Professional Development Opportunities Research Articles

Labelling in the academy: identity renegotiation among postgraduate teaching assistants

In recent years, higher education has encountered a steep rise in the employment of postgraduate teaching assistants. While this has provided professional development opportunities to doctoral candidates, conflict around the perception of these early career colleagues has emerged. Notably, the role of the postgraduate teaching assistant is characterised by flexibility, by its existing between structures and recognised roles. This betweenness can be problematic, leading to regular identity renegotiation to gain a sense of stability. Employed at a research-intensive Russell Group university, the author of this autoethnographic article examines self-reported reflective journals to ascertain the adjustments encountered throughout their practice. The author considers a postgraduate teaching assistant as blended professional, based on their experience with merging cultures and identities while situated on the periphery. The discussion reveals how postgraduate teaching assistants are influenced and supported by their academic and social environments, determining who and how they are in relation to others. The author also considers encounters that have helped to develop their third space activity, closing with a reflection on renegotiation pointing to the ways postgraduate teaching assistants can be anchored in the institutional structure.

Defining the "ideal state": A primer on critical care pharmacy practice models.

In an effort to expedite the publication of articles, AJHP is posting manuscripts online as soon as possible after acceptance. Accepted manuscripts have been peer-reviewed and copyedited, but are posted online before technical formatting and author proofing. These manuscripts are not the final version of record and will be replaced with the final article (formatted per AJHP style and proofed by the authors) at a later time. Critical care pharmacists (CCPs) have been clearly established as value-added members of the interprofessional team, and their contributions positively impact patient outcomes in the intensive care unit (ICU). Despite this, not every critically ill patient in the US receives care from a CCP and the model through which CCPs practice is variable, which has important implications. The purpose of this primer is to review current CCP models and discuss elements of the optimal CCP practice model. Current CCP practice models are defined, including the drug processing and dispensing model, clinical pharmacy specialist model, integrated pharmacy generalist model, and hybrid model, as well as unit-based vs service-based models. The optimal CCP practice model considers the Triple Domain of CCP workload, which includes direct patient care, indirect patient care, and professional service. Elements of the ideal CCP practice model including 24/7/365 CCP services, unit- vs service-based models, prescriptive authority, operational support, and CCP-to-patient ratio are discussed. Other vital elements include protected offline time, use of appropriate workload metrics, development of career ladders, opportunities for professional development, and providing wellness resources. The ideal CCP practice model must also be considered through the lens of the patient and medical team, the CCP, the institution, and professional organizations. Strategies for optimizing current CCP practice models are provided, and application of optimal CCP practice model elements is explored through 5 case studies. The optimal CCP practice model includes multiple elements and incorporates the viewpoints of patients, providers, CCPs, institutions, and professional organizations; this model will increase access of all ICU patients to CCPs, enhance the scope of CCP cognitive services, and ensure the economic sustainability of CCP practice while establishing CCP involvement in activities outside of patient care and in professional service.

Opportunities and Challenges of Integrating Generative Artificial Intelligence in Education

This paper thoroughly examines both the opportunities and obstacles associated with integrating Generative Artificial Intelligence (AI) into educational settings. It explores how Generative AI has the potential to enrich learning experiences, customize education for individuals, and foster creativity. However, it also confronts several challenges including ethical dilemmas, safeguarding data privacy, mitigating algorithmic biases, and reshaping the role of educators. Through a synthesis of theoretical frameworks and empirical research, the paper offers valuable insights into effective strategies for navigating these challenges. It emphasizes the importance of establishing ethical guidelines, ensuring transparency in algorithms, and adopting inclusive design principles during AI integration. Furthermore, the paper underscores the importance of providing educators with adequate training and professional development opportunities to effectively utilize AI tools. Additionally, it advocates for ongoing dialogue among stakeholders—such as educators, policymakers, technologists, and students—to steer responsible AI integration in education. Ultimately, the paper advocates for a collaborative approach that prioritizes human-centric values, equity, and diversity. While Generative AI holds promise for revolutionizing educational practices, its integration requires thoughtful consideration of ethical, social, and pedagogical implications. Through proactive collaboration and partnership, educators can leverage AI's potential to create more immersive, tailored, and equitable learning environments.

