Professional Outcomes Research Articles

Teacher Professional Development and Student Reading Comprehension Outcomes: The Heterogeneity of Responsiveness to Text Structure Instruction in Grade 2

Teacher Professional Development and Student Reading Comprehension Outcomes: The Heterogeneity of Responsiveness to Text Structure Instruction in Grade 2

Teaching (with) Artificial Intelligence: The Next Twenty Years

The advent of artificial intelligence and concerns over academic integrity have put instructors from every discipline on notice regarding the kinds of coursework we are assigning. But this is also a moment to deliver content in a manner that is clearer and more dynamic, use more active forms of learning, and improve the academic and professional outcomes of our students. This article surveys the most common themes and approaches from the pages of the journal and offers some suggestions for how AI and generative technologies can augment our teaching and allow instructors to focus on higher-level learning outcomes.

Workplace violence in the COVID-19 era: a qualitative analysis of harassment and threats against public health professionals in Canada

ObjectivesThis study reports the results of a qualitative study involving public health professionals and documents their experiences with cyberviolence, harassment and threats during the COVID-19 pandemic.Method and analysisThe research adopted...

Effectiveness of Promotion-linked Training on the Performance of Educational Leaders at their respective places of Working in Lahore, Punjab, Pakistan

The present study aims to determine whether the professional development programs offered to educational leaders in Punjab, Lahore, positively impact their performance and whether promotion-linked training motivates participation. Specifically, this research endeavours to elucidate the effects of promotion-linked training on professional growth, leadership styles, decision-making capabilities, communication competencies, student outcomes, and institutional efficacy. Both quantitative and qualitative methodologies were employed to examine the performance of 82 male and female educational administrators in the Lahore district of Punjab. Data regarding research questions were collected via questionnaires and semi-structured interviews. Results indicate that promotion-linked training exerts a significant positive influence on educational leaders' job performance. Such in-service development opportunities enhanced administrators' knowledge and skills, yielding improved institutional outcomes. In conclusion, this study underscores the instrumental role of promotion-based development programs in optimizing educational leaders' effectiveness.

Mediation as a component of social skills and professional competences of future social workers

The relevance of the study is determined by the need to develop the ability of future social workers to resolve conflicts and mediate. The purpose of the article is to theoretically substantiate and outline the practical foundations for the implementation of mediation as a technology for resolving conflict situations, a component of future social workers’ social skills and professional competences. Achieving the goal of the article enabled the use of general scientific methods: analysis, synthesis, comparison, generalization. The theoretical foundations of the research related to the problem of technologies for solving conflict situations in society and methods of their prevention are outlined. The importance of the formation of the ability to mediate in the context of compliance with the provisions of the standards of higher education for training applicants of the first (bachelor's) and second (master's) levels of higher education majoring in 231 Social work, of the professional standard "Social Worker" is substantiated. It was established that the specified normative documents on Specialty 231 Social work provide for the availability of general and professional competences and program learning outcomes aimed at acquiring the ability of future social workers to mediate and resolve conflicts. The prospects of professional training intended for social workers – mediators in the context of the uniqueness of educational programs in Specialty 231 Social work are outlined.

Health Care and Social Work Students' Experiences With a Virtual Reality Simulation Learning Activity: Qualitative Study.

Virtual reality is used to an increasing extent in various fields and is now making inroads into health and social education. Virtual reality simulation can provide a safe and controlled environment for students to practice and master skills that are transferable to real-world situations without putting patients, clients, or themselves at risk of any harm. Virtual reality simulation using 360° videos represents a novel approach to simulation in health care and social work education, and this inspired our interest in exploring students' experiences with such a learning activity. The aim of this study was to explore occupational therapy, social education, nursing, and social work students' experiences with virtual reality simulation as a learning activity in an interdisciplinary subject. The data were collected through 6 semistructured focus groups with 28 students. We conducted the focus groups after the students from the 4 education programs had participated in the virtual reality simulation at 3 campuses at a specialized university in Norway. Each focus group interview was facilitated by 1 moderator and 1 facilitator, a combination of experienced researchers and novices. We followed a qualitative design using the 6-step thematic analysis described by Braun and Clarke. The analysis revealed 3 overall themes for students' experiences with the virtual reality simulation. The first theme, 360° videos provide observations for individual learning, illustrates how learning can take place through the students' experiences with sensory inputs and observations from the 360° videos. Students experienced that the video enabled them to individually reflect and achieve learning from what was considered a clinically relevant video. The second theme, 360° videos activate emotional learning, demonstrates how the students experienced emotional engagement when watching the 360° videos. The degree of realism provided in the video was considered as important for the students' learning. The last theme, Debrief sessions enhance comprehensive learning, pinpoints how the students experienced learning through reflective discussions with other students after watching the 360° videos. Students claimed this process to be a vital part of the learning activity. Virtual reality simulation represents a promising learning activity to enhance the professional learning of health care and social work students. It offers opportunities for individualized learning through observations, and it also engages students emotionally in the learning process. The combination of 360° videos and group discussions in virtual reality appears promising to enhance professional learning outcomes and competence, which may contribute to improved health care and social work services.

