Postgraduate Experience Research Articles

Rapid Transition to Virtual Learning in Postgraduate Medical Education during the COVID-19 Pandemic in Tanzania: A Qualitative Study.

The effect of the progressive utilization of virtual learning (VL) in postgraduate medical education (PGME) is contentious. During the COVID-19 pandemic, VL was up-scaled to bridge the education delivery gap. How this impacted learning experiences in PGME is an area that needs to be explored for the progressive context-specific application of VL. This phenomenological study aimed to explore the postgraduate medical faculty's and residents' experiences with the rapid shift to VL. Through an interpretivist paradigm, this study used in-depth individual semi-structured interviews and prompts to explore the full breadth of the participants' experiences. A purposive sampling method was used, and qualitative content analysis was employed in an iterative process until data saturation. Data was collected between January 2021 and July 2021. Member checking was done to ensure validity. The AKU-ERC granted ethical approval, with reference AKU/2020/098/fb. Ten participants were recruited for the study. Positive experiences were greater access to learning materials and improved learner confidence. In contrast, limited supervision, and lack of assurance of participants' engagement emerged as a negative VL experience. The components of critical thinking and problem-solving skills were unaffected by virtual case-based learning. However, the aspects of acquiring clinical and surgical skills emerged as a difficulty in accepting VL as a valid mode for attaining these competencies. To improve experiences of VL, participants' drive, engagement, technological inadequacies, and instructional design should be optimized.

Art-based social work experiences in Portugal

ABSTRACT This article intends to reflect on art-based social work by highlighting the perception and involvement in art experiences of professionals in Portugal. It critically analyses the use of art as a process, method and technique that can be conceptualised as a social change approach. An exploratory survey was conducted among professionals belonging to the National Association. The survey used closed and open-ended questions, focused on professionals’ understanding of intervention and social change through art, artistic methodologies, and experiences in under degree and professional practice. The results show a low level of professional involvement with art, and for those who use art seem to have acquired post-graduate training and experience on this aspect. Art is a social change approach, focused on personal, community and sensitive to cultural/racial issues. Art-based social work focuses on freedom, and its usage in interventions is fostered by having training and professional experience.

Research Attitude, Achievement Motivation, and Self-Efficacy Among Post-Graduate Students Specializing in Primary Education

This study investigates the research attitude, achievement motivation, and self-efficacy concepts among post-graduate students specializing in primary education. The research aims to understand the interplay between these constructs and their implications for academic success and research engagement. A quantitative research design was employed, and data were collected using structured questionnaires from a sample of 62 post-graduate students. Descriptive statistics, and correlation analyses were conducted to examine the relationships between research attitude, achievement motivation, and self-efficacy. Statistical analyses showed non-significant correlations: between research attitude and achievement motivation (Kendall's tau_b = -.048, p = .881; Spearman's rho = -.036, p = .939), achievement motivation and self-efficacy (Kendall's tau_b = -.109, p = .708; Spearman's rho = -.204, p = .629), and research attitude and self-efficacy (Kendall's tau_b = .293, p = .362; Spearman's rho = .360, p = .427) among post-graduate students. The findings contribute to a better understanding of the factors influencing post-graduate students' research experiences and offer insights for academic institutions to enhance support mechanisms for student researchers. The implications of the study underscore the importance of fostering positive research attitudes, strengthening achievement motivation, and enhancing self-efficacy among post-graduate students specializing in primary education. Targeted interventions can optimize academic support and promote professional development in research-intensive environments

Helping the ‘Helping hands’: supporting Māori postgraduates to advance community aspirations for environmental research

