Program Modules Research Articles

Perceived acceptability and appropriateness of a web-based program targeting risk for anxiety in young children and their parents

Abstract Objective This mixed-methods study examined perceived acceptability and appropriateness of a novel digital mental health program targeting anxiety risk (i.e., perfectionism or error sensitivity) in 5-to-7-year-old children and their parents. Methods Parent–child dyads participated in a modular, web-based cognitive-behavioral program targeting negative overreactions to making mistakes. The program, “Making Mistakes”, consisted of a 6-month series of short video clips, journaling activities, and weekly reminders, and modules were delivered to caregivers and children separately. 86 dyads completed self-report measures, 18 of whom participated in semi-structured interviews, following completion of the primary program module. A standard thematic analysis was used to elucidate themes from the parent and child interview content. Results Our quantitative and qualitative results were generally aligned. Children and parents viewed the novel digital mental health program as acceptable and appropriate, favoring the cognitive behavioral strategies such as modeling positive reactions to mistakes, responding positively to child mistakes, and emphasizing effort over outcome. Participants also provided helpful feedback related to program content, delivery, and engagement, as well as suggestions to enhance the program. Conclusions Findings have implications for design and content features of parent-based and dyad-based programs, as well as digital mental health programs focused on reducing anxiety risk.

Prevalence and Correlates of Prohibited Questions in Internal Medicine and Pediatrics Fellowship Interviews During One Appointment Year

Abstract Purpose This study sought to investigate how frequently applicants to internal medicine (IM) and pediatrics fellowships are subjected to prohibited questions, how correlates of these interview questions compare between IM and pediatrics fellowship applicants, and which applicant subgroups are most affected. Method The National Resident Matching Program (NRMP) emailed an anonymous survey to all applicants for the 2021 appointment year to the Medical Specialties Matching Program (i.e., IM fellowship Matches) and Pediatric Specialties Fellowship Match who certified rank order lists (ROLs). The survey addressed specific questions regarding the use of legally prohibited questions and questions that violate the NRMP’s Match Participation Agreement during interview-related activities. Experiences of respondents were compared by preferred subspecialty and respondent demographics within IM and pediatrics. Results The final response rates of IM and pediatrics fellowship applicants who certified ROLs, including complete and partial surveys, were 21.7% (1,483/6,847) and 23.4% (385/1,648), respectively. Of the IM and pediatrics respondents, 432/1,296 (33.3%) and 97/366 (26.5%), respectively, reported being asked at least one prohibited demographic question. The most commonly asked prohibited questions pertained to relationship or marital status (IM: 312/1,296, 24.1%; pediatrics: 69/367, 18.8%), national origin (IM: 200/1,296, 15.4%; pediatrics: 30/365, 8.2%), and family planning (IM: 104/1,288, 8.1%; pediatrics: 14/366, 3.8%). Nearly 25% of IM and pediatrics respondents reported being asked to identify other programs they applied to or interviewed with. Most often, these questions came from program faculty (IM: 238/303, 78.5%; pediatrics: 69/88, 78.4%) or program directors (IM: 84/303, 27.7%; pediatrics: 18/88, 20.5%). Conclusions Substantial proportions of IM and pediatrics fellowship applicants reported being asked prohibited questions during fellowship interview-related activities. Additional educational efforts are needed to eradicate such questions from the interview process.

Perceptions of Remediation Policies and Procedures in Pharmacy Education

ObjectiveThis study aimed to (1) explore the perceptions of current remediation processes among pharmacy program administrators and faculty, and (2) identify factors surrounding successful or unsuccessful remediation in a pharmacy program. MethodsThis qualitative study used the following 3 stakeholder focus groups with distinct perspectives: didactic faculty, experiential faculty, and administrators. A screening survey was used to identify eligible participants, and quota sampling was used to represent various institution types and stakeholder experience. Focus groups were conducted using structured interview questions by an expert interviewer who was not part of the research team. Data were coded using the constant comparison method until consensus was achieved on the identified themes. ResultsThree themes associated with remediation were identified with 12 coded categories. The codes discussed by all 3 stakeholder groups included methods to identify students who need remediation, types of remediation, remediation challenges, consequences of remediation, remediation effectiveness, and necessary improvements to the remediation process. The didactic and experiential faculty groups discussed the management of remediation plans, methods of remediation prevention, and lessons learned from remediation. The timing of remediation was discussed by didactic faculty. The experiential faculty noted the need for preceptor development to provide timely feedback and ensure successful remediation. All 3 groups mentioned having clear policies and procedures for successful remediation. ConclusionOverall, faculty and administrators had similar perceptions regarding remediation practices. The differences in concerns about remediation were most notable between the experiential and didactic faculty. While all 3 groups believed that remediation may be useful and necessary, challenges remain and monitoring is needed to determine the most effective practices, particularly in experiential education.

