Training Of Postgraduate Students Research Articles

Assessing information literacy training of postgraduate students from input-process-output perspectives: A case of the University of Dodoma

The advancement of Information and Communication Technology (ICT) has changed the way information resources are accessed, evaluated, and used. The changes have necessitated new capabilities to utilise information resources effectively. Information Literacy (IL) programmes facilitate the acquisition of the necessary skills for accessing, evaluating, and using information resources in the digital era. Most of the studies on IL in Tanzania have focused on traditional practices with little or no consideration of contributing factors to the IL training outcomes in the digital era. This study assessed the IL training of postgraduate students at the University of Dodoma (UDOM) from an input-process-output perspective to ascertain the factors contributing to IL training outcomes. The study employed quantitative and qualitative approaches within input-process-output perspectives. Primary data (Qualitative) were collected using key informants’ interviews with postgraduate IL training organisers and facilitators working at UDOM. Secondary data (Quantitative) were collected from IL training reports from 2018 to 2022. The study findings show that most of the aspects of IL training from an input-process-output perspective were considered. The participants viewed the training input and processes as effective enough to transform their IL practices. However, the findings indicated that there were aspects that needed improvement. These included the training schedule and time allocation. The study recommends continuous review of the IL training programmes to ensure the necessary components of IL are considered for successful training outcomes. It is essential to consider the stakeholders’ needs in planning, organising, and conducting the IL training programmes for effective learning.

TEACHING ENGLISH TO POSTGRADUATE STUDENTS IN A TECHNICAL UNIVERSITY DIGITAL ENVIRONMENT

One of the main tasks of training postgraduate students in graduate school is to develop competences necessary to present and discuss the results of their research work in a foreign language in oral and written forms, as well as to fully understand foreign language scientific texts in their specialty.In the last decades international scientific communication has shifted from a plural use of several languages to a clear dominance of English. The shift implies that an ever-increasing number of scientists whose mother tongue is not English have moved to English for publication and conference participation.A literature analysis and own experience revealed such problems of postgraduate students’ training in foreign languages as heterogeneity of the contingent with an unequal and often low initial level of language proficiency, a limited number of hours allocated for practical classes in English; a low level of self-directedness in language learning, a lack of elementary knowledge of the scientific discourse.In an attempt to solve these problems, the Department of Foreign Languages staff at Kharkiv National Automobile and Highway University have developed and implemented a training course for postgraduate students in two, traditional paper and online, versions, the latter designed with the use of such a modern approach in language didactics as audiovisual translation appropriate for self-learning and flipped classroom activities. The course comprised three modules: scientific reading, academic speaking and academic writing. Besides, postgraduates with the elementary level of English were offered a grammar course covering all the basic grammatical topics necessary to formulate correct written and oral utterances. The effects of teaching English with the use of videos with recorded parallel bilingual vocabulary and texts placed on an online platform were compared to the results of the traditional teaching with the use of the paper copy. The research was carried out in the 2021-2022 academic year and aimed, firstly, to compare language skills of two groups of learners: those who studied the course with the use of audiovisual technology (the experimental group) with those who studied in the traditional mode (the control group); and, secondly, to reveal how the level of self-directedness changed in the process of the course study in both groups. The study involved a mixed approach of quantitative and qualitative methods to diagnose the level of learners' language competence and self-directedness. Our results indicate that the use of audiovisual translation in teaching foreign languages improves students’ language skills and increases autonomy in studies. It can be concluded that utilizing audiovisual translation due to auditory and visual support and opportunity for learners to study at their own pace has a significant impact on postgraduate students’ language proficiency though this approach requires further research and wider implementation.

