Specialty Education Research Articles

Perceptions and Barriers Related to Outpatient Management of Low-Risk PE Patients: A Community Center Experience

Introduction: Pulmonary emboli (PEs) exert a significant morbidity and mortality burden worldwide, with an increasing incidence of diagnosis over the past two decades. This has relayed to an increase in hospitalizations for PE, with a mean length of stay of 4 days, and a mean cost of $8674. Despite the increased incidence, the mortality associated with PE has been decreasing over the past two decades, and this has led to the development of many risk prognostication indices to better assess the need of hospitalization versus home management. Patients identified as low-risk using extensively validated prognostication models such as the PE severity index (PESI) or simplified PESI have been found to be safely managed at home. Despite the change in recommendations and guidelines, many low-risk patients continue to be hospitalized. Current literature is sparse on the barriers faced by providers in different specialties involved in the care of patients with PE, and in particular low-risk PEs. We conducted an anonymous survey across our hospital system to identify barriers and perceptions revolving around home management of low-risk PE patients. Methods: A short multiple choice survey was created and distributed to both teaching and non-teaching personnel of our hospital system, using an anonymous platform. The survey included residents and attendings across the specialties of internal medicine, primary care and emergency medicine. 150 invitations to the survey were sent out, and 44 responses were received. Results: 43 of the 44 responses were from teaching attendings or residents, whereas 1 response was recorded from a primary care practitioner in a non-teaching setting. 63.6% of the survey-takers reported being in practice <3 years, while 9.1% of this group reported being in practice >10 years. 81.8% believed that not all patients with PE warrant admission. 33 providers, or 75% were aware of risk-stratification models like the PE Severity Index (PESI) or simplified PESI index, and 31 (70.5%) stated they use these risk stratification models to assess a patient's need for admission, once they are diagnosed with a PE. Lack of social work/case management support to send patients home emerged as the primary barrier to out-patient management (61.4% or n= 27), followed by beliefs about consequences of not admitting patients with PE (45.5%, n=20). Fear of litigation was another prominent reported barrier (31.8%, n=14), followed by lack of knowledge on current guidelines (38.6%, n=17) and finally lack of knowledge regarding anticoagulation options (27.3%, n=12). Of 27 participating physicians that practice in an outpatient setting, 25 (92.6%) reported sending patients to the ED strictly to get immediate definitive testing done, and were comfortable managing the patient once a diagnosis was achieved. Conclusions: Several barriers to outpatient management of low-risk patients diagnosed with PE exist in the community setting. They mainly consist of lack of social work support, false beliefs about consequences of not admitting patients with PE, and fear of litigation. Integrated education for various medicine specialties regarding anticoagulation and management guidelines should be instituted, with emphasis on utilization of risk-prognostication tools like sPESI. In addition, maximum utilization of social work and case management may further mitigate some of the barriers encountered in the community setting.

Changing Dynamics of Accreditation in Oral and Maxillofacial Surgery.

The Commission on Dental Accreditation is responsible for accrediting postgraduate dental education programs, including residencies and fellowships using a well-delineated process that includes an annual survey of various aspects of the program related to the Standards for Advanced Dental Education Programs in Oral and Maxillofacial Surgery and a program self-study and site visit with a review by the Specialty Education Review Committee of the Commission and the Commission on a 5-year cycle. The primary goal of the accreditation process is to assure the public, the profession, and the institution that the program is in compliance with the published standards.