Work-Life Balance of Faculty in Professional Physical Therapist Education: A Mixed-Methods Study.

The purpose of this mixed-methods study was to explore perceptions of work-life balance (WLB) of full-time faculty in professional physical therapist (PT) education programs. Studies show that faculty are at risk of diminution of WLB and subsequent burnout due to job expectations and changing educational landscapes. Limited evidence exists to describe perceived WLB of faculty in professional PT education. Full-time faculty in professional PT education programs (n = 239) responded to an online survey and 16 participated in focus group discussions. The Work/Nonwork Interference and Enhancement Survey (W/NW Scale), faculty characteristic prompts, and open-ended questions were disseminated electronically to all accredited professional PT education programs within the United States. Focus groups were conducted to further explore nuances of WLB. Frequencies and percentages were calculated for survey categorical variables with means and standard deviations for continuous variables. Differences in W/NW Scale and faculty characteristics were analyzed using independent-samples Mann-Whitney U tests. Open coding and an iterative process of thematic analysis was used to analyze the qualitative data. Medians for all W/NW Scale dimensions were between 2 and 3 out of 5. W/NW Scale dimension scores differed significantly in each of the faculty characteristics of gender, defined workload, and faculty job searching (Z = -2.399 to -3.517, P ≤ .016). Qualitative data yielded 3 main themes: 1) implicit and explicit job duties; 2) leadership; and 3) individual boundaries. Ebb and flow of WLB emerged as an overarching theme. This study offers a portrayal of the lived experience of faculty regarding WLB. Results offer useful information about faculty demographics, work-related factors, and personal responsibilities. One limitation was that cultural, community, and religious demands were not explored. Findings may facilitate improved understanding of faculty WLB perceptions and can guide leadership to optimize the balance between faculty's paid work and personal life.

Using an Online Assessment Tool to Teach Authentic Assessment to Early Childhood Teacher Candidates

Early childhood teacher candidates (TCs) need preparatory experiences using authentic assessments to inform their instructional practices with rural learners and their families. The shift to virtual field placements in response to COVID-19 restrictions pushed faculty in teacher preparation programs to reimagine how to engage TCs in meaningful experiences using authentic assessments with children and families. This study explores how TCs experienced authentic assessment practices using an online assessment management system, Assessment, Evaluation, and Programming System Interactive (AEPS i), during virtual field experiences. Fifty-five undergraduate and graduate TCs from 11 universities (10 U.S. & 1 international) completed a 45-item survey about their experience. Teacher candidates articulated knowledge and skills aligned with best practices underpinning authentic assessments. The virtual learning environment created opportunities for faculty to reimagine practices for promoting TCs’ understandings of assessment in early childhood special education contexts. We discuss implications for training TCs in rural areas to use authentic assessment.

Healthcare professional education: Creativity, dialogue and co-production in an interconnected world

The short communication reports on the methodologies and societal implications of a research project based on learning, development and changing identity for participants (students and 'service users') within a BSc(Hons) Physiotherapy programme module of study. Focus is placed upon co-production within a participatory approach based on the processes of creativity and open dialogue proposed by the theoretical physicist, David Bohm.

Instructing to Impact: Exploration of Doctor of Physical Therapy Education Instruction of Social Determinants of Health and Health Equity for People With Disabilities.

