Role In Postgraduate Education Research Articles

Data-Driven Approach to Teaching Research Methods: iMethod, a Proof-of-Concept

Courses in research methods play a critical role in postgraduate education. However, postgraduate students face considerable challenges in learning the subject matter. The present paper introduces iMethod, a software application designed to track students' engagement with the content of research methods courses. iMethod harvested data, analysed students' engagement, and presented the outcome to a teacher through a dashboard rendered in real-time. As a proof-of-concept, a usability study on iMethod was conducted with a sample of postgraduate students and early career academics (n=37) at a research-intensive university in New Zealand. Key findings suggest that students and academic staff found iMethod a valuable application for enhancing research methods learning. In particular, students value its content for understanding fundamental concepts while valuing its inquiry facilitation and providing helpful information on research methods. Participants said iMethod could expand knowledge, offers guidance, and the content is accessible to a diverse range of students. Lastly, participants reported that iMethod facilitated easy knowledge sharing, and the interface design was user-friendly and intuitive. The paper contributes to the growing need to promote research into the curriculum design of research methodology programmes and the quality of teaching research methods courses.

DIGITAL TRANSFORMATION IN THE ACTIVITIES OF A NURSING SPECIALIST AS AN INFORMATION AND COMMUNICATION COMPONENT OF THE DEVELOPMENT OF THEIR PROFESSIONAL SKILLS

The article analyzes new approaches to the wide implementation of digital technologies in the activities of a nursing specialist, which is ensured by improving the information and communication component of their professional skills. The concept of the digital information-communication component (DICC) of their professional skills is revealed and the role of postgraduate education in the sustainable development of specialists is emphasized.
 Over the past several decades, there has been an intensive search for the interaction of innovative technologies with human potential, which would be supported by the corresponding constantly updated knowledge, abilities, skills, general and special competencies for the implementation and performance of the functions and tasks assigned to them in accordance with the chosen profession. Such a problem exists in all countries of the world, it did not bypass Ukraine, which is keeping a clear course for the intensification of all branches of production.
 A striking example of innovative transformations was the medical industry, where the approaches to the organization of health care institutions at all levels, from primary medical care to highly specialized medical care, were revised.
 Successfully implemented by the National Health Service and the Public Health Center at the Ministry of Health of Ukraine, digital accounting systems for the provision of medical and nursing services were developed, purchased and introduced, a network with Internet access was installed, and a sufficient number of computers were purchased.
 Social transformations of recent years, namely: the COVID-19 pandemic, the treacherous attack of russia, which led to the recent outbreak of the war, prompted the rapid development of ICT in the educational and medical fields due to the need to learn in a short time and master systematic approaches to the ability to process information remotely, since there were and continue to be threats to the life and health of the population, workers in all spheres of service provision, starting from the sectors of education and medicine. This also applies, in fact, to recipients, customers of educational services (students, students of advanced training courses), customers of medical / nursing services (patients and their families). Digital transformation in the activities of a nursing specialist has become an information and communication component and a prerequisite for the development of his professional skills.

ПСИХОЛОГО-ПЕДАГОГІЧНІ АСПЕКТИ У СПАДЩИНІ В. О. СУХОМЛИНСЬКОГО В КОНТЕКСТІ НОВОЇ УКРАЇНСЬКОЇ ШКОЛИ

У статті розглянуто окремі наукові педагогічні і психологічні погляди в теорії та практиці спадщини відомого у всьому світі українського педагога-новатора В. О. Сухомлинського, представлено їх використання у процесі реалізації Концепції «Нова українська школа».

Role of Postgraduate Education in the Provision of Social and Professional Mobility of Health Specialists

Nowadays the development of a modern information society, the intensity of accumulating the latest professional information and systematic obsolescence of professional knowledge necessitate a constant and continuous learning of a 21st-century specialist. The transition to lifelong learning, when basic education is periodically subjected to additions and adjustments that requires graduates of higher education institutions to master professional knowledge, as well as to form social and professional mobility, is now recognized by the analysts as a solution of this problem. According to researchers, social and professional mobility of health specialists consists in their ability to overcome stereotypes, assimilate new technologies and solve professional problems in accordance with modern socio-cultural and economic conditions. In Ukraine, the development of social and professional mobility of future health specialists is directly related to the implementation of the system of continuous professional development of health professionals. The introduction of the problem-solving techniques during postgraduate study enhances the professional training of doctors, that, in its turn, will allow them to effectively use knowledge gained in daily practice. Interactive methods such as case method, role playing games, management games, brainstorming, disputes, discussions, critical incident techniques, project-based learning, competitive learning, small-group learning with elements of management game or carousel strategy, method of interdisciplinary conference with elements of discussion are considered as an effective tool for problem-based learning within health professional education. Thus, the contribution of postgraduate education to the provision of continuous professional development of health professionals creates optimal conditions for the formation of social and professional mobility of health specialists.

