Professional Outcomes Research Articles

UPAYA MENINGKATKAN HASIL BELAJAR SISWA KELAS XII IPS-1 PADA MATERI TEKS DISCUSSION PELAJARAN BAHASA INGGRIS MELALUI MODEL PEMBELAJARAN FOCUS GROUP DISCUSSION DI SMA NEGERI 1 KEMBANG TANJONG KABUPATEN PIDIE

This study aims to examine the effectiveness of the Focus Group Discussion Method on increasing students' learning motivation in the field of English studies. The subjects of this study were class XII students for the academic year 2020-2021. There are 25 students, consisting of 13 male students and 12 female students. This research took place in two cycles, each cycle consisted of; “planning, action, observation and reflection. The data collected in this study include: student learning outcomes, observations of activities during learning, post-test results given and reflections from reflection quiz sheets. Observation of teacher performance in learning by using Focus Group Discussion method and reflection from research partners, taken at the end of each cycle. The results of the research in cycles 1 and 2 are 1.) Teacher activity has increased well, namely achieving (standard score "good") has mastered and applied the Focus Group Discussion model in learning and at the end of cycle 2 in general it has been around (standard score" is very good). 2.) Student participation during KBM at the first meeting of cycle 1 was still low (ranging from the standard of "fair"), but at the second meeting of cycle one it began to increase (standard score was "good") and the class atmosphere became more harmonious. At the end of cycle 2 in general, students had partitioned “very well” at the time of the KMB. 3.) Student learning outcomes at the end of Cycle 1 increased to 16 of 25 students (64%) who achieved the standard value of learning completeness compared to before the CAR took place of 25 students, 15 (60%) students who completed. At the end of cycle 2, it was getting better, reaching 20 out of 24 students (80%) achieving the standard of mastery learning, their average score was above the KKM: 68. Based on the results of this study, it can be concluded that the application of Focus Group Discussion learning has been proven to improve teacher professionalism, participation and student learning outcomes in class XII IPS-1 SMA Kembang Tanjong on the subject matter of "Text Discussion".Keywords: Learning Outcomes, Learning Model Focus Group Discussion

Understanding attributes and characteristics of the PA leader-physician relationship.

This study sought to evaluate the attributes and characteristics of physician mentors, dual-roled physician assistant (PA) leaders, and how this relationship affects PA leaders and the PA leader-physician relationship. Dual-role PA leaders may possess additional formal job titles and duties as well as having direct reports. We surveyed PA leaders at a single large academic medical center and its associated health system. The survey instrument evaluated perceptions, attitudes, and characteristics of the PA leader and influential physician and their relationship. Of the 56 PA leaders surveyed, 34 responded, for a 60.7% response rate. Effective communication was the most prevalent relational characteristic ranked as most important for both PA leaders (30%) and physician mentors (36%). Additional self-identified positive attributes of the team included collaborative mindset, reliability/trustworthiness, work ethic, and delivery of patient care. Influential physician mentors may have a significant effect on PA leader job satisfaction and career advancement. This is a novel study of PA leaders examining perceptions, beliefs, and characteristics of the PA leader-physician relationship. PAs are integral healthcare team members and medical providers. As PAs work closely in physician-led teams, further understanding the PA leader-physician relationship could influence PA and physician professional development, career trajectory, and healthcare team outcomes.

Hubungan Guru Profesional Terhadap Hasil Belajar Siswa Pada Mata Pelajaran IPS di SMP Negeri 65 Bengkulu Utara

This study aims to look at: 1) Professional Social Studies teacher class VIII at SMP Negeri 65 Bengkulu Utara, 2) student learning outcomes in social studies subject class VIII at SMP Negeri 65 Bengkulu Utara, 3) The relationship of professional teachers to student learning outcomes in subjects Social Studies Class VIII at SMP Negeri 65 Bengkulu Utara. This type of research is quantitative. Data collection techniques using questionnaires, observation, and documentation. The data analysis technique used in this research is statistical analysis using the following steps: Editing, scoring, and testing the hypothesis using the r product moment formula. After the data was collected and the research results were obtained as follows: 1) Professional Social Sciences teacher class VIII at SMP Negeri 65 Bengkulu Utara is 76.5 2) The average value of class VIII students in social studies subjects is 83.34 3) Professional teacher and student learning outcomes there is a significant relationship, professional teachers with student learning outcomes in social studies subjects with a relationship between the two variables of 20.1%, then 79.9% is determined by other factors.

