Postgraduate Education Programs Research Articles

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

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

Online yoga programme for resident physicians in Québec: an evaluation of feasibility and impact on mental health

ObjectivesTo evaluate the feasibility of the Bali Yoga Programme for Residents (PYB-R), an 8-week virtual yoga-based intervention and determine its impact on the mental health of resident physicians.DesignSingle-group repeated measures...

HISTÓRIA DA FORMAÇÃO DE PROFESSORES DA EDUCAÇÃO PROFISSIONAL NO BRASIL

This article is the result of a doctoral thesis in Education defended in the Postgraduate Program in Education at the São Paulo State University (UNESP). The objective of this work is to present the advancements, setbacks, and legislation regarding the training of teachers in Brazilian Professional Education from a historical perspective. It is qualitative research, focused on literature review, with emphasis on the most relevant federal normative documents from the period of 2012 to 2022 that dealt with this subject. The results point to: 1. The Brazilian government has been allowing, and more recently favoring, the previous professional experience of teachers in companies, especially in industries, as a requirement for working in professional education, specially at the technical level; 2. The Brazilian government has been offering various formative strategies to teachers who already work in this field but do not have a teaching degree, and we are currently unaware of their implications for the teaching-learning process; and 3. The government in this case has been assuming a position regarding the training of teachers for this specific field that demonstrates more continuities and similarities with the past experienced throughout the 20th century than ruptures and real changes.

Identifying Pronunciation Errors in English Among Postgraduate Students: A Phonetical Perspective

This research aims to address two primary problem statements: first, to identify the types of English pronunciation errors made by third-semester students in the postgraduate English language education program; and second, to determine the sources of these pronunciation errors among the same cohort of students. This research used a combination of phonetic and quantitative error analysis to identify the pronunciation errors among postgraduate students. The results showed that there were 16.16% of omission errors, 11.97% addition errors, 71.85% of word formation errors, and students 0% of word ordering error. For the sources of errors in the pronunciation of all students during the proposal seminar, researcher found that there was incomplete application of rule is source from omission errors such as letter /g/, /ʃ/, /dʒ/, /ə/, /ɪ/, /ɑː/, /t/, and /h/. The next source of errors false concepts hypothesized is source from addition errors such as letter /ɒ/, /ʌ/, /s/, /g/, /e/, /ɑː/, /u/, /w/, /a/, /j/, and /r/. There is also overgeneralization is source from misformation errors such as letter /aʊ/, /ɔː/, /h/, /ʒ, etc. Meanwhile for ignorance of rule restriction is source from misodering errors all students for misodering did not make that mistake.

Academic education in environmental chemistry in Europe-addressing future challenges in research and regulation.

Following the tradition of the 16th International Conference on Chemistry and the Environment (ICCE) in Oslo, Norway (2017), and the subsequent 17th ICCE in Thessaloniki, Greece (2019), a follow-up session on higher education in environmental science was organized at the 18th ICCE in Venice, Italy (June 2023). The aim of the session was to stimulate the exchange of experiences and knowledge on graduate and post-graduate level educational programmes, including their development, prioritization, and implementation. The session discussed the integration of practical training activities, which included the integration of environmental chemistry in various bachelor's and master's programmes. The aim was to demonstrate the versatility of environmental chemistry as an interdisciplinary scientific discipline that allows the development of essential green skills for developing sustainable strategies for the environmental experts of tomorrow. Furthermore, during the session, a survey was conducted among the conference participants to collect attitudes and reflections from the audience on the education of environmental chemistry (and related fields).