Factors that affected the efficacy of non-surgical periodontal treatment carried out by postgraduate periodontology students

The training of postgraduate students in periodontology has a significant clinical impact. The overall assessment of the efficacy of non-surgical treatment of periodontitis, has value to inform training protocols as well as assess the quality of clinical service delivery. Furthermore, obstacles to successful treatment can be identified. The aim of the study was to determine the effectiveness of non-surgical periodontal treatment, as well as the factors that may determine treatment outcome at the postgraduate clinic in the Periodontology Department at the University of the Western Cape, Tygerberg Dental Hospital, between 2016 and 2018. A cross-sectional record-based study of 100 patients was conducted. Demographic, social, clinical, treatment data were obtained from the hospital files. Periodontal parameters including bleeding index (BI), Pocket Probing depth (PPD), Plaque index (PI), and clinical attachment level (CAL), were recorded at the initial visit (Pre-treatment) and follow-up visits (Post-treatment), and the final treatment outcomes were calculated based on the differences of these parameters’ values between the initial visit and the last follow-up visit. Data were presented as mean and range for continuous variables and as a frequency for categorical variables. Statistical analyses were performed to determine if there was a relationship between the varied factors and treatment outcome with p < 0.05 as statistically significant. The results showed that all 100 patients demonstrated a marked reduction in PPD, PI, BI, and loss of CAL. The overall mean PPD reduction was 0.32 (0.5), the mean reduction in PI and BI were 37.2 (24.08) and 34.61 (22.78), respectively, and the mean clinical attachment gain was 0.42 (0.97) mm. Treatment outcome showed no difference in PPD, PI, BI, and CAL between females, smokers, and patients with systemic conditions compared to males, non-smokers, and patients without systemic conditions. On the other hand, patients who underwent more maintenance treatment visits over a period longer than 2 months duration had significantly better outcomes compared to patients who had less than two months of duration of treatment. This study proved the effectiveness of the non-surgical surgical periodontal treatment at the postgraduate periodontal clinic. Treatment duration and frequency of recall visits were the most influential factor impacting the treatment outcome.

‘To be honest, it’s complicated’: training postgraduate students to work with emotions in qualitative research

ABSTRACT Emotion is an integral part of the knowledge production process, yet is rarely acknowledged within research methods teaching or textbooks. As educators, preparing students for fieldwork is essential, and should go beyond skill-learning, towards building confidence in their ability to react both ethically and appropriately during fieldwork. This paper reflects on supporting students to manage the disruptiveness of learning about their role within the research process while acknowledging research as an emotionally-driven practice. We outline why learning opportunities on emotion are essential within the context of a pan-social-science methods course for postgraduates. Consideration is given to how space is provided for students to consider their motivations, emotions, and subjective engagement with their research, and the broader consequences for knowledge production in action. Two examples are shared as a means to create space for careful consideration of emotions, and of potentially delivering a strategy for implementing a pedagogy of emotion.

The Development and Teaching of the Postgraduate Course “Engineering System Modeling and Simulation” in Combination with Essentials Taken from Research Projects

This teaching research paper presents a novel idea that combines fundamental scientific problems in practical engineering with the construction of the “Engineering System Modeling and Simulation” course. A large amount of mathematical modeling, numerical simulation, 3D entity modeling, finite element simulation, and analysis used to obtain the research results of our scientific research projects is fed back and integrated into the teaching content of the Engineering System Modeling and Simulation course. The content system of this course is based on the Harbin Institute of Technology (HIT) aerospace engineering course and embodies the values and characteristics of HIT. It is constructed to meet the requirements of the “Ten Special Actions to Accelerate the Training of High-level Talented Person” focused on by the Ministry of Education and the Academic Degree Committee of the State Council. The research results and implementation of the current work are expected to produce pedagogical benefits for the training of postgraduate students in mechanical engineering and promote the understanding and mastery of basic and professional knowledge. At the same time, this course can also enhance students’ research ability, engineering ability, thinking ability, and innovative consciousness.

The use of translation theory through reconciling between Englishisation and translanguaging by Arab instructors in EMI higher education classes: Training postgraduate students to be translators and interpreters.