Examining the Relationship between Workplace Safety and Professional Burnout among U.S. Social Workers

ABSTRACT Purpose Social workers are at risk of experiencing burnout, which is associated with numerous negative outcomes for professionals, agencies, and their clients. The purpose of this study is to examine the relationship between professional burnout and workplace conditions, with a particular focus on incidents of client violence. Method Data were from the 2015–2016 Social Work Safety Survey (SWSS) (N = 141). A multiple linear regression model was created to examine the effect of various workplace conditions on feelings of burnout, including experiencing incidents of client violence, workplace setting, average hours worked, length of time at current job, working primarily with clients who had experienced trauma, satisfaction with supervision, and having participated in a safety training. Results Feelings of burnout significantly increased as number of incidents of client violence and/or threats of client violence increased (B = 0.14). Additionally, the greater the average hours worked per week (B = .02) and working in private clinical practice (B = 0.63) significantly increased burnout scores. Length of time at current job was inversely predictive of feelings of burnout (B = −0.03). Discussion The findings from this study have significant implications for social work education and practice which may omit or overlook the effects of client violence and threats of violence in burnout prevention.

Understanding Emergency Department Healthcare Professionals' Perspectives of Caring for Individuals in Suicidal Crisis: A Qualitative Study

Help seekers regularly present to Emergency Departments (EDs) when in suicidal crisis for intervention to ensure their immediate safety, which may assist in reducing future attempts. The emergency health workforce have unique insights that can inform suicide prevention efforts during this critical junction in an individual's experience with suicide. This paper explores the treatment and care delivery experiences of 54 health professionals working in EDs within one of the LifeSpan suicide prevention trial sites in Australia. Data was collected via six focus groups and six interviews. Thematic analysis resulted in three themes: (1) physicality of the emergency department, (2) juggling it all–the bureaucracy, practicalities, and human approach to care, and (3) impact of care delivery on ED staff. Findings highlight the need for workplace training that incorporates responding to the uncertainty of suicidal crisis, to compliment the solution-focused medical model of care. Broader policy changes to the ED system are also considered to ensure better outcomes for health professionals and help-seekers alike.

The impact of major occupational injuries on professional reintegration. A Portuguese medico-legal contribution

Occupational injuries represent an enormous economic impact for victims, respective families, involved institutions and all the community due to professional outcomes. Thus, it is of the utmost importance that medico-legal personal injury assessment and the posterior follow-up of these victims, may allow their concrete damage repair, considering the victims' needs fulfilment and professional reintegration, whenever possible. The main objective of this study is to reflect on the role that legal medicine can play in promoting the professional reintegration of victims of major occupational accidents through the analysis of occupational injuries cases considering the medico-legal examinations performed. A retrospective study was conducted using medico-legal major occupational injuries cases (Partial Permanent Disability ≥40%). Data were collected from two medico-legal assessment moments: (a) personal injury assessment homologated by a labour court 4.8 years on average after occupational injury; (b) medico-legal follow-up for needs and/or Partial Permanent Disability adjustments performed 18.9 years on average after occupational injury. The final sample includes 103 cases. The results showed that in major occupational accidents, permanent long-term outcomes were principally associated with neurological (62.1%) and orthopaedic (52.4%) sequelae. Permanent professional damage parameters assigned by the labour court included Partial Permanent Disability (23.3%), Permanent Absolute Disability for Regular Work (41.7%) and Permanent Absolute Disability for Any Work (35%). Three-dimensional methodology is helpful in predicting Partial Permanent Disability and Permanent Absolute Disability for Any Work. However, three-dimensional methodology did not reveal correlations with Permanent Absolute Disability for Regular Work, and currently 65% of the victims who were considered able to work by the labour court are not professionally active. Thus, these major cases deserve a more detailed medico-legal approach based on concrete information about the professional reality of each victim, especially cases with an eventual Permanent Absolute Disability for Regular Work. Medico-legal Injury Assessment must be based on concrete aspects of the victim's professional reality and not only on permanent disability tables. This calls for an articulation between all institutions working with the victim of occupational injuries and legal medicine to promote recovery and the necessary measures to assure professional rehabilitation.