P20.16.B FIRST-LINE TREATMENT OF MEDULLOBLASTOMA IN ADOLESCENTS AND ADULTS - UPDATE ON THE EORTC 1634-BTG/NOA-23 PHASE II TRIAL

Abstract BACKGROUND Medulloblastoma is a common brain malignancy in children. Patients after puberty are rare and bear an intermediate prognosis. Standard treatment consists of maximal resection plus radio-chemotherapy. Treatment toxicity is high and produces disabling long-term side effects. The sonic hedgehog (SHH) subgroup is highly overrepresented in the post-pubertal and adult population and can be targeted by smoothened (SMO) inhibitors. No practice-changing prospective randomized data have been generated in adults so far. MATERIAL AND METHODS EORTC 1634-BTG/NOA-23 trial randomizes patients between standard-dose vs. reduced-dosed craniospinal radiotherapy and SHH-subgroup patients between the SMO inhibitor sonidegib (OdomzoTM, Sun Pharmaceuticals Industries, Inc., New York, USA) and standard chemotherapy. Based on data that suggest equal efficacy, a reduction of toxicity with dose-reduced CSI while maintaining efficacy is investigated by using 35.2 Gy in the standard vs. 24.6 Gy in the experimental arm. Chemotherapy consists of vincristine during radiotherapy, followed by a maximum of six cycles of lomustine, cisplatin and vincristine of six-weekly cycles. Sonidegib is added for patients with SHH-activated medulloblastoma. An increase in efficacy in the SHH subgroup is the primary efficacy endpoint. A number of translational research projects are performed alongside the trial. RESULTS The trial aims at developing a personalized, genotype-based, intensity-modulated therapy for post-pubertal and adult patients with newly diagnosed medulloblastoma. We are investigating tumor tissue, blood, and cerebrospinal fluid as well as magnetic resonance imaging and radiotherapy plans to generate information that helps to further improve treatment outcomes. Long-term follow-up is performed to monitor classic side effects of therapy, but also health-related quality of life, cognition, social and professional outcome, and reproduction and fertility. The 1634-BTG/NOA-23 trial started recruitment in November 2022. Updated information on recruitment as well as on demographic data of recruited patients will be presented at the EANO annual meeting. CONCLUSION EORTC 1634-BTG/NOA-23 is the first trial worldwide that prospectively enrolls post-pubertal and adult patients with medulloblastoma according to their molecular subgroup in a randomized design. Translational subprojects will enable us to evaluate events on several layers to gain deeper insights into subgrouping, risk stratification, therapeutic targets, resistance mechanisms, and the toxicity of treatments. The trial will therefore generate unprecedented data that will be translated into treatment changes in post-pubertal patients with medulloblastoma and will help to design future clinical trials.

The positive and negative effects of working with child sexual abuse for health and social care professionals: A systematic review

AbstractThe aim of this systematic review was to determine the positive and negative outcomes of working with children who had experienced sexual abuse for health and social care professionals. The following four databases were searched using predetermined terms: PsycINFO, PubMed, CINAHL and Web of Science. Inclusion criteria included peer‐reviewed qualitative, quantitative, multi‐method or mixed method studies written in the English language. Study identification, quality assessment and data extraction were independently completed by two researchers, with a high degree of inter‐rater reliability. Eight studies (six qualitative, one quantitative and one multi‐method) met the inclusion criteria. Reviewed studies were conducted in the United States, Israel, Ireland and South Africa. Both positive and negative outcomes for healthcare professionals working with childhood sexual abuse (CSA) were identified. Additionally, a range of personal and contextual mitigating and risk factors were identified that may affect professionals' vulnerability to negative outcomes from CSA work, which have implications for practice. Due to the limited evidence base, clinical implications are tentative. Future research should adopt longitudinal methodologies and focus on participants from a range of disciplines and work contexts, particularly outside the United States.

