Years Of Transition Research Articles

Learner perceptions of a national CLIL innovation in foreign languages in the Republic of Ireland (5474)

This paper describes a Content and Language Integrated Learning (CLIL) curriculum innovation to improve motivation in language learning undertaken in the Republic of Ireland through a national pilot in transition year (TY) in 2021–2023 for learners aged 15–16. Here we extract data from part of an empirical evaluation study focussing on the research question, what are learner perceptions of learning through CLIL approaches in a national pilot module? A CLIL module on the theme of Fair Trade based on geographical and mathematical skills and content was taught through either French, German, Italian or Spanish. Models varied between schools—most undertook the module by teaching two to three lessons per week within a six-eight week period. A minority taught through this approach throughout the year. Results are presented from learner focus groups in three diverse school contexts and an online learner questionnaire drawn from all participating learners in these schools. Group discussions were recorded and transcribed. Thematic analysis was undertaken based on the Process Motivation Model for investigating CLIL in the classroom (PMM). Analysis and discussion include the positive impact on a large majority of learners and practical implications around the nature of learning a linear school subject in TY. Lessons learned include the need to extend this innovation to the wider curriculum, and the need for further professional learning for teachers. Constraints due to the nature of TY year and the module are acknowledged.

159 Qualitative insights into the skills development, health outcomes, and school experience of adolescent peer-leaders of a physical activity programme in second level schools

Abstract Purpose The Active School Flag (ASF) is a whole-of-school, physical activity (PA) programme in Ireland. At second level, student leadership is central to ASF, as adolescents aged 15–16 years in Transition Year (TY), are peer-leaders (PL) of ASF in their school. TY is a one-year programme unique to Ireland, that provides adolescents with skills and personal development opportunities. PLs receive leadership training and have a dedicated weekly class to plan the delivery of whole-of-school PA events and surveys. This study explored the impact on PL skills development, health outcomes, and school experience. Methods In April and May 2023, focus groups were conducted with PL (n = 33, 67% female) in eight schools during their second year of ASF. PL were asked about their experience of implementing ASF. Data were analysed using reflexive thematic analysis informed by Braun and Clarke, (2019). Five themes and 29 subthemes were generated. Results Themes included: (1) Enhanced personal development through ASF, (2) ASF builds community in the school, (3) Value and recognition of ASF in the school community, (4) Without ASF school would be plainer, (5) PL experience of their participation in ASF. Findings demonstrate the impact of key ASF intervention components on PL skills, health, and school experience. PL developed transferable skills including verbal and written communication (theme 1) through dissemination of whole-of-school survey results and sharing PA messages with school members. Shared leadership training supported PL to feel part of a group (theme 2) and facilitated a comfortable social and learning environment (theme 4). Attending ASF weekly timetabled class stimulated a positive mood among PL (theme 5). Although PL felt school members supported them (theme 3) during whole-of-school PA events, some PL experienced anxiety and frustration working with school members (theme 5). Conclusions Results provide valuable information to inform school staff and management how leading ASF can influence adolescents, including developing transferable skills, enhancing social and mental health, and supporting a positive school experience. These insights highlight the potential impact of a whole-school PA programme on a broad range of outcomes, demonstrating the added value of student-led initiatives. Funding Source Mayo Education Centre, Healthy Ireland

Level Up Your Residency: Can a Novel Two-Week Simulation Rotation Really Make a Difference?

