Recent Graduates Research Articles

Specialty choices among new generation of doctors - insights from a Polish survey study.

The choice of medical specialty for future doctors is a multidimensional issue, associated with many factors. This study aimed to explore the factors influencing the specialty choices of doctors entering the Polish healthcare system. A nationwide cross-sectional survey was conducted from May until August 2023. The data was gathered via an online nationwide survey among recent medical school graduates. We explored respondents' preferences regarding medical specialties (in two categories: surgical and non-surgical), and the factors that drive their choices. The U-Mann Whitney test was used to compare the distribution of 19 analysed factors, and the chi-squared test was used if a trend was not observed. 737 responses were collected, and 698 were included in the study. The respondents (60.5% female) preferred non-surgical specialties over surgical ones. The main factors influencing doctors' choices were remuneration, the ability to maintain work-life balance, interest in the medical field, the ability to start a private practice, skills possessed, and doctor-patient interactions. Doctors pursuing a career in surgical fields are driven by slightly different factors than those who chose a non-surgical specialty. The youngest generation values a healthy work-life balance, and their non-professional life remains crucial.

Career Outcomes Among Neurosurgery Resident Graduates in Canada: An Update.

Many Royal College of Physicians and Surgeons of Canada (RCPSC) graduates in neurosurgery face significant challenges in finding full-time employment. The current study describes the career outcomes of neurosurgery residents from Canadian programs. All RCPSC neurosurgery graduates (n = 106) who completed their residency between 2015 and 2020 were included in this study. Baseline characteristics were determined for the entire cohort and then stratified by employment status. Several logistic regression models were used to identify predictors of full-time employment after residency. Overall, 26.4% of neurosurgery graduates from 2015 to 2020 have been underemployed, defined as locum and clinical associate positions (6.6%), the pursuit of multiple fellowships (16%) and career change/nonsurgical career (3.8%). Only 52.0% of graduates were fully employed in Canada, with 30.2% appointed at academic institutions. Skull-base/open vascular (OR: 0.055, 95%CI [<0.01, 0.74]) and general neurosurgery (OR: 0.027, 95% CI [<0.01, 0.61]) fellowships were associated with underemployment. Advanced research degrees (master's or Ph.D.) and sex were not associated with full-time employment. Over one-quarter of recent Canadian neurosurgery graduates were underemployed, and nearly half do not find employment in Canada. These results reflect a concerning reality for current and prospective neurosurgery graduates in Canada and will hopefully serve as a call to action for the Canadian neurosurgery community.

WHAT SKILLS DO EMPLOYERS WANT FROM RECENT COLLEGE GRADUATES?

Currently, it is not enough for university graduates to acquire only occupation-specific academic knowledge to find a job. Graduates are also expected to possess an additional set of skills called employability skills. In this study, job vacancies were analyzed to determine the skills employers want from new graduates. In this study, 178 job posts for new graduates on an online job search platform (Kariyer. net) were analyzed using content analysis. According to the findings of the study, fewer hard skills and more soft skills were demanded by recent university graduates. The most demanded skills for both associate degree and bachelor's degree graduates were skills in social and communication groups. When examined in detail, the highest-demanded soft skills include "strong communication skills,” "predisposition to teamwork,” "planning and organization skills,” "effective written and oral communication skills.” In addition, "mastery of MS Office applications, knowledge of foreign languages and "knowledge of computer programs related to the field" are among the technical skills that graduates require. This research is expected to guide new graduates in terms of which skills they should develop and educational institutions in terms of updating their curricula in line with the demand for skills.

