Postgraduate Programs Research Articles

Teaching and training of human resources for genetics and genomics in Brazil.

This manuscript reviewed the state of the art about the teaching and training of human resources for genetics and genomics in Brazil. We presented the national scenario of teaching genetics in medical undergraduate and other health courses. We discussed the training of medical geneticists through medical residency and addressed the training in genetics of physicians from specialties other than genetics. We examined the training of health professionals specializing in genetics through lato sensu and stricto sensu postgraduate programs and presented the proposals for multi-professional residency in genetic counseling and genetics and genomics that are currently the subject of discussion in the country. Finally, we highlighted the importance of training primary health care professionals concerning genetics and genomics for the effective establishment of a line of care for individuals with genetic disorders in the Brazilian Unified Health System. Therefore, we provided a thorough overview of how genetics is (or is not) incorporated into professional training in a comprehensive public healthcare system such as the Brazilian.

Moves and language expressions of conclusion section of thesis at postgraduate English education study program of Bengkulu University

The conclusion section is a compulsory chapter of a thesis and a dissertation. A good thesis or dissertation conclusion should tell the reader what work has been done and why the issue is being taken. The conclusion section of theses in the field of English language education is a form of a summary statement of the cases investigated. The summary is expressed with certain language expressions, indicating each of the 5-move of the section. The purpose of this research was to describe moves and language expressions of conclusion sections of theses written by the postgraduate English Language Study Program students of Bengkulu University. The study employed the descriptive quantitative method. The subjects of the research were 40 theses of postgraduate students of Bengkulu University which were selected purposively. The data of the conclusion moves were examined based on the five-move model proposed by Bunton (2005), and the language features were analysed based on Morley (2014). The results show that move 3 (Practical application/implications/recommendations embedded elsewhere) and move 4 (recommendations for future research embedded elsewhere) were used by 33 authors (88%) and 35 authors (77.5%) respectively. However, the move formats of the conclusion section were widely varied, nonconforming to Bunton’s model. The language expressions used in the majority of the conclusion sections have adhered to guidelines proposed by Morley (2014), but many authors tended to choose weaker language expressions to emphasize the points. This study concludes that five Move Models of the conclusion section proposed by Bunton (2014) have not been reflected markedly in most of the thesis conclusion sections written by the Postgraduate English Language Study Program students of Bengkulu University, although some moves have been written in suitable language expressions.

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 design thinking approach to developing an online curriculum in interprofessional education in health in South Africa

Background. The design of contemporary curricula in health professions education in South Africa (SA) is constantly evolving, as there is a need to ensure that students are adequately prepared to work in complex healthcare environments. The World Health Organization proposes that a way to accomplish this is through interprofessional education (IPE), where students from two or more professions learn from one another to improve health outcomes. Objectives. To reflect on the design of an introductory module of a postgraduate diploma in IPE in health at a historically disadvantaged institution in SA, where a student-centred approach to learning and teaching was adopted. Methods. Through an auto-ethnographic methodology, a design thinking approach was used to carefully construct and align an introductory module in IPE in the postgraduate programme. Considering the remote learning environment, this article also examines the importance of educational technologies in the design process of this online curriculum. Results. The results of this study demonstrated the process used in the design of an IPE module supported by the five stages of design thinking to critically appraise the student-centred approach to learning and teaching. The instructional design tools used for this module included the university’s learning management system, Google Suite, Flip, Google Jamboard, webinars, presentations, elevator speeches, quizzes and guest speakers. The end product was an interactive online module that was intentionally designed to be interactive and provide students with a core understanding of IPE. Conclusion. This article demonstrates how an IPE module with a focus on theories, models and concepts can provide the foundation for students to understand the importance of IPE to transform the future of healthcare in SA.

A novel IDEA(-R) for a small group teaching format.

We present a novel small group teaching format (termed IDEA-R), ideal for deliberate targeting and escalation of cognitive learning tasks. Additionally, this approach is ideal for smaller postgraduate programs which struggle to predict trainee attendance far in advance, as it provides a flexible format that can adapt to in-the-moment fluctuations in trainee numbers.

Climate change and mental health: postgraduate psychology student and program coordinator perspectives from Australia and Aotearoa New Zealand

ABSTRACT Objective There is growing evidence that climate change can negatively impact people’s mental health. Therefore, it is important for psychologists to receive adequate training in this area. However, little is known about current levels of training, including the amount of climate change mental health education within postgraduate psychology programs in Australia and Aotearoa-New Zealand. Method Two cross-sectional surveys regarding climate change and mental health were emailed to postgraduate psychology programs in Australia and Aotearoa-New Zealand. The first invited participation from program coordinators (n = 17), the second students (n = 159). We conducted quantitative content analysis and thematic analysis of qualitative responses. Results Most participants believe this is an important topic of training for psychologists as climate change will impact the mental health of their clients. Further, results indicate minimal climate change mental health content in postgraduate psychology training programs in Australia and Aotearoa-New Zealand. Conclusions Integration of climate change mental health education into postgraduate psychology curriculum will work towards equipping the emerging mental health workforce to address this growing demand, which in turn can improve mental health outcomes in a changing climate.

