Griffis, V. W.
Worldwide, polluted water affects the health of 1.2 billion people and contributes to the death of 15 million children under five every year. In addition poor environmental quality contributes to 25 per cent of all preventable ill health in the world. To address some of these problems, at the 2002 World Summit on Sustainable Development, the world community set the goal of halving, by the year 2015, the proportion of people without access to safe drinking water and basic sanitation. Solving sanitation and water resource management problems in any part of the world presents an interdisciplinary, complex challenge. However, when we attempt to solve these problems in an international context, our technical approaches must be tempered with cultural sensitivity and extraordinary management strategies. To meet this challenge, Michigan Tech has developed a unique global partnership with the U.S. Peace Corps to address our acknowledgement of the importance of placing engineering solutions in a global context. The program has graduated 30 students. Program enrollment is now over 30 and over 20 countries have hosted our students. The objective of this presentation is to demonstrate how this unique partnership can be integrated with graduate engineering education and research and also show how such a program may attract a more diverse student population into engineering. All graduate students enrolled in our Master's International Program in Civil and Environmental Engineering must complete specific coursework requirements before departing for their international experience. In CE5993 (Field Engineering in the Developing World) students learn to apply concepts of sustainable development and appropriate technology in the developing world. In FW5770 (Rural Community Development Planning and Analysis) students learn how one involves a community in the decision making process. A common theme in both courses is the role of woman in successful development projects. Technical
Advocates of integration and cross cultural contact believe schools have a seminal role to play in perpetuating or breaking the cycle of violence and division in conflicted societies. Historically, segregated schools are the norm in such societies. An alternative educational model is provided through integrated schools--schools where children from…
Staudigel, H.; Koppers, A. A.
Education and Professional Outreach (EPO) is increasingly becoming a substantive and much needed activity for scientists. Significant efforts are expended to satisfy funding agency requirements, but such requirements may also develop into a mutually beneficial collaboration between scientists and K-16 educators with a minimal impact on science productivity. We focus here on two particularly high impact EPO opportunities, hosting of high school interns and the inclusion of an educational component to a graduate student's&pthesis work. We emphasize the importance of hands-on collaboration with teachers and teacher-educators, and the substantive benefits of highly leveraged customized internet-distribution. We will present two examples for how we integrated this K-12 EPO into our university-based science and education efforts, what types of products emerged from these activities, and how such products may be widely produced by any scientist and disseminated to the educational community. High school seniors offer a unique resource to university EPO because some of them can substantively contribute to the science, and they can be very effective peer-mentors for high and middle schools. Extended internships may be built easily into the schedule of many senior high school student programs, and we were able to involve such interns into a three-week seagoing expedition. The seniors were responsible for our EPO by maintaining a cruise website and video conferencing with their high school. They added substantially to the science outcome, through programming and participating in a range of shipboard science chores. Graduate theses may be augmented with an educational component that places the main theme of the thesis into an educational setting. We designed and supervised such a Master's graduate thesis with an educational component on the geochronology of hot spot volcanoes, including a high school lesson plan, enactment in the classroom and preparation of a wide range of web
We describe an intensive course that integrates graduate and continuing education focused on the development and scale-up of chromatography processes used for the recovery and purification of proteins with special emphasis on biotherapeutics. The course includes lectures, laboratories, teamwork, and a design exercise and offers a complete view of…
Noble, Dorottya B; Mochrie, Simon G J; O'Hern, Corey S; Pollard, Thomas D; Regan, Lynne
In 2008, we established the Integrated Graduate Program in Physical and Engineering Biology (IGPPEB) at Yale University. Our goal was to create a comprehensive graduate program to train a new generation of scientists who possess a sophisticated understanding of biology and who are capable of applying physical and quantitative methodologies to solve biological problems. Here we describe the framework of the training program, report on its effectiveness, and also share the insights we gained during its development and implementation. The program features co-teaching by faculty with complementary specializations, student peer learning, and novel hands-on courses that facilitate the seamless blending of interdisciplinary research and teaching. It also incorporates enrichment activities to improve communication skills, engage students in science outreach, and foster a cohesive program cohort, all of which promote the development of transferable skills applicable in a variety of careers. The curriculum of the graduate program is integrated with the curricular requirements of several Ph.D.-granting home programs in the physical, engineering, and biological sciences. Moreover, the wide-ranging recruiting activities of the IGPPEB serve to enhance the quality and diversity of students entering graduate school at Yale. We also discuss some of the challenges we encountered in establishing and optimizing the program, and describe the institution-level changes that were catalyzed by the introduction of the new graduate program. The goal of this article is to serve as both an inspiration and as a practical "how to" manual for those who seek to establish similar programs at their own institutions. © 2016 by The International Union of Biochemistry and Molecular Biology, 44(6):537-549, 2016. © 2016 The Authors Biochemistry and Molecular Biology Education published by Wiley Periodicals, Inc. on behalf of International Union of Biochemistry and Molecular Biology.
Department of Adaptive Machine Systems, Department of Materials and Manufucturing Science and Department of Business engineering have constructed the educational programs of consecutive system from master to doctor courses in graduate school of engineering, “Pioneering Integrated Education and Research Program (PP) ”, to produce volitional and original mind researchers with high abilities of research, internationality, leader, practice, management and economics by cooperation between them for reinforcement of their ordinary curriculums. This program consists of the basic PP for master course students and the international exchange PP, leadership pp and tie-up PP of company and University for Doctor course students. In 2005th the basic PP was given to the master course students and then their effectiveness of the PP was investigated by questionnaire. The results of questionnaire proved that the graduate school students improved their various abilities by the practical lesson in cooperation between companies and our Departments in the basic PP, and that the old boys after basic PP working in companies appreciated the advantages to business planning, original conception, finding solution, patents, discussion, report skills required in companies.
Altair Alberto Fávero
Full Text Available This study aimed to investigate the trajectories and institutional destinations of graduates of doctoral programs in Education from Brazilian public universities in the last twelve years (2000-2012. The research is characterized as Mixed Methods (CRESWELL and CLARK, 2013 and was developed from data available in the electronic site of the CAPES, referring to graduate programs and Lattes Platform. Of the 3,598 graduates surveyed, a small number represents researchers who went straight to masters and doctorate degrees shortly after undergraduate studies. Almost one-third of respondents obtained doctorate degrees in between 10 and 15 years after graduation. About 15% held a doctorate between 20 and 25 years after graduation. We found that less than 25% of respondents were master's degree students in 2013 and less than 10% have contributed to the training of young doctors. We believe that the development of this research, unprecedented on this scale in the area of education, can contribute to the evaluation of expansion conditions and qualification programs and courses. In addition to taking a look at the activities and the working arrangements of the young doctors in Education in Brazil and prepare analytical frameworks that can contribute to the proposition of strategic funding policies and the setting of teachers in disadvantaged regions. Keywords: Postgraduate studies. Education. Graduate student training. Employability.