“Bridging the Skill Gaps”: Analyzing the Mismatch between Hospitality Education and Industry Needs in Uganda

This is a persistent problem of skill mismatch between graduates and employers’ needs in the Ugandan hospitality industry, resulting in skill deficits that hamper employability and industry advancement. Identifying the causes of these skill gaps is the aim of this study, together with establishing recommendations to narrow the gap existing between hospitality education and the industry. The study adopted the qualitative case study research design and sampled 26 respondents from recent hospitality graduates and employers, educators or trainers, and policymakers in Kabale District, Uganda. The findings were encoded through thematic analysis. Theoretical orientation is scant with practical and interpersonal skills. Some employers also reported a concern that more attention should be paid to enhancing the practical readiness of graduates at workplaces and that there should be an increased dialog between educational institutions and employers in the hospitality sector. According to the results of the study, there is a need for a closer connection between curricula and industry demands, interconnecting the abilities needed for practical work and soft skills. Recommendations include increasing communication between teachers and supervisors from industry, enhancing internship programs, and including practical aspects. It is recommended that such collaborations be promoted through policy and funding to guarantee the appropriate match of education to the labor market requirements. These steps are relevant for reducing the existing skill gap and making graduates fit for employment opportunities in the industry

“Where Are They Now? Attrition Rates of EM residency graduates by Gender”

Prior studies examined the retention of women emergency physicians through residency training, but their career paths on completing residency are less well understood. Our primary objective was to identify a difference in attrition rates between binary genders of practicing clinical emergency physicians within 10 to 30 years after residency graduation. Our secondary aims investigated gender differences in geographic practice location, academic, and community practice. We hypothesized that women emergency physicians have higher rates of attrition from clinical practice than men. In this cohort study, we tracked employment over 10 to 30 years of graduates from allopathic emergency medicine residency programs established before 2005 and those who graduated before 2010. We obtained graduate lists from 21 residency programs representing geographically diverse training programs in the United States. We utilized public databases to investigate current licensure, board certification, practice location, and occupation for graduates more than 10 years after residency graduation. Physicians who do not practice clinically in emergency medicine or an emergency medicine subspecialty were placed in the "attrition" category. "Not available" was defined as those individuals who did not have adequate information available online. We analyzed differences in attrition of women and men emergency physicians in clinical practice in 2020. We also noted whether they worked in an academic or community setting and assessed their geographic clinical practice region. We identified a total of 4,170 graduates. Of those, 445 (10.6%) were excluded because of insufficient information. Of the 3,725 emergency medicine residency graduates, 71% were men. The attrition rate from clinical emergency medicine for men was 5.3% (95% confidence interval, 4.4% to 6.1%) and the attrition rate for women was 5.8% (95% confidence interval, 4.4% to 7.2%). The difference between the 2 proportions was -0.005 (95% confidence interval, -0.02 to 0.01). There were no gender differences in geographic location or practice type. We did not observe differences in attrition rates by gender in our sample from 21 programs over a 30-year period. The findings from this cohort are disparate from reports of recent emergency medicine graduates and identifying reasons for attrition of emergency physicians will be important to understanding the workforce needs of the future.

Cross-sectional survey of preparedness for gynecologic oncology fellowship among recent gynecologic oncology graduates

Cross-sectional survey of preparedness for gynecologic oncology fellowship among recent gynecologic oncology graduates

Soft-skills, networking, and workforce entry: Impacts of a training program for recent graduates in Rwanda

Soft-skills, networking, and workforce entry: Impacts of a training program for recent graduates in Rwanda

11371 Academic Retention and Geographic Distribution of Recent Graduates of Minimally Invasive Gynecologic Surgery Fellowships

11371 Academic Retention and Geographic Distribution of Recent Graduates of Minimally Invasive Gynecologic Surgery Fellowships

Examining self-efficacy among recent graduates of postgraduate dental education programs.

