Postgraduate Education Programs Research Articles

AKADEMİSYEN GÖRÜŞLERİ DOĞRULTUSUNDA SINIFLANDIRILAN MÜZİK EĞİTİMİ LİSANSÜSTÜ DERSLERİNE YÖNELİK BÜTÜNLEŞİK BİR YAPI MODELİ ÖRNEĞİ

In Turkey today, postgraduate programs include 10 doctorate and 17 master’s programs in the music education field. Among these programs, there is variety in terms of elements like AKTS, credit, different lessons with similar content, mandatory or elective lessons. The aim of the study is the classify and analyze the postgraduate music education programs in Turkey in line with the views of academics to recommend a holistic structural model for the postgraduate education process. The research has descriptive qualities with opinions from 71 lecturers in relevant departments used for data collection. Data collected with semi-structured interview forms were analyzed with content analysis. The research results identified that programs contained many lessons with similar names and contents, that these lessons need to be simplified, and that standards should be used for targets between programs in different universities. The study recommends that the “Music Education Postgraduate Programs” enter a restructuring process, that lessons in programs be classified according to area determined by aims, outcomes and content, and that a structure be created where students have to take at least one lesson from each area.

Os idosos na Universidade da Melhor Idade − Universidade Católica Dom Bosco (UMI/UCDB): o que afirmam sobre suas histórias de vida e identidades

O artigo, que resulta de uma pesquisa de mestrado vinculado ao Grupo de Pesquisa Educação Intercultural e Povos Tradicionais/CNPq no Programa de Pós-Graduação em Educação – Mestrado e Doutorado da Universidade Católica Dom Bosco (UCDB), busca verificar como os sujeitos idosos participantes do programa Universidade da Melhor Idade – Universidade Católica Dom Bosco (UMI/UCDB) posicionam suas identidades e histórias de vida. Com base nos dados do Instituto Brasileiro de Geografia e Estatística (2010), verifica-se que o crescimento da população idosa vem ocorrendo de forma significativa, o que proporciona realizar uma escuta atenta e sensível a esse segmento da população. Assim, situado no campo da Educação, o trabalho tem como eixo norteador autores que dialogam com os estudos de cultura e identidade, a fim de mostrar como as narrativas das histórias de vida dos idosos e a forma como posicionaram suas identidades ao longo da vida refletem no processo de envelhecimento

Özellikli çalıştaylar ile jinekolojik onkoloji hemşirelerinin öğrenim düzeyinin arttırılması

Aim: To evaluate the educational level of nurses through a pre and post-test after a gynecologic oncology workshop. Material and method: During the ‘Basic and Advanced Nursing Activities in Gynecologic Oncology’ workshop, pre and post-test were applied to 33 nurses. The lessons consisted of patient care before and after basic surgical procedures in gynecologic oncology; pelvic and paraaortic lymphadenectomy, radical hysterectomy, radical vulvectomy with inguinofemoral lymphadenectomy, with the additional patient care managements for bowel operations, stoma formation, chemotherapy administration, radiotherapy and brachytherapy applications. Additionally, enhanced recovery after surgery and palliative care options were also discussed. Nurses scaled their pre and post-course knowledge ranging between 1-5 points. The post-course evaluation was held at the end of the first month after the workshop. Results: Attending nurses were from all servicing parts of the hospital irrespective of their previous experience, education level or employment in gynecologic oncology. There was a statistically significant improvement of knowledge in all aspects of the course (p<0.05). Conclusion: There is a need for a structured post-graduate educational program specific for nurses, and the dedicated workshops will achieve this.

