Workforce Education Research Articles

Perception of medical students at public universities in Uganda on their education environment: a cross-sectional study

BackgroundThe healthcare workforce is one of the six core components of a well-functioning and sufficient health system. The WHO highlights that improving education and training of the health workforce is critical to improving health systems. Medical education is a pillar of the healthcare workforce. The educational environment - the physical circumstances or conditions under which learning takes place - is an important factor determining medical education’s effectiveness. Its academic and clinical effects significantly determine medical students’ attitudes, knowledge, skills, progression, and behaviors. To ensure strong health systems, there is a need for improvement in medical education. Improvement must be contextual and informed by locally relevant data. This study, which assessed Ugandan medical students’ perception of their learning environment, provides crucial context-specific data highly relevant to the current state of medical education in Uganda.MethodsThis quantitative cross-sectional study was conducted among medical students across five medical schools in Uganda between December 2021 and February 2022. Participants completed an online questionnaire with a demographics section and the Dundee Ready Education Environment Measure (DREEM) tool. The data was analyzed using R in R Studio version 2021.09.0 + 351. The average score for each DREEM sub-scale and the total DREEM score were calculated, and their relationship with demographic characteristics was examined.ResultsThe average total DREEM score of the 335 participants was 112.27/200 (56.12%). We found that 69% (231/335) of the students had a positive perception. The sub-scale mean scores were as follows: Perception of Atmosphere – 25.14/48, Social Self-perception − 14.94/28, Perception of Teachers − 24.86/44, Perception of Learning − 28.8/48, and Academic Self-perceptions – 19.04/32. “There is a good support system for students who get stressed” was the item with the lowest mean score (1.41/5).ConclusionsThe study’s findings indicate that medical students’ perceptions of their learning environment are just above average. This suggests a need for improvement, particularly in the atmosphere and social support, to ensure the training of a robust health workforce. The results of this study should motivate stakeholders to initiate changes that will enhance the quality of medical education in Uganda.

Will they come back? Evaluation of health student placements in remote and very remote regions of Australia

BackgroundDespite the benefits of rural placements in attracting healthcare professionals to rural areas, there remains a gap in understanding the specific impact of placements in remote and very remote areas of Australia, particularly within the unique context of the Kimberley region. There is a need to elucidate differences across geographical areas and contribute to the knowledge about the specifics of where and how student placement programs work. This research explored the impact of a remote placement program at Majarlin Kimberley Centre for Remote Health (‘Majarlin’) on educational outcomes and workforce intentions of participating students.MethodsThis research evaluated student placement data and post-placement surveys of allied health, dentistry, midwifery and nursing students who had completed remote placements in the Kimberley region between 2018 and 2024. Placement numbers and demographic data from 2018 to 2023 were descriptively analysed, while post-placement surveys collected between January 2023 and June 2024 were used to examine educational outcomes, placement satisfaction, and rural practice intention.ResultsBetween 2018 and 2023, Majarlin hosted 1111 students from 20 universities in remote and very remote regions, completing a total of 6068 weeks from 2018 to 2023. Post-placement surveys showed high levels of student satisfaction, with 96.2% also reporting improved clinical knowledge. Many students participated in voluntary positions in the community while completing their clinical placements, with 97.1% feeling that they had a positive impact on the community. All students reported that their cultural awareness and ability to engage with Aboriginal and Torres Strait Islander Peoples improved. Notably, intention to work in remote areas significantly increased post-placement (p < .001).ConclusionsThe results of this study demonstrated that the remote student placement program improved students’ self-rated clinical knowledge, cultural awareness, and community engagement skills. The program significantly influenced students’ intention to work in remote areas after graduation. These results can be used to inform the design and delivery of similar remote student placement programs which aim to improve the rural health workforce pipeline, paving the way for a more equitable and effective healthcare system across Australia.

