Graduate Professional Programs Research Articles

Screening, Brief Intervention, and Referral to Treatment Plus (SBIRT-Plus): A Novel Interprofessional Training for Rehabilitation Science Professional Students.

With the increasing amount of substance use-related health conditions in the United States, it is important for rehabilitation science professionals to receive screening and prevention training. To describe and examine the preliminary effectiveness of a novel educational program, Screening, Brief Intervention, and Referral to Treatment Plus (SBIRT-Plus), that combines traditional SBIRT training with new modules for cannabis, stimulant, and opioid use. Prospective, cohort design. Academic institution. One hundred eighty-one rehabilitation science graduate students. SBIRT-Plus curriculum. Outcomes included satisfaction with training, perception of interprofessional training, attitudes, knowledge, and stigma, as assessed with the Readiness for Interprofessional Learning Scale, Alcohol and Alcohol Problems Perception Questionnaire, Drug and Drug Problems Perception Questionnaire, Knowledge Screening Scale, and two stigma instruments. Most students (>80%) expressed satisfaction with their training, would recommend the training to a colleague, and believed that the training would influence and change the way they practiced with patients at risk for substance use disorders. Students' attitudes and knowledge increased from pre- to post-training, and stigma perceptions were significantly reduced. SBIRT-Plus is an evidence-based interprofessional training that is feasible to implement in graduate-level education programs. Integrating SBIRT-Plus into professional graduate programs may be an optimal and low-cost model for training rehabilitation health care professionals. Plain-Language Summary: Screening, Brief Intervention, and Referral to Treatment Plus (SBIRT-Plus) is an evidence-based interprofessional training that can be easily adopted in curricula to train professional students about the importance of screening for substance use disorders.

Graduate students’ and master’s students’ perceptions regarding the educational product in a professional graduate program

Resumo: Os produtos educacionais (PE) têm sido um aspecto estruturante nas investigações e intervenções propostas pelas pesquisas de mestrado ou doutorado profissionais. Pretende-se apresentar e discutir os resultados de uma pesquisa realizada sobre percepções de mestrandos e egressos do Programa de Pós-Graduação Ensino em Ciências da Saúde – Mestrado Profissional (PPGESC) sobre os processos de construção do PE. Foi utilizado questionário com perguntas fechadas e abertas. Responderam ao questionário 46,8% dos mestrandos e 17,7% dos egressos matriculados entre 2017-2020. Para 53,8% dos egressos e 29,8% dos mestrandos, o PE surgiu após os resultados obtidos com a pesquisa. Em relação à definição do PE, 32,4% dos mestrandos definiram como um recurso a ser desenvolvido com expectativas de intervenção na prática profissional. Em relação aos tipos e natureza dos PE elaborados, foram mais citados cursos de formação profissional (27% dos mestrandos e 34,6% dos egressos). Foi evidenciada a heterogeneidade de concepções e condutas sobre a construção e implantação do PE. As limitações do estudo referem-se à dificuldade em acessar os egressos do PPGESC e à necessidade de um instrumento de acompanhamento. Espera-se contribuir para aprimoramento do processo de elaboração dos PE no contexto dos programas profissionais da Área de Ensino.

Demystifying technological articles: the International Journal of Innovation's perspective

Demystifying technological articles: the International Journal of Innovation's perspective

Lesbian, Gay, Bisexual, and Transgender (LGBT) Health Education in Healthcare Professional Graduate Programs: A Comparison of Medical, Nursing, and Pharmacy Students

ABSTRACTRelative to cisgender heterosexual persons, lesbian, gay, bisexual, and transgender (LGBT) people experience greater health inequities, thereby affecting their engagement in care. One strategy to address these disparities is to educate future healthcare professionals to provide nondiscriminatory care to LGBT people. The goal of this study was to explore the perceived coverage of LGBT health education topics in graduate-level medical (MD), pharmacy (PharmD) and nursing (DNP) curricula. Cross-sectional data were collected from web-based surveys (N = 733) completed by healthcare professional students enrolled at two universities in New York State. Of those who responded, 50.5% were MD, 38.9% were PharmD, and 10.6% were DNP students. Overall, mean scores indicated a dearth of perceived LGBT health coverage. Results demonstrated variations in coverage by degree program. Findings highlight the need to develop educational curricula inclusive of topics concerning LGBT patient health. Adequately educating the next generation of healthcare professionals can further promote healthcare engagement among LGBT persons and improve pedagogical practices in healthcare professional education programs.