ABSTRACT Postgraduate research is complex enough, but Indigenous students face unique challenges and additional expectations. For instance, they are often strongly motivated for their tertiary education to support their community’s aspirations but distanced from those communities. We are wāhine (women) Māori researchers working to restore various local, natural environments in alignment with our iwi/hapū (tribe/subtribe) interests. We all gained funding to support this work through contestable postgraduate scholarships or research revenue, enjoying a high level of autonomy to design projects, under incentives designed to support Māori capability and potential. Using digital collective autoethnography, we reflected upon and articulated how our iwi/hapū and whānau (family) aspirations shaped our study and research, and how university and external research funding supported these pursuits. Through these narratives, we highlight the driving influence of iwi/community aspirations, consider how universities and the research sector currently align with these, identify barriers, and finally discuss what deep tautoko (support) looks like. We also reflect on how our postgraduate experiences and learnings have influenced and guided our subsequent work. Our collective experiences encompass potentially transformative approaches in community-driven, publicly funded, tertiary research; so, we finish by identifying specific mechanisms that could amplify these approaches.

Does being involved in a research project enhance the postgraduate taught student experience: A qualitative research case study

BackgroundPostgraduate taught nursing students face many challenges, including lack of confidence in their own knowledge and skills which might create anxiety and impact on the development of research expertise. Therefore, to address and support the development and acquisition of student understanding it is important to explore and be cognizant of the student’s experience. This will facilitate enhancement of the curriculum, whilst improving future career aspirations and the provision of evidence-based care in practice. AimTo evaluate the participation of a postgraduate taught nursing student in a research project. DesignCase study methodology was used to explore the lived experience of participating in a research project. MethodsMixed qualitative methods were used which included a semi-structured interview and photo-elicitation whereby the participant provided a significant photograph for discussion during the semi-structured interview. ResultsAnalysis revealed 2 superordinate themes which focused on 1) The Impact of learning and 2) The Workplace Environment. ConclusionsThe participation in living research, as part of a collaborative team has the potential to nurture the confidence of the student in their own abilities to generate new knowledge which can inform the provision of care. The workplace needs to be invested in this journey with leadership valuing the contribution that participation in research can make to the delivery of care. Leaders of postgraduate taught programmes should consider ways which would benefit students to reflect participation in ongoing research.

The best of the old and the best of the new: the postgraduate experience of problem-based learning during COVID-19

The best of the old and the best of the new: the postgraduate experience of problem-based learning during COVID-19

Black and white: how good are clinicians at diagnosing elbow injuries from paediatric elbow radiographs alone?

ObjectivesPaediatric trauma elbow radiographs are difficult to interpret and there is a potential for harm if misdiagnosed. The primary goal of this study was to assess the ability of healthcare...

Exploring experiences of TVET graduates’ work-integrated learning in a rural ecology: the case of TVET colleges in KwaZulu-Natal

This study investigates the experiences of Technical and Vocational Education and Training (TVET) graduates in rural ecology with work-based education (WBE), commonly known as work-integrated learning (WIL). The study was conducted at two campuses of Umfolozi TVET colleges in northern KwaZulu-Natal, focusing on post-graduation experiences. The National Certificate Vocational (NCV) qualification, introduced in January 2007, was the focal point, offered at Levels 2, 3, and 4 of the National Qualifications Framework, equivalent to Grades 10, 11, and 12. NCV graduates were selected as participants to explore their encounters with work-integrated learning during employment. Employing a qualitative case study design, the study utilized purposive sampling to identify six participants. Findings revealed systemic challenges faced by NCV graduates, particularly concerning the alignment of the curriculum with the needs of TVET students from rural areas. Additionally, it was noted that college management appeared unaware of the severity of the challenges encountered by students in securing in-service training opportunities. These findings underscore the need for educational institutions and policymakers to address curriculum alignment issues and enhance support mechanisms for TVET students, particularly those from rural backgrounds, to ensure the effectiveness of work-integrated learning initiatives.

Enhanced safety in central venous catheterization performed by Japanese board-certified pediatric surgeons: a retrospective single-center study.