IMPROVEMENT OF TRAINING TECHNOLOGIES IN PROFESSIONAL TRAINING OF DENTISTS

Abstract. The high level of knowledge and practical skills of graduates of the Military Medical Academy named after S.M. Kirov, the desire and ability of teamwork to a certain extent determine the development of dentistry. The quality of education, set by federal educational standards, is possible through a modular organization of education. The modularity of training makes it possible to quickly update the educational program and take into account the developmental features of a given region and the requirements of employers. The system of specialty and additional professional education today implies the use of simulation training, the introduction of training models based on professional, contextual, gaming and information-computer technologies, which makes it possible to improve the professional training of future dentists. Based on this, there is a need to form more modern forms of education. The aim of the study. To conduct a comparative analysis of the possibilities of optimizing educational technologies in the preparation of a dentist with the introduction of competency-oriented classes into the training program aimed at teaching the dentist the skills of interaction with patients and medical staff. Material and methods. The object of the study were students, students and cadets of the Military Medical Academy, studying in the profile "Dentistry". The criteria for assessing the quality of education were based on the performance rating of cadets and students, as well as the results of the state final certification. Results and discussion. It was noted that in practical classes, students practically stopped accepting patients. Therefore, the role of work practice should include not only the development of practical skills, but also training in communication skills in the dental department (clinic) with patients and medical colleagues. The use of simulation training methods, which are actively introduced into the education system at the Department of General Dentistry of the Military Medical Academy named after. S.M. Kirov, is a learning process in which the student performs actions in an environment that simulates a real one, using phantom learning tools. Working on one phantom-simulator at once by several students, acting doctors of various dental specialties, helps to form team skills in treating a patient. Conclusions. Another important technology in the education of a dentist is work practice. The most optimal form for teaching practical skills is classes in simulation or phantom centers at dental clinics, which should provide multidisciplinary thinking through the interaction of students from different dental specialties. A team approach reduces the number of complications, improves the quality of dental care, and increases patient satisfaction with dental care.

Analysis of the Problems and Reasons in the Talent Training of Manufacturing Specialty in Higher Vocational Colleges

Serving and promoting regional economic development is one of the main tasks of the vocational education. As the main force of training technical talents, the quality of talents training in higher vocational colleges has an important impact on regional economic development. At present, the fit between the supply of manufacturing talents and the demand of industrial development is not enough. In order to improve the talent training quality of manufacturing specialty in higher vocational education, and to better serve the regional economic development, the use of questionnaire, statistical analysis, induction and summary of the higher vocational training of manufacturing professionals and the reasons for the problems in this paper. The results show that the main problems in the training of manufacturing talents in higher vocational colleges are that the structure of talents training does not match the high-quality development of manufacturing industry, the process of talents training values theory more than practice, the innovation of talents training mode is insufficient, the goal of talents training is not well connected with enterprises, and the professional skills of teachers in talents training are weak. And conduct an in-depth analysis from the perspective of external and objective reasons to provide basis and guidance for the reform of manufacturing talents in higher vocational education.

Academic Orthodontic Opportunities

Academic Orthodontic Opportunities

IMPLEMENTATION OF THE COURSE «SCIENTIFIC AND TECHNICAL TRANSLATION FROM THE PRIMARY FOREIGN LANGUAGE»: THE CURRENT STATE OF THE PROFESSIONAL TRAINING OF TRANSLATORS FOR PERFORMING SCIENTIFIC AND TECHNICAL TRANSLATION

The article analyzes the prerequisites and substantiates of the need for the development of an electronic (multimedia) course "Scientific and technical translation of the first foreign language" on the Moodle educational platform for training students of higher education (first / bachelor's degree) Specialty 035 – Philology, specializations 035.043 Germanic languages and Literature (translation included, first – German at the Yuriy Fedkovich Chernivtsi National University. In order to identify the level of development students' professional competence to perform various types of scientific and technical translation, an anonymous survey of applicants of the educational and professional program "German-Ukrainian translation and translation of the second foreign language" at the Department of Germanic, General and Comparative Linguistics was conducted in the online format using a questionnaire created in Google Forms. The results of the sociological survey of higher education students helped to identify the main problems in the study of scientific and technical translation, to reveal the level of formation students' professional competence for performing its various types: full written, annotative and abstractive translation. The confirmatory pedagogical experiment was conducted in the form of control work in order to check the level of formation students' professional competence of higher education in scientific and technical translation, who studied certain types of it within the related academic disciplines "Basics of field translation", "Translation and editing of professional texts". The results of the conducted control work, the analysis of the results of the applicants' survey, as well as the comparison of the educational and professional programs of the leading higher education institutions of Ukraine in the specialty 035 – Philology helped to confirm the relevance and feasibility of developing a separate electronic course "Scientific and technical translation of the first foreign language" within the framework of our scientific research for students of the first (bachelor) degree of higher education, which can be offered to students as an optional discipline.