To examine the perceived self-efficacy of dentists who recently completed Graduate Dental Education (GDE) programs and identify how closely it aligns with their supervisors' assessments of them. Self-efficacy has been associated with academic pursuits, motivation, and engagement, which may affect how dental providers practice, seek continuing education, and pursue future opportunities. METHODS: Recent graduates of military GDE programs rated their self-efficacy on specific tasks within each of the seven domains of dental competencies. Their supervisors completed a similar survey, rating the graduate's performance in the same tasks. Graduates' mean ratings were calculated for each domain, spearman correlations were calculated for all graduate-supervisor task ratings, and the magnitude of differences between graduate and supervisor domain means were examined. Graduates' perceived self-efficacy ranged from 3.57 to 4.41 out of 5.0. Correlations for each task were universally weak (ρ = -0.04-0.27). Correlations for domain means were also weak (ρ = 0.06-0.14). Overall, graduates rated themselves lower than their supervisors, with mean differences ranging from -0.17 (p=0.003, Cohen's d=0.20) for Professionalism to -0.95 (p<0.001, Cohen's d=0.90) for Health Promotion. Overall, graduates' perceived self-efficacy was moderate to high for 26 tasks across seven domains. However, in aggregate, graduates underestimated their abilities compared to performance measures from their current supervisors, although effect sizes were small. The accuracy of graduates' self-efficacy varied by program length and the clinical specialty of their supervisors. High-performing graduates always underestimated themselves while low-performing graduates often overestimated themselves.

Curriculum approaches to strengthening student employability and improving graduate outcomes in the STM disciplines

ABSTRACT In Australia and elsewhere, curriculum improvements are needed to improve the development of Science, Technology and Mathematics (STM) graduates for future work and careers. Several studies document significant STM student attrition, poor graduate preparedness for work, relatively weak employment rates post-graduation, and mismatched expectations of graduate capabilities by employers. The inclusion of work-integrated learning (WIL) activities within curricula can better prepare students for relevant employment by bridging discipline-specific teaching with work practices. Traditionally, access to WIL has been limited for STM Bachelor students and a better understanding of WIL’s benefits and impact is needed to refine and extend STM WIL curricula for different disciplines and cohorts. Through the lens of personal capital resources, this article reports on the perspectives of 34,000 recent Bachelor graduates of Australian STM degrees on their participation in WIL and its impact on their perceived employability and transition to work. Findings indicated differences in engagement in WIL across STM disciplines and underrepresented student groups, yet consistent benefits of WIL on preparedness for work and graduate employment. The study provides valuable insights on gaps in WIL provision and potential ways to improve WIL offerings that support the development of future-capable STM graduates with positive labour market experiences.

A Cross-Sectional Study of the Current and Future Dental Hygiene and Dental Therapy Student Workforce in the UK and Ireland During 2022-2025: Considering Facilitators and Barriers to the Growth of This Workforce.

With evidence suggesting that dental hygienists (DH) and dental therapists (DThs) can undertake a significant proportion of routine clinical work, this paper explores the number of recent graduates and students currently in training in the UK and Ireland and considers whether there are sufficient DH and DTh registrants to positively impact on population needs. An online questionnaire survey was distributed by the Directors of Dental Hygiene and Therapy Group to all programme leads of dental hygiene and dental therapy programmes during December 2023. There was a 100% response rate. The majority of programmes award a Bachelor's degree, with a minority offering a Diploma or Foundation degree; one programme awards an MSc level qualification. The number of graduates in the 2022-2023 academic year was 429, registered with both the General Dental Council (GDC) and Dental Council of Ireland (DCI). The numbers of DH students expected to graduate in 2023-2024 academic year is likely to increase by 44% and in 2024-2025 this will increase by a further 12% compared to the previous year. The anticipated numbers of DTh graduates registering across the UK in 2023-2024 academic year is 312, representing in a slight decrease of 3% from the previous year; in 2024-2025 this figure is expected to remain static at 313. The results of this study demonstrate the numbers of students recently graduated and in training in the UK and Ireland, during 2022-2025. The numbers of registrants is slightly increasing, but there is a need for detailed information regarding working practices to inform future workforce planning; this will inform the need for increasing training numbers.

Transformational learning and professional identity formation in postgraduate competency-based medical education.

