Specialist Training Research Articles

Career and educational trajectory of Bachelors of Applied Informatics at a regional university: aspects of design and implementation

This article analyzes a complex set of personnel training problems for the digital economy. The authors note that the mechanical increase in budget places in the system of higher and secondary vocational education is not enough to provide the IT segment of the labor market in Russia, which is related both to the quality of training of specialists and to the career expectations of graduates. The author’s definition of the student’s career and educational trajectory is given. As one of the possible solutions, an integrative-micromodular approach is proposed, the key element of which is the cooperation of the student, the university and potential employers in designing and implementing an effective career and educational trajectory for each student. The authors note significant differences in the goals, resources and strategies of federal, national and regional universities, while focusing on the latter. Using the example of bachelor’s degree training in the field of Applied Informatics 09.03.03, the issues of work and part-time work of students during the study period, the influence of this factor on the career and educational trajectory are analyzed in depth. Examples of the implementation of micromodules «career stage» in the disciplines of «Programming», «Databases», «Information Systems Design», «Software Engineering», «Data Analysis», «Cloud services», «Web programming» are considered. The strategy of using psychosemantics methods for recognizing and clarifying the image of a future profession, professional self-reflection and, possibly, professional trials is described.

Integration of information technologies into innovative teaching methods: Improving the quality of professional education in the digital age

Introduction: modern possibilities of using digital technologies in vocational education are actively used to improve the training of specialists and adapt them to the requirements of the labour market. The purpose of the article is to analyse the integration of information technology into innovative teaching methods and to study the improvement of the quality of vocational education in the digital age. Methodology: the type of research is quantitative. The authors used such scientific methods: comparison and content analysis. The materials were processed from 02.09.2023 to 21.12.2023. A survey of teachers of vocational education institutions (140 people) was also conducted, based on which the main opinions on the state and prospects of digitalisation in this area are presented. Results: it was showed how often and effectively digital technologies are used and what innovative tools teachers use. It is also demonstrated that the difficulties in reforming the material base of education are recognised as extremely significant in Ukrainian reality. The importance of continuous professional development is emphasised, as digital technologies are developing rapidly. Conclusions: it was summarised the results of the study, emphasising that the digitalisation of vocational education aims to ensure the proper development of education in line with the current challenges of the labour market

Modern Trends in Development of Educational and Scientific Discipline ‘Public Health and Healthcare’: Its Methodological Role and Integrative Function

INTRODUCTION: In modern conditions of social development, there is a change of emphasis in definitions concerning not only public, but also individual health. Preserving and strengthening the health of the population is a complex task that implies the interaction of various specialists. This integration, the complexity of interaction in issues concerning preserving and strengthening the health of the population, should undoubtedly be reflected in the training of specialists, and, first of all, in higher medical education. AIM: To determine the role of the discipline ‘Public Health and Healthcare’ (PHH) in teaching population health issues and in the integration of departments of various profiles in the study of individual, group and population health in modern conditions. The article presents a discussion about modern trends in the development of the educational and scientific PHH discipline based on the opinions of students, teachers and the experience of Sechenovskiy University. Thus, students of profiles ‘General Medicine’, ‘Pediatrics’, ‘Medical and Preventive Care’ think that studying public health issues is the task of doctors of all clinical specialties (69.4%–76.7%), of hygienists ( 60.0%), of epidemiologists ( 30.0%). Integration in the teaching of PHH issues, according to teachers of PHH departments, in such types of activities as academic work, educational work, general scientific projects, joint printed works, textbooks and teaching aids, joint innovative projects, is mainly carried out with teachers of preventive educational disciplines, to a much lesser extent with teachers of clinical and fundamental disciplines. CONCLUSION: An integrative approach to definitions, terms, and concepts is needed in the study of the health of individuals, population groups and population with a significant variety of disciplines and departments teaching them. The methodological role in teaching these issues is the prerogative of the PHH discipline.