Admiraal, Wilfried; Lockhorst, Ditte; Smit, Ben; Weijers, Sanne
This study examined technology in post-graduate teacher training programs in the Netherlands. A questionnaire was completed by 111 teacher educators from 12 Dutch universities with a post-graduate teacher training program. The general view of the use of technology in Dutch post-graduate teacher education was quite conventional. Basic technology…
Juan L. Castejón
Full Text Available The main aim of this paper is to analyse the role of intellectual, personal and emotional competencies as well as technical knowledge - academic achievement - in the employment of university graduates, with the purpose of incorporating these competencies into training programmes developed within the European Framework of Higher Education. This study is based on an initial sample of 118 university graduates in the field of education. We have gathered information about academic achievement and the intellectual, personal and emotional traits of this sample. From these data, and given the importance of non-intellectual aspects of intelligence associated with professional success, the specific contribution -incremental validity - of personal and emotional intelligence in explaining theemployment - labour integration - of university graduates in the field of education is studied. From this point onwards, we attempt to identify the key socio-emotional competencies in the field of education in order to establish the implications of including this type of skills in university training programmes within the European Higher Education Area.
Ward, N. D.; Petrik-Finley, R.
Collaboration between researchers and K-12 educators enables an invaluable exchange of teaching philosophies and educational tools. Programs that partner graduate students with K-12 educators serve the dual purpose of training future educators and providing K-12 students with unique opportunities and perspectives. The benefits of this type of partnership include providing students with enhanced educational experiences and positive student-mentor relationships, training STEM graduate students in effective teaching strategies, and providing teachers with a firsthand resource for scientific information and novel educational materials. Many high school students have had little exposure to science beyond the classroom. Frequent interactions with "real-life" scientists can help make science more approachable and is an effective strategy for promoting science as a career. Here I describe my experiences and several lessons designed as a NSK GK-12 fellow. For example, a month-long unit on biogeochemical principles was framed as a crime scene investigation of a fish kill event in Hood Canal, Washington, in which students were given additional pieces of evidence to solve the mystery as they satisfied checkpoints in their understanding of key concepts. The evidence pieces included scientific plots, maps, datasets, and laboratory exercises. A clear benefit of this investigation-style unit is that students were able to learn the material at their individual pace. This structure allowed for a streamlined integration of differentiated materials such as simplified background readings or visual learning aids for struggling students or more detailed news articles and primary literature for more advanced students. Although the NSF GK-12 program has been archived, educators and researchers should pursue new partnerships, leveraging local and state-level STEM outreach programs with the goal of increasing national exposure of the societal benefits of such synergistic activities.
Treleaven, Lesley; Voola, Ranjit
The importance of graduate attributes is increasingly recognized internationally in higher education and by industry, government, and accrediting bodies. However, integrating the development of graduate attributes, such as critical thinking and critical reflection, has proved challenging in business education. This article demonstrates the value…
The genomics revolution provides vital tools to address global food security. Yet to be incorporated into livestock breeding, molecular techniques need to be integrated into a quantitative genetics framework. Within the U.S., with shrinking faculty numbers with the requisite skills, the capacity to ...
Bhatia, Kriti; Takayesu, James Kimo; Nadel, Eric S
Mentorship fosters career development and growth. During residency training, mentorship should support clinical development along with intellectual and academic interests. Reported resident mentoring programmes do not typically include clinical components. We designed a programme that combines academic development with clinical feedback and assessment in a four-year emergency medicine residency programme. Incoming interns were assigned an advisor. At the conclusion of the intern year, residents actively participated in selecting a mentor for the duration of residency. The programme consisted of quarterly meetings, direct clinical observation and specific competency assessment, assistance with lecture preparation, real-time feedback on presentations, simulation coaching sessions, and discussions related to career development. Faculty participation was recognized as a valuable component of the annual review process. Residents were surveyed about the overall programme and individual components. Over 88 % of the respondents said that the programme was valuable and should be continued. Senior residents most valued the quarterly meetings and presentation help and feedback. Junior residents strongly valued the clinical observation and simulation sessions. A comprehensive mentorship programme integrating clinical, professional and academic development provides residents individualized feedback and coaching and is valued by trainees. Individualized assessment of clinical competencies can be conducted through such a programme.
Jacobs, Susan Kaplan; Rosenfeld, Peri; Haber, Judith
As part of a system-wide initiative to advance evidence-based practice among clinicians, graduate students, and educators, the New York University Division of Nursing embarked on a curricular initiative to integrate components of information literacy in all core courses of the master's program. Increasing competency in information literacy is the foundation for evidence-based practice and provides nursing professionals with the skills to be literate consumers of information in an electronic environment. Competency in information literacy includes an understanding of the architecture of information and the scholarly process; the ability to navigate among a variety of print and electronic tools to effectively access, search, and critically evaluate appropriate resources; synthesize accumulated information into an existing body of knowledge; communicate research results clearly and effectively; and appreciate the social issues and ethical concerns related to the provision, dissemination, and sharing of information. In collaboration with the New York University Division of Libraries' Health Sciences Librarian, instructional modules in information literacy relevant to each of the 5 core nursing master's courses were developed, complemented by a Web-based tutorial: http://library.nyu.edu/research/health/tutorial. The Web site is multifaceted, with fundamentals for the beginner, as well as more complex content for the advanced user. Course assignments were designed to promote specific competencies in information literacy and strategies for evaluating the strength of the evidence found. A survey of information literacy competencies, which assessed students' knowledge, misconceptions, and use of electronic information resources, was administered when students entered the program and at 1-year intervals thereafter.
Tess, Anjala; Vidyarthi, Arpana; Yang, Julius; Myers, Jennifer S
Integrating the quality and safety mission of teaching hospitals and graduate medical education (GME) is a necessary step to provide the next generation of physicians with the knowledge, skills, and attitudes they need to participate in health system improvement. Although many teaching hospital and health system leaders have made substantial efforts to improve the quality of patient care, few have fully included residents and fellows, who deliver a large portion of that care, in their efforts. Despite expectations related to the engagement of these trainees in health care quality improvement and patient safety outlined by the Accreditation Council for Graduate Medical Education in the Clinical Learning Environment Review program, a structure for approaching this integration has not been described.In this article, the authors present a framework that they hope will assist teaching hospitals in integrating residents and fellows into their quality and safety efforts and in fostering a positive clinical learning environment for education and patient care. The authors define the six essential elements of this framework-organizational culture, teaching hospital-GME alignment, infrastructure, curricular resources, faculty development, and interprofessional collaboration. They then describe the organizational characteristics required for each element and offer concrete strategies to achieve integration. This framework is meant to be a starting point for the development of robust national models of infrastructure, alignment, and collaboration between GME and health care quality and safety leaders at teaching hospitals.
Flowers, Jim; Hunt, Brian
A proposal is made suggesting the inclusion of historiography (i.e., historical research and the writing of history) into graduate technology teacher education. In particular, a strategy is forwarded to have graduate students in technology teacher education, who are working at schools in different locations, conduct historical research and write…
Hansman, Catherine A.
This chapter is a case story of the evolution of the Master of Education in Health Professions Education (MEHPE), a collaborative graduate program developed by the Adult Learning and Development program at Cleveland State University and the Cleveland Clinic.