Impactos da formação superior em Educação do Campo no perfil socioeconômico e profissional de egressos

O artigo aborda os impactos da Formação Superior em Educação do Campo no perfil socioeconômico e profissional de egressos desse nível de ensino (2014-2017). Trata-se de uma pesquisa de Mestrado, de abordagem qualitativa do tipo exploratória, desenvolvida no Programa de Pós-Graduação em Educação (PPGE), da Universidade Federal da Paraíba (UFPB), financiada pela Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). Objetiva-se discutir a formação oferecida pelo Curso de Pedagogia – Área de aprofundamento em Educação do Campo, da UFPB, para apreensão de seus impactos na vida de seus egressos. A análise apoia-se em dados do perfil socioeconômico, obtidos por meio de questionário e entrevistas aplicadas junto aos sujeitos interlocutores da pesquisa. Fundamenta-se em diretrizes do Projeto Político Pedagógico (PPP) do curso à luz da teoria do Capital Cultural (BOURDIEU, 2002), dentre outras fontes bibliográficas e documentais. Os resultados evidenciam que o perfil socioeconômico dos egressos apresenta características comuns ao curso investigado, sendo composto por um público majoritariamente feminino, autodeclarado preto/pardo e de baixa renda. Conclui-se que a formação em Pedagogia com área de aprofundamento em Educação do Campo, de modo geral, apresenta impactos significativos ao perfil dos profissionais formados, tais como a continuidade da carreira acadêmica, a atuação profissional exercida na mesma área da formação e a relação teoria e prática consonante com a realidade campesina. Ademais, o curso traz novos direcionamentos aos egressos, fazendo com que eles passem a ter uma visão crítica sobre o mundo, bem como sobre a própria Pedagogia pautada no projeto de Educação do Campo.

Pedagogia universitária e formadores de professores de Educação Física: o que expressam as produções científicas?

A investigação é desenvolvida no Programa de Pós-graduação em Educação Física da Universidade Federal de Santa Maria/RS e consiste em um levantamento do tipo estado da arte, estudo direcionado aos princípios da pesquisa bibliográfica. A proposta está estruturada a partir da investigação de produções científicas publicadas nos principais bancos de teses/dissertações e artigos científicos que abordam a formação de professores formadores de Educação Física e a pedagogia universitária, no período entre 2009-2019. Os resultados indicam a incipiência de estudos nessa temática e área, sinalizando a importância de mais pesquisas. Identifica-se, entretanto, que a autoformação e os conhecimentos subjacentes à docência universitária estão presentes nas produções analisadas.

APRENDIZAGENS E SABERES DA DOCÊNCIA UNIVERSITÁRIA EM UMA LICENCIATURA EM MATEMÁTICA

Neste artigo apresentamos um recorte da pesquisa de mestrado, desenvolvida junto ao Programa de Pós-Graduação em Educação - PPGEdu, Curso de Mestrado em Educação, da Universidade do Estado de Mato Grosso (UNEMAT), que tem por objetivo analisar como um docente de uma Licenciatura em Matemática aprende a docência universitária e quais saberes mobiliza para atuar na Educação Superior. É uma investigação qualitativa, do tipo estudo de caso, cuja coleta de dados contou com questionário de caracterização e entrevista semiestruturada. Dentre os autores que subsidiaram a pesquisa destacam-se Zabalza (2004), Mizukami et al. (2002), Bitencourt (2014; 2017), Tardif (2014). Conclui-se, de modo geral, que o docente possui, de forma singular, elementos que influenciam as suas aprendizagens docentes, configuradas pelos seus percursos de formação pessoal ou profissional, realimentadas pelos diferentes saberes construídos na significação das suas experiências. O docente de Matemática aqui pesquisado aprende a docência na prática cotidiana em sala de aula, mobilizando os saberes necessários à sua atuação fundamentados nos saberes da experiência.