Translation theory is taught at a postgraduate level in Arab countries through the use of English as a medium of instruction (EMI). It is often studied as a theoretical course, which is a major part of any EMI postgraduate translation/interpreting program taught in Arab universities. The present paper examines whether or not Arab instructors use translation theory when they train students in practical courses to be translators/interpreters in EMI higher education in a selection of Arabic-speaking countries in the Middle East. It also investigates whether or not translation theory, if used by Arab instructors in the translation/interpreting training at a postgraduate level, is utilized through English only or through translanguaging. It adopts a mixed method, consisting of a questionnaire, which has been distributed to 60 Arab translation/interpreting instructors/trainers from the selected Arab countries alongside three semi-structured interviews with three Arab professors who have been chosen from the 60 instructors for their long experience of translation/interpreting training. The paper argues that most of the participants use translation theory when training postgraduate students in practical courses to be translators/interpreters. This is because the use of theory offers students a solid ground for their problem-solving, decision-making and the ability to explain the logic behind their choice. The paper also shows that the participants do not completely adhere to English as a medium of instruction, rather they exercise translanguaging while using translation theory in practical courses. This is due to the specific translation/interpreting terminology contained in such theories, which may not be easily comprehended by students through the use of English on its own. Finally, the paper claims that the majority of the participants use multiple theories through translanguaging in their training. They argue that each theory has its own use and students should be exposed to as many theories as possible in EMI higher education in the selected Arab countries through translanguaging. This paper offers a baseline for using translation theory for the purpose of the translation/interpreting training through translanguaging in EMI higher education in the selected Arab countries, which may have implications for bilingual instruction of translation theory in other similar contexts.

Research on the Mechanism of Training Innovation Ability for Chinese Postgraduates

Training postgraduate students’ innovation ability is an important task of graduate education. The article elaborates on the innovation ability of postgraduate students from three aspects: innovation awareness, innovative thinking and innovative skills. It deeply analyses the problems in the innovation training system of postgraduate students, such as insufficient innovation ability of postgraduates for themselves, insufficient guidance from postgraduate supervisors, incomplete talent training plans, and insufficient scientific research and practical abilities. Finally, a mechanism system for cultivating the innovation ability of Chinese graduate students is established from the aspects of creating a good institutional environment, highlighting the mechanism of postgraduates as the main part, improving the responsibility mechanism of postgraduate supervisors, improving the teaching mechanism of postgraduate education, constructing the evaluation mechanism of postgraduate education, and improving the innovation practice mechanism of postgraduates.

Post-graduate Psychiatry Teaching and Training in India

In India, the history of psychiatry is approximately 80 years of post-graduate education. The first psychiatrist who received an MD degree from an Indian medical institution was Late Prof. L.P. Verma, who received his degree in 1941 from Patna Medical College, Bihar.1 In India, a post-graduate course in psychiatry is taught in two forms (MD in Psychiatry and DNB in Psychiatry). MBBS is the minimum educational requirement to be eligible for pursuing MD or DNB Psychiatry course. The duration of the post-graduate course in psychiatry is three years in India. A recent study revealed that the post-graduate degree courses in psychiatry are unequally distributed in the country, which might be responsible for the not-so-equitable distribution and generation of mental health manpower in the country.2 In India, general hospital psychiatry units (psychiatry units attached to medical colleges) play an instrumental role in training post-graduate students of psychiatry. Other than this, mental hospitals also provide teaching and training facilities for post-graduate psychiatry trainees.

Changes in the system of postgraduate training

The development and establishment of postgraduate training in the Russian Federation has a long history. A retrospective comparison of all periods of postgraduate training showed that, as a training program, postgraduate studies have always been such, but with regard to the tool for preparing a qualified scientist, the question still hovers among the professional community - what is the educational component and what is the scientific component in the specified educational program. New regulations that came into force in 2022 that change the system for training scientific (scientific and pedagogical) personnel are the result of a search for a solution to create an optimal system for training postgraduate students in the Russian Federation.

Critical Competency Attributes of Technical and Vocational Education and Training (TVET) Postgraduate Students in Online Learning Environment

Student competency has become the central agenda in graduates' employability. Reflecting on the overarching situation of COVID-19 pandemic, students have been compelled to acquire knowledge using online platforms, conjecturing the competency attributes being left out from conventional teaching and learning environments. This paper examines the development of competency attributes: knowledge, skills, and attitudes, which were selected as main variables. A correlation analysis was performed to obtain the results of the relationship between the competency attributes and the online learning environment. There were 70 postgraduate students, randomly selected as samples of the study. The discussion of the results centered on the competency attributes developed by the students and their relationships with the online learning environment. The implications for educational stakeholders based on the findings are further discussed.

Academic Writing for Publication Purposes and Machine Translation: Is the Symbiosis Possible?

