Postgraduate Education Programs Research Articles

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

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

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.

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.

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.

The driving force: organizational resilience of OKKO network

Learning outcomes After completion of the case study, the students would be able to identify and evaluate organizational culture as a critical element of organizational resilience and assess its fit to the business context, evaluate different elements of organizational resilience and their contribution to business adaptation and develop leadership approaches that help adapt and leverage organizational culture to foster individual, team and organizational resilience. Case overview/synopsis This teaching case covers topics of organizational leadership, including organizational culture and organizational resilience. This case study is appropriate for the postgraduate and executive education programmes. This case study covers the approach to organizational leadership and resilience of the OKKO, a Ukrainian retail petrol station network. The dilemmas considered by top managers of the company emerged in February–April 2022 amid the unfolding Russian invasion of Ukraine. The case study protagonists solved multiple business and organizational dilemmas to continue efficient business operations while allowing the organization to adapt to a complex and fast-changing environment. They leveraged a distinct corporate culture, strong employee engagement and established business processes and management practices to ensure the viability of the business. Complexity academic level This case study is appropriate for postgraduate and executive education programmes. The level of difficulty is light to medium. Recommended pre-requisites are understanding human resources management terminology and reviewing preparation materials. The case study is suitable for teaching courses in leadership, people management and organizational development that cover corporate culture, leadership and organizational resilience. Subject code CSS 6: Human resource management Supplementary materials Teaching notes are available for educators only.

A Journey of Innovation: 40years of Pioneering Medical Education at the Aga Khan University Medical College in Karachi, Pakistan.

This article presents an overview of Aga Khan University's (AKU) pioneering medical education initiatives over the past 40years, exploring its impact on healthcare in the region and its commitment to advancing medical education and research in the developing world. Established in 1983 as the first private university in Pakistan, AKU has evolved into a global institution with a focus on improving healthcare standards and addressing healthcare needs in the developing world. The article also discusses the undergraduate and postgraduate medical education programs at AKU Medical College, Pakistan, highlighting their unique features and pioneering approaches to medical education. The institution's journey highlights its ability to adapt to the evolving healthcare landscape while maintaining a focus on quality and excellence, offering a model for other institutions striving to meet healthcare needs in low- and middle-income countries.

Оценка научной компетентности молодых исследователей по медицинским специальностям: промежуточные результаты

The purpose of research: studying the level of research competencies of applicants for admission to PhD doctoral studies. Research based on a survey among graduates of postgraduate education programs (residency and master's programs) who plan to subsequently enter doctoral studies in medical specialties. The authors studied the influence of various social, gender factors, affiliated medical organization and other factors on the level of research competencies of future doctoral students. Methods. Authors adapted and translated into Russian and Kazakh the questionnaire “Research competence of postgraduate students” from the University of Nebraska, USA. The questionnaire consists of 31 questions divided into three domains - “knowledge”, “skills” and “attitudes”. The questionnaire was developed on the Google Form platform and distributed through the dean's offices and research schools of all medical universities in the Republic of Kazakhstan. To ensure the reliability of the results obtained, multivariate regression analysis was used. Results. A total of 73 young scientists applying for admission to doctoral studies were surveyed. The data obtained demonstrated that the strongest research competencies possessed by respondents include the ability to explain the relevance/importance of their research (x̅=2.93; standard deviation=0.751), formulating the purpose of the study (x̅=2.81; standard deviation=0.793 ). The weakest research competencies include knowledge of applying relevant theories to one's research (x̅=2.37; st. deviation=0.825), identifying research subjects (x̅=2.42; st. deviation=0.780), choosing the right methodology (x̅= 2.42; standard deviation = 0.815). Conclusion. The findings indicate the need for additional training in theoretical knowledge, methodology and data analysis, despite the overall average level of competence of the participants. This can help improve research quality and confidence in research work at PhD level.

ADDIE model as a methodology for the design of distance courses

The ADDIE model is an iterative approach aimed at designing and implementing distance learning courses that are adaptable to the needs and characteristics of students. It allows for improvements and adjustments in each of its phases, ensuring a quality learning experience for students immersed in virtual environments. This article reflects on the experience of designing distance courses for a postgraduate educational program using this methodology, highlighting the advantages and challenges that arose during the process.

