Professional Degree Research Articles

Narrativas de mulheres que constroem suas histórias no sertão sergipano

RESUMO: Este artigo objetivou analisar as narrativas de mulheres sertanejas do sertão sergipano através da utilização da história oral como ferramenta de pesquisa. Para tanto, foram realizadas entrevistas e revisão bibliográfica bem como uma seleção de narrativas que foram coletadas por membros da turma do Mestrado Profissional em Ensino de História da Universidade Federal de Sergipe – UFS, no semestre de 2019.2. Pretende-se com essas narrativas contribuir com a desmitificação de preconceitos e estereótipos que cercam a mulher sertaneja, bem como evidenciar as adversidades do cotidiano sertanejo que estas mulheres precisam enfrentar. Além disso, buscou-se elaborar um trabalho que possa servir como subsídio aos professores de história ao trabalharem com as questões referentes a vida da mulher sertaneja e estimular o uso da história oral enquanto fonte e método de pesquisa.
 Palavras-chave: Mulher sertaneja; História oral; Ensino de História.

Faculty Leaders Challenges and Strategies in Redesigning EdD Programs

Producing change in higher education is not always easy or quick (Kennedy, et al., 2018; Perry, 2014a; Schuster & Finkelstein, 2006; Tierney, 1998). Conferences provide faculty with exposure to new ideas, but that exposure is often not enough to produce programmatic and structural change. In addition to new ideas, faculty must also have the tools they need to navigate change and institutional resistance when introducing and implementing new ideas. Over the last decade or so, school of education faculty, guided by the Carnegie Project on the Education Doctorate (CPED) have worked to redesign the Education Doctorate and make it a professional practice degree. As a leader in educational change, CPED aims to reframe the EdD through both the cultivation of innovative ideas and the promulgation of those ideas across existing institutions and structures. CPED found faculty leaders to be necessary in creating institutional change, but also that the role of leader is a challenging one. Building upon earlier inquiries of faculty from CPED member institutions, this current study sought to discover more about the needs, challenges, and means for successful innovation implementation by EdD programmatic change leaders.

Defining Athletic Training in the Military Setting: A Survey Investigation Into Professional Characteristics, Preparation, and Barriers in Clinical Practice.

The skill sets of athletic trainers (ATs) provide a unique contribution to the US military's optimization of physical readiness, and these positions are becoming more prevalent. However, knowledge regarding the job characteristics of, and ATs' preparation for, employment in a military setting is limited. To assess the position and clinician characteristics of ATs working with military members and document their perceptions of working in the military setting. Cross-sectional study. Online survey. A total of 53 ATs who currently or formerly worked in the military setting. A Web-based survey with closed- and open-ended questions was distributed via e-mail and social media. Closed-ended data were analyzed via descriptive statistics, and open-ended questions were evaluated for common themes using thematic analysis. Respondents were primarily males (n = 31, 58.5%), had a master's degree (n = 42, 79.2%), and were not current or former service members (n = 46, 86.8%). Positions were primarily full time (n = 50, 94.3%), contracted with an independent company (n = 27, 50.9%), and within the Army (n = 24, 45.3%). The ATs were highly satisfied with their workload and ability to apply their skill set. Qualitative analysis revealed 3 themes: (1) the context of clinical practice in the military (eg, rewarding, job scope, military environment), (2) the importance of clinical and interpersonal skills, and (3) the existence of multiple barriers (eg, hiring, military culture, lack of recognition). Overall, ATs working in the military setting were well-qualified practitioners who were very satisfied with their current positions, yet they also reported barriers, such as working within the military culture and lack of recognition of their skill set. Although ATs indicated a neutral belief that professional degree preparation was sufficient for this clinical practice setting, the qualitative themes provided additional career-preparation advice for individuals interested in this setting.