Residency programmes are in transition to a framework for competency-based medical education (CBME). The intersection of CBME with transformational learning (TL) experiences and professional identity formation (PIF) - particularly within senior learners in transitional states - is unknown but important to understand in order to develop and implement strategies to support trainees' professional development. Through inductive qualitative methods, we conducted semi-structured interviews (n= 22) of current trainees and recent graduates from adult cardiology residency training programmes within Canada to explore the impact of TL experiences on residents' professional growth and identity formation. Interviews were analysed using thematic analysis informed by TL theory. CBME did not appear to influence trainees' experiences of disorienting dilemmas and TL. Important clinical encounters and interpersonal relationships - in particular, those between mentor and mentee - shaped trainees' professional development as cardiologists ('enabling factors' for TL and PIF). 'Imposter phenomenon' was widely prevalent in our sample study population even among graduates who had already completed their training. Requisite elements for transformation (disorienting dilemmas, critical reflection, discourse and action) also contributed to PIF. TL experiences influenced PIF in senior learners but infrequently intersected with CBME; these experiences were more commonly prompted by disorienting dilemmas relating to clinical outcomes or interpersonal interactions independent of CBME-specific architecture.

Aspirasi Pemuda di Kabupaten Klaten untuk Pendidikan Tinggi sebagai Kerja Generasi dan Konstruksi Identitas

This article qualitatively explores the production processes of higher education aspirations among students and recent graduates of upper-secondary schools in Klaten Regency. Considering the socio-spatial and temporal context, this study examines the dynamics of aspirations in the ‘desakota’ region during the digital era, an area that has been relatively underresearched. Data generation in this study primarily relies on in-depth interviews with eleven participants. Employing the concepts of identity and generations, this study reveals that higher education aspirations are refinements of individual narratives constructed through interactions with adults and peers in educational, familial, and digital settings. Situated in an in-between area, the production process of aspirations among Klaten’s youth reflects an ambiguity as traditional factors collide with values brought by modernity. I propose that aspirations for higher education in this context are both social and individual projects, encompassing not only future, but also present matters through which youth fashion themselves. This mirrors the critics towards developmental approach that frames educational aspirations predominantly as rational decision aimed at achieving upward social mobility.

Navigating the PhD journey: a collective consideration of junior academics in qualitative accounting and management research

Purpose The purpose of this paper revolves around the informal coming together of various doctoral students in the area of qualitative accounting and management research and the attempt to learn from their respective experiences. Together, the authors share personal reflections and valuable insights in revealing their vulnerabilities, aspirations and how they make sense of the PhD journey and their becoming as academics. Design/methodology/approach This paper builds on an open discussion and written reflections among the authors, who represent a diverse set of both doctoral students at various levels and recent graduates from different countries, schools and backgrounds. Findings The discussion highlights the struggles the authors experience as doctoral students, how they learn to cope with them as well as how they are socialized throughout their PhD journey. This allows them to take a critical stance towards increased productivity demands in academia and to embrace doctoral students as a powerful collective, whose aspirations may inspire a change of academic reality for the better. Originality/value While guidance on how to succeed as doctoral students is common, we seldom hear about doctoral students as particularly “fragile selves” (Knights and Clarke, 2014) who, as opposed to more established scholars, are more actively experiencing difficulties with finding their ways in academia. The authors are thus motivated to create a rare common voice of a group of doctoral students here by providing a more intimate account of the PhD journey.

More women than ever are entering MD-PhD programs. What lies ahead for them?

The earliest MD/PhD programs were small and enrolled mostly men. Here we show that since 2014 there has been a steady increase in the number of women in MD/PhD programs, reaching parity with men in 2023. This change was due to an increase in female applicants, a decrease in male applicants, and an increase in the acceptance rate for women, which had previously been lower than for men. Data from the National MD/PhD Program Outcomes Study show that training duration has been similar for men and women, as have most choices of medical specialties and workplaces. However, women were less likely to have full-time faculty appointments, fewer had NIH grants, and those in the most recent graduation cohort at the time of the survey reported spending less time on research than men. Previously-cited reasons for these differences include disproportionate childcare responsibilities, a paucity of role models, insufficient recognition, and gender bias. Institutions can and should address these obstacles, but training programs can help by preparing their graduates to succeed despite the systemic obstacles. The alternative is a persistent gender gap in the physician-scientist workforce, lost opportunities to benefit from diverse perspectives, and a diminished impact of valuable training resources.

