Recent Graduates Research Articles

Surgeon Adoption of Immediate Sequential Bilateral Cataract Surgery in the United States from 2018 to 2022: Immediate Sequential Bilateral Cataract Surgery.

To assess 5-years trends in the rate of immediate sequential bilateral cataract surgery (ISBCS) and surgeon characteristics associated with performing ISBCS. 100% Medicare Fee-for-service beneficiaries from 2018-2022. Cross-sectional study. ISBCS cases were identified among patients aged ≥ 65 years undergoing bilaterally performed cataract surgery (BPCS). Cochrane Armitage trend test was used to assess patient and surgeon characteristics over time. Multivariable logistic regression was used to evaluate surgeon characteristics associated with performing ISBCS. Among 1,190,169 BPCS, 3,954 (0.33%) were ISBCS. Quarterly ISBCS rate increased from 2.12 to 5.5 per 1,000 BPCS (p<0.001). Among 10,290 surgeons, 1,119 (10.87%) performed ISBCS on some patients. Proportion of surgeons performing ISBCS per 1,000 cataract surgeons increased from 15.63 during the first quarter of 2018 to 26.55 during the last quarter of 2022 (p<0.001). Among the ISBCS surgeons, the proportion of ISBCS cases per 1,000 BPCS doubled from 17.20 in 2018 to 35.50 in 2022 (p<0.001). On multivariable analysis, surgeons in the highest surgical volume quartile (OR: 1.21; 95% CI: 1.01-1.45; Ref: lowest quartile), recent graduates (0-10 years OR: 2.43, 95% CI: 1.87-3.15; Ref: ≥ 31 years) and surgeons in West (OR: 2.408, 95% CI: 2.052-2.826; Ref: South) had higher odds of performing ISBCS. There was an increased rate of ISBCS possibly suggesting greater interest among patients and surgeons. Although the overall ISBCS rate remained low, the number of surgeons performing ISBCS increased. Higher volume surgeons, recent graduates, and those practicing in the West were more likely to perform ISBCS.

Cigarette Smoking Trajectories of US Young Adults by Sex.

While cigarette smoking is the leading cause of preventable morbidity and mortality in the United States (US), nearly one-fifth of young adults continue to smoke cigarettes, however, the prevalence remains higher in males than females. The restricted panel data from the Monitoring the Future (MTF) study from 1976-2020 (n=24,293) was used. A group-based trajectory model (GBTM) was fit to the data for each sex (male/female), where groups were determined by cigarette smoking (yes/no) from the base year through the six biennial follow-up questionnaires. The analysis was then repeated overall and by decade. Four trajectory groups of cigarette smoking emerged for both sexes (male/female). Group 1 (60.8/62.0%) included participants with non-use of cigarettes. Group 2 (13.1/14.2%) captured individuals with moderate probability of use of cigarettes at baseline that decreased over time. Group 3 (7.1/5.5%) was the opposite of Group 2, where participants had low/moderate probability of cigarette smoking at baseline that increased over time. Group 4 (19.0/18.3%) captured individuals with high/moderate to high use of cigarettes throughout the study period. Overall and by decade analyses produced similar results. Almost one quarter of the sample had increasing or high cigarette smoking, which suggests prioritizing interventions on recent high school graduates, regardless of sex, who begin with low cigarette smoking and increase over time and those with consistently high cigarette smoking. Future research will examine how different cigarette smoking trajectories relate to substance use and mental health outcomes. This study provides a novel viewpoint on cigarette trajectory analysis among the adolescent and young adult population, stratified by sex. This stratification showed that regardless of sex, the same four distinct trajectory groups were present. This result was somewhat unanticipated as there are known discrepancies in both cigarette smoking initiation and cessation between the sexes.

Expected features of the course leader in the rehabilitation healthcare professionals' higher education: A qualitative study on students' perspectives.

