Professional Preparation Research Articles

Knowledge and application of assigned staff and Anesthesiology residents of the Vortex model for airway management measured by the CICO preparation survey

Objective: To identify in the Assigned staff and Residents of the Anesthesiology Service of the CMN La Raza Specialty Hospital the knowledge and application of the Vortex tool for airway management through the NVNI preparation survey. Material and methods: An observational, descriptive, prospective, single-center and cross-sectional study was carried out, applying surveys via anonymous internet to Resident Doctors of the 3 years of the course and Doctors assigned to the Anesthesiology service. Variables were recorded from population characteristics, knowledge and application of the Vortex tool. The training stage was carried out on the Vortex tool, to repeat the application of the post-training NVNI preparation survey. The information was organized in a database and descriptive statistical analysis was performed by comparing variables. Results: 102 pre-training and 61 post-training surveys were administered. For the post-training survey, there is an increase in the identification of the term NVNI by 22.5%, CICO is recognized by 57.4% of personnel, an increase of 5.9% in the use of the term Emergency frontal neck access, identification of equipment location NVNI rescue rate increased 15.9%. Conclusions: Training personnel in NVNI events is important, since 50.80% of participants know of a case. Knowledge of the Vortex model was increased to 31.10%. There is an area of opportunity for teaching and professional preparation regarding the application of the model.

Analyzing new teachers’ professional challenges in teacher training faculties in Iran

ABSTRACT Professional preparedness in teaching is vital for navigating today’s challenging environment. In Iran, teachers undergo four years of education at teacher training faculties. This study investigates the experiences of 22 recent graduates to identify their professional challenges. Data were collected through semi-structured interviews and analyzed thematically. The findings reveal three main categories of challenges: infrastructural and planning issues, scientific and academic challenges, and organizational and human-related problems. Each category highlights obstacles that participants believe hinder their professional development. Graduates feel that attention from policymakers to these challenges within teacher training institutions could significantly enhance their growth and improve the overall quality of education in the country. Therefore, addressing these issues is essential for advancing educational standards and providing better professional development opportunities for graduates. The study underscores the importance of recognizing and resolving these challenges to foster a more effective educational environment in Iran’s teaching system.

Perceptions of quality, value, and loyalty among agricultural science graduates: an analysis of Zootechnical Engineering in Argentina

ABSTRACT Purpose Universities recognize graduates as co-creators of academic service value, enhancing university-graduate relations. This study aims to analyze graduates’ perceptions of quality, experience, value, and loyalty; and to validate a model of perceived value and university loyalty among Zootechnical Engineering graduates of Argentine Universities. An analysis is conducted of how perceived experience, course quality, and educational experience influence loyalty. Design/Methodology/Approach The research involved a survey of 298 graduates of Zootechnical Engineering degrees of six Argentine universities. Hipothesized relations were tested with Partial Least Squares Structural Equation Modeling (PLS-SEM). Findings The findings indicated that the perceived quality of Zootechnical Engineering courses significantly impacted the perceived value of education, which enhanced graduate loyalty towards the university. Graduates’ experiences, including academic and professional preparation, contributed to their perceptions of value. The results showed that quality and value were significant determinants of loyalty through correlational, rather than deterministic relationships. Practical Implications Our results offer insight into how University administrators can improve educational strategies and foster deeper graduate relationships, by enhancing perceived value and experiences. This can contribute to stronger alumni networks and encourage ongoing engagement with graduates. Theoretical Implications The model of perceived value and loyalty, which contributes to the literature on the co-creation of value in Higher Education, was empirically validated in a specific territorial and disciplinary context. Originality/Value This study of Zootechnical Engineering graduates’ perceptions of their course and their university in South America, an under-researched area, offers a globally applicable framework for understanding how academic and experiential factors influence alumni relations.