Development of training program for the Eye, Ear, Nose, and Throat emergency nurses in China based on core competency: a Delphi study

BackgroundNursing work in the Eye, Ear, Nose, and Throat (EENT) emergency department is highly specialised and faces significant challenges. Therefore, a high level of nursing competence is necessary for nurses. To develop core competencies, a systematic and standardised training program is required. This study aims to construct a standardised, systematic, and professional training program for nurses working in the EENT emergency department in China.MethodsBased on a literature review and semi-structured interviews, the training scheme draft was developed according to the theoretical framework of core competency for emergency nurses. From July 2023 to October 2023, a total of 21 experts including clinical experts, and nursing experts were selected to conduct 2 rounds of Delphi consultation to construct the training program for EENT emergency nurses.ResultsThe effective response rate for 2 rounds of expert consultation was 100%. The expert authority coefficient was 0.905, and Kendall’s W coefficients were found to be 0.359 and 0.340, respectively. The coefficients of variation for each item of the second round of expert consultation ranged from 0 to 0.19. The finalised training program for EENT emergency nurses consisted of 4 first-level indexes (training objectives, training management, training contents, and training assessment). The training objectives included 3 secondary indicators and 16 tertiary indicators. Training management included 5 secondary indicators and 8 tertiary indicators. Training contents included 4 secondary indicators and 16 tertiary indicators. Training assessment included 3 secondary indicators and 6 tertiary indicators.ConclusionThis study systematically and comprehensively explores the cultivation of nurses working in the EENT emergency department from the aspects of training objectives, training management, training contents, and training assessment. This training program is based on the theoretical framework of core competency standards for emergency nurses. It is in line with the actual needs of the clinic, and the training program is scientific and reliable, which can be promoted nationwide to provide a reference basis for the improvement of the training of emergency specialist nurses.Trial registrationNot applicable.

FEATURES AND ADVANTAGES OF THE DUAL FORMOF HIGHER EDUCATION

The advantages and possibilities of a dual form of higher education as a symbiosis of theoretical and professional-practical components of education are considered. In this case, the applicant receives all the necessary knowledge on the basis of a higher education institution (university or college), and practices them at an enterprise or company with which the institution cooperates. This system is currently being implemented in all European countries. Modern professional education, including higher education, lacks practical content. Instead, the dual form involves constant communication between the educational institution and the employer. Enterprises reserve the required number of training places for future specialists in higher education institutions. Students work in their chosen specialty during the entire period of professional training. There are various options for combining training and practice: three days at the enterprise and three days at the institution; classes in the morning, and work in the afternoon or vice versa. Depending on the chosen program and the agreement with the employer, applicants can spend a week studying theory and a week gaining practical experience, or two months attending lectures and the next two months working, developing and improving the acquired skills and abilities. Undoubtedly, the introduction of dual education requires adjusting industry standards and revising educational programs, designing learning outcomes that are required by the labor market. The concept of training specialists under the dual form of education, approved in Ukraine, regulates the rights, interests and obligations of educational institutions, employers, and students. Dual education makes it possible to turn students into mobile, competent, dynamic and experienced professionals who know what they want to achieve. It opens up new opportunities for professional training. At the same time, in the authors’ opinion, it is inappropriate to transform all professional education into dual education; this is a form of education for those who are able to combine study and work experience.