HEISS, ANN M.; AND OTHERS
THIS ANNOTATED BIBLIOGRAPHY CONTAINS REFERENCES TO GENERAL GRADUATE EDUCATION AND TO EDUCATION FOR THE FOLLOWING PROFESSIONAL FIELDS--ARCHITECTURE, BUSINESS, CLINICAL PSYCHOLOGY, DENTISTRY, ENGINEERING, LAW, LIBRARY SCIENCE, MEDICINE, NURSING, SOCIAL WORK, TEACHING, AND THEOLOGY. (HW)
Some of the implications of the failure of graduate schools to help students find constructive solutions to societal problems are considered. This issue is seen as a crucial one since graduate students are not only teaching assistants, with a major share of the burden of undergraduate education, but become university professors and secondary…
U.S. Department of Health & Human Services — Section 1886(h) of the Act, establish a methodology for determining payments to hospitals for the costs of approved graduate medical education (GME) programs.
Graduate attributes and course learning outcomes are an integral part of higher education in Australia. Testing the performance of graduates in the workplace with regard to graduate attributes and course learning outcomes is a not a common occurrence. This study has road tested the graduate attributes and course learning outcomes of a bachelor…
Freeman, Sydney, Jr.; Chambers, Crystal Renée; Newton, Rochelle
Graduate programs in higher education administration and leadership have sought to equip students with the knowledge, skills, and competencies for higher education leadership; that is, to prepare globally minded leaders who can navigate the internal and external demands of, and for, higher education. With the use of the Lattuca and Stark model of…
Vasconcelos Medeiros, Hugo Augusto; Mello Neto, Ruy de Deus e; Mendes Catani, Afrânio
This paper is a discussion on the possibilities of educational democracy in Brazilian Graduate Education, with a focus on the current Graduate Education Field regulations and the recent affirmative actions and public policies of access. We analyzed laws, decrees, government plans and selections edicts, through categories derived from historical…
Describes the domination-submission relationship between professors and students at the graduate level. Stresses the prevalence of transferences, which are "exacerbated by reality factors which infantilize the student and magnify the omnipotence of the teachers. This dependence is not conductive to creativity, maturity, and intellectual…
Popovici (Barbulescu Adina
Full Text Available The paper aims at analyzing the dynamics of in Romanian higher education graduates in the 2006-2010 period, both in Romania and by the Romanian development regions. After highlighting the importance of human capital and its education, the paper analyzes the dynamics of Romanian higher education graduates in the targeted period, at both of the above-mentioned levels. The conclusions reveal that, during the analysed period: 2006-2010, the number of female, and, respectively, male higher education graduates, as well as the total number of higher education graduates, continuously increased in the 2006-2010 period at the whole country level and registered an increase trend, as well, by the eight development regions of Romania in the 2006-2010 period, with very few exceptions in some years of the period, in some of the the eight development regions of Romania. Therefore, the Romanian higher education system must correlate the graduates number with the number of work places in the Romanian economy, and take into account the necessities imposed by the participation at international competition.
Mattison, Debra; Weaver, Addie; Zebrack, Brad; Fischer, Dan; Dubin, Leslie
This article introduces a curricular innovation, the Integrated Health Scholars Program (IHSP), developed to prepare master's-level social work students for practice in integrated health care settings, and presents preliminary findings related to students' self-reported program competencies and perceptions. IHSP, implemented in a…
Borrego, Maura; Boden, Daniel; Newswander, Lynita K.
We employ Scott's three pillars of institutions (regulative, normative, and cultural-cognitive) to investigate how higher education organizations change to support interdisciplinary graduate education. Using document analysis and case study approaches, we illustrate how strategies which address both policies and cultural norms are most…
This study investigates female undergraduates' aspirations for master's and doctoral degree programs in Taiwan's universalized and stratified higher education system. It considers the potential effects of economic prospects, parental attitudes, and gender values. First, graduate education is perceived as a means to enhance one's comparative…
Puncreobutr, Vichian; Malee; Somjate
The objective of this research was to study the level of work integrated learning (WIL), and the competency of the teaching profession based on the standards of knowledge of the graduates at St. Theresa International College. The study group consisted of 115 graduates pursuing Graduate Diploma in Teaching Profession Program. The questionnaire was…
Full Text Available Accepting and valuing people with disabilities is a key aspect of social policies promoted worldwide. The implementation of these policies aim normalize the lives of people with disabilities through full integration in the society to which they belong. Removing discrimination and social barriers equates to a maturing of the society, maturing translated by accepting diversity that surrounds us. Each person must be appreciated at its true value regardless of its condition of normality or deviation from it. Valuing individuals can be achieved only through a full acceptance in society, by assigning statuses and fulfilling social roles. School integration of children with special educational needs in mainstream education is a challenge and involves many aspects to be successful. It is the premise of social integration, the basis for future socio-professional insertion. Integrated education is the first step towards a world of equal opportunities, a world without discrimination.
Mark A. Eiteman
graduate students in several engineering and science degree programs. Other significant developments have arisen as direct or indirect consequences of this project. The University of Georgia has established a B.S. Biochemical Engineering degree and an M.S. Biochemical Engineering degree. A strong component of these degree programs is education toward a biobased economy. We will integrate particularly positive components of this project (such as the distinguished lecture series) into these degree programs. The University of Georgia is establishing a Center for Biorefining and Carbon Cycling. This multidisciplinary Center houses a pilot scale biorefinery, comprising a pyrolysis unit and an ethanol plant. Together with new faculty positions that are currently being advertised, this project has encouraged the University of Georgia to assume a leadership role in the preparation of students in the biobased industries of the future.
Full Text Available Background and Purpose: social accountability, a concept which is in the focal attention more than ever, is to provide service in the field of medical sciences. We aimed to identify the educational challenges to train accountable graduates in the medical education system to meet social needs.Methods: This study was conducted by qualitative content analysis using in-depth semi-structured interviews with eleven academic members of Kurdistan University of Medical Sciences who were selected by purposeful sampling. The interviews were analyzed using thematic content analysis.Results: The findings of the study consisted of 3 main themes and each one was extracted from categories, sub-categories, and codes. One of the themes was educational program which consisted of 2 categories called defects in the curriculum and inappropriate educational strategies. The second theme was management policies, including macro policies and the policies of the university. The third theme was personal factors which mostly referred to formal and informal education prior to university.Conclusions: The results of the study indicated the educational challenges to train accountable graduates in the medical education system. It seemed that although the results were obtained from Kurdistan University of Medical Sciences, it had many common points with other universities. Therefore, planning and taking appropriate measures to address these challenges can find a way to train accountable graduates in the medical education system to meet social needs.Keywords: SOCIAL ACCOUNTABILITY, EDUCATIONAL SYSTEM, MEDICAL EDUCATION
Royer, Danielle F.
Ultrasound (US) is increasingly taught in medical schools, where it has been shown to be a valuable adjunct to anatomy training. To determine the extent of US training in nonmedical anatomy programs, and evaluate anatomists' perceptions on the role of US in anatomy education, an online survey was distributed to faculty in anatomy Master's and…
Strom, S.; Edwards, S.; Gallagher, J. S.; Levy, E.; York, D.; van Horn, H.; Wyckoff, S.