Impact of Childhood Onset Psoriasis on Addictive Behaviours, Socioeconomic and Educational Data in Adulthood.

Paediatric psoriasis has been associated with school absenteeism, limitation of physical activities, psychiatric disorders and, in the longer term, with sexual dysfunction and addictions. This raises the hypothesis that childhood onset psoriasis may affect patients' educational development, and further social and professional outcomes. This study evaluated the relationship between childhood onset psoriasis and patients' educational and socioeconomic characteristics, and the development of addictions in adulthood. This cross-sectional ancillary study captured patients' characteristics at baseline in the French PSOBIOTEQ registry. Data in adulthood included: educational (baccalaureate) and socioeconomic (working activity) groups, smoking status (self-reporting of being a current smoker vs past smoker or non-smoker), alcohol consumption (defined as at least 1 glass of alcoholic beverage per day), and living conditions (alone/family/social institutions; child at home). A total of 1,960 patients were included, of whom 26.2% had childhood onset psoriasis. In multivariate analyses, childhood onset psoriasis was associated with smoker status (p = 0.02). No association was observed with educational level, working activity, living conditions, or alcohol consumption. This study provides reassuring data overall with regard to the impact of childhood onset psoriasis on major social outcomes. Evidence for some association with addictive behaviours paves the way for larger prospective studies assessing in depth the social and educational impact of this disease.

Examining the influence of occupational characteristics, gender and work-life balance on IT professionals' occupational satisfaction and occupational commitment

PurposeIn response to the tech skills gap, this research paper aims to examine the influence of occupational characteristics, gender and work-life balance on IT professionals' satisfaction with and commitment to their chosen occupation. In addition, the authors explore occupational differences across these investigated factors.Design/methodology/approachThe authors employed a survey research method and partial least squares (PLS) modeling using 293 responses collected from professionals representing five clusters of Information Technology (IT) occupations. Authors further conducted exploratory post-hoc analysis of variance (ANOVA) tests to check for significant differences in key constructs across five IT occupational clusters.FindingsOccupational characteristics were found to be significantly related to respondents' occupational satisfaction while work-life balance was associated with their level of occupational commitment. Authors also found that that the influence of work-life balance on occupational commitment was more positive for females than for males. Finally, significant differences were found for task significance, task variety, task autonomy, work-life balance and compensation across the five occupational clusters examined.Originality/valueA key contribution of this study is the focus on IT professionals' satisfaction with and commitment to their chosen occupation rather than a job, organization or profession. Accordingly, the authors contribute a nuanced understanding of an occupation as a facet of job, professional and career outcomes. Authors also explore how gender moderates the influence of work-life balance on occupational commitment. Finally, rather than treating the IT profession as a unified whole as has been done in most prior studies, authors explore satisfaction and commitment related differences across occupational clusters.

Professional Outcomes and Satisfaction Among Graduate Medical Education Wilderness Medicine Fellowship Alumni in the United States.

Wilderness medicine (WM) graduate medical education (GME) fellowships were established in 2003. Outcomes and satisfaction of US WM GME fellowship alumni can inform prospective applicants and program directors of the strengths of fellowships and professional gaps in them. A 34-question Qualtrics survey was emailed to 111 alumni from 17 institutions listed in the Wilderness Medical Society's GME database in May 2019. Professional service, scholarship, and satisfaction were queried. Results are represented as percent response (n=answered affirmative) based on the number of respondents per question. The survey response rate was 41% (n=46); 67% reported (n=31) Fellowship of the Academy of Wilderness Medicine recognition. Within the last 5 y, 71% (n=32) reported publications in WM. Free text entry questions had 78% (n=28) describe improved clinical skills, and 68% (n=26) were exposed to new career choices in fellowship. Those who rated exposure to a variety of WM knowledge and skills highly rated the overall fellowship experience higher (P<0.001), as did those reporting a higher number of WM publications (P=0.023). Nearly half, 48% (n=21), felt they could hold their current position without fellowship training. In hindsight, 76% (n=34) would follow the same professional path. WM GME fellowship alumni reported high rates of professional engagement and scholarly productivity in the subspecialty. Responding alumni overwhelmingly rated the fellowship experience positively. Fellowships that ensure a wide exposure to experiences and foster scholarly productivity are more likely to yield professionally satisfied graduates.

