Graduate Training Research Articles

Examining where to go: pediatric psychology trainees' perception of their graduate training in culture and diversity.

Culture and diversity-related training is critical to the development of competent pediatric psychologists. Evaluation of training efforts have been conducted at the program level, yet evaluation of trainee experiences in culture and diversity-related training remains unassessed. This trainee-led study was the first formal assessment of pediatric psychology trainee experiences of culture and diversity-related training and the impact of training on their own cultural humility. Study overview and a survey link was distributed across 2 listservs associated with the American Psychological Association (Division 53, Division 54) and sent directly to directors of graduate, internship, and fellowship training programs with a request to share with trainees. Surveys assessing integration of cultural training and trainee cultural humility were completed. Trainees also provided qualitative feedback regarding their multicultural training and development. Pediatric psychology trainees (N = 90) reported inconsistent integration of culture and diversity topics into their training. Of the 34 training areas assessed, 10 were perceived as thoroughly integrated into formal training by at least half of the respondents. Trainees often sought independent cultural training outside of their programs, and no relationship was detected between perceived integration of cultural training and trainee cultural competence. Results indicate room for improvement regarding integration of cultural training and a need to better understand driving forces behind trainees independently seeking training outside of their formal training programs. Moreover, understanding the aspects of training that are most contributory to trainee development is needed given that no relationship between training and development emerged in the current study.

Spirituality in marriage, couple, and family counseling programs

AbstractAn increased emphasis on the importance of including spirituality and religion in counseling places systemic family therapists in a unique position due to their relational focus. However, research indicates a lack of graduate training to ensure competence in addressing this dimension. This article offers possibilities for integrating spiritual and religious issues into existing marriage, couple, and family graduate courses.

Do languages open doors? A theoretical model of linguistic capital and (im)mobility and its application in Spanish youth migration

ABSTRACT Language skills have demonstrated their significance in migration decisions; however, their role as a potential cause of immobility has been largely overlooked. In this paper, I first propose a theoretical model that seeks to explain decisions regarding mobility and immobility based on the instrumental returns generated by an individual's linguistic capital within a given opportunity structure. Secondly, I apply this model utilizing data from university and vocational training graduates in Spain. Leveraging its particularity as a case study, which encompasses five regions where a minority's co-official language is an integral part of ethnic identification and shares a similar institutional environment that encourages its use, I find that bilingualism is primarily linked to internal immobility. Simultaneously, it affects the direction of internal migration, since bilinguals are more inclined to relocate to areas with similar language conditions. Bilingualism also presents indirect effects. The results indicate that bilingualism influences international migration by facilitating the acquisition of a foreign language, which becomes increasingly attainable as the cost of language acquisition decreases, though the effect remains relatively small.

Developing supervisory and precepting skills through simulation: Near peer teaching in a skills laboratory

Background and purposeNear-peer teaching is an innovative approach to teaching the skills of supervising and precepting while benefiting students with different levels of experience and academic training. This study describes near-peer activities in skills-based laboratory courses that provided opportunities for one-on-one teaching to benefit learners in the introductory lab courses while simultaneously training more advanced students for future supervisory and precepting roles. Educational activity & settingThree community pharmacy near-peer teaching simulations were designed and implemented: 1) Patient Counseling and Medication Adherence, 2) Dispensing and Patient Counseling, and 3) Drug Utilization Review and Prescriber Calls. These activities took place over two semesters of a pharmacy skills lab with all first- and third-year Doctor of Pharmacy students. FindingsIn Autumn 2019, 80% (111/139) of P1s and 67% (80/119) of P3s responded to the course evaluation survey. In Spring 2020, 73% (100/137) of P1s and 68% (80/118) of P3s responded to the course evaluation survey. The P3s reported increased confidence in their ability to provide meaningful feedback, while P1s reported increased confidence in communicating with patients and healthcare providers. Performance data revealed that most P1s and P3s completed dispensing and communication activities accurately using a near-peer approach. Overall, the P1s and P3s felt the activities were valuable learning experiences. SummaryThe near-peer activities described in this study fill a gap in the training of pharmacy graduates for future precepting and supervisory roles. Evaluation of these near-peer activities suggest that both junior and senior learners benefit from simulated preceptor-intern interactions, supporting this innovative approach to address supervisory and precepting responsibilities.