<p>A bifactor-based Academic PsyCap Questionnaire for students and fresh graduates</p>

Introduction. In the last two decades, great attention has been devoted to the four dimensions of the psychological capital (PsyCap): self-efficacy, hope, optimism, and resilience. These individual differences have been found to positively influence both academic and professional outcomes. This work aims to develop a bifactor-based version of the Academic PsyCap Questionnaire (APCQ), which is an instrument specifically meant for students and fresh graduates. Method. Cross-sectional data were collected in a large sample of Italian fresh graduates (N = 1,603). Data were analysed through exploratory and confirmatory factor analysis. The invariance of the APCQ across males and females and across bachelor and master graduates was tested through Multiple-Group Confirmatory Factor Analyses. The relationships of the scores at the APCQ and its four scales with the soft skills were explored through Pearson’s correlations. Results. The questionnaire includes 20 items that have been found to adequately assess the four dimensions of self-efficacy, resilience, optimism, and hope, as well as the general factor of psychological capital. The bifactor structure of the instrument is in line with the definition of PsyCap in the literature. The APCQ was found to be invariant across genders and levels of academic degrees. Moreover, the APCQ scales were found to be positively associated with a set of soft skills that are relevant to achieving academic and professional success. Discussion and Conclusion. The paper provides researchers, practitioners, and educators with a valid and reliable instrument that may help them to effectively evaluate PsyCap dimensions in students and fresh graduates in order to design effective interventions and tailored educational programs.

The Effects of Project-Based Learning on Exercise Prescription Learning Performance in College Athletic Students

The Effects of Project-Based Learning on Exercise Prescription Learning Performance in College Athletic Students

Collaborating to Improve Neonatal Care: ParentAl Participation on the NEonatal Ward-Study Protocol of the neoPARTNER Study.

Parents are often appointed a passive role in the care for their hospitalised child. In the family-integrated care (FICare) model, parental involvement in neonatal care is emulated. Parental participation in medical rounds, or family-centred rounds (FCR), forms a key element. A paucity remains of randomised trials assessing the outcomes of FCR (embedded in FICare) in families and neonates, and outcomes on an organisational level are relatively unexplored. Likewise, biological mechanisms through which a potential effect may be exerted are lacking robust evidence. Ten level two Dutch neonatal wards are involved in this stepped-wedge cluster-randomised trial FCR (embedded in FICare) by one common implementation strategy. Parents of infants hospitalised for at least 7 days are eligible for inclusion. The primary outcome is parental stress (PSS:NICU) at discharge. Secondary outcomes include parental, neonatal, healthcare professional and organisational outcomes. Biomarkers of stress will be analysed in parent-infant dyads. With a practical approach and broad outcome set, this study aims to obtain evidence on the possible (mechanistic) effect of FCR (as part of FICare) on parents, infants, healthcare professionals and organisations. The practical approach provides (experiences of) FICare material adjusted to the Dutch setting, available for other hospitals after the study.

Motivations for and outcomes of graduate education amongst dental hygienists: A pan-Canadian study.

Motivations and career outcomes of dental hygienists with baccalaureate degrees have been recently reported; however, few studies have explored Canadian dental hygienists pursuing graduate education. There is limited evidence to inform career outcomes and motivating factors for advanced education, limiting knowledge of how professional outcomes have evolved alongside advancements in graduate program offerings. This study focused on understanding motivating factors to pursue graduate education and the professional outcomes of dental hygienists with graduate degrees. This nested online anonymous survey was conducted between November and December 2021 with dental hygienists who graduated from one of four Canadian baccalaureate-level dental hygiene degree programs and had further indicated that they were pursuing or had obtained additional graduate-level education (n = 60). Participants were asked to report on any advanced graduate-level education. Open-ended questions on graduate degree education were analysed through thematic analysis. Motivations for pursuing graduate degrees were influenced by personal and professional preferences. Master's degree recipients cited expanded career opportunities, alternate interests, convenience, and dissatisfaction with/desire to leave clinical practice as major motivators. Doctoral degree holding dental hygienists identified expanded/alternate career opportunities as major motivation but also cited program convenience as an influencer. The availability of distance and flexible programming is a novel finding that positively influences the pursuit of advanced education. Dental hygienists are pursuing graduate education to expand their scope of knowledge and create new career opportunities. Graduate degree programs that accommodate work-life balance through flexible and online offerings are very attractive to dental hygienists.