Grammatical Problem in the Result Section of Master Theses

The aim of this research was to investigate the grammatical problems in the result section of master theses and to know the possible causes of grammatical problems in the theses written by the English education postgraduate program students of the Faculty of Teacher Training and Education of the University of Bengkulu. This study used a mixed method. Documentation, a checklist and an interview were the instruments utilized in this mixed-method research. Most of the grammatical problems were investigated quantitatively, and the causes of grammatical problems were studied qualitatively. The corpus of this study was 20 master theses written by English education postgraduate program students who have graduated in 2021. The findings showed that the most frequent grammatical problems found in the result section of the master thesis were incorrect verbs with 39,8% or 51 times, which were dominated by subject-verb agreement and tense confusion which confuse the reader. The cause of the grammatical problems found in the result section of the thesis was carelessness with 39,16% or 94 times. The conclusion of this study provides information about the most frequent grammatical problems and possible causes in the master thesis result section to increase the writer's awareness about the importance of grammatical writing in the result section.
 Keywords: Grammatical Problems, Result Section, Theses

Проектное управление в системе управления на примере реализации проекта «Клиника лица».

A new management method in the public health care system is project management. A i m . Improving the quality of medical care in a public health care institution for patients with neurological disorders of the face through organizational measures using project management. M a t e r i a l s a n d m e t h o d s . The state medical organization has implemented an original program of assistance to patients with neurological disorders in the face in several stages. Used project management. There was no restructuring of medical departments or hiring of new employees. R e s u l t s . At the Sklifosovsky Research Institute, in total for the period 2021–2022, 865 offline (over the year, the growth rate of consultations increased by 2.5) and 48 online consultations with neurologists were conducted, there were 139 MRIs, 180 electrodiagnostic procedures, surgical treatment was performed on 101 patients, and 161 botulinum therapy procedures were performed. Scientific research included the development of protocols for magnetic resonance imaging and electrodiagnostics, an algorithm for making decisions about surgical care was described, and new methods of physical rehabilitation were proposed. 28 scientific articles were published, the results were reported at scientific and practical conferences and congresses. A team of specialists has developed a postgraduate educational program. Provided patient education. The Face Clinic project is recognized as socially important. C o n c l u s i o n s . For a specific group of patients, in order to quickly achieve results, it is better to organize work through project management. It is necessary to teach doctors management tools.

Ecopoint at School: Intergenerationality in play between children and elderly people at the University of Maturity - UMA

This work is part of an ongoing research carried out within the scope of the Postgraduate Program in Education, at the Federal University of Tocantins (PPGE/UFT). It is research in the field of Intergenerational Education, with documentary and bibliographic analysis on the work involving children and the elderly, maintained by the University of Maturity, of the Federal University of Tocantins (UMA/UFT); which consists of the opening of Schools and Municipal Early Childhood Education Centers in the municipality of Palmas, State of Tocantins, to promote moments of play and interactions that enhance the exchange of experiences between generations. It is a work based on Freirean assumptions regarding Popular Education, from Early Childhood Education, as well as assistance to the elderly population in situations of socio-emotional vulnerability, through intergenerational educational practices.

Strengthening home‐based dementia care services in Lithuania – accessibility, assessment, and delivery

AbstractBackgroundIncreased diagnostic rates of dementia in Lithuania were an essential factor that led to changes in the legislative framework. At the same time, there is still capacity for change in dementia diagnostic tools, as multiple methods and techniques are currently used. Therefore the development of a single diagnostic process is critical. In addition, family physicians are anticipated to play a more significant part in the diagnostic process due to the increasing number of people living with dementia (PLWD), as family physicians are directly linked to homecare teams.AimsThis study aimed to identify ways homecare teams could deliver customized care and the barriers that impede access to these services. Identifying these subjects could improve understanding of how legislation addresses the accessibility and quality of dementia‐related services for those in need.MethodsRevision of legal acts and related regulations has taken part, which included analysis of the content of services provided at home, amount and length of services, accessibility, and waiting times. Revision of requirements for professionals working in community settings and their postgraduate education programs were scrutinized at a large scale during this study. A home care assessment tool was also included in the research to determine whether people with unrecognized dementia would be entitled to receive care.ResultsIt was revealed that the family physician role is sparse in dementia recognition, and quite frankly, patients with dementia symptoms are sent for psychiatric consultation to confirm the diagnosis. As a result, it leads to a bureaucratic and long‐lasting process, and the start of care is postponed. The study also identified that professionals working at homecare teams do not receive specialized training to address PLWD needs. In addition, nurses are not taught how to recognize primary dementia symptoms and report them. Moreover, legal acts do not oblige healthcare providers to promote and maintain the well‐being of those in need and their caregivers. Emotional well‐being, personal dignity, and control over daily life are also not addressed. Although an assessment tool is structured, people with primary cognitive symptoms would be able to receive home‐based care.

