Professional Programs Research Articles

An Empirical Analysis on Certified Public Accountants (CPA) Exam Passage Rates in Texas

Studying noncurricular features alongside existing curriculum elements provides valuable information for improving professional programs that prepare future business leaders (Barilla, 2008). We use a large sample of aggregated CPA exam passage rate data from 12 Texas public universities over a ten-year period to analyze CPA exam passage rates. We then investigate the interactions across sample years, number of examinees, degree types, and exam sections. Our findings provide curriculum developers and schedulers with considerable insights into the delegation of teaching responsibilities owed to examinees and employers who increasingly expect the rewards of prompt CPA certification.

Intersektionalität in Fortbildungen pädagogischer Fachkräfte. Reflexionen zu Bildungsimpulsen und Lernsettings in Angeboten zu geschlechtlicher und sexueller Vielfalt

Educational professionals often enroll in training courses focused on social difference and diversity to stay updated and enhance their competencies in this area. This article examines the didactic use of intersection-ality in training programmes for educational professionals on gender and sexual diversity, the educational impetus and learning arrangements in this regard and the challenges that exist. The data evaluated using participant observation and methods of grounded theory and situation analysis reveal qualitative differences in how the content of intersectionality is conveyed as a concept and how the dimensions of the triad of race, class, gender, the intertwining of different power relations and the de-essentialising critique of identity, which are given with the concept of intersectionality, are taken up and implemented.

Development of training program for the Eye, Ear, Nose, and Throat emergency nurses in China based on core competency: a Delphi study

BackgroundNursing work in the Eye, Ear, Nose, and Throat (EENT) emergency department is highly specialised and faces significant challenges. Therefore, a high level of nursing competence is necessary for nurses. To develop core competencies, a systematic and standardised training program is required. This study aims to construct a standardised, systematic, and professional training program for nurses working in the EENT emergency department in China.MethodsBased on a literature review and semi-structured interviews, the training scheme draft was developed according to the theoretical framework of core competency for emergency nurses. From July 2023 to October 2023, a total of 21 experts including clinical experts, and nursing experts were selected to conduct 2 rounds of Delphi consultation to construct the training program for EENT emergency nurses.ResultsThe effective response rate for 2 rounds of expert consultation was 100%. The expert authority coefficient was 0.905, and Kendall’s W coefficients were found to be 0.359 and 0.340, respectively. The coefficients of variation for each item of the second round of expert consultation ranged from 0 to 0.19. The finalised training program for EENT emergency nurses consisted of 4 first-level indexes (training objectives, training management, training contents, and training assessment). The training objectives included 3 secondary indicators and 16 tertiary indicators. Training management included 5 secondary indicators and 8 tertiary indicators. Training contents included 4 secondary indicators and 16 tertiary indicators. Training assessment included 3 secondary indicators and 6 tertiary indicators.ConclusionThis study systematically and comprehensively explores the cultivation of nurses working in the EENT emergency department from the aspects of training objectives, training management, training contents, and training assessment. This training program is based on the theoretical framework of core competency standards for emergency nurses. It is in line with the actual needs of the clinic, and the training program is scientific and reliable, which can be promoted nationwide to provide a reference basis for the improvement of the training of emergency specialist nurses.Trial registrationNot applicable.

Spanish Society of Medical Oncology recommendations for comprehensive assessment and care of cancer survivors' needs.

This article reviews the contemporary and inclusive definition of cancer survivorship, including patients with and without disease who have completed or continue to undergo treatment. The Spanish Society of Medical Oncology (SEOM) describes in this article the needs of these patients and outlines a care model based on an estimation of cancer incidence and identification of patient needs, to enable the provision of practical actions to achieve effective care. The objectives of this review are to identify the main effects of cancer on survivors and to establish appropriate ways of measuring these effects, as well as discussing the management of physical, psychological and social, occupational, financial, and other health-related needs. We suggest a multidisciplinary care model and training programs for the different professionals involved in care, and highlight challenges and the future role of the SEOM and health-care policy in ensuring optimum care of cancer survivors.

“It shouldn’t be something you have to create on your own.” Personal practical knowledge construction and professional learning for teachers in Swedish school-age educare.