The aim of this study was to explore the instruction of social determinants of health (SDOH) for people with disabilities (PWD) in doctor of physical therapy (DPT) education programs. A sequential mixed methods study informed by a five-member disability community advisory panel was conducted. Qualitative semi-structured interviews with educators (n = 10) across 4 DPT programs in the Midwest were conducted and analyzed thematically. The qualitative findings formed the basis of the quantitative phase. An online survey was conducted with faculty of DPT programs in the United States (n = 254) with the most knowledge of instruction of SDOH and health equity for PWD (n = 74; 29% response rate). Quantitative data were analyzed with descriptive statistics and triangulated with qualitative data. SDOH for PWD is an emerging component of instruction in DPT curricula. Five themes included: emerging instruction of SDOH for PWD; conceptual frameworks informing instruction; instructional strategies; barriers to integration of SDOH for PWD; and facilitators to integration of SDOH for PWD. Quantitative analysis revealed that 71 respondents (95.9%) included disability in health equity discussions primarily focused on health care access. Limited time (n = 49; 66.2%) was the most frequently reported barrier, and educator interest in disability health equity was the most frequently reported facilitator (n = 62; 83.7%) to inclusion of the SDOH for PWD in health equity discussions. Opportunities exist in DPT curricula to build on instructional strategies, integrate SDOH frameworks, and amplify facilitators to integration of SDOH for PWD. To meet the needs of the 67 million Americans living with disabilities, students must have the knowledge and skills to address the complex needs of this historically marginalized population. Understanding the DPT education landscape around SDOH for PWD can guide DPT educators to more fully prepare their students to recognize and ameliorate health disparities faced by PWD.

Centering the Scholarly Practitioner Within the EdD

The Educational Doctorate (EdD) is designed to meet the needs of current practitioners who aim to expand their professional expertise by leveraging deep knowledge and research methods to address specific and contextualized problems of practice. This approach centers on developing scholarly practitioners that are equipped with the skills necessary to bridge the knowledge-to-doing gap and contribute meaningfully to school improvement (CPED, 2020; Donovan, 2013; Hochbein & Perry, 2013; Jackson & Sun, 2022; Lewis et al., 2020; Perry, Zambo, & Crow, 2020). To achieve this goal, program faculty and their respective thinking must be concerned with and oriented to the scholarly practitioner and their unique positionality. This paper explores two considerations related to centering scholarly practitioners and their impact to illustrate the possibilities inherent within EdD programs.

The dominants of practical training in the design of educational programmes of pedagogical profile

Introduction. Various aspects of practical training are being revised under the influence of integration, digitalisation and other transformations. The orientation of the educational vector towards practiceoriented training models involves identifying the components of practical training, conditions for its implementation, as well as studying and identifying effective approaches to its design. The purpose of the article is to identify the dominants of practical skills training of students in the design of educational programmes of pedagogical profile. Materials and methods. The research materials were 96 bachelor's educational programmes developed and implemented in 2019-2022 in different Russian universities in the fields of training “Pedagogical education” and “Special (defectological) education”, normative documents regulating the organisation of practical training at the level of higher education. The main research methods were comparative, focused on identifying the invariant components of the practical training system, and descriptive, used in characterising its individual aspects. Results. Models for designing practical training have been identified, the organizational model predominates (80%), in other cases (20%) various structural and content models are used. Distinctive design features of practical training have been identified: formal combination of disciplines and practices within the modules of the educational program (74%), intradisciplinary integration of learning components (17%), interdisciplinary partial integration of learning components (9%). The invariant structural features of modern models of practical education, forming its dominants, which include target, procedural-activity, content, and result aspects, have been established. Conclusion. The obtained research materials are significant for deeper understanding of the essence of practical training, allow to identify its invariant components, which are characterized by predictive potential and ensure the integrity of professional and personal development of a future teacher.

ВИКОРИСТАННЯ МОДУЛІВ КОМП’ЮТЕРНОЇ ПРОГРАМИ KDAM ДЛЯ ДИНАМІЧНОГО АНАЛІЗУ БАТАННОГО МЕХАНІЗМУ ПРИ ФОРМУВАННІ БАГАТОШАРОВИХ ТКАНИН