Curriculum Setting Method for Special Education Specialty Integrating Projective Geometry

In recent years, education has been paid more and more attention by the society, and the concept of “education without discrimination” has gradually taken root in the hearts of the people. Special education is a form of education for special groups, which embody the fairness of education. Different from the conventional education model, special education often pays more attention to the physical and mental development of special populations, so the curriculum setting method of special education major is also different from the general method. Under this circumstance, how to carry out reasonable curriculum setting has become the core problem that needs to be solved in the reform of special education curriculum. Projective geometry is one of the methods of studying graph transformation, and its core is the principle of projective transformation invariance. Under the guidance of this theory, curriculum reform also presents many invariable characteristics. Based on this, this paper proposed a special education professional curriculum setting method integrating projective geometry, aiming to reform the special education professional curriculum setting strategy by using the invariant theory. In the evaluation of curriculum setting, the article analyzed the effect of new curriculum setting methods on special groups from different dimensions, and preliminarily formulated the initial special education curriculum. It can be concluded from the article in the evaluation grades that with the blessing of the new curriculum setting method, the student's health evaluation reached 2.7, a year-on-year increase of 42.1%. This fully shows that in the course of special education curriculum setting, projective geometry can provide novel ideas and directions for new curriculum setting methods.

What are the “Disaster medicine” curriculum topics for public health medicine specialty training in Türkiye? A Delphi Study

ObjectivePublic health medicine specialists have unique roles in disaster risk management through prevention, preparedness, response and recovery for all kinds of disasters. A well structured and designed “disaster medicine training curriculum” would improve the efficacy and quality of playing these forementioned roles. In this study, it was aimed to determine the disaster medicine curriculum topics which should be addressed in public health medicine specialty education and training in Türkiye. MethodsAll faculty members from public health departments of medical faculties in Türkiye (238 experts) were invited to a three round Delphi study aiming to evaluate disaster medicine topics of the curriculum prepared by the International Society of Disaster Medicine (ISDM) as it is the most comprehensive curriculum ever developed. All items were rated by using a seven-point Likert scale in consecutive online questionnaires. The final consensus was determined at the end of the third round according to the consensus criteria. FindingsThe response rate for the first round was 37.8% (90 experts), with a dropout of 34.4% (59 experts) and 35.5% (38 experts) for the following rounds. For the “Medical Care” division, 35.3% of items were agreed to be included in the curriculum, while this rate was 93.2% for “Disaster Management” division, 100.0% for “Public Health” and “Education and Training in Disaster Medicine” divisions. Among all, 62.5% of items reached consensus to be included in the curriculum. ConclusionIn the end of three rounds, disaster medicine topics were evaluated with a public health perspective and the curriculum was enriched with original contributions from the experts. This agreed national curriculum for the major workforce of public health services in the country will strengthen the health workforce capacity for building disaster resilient communities and health services.

#Ophthalmology: Popular ophthalmology hashtags as an educational source for ophthalmologists, an Instagram study.

This study aims to determine the content and intent of posts published under popular ophthalmology hashtags and to determine whether these posts were educational for ophthalmologists. A web-based, cross-sectional study design was used to evaluate the top public posts of five popular hashtags on three consecutive days by two ophthalmology specialists. The first 100 relevant English posts of each hashtag were studied. Selected hashtags were #Ophthalmology, #ophthalmosurgery, #ophthalmologyresident, #ophthalmologist, and #ophthalmicphotography. Posts were classified according to the type of post, post author, post intent, and whether the post was educational. Posts deemed educational were then categorized separately using the same classification system as above to determine whether there were defining characteristics of educational posts. One thousand posts were recorded and analyzed and a total of 500 posts were included in the study. The majority of posts 79.8% (n = 399), were by medical doctors with 95% (n = 379) being ophthalmology specialists. Sixty-three percent of posts (n = 315) were deemed educational, 25% promotional (n = 127), and 12% (n = 58) were entertainment posts. Medical retina (n = 119) and anterior segment (n = 90) were the most common subspecialties explored. #ophthalmicphotography (P = 0.001) was the hashtag with the highest number of educational posts (n = 91). The least educational hashtag was #ophthalmologist with only 44% of posts (n = 44) that were deemed to be educational. One hundred percent of glaucoma posts (n = 19), 98% of cornea posts (n = 41), and 99% of medical retina posts (n = 118) were found to be educational which was significantly more educational than the other topics posted (P ≤ 0.001). Ophthalmologists are the main authors of posts in popular ophthalmology hashtags. The majority of posts were educational posts with promotional posts being the second most common intent. The authors conclude that while Instagram is a possible source of ancillary education for the visual specialty of ophthalmology, careful selection of hashtags and post authors are needed for maximum benefit.

