Students In Professional Programs Research Articles

KNOWLEDGE AND ATTITUDE OF DENTAL PROFESSIONAL PROGRAM STUDENTS IN PREVENTION OF NOSOCOMIAL INFECTIONS AT GUSTI HASAN AMAN DENTAL HOSPITAL

Background: Nosocomial infection is one of the reasons for the high morbidity rate in hospitals. Dental professional program students have a risk of contracting or transmitting infection to patients through blood, saliva, lesions, direct contact, or indirect contact when providing care. Dental professional program students need to apply standard precautions to reduce the risk of infection transmission. Purpose: This study aims to analyze the relationship between knowledge and attitude among dental professional program students in prevention of nosocomial infections at Gusti Hasan Aman Dental Hospital. Methods: This type of research is analytical observational with a cross-sectional study design. A sample of 77 dental professional program students was selected using a simple random sampling technique. Collecting data using a questionnaire concerning knowledge, attitude, and behavior in prevention of nosocomial infections. Statistical analysis using the Spearman test. Results: The results showed that as many as 44 people (57.14%) had good knowledge, 53 people (68.83%) had good attitude, and 71 people (92.21%) had good behavior prevention of nosocomial infection. The statistical test results showed that there was a significant relationship between knowledge and behavior to prevent nosocomial infections with a value of p = 0.001 and there was a significant relationship between attitude and behavior prevention of nosocomial infections with a value of p = 0.001. Conclusion: Research shows the need to improve materials and monitor dental professional program students' applied of standard precautions. Good knowledge and a good attitude will be followed by good behavior in the prevention of nosocomial infections.

PENINGKATAN REGULASI MAHASISWA PPG MELALUI AKTIVITAS PENGEMBANGAN PERANGKAT PEMBELAJARAN

The development of learning tools aims to facilitate students to design innovative learning activities by utilizing the results of analysis of problem-based, literacy and HOTS teaching materials. Project-Based Learning is aimed at improving high-level thinking skills, understanding problems and strengthening literacy. This classroom action research describes increasing the regulatory abilities of PPG students in using Project Based Learning (PjBL). This research was carried out in two cycles. The research results show that Project Based Learning (PjBL) model learning through the Learning Management System can improve the regulatory abilities of Teacher Professional Program (PPG) students. In the first cycle, the achievement of indicators of student regulatory success reached the quite good category with a percentage of 71%. In the second cycle of action, PPG students' regulatory abilities increased to the good category with a percentage achievement of 76%. It can be concluded hat self-regulation abilities to increase and be consistent, the implementation of Project Based Learning can be carried out in three cycles and reinforced with various learning topics in the Learning Management System (LMS). This effort is important with a focus on improving aspects of self-regulation capabilities, namely deepening essential questions, strengthening plans and implementation of HOTS-based projects.

Description of Musculoskeletal Disorders in Dental Professional Program Students at Dental and Oral Hospital of Universitas Muhammadiyah Semarang

Background: Dentists when performing treatment to patients require accuracy which results in the dentist having to look down at the patient (awkward position) which can cause Musculoskeletal Disorders (MSDs). This complaint can also occur in dental students because if they perform treatment in the wrong position, repeatedly, for a long time it can cause Musculoskeletal Disorders (MSDs). The aim of this study was to know the description of Musculoskeletal Disorders complaints in Dentist Professional Program Students at RSGM Unimus. Method: This research is a descriptive study with a cross-sectional approach. The subjects were dental students with more than one year of practice at RSGM Unimus as many as 38 people with sampling technique using accidental sampling. The data collection technique was done by interview using Cornell Musculoskeletal Discomfort Questionnaire (CMDQ) instrument. Result: Most respondents were female (84.2%), 25 years old (39.5%), and the length of daily practice was about 2 hours (39.5%). Most respondents had mild Musculoskeletal Disorders (MSDs) complaints in all parts of the body, but there were also severe complaints in the lower back (23.7%), neck (7.9%), upper back (7.9%), and waist or buttocks (7.9%). Conclusion: Musculoskeletal Disorders (MSDs) complaints among dental students at RSGM Unimus are still in the low category but there are also body parts that have severe categories, namely the lower back, neck, upper back, and waist or buttocks.