Occupational Disruptions Among Health Professional Faculty During COVID-19 Pandemic

The coronavirus disease was an unexpected pandemic. It led faculty in the health professional graduate programs to adjust and adapt to the new reality, which impacted them mentally, physically, and emotionally, and disrupted their occupational performance. The purpose of this phenomenological study was to examine the impact of COVID-19 on occupational engagement through semi-structured interviews conducted to understand the lived experiences of graduate faculty in health professional programs at one university in the northeast region. The interviews were analyzed by creating codes and themes through the process of peer debriefing. Eight faculty participated in the study, including faculty from the following departments: Nursing, Communication and Science Disorders, Occupational Therapy, and Nutrition and Dietetics. The results suggest that the COVID-19 pandemic caused both positive and negative impacts on the participants’ occupational engagement. Five themes emerged: impacted sleep routines, adaptation, stress and anxiety, outdoor activities, and parental and work responsibilities. These findings can guide colleges and universities to prepare and provide the right support and resources to reduce stress and anxiety and promote occupational engagement of the faculty in the future. The findings also help to identify the roles of occupational therapists in times of disasters or a pandemic in preparedness, plans for resources, improving faculty’s occupational engagement and occupational balance, and rebuilding their routines.

EduCAPES and the scientific dissemination of educational products/processes of a professional graduate program in the state of Pará in the quadrennium 2017/2020

The elaboration of educational products/processes as a result of the dissertation of a Post-Graduation Program (professional modality) is primordial for the improvement of Brazilian education, bringing academic knowledge closer to the needs of society. Therefore, the present research investigates how the knowledge generated by a professional Post-Graduate Program (PGP) in the Teaching Area of a public University in Pará has been disseminated, identifying which regions of Brazil and the world are interested in these educational products/processes. For this, a documentary research was conducted with the analysis of these educational products/processes produced in the quadrennium 2017/2020, made available on the PGP website and on the eduCAPES Platform. Data collected: the type of educational product/process; number of downloads, viewing ranking by country and city (further arranged in geographic regions). It was found that the analyzed production was visualized in the European, American and Asian continents; and in the countries Brazil, United States and Ukraine; in Brazil the largest number of accesses is from the Southeast region. The most viewed products were educational games. In this context, the dissemination of academic production is vital to meet the demands of society and of teachers/researchers, helping in the solution of everyday problems and professional practice. So, making the products/processes accessible by making them available not only in open access platforms but also in other social media. Present the products in other languages for greater global reach.

Standardized applications for genetic counseling graduate programs: Opinions of program directors.