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Academic Orthodontic Opportunities

Surgeons’ perspectives on facilitators and barriers to fellowship training in hospice and palliative medicine (575)

<b>Objectives:</b> While there is a national shortage of Hospice and Palliative Medicine Providers (HPM), surgeons comprise only 2% of the HPM workforce. The current study sought to explore facilitators and barriers to HPM fellowship training from the perspective of surgeons with training in HPM and a surgical specialty. <b>Methods:</b> We conducted a qualitative study utilizing semi-structured interviews with HPM fellowship-trained surgeons. Data were recorded, transcribed, and coded. Descriptive statistics were used to summarize demographic data, and thematic analysis was used to identify themes in participant responses. <b>Results:</b> There were 17 participants, including general surgeons (<i>n</i>=5), surgical specialists (<i>n</i>=5), general obstetrician/gynecologists (<i>n</i>=3), and obstetrics/gynecology specialists (<i>n</i>=4). All participants described having pivotal experiences that highlighted deficits in patient care, their clinical skillset, and/or their personal or professional development. Participants or their mentors recognized that practicing through a palliative care lens aligned with the participant's personal and professional identity and could fill self-identified deficits in their skillsets. These pivotal experiences and the participants' internal alignment with the HPM practice ultimately drove their decision to pursue an HPM fellowship. Many participants experienced bias when considering HPM, which was either internal bias and doubt or external bias or discouragement that they experienced during conversations with their mentors, faculty, and peers. Additionally, many participants had to overcome logistical barriers to pursue an HPM fellowship, including financial concerns, moving with spouses/families, coordinating an additional surgical fellowship, and navigating an uncertain job market post-fellowship. Ultimately, all participants found solutions to these barriers (JB1) and felt satisfied with their decision to pursue HPM training. <b>Conclusions:</b> Our participants emphasized the importance of mentorship and exposure to HPM as key facilitators to pursuing HPM training. While many participants had to navigate bias and logistical barriers, they felt HPM fellowship was feasible for surgeons and ultimately led to more satisfying careers in their current practice. Highlighting the experiences of HPM-trained surgeons who have navigated this underrepresented career path may empower other surgeons to consider HPM fellowship training and expand surgeon representation in the HPM workforce. HPM and surgical specialty organizations should work to mitigate the cultural and structural barriers to HPM surgical training identified by our participants to facilitate the growth of this critical healthcare resource, the HPM trained surgeon. This will add value to surgical and HPM care for patients, improve primary and specialty palliative care education in surgery and HPM, and foster HPM-oriented research within the surgical specialties while simultaneously addressing a critical HPM workforce shortage.

Research on “Connecting with Secondary Vocational and Undergraduate Transition Examination” of Preschool Education Specialty Based on Ability Orientation

Transition examination is the key link of “Connecting with secondary vocational and undergraduate” talent training, which affects the quality of talent training. Based on the study of the characteristics of “Connecting with secondary vocational and undergraduate” talent training, this paper puts forward the basic principles of “Connecting with secondary vocational and undergraduate transition examination” design. Focusing on kindergarten teachers' professional competence, a competency-oriented transition examination core evaluation system has been formed. The “comprehensive quality test” and “education hotspot evaluation” projects pay attention to the evaluation of students' comprehensive ability. Using “learning bank,” the process evaluation is carried out, and students' learning achievements in the first three years are brought into the transition examination core system, so that learning is motivated. Practice has proved that the comprehensive ability assessment-oriented transition evaluation is effective. The results are mainly reflected in the transformation of talent training from short-term exam-oriented education to long-term ability training. The classroom is dynamic, the teaching quality is high, the students' comprehensive quality is high, the development potential is sufficient, the teachers' achievements are outstanding, and the curriculum construction is fruitful.