As a result of the shifting emphasis for public investment in basic research and higher education, opportunities for new PhDs to follow traditional academic research careers are expected to decrease. Given these realities, it is both essential and timely to re-examine the role of graduate schools in serving our discipline, our students, and the society which supports us. Central to the discussion are the questions: (1) What should be the goals and content of an astronomy graduate education in view of (a) the discipline's need to continue a tradition of carrying out world class research, and (b) our nation's need for imaginative, scientifically capable and adaptable young people, both in the technical workforce and as teachers in the nation's schools? (2) Should we consider changing our admissions policies, graduate curricula, funding patterns or academic culture to meet the needs of (a) our discipline, and (b) our nation? The panelists will share their current perspectives on these very challenging questions. A follow-up open discussion on these issues will be held on Tuesday evening. A detailed outline of the questions regarding the goals of graduate education in astronomy formulated by the AAS Education Policy Board may be found through the Education link on the AAS World Wide Web homepage.
This paper estimates the monetary return to quality in US graduate education, controlling for cognitive ability and self-selection across award level, program quality, and field-of-study. In most program types, I cannot reject the hypothesis of no returns to either degree completion or program quality. Important exceptions include master's…
Hoyle, Amy Gratch
This article includes a description and analysis of a graduate teacher education course designed to engage teachers in taking action for social justice. In the course, students participate in a community of learners in which they examine their cultural identities and engage in social justice advocacy work. Students developed content knowledge and…
Measures of professional success provided by surveys on higher education graduates can be divided into objective (e.g. income or professional position) and subjective (e.g. job satisfaction, reported use of knowledge and skills, work autonomy) indicators. In this article a broad range of measures of professional success is used to describe aspects…
Kidwell, Clara Sue
The number of American Indians enrolled in institutions of higher education is very small. Enrollment figures for fall 1984 show Indians made up .68% of the total enrollment in institutions of higher education in the country, but only 15% of them were in universities. Their largest representation was in two-year institutions, where 54% of Indian…
Sanders, Mark E.
“My work with integrative STEM education began in 1990 with the NSF-funded Technology, Science, Mathematics Integration Project… By 2008, I was convinced “STEM Education” was (and always would be) a hopelessly ambiguous phrase, and therefore felt we absolutely needed to rename our “STEM Education” graduate program and develop a tight operational definition of the central idea underlying our program, in hopes of preventing the sort of hopeless ambiguity that ruined the term “STEM education” fr...
Davis, Deborah J; Ringsted, Charlotte
Accreditation organizations such as the Liaison Committee for Medical Education (LCME), the Royal College of Physicians and Surgeons of Canada (RCPSC), and the Accreditation Council for Graduate Medical Education (ACGME) are charged with the difficult task of evaluating the educational quality...... of medical education programs in North America. Traditionally accreditation includes a more quantitative rather than qualitative judgment of the educational facilities, resources and teaching provided by the programs. The focus is on the educational process but the contributions of these to the outcomes...... are not at all clear. As medical education moves toward outcome-based education related to a broad and context-based concept of competence, the accreditation paradigm should change accordingly. Udgivelsesdato: 2006-Aug...
Hjortsø, Carsten Nico Portefée; Riis, Nina Louise Fynbo
During the last decade student business incubation activities have become mainstream activities in Western universities. This is also the case in Danish higher education where all universities have established in-house student incubators. The models applied are different and place varied emphasis...... on the integration of extracurricular activities with formal credit awarding activities. In a Danish context, such integration has become increasingly important due to recent political reforms aimed at shortening the time it takes students to graduate in order to reduce national higher education expenditures....... On this backdrop, this paper explores the following questions: • How and to what extent do university student incubators collaborate with formal study programmes? • And which factors influence this integration of curricular and extracurricular activities?...
Bi, Xiaoyan; Tang, Xiaoya; Fan, Xuegong
Nowadays the phenomenon of academic misconduct (such as plagiarism, fabrication, falsification, etc.) is very frequent. The reasons for academic misconduct are involved in the problems in graduate education system, social environment and students themselves. Therefore, colleges and universities should place great emphasis on constructing a healthy school environment and academic atmosphere for failure tolerance with the help of high-tech modern means. It also needs to improve the academic supervision and evaluation system, strengthen the punishments for academic misconduct and enhance the mentor's exemplary role in education. The eventual goal for our education is to obtain innovative talents who are integrity, respect science and truth, and are good samples for academic performances.
Scicluna Helen A
Full Text Available Abstract Background The University of New South Wales (UNSW Faculty of Medicine replaced its old content-based curriculum with an innovative new 6-year undergraduate entry outcomes-based integrated program in 2004. This paper is an initial evaluation of the perceived and assessed clinical capabilities of recent graduates of the new outcomes-based integrated medical program compared to benchmarks from traditional content-based or process-based programs. Method Self-perceived capability in a range of clinical tasks and assessment of medical education as preparation for hospital practice were evaluated in recent graduates after 3 months working as junior doctors. Responses of the 2009 graduates of the UNSW’s new outcomes-based integrated medical education program were compared to those of the 2007 graduates of UNSW’s previous content-based program, to published data from other Australian medical schools, and to hospital-based supervisor evaluations of their clinical competence. Results Three months into internship, graduates from UNSW’s new outcomes-based integrated program rated themselves to have good clinical and procedural skills, with ratings that indicated significantly greater capability than graduates of the previous UNSW content-based program. New program graduates rated themselves significantly more prepared for hospital practice in the confidence (reflective practice, prevention (social aspects of health, interpersonal skills (communication, and collaboration (teamwork subscales than old program students, and significantly better or equivalent to published benchmarks of graduates from other Australian medical schools. Clinical supervisors rated new program graduates highly capable for teamwork, reflective practice and communication. Conclusions Medical students from an outcomes-based integrated program graduate with excellent self-rated and supervisor-evaluated capabilities in a range of clinically-relevant outcomes. The program
Full Text Available The development of professional degree graduates education plays a crucial role in social economy development and the industrial restructuring, promotes academic degrees and graduates education growth and could further ameliorate China's professional degrees education system. Currently, the professional degree graduates education meet with some problems, such as low level of professional degrees education, the scale of development imbalances, lack of innovation in training mode, quality assurance and management system is incomplete, the policy formulated backwardness. As a higher education theory researcher, rational thinking of these problems would help to stimulate the long-term development of professional degree graduates education and to provide educational reference.
Su, Zhibin; Sun, Shengnan; Cui, Shicai
As for civil engineering adult education graduation design, reform program is put forward combined with our school. The main points of reform include the following aspects. New pattern of graduation design which is consisted of basic training of engineering design, technical application and engineering innovation training is formed. Integration model of graduation design and employment is carried out. Multiple professional guidance graduation design pattern is put forward. Subject of graduation design is chosen based on the school actual circumstance. A “three stage” quality monitoring system is established. Performance evaluation pattern that concludes two oral examinations of the dissertation is strictly carried out.
