application of concepts of the digital transformation of health. Existing subjects were mapped to the American Medical Informatics Association Clinical Informatics Core Competencies, followed by consultation with leadership to further identify gaps or opportunities to revise the course structure. New additions of core and elective subjects were proposed to align with the competencies. Suitable electives were chosen based on stakeholder feedback and a review of subjects in fields relevant to digital transformation of health. The program was revised with a new title, course overview, course intended learning outcomes, reorganizing of core subjects, and approval of new electives, adding to a suite of professional development offerings and forming a structured pathway to further qualification. Programs in digital health must move beyond purely informatics-based competencies toward enabling transformational change. Postgraduate program development in this field is possible within a short time frame with the use of established competency frameworks and expert and student consultation.

Active education for reducing the attainment gap in a public health course in the United Kingdom (UK)

Abstract Background A diverse cohort of students join our UK postgraduate public health programme. We wanted to reduce attainment gaps between students. Active and inclusive educational activities may be important mechanisms for reducing attainment gaps as well as promoting student wellbeing. Our aim was to explore how active and inclusive curriculum design could support development of public health functions (e.g., designing interventions to address health inequalities) whilst reducing attainment gaps. Objectives Our 12-week module included a project to model determinants of adolescent’s health inequalities and design an evidence-based intervention to address determinants. Informed by Fink’s taxonomy and the assessment for learning framework, we designed educational activities (i.e., small group work and presentations, ethnographic visits, discussions with stakeholders) and assessments (i.e., group poster presentation and individual critical reflection) to structure the project. We assessed attainment gaps in student marks and surveyed student attitudes to the project (1 = strongly disagree; 5 = strongly agree). Results 53 students (9 groups) completed the assessment with the following marks: poster (M = 61, SD = 7), critical reflection (M = 59, SD = 9), overall mark (M = 59, SD = 10). More students received ‘fails’ and ‘distinctions’ when only the critical reflection was considered (p &amp;lt; 0.001). Students (N = 39; 72% response rate) agreed that activities were intellectually stimulating (M = 5, SD = 0.8), supported their learning (M = 4, SD = 0.8) and made them feel included (M = 5, SD = 0.7). Active learning approach (i.e., benefits of interactions; creating effective groups); student’s caring and commitment; choice and inclusivity; complex and authentic tasks; informal, formal and timely feedback were highlighted. Conclusions Evidence that an active and inclusive approach functions to reduce attainment gaps is equivocal but appears to promote engagement, inclusion and learning. Key messages • Active learning strategies combined with authentic and flexible tasks and rich in feedback stimulate student’s interactions, inclusivity, and learning with potential for reducing attainment gaps. • Active and authentic education requires educators to work on how to properly implement these strategies.

Examining self-efficacy among recent graduates of postgraduate dental education programs.

To examine the perceived self-efficacy of dentists who recently completed Graduate Dental Education (GDE) programs and identify how closely it aligns with their supervisors' assessments of them. Self-efficacy has been associated with academic pursuits, motivation, and engagement, which may affect how dental providers practice, seek continuing education, and pursue future opportunities. METHODS: Recent graduates of military GDE programs rated their self-efficacy on specific tasks within each of the seven domains of dental competencies. Their supervisors completed a similar survey, rating the graduate's performance in the same tasks. Graduates' mean ratings were calculated for each domain, spearman correlations were calculated for all graduate-supervisor task ratings, and the magnitude of differences between graduate and supervisor domain means were examined. Graduates' perceived self-efficacy ranged from 3.57 to 4.41 out of 5.0. Correlations for each task were universally weak (ρ = -0.04-0.27). Correlations for domain means were also weak (ρ = 0.06-0.14). Overall, graduates rated themselves lower than their supervisors, with mean differences ranging from -0.17 (p=0.003, Cohen's d=0.20) for Professionalism to -0.95 (p<0.001, Cohen's d=0.90) for Health Promotion. Overall, graduates' perceived self-efficacy was moderate to high for 26 tasks across seven domains. However, in aggregate, graduates underestimated their abilities compared to performance measures from their current supervisors, although effect sizes were small. The accuracy of graduates' self-efficacy varied by program length and the clinical specialty of their supervisors. High-performing graduates always underestimated themselves while low-performing graduates often overestimated themselves.

A survey to analyze the need of genetic counseling among doctors in Lahore, Pakistan.