Teachers who work in school-age educare (SAEC) in Sweden possess a variety of educational qualifications. They hold a dual role working as teachers both within the compulsory program and school-age educare. This dual competence requirement means that their professional needs are unique and often different from that of their colleagues who only work in the compulsory school system (Berglund, Lager, Lundkvist and Gustavsson Nyckel, 2019). They reside in a complex context when it comes to opportunities for constructing their personal professional knowledge. Considering that already in 2021, the government announced the creation of a national professional learning program (Regeringen 2021), it is essential to understand what type of professional learning is deemed needed by the SAEC teachers themselves. Through narrative interviews with SAEC teachers, this study aims to map an understanding of how the teachers construct their personal professional knowledge as SAEC teachers. The main research question in this study is: How do SAEC teachers describe the role of professional learning as part of creating and developing their personal professional knowledge? The findings indicate a need for a systematic approach to recognize the qualification of experienced teachers and create a framework for professional learning opportunities for all teachers in SAEC.

Equitable Grading Practices in Physical Therapist Education: A Case Report.

To optimize learning in physical therapist education, learners need opportunities to grow from their unique starting points. Traditional grading practices like A to F grades, zero grades, and grading on timeliness and professionalism hinder content mastery and accurate competency assessment. Grading should focus on mastery of skill and content, using summative assessments for final grades, a no-zero policy, and actionable feedback. Equitable grading supports learners from all backgrounds and identities and promotes academic success. This case study provides guidance and recommendations for implementing equitable grading practices in academic physical therapist programs. Over a 2-year period, a doctor of physical therapy program began implementing 5 strategies to create more equitable grading practices: (1) eliminating zero grades, (2) allowing late assignment submissions without penalty, (3) using low-stakes formative assessments throughout the semester, (4) weighing end-of-course assessments more heavily than initial ones, and (5) offering a no-stakes anatomy prep course before matriculation. Outcomes from implementing equitable grading practices varied. Some learners felt increased stress from fewer points opportunities, while others appreciated the reduced anxiety from low-stakes assessments. Some saw multiple attempts for peers as unfair. Faculty faced higher workloads due to detailed feedback and remediation but believed it benefited learners. Median final grades improved in some courses, remained stable in others, and slightly decreased in one. Overall, the changes had minimal impact on most learners' grades but significantly improved outcomes and retention for struggling learners. This case report documents the implementation of equitable grading practices in a Doctor of Physical Therapy program, offering valuable insights and recommendations for other institutions aiming to adopt similar practices. Inequity in assessment widens the gap between learners entering professional programs. Equitable assessment practices level the playing field, enabling learners from diverse backgrounds and identities to succeed. Increased diversity benefits everyone, especially patients, by reducing health disparities for historically marginalized groups.

DIGITAL EDUCATIONAL ENVIRONMENT IN THE PANDEMIA CONTEXT: THE STUDENT AUDIENCE INTENTIONS

The article presents the features of digitalization of the educational process of higher educational institutions in Ukraine and describes the impact of the COVID‑19 pandemic. It was revealed that modern global challenges have become a powerful impetus for effective innovations in the field of education. In particular, the COVID‑19 pandemic created a unique opportunity for the unprepared introduction of digital technologies into the educational process, and with the beginning of the war in Ukraine, the digital format of education became almost the only opportunity to obtain higher education. In the context of the digitalization of the educational process, distance education has become increasingly widespread, specializing in the provision of educational services using the use of modern information and communication technologies in education. Scientific research has identified the advantages of distance learning in higher educational institutions in Ukraine, including temporal, geographical, psychological, ergonomic, etc. Discussive issues that arise in the process of organizing distance learning are highlighted, related to the need for high internal motivation of higher education applicants, technical shortcomings, problems of identifying applicants, lack of live dialogue with the teacher, lack of digital competencies, etc. Factors that negatively affect the quality of implementation of digital learning technologies in higher education institutions have been identified. It was found that thanks to digitalization, the educational process has become more personalized, mobile, accessible, and flexible.The article substantiates the need to create a digital educational environment in the conditions of informatization and digitalization of education. Approaches to substantiating the essence of the digital educational environment are defined, and the conditions for its creation are indicated to improve the quality of educational services. The advantages of the digital educational environment include providing educational opportunities for all participants in the educational process equally; mobility of learning (variation of time and place of study); implementation of continuous education throughout life; training applicants for higher education, students of courses and professional retraining programs according to designed individual educational programs; consumption, use, and development of electronic educational resources. It has been established that the conditions of the digital educational environment make it possible to develop a certain electronic basis for the development of the cognitive and creative activity of higher education applicants and teachers, which accompanies the continuous dynamic formation of a system of knowledge and competencies, which is the basis for managing andensuring the quality of the pedagogical process and educational services. We see the prospect of further scientific research in the studio for digitalization of the educational process.

