Graduate Training Research Articles

Incorporating Publication into Graduate Seminars

ABSTRACTWriting for publication will be central to students’ future careers, so learning this skill should be integral to their graduate training. In a recent graduate seminar, we set up an assignment for which students would write a digital review (DR) and receive periodic feedback on their work through an innovative mock peer-review roundtable workshop. Each student wrote a DR intended for actual publication in the journal Advances in Archaeological Practice. Students worked closely with the instructor and the journal editor on their individual topics, outlines, and abstracts. They also peer-reviewed each other's drafts and discussed their feedback as part of the roundtable workshop, which simulated real reviewers. Finally, each student wrote cover letters and prepared images for submission to the journal. This exercise demystified the peer-review process for students who had little prior knowledge about publication, prepared students for responding to reviewer comments from varying viewpoints, and helped students understand the additional steps involved in publication. Although it was challenging to scale this exercise to a large class, we hope that others will also try and share results from these types of authentic real-world training experiments to advance graduate pedagogy in our discipline and beyond.

Urinary fluoride levels and metal co-exposures among pregnant women in Los Angeles, California

BackgroundFluoride is ubiquitous in the United States (US); however, data on biomarkers and patterns of fluoride exposure among US pregnant women are scarce. We examined specific gravity adjusted maternal urinary fluoride (MUFsg) in relation to sociodemographic variables and metal co-exposures among pregnant women in Los Angeles, California.MethodsParticipants were from the Maternal and Developmental Risks from Environmental and Social Stressors (MADRES) cohort. There were 293 and 490 women with MUFsg measured during first and third trimesters, respectively. An intra-class correlation coefficient examined consistency of MUFsg between trimesters. Kruskal–Wallis and Mann-Whitney U tests examined associations of MUFsg with sociodemographic variables. Covariate adjusted linear regression examined associations of MUFsg with blood metals and specific gravity adjusted urine metals among a subsample of participants within and between trimesters. A False Discovery Rate (FDR) correction accounted for multiple comparisons.ResultsMedian (IQR) MUFsg was 0.65 (0.5) mg/L and 0.8 (0.59) mg/L, during trimesters one and three respectively. During both trimesters, MUFsg was higher among older participants, those with higher income, and White, non-Hispanic participants than Hispanic participants. MUFsg was also higher for White, non-Hispanic participants than for Black, non-Hispanic participants in trimester three, and for those with graduate training in trimester one. MUFsg was negatively associated with blood mercury in trimester one and positively associated with blood lead in trimester three. MUFsg was positively associated with various urinary metals, including antimony, barium, cadmium, cobalt, copper, lead, nickel, tin, and zinc in trimesters one and/or three.ConclusionsMUFsg levels observed were comparable to those found in pregnant women in Mexico and Canada that have been associated with poorer neurodevelopmental outcomes. Lower urinary fluoride levels among Hispanic and non-Hispanic Black participants in MADRES compared to non-Hispanic White participants may reflect lower tap water consumption or lower fluoride exposure from other sources. Additional research is needed to examine whether MUFsg levels observed among pregnant women in the US are associated with neurodevelopmental outcomes.

An Examination Of The Role Of Vocational Training Centers In Ensuring School-Industry Cooperation From Employer's Perspective: The Ostim Case

This study examines the role of Vocational Training Centers in school-industry cooperation from the perspective of employers. Within the scope of the research, face-to-face interviews were conducted with 12 business owners operating in Ankara Organised Industrial Zone who have cooperated with Vocational Training Centers. The research reveals that vocational education centers in Turkey are of great importance in terms of training graduates in line with the needs of the business world. However, employers have serious difficulties in recruiting staff and mostly meet their labour force needs by employing foreign workers. Furthermore, school-industry cooperation is essential so that the education curriculum can better meet the needs of the business world and provide students with workplace experience.Employers value the "certificate of mastery" obtained at the end of training to increase employability. The study also underlines the need for effective school-industry co-operation mechanisms. A strong partnership between business and educational institutions can improve the vocational education system in Turkey and prepare the future workforce.