The role of postgraduate education in the professional development of the enterprises of the oil and gas complex

Статтю присвячено ідентифікації головних напрямів змін у сфері післядипломної освіти персоналу стратегічно важливої галузі національного господарства - нафтогазової з метою її інтерпретації як джерела нарощування людського капіталу. Якщо на законодавчому рівні питання освіти дорослих загалом урегульовані, то взаємодія суб’єктів господарювання як замовників освітніх послуг з їх виконавцями - закладами післядипломної освіти потребує суттєвих змін з обов’язковим їх попереднім науковим обґрунтуванням.Аналіз останніх досліджень і публікацій підтвердив, що процеси надання та отримання послуг у сфері другої вищої освіти персоналу галузевих підприємств ще не знайшли достатнього відображення як предмет наукових досліджень.Наведено фактичні та прогнозовані витрати нафтогазових структур на підвищення кваліфікації персоналу із застосуванням нормативних показників та врахуванням сучасних тенденцій ринку освітніх послуг. Використано фактичні дані, які ілюструють результати діяльності інституту післядипломної освіти ІФНТУНГ - типового структурного підрозділу навчального закладу з головною функцією - надання послуг у сфері післядипломної освіти. Виявлено, що для ІФНТУНГ надання освітніх послуг здобувачам другої вищої освіти продовжує залишатися важливим напрямом діяльності університету, який, незважаючи на незначні позитивні тенденції сучасного розвитку, потребує суттєвих змін для трансформації сфери післядипломної освіти у джерело нарощування людського капіталу нафтогазової галузі.За результатами періодичного анкетування здобувачів другої вищої освіти в ІПО ІФНТУНГ встановлено головні мотиви навчання за програмами перепідготовки (підготовки за іншими спеціальностями) та підвищення кваліфікації фахівців нафтогазової галузі, а також визначено характеристики (побудовано профіль) середньостатистичного студента ІПО, який здобуває ступінь магістра за технічною спеціальністю.Запропоновано першочергові заходи, які дозволять актуалізувати післядипломну освіту як джерело нарощування людського капіталу нафтогазової галузі. Перелік сформульованих пропозицій об’єднаний за двома основними напрямами: трансформація підприємствами політики розвитку людських ресурсів, відмова від реалізації формальних процедур навчання, запровадження практики розвитку персоналу за результатами попередньої ідентифікації потреб; адаптація форм та змісту надання навчальними установами нафтогазового профілю освітніх послуг відповідно до реальних потреб та можливостей суб’єктів господарювання.

Peer-led postgraduate education across medicine and psychiatry.

Peer-led education is well established in undergraduate education, but there is a paucity of data regarding its role in postgraduate education. This article assesses the feasibility of peer-led teaching in postgraduate medical education and evaluates its benefits through qualitative structured feedback.

Reproducing the City of London's Institutional Landscape: The Role of Education and the Learning of Situated Practices by Early Career Elites

In this paper we argue that postgraduate education forms an important, but hitherto neglected, element in the distinctive institutional landscape of the City of London. In particular, and drawing on research into early-career financial and legal elites in the City, we show how postgraduate education tailored to the demands of employers within London plays an important role in indoctrinating early-career elites into situated, City-specific, working practices and, in so doing, helps to sustain the City's cultures and norms of financial practice. Specifying the role of postgraduate education in reproducing these situated City practices is significant because, although geographical variegation in working practices between international financial centres has been widely reported, less attention has been paid to how such institutionally embedded differences are created and sustained. By identifying education as one mechanism of creation and sustenance, our analysis enhances understanding of how the institutional landscapes that underlie financial centres might be maintained or, when necessary, challenged; challenge being significant in relation to attempts to reform practices and cultures in international financial centres in the wake of the 2007–08 crisis.

Introduction

Introduction

Post-Graduate Education of Pharmacist Specialties

In our unprecedented ageing society, high quality pharmacy practices are recommended; the activities of pharmacists who have received novel education are therefore expected. Although advanced education before graduation is important, postgraduate education is also required because the knowledge and skill required by pharmacists are increasing and are progressing everyday. The period of pharmacist education has been six years, and the new educational system produces next generation pharmacists. Postgraduate education should be established with the education contents corresponding to the new education system. The career path has an important role in postgraduate education, which consists of fundamental to advanced training through the various stages according to pharmacist experience. Clinical academic societies and some pharmacists' organizations provide accreditation systems for pharmacist specialties. This system will play an important role as a route in the career path. It is necessary to accredit pharmacist specialties to establish postgraduate education and research in cooperation with pharmaceutical institutions. It is thought that the responsibility of universities of pharmaceutical science will become more important to improve pharmacist ability and pharmacy practice. Universities of pharmaceutical science should collaborate with pharmaceutical institutions to establish postgraduate education and research into clinical pharmacy practice.