Conceptualizing English Teacher Identity In Pesantren Based School

This study aims to explore how English teachers at Pondok Pesantren Nurul Jadid conceptualize their professional identity within the unique context of a pesantren-based Islamic school. Employing a survey research method, this investigation gathers data from junior high school English teachers to understand their perceptions and experiences in shaping their teacher identities. The research seeks to delve into the multifaceted nature of teacher identity, considering the interplay of religious values, pedagogical approaches, and the cultural environment of the pesantren. By examining these dimensions, the study aims to uncover how these educators balance their roles as language instructors and moral guides, integrating Islamic teachings with their professional responsibilities. The findings described the interconnectedness of Future Perspective, Teacher Belief, Career Perception, and Self-Efficacy plays a critical role in shaping teacher professional identity. A positive outlook on these aspects encourages teachers to remain committed, resilient, and engaged in their profession. Professional development programs tailored to enhance teacher skills and confidence, along with mentorship opportunities, are essential in reinforcing a strong professional identity. Furthermore, educational policies that prioritize fair compensation, job security, and access to resources create a supportive environment where teachers can thrive. By addressing both internal and external factors that influence professional identity, educational leaders can ensure that teachers feel valued and empowered, ultimately leading to improved job satisfaction, retention, and student outcomes. A focus on these key areas is vital for sustaining a motivated and effective teaching workforce.

Defining a core set of research and development priorities for virtual care in the post-pandemic environment: a call to action.

To identify research and development priorities for virtual care following the coronavirus disease 2019 pandemic from the perspective of key stakeholders (patients, clinicians, informaticians and academics). Qualitative study using a modified nominal group technique. Online semi-structured interviews and workshops held in November 2022 and February 2023. Health workers involved in delivering virtual care in two metropolitan local health districts and one specialty statewide network, and people who had received care from these sites, were recruited using passive snowball sampling. Research and academic staff from a tertiary institution were also invited to participate. Priorities to support a translational research agenda for virtual care. Twenty-five individuals participated including 18 innovation deliverers, two innovation recipients and five implementation facilitators. Stakeholders identified several key priorities for developing virtual care models and for sustaining and scaling virtual care services. These included demonstrating the economic and societal value of virtual care, developing a common framework to support evaluation and comparison of virtual care services, ensuring virtual care services integrate acute and primary care, and defining which models of care are most appropriate for virtual care delivery. As the health system recalibrates with the return of in-person care, there is a growing need to demonstrate the value of virtual care models to patients, the health system, and society at large. Demonstrating this value while also demonstrating improvements to health outcomes will future-proof virtual care, enabling it to be used to address broader challenges of health care delivery. In addition, sustaining virtual care will depend on robust operational structures and workforce training and education. As services evolve, research and development priorities must be revisited to ensure that translational research aligns with stakeholder interests.

Exploring the multimedia piano group class for early childhood education majors in universities

The multimedia piano group class for early childhood education majors in universities represents an innovative teaching model that integrates digital pianos, multimedia teaching devices, and live-streaming technology, bringing significant transformation to piano instruction. This model not only enriches teaching resources and enhances instructional efficiency but also strengthens teacher-student interaction and students' practical abilities. By leveraging the accurate sound reproduction and weighted key touch of digital pianos, students can improve their techniques in an experience closely resembling traditional piano performance. The multimedia teaching device supports the presentation of musical scores and demonstration videos, assisting students in gaining a deeper understanding of musical works and improving their artistic appreciation. Additionally, the use of live-streaming technology enhances classroom interactivity, allowing students to observe the teacher’s demonstrations clearly and learn through precise imitation. However, the implementation of this teaching model faces challenges, including technical difficulties, limited teaching resources, significant student variability, and a shortage of qualified instructors. This study examines the advantages of the multimedia piano group class, such as fostering teacher-student interaction, improving teaching efficiency, and enabling personalized instruction. It also explores the applications and benefits of multimedia technology for both instructors and students. Furthermore, this research proposes measures to address existing challenges, including enhancing teacher training, enriching teaching resources, optimizing instructional strategies, and expanding the teaching workforce. The aim is to further optimize piano teaching for early childhood education majors in universities, improving teaching quality and the overall student learning experience.