On the preparation of performing students for orchestral work

Creative interaction in the "conductor-orchestra" system is a complex, urgent and multifaceted problem. At present, there is a large number of professional teams that need highly trained specialists. In the modern conditions of a multi-level system of musician training, the problem of training highly professional orchestra players capable of carrying out professional activities in an orchestra group acquires a special role. At the same time, the level of training of graduates of music universities does not always meet the requirements of orchestra directors. In addition, the tasks of training personnel for orchestral groups have not yet been the subject of in-depth and systematic study, which may explain the relevance of the article.

ANALYSIS OF DOMESTIC AND FOREIGN EXPERIENCE PROFESSIONAL TRAINING OF FUTURE PHYSICAL SPECIALISTS CULTURE AND SPORTS IN PROFESSIONAL EDUCATIONAL INSTITUTIONS

The article provides a comparative analysis of professional training of sports personnel, organizational conditions of their training and employment opportunities of graduates of sports educational institutions of Ukraine and Slovakia. It is revealed that the concept of «profession» is a type of occupation, work activity that requires a certain training; the main means of subsistence. Accordingly, vocational education provides a certain qualification, knowledge in a certain field of science and allows to work in a profession. It has been established that in Ukraine the training of junior bachelors of physical education and sports can be carried out on the basis of basic secondary education.Students are obliged to complete the educational program of specialized secondary education, corresponding to the field of knowledge and specialty, which is integrated with the educational and professional program of profile junior bachelor. In the professional training of Slovak institutions sports specializations are presented, which allow students to improve their motor and physical abilities, continue to build a sports career. Differences manifest themselves in the more professional orientation of educational programs of Ukrainian educational institutions, which allows graduates to obtain a diploma of thestate standard and to carry out full-fledged professional activity in positions: coach (by sport), instructor-methodologist in physical culture and health and sports and mass work, instructor in therapeutic physical culture, etc. The aim of the training in Slovak educational institutions is to improve physical and intellectual development and improve sports performance. The aim of the training is to improve the physical and intellectual development of the pupils; and to meet the requirements of secondary education; students complete secondary school and at the same time receive training to continue their studies in specialized higher education institutions. Only the most highly deserving representatives of the sports environment can qualify coach of the II category. We consider Ukrainian educational-professional programs more perspective and productive in training specialists of physical culture and sports.

MODERN METHODOLOGICAL MEANS OF TEACHING GRAPHIC DISCIPLINES FOR FIRST-YEAR STUDENTS

In today's complex social conditions, significant changes are taking place in the system of domestic higher education. High-quality graphic training of graduates of higher educational institutions has been a pressing problem for many decades, so it is necessary to systematically update the existing methodological base and develop effective forms of training. As you know, drawing is the international language of architects and engineers. Working with flat images of spatial objects requires students to have developed spatial thinking already in the first year. In .this study, detailed attention is paid to the review and analysis of existing methodological approaches to the teaching of important classical sections of the discipline "Descriptive Geometry". The trends of improving teaching under the condition of distance learning are also considered, which helps future specialists of creative specialties to increase the level of individual competitiveness in modern market conditions. The purpose of the research is to determine and improve modern methodological tools for teaching graphic disciplines of students of the first course of creative specialties. Our study is related to the scientific research work "Improving the organization of the educational process using distance learning methods and teaching methods of graphic disciplines for students of construction and architectural and art specialties based on the competence approach", which is carried out on the basis of the Department of "Descriptive Geometry and Engineering Graphics" Odessa State Academy of Construction and Architecture (OSACEA) for many recent years. The work uses theoretical and empirical research methods: analysis, classification and synthesis of research base sources, many years of personal teaching experience; diagnostics of students specializing in 191 Architecture and Urban Planning and 023 Fine Arts (observations, monitoring the quality of teaching, self-analysis, etc.). Graphic competencies are very significant for a graduate’s future professional activity, which gives freedom in the creative implementation of the entire design process from the birth of an idea to its implementation.