Higher Education Student Support Program Expansion: A Decade of Progress and Success for English as an Additional Language (EAL) and International Students

One method to support English as an additional language (EAL) students in higher education is through the development of an extracurricular support program catered to the specific academic and psychosocial needs of post-secondary EAL students within an individual faculty. In 2009, the Mount Royal University (MRU) EAL Nursing Student Support Program (NSSP) was created to support the EAL student population within MRU's Bachelor of Nursing (BN) faculty. Following over a decade of support program success documented in a series of scholarly publications, this study aims to capture the longitudinal impact of EAL NSSP on the continued success of its alumni within the academic, professional, and personal domains. A hermeneutic approach to phenomenology was used to measure the perceived impact of the student support measures on their professional and personal development. Participant interviews revealed six themes: (a) skills and knowledge obtained from membership in the support program, (b) continued engagement in professional development and leadership opportunities following support program involvement, (c) accomplishments attained following support program membership, (d) future goals, (e) eagerness to help future generations of EAL students, and (f) the need for continued EAL student support. The findings from this study demonstrate the importance of EAL student support in higher education, showcasing the profound, long-term impact that an effective and intentional EAL student support program design can have.

21ST CENTURY PEDAGOGICAL SKILLS AND ACADEMIC MOTIVATION OF TEACHERS IN ENGLISH SUBJECT

In the rapidly evolving landscape of education, the traditional teaching paradigms are being reshaped by the demands of the 21st century. This study conducted in Hagonoy 2 District, Division of Davao del Sur, aimed to explore the relationship between 21st-century pedagogical skills of teachers and learners academic motivation in English subjects. A quantitative research approach employing descriptive-correlational methods was utilized. Data were gathered from 200 English teachers through probability sampling. Statistical tools including mean, Pearson correlation, and regression analysis were employed for data analysis. Findings revealed that the extent of 21st-century pedagogical skills among teachers was very extensive, encompassing critical thinking, collaboration, communication, and creativity and innovation. Similarly, learners academic motivation was found to be extensive, with both intrinsic and extrinsic factors playing significant roles. Importantly, a significant relationship was identified between teachers pedagogical skills and learners academic motivation. The study concluded that effective pedagogy, which goes beyond content delivery, involves understanding students needs and creating engaging learning environments. Recommendations included crafting effective policies to enhance pedagogical skills, providing professional development opportunities for teachers, and fostering continuous monitoring of learners academic motivation. Future research avenues were also suggested to further explore the dynamics between pedagogical skills and academic motivation. KEYWORDS: 21st century pedagogical skills, academic motivation, Hagonoy 2 District, Division of Davao del Sur, Philippines

Drivers of district-level differences in outpatient antibiotic prescribing in Germany: a qualitative study with prescribers

BackgroundPrevious studies have identified substantial regional variations in outpatient antibiotic prescribing in Germany, both in the paediatric and adult population. This indicates inappropriate antibiotic prescribing in some regions, which should be avoided to reduce antimicrobial resistance and potential side effects. The reasons for regional variations in outpatient antibiotic prescribing are not yet completely understood; socioeconomic and health care density differences between regions do not fully explain such differences. Here, we apply a behavioural perspective by adapting the Theoretical Domains Framework (TDF) to examine regional factors deemed relevant for outpatient antibiotic prescriptions by paediatricians and general practitioners.MethodsQualitative study with guideline-based telephone interviews of 40 prescribers (paediatricians and general practitioners) in outpatient settings from regions with high and low rates of antibiotic prescriptions, stratified by urbanity. TDF domains formed the basis of an interview guide to assess region-level resources and barriers to rational antibiotic prescription behaviour. Interviews lasted 30–61 min (M = 45 min). Thematic analysis was used to identify thematic clusters, and relationships between themes were explored through proximity estimation.ResultsBoth paediatricians and general practitioners in low-prescribing regions reported supporting contextual factors (in particular good collegial networks, good collaboration with laboratories) and social factors (collegial support and low patient demand for antibiotics) as important resources. In high-prescribing regions, poor coordination between in-patient and ambulatory health services, lack of region-level information on antimicrobial resistance, few professional development opportunities, and regional variations in patient expectations were identified as barriers to rational prescribing behaviour.ConclusionsInterventions targeting professional development, better collaboration structures with laboratories and clearer and user-friendly guidelines could potentially support rational antibiotic prescribing behaviour. In addition, better networking and social support among physicians could support lower prescription rates.