NOVICE UNIVERSITY TEACHERS: COMPARISON OF YOUNG PROFESSIONALS WITH AND WITHOUT PEDAGOGICAL EDUCATION

Purpose of the study: To determine problems of novice university teachers without pedagogical education face in professional, psychological, and motivational spheres of induction and compare the frequency of the detected problems in these spheres of induction process within the groups of novice university teachers with and without pedagogical education. Methodology: An exploratory inductive approach was adopted in this study. 93 novice educators took part in the series of surveys. The researchers applied the quantitative method to collect data using a questionnaire. The study involved quantitative data analysis containing the descriptive statistical analysis and the correlation analysis in SPSS Version 23 (IBM Corp., 2016), which provided the researchers with new insights and detailed results. Main Findings: All novice university teachers face problems of adaptation to professional activity. Comparison of novice university teachers with and without pedagogical education resulted in the following findings: the difference between the values of novice teachers with and without a teaching degree is, in most cases, statistically significant. It makes it possible to conclude that university teachers without pedagogical education need support via additional educational programmes. Applications of this study: This study can be useful in planning the curriculum for postgraduate students. Educational authorities should take into consideration the identified difficulties faced by young university teachers without pedagogical education in the process of planning the curriculum for postgraduate education programmes and professional development programmes. Novelty of this study: This research is particularly relevant for improving the professional culture of specialists in the field of education and contributes to the solution of the professional adaptation problem faced by novice educators. The obtained results can enhance the educational programmes of the professional development of young university teachers.

REVISÃO SISTEMÁTICA SOBRE LINGUAGEM NAS PRODUÇÕES CIENTÍFICAS DA PÓS-GRADUAÇÃO EM EDUCAÇÃO E ENSINO NA REGIÃO AMAZÔNICA

Este trabalho teve como foco principal a realização de um levantamento das teses e dissertações no Banco de Teses da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – Capes, para composição de uma Revisão Sistemática (RS) sobre o estudo da linguagem nos programas de pós-graduação em educação e ensino na região Amazônica. A pesquisa sustentou-se nos seguintes objetivos: Conhecer as teses e dissertações produzidas nos programas de pós-graduação em educação e ensino da região Amazônica sobre a linguagem; apresentar o percurso metodológico e as bases teóricas das teses e dissertações sobre a linguagem no período de 2013 a 2018; e analisar as produções científicas que abordaram a Linguagem além de identificar as categorias, sua função e sua contribuição para a educação e o ensino. Os resultados apontaram produções em linguagem matemática e científica, processo cognitivo e linguagem oral e escrita, sendo mais evidenciados nas produções científicas analisadas, e uma limitada produção científica sobre a linguagem na região Amazônica.

Queen's University Faculty of Health Sciences.

Queen's University Faculty of Health Sciences.

Faculty perspectives of an entrustable professional activity (EPA) framework in predoctoral dental education.

The entrustable professional activity (EPA) framework is an assessment approach used to define the educational outcomes of a program by outlining discrete work tasks learners are expected to perform independently upon graduation. This study outlines the development and evaluation of an EPA framework for predoctoral dental education at the University of North Carolina Adams School of Dentistry. The draft EPA framework was created in collaboration with a group of faculty members and included 15 statements that were mapped to relevant Commission on Dental Accreditation standards. The draft EPA framework was distributed to faculty via an electronic survey, requesting participants to evaluate whether the EPAs were well-defined; observable; measurable; expected of a general dentist; transferable to other practice settings; and required application of relevant knowledge, skills, and attitudes. In addition, participants were asked to identify the percentage of graduates who could perform these tasks independently and whether learners must be able to perform the list of EPAs upon graduation. Sixty-eight faculty members completed the survey (72% response rate); participants represented all divisions across the school and had extensive dental practice experiences. Overall, participants agreed the EPAs met the defined criteria and were considered important for graduates to be able to demonstrate. Feedback from faculty voiced support for the EPA framework and identified concerns regarding the implementation due to potential faculty calibration and time constraints. Evidence from this study supports additional research to explore how the EPA framework can be further developed in predoctoral and postgraduate dental education programs.

Learner handover: Perspectives and recommendations from the front-line.

