Recent Graduates Research Articles

Understanding experiences: A key element in the retention of cattle veterinarians

A key element in understanding the concerning trend of attrition in rural veterinary practice is to appreciate the potential factors driving this behavior. Recent graduates in rural veterinary prac­tice face numerous challenges derived from a variety of experi­ences. In this session, thought will be given to the challenges and opportunities encountered in rural practice, which were identi­fied through in-depth interviews of recent graduates.

Restraint with ropes, especially foot exams

As a recent graduate, one of the more daunting as well as re­warding on farm veterinary procedures is examining lame cows. The biggest challenge, however, is to be able to raise a cow’s leg and immobilize it enough to perform an examination and corrective procedures, while ensuring both safety for the animal and one’s own safety and welfare during the examina­tion. Employing a few simple techniques with relatively com­mon and inexpensive materials will help to contribute to your professional satisfaction and your clients’ confidence in your competence. Using ropes to your advantage should be an in­tegral part of your professional toolkit. Adequate and firm re­straint is a highly important component of lameness work.

Calf autofeeders: Consulting opportunities can help prevent health disasters

Recent graduate veterinarians are often seeking consulting op­portunities on farms. Regular reproductive herd work and other adult herd consulting opportunities may already be captured by other veterinarians within the practice. Calf health consulting is an excellent area for recent graduate veterinarians to begin gain­ing consulting confidence while providing tremendous value to the farm. Regardless of the calf housing system, veterinarians can rely on many of the same management principles and health recommendations to maximize calf growth and health. Oppor­tunities to improve respiratory health by colostrum manage­ment, monitoring sanitation, vaccination protocols, ventilation and lung ultrasound are some of the ways for veterinarians to be intricately involved in ensuring that the next generation of dairy cows reach their maximum potential. Autofeeders provide a unique opportunity for veterinary involvement in these areas.

Understanding the impact of a residential housing program for people living with HIV/AIDS: results from a realist evaluation

BackgroundIn Canada, the Public Health Agency surveillance of new HIV cases has demonstrated annual increasing rates since 2020. The rates of new HIV cases are highest in the province of...

A toolbox for transitioning from student to veterinarian: Setting yourself up for success and reframing failure in your first year of practice

The transition from veterinary student to private practice vet­erinarian is difficult. As a practitioner, one must put into action what was learned in veterinary school. Being a mixed large ani­mal veterinarian poses additional challenges due to the ambu­latory nature of the job. Clinical skills are important to master, and they will develop over time; but it is important to also con­sider intangible skills, such as cultivating fingertip facts, un­derstanding appropriate applications of chemical and physical restraint, honing one’s planning abilities, communicating with clients, maintaining relationships with mentors, and refram­ing failure. This presentation will highlight the experience of Dr. Dayna Locitzer as a recent graduate in mixed large animal practice and illustrate how she used these intangible skills to help with the transition from student to practitioner.

A Mixed-methods Study on the Role of Recent Graduates as Peer Educators in Iraqi Medical Schools: Insights and Implications

A Mixed-methods Study on the Role of Recent Graduates as Peer Educators in Iraqi Medical Schools: Insights and Implications

“Fighting every step of the way”: nursing students in struggle with converging systems of power

The purpose of this study was to make legible nursing students’ efforts and aspirations as well as the industries that shape nursing education. Utilizing constructivist grounded theory, I interviewed 33 pre-licensure nursing students and recent graduates residing in California. Findings indicate that nursing students are engaged in active struggle. Nursing students internalize, perpetuate, and resist systems of oppression by mapping nursing education priorities, navigating the power dynamics of nursing programs, laboring through colonialism internalized and collectivized within cohort dynamics, and locating themselves in relation to community and future change. Nursing programs are vital sites of contestation with opportunities to expand and transgress the bounds of nursing, academia, and health care, not merely staging grounds for licensure. This study contributes to the excavation of oppressive systems, centering individual and collective student agency within the context of increasingly exploitative systems of education, nursing, and health care.