Effectiveness of interdisciplinary teacher teams among English teachers in public secondary schools in Jolo

This descriptive-comparative study assessed the effectiveness of interdisciplinary teacher teams among English teachers in public secondary schools in Jolo during school year 2023-2024. One hundred (n=100) samples were taken through non-probability sampling method, quota sampling, among selected public secondary schools in Jolo, Sulu, Philippines. A modified questionnaire was used to elicit the perceptions of English teachers regarding the effectiveness of implementing interdisciplinary teacher teams in public secondary schools. English teachers believed that the interdisciplinary teacher teams among secondary schools was very effective in Instructional Practices, Student Orientation, Team Organization, and Team Structures. Findings also noted significant difference on the perceptions of English teachers regarding the effectiveness of interdisciplinary teacher teams in Team Organization. The study highlighted the positive impact of interdisciplinary approaches on student engagement and achievement. Interdisciplinary teacher teams offered opportunities for professional growth and development. Educators had the opportunity to expand their knowledge base, develop their teaching practices, and gain insights into alternative instructional approaches through collaboration with colleagues from different disciplines. Educational institutions can support this professional development by providing resources, incentives, and recognition for interdisciplinary collaboration.

Public health communication professional development opportunities and alignment with core competencies: an environmental scan and content analysis.

Communication is vital for effective and precise public health practice. The limited formal educational opportunities in health communication render professional development opportunities especially important. Competencies for public health communication describe the integrated knowledge, values, skills and behaviours required for practitioner and organizational performance. Many countries consider communication a core public health competency and use communication competencies in workforce planning and development. We conducted an environmental scan and content analysis to determine the availability of public health communication professional development opportunities in Canada and the extent to which they support communication-related core competencies. Three relevant competency frameworks were used to assess the degree to which professional development offerings supported communication competency development. Overall, 45 professional development offerings were included: 16 "formalized offerings" (training opportunities such as courses, webinars, certificate programs) and 29 "materials and tools" (resources such as toolkits, guidebooks). The formalized offerings addressed 25% to 100% of the communication competencies, and the materials and tools addressed 67% to 100%. Addressing misinformation and disinformation, using current technology and communicating with diverse populations are areas in need of improved professional development. There is a significant gap in public health communication formalized offerings in Canada and many of the materials and tools are outdated. Public health communication professional development offerings lack coordination and do not provide comprehensive coverage across the communication competencies, limiting their utility to strengthen the public health workforce. More, and more comprehensive, professional development offerings are needed.

Unveiling the significant contribution of Child and Youth Care Workers in South African township schools

The deployment of Child and Youth Care Workers (CYCWs) in South African schools is a recent development prompted by the growing barriers to learning faced by learners. This study explored the critical role of CYCWs and their contributions to eight township schools in Botshabelo, South Africa. The aim was to explore and understand the experiences of stakeholders’ regarding the contributions of CYCWs within the Thari programme to township schools in South Africa and how their contributions affected the school environment and aided the well-being of learners. The study followed a qualitative case study design, which integrated the insights from the programme staff, CYCWs (n = 9), principals (n = 5), educators (n = 16), and stakeholder forum members (n = 4) forming part of the Thari programme. Programme documents were also analysed as background and the face-to-face individual and group interviews were thematically analysed.Aligned with the developmental approach to social services, the findings revealed that CYCWs partake in diverse semi-professional activities which significantly contribute to helping learners navigate the challenges they experience in their daily lives. These activities encompass providing psychosocial support, conducting awareness campaigns, organising group sessions, and facilitating educational games. Furthermore, they assume the role of surrogate parental figures and role models for children facing vulnerabilities.The study found that the CYCWs registered in the auxiliary category were not supervised by CYCWs in the professional category. They also had restricted access to full-time social workers for referrals. These challenges underscore the pressing need for increased resources and professional development opportunities for CYCWs so that they can fully attend to their responsibilities in schools.Several recommendations are made, such as increasing resources for the Thari programme, investing in CYCW training, promoting collaboration with other professionals, conducting regular evaluations, engaging parents through workshops, and acknowledging the pivotal role of CYCWs as role models and parental figures. The study offers valuable insights into enhancing the impact and effectiveness of CYCW interventions in township schools, thereby contributing to South African children’s holistic development and well-being.