Course Knowledge, School Support, and Student Competencies Among Chinese Media Production Majors

This study investigates the perceptions of students enrolled in Media Production Majors in China, focusing on three critical educational dimensions: Course Knowledge, School Support, and Student Competencies. Utilizing a comprehensive survey method, the research aimed to assess students’ satisfaction with the curriculum, the support services provided by their institutions, and the competencies they developed during their academic tenure. Findings indicate moderate to high satisfaction with the theoretical content of Course Knowledge but point to significant deficiencies in practical skill application and the integration of modern technological tools, which are crucial for students’ professional readiness. While academic resources such as libraries and online materials were generally appreciated, there was notable dissatisfaction with career development services and mental health support, highlighting the need for more robust career guidance and enhanced psychological support systems. Additionally, students reported that while existing courses effectively developed basic skills like communication and collaboration, they were insufficient in fostering advanced competencies such as leadership, strategic thinking, and innovation. There was a specific demand for improving training in critical thinking and complex problem-solving abilities, which are vital for navigating the rapidly evolving media landscape.Based on these insights, the study recommends a comprehensive revision of the curriculum to incorporate more industry-relevant practices and cutting-edge technology training. This research underscores the urgent need for educational institutions in China to adapt and evolve in response to the dynamic requirements of the media industry, ensuring that graduates are well-equipped to excel in their future careers.

Reimagining professional development for school leaders in Brazil, Chile, and Colombia: an examination of current approaches and future directions

ABSTRACT This study examines current approaches to professional development (PD) for school leaders in Brazil, Chile, and Colombia. While PD programs indicate significant progress, school leadership remains in an early stage of development. The findings highlight the need for national policy commitments to ensure long-term sustainability. The challenge is not only in offering accessible programs for new principals but also in ensuring quality and promoting continuous professionalisation. The analysis underscores the need for individual-centred PD approaches that prioritise the personal growth of school leaders, recognising the multifaceted dimensions of their roles. Additionally, it emphasises the importance of embedding professional development within a learning system that fosters partnerships between academia, government, and wider society. Addressing the need for a more context-sensitive approach to professional preparation, the study also highlights the political dimension of school leadership, advocating for programs that equip leaders with the political awareness necessary to navigate complex policy contexts effectively. Recognising the influence of the Global North, this study advocates for reimagining PD approaches to integrate and prioritise contextualised practices and knowledge, considering the diverse realities and challenges faced by educators in the region.

The Shift to Online Psychotherapy: Adaptation and Implications for Brazilian Clinical Psychologists Amid Covid-19

The Covid-19 pandemic disrupted traditional psychotherapy practices, prompting a rapid transition to online modalities. This qualitative study investigates how Brazilian clinical psychologists adapted to online psychotherapy during and after the pandemic. Semi-structured interviews were conducted with five psychologists, each with an average professional experience of 8.9 years. Using the Iramuteq software for lexical analysis, six thematic classes were identified: uncertainties during the transition, emerging possibilities, adaptability movements, pandemic context, new professional perspectives, and academic and professional trajectories. The findings highlight significant challenges, including managing technological tools, maintaining therapeutic relationships, and addressing client concerns in virtual settings. However, the transition also revealed notable advantages, such as reduced operational costs, enhanced flexibility, and expanded access to psychological care. The analysis underscores the critical role of digital competencies, including technical, communicational, and cultural skills, in ensuring effective online therapy. Additionally, the results point to gaps in academic training and professional preparation for telepsychology, emphasizing the need for curriculum reform to include digital literacy and teletherapy-specific strategies. The study concludes that online psychotherapy represents not only a response to crisis but also a sustainable model for expanding access to mental health care. It calls for targeted professional development and ethical guidelines to support psychologists in navigating digital environments effectively. These insights contribute to understanding the evolving dynamics of psychotherapy and provide actionable recommendations for improving digital mental health services in Brazil and beyond.

Assessment of knowledge, perceptions, and readiness of healthcare professionals towards clinical pharmacogenomics implementation in Qatar: a mixed-method study.