IntroductionCurrent medical education models increasingly rely on longitudinal assessments to document learner progress over time. This longitudinal focus has re-kindled discussion regarding learner handover—where assessments are shared across supervisors, rotations, and educational phases, to support learner growth and ease transitions. The authors explored the opinions of, experiences with, and recommendations for successful implementation of learner handover among clinical supervisors.MethodsClinical supervisors from five postgraduate medical education programs at one institution completed an online questionnaire exploring their views regarding learner handover, specifically: potential benefits, risks, and suggestions for implementation. Survey items included open-ended and numerical responses. The authors used an inductive content analysis approach to analyze the open-ended questionnaire responses, and descriptive and correlational analyses for numerical data.ResultsSeventy-two participants completed the questionnaire. Their perspectives varied widely. Suggested benefits of learner handover included tailored learning, improved assessments, and enhanced patient safety. The main reported risk was the potential for learner handover to bias supervisors’ perceptions of learners, thereby affecting the validity of future assessments and influencing the learner’s educational opportunities and well-being. Participants’ suggestions for implementation focused on who should be involved, when and for whom it should occur, and the content that should be shared.DiscussionThe diverse opinions of, and recommendations for, learner handover highlight the necessity for handover to maximize learning potential while minimizing potential harms. Supervisors’ suggestions for handover implementation reveal tensions between assessment-of and for-learning.Electronic supplementary materialThe online version of this article (10.1007/s40037-020-00601-4) contains supplementary material, which is available to authorized users.

Using quality improvement tools to enhance workplace learning in an anaesthesia unit

Background In healthcare, quality improvement (QI) tools are predominantly used to address human, system and process factors to improve clinical care. We believe that QI tools can also be used to address similar factors in medical education, to facilitate improvement in learning outcomes and competencies for new junior doctors in a postgraduate medical education program in our anaesthesia and critical care unit. Methods A stepwise competency checklist was devised to guide the learning and monitor the percentage who had completed the required learning activities and tests at the end of each month. This was tabulated as monthly competency scores, and served as a measure of effectiveness of the education program. QI tools, namely the Fishbone diagram and Pareto chart, were used to identify modifiable root causes and prioritise interventions. Results Monthly competency scores ranged 30–50% at baseline, and improved to 60–75% after 6 months, with the implementation of a series of QI interventions. Conclusion QI tools were utilised to guide education interventions, with consequent improvement in the monthly competency scores of our junior doctors. Focused improvement cycles that are aligned to learning outcomes are key to the success of using QI tools in medical education.

Trabalho docente e inovação pedagógica no contexto dos Institutos Federais: a experiência da formação continuada por meio da aprendizagem baseada em problemas e da metodologia da problematização

This article aims to contribute to the reflection on teaching’s theme in college education especially as regards pedagogical innovation processes developed within Postgraduate Program in Education of the Federal Institute Catarinense of Education, Science and Technology (IFC), based on the active methodologies. Its central concepts are pedagogical innovation, Problem Based Learning (ABP/PBL) and Problematization Methodology (MP/PM). The research has a qualitative nature using data content analysis which was collected through students’ evaluative records around the curricular components worked as from the ABP/PBL and the MP/PM on the studied Program. The results reveal that pedagogically innovating in the development of curricula, policies and practices requires dialogicity between those involved in the educational and formation processes as well as the problematization of reality, by means of methodologies that have research as one of the founding principles of formation.

Culture of Silence, Professional Identity and the Educator: A State of the Question