EXPLORING THE LANDSCAPE OF HUMAN GENE THERAPY: A CROSS-SECTIONAL STUDY AMONG MEDICAL FACULTIES IN MAHARASHTRA

Introduction: Human gene therapy holds immense potential for treating various genetic disorders and diseases by introducing therapeutic genes into patients cells. However, its successful implementation relies not only on technological advancements but also on the understanding, attitude, and awareness among medical professionals. This study aims to assess the knowledge, attitude, and awareness of human gene therapy among medical faculties of a college in Maharashtra. Methodology: A cross-sectional study was conducted among medical faculties of a college in Maharashtra. A structured questionnaire was developed, consisting of sections on demographics, knowledge, attitude, and awareness regarding human gene therapy. The questionnaire was distributed among the faculties, and data were collected anonymously. Results: Out of the total respondents (N=150), the majority were between the ages of 30-55 years (65.3%) and had teaching experience ranging from 1 to 10 years (76.7%). Regarding knowledge, only 82% of the faculties had adequate knowledge of human gene therapy, while 15.3% had moderate knowledge, and 2.7% had poor knowledge. The attitude towards gene therapy was generally positive, with 98% of respondents agreeing that gene therapy holds promise for treating genetic diseases. However, concerns were raised regarding ethical issues (62.7%) and safety concerns (55.3%). In terms of awareness, 79.3% of faculties reported receiving minimal or no information about gene therapy during their medical education. Discussion: The findings reveal excellent to fair knowledge of human gene therapy among medical faculties in Maharashtra. Despite the positive attitude and awareness towards its potential benefits, concerns regarding ethics and safety underscore the need for comprehensive education and training in this field. Integrating gene therapy-related topics into medical curricula and providing continuous professional development opportunities can help bridge this gap. Conclusion: This cross-sectional study highlights excellent knowledge about gene therapy but , there is a need for enhancing knowledge and awareness of human gene therapy among medical education in Maharashtra. Addressing this gap is crucial for preparing future healthcare professionals to effectively utilize and contribute to advancements in gene therapy research and practice. Collaborative efforts involving educational institutions, professional organizations, and policymakers are essential to ensure comprehensive training and education in this rapidly evolving field.

Service users’ complaints concerning social workers’ professional functioning: Arabs in Israel as a case study

Service users’ complaints concerning social workers’ professional functioning: Arabs in Israel as a case study

Impact of artificial intelligence on health information literacy: guidance for healthcare professionals

Purpose This paper aims to explore the intricate relationship between artificial intelligence (AI) and health information literacy (HIL), examining the rise of AI in health care, the intersection of AI and HIL and the imperative for promoting AI literacy and integrating it with HIL. By fostering collaboration, education and innovation, stakeholders can navigate the evolving health-care ecosystem with confidence and agency, ultimately improving health-care delivery and outcomes for all. Design/methodology/approach This paper adopts a conceptual approach to explore the intricate relationship between AI and HIL, aiming to provide guidance for health-care professionals navigating the evolving landscape of AI-driven health-care delivery. The methodology used in this paper involves a synthesis of existing literature, theoretical analysis and conceptual modeling to develop insights and recommendations regarding the integration of AI literacy with HIL. Findings Impact of AI on health-care delivery: The integration of AI technologies in health-care is reshaping the industry, offering unparalleled opportunities for improving patient care, optimizing clinical workflows and advancing medical research. Significance of HIL: HIL, encompassing the ability to access, understand and critically evaluate health information, is crucial in the context of AI-driven health-care delivery. It empowers health-care professionals, patients and the broader community to make informed decisions about their health and well-being. Intersection of AI and HIL: The convergence of AI and HIL represents a critical juncture, where technological innovation intersects with human cognition. AI technologies have the potential to revolutionize how health information is generated, disseminated and interpreted, necessitating a deeper understanding of their implications for HIL. Challenges and opportunities: While AI holds tremendous promise for enhancing health-care outcomes, it also introduces new challenges and complexities for individuals navigating the vast landscape of health information. Issues such as algorithmic bias, transparency and accountability pose ethical dilemmas that impact individuals’ ability to critically evaluate and interpret AI-generated health information. Recommendations for health-care professionals: Health-care professionals are encouraged to adopt strategies such as staying informed about developments in AI, continuous education and training in AI literacy, fostering interdisciplinary collaboration and advocating for policies that promote ethical AI practices. Practical implications To enhance AI literacy and integrate it with HIL, health-care professionals are encouraged to adopt several key strategies. First, staying abreast of developments in AI technologies and their applications in health care is essential. This entails actively engaging with conferences, workshops and publications focused on AI in health care and participating in professional networks dedicated to AI and health-care innovation. Second, continuous education and training are paramount for developing critical thinking skills and ethical awareness in evaluating AI-driven health information (Alowais et al., 2023). Health-care organizations should provide opportunities for ongoing professional development in AI literacy, including workshops, online courses and simulation exercises focused on AI applications in clinical practice and research. Originality/value This paper lies in its exploration of the intersection between AI and HIL, offering insights into the evolving health-care landscape. It innovatively synthesizes existing literature, proposes strategies for integrating AI literacy with HIL and provides guidance for health-care professionals to navigate the complexities of AI-driven health-care delivery. By addressing the transformative potential of AI while emphasizing the importance of promoting critical thinking skills and ethical awareness, this paper contributes to advancing understanding in the field and promoting informed decision-making in an increasingly digital health-care environment.