DBA as an enabler of future management practice – case study insights and reflections from recent graduates

Purpose The purpose of the study is to explore a Doctorate in Business Administration (DBA) programme in the context of a small emerging Irish university as an enabler for future management practice development. Design/methodology/approach The research comprises a literature review and a single case study focused on a single DBA graduate of a DBA programme embedded in a new technological Irish university. Findings Findings indicate that the DBA supports a unique form of managerial learning supportive of the development of future management practice in graduates. Specifically, such managerial learning emerges from the embracement of differences by both faculty and students; guidance by faculty in opening students to uncertainty and unknowing and in supporting students towards becoming architects of socio-technical organisational change. Ultimately, the DBA graduate is not viewed as leaving the programme, with novel management practices that are time-bound, rather they are imbued with a learning potential supportive of continual management practice development into the future. Theoretically, the authors extend studies that indicate the potential of the DBA as a mechanism for management practice development, indicating the role of managerial learning in context. Research limitations/implications The research is limited to a single case study of a DBA programme embedded in a new technological Irish university and draws from the perspective of one key informant graduate. Hence, future research into how managerial learning impacts new management practice development in the context of other universities is encouraged. Practical implications The central role of managerial learning promoted in the DBA within this new technological university indicates two practical implications of the research. First, both organisations and students considering DBA education as a means of developing future management practices are encouraged to contemplate such education through the lens of managerial learning. It is anticipated that such contemplation will improve preparedness. Second, business schools are encouraged to contemplate improving their programmes through the managerial learning lens, with such improvement activating potential in marketing the DBA to both students and organisations. Originality/value Theoretically the authors extend existing studies that indicate the potential of the DBA as a mechanism for management practice development. Specifically the role of contextual managerial learning is articulated, and is argued to support a management practice development capable of continual transformation.

AAPM BTSC Report 377.B: Physicist brachytherapy training in 2022 - A survey of therapeutic medical physics residents.

A survey of medical physics residency program directors was conducted in Spring 2021 to examine the current state of brachytherapy (BT) training during residency. In this related work, a subsequent survey of therapeutic medical physics residents in 2022 was conducted to assess the confidence and experience of the trainees. Concerns for access to high-quality and diverse training in BT have escalated in importance due to recent declines in BT utilization. A survey consisting of 26 questions was designed by a working unit of the Brachytherapy Subcommittee of the American Association of Physicists in Medicine (AAPM) and approved for distribution by the Executive Committee of the AAPM. The survey was distributed to current trainees and recent graduates of the Commission on Accreditation of Medical Physics Education Programs accredited therapeutic medical physics residency programs by the AAPM. The participant response was anonymously recorded in an online platform and subsequently analyzed using spreadsheet software. The survey was distributed to 796 current medical physics residents or recent graduates over the course of 6weeks in February and March of 2022. The survey received 736 views and a total of 182 responses were collected, with 165 respondents completing the survey in full. Among those responses, 110 had completed their residency training, with program start dates ranging from calendar years 2015 to 2021. Individual responses from the survey takers (including partial survey submissions) were evaluated and analyzed to compile results. Medical physics residents reported the highest levels of confidence and caseload for gynecological BT procedures when compared with other surveyed treatment techniques. This indicates opportunities to improve training and increase access to clinical caseload are needed in order to improve competency and confidence. Time constraints (clinical and rotation-based) were indicated as impediments to BT proficiency. Medical physics residents reported enthusiasm for additional training opportunities in BT, and it is evident that additional structure and programs are required to ensure adequate access to BT training during residency.

Exploring Social Worker Pay: The Role of Employer Practice Setting, Licensure, and Degree Type

ABSTRACT There is limited information about how the career choices of social workers, including attaining a license or advanced degree, influence earnings in the profession. This study explored predictors of earnings among recent social work graduates in Alabama. A block regression analysis explored the relationship among degree level, employer practice setting, licensure status, and earnings among 1,863 recent graduates attaining a bachelor’s or master’s degree in social work. Our findings confirmed that having an advanced degree is associated with increased earnings. Employer practice setting was the strongest predictor of earnings. Results provide valuable information about career choices and compensation structures for a growing profession.