Examining the Influence of Secondary Math and Science Teacher Preparation Programs on Graduates’ Instructional Quality and Persistence in Teaching

This quantitative, non-experimental study explored the relationship between the features of math and science teachers’ preparation programs and their graduates’ instructional rigor and persistence in teaching. Five math and science teacher preparation programs from across the United States were examined. Six sets of instructional tasks were collected from forty-six recent graduates of these programs to provide insights into novices’ instructional rigor, and employment data were collected for thirty-seven of these graduates three to eight years after graduation. Regardless of the program’s features, all teachers could design and implement instruction with moderate to high rigor. However, this ability was not the norm. Mixed-effect models suggest the strongest evidence between degree types (bachelor versus post-bachelor) was related to teachers’ persistence: novices from graduate programs were more likely to persist in the work. However, no program feature was strongly associated with instructional rigor. Further research is needed to determine if the differences we found in teacher persistence are due to the nature of applicants drawn to particular programs (undergraduate versus graduate) or the program’s structure. Future research is also needed to explore the influence of instructional context (i.e., district, school, and department norms for instruction) on math and science teachers’ instructional rigor.

The Student Voice: Perceptions of Durable Learning.

Durable learning is the teaching/learning methods that result in retained knowledge that can be transferred to practice. There is limited research on durable learning in nursing education (NE). The purpose of this study was to understand the perceptions of how learners acquire and retain knowledge. Nursing students and recent graduates were recruited from 2 large universities. Focus groups (n=7) were audio-recorded, and transcripts were analyzed. Thematic analysis of learners' perceptions revealed (1) effective learner-initiated techniques, (2) effective instructor-initiated techniques, (3) learner-initiated techniques that were not effective, and (4) instructor-initiated techniques in the classroom, clinical practice, and simulation that were not effective. Additional research is needed to understand faculty perspectives on durable learning techniques and their effectiveness. Findings from student, graduate, and faculty perspectives will guide the development of a validated, reliable tool to evaluate durable learning in NE.

Investigating the relationships among the forced shift to remote learning, employability and work readiness of recent college graduates

Investigating the relationships among the forced shift to remote learning, employability and work readiness of recent college graduates

Utilizing the Driver-Pressure-State-Impact-Response Framework in Environmental Management Education

Contrary to expectations, a global survey of recent graduates found no direct link between participation in Continuing Professional Development (CPD) and their self-determination or motivation. Despite diverse backgrounds and consistent high intrinsic motivation, the study challenges traditional assumptions about motivation being solely driven by CPD. This highlights the inherent value individuals place on professional development, potentially driven by personal growth aspirations or intellectual curiosity. The lack of a direct CPD motivation link suggests a crucial shift towards more holistic development strategies. Beyond just technical skills, incorporating soft skills training, leadership development, and emotional intelligence workshops could create wellrounded professionals equipped for the modern workplace. The consistent self-determination levels across diverse groups imply receptiveness to guidance and support. Exploring the potential of mentorship programs could be highly beneficial, offering personalized advice, career guidance, and role models, potentially boosting intrinsic motivation and career satisfaction. This study paves the way for a more effective professional development framework that prioritizes intrinsic motivation, fosters a love for learning, and offers flexible learning avenues catering to individual preferences and styles. Incorporating technical skill development, soft skills training, mentorship opportunities, and tracking progress holistically, organizations and individuals can move beyond a transactional view of CPD and unlock its true potential: fostering not just technically skilled professionals, but also self-determined, intrinsically motivated individuals ready to thrive in the ever-evolving workplace.

Dental hygiene students' and recent graduates' intentions, attitudes, and perceptions of academic careers.

The purpose of this study was to explore dental hygiene students' and recent graduates' awareness, attitudes, perceived barriers, motivators, and intentions to pursue a career in academia as a dental hygiene educator. Cross-sectional survey research was conducted with a non-probability sample of dental hygiene students and recent graduates (n=451). The survey included sections for familiarity regarding academic careers for dental hygienists, attitudes toward academic careers, barriers and motivating factors for this career path, and future academic career intentions. Analysis included descriptive, correlations, and regression. Of 451 surveys started, 296 were at least 80% complete for a completion rate of 66%. The most reported barrier to a career in academia was the cost to obtain the required degree to become an educator (67.6%, n=200), and for motivating factors was a sense of accomplishment (62.8%, n=186). Regression analysis of likelihood to pursue a higher education degree showed two main predictors; belief that higher education would advance the dental hygiene profession (β=0.35, p<0.001) and willingness to take a pay cut to become an educator (β=0.24, p<0.001). Overall dental hygiene students and recent graduates were familiar with and had a positive view of careers in academia. However, barriers included cost and time for obtaining a higher degree, as well as the pay differential between academia and private practice. The educator shortage in dental hygiene may be alleviated by providing educators with loan forgiveness and offering salaries comparable to clinical practice.