The American Psychological Association and antisemitism: Toward equity, diversity, and inclusion.

[Correction Notice: An Erratum for this article was reported online in American Psychologist on Jul 15 2024 (see record 2025-04658-001). In the article, three sentences and a reference were redacted related to proceedings against a university concerning its psychology program because appropriate context was not provided in the article. All versions of this article have been corrected.] This article calls for the American Psychological Association (APA) to proactively include the elimination of antisemitism or prejudice against Jewish people in its current mission to disassemble all forms of racism from its organization as well as society. In this article, Jews (estimated as 2.4% of the population) are defined as a people with a common identity, ethnicity, and religion as they experience prejudice; their intersection in Jewish identity; the history and characteristics of antisemitism and its current manifestation in public life, academic institutions, and psychology. Despite Jews having made major contributions to the development of psychology as a profession, historically through the first half of the 20th century, Jews were systematically discriminated against within the discipline of psychology through quotas for acceptance into graduate training, discriminatory employment practices in university psychology departments, and most egregiously through the espousing of "scientific racism" including eugenics by prominent leaders in the APA. We describe how historically leaders in the APA engaged in overt and covert antisemitism while the APA continues to do little or nothing to combat it. We then offer suggestions for the mitigation and elimination of this form of bias, discrimination, and hate as it once again escalates in society. We recommend that the APA engages in research about antisemitism, its predictors, consequences, and power; evaluates the efficacy of intervention programs; encourages contact with various multicultural minoritized groups; and disseminates knowledge to educate about the psychological effects of antisemitism. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The knowledge, attitudes, and perceptions towards a plant-based dietary pattern: a survey of obstetrician-gynecologists.

Obstetricians-gynecologists (OB/GYNs) play a critical role for their pregnant patients during their perinatal period, but research on OB/GYNs knowledge, attitudes, and perceptions regarding plant-based dietary patterns (PBDP) and how this may influence recommendations to patients is lacking. An online cross-sectional survey was conducted to examine OB/GYN's knowledge, attitudes, and perceptions towards a PBDP. Postcards were mailed in June 2023 to a convenience sample of 5,000 OB/GYNs across the US using a mailing list provided by the American College of Obstetricians and Gynecologists. Postcards had a brief study description and a QR code that linked to an online survey asking questions about demographics, behavior (e.g., nutritional habits), and other factors that may influence knowledge, attitudes, and perceptions towards a PBDP for their patients. Ninety-six OB/GYNs completed the full questionnaire (~2% response rate). Most (92%) felt that it is within an OB/GYN's role to incorporate nutrition education and counseling within practice. However, 72% felt inadequately trained to discuss nutrition and diet-related issues with patients. Despite a perceived lack of nutrition training, 86% reported that a PBDP was safe and health-promoting, and 81% reported that a well-planned PBDP could adequately meet all nutritional needs of pregnant and lactating patients. Findings suggest that OB/GYNs are generally knowledgeable about the components and health benefits of a plant-based diets. However, nutrient adequacy misconceptions and lack of sufficient training to discuss nutrition with patients may result in OB/GYNs not recommending PBDPs to patients. These findings underscore the need to enhance OB/GYN graduate medical education and training by integrating education on PBDPs, therefore improving a clinician's ability to confidently and effectively counsel pregnant persons on this aspect of perinatal care.

West Virginia Human Whole-Body Donors in Undergraduate Biology Education at Radford University

The use of human whole-body donors is the gold standard in anatomy education, and dissection is a standard pedagogical tool in gross anatomy courses in medical schools, physical therapy schools, and other health science graduate and professional training programs. However, undergraduate students studying anatomy and physiology rarely have the opportunity to work with real human tissues. The Biology Department at Radford University in Southwest Virginia is noteworthy for using whole-body donors from the West Virginia University Human Gifts Registry in all of its undergraduate anatomy and physiology courses. Radford University also uses whole-body donors in non-Biology courses and in student research projects. This report details the educational uses and impacts of WV whole-body donors at Radford University over the past seven years.