Pharmacogenomics implementation in clinical practice is anticipated to improve our understanding of individual variations in drug response and optimise the safety and efficacy of drug therapy. We aimed to assess the knowledge, perceptions, and readiness of physicians, pharmacists, and nurses in Qatar regarding the implementation of clinical pharmacogenomics. A mixed-method study with an explanatory sequential design was conducted. Phase I was the quantitative phase which involved sending an online survey to physicians, pharmacists, and nurses. Phase II was the qualitative phase which involved conducting focus group discussions. A total of 802 responses were collected, with a response rate of 20%. Only 15.4% of participants had previous pharmacogenomics-related training. The median knowledge score for healthcare professionals was 4 out of 10 denoting low level of knowledge. However, compared to other professions, pharmacists had a higher knowledge score (p-value <0.001) and Doctor of Pharmacy (PharmD) holders scored higher than BSc holders (p-value <0.001). Despite the low level of knowledge, perceptions of healthcare professionals were positive. In addition, the majority believed knowledge of pharmacogenomics is necessary and that counselling patients on pharmacogenomics requires specialised training pharmacogenomic principles in practice. The main themes extracted from the focus group discussions were knowledge, outcome expectations, preparedness, facilitators, barriers, public education, and implementation planning. Regarding readiness, most healthcare professionals reported that they are not currently confident in applying. Healthcare providers have a low level of knowledge of pharmacogenomics. Despite this, the majority have positive perceptions towards its implementation in practice. Compared to other professionals, pharmacists with a PharmD degree scored higher in the knowledge assessment. Most healthcare providers report low confidence regarding the readiness for the implementation of pharmacogenomics and report a lack of knowledge, specialised training, and clinical guidelines as barriers.

The role of autonomy in forming an integrated identity among early career academics

AbstractThe formation of teacher identity is a complex and strenuous process. Teachers are expected to form multiple identities based on institutional values and regulations; however, these identities can sometimes conflict with one's personal values and goals, leading to less integration. According to self‐determination theory, forming an integrated identity is crucial for teachers' well‐being and effective performance. To promote an integrated identity, it is essential to satisfy the need for autonomy, defined in this study as the need to have a choice and the ability to self‐determine one's behaviours. While much is known about the construction of social identity, the formation of an integrated identity is less understood. To fill this gap and support the professional development of early career academics (ECAs), this study adopts the concepts of organismic integration and basic psychological needs. It examines the extent to which ECAs' identity adoption is integrated (autonomous) or introjected (controlled) and the degree to which autonomy satisfaction is associated with adopting particular identities. A total of 176 ECAs teaching at various UK universities completed an online questionnaire based on the Basic Psychological Need Satisfaction and Frustration Scale; 25 of them also participated in a semi‐structured interview. Generally high levels of autonomy satisfaction were determined, but the reasons given indicated the formation of externally regulated and introjected identities. Implications for developing effective professional preparation programmes are discussed.

The Importance of Instructional Leadership in Supporting Learning Disabilities Programs: Perspectives from Saudi Educators

ABSTRACT The success of learning disabilities programs (LPDs) depends on factors including the expertise and competencies of instructional leaders. The role of principal leadership for LDPs deserves further study in Saudi Arabia due to the lack of research in this area. Given the importance of instructional leaders in the improvement of instructional programs and student outcomes, this study explored the perspectives of principals, assistant principals, superintendents, and learning disability teachers regarding the importance of principals’ instructional leadership responsibilities that support LDPs in Saudi schools. This study examined if there were any statistically significant differences between the participants’ perspectives due to differences in job role, gender, years of experience, and educational levels. The participants rated the relative importance of the three dimensions of instructional leadership: a) setting targets and promoting positive learning environments, b) observing and improving instruction, and c) managing the instructional program. The findings indicated the importance of school principals moving beyond administrative responsibilities towards duties aligned with instructional leadership, and there were some differences in perceptions of administrators and teachers. The findings support the need for continued training for principals by incorporating special education leadership topics in professional development and leadership preparation programs, and increased principal accountability for LDPs.

Parental Guidance: Exploring Elementary Teacher’s Experiences with Parent-Teacher Collaboration in an Inclusive Classroom