Reimagining dissection lab preparation ‐ the role of digital media in anatomy education

IntroductionLearning materials provided to students prior to anatomy dissection labs have classically been in the form of written instructions and images from prosections. However, these materials can be difficult to interpret, especially for beginner students. With the advancement of technology, educational curricula are exploring the integration of digital platforms to supplement more traditional teaching methods.GoalTo investigate the utility of a video‐based guide for approaching dissection.MethodsA video dissection guide was created demonstrating the dissection of the superficial back. The video outlines the anatomy, technique, procedure, and includes review questions. The video was made available online through YouTube, along with a feedback survey. A secondary video dissection guide highlighting the dissection of the deep back was subsequently produced and made available in the same avenue.ResultsAfter two months, the superficial back dissection video has received more than 1,400 views. Feedback was received from 68 respondents; a majority of whom were female (63.2%), aged 20–24 (60.3%), and had a current education level of a postgraduate degree or professional degree (54.4%). The majority of respondents agree or strongly agree that the video presented the anatomy in a clear and organized fashion (95.6%), enhanced their learning of the anatomy (100%), familiarized them with dissection tools and how to use them (89.7%), familiarized them with methods and techniques for dissection (92.6%), was more effective than a dissection guide (97.1%), and was more effective for learning anatomy than a textbook (88.2%). A poll of 54 respondents found that most agree or strongly agree that the video is a valuable resource for review/test preparation (88.9%).Preliminary survey results for the deep back dissection video indicates that, of 15 respondents, the majority agree or strongly agree that the video presented the anatomy in a clear and organized fashion (100%), enhanced their learning of the anatomy (93.3%), was more effective than a dissection guide (93.3%), and is a valuable resource for initial learning of dissection/anatomy (100%) and review/test preparation (86.7%).ConclusionIn summary, digital media in the form of video‐based dissection guides may be a useful tool to incorporate into educational curricula for teaching gross anatomy of both superficial and deep structures. Future goals include the incorporation of clinically relevant information to dissected anatomical structures.

The professional path of postgraduates of a professional master's degree in primary health care in the municipality of Rio de Janeiro, Brazil: an evaluative study.

A four-block exploratory study was conducted with an electronic online, anonymous questionnaire to study the path of postgraduates from two professional master's degree classes, as follows: personal, current professional activity, course-professional situation relationship, and open-ended questions for positive/negative points. Results: Most of them remained in the primary care area and public services; in health care and as tutors; developed a course-related work activity, and 75% reported a high impact of the course. A lower effect was perceived in the remuneration. A higher effect was noted in the professional training, the networks of relationships, personal growth, and work. The active pedagogical strategies were well evaluated. Conclusion: This is a feasible and applicable evaluation method for graduate monitoring systems, and it allows knowing the relationship between training and work.

The Vanderbilt Program in Interprofessional Learning: Sustaining a Longitudinal, Clinical Experience That Aligns Practice With Education.

Designing and sustaining a longitudinal, clinic-based interprofessional learning experience is logistically challenging, which has limited the educational opportunities available in health professions schools. The authors discuss the Vanderbilt Program in Interprofessional Learning (VPIL), which addresses some of the challenges facing clinic-based interprofessional experiences. VPIL places first- and second-year students from 4 professional degree programs (medicine, nursing, pharmacy, social work) in Nashville, Tennessee, on teams where they work and learn together in authentic clinical environments over a 2-year period. The program was implemented in 2010 and includes 3 components: a summer immersion experience, seminar-based classroom and simulation sessions, and a weekly clinical experience. Students also complete a capstone quality improvement project. VPIL administrators have set up structures at the institutional, clinic, faculty, and student levels that have contributed to the sustainability of the program. Between 2010 and 2019, VPIL admitted 398 students who participated on 91 clinical teams. In addition, 55 clinical preceptors and 12 core faculty trained students for future collaborative practice. The program has received consistently high ratings from students, who have produced 69 quality improvement projects at their clinics. These projects have addressed aspects of the care delivery process and produced durable materials, showing that the program has contributed to important innovations in the health system. VPIL faculty continue to improve the curriculum and administrative structures and work to expand the program to reach a wider variety of health professions students. Going forward, lessons from the program could assist educators in creating opportunities for students to learn interprofessionally and deliver high value health care in increasingly complex delivery systems.