Developing linguistics educators: A qualitative study of graduate linguist professional development

Abstract: In this article, we report on findings from an ongoing study of graduate students in linguistics regarding the approaches they take to develop as professional educators and how faculty and programs in linguistics can better support graduate student teaching professionalization. In focus groups with current linguistics graduate students, we identified three key themes: formal institutional training, mentor relationships (i.e. instructor and TA relationships), and peer relationships. Mentor relationships provide students with a range of experiences and degrees of support across faculty, which influences how they develop as educators. Peer socialization is also a critical component of growth and well-being, providing graduate student teachers with both practical guidance and ongoing emotional support. We illustrate this point with a case study—a weekly teaching journal club for graduate students within our own Linguistics program, which became an important space for pedagogical development. While our results point to graduate student success and resilience through socialization, they also illustrate a common issue of professionalization in academia: students gain professional skills through noninstitutional mechanisms. Teaching professionalization largely falls to the ‘hidden curriculum’, which puts students at a disadvantage, especially those from minoritized backgrounds (Smith 2013). We join other scholars in our field in calling for greater institutionalized mechanisms for professionalization to promote equitable access to vital skills for graduate students (Calhoun 2020). To that end, we conclude by suggesting ways in which faculty and departments can close this gap in graduate training.

Recognition of nursing as an academic discipline in French-speaking Europe

Nursing is recognized worldwide as an academic discipline. However, if we look at nursing training in Belgium, France, Luxembourg and Switzerland, this does not appear to be the case. Disparities persist not only in terms of initial training, but also in graduate and post-graduate training. This underlines the difficulties of establishing and recognizing nursing as an academic discipline in the French-speaking European area.

Return to running criteria after anterior cruciate ligament reconstruction: an online survey of 1404 Italian physiotherapists.

The aim of this study is to study the clinical decision-making practice of Italian physiotherapists in return to running (RTR) after anterior cruciate ligament (ACL) reconstruction, and the differences in decision-making in relation to physiotherapist's characteristics. An online survey was developed, 1404 physiotherapists were contacted by email, via chartered association, or via social media. Most respondents (83%) indicated that the RTR decision should be made by a multidisciplinary team with RTR clearance around 3-4 months after surgery (47%). The most important criteria guiding the RTR decision were knee flexion range of motion (ROM) >130° (50%), complete extension ROM (95%), no pain (45%) and no effusion (68%). A Limb Symmetry Index (LSI) >70% for quadriceps (49%), hamstring (48%) and LSI >90% for posterolateral hip (45%) and triceps surae strength (42%) should be achieved for RTR. Approximately half of the participants (49%) do not consider ACL laxity tests to be used for RTR decisions. Response differences were found between sample subgroups. More experienced physiotherapists and those with post graduate training had lower thresholds to clear RTR. Experienced physiotherapists who treated a higher number of patients after ACL reconstruction, who had certified specialist training and a specific interest towards ACL rehabilitation, generally reported clinical practice modalities more in line with current evidence.

Non-communicable disease risk reduction training for medical graduates in India: context, challenges and opportunities.

Physicians' hold pivotal roles in improving non-communicable diseases (NCDs). Studies conducted in India revealed that physicians' feel unprepared to address NCDs risk reduction and provide counseling. We conducted a gap analysis using desk reviews to identify inclusion of NCD risk reduction in medical curricula, and a scoping review to assess knowledge, attitude, perception, and practice related to NCD risk reduction among the undergraduate medical students in India. We also conducted key-informant interviews to understand perceptions among medical students and physicians. We found a lack of knowledge about NCDs and strong interest and perceived need for NCD risk reduction training among both medical students and their teachers. Our findings suggest promoting NCD prevention by physicians and allied health workers in clinical settings can enable the learning environment for medical students to adopt these practices.