The Validity of IPAS Module based on STEM to Improve Students' Scientific Literacy Skills

Objective: This study describes the validity of based inquiry change textbooks used to train students' scientific literacy skills. The validity of the developed inquiry-based textbooks is viewed from the aspects of content feasibility, presentation feasibility, linguistic feasibility, inquiry suitability, and scientific literacy. Method: This study used the development of the 4D model (define, design, and develop), which was modified and implemented in the Science Education Postgraduate Program at Surabaya State University. The data collection technique was carried out using the textbook validation method. The assessment instrument used was a textbook validation sheet that two chemistry lecturers validated as validators. Data analysis was carried out quantitatively and descriptively. Results: The research results are in the form of validation of STEM-based textbooks, with an average score of 91.20% in the very valid category. Novelty: The novelty of this research is that there are STEM-based features in textbooks about change that can improve students' scientific literacy skills. Based on the data analysis, the developed inquiry-based textbooks are valid and suitable for learning.

Rheumatology nurses' perceptions of undertaking a postgraduate education programme: A phenomenological study.

The expansion of the role of the rheumatology nurse specialist led to the instigation, in 1999, of the first Masters programme in rheumatology nursing, with the aim of supporting clinical advancement with evidence-based practice. This study explored the experience of rheumatology nurses undertaking postgraduate study at Masters level. (1) To explore the perceptions and experiences of clinical nurse specialists undertaking a Masters programme in Rheumatology Nursing, including perceptions of impact. (2) To identify future educational needs. Ten rheumatology nurses who had completed a Masters degree in rheumatology nursing participated in a semi-structured video link or telephone interview conducted between 17th March 2021-17th May 2021. Interpretive phenomenological analysis was undertaken by two researchers and two public contributors. Four themes were identified: (i) Increased confidence and the development of new clinical skills. (ii) The perceived impact on the organisation; (iii) Benefits of face-to-face learning; and (iv) Continuing evolution of the rheumatology nurse specialist role. Participants reported increased confidence in clinical skills and felt that their learning had benefited their employing organisation. However, lack of time and insufficient managerial support could impede the implementation of new skills. Learning examination techniques, engagement in learning and peer support were seen as advantages of face-to-face learning. Future educational needs focused on diagnostic and prescribing skills. Participant learners perceived that completing a face-to-face Masters in rheumatology increased confidence in delivering new clinical skills and fostered peer networks, whilst also benefiting their employing organisations. There is a need for organisational support to apply learning to the clinical setting.

Shared roots: intergenerational education in the playful traditions of the Akwẽ-Xerente people of the Amazon

The University of Maturity, linked to the Federal University of Tocantins, maintains a hub in the indigenous community of Tocantínia, located in the State of Tocantins, a member state of the Legal Amazon. The work aims to provide descriptions of these roots with a focus on the perceptions of indigenous elders in the territory regarding Intergenerational Education in indigenous communities, in the approach and perceptions of researchers from the Postgraduate Program in Education in the Amazon. The qualitative methodology with a phenomenological bias involves semi-structured interviews from Oral History and incorporates the sensations and descriptions derived from the narratives that echo the memory of the Akwẽ-Xerente people. The results describe lived experiences, rescuing nuances of oral tradition, cultural values ​​and intricate connections with indigenous elders. It is concluded that the research substantiates underlying theories through direct interviews with members of the indigenous community, by accessing perspectives inherent to intergenerationality in traditional teachings that engage with the cultural legacy of Amazonian communities and illuminate the richness of traditions present in the indigenous community from Tocantinia.