Board certification by the Japanese Society of Pediatric Surgeons is awarded to pediatric surgeons with substantial surgical experience and academic achievement. However, to date, the surgical performance or outcomes of certified surgeons have not been reported. This study examined the relationship between board certification and surgical outcomes of central venous catheterization. This retrospective single-center study was conducted between April 2017 and May 2024. Patients were classified based on whether their procedures were performed by board-certified or non-certified surgeons, and their backgrounds and surgical outcomes were compared. In addition, multivariate analysis was performed to identify the factors associated with prolonged operative time. This study included 112 procedures: 26 performed by board-certified surgeons and 86 performed by non-certified surgeons. There were no significant differences in the age, sex, weight, or primary diagnosis between the groups; however, surgery-associated complications were significantly more common in the non-certified surgeon group than in the board-certified surgeon group (15.1% vs. 0%, P = 0.036). In addition, factors independently associated with a prolonged operative time included weight < 10kg, left-sided approach, implantable port device use, and < 7years of postgraduate experience for the surgeon. Board certification was associated with a significant reduction in surgery-associated complications during central venous catheterization.

The Role of Self-Efficacy in Reducing Unemployment: A Field Study on Women in Indonesia

Women still face significant challenges in many societies in achieving equal opportunities in employment. Despite efforts, substantial disparities persist between males and females in unemployment rates. Therefore, this study aimed to explore the relationship between self-efficacy and unemployment among women in Indonesia, specifically in Jakarta and Surabaya, through survey data analysis. The sample included 500 women from diverse age, educational, and professional backgrounds. The results indicate a moderate level of unemployment among Indonesian women, with variations in post-graduation experiences. Additionally, the study reveals that a higher level of self-efficacy among women, affects their abilities in effective interaction and emotional management in the workplace. Furthermore, the findings demonstrate a statistically significant positive correlation (α = 0.05) between unemployment and self-efficacy levels. The study underscores the importance of governmental policy support and institutional collaboration to enhance women's employment opportunities and their active participation in the economy, thereby contributing to sustainable development and comprehensive societal progress.

Defining and developing operational psychology competency.

Establishing competency in new or emerging areas of psychological practice is always difficult. For practitioners of operational psychology, it is even more challenging due to the requirement for highly specialized skills, novel applications, and the fact that many organizations employing operational psychologists operate in classified or sensitive settings. Despite the ethical obligation to do so, operational psychologists may face challenges in establishing and maintaining their credentials and competency. This article outlines the core competencies of operational psychology based on the extant literature, provides case examples illustrating their application, and identifies recommendations for training and consultation necessary for establishing and maintaining competence. Given the scarcity of current training opportunities, limited mentorship, and the lack of training standards, many operational psychologists may develop only some, but not all, of their specialty's core competencies. Furthermore, establishing and maintaining competency may take years of post-graduate study and experience for most practitioners. To accelerate this process and codify core competencies and training standards, the formation of an operational psychology society or association may be necessary. Such actions could create a collective agency among practitioners, securing advocacy for the needs and equities of this practice community, and advancing its policies, practices, and scholarship.

Is it possible to detect cribriform adverse pathology in prostate cancer with magnetic resonance imaging machine learning-based radiomics?