RESEARCH COMPONENT IN THE PREPARATION OF PHD-APPLICANTS

The article summarizes the practical experience of the Pavlo Tychyna Uman State Pedagogical University on the creation of organizational and technological conditions for the formation of research competencies in PhD-applicants.In accordance with the content of educational and scientific programs and curricula, the preparation of doctors of philosophy includes theoretical study, practical training, conducting their own scientific research, and also provides for the involvement of graduate students in research activities in a higher education institution and the creation of favorable conditions for its implementation. The Faculty of Social and Psychological Education of the Pavlo Tychyna Uman State Pedagogical University implements three educational and scientific programs (ESPs), the applicants of which join the work of scientific structural units of the faculty, providing both research and organization of the educational process of professional competencies and outcomes of the educational and scientific programs. At the faculty, attention is paid to holding conferences and seminars of various levels. Such events are a classic form of providing opportunities for young scientists to test the results of their research, present in the scientific community through speeches, and expand the boundaries of scientific communication. An important area that ensures the combination of training with scientific research during the implementation of the Educational Program (EP) is the development of scientific research topics, the development and implementation of research projects within the framework of grant funding.Participation in the work of the Scientific Society of Students and Postgraduates of the Faculty and the Council of Young Scientists contributes to the development of scientific interests of applicants for higher education.Along with the adherence to principles of combining education with scientific research, the principles of student-centered learning, academic freedom, in particular in the choice of research topics, scientific supervisors, important attention is paid to the practices of observing academic integrity in the scientific activities of graduate students and their supervisors, teachers.

Engineering graduate students’ mental health: A scoping literature review

AbstractBackgroundMental health issues reported among college‐aged individuals have increased. Prevalence of these issues has an established impact on students' personal, professional, and academic outcomes. Graduate students experience unique stressors that impact their mental health. In particular, engineering graduate students have lower help‐seeking tendencies, which can impact the severity and length of their mental health problems.PurposeWe investigate the literature concerning engineering graduate students' mental health, focusing on academic outcomes, mental health measures, and mental health findings, to highlight gaps in current literature and the need for further research.Scope/MethodFive research databases, EBSCO: CINAHL, EBSCO: PsycINFO, ProQuest: ERIC, PubMed, and Scopus, were searched in a scoping literature review. Inclusion and exclusion criteria were applied during the screening process. Peer‐reviewed publications (i.e., articles and conference papers) were identified and coded for study focus, keywords, participants and institution(s), journal discipline, study type, methods used, and work referenced, in addition to academic outcomes, mental health measures, and mental health findings.ResultsNineteen of the 4,826 unique studies identified were included in the review. Ten academic outcomes and 13 mental health measures were discussed. Mental health findings were grouped into five themes: social support and sense of belonging; student–advisor relationship; cultural barriers faced by international students; gender and racial stereotypes; and generalized findings.ConclusionsResearch on engineering graduate students' mental health is limited. Given that mental health has direct ties to students' well‐being and ultimately their success, engineering education researchers should focus on studying students' experiences, sharing these findings, and communicating best practices for all stakeholders.

Healthcare professionals’ experiences with education in short term medical missions: an inductive thematic analysis

BackgroundShort-term medical mission (STMM) providers supplement healthcare delivery and education in low- and middle-income countries (LMIC). Despite numerous providers working in this space, the views of volunteers who contribute their time and skills to these programs are rarely sought.MethodA qualitative study of 24 volunteers for Pangea Global Health Education (Pangea) was undertaken using semi-structured interviews to better understand their perspectives on program design and delivery, personal and professional outcomes of their volunteer experiences and the resulting implications for STMM program design. An inductive thematic analysis of their responses was completed. Social constructionist theory was utilised to contextualise themes and implications for program design.ResultsParticipants highlighted the importance of co-creation with local learners and staff, the necessity to understand clinical context and the importance of relating to culture in the advancement of patient care. They reported personal growth, including a better understanding of others, and identifying commonalities between people. Professionally, participants reported learning from their colleagues, including new medical content, as well as refining their teaching practices. They also reported learning from those they taught and respecting the resourcefulness of medical and nursing staff working in LMIC.ConclusionSTMM providers may benefit from co-creation with their learners in the development of health professional education programs. A deep understanding of local context and culture provides for a richer learning environment and enables sustainable long-term program delivery. Utilising a social constructionist framework enables a better understanding of cultural barriers, which inhibit group learning, including the tendency to maintain hierarchical divides; addressing these will allow for optimised patient care.