This study explored the lived experiences, challenges encountered, coping mechanisms and insights of public elementary school teachers in collaborating with parents in the implementation of inclusive education in schools. The participants were coming from DepEd Region XI, Division of Davao City, specifically in the schools of Paquibato District. There were ten (10) teachers who participated in the study, and were purposely selected. This study made use of a phenomenological approach to extract the ideas from the participants. The virtual in-depth interview was employed to gather significant information with regard to their respective lived experiences. Using the thematic analysis, the following themes emerged pertaining to their lived experiences: parent-teacher collaboration as a reciprocal commitment, parents who are satisfied with teachers’ efforts, positive parent-teacher communication, and teachers hurdling with collaboration challenges. Further, there were three (3) subthemes identified on the teachers hurdling with collaboration challenges, these are too much expectations for learners, limited parents’ availability, and teachers’ lack of professional preparations. The coping mechanisms of teacher participants on the challenges they experienced were: parent-teacher regular communication and continuing professional development for inclusive teachers. The educational management insights drawn from the participants were collaboration impacts academic success and preparation for inclusive teachers matters. Thus, The DepEd administrators and heads may craft teacher enhancement programs through face-to-face training or through webinars focusing on handling inclusive classes, implementing instructions in schools, and collaboration strategies with parents.

TEACHERS’ VIEWS ABOUT USING DIGITAL TECHNOLOGIES IN EDUCATION OF INTELLECTUALLY GIFTED STUDENTS

Digital technologies have now become essential components of school education for all students with various educational needs and characteristics, and also provided new opportunities and resources for education of intellectually gifted students to take into account their unique cognitive and personal needs. At the same time, the key factors of effective gifted education are the teachers’ professional readiness and motivation to create the differentiated environment, methodologies, and curriculums, using these technologies. Due to the relevance of studying these issues, we researched the teachers’ attitudes toward using digital resources in school education of intellectually gifted students. Semi-structured interviews were conducted with  Moscow school teachers (Master’s degree students) on their beliefs about the educational needs of intellectually gifted adolescent in the context of digital technologies in order to interconnect teachers and students. In general, the respondents emphasized effi ciency of digital technologies, such as autonomy, distance (online) learning, discussion, competitions, and so on, in teaching and supporting intellectually gifted schoolchildren, their especial curiosity, diverse interests, high abilities, and high expectations (from self and others). The frequently mentioned benefi ts were availability of distant materials and consultants, like-minded persons for school and home work, and extracurricular activities. Possible challenges and negatives of using digital technology by gifted schoolchildren at different ages were also considered. Although all respondents indicated positive perceptions of digital technology education in the classroom or at home, most of them worried about their inadequacy of technological preparation and excessive time for development of educational materials. Our data show that the teachers need greater support in the production of digital curriculums and materials as well as their adaptations for gifted students in different educational situations.

Challenges, Benefits, and Motivations in Paraphrasing: Insights from Marine and Fisheries EFL Students

This study explores the challenges, motivations, and benefits of paraphrasing for Marine and Fisheries EFL students, aiming to uncover factors that impact their ability to rephrase academic texts. Using a descriptive qualitative approach, data were collected through field notes and semi-structured interviews with 15 purposively sampled students. The findings reveal that students face significant challenges in paraphrasing due to limited vocabulary, difficulties in sentence restructuring, and low self-confidence. Some students perceive English proficiency as less relevant to their future careers, reducing motivation to enhance their language skills. However, regular paraphrasing practice was found to provide valuable benefits, including vocabulary expansion, improved understanding of sentence structures, and increased confidence in handling technical content. These outcomes underscore the potential of paraphrasing exercises to support academic skill-building and professional readiness in specialized fields. The study suggests the need for targeted pedagogical strategies that emphasize vocabulary development, structural flexibility, and confidence-building. These findings contribute to the understanding of paraphrasing in EFL contexts and offer practical recommendations for enhancing students’ language skills in discipline-specific academic environments.

R.A.I.C.E.S. (Roots): A conceptual framework for community‐building that connects linguistic and cultural wealth to support emergent bilinguals

AbstractProject R.A.I.C.E.S. (Reaching All Individuals and Communities to Establish Success in Language Learning) is a National Professional Development grant initiative operating at Stephen F. Austin State University. Grant objectives were designed to enhance school readiness, English acquisition, and literacy outcomes for emergent bilinguals (EBs), English learners (ELs), and multilingual learners (MLLs) through collaborative professional development events involving university, community, parent, and school district partnerships. The Spanish word raíces translates to roots in English, symbolizing the project's commitment to preserving and nurturing the cultural and linguistic diversity of the community by reframing language learning within an additive paradigm. Project R.A.I.C.E.S. creates paid professional development events to build a community of professors, preservice teachers, in‐service teachers, parents and caregivers of emergent bilingual children, and children in collaborative professional development sessions called academias (academies). Each academia positions all participants, especially parents and caregivers and their children, as key stakeholders and equal partners in the learning process to honor the community's cultural wealth, emphasizing linguistic and cultural sustainability for English language learners in educational settings. Moreover, the academias provide preservice and in‐service teacher professional development and preparation for the TExES ESL certification exam, crucial for better meeting the needs of EBs/ELs/MLLs in rural schools.