The Problems of Implementation of Statutory Provisions on the Place of Traineeship for Law Students

The article is concerned with the analysis of the provisions of the normative legal acts that determine the places of traineeship for students who study for a professional university degree. The content of the term "profile organization" has been analyzed for the proper implementation of statutory provisions concerning the place of traineeship. This seems relevant, since the analysis of legal application of these acts while arranging the training practice for law students indicates that there is no unified approach to understanding the term "profile organization". The article proves that in order to strengthen the practical slant of the education of students of law, we should consider as places for traineeship both organizations whose activities correspond to professional competencies acquired within the framework of the main professional university programs, and organizations whose legal functions operate in accordance with the corresponding educational program. The right choice of a functional unit while taking a traineeship in a law school has a significant importance for building practical skills and competencies of future lawyers. When deciding on the choice of a functional unit of an educational organization as a place for traineeship, it is advisable to send students to units with environment that promotes meeting practical challenges of the reality. The authors propose an interpretation of the term "profile organization" in the context of problems identified in the application of the statutory provisions, as well as initiate a move to amend the Federal State Educational Standard for the graduate degree in 40.03.01 Jurisprudence (bachelor's degree).
 Key words: graduate education, educational organizations, legal education, student traineeship, profile organizations.

University partnership in child welfare workforce preparation and program implementation

ABSTRACTIn this article, we present a university partnership with public and private child welfare organizations that simultaneously transformed MSW field curricula and informed installation and implementation of new child welfare practice models. Anchored in implementation science and frameworks, the partnership’s plan-do-study-act feedback loops identify challenges and opportunities, integrate lessons for students, instructors, and participating organizations, and prepare future workforce and leaders to deliver evidence-informed practice. Its focus, processes, structures, and tools offer academic professional degree programs an example of how workforce preparation and the implementation of service programs can be mutually reinforcing and beneficial.

Teaching evidence-based practice: A comparison of two disciplines

ABSTRACTThe increasing emphasis on research supported treatments in behavioral health requires clinicians to develop knowledge and skills for evidence-based practice. Graduate professional degree programs must address this in preparation for the emerging workforce. In this paper, we synthesize results from two related studies that examined the extent to which master’s level professional degree programs prepare future practitioners to deliver a process of evidence-based practice or specific evidence-based treatments. We compare these results with a previous study of North American administrators and supervisors who hire graduates from Master's level professional degree programs. The first study explored the Masters in Social Work curricula, and the second study examined Marriage and Family Therapy programs. Professionals with these graduate degrees are primary providers of behavioral health treatment. Results demonstrate how both disciplines are changing and offer both rationale and concerns voiced by program deans and directors. Compared with a study of provider perspectives, the collective results indicate institutions of higher education are providing at least modest levels of training in evidence-based treatments. We conclude with suggestions for university partnership with behavioral health and social service programs.

A interdisciplinaridade em sala de aula: processamentos cognitivos em atividades de interpretação textual

O presente artigo traz uma pesquisa realizada no âmbito do Mestrado Profissional em Letras (PROFLETRAS-UFRPE/UAG) sobre leitura, escrita e interpretação de textos escritos numa perspectiva interdisciplinar, com análises dos processamentos cognitivos textuais construídos pelos alunos. Embasamo-nos em estudos sobre gêneros, leitura e processamento textual para destacar o desempenho linguístico de duas alunas do 6º ano do ensino fundamental de uma escola pública em atividades de leitura-escrita-interpretação, produzidas durante a aplicação de um projeto de intervenção didático-pedagógico interdisciplinar (uma pesquisa-ação) envolvendo Língua Portuguesa, Matemática e Ciências. Com atividades desenvolvidas individualmente para cada disciplina sempre a partir de um mesmo texto, observamos, nas análises, que, para construir as respostas solicitadas em cada questão interpretativa, as crianças, de uma forma ou de outra, vão mobilizando e ativando os processamentos cognitivos a partir de três grandes sistemas de conhecimentos – o linguístico, o enciclopédico e interacional (KOCH; ELIAS, 2014; KOCH, 2015, 2016). Os resultados demonstram quais estratégias cognitivas são mais ou menos ativadas pelas crianças na execução das atividades escolares, situação que permite ao professor traçar estratégias mais específicas para melhorar o processamento cognitivo, a depender de quais conhecimentos e/ou estratégias textuais necessitam ser ativados durante a leitura, interpretação e escrita.