The abstracts in Russian and in English are written according to certain rules. For articles written in Russian, an abstract in English is the only means of informing the world scientific community about the authors’ research results. However, the quality of abstracts written in Russian and then translated into English does not always meet the criteria for readability and comply with the accepted academic and publication conventions. This situation might result from the intensive usage of machine translation (MT) systems by authors who do not take into account the guidelines for the input text quality and the limitations inherent in MT systems. The author analyzed the requirements for the input texts and some typical errors in the target ones. The article describes the stages of training masters, postgraduate students and university staff in the effective use of MT systems. The training is based on a bilingual approach, which implies a constant comparison of vocabulary, grammar and style in the native and English languages. The author comes to the conclusion that the effective use of MT systems for writing an abstract in English is possible if the authors have the command of Russian and English at the level sufficient for a concise and unambiguous expression of their thoughts and ideas. Self-censoring is a prerequisite for creating a text that is “understandable” for MT systems. Students must follow simple rules: write sentences of 15-20 words; express one thought per one sentence; use more active verbs; choose nouns that express a specific concept; exclude unnecessary words. At the post-editing stage, learners can use the tools available on the Internet, which allow not only editing the target text, but also will enable learners to acquire independent editing skills.

Аспирант в сфере образования: о взаимоотношениях с научным руководителем

Background. In connection with the crisis noted by researchers in the system of training scientific and pedagogical personnel for higher and postgraduate education (one of the indicators of which is the low percentage of postgraduate students defending a PhD thesis), it is extremely important to study the problems of scientific leadership of postgraduate students. Objective. The study of the features of interaction of postgraduate students with their scientific supervisors, depending on the influence of socio-stratification factors, motivation for admission to graduate school and self-assessment of their capabilities in the successful defense of a dissertation research. Design. The article is based on the materials of a monitoring questionnaire survey of 803 postgraduate students of organizations engaged in the training of postgraduate students in the field of education sciences. The study involved students of postgraduate research organizations engaged in the training of postgraduate students in the field of education sciences, as well as pedagogical universities in Moscow and the regions of the Russian Federation. In this paper, the influence of socio-demographic and socio-stratification factors on the relationship between scientific supervisors and postgraduate students is considered. The empirical data were processed using the methods of mathematical statistics (statistical software packages SPSS and StatSoft Statistica). Results. The study showed the influence of socio-demographic and socio-stratification factors on the assessment of the features of interaction with the supervisor by postgraduate students. A special correlation analysis of the motives for admission to graduate school showed that there is a connection between the motivation of postgraduate students and the character of interaction with the supervisor. The connection between the features of interaction of graduate students with the supervisor and the availability of obtaining his advice with the confidence of postgraduate students in the successful defense of the candidate’s thesis is shown. Conclusion. The study allowed us to characterize a number of significant aspects concerning the socio-psychological features of the relationship between postgraduate students and their scientific supervisors. These include: the importance of the experience of working with the supervisor of the dissertation at the stage of writing the graduate work at university, as a special mechanism for recruiting in the field of science; the influence of socio-stratification factors on building relationships with the supervisor about the dissertation research; the influence of the graduate student’s involvement in the scientific activities of the supervisor on the motivation of training in graduate school; the influence of the availability of professional contacts with the supervisor on the confidence of the postgraduate student in the successful defense of his dissertation. In general, the research materials allow us to conclude that the relationship with the supervisor is an important indicator of the “social capital” that a graduate student acquires during his postgraduate studies.

Need to review anaesthesia curriculum and education!

Need to review anaesthesia curriculum and education!

MENTORING AS A MANIFISTATION OF HUMANE ATTITUDE TO PRACTICE-ORIENTED TRAINING OF FUTURE TEACHERS IN HIGHER EDUCATION

The article deals with the issue of humanization of higher education in the light of the realities of the twenty­first cen­ tury based on modern general scientific ethodological approaches: civilization, culturology, axiology, personality and activity. The author considers manifestation of humanity as a generic human quality, as well as principles of its affirmation and value orientations of its implementation in the course of teaching training of postgraduate students in higher educational establishments.