Contextualizing algorithmic literacy framework for global health workforce education

With the rapid and accelerating advancement of generative artificial intelligence (AI), research is lagging on how to ensure that the health workforce becomes and stays AI-literate. This paper describes a way forward specifically toward establishing an AI-augmented curriculum within global health workforce education. By global health workforce education, we refer to the academic staff or faculty and students in medicine, nursing, global public health, and other health science fields. AI, unlike other technological advancements, is constantly changing. Therefore, the adoption of specific tools for health workforce education has to be analyzed in the context of the educational setting for shaping a sustainable and equitable AI-augmented global health workforce curriculum. This necessitates an integration of AI algorithmic literacy within academic curricula. In this paper, we propose the algorithmic literacy framework (ALF) for global health workforce education to address individual and organizational readiness. At the individual level, ALF examines one&amp;rsquo;s knowledge of and skills needed to implement AI within the context of their respective health education expertise. At the organizational level, ALF examines readiness across five areas: infrastructure and support systems, institutional support, Information and Communications Technology technical expertise, student engagement, faculty engagement, and analytics technical expertise. ALF offers universities and health workforce training institutions a way of organizing their approach to algorithmic/AI literacy readiness that embraces their organization&amp;rsquo;s values and, at the same time, urging them to act.

Assessing Pre-service Teachers' Level of Technical-vocational and Pedagogical Competencies in Southern Philippines

Pre-service teaching is a fundamental component of teacher preparation, providing future educators with hands-on experience in the classroom, where they can apply theoretical knowledge in real-world settings. This phase is essential in shaping teachers who will contribute to societal progress by educating future generations. However, despite its importance, there are challenges in consistently assessing the competencies of pre-service teachers, especially within technical-vocational and pedagogical education, where standards can vary. Addressing these gaps in assessment is crucial for developing a skilled teaching workforce, which is why this study aims to evaluate the technical-vocational and pedagogical competencies of fifty (50) BTVTED pre-service teachers selected using the total population sampling technique in Southern Philippines. A validated 5-point Likert scale survey questionnaire comprised of 42 items specifically designed to assess pre-service teachers' technical-vocational and pedagogical competencies were utilized in the data collection of the study. This study employed descriptive research design and statistical tools like mean and standard deviation to analyze and interpret the data gathered. The study’s findings revealed that the grand mean of the pre-service teachers' technical-vocational and pedagogical competencies (M=4.47, SD=0.86) is classified as “Competent”. The highest ratings were observed in the “Diversity of Learners” (M=4.63, SD=0.61), “Learning Environment” (M=4.59, SD=0.62), “Curriculum and Planning” (M=4.59, SD=0.67), “Community Linkages and Professional Engagement” (M=4.52, SD=0.65), and “Technical and Vocational Knowledge and Pedagogy” (M=4.32, SD=0.81) which are classified as “Highly Competent”. The lowest ratings were observed in the “Assessment and Reporting” (M=4.33, SD=0.84) and “Personal Growth and Professional Development” (M=4.34, SD=0.86) which are classified as “Competent” only. In conclusion, while the pre-service teachers still perceive themselves as competent in some areas, there is some indication that they feel less equipped to apply various assessment methods and engage in ongoing self-improvement consistently. Recommendations to enhance pre-service teachers’ least mastered competencies and for future research are included in this study.

A Survey of the Current UK Physician Associate Educator Workforce and Recommendations for Courses and Provider Organizations.

In the United Kingdom there are 37 physician associate (PA) training programs with limited knowledge of the educators involved, their training, and specific needs. An online questionnaire was sent to PA educators in all UK training programs requesting information on academic title and responsibilities, clinical and nonclinical background, education and qualifications before becoming a PA educator, formal and informal training received in the role, and insights into career progression. The questionnaire highlighted 5 specific areas that should be specific recommendations for UK training programs to support PA educators, alongside existing guidance. These centered on academic and leadership development, clinical engagement, student support, and pedagogical research. We believe that implementing these recommendations across training programs will improve the opportunities for all those delivering PA education and consequently improve the offering to the students undertaking PA studies programmes.

Health system-wide access to generative artificial intelligence: the New York University Langone Health experience.