СУЧАСНИЙ СТАН ПІДГОТОВКИ МЕХАНІКІВ АВТОМОБІЛЬНОГО ТРАНСПОРТУ В ЗАКЛАДАХ ПРОФЕСІЙНОЇ (ПРОФЕСІЙНО-ТЕХНІЧНОЇ) ОСВІТИ

The relevance of this article is driven by the importance of professional training for automotive mechanics in the current environment, where the automotive industry is undergoing rapid and significant changes. The advancement of technological progress and the introduction of new technologies—such as electric vehicles, hybrid cars, and autonomous transportation systems—pose new challenges and set additional requirements for the training of specialists. Objective: The study aims to analyze the current state and trends in the professional training of automotive mechanics within vocational (technical) education institutions. Methods: Theoretical analysis of scientific literature, review of regulatory frameworks, and examination of curriculum planning documentation were conducted to assess the development level of this issue and to identify directions for further research. Comparison was used to explore different scientific approaches to addressing this issue, while analysis and synthesis were employed to elucidate trends in the professional training of automotive mechanics and to substantiate the formation of their professional competencies. Results: The main issues in preparing future automotive mechanics have been identified at the levels of general pedagogy, psychology, and didactics. Core didactic and innovative aspects for forming the professional competence of future automotive mechanics are characterized. Conclusions: The essence of automotive mechanics training is characterized as a multifaceted process encompassing technical education, personal development, and adaptation to new technologies and labor market demands. The purpose of this training is defined as the sustainable development of the automotive industry, enhancement of vehicle safety and operational efficiency, and support for the economic stability of enterprises. Current trends in the professional training of automotive mechanics are identified, including a focus on improving educational quality, developing competencies aligned with digital labor market demands, and preparing specialists capable of working with the latest production technologies. Key strategies for enhancing the competitiveness of graduates from vocational (technical) education institutions in the global labor market, and their readiness to meet the challenges of the modern automotive industry, are outlined. These include implementing international education standards, readiness to utilize modern equipment and software, development of soft skills, collaboration with businesses, and fostering continuous education and professional growth.

Knowledge, Attitudes, and Behaviors of Family Physicians Towards Hyperbaric Oxygen Therapy

In our study, we aimed to investigate the knowledge, attitude, and behavior of physicians toward hyperbaric oxygen therapy (HBOT). Our study is a cross-sectional study. We included a total of 251 physicians, consisting of Family Medical Specialists, residents of Family Medicine Residency program, contracted residents of Family Medicine Residency program (residents who work actively in primary health units and matched with Family Medicine residency program) and General Practitioners (non-specialized family physicians) working in Ankara, between the dates 01.04.2021 and 26.11.2021. A questionnaire consisting of a total of 51 questions was given to the participants on the internet in order to determine the level of knowledge, attitude and behavior towards HBOT. 251 people, 162 women and 89 men, participated in the study. Of the participants in the study, 137 were residents of the Family Medicine residency program, 57 General practitioners, and 57 Family Medical Specialists. It was observed that 60.2% of the physicians responded with a “no” to the question, “Do you know the indications of HBOT?”. 55% of the physicians did not know about the cost of HBOT therapy. The rate of knowledge of the indication of carbon monoxide poisoning was significantly higher among the physicians who had an HBOT center in their institution (p<0.05). It was observed that 98% of the participants did not know the treatment pressure applied during HBOT, and 97.2% did not know the technique of oxygen administration. While investigating the knowledge, attitudes, and behaviors towards HBOT, we observed that our physicians had some deficiencies, even though they had partial knowledge about it. In our study, we saw that our physicians are aware of their lack of knowledge about HBOT and are open to training on this subject. We think that in order to eliminate this deficiency, a course related to this field can be added to either university curricula or specialist training curricula.

НАВЧАЛЬНО-ПРАКТИЧНІ ЦЕНТРИ ЯК ІННОВАЦІЙНІ СТРУКТУРНІ ПІДРОЗДІЛИ ПРОФЕСІЙНОЇ ПІДГОТОВКИ ФАХІВЦІВ НА ЗАСАДАХ ДЕРЖАВНО-ПРИВАТНОГО ПАРТНЕРСТВА

Relevance: In the era of innovation, practical training centres within professional (vocational) education institutions are pivotal in preparing personnel that contribute to the economic stability of regions and the nation. To revitalise Ukraine's national economy, it is crucial to improve the quality of human capital by incorporating advanced technologies and materials into the educational framework. Aim: to examine the role of practical training centres, based on public-private partnerships, in developing highly skilled workers in Ukraine; to establish their importance for advancing professional (vocational) education in an innovative society. Methods: content analysis (to review documents and materials, identifying key trends and approaches); systematic analysis (to view practical training centres as part of the P(V)E system and clarify their interactions with stakeholders); an activity-based approach (to evaluate the objectives, functions and roles of these centres in P(V)E). Results: The activities of PTCs in Ukraine dedicated to enhancing P(V)E are detailed as follows: Lviv Professional College of Service and Printing (the Interregional PTC for Computer Technologies “Digital Learning” improves training for both students and teachers, introduces new technologies and organizes courses and seminars; the PTC for the Use of Materials and Technologies from Sniezka-Ukraine LLC focuses on new construction technologies, professional development courses and student certification); Chernihiv Professional Lyceum of Railway Transport (the PTC for training installers of sanitary engineering systems offers specialized courses, ensures high-quality training and participates in professional skill competitions); Khmelnytskyi Centre for Vocational Education in the Field of Services (the PTC for Current Sewing Technologies and Design provides training and professional development for sewing operators; the PTC for Technological Innovations in the Food Industry and Restaurant Business organizes seminars and training sessions aimed at improving nutrition in educational institutions). These PTCs actively collaborate with enterprises, implement specialist training projects and integrate advanced technologies. Conclusions: practical training centres, operating through partnerships with external stakeholders, foster new professional training methodologies and create platforms for formal and non-formal education. They play a significant role in training and retraining unemployed individuals, enhancing the qualifications of industrial training instructors and P(V)E teachers, as well as introducing cutting-edge technologies and advanced equipment.