Course leaders in rehabilitation healthcare professionals' higher education face challenges stemming from multi-disciplinarity and the co-existence of different stakeholders. So far, the literature mainly attributed to course leaders' managerial tasks, neglecting other fundamental transversal skills. Students represent an essential source of information for understanding the expected characteristics and roles of course leaders in rehabilitation healthcare degree programmes. This study explored students' expected features of the course leaders in the rehabilitation healthcare professionals' higher education. A qualitative interview study was carried out. A group of recent graduates and students of the MSc in 'Healthcare Professionals Rehabilitation Sciences' (University of Verona, Verona, Italy) was recruited using purposive sampling. Data were analysed using 'Reflexive Thematic Analysis' by Braun & Clarke. Ten healthcare professionals agreed to partake in the study (age 30 ± 9; men N = 2; women N = 8). Five themes were generated from the analysis: 1) 'A Collaborative Manager', as students perceived course leaders as non-authoritarian managers who involved all the stakeholders in the decision-making process addressing aspects such as curriculum adjustments, program improvements, and any challenges faced; 2) 'A Diplomatic yet Honest Communicator', as students needed course leaders capable of communicating transparently; 3) 'A Flexible Mediator', as course leaders should actively listen to all stakeholders, mitigating conflicts; 4) 'An Empathic and Available Guide', as students need course leaders available and ready to help; 5) 'An Experienced Healthcare Professional', as students felt course leaders should have a clinical background related to the course they lead. The results of this study suggested that students expect the course leaders to have a wide range of qualities and attitudes about soft (i.e., adaptation, communication, organisation skills, teamwork) and hard skills (i.e., clinical experience, evidence-based practice updated). They expect a course leader to consider all stakeholders' needs and preferences to guarantee course harmony and satisfaction.

Perceptions of a Digital Dental Technology Curriculum: A Qualitative Study of Dental Technology Students.

Integrating digital dental technology into undergraduate curricula can better prepare dental technology students for a digitally driven workplace. However, students' perspectives on this education are sparse in the literature. This qualitative study explored dental technology students' perceptions of a digital dental technology curriculum. An online questionnaire was administered to third-year and fourth-year students, as well as recent graduates from the West China School of Stomatology. It comprised three sections: (1) demographic data, (2) perceptions of learning effectiveness and its impact, and (3) suggestions for curriculum improvements. Data were analysed using descriptive statistics and a chi-squared test. Sixty-nine valid responses were collected, yielding an effective response rate of 90.79%. Over 80% of respondents thought the courses beneficial for professional learning, career selection and practical work. However, 35% of third-year students reported being unable to complete digital design independently upon finishing the courses, and 62.50% of fourth-year students also lacked confidence in this area. While 95% of third-year students and 87.5% of fourth-year students intended to pursue digital-related positions, only 33.33% of employed graduates were engaged in relevant professions, indicating that the demands for digital competence in the workplace significantly exceeded the curriculum content. This study found that most students had a positive perception of the digital dental technology curriculum. However, a gap remains between curriculum content and professional practice demands. Further research and curriculum shifts driven by skill application and work scenarios are required to support the digital transformation of dental technology education and dentistry.

‘It Takes a Village to Raise a Resident’: Lessons Learned on Interprofessional Socialization and Collaborative Practice from Recent Medical Graduates

‘It Takes a Village to Raise a Resident’: Lessons Learned on Interprofessional Socialization and Collaborative Practice from Recent Medical Graduates

The Current Status and Structural Analysis of College Students’ Employability

Abstract With the rapid development of the social economy and the advent of the knowledge economy era, the employability of college students has become a key indicator for measuring the quality of higher education and promoting social progress. Currently, improving the employability of college students is not only related to their personal development but also to the overall level of the national innovation system and economic construction. This study aims to explore the employability of students at Liuzhou Vocational and Technical College. Through random sampling, we surveyed 300 recent graduates (covering various majors) and 200 previous graduates (covering various majors) from Liuzhou Vocational and Technical College, and invited 10 companies that hired graduates from the college to participate in an online questionnaire survey. We also conducted interviews with five companies that recruit graduates from Liuzhou Vocational and Technical College to analyze in depth the current status of college students' employability, covering aspects such as cognitive ability, professional skills, social skills, and innovative spirit. The research results show that college students have rich theoretical knowledge but lack soft skills such as teamwork, problem-solving ability, interpersonal communication skills, and coordination ability. To address these issues, this paper proposes the development of training courses to enhance the employability of college students.

Analyzing new teachers’ professional challenges in teacher training faculties in Iran

ABSTRACT Professional preparedness in teaching is vital for navigating today’s challenging environment. In Iran, teachers undergo four years of education at teacher training faculties. This study investigates the experiences of 22 recent graduates to identify their professional challenges. Data were collected through semi-structured interviews and analyzed thematically. The findings reveal three main categories of challenges: infrastructural and planning issues, scientific and academic challenges, and organizational and human-related problems. Each category highlights obstacles that participants believe hinder their professional development. Graduates feel that attention from policymakers to these challenges within teacher training institutions could significantly enhance their growth and improve the overall quality of education in the country. Therefore, addressing these issues is essential for advancing educational standards and providing better professional development opportunities for graduates. The study underscores the importance of recognizing and resolving these challenges to foster a more effective educational environment in Iran’s teaching system.