This study describes a unique two-week simulation-based medical education (SBME) rotation for transitional year (TY) residents. During the rotation, residents are fully integrated into the simulation team, actively participating in clinically based interprofessional scenarios, procedural techniques, and mixed reality experiences. Residents also created and ran their own simulations while receiving content expert feedback. We evaluated the rotation's effectiveness in preparing TY graduates for their specific advanced residency track. A retrospective survey evaluated the experiences of 11 TY residents who participated in a unique two-week simulation rotation. The survey assessed residents' perceptions of the program's value and skill development, course design, scenario relevance to future practice, and preparedness to develop future scenarios. Residents (11 out of 12 residents, 92% response rate) overwhelmingly endorsed the simulation rotation (100% positive, 45.45% extremely valuable). The program demonstrably improved core clinical skills (100% reported improvement) and fostered self-efficacy for future practice. Scenario relevance was high (81.82% highly relevant). Collaboration and communication skills showed promise (72.73% positive) while highlighting a potential area for future refinement. Residents unanimously agreed on effective time allocation and the program's value for debriefing skills. Notably, 91% strongly supported residency-specific simulation training. The two-week simulation was perceived by prior TY residents as valuable, with a majority finding the experience highly valuable across multiple survey questions. Residents overwhelmingly expressed a preference for residency-specific training, suggesting future development of specialty-tailored modules and enhanced debriefing sessions. The findings highlight the program's effectiveness and successful implementation into a TY residency curriculum.

ACGME Milestones in the Real World: A Qualitative Study Exploring Response Process Evidence.

Since the Accreditation Council for Graduate Medical Education (ACGME) introduced the Milestones in 2013, the body of validity evidence supporting their use has grown, but there is a gap with regard to response process. The purpose of this study is to qualitatively explore validity evidence pertaining to the response process of individual Clinical Competency Committee (CCC) members when assigning Milestone ratings to a resident. Using a constructivist paradigm, we conducted a thematic analysis of semi-structured interviews with 8 Transitional Year (TY) CCC members from 4 programs immediately following a CCC meeting between November and December 2020. Participants were queried about their response process in their application of Milestone assessment. Analysis was iterative, including coding, constant comparison, and theming. Participant interviews identified an absence of formal training and a perception that Milestones are a tool for resident assessment without recognizing their role in program evaluation. In describing their thought process, participants reported comparing averaged assessment data to peers and time in training to generate Milestone ratings. Meaningful narrative comments, when available, differentiated resident performance from peers. When assessment data were absent, participants assumed an average performance. Our study found that the response process used by TY CCC members was not always consistent with the dual purpose of the Milestones to improve educational outcomes at the levels of residents and the program.

The Transitional Year internship: Five classes of former interns reflect on their first clinical year

Objective: The clinical internship (postgraduate year-1), which precedes many advanced residency training programs, are traditionally fulfilled by a transitional year (TY) or preliminary year of training in medicine or surgery. TY programs can take place in a variety of settings, ranging from community hospitals to large academic medical centers. In the present study, we sought to evaluate if resident physicians who completed a community hospital-based TY internship felt prepared for their subsequent specialty residency training. Methods: A cross-sectional survey was adapted and distributed to resident physicians who completed their TY internship at a university-affiliated community hospital in Baltimore, Maryland, between 2015 and 2019. The survey was composed of seven questions, utilizing a 5-point Likert-type scale, and assessed the perceived value of internship in preparing for advanced residency training, their professional development, and their willingness to choose the TY training experience again. Results: Thirty-seven responses were received out of a total of 53 resident physicians who trained in the program over a five-year period (70% response rate). After completing the TY internship, most residents subsequently trained in Diagnostic Radiology 16/37 (43%) and Ophthalmology 11/37 (30%). Of all respondents, 33/37 (89%) agreed that the internship training experience was necessary for their development as a physician. Regarding preparedness, 22/37 (59%) reported that the TY internship had advanced their procedural skills. Most respondents, 32/37 (86%), would choose the TY experience again to fulfill the internship requirement. No significant difference was seen when responses were stratified by year of internship completion. Conclusion: This single-center study of resident physicians who completed a community hospital-based Transitional Year internship revealed that the majority of participants found their training to adequately prepare them for their respective residencies across specialties and that they would select this route again to fulfill the internship requirement.

A Transitional Year Residency Program Provides Innovative Solutions for Unmatched Medical Students.