Understanding health literacy in men: a cross-sectional survey

BackgroundMales have a shorter life expectancy than females. Men are less likely to seek the advice of a health professional or utilise preventive health services and programs. This study seeks to explore health literacy and the characteristics affecting this among Australian men.MethodsFour hundred and thirty-one adult males engaged with the New South Wales Rural Fire Service, completed an online cross-sectional survey, undertaken from September – November 2022. The survey tool captured demographic data, health status and lifestyle risk characteristics. Health literacy was measured using the 44-item Health Literacy Questionnaire (HLQ). Descriptive statistics, frequencies, percentages, means and standard deviations, were used to describe the sample. Interferential statistics, including the Mann-Whitney U Test and the Kruskal-Wallis Test, were used to explore differences between demographics and HLQ scales.ResultsFor the first 5 scales (4-point Likert scale), the lowest score was seen for ‘Appraisal of health information’ (Mean 2.81; SD 0.52) and the highest score was seen for ‘Feeling understood and supported by healthcare providers ’ (Mean 3.08; SD 0.64). For the other 4 scales (5-point Likert scale), the lowest score was seen for ‘Navigating the healthcare system’ (Mean 3.74; SD 0.69). The highest score was seen for ‘Understand health information well enough to know what to do’ (Mean 4.10; SD 0.53). Age, income level and living in an urban/rural location were significantly related to health literacy scales.ConclusionsThis study provides new insight into men’s health literacy and the factors impacting it. This knowledge can inform future strategies to promote men’s engagement with health services and preventive care.

“Child's Anatomy” – a new discipline in the structure of the basic professional educational program of higher education of the degree in “Pediatrics”

“Child's Anatomy” – a new discipline in the structure of the basic professional educational program of higher education of the degree in “Pediatrics”

Educational Debt and Income Among Pharmacists and Other Health Professionals

ObjectiveGiven the substantial increases in student educational loan debt in recent years, the objective was to assess trends in educational debt-to-income ratios for graduates of pharmacy, medicine, dentistry, optometry, and veterinary medicine programs in the United States in the 2017–2022 period. MethodsA retrospective analysis of 2017–2022 data for educational debt and income for select health professions was conducted. Annual income data were collected from the American Community Survey, and educational debt data were collected from health professions organizations. Educational debt-to-income ratios for each health profession were calculated, as was the mean change per year in debt-to-income ratio. ResultsWith the exception of medicine, educational debt consistently exceeded income across the selected health professions in the 2017–2022 period. Debt-to-income ratios of pharmacists and the remaining health professionals decreased on average per year between 2017 and 2022. Physicians had the lowest debt-to-income ratios and dentists had the highest debt-to-income ratios in the study period. ConclusionDebt-to-income ratios fell below the 2017 levels for the health professions of interest, suggesting that average growth in income outpaced that of debt for the study period. Regardless, debt remains high and may influence health care professionals’ postgraduate training and career decisions, and in turn affect access to health care. Therefore, a call to action is proposed to address educational debt burden. Several strategies are suggested, including federal policy changes, implementing tuition reductions or minimal increases, facilitating financial aid options, and reducing underlying costs of health professions programs.