Evaluating an Inquiry-Based Learning Program.

Background Inquiry-based learning (IBL) is a promising educational framework that is understudied in graduate medical education. Objective To determine participant satisfaction, and engagement with phases of an IBL postgraduate education program. Methods A mixed methods study collected data via survey statements and open-ended responses. The authors included participants attending an Intensive Care Medicine (ICM) IBL program from May to November, 2020. Quantitative outcomes included participants' satisfaction with the IBL format and impact of engagement with IBL on the learning experience. Qualitative outcomes explored determinants of engagement with IBL phases and the impact on the learning experience. Results Of 378 attendees, 167 submitted survey responses (44.2%). There was strong agreement relating to overall satisfaction (93.4%). Responses indicated engagement with 'orientation' (94.6%), 'conceptualization' (97.3%), 'discussion' (91.1%) and 'conclusion' (91.0%), but limited engagement with the 'investigation' phase (48.1%). Greater engagement with IBL phases had positive impacts, with repeat attenders having clearer learning objectives (79.1% vs 56.6%, [p<0.05]) and enhanced learning through collaborative discussion (65.9% vs 48.7%, [p<0.05]). Qualitative analysis showed that ICM learners value active learning principles, clear objectives and a safe environment to expand their "knowledge base". Sessions facilitated "clinically relevant learning", with application of theoretical knowledge. Learners transformed and "reframed their understanding" using the input of others' experiences. Conclusions ICM learners were highly satisfied with the IBL format and reported valuable learning. Participants engaged strongly with all IBL phases except the investigation phase during the sessions. IBL facilitated learners' active construction of meaning, facilitating a constructivist approach to learning.

PROFESSIONAL TRAINING OF POLISH TEACHERS OF SCIENCE AND MATHEMATICAL DISCIPLINES IN THE CONTEXT OF EUROPEAN INTEGRATION

The article analyzes the issue of professional retraining of science and mathematics teachers in the Republic of Poland in the context of European integration processes. The development of the system of retraining and improvement of teachers' qualifications in the Republic of Poland under the influence of socio-political changes that took place in the country starting from the 90s of the XX century is being studied. The analysis of scientific and pedagogical sources regarding the state of retraining and improvement of teachers before the accession of Poland to the European Union was carried out. The regulatory and legal support of the educational process, including international regulations and documents, which became the basis for changes in the training of Polish teachers, was considered. The author described and analyzed modern forms of the organization of retraining of teachers of natural and mathematical subjects in postgraduate education of the country, offered by educational institutions in Poland. The form and content of retraining for teachers of science and mathematical subjects under the postgraduate education programme in the areas of “Pedagogical training” and “Teaching the next subject” were studied.

Involving stakeholders in postgraduate health professions education programmes

Involving stakeholders in postgraduate health professions education programmes

A Day in the Life of a Medical Microbiology Fellow: Four Perspectives

Medical microbiology is a dynamic science essential to the clinical diagnosis and management of infectious diseases. Medical microbiologists serve as content experts in bacteria, fungi, viruses, and parasites as they pertain to human infections. There are several different paths one may take to become the director of a medical microbiology laboratory, the most common of which are enrollment in an Accreditation Council for Graduate Medical Education (ACGME)-approved fellowship for applicants with medical degrees or an American Society for Microbiology (ASM) Subcommittee on Post-Graduate Education Programs (CPEP) fellowship for those with a Ph.D., M.D., Sc.D., D.O. and Dr. P.H. Upon completion of either track, fellows are eligible to sit for the American Board of Medical Microbiology (ABMM) examination. Additional eligibility tracks are available for equivalent training experiences in Canada and also through non-fellowship medical microbiology experience.A day in the life of a medical microbiology fellow can vary drastically but can typically be summarized by three primary responsibilities in descending order of effort: clinical service, research, and teaching. A medical microbiology fellowship represents an opportunity to acquire new knowledge, apply what you have learned, and develop the skills necessary to direct a laboratory. While all fellowship programs lead to eligibility for the ABMM examination, certain aspects are unique to the training experience at each program. Here, we present the distinct perspectives of four current medical microbiology fellows, highlighting the common themes and diversity of experiences leading up to and during fellowship.