Evaluating results of the implementation research MOOC using Kirkpatrick’s four-level model: a cross-sectional mixed-methods study

IntroductionAn implementation research (IR) massive open online course (MOOC) was developed by the Special Programme for Research and Training in Tropical Diseases, to address the scarcity of training in low-income...

Associations between therapist factors and treatment efficacy in randomized controlled trials of trauma-focused cognitive behavioral therapy for children and youth: A systematic review and meta-analysis.

Previous research suggests that the effect of therapist factors on patient outcomes is significant. Yet, to date, no reviews have explored the potential effects of therapist characteristics on treatment outcomes for children and youth with posttraumatic stress disorder (PTSD). This systematic review and meta-analysis aimed to summarize the professional characteristics of trial therapists delivering trauma-focused cognitive behavioral interventions (TF-CBT) for child PTSD in clinical trials and understand the association between treatment efficacy and therapist factors. Systematic searches for randomized controlled trials (RCTs) published through November 3, 2020, were conducted; 40 RCTs were included in the full review. PTSD treatment outcome data were extracted from each publication along with any available data regarding trial therapists. Subgroup analyses were conducted to compare the outcomes of interventions conducted by different types of therapists. All therapist groups yielded significant effects for TF-CBT relative to active and passive control conditions, with the largest effect size, Hedges' g = -1.11, for RCTs that used clinical psychologists and psychiatrists. A significant moderating effect was found when comparing the treatment outcomes of clinical psychologists and psychiatrists versus other professionals, p = .044; however, this effect was no longer apparent when only studies with an active control arm were included. Further moderator analyses demonstrated no significant differences regarding therapists' educational and professional backgrounds and PTSD treatment outcomes. The current RCT evidence for TF-CBT for children and youth with PTSD does not suggest that therapist educational or professional background influences treatment efficacy. Limitations and implications for future research are discussed.

Working with style: Black women, black hair, and professionalism

AbstractFocusing on Black women, this study considers hair as an element of professionalism. As with other elements of Black life, White culture and beauty norms influence the professional expectations placed on Black hair. Within this context, this study features responses from 22 Black women related to hairstyling when job searching, the influence that hair has on their work experiences, attempts by others to control their hair, and their efforts to wear the hairstyles of their choice in the workplace. Responses indicate that hair is an ever‐present issue for Black women as they look for and perform their assigned duties at work. Fear of negative professional outcomes and constant microagressions lead Black women to consider and even adopt hairstyles that emulate White beauty norms and professional expectations.

Does Principal Professional Development Improve Schooling Outcomes? Evidence from Pennsylvania’s Inspired Leadership Induction Program

Principals shape the academic setting of schools. Yet, there is limited evidence on whether principal professional development improves schooling outcomes. Beginning in 2008–2009, Pennsylvania’s Inspired Leadership (PIL) induction program required that newly hired principals complete targeted in-service professional development tied to newly established state leadership standards within 5 years of employment. Using panel data on all Pennsylvania students, teachers, and principals, we leverage variation in the timing of PIL induction across principal-school cells and employ difference-in-differences and event study strategies to estimate the impact of PIL induction on teacher and student outcomes. We find that PIL induction increased student math achievement through improvements in teacher effectiveness, and that the effects of PIL induction on teacher effectiveness were concentrated among the most economically disadvantaged and urban schools in Pennsylvania. Principal professional development had the greatest impact on teacher effectiveness when principals completed PIL induction during their first 2 years in the principalship. We also find evidence that teacher turnover declined in the years following the completion of PIL induction. We discuss the implications of our findings for principal induction efforts.