Extending higher education recognition programs through a dedicated post-award reflective practice tool

ABSTRACT Higher education professional recognition programs, which lead to the awarding of such accolades as teaching and learning fellowships, offer participants opportunities to reflect carefully on their practice. However, few resources exist to help participants engage in reflection after the award-receiving stage. This reflection is important in helping participants not rest on their laurels and, instead, build on the practices for which they received recognition. Through a process of collaborative reflection, a group of fellowship-recipients, from different disciplines and higher education institutions, addressed this gap as stakeholder-participant-researchers by developing a transdisciplinary approach to undertaking post-award reflective practice. From this collaboration, a novel two-stage tool was developed using an iterative design methodology. The tool presented in this paper as the result of this research can be understood as a means of supporting self-paced, continued post-award reflective practice; the tool’s first stage guides users through retrospective reflection, looking back on previous achievements, while the second stage leads users through anticipatory planning, looking towards the future, to achieve fresh goals. The tool thus deepens the reflective practice of recognition program awardees and supports their ongoing professional development. This paper reports on the development of this bespoke tool, which may be enacted in varied settings.

The role of language and education in self-identification and integration of kandas into Kazakhstan society

The purpose of this article is to determine the role of language and education in the self-identification and socioeconomic integration of repatriates into Kazakh society. The study is based on an analysis of historical materials, a comparison of statistical data and scientific works on this topic, as well as the results of field research – narrative biographical interviews with kandas, which were conducted in 3 regions of Kazakhstan: Almaty region, Esik; East Kazakhstan region, Shygys village; and North Kazakhstan region, the village of Sergeevka. These field studies were carried out in July-August 2023 under the project “Identification aspects of the integration of Kandas into Kazakh society”, dedicated to the problems of adaptation and integration of repatriates in Kazakhstan. The article examines various aspects related to language problems, such as insufficient knowledge of the Russian language, the impact of the language issue on self-identification and sociocultural adaptation and economic integration of the kandas. The article also examines the economic opportunities of repatriates depending on their level of education as well as education programs are offered by the state for young repatriates. In conclusion, the article summarizes the results and offers recommendations for improving integration mechanisms, such as strengthening language and cultural training; development of professional retraining and advanced training programs; simplification of bureaucratic procedures related to employment and obtaining documents; improving information support and consulting services for repatriates. This study is important for understanding and supporting the process of adaptation of kandas and creating a favorable environment for their socio-economic integration in Kazakh society. The results of the study can be used to develop and improve government programs aimed at supporting repatriates. The recommendations proposed in the article can help improve integration mechanisms and create more favorable conditions for the socioeconomic adaptation of the kandas. Taken together, the scientific significance of the article is manifested in its ability to expand knowledge about the processes of integration of repatriates and provide practical recommendations for improving these processes.

El cuerpo vestido como construcción de identidades latinoamericanas a partir de lo monstruoso. Un enfoque decolonial para la enseñanza de la moda

This research analyzes and questions fashion and its respective teaching from a colonial matrix, constantly constructed from the body as a place of use, representation and construction of fashion and its imaginaries. In this way, learning exercises in fashion are traditionally based on the recognition of the anatomical-ergonomic of the body in direct relation to the needs of the hegemonic industry, which imposes its narratives and canons. Thanks to the decolonial foundation of the Professional Program in Fashion of the Universidad Santo Tomás and through its modular project, the approach to the body is proposed from the monstrous as a place of the possibilities of creation, which allows exploring other dimensions of representation and body construction. Derived from the above, eight projects are developed conceptually and materially in the period 2024-1 as part of Module 1: design and identities that covers the first and second semester of the course, where it is built, based on the reflections on identity, a narrative that challenges and deconstructs the hegemonic imaginaries that fashion has imposed on certain corporealities and corporealities. This in order to broaden the spectrum of fashion to a plurality of representations and that first semester students at the beginning of their specific training in fashion, led from the costume and clothing workshop I, are able to propose from the problematization and exploration of historically marginalized imaginaries.

Breastfeeding education training program for healthcare professionals: A narrative review

Lack of knowledge and skills regarding breastfeeding education leads mothers to prefer formula milk over exclusive breastfeeding. Breastfeeding education provided by health professional is needed to support mothers to breastfeed their baby exclusively. Methodology: The methodology employed in this study was a narrative review where the researcher critically examines the ideas presented in several studies regarding breastfeeding education training program for health workers. Articles were selected using inclusion criteria: original research, published in English and Indonesian languages, within the last 5 years (2018-2023). A total of 50 articles were found. Ten articles meeting the inclusion criteria were included in the author's review. Conclusion: Breastfeeding education training programs have an impact on the success of breastfeeding mothers. The more healthcare professionals, especially midwives, understand breastfeeding education, the more breastfeeding mothers will be aware of the importance of breastfeeding for their children.