The Victorian Sports Assessment Institute-Achilles Tendinopathy Questionnaire (VISA-A): Chinese cross-cultural adaptation and psychometric validation

PurposeWe aimed to create a standardized cross-cultural adaptation of the simplified Chinese version of VISA-A, test its reliability and validity and conduct exploratory factor analysis on the correlation between items.MethodsAccording to international recommendations for the cross-cultural adaptation of questionnaires, after considering the opinions of patients, we translated and revised the English version to create a simplified Chinese version of the questionnaire. We recruited healthy subjects in the general specialty of one university (n = 90) and the physical education specialty of another university (n = 89), and we recruited patients with Achilles tendinopathy in a third group (n = 85). Reliability was evaluated by calculating test–retest reliability and internal consistency, validity was evaluated by exploring structural and criterion validity (correlation with the physical function and body pain items of the SF-36), and responsiveness was evaluated by calculating area under the receiver operating characteristic curve (AUC).ResultsThe simplified Chinese version of the VISA-A had no ceiling or floor effects. Four common factors were extracted and explained by the exploratory factor analysis. The test–retest reliability (ICC = 0.97) and internal consistency (Cronbach’s alpha = 0.84) were adequate. The questionnaire had moderate correlations with the physical function and body pain items of the SF-36. The AUC was 0.9407.ConclusionThe simplified Chinese version of the VISA-A had good reliability and validity and excellent responsiveness, but the factorial structure is not inconsistent with the dimensions of the original version. It can be used to assess and manage patients with Achilles tendinitis in the Chinese culture.

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Considerations for Specialty Education in Voice and Upper Airway Disorders

Purpose: The purpose of this article was to describe the development and contributions of a voice and upper airway disorders (VUAD) grassroots committee of experts toward defining core features of a VUAD-focused clinical fellowship (CF). This group grew over 3 years to include more than 35 clinical experts representing multiple VUAD clinic sites across varied regions of the United States. This group proposed entry- and exit-level knowledge and skills and expectations for successful VUAD CF training outcomes at the 2021 American Speech-Language-Hearing Association Convention. In addition, this group formulated resources and educational support networks for VUAD CF trainees and their supervisors. Future work by this group will define the criteria by which VUAD CFs will be included as part of clinical expertise experiences evaluated by the VUAD board. Conclusions: A collaborative group of grassroots experts in VUAD defined core entry- and exit-level expectations for clinical competency upon completion of a VUAD CF. Future research and efforts by this group will further characterize the current VUAD CF settings, populations served, and ranges of assessment and treatment services provided. Pilot programs were conducted offering educational and supervisory resources with positive outcomes that endorse the need for these critical mechanisms for supporting VUAD trainees and colleagues.

Legal knowledge in the system of higher education of non-legal specialties

The article is devoted to the place and role of legal knowledge in the system of higher education of non-legal specialties. The erroneous belief that legal knowledge is needed only to professional lawyers has been disproved. Given the needs of the rule of law in Ukraine, this knowledge is both valuable and necessary to all citizens. Knowledge of law has special importance for people with higher (including non-legal) education since they are aimed at building Ukrainian statehood – its politics, economy, industry, education, culture and others. Therefore, the study of legal disciplines in higher education institutions is of extreme importance.&#x0D; The interrelation between the concepts of legal education and juridical education is analysed. Juridical education is characterized as professional training of future judges, prosecutors, lawyers and other legislators. On the other hand, legal education is the acquisition of knowledge about state and legal phenomena by all members of society. The legal framework for legal education, its advantages and disadvantages are studied. The need for legal skills and competencies in accordance with the approved standards of higher education in non-legal specialties is identified. The necessity to develop and adopt a particular law on legal education of the Ukraine’s population is emphasized. The gradation of the capacity of legal knowledge depending on the peculiarities of a concrete non-legal specialty of higher education is offered.&#x0D; The experience of the Department of Ukraine’s Law Fundamentals, Faculty of Law, Ivan Franko National University of Lviv in teaching law disciplines at non-legal faculties is summarized. Didactic methods in this direction should consist of accessible and concise but, at the same time, complete and informative provision of legal knowledge, training of skills and abilities, their mastering and testing. Accordingly, there is a need to develop and publish separate textbooks, manuals, workshops, work programs and other materials on law issues for students of non-legal specialties. The expediency of functioning in the structure of the classical university of a specialized unit (department), which provides legal knowledge to students of non-legal specialties, is substantiated.

Economic Crisis and Educational Reforms: How Burnout affects Teachers' Physical, Mental, and Oral Health?