Informatization of vocational education through the implementation of the model of the center of immersive technologies

Problem statement . Every year, immersive equipment becomes more accessible, and the material and technical base of educational organizations is filled with new innovative devices. An urgent scientific task is the development of methods and tools for the implementation and usage of immersive devices in the educational process. Methodology. The authors describe approaches to the informatization of education based on the model of the center of immersive technologies (CIT), which contributes to the solution of managerial, methodical, pedagogical and technical problems associated with the application of immersive technologies in the educational and career guidance processes of educational organizations. The main functions of the CIT model are divided into three components: training students of secondary vocational education (SVE) in working professions, the realization of short programs for advanced training and assessment of qualifications, career guidance of schoolchildren. The key users of the CIT model are SVE students, schoolchildren and their parents, the management team of the educational organizations, teachers. The CIT model can be implemented in any organization that has immersive equipment (VR/AR) and human resources. Results. The implementation of immersive simulators in teaching students in professional programs, educational practice, as well as in organizing and conducting professional excellence championships demonstrates approximately equal effectiveness in comparison with traditional teaching methods, except for the cases in which it is important to develop tactile skills in working with certain equipment. Using the example of the execution of VR simulators in the teaching of the subject “Technology” in the school course, the advantage of learning on real machines is demonstrated. It was discovered that the maximum pedagogical effect is achieved by adding VR simulators to the training course and by using a combined approach. VR simulators are necessary for work in the absence of workshops and serve as an important didactic propaedeutic tool when they are available. Conclusion. The domestic and foreign experience of using immersive technologies in educational and outreach activities is analyzed, the development projects of the Russian Federation in the field of immersive technologies are considered. The relevance, theoretical and practical significance of the development and implementation of the CIT model are substantiated. The results of approbation in educational institutions of secondary vocational and basic general education are presented.

Gambaran tingkat pengetahuan mahasiswa program profesi terhadap pengelolaan perilaku anak (Laporan Penelitian)

Management of children’s behavior is an important component in dental practice in order to achieve successful treatment. Professional program students with a good knowledge level are expected to be able to manage children’s behavior appropriately so that they can provide dental care with good quality. Purpose: To assess the knowledge of professional program students of Faculty of Dentistry, Trisakti University regarding the management of children’s behavior in dental care. Methods: This was a descriptive observational study using cross-sectional research design. Data was collected using google form with a questionnaire that has been tested for validity and reliability. The sample consisted of 100 professional program students who met the inclusion criteria and agreed to the informed consent. This research has been approved by the Ethics Commision of the Faculty of Dentistry, Trisakti University with research no. 515/S1/KEPK/FKG/8/2021. Results: The results of the study were grouped into three categories of knowledge levels, that are good, quite good, less good. The results were found that 53 respondents (53%) have a good level of knowledge, 32 respondents (32%) with a quite good level of knowledge, and 15 respondents (15%) with a poor level of knowledge. Conclusion: The level of knowledge of most professional program students of the Faculty of Dentistry, Trisakti University regarding the management of children’s behavior in dental care is in the good category. However, students are also expected to increase their knowledge.

Abstract EP55: Qualitative Evaluation Of Older Adult Participants Of A Community Outreach Telehealth Program For Covid Education And Health Promotion (Coach)

Background: Chronic diseases are prevalent in Canada’s aging population (≥65 years). Positive health behaviours (e.g., physical activity, healthy diet) are critical for the management of chronic diseases (e.g., stroke, heart disease). However, novel coronavirus (COVID-19) prevention strategies of quarantining, social isolation, and physical distancing may compromise one's ability to manage health and engage in daily activities, possibly increasing risk of adverse health events. The Community Outreach teleheAlth program for Covid education and Health promotion (COACH) program has demonstrated an increase in health promoting behaviours, but little is known about participants’ experiences in participating in the program. The program entailed six telehealth sessions over two months that focused on health coaching, behaviour change, and COVID education. The objectives of this study were to describe: (1) chronic disease prevention and management strategies of older adults (≥65 years of age) during COVID-19; and (2) participants’ experience in COACH sessions delivered by medical students at the University of British Columbia. Methods: Twenty-four COACH participants participated in semi-structured interviews that were conducted through Zoom videoconferencing. Interview questions focused on how participants managed their own health before and during COVID-19. Qualitative description was the guiding methodological framework. Interviews were transcribed verbatim and analyzed thematically. Findings: Participants’ mean age was 73.4 years (58% female) with 75% reporting two or more chronic conditions (e.g., stroke, heart disease, coronary artery disease, diabetes, heart attack). Three themes described participants’ prevention and management strategies, including: i) having a purpose for optimizing health; ii) using internal self-control strategies; and iii) leveraging external support strategies. COACH further supported participants during COVID-19, as represented through coach interactions as well as knowledge and skill development. Conclusion: Findings suggest that older adults engage in internal self-control strategies and external support means to manage current chronic conditions and promote health and well-being. Health professional program students have a potential role in health promotion and in assuming the role of coach in telehealth promotion programs for older adults.