Rationale and objectives: Cribriform patterns are accepted as aggressive variants of prostate cancer. These adverse pathologies are closely associated with early biochemical recurrence, metastasis, castration resistance, and poor disease-related survival. A few publications exist to diagnose these two adverse pathologies with multiparametric magnetic resonance imaging (mpMRI). Most of these publications are retrospective and are not studies that have made a difference in diagnosing adverse pathology. It is also known that fusion biopsies taken from lesions detected in mpMRI are insufficient to detect these adverse pathologies. Our study aims to diagnose this adverse pathology using machine learning-based radiomics data from MR images. Materials and methods: A total of 88 patients who had pathology results indicating the presence of cribriform pattern and prostate adenocarcinoma underwent preoperative MRI examinations and radical prostatectomy. Manual slice-by-slice 3D volumetric segmentation was performed on all axial images. Data processing and machine learning analysis were conducted using Python 3.9.12 (Jupyter Notebook, Pycaret Library). Results: Two radiologists, SE and MAG, with 7 and 8 years of post-graduate experience, respectively, evaluated the images using the 3D-Slicer software without knowledge of the histopathological findings. One hundred seventeen radiomic tissue features were extracted from T1 weighted (T1W) and apparent diffusion coefficient (ADC) sequences for each patient. The interobserver agreement for these features was analyzed using the intraclass correlation coefficient (ICC). Features with excellent interobserver agreement (ICC &gt; 0.90) were further analyzed for collinearity between predictors using Pearson’s correlation. Variables showing a very high correlation (r ≥ ±0.80) were disregarded. The selected features for T1W and ADC images were First-order maximum, First-order skewness, First-order 10th percentile for ADC, and Gray level size zone matrix, Large area low gray level emphasis for T1W.As a result of the classification of PyCaret, the three best models were found. A single model was obtained by blending these three models. AUC, accuracy, recall, precision, and F1 scores were 0.79, 0.77, 0.85, 0.82, and 0.83, respectively. Conclusion: ML-based MRI radiomics of prostate cancer can predict the cribriform pattern. This prognostic factor cannot be determined through qualitative radiological evaluation and may be overlooked in preoperative histopathological specimens.

The Community Primary Care Champions Fellowship: a mixed methods evaluation of an interprofessional fellowship for physician assistants and physicians

BackgroundPrimary care in the US faces challenges with clinician recruitment, retention, and burnout, with further workforce shortages predicted in the next decade. Team-based care can be protective against clinician burnout, and opportunities for interprofessional education (IPE) on professional development and leadership could encourage primary care transformation. Despite an increasingly important role in the primary care workforce, IPE initiatives training physician assistants (PAs) alongside physicians are rare. We describe the design, curriculum, and outcomes from an interprofessional primary care transformation fellowship for community-based primary care physicians and PAs.MethodsThe Community Primary Care Champions (CPCC) Fellowship was a one-year, part-time fellowship which trained nine PAs, fourteen physicians, and a behavioralist with at least two years of post-graduate clinical experience in six content pillars: quality improvement (QI), wellness and burnout, mental health, social determinants of health, medical education, and substance use disorders. The fellowship included a recurring schedule of monthly activities in self-study, lectures, mentoring, and community expert evening discussions. Evaluation of the fellowship included pre, post, and one-year follow-up self-assessments of knowledge, attitudes, and confidence in the six content areas, pre- and post- wellness surveys, lecture and discussion evaluations, and midpoint and exit focus groups.ResultsFellows showed significant improvement in 24 of 28 self-assessment items across all content areas post-fellowship, and in 16 of 18 items one-year post-fellowship. They demonstrated reductions in emotional exhaustion and depersonalization post-fellowship and increased confidence in working in interprofessional teams post-fellowship which persisted on one-year follow-up assessments. All fellows completed QI projects and four presented their work at national conferences. Focus group data showed that fellows experienced collaborative, meaningful professional development that was relevant to their clinical work. They appreciated the flexible format and inclusion of interprofessional community experts in evening discussions.ConclusionsThe CPCC fellowship fostered an interprofessional community of practice that provided an effective IPE experience for physicians and PAs. The learning activities, and particularly the community expert discussions, allowed for a flexible, relevant experience, resulting in personal and professional growth along with increased confidence working within interprofessional teams.

Metaphors postgraduates use to depict their student experience

In an Australian national study into student constructions of postgraduate education, 38 students (masters and doctoral) were asked to draw literal or figurative pictures of their experience. Manual thematic analysis of interview transcripts revealed 33 metaphors. Metaphors were coded into individualistic, personal constructions (Me), relational community depictions (Us) and digital or information technology conceptualisations (IT) which were mapped to the Community of Inquiry (CoI) Framework’s elements of Cognitive, Social and Teaching Presence. The highest proportion of metaphors were about personal gain and process. The next largest thematic category was relational, mostly depicting what students think others should give, rather than student contribution. Aligned with this theme, students also used metaphors of isolation and perceptions of a missing ‘us’ factor. There were few metaphors drawn from the language of information technology and/or digital presence, which seems to flag a domain of the postgraduate student experience that requires further development. The key takeaways from this paper are expanded information about digital presence in postgraduate student experience, as well as quality improvement recommendations for universities.