Redesign of Digital Circuits course for enhanced learning

Abstract: The paper presents the restructuring of course design and delivery, to attain the enhanced learning in Digital Circuits course through pedagogic practices and hands on experience in laboratory. The objective of the paper is to enhance the understanding of the course beyond the class room teaching. The traditional approach of course design, course delivery and course assessment provide less scope for better learning of courses. To address the limitations of traditional approaches, an Outcome Based Education (OBE) proposes many pedagogical practices. The paper proposes a framework to restructure the Digital Circuits course w.r.t.. to content delivery in the class, course projects and the reframing the laboratory experiments. The contents delivery is supported by expert lecture through videos, course project is aided by concept/prototype development and the lab is formulated to exercise multiple problems on a single topic. The students' attainment is measured and analyzed through examination results and feedback. The technical and professional outcomes are achieved through the proposed framework. Keywords: Digital Circuits, alternate design, OBE, course design, course project, simulation.

High impact: Examining predictors of faculty-undergraduate coauthored publication and presentation in psychology.

Despite the increasing popularity of faculty-undergraduate research, a dearth of research has investigated factors that predict the professional outcomes of these collaborations. We sought to address this gap by examining a wide range of institutional (e.g., institution type, selectivity, course load) and faculty variables (e.g., rank, years of experience, enjoyment of mentoring) potentially related to coauthored undergraduate publication and conference presentation in psychology. Negative binomial regressions were used to analyze online survey data from 244 faculty members from both graduate-serving institutions (i.e., doctoral, master’s) and primarily undergraduate institutions. The results showed that, after controlling for overall research productivity, faculty at primarily undergraduate institutions were more likely to publish journal articles with undergraduates, whereas faculty at graduate-serving institutions were more likely to coauthor conference presentations with undergraduates. Institutions with higher selectivity, more support for faculty-undergraduate research, and lower course loads produced higher numbers of undergraduate publications. Faculty characteristics were even more strongly related to undergraduate research outcomes. Specifically, publication was most likely with faculty who are of higher rank, have more years of experience, spend more time on research, foster close collaborative relationships with undergraduates, and/or perceive their students as high quality and well trained. By contrast, conference presentation was most likely with faculty who work with more undergraduate students on more projects per year and/or who enjoying mentoring undergraduates. Our findings suggest ways that institutions can facilitate undergraduate publication, which we argue is an increasingly common and achievable outcome.

Simulation-Based Emergency Team Training in Pediatrics: A Systematic Review.

The rare event of handling critically ill children often challenge the emergency care team. Several studies have investigated effects of simulation-based team training to prepare for such events, but the body of evidence remains to be compiled. We performed a systematic review of the effects of simulation-based team training on clinical performance and patient outcome. From a search of MEDLINE, Embase, CINAHL, and Cochrane Library, we included studies of team training in emergency pediatric settings with reported clinical performance and patient outcomes. We extracted data using a predefined template and assessed risk of bias using the Cochrane risk-of-bias tool for randomized trials 2.0 and the Newcastle Ottawa Quality Assessment Scale. We screened 1926 abstracts and included 79 studies. We identified 15 studies reporting clinical health care professional performance or patient outcomes. Four studies reported survival data, 5 reported time-critical clinical events, 5 reported adherence to guidelines, checklists or tasks, and 2 reported on airway management. Randomized studies revealed improved team performance in simulated reevaluations 2 to 6 months after intervention. A meta-analysis was impossible because of heterogeneous interventions and outcomes. Most included studies had significant methodological limitations. Pediatric simulation-based team training improves clinical performance in time-critical tasks and adherence to guidelines. Improved survival was indicated but not concluded because of high risk of bias. Team performance and technical skills improved for at least 2 to 6 months. Future research should include longer-term measures of skill retention and patient outcomes or clinical measures of treatment quality whenever possible.

Trends of Teacher Professional Development Strategies: A Systematic Review

Professional development is important for all teachers to improve the quality of teaching. This study is aimed to investigate the trends of professional development strategy and learning outcome in 2015-2019. A systematic review was used in analyzing 267 articles published between 2015 and 2019 in the Teaching and Teacher Education. The findings showed that the trend of professional development strategy is more collaborative and using collegial learning environment, and the trend of learning outcomes which developed through PD programs is more focused on the ability to teach, ability to manage the classroom, and ability to understand the subject field. These findings suggest future studies to develop professional development programs with collaborative and collegial learning environments to develop learning outcomes on practicing new instructional strategies.