Current Insights in The Barrier of Continuing Education for General Practitioners in China and Construction of A Novel Raining Model

Since 1997, China has been carrying out general practice education and has promulgated and implemented the “General Practitioner System”, conducting general practice job transfer training and “5+3” standardized training. However, the continuing education of general practitioners in China was the weakest. This study looked insights in the barrier of continuing education for General Practitioners in China: There was no unified mode and standard for continuing education for general practitioners, lacked of management system covering the entire practice cycle of general practitioners, the focus of post graduation training was unclear, the overall level of the teaching staff was not high, and the enthusiasm of general practitioners to participate in continuing education was poor. In response to these issues, the authors constructed and implemented a full cycle general practitioner continuing education model guided by job competence. Based on summarizing the 10 core job competencies of general practitioners, they constructed a general practitioner training faculty, established general practitioner related systems (continuing education system, practice management system, and professional title promotion system), designed training courses, and conducted hierarchical training, We organized multi-path scientific research training and conducted comprehensive quality management for the continuing education of general practitioners, achieving satisfactory results. Our raining model provided a useful reference for the current continuing education of general practitioners in China and is worth promoting and applying.

Practice-Based Teacher Education Benefits Graduate Trainees and Their Students Through Inclusive and Active Teaching Methods

The next generations of science, technology, engineering, and math (STEM) workers are being trained in college and university classrooms by a workforce of instructors who learn pedagogical practice largely on the job. While inclusive instructional practices and their impacts are increasingly well-studied, this training is difficult to instill within the professional development that most STEM professors receive before teaching their students. The Science Teaching Experience Program for Upcoming PhDs (STEP-UP) at the University of Washington was built to prepare future professors for inclusive excellence by guiding them through the literature in education research and providing them a space to practice active and inclusive teaching techniques. This study of STEP-UP uses a design-based approach to understand graduate trainee and undergraduate perceptions of the most salient aspects and outcomes of the program. Our study found that trainees used opportunities to practice inclusive teaching methods with a cohort of their peers, and crucially that these methods were evident in trainee-taught courses through multiple lines of evidence. STEP-UP-trained instructors used inclusive teaching strategies that helped students to feel socioemotionally supported. This study offers a model program that fosters inclusion and equity in undergraduate STEM classrooms through improving teaching professional development for graduate students.

Going beyond boundaries: A collaborative autoethnographic study of three teachers’ negotiation of cognitive/emotional dissonances

Teachers undergo various cognitive/emotional dissonances along their professional journeys. These dissonances may provide growth points for teachers to develop further if they receive responsive mediation, which guides them toward the higher levels of professional development. Thus, understanding how these dissonances interact with contexts along the axis of time and place plays an important role in charting teachers’ developmental trajectories and providing relevant mediation for them. Using collaborative autoethnography (CAE), this study delves into the cognitive/emotional dissonances of three teachers at different career stages across various geographic locations, and investigates what institutional, geographical, or socioeconomic factors facilitate or impede their efforts to resolve these dissonances. A thematic analysis of biweekly individual multimodal narratives and meeting transcripts over 16 months revealed three strands of cognitive-emotional dissonances involved in teaching practices, transnational movement, and institutional and socioeconomic precarity. The present inquiry provides three important lessons regarding the ways in which teachers in liminal spaces can receive relevant responsive mediations. First, it is necessary to build a network of teachers that goes beyond their immediate institutional environment. Second, teacher identity development needs to be understood as a dynamic nexus of domain-specific phenomena and a whole person enterprise encompassing multiple sociocultural dimensions along their lifelong journey. Third, CAE itself can be a way of (re)connecting with fellow teachers and function as a safe place for addressing contingent cognitive/emotional dissonances and encouraging mutual growth. This suggests that the mediation-enabling, space-making power of CAE needs to be examined further in various contexts, such as graduate training or professional development programs.