The influence of LinkedIn group community on postgraduate student experience, satisfaction and grades

Social media platforms represent an opportunity for higher education institutions to complement and enhance classroom teaching and learning. The purpose of this research is to investigate the influence of a LinkedIn group community on student experience, satisfaction and grades. A total of 118 students from three postgraduate programmes at a university in the United Kingdom were randomly assigned during the second week of the semester to either an experimental group representing the LinkedIn group community or to the control group, where students attended the classroom sessions but were not included in a LinkedIn group. In week twelve of the semester, 40 students in the experimental group and 42 in the control group voluntarily completed the Postgraduate Taught Experience Survey questionnaire. The results of independent t-tests indicate that students in the experimental group scored significantly higher than the control group on engagement, satisfaction and grades, and the behavioural engagement within the LinkedIn group community contributes to satisfaction. Analysis of the learning activities reveals that the interactive content produces a higher engagement rate than the informative content. International students who had previous experience with LinkedIn show higher levels of engagement within the experimental LinkedIn group. The research contributes to the educational use of LinkedIn and explains that the effective planning of learning activities in an online group community, which includes the consideration of individual characteristics and content types, may influence positively students’ levels of engagement, satisfaction and grades.

A comparison of radiographically determined periapical healing and tooth survival outcomes of root canal (re)treatment performed in two care pathways within the United Kingdom Armed Forces.

To compare radiographic periapical healing and tooth survival outcomes of root canal (re)treatment performed within two care pathways (Routine Dental Care and Referred Treatment Pathway), in the United Kingdom Armed Forces (UKAF), and determine the effects of endodontic complexity on outcomes. This retrospective cohort study included 1466 teeth in 1252 personnel who received root canal (re)treatment between 2015 and 2020. General Dental Practitioners treated 661 teeth (573 patients) (Routine cohort), whilst Dentists with a Special Interest treated 805 teeth (678 patients) (Referred cohort). The latter group were graduates of an MSc programme in Endodontics with 4-8 years of postgraduation experience. Case complexity was retrospectively determined for each tooth using the endodontic component of Restorative Index of Treatment Need (RIOTN) guidelines. Periapical healing was determined using loose radiographic criteria. The data were analysed using chi-square tests, univariate logistic regression and Cox proportional hazards models. A significantly (p < 0.0001) larger proportion of cases of low complexity had undergone root canal treatment within the Routine versus Referred cohort. The odds of periapical healing was significantly higher within the Referred versus Routine cohort, regardless of analyses using pooled (OR = 1.17; 95% CI: 1.11, 1.22) or moderate complexity (OR = 4.71; 95% CI: 2.73, 8.11) data. Within the Routine cohort, anterior teeth had higher odds of periapical healing than posterior teeth (OR = 1.13; 95% CI: 1.04, 1.22). The 60-month cumulative tooth survival was lower (p = 0.03) in the Routine (90.5%) than the Referred (96.0%) cohort. Within the Routine cohort, the hazard of tooth loss was higher amongst posterior teeth (HR = 4.03; 95% CI: 1.92, 8.45) but lower if posterior teeth had cast restorations (HR = 0.36; 95% CI: 0.19, 0.70). For the Referred cohort, posterior teeth restored with cast restoration (vs not) had significantly lower risk of tooth loss (HR = 0.21; 95% CI: 0.08, 0.55). For UKAF patients, root canal (re)treatment provided within the Referred pathway was significantly more likely to achieve periapical healing and better tooth survival than those provided within the Routine pathway. Posterior teeth restored with an indirect restoration had a higher proportion of tooth survival. This study supported the utility of the endodontic component of RIOTN for assessing case complexity.