In the work, using the KDAM computer program module, a dynamic analysis of the batten mechanism of a heavy loom in the production of multilayer technical fabrics was carried out. The computer module allows you to determine the projections and full reactions in the hinges of the batten mechanism at the time of the weft thread surf in the zone of formation of multilayer fabrics, taking into account the structure of protective layers, main power layers and the method of connecting layers to each other. The influence of the structure of multilayer fabrics on the magnitude of dynamic reactions in the hinges of the batan mechanism was established. Multi-layer technical fabrics are used for the production of power grabs for laying pipes of oil and gas pipelines. Pipes are delivered with factory insulation. These fabrics have a high density of the main threads in the cross section of the power grip. The main thread system consists of the warp threads of the protective layers, the warp threads of the power layers, and the warp threads that bind the layers together. The formation of an element of multilayered technical fabric takes place by wefting the weft thread in the working area. Taking into account the very significant tension of the threads of the base, the strength of the surf can reach significant indicators. In the process of surf, there is a shock impact on the batting mechanism of the weaving loom. The resulting dynamic reactions in the hinges need to be evaluated, namely how the structure of multilayer fabrics affects the magnitude of the dynamic reactions in the hinges of the baton mechanism. Changing the structure of the multilayer technical fabric allows to reduce the tension of the base of the protective layers and power layers, which will lead to a decrease in the magnitude of the surf force and, as a result, to a decrease in dynamic reactions in the hinges of the batten mechanism. This will significantly reduce the wear in hinge pairs and increase the durability of the mechanism. To solve the complex task of dynamic analysis of the batting mechanism during the formation of multilayer fabrics, it is necessary to use specialized software complexes. The use of special computer modules allows you to determine the projections and full reactions in the hinges of the batting mechanism at the moment of the weft thread in the zone of formation of multilayer fabrics, taking into account the structure of protective layers, main power layers and the method of connecting the layers together.

Global interactive-mode imperfection generation for K6 single-layer latticed shell using generative adversarial networks

The worst imperfection shape of K6 single-layer latticed shells corresponding to the lowest nonlinear load-carrying capacity is difficult to be obtained in design owing to significant multi-modal interaction. The global interactive buckling of the K6 single-layer latticed shell is investigated numerically, and the intelligent model for generating its worst global interactive-mode imperfection is developed via generative adversarial networks (GAN). For the cases vulnerable to interactive buckling, the load-carrying capacity is found to be reduced significantly up to 35% with two-mode interaction considered, and unstable behaviour, such as the dominant mode changing due to the deformation evolution of different modal components, is observed at the post-buckling stage. Moreover, the GAN model for generating the worst imperfection shape and the artificial neural network for evaluating the corresponding ultimate load are developed based on the data obtained from numerical analysis. The time of training model to converge is less than 30 min, and the generating process using the trained model only takes a few seconds. It is demonstrated that for the K6 single-layer latticed shells, the developed models can give the worst imperfection and the corresponding ultimate load accurately and efficiently with interactive buckling considered well. This work can be used to develop the programming module for the intelligent design of latticed shells in future.

Веб-ориентированный подход к трансформации систем координат геоцентрического типа

Recently in modern geoinformatics, the task of transforming coordinate systems has been one of the most significant. In this case, coordinate processing is performed for various projections, supported by many geographic information systems and the corresponding software libraries. At the same time, problems associated with transformation into specialized coordinate systems for example geomagnetic ones remain practically unsolved. Moreover, such a conversion is necessary to describe various geophysical processes, the occurrence and course of which largely depend on the parameters of the main magnetic poles of the Earth. In the paper, the authors proposed a web-based approach to transforming a geographic coordinate system into a geomagnetic one and ensuring prompt results based on the original spatiotemporal parameters. The architecture of the web solution was modernized by combining various web patterns; it provides support for a plug-in structure and loose coupling of program modules. It is shown that the proposed solution does not depend on the type of the consumer and can be used with interfaces of various kinds, provided that the appropriate interaction protocol is used. The performed computational experiments showed that calculations of geomagnetic coordinates based on the mentioned algorithm match to the known expressions and models

Ways to prevent ISMP by changing the behavioral approach of health care workers

The article presents foreign experience in implementing a program for the prevention of HAI through changes in behavior and skills acquired during the ongoing training of medical personnel. The need and importance of creating program modules for each target audience of medical personnel is emphasized.

Burnout, Personal, and Occupational Factors as Predictors of Physician Assistant Faculty Intent to Leave After the COVID-19 Pandemic.