Impact of liminality and rituals on professional identity formation in physician training.

The transition from medical student to practicing physician affects the complex processes of professional identity formation and professionalism, which have a lasting effect on the physician's career development. This study explored two different transitional processes of medical students in Taiwan, the associated rituals during this transitional period (the 'liminal phase') and their effect on the formation of professional identity. Using snowball sampling, we recruited 13 medical students from two training systems: six from the traditional postgraduate year programme and seven from the accelerated postgraduate year (A-PGY) programme. Semi-structured interviews were thematically analysed to identify significant themes that encapsulated trainees' experiences. A consistent and mutually confirmed discussion ensured the identification of robust recurring themes. A comparative analysis of the two training modalities provided critical insights into the relative impact of the training dynamics. The A-PGY cohort, subjected to an altered 'incorporation' ritual, encountered an influx of unexpected symbolic social power, complicating their transformation within the liminal phase. Without a defined internship like in the PGY system, A-PGY trainees exhibited confusion and inconsistencies in professional identity formation marked by conflicting internal and external perceptions. This ambiguity affected their clinical training, social integration and overall development of professionalism. The absence of a structured, sequential liminal phase increased conflict and diminished motivation, culminating in an incomplete self-crafting journey for A-PGY trainees. This study highlights the impact of the well-sequenced implementation of rituals in liminality on professional identity formation. A good transition training programme for medical students should compass sequential rituals in the liminal phase, including clear starting and ending points, supervision by seniors, guided reflection and plenty of opportunities for observation and imitation in context. Optimal training and pivotal elements in a medical training system warrant delicate design and further research when developing and changing the structure of the training programme.

Large-Language Models in Orthodontics: Assessing Reliability and Validity of ChatGPT in Pretreatment Patient Education.

Patients seeking orthodontic treatment may use large language models (LLMs) such as Chat-GPT for self-education, thereby impacting their decision-making process. This study assesses the reliability and validity of Chat-GPT prompts aimed at informing patients about orthodontic side effects and examines patients' perceptions of this information. To assess reliability, n = 28 individuals were asked to generate information from GPT-3.5 and Generative Pretrained Transformer 4 (GPT-4) about side effects related to orthodontic treatment using both self-formulated and standardized prompts. Three experts evaluated the content generated based on these prompts regarding its validity. We asked a cohort of 46 orthodontic patients about their perceptions after reading an AI-generated information text about orthodontic side effects and compared it with the standard text from the postgraduate orthodontic program at Aarhus University. Although the GPT-generated answers mentioned several relevant side effects, the replies were diverse. The experts rated the AI-generated content generally as "neither deficient nor satisfactory," with GPT-4 achieving higher scores than GPT-3.5. The patients perceived the GPT-generated information as more useful and more comprehensive and experienced less nervousness when reading the GPT-generated information. Nearly 80% of patients preferred the AI-generated information over the standard text. Although patients generally prefer AI-generated information regarding the side effects of orthodontic treatment, the tested prompts fall short of providing thoroughly satisfactory and high-quality education to patients.

Linking Teaching and Research in Conservation of the Built Environment: Case Studies from Courses of the University of Cyprus Graduate Programme on Conservation

ABSTRACT Teaching and research are both equally essential to postgraduate studies in architectural conservation. The interaction between them is also crucial. Various perspectives exist on the connection between teaching and research, including research-led, research-oriented, and research-based teaching. Thus, differences arise based on whether the focus is on research content or on research processes and problems, whether students are treated as audiences or as participants, and whether teaching is teacher- or student-centred. This article presents case studies (courses) that link teaching and research from a new interdisciplinary postgraduate programme at the University of Cyprus on architectural conservation. It also discusses this issue within the international context of teaching and research in architectural conservation.

Designing a Roadmap for Health Technology Assessment Implementation in Algeria.