This paper aims to establish an analytical framework about the culture of silence in the educator’s identity, showing problems and theoretical and methodological bases. It is a cross-section of the research entitled Culture of Silence in the professional identity of Educational Topics Technicians and Educators in the light of the Freirean thought currently being carried out at the Postgraduate Program in Education (Academic Doctorate Degree in Education) of the State University of Ceara (PPGE/UECE). The methodology adopted at this stage was the qualitative research, resorting to the State of the Question, with a survey, review and deep bibliographical data analysis of the data, based on Freire’s studies. Among other sources, the most important are the directories named Thesis and Dissertations Bank of the Coordinating Agency for Advanced Training of Graduate Personnel ( CAPES ), the Brazilian Digital Library of Thesis and Dissertations ( BDTD ), and the CAPES Journals Portal. The results include 36 mapped papers, 10 of which deal with the culture of silence, and 26 of which deal with the educator’s professional identity. We verified a predominance of the qualitative approach of investigation, with a quantitative highlight for bibliographical, documentary, and field/exploratory research. Among the data collection procedures, the application of a questionnaire and the conduction of a semi-structured interview stand out. As for the theoretical bases, the studies by Paulo Freire and Venicio Artur Lima (‘Culture of silence’ category); Stuart Hall and Claude Dubar (‘Identity’ category); and Selma Garrido Pimenta, Jose Carlos Libâneo and Dermeval Saviani (‘Educator’ category). Thus, considering the theoretical and methodological contributions (investigative purpose, goals, problems, analysis categories and references), we emphasize the pertinence of more and deeper reflections about the State of the Question as an original, creative, critical and contributory manner in comparison with scientific research. Keywords: State of the Question. Academic papers. Theoretical and methodological bases DOI: 10.7176/RHSS/10-16-01 Publication date: August 31 st 2020

"Not Just a Journal Club - It's Where the Magic Happens": Knowledge Mobilization through Co-Production for Health System Development in the Western Cape Province, South Africa.

Background: The field of Health Policy and Systems Research (HPSR) views researchers as active participants in processes of knowledge mobilization, learning and action. Yet few studies examine how such processes are institutionalized or consider their health system or wider impacts. This paper aims to contribute insights by presenting a South African experience: the Western Cape (WC) HPSR Journal Club (JC). Methods: The paper draws on collective reflection by its authorial team, who are managerial and academic JC participants; reflective discussions with a wider range of people; and external evaluation reports. The analysis has been validated through rounds of collective engagement among authors, and through comparison with the wider sets of data, documentation and international literature. It considers impacts using a framework drawn from the co-production literature. Results: Since 2012, the JC has brought together provincial and local government health system managers and academics to discuss complex systems’ and social science perspectives on health system development. The JC impacts encompass the trusting relationships (group micro-level) that have not only strengthened personal confidence and leadership skills (individual micro level), but also led to organizational impacts (meso level), such as practice and policy changes (practitioner organizations) and strengthened research and post-graduate teaching programs (academic organizations). Macro-societal impacts are, finally, judged likely to have resulted from new health system practices and policies and from academic post-graduate training activities. This set of impacts has been enabled by: the context of the JC; aspects of the JC design that underpin trusting relationships and mutual learning; the sustained participation of senior health system managers and academic managers who are able to translate new ideas into practice in their own organizational environments; and our individual and collective motivations – including the shared goal of health system development for social justice. Our challenges include risks and costs to ourselves, and the potential exclusion of challenging voices. Conclusion: The principles and practice of the JC approach, rather than the JC as a model, offer ideas for others wishing to mobilize knowledge for health system development through embedded and co-production processes. It demonstrates the potential for productive human interactions to seed long-lasting systemic change.

O uso do aplicativo Canva Educacional como recurso para avaliação da aprendizagem na Educação Online

A avaliação da aprendizagem, seja na educação presencial ou online, permeia a prática docente e o desenvolvimento discente durante o processo educacional. Este artigo tem como objetivo colaborar com as discussões sobre a temática da avaliação da aprendizagem no contexto da Educação Online, refletindo sobre o uso do aplicativo Canva Educacional no ambiente formativo. A pesquisa apresenta a seguinte questão norteadora: Como os discentes, de um curso online, compreendem a avaliação da aprendizagem por meio do aplicativo Canva Educacional? Posto isto, discute-se a relevância desse artefato tecnológico como estratégia didática articulada ao uso de Tecnologias Digitais da Informação e Comunicação (TDIC) no ambiente educacional. A metodologia baseou-se no Estudo de Caso (Yin, 2015), com uma abordagem qualitativa e exploratória. Como sujeitos, participaram 12 discentes de uma disciplina eletiva ofertada em um Programa de Pós-graduação em Educação (PPGE), em nível stricto sensu, geograficamente localizado em um município do Nordeste brasileiro. Dentre os resultados obtidos, destaca-se o uso do aplicativo Canva Educacional, como uma estratégia didática, possibilitando aos sujeitos desenvolver, capturar e compartilhar suas ideias e criações visualmente, ilustrando conceitos a partir da leitura dos textos, contribuindo para a aprendizagem significativa e escrita colaborativa dos alunos no ambiente online.