Pakistan with a population of approximately 200 million people faces a significant burden of genetic disorders. Higher preference for consanguinity (73%) is one of the significant reasons. Despite being a hub for rare genetic disorders, the country lacks professionally trained genetic counselors due to the absence of postgraduate degree programs or diplomas in genetic counseling. This shortage of specialized personnel results in inadequate and limited genetic counseling practices nationwide. This study aimed to highlight the urgent need for genetic counseling in Pakistan, focusing on the gaps within both society and the healthcare infrastructure. A survey-based study involving n = 101 participants was conducted to assess the demand for genetic counseling among medical professionals in Lahore, Pakistan. The study targeted five categories of medical specialists-gynecologists, oncologists, psychiatrists, pediatricians, and ultrasonologists-working in both private and public healthcare settings in Lahore. The survey included a questionnaire covering demographic information, 10 general questions, and a case study with follow-up questions. The survey was conducted both online and through in-person visits. Our findings reveal a significant lack of awareness among healthcare providers, with 91.1% of respondents unaware of any genetic counseling services or genetic counselors in Lahore. The research underscores the crucial role of genetic counselors, with the vast majority (99%) of specialists expressing an urgent need for their presence in Pakistan's healthcare system. This study highlights that only qualified genetic counselors can effectively address genetic issues. Furthermore, it advocates for the introduction of specialized professional training programs to address this pressing need in the country.

Strengthening the Human Rights Guarantee System in the Management of Migrant Policies in Brazil

Objective: This study aimed to conduct a bibliographic survey of scientific productions that deal with migration governance throughout the national territory. Theoretical Framework: Supported by the theoretical and methodological assumptions of dialectical historical materialism, this article is part of the results of a post-doctoral internship that discusses the strengthening and defense of the rights of migrants in Brazil. Method: As a procedure for collecting this data, a time frame of research from the last ten years (2014-2024) was used. For this purpose, a survey of scientific production in Brazilian postgraduate programs indexed in the BDTD (Brazilian Digital Library of Theses and Dissertations) was carried out. The analysis, in turn, was based on the ten dimensions of migration governance, developed by the International Organization for Migration (IOM) adapted to the Brazilian context. Results and Discussion: The results revealed that although there is an effort by municipalities and states to try to strengthen the guarantee of rights to migrants, there are still gaps and difficulties in ensuring them. There is fragmentation in the provision of services to migrants and difficulties for sectoral policies to carry out integrated and cross-cutting actions. Few studies discuss the institutional structure of migration governance, that is, the strategic organization of public policies in order to strengthen the guarantee of the rights of migrants. Research Implications: The importance of this study lies in organizing and producing materials to support professionals who work to promote the human rights of migrants in the country. Originality/Value: Considering that the management of migration and migrant policies is still under construction, this research contributes to thinking about ways to ensure the rights of migrants through effective migration governance.

Struggling with studying and earning – realities of the UK's cost-of-living crisis on students on social work programmes

ABSTRACT The UK has been experiencing an extended cost-of-living crisis since 2021 and students attending universities have struggled with the impacts of rising prices. This article reports on findings from a study to explore local recruitment and retention issues in adult social care from the perspective of different populations of interest in the South of England. A mixed methods approach was undertaken. One group of participants were students enrolled in social work undergraduate and postgraduate programmes. They completed an online questionnaire (n = 20), with a subsample (n = 11) being interviewed. Comments relating to the wide-ranging effects of cost-of-living issues discussed by the participants were themed together and are described. The findings offer suggestions to evaluate student support mechanisms and reduce the potential impacts of ongoing financial difficulties caused by the need to juggle course, placement and financial demands across this and other applicable undergraduate sectors and their programmes. They also reflect risks to future workforce recruitment alongside the potential of ‘earn and learn’ programmes, such as apprenticeship routes – which may offer a viable alternative to qualification for those at particular risk of financial hardship whilst studying.