This study addressed whether burnout, personal, or occupational factors predicted physician assistant (PA) faculty intent to leave and established a new postpandemic national benchmark for PA faculty burnout and intent to leave. In spring 2023, a nonexperimental, cross-sectional survey was emailed to 2031 PA faculty drawn from program faculty listings and the PA Education Association member database. Descriptive statistics were used to describe the sample, and a multiple regression analysis was conducted to analyze the predictive ability of the independent variables on intent to leave. The response rate was 30% (609 of 2031), with 496 responses (24.4%) included in the analysis. The sample reflected the population of PA faculty. The regression model significantly predicted intent leave ( P < .001). The adjusted R2 was 0.46, indicating the combination of independent variables predicted 46% of the variance in PA faculty intent to leave. Significant predictors included emotional exhaustion and identifying as multiracial ( P < .001), control and values ( P < .01), and depersonalization, fairness, rewards, and clinical year faculty role ( P < .05). The sample had moderate levels of burnout and experienced burnout at higher rates than in prepandemic studies. Physician assistant faculty in administrative leadership roles had the highest levels of burnout and intent to leave. Despite this, PA faculty intent to leave measures were similar to prepandemic levels. Several of the predictive variables were related to well-being and social-emotional aspects of the workplace. These findings have implications for institutional policies and practices that support faculty well-being and workplace culture to enhance retention.

SOFTWARE SYSTEM FOR EVALUATING THE EFFECTIVENESS OF WEB APPLICATION DEVELOPMENT TECHNOLOGIES

The article considers the issue of developing an algorithm for assessing the effectiveness of using various technologies for implementing web applications for website design with regard to their complexity and specifics of purpose. It also substantiates the key parameters that affect the efficiency of development and the quality of the final product. The basis for this assessment was an analysis of the complexity and specific characteristics of the project, requirements for its further modification, budget constraints, and others. To develop an algorithm for evaluating the effectiveness of web application development technologies, we analysed several existing approaches and their features. Among these approaches to implementation, we considered the following: manual method, use of tool systems, use of frameworks, use of CMS, and use of SaaS platforms. The parameters for evaluating the effectiveness of project implementation were: implementation efficiency, ease of testing, speed of application development, and ability to customise, support, and improve. As objects for analysis, we selected five web applications for different types of sites and analysed the effectiveness of using selected implementation technologies for each of them, considering the above parameters. Through the study, we determined the coefficients of the significance of each parameter in the context of their impact on development efficiency. We then proposed an algorithm for choosing a technology platform for the effective implementation of a web application of a specific category. Based on the research results, a program module was created for a reasonable choice of technology when implementing a specific web application. As a result of using the module in the practice of developing web projects, we achieved the following goals: increasing the efficiency of web project development; reducing design time due to a reasonable choice of tools for implementation; improving the quality of the final product due to the correct selection of design and implementation tools. Keywords: web application, development efficiency, performance parameters, algorithm, expert evaluations.

The development and evaluation of a virtual, asynchronous, trauma-focused treatment program for adult survivors of childhood interpersonal trauma

Background The long-term mental and physical health implications of childhood interpersonal trauma on adult survivors is immense, however, there is a lack of available trauma-focused treatment services that are widely accessible. This study, utilizing a user-centered design process, sought feedback on the initial design and development of a novel, self-paced psychoeducation and skills-based treatment intervention for this population. Aims To explore the views and perspectives of adult survivors of childhood interpersonal trauma on the first two modules of an asynchronous trauma-focused treatment program. Methods Fourteen participants from our outpatient hospital service who completed the modules consented to provide feedback on their user experience. A thematic analysis of the three focus groups was conducted. Results Four major themes emerged from the focus groups: (1) technology utilization, (2) module content, (3) asynchronous delivery, and (4) opportunity for interactivity. Participants noted the convenience of the platform and the use of multimedia content to increase engagement and did not find the modules to be emotionally overwhelming. Conclusions Our research findings suggest that an asynchronous virtual intervention for childhood interpersonal trauma survivors may be a safe and acceptable way to provide a stabilization-focused intervention on a wider scale.