Análise de múltiplos casos de práticas de avaliação em relação aos padrões internacionais de avaliação da aprendizagem

This article is the result of four case studies in Mexico and Colombia with students from the Learning Evaluation course (Gallardo Córdova, 2017) of an online postgraduate program in education. The study aimed to analyze the participants’ decisions based on the results of a diagnostic questionnaire on learning assessment practices. The students’ decisions relate to the preparation of materials or the change in practices to influence the conduct of the summative and formative evaluation. Eighteen teachers and management staff members participated in the four cases analyzed. The main results were to understand that, in most cases, decision making was more inclined to consolidate the theoretical aspects that sustain the practices, such as the definition of types of evaluation, integration of learning taxonomies, instrumentation, and feedback. Likewise, in terms of international standards stated by the Joint Committee on Standards for Educational Evaluation (JCSEE), especially those related to the Utility, Feasibility and Ethics were integrated into the decision making to educate and sensitize teachers. The complexity and the demand for the time required by the evaluation processes were confirmed, specifically those of a formative nature. It is concluded that the process carried out allows the participants to reflect on the evaluation practices for a continuous improvement.

Training for team-based care: Development of a continuing education curriculum for General Practice pharmacists in Australia

Background: The integration of pharmacists into primary care and general practice teams is expanding. Equipping pharmacists with the skills and knowledge to perform as part of a primary care team will facilitate this expanded scope of practice. Aim: This paper describes the rationale and approach for the development of a competency aligned curriculum of a postgraduate pharmacist education programme in Australia. Methods: The authors describe an evidence-based approach to curriculum development including establishing an educational programme advisory committee, consultation with an expert panel of pharmacy practice educators, and mapping of curriculum to both learning outcomes and competency standards. Conclusions: The curriculum design approach ensures the programme is designed to provide pharmacists with the skills, training and knowledge required to perform the General Practice pharmacist role. The education programme is due to be piloted in 2020, followed by an evaluation to allow further adjustment and improvement of the course design.

معوقات دراسة مقرر دراسات فی علم الجمال من وجهة نظر طلبة الدکتوراه فی جامعة أم القرى Obstacles to Studying A Course of Studies in Aesthetics from The Viewpoint of Doctoral Students at Umm Al-Qura University