Standard Setting for Assessments in Anatomy using the Angoff Method in a Medical School in Sri Lanka

Introduction: Anatomy is a fundamental subject in medical education. A reliable and valid assessment tool is crucial for evaluating students' understanding. The Angoff method, an absolute method of standard-setting has been widely used in various educational contexts. This study aimed to develop and implement a standard-setting process for an assessment in Anatomy using the Angoff method in a Sri Lankan medical school. Methods: Five Anatomy faculty members including two senior lecturers and three temporary assistant lecturers who were recent graduates participated in the standard-setting process. They were presented with each item on the anatomy assessment and asked to estimate the percentage of minimally competent students who would answer the item correctly. Their judgments were then used to determine the cut score for the assessment. Results: The Angoff method yielded a cut score of 56.06 with a cutoff value of 8.41 and a standard error of judgment of 0.18 (1.2%). There was a high interrater reliability (0.89). Conclusion: This study demonstrated the feasibility and effectiveness of using the Angoff method for standard setting in an anatomy assessment in a Sri Lankan medical school. The set cut score provides a benchmark for evaluating students' performance and ensuring that they possess the necessary anatomical knowledge to progress in their medical education.

Analisis Faktor-faktor Penyebab Teknostres pada Karyawan Fresh Graduate Strata 1

The industrial revolution 4.0 has driven digital transformation in various sectors, changing the way companies operate and employees work. However, behind the advancements and efficiencies offered by technology comes a new phenomenon that deserves serious attention: technostress. Technostress, a term first introduced by Craig Brod in 1984, refers to the inability of individuals to adapt to or cope with new technologies in a healthy manner. This phenomenon is increasingly relevant in the context of the modern workplace, where employees are required to continuously adopt and adapt to new technologies. In this ever-changing work landscape, fresh graduate employees are an interesting group to study. They enter the workforce with assumed digital skills, but in reality, they are also vulnerable to technostress. Although this generation is often referred to as “digital natives”, they face unique challenges in dealing with the technological demands of the professional workplace. The participants in this study had the following criteria: male and female, 20-40 years old, recent graduates from a university, and have been working for at least one year or more. There were 72 participants collected in this study. Data collection for this study was carried out from September 2024 to mid-October 2024. The sampling technique used by researchers is purposive sampling. This type of research is qualitative which is analyzed using MAXQDA Analytics Pro 24 v24.4.1. This study aims to analyze the factors that cause the occurrence of technostress in employees of new undergraduate graduates. From the results of the research analysis, it can be said that the causes of technostress are quite complex, resulting in varied answers. However, the dominant answer said that technostress occurs due to unwise or excessive use of electronic devices that have a negative physical and emotional effect on users.

Preparing for Clinical Placements and Transition to Practice With Objective Structured Clinical Examinations: A Qualitative Study of Family Nurse Practitioner Students

AimThis study aimed to explore recent Family Nurse Practitioners (FNP) graduates’ perceptions of Objective Structured Clinical Examinations (OSCE) simulation on competency development. BackgroundOSCEs are a method to educate and assess competency-based behaviors but lack FNP-specific research. Understanding learner perceptions of behavior change can influence OSCE utilization in FNP education. MethodsThis qualitative phenomenological study explored the lived experiences of nine recent FNP graduates from U.S. programs participating in formative OSCEs. A constructed theoretical framework inclusive of Kolb's Experiential Learning Theory and Miller's Pyramid of Professional Competence Framework was used with modified Braun and Clarke's thematic analysis method to analyze the interview data. ResultsFour themes emerged: Becoming competent and “making it stick,” Design impacts reactions and learning, “dress rehearsal” for clinical experiences, and Establishing routines for practice. ConclusionThrough OSCEs, learners developed competencies and confidence to support clinical experiences that continued into their early FNP practice. Learner insight demonstrated the importance of evidence-informed simulation pedagogy to prepare them for scope-specific practice.