Continuing professional development opportunities: Teachers’ motivation and perceived effectiveness

Continuing professional development (CPD) ensures that learning is an ongoing process and that professionals should continuously upgrade their craft throughout their careers. This study explored the perceived effectiveness of professional development (PD) activities on teachers' competence, aiming to answer questions about what PD activities teachers participate in, what motivates and hinders their participation, and how effective they are perceived to be in terms of improving teaching competence and enhancing student learning. The study utilized a quantitative approach, collecting data through a survey instrument from 1,063 teachers from Central Visayas, which is Region 7 in the Philippines. The results showed that teachers engaged in a variety of activities for their own personal and professional development to enhance their instructional strategies and to meet professional standards. However, hindering factors included lack of time, funding, and workload. Teachers believed that high-quality and needs-based PD activities enhance teaching competence and practice and impact student learning. In conclusion, the study highlights the importance of needs-based CPD programs to support teachers' ongoing professional development and enhancing their effectiveness in the classroom. By addressing the motivating and hindering factors identified in this study and prioritizing responsive CPD opportunities, educators and educational institutions can create a culture of continuous learning and improvement, resulting in positive outcomes for both teachers and students.

Doctoral Student Parents During the COVID-19 Pandemic: How Did They Fare?

The challenges faced by parenting during doctoral education are widely acknowledged. When the COVID-19 pandemic struck universities in the United States in March 2020, doctoral student parents, like other working parents, faced the new challenge of managing workloads without access to childcare, schools, or other supports for balancing work and family opportunities. And yet, many parents persevered through these seemingly impossible circumstances. This paper describes a survey of doctoral students (N = 483) about the ways in which the first 18 months of the pandemic impacted their academic work and professional development opportunities, identifying the institutional supports available to them during this time. Differences between parents of dependent minor children and non-parents were explored, with no differences found except in dissertation delays, where non-parenting students were more likely to experience delays. Further, many students did not have access to supports and fewer used them, although parents were more likely to access supports than non-parents. Implications for understanding the impact on doctoral education are identified and discussed, including the need to reconsider parenting as a barrier to academic success in doctoral education.

Integrating 5E Model with Planned-Incidental Grammar Teaching Approach to enhance grammar competency of eighth-grade Odia medium school students, in a time-sensitive manner