هدف هذا البحث إلى الکشف عن معوقات دراسة مقرر دراسات في علم الجمال من وجهة نظر طلبة دکتوراه الفلسفة في التربية الفنية بکلية التصاميم والفنون في جامعة أم القرى، سعيا لتصنيفها، وقياسها، لفتح المجال أمام بحوث أخرى لوضع خطط وبرامج علاجية لتلک المعوقات. وقد اتبع هذا البحث المنهج الوصفي، واستخدمت الاستبانة کأداة لتصنيف وقياس المعوقات التي تواجه مجتمع البحث الذي تکون من جميع طلبة مقرر دراسات في علم الجمال والبالغ عددهم (17) سبعة عشر طالبا وطالبة، بواقع (4) أربعة ‏طلاب، و(13) ثلاث عشرة طالبة، ولصغر حجم المجتمع الأصلي فإن الباحث طبق أداة البحث على کافة أفراد المجتمع؛ وقد تم تصنيف المعوقات إلى سبعة (7) مجالات تمثل المعوقات التي تواجه مجتمع البحث، ولکل مجال وضعت مجموعة من العبارات التي من خلالها استطاع البحث قياس تلک المعوقات. وقد کشفت نتائج البحث عن أن المعوقات المتصلة بمجال شخصية الطالب/ـة هي المجال الأکبر في معوقات دراسة مقرر دراسات في علم الجمال‏ ‏لدى طلبة برنامج دکتوراه الفلسفة في التربية الفنية ‏بجامعة أم القرى، بينما مثل مجال أستاذ المقرر المجال الأقل في تلک المعوقات، کما أسفر البحث عن ‏أن مستويات معوقات دراسة مقرر دراسات في علم الجمال من وجهة نظر مجتمع البحث تراوحت ‏ ما بين (‏‏4.059-1.059) والتي تقع مستوياتها بين المرتفع، والمتوسط، والضعيف، کما أنه لا توجد فروق بين الذکور والاناث في تقييم معوقات دراسة مقرر دراسات في علم ‏الجمال من وجهة نظر مجتمع البحث.‏ وأوصى الباحث ‏بإجراء دراسات قائمة على نتائج البحث الحالي ونتائج الدراسات المرتبطة به، وذلک لبحث طرق معالجة هذه المعوقات، وإجراء دراسات مشابهة تتناول معوقات المقررات الأخرى في برامج الدراسات العليا لضمان جودة تلک البرامج، کما أوصي بإدخال مقرر علم الجمال کمقرر مستقل في برامج البکالوريوس، والدراسات العليا في أقسام التربية الفنية، ‏والفنون البصرية.‏ This study aimed to uncover obstacles to studying a course of (studies in aesthetics) from the point of view of Ph.D. students in Art Education at Umm Al-Qura University, to classify and measure them, to open the way for other researches to develop plans and remedial programs for these obstacles. The study used the descriptive approach and the questionnaire as a research tool to classify and measure the obstacles facing the study population. The study population consists of all 17 students in the cosmetic course, and their number (17) seventeen students, by (4) four students, and (13) (three) Ten students, and due to the small size of the original community, the researcher applied the study tool to all members of the community.) The obstacles were classified into seven (7) areas representing the study community's obstacles. For each field, a set of expressions were developed through which the study was able to measure these obstacles. The study results revealed that the obstacles related to the student's personality are the largest area in the obstacles to studying a course of studies in aesthetics among students of the Doctor of Philosophy program in Art Education at Umm Al-Qura University. In contrast, the course's professor distance represents the least distance in These obstacles, as the study revealed that the levels of obstacles to studying a course of studies in aesthetics from the viewpoint of the study population ranged between (4.059-1.059), whose levels fall between high, medium, and weak, and there are no differences. Between males and females in evaluating obstacles to studying a course of aesthetics from the study population's viewpoint. The study recommended conducting studies based on the current research results and the like looking at ways to address these obstacles and perform similar studies that address the obstacles of other courses in graduate programs to ensure these programs' quality. It also recommended introducing the aesthetics course as an independent course in undergraduate and postgraduate programs in art education and visual arts departments.

The Current Landscape of College-Sponsored Postgraduate Teaching and Learning Curriculum Programs

Objective. To describe the landscape of teaching and learning curriculum (TLC) programs sponsored by US schools and colleges of pharmacy and evaluate their adoption of best practice recommendations. Methods. A 28-item electronic survey instrument was developed based on best practice recommendations published by the American Association of Colleges of Pharmacy (AACP), American Society of Health-System Pharmacists (ASHP), and American College of Clinical Pharmacy (ACCP) for the conduct of TLC programs. The survey instrument was electronically distributed to 137 accredited colleges and schools of pharmacy in the United States. Results. Eighty-eight institutions responded, resulting in a response rate of 64%. Sixty-one TLC programs were included in the final analysis. Seventy-five percent of TLC programs reported using best practice recommendations; however, 10% of respondents indicated they were not aware of the published recommendations. Inconsistencies among programs were noted in required teaching experiences, participant evaluation, and ongoing programmatic assessment. Conclusion. Most institutions offering TLC programs are aware of published best practice guidelines and have adopted a majority of the published best practices. However, considerable variability exists across the country. Development of a formal external validation process for TLC programs is necessary to ensure consistent quality.