The study aimed to assess the usage and impact of a private and secure instance of a generative artificial intelligence (GenAI) application in a large academic health center. The goal was to understand how employees interact with this technology and the influence on their perception of skill and work performance. New York University Langone Health (NYULH) established a secure, private, and managed Azure OpenAI service (GenAI Studio) and granted widespread access to employees. Usage was monitored and users were surveyed about their experiences. Over 6 months, over 1007 individuals applied for access, with high usage among research and clinical departments. Users felt prepared to use the GenAI studio, found it easy to use, and would recommend it to a colleague. Users employed the GenAI studio for diverse tasks such as writing, editing, summarizing, data analysis, and idea generation. Challenges included difficulties in educating the workforce in constructing effective prompts and token and API limitations. The study demonstrated high interest in and extensive use of GenAI in a healthcare setting, with users employing the technology for diverse tasks. While users identified several challenges, they also recognized the potential of GenAI and indicated a need for more instruction and guidance on effective usage. The private GenAI studio provided a useful tool for employees to augment their skills and apply GenAI to their daily tasks. The study underscored the importance of workforce education when implementing system-wide GenAI and provided insights into its strengths and weaknesses.

A Post-Fellowship Support Framework for Rural Doctors: the Queensland experience

Background International workforce shortages have prompted many initiatives to recruit, train and retain rural doctors, including Australia’s emerging National Rural Generalist Pathway. This project explored an important component of retention, rural doctors' post-Fellowship support needs, to develop and validate a post-Fellowship support framework. There has been considerable international attention on social accountability in medical education and how medical schools and other institutions can address the needs of the communities they serve. The recognition that rural and remote communities globally are underserved has prompted numerous educational approaches including rurally focused recruitment, selection, and training. Less attention has been paid to the support needs of rural doctors and how they can be retained in rural practice once recruited. Methods The project team reviewed international and Australian rural workforce and medical education literature and relevant policy documents to develop a set of guiding principles for a post-Fellowship support framework. The project utilised a mixed methods approach involving quantitative and qualitative methodologies; this paper focuses on the qualitative aspects. A range of rural doctors, administrators, and clinicians, working in primary and secondary care, across multiple rural locations in Queensland were invited to participate in interviews. Thematic analysis was undertaken. Results The interviews validated ten interconnected guiding principles which enabled development of a grounded, contextually relevant approach to post-Fellowship support. This framework provides a blueprint for a retention strategy aiming to build a strong, skilled, and sustainable medical workforce capable of meeting community needs. Four themes emerged from the inductive thematic analysis: connecting primary and secondary care; valuing a rural career; supporting training and education; and valuing rural general practice. Conclusions The ten principles were designed in the real-world context of a mature Queensland Rural Generalist Pathway. The four themes will facilitate engagement and consultation with rural stakeholders to develop appropriate retention and support strategies.

Behavioral Health Workforce Education and Training Program for Professionals (HRSA)

Behavioral Health Workforce Education and Training Program for Professionals (HRSA)

Leadership and retention in early childhood education

Global early childhood education workforce shortages have highlighted the importance of recruitment and retention. The development of effective leadership has not been a retention policy focus even though effective leadership has been identified as an important driver for improving working conditions and supporting educator retention. The aim of this research was to investigate what factors affect retention focussing on retention challenges for leaders in an under researched context. Participants were 34 early childhood educators in the Northern Territory of Australia. A constructivist grounded theory methodology framed the research and the data analysis, and a constant comparative method was used to generate categories. The lack of learning on leadership, coupled with competing priorities, were identified as critical factors that contribute to increased attrition. However, informal mentoring was found to support both the positional and emerging leaders, increasing the probability of their retention regardless of their access to leadership development.

Growing our own: enabling PGR teachers to flourish in authentic ecosystems

Postgraduate researchers who teach (PGR teachers), or Graduate Teaching Assistants (GTAs) play a valuable role in global Higher Education, being a central part of the teaching workforce. PGR teachers are noted, amongst other things, for their ability to relate closely to students, bringing research-informed perspectives and providing effective and nuanced support to students in a massified HE sector. However, in spite of their longstanding presence, they are ubiquitously described as being in a ‘liminal space’ in the literature, and as early career colleagues, often have less professional experience and reduced agency to make pedagogical decisions, all whilst experiencing precarity and other challenges relating to occupying an impermanent role. Professional development opportunities for PGR teachers are reasonably widespread but do they enable the best way for PGR teachers to grow and thrive in their teaching work? This Afterword, drawing on the contributions of authors in Issue 4 of the JPPP, considers how PGR teachers are deploying the outcomes of professional learning, and where the ‘best space’ might be for them to develop and evolve as practitioners. It reflects on the structure and rationale established in the Warwick Postgraduate Teaching Community and argues for the support and initiation of similar PGR communities of practice across the sector, as being optimal spaces for PGR teachers to thrive, learn and grow with peers.