Genetic Counseling Graduate Programs (GCGPs) have progressively increased in number and class size, and implementation of the National Matching Services in 2018 was a major step toward streamlining the admissions process. Standardized applications (SAs), which have been incorporated into the admissions process for undergraduate studies as well as several professional graduate programs, could also be considered for GCGPs. In this study, we assessed the opinions of GCGP Program Directors (PDs) regarding the implementation of an SA for GCGP admissions processes. GCGP PDs participated in an anonymous online survey designed to evaluate interest in an SA and assess perceived implementation barriers. The survey collected GCGP and PD demographic information, data on current application components, and PD opinions of an SA. Thirty PDs were included in this study, and just over half (n=16/30, 53.3%) reported their current application structure would allow for SA implementation. While 40% (n=12/30) of respondents anticipated an SA would benefit GCGPs, an additional 23.3% (n=7/30) anticipated no impact to GCGPs. Most respondents (n=26/30, 86.6%) anticipated that an SA would be beneficial for GCGP applicants. The main perceived benefit to GCGPs was an efficient application process, while perceived benefits to applicants included decreased redundancy and increased application access. Perceived harms to GCGPs included more generic applications, while perceived harms to applicants included increased competition for admission to individual GCGPs. The most common SA implementation barrier cited by respondents was current administrative structures. This study demonstrates that while GCGP leadership largely perceives an SA to be beneficial for applicants, opinions on impact to GCGPs vary. While the majority of respondents perceive implementation of an SA to be feasible, there are implementation barriers that must be addressed. Interestingly, GCGP leadership had mixed perceptions about the structure of a hypothetical SA, and thus overall impact, demonstrating the need for further study.

Collaborative Design of Professional Graduate Programs in Education

Faculties of Education in North America are experiencing an increase in demand for professional graduate programs that provide flexible and accessible research pathways for working professionals. Our School of Education offers high quality professional graduate programs that increase access and respond directly to complex needs and problems of practice in education. We describe the design and design thinking approach our faculty collectively undertook to redesign our professional graduate programs. The design was guided by a commitment to research informed and research active learning experiences that enable professionals to develop expertise, draw upon evidence, and act with integrity as they lead innovation and change in educational organizations. The program design provides professionals with opportunities to complete their graduate program in both blended and online formats. Degree programs are cohort based, discipline focused, and coherently structured. Many of our specialized topics are developed in partnership with the professions we serve, and each of our graduate programs is grounded in current research and engages students in active research-based learning. Participatory, collaborative, and interdisciplinary learning experiences are characterized by signature pedagogies. Our professional graduate programs create scholars of the profession through strong connections with the disciplines, communities, and professions we serve. Results of the redesign include improved results in student satisfaction, time to completion, increased retention, and have yielded high completion rates. Design knowledge and insights gained after eight years of evaluation document the strength and quality of our graduates and an increased proportion of international students in all of our graduate program areas.

The use of adaptive project management practices and methodologies in the development of a professional doctoral program

Purpose – Higher education institutions have used more and more project management tools to run development projects to create new professional postgraduate programs. The purpose of this research was to propose an adaptive project management model for creating a professional doctoral course in Business Administration, in order to fulfill the goals established by CAPES.Design/methodology/approach – For such, the qualitative approach was favored with the adoption of the single case study method. Semi-structured interviews were conducted with academic coordinators who are experts in the field in addition to the gathering of documents, thus using data triangulation to explore the phenomenon. The analysis of primary data and the analysis of documents from the Coordinating Agency for Advanced Training of Graduate Personnel (CAPES) served as inputs for analyzing and interpreting the results.Findings – As a result, we developed an adaptive project management model with the following characteristics: a) constant planning of activities, occurring in every cycle of interactions; b) iteration using short activities, allowing for more control of the project; c) validations performed continuously to ensure the goals proposed by CAPES are reached; and d) adaptable to change of scope during the execution phase of the project life cycle.Research limitations/implications – Among the limitations of the study is the lack of other studies related to the use of adaptive project management methodologies for developing postgraduate programs. And for future researches, we point out the need for applying the proposed model, to verify its efficacy and adherence to the development of a professional doctoral course.Originality/value – This study contributes to the academy by highlighting the need for project management as a tool and technique for the development of stricto sensu professional graduate programs. In this way, HEIs will be able to use a model of adaptive project management practices to achieve the objectives proposed by the CAPES evaluation process. As a result, HEIs are strengthened in the management, control and monitoring of the progress of their programs.