Teacher professional learning and development in the context of educational innovations in higher education: A typology of practices

ABSTRACT Higher education (HE) is engaged in a variety of educational innovations, as well as professional development initiatives (PDIs) to support teachers in attaining the required expertise. To improve teacher professional learning and development (PLD) and innovation processes, it is important to understand whether, how and why different PLD practices work for different innovations, contexts and populations. However, research is characterized by descriptive, single case studies and lacks a common framework to relate research findings. To address this shortcoming, this study collected and compared a wide variety of cases to develop a typology of practices. The results showed that educational innovations and teacher PLD were typically configured in three ways: (1) the focus is on implementing a new form of education and teacher learning is used as a means to this end, (2) the focus is on teachers’ professional learning and the educational innovations are spin-offs, and (3) the focus is on stimulating innovations and teacher learning is a side-effect. These types of configurations differed regarding the educational innovation, required teacher expertise, professional development initiatives, teacher learning, and outcome measures. The typology serves as a framework that may help to reflect on practices, bridge disciplines, and formulate hypotheses for future research.

Structured Ethical Review for Wastewater-Based Testing in Support of Public Health.

Wastewater-based testing (WBT) for SARS-CoV-2 has rapidly expanded over the past three years due to its ability to provide a comprehensive measurement of disease prevalence independent of clinical testing. The development and simultaneous application of WBT measured biomarkers for research activities and for the pursuit of public health goals, both areas with well-established ethical frameworks. Currently, WBT practitioners do not employ a standardized ethical review process, introducing the potential for adverse outcomes for WBT professionals and community members. To address this deficiency, an interdisciplinary workshop developed a framework for a structured ethical review of WBT. The workshop employed a consensus approach to create this framework as a set of 11 questions derived from primarily public health guidance. This study retrospectively applied these questions to SARS-CoV-2 monitoring programs covering the emergent phase of the pandemic (3/2020-2/2022 (n = 53)). Of note, 43% of answers highlight a lack of reported information to assess. Therefore, a systematic framework would at a minimum structure the communication of ethical considerations for applications of WBT. Consistent application of an ethical review will also assist in developing a practice of updating approaches and techniques to reflect the concerns held by both those practicing and those being monitored by WBT supported programs.

Perspectives on doctoral education in the United States: Challenges and paths forward

ABSTRACT Despite its lengthy history and relatively stable structure, evidence shows that the US system of doctoral education has been in a continual state of change. This change is reflected in disciplinary contexts, student demographics, professional outcomes, and the investment of external stakeholders. While the COVID-19 pandemic highlighted issues of concern and weakness in the system, change elements have existed for some time. First, the cost that some individual students pay for their doctoral degree, resulting in high debt and low salary, requires attention. Second, the importance of international students to the system has not been met by corresponding federal immigration policies and support mechanisms. Third, many doctoral programmes are still designed as if students will secure a permanent faculty role after graduation. The change in the academic labour market has not been matched by a change in the doctoral curriculum. This article considers the issues and related influences.

The impact of nursing practice environments on patient safety culture in primary health care: a scoping review.

Patient safety has in recent decades become a global concern. It is a key priority area of healthcare organisations, and has a direct impact on patient health and wellbeing. Work environments can strongly impact nurses' wellbeing and may ultimately produce different outcomes for both professionals and patients. The adverse events occurrence is an example of how work environments influence outcomes, and there is evidence of this correlation in several studies conducted in recent years. To map the knowledge regarding the impact that nursing practice environments have on safety culture in primary healthcare settings, as primary health care concentrates a significant portion of the population's care. This review was conducted following the methodology proposed by the Joanna Briggs Institute (JBI) for scoping reviews. Study selection, data extraction, and synthesis were performed by two independent reviewers. Based on Population (or participants), Concept, and Context (PCC) framework, studies were considered that addressed nurses' practice environment and patient safety culture in primary health care. All studies published or unpublished from 2002 to the present were considered. Seven studies were included in this review; however, the existing evidence on the relation between nurses' practice environments and patient safety is still limited in primary healthcare settings. Although clear evidence was not found, several characteristics of nursing practice environments that may impact healthcare safety were found, such as leadership, communication, and organisational culture and policies. More research directed at primary healthcare nursing practice settings is needed and could be valuable in defining and implementing strategies that promote the safety of care.