Fenton, Mary; Barry, Almar
This paper presents an analysis of the views of Irish graduate entrepreneurs on the efficacy of entrepreneurship education in fostering their development as entrepreneurs. It answers three key questions: (a) what was the graduate entrepreneurs' experience of undergraduate entrepreneurship education; (b) what was the graduate entrepreneurs'…
Brosseau, Lisa; Fredrickson, Ann
To ensure that industrial hygiene professionals continue to be prepared for current and future trends, it is important to regularly assess the value of their education. Described here are the results of discussions with employers and a mailed survey of graduates. Comparisons are made with past mailed surveys of both groups. Two sets of discussions were held in late 2005 with employers of industrial hygienists and other health and safety professionals. Twenty-eight participants were asked to discuss current and future needs for professionals in their organization and economic sector, their expectations for knowledge and skills when hiring professionals, methods for finding and hiring, and the importance of ABET accreditation. At the same time, a survey was mailed to 71 industrial hygiene students graduating in the last 15 years. Respondents were asked to rank the value of and their proficiency in 42 competencies. Questions also assessed employment experience, certification, the importance of ABET accreditation, and demographic characteristics. There was a lot of agreement between the two stakeholder groups (employers and graduates) about the most important skill and knowledge areas. Most employers identified communicating effectively and exposure assessment among the most important skills, with designing and initiating research as among the least. Hazard recognition, exposure measurement principles, and personal protective equipment were the most highly ranked knowledge areas. Employers discussed the need for good "business skills" such as teamwork, communication, and project management, and the importance of problem-solving skills. Graduates reported that skills in the areas of recognition, evaluation, and control were most valuable in their first jobs and generally reported high levels of proficiency in these skill areas. There was a similar dichotomy in opinions about accreditation within each stakeholder group. The reputation of the academic program was
Aspenlieder, Erin; Kloet, Marie Vander
What we hear at universities and in public conversations is that there is a crisis in graduate student education and employment. We are interested here in the (re)circulation of the discourses of crisis and responsibility. What do graduate students hear about their education, their career prospects, and their responsibilities? How does work in…
Van Dusen, Ben; Barthelemy, Ramón S.; Henderson, Charles
Physics education research (PER) is a rapidly growing area of PhD specialization. In this article we examine the trajectories that led respondents into a PER graduate program as well as their expected future trajectories. Data were collected in the form of an online survey sent to graduate students in PER. Our findings show a lack of visibility of PER as a field of study, a dominance of work at the undergraduate level, and a mismatch of future desires and expectations. We suggest that greater exposure is needed so PER is known as a field of inquiry for graduates, that more emphasis should be placed on research beyond the undergraduate level, and that there needs to be stronger communication to graduate students about potential careers.
Swing, Susan R; Clyman, Stephen G; Holmboe, Eric S; Williams, Reed G
The Outcome Project requires high-quality assessment approaches to provide reliable and valid judgments of the attainment of competencies deemed important for physician practice. The Accreditation Council for Graduate Medical Education (ACGME) convened the Advisory Committee on Educational Outcome Assessment in 2007-2008 to identify high-quality assessment methods. The assessments selected by this body would form a core set that could be used by all programs in a specialty to assess resident performance and enable initial steps toward establishing national specialty databases of program performance. The committee identified a small set of methods for provisional use and further evaluation. It also developed frameworks and processes to support the ongoing evaluation of methods and the longer-term enhancement of assessment in graduate medical education. The committee constructed a set of standards, a methodology for applying the standards, and grading rules for their review of assessment method quality. It developed a simple report card for displaying grades on each standard and an overall grade for each method reviewed. It also described an assessment system of factors that influence assessment quality. The committee proposed a coordinated, national-level infrastructure to support enhancements to assessment, including method development and assessor training. It recommended the establishment of a new assessment review group to continue its work of evaluating assessment methods. The committee delivered a report summarizing its activities and 5 related recommendations for implementation to the ACGME Board in September 2008.
Linn, Patricia L.; Ferguson, Jane
Career histories of 73 graduates of Antioch College's liberal arts co-op program, 1946-55, showed an average of 6.5 jobs before retirement and high rates of self-employment. Those with low performance in cooperative education were much more likely to have earned graduate degrees. Self-employed graduates had more varied jobs and retired later. (SK)
Questions and concerns of the experimental particle physics community are addressed in these categories: quality of research, independence, creativity, evaluation and recognition, and value in graduate education. (LEW)
Questions and concerns of the experimental particle physics community are addressed in these categories: quality of research, independence, creativity, evaluation and recognition, and value in graduate education
Kotamraju, Pradeep; Blackman, Orville
The paper uses the Integrated Postsecondary Education Data system (IPEDS) data to simulate the 2020 American Graduation Initiative (AGI) goal introduced by President Obama in the summer of 2009. We estimate community college graduation rates and completion numbers under different scenarios that include the following sets of variables: (a) internal…
Serafin, Ana Gil
This paper offers a rationale and a design for a graduate program in Educational Leadership to be implemented in Venezuelan universities. The rationale for the program points out that schools are the main source of leadership development, and teachers and administrators need to be aware of their leadership roles and their roles as agents of…
Lautz, L.; McCay, D.; Driscoll, C. T.; Glas, R. L.; Gutchess, K. M.; Johnson, A.; Millard, G.
Recognizing that over half of STEM Ph.D. graduates are finding work outside of academia, a new, NSF-funded program at Syracuse University, EMPOWER (or Education Model Program on Water-Energy Research) is encouraging its graduate students to take ownership of their graduate program and design it to meet their anticipated needs. Launched in 2016, EMPOWER's goal is to prepare graduate students for careers in the water-energy field by offering targeted workshops, professional training coursework, a career capstone experience, a professional development mini-grant program, and an interdisciplinary "foundations" seminar. Through regular student feedback and program evaluation, EMPOWER has learned some important lessons this first year: career options and graduate students' interests are diverse, requiring individualized programs designed to meet the needs of prospective employers and employees; students need exposure to the range of careers in their field to provide a roadmap for designing their own graduate school experience; effective programs nurture a culture that values professional development thereby giving students permission to pursue career paths and professional development opportunities that meet their own needs and interests; and existing university resources support the effective and efficient integration of professional development activities into graduate programs. Many of the positive outcomes experienced by EMPOWER students may be achieved in departmental graduate programs with small changes to their graduate curricula.
Shaffer, Robyn; Piro, Nancy; Katznelson, Laurence; Gephart, Melanie Hayden
Debt repayment, professional negotiation and practice management skills are vital to a successful medical practice, yet are undervalued and seldom taught in graduate medical education. Medical residents need additional training to confidently transition to independent practice, requiring the development of novel curricula. Medical residents need additional training to confidently transition to independent practice METHODS: We developed a trial practice management curriculum to educate senior residents and fellows through voluntary workshops. Topics discussed in the workshops included debt repayment, billing compliance, medical malpractice, contract negotiations, and lifestyle and financial management. Resident self-confidence was assessed, and feedback was obtained through voluntary survey responses before and after attendance at a workshop, scored using a Likert scale. Twenty-five residents from 20 specialties attended a 1-day session incorporating all lectures; 53 residents from 17 specialties attended a re-designed quarterly session with one or two topics per session. Survey evaluations completed before and after the workshop demonstrated an improvement in residents' self-assessment of confidence in contract negotiations (p practice (p practice. One hundred per cent of respondents agreed that the presentation objectives were relevant to their needs as residents. Participant responses indicated a need for structured education in practice management for senior trainees. Senior residents and fellows will benefit most from curricula, but have high familial and professional demands on their schedules. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.