A Systematic Literature Review of Soft Skills in Information Technology Education.

This research addresses the importance of the soft skills approach, which encompasses problem-solving, collaboration, interpersonal and communication skills for higher education in the information technology (IT) field. IT graduate students continue to face difficulties in meeting the employability criteria of the global information technology sector due to mismatching capabilities, such as the discrepancy between the technical knowledge obtained in academia and the practical skills expected by employers. This systematic literature review used PRISMA guidelines for data collection. Papers were examined using the inclusion-exclusion criteria, which included concentrating on full-text studies about soft skills in higher education published in English between 2018 and 2024. The keywords used by the inclusion and exclusion criteria are soft skills, higher education, university, undergraduate, graduate, IT, information technology, software, computer science, programming, information systems and IS. The SCOPUS search engine platform found 2088 documents, and the (WOS) database obtained 1383 documents. To comprehend the significance of soft skills in the field and its effect on graduates' employability, 69 papers were carefully examined. The rapid change following Industrial Revolution 4.0 has transformed the working environment, challenging new IT graduates to be competent in the working environment. This study highlights the importance of soft skills and self-awareness in university education, revealing that current curricula must adapt to the rapidly changing job market, especially post Industry 4.0. The literature review indicates that despite high technical competence, graduates lack essential soft skills like communication, teamwork, and problem-solving, creating a gap between new graduates and industry expectations. Hopefully, this study's results will contribute to understanding the functionality and necessity of soft skills in the behavioral sciences literature. To bridge the skills gap between industry demands and technical proficiency, academic institutions should incorporate creative teaching approaches prioritizing soft skills like problem-solving, teamwork, and communication. Universities, recent graduates, and companies must work together to modify courses to meet the needs of a job market that is changing quickly.

Gender Differences in the Adoption and Utilization of Robotic-assisted Laparoscopic Surgery Among Practicing Urologists: A Study of American Board of Urology Case Logs From 2012-2022

ObjectiveTo evaluate the differential activity in robotic-assisted laparoscopic surgery (RALS) by urologic surgeon gender. MethodsThis was a retrospective study of American Board of Urology surgical case logs from 2012-2022. The CPT-coded laparoscopic procedures included were: Partial Nephrectomy (50543), Radical Nephrectomy (50545, 50546, 50548), Pyeloplasty (50544), and Sacrocolpopexy (57425). Robotic-assisted cases were co-coded with CPT S2900. Univariate analysis and multiple logistic regression analyzed the roles of physician gender and other factors on RALS utilization. A separate analysis was performed for Robotic-Assisted Laparoscopic Prostatectomy (RALP) (55866). ResultsWomen performed 10.8% of all procedures and 9.02% of robotic cases. General Urology and Urogynecology and Reconstructive Pelvic Surgery (URPS) had higher concentrations of women. Of the CPT procedures analyzed, women performed the highest percentage of sacrocolpopexies (39.2% of total), 8.09% of which were robotic. In multivariate regression, women surgeons had significantly lower odds of performing a robotic case compared to men (OR 0.803, p<0.001). Endourology, Oncology, Pediatric Urology, and URPS subspecialties were associated with RALS. Upward trends were depicted across all physicians (0.012, [0.007, 0.018], p<0.001) and for men (0.019, [0.010, 0.029], p=0.001). Women showed no significant increase in robotic usage over time (p=0.463). ConclusionsWomen have lower odds of participating in robotics, primarily specialize in URPS and their involvement in RALS is skewed toward sacrocolpopexy. As robotics continues to dominate surgical urology, ensuring equitable training opportunities is essential. Research into the roles of mentorship in residency, same gender patient-physician concordance, practice setting, and recent graduates’ referral patterns is warranted.