Embodiment of Pharmacist Intervention in Palliative Care and Augmentation of a Curriculum for its Assessment

Background Palliative care is the care of patients who have progressive, life-threatening illnesses and who are facing death in the foreseeable future. Since there is a growing need for pharmacist’s intervention in palliative care and there is a gap in the education of palliative care for pharmacy students, this study aims to identify roles and services that have to be performed by palliative care pharmacists in medication-related areas and also to formulate an add-on course to train pharmacy graduates. Materials and Methods A prospective interventional study was done in the palliative care centre in Perinthalmanna, Kerala, India. Relevant data were pooled and analysed for drug-related problems. Necessary interventions were made. Results were interpreted and an add-on course for the training of pharmacy graduates was formulated. Results A total of 88 patients were included in the study. The most prevalent conditions in our palliative setting were kidney disease, liver disease, cancer and stroke. Notably, 38 and 10 cases were found to have drug interactions and drug duplications, respectively. Four patients required dosage adjustments. Fifty cases involved pharmacist intervention which improved the outcome by 80%. At the end of the study, a curriculum was formulated to implement a 3-month add-on course entitled ‘PALLIATIVE PHARMACY’ under the guidance of an Expert committee for training pharmacists and pharmacy students. Conclusion The study identified that there are various roles a pharmacist must undertake in a palliative setup. The involvement of pharmacists in patients’ treatment helps to prevent drug-related problems to a greater extent. The addition of an integrated course for the management of palliative care patients will help to improve the learning as well as practical skills of pharmacists. Incorporating basic and clinical sciences in the therapeutic course is an effective learning plan.

Integrating the social determinants of health into graduate medical education training: a scoping review

BackgroundThe social determinants of health (SDH) play a key role in the health of individuals, communities, and populations. Academic institutions and clinical licensing bodies increasingly recognize the need for healthcare professionals to understand the importance of considering the SDH to engage with patients and manage their care effectively. However, incorporating relevant skills, knowledge, and attitudes relating to the SDH into curricula must be more consistent. This scoping review explores the integration of the SDH into graduate medical education training programs.MethodsA systematic search was performed of PubMed, Ovid MEDLINE, ERIC, and Scopus databases for articles published between January 2010 and March 2023. A scoping review methodology was employed, and articles related to training in medical or surgical specialties for registrars and residents were included. Pilot programs, non-SDH-related programs, and studies published in languages other than English were excluded.ResultsThe initial search produced 829 articles after removing duplicates. The total number of articles included in the review was 24. Most articles were from developed countries such as the USA (22), one from Canada, and only one from a low- and middle-income country, Kenya. The most highly represented discipline was pediatrics. Five papers explored the inclusion of SDH in internal medicine training, with the remaining articles covering family medicine, obstetrics, gynecology, or a combination of disciplines. Longitudinal programs are the most effective and frequently employed educational method regarding SDH in graduate training. Most programs utilize combined teaching methods and rely on participant surveys to evaluate their curriculum.ConclusionApplying standardized educational and evaluation strategies for SDH training programs can pose a challenge due to the diversity of the techniques reported in the literature. Exploring the most effective educational strategy in delivering these concepts and evaluating the downstream impacts on patient care, particularly in surgical and non-clinical specialties and low- and middle-income countries, can be essential in integrating and creating a sustainable healthcare force.

“I’m Not Sure I Can See Myself in This World”: Experience of Mindfulness Teacher Training among Trainees from Diverse Backgrounds