PROJECT METHOD IN THE TRAINING STUDENTS OF TECHNOLOGICAL PROFILE

The article discusses the problem of using the project method in the training of students of a technological profile in a higher education institution. Particular attention is paid to the project method using in teaching the discipline "Technological Practicum". The analysis of the latest researchers show that project activity in the process of training specialists of technological and other profiles is considered by scientists as the most important method of successful formation of professional competence of future specialists. The author has singled out the such types of projects: research, creative, game, informational, practice-oriented. It was concluded that using the project method in the training of students of a technological profile in a higher education institution is aimed at socially significant psychophysical, moral and intellectual development, strengthening their aptitudes and abilities, their essential strengths and vocation; involvement of students in successful work and the system of universal moral values; formation and satisfaction of their activity and cognitive requests and needs; creating conditions for self-determination, creative self-expression and continuous education.

Ultrasound-guided renal cavity puncture simulators: comparative characterisation and validation

Introduction. Teaching the skill of renal cavity puncture remains a pressing issue for both resident trainees and practicing physicians. Because patient-based training is ethically questionable and can be unsafe in terms of complications, training models have been created to practice skills.Objective. To compare two non-biological simulators for renal cavity puncture under ultrasound guidance: “UROSON”, GEOTAR, Russia and the kidney phantom “SafeToAct”, Estonia.Materials & methods. The study involved 40 young doctors with no experience in kidney puncture. Group 1 (20 people) practised on the UROSON simulator (GEOTAR, Russia). Group 2 (20 people) trained on a kidney phantom (SafeToAct, Estonia). Both simulators were evaluated by doctors before and after practice, as well as in the long-term period for 3 and 6 months. The assessment was carried out using a Likert scale.Results. The UROSON was rated higher (p < 0.05) according to the results of the comparison of the parameters (colour and consistency, visualisation of the cavity and calyx on ultrasound). Renal cavity visualisation of the UROSON simulator was rated as "good" throughout the study. Visualisation deteriorated by 6.9% after six months of use. Meanwhile, the SafeToAct kidney phantom showed a 64% deterioration in visualisation after one month of use. The SafeToAct kidney phantom was not evaluated later point because it became unusable. Both simulators had "tracks" after punctures. The UROSON had 30% and the SafeToAct kidney phantom 100% (p < 0.0001).Conclusion. The UROSON simulator can be used for training, master classes and accreditation of specialists. This simulator can be used for a long time.

A plea for urgent action: Addressing the critical shortage of cardiothoracic surgical workforce in the COSECSA region.