The transition to residency is competitive with more medical students applying for residency positions than slots available, and some will face challenges securing a position in their desired specialty. Our institution created a transitional year (TY) residency program in 2016 to help meet the needs of our medical students who did not initially secure a position in the main residency Match. This report provides a brief overview of the TY program and analysis of the program's value from the inaugural 3 years (2017-2020). The TY program is based at a midsized, urban, academic health center and features a tailorable curriculum emphasizing preparation for residents' specialty career plans. We used participatory action research and appreciative inquiry strategies as part of the annual program evaluation to examine TY residents' perceptions of the program's value. Stakeholder perceptions were also elicited from a purposive selection of 4 program directors and 2 key medical school education leaders. Internal evaluations revealed a high rate of resident satisfaction with the TY program and self-reported benefits such as increased confidence, clinical proficiency, and professional enculturation. Stakeholders valued the program as a potential pipeline for increasing physicians in the state and providing valuable direction to students' career trajectories. Creating a TY residency program to meet the needs of unmatched medical students was feasible to implement, acceptable to residents in meeting their academic and career needs, and provided a sustainable institutional solution with benefits to multiple stakeholders.

Exploring the Benefit of an Integrated Ophthalmology Internship (PGY-1)—Perceived Preparedness and the Recommended Duration of Training

Abstract Objective The effective utilization of intern training for ophthalmology residency is undermined by its variability across postgraduate programs. As residency programs shift toward integrating the first postgraduate year (PGY-1) into the ophthalmology-training curriculum, there are no definitive guidelines to build upon. Methods This is a retrospective cross-sectional study of new second postgraduate year (PGY-2) ophthalmology residents. Residents were surveyed in their first 2 months of ophthalmology training. Residents were asked to self-assess preparedness for ophthalmology based on their PGY-1 curriculum. A survey was composed and modified from the Accreditation Council for Graduate Medical Education's assessment of resident training. The Wilcoxon's rank-sum test was used to evaluate survey differences between the transitional year (TY) versus preliminary internal medicine (IM) year and compare survey responses between residents who were below versus above optimal cut points for weeks of ophthalmic training. Results There were 72 PGY-2 residents who responded to blinded surveys collected from July to August of 2017 and 2018. Thirty-nine (54%) residents graduated from a TY, 28 (39%) from preliminary IM, 3 (4%) from preliminary surgery, and 2 (3%) from a categorical ophthalmology year. Both categorical ophthalmology and surgery year were excluded from training year comparison due to low sample size. Using weeks of ophthalmology training as the control variable, there were significant increases in preparedness for addressing the ophthalmic complaint (p = 0.003) with at least 8 weeks of clinical ophthalmology, ability to perform ophthalmic exam (p = 0.018) with at least 12 weeks, ophthalmology medical knowledge (p = 0.005) with at least 10 weeks, and proficiency with hospital electronic health record (p = 0.003) with at least 12 weeks. Conclusion While our study did not find significant differences in perceived preparedness for ophthalmology residency based on the type of PGY-1 programs completed, there were statistically significant associations for specific ophthalmology tasks. These findings suggested a potential merit of integrating 12 weeks of clinical ophthalmology training as a benchmark for resident preparedness.

Institutional reforms and income distribution: Evidence from post-transition EU countries

This paper provides an explanation of income dynamics in the posttransition EU countries from the perspective of institutional changes. As a result of seemingly-unrelated regressions analysis on panel data from 1990-2014, we find robust evidence of the relationship between income shares and institutional reforms. The impact of reforms on the top and below-average income shares is negative, whereas this effect on above above-average income share is positive. Decline of income share for the richest class during the post-transitional period can be attributed to the loss of privileges associated with the existence of an institutional vacuum in the first years of transition. Although transition increased wages for workers at the end of income distribution, the job losses had a stronger effect than wage increase, so the overall effect on income share of this group is negative. The winners of reforms appear as the workers with above-average income, whose skills are complementary to the changes instituted by transition to market economy and integration in the EU.

Teaching Economics with Spanish Primary School Textbooks during the Franco Dictatorship and the Transition to Democracy (1962-1982)

In this article we analyze knowledge about economics conveyed via primary school textbooks published during the late Franco dictatorship and the years of transition to democracy in Spain. Starting from the premise that the process of political socialization and identity construction is based partly on economic factors, we examine the evolution of the content of economics in textbooks during and after the technocratic phase of planning and development. We elucidate ways in which economic culture is transmitted in schools, identifying certain values, principles and patterns of sociopolitical thought that this culture upholds and projects.