The Perceived Benefits of Internationalization of On-The-Job Training in the Hospitality Management Program of Philippine College Foundation

This study investigates the perceived benefits of the internationalization of On-the-Job Training (OJT) among Hospitality Management students at the Philippine College Foundation in Valencia City for the school year 2023-2024. The findings address three specific questions regarding the level of internationalization in OJT, the perceived benefits of this internationalization, and the relationship between the level of internationalization and perceived benefits. The analysis reveals that students rated all sub-variables of internationalization—cultural competence, professional skills, career readiness, language skills, and networking opportunities—very positively, indicating a strong consensus on the significant enhancement of their competencies through OJT experiences. In terms of perceived benefits, students expressed strong agreement on areas such as global perspective, cultural competence, and enhanced skills, with a robust overall perception of the positive impact of internationalization on their skills and professional readiness. However, networking opportunities received a more moderate acknowledgment. Correlation analysis demonstrated significant positive relationships between the level of internationalization in OJT and the perceived benefits experienced by students, with all correlations exhibiting high statistical significance. These findings underscore the essential role of internationalization in enhancing the educational experiences and professional readiness of students in the hospitality field.

Thematic Working Group on the Professional Practices, Preparation and Support of Mathematics Teacher Educators, TWG27

In this issue presented by the group leaders Ronnie Karsenty, Bettina Rösken-Winter, Stefan Zehetmeier, Birte Pöhler-Friedrich, Hilda Borko and Alf Coles

Enhancing academic outcomes through industry collaboration: our experience with integrating real-world projects into engineering courses

This research investigates the integration of industry projects and mentorship into academic curricula, aiming to enhance student learning and professional readiness. By incorporating real-world projects and pairing students with industry mentors, this approach seeks to provide a unique blend of theoretical knowledge and practical application. Utilizing a mixed-methods research design, the study captures both quantitative and qualitative data to assess the educational outcomes of this innovative model. Quantitative metrics include final grades, attendance rates, participation rates, placement rates, project grades, and professional skills ratings, while qualitative feedback is gathered from students, mentors, and faculty. The study is set against the backdrop of two courses that have been redesigned to include elements of industry collaboration. The findings are expected to shed light on the effectiveness of this approach in preparing students for the demands of the modern workforce, offering insights into how industry mentorship and project-based learning can enhance academic curricula and better equip students for their future careers.

Exploring distance learning in rural private schools in the Philippines: Challenges, coping mechanisms, and model development

The COVID-19 pandemic brought significant changes to the educational landscape, impacting not only public schools but also private learning institutions. This study explores the experiences of private schools at the administrative and faculty levels, focusing on the challenges encountered and the coping mechanisms employed in implementing distance learning. A descriptive phenomenology research design was used, emphasizing the subjective experiences of private school administrators and teachers. The researchers applied phenomenology to understand the core structure of their experiences in remote teaching and learning, with the goal of informing best practices and guiding potential changes in policies, theories, or responses to distance learning.Private schools faced a range of challenges due to this sudden shift, including insufficient professional preparation for teachers and inadequate technological infrastructure, both of which significantly affected the quality of distance learning. Despite these constraints, school leaders and teachers collaborated to propose strategies for mitigating the impact of these challenges. Key recommendations include prioritizing internet connectivity as a basic project for IT infrastructure with the support of school personnel and community leaders. Additional strategies involve offering diverse teaching modalities, conducting learner assessments, establishing effective communication and feedback systems, practicing efficient time management, fostering positive relationships, demonstrating professional integrity, advocating for ongoing training and simplified instruction, and recognizing the unique value of each learner within their academic environment.