Biomedical and health informatics (BHI) is a rapidly growing domain that relies on the active collaboration with diverse disciplines and professions. Educational initiatives in BHI need to prepare students with skills and competencies that will allow them to function within and even facilitate interdisciplinary teams (IDT). This paper describes an interdisciplinary educational approach introduced into a BHI graduate curriculum that aims to prepare informatics researchers to lead IDT research. A case study of the "gerontechnology" research track is presented which highlights how the curriculum fosters collaboration with and understanding of the disciplines of Nursing, Engineering, Computer Science, and Health Administration. Gerontechnology is a new interdisciplinary field that focuses on the use of technology to support aging. Its aim is to explore innovative ways to use information technology and develop systems that support independency and increase quality of life for senior citizens. As a result of a large research group that explores "smart home" technologies and the use of information technology, we integrated this new domain into the curriculum providing a platform for computer scientists, engineers, nurses and physicians to explore challenges and opportunities with our informatics students and faculty. The interdisciplinary educational model provides an opportunity for health informatics students to acquire the skills for communication and collaboration with other disciplines. Numerous graduate and postgraduate students have already participated in this initiative. The evaluation model of this approach is presented. Interdisciplinary educational models are required for health informatics graduate education. Such models need to be innovative and reflect the needs and trends in the domains of health care and information technology.
International students pursuing graduate education in U.S. institutes have been rapidly increasing in recent years. Students from all over the world remarkably contribute to the advancement of U.S. economy and technology. This article addresses the challenges and opportunities international students face during and after graduate education. The…
This article examines the employment and placement in the working life of Finnish higher education graduates (i.e. graduates from universities and polytechnics), focusing on gender equality. It reports a study on gender segregation in higher education and working life, considered in relation to Nordic gender equality policies. The data were…
Cervero, Ronald M.; Daley, Barbara J.
This chapter provides an overview of the emerging social and organizational contexts for health professions education and the rationale for foundational adult and continuing education concepts to be included in the curricula of HPE graduate programs.
Poloyac, Samuel M; Block, Kirsten F; Cavanaugh, Jane E; Dwoskin, Linda P; Melchert, Russell B; Nemire, Ruth E; O'Donnell, James M; Priefer, Ronny; Touchette, Daniel R
Graduate education in the pharmaceutical sciences is a cornerstone of research within pharmacy schools. Pharmaceutical scientists are critical contributors to addressing the challenges of new drug discovery, delivery, and optimal care in order to ensure improved therapeutic outcomes in populations of patients. The American Association of Colleges of Pharmacy (AACP) charged the 2016-2017 Research and Graduate Affairs Committee (RGAC) to define the competencies necessary for graduate education in the pharmaceutical sciences (Charge 1), recommend collaborative curricular development across schools of pharmacy (Charge 2), recommend AACP programing for graduate education (Charge 3), and provide guidance on emerging areas for innovation in graduate education (Charge 4). With respect to Charges 1 and 2, the RGAC committee developed six domains of core competencies for graduate education in the pharmaceutical sciences as well as recommendations for shared programming. For Charge 3, the committee made 3 specific programming recommendations that include AACP sponsored regional research symposia, a professional development forum at the AACP INterim Meeting, and the addition of a graduate research and education poster session at the AACP Annual Meeting. For Charge 4, the committee recommended that AACP develop a standing committee of graduate program deans and directors to provide guidance to member schools in support of graduate program representation at AACP meetings, develop skills for interprofessional teamwork and augment research through integration of Pharm.D., Ph.D., postdoctoral associates, resident, and fellow experiences. Two proposed policy statements by the committee are that AACP believes core competencies are essential components of graduate education and AACP supports the inclusion of research and graduate education focuses in its portfolio of meetings and programs.
Wu-Pong, Susanna; Gobburu, Jogarao; O'Barr, Stephen; Shah, Kumar; Huber, Jason; Weiner, Daniel
Despite pharma's recent sea change in approach to drug discovery and development, U.S. pharmaceutical sciences graduate programs are currently maintaining traditional methods for master's and doctoral student education. The literature on graduate education in the biomedical sciences has long been advocating educating students to hone soft skills like communication and teamwork, in addition to maintaining excellent basic skills in research. However, recommendations to date have not taken into account the future trends in the pharmaceutical industry. The AACP Graduate Education Special Interest Group has completed a literature survey of the trends in the pharmaceutical industry and graduate education in order to determine whether our graduate programs are strategically positioned to prepare our graduates for successful careers in the next few decades. We recommend that our pharmaceutical sciences graduate programs take a proactive leadership role in meeting the needs of our future graduates and employers. Our graduate programs should bring to education the innovation and collaboration that our industry also requires to be successful and relevant in this century.
Saraswat, Satya Prakash; Anderson, Dennis M.; Chircu, Alina M.
This paper describes the development and evaluation of a graduate level Business Process Management (BPM) course with process modeling and simulation as its integral component, being offered at an accredited business university in the Northeastern U.S. Our approach is similar to that found in other Information Systems (IS) education papers, and…
Boyd, Linda D; Bailey, Angela
To advance the profession of dental hygiene, graduate education is necessary to support growth in research, education, administration, and practice in the discipline and to sustain credibility in a climate in which other health professions require entry-level master's and doctoral degrees. The purpose of this study was to explore what dental hygienists perceive as barriers to pursuing a graduate degree. A survey was developed based on the literature and other national surveys. Data were collected from 160 respondents to the survey: 50 percent held an entry-level baccalaureate degree in dental hygiene, while the rest held an entry-level associate degree (48 percent) or certificate (2 percent) in dental hygiene. All respondents had completed a bachelor's degree. The top five barriers these respondents identified in pursuing graduate education were as follows: 1) cost of graduate education, 2) family responsibilities are too great, 3) concerns about personal funding to pay for graduate education, 4) finding time for graduate school while working, and 5) fear of thesis research. Dental hygiene is one of the few health professions that still have entry-level degrees at the associate and baccalaureate levels. The profession needs to reduce such barriers to enable dental hygienists to pursue graduate education and thus ensure an adequate supply of future leaders, educators, and researchers.
A very important indicator of the usefulness of studies is the graduates’ career advancement. It indicates to what extent studies facilitate or speed up the professional career. The research concerned the careers of Education in Technology graduates and their professional adaptation. An attempt to assessment the quality of education has also been made. After graduation students are able to assess the quality of education and its impact on their lives and professional careers.
Full Text Available Business intelligence systems are widely employed in industries. However, students concerns about Business Intelligence course are largely missed in the business education curriculum. To take a proper decision on Business intelligence integration in business education, it is important to understand students’ concerns. This study employed a survey questionnaire to investigate 142 graduate students concerns about integrating business intelligence into business education curriculum. The survey questionnaire was adopted from previous studies to measure students’ concerns on a Business Intelligence job opportunity, interest and relevance in the Business intelligence education. The survey items have a reliability scales of Cronbach’s alpha (α = 0.818, factor loading > 0.5, and Average Variance Extracted (AVE ≥ 0.5, and Composite Reliability (CR ≥ 0.6. Descriptive statistics and Independent sample t-test and Analysis of Variance (ANOVA test were performed on the survey data. Students revealed that Business intelligence knowledge is relevant (mean = 4.29, SD = 0.710, has several job opportunities (mean = 4.16, SD = 0.675, and should be integrated into business education curriculum (mean = 3.95.08, SD = 0.79. In addition, there was no statistically significant difference (t (140 = –0.027, p > 0.05 between the concerns of students with Business Intelligence lecture experience and those without. Further, perceived importance and job opportunity significantly, F = 24.601 and p = .000(< .05 relates to the Business intelligence integration in Business Education. The findings draw implications for university management and business institutions in updating curriculum so as to equip business students with the essential Business Intelligence knowledge and skills for the betterment of the business organizations.