A time profile of mathematics in a ‘gap year’ in Irish secondary schools

The Irish education system is unique in an international context as it sets aside a full school year for a transition and youth development programme in the middle of secondary education. The Transition Year (TY) programme is an optional, full time programme offered in the majority of secondary schools. Each school designs its own programme, within set guidelines from the Department of Education and Skills. Within these guidelines, schools have considerable freedom and, in practice, the structure and content of the year varies substantially from school to school. There have been recent concerns regarding the amount of time allocated to core subjects such as mathematics in TY and also whether some schools are using the year as a lead-in to the final state examinations. This paper investigates these concerns further through the distribution of mixed methods questionnaires to deputy principals and mathematics teachers in 400 Irish secondary schools. The findings reveal that despite recommendations from a number of national reports, the time allocated to mathematics in TY remains low with wide variations between some schools. There are also an increased amount of schools now using TY to begin the upper secondary mathematics syllabus.

The degree to which students and teachers are involved in second-level school processes and participation in decision-making: an Irish Case Study

The Education Act (1998) is a key policy document in Irish education, emphasising the rights, roles and responsibilities of key stakeholders, including parents, teachers and pupils in schools. Since 1998 the Department of Education and Skills (DES) has stressed the need to introduce an increased role for teachers and pupils in decision-making. It is therefore timely to explore the response of teachers and students to such a collaborative school environment in a rural second-level school of approximately 600 students. Transition year (TY) students (ages about 15–16) and their teachers were surveyed by questionnaire and interviewed. It finds that while the school is proactive in involving students and teachers in decision-making, a source of social, personal and professional empowerment, experienced teachers, and students in particular, want a more substantial voice. For example, most students want more say. They want class discussions or a vote, not just Student Council (SC) representation, on important and not just trivial issues. They want involvement before decisions are taken, with more feedback. Overall, participation is considered important by all stakeholders.

Using Transitional Year Milestones to Assess Graduating Medical Students' Skills During a Capstone Course.

Undergraduate medical education (UME) follows the lead of graduate medical education (GME) in moving to competency-based assessment. The means for and the timing of competency-based assessments in UME are unclear. We explored the feasibility of using the Accreditation Council for Graduate Medical Education Transitional Year (TY) Milestones to assess student performance during a mandatory, fourth-year capstone course. Our single institution, observational study involved 99 medical students who completed the course in the spring of 2014. Students' skills were assessed by self, peer, and faculty assessment for 6 existing course activities using the TY Milestones. Evaluation completion rates and mean scores were calculated. Students' mean milestone levels ranged between 2.2 and 3.6 (on a 5-level scoring rubric). Level 3 is the performance expected at the completion of a TY. Students performed highest in breaking bad news and developing a quality improvement project, and lowest in developing a learning plan, working in interdisciplinary teams, and stabilizing acutely ill patients. Evaluation completion rates were low for some evaluations, and precluded use of the data for assessing student performance in the capstone course. Students were less likely to complete separate online evaluations. Faculty were less likely to complete evaluations when activities did not include dedicated time for evaluations. Assessment of student competence on 9 TY Milestones during a capstone course was useful, but achieving acceptable evaluation completion rates was challenging. Modifications are necessary if milestone scores from a capstone are intended to be used as a handoff between UME and GME.

Educational Milestone Development for Transitional Year Residency Training

The Accreditation Council for Graduate Medical Education (ACGME) Outcome Project has shifted the focus for accrediting residency training programs from structure and process to documented outcomes. A central part of the ACGME's Next Accreditation System (NAS) is “articulating milestones of competency development in each discipline.”1 Resident achievement of educational Milestones will be an indicator of the educational effectiveness of residency programs. Most specialties have developed their Milestones through a collaborative effort involving representatives from the ACGME, the pertinent American Board of Medical Specialties (ABMS) organization, the pertinent professional specialty society, and the pertinent program directors' association. In contrast, the approach was quite different for Transitional Year (TY) residency programs, which comprise only 1 year of accredited postgraduate medical education, where there is no corresponding ABMS board certification entity or professional specialty society. In addition, graduates of TY training programs are not expected to demonstrate sufficient competency to enter the independent practice of medicine, as is the case with other specialty (categorical) residency programs.