Reflection as pedagogy in action research

ABSTRACT In this paper, we attend to the pedagogical role of reflection within action research practices. We discuss educational considerations of the complex process of improving curriculum, while undertaking collaborative research in which reflection within the iterative process of action research became pedagogical. We draw upon our reflections from an action research project on research-based learning in course-based, professional graduate programs. In particular, our purpose was to think about our reflections from diverse roles and viewpoints, from associate dean, academic coordinator, instructor, and co-researchers, to explore the various ways in which our collaborative understandings informed graduate program design. Our narrative reflections allowed us to learn about our individual and collective beliefs about action research, and the ways in which our beliefs and practices shaped graduate students’ experiences learning about and conducting action research. In drawing on our critical reflective processes, we show both the tensions and possibilities of collaboration in action research. We conclude, after reflecting on our collective processes engaged in this paper, that documenting researchers’ experiences can be vital in action research for addressing complex educational challenges in the improvement of curriculum and programs, and in creating the conditions for enhanced student learning experiences.

Dietary views and habits of students in health professional vs. non-health professional graduate programs in a single university.

Students enrolled in health professional (HP) programs receive varying amounts of credit hours dedicatedto nutritional education, and obesity remains anissue in the United States among healthcare providers. To assess whether HP students differ in nutrition and exercise habits from non-health professional (NHP) students at a single university, and whether any gender-related differences existed in those habits. From September 25, 2018 to October 10, 2019, a 16-question multiple-choice survey was distributed via e-mail or in person to HP and NHP students enrolled at Nova Southeastern University (NSU) in Fort Lauderdale, Florida. Questions targeted participant dietary and exercise habits. Each question had five multiple-choice answer options, each of which was assigned a coded value to compare similarities and differences between the HP and NHP groups. Of 732 responses (569 HP, 163 NHP), results showed no statistically significant difference between enrollment groups (p>0.05) in any response parameter including consumption of sweets, fast food, red meat, caffeine, water, fruit, and vegetables. Comparisons among sexes demonstrated significant differences. Women consumed less red meat, water, and protein, and women participated in less exercise compared to men. Women also consumed more sweets compared to men. Results suggest that NSU students enrolled in HP and NHP programs have similar nutritional concepts and eating habits. This may indicate a need to strengthen nutritional education in dietary health and wellness for HP students.

Responding in Crisis: Considerations for Administrators and Faculty

Responding in Crisis: Considerations for Administrators and Faculty

A bússola investigativa: mapeando estudos sobre projetos investigativos nos anos iniciais

Apresentamos neste artigo uma revisão bibliográfica, do tipo estado da arte, que objetivou mapear dissertações produzidas entre os anos de 2010 e 2019, abrangendo a temática “Ensino de Ciências por investigação nos anos iniciais do Ensino Fundamental”. Para isto, optou-se por analisar estudos desenvolvidos em programas profissionais de pós-graduação do campo da Educação em Ciências e Matemática. Iniciamos apresentando os aspectos metodológicos da pesquisa, os programas encontrados e a seleção dos trabalhos que versam ao propósito deste estudo. A partir da análise dos dados, classificamos e descrevemos as dissertações selecionadas. Os aspectos emergentes encontrados na análise demonstram que o ensino por investigação acontece de forma colaborativa e dialógica em um cenário em que professores e estudantes articulam os conhecimentos científicos com contexto social, a partir de situações-problemas. Oportuniza a experimentação, o levantar hipóteses e o desenvolvimento de novas possibilidades de pensar e agir.

Using curriculum mapping to scaffold and equitably distribute information literacy instruction for graduate professional studies programs

Developing and maintaining a holistic information literacy program at institutions of professional and continuing studies that have experienced fast growth can be quite challenging. Accordingly, Georgetown University's School of Continuing Studies (SCS) Library utilized curriculum mapping to improve its curricular cohesiveness, scaffolding, and goal achievement. This study reports on the method's application in relation to the School's Business & Management Division MPS classes. Specific steps included the drafting of School-wide ACRL's Framework-informed student learning objectives and outcomes, conducting semi-structured interviews with the Division's faculty directors, analyzing syllabi and lesson plans associated with core/foundational courses selected for librarian consistent visits, and generating related course-level information literacy curriculum maps. As a result of these efforts, the SCS Library now has a clear, equitable plan for instructionally supporting a carefully formulated sequence of the Division's programs' classes, while systematically increasing its offerings of matching online learning objects and workshops.