Utilization and Evaluation of Analgesics in Post Gynecologic Operations: A Cross- Sectional Study

Background: This study evaluated the current practices of opioid and non-opioid analgesic administration for postoperative pain management in gynecological surgeries, aiming to optimize pain relief while minimizing side effects. Methods: A cross-sectional, prospective Drug Utilization Evaluation (DUE) study was conducted at Al-Zahra Hospital, Tabriz, Iran. Medical records of 100 patients undergoing gynecological surgery were reviewed over five months. Data on prescribed analgesics, pain scores, and adherence to APS2016 and ERAS2016 guidelines were collected and analyzed statistically. Results: Meperidine (pethidine) and diclofenac were the most frequently prescribed analgesics. The average patient pain score was 2.48 units. A combination of meperidine, diclofenac, and acetaminophen was identified as the most effective regimen for pain control. Prescribed regimens demonstrated 41.4±27.3% theoretical and 60.60 ± 28.77% practical compliance with APS2016 and ERAS2016 guidelines. While achieving the primary objective of pain relief with minimal side effects, compliance with established guidelines could be further improved through educational interventions. Conclusion: Optimizing analgesic regimens for postoperative pain management requires careful consideration of individual patient needs, including the benefits of opioid analgesics in achieving greater pain reduction. Adherence to evidence-based guidelines and ongoing educational programs for healthcare professionals are crucial for ensuring optimal pain relief with minimal side effects.

Exploring the ‘learner journey’ of students undertaking a professional doctorate in Wales

ABSTRACT This paper reflects on the delivery of Professional Doctorate programmes from a sample of educational (EdD) and sustainable built environment (DSBE) practitioners at a Welsh University in the United Kingdom (UK). The paper explores the ‘learner journey’ of a sample of Professional Doctorate students as they navigate their studies during COVID-19 pandemic. A qualitative approach was adopted, and semi-structured questionnaires were used to collect data from students on the EdD and DSBE pathways. A thematic analysis was conducted, and the data presented explored how students have navigated their respective pathways and change projects across various modules, during their ‘learning journey’ and how successful they perceive that journey to be, in relation to a range of factors. The findings from this paper provide a unique insight into the experiences of Professional Doctorate students during a period of significant upheaval. Recommendations are provided for supervisors of Professional Doctorates, Higher Education Managers, as well as Policy Makers in supporting Professional Doctorate students during the studies. Best practice is highlighted with regard to practice-based approaches and demonstrates the differences across two academic disciplines. The use of agile digital and online learning in response to the COVID-19 pandemic further suggests an ongoing model for leadership in Higher Education.

A Descriptive Study of Pulmonary Function Comparison Between Spot Welding and Assembly Line Workers in a Large Automotive Factory in Iran

Background: This study seeks to define the pulmonary function of a considerably large group in one of the largest automotive companies in Iran. The aim of this study was to compare the two groups of spot-welding (exposed) and assembly line (unexposed) workers in terms of pulmonary function and conclude the probable impacts of metal fumes on pulmonary function in the two groups. Methods: A total of 1,798 spot-welding personnel and 2,160 assembly line personnel were compared in terms of pulmonary function. Moreover, 120 breathing zone samples were collected from the welders’ metal fumes and were analyzed. The parameters of age, anthropometric indices, smoking, and pulmonary symptoms were also compared with across the two groups. Results: Results revealed the FEV1 mean of the total population to be 3.9 ± 0.5 liters and FVC to have been 4.9 ± 0.7 liters. Besides, predicted FEV1 and FVC percentages across the whole population were close to 100%, suggesting the better condition of the studied population compared with normal individuals in the society. All the parameters of age, weight, height, and smoking status were similar in the two groups, and no statistically significant difference was observed between the two groups in terms of pulmonary functions. Conclusion: Implementation of professional health and health improvement programs, running screening programs, and hiring personnel with no history of mild pulmonary disorders, and healthy workers effect at the recruitment stage could be the reasons behind the lack of significant difference between the two exposed and unexposed groups to metal fumes in the automotive industry in terms of pulmonary function.