Main vectors in the pedagogical training of residents and postgraduate students of a medical university

The article describes the specifics of pedagogical training courses for residents and postgraduate students. Analysis of regulatory documents and scientific literature made it possible to assess the pedagogical activity of a doctor, and substantiate the need for its study in residency. Analysis of pedagogical training vectors for residents at the Pavlov First Saint Petersburg State Medical University showed that the training program includes following vectors: development of pedagogical competencies for work in “school for patients” and psychological and pedagogical support in the process of diagnosis, treatment, rehabilitation; ensuring the preservation of the patient dignity; facilitating patient-­centered care. It also describes the specifics of the pedagogical training of postgraduate students, related to activities of a higher school teacher: during this stage of training, competencies are formed that are focused on pedagogical activity, teaching at a medical university. As part of the training of postgraduate students at a medical university, knowledge and skills are developed in the planning and implementation of the pedagogical process in a higher educational medical institution. At the same time, for the doctor-­teacher practitioner, the importance of all the competencies that are included in the pedagogy program for residents remains. Thus, the principle of the continuity of post­-graduate pedagogical training is implemented.

Training teacher‐researchers through online collective academic supervision: Evidence from a postgraduate teacher education programme

AbstractCollective academic supervision (CAS) is a collective model for students' academic supervision to reduce their isolation and as a measure to establish a congenial culture and to develop networks with their peers. Most studies focus on the benefits of online CAS, leaving the pedagogical process and students' learning experiences understudied. This research examines the participation and learning experience of a cohort of Master of Education (MEd) students in online supervision that took place on a Moodle platform. This article reports a case study of Moodle‐based CAS in Hong Kong that aims to train postgraduate students into teacher‐researchers. A class of MEd students and their supervisors were observed, and their online dialogues were analysed. The bio‐ecological student engagement model was used to explain the online supervision process. The results indicated that the students' learning was situated and embodied in the online social processes facilitated by peers' and supervisors' replies. The online interaction behaviours mainly included proposing questions or problems, providing information or solutions, and making comments. The findings have provided an exemplary case regarding the application of the online learning environment in supporting CAS and active research‐based learning. The productive online CAS seems to benefit both teacher candidates and their supervisors by promoting the co‐construction of the knowledge and skills of educational research, although more evidence is needed.

Experience of formation of readyness for professional career growth of Postgraduates of H. S. Skovoroda Kharkiv National Pedagogical University

In the article, the concept of readiness for professional career growth of postgraduate students majoring in 011 Educational, Pedagogical Sciences has been defined. The principles of training postgraduate students of the third (educational and scientific) level of higher education have been revealed. They are: "flexibility"; the relationship between labour and vocational training; the unity of professional competences, interest and practical orientation; the integrity of education. A typical career trajectory was presented in three variants. The article proved that the analysis of motives for professional growth begins at the stage of admission to postgraduate courses. An appropriate place in the content of postgraduates’ training is given to the disciplines ensuring the development of universal basic skills (soft skills): "Academically and professionally oriented communication (“English / German / French / Ukrainian / Russian)", "Grant and Project Activities", "World Development and Domestic Pedagogical Thought". The development of universal skills of the researcher is provided by disciplines of applicants’ free choice ("Theoretical Foundations of Didactic Research", "Current Issues of Comparative Research", "History of Pedagogy as a Science and Direction of Pedagogical Research", etc.). The training for further career growth is closely related to the introduction of innovative technologies within general, active and interactive teaching methods (modelling of professional situations, role-playing games, storytelling, case study method, elements of cooperative learning) (group practical tasks), discussion, master class, etc.). A proper place in the educational process is given to research and teaching (pedagogical) practice. The university is working to form a "feedback" system with graduates and leading employers in the field of higher education. In particular, the Association of Alumni, a network of clubs alongside creative and sports teams were created. The membership in the Council of Young Scientists, which operates at the university, is an incentive for career growth in scientific activity.