Cultural And Social Barrier in Community Physiotherapy Practice: Ethics in the Indian context

Background: Ethics becomes inevitable in the physiotherapy profession as it is concerned with professionalism and patient outcomes by avoiding patient-therapist conflicts and helps avoiding medical negligence. Objctive: This study aims to explore the impedance faced by the community physiotherapist in implementing the code of ethics. Methodology: A structured interview-based questionnaire was framed to assess the perception of ethics, role of ethics and the barriers faced in implementing ethical guidelines by community physiotherapist during their practice. Results: Ethics is important as it dignifies the profession and gains the confidences of the patient and helps in developing a good rapport with the patient. The most important barriers faced by the physiotherapist in abiding by the code of ethics were the unawareness among the patient and their cultural belief alongside with lack of inter-sectorial harmony. Conclusion: This study concludes that educating the patients and creating an inter-sectoral harmony will be most effective in breaking the barriers in ethical implementation in practice.

Mentoring in the young water professionals' training program: Lessons for effective capacity development

AbstractTraining young water professionals in India and many other countries often focuses primarily on technical skills, leaving them ill‐prepared to deal with complex challenges and changing water management practices of the 21st century. Mentoring programs need to be designed to address the gap in competency development by incorporating transdisciplinary projects and activities, team building, professional networking, and relationship‐building. This will equip young professionals with the necessary leadership and managerial skills. Here, we present a case study of the Young Water Professionals (YWP) training program for participants from India, which developed transdisciplinary thinkers capable of leading positive change in the water industry. The YWP training program involved 20 participants under 35 years of age, paired with mentors from Australia and India who were experienced professionals in the water sector. The Mentor role was diverse and included positioning as an educator, sponsor, advisor, advocating agent, role model, coach, and confidante. This diversity of roles and attributes was necessary to support the mentees in their personal and professional development. The transdisciplinarity of the YWP training approach combined mentoring with technical training, experiential learning through situation understanding and improvement (SUIP), and working with client and project partners is expected to benefit the participants' professional outcomes significantly. The mentoring program aided in facilitating the achievement of career goals and improved the ability of participants to manage workplace challenges providing a clearer path for career progression. There were several learnings for future YWP mentoring, including; a hybrid mentoring mode, making online mentoring more interactive and productive and strengthening lines of communication. Overall, the YWP program reinforced the value of mentoring, especially the role of mentoring in enhancing the skills and capabilities of young water professionals and preparing them for future leadership roles in the water industry.

The Impact of Teacher Evaluation on Professional Development and Student Achievement

Objectives: This study investigates the impact of teacher evaluation on professional growth and academic performance of students. The identification and resolution of the underlying causes of the achievement gap is of paramount importance, necessitating a more comprehensive comprehension of the tactics that can be employed for this purpose. Methodology: The research employs a quantitative methodology utilizing a pre-test and post-test design. The study involves a sample of 200 educators who are affiliated with five separate educational establishments located in the United States. Results and conclusion: The results indicate a positive association between teacher evaluation and professional development. Specifically, the influence of type A evaluations on professional development outcomes is more significant than that of type B evaluations. The study demonstrates a positive association between teacher assessment and academic outcomes of students. It is observed that evaluations categorized as type A have a more significant impact on student achievement compared to those categorized as type B. The findings have significant implications for policy and practice related to the evaluation of teachers. Implications: The importance of developing assessment programs that provide educators with valuable feedback and support their professional development is emphasized. Further inquiry is necessary to attain a more comprehensive understanding of the complex interrelationships among teacher evaluation, professional development, and student achievement.

Discrimination and Abuse Among Healthcare Workers from Patients and their Relatives at a Tertiary Hospital in Kenya

Discrimination and abuse of healthcare workers (HCWs) by patients and their relatives remains a pressing and prevalent problem in various healthcare settings, negatively affecting professional outcomes. Despite this, little has been reported about discrimination and abuse in many low- and middle-income countries such as Kenya. We conducted a cross-sectional survey study between May - August 2021 among healthcare workers at a hospital in Kenya. Email invitations were sent, and the survey was in English, and the data was collected through and online survey. Discrimination based on gender was reported by 24.9% of all HCWs; 39.9% of doctors, 17.2% of nurses, and 10.9% of allied staff whereas racial discrimination was reported by 28.8% of all HCWs; 49.0% of doctors, 18.9% of nurses, and 8.9% of allied staff. Verbal or emotional abuse was the most common form of abuse and was reported by 56.8% of all HCWs while physical abuse was reported by 4.9% of all HCWs. For those that reported discrimination based on gender, 77.4% reported patient and their family members as the main source, whereas 81.2% of those that reported discrimination based on race reported the main source was from patient and their family members. Despite strict laws against discrimination and abuse, a significant portion of healthcare providers suffer from discrimination and abuse primarily from patients and their family members. In addition to education programs and policies to curb such behavior in the work environment, coping mechanisms should be actively sought to help healthcare providers deal with such actions.