Skill Training in Undergraduate Students of Prosthodontics Using the Modified Peyton’s Method

Abstract Introduction: Dentistry schools have always used simulation training. Any professional education program that makes appropriate use of simulation can help trainees clarify their clinical abilities without running the risk of endangering patients while they are learning. The literature is currently debating whether teaching strategies work best in skill laboratories. The Peyton method, which is intended for a 1:1 student–teacher ratio, is one of these. To overcome this, the modified Peyton’s method was created, allowing each student to practice their specific skill at least once. Therefore, the objective was to assess and contrast the modified Peyton’s technique with traditional instruction for prosthodontics undergraduate students’ skill development. Materials and Methods: This prospective interventional study aimed to do an interventional trial in a dental context by taking alginate imprints utilizing the dental skill laboratory, and compare traditional training methods with the modified Peyton’s approach. A total of 68 students in the third BDS were split into two equal groups at random. Each group included 30 students. Group B was split up into six groups and instructed using a modified Peyton’s approach; Group A was evaluated using an objective structured practical examination (OSPE) and a posttest. Results: By the end of the trial, pupils who had been taught utilizing modified Peyton had improved to a score of 5 on the posttest and OSPE. When comparing the modified Peyton group’s mean OSPE score to the traditional teaching method, it was higher. The feedback obtained of the students taught using the modified Peyton’s group proved that this method helps in easy understanding of the skill. Conclusions: The knowledge gain seen through the pretest and posttest scores in the modified Peyton’s group was considerably higher when compared with the conventional mode of teaching. Thus, teaching pupils the modified Peyton’s approach will help them acquire new skills.

The programs of additional legal education as necessary element of system of training of students of medical university

The actual trends in training of health care professionals set before medical university task of actualization and diversification of training programs targeted to formation both professional and universal competencies to contribute to variable combination of different skills and habits in implementation of medical activities. The increasing needs of labor market in specialists capable to meet actual realities and associated with transformational transition from narrow specialization to different specific skills, inevitably results into increasing of importance for additional education programs as an element of continuing The following key features of various proposals for additional professional education programs were singled out. The major task of forming proposal of additional programs is seen by university through prism of possible increasing of income. And main contingent of students is formed by specialists improve their qualifications. The specificity of medical university is specialists training to implement medical practice. In this regard, additional law training programs are targeted to exclusively at persons mastering basic educational program for the first time. The competencies implemented are focused at extending and specifying training considering legal maintenance or new trends. Besides, applying value-based approach to formation of educational trajectory of student, university translates primary importance of autonomy of will of student choosing additional educational programs. Thus, learning program of additional education is carried out using basic training in law and considering necessary and sufficient factual component that meets the needs of modern labor market, permitting strengthen and expand available competencies for future professional activity of medical worker. The article analyzed results of studies of pedagogues and psychologists, specialists of philosophical direction, professional lecturers, and sociological studies. The methods applied were analysis and synthesis, formalization, generalization, document analysis. The main methods of data analysis were substantive (hermeneutical) analysis and discourse analysis.

Evaluation of a Pilot Spanish Language Program for Student Pharmacists

ObjectiveThis study aimed to present findings from an evaluation of the Spanish Language Track (SLT) for student pharmacists, which assessed student outcomes and feedback. MethodsA mixed-methods program evaluation was conducted with the first cohort of the SLT members (N = 10). Participants completed pre/post-surveys and focus groups. Quantitative data analysis used descriptive and frequency analysis, while qualitative data were thematically analyzed. ResultsWith a focus on qualitative themes, quantitative results support themes 1, 2, and 3 on the basis of findings from the self-assessment of participants’ ability to speak and use the Spanish language. The following 5 themes were identified: (1) initial involvement and motivation to engage; (2) language skill development; (3) health-focused language immersion; (4) strong relationships within the SLT cohort; and (5) opportunities for improvement. ConclusionFindings demonstrate students’ active engagement with SLT while enhancing language skills through immersive experiences. Their connections with other cohort members, SLT team members, and Colombian pharmacists, and biweekly patient appointment simulations were key contributors to learning outcomes while offering suggestions for programming. The SLT provides a foundational model for health professional programs to offer students opportunities to understand and practice language-concordant health care delivery and promote improved health outcomes in Spanish-speaking populations.