Analysis of Anonymous Student Narratives About Experiences with Emergency Medicine Residency Programs.

Academic emergency medicine (EM) communities have viewed anonymous online communities (AOC) such as Reddit or specialty-specific "applicant spreadsheets" as poor advising resources. Despite this, robust EM AOCs exist, with large user bases and heavy readership. Insights about applicants' authentic experiences can be critical for applicants and program leadership decision-making. To date, there are no EM studies to qualitatively assess EM AOC narratives during the application cycle. Our goal was to perform a qualitative analysis of students' EM program experiences through a publicly available AOC. This was a qualitative analysis of a publicly available, time-stamped, user-locked AOC dataset: "Official 2020-2021 Emergency Medicine Applicant Spreadsheet." We extracted and then de-identified all data from selected sub-sheets entitled "Virtual Interview Impressions" and "Rotation Impressions." Four investigators used constant comparative method to analyze the data inductively, and they subsequently met to generate common themes discussed by students. Preliminary thematic analysis was conducted on a random sample of 37/183 (20%) independent narratives to create the initial codebook. This was used and updated iteratively to analyze the entire narrative set consisting of 841 discrete statements. Finally, two unique codes were created to distinguish whether the identified sub-themes, or program attributes, were likely "modifiable" or "non-modifiable." We identified six major themes: living and working conditions; interpersonal relationships; learning experiences, postgraduate readiness, and online/virtual supplements. Common sub-themes included patient population (13%); resident personality (7%); program leadership personality (7%); relationship with faculty/leadership (6%); geography (4%); practice setting (4%); program reputation (4%), and postgraduate year-3 experiences (4%). Modifiable sub-themes outnumbered non-modifiable sub-themes, 60.7% to 39.3%. In this analysis of selected medical students' narratives in an AOC, the majority of identified themes represented topics that may serve as external feedback for EM residency programs and their clerkships. Selective use of AOCs may set a precedent for future program assessments by applicants and inform program leadership of important programmatic elements in the eyes of applicants. It elucidates important themes in their interactions or learning experiences with programs and creates opportunities for learner-centric program improvement.

A Phenomenological Study of Postgraduate Medical Trainees' Incidental Learning Experiences and Psychological Well-Being During the COVID-19 Pandemic.

During the COVID-19 pandemic, postgraduate medical trainees contributed significantly to the healthcare workforce, as multiple vulnerabilities in the healthcare system and medical training were expounded. The burden of training, learning, and working at this time introduced unique psychological and emotional stressors within a context of generalized volatility and radically different ways to work and learn. This study explored postgraduate trainees' experiences with coping, managing, and learning during the COVID-19 pandemic. Using a phenomenological approach, semistructured interviews were conducted with anintradisciplinary sample (n= 8) of postgraduate trainees in Newfoundland and Labrador, Canada, between May and October 2022. Five researchers performed inductive and deductive thematic analysis to develop a coding structure and identify common themes. The COVID-19 pandemic prompted the use of restrictive public health measures and an unprecedented shift from in-person to virtual learning. This affected trainees' exposure to normalized learning experiences, training rotations, and opportunities to learn from peers and staff. Certainly, trainees reported that virtual learning improved their educational experiences in unique ways, increased engagement and attendance, and enabled regular meetings and learning when in-person options were unavailable. Trainees also reported enhanced self-directed learning skills, greater ownership of and leadership in their education, and increased confidence and experience with virtual care. Some also reported a perceived increase in elements of emotional intelligence (e.g., self-awareness, empathy, and compassion). Trainees reported a variety of incidental learning experiences from working and training during COVID-19. Although some experiences were challenging, there was a perception that such experiences led to new learnings that were beneficial to one's professional development and future career, as well as implications for future training provided to trainees. While there was a reported shift in the culture surrounding postgraduate trainees' health and safety, respondents also described the need for additional support for postgraduate trainees' well-being during a pandemic.