The 1st-year retention rate of the Structured Education Program (SEP) is 90%, yet the 6-year graduation rate of SEP students is 29%. The gap between SEP 1st-year retention and graduation rates is the problem that this study addressed. The low graduation rate of SEP students is an important issue because graduation rates are used to measure the…
Hall, Robert N., Ed.
The theme of this issue of "The ACA Bulletin" is the education of speech undergraduates and graduates for careers other than teaching. Included in this issue are such articles as "Employment of Speach Communication Graduates: A Rewiew of Problems and Prospects" by Robert Hall; "Employer Images of Speech Communication Majors: A Question of…
Illovsky, Michael E.
This is a study of 57 graduate students and 229 undergraduate students in classes preparing them to be teachers. The survey extended over a period of five years, involving 14 classes in a college of education. Using the Personality Research Form scales to compare the psychological aspects of undergraduate and graduate college of education…
Lumadue, Richard T.
Graduate degrees prostitute the educational process when they are sold to consumers by unaccredited degree/diploma mills as being equivalent to legitimate, bona-fide degrees awarded by accredited graduate schools. This article carefully analyzes the serious problems of bogus degrees and their association with the religious higher education…
Polivka, Jiri; Polivka, Jiri; Karlikova, Marie; Topolcan, Ondrej
The main goal of personalized medicine is the individualized approach to the patient's treatment. It could be achieved only by the integration of the complexity of novel findings in diverse "omics" disciplines, new methods of medical imaging, as well as implementation of reliable biomarkers into the medical care. The implementation of personalized medicine into clinical practice is dependent on the adaptation of pre-graduate and post-graduate medical education to these principles. The situation in the education of personalized medicine in the Czech Republic is analyzed together with novel educational tools that are currently established in our country. The EPMA representatives in the Czech Republic in cooperation with the working group of professionals at the Faculty of Medicine in Pilsen, Charles University in Prague have implemented the survey of personalized medicine awareness among students of Faculty of Medicine in Pilsen-the "Personalized Medicine Questionnaire". The results showed lacking knowledge of personalized medicine principles and students' will of education in this domain. Therefore, several educational activities addressed particularly to medical students and young physicians were realized at our facility with very positive evaluation. These educational activities (conferences, workshops, seminars, e-learning and special courses in personalized medicine (PM)) will be a part of pre-graduate and post-graduate medical education, will be extended to other medical faculties in our country. The "Summer School of Personalized Medicine in Plzen 2015" will be organized at the Faculty of Medicine and Faculty Hospital in Pilsen as the first event on this topic in the Czech Republic.
Peach, C. L.; Kilb, D. L.; Zmarzly, D.; Abeyta, E.
Emerging career pathways for graduate students in earth, ocean and climate sciences increasingly require skills in teaching and communication. This is true of academic careers, in which demonstrated teaching skills make applicants for faculty positions far more competitive, and traditionally less conventional careers outside of academia that require cross-disciplinary collaboration and/or communication to audiences not directly involved in science research (e.g. policy makers, educators, the public). Yet most graduate education programs provide little to no opportunity or incentive for young investigators to develop and hone these skills, and graduate students are often discouraged from deviating from the traditional "research apprenticeship" model during their graduate education. At Scripps, the Birch Aquarium at Scripps, and UC San Diego Extension, we are developing new ways to integrate teaching, communication, and outreach into our graduate education program, thus broadening the scope of graduate training and better serving the needs and evolving career aspirations of our graduate students. This effort is an integral part of our overall outreach strategy a Scripps in which we seek to combine high quality STEM outreach and teaching with opportunities for Scripps graduate students to put their teaching and communications training into practice. The overall effort is a "win-win" both for our students and for the highly diverse K-16 community in San Diego County. In this talk we will summarize the programmatic efforts currently underway at Scripps, our strategic collaboration with UCSD Extension, which is expanding the capacity and reach of our integrated program, and our plans for sustaining these efforts for the long term.
Full Text Available Aspiring and practicing school leaders often identify graduate degrees as playing a significant role in achieving educational access and engaging in building, district-wide, regional, state, and national decision-making regarding practice and policy impacting marginalized populations in K–12 U.S. schools. The rationale behind initiating discourse on graduate student involvement grows out of current policy and reform initiatives requiring increased accountability for improved student performance, especially for children from predetermined “subgroups” due to race, class, native language, and ability (i.e., emotional, social, cognitive, and physical. The call for more deliberate involvement in understanding graduate admissions also arises in regard to student attrition and retention concerns. Faculty often play an under-examined role as gatekeepers throughout the admissions process. The way in which they understand graduate requirements, holistic evaluation, and merit affords opportunities to positively address significant implications for racial equity and diversity in graduate education. To understand faculty reliance upon graduate admissions criteria that undermine espoused university strategic plans, college-level diversity goals, and programmatic decision-making, four professors across the U.S. explore graduate admissions processes and the significance of implementing holistic admissions criteria. We present a holistic graduate admissions conceptual model for school leadership preparation programs to consider when increasing equity and access for minoritized candidates.
Vander Kloet, Marie; Aspenlieder, Erin
In this article, we examine how our work in educational development, specifically in graduate student training, enacts the logic of neoliberalism in higher education in Canada. We approach this examination through a collaborative autoethnographic consideration of and reflection on our practices and experiences as educational developers, the design…
Berkant, Hasan Güner; Baysal, Seda
One of the core figures of education system is undoubtfully the teacher who is expected to contribute dramatically to the qualified learning environment both with professional skills and with personal characteristics. Therefore, the need for graduate education and its significance to specialize in maintaining education after Bachelor's degree has…
Marco, Catherine A; Lu, Dave W; Stettner, Edward; Sokolove, Peter E; Ufberg, Jacob W; Noeller, Thomas P
Ethics education is an essential component of graduate medical education in emergency medicine. A sound understanding of principles of bioethics and a rational approach to ethical decision-making are imperative. This article addresses ethics curriculum content, educational approaches, educational resources, and resident feedback and evaluation. Ethics curriculum content should include elements suggested by the Liaison Committee on Medical Education, Accreditation Council for Graduate Medical Education, and the Model of the Clinical Practice of Emergency Medicine. Essential ethics content includes ethical principles, the physician-patient relationship, patient autonomy, clinical issues, end-of-life decisions, justice, education in emergency medicine, research ethics, and professionalism. The appropriate curriculum in ethics education in emergency medicine should include some of the content and educational approaches outlined in this article, although the optimal methods for meeting these educational goals may vary by institution. Copyright © 2011 Elsevier Inc. All rights reserved.