Prompted by the challenges faced by teachers in balancing grammar and content in English classes, coupled with the poor English proficiency of rural Odia medium school students, the study aimed to devise an intervention that could balance content and grammar, thereby enhancing the grammar competency and content comprehension of eighth-grade students. Based on quasi-experimental research with a pretest-posttest nonequivalent group design, two groups were assigned treatment conditions: the 5E Model with Planned-Incidental Grammar Teaching Approach (experimental group) and the traditional Grammar Translation Method (control group) during class instructions. Data were collected from 100 school students, with 52 in the experimental group and 48 in the control group, using pretest and posttest assessments. The mixed ANOVA test results revealed significantly higher posttest scores in the experimental group compared to the control group, highlighting the positive impact of the intervention on students’ grammar proficiency. The t-test for the comprehension test suggested comparable levels of comprehension in both groups, indicating the efficiency of the new pedagogical strategy in seamlessly integrating grammar instruction into regular classroom teaching, optimizing instructional time and ensuring balance between content and grammar, making it particularly valuable for educators facing time constraints. This study underscores the need for professional development opportunities to enhance teachers’ pedagogical skills and knowledge. Further research is warranted to explore the intervention’s impact on various language skills and assess its applicability in diverse contexts, contributing to a broader understanding of its implications.

Identity Trajectories of Faculty Members through Interdisciplinary STEAM Collaboration Paired with Public Communication

Faculty members in science, technology, engineering, and mathematics (STEM) fields are accustomed to presenting their research findings through journal publications, conference presentations, textbooks, and other academic mediums. However, the audience for these traditional forms of communication are other researchers, which raises concerns about how science research and knowledge are communicated to audiences who have less expertise on these topics. We sought to understand how faculty members develop their identities through collaborative professional development opportunities aimed at growing communication skills to communicate with audiences less familiar with research through interdisciplinary science, technology, engineering, arts, and mathematics (STEAM) activities. We conducted a qualitative, longitudinal study with sixteen STEAM faculty members to explore their identity trajectories as their interdisciplinary cohorts participated in various collaborations to engage with public audiences about their research. Through our analysis, we found that each faculty member’s dominant identity played a significant role in their identity trajectory through their professional development. We observed a significant growth in faculty members’ communication skills, such as learning new presentation techniques to engage others in their research areas of expertise and in their understanding of interdisciplinary STEAM collaboration. Our results provide insights into the identity trajectories of faculty members and how their identity development through these interdisciplinary STEAM collaborations will impact their formal education roles as researchers and teachers moving forward.

Stress among Private School Teachers

The modern lifestyle is accompanied by a great amount of stress, and private school teachers are also not far from it. The workplace is also more stressful than it used to be. Stress among private school teachers is influenced by a multifaceted phenomenon. For the completion of this research, the predetermined objectives were set first. The objectives of this study were to analyze and address the factors contributing to stress among private school teachers in order to implement effective support mechanisms and promote overall well-being within the educational environment. Altogether, 19 respondents, among them 1 principal, 2 management committee members, and 16 teachers (8 from the basic level and 8 from the secondary level) of a private school in Solukhumbu, were selected purposefully. The data and responses were collected from management committee members, principal, and teachers through an open ended questionnaire, and the responses were interpreted and described qualitatively according to the defined objectives. Maslow's hierarchy of needs theory is interconnected in this study to understand stress among private school teachers and use appropriate remedies in a specific order, starting with basic physiological needs and progressing to higher-level needs. 16 respondents working as a school teacher in a private school were burdened with excessive tasks, responsibilities, and demands within their professional role. They were facing high teaching loads with numerous classes, subjects, and students to manage. They had very limited time for lesson preparation and other innovations. Strategies such as workload management, providing adequate resources, promoting work-life balance, and offering support for professional development can help alleviate the stress associated with work overload and enhance the quality of teaching and learning. Further, private school teachers in Solukhumbu were not getting the facilities of professional development opportunities like seminars, workshops, research, on-the-job training, and other soft skills workshops from the school administration. To address this issue, it would be essential for private school teachers, school administrators, and relevant stakeholders to collaborate and advocate for the importance of professional development. Additionally, government policies or initiatives that support and incentivize private schools to invest in teacher training and other professional development courses. The responses of all the respondents showed that job security and stability are big worries for them. The survey showed that private school teachers in Solukhumbu had a lot of uncertainty about job security and stability, which is creating stress for the teachers. The school management committee and school administrators should prioritize clear policies regarding employment terms, the school's future plans, bonuses, insurance, retirement plans, disability coverage, and other wellness programs. All 16 respondents from different backgrounds responded that teaching is stressful and sensitive enough to address cultural differences, language barriers, and varying learning styles, which requires extra effort from the teacher. The school management committee and administration should prioritize the pressure of the sociocultural sensitivity of diverse students to the teachers. Limited participation in decision-making can generate stress by undermining teachers' sense of professional value, autonomy, and job satisfaction. Addressing these stressors involves implementing effective feedback mechanisms by the concerned authorities that provide constructive insights, recognize achievements, and support teachers. Maslow's theory is a psychological theory that suggests teachers are motivated by a hierarchy of needs, starting with basic needs and progressing through safety, belongingness, esteem, and self-actualization. While Maslow's theory is primarily focused on motivation, it can be indirectly related to stress management. Implementing these recommendations requires the commitment of school administrators, policymakers, and educators to create a supportive and conducive environment for teaching and learning in private schools.