The College of Surgeons of East, Central, and Southern Africa (COSECSA) comprises 14 countries, many of which currently grapple with an increasing burden of cardiothoracic surgical (CTS) diseases. Health and economic implications of unaddressed CTS conditions are profound and require a robust regional response. This study aimed to define the status of CTS specialist training in the region (including the density of specialists, facilities, and active training posts), examine implications, and proffer recommendations. A desk review of COSECSA secretariat documents and program accreditation records triangulated with information from surgical societies was performed in May 2022 and September 2023 as part of education quality improvement. A modified nominal group process involving contextual experts was used to develop a relevant action framework. Only 6 of 14 (43%) of COSECSA countries offered active training programs with annual intake of only 18 trainees. Significant training gaps existed in Burundi, Botswana, Malawi, Rwanda, South Sudan, Zambia, and Zimbabwe. Country specialist density ranged from 1 per 400,000 (Namibia) to 1 per 8,000,000 (Ethiopia). Overall, the region had 0.2 CTS specialists per million population as compared with 7.15 surgeons per million in High-Income Countries. Surgical education experts proposed an action framework to address the training crisis including increasing investments in CTS education, establishing regional centers of excellence, retention incentives and opportunities for women, and leveraging international partnerships. Proactive investments in infrastructure, human resources, training, and collaborative efforts by national governments, regional intergovernmental organizations, and international partners are critical to expanding regional CTS training.

High-Volume Surgeons and Reducing Racial Disparities in Route of Hysterectomy

Study ObjectiveTo examine racial disparities in route of hysterectomy and perioperative outcomes before and after expansion of high-volume minimally invasive surgeons (>10 minimally invasive hysterectomies (MIH)/year) DesignRetrospective cohort study SettingMulti-center academic teaching institution PatientsAll patients who underwent a scheduled hysterectomy for benign indications during 2018 (pre-intervention) and 2022 (post-intervention) InterventionsRecruitment of Fellowship in Minimally Invasive Gynecologic Surgery (FMIGS)- trained faculty and increased surgical training for academic specialists in obstetrics and gynecology occurred in 2020. Measurements and Main ResultsPatients in the pre-intervention cohort (n=171) were older (median age 45 years vs. 43 years, p=0.003) while patients in the post-intervention cohort (n=234) had a higher burden of comorbidities (26% ASA class III vs. 19%, p=0.03). Uterine weight was not significantly different between cohorts (p=0.328). Between the pre-intervention and post-intervention cohorts, high-volume minimally invasive surgeons increased from 27% (n=4) to 44% (n=7) of those performing hysterectomies within the division and percentage of hysterectomies performed via minimally invasive route increased (63% vs. 82%, p<0.001). In the pre-intervention cohort, Black patients had a lower percentage of hysterectomies performed via minimally invasive route compared to White patients (Black = 56% MIH vs. White = 76% MIH, p=0.014). In the post-intervention cohort, differences by race were no longer significant (Black = 78% MIH vs. White = 87% MIH, p= 0.127). There was a significant increase (22%) in MIH for Black patients between cohorts (p<0.001). After adjusting for age, BMI, ASA class, prior surgery, and uterine weight, disparities by race were no longer present in the post-intervention cohort. Perioperative outcomes including length of stay (p<0.001), infection rates (p=0.002) and blood loss (p=0.01) improved post-intervention. ConclusionIncreasing FMIGs-trained gynecologic surgeons and providing more opportunities in robotic/laparoscopic training for academic specialists may improve access to MIH for Black patients and reduce disparities.

Experience in the development and use of simulators for professional training of specialists in the electric power industry

Issues of development of simulators for training and testing of electrical engineers and students of electrical engineering specialties were considered. They are based on modern knowledge in the field of electricity. The main characteristics of simulators and requirements for their computer support are given. The developments implement a new method of practical training and testing of electrical engineers and can be used at all stages of electrical engineer training. The considered simulators are based on a combination of practical and theoretical knowledge of the electric power industry. The purpose of the developments is to activate and increase the efficiency of the educational process due to the introduction of new learning technologies. The technical capabilities of the software implement both individual and team work of students and electric power personnel. It was noted that in recent years, two professional simulators, implemented in the form of two laboratory workshops, have been developed and implemented in the educational process at the department of electrical energy transmission of National technical university “Kharkiv polytechnic institute”. The first helps students study the main provisions of the Normative Documentation in the power industry, the second – the rules and sequence of operational switching in electrical networks. In addition, experts determine the high efficiency of training systems based on precedent-analytical models. The exercise program according to the plan-do-check-act cycle is considered. Its basis is the well-known concept of continuous quality improvement “Plan-Do-Check-Act” (Deming's cycle). For the electric power industry, a plan-do-check-act cycle approach can consist of cyclical planning of activities, implementation of planned actions, verification of results obtained and correction of non-conformance to expectations. The precedent-scenario method of constructing a training system based on the software platform of the training system based on the plan-do-check-act scenario is presented in detail.