A review of local global health education in post-graduate medical education

Background Global health (GH) education is offered in post-graduate medical education (PGME) programs and local experiences are desired by trainees and educators. This scoping review aimed to map the literature on local GH education in PGME, to describe curricular components, factors facilitating successes, and challenges to implementation using a validated education intervention checklist and inclusion of seven components of local GH programming. Methods A decolonization conceptual framework informed a 5-step scoping review. In May 2022, eight databases and MedEdPORTAL were searched using key words describing local GH education curricula. Results Sixty-eight full-text articles described local GH education programs in residencies (n = 52; 76.4%) and fellowships (n = 10; 14.7%) spanning multiple specialties, predominantly in North America (90%). Successful programs included faculty mentoring, community-based partnerships, and a multidisciplinary component. Scheduling challenges, cultural and linguistic differences, and trainee workload contributed to implementation difficulties. Only four programs included all seven local GH health equity/decolonization components. Conclusions Local GH curricula vary widely in clinical experiences, didactic sessions, and inclusion of mentorship and partnerships. Local populations within the communities of these training programs could benefit from standardized inclusion of components for local global health education with careful consideration of health equity.

Cardiology intensive care unit nurse in italy: definition of advanced competences. IN-CORE study

Abstract Background/Introduction Since the establishment of the Cardiology Intensive Care Units to date, there have been many scientific and technological progresses that have involved not only the pathways of diagnosis and treatment of patients in this specialist area, but also the specialist competencies that nurses must acquire in order to work in these settings. The epidemiological picture and incidence of comorbidities suggest the care of patients requiring intensive and specialised care, with the use of high technology and circulatory support systems, changing the usual setting of a cardiology intensive care unit to a high-intensity cardiology intensive care unit. To date, a few studies have been described in the literature that have mapped the competences of the cardiology intensive care unit nurse, but the heterogeneity of training education at a European level has not yet made a reference framework for this specialist area generalisable. (Endacott R., et al. 2022). In Italy, there are no specific postgraduate courses focused on specialist cardiac intensive care skills development for nurses. To develop such courses, content incorporating appropriate competencies is required and this study was designed to meet this. Purpose To identify the core competencies of nurses working in High-intensity cardiology intensive care units (ICUs) in Italy to develop national competence framework. Methods A three-round e-Delphi study was conducted with a group of 30 experienced cardiac intensive care unit nurses; 28 completed all three rounds. The first round asked each participant to write down five competences, which they were asked to prioritize in the second round. In the third round, they were asked to prioritize again, considering the scores made in the second round. The final list of competencies was the one that achieved a greater than 70% agreement among the participants. Results We identified 12 core competencies that include a few competence areas, including high-tech care, emergency management, teamwork, and critical decision-making. Only slight differences emerged among the panel of experts regarding the priority given to certain core competencies, such as ECG reading, emergency management and technical and practical skills in the intensive care area. Conclusions This is the first study in Italy to identify the core and advanced competencies of nurses working in high level cardiac intensive care units. This study provides an important basis for the development of postgraduate educational programme and a framework for the definition of national standards to be implemented in clinical practice.

Assessment of psychiatrists' preparedness in managing disaster-related psychiatric disorders: a survey in Taiwan from post-graduate medical education perspective.

Disaster-related psychiatric disorders (DRPD) present a significant challenge to mental health professionals, yet there is a notable lack of emphasis on the preparedness of psychiatrists in managing these conditions within post-graduate medical education. This study utilized a questionnaire to collect data from psychiatrists, focusing on their prior involvement in managing DRPD, perceived competence, medication preferences, and factors influencing their experiences in handling such disorders. Analysis included distribution and ranking of variables, alongside cross-analysis examining associations between demographic factors (age, gender, hospital levels, years of practice, board certification) and treatment experiences, as well as readiness for in-hospital or outside-hospital mobilization in DRPD management. One hundred and three Taiwanese psychiatrists participated in the study, with the majority reporting involvement in managing DRPD (71.8%), particularly in post-traumatic stress disorder (PTSD) and depression. Antidepressants, specifically serotonin selective reuptake inhibitors, were commonly preferred for DRPD treatment, including PTSD and depression. Psychiatrists aged over 40, with more than 10 years of practice, and hold the board-certified status, showed greater experiences for outside- or inside- the hospital mobilization in DRPD management. Findings suggest that within post-graduate medical education, Taiwanese psychiatrists demonstrate significant experience, willingness, and capacity to effectively manage DRPD. However, there is a need to integrate comprehensive training on disaster psychiatry into post-graduate psychiatric education programs to further enhance preparedness and optimize outcomes in managing these challenging conditions.