Status quo and role expectations of clinical teachers for master of nursing specialist in traditional Chinese medicine universities

Objective To explore the current status of clinical teaching staff for the graduate program of master of nursing specialist (abbreviated to nursing masters) in traditional Chinese medicine (TCM) universities and compare it with the role expectations of students, aiming to provide a reference for the subsequent construction and improvement of clinical teaching staff. Methods Totally 172 nursing masters from Jiangsu, Zhejiang, Henan provinces and Tianjin and 86 clinical teaching staff from the hospitals where they practiced were selected using convenient samping and investigated with the self-made questionnaire from October to December 2018. The differences between clinical teaching staff's resources, abilities and students' expectations were compared. A total of 258 questionnaires were distributed among 86 clinical teachers and 172 nursing masters, and 258 valid questionnaires were recovered, with an effective rate of 100%. SPSS 22.0 software was used for statistical analysis of data. Results There was a certain gap between the clinical teaching staff and students' expectations, especially in terms of the graduate school and academic qualifications of the clinical teachers. Totally 34.88% (30/86) of the clinical teachers graduated from TCM universities, while 71.51% (123/172) of the students expected to be taught by teachers graduating from TCM universities. Among the clinical teachers, 60.47% (52/86) were undergraduates, and fewer were masters or graduates with higher education. There was a certain difference between the teaching teachers' abilities and students' expectations. There were statistically significant differences in 17 secondary indicators (χ2 were 12.027-130.149, P 0.05) . There were statistically significant differences between students' current status and their learning needs for TCM nursing (χ2 were 14.722-165.339, P<0.01) . TCM nursing skills and practical application of TCM nursing research were the contents that most students wanted to learn, accounting for 83.72% (144/172) and 70.35% (151/172) , respectively. Conclusions There were differences between the current status of the teaching staff for nursing masters at TCM universities and the expectations of the students. The universities should fully consider the graduates' own expectations and needs based on the training objectives for graduates, actively explore the admission system for clinical teachers, improve the training system for teachers, and standardize the teaching evaluation mechanism based on the status quo of nursing talents in China. Key words: Nursing education; Traditional Chinese medicine nursing; Professional degree; Nursing graduate education; Expectations and needs

The Religious Beliefs, Practices, And Experiences Of Law Professors

In the 1990s I surveyed law faculties at the top one hundred law schools, collecting data on professors’ religious affiliations. [Measuring Diversity: Law Faculties in 1997 and 2013, 39 Harv. J.L. & Pub. Pol’y 89 (2016), https://ssrn.com/abstract=2581675] I found that Christians were represented at only about half their percentages in the larger population, while Jewish and nonreligious law professors were substantially overrepresented. Yet knowing whether a professor is, for example, Christian or Jewish only scratches the surface. For the general public, the General Social Survey and the American National Election Studies have long asked about belief in God and church attendance, but these questions had never before been asked of law professors. This article reports the results of a 2017 survey of about 500 law professors. The study first updates the 1997 study on religious preference and then moves on to explore the issues of belief in God, church attendance, and religiously motivated discrimination. Law faculties are substantially less devout than mere reports of religious preferences would indicate. Though religious belief in the general population tends to fall with increased education, that phenomenon does not explain or account for the observed magnitude of the differences. For example, while 24 percent of law professors say that they “don’t believe in God” and another 18 percent “don’t know whether God exists,” among those in the general population who have graduate and professional degrees, only 5.4 percent do not believe in God and 10.4 percent do not know whether God exists. While in this study higher percentages of Christians report religious discrimination than the non-religious, so do higher percentages of Jews and those who embrace “other religions.” As for their schools preferring non-Christians over Christians, Christians are much more likely to report this behavior than Jews or the non-religious, but the percentages reporting having witnessed this discriminatory preference are still relatively small.

Analysis on the professional orientation of part-time nursing master degree graduates

Objective To explore the professional orientation of part-time nursing master, in order to provide reference for the cultivation and development of the education of part-time nursing master in China. Methods The information of colleges and universities with admission qualification in 2019 was searched, and the admission requirements and specialty orientation setting of 34 colleges and universities that enrolled part-time nursing master's degree students were investigated. Results The 24 colleges and universities set specific professional directions, mainly focusing on specialized nursing, accounting for 62.50% (15/24) of the total. Clinical work experience is not mandatory in all institutions; In central China and east China, 95.83% (23/24) and 91.67% (22/24) of the colleges and universities admitted students set their major directions respectively. Conclusion China′s part-time nursing postgraduate education is still in its initial stage, and the professional orientation of enrollment is varied but general, so it should be standardized to strengthen the direction of Traditional Chinese Medicine nursing. Educational development is not balanced among different regions, and academic exchanges and cooperation between colleges and universities should be strengthened. Key words: Nursing education; Professional degree postgraduate; Part-time graduate; Professional direction; Specialist care