“Live surgery” as a modern and visual way of training medical specialists

“Live surgery” as a modern and visual way of training medical specialists

A national survey on the impact of the coronavirus pandemic on gynecologic surgical training.

The objective of this study was to assess the impact of the coronavirus pandemic on gynecology surgical training. A national cross-sectional online survey was distributed to all trainees and trainers in the higher specialist training program for obstetrics and gynecology in Ireland. The survey consisted of questions on topics which included: the volume of surgical procedures performed before and since the pandemic, confidence in performing various gynecologic procedures before and since the pandemic and questions regarding the impact of the pandemic on wellbeing and work practices. Trainers and trainees experienced a significant reduction in operative volumes for most procedure types. Analysis showed a significant reduction in the number of minor procedures performed by trainees (z = -2.7, P = 0.007) and a significant reduction in the number of all procedure types performed by trainers (minor procedures z = -3.78, P = <0.001; intermediate procedures z = -4.48, P = < 0.001; major procedures z = -3.69, P = < 0.001). Respondents reported they had less time for research and audit, were less able to attend courses or conferences and worried about the impact of their work on their families. In conclusion, this study has highlighted the current difficulties facing surgical trainees in gynecology because of the COVID-19 pandemic. These challenges have compounded an already challenging training environment for gynecology trainees. Efforts must be made to continue to provide high-quality tailored training to ensure the development of the next generation of gynecologic surgeons.

Training of Specialists in the Field of Information and Library Science in Polish Universities (Experience of the First Decades of the 21st Cent.)

The aim of the article is to review the areas of training specialists in library and information science in higher education institutions of Poland at the beginning of the 21st cent. Research methods. The offered research is based on the analytical and synthetic analysis of scientific publications by leading Polish scientists who studied the issues of higher library and information education. The author’s presentation of the current state of university education in the information and library sphere in Poland is based on the processing of materials from the official web portals of higher education establishments that provide specialised training for their applicants. Among a complex of special research methods, the method of content analysis is used to identify the views of certain scientists on the problems of development of information and library education in Poland. The scientific novelty of the article lies in the formulation of the problem that is practically unresearched in Ukrainian science, and requires studying in view of the practical significance of the Polish experience in reforming higher education of the information and library sphere. Main conclusions. In the process of this research, it is found that in Poland the process of transforming the training of information and library specialists in accordance with the needs of modern information society has not yet been completed. There are still scientific discussions on optimising the nomenclature of the training areas at universities, as well as variants of creating interdisciplinary specialities are being considered, some of which have been tested for several years in some higher education institutions. The analysis of the official websites of 11 state universities in Poland has highlighted tendencies toward a rapid reduction in the classical programmes of training in the field of information and library science, which is primarily caused by the demands of potential employers and the increased integration of the latest technologies into all spheres of society activity.