A Tribute to Jaume Porta Casanellas and His Influence on Soil Science

This article provides personal and professional assessments from disciples, colleagues and friends of Jaume Porta Casanellas (Barcelona, 1944; Lleida, 2023), a prominent soil scientist. He began his agricultural engineering studies at the Polytechnic University of Madrid (UPM) where he met Marta López-Acevedo, his wife and outstanding collaborator. At UPM, he started his early work in soil science under the guidance of Professor Carlos Roquero who became his mentor and friend. Jaume Porta was a dedicated, passionate soil scientist who engaged extensively in teaching and research in Soil Science, while also excelling as a manager. He emerged as a leader due to his initiatives in promoting Soil Science in Catalonia and Spain, and for his forward-thinking vision, evident in his decisions as Rector of the University of Lleida, which have significantly contributed to the city’s development. From the beginning, he advocated for detailed (1:25,000) soil mapping of Catalonia to enhance territorial planning and agricultural progress. His primary research focus was on salt-affected soils and soils with gypsum, alongside soil erosion and conservation. Porta devoted a lot of effort to improve soil field descriptions with his Agenda de campo. He played a key role in standardizing soil analytical methods, establishing large series laboratories in Spain, notably the LAF in Sidamon (Lleida), and aligning Spanish soil labs with the international GLOSOLAN network. As president of the SECS, he energized activities and encouraged member participation. His educational publications, mainly his comprehensive textbook Edafología, are considered fundamental in Soil Science across Spanish-speaking countries, as is the Multilingual Dictionary of Soil Science, representing the pinnacle of his efforts to rigorously disseminate soil science concepts and terms in Spanish, Catalan, Galician, and Portuguese. He contributed significantly to international Soil Science courses in Mexico and played a key role in establishing the JADE postgraduate training program. He facilitated the creation and international visibility of the Spanish Journal of Soil Science. Additionally, he advocated for the establishment of the Soil Sciences Documentation Centre (Ce.SECS) to preserve historical publications and the legacy of soil scientists. Jaume Porta’s enduring impact, both professionally and personally, will be felt for years to come.

RELEVANCE OF COMPETENCE DEVELOPMENTAND ADVANCED TRAINING PROGRAMMES FOR PHYSICAL THERAPISTS WORKING IN PAEDIATRICS

Physical therapists in Ukraine complete six years of study (4 years of first (bachelor's) degree and 2 years of second (master's) degree) to obtain a speciality and diploma of physical therapist, which involves the acquisition of a number of professional competencies described in the relevant educational standards and curricula. These educational standards and the vast majority of educational programmes contain a minimum amount of paediatric physical therapy component. Therefore, additional training based on the competency-based approach in paediatrics is needed to enable physical therapists to provide effective, qualified services to children. The aim of the study is to substantiate the need to develop a list of competencies to improve the training of physical therapists in Ukraine who will specialise in paediatrics. Materials and methods. The study was conducted by questionnaire survey of physical therapists working in paediatrics from 1 to 14 September 2023. The questionnaire was developed to assess the need for advanced training programmes for physical therapists working in paediatrics, as well as to assess the areas of clinical activity and the level of competencies of specialists. Results. The survey involved 82 physical therapists working in paediatrics. Of the 82 physical therapists, 59 (71.9%) were representatives of public institutions, 13 - private, and 10 respondents did not indicate the type of institution. In 80.4% of physical therapists, the total length of service is equal to the length of service in paediatrics. Only 10.97% of the surveyed physical therapists agree with the statement that university education in Ukraine is sufficient to start an effective practice in paediatrics. 6.10% believe that there are sufficient opportunities for advanced training in paediatric physical therapy in Ukraine, while 21.95% disagree with this statement. The majority of respondents provide services on an outpatient basis, only 25.60% - in acute rehabilitation. Among the proposed areas of physical therapy in paediatrics, most physical therapists work with patients with musculoskeletal disorders (79.26%). The next area in terms of the number of physical therapists working in it is physical therapy in neurology (70.73%). Almost not covered areas in physical therapy for children were assistance in neonatal intensive care (only 8.53% of respondents work in this area) and assistance in intensive care units (only 12.19% gave an affirmative answer to the question about this area). Only 4.87% of respondents work with burns, 7.32% - with amputations, 24.4% - with cardiovascular and respiratory disorders. Few specialists are engaged in physical therapy for such complex conditions as Spina bifida (24.4%), spinal cord injury (21.95%) and traumatic brain injury (24.9%). In addition, 14.63% of the surveyed physical therapists indicated other areas of clinical activity. The total number of educational components in paediatric physical therapy is very low compared to the total number of all disciplines in educational and professional programmes. Conclusions. Practicing physical therapists believe that university education in Ukraine does not sufficiently develop professional competencies for work in paediatrics. It is advisable to form the competencies of a physical therapist in paediatrics, which would be the basis for improving university curricula, educational components and the development of postgraduate training programmes.