Practical exploration of comprehensive quality development for postgraduates pursuing professional degree in clinical medicine under the combined training model

The combination of the training for postgraduates pursuing professional degree in clinical medicine and the standardized training for residents shows many advantages as well as problems in the comprehensive quality development such as lower enthusiasm towards public affairs, insufficient self-directed learning and research capacity. Moreover, supervisors' role in the whole process and aspects of education needs to be highlighted and higher requirements on professionalism are needed. In this paper, the details of these problems as well as challenges are analyzed and specific suggestions have been provided, such as establishing a comprehensive evaluation system for postgraduates, improving guidance on students' behavior, innovating the management system and activity carrier for postgraduates, strengthening the training of research capacity, promoting double vocation education, reinforcing supervisors' role in leading students, focusing on professionalism cultivation and strengthening the education of medical ultimate values. Key words: Combination; Professional degree of clinical medicine; Graduate student; Comprehensive quality

Investigation and analysis of satisfaction of postgraduates in clinical medicine with professional courses

Objective To investigate the satisfaction of postgraduates in clinical medicine with professional courses in secondary disciplines and analyze the existing problems so as to put forward suggestions for improvement. Method s A self-designed questionnaire was used to investigate the satisfaction of 1 342 postgraduates in clinical medicine with professional courses learning at West China School of Medicine of Sichuan University, 1 330 were effectively received. Descriptive analysis and chi-square test were performed to analyze the data using SPSS 19.0. Result s The satisfaction degree of postgraduates in clinical medicine with the setting, teaching content and teaching effect of professional courses was significantly higher than that of the national postgraduates (P<0.01), among which the satisfaction degree on implementation effect of the professional course plan was the highest (86.7%) and the satisfaction degree on rationality of the professional course setting was the lowest (79.3%). Doctoral students were more satisfied with the rationality of professional course setting, implementation effect, teaching method, teaching content, teaching effect and learning resources than postgraduates (P<0.01). Postgraduates pursuing academic degree were more satisfied with the rationality of professional course setting than postgraduates pursing professional degree (P<0.01). Conclusion The satisfaction of postgraduates inn clinical medicine with professional courses in secondary disciplines in Sichuan University is above the average level in China, but the courses still need to be further adjusted and optimized according to the needs of students in different degree types and academic levels. Key words: Clinical medicine; Graduate student; Course; Satisfaction

Conceptualization of smartphone usage and feature preferences among various demographics

Smartphones have seen an exponential growth in their utility during the past decade. The study of mobile phone usage patterns as well as mobile phone feature preferences has been given due focus by the research community in the past. However, a comprehensive study targeting different population demographics is required for the assessment and evaluation of smartphone features, both from the consumer point of view and the vender’s perspective. This study aims to find correlation between the smartphone usage patterns and its features. The user demographics considered in this work include age, gender, marital status, education, profession, income level and geographical location of the smartphone users. The smartphone usage data for this research is collected through user surveys. The survey sought information regarding three key aspects of this study: the usage pattern of the smartphone users, their feature preferences and their demographic details. The key statistical parameters computed in this work include the mean and standard deviation of the replies given on the Likert scale against the usage of the features mentioned in the questionnaire. A normality test is performed by measuring the skewness and kurtosis of the collected dataset. The results for both kurtosis and skewness are found to be within the acceptable range, suggesting the data to be normally distributed. One-way ANOVA (analysis of variance) test is performed to identify the significant difference within the groups in relation to the usage of smartphone features. Finally, exploratory factor analysis (EFA) is performed to identify the structure of the data and the underlying relationships. Singles, urban users, younger users, college and university graduates, professional degree holders and users with high-income level formed the group using the smartphone more frequently than their counterparts. Moreover, they were also found to be using advanced features like, social apps, Internet, camera and picture viewing on a daily basis. This work has identified smartphone features like disk space, RAM, device security camera and battery talk time as key preferences for a specific group of consumer.