Exploration of the Mechanical Engineering Graduate Training Program: A Synergistic Approach Incorporating Three-in-one and Four-Dimensional Linkage Training Mechanism

In the context of the new engineering disciplines, the talent requirements for mechanical engineering have evolved, and there is an urgent need for improvement in the training path for high-level professional master's degree students with a focus on future practical applications. In current training programs, many universities have already recognized the importance of incorporating industry practices and interdisciplinary approaches. However, there are diverse ways in which different universities approach industry practices and implement interdisciplinary paths. Therefore, it is crucial to develop training programs that meet the requirements of talent in the new era. By analyzing the policies of outstanding universities and combining them with the characteristics of our own institution, we propose a "trinity" and "four-dimensional" approach to the training of graduate students in mechanical engineering. This framework aims to provide reference and guidance for the instructional design and practical implementation of related disciplines.

Back from the rabbit hole. Theoretical considerations and practical guidelines on psychedelic integration for mental health specialists.

The growing interest in and prevalence of the use of psychedelics, as well as the potential benefits and negative consequences associated with psychedelic experiences, create a need for mental health specialists to be able to provide adequate and effective intervention regarding the content and consequences of these experiences, that is, psychedelic integration. At the same time, current graduate training in psychiatry, psychology, psychotherapy, counseling, etc., fails to adequately prepare professionals for such interventions. In order to fill this gap, an international, bottom-up project was established to attempt developing guidelines. This project was conducted by means of literature reviews as well as roundtable discussions among project participants, leading to a consensus on the guidelines' final scope and content. Drawing from the outcomes of this project, this article presents proposed comprehensive guidelines covering both theoretical and practical aspects of psychedelic integration, that are intended to serve as a resource for various mental health specialists who may encounter individuals in need of support considering their psychedelic experiences. These guidelines encompass clinician-friendly information on the effects of psychedelics, a definition of psychedelic integration, the general theoretical considerations linked to utilization of psychedelic experiences in clinical practice, a simple model organizing the course of psychedelic integration practice, as well as an overview of the current models of psychedelic integration, along with a selective presentation of basic and specific interventions derived from various psychotherapeutic approaches that can be employed in the practice of psychedelic integration.

Promoting Crucial Team Building, Collaboration and Communication Skills in Graduate Students through Interactive Retreats.

To promote team building, improve collaborations and enhance communication skills. An offsite yearly retreat was organized for the graduate students in our NIH-funded RISE graduate training program. Retreat themes were addressed through short presentations, case studies, live podcasts, webinars, focus groups, role play, and breakout sessions with various team building exercises to practice communication skills, and identify abilities, knowledge, values, and behaviors. Trainees gave short presentations and served as discussion leaders on topics related to the central theme. Expert guest speakers participated in discussion sessions with the trainees. Trainees evaluated the retreats at the end. A total of 48 trainees, 12 RISE Program faculty and staff, and 26 external speakers from industry, academia, media/journalism, the arts, psychology, and holistic medical fields participated over 9 years. The overall average benefit of the in-person retreats was rated 4.80 on a Likert scale of 1-5 by trainees. Trainees particularly enjoyed the informal interactions with program faculty, staff, and fellow trainees. They appreciated the opportunity to learn soft skills, such as interpersonal communication, conflict resolution and leadership. Two additional retreats conducted virtually due to the COVID-19 pandemic were perceived as less beneficial. Off-site interactive retreats are a valuable tool for enhancing soft skills and a sense of team identity in a biomedical sciences graduate program, while covering important issues related to scientific careers.