The experiences of rural generalist occupational therapists in provision of palliative care in rural, regional, and remote Australia: A phenomenological inquiry.

Access to specialist palliative care in rural and remote Australia is limited, resulting in a reliance on generalist health professionals to provide these services. Although literature exists concerning the experiences of some health professions in providing rural generalist palliative care, little is known about the experiences of occupational therapists who fill these roles. This paper aims to address this gap in knowledge by exploring the experiences of rural generalist occupational therapists in the provision of palliative care in rural, regional, and remote Australia. An interpretive phenomenological approach guided this research. Data were collected from eight rural generalist occupational therapists across Australia, using semi-structured, in-depth interviews. Data were thematically analysed to develop a nuanced understanding of lived experience in provision of palliative care. Due to the focus of this research on the practice experiences of occupational therapists, consumer and/or community involvement was not undertaken in its design or implementation. Three key themes were identified: 'community connections - a double-edged sword'; 'frustrations with structural and contextual factors limiting quality palliative care service provision'; and 'education and support as enablers of professional preparedness for palliative care service provision.' Taken collectively, these findings shed light on a variety of challenges and opportunities associated with rural generalist palliative care occupational therapy practice, as well as clues to their effective management. Knowledge of rural generalist occupational therapists' experiences can inform workforce development, promote retention of rural occupational therapists, and improve outcomes for dying persons, their families and caregivers. This study offers new insights into challenges and opportunities for rural generalist occupational therapy practice in palliative care and highlights the way in which both, new and existing support structures may be of value in promoting practice capacity and therapist wellbeing. It can be hard to get expert support for dying people in areas outside of cities in Australia. Health workers in these areas should be helped to provide good care. In this study, we spoke with some health workers in rural and remote areas who occasionally work with people who are dying. They told us that people in these areas were often helpful in supporting people who are dying because they felt close to them. But they also said that this made caring sadder for health workers because, sometimes, they were close to the people who were dying too. Having too much work, not enough experience and long distances made providing good care extra difficult. The health workers said that getting expert advice or using online teaching could help them improve their practice, but finding the time to do this is hard.

Self-care is a social justice issue: social work students’ themes of social injustice within their self-care experiences

ABSTRACT Self-care, though inconsistently defined, has come to be regarded as an ethical professional responsibility for social workers and a workforce issue. How to teach self-care to social work students as part of their professional readiness training is becoming more widely discussed and researched. An investigational study of 85 social work students (BSW = 33, MSW = 52) at a public Midwestern university examined their learned and lived experiences of self-care. General inductive analysis brought forward three themes suggesting that there may be social justice factors which inform how self-care is understood and practiced: Disparities related to wealth and social identities; Social systems and societal structures which cause barriers and constraints to accessing self-care; and Sociocultural ideologies which assign value and meaning to self-care. The authors contend that as the profession continues to work toward conceptualization of a definition of self-care and as the academe wrestles with the incorporation of self-care into its curricula, further exploration of the potential social injustices surrounding the defining and practicing of self-care is imperative.

Аналіз проблеми розвитку психологічної компетентності у майбутніх фахівців з фізичної реабілітації в контексті сучасних психологічних досліджень

Psychological competence is critically important for professionals in the field of physical rehabilitation, as it contributes to the emotional and psychological well-being of patients throughout the rehabilitation process. Currently, there are no systematic studies on the development of psychological competence among physical rehabilitation specialists, although such studies could be useful in enhancing the effectiveness of rehabilitation interventions. Examining the psychological readiness of physical rehabilitation professionals can help improve relationships with patients, increase patient motivation and commitment to the therapeutic process, and enhance treatment outcomes. The aim of this study is to conduct a theoretical analysis of the development of psychological competence among future physical rehabilitation specialists in the context of contemporary psychological research and to identify factors influencing its development. The object of the study is the process of forming psychological competence in future physical rehabilitation specialists, while the subject is the contemporary psychological aspects of this process. To achieve this goal, an analysis of the current state of psychological competence development in future specialists is conducted, along with the identification of key aspects and training strategies that contribute to its formation. Understanding the psychological readiness of physical rehabilitation professionals can significantly improve the quality of patient care and enhance treatment effectiveness.