The Glazed Eyes of History: Reading the 1964 AIA-ACSA Teacher Conference

This position paper looks at the 1964 AIA -ACSA Teacher conference, one that offers us a window into the current anxieties of architectural history survey courses. The conference was organized at a time when PhD programs in Architectural History and Theory were emerging, with accompanying mid-century notions of disciplines with clear boundaries, objects of study and hierarchy of experts. The questions that were being asked were fundamental: What is Architectural History? What are its contents? How should it be taught? Who is an Architectural Historian? However, a closer look beneath the masculine bravado of the conference reveals many of the same symptoms that persist today: questions of ‘diversity’ of content, anxiety to be ‘relevant’ to students in professional programs and a tendency to leave unquestioned the tradition of ‘designo’. This paper journeys through these anxieties with the hope of bringing some of those in play today into sharper focus. Perhaps, it concludes, the work of architectural history might be what Spivak termed as a project of “Planetarity”, involving not merely a change in epistemological methods but an undoing of the social order of architectural history.

The knowledge level of dental students on color stability composite resin restoration in the COVID-19 pandemic era

During the COVID-19 pandemic in Indonesia, all professional program students learning online and still expected to have good knowledge including dental materials. Color stability of anterior teeth restoration is the most important thing. Professional program students with a good level of knowledge were expected to support the use of composite resin towards patients without causing discoloration. The aim of this study was to assess the knowledge level of professional program students towards color stability of composite resin restoration in the Faculty of Dentistry, Universitas Trisakti in the COVID-19 pandemic era. This was a descriptive observational study using a cross-sectional approach. Data were collected using Google Form with a questionnaire that had been tested for validity and reliability. The sample was 100 professional program students who met the inclusion criteria and accepted informed consent. This study found that in the COVID-19 pandemic era, the knowledge level of 49 respondents (49%) was good, 37 respondents (37%) were fairly good and 14 respondents (14%) were less good. The majority of the professional program students of the Faculty of Dentistry, Universitas Trisakti were in the good category of knowledge about the color stability of composite resin restoration.

Practicing information literacy: Practicum students negotiating information practice in workplace settings

This study explores practicum students' experiences of information literacy (IL) in work placement settings and describes the various ways they experience IL while learning in these settings. Using phenomenography to conduct and analyze interviews with practicum students in health and community programs at an undergraduate university, this study finds that in practicum settings, learners understand and practice IL not only from their perspectives as students but also as employees and future professionals. This exploration of student IL experiences in learning contexts beyond the classroom presents insights that can inform and strengthen IL curriculum and pedagogy for students in professional programs.

A pilot study to explore the effects of substances on cognition, mood, performance, and experience of daily activities

PurposeThis pilot study was designed to deliberately examine the enhancement effects and experiences of substances used among professionals and students in professional programs. MethodsA mixed methods design was implemented, involving ecological momentary assessment (EMA) and interviews. The analysis presents interpretations about the perceived impact of substance use on the performance and experience of everyday activities. ResultsCaffeine, alcohol, antidepressants, pain suppressant, and cannabis were used by the most participant. Participants reported effects of substances that directly or indirectly enhanced performance (e.g., sleep, socialisation), mood (e.g., manage stress, relax), cognition (e.g., energy and clarity of thought), and the general experience of activities (e.g., enjoyment). Less common effects included impaired work, school, or leisure performance, injury, sleep disruption, and pain or discomfort. Reactivity was an unexpected effect, with almost half of the interviewees reporting changes in their thoughts about their substance use, and 30% of interviewees making active changes. ConclusionThis study was novel in population and data collection. Complex perspectives about substance use were offered by recruiting professionals and students outside at-risk populations or addiction-related services. By examining effects of substances, this research offers nuanced understandings of self-reported effects of psychoactive substances on performance, mood, cognition, and quality of experience.