ДЕРЖАВНО-ПРИВАТНЕ ПАРТНЕРСТВО У СФЕРІ ПРОФЕСІЙНОЇ ОСВІТИ: ДОРОЖНЯ КАРТА РОЗВИТКУ

Relevance. Public-private partnership in the field of vocational education is a crucial tool for modernizing the system of training future professionals, particularly in the context of globalization and rapid technological change. It enables the attraction of investments, the improvement of the material and technical resources of vocational education institutions, the implementation of innovative technologies, and the adaptation of the content and forms of the educational process to meet the demands of the modern labor market. In the context of vocational education reform in Ukraine, public-private partnership fosters the integration of the private sector into the professional training of qualified specialists and supports sustainable development of the state, national economy, and society. Purpose: Based on research results, the article aims to identify and substantiate the key components, content, and structure of the development roadmap for public-private partnership in the field of vocational education. Methods: The study involves analyzing scientific sources, legislative and regulatory documents, and empirical data on the development of public-private partnerships in vocational education to determine the state of the issue. Theoretical analysis and synthesis, as well as generalization of viewpoints on the researched problem, were used to identify and justify the main components, content, and structure of the development roadmap for public-private partnership in vocational education, followed by summarizing the conclusions. Results: The key components of the development roadmap for public-private partnership in vocational education have been substantiated, which include the stages of cooperation between public and private entities, such as the legal regulation of the involvement of public and private partners in the professional training of future qualified specialists; the formation of institutional mechanisms for interaction between partnership participants; the creation of a flexible system for evaluating and monitoring the quality of vocational education; the stimulation of investments in improving the material and technical resources of vocational education institutions; and institutional mechanisms for supporting the implementation of strategies for teacher preparation and professional development. The content of the roadmap for developing public-private partnerships in vocational education is presented with the following structure: introduction; legal framework for regulating public-private partnerships; implementation and monitoring of pilot projects for public-private partnerships; scaling up successful pilot projects for public-private partnerships and integrating their results at the national level; mechanisms for improving public-private partnership projects and adapting them to changing conditions; conclusions and recommendations; appendices. Conclusions: A well-structured roadmap for developing public-private partnerships in vocational education, which takes into account all partnership components, enables effective collaboration between the state and business. This leads to improved quality of vocational education, its adaptation to labor market needs, increased transparency of management, and the efficient regulation of contractual relations and private investments. For the development of public-private partnerships in vocational education based on the roadmap, the following recommendations are proposed: improving legislative and regulatory conditions for public-private partnership development; ensuring transparency and adapting legislation to new challenges and protecting the rights of all partnership participants; actively involving private companies in educational projects by creating additional financial and tax incentives, as well as expanding opportunities for collaboration between businesses and vocational education institutions; scaling successful public-private partnership projects to the national level, taking into account the economic specificities of different regions; ensuring support and monitoring of public-private partnership projects to adapt them to local conditions and needs; creating infrastructure and a digital educational environment for online learning and the development of digital competence among partnership participants; developing financial mechanisms to support students, facilitating wider access to quality vocational education for all citizens; conducting systematic labor market monitoring and analysis to timely respond to changes in employer needs, regularly adjusting educational programs to meet current demands and trends; investing in the preparation and professional development of vocational education teachers, ensuring their access to modern knowledge and innovative teaching methodologies.

Portrait of an IPA PSM specialising in suicide prevention

Suicide prevention is a major public health issue, both nationally and internationally. The management of suicidal patients leaving emergency departments is crucial to preventing the risk of suicidal recurrence. Advanced practice nurses in psychiatry and mental health can provide real added value thanks to their specialist training, their ability to carry out a comprehensive and detailed clinical assessment, their mastery of medicinal and non-medicinal therapeutic interventions, their skills in coordinating the various players involved in the care pathway, their commitment to prevention and their skills in supporting the development of the skills of care and research teams.

Knowledge and awareness about temporomandibular disorder among dentists in India: Questionnaire study and review.

Temporomandibular disorders (TMD) comprise ailments involving the jaw joint (temporomandibular joint) and its associated anatomical structures. The complexity involved in TMD is primarily due to its broad spectrum of conditions, clinical signs and symptoms variability, and multifactorial etiology. Considering the above, the present study was performed to help understand the prevailing knowledge and awareness of TMD among Indian dentists in the context of the new specialty "orofacial pain". Questinnaire study and review. The questionnaire was distributed using a web-based portal nationwide among Indian dentists. Dentists were invited to participate, clearly stating that the intent and purpose of the questionnaire was to record the existing knowledge and awareness concerning temporomandibular disorders among Indian dentists. The questionnaire was segregated into three sections: pathogenesis, diagnosis, and management of TMDs. The questions were recorded using a Likert three-point scale (1=agree; 2=disagree; 3=not aware). 310 dentists participated in the survey, among which 105 were general dentists (BDS [Bachelor of Dental Surgery] graduates), and 205 were dentists with specialist training (MDS [Masters of Dental Surgery] graduates). The results obtained from the study participants was used to calculate the percentage and frequency, following which tabulations were made based on graduate type and clinical experience. The values obtained from all three sections were recorded, and the responses were analysed using Pearson's Chi-Square test with statistical significance kept at P < 0.05. Results of the study disclosed that only 58.1% of general dentists and 46.8% of specialists were confident in handling temporomandibular disorder patients. Splint therapy was the preferred treatment modality for general dentists, whereas dentists with specialist training preferred occlusal rehabilitation. The results of the current survey indicate that Indian dentists lack sufficient training in dental schools on all three sections and face difficulty diagnosing and treating TMDs.