역량(Competency)과 웰빙(Well-Being)

This study is aimed at exploring how competency-based educational experiences at high school and eudaimonic welling in adulthood affect subjective well-being. To achieve the objective of the study, we examined the data collected from the fourth to twelfth-round surveys of the 2005 cohort (from the first year of high school to the age of 28; 2008-2020) conducted by the Korean Educational Development Institute (KEDI) as part of the Korea Education Longitudinal Study. In specific, we leveraged the data from the fifth and sixth-round surveys (2nd and 3rd grade) focused on high school experiences and those from the nineth, tenth and twelfth-round surveys (when respondents are 22, 24, 28 years-old) focused on post-graduation experiences. For analysis, we carried out multiple regression analysis using the SPSS statistics program.&#x0D; Key findings can be identified as follows. First, competency-based educational experiences for self-management and social competency at high school had a positive effect on subjective well-being in adulthood. Second, the level of eudaimonic well-being with regard to self-acceptance, positive relations with others, and social contribution played a significant role in enhancing the level of subjective well-being. Third, autonomy and personal growth, two variables of eudaimonic well-being, contributed to improving the level of subjective well-being in the tenth and twelfth-round surveys, when the respondents were about to graduate from their colleges or seeking or having a job. As these variables are assumed to be related to career in adulthood, eudaimonic well-being with regard to autonomy and personal growth appears to be critical to enhance the quality of life at the time of college graduation.&#x0D; Put together, these findings suggest that the level of subjective well-being in adulthood can be enhanced when students develop their competency for self-management to go beyond education limited to cognitive achievement and make their own decisions for learning and career, thereby improving the level of autonomy and personal growth. Moreover, it is necessary to pay more attention to competency-based educational experiences for enhancing social competence. Emphasis should be put more on well-balanced and holistic educational experiences that help students build positive relations with others and contribute to future social development as a member of society.

РЕСТАНДАРТИЗАЦИЯ ШКАЛ "ПРОФЕССИОНАЛЬНАЯ ИДЕНТИЧНОСТЬ" И "БАРЬЕРЫ КАРЬЕРНОГО РАЗВИТИЯ" В АДАПТИРОВАННОЙ НА РУССКИЙ ЯЗЫК МЕТОДИКЕ "MY VOCATIONAL SITUATION"

The objective of this paper is to present the findings of restandardization of the “Vocational Identity” and “Career Development Barriers” scales in the “My Vocational Situation” technique by D. Holland, D. Daiger, and P. Power. The Russian language version of the scale has been adapted to study careers in a wide socio-age range (the Russian-language title is “Методика измерения карьерного самоопределения” / Career Self-Determination Measurement Technique). The re-standardization was implemented on a sample of 748 individuals. Of these, 48.13% were male and 51.87% were female. Additionally, 63.5% had completed higher education. The sample included two groups of participants: vocational graduates (n = 327, with one to three years of post-graduation work experience, ages 20 to 26 years) and advancing-age workers (n = 421, ages 30 to 45 years). The study comprised several stages. Initially, the text of the methodology was refined by removing items that increased the uncertainty of answers or were oriented more towards graduates. Subsequently, the nature of data distribution was determined, specifically whether it complied with the normal distribution. The internal and retest reliability of the scales was then checked. This was followed by an examination of the construct, empirical and criterion validity of the technique. Finally, the scales were standardized. The internal and retest reliability of the scales were confirmed. The construct, empirical, and criterion validity of the scale “Vocational Identity” and the construct, empirical validity of the scale “Career Development Barriers” were demonstrated. A nonlinear standardization of the scales was conducted in order to facilitate the correlation of the new results with those obtained with the previous version, including those obtained with samples of vocational students. The latest version of the scales offers the potential for comprehensive comparative research on human activity in the contemporary labor market. This encompasses a range of factors, including age, social status, employment status, type of employment, material status, successful/unsuccessful career development, and so forth. Additionally, the technique and data processing method are provided, offering a framework for express diagnosis when solving practical tasks.