Postgraduate students’ and university lecturers’ views about postgraduate education in the process of educating scientist

The aim of this research thought as a qualitative study are to present the university lecturers’ and the doctoral students’ profiles as scientists and to determine their views about the role of postgraduate education in educating scientist process. In this context, first the answer for the question “Who is scientist?” was tried to be found and then the characteristics which should be in a scientist were examined by the point of view of both postgraduate student and lecturer. The views of both lecturers and postgraduate students about the functions of postgraduate education were also considered. In data collection “Interview Form Related to Scientist and Postgraduate Education” prepared with the help of expert ideas is used. 10 doctoral students from each university continuing their postgraduate education in Gazi University and Ankara University in the academic year 2010-2011 and 10 lecturers were taken into interview. Data were analyzed by using descriptive analysis and content analysis methods. It is considered that the results of this research are important as it shows different meanings between the views of university lecturers and postgraduate students about the roles of postgraduate education and higher education institutes in educating scientist process.

Editorial

In the early 1990s the EAACI decided to create individual memberships, with the intention of giving people in the field of allergy and clinical immunology the sense of belonging to a single family fighting for their own area of interest. As part of this change, the EAACI looked for an allergy journal to adopt. In 1991 an agreement was reached with Munksgaard, and since January 1992 Allergy has been the official journal of the EAACI. Professor Gunnar Bendixen had at that time been the Editor for Allergy for several years. After receiving some friendly pressure I promised to take over, but only for a couple of years. Now, after 10 years in charge, it is definitely time for me to leave and I am very pleased that my successor will be Professor Jean Bousquet, who will bring so much competence and experience to this role. Looking back over my 10 years as Editor I can see that certain trends have developed. The idea that the EAACI should have thousands of individual members has been partially fulfilled. The subscription to Allergy was linked to membership, and as a result the annual fee became a significant amount, even though the society has always subsidized subscriptions. During this time the electronic distribution of scientific information has exploded, which certainly has had an impact. Young people have the opportunity to become Junior Members of the EAACI free of charge, without receiving the printed version of Allergy, but having full access to the electronic version on the Internet. At the recent EAACI congress it was noted that this group now represents more than 25% of the membership, indicating that it might be time to reconsider a printed membership journal. The interest in Allergy as a forum for scientific communication has risen, as shown by the steady increase in the number of manuscripts submitted. In 1992 we received 176 manuscripts, and in 2001 this rose to as many as 557. We have also tried to give Allergy a role in postgraduate education—which we hope has been appreciated by our readers—by adding Editorials and invited Review Articles. In 2001 over 40 such articles were published. Many years ago a company started to publish some statistical data describing how often articles in a particular journal were referred to in other articles. A selling name, the “impact factor”, was given to this figure, thus suggesting that it reflected some scientific importance. The lack of relationship between impact factors and the scientific quality is well understood by active scientists, as has been discussed repeatedly by journal editors. What the impact factor probably illustrates is the degree to which a journal is “on everyone's lips” whether it is because it contains very good and novel science, or bad and provocative reports. Unfortunately, some universities are using this factor as an indicator of quality when considering appointments. In the worst cases, the arithmetic sum of impact factors for the author's CV reference list is considered, and thus a few, unfortunate, provocative articles might have a significant negative influence on the sum. I notice with mixed feelings, therefore, that the impact factor of Allergy has increased from just below 1 in 1992 to close to 3 in 2001 (by a mistake the reported figure is wrong and will be corrected) is this a good or a bad sign for Allergy! Processing the 4000 or so manuscripts submitted to Allergy during these 10 years has been a significant workload. I would like to take this opportunity to thank all the people who have helped me with such great enthusiasm; Hanne, Jens and Neil at Munksgaard, Diane at Blackwell Publishing, Gunnel, Elisabeth, Anna-Lena, Gunilla and Heléne at Karolinska Hospital, and Gunnar, Jean, Marek, Mike, Sergio, and Thomas in the Associate Editors group. Not to forget each of the hundreds of referees who have spent hours and hours reviewing the manuscripts for Allergy. Jean Bousquet is now inheriting the Editorial Office and taking over full responsibility for the future of our journal Allergy. Jean, I wish you all the best!

The role of postgraduate education in management development

This article considers the role of postgraduate education in the process of management development. The article argues that most management education has to date concentrated on providing managers with a knowledge and understanding of specific organisational issues as defined by academics and that there are few attempts to provide managers with the skills to solve organisational problems as defined by managers. It is suggested that there is a need to rethink the structure and content of management education and that there are opportunities within specialist postgraduate programmes to experiment with new approaches and techniques. The article describes two Masters programmes in Ireland in which attempts are being made to move from a pedagogical to an andragogical approach in teaching and learning. The results to date indicate that there are positive results to be gained from this approach for both managers and lecturers.

Oral surgery training in the United States of America

Currently in the United Kingdom, there is much debate on the ‘medical’ training of oral surgeons. The system in the United States of America is reviewed to demonstrate how they have approached this problem. The benefits of working with colleagues in other countries is also stressed as playing an important role in postgraduate education.