Exploring the Acceptance of Artificial Intelligence in Healthcare in Saudi Arabia

The integration of artificial intelligence (AI) into various sectors has garnered global attention, notable within the healthcare domain. In Saudi Arabia, discussions surrounding AI’s application in healthcare have been particularly pronounced, highlighted at significant gathering during the World Economic Forum in the nation’s capital. This paper aims to explore the multifaceted incorporation of AI into medical practices in Saudi Arabia, with a focus on enhancing healthcare delivery. Drawing upon insights from cultural anthropology and medicine, this study illuminates key aspects of AI adoption among Saudi medical professionals. Despite growing interest, there remains a dearth of comprehensive studies assessing AI acceptance, readiness, and proficiency among healthcare personnel, necessitating larger-scale investigations for more accurate insights. Current literature suggests that while some practitioners have embraced AI, many lack formal education and exhibit apprehension towards its utilization. Consequently, there is a pressing need for undergraduate and postgraduate educational programs tailored to AI integration within Saudi Arabia’s healthcare system. Such initiatives not only empower practitioners to harness AI’s full potential but also address concerns and apprehensions, particularly among senior professionals. By fostering a culture of AI education and proficiency, Saudi Arabia can effectively leverage AI to enhance healthcare outcomes and address emerging challenges in the medical landscape.

The Processes of Insertion and Sociability of Haitian Migrant Children in Early Childhood Education

The number of children, both accompanied and unaccompanied, currently crossing international borders in search of humanitarian refuge, has increased significantly in the last few decades of the Twenty-first Century. In Brazil, the presence of Haitian migrant children cannot be ignored, as, in addition to the lack of public policies, they are also victims of racism and xenophobia. Schools face a massive impact of migration, which alters their social structure. Often, the school community is not adequately prepared to cater for these children, as is the case with some schools in the Brazilian municipality of Balneário Camboriú. This research, which is linked to the Postgraduate Program in Education at the University of Vale do Itajaí, initially aims to investigate how Haitian migrant children interact with each other, and with Brazilian children, in two early childhood education schools in Balneário Camboriú. It also intends to investigate, based on the presence of Haitian migrant children, the processes of subjection or transgression of expressions of whiteness as a practice of power and representation of white identity, and to analyze the Municipality’s Curricular Proposal regarding Ethnic-Racial Education. The study is based on the Sociology of Childhood, Racial Studies, and Migration. The research is qualitative and is based on a literature review in two databases. The studies analyzed indicate that one reason for the lack of interest and knowledge about ethnic-racial diversity issues in schools is the existing gap in this theme in both initial and continuing teacher education.

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.

Digital and socio-demographic aspects of the dissemination of library and information science education

The processes of digitisation in society have an impact on the technological, socio-economic, and demographic aspects of developing and implementing educational programs in the library and information sector. This results in an increased role for libraries, archives, and management structures as educational centers. The article aims to study the patterns of influence that the digitisation of society has on the technological, socio-economic, and demographic aspects of developing and implementing educational programs in library and information science at foreign educational institutions. Research methods are analysis, synthesis, logical generalisations, synchronous section, and content analysis. The findings reveal that the inclusion of educational components on digitalisation and information literacy in bachelor’s and master’s programs, as well as in postgraduate education programs for continuous professional development of specialists, contributes to improving education quality and adherence to educational standards in library and information science. The competitiveness of educational programs is determined by their alignment with labour market needs. The social desirability and status of the library and information science field are contingent upon shifting away from conventional notions regarding its societal function. The institutional functions of academic libraries are evolving as they engage in scientific research as research partners and provide scientific communication services. Innovative pedagogy in library and information science entails adherence to the values of social equity, diversity and inclusivity, and accessible education and research. Libraries are acquiring a dominant status as information and analytical centers. Digital technologies profoundly change the nature of the professional activities of library and archive workers. These trends drive the transformation of higher education towards international educational standards and modernisation of professional education content. The practical significance of the study is that its results can be used to improve and revise educational programs in library and information activities

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.