Substance Use and Professional Identity

Processes of professional socialization influence types of substances used, patterns of use, and estimation of normalization. This project explores psychoactive substance use among professionals and students in professional programs in Canada, rationales for use, strategies to manage use and potential consequences, and factors within professional education and culture that influence decisions about use. The intent of this study is to uncover social processes through which professional contexts influence substance use. The researchers sought to explore how professionals and professional students described their own decision-making about substance use and their perceptions of professional influences. The mixed methods pilot study involved ecological momentary assessment (EMA), using an app designed for the study, and qualitative interviews. Participants completed a brief survey on the app each time they used a substance during a 4-week period, reporting what substance was used, how much, where, who with, and anticipated or delayed effects. Thirty-four participants were involved in the EMA component, 20 of whom engaged in interviews. The findings suggest a certain amount of substance use is expected, accepted, and even promoted in professional fields. Thematic analysis revealed novel understandings about (i) deliberate decisions, (ii) disclosure and use, (iii) stigmatized substance use, (iv) normative substance use, and (v) the professional context. This study demonstrates potential advantages of undertaking research to explore substance use, as distinct from substance abuse, problematic use, dependence, or addiction. Conceptualizing substance use more broadly can help to identify factors that both encourage use (e.g., performance demands, social norms) and constrain use (e.g., responsibility, role modeling). This can expand approaches to address substance use that look beyond the individual to social and institutional contexts, acknowledging that responsibility is a collective process.

Attracting the interprofessional collaboration between physical therapy, speech therapy and ABSN nursing students working with patients diagnosed with stroke during simulation

The purpose of this mixed methods interprofessional simulation was to assess health science university students in physical therapy, speech therapy, and nursing to the positive role of interprofessional collaboration by means of a live actor stroke simulation. The interprofessional simulation was divided into two segments which was comprised of: 1) the application of various teaching methods and orientation to the simulation lab, and 2) taking part in the organized simulated interprofessional care plan and subsequently participating in the debriefing and self-reflective exercises learning experiences. Logistic regression was used to measure quantitative outcomes including the Simulation Evaluation Survey questionnaire. The results were statistically significant. Qualitative data was obtained during simulation debriefing sessions, and was coded and analyzed. Incorporating the importance of inter-professional collaboration in professional program students helps promote team work, leadership, problem solving, critical thinking, and communication. The authors recommend incorporating interprofessional simulation in the curriculum for health care educational programs.

Use of substances among professionals and students of professional programs: a review of the literature

Background and aims: This literature review investigates the scope of information regarding self-reported substance use by professionals and students in professional programs, with a focus on anticipated and actual effects of substances.Methods: A review of English, peer-reviewed journals and professional journals was conducted. Articles were included if they reported empirical findings of original research and specifically described an aspect of substance use (e.g. type of substance used, patterns of use, reasons for use) by professionals or students.Results: Of the 130 articles ultimately included, 105 involved anonymous self-administered survey methodology. Self-reported data about the effects of substance use or reasons for use were reported in 35 articles. Reasons for use included positive impact on performance and experience, such as fun, pleasure, sleep, enhanced work performance, improved attention and concentration, and relaxation. Predictive associations were analysed regarding demographic factors, mental health, type of profession, and area of specialisation.Conclusions: Little is known about the effects of substance use on the performance or experience of professionals or students in professional programs. Research is required that incorporates qualitative methodologies, elicits anticipated and actual effects of substance use, including controlled and beneficial patterns of use. Minimisation of research bias is key to future study of the effects of substance use by professionals or students in professional programs.

Making conceptual connections visible to students in professional programmes: The case of initial teacher education

This paper presents a comparative analysis of education courses offered across five South African universities participating in the Initial Teacher Education Research Project. The analysis compares knowledge selected for compulsory education modules that are taken by all student teachers regardless of their subject / phase specializations. All programmes include modules that examine curriculum knowledge, learners, pedagogy and context as objects of study in their own right. However, these objects are studied through different practical and/or theoretical lenses. The extent to which each object is brought into relation with others is also variable and programme design structures suggest that these relationships will be explored in specialization courses. However, it should not be presumed that this will happen without explicit collaboration and coordination. It is recommended that the relations between the elements need explicitly to be designed into the compulsory courses, subject/phase specific pedagogy courses and in the design of the practicum.