Devolution of New Zealand Research to a Gig Economy

In 2005 the New Zealand Tertiary Education Commission’s (TEC) put out a call for academic feedback on their Strategic Review of the Tertiary Education Workforce. Authors on this review provided a comprehensive review of the increasing reliance of tertiary institutes, particularly universities, on fixed-term contract staff, and the inherent risks for New Zealand science of relying on staff with unstable career structures and funding support. We explored some of the causes behind the transformation of the workforce from permanent to fixed-term, and recommended a suite of potential pathways to help address the challenges. This current review reports that nearly 20 years on very little has changed, and indeed the situation has gotten worse, with more researchers than ever before now on fixed-term contracts, even at senior levels. We have failed to establish and fund a career fellowship system. There has been a lack of substantive increases in funding for grants like Marsden and HRC that can sustain employment of research staff, and grant funding has not kept up with inflation. The net result is that we have essentially created a gig economy for research staff, with reliance on repeated contracts over many years, with few if any opportunities to transition to permanent positions. Researchers must write more and more grants to sustain their salaries as grants are insufficiently funded due to lack of investment leaving staff with either reducing the contract time or without a full salary for the full duration. Low funding rates due to lack of investment make it increasingly difficult to get funding to pay their salaries. Researchers see a bleak future, and the brain drain has begun. Students do not see a career in research as attractive and thus our capacity to develop the next generation of Kiwi scientists is at risk. This crisis threatens our ability to undertake and deliver science, technology and innovation that is essential for the growth of our economy. Urgent action is needed to address this fundamentally flawed approach to how we fund university based research and how we fail to support sustainable research careers.

Diversity, inclusion, and equity in Qatar’s K-12 schools: exploring strategic approaches for recruitment, development, and retention

This critical review study aimed to thoroughly evaluate methods for fostering principles of diversity, inclusion, and equity in the hiring, training, and retention processes of educators in Qatar’s schools. It incorporated the analysis of existing policies and practices, and the identification of gaps to propose evidence-based methods that likely enhance the three principles among educators. It also sought to provide additional knowledge and potential solutions that may significantly improve them. Further, I studied effective methods for enlisting educators from varied backgrounds, considering cultural, linguistic, and other relevant considerations, to satisfy the urgent demand for diversity among educators. Examining the importance of professional development programs in this context was crucial in encouraging inclusion and equity. Many institutional, cultural, and systemic impediments to progress have been revealed. The findings underline the significance of having a diverse educational workforce to foster inclusive and equitable educational experiences for students in schools in Qatar. They also emphasize the necessity for ongoing collaboration among stakeholders to achieve this goal. In response, legislative amendments, specialized recruitment strategies, professional development initiatives, and support systems are proposed to effectively address these challenges. Therefore, this research contributes to the scholarly discourse on diversity, inclusivity, and equity in education.

Feasibility, Acceptability, and Preliminary Effectiveness of a Reflective Supervision Professional Development Series Within Early Care and Education

ABSTRACT The positive impacts of Reflective Supervision (RS) are becoming increasingly evident. This approach may be especially important for early childhood teachers, who must deliver academic curricula and attend to children’s social-emotional development while maintaining high-quality program standards in increasingly challenging environmental contexts. However, to effectively provide RS to early childhood teachers, supervisors must first be trained in this approach. This paper describes the results of one such innovative training effort using data from a statewide, community-based program evaluation and a pilot open trial in the United States. Participants (N = 83 supervisors) were offered foundational training in RS followed by monthly skill-building sessions. We used a concurrent mixed methods approach, integrating observational, survey, and interview data collected simultaneously to assess feasibility, acceptability, and preliminary effectiveness of the RS professional development series. Data integration was achieved through contiguous narrative and joint display approaches. Research Findings: The RS series was feasible to implement, acceptable to participants, and led to improved reflective supervisory competencies. Practice or Policy: The RS series may represent an opportunity to effectively support the early care and education workforce, and in turn, benefit children. We discuss some differences between samples that may be useful for future implementation efforts across early care and education settings.