In July 2013, for the first time in the Greek civil sector, a legal measure suspending labour, was applied overnight on Greek Secondary Education teachers. More than 2,200 secondary school teachers were affected. This so-called “reform effort” impacted on 23,000 students, through abolishing 52 Technical Education specialties. The majority (80%) of affected secondary school teachers were placed on suspension, while 20% underwent obligatorily transfers to administrative positions through the application of a government dictated “social criteria”. This research that took place from 2013 till 2017, investigated the burnout experienced both by teachers who were suspended and by those who were compulsorily transferred to administration duties. The Maslach Burnout Inventory measurements recorded the highest percentages on this scale, in its history of application to Greek teachers. The factors of work stress were studied with respect to both separate categories of teacher (suspended – compulsorily transferred) and a comparative study was then conducted between them. Psychopathological symptoms (utilising the SCL-90 Psychopathology scale) were observed in both categories of teacher, due to work-related stress, with results from both the General Symptom Index and the Positive Symptom Disorder Index (PTSD) indicating pathological responses. With respect to both categories, the appearance and deterioration of physical health problems that are normally associated with chronic stress was also recorded, and a general deterioration in physical health was also evidenced. The significance of this research is that the findings are indicative of the total effects of burnout, that correlate psychological and health issues. By creating the tools for this, it can open future further investigations on the impact of educational policies on teachers.

Practical Research on Music Teaching Reform of Higher Vocational Preschool Education Specialty Under New Situation

With the continuous advancement of curriculum reform, preschool education stage, music has a profound enlightenment &#x0D; effect on students, in addition to let students get constantly rich experience, but also edify sentiment, add fun to the dull learning &#x0D; life. This paper mainly expounds the necessity of music teaching reform of higher vocational preschool education specialty under &#x0D; the new situation, analyzes the problems of music teaching reform of current higher vocational preschool education specialty, and &#x0D; puts forward the measures of music teaching reform of higher vocational preschool education specialty under the new

The influence of nurse characteristics on practice skills and attitudes towards working with families in critical care: A regression analysis

ObjectivesThe study aimed to identify nurse characteristics that influence their self-perceived practice skills in working with families and their attitudes towards engaging families in adult and neonatal intensive care units. Research methodology/DesignSecondary data analysis using a descriptive, cross-sectional design. SettingAn online survey was completed by 256 nurses from six adult intensive (73% response rate) and two neonatal intensive and one intermediate care unit (27% response rate) in a Swiss, university affiliated hospital. Main outcome measuresNurses’ self-perceived practice skills in working with families were assessed with the “Family Nursing Practice Scale”. Attitudes towards families were measured with the “Families’ Importance in Nursing Care – Nurses’ Attitudes Scale”. Data were analysed with multiple linear regression models. ResultsPrior education in family nursing significantly influenced nurses’ self-perceived practice skills in working with families. Nurses’ clinical speciality had a significant influence on their attitudes towards overall, and on the subscale “family as a burden”. Neonatal intensive care nurses showed more open attitudes towards families overall, but perceived family more often as a burden than nurses in adult intensive care. Nurses’ perceived skills and attitudes in family engagement significantly influenced each other. ConclusionThe results suggest that nurses’ prior education in family nursing and clinical speciality determine their ability to work with and engage families in critical care. Our study suggests that integration of family nursing engagement practices in critical care requires educational implementation strategies combined with culture change efforts.

Dental Academic Degrees in Germany Compared to the USA.

There are different avenues for obtaining postgraduate doctoral/Ph.D. degrees in Germany and abroad. Depending on their interests and career plans, candidates can choose a postgraduate doctorate/Ph.D. that focuses on a career in academia or a doctorate that does not involve all elements of a Ph.D. and is obtained for the title’s sake. Germany offers this type of diversity and flexibility, whereas the USA postgraduate doctorate model presents a more structured doctorate. The current article provides insight regarding various and more flexible pathways for obtaining a postgraduate doctorate by comparing the German and the American model. The diversity of academic degrees in dentistry and medicine, such as postgraduate doctoral degrees and the higher postdoctoral degrees available in Germany for graduates interested in academia, makes educational evaluation processes and credentials recognition challenging. The lack of transparency and a systematic approach for the academic acknowledgment of the different scientific values of each doctorate type is creating confusion, primarily when German postgraduate doctorate holders pursue academic careers internationally. The current article aims to enhance the knowledge about the different academic degrees and facilitate the educational evaluations, specialty applications, and employment processes. Understanding the additional scientific value of each doctorate type offered in Germany is imperative for their credential recognition internationally.