CURRÍCULOS E PROGRAMAS EM EDUCAÇÃO PROFISSIONAL

Neste artigo apresenta-se uma discussão sobre currículos e programas em educação profissional em que se consideram aspectos culturais, educação formal e não formal. Trata de questões suscitadas em sala de aula, ao longo do desenvolvimento de uma disciplina sobre Currículos e Programas, ministrada em um programa de pós-graduação profissional. O objetivo deste artigo foi o de discutir os diferentes entendimentos e avanços anunciados para as questões curriculares com base na concepção das políticas atuais da educação brasileira, quanto à formação técnica e tecnológica; e analisar propostas de projetos transversais em práticas de extensão, que apresentam características da educação não formal. A metodologia, de abordagem qualitativa, trata da descrição de projetos desenvolvidos em diferentes unidades de ensino (UEs), de uma instituição pública de educação técnica e tecnológica de São Paulo, a partir de um estudo sobre práticas de extensão. Como resultado, apresenta-se uma discussão sobre uma prática de responsabilidade social e educação não formal no currículo de ensino superior tecnológico.

Examining Student Reported Interaction and Satisfaction in Higher Education Administration Graduate Seminar-Style Blended Courses

The purpose of this case study was to examine how a professional graduate program in higher education administration developed seminar-style courses in a blended format. Blended courses involved two extended in-person weekend sessions with synchronous online sessions, and other asynchronous coursework in between. This study explored the importance of interaction, student satisfaction, and motivation to student success. Data were collected through student surveys and faculty interviews from 11 courses within the same graduate degree program at a private, highly-selective research university from spring 2016 through spring 2018. Class size was the biggest factor relating to student interaction. This study also found synchronous online discussions had a greater impact than other learning activities and that satisfaction and interaction had a slight increase over time as students and instructors became more comfortable with the format.

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.

The Effectiveness of using Movies to Teach Ethics and Professionalism in an Online Course

Higher education continues to see a shift toward online course delivery. Many professional graduate programs offer online courses when content does not necessarily require face-to-face contact. The use of movies to teach ethics and professionalism to medical students is not a new pedagogical approach. At a university in the United States, a shift in a tracked physical therapy curriculum triggered a course in ethics and professionalism to be delivered earlier in the program, leaving students without prior clinical experience before starting the course. The instructor revised this online course using movies to provide context for the topics covered making them relatable to physical therapy practice. This article describes student reactions to the implementation of movies into this course. Students valued the addition of the movies as they provided context using relevant health care situations, ultimately helping them relate the concepts to the physical therapy profession.

WORKING PROFESSIONALS AS PART-TIME ONLINE LEARNERS

This paper discusses a completely online graduate professional degree program at Drexel University. The paper provides an overview of the online initiative, including background, program development, and a description of the online environment. Following this, the paper contains a discussion of results of the degree program and proposes some characterizations of online learners and of desirable instructor attributes.

Following the arc of learning: Using syllabi to target instruction in a professional graduate program

This study examines a corpus of syllabi to target program-specific information literacy needs. Examining a graduate program in Urban Planning, the study first identifies specific information literacy needs for the program, focusing on student data use, student tasks including locating, identifying and analyzing existing data sets. Based on these needs, the study then analyzes all courses in the curriculum, identifying places in the curriculum that strongly feature student data use and identifying patterns among those courses. What emerges is the ‘Arc of Learning’, a sloped trajectory that takes students from dependent beginners to independent pre-professionals. By following this arc, librarians can better make the case for library instruction in the curriculum. This study additionally provides a framework for such a study.