UNDERSTANDING THE BARRIERS AND ENABLERS TO ACCREDITED EXERCISE PHYSIOLOGIST’S INTEGRATION WITHIN THE AUSTRALIAN HEALTHCARE SETTING

INTRODUCTION Physical activity (PA) is crucial in managing the high rates of non-communicable disease (NCD) within Australia. Accredited Exercise Physiologists (AEPs) are well-placed to assist individuals in managing symptoms of NCD through PA intervention. However, General Practitioner referral rates to AEPs are very low (&amp;lt; 1%), with a lack of time and education reported as key barriers to their referral practices. Research has yet to explore the underutilization of AEPs from the AEP’s perspective. AIM: To explore the perspectives of Australian AEPs regarding their role and utilisation within the healthcare setting. METHODS Currently practicing AEPs (n=15) participated in audio-recorded, individual semi-structured interviews between May to July 2023. Interviews were transcribed and data were analysed via an inductive, semantic approach to reflexive thematic analysis. RESULTS Four primary themes emerged. The first, understanding is important, identified that a key barrier to AEP practice was the general population’s lack of understanding regarding the role of an AEP. The second, education and support of AEPs is crucial, reflected the perception that some recent graduates required further support to be better integrated within the healthcare setting and to provide a higher quality service. The third, interaction is key, highlighted that AEPs regarded communication with referrers as crucial to improve referral processes. The final theme, systematic and policy barriers impact AEP services, highlighted systematic barrier’s including time-consuming administration tasks and cost, as impacting AEP services. CONCLUSION The findings highlight a need to promote the role of AEPs to the general population. Ongoing support is required to ensure recent graduate AEPs can integrate effectively within the healthcare setting. Enhanced connection between AEPs and referrers may assist in generating referrals and broadening the understanding of the profession. Addressing systematic barriers, such as reducing clients’ financial constraints through increased funding, may help improve AEP service uptake.

An Analysis of the Characteristics and Trends in Practicing Plastic Surgeons in California.

Studies suggest an increasing trend of plastic surgeons choosing private practice after training, with up to 90% pursuing private practice without future fellowships.1 Previous data showed that 66.7% of graduates from plastic surgery residency programs chose to pursue private practice without future fellowship, while more recent studies estimate this statistic has risen close to 90%.1,2 The literature has yet to characterize the current plastic surgery workforce and changes in its composition over time. This study aims to analyze the characteristics and training of plastic surgeons in California through a comparative study with general surgeons. Surgeon demographics were extracted from the Centers for Medicare and Medicaid Services open database. Urban/rural classification and academic affiliation were crosslinked from the Inpatient Prospective System database and sole proprietorship status was cross-linked from the NPI Registry. Summary statistics and logistic regressions with chi-squared analysis were analyzed using STATA/MP17. Our analysis consisted of 3871 plastic and general surgeons in California. Compared to general surgeons, plastic surgeons were less likely to be females (P < 0.000), and more likely to be sole proprietors (P < 0.000), and affiliated with a teaching hospital (P < 0.005). There was no statistically significant difference in the percentage of rural-practicing plastic and general surgeons (P = 0.590). More recent plastic surgery graduates were more likely to be affiliated with an academic hospital (P < 0.0000). The composition of females significantly increased from the older graduated cohort to the most recent one. There was no significant difference in sole proprietorship and rural practice status between the oldest and youngest graduating cohorts. Although the California plastic surgery workforce is gaining female plastic surgeons and shifting to academic institutions, significant progress in serving rural communities is yet to be made. Our study suggests that there may be a shift in the trend of plastic surgeons opting for private practice, possibly driven by a desire for more stable positions in academia. Continued improvement in diversity and training of future plastic surgeons is needed to alleviate the rural care gap.