The Impact of Job Training on Recruitment and Employability Skills Among Graduates

Purpose: The aim of the study is to examine the impact of job training on recruitment and employability skills among graduates by utilizing the self-perceived employability scale. Theoretical framework: the study is based on the evidence from the literature, we provide valuable insights through a literature review into the significance of job training for graduates in terms of recruitment and employability skills. Design/methodology/approach: This study used a sample of 190 graduate students who underwent job training with a specific company. Employability was measured by descriptive analysis using SPSS to assess questionnaire stability. The analysis also utilized Partial Least Square-Structural Equation Modeling (PLS-SEM) through the Smart-PLS 4.0 program. Findings: The findings of this study indicated a positive and significant relationship between job training and employment within the same company. This suggests that graduates who received training courses in their final year showed increased interest and likelihood of obtaining employment within the training company. Additionally, a significantly positive impact was found of job training on employability, highlighting the contribution of job training to the development and enhancement of employability skills among graduates. Research, Practical & Social implications: The results of this study strengthen employability skills among graduates, which holds implications for graduates seeking employment and organizations designing training programs to improve recruitment outcomes and employability skills within a company. Originality/value: The research value of this study is that it can positively grow the management and business domain, it has beneficial effects on both employed and unemployed individuals, with a greater impact on increasing employment opportunities for the unemployed.

Strategy based on a pedagogical conception aimed at developing the autonomy of the Medicine student

The implementation of pedagogical strategies is currently an efficient and enriching way to consolidate the comprehensive training of future graduates of the various university careers. Therefore, the objective was aimed at exposing the procedures of a strategy based on a pedagogical conception focused on developing the autonomy of the Medicine student for the development of their Integral Project of individual Educational Work. For this, a mixed study was developed, where methods and techniques belonging to the theoretical and empirical levels were used in the investigative process. In this sense, the criteria of experts were applied, and to verify its effectiveness, a longitudinal panel study was carried out that spanned five years, coinciding with the courses from 2015-2016 to 2019-2020. In this way, the relationship between the pedagogical activity through educational guidance and the development of the autonomy of the Medicine student in the fulfillment of the Comprehensive Project of Individual Educational Work during the process of comprehensive professional training is exposed, revealing the link with the project. of life. It should be noted that this study is derived from a doctoral thesis.

A systematic review of graduate training on cultural competence

A systematic review of graduate training on cultural competence

Building the Geropsychology Workforce: A National Survey and Virtual Conference Define Critical Obstacles and Steps Forward.

The number of psychologists prepared to work with older adults falls far short of the demand. In the face of perceptions of a worsening geriatric workforce shortage, we describe the process of developing and implementing a national virtual conference aimed at generating solutions. A preconference survey (n = 174) found fewer applicants than desirable for aging-targeted graduate student, trainee, clinician, or academic positions (58.6%) and decreased student interest in aging (43.7%), with downstream consequences of filling age-targeted positions by those without aging backgrounds (32.3%), difficulty securing funding for aging-related positions (28.7%), and loss of aging-related positions (27.0%). Two fifths (40.7%) felt these problems have worsened as compared to 5 years ago. Qualitative responses provide detailed perspectives on these barriers and strategies generally and in particular as relates to racial and ethnic diversity and academic geropsychology. During a 2-day conference, attendees developed and prioritized strategies. Following a postconference survey to ascertain interest in volunteering, seven work groups were formed that have made progress on these issues. A virtual conference provides an inclusive, cost-effective, and fruitful opportunity to discuss workforce concerns in geropsychology and to generate numerous ideas to promote positive change.

Doctoral Teaching and Mentoring in Digital Humanities: Changing Approaches to Graduate Pedagogy in Times of Multiple Crises

Focusing on graduate student education and professional development in the humanities, we examine how crises of the last few years – COVID-19, precarious employment and racial reckoning, among others – exposed iniquities in digital humanities (DH) and pedagogical training. This article explores how Emory Center for Digital Scholarship’s (ECDS) outreach initiatives operated through and responded to recent years’ crises post-2020. ECDS is committed to creating equitable opportunities for DH and pedagogical training for graduate students through long-term training, six-week intensives and an evolving open educational repository. The Digital Scholarship Training Program (DSTP) is a paid training programme for graduate students to learn digital skills through project-based learning. For students who cannot commit to a long-term practicum, ECDS offers two six-week intensives to provide equal opportunities for pedagogical training with emphasis on digital methods and tools. Currently, ECDS is building a repository hosted on WordPress to provide more flexible graduate training opportunities. By attuning ECDS offerings to varying levels of time and access, this suite of options aims to create equitable opportunities for graduate professional development that could serve as examples for other institutions. We conclude that DH methods and modalities can be deployed effectively to help address gaps in graduate student training.