Growth of the ‘Transition Year’ programme nationally and in schools serving disadvantaged students, 1992–2011

The Transition Year (TY) programme has seen large increases in the number of participating schools and students since the 1990s. However, existing documentation of this growth has been intermittent and sometimes inconsistent. This paper documents in detail the changes seen in school provision and student uptake for the 19 years from 1992/1993 to 2010/2011, drawing on data provided by the Department of Education and Skills. Issues considered include the mainstreaming of TY in 1994, cohort participation rates (proportions of junior cycle students progressing to TY), school type and student gender. Particular attention is given to provision and uptake of the programme with regard to students from socioeconomically disadvantaged backgrounds. This is examined through the use of both school-level (school participation in schemes aimed at addressing socio-economic disadvantage) and student-level (possession of a medical card) information.

Personal development in secondary education: the Irish Transition Year

Secondary education in Ireland includes an optional Transition Year (TY) between the junior and senior examination cycles, when students are typically about 15 years old. Transition Year is an innovative programme, unique to Irish education, which is intended as a non-academic year devoted to personal and social development in the absence of examination pressure. Slightly more than half of the eligible student cohort take part in the programme, with the remainder skipping TY and progressing directly to senior education. Qualitative evidence suggests that TY is generally viewed as a positive experience for students, although competing perspectives regard the programme as a luxury that is no longer worth sustaining. This article discusses the development of the programme and its relevance to the Irish education system, reviews previous and related research, and identifies future directions and areas where further attention is warranted.

The Transition Year programme in Ireland. Embracing and resisting a curriculum innovation

The Transition Year (TY) programme is an optional, one‐year, stand‐alone, full‐time programme offered in 75% of second‐level schools in the Republic of Ireland. Aimed at those in the 15–16 age group, TY has a strong focus on personal and social development and on education for active citizenship. The implementation of TY in schools is seen as a case study in curriculum innovation. Evidence from the programme's history and development, from studies of attitudes to TY in six schools and among policy shapers, suggests ambiguous views among stakeholders towards the programme. Enthusiasm for aspects of the innovation is accompanied by resistance to its more challenging features. Schools’ responses to the programme are examined from a range of perspectives.

CONSTRAINTS ON SYSTEMIC TRANSFORMATION AND THEIR POLICY IMPLICATIONS

The purpose of this paper is to provide a general framework for more detailed presentations of the microand macro-economics of the transition of former centrally planned economies under commu nist party states to political democracies and mar ket-oriented economies. Section II describes the problem of the generally disappointing pace and course of transition. Some possible sources of the problem are that sectoral policies might have been decided in too narrow an analytical framework or might have overlooked some significant structural and system constraints on the societies under tran sition. Section III enumerates the main subsets of a structural system which is the target of specific policies formulated for the transition. These sub sets refer to the different ways in which actors in societies interact and for the most part correspond to different areas of expertise, each with its own specialists often making recommendations in isola tion. Section IV describes the typical state of the general structural system of a country in Central or Eastern Europe as a consequence of the last years of communist government and the first year of transi tion. This condition is described as a collection of interacting disequilibria, which are set into motion by the withdrawal of communist authority. Section V describes the main elements of economic policies in the transition, as well as the evidence of the problems of implementing them. Section VI con siders the specific political and moral or value circumstances in which economic policies of tran sition are being decided and executed. Additional constraints on economic policies are identified here. In section VII, the conclusion, consideration is given to the possibility of viewing the political constraints on economic policies as part of an optimum policy design. This appears to be a diffi cult task indeed, yet what now seem to be impeding the transformation of economic institutions are increasingly constraining political conditions.