СТАН НАВЧАЛЬНО-МЕТОДИЧНОГО ЗАБЕЗПЕЧЕННЯ ПІДГОТОВКИ КВАЛІФІКОВАНИХ РОБІТНИКІВ ГАЛУЗІ ЕНЕРГЕТИКИ ДО ПІДПРИЄМНИЦЬКОЇ ДІЯЛЬНОСТІ

Relevance is driven by several factors reflecting the contemporary challenges of Ukraine’s education system and the energy sector's operation. The urgent need for a comprehensive analysis of existing educational programs, instructional materials, and pedagogical approaches in terms of their compliance with modern requirements has become critical, especially in the context of the rapid development of renewable energy. Additionally, there is an increased need to assess the readiness of the developed educational and methodological framework to foster not only technical skills in students but also entrepreneurial thinking tailored to industry-specific needs. Identifying the strengths and weaknesses in the system for training skilled workers and determining directions for its improvement and modernization are also essential in alignment with current requirements for the installation and maintenance of renewable energy systems. Objective: To present the findings of an analysis of the current state of educational and methodological support for preparing skilled workers in the energy sector for entrepreneurial activities, identifying the strengths and weaknesses of existing methodologies for organizing the educational process in institutions of vocational (technical) education. Methods: A theoretical analysis of official, scientific sources, and internet resources was conducted to ascertain the research problem's state of investigation, create its theoretical basis, and identify key concepts and approaches to educational and methodological support for preparing skilled workers in the energy sector for entrepreneurship. Praximetric methods were applied to study and analyze progressive pedagogical experience in developing educational and methodological support, curricular plans of institutions of vocational (technical) education involved in training specialists in renewable energy, as well as educational programs, textbooks, and instructional materials. A comparative method was used to examine various approaches to planning the educational process for preparing future skilled workers for entrepreneurship and its methodological support. Modeling was used to develop a conceptual model of educational and methodological support, providing a holistic view of the structure and components of an effective educational and methodological complex. Generalization and forecasting were employed to identify successful practices in developing educational and methodological support for training skilled workers for entrepreneurship, recognize existing challenges, and propose possible solutions. Results: Based on the theoretical analysis of the source base, the current research status of educational and methodological support for the educational process was assessed. An analysis of various approaches to planning the educational process revealed advanced pedagogical experiences in developing educational programs, textbooks, and instructional materials for future skilled workers, while also identifying several significant shortcomings that require comprehensive resolution. By comparing different approaches to preparing future skilled workers for entrepreneurial activities, the primary components for enhancing the effectiveness of educational and methodological support were modeled, and key strategies were developed to address challenges in its development. Conclusions: The content of Ukraine’s regulatory and legal framework, along with the scientific foundation for educational and methodological support for entrepreneurial skill development, especially for future renewable energy specialists, includes legislative acts, scientific publications, and contemporary internet resources. There is a necessity to develop educational resources that not only foster general entrepreneurial skills but also account for the unique aspects and challenges of specific professional fields. This would allow students to gain a more comprehensive and practical understanding of entrepreneurship within the context of their future specialization, enhancing their preparedness for real labor market conditions and potential entrepreneurial activities in their chosen fields. The analysis of educational and methodological support for forming entrepreneurial competence in future energy sector specialists identified several significant shortcomings: a gap between theoretical concepts of entrepreneurship and their practical application in renewable energy, insufficient integration of modern digital technologies and simulation models, a lack of emphasis on developing "soft skills," limited implementation of an interdisciplinary approach, and the absence of integrated business incubators and accelerators focused on the energy sector’s specifics. Fundamental research in pedagogy and renewable energy should serve as the foundation for creating innovative teaching methods aimed at developing entrepreneurial competence in future renewable energy specialists.