Health profession education course teaching to undergraduate medical and dental students for making consensus: A mix research method among medical educationist of Peshawar by using Delphi technique

This article was migrated. The article was not marked as recommended. Introduction:The future medical education demands newer strategies to enforce positive teaching change. The Pakistan Medical &amp; Dental Council (PM&amp;DC) has added outcomes such as leadership and management, professionalism, communication skills, and personal professional development. However, the level of difficulty and the importance of the contents need to be identified for the undergraduate medical and dental students. Methodology:This study was conducted at four institutions of Peshawar, Khyber College of Dentistry, Khyber Medical College, Khyber Girls Medical College and Khyber Teaching Hospital, the study was completed from April to December 2018, mix method study design of modified Delphi survey was used through a self-administered questionnaire. The study comprised of two iterative rounds of opinion seeking. The questionnaire included baseline data about the participants including instructions, consent form and name, teaching experience, professional degree, and institute. The first and second round of the questionnaire had 09 statements and 01 Likert scales ranging from strongly agree to strongly disagree. The data were analyzed by using SPSS version 21. Results:The analysis showed that out of 11 items, 07 items in the key contents of teaching medical education could not achieve consensus, while 04 items achieved consensus. The 40(67%) of respondents agreed to include medical education at the undergraduate level. Majority 32(53%)of the respondents agreed that medical education contents should be taught in the third year of MBBS and second-year BDS 43(72%). Conclusion: Key content areas of medical education to the undergraduate medical and dental students should be taught in the form of small group discussions. However, the consensus could not be developed on the assessment procedures for assessing medical education topics to the undergraduate medical and dental students.

Internationalization in the context of academic capitalism

This article is written from the perspective of a faculty member in a professional graduate degree program who is committed to internationalization, but also notes its challenges given the context in which higher education finds itself. First, the article outlines the ways in which higher education is thinking about internationalization, in particular with a focus on faculty-led short-term study abroad programs. Second, the article juxtaposes internationalization with the current conversation and debates about academic capitalism. Finally, it ends with overarching topics that deserve further exploration and include: (a) that internationalization is often tailored to faculty interests but that this might make systemic assessment challenging; (b) that there are shifting relations among the university central offices related to internationalization processes and academic departments; and (c) given the academic capitalism debates, the article asks whether we can implement and assess our internationalization processes while still adhering to academic quality and credibility.

The Jackson Heart Study: Preparing African American High School Students for Health Careers and Research.

In 1999, Tougaloo College (TC), located in Jackson, Mississippi, was charged, as a part of its role in the Jackson Heart Study (JHS), with creating a pool of well-trained high school students who, upon entering college, could successfully complete undergraduate and graduate or professional degrees in the health professions, biomedical research, and public health. TC identified the following educational challenges experienced by Mississippi high school students: inadequate exposure to reading, writing, logic, and quantitative skills; inadequate course work in science and mathematics; lack of mentors and role models in science-related fields as well as for exploration and identification of career options in the health professions and biomedical research. To this end, the JHS Undergraduate Training and Education Center (JHS UTEC) developed three four-week summer workshops in Science, Language Arts, and Mathematics (SLAM) for high school students in grades 9 through 11. Since SLAM's inception, more than 900 students have completed the program, and more than 90% have enrolled in college. In addition, according to National Student Clearinghouse and participant-reported data, many of the SLAM participants have earned not only undergraduate degrees in science, but also graduate degrees in a health-related and STEM fields. This article details the SLAM curricula and strategies for recruiting, selecting, training, and retaining high school students; we also present data to illustrate the success of the SLAM program.

Discussion on the Cultivation of Scientific Research Ability of Postgraduates Majoring in Medicine

In order to further promote the development of medical education in China, China officially promulgated the "Guidelines for the Training of Postgraduate Students in Clinical Medicine" in 2015, and formulated the "four-in-one" training program. The clinical skills and clinical knowledge of professional degree graduates have been developed, but their research capabilities are obviously lacking. Therefore, how to improve the scientific research ability of professional degree graduate students is an urgent problem to be solved in medical graduate education. This article aims to explore some of the problems faced by medical graduate education and their reflections.