An Evaluation of the Psychometric Properties of an Advising Survey for Medical and Professional Program Students

<p>The purpose of this study was to evaluate the psychometric properties of a newly developed instrument intended to measure faculty competence as it pertains to their role as advisors, particularly in medical and professional programs. A total of 166 students completed the Faculty Advisor’s Skills and Behaviors Inventory (FASBI). The psychometric properties of the FASBI were evaluated using the Rasch Rating Scale Model. Results indicate the FASBI is a psychometrically-sound instrument capable of producing valid and reproducible measures.</p>

Exploring the impact of assessment and teaching strategies in the attainment of course learning outcomes in business program

Human resource management, one of the core courses of business education has garnered much attention in the recent times. This course prepares students for bright careers in human resource and it is imperative that students in professional programs are able to put into practice on workplace what they have learned in the classroom. The present research explores the assessment and teaching strategies, academic performance, completion rate and perceived satisfaction of the course in the attainment of enhanced learning among the human resource management students. The research finding delivers an impetus to cultivate and embed the current practice of adapting the interactive process in curricula and develop departmental assessment strategies and learner-centred teaching practice to attain enhanced learning in the business program.

Exploring the impact of assessment and teaching strategies in the attainment of course learning outcomes in business program

Human resource management, one of the core courses of business education has garnered much attention in the recent times. This course prepares students for bright careers in human resource and it is imperative that students in professional programs are able to put into practice on workplace what they have learned in the classroom. The present research explores the assessment and teaching strategies, academic performance, completion rate and perceived satisfaction of the course in the attainment of enhanced learning among the human resource management students. The research finding delivers an impetus to cultivate and embed the current practice of adapting the interactive process in curricula and develop departmental assessment strategies and learner-centred teaching practice to attain enhanced learning in the business program.

Preparing Students in Professional Programs for Rural Practice: A Case Study

Understanding the supports and constraints available in rural communities is integral to the education of professionals who choose to practise in rural settings. Previous research has indicated that many professionals do not have an accurate understanding of rural contexts and how rural settings impact personal life and professional practice. To address this gap, an interprofessional course centring on professional practice in rural and remote communities was developed. This course was designed to be reflective of rural practice, not only in content but also in the way the course was delivered. Findings from this case study indicated that students’ understanding of the complexity of rural settings was enhanced on multiple levels. The interactive and experiential nature of the course allowed students to develop working relationships that increased both their understanding of the value of interprofessional collaboration as well as the professional opportunities that are available in rural areas.

Lessons from the trenches: Implementing team-based learning across several courses

Pharmacy educators are improving education of professional program students by incorporating active learning techniques. Team-based learning “flips” the classroom, creating different roles for faculty and students compared to traditional lecture-based pedagogy. Implementing team-based learning on a large scale, such as across multiple semesters, introduces challenges that are distinct from implementation on a smaller scale. We describe our experience at the University of Michigan College of Pharmacy with adopting team-based learning in our curriculum. We adopted team-based learning as a unifying pedagogy across our five-semester therapeutics problem-solving course sequence. We experienced challenges distinct from those that accompany smaller scale adoption of an active learning pedagogy. Specifically, garnering faculty support, logistical issues, and implementation of the new pedagogy by faculty and students were all affected by the large scale of adoption. We share our experience with a large-scale pedagogical shift, highlighting challenges and lessons learned for other faculty in health professions education who may be interested in leveraging the benefits of active learning across several courses involving many faculty.

Effective therapeutic communication knowledge of professional dental program students

Introduction: World Health Organization (WHO) declared the ultimate goal of medical education is to produce the five-star doctor, that doctor as a care provider, decision maker, manager, community leader, and communicator. Effective therapeutic communication can be learned and trained mainly on the professional program students. The purpose of this research was to obtain the data and information about effective therapeutic knowledge of professional communication dental program students. Methods: This research was a descriptive research with survey techniques. The sampling methods was simple random sampling from the questionnaire on 132 respondents. Results: The results of this research from the questionnaire shows the average level of effective therapeutic communication professional knowledge at student’s program in Dental Hospital Faculty of Dentistry Universitas Padjadjaran is 85%, 56% and classified as good level. Conclusion: Effective therapeutic knowledge of professional communication dental program students relatively good.