Effective Teaching as Described by Teachers who Are Also Doctoral Students: A Qualitative Descriptive Study

Teachers' roles in their students' lives cannot be underestimated because they impact students in various ways. However, what makes a good teacher is often based on personal perspectives and values, making it subjective. This qualitative descriptive study sought to explore how teachers, who are also students or recent graduates of a teaching and learning doctoral degree program, define effective teaching and describe the characteristics of effective teachers. Data were collected using semi-structured, conversational interviews. The findings revealed that effective teachers exemplify three characteristics: rapport, communication, and passion. Recommendations for practitioners and future research are included. Keywords: effective teaching, teachers, students, rapport, communication, passion

Greening TVET for Sustainable Skill Development: Opportunities and Challenges in Botswana with a Focus on Quality Education

The need to reorganise economies and the skill sets that individuals will need in the new order is urgent since climate change is impacting the entire planet. TVET systems are required to reskill and provide human capital with environmentally sustainable skills for green economies and jobs. This article investigates potential additional benefits that greening TVET education may offer to students, the employment market, and Botswana as a whole. The study examined current research on Botswana's preparedness for a green TVET industry. Results highlight the crucial role of greening TVET systems in supporting nations to achieve the Sustainable Development Goals (SDGs), particularly in meeting their climate change commitments and ensuring quality education. Investments made concurrently in greening TVET, green industries, and green technology have the potential to prevent significant employment losses and to create a significant number of new jobs for recent graduates. The emphasis should be on occupational green skills and any support mechanisms that may establish a green TVET system to take advantage of the new prospects. Additional findings point to the need for strong labour market data and skills anticipation to pinpoint in-demand green talents and create fresh initiatives focused on the green economy. To lessen potential issues of fragmentation between TVET greening programmes, environmental legislation, and the green job market, countries must have professionals to perform quality assurance and monitoring of the novel synergies between the greening of TVET systems, learner skills, and the job market.

Postdocs should receive relocation benefits from the universities that hire them.

Postdocs are essential to microbial science and STEM academic workforces but are underpaid and receive little-to-no relocation benefits. PhDs foregoing postdoctoral training for lucrative industry and government jobs exit the academic pipeline, which imperils current scholarship and the future professoriate. Relocation to postdoc jobs is expensive, especially for recent graduates and international scholars, but academia rarely provides support. Solving this short-term liquidity pressure can increase productivity, job satisfaction, and the likelihood they remain in academia.

From Classroom to Career: A Tracer Study on The Acchievements and Employment Patterns of BS in Accountancy, BS in Accounting Information System and BS in Entrepreneurship Graduates

This study evaluates the achievements and employment patterns of BS Accountancy, BS in Accounting Information Systems, and BS in Entre-preneurship graduates from Sorsogon State University Bulan Campus (2019-2023). It assesses the extent of Program Educational Objec-tives (PEOs) achievement, analyzes employment rates, and gathers employer feedback on graduates' competencies. Using a descriptive-survey design, data were collected from recent graduates, employers, and notable alumni. Findings indicate high success in achieving PE-Os, strong employment rates, and positive employer evaluations. Recommendations include curriculum updates, enhanced industry partnerships, and expanded career services to further support grad-uate success.

A descriptive cross-sectional online survey of nursing and midwifery students and graduates’ readiness to provide unplanned pregnancy and abortion care

Background Our understanding of how nursing and midwifery students in Australia are prepared to support people in unintended pregnancy prevention and care is currently limited. Objective This study examined Australian nursing and midwifery students and recent graduates’ perspectives on their preparation and confidence in providing unintended pregnancy prevention and care. Methods A descriptive, cross-sectional online survey of nursing and midwifery students and graduates was undertaken. An invitation email with information sheet and link to the survey was sent to heads of departments at Australian universities for distribution to nursing and midwifery students. Social media platforms of professional organisations were used to promote the study to nurses and midwives within two years of graduation. The survey instrument was based on US educational competencies for unintended pregnancy prevention and care, adapted for the Australian context. Results Participants (N = 109) from 14 institutions completed the survey. The majority of (92%) expressed that nursing and midwifery graduates should possess unintended pregnancy prevention and care knowledge and skills. Five competencies, out of 29, were identified as taught as core curriculum by 50% or more of participants; reproductive anatomy and physiology (72%); effective communication skills encompassing culture, sexual orientation, and gender identity (58%), understanding how contraceptives work (54%), obtaining a sexual/reproductive history (53%), and identifying preconception health risks (50%). Students felt well prepared to provide independent care related to pregnancy testing (44%), pregnancy prevention (26%), sexual history taking (23%), ethical/legal considerations around abortion (9%), options counseling/referral (5%), and pre/post-abortion care (5%). Conclusion With the decriminalization of abortion care, the Australian nursing and midwifery workforce must prepare students to care for people in all aspects of pregnancy prevention, early pregnancy decision-making, and abortion services. Our data show students are interested in this preparation but the entry-to-practice curricula has not yet been standardized to enable this.