The education and training of the workforce needed to assure global competitiveness of American industry in high technology areas, along with the proper role of various disciplines in that educational process, is currently being re-examined. Several academic areas in science and engineering have reported results from such studies that revealed several broad themes of educational need that span and cross the boundaries of science and engineering. They included greater attention to and the development of team-building skills, personal or interactive skills, creative ability, and a business or entrepreneurial where-with-all. We will report in this paper the results of a fall 2000 Department of Education FIPSE grant to implement changes in its graduate physics program to address these issues. The proposal goal was to produce next-generation physics graduate students that are trained to evaluate and overcome complex technical problems by their participation in courses emphasizing the commercialization of technology research. To produce next-generation physics graduates who have learned to work with their student colleagues for their mutual success in an industrial-like group setting. And finally, to produce graduates who can lead interdisciplinary groups in solving complex problems in their career field.
Kerr, Jason R; Brown, Jeffrey J
The costs of graduate school education are climbing, particularly within the fields of medicine, law, and business. Data on graduate level tuition, educational debt, and starting salaries for medical school, law school, and business school graduates were collected directly from universities and from a wide range of published reports and surveys. Medical school tuition and educational debt levels have risen faster than the rate of inflation over the past decade. Medical school graduates have longer training periods and lower starting salaries than law school and business school graduates, although physician salaries rise after completion of post-graduate education. Faced with an early debt burden and delayed entry into the work force, careful planning is required for medical school graduates to pay off their loans and save for retirement.
Schimpf, Patricia Lynn Garnto
This study examined the relationship between programs in Career Technology and Agriculture Education (CTAE) utilized by a school district in northern Georgia and the relative effect the programs had on high school graduation. Career technology and agriculture education (CTAE) programs engage students and prepare them for college or career…
Davis, Sharrika D.; Amelink, Catherine; Hirt, Joan B.; Miyazaki, Yasuo
Education is one key to economic prosperity. However, in a society bolstered by patriarchal systems, economic and educational inequalities exist among the genders. The purpose of this study was to determine whether certain collegiate experiences predict undergraduate women's expectation to enroll in graduate study and to determine if the…
Adina Popovici (Barbulescu)
The objective of our paper is to highlight and analyse certain aspects related to the education system, labour market and education system graduates employment in Romania. It starts by pointing out the importance of education and some of the transformations the Romanian education system has undertaken after 1989 and during the process of passage to the Bologna system. It then focuses on the Romanian labour market and education system graduates employment. We conclude that the education system...
Physics graduate education has attracted a student population with a both high independence and interest in individual professional work. These personality tendencies have been validated in the students' eyes by both the observed professional behaviors of the majority of their faculty, and by the public acceptance of the persona of ``eccentric but brilliant'' physics students. This has resulted in a self-perpetuating cycle of professionals entering the academic workplace whose interest in whole-organization optimization, as well as the skills needed to optimize organizations, are low to non-existent. But at the same time the needs of the country's technical work force, as defined by national gatherings of prominent leaders from academic, industrial, and governmental communities, continue to list human interaction ``soft skills'' as one of the most important professional traits needed by professionals in their careers. This gap between the physics graduate education and requirements needed by next generation physicists provided an opportunity for experimental approaches to graduate physics education. The University of Arkansas' Physics Department lead the formation of a new experimental approach to interdisciplinary education in the broad field of microelectronics and photonics (microEP) in 1998, resulting in the formation of a stand-alone MS/PhD microEP program. This program implemented an industrial work group approach to graduate education, and won several educational grants including a NSF IGERT and a Department of Education FIPSE. The FIPSE grant in 2001 supported the modification of the industrial work group approach for implementation by the UA physics graduate program to address the gap between national need and current education. This talk will address the key goals of this implementation, the tactics that were put in place to address the goals, and the results of this educational approach since its implementation with the Fall 2001 entering class.
The paper investigates the wage determination of Hungarian highereducation graduates with using two samples of Hungarian careerbeginners, applying IV techniques and the multiple indicator solution so as to diminish potential estimation biases due to endogeneity of independent variables (especially the education variable) and the simultaneity of wages and working time. The results show that university education yields considerable wage premium as compared to college education, and that the ret...
Markowitz, Dina G; DuPré, Michael J
The University of Rochester's Graduate Experience in Science Education (GESE) course familiarizes biomedical science graduate students interested in pursuing academic career tracks with a fundamental understanding of some of the theory, principles, and concepts of science education. This one-semester elective course provides graduate students with practical teaching and communication skills to help them better relate science content to, and increase their confidence in, their own teaching abilities. The 2-h weekly sessions include an introduction to cognitive hierarchies, learning styles, and multiple intelligences; modeling and coaching some practical aspects of science education pedagogy; lesson-planning skills; an introduction to instructional methods such as case studies and problem-based learning; and use of computer-based instructional technologies. It is hoped that the early development of knowledge and skills about teaching and learning will encourage graduate students to continue their growth as educators throughout their careers. This article summarizes the GESE course and presents evidence on the effectiveness of this course in providing graduate students with information about teaching and learning that they will use throughout their careers.
A proposed agenda to study why minority participation in graduate education is so limited and so often unsuccessful is presented. Considerations to bear in mind include: what kind of financial returns minority students receive as a result of completing graduate school; the limited financial support available for graduate education; the lack of…
Aikat, Jay; Carsey, Thomas M; Fecho, Karamarie; Jeffay, Kevin; Krishnamurthy, Ashok; Mucha, Peter J; Rajasekar, Arcot; Ahalt, Stanley C
The era of "big data" has radically altered the way scientific research is conducted and new knowledge is discovered. Indeed, the scientific method is rapidly being complemented and even replaced in some fields by data-driven approaches to knowledge discovery. This paradigm shift is sometimes referred to as the "fourth paradigm" of data-intensive and data-enabled scientific discovery. Interdisciplinary research with a hard emphasis on translational outcomes is becoming the norm in all large-scale scientific endeavors. Yet, graduate education remains largely focused on individual achievement within a single scientific domain, with little training in team-based, interdisciplinary data-oriented approaches designed to translate scientific data into new solutions to today's critical challenges. In this article, we propose a new pedagogy for graduate education: data-centered learning for the domain-data scientist. Our approach is based on four tenets: (1) Graduate training must incorporate interdisciplinary training that couples the domain sciences with data science. (2) Graduate training must prepare students for work in data-enabled research teams. (3) Graduate training must include education in teaming and leadership skills for the data scientist. (4) Graduate training must provide experiential training through academic/industry practicums and internships. We emphasize that this approach is distinct from today's graduate training, which offers training in either data science or a domain science (e.g., biology, sociology, political science, economics, and medicine), but does not integrate the two within a single curriculum designed to prepare the next generation of domain-data scientists. We are in the process of implementing the proposed pedagogy through the development of a new graduate curriculum based on the above four tenets, and we describe herein our strategy, progress, and lessons learned. While our pedagogy was developed in the context of graduate education
It is expected that research conducted by graduate students in science education provide research findings which can be utilized as evidence based foundations for making decisions to improve science education practices in schools. However, lack of credibility of research become one of the factors cause idleness of thesis and dissertation in the context of education improvement. Credibility of a research is constructed by its scientificness. As a result, enhancement of scientific characters of graduate research needs to be done to close the gap between research and practice. A number of guiding principles underlie educational researchs as a scientific inquiry are explored and applied in this paper to identify common shortages of some thesis and dissertation manuscripts on science education reviewed in last two years.
Some fifteen years ago the University of