The Effectiveness of Web-based Inductive Learning Assisted on GeoGebra

This research used web-based inductive learning that facilitated plane geometry learning, where the learning was carried out online. It was hypothesized that students could learn the concept of plane geometry better when students were involved in the induction process with the help of GeoGebra software. They did explore with GeoGebra software to form several examples of the concept, testing the patterns that existed in the examples, and generalized the findings into new knowledge. With the help of the web and GeoGebra software, students could carry out their own learning and make their own discoveries. To test the effectiveness of web-based inductive learning, two classes were involved in the research, they were students of the Mathematics education study program Faculty of Teacher Training and Education, University of Bengkulu who took plane geometry class in the even semester of the 2021/2022 academic year as many as 68 students. This research was a quasi-experimental research with a post-test-only control group design. The instrument used for measurement was a description test. Based on the data analysis, it was found that the learning outcomes using web-based inductive learning assisted on GeoGebra were better than those using the expository method.&#x0D; Keywords: web, inductive learning, geogebra

Women in dental education and their desire to lead: A follow-up.

The aim of this study was to provide a follow-up to the 2015 national survey of women in dental education to re-examine factors and perceived barriers to pursuing administrative and leadership roles. At the beginning of 2023, a survey was administered to full-time women faculty in predoctoral dental programs in the United States. The survey instrument employed a structured format along with open-ended questions to capture qualitative data. The overall response rate was 26% (527/1994) and included respondents from fifty-five of the sixty-seven dental schools contacted. Half of respondents indicated holding an administrative position and 20% reported administration as their primary appointment. There was a significant increase in the number of women holding a leadership role in 2023 (76%) compared to 2015 (53%). Those seeking a leadership position in 2023 were less likely to have participated in leadership training (p<0.01) and less likely to have previously sought an administrative position (p>0.01). Women in leadership and administrative roles were more likely to indicate receiving extra compensation for administrative duties (p<0.01) and a desire for higher rank (p = 0.04) compared to 2015, but perceptions persist among the majority of respondents (71%) that women are not being compensated equally to their male counterparts. Respondents highlighted the negative impact of the COVID-19 pandemic on career advancement and the positive culture changes that have contributed to greater workplace flexibility. Overall, respondents sent a resounding message that women in dental education need structural change to achieve success: pay equity, mentorship, and inclusive and supportive work environments.

Oral health educators' reflections on teaching 2022 and beyond.

The global pandemic prompted changes in health science education affecting both teaching and learning. This multi-institutional study assesses the near-term implications of these changes on faculty and faculty development. The project goals were to: (1) describe faculty experiences of teaching during the pandemic; (2) identify ways to sustain new pedagogical approaches, (3) describe the types of support faculty members need, and (4) offer recommendations to enhance oral health professions education. A mixed-method approach using exploratory sequential design was conducted in two phases collecting qualitative and quantitative data. Focus group participants included didactic, pre-clinical, and clinical faculty in dental school (DMD/DDS), dental hygiene and dental therapy programs, and also faculty members serving in administrative roles in these programs (N=37). One hundred forty-four faculty participated in the multi-institutional follow-up survey. Focus group and survey results led to 14 recommendations (nine structural and five individual) for oral health profession institutions and educators. Oral health profession education faculty were dramatically impacted by the pandemic and new faculty development needs were identified. Traditional faculty development topics and practices may be no longer applicable in the post-COVID-19 environment. Additionally, the pandemic stimulated creative approaches for curriculum design, teaching, and assessment in oral health profession education. Strategies need to be implemented to sustain these innovations.

Government-University Relationship in China’s AI Talent Development: A Triple Helix Perspective

Using the Triple Helix model, this study explores the government-university relationship in the context of China’s AI talent development, and their outcomes in terms of AI program deployment, enrollment and faculty. Their interaction may best be summarized as a model of government pull and university response, but with more support and autonomy for the Shuang Yiliu groups. Specifically, the state has maintained a dominant role as a policymaker in promoting the production of AI personnel and showed strong mobilizing abilities to integrate universities into the national AI strategy. Government guidelines outlined the roadmap for training top AI talent with a focus on Shuang Yiliu universities, universities with Shuang Yiliu disciplines, and interdisciplinary graduate students. Universities have responded with quick launch of AI programs, large enrollment and faculty with advanced training and overseas experience. A multi-level AI personnel training system has taken shape. With their privilege in financial and policy support and more autonomy, Shuang Yiliu universities, and universities with Shuang Yiliu disciplines will be the main producers of AI-concentrated graduate students. Theoretical contributions are discussed and policy and practice implications for addressing AI program distributions, talent development and retention, faculty and research, and AI as a discipline provided.