Information Science Students’ Background and Data Science Competencies: An Exploratory Study

Many Library and Information Science (LIS) training programs are gradually expanding their curricula to include computational data science courses such as supervised and unsupervised machine learning. These programs focus on developing both “classic” information science competencies as well as core data science competencies among their students. Since data science competencies are often associated with mathematical and computational thinking, departmental officials and prospective students often raise concerns regarding the appropriate background students should have in order to succeed in this newly introduced computational content of the LIS training programs. In order to address these concerns, we report on an exploratory study through which we examined the 2020 and 2021 student classes of Bar-Ilan University's LIS graduate training, focusing on the computational data science courses (i.e., supervised and unsupervised machine learning). Our study shows that contrary to many of the concerns raised, students from the humanities performed as well (and in some cases significantly better) on data science competencies compared to those from the social sciences and had better success in the training program as a whole. In addition, students’ undergraduate GPA acted as an adequate indicator for both their success in the training program and in the data science part thereof. In addition, we find no evidence to support concerns regarding age or sex. Finally, our study suggests that the computational data science part of students’ training is very much aligned with the rest of their training program.

Evaluate and identify the competencies of the future workforce for digital technologies implementation in higher education

In recent years, both information technology (IT) labor demand and IT job characteristics have been significantly influenced by the advent of Industry 4.0 (I4.0) and the digital age. The higher education sector is expected to upgrade itself with such progress and train graduates capable of meeting the new industry requirements. However, due to the present demand gap, universities are seeking to identify the skills new digital workers are expected to have. As we live in the digital age, the literature has failed to address the questions of the consequences for individual workers adequately. Considerable scientific efforts should be made to design certain curricula and training programs that could nurture digital competencies (DC). There is a need to construct an inclusive framework of the term. In addition, different options exist for studying the DC of the workforce in relation to human resources management (HRM). The current paper attempts to fill the gap by developing an integrated decision-making framework. The paper aims to introduce an innovative discrimination measure and discuss its elegant properties. A Measurement of Alternatives and Ranking according to the COmpromise Solution (MARCOS) framework for evaluating the MCDM problem on a fuzzy set has been developed based on it. On the other hand, the new methodology of the PF-entropy-RS weight technique is used to compute the criteria weights or significance degrees of criteria. Then, the MARCOS method is a new elegant approach to handle the MCDM problems. Thus, in this study, we have developed a new approach to the multi-criteria decision-making (MCDM) method using the PF-entropy-RS and PF-MARCOS methods and further implemented for the evaluation of the competencies of the future workforce for digital technologies implementation in higher education. It helps to calculate the objective/subjective weights of criteria to evaluate the competencies of the future workforce for digital technologies implementation in higher education; then, the approach is used to assess the preferences of higher education institutes over different competencies of the future workforce for digital technologies implementation in higher education. An empirical case study is carried out in this paper for the evaluation of the most important competencies of the future workforce for digital technologies implementation in higher education. In addition, to evaluate the performance quality of the proposed framework, this study also involves some comparison and sensitivity analyses. This study found that data and information processing has emerged as the most important competencies of the future workforce for digital technologies implementation in higher education. The ability to interact with modern interfaces is the second most important competency of the future workforce for digital technologies implementation in higher education. In conclusion, the workforce responsible for implementing digital technologies in higher education will significantly impact students’ learning experiences. As technological advancements continue, higher education institutions will require skilled professionals with diverse digital expertise to manage and integrate these technologies successfully.

PROBLEMS WITH ORTHOPEDIC SURGERY TRAINING IN PAKISTAN

PROBLEMS WITH ORTHOPEDIC SURGERY TRAINING IN PAKISTAN