Implementation of an ePortfolio to promote professional pathways: A case study of international students in Australian higher education

Given the current status of ‘English as a global language’, master’s and postgraduate programs in Applied Linguistics and TESOL are becoming an increasingly popular choice for international students in Australia and elsewhere. However, international students enrolled in such programs often lack practical experience and a potential employment pathway. In this respect, an ePortfolio as an assessment tool has been found to assist students to become independent thinkers as they develop self-regulated, purpose-driven behaviours during construction of their ePortfolio. However, building an ePortfolio is a new concept for many of the international students in Australian higher education. The aim of this case study research was thus to identify the support international students require in completion of their ePortfolios. Research data in this mixed method study was collected through two survey questionnaires applied to international students within a course requiring an ePortfolio as a major assessment item. Results indicate the need for more focused training for these students not only in how to structure their ePortfolios, but also more broadly in the employability skills needed in the Australian workplace. This research will help to improve the design of similar courses, and consequently to improve the learning experience for future international students undertaking such courses.

&lt;span&gt;&lt;strong&gt;Faculties&lt;/strong&gt; &lt;strong&gt;on &lt;/strong&gt;&lt;strong&gt;activities &lt;/strong&gt;&lt;strong&gt;of training &lt;/strong&gt;&lt;strong&gt;highly &lt;/strong&gt;&lt;strong&gt;qualified &lt;/strong&gt;&lt;strong&gt;human &lt;/strong&gt;&lt;strong&gt;resources&lt;/strong&gt;&lt;strong&gt;:&lt;/strong&gt; &lt;strong&gt;Research &lt;/strong&gt;&lt;strong&gt;in the &lt;/strong&gt;&lt;strong&gt;Mekong &lt;/strong&gt;&lt;strong&gt;Delta&lt;/strong&gt;&lt;/span&gt;

The Mekong Delta region currently lacks a high-quality labor force. Many universities have opened postgraduate training programs to provide high-quality labor for this region. On the systematic approach to development and practical activities, this study on the teaching staff with high-quality human resource training activities is to answer two research questions: (1) What are the researches on the teaching staff role in human resource training at the higher education focusing on? and (2) What are the gaps in this line of research on training highly qualified human resources? From there, this study assesses the current strengths and weaknesses of the teaching staff of universities in the Mekong Delta, identifies opportunities and challenges in human resource training in the new context; at the same time, it orients the activities of linking the teaching staff universities​ Open approach, increased autonomy, self-responsibility in the field of training high-quality human resources to meet the requirements of fundamental and comprehensive educational innovation.

What makes medical students choose their residencies? Association between mental health of medical students and their choices of future medical specialties

Background: Excessive cognitive demands and chronic stress contribute to the occurrence of mental health problems among medical students. It may be hypothesized that the presence of such disturbances have an influence on their choices of post-graduate training programs. Objective: The aim of the study was to evaluate the state of mental health of medical students and to assess if there is any association between the prevalence of mental health problems and their residency choices. Materials and methods: 114 medical students were surveyed in terms of their residencies' choices and their mental health with the usage of validated psychological questionnaires. Results: 74 (64,91%) of medical students needed psychiatric or psychological treatment at some stage in their lives. Intensity of risky alcohol consumption was positively correlated with the choice of surgery (p=.0000) and negatively correlated with the choice of psychiatry (p=.0000). The severity of depressive symptoms was positively correlated with emergency medicine choice (p=.0479). Anxiety symptoms, eating disorders and autism spectrum severity symptoms were not significantly correlated with the choice of any medical specialty. Conclusions: Medical students were found seriously affected by mental health problems, what to some extent seemed to impact their future career choices.

Encouraging creativity in standardized postgraduate programs with PPW

Encouraging creativity in standardized postgraduate programs with PPW

The Influence of Family Dynamics and Environment on Academic Performance and Understanding of Trigonometry

This article is the result of a research that was carried out to obtain the degree of Master's Degree in Education in the postgraduate program of the Faculty of Education of the Popular University of Cesar and monographic work of the degrees in Mathematics and Computer Science and Mathematics and Physics of the same university. The main objective of this study was to analyze the influence of the family environment on the learning and academic performance of students in tenth grade trigonometry from a public educational institution in the city of Valledupar. Applying a mixed method, the research employed a simultaneous integrated design, where quantitative and qualitative data were collected and analyzed at the same time. This approach allowed for a complete and nuanced understanding of the research questions, providing a holistic view by exploring family dynamics and environment and how these impact performance and understanding of trigonometry. As for the implications for educational practice, it is evident that there is a need to implement strategies that involve families in the teaching-learning process of trigonometry, since the data collected revealed a clear correlation between the level of parental participation in education and students' understanding of trigonometric concepts. In addition, the study found that a positive and supportive family environment contributed significantly to higher academic achievement in trigonometry.