ObjectivesThere is a growing recognition of the importance of Equality, Diversity and Inclusion (EDI) in mindfulness-based Teacher Training Programs (TTPs), given current imbalances in representation of teachers and trainers, and a recognised need to build awareness of personal and organisational biases. Little is known about how EDI issues may impact the experience of trainees on a TTP. This study aimed to explore underrepresented trainees’ experiences on a TTP, including what hindered or helped them access training or feel included, and their views on how best to foster EDI in TTPs.MethodSemi-structured qualitative interviews were conducted with seven current and graduate mindfulness teacher trainees from underrepresented groups. Their experiences of EDI throughout training were explored. Data was analyzed using inductive thematic analysis.ResultsKey findings were that feelings of inclusion were influenced by how represented and acknowledged trainees felt by their trainers and peers; feelings of safety influenced their choices around disclosure; a main access barrier was cost; and more explicit teaching about EDI in TTP curricula is needed. There was a need for wider access to entry trainings such as 8-week mindfulness-based programmes.ConclusionsThis study provides valuable insight into how underrepresented teacher trainees experience TTPs and highlights opportunities to better support mindfulness teacher trainees. TTPs need to integrate EDI awareness and understanding into their ethos and curriculum. Further research is needed to inform and develop approaches to further embed EDI in mindfulness-based program teaching and training.

Accounting graduates’ perceptions on sustainability

PurposeThis study aims to test whether the perceptions of graduates of accounting-related degrees on the implications of companies’ commitment to sustainable development strategies can be influenced by certain factors associated with their previous training and characteristics.Design/methodology/approachThe study is based on measuring and analyzing the assessment carried out by a sample of students graduating in degrees that include accounting subjects for five consecutive years, from 2016–2017 to 2020–2021, both inclusive. Nonparametric statistical tests are used to determine the type of association between the factors that characterize the graduates and their degree of agreement with the training they received and its relationship with their role in implementing corporate social responsibility (CSR) and sustainability strategies in the company.FindingsThe study’s significant findings reveal that the respondents’ perception of the training they received and their opinion of certain benefits provided by sustainable development and CSR strategies in organizations are positively related. This insight is crucial, as it suggests that the training graduates receive plays a pivotal role in shaping their understanding and support for sustainability. The respondents’ opinions do not vary depending on their personal and/or work characteristics, except in the type of contract, as significant differences are observed between the self-employed and temporary or nonworking workers and between those with a permanent contract and those who are linked to the company with a temporary contract.Originality/valueIn a field where most studies focus on employee–employer relationships and human resource management policies, this research stands out. It delves deeper, not just into employees’ perception of sustainability but also into the causes of this perception. It explores what factors may be influencing employees’ opinions on sustainability, and importantly, it extends this analysis to graduates who will be in charge of these issues. This work covers a significant gap in the research, incorporating the study of variables such as personal characteristics and work-related aspects of employees and the training received in accounting matters.

Enhancing Early Identification of Speech-Language-Hearing Delays Through Interprofessional Peer Teaching in a Communication Sciences and Disorders Graduate Training Program.

In the current health care landscape, a paradigm shift toward team-based care is underway. Integrating interprofessional education experiences into graduate communication sciences and disorders (CSD) programs is essential to cultivate collaborative skills and prepare future professionals for the interprofessional demands of the field. Within this context, peer teaching has emerged as a noteworthy strategy to promote learning. This study aims to contribute to this evolving field by reporting the impact of an interprofessional (speech-language pathology and audiology) peer teaching educational intervention on physician assistant (PA) students' knowledge of speech-language-hearing developmental milestones and developmental screening. A quantitative, descriptive methodology with a pretest, posttest interventional design was utilized to assess the impact of a CSD peer-led educational intervention on the knowledge of 35 PA students. The perceived satisfaction of the PA students with the peer-led educational experience was also evaluated. Data analysis revealed a significant increase on knowledge posttest scores compared to pretest scores. PA students also reported an overall positive peer learning experience. The collaboration between speech-language pathology, audiology, and PA students through peer teaching holds significant importance in the context of pediatric primary care, and for CSD graduate trainings programs interested in improving educational experiences that tailor to interprofessional learning and practice.

Research on the Development of Academic Ability of Chinese Graduate Students in Internationalised Education

Graduate education is the main way to train high-level innovative talents. International graduate education is of great significance to improve students' scientific research and academic ability. With the deepening reform of graduate education in our country, there is a higher requirement for the cultivation of international graduate education. This paper focuses on the relevant theories of international education, discusses various practical forms of international education, and deeply analyzes the positive effects of international education on graduate students' academic ability, cross-cultural cognition and global vision. Finally, aiming at the challenge of international education to the academic development of graduate students, this paper puts forward the application strategy of international education in the process of graduate training.