Student Networking Presentations: Cultivating Communication and Critical Thinking Skills in the Asynchronous Virtual Classroom

More work is now completed in a remote setting than ever before. As the skills demanded by employers evolve to meet changing workplace demands, communication remains a noted deficiency for recent college graduates. To bridge this skill gap, we present a format translation of a qualitative interview exercise that has been reimagined for use in the asynchronous online classroom. As a supplement to the several peer-to-peer networking activities already available in the management education literature, the current project provides a structured environment for online students to engage in a real-world networking interview with a business professional of their choosing. Through the activity, students hone their networking, communication, and critical thinking skills as they utilize a variety of Microsoft Teams tools to practice interviewing and presenting in a virtual, asynchronous setting.

Using Case Scenarios to Foster Critical Thinking Skills among Graduate Students

In a rapidly evolving professional landscape, critical thinking is paramount for success. This study investigated the transformative impact of case scenarios on enhancing critical thinking skills among graduate students at Gulu University. The purpose was to examine how these scenarios facilitated the practical application of theoretical concepts, fostering a deeper understanding of complex issues. Utilizing a qualitative research methodology, the researchers conducted interviews and focus group discussions with recent graduates, current graduate students, and lecturers, providing comprehensive insights into participants’ perceptions and experiences regarding case scenarios. Results indicated that participants viewed critical thinking as essential for both academic achievement and professional competence. Case scenarios emerged as instrumental in promoting analytical thinking, problem-solving abilities, and the synthesis of diverse perspectives. Graduates reported significant improvements in their capacity to deconstruct complex issues, critically evaluate evidence, and generate innovative solutions. The study also highlighted the importance of incorporating culturally diverse scenarios, which enriched students' understanding of various socio-economic contexts crucial for their professional development. However, it identified gaps in the systematic integration of case scenarios into the curriculum, suggesting a need for more consistent application and institutional support. In conclusion, the findings emphasized the critical role of case scenarios in cultivating the skills necessary to navigate the complexities of modern professional environments. By effectively bridging the gap between theoretical knowledge and practical application, these scenarios enhanced students’ analytical and creative capabilities, preparing them to tackle multifaceted problems. Educational stakeholders were urged to prioritize the integration of diverse, contemporary case scenarios into curricula, while future research should focus on longitudinal studies assessing the long-term impact of these scenarios on students' critical thinking skills

The Text-Belief Consistency Effect Among Recent Upper Secondary Graduates: An Eye Tracking Study

Readers tend to allocate more cognitive resources to processing belief-consistent than belief-inconsistent information when reading multiple texts displaying discrepant views. This phenomenon, known as the text-belief consistency effect, results in individuals being more prone to making biased decisions and falling victim to manipulation and misinformation. This issue is gaining relevance due to the undeniably vast amount of information surrounding us. Hence, schools must ensure that students complete their education prepared to face this challenge. However, international surveys and research indicate a generalized literacy deficiency among students. In the present study, recent upper secondary graduates read four texts discussing a controversial topic to explore whether they effectively overcome the text-belief consistency effect or not. Eye tracking was used to explore immediate (or passive) and delayed (or strategic) text processing, and an essay task was used to measure their resulting mental representation of the text content. Results revealed no significant differences in immediate and delayed processing depending on whether the arguments were belief-consistent or belief-inconsistent. Moreover, essays displayed a balanced and unbiased approach to the debate. Despite these results suggesting this population may be capable of overcoming the text-belief consistency effect, limitations in the study and alternative explanations must be explored before drawing definite conclusions.

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

Young adults seeking to enter the labor market often confront a skills mismatch, with employers expressing challenges in recruiting new entrants who possess the necessary soft skills. This paper reports findings from a randomized controlled trial in Rwanda, in which recent tertiary education graduates were randomly selected to participate in a two-week intensive soft skills training program developed and delivered by the staff of the University of Rwanda. Results indicate that the program expedited the graduates’ entry into the job market during a period marked by disruptions due to COVID-19. These effects dissipated over the following year as more jobs became available in the economy, and the employment rate of the control group caught up with that of the treatment group. The faster labor market entry for the training participants seems to be driven by an expansion and more intensive use of their job networks.

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.