Creating optimally safe and enjoyable youth sporting experiences within the United Kingdom

Considering recent research and reports, much attention has been given to understanding and addressing issues of abuse in sport. Similarly, attention has been given to enhancing children’s psychosocial experiences within sport. However, to-date, consideration of these two elements together, that is minimising abuse and enhancing enjoyment, has been minimal. Thus, the purpose of the current study was to explore perceptions of the process through which an optimally safe and enjoyable sporting experience can be created for young people. A Straussian grounded theory methodology was used to develop a substantive theory detailing the process through which an optimally safe and enjoyable sporting experience is created for young people in sport. Interviews were conducted with 19 young people, six parents, nine coaches, and five individuals in safeguarding roles. The interviews were analysed through open and axial coding, followed by theoretical integration. The resultant theory highlighted that establishing positive relationships between all young people and key individuals in a physically and developmentally safe environment was a fundamental requirement for fostering an optimally safe and enjoyable sporting experience. Achieving this required consideration of factors both in the immediate and broad sporting context. Specifically, support from sports organisations, access to continuing professional development opportunities, and a network of safeguarding experts are required in the broader environment. While within the immediate sporting environment, visibly displayed and appropriately implemented safeguarding policies and procedures; open, honest, and respectful interactions; shared goals and expectations between parents, coaches, and young people, and; trusting and supportive friendships with shared experiences are required.

Appraisal of the IADT fellowship - A member survey.

The International Association of Dental Traumatology (IADT) is considered the foremost authority in Dental Traumatology. Fellowship status was introduced in 2015 and is considered an international standard of excellence. The Fellowship Committee of the IADT believed it was essential to survey members seeking information on the benefits of the IADT Fellowship and potential considerations for future development. This survey aimed to explore the perceptions of members of IADT surrounding the fellowship process in terms of interest, accessibility, equality, perceived prestige, and value to the membership. The survey was sent to 546 IADT members, of whom 89 were fellows (as of 31 July 2022) from 74 countries via an email invitation. Answers were analysed using the Chi2 and Fisher's exact test (p < .05). The response rate to the survey was 20.69% (n = 113), including 28 fellows (24.78%). Forty-six respondents (40.71%) were female, and 67 (59.30%) were male. Dentists identified as specialists were significantly more likely to be involved in teaching dental trauma (p = .000008). A majority of respondents (87.76%; 86/98) expressed interest in obtaining fellowship, with increased interest from more recent graduates. Learning opportunities, obtaining expertise, networking and a sense of community and prestige, were key factors in considering fellowship. There was interest in alternate pathways other than examination alone, with 60.2% of 98 respondents suggesting a combination of publications /service to IADT/ reviewer for Dental Traumatology, 57.14% suggesting the submission of case reports, and 42.86% suggesting Honorary Fellowship. Respondents (73%) were willing to participate in online discussion forums and other professional development opportunities. This preference was more notable among non-fellows (75.29%) than fellows (67.85%). The survey indicates the diverse motivations and perceptions regarding the IADT Fellowship, despite the low participation of IADT members. Achieving fellowship status is desired by 87.7% of non-fellows. The majority of respondents were aware of the process, but main concerns were identified as eligibility criteria and examination difficulty. Options for alternate pathways and other initiatives promoting engagement were identified. Further exploration of these issues is required to be representative of the entire IADT membership. Addressing these obstacles could significantly enhance fellowship participation and overall member satisfaction within the IADT community.

Professional Development Opportunities

Professional Development Opportunities