Shaping individual competitiveness: The role of discipline, parental expectations, and participation in extracurricular activities

PurposeThis research seeks to extend previous research into student discipline and competitiveness, at the macro or national level, to the micro or individual level. The role of factors with the potential to impact individual competitiveness, namely the expectations of the mother and the father, the importance of school discipline played in primary and secondary schools, and past participation in sport and music were examined. Design/methodology/approachData from a sample of current university students and recent graduates representing Western (the United States) and Asian regions (South Korea and China) were analysed using multiple regressions to establish the explanatory power of independent variables in the competitiveness model, including testing for moderation effects of country of birth. ResultsThe study found that personal discipline is significantly associated with individual competitiveness. The importance placed on discipline in primary schools was found to predict individual competitiveness as were parents’ expectations, yet with nuances in terms of maternal and paternal expectations. Surprisingly, neither participation in music nor discipline at secondary school was found to significantly associate with individual competitiveness. At the same time, the study did find moderating effects of country of birth and the number of years students played sport in predicting competitiveness. Originality/valueGuided by the Ecological Systems Theory and the notion of the Pygmalion effect, we develop a framework of factors that shape an individual's competitiveness. The results make several theoretical contributions by establishing new drivers of individual competitiveness, and as such illuminating the importance of discipline during schooling and how parental expectations drive performance. Implications for employers, educational institutions, and parents are outlined and directions for further research are offered.

ELEVATING CONSTRUCTION GRADUATE STUDENTS' PEDAGOGICAL PROWESS THROUGH FACULTY DEVELOPMENT INITIATIVES

Faculty development programs improve the performance of academic scholars and instructors by providing up-to-date teaching and research management tools and methods. The overall objective of this research was to organize a pilot faculty development program for recent graduates of construction programs in which participants could improve their teaching capabilities and further prepare for their classes. The overarching question of this research was to investigate the perception of participants about different aspects of a program and factors that impact the program outputs. A program was designed and developed around the main topics in construction curricula. The eligibility criterion for participation was being a Ph.D. student in the last stage of the study in a construction program. A cohort of eight students from different construction schools participated in the program in April 2023. A cross-section survey was designed and distributed to participants during the program in which they evaluated the impact of various factors on their teaching preparedness and improvement. The analysis of the data revealed that the importance and necessity of faculty development programs in the construction was greatly felt. In addition, participants indicated positive effects of the program on the course design and management process. The findings of this study provide a pilot structure for administrators and scholars in construction to design and develop general or specialized faculty development initiatives for junior faculty members who join construction schools without prior ample teaching experience.

ELEVATING CONSTRUCTION GRADUATE STUDENTS' PEDAGOGICAL PROWESS THROUGH FACULTY DEVELOPMENT INITIATIVES

Faculty development programs improve the performance of academic scholars and instructors by providing up-to-date teaching and research management tools and methods. The overall objective of this research was to organize a pilot faculty development program for recent graduates of construction programs in which participants could improve their teaching capabilities and further prepare for their classes. The overarching question of this research was to investigate the perception of participants about different aspects of a program and factors that impact the program outputs. A program was designed and developed around the main topics in construction curricula. The eligibility criterion for participation was being a Ph.D. student in the last stage of the study in a construction program. A cohort of eight students from different construction schools participated in the program in April 2023. A cross-section survey was designed and distributed to participants during the program in which they evaluated the impact of various factors on their teaching preparedness and improvement. The analysis of the data revealed that the importance and necessity of faculty development programs in the construction was greatly felt. In addition, participants indicated positive effects of the program on the course design and management process. The findings of this study provide a pilot structure for administrators and scholars in construction to design and develop general or specialized faculty development initiatives for junior faculty members who join construction schools without prior ample teaching experience.

An industry review of recent graduate employee’s performance compared to workplace expectations: An environmental science case study

This study developed and tested a model of higher education environmental science program review through industry-wide surveys of environmental science graduate employers. We surveyed 62 environmental professionals who manage recent environmental science graduate employees in eastern Australia. The survey captured expectations of graduates’ skill performance compared to workplace expectations in the first 6 months of employment in both degree-specific skills and general employment skills. Graduate employee skill importance was ranked significantly higher than their actual performance in degree-specific skills including field work, formal correspondence, policy development, data analysis/interpretation, and understanding environmental legislation. Performance was also significantly lower than expectations of generic employment skills including foundation, collaborative, and employability skills. Work placement within undergraduate programs was reported as being pivotal in efficiently preparing graduates, although workplace time limitations hinder participation. This study provides new evidence for universities to adopt work placement or other work integrated learning as a core program component, embed skill awareness and skill portfolio development in curricula, and periodically undertake industry review of graduate employee performance compared to workplace expectations. The new model presented here, of higher education program review, incorporating both graduate employee performance and employer expectations, will assist universities continuing relevancy in a dynamic employment market.