Background The scarcity of resources restricts healthcare financing decisions, affecting the population's health. Health technology assessment (HTA) balances restricted budgets with the best possible health outcomes. We aim to characterize the current status of HTA in Algeria and describe the future directions for HTA implementation according to the priorities set by local stakeholders. Methods Stakeholders from the public and private sectors responded to a policy survey about the current and preferred future status of HTA implementation in Algeria. The survey was administered during an online workshop and used a widely accepted international scorecard covering eight domains: capacity building, HTA financing, process and organizational structure, scope of HTA implementation, decision criteria, standardization of methodology, use of local data, and international collaboration. After that, one-on-one interviews with another local expert were conducted to validate and modify the draft recommendations. The interviewees were representatives from government agencies, hospitals, and pharmaceutical companies. Results Thirty-one experts filled out the HTA scorecard survey; most of them were from the public sector (74%). They highlighted that project-based HTA workshops or short courses were the most common form of HTA education in Algeria and recommended the establishment of postgraduate HTA training programs in the future to build sustainable capacities. They reported a lack of funding for HTA research and critical appraisal and recommended an increased public budget for HTA and the introduction of submission fees by manufacturers. There was consensus about the need for local HTA evidence generation in the future. Most of the experts advocated an explicit soft decision threshold. The interviewees further recommended using multi-criteria decision analysis in the short term. The application of quality indicators was believed to improve the reliability of the HTA process. Conclusion The results of our policy research delineate the gap between the current and preferred future status of HTA in Algeria based on insights from multiple stakeholders. The need to improve the educational HTA programs in Algeria, use local data in policy decisions, and increase funding for HTA were the most advocated recommendations.

Exploring the effects of a graduate level trauma-informed care education program for child welfare professionals

The national child welfare agency in Ireland identified the integration of trauma-informed practices as a service need, in the current significantly challenging practice climate. A promising program that meets the need of child welfare professionals to support need has been developed and is reported on in this paper. This study aimed to evaluate the effects of a newly developed post-graduate level trauma-informed care program for professionals in the national child welfare agency in Ireland. Study participants were 41 child welfare professionals that included front-line practitioners, supervisors, and senior managers. A pretest–posttest study design was used, data was collected over three-time points to measure the effects of the program on pre-defined outcomes of Trauma-informed Knowledge, Professional Self-efficacy, Professional Quality of Life, and Intention to Leave. Statistically significant positives effects were found in trauma-informed knowledge, professional confidence, burn-out and compassion fatigue/secondary traumatic stress, with effect sizes ranging from medium-large to large (η2=.133toη2=.721) across the intervention time period. The positive impacts arising from the program were sustained for 3 months post-intervention. The results of this initial evaluation are promising in supporting child welfare professionals’ capacity to integrate trauma-informed practices and addressing the need for trauma informed practitioners. The need for further research is highlighted.

A Systematic Review of Postgraduate Programmes Concerning Ethical Imperatives of Data Privacy in Sustainable Educational Data Analytics

This systematic review, following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, investigated the intersection of data privacy, postgraduate educational data analytics (EDA), and sustainability. Existing literature focuses on general privacy concerns in EDA, neglecting the specific data collected and related risks in postgraduate programmes. This review addresses this gap by identifying data types used by higher education institutions in postgraduate initiatives and evaluating the adequacy of current ethical frameworks, particularly for sustainability goals. Recognising the lack of established best practices for balancing data utility and privacy, the review analyses privacy-preserving techniques. Through identifying key data types collected in postgraduate initiatives, evaluating existing ethical frameworks, and exploring privacy-preserving educational data analytics techniques, this study provided practical guidance for higher education institutions to navigate the challenges of balancing data utility and student privacy. The results suggest that higher education institutions can achieve sustainable data use by adopting a comprehensive approach that incorporates best practices, emerging technologies, and continuous monitoring to safeguard student privacy while leveraging the benefits of educational data analytics for achieving the Sustainable Development Goals.

Evaluation of user experience and satisfaction with workplace-based assessments (WPBAs) in dental postgraduate programmes.

To explore the experience of and satisfaction with workplace-based assessment tools among dental postgraduate trainees. The cross-sectional study was conducted from March to October 2022 at the Aga Khan University Hospital, Karachi, and comprised all Operative Dentistry, Prosthodontics and Orthodontics postgraduate trainees. A questionnaire with both open-ended and closed-ended questions was used to record the experiences and satisfaction level of the dental residents who had earlier been subjected to workplace-based assessment. Data was analysed using SPSS 20, while thematic analysis was used for open-ended questions. Of the 20 Subjects, 15(75%) were females. Also, 11(55%) participants had received prior training for workplacebased assessment. There were 16(80%) residents who were satisfied with workplace-based assessment tools in the dental residency programme, 15(75%) agreed that the tools improved their clinical skills and helped them identify their weak areas, all the 20(100%) participants said the feedback given to them was constructive, 18(90%) reported that they were allowed to put in their views. However, 7(35%) participants reported that being observed adversely affected their performance. Dental residents generally gave positive feedback related to workplace-based assessment tools in a clinical setting.