АСПИРАНТ В СФЕРЕ ОБРАЗОВАНИЯ: К ВОПРОСУ О ЖИЗНЕННЫХ СТРАХАХ (ПО МАТЕРИАЛАМ ОБСЛЕДОВАНИЯ)

The relevance of the study of the socio-psychological well-being of graduate students (including such an indicator of social well-being as their assessment of the significance of various life fears and threats) is associated with the intensive changes taking place with the Institute of postgraduate studies in connection with the transition to the “economy of knowledge”, as well as with the socio-economic and socio-cultural processes that are transforming Russian society. Objectives. The study of socio-psychological features of life fears of graduate students depending on the influence of socio-demographic, socio-stratification and socio-psychological factors. Methods and selection. The article is based on the materials of an anonymous monitoring questionnaire conducted in 2019 by employees of the Information and analytical center of Russian Academy of education. The study involved students of post-graduate research organizations that train post-graduate students in the field of education Sciences, as well as pedagogical universities in Moscow and the regions of the Russian Federation. Empirical data were processed using mathematical statistics methods (statistical software packages SPSS and StatSoft Statistica). Results. The paper analyzes the influence of socio-demographic, socio-stratification and socio-psychological factors on the assessment of life fears and threats by graduate students. The relationship between the assessment of life fears by postgraduate students and the assessment of their life prospects, material and family status, the level of education of parents, and the presence of emigration plans is shown. The correlation analysis revealed a stable, age-independent structure of fears and threats for graduate students. Conclusions. Graduate students’ assessment of the importance of life fears is determined by the influence of a number of socio-demographic, socio-stratification and socio-psychological factors. The conducted special correlation analysis showed that the basis of the structure of graduate students ‘fears is a complex complex that includes six interrelated “centers”: “risk of losing health”, “economic failure”, “lack of professional prospects”, “lack of social protection”, “unemployment”, “tightening of the regime in the country”.

Socio-psychological features of value orientations in postgraduate students

Background. In the present situation, which certain studies describe as a crisis in the system of research staff training and which is characterized by low number of postgraduate students filling up the staff of scientific institutions, it is extremely important to study the specifics of motivation and value sphere of postgraduate students’ personality. Objective. Analysis of the socio-psychological characteristics that postgraduate students’ values have. Design. The study is based on a monitoring questionnaire survey of graduate students conducted in 2019 by employees of the RAO Information and the analytical center. The empirical data were processed using methods of mathematical statistics (statistical software packages SPSS and StatSoft Statistica). The study involved students of postgraduate research bodies that train postgraduate students in the field of education sciences, as well as postgraduates of pedagogical universities situated in Moscow, St. Petersburg and in other regions of the Russian Federation. A total of 803 respondents were interviewed. The study was aimed at assessing the hierarchy of life values in graduate students and the influence of socio-demographic factors, social stratification, and socio-psychological factors on the relevance of postgraduate students’ life values. Results. The results of the study indicate that the leading positions in the structure of postgraduate students’ life values are occupied by basic values (“family”, “good health” and “material well-being”) and by the most relevant values associated with self-actualization. It is shown that the value orientations of postgraduate students are determined by the influence of a number of socio-demographic factors (gender, age, presence and composition of the family), social stratification (financial status, educational status of parents) and socio-psychological factors (having or not clear-cut future plans, emotional assessment of one’s prospects, having or not emigration plans) factors. The comparison of the opinions of postgraduates and research staff showed that postgraduates are more focused on values related to self-actualization, as well as on traditionalist values. Conclusions. The core of postgraduate students’ life values structure if formed by the basic values and, in addition, the values related to self-actualization of individual. The value orientations of postgraduate students are determined by a number of socio-demographic factors, social stratification and socio-psychological factors. It was found out that at a certain age the structure of life values in postgraduate students changes significantly, in accordance with the aims of age development. It is shown that changes in graduate students’ family status make them reconsider the structure of life values. It is also noted that the restructuring of life values in graduate students, when if it proceeds in accordance with the values of natives in “Western” countries, contributes to the formation of emigration attitudes.

Социальное самочувствие аспирантов: эмоциональная оценка собственных перспектив

The article presents the data of an anonymous monitoring questionnaire survey conducted by employees of the Information and analytical center of Russian Academy of education in 2019. The study involved students of post-graduate research organizations that train post-graduate students in the field of education Sciences, as well as pedagogical universities in Moscow, St. Petersburg and other regions of the Russian Federation. The paper examines the influence of socio-demographic, socio-stratification and socio-psychological factors on the emotional assessment of graduate students' prospects. Empirical data were processed using mathematical statistics methods. It is shown that the assessment of one's own life prospects associated with the influence of socio-demographic (gender, family status), socio-stratification (material status, educational status of the parents of a graduate student) and socio-psychological factors (the presence of formed plans, the presence of emigration plans).