Analisis Peran Pelatihan Kerja Oleh Unit Pelaksana Teknis Daerah Latihan Kerja Provinsi NTT Terhadap Peningkatan Produktivitas Peserta Pasca Pelatihan

qualified labor is an important factor in achieving economic development of a region. To improve the quality of the workforce, job training is needed that can provide job skills for the workforce. This study aims to explain the benefits of job training for improving the quality of the workforce based on the policies and programs of the NTT Provincial work training UPTD and explain the productivity of graduate participants after attending job training. This study uses a descriptive qualitative approach, by conducting structured interviews to informants and instructors UPTD work training, and also graduates from job training. The results showed that job training is very beneficial for improving the quality of the workforce through the empowerment of Labor expertise in order to have skills, attitudes, and knowledge about the world of work. Many of the job training graduates have been successful in their efforts and are able to absorb other workers, but not infrequently job training graduates who fail to achieve productivity due to not being serious when attending job training, lack of availability of business capital, and lack of readiness to compete in the world of work. In order for job training graduates to achieve their productivity, supervision is needed by the Uptd of work training and also financial assistance from local governments for the effectiveness of training activities and the provision of business capital to support the efforts of job training graduates.

The Impact of Training Service Quality on Postgraduate Student Satisfaction: a Case Study of a Public University from Vietnam

Purpose: This study examines important characteristics that affect student satisfaction with the graduate training services of the University of Commerce. Theoretical framework: Research models are developed based on service quality measurement models based on customers' desires and perceptions, such as models using the SERVQUAL scale. Research method: the author uses qualitative methods combined with quantitative methods using a non-probability stratified sampling survey method to analyze 216 postgraduate students of the University of Commerce. Results and discussion: According to research results, while most components of the University of Commerce's graduate training services are highly appreciated by students, other elements need to be maintained and improved. more good. Research results have identified a key factor (Trust & Quality of the training program) that affects the satisfaction of graduate students at the University of Commerce. Research Implications: The research results serve as a foundation for making a variety of proposals and recommendations to support the long-term development of postgraduate training services in emerging countries. Originality/value: Research results have identified a key factor: Trust & Quality of the training program that has the greatest impact on the satisfaction of graduate students at the University of Commerce.

Advanced trainee perceptions of disposable duodenoscopes and disposable endcaps: results of a nationwide survey.

Disposable duodenoscopes and duodenoscopes with disposable endcaps are being used in clinical practice to reduce or eliminate the risk of transmitting infections. The study aim was to assess perceptions and experiences regarding the use of these duodenoscopes among advanced endoscopy fellows in a nationally representative sample. A 17-item electronic survey was sent to 74 advanced endoscopy training programs. The survey was completed by 50 participants and their responses were included for analysis. Most participants were from academic training programs (82.7%) and identified as being in their 7th year of post graduate training (92%; PGY-7). Participants performed an average of 414 ERCPs. 29% reported difficulty with cannulation using disposable duodenoscopes versus 15.7% with duodenoscopes with disposable endcaps (vs. standard duodenoscope). 96% of trainees perceived disposable duodenoscopes as not cost effective and 92% stated they would not use this device during independent practice. 100% of trainees stated that they would use duodenoscopes with disposable endcaps during independent practice. For their most challenging cases, 90% of trainees preferred using standard reprocessable duodenoscopes while no trainee indicated they would prefer using a disposable duodenoscope in this scenario. 82% of participants stated that disposable duodenoscopes and disposable endcaps should be used exclusively or preferentially for high-risk patients citing cost, functionality, and concerns regarding environmental impact. Advanced endoscopy fellows perceive disposable duodenoscopes as impacting technical maneuverability. Concerns about functionality, cost effectiveness and environmental impact are barriers to adoption.