University-based academic programs in addiction studies in the regions of Australia and Aotearoa New Zealand: An overview.

Current trends in the addiction field reflect a significant emphasis on the workforce development and education. There are already some data about university-based addiction studies programs, but not much from Australasia. The aim is to provide an overview and describe the academic programs for addiction professionals in Australia and Aotearoa NZ. The research was conducted in 2017 and updated in 2023. Firstly, university websites were searched using pre-defined keywords, followed by a content analysis of the identified programs. The data were analysed and interpreted by using descriptive statistics. We found 21 universities in Australia (13) and Aotearoa NZ (8) where 46 single programs are provided. There are three bachelor programs, nine masters, and the majority of degrees include (post)graduate certificates and diplomas. No doctorate programs are identified. The taught courses provide comprehensive coverage of the addiction field topics. Twelve programs state clearly that there is clinical practice/internship included. Application to most programs requires completion of a relevant degree and in some cases possible clinical experience. In comparison to educational options in other regions, we observe a trend towards preparing university graduates for the workforce, thereby expanding the range of programs at lower levels. Most programs possibly represent clinically oriented education primarily specialising in addictions, and graduate programs in addictions for professionals with other disciplinary bases. Great emphasis is given to the quality standards of education, and also to relationship between education and labour market. Findings help opening opportunities to collaborate globally.

Are educators and practising midwives working together to support the future workforce?

This series of six articles is inspired by themes arising from the Royal College of Midwives' state of midwifery education report. The series explores the current landscape and challenges in educating the future midwifery workforce, particularly those that relate to the higher education workforce. This penultimate article examines the interplay between the practice and academic environments and the impact this has on both students and staff alike, particularly in the wake of changing standards for student supervision. The article explores whether the nature of being an educator in a health field such as midwifery is unique because of the need to support students through placement challenges when there are limitations on what higher education institutions can realistically influence. It also examines the ‘extra’ responsibilities put on midwifery education staff to support students by way of ‘academic assessor’ roles.

THE STRUCTURE, CONTENT AND POSSIBILITIES OF TEACHING STUDENTS TO PLAN THEIR PROFESSIONAL CAREER IN PEDAGOGICAL HIGHER EDUCATION INSTITUTIONS...

The landscape of education continues to evolve, necessitating a profound examination of the preparatory frameworks that guide future educators. In this context, fostering professional career planning skills stands as a pivotal component of teacher education programs. Such skills not only enhance individual career trajectories but also contribute to the overall effectiveness and adaptability of the teaching workforce. As educational institutions prepare to meet the diverse challenges of contemporary classrooms, there is an urgent need for systematic approaches that embed career planning within teacher training curricula. This scientific article aims to explore the intricacies of developing professional career planning skills among future teachers, delving into pedagogical strategies, stakeholder roles, and the broader implications for educational practice. By addressing these dimensions, a comprehensive understanding can be established, highlighting the significance of intentional career planning in the formation of competent, reflective, and responsive educators.

Institutional Agents: A Significant Facilitator of the Advancement of Women Leaders

Research on women's employment in the Arab world has highlighted a scarcity of women in senior leadership positions, often suggesting cultural conservatism and embedded gender-segregation within organizational structures. While these perspectives are not unfounded, these views may not fully capture the varied lived experiences of women leaders in the Arabian Gulf, particularly in the UAE. This study examined the influence of institutional agents on the career advancement of women leaders. The authors employed a phenomenological approach to explore the professional experiences of highly educated, women Arab leaders. The focus was specifically on their perceptions of gender discrimination, networking opportunities, and access to institutional agents. A sample population was purposefully identified; as such these findings may not be generalizable to the broader population. Data were collected via open-ended interviews and analyzed through multiple stages of coding stages using Atlas.ti. The results of this study present certain contradictory evidence to the existing literature. Notably, the women in this sample reported that gender discrimination was not a significant barrier to their career advancement. Further, the institutional agents most frequently identified by this sample of women were men. These findings suggest emerging narratives of a more gender-inclusive work culture. Moreover, these results offer a unique perspective that UAE professional environments may be more inclusive than previously reported. The findings of this study suggest that a more educated and diverse workforce could be contributing to a more inclusive atmosphere, challenging traditional views of workplace dynamics in the region.