Gender-based violence perpetrated against peripheral trans adolescents

This study aims to analyze, through scientific literature, gender violence perpetrated against peripheral trans adolescents. This is a reflective review, based on the theoretical basis of socio-anthropological assumptions, in addition to current scientific literature relevant to the topic. This work was generated from the provocations that occurred in the mandatory subject Social History of Adolescence, inherent to a Postgraduate Program in Hebiatrics at a state University located in the capital of Pernambuco. Thus, for a better presentation of the results of this study, two central categories were listed: “Gender violence in the light of gender performativity” and “Gender violence perpetrated against peripheral trans adolescents”. Therefore, it is clear that these transgender adolescents in the periphery face several layers of oppression, being targets of violence due to their gender identity and their socioeconomic and demographic condition. In this way, the externalization of the aforementioned violence can trigger social exclusion that further aggravates the vulnerability of these young people, limiting their access to basic life resources

Sustainability and health promotion actions in Brazil

This study explores sustainable programs or actions implemented within the work environments of students enrolled in a Postgraduate Program in Health Promotion in Brazil. Seventy participants, primarily healthcare professionals, were tasked with identifying the sustainable actions during the Health Promotion and Sustainability course. Responses were analyzed using the IraMuTeQ V. 0.7 alpha 2 program. Of these participants, 15 individuals did not identify any actions, while 55 highlighted various initiatives. Key strategies included waste management, health education, promotion of physical exercise, optimization of food resources, composting, and conscientious water usage. These actions not only offer potential cost savings but also contribute to a more responsible utilization of natural resources and the attainment of Sustainable Development Goals.

Public health perspectives on mental health: Reflections from teaching.

The mental health discourse in India has been primarily viewed through a biomedical lens that often overlooks the cultural context and social inequalities. To ensure equitable access to preventive, promotive, curative, and rehabilitative mental healthcare, India needs practitioners who combine a social perspective with an empathetic approach. To address this need, we designed a course titled "Critical Perspectives on Mental Health" that aims to introduce the relevant perspectives and community-based approaches to mental health. In this article, we share our reflections on designing this course and facilitating it in the form of a post-graduation programme.

Augmented Reality in postgraduate programs for dental implant education

Augmented Reality in postgraduate programs for dental implant education

Insights into professional learning for intensive Block Model: Lessons from a participatory evaluation for capacity building

We share lessons gained through supporting an institution-wide curriculum innovation via a post-graduate professional learning program. At the inception of the innovation, an intensive Block Model (BM) was unfamiliar to both the institution and its professional learning facilitators. The Graduate Certificate of Tertiary Education was re-modelled with BM as the heart of professional learning so academics would encounter BM as students. The program modelled BM principles, reinforced by meta-conversations to provide students with a reflective, immersive experience. Through a participatory evaluation, professional learning facilitators’ individual reflections were distilled to generate collaborative insights into academics’ capacity building for BM. Their lessons inform strategies to cultivate institution-wide capability-building including their own professional growth. Lessons shape the study recommendations. Recommendations originate from effectively engaging time-poor, diverse cohorts. (1) In recognition of the ease with which students can fall behind, embedding strategies to manage their time and stress helps to maintain a realistic study pace. (2) Authentic assessments provide students with useful products for their teaching. (3) Peer-feedback and examples of students’ work exposes them to how their colleagues present their work and illustrates good BM practices. (4) Modelling BM principles must be reinforced by meta-conversations to provide students with a reflective, immersive experience of the pedagogical principals. We observed that well planned efficiencies for students often provide consequent efficiencies for staff. These insights are captured in a model for scalable institutional-based professional learning practice. Capability growth flourishes at the intersection of action, reflection and evaluation. Professional collegial conversations are the catalyst for developing context-relevant professional learning.

Systematic approach of measuring program outcomes of management postgraduate program

This study aimed to develop a simplified approach for measuring the outcomes of academic programs. To achieve this, postgraduate management programs offered by various Indian institutions have been selected. Program outcomes (POs) and course outcomes (COs) are key measurement constructs. The course assessment strategy is tailored to the nature of each course, which is categorized into four distinct groups. Course outcomes (COs) of continual evaluation courses are measured through developed rubrics. This study concludes that a systematic assessment process and well-designed measurement tools are important for measuring program outcomes (POs) of academic programs such as management postgraduate programs. We recommend our model of measuring learning outcomes for all institutions, where the management postgraduate programs offered courses are evaluated on three components: faculty assessment, mid-semester assessment, and end-semester assessment. This process ensures a comprehensive and accurate measurement of program outcomes.