Learning to Learn Independently: Guiding Students to Develop Self-Directed Learning Skills During Medical Student Independent Research Projects—Findings from an Australian University

IntroductionMost medical schools offer students the opportunity to conduct independent research projects in order to learn about evidence-based medicine. This study aimed to explore the experience of students, graduates, and supervisors during an independent research project through the lens of self-directed learning.MethodsStudents and recent graduates were asked to complete an anonymous survey about their experiences. Semi-structured interviews were also conducted with a purposeful sample of 11 students, 14 graduates, and 25 supervisors. Interviews were recorded and transcribed. An inductive thematic analysis was conducted and themes were refined through the lens of self-directed learning.ResultsMost participants agreed that the independent research project could enable students to develop valuable self-directed learning skills. Participants commented on the importance of the research mentor, faculty support structures, and membership of a research team. Participants who were not well supported described feeling distressed and isolated.DiscussionMedical student involvement in independent research projects can develop self-directed learning skills in the presence of a one-to-one mentoring relationship with a research supervisor, structured guidelines and support from the faculty, and membership of a research team. The development of self-directed learning skills should be part of the learning outcomes of any independent student research project.

A qualitative study of stakeholder perspectives of the current system of assessing pharmacists’ readiness for independent practice in Ireland

Abstract Introduction Pharmacy students in Ireland are supervised by an approved tutor pharmacist (preceptor) during placement in the final year of the MPharm programme. Since 2020, students must pass two assessments of their readiness to practise – a Competency Assessment completed by their preceptor and an Objective Structured Clinical Examination (OSCE) referred to as the Professional Registration Examination (PRE), prior to registration and independent practice. The Schools of Pharmacy in Ireland are collectively responsible for the PRE, including design and delivery of the national registration examination. A recent scoping review of the methods and processes used to determine pharmacists’ readiness for independent practice identified that Ireland is the only country globally where the Schools of Pharmacy are responsible for the national registration examination.[1] Aim This study aimed to explore pharmacy graduates’ and pharmacy preceptors’ perspectives of the current system of assessing pharmacist’s readiness for independent practice in Ireland. Methods Online, semi-structured interviews were undertaken with preceptors and recent pharmacy graduates. Purposive sampling was used to invite potential participants for interview. Preceptor participants were invited to take part via newsletter invitation and graduates were recruited via social media (Twitter advertisement). Interviews were recorded and transcribed verbatim. The topic guides were developed based on findings from a linked scoping review and the research team’s experience of the assessments.[1] The topic guides were piloted and refined. Key topics included participants’ awareness and perceptions of current assessments to determine readiness for independent practice and participants’ views regarding the readiness of newly registered pharmacists for independent pharmacy practice. Recruitment continued until thematic saturation was reached. Data were analysed using thematic analysis. Results Fifteen interviews were conducted with preceptors (n=7, female=5, male=2) and recent graduates (n=8, female=5, male=3). The key themes identified were: The Competency Assessment Process, The Professional Registration Examination, Pharmacy Curriculum, Placement Training, Alternative Assessment Methods and Challenges Post-Registration. The most frequently noted issues relating to pharmacy curriculum and training were lack of training and practise in development of soft skills, people management and conflict resolution. Participants expressed concern regarding the fact that legal constraints were preventing students from developing skills required of pharmacists, especially in relation to decision making and prescription checking, and this is considered an impediment to fully preparing students for independent practice. Readiness to practise of graduates is considered context-specific with concerns expressed in relation to locuming practices of newly registered pharmacists. Conclusion This study has highlighted a number of stakeholder concerns regarding the current system of assessment of readiness to practise of pharmacists in Ireland, in particular in relation to the Competency Assessment process. While the interview technique facilitated collection of detailed information, the sample size would prevent generalisation to the target population. The possibility of interviewer bias and/or social desirability bias in participants should be acknowledged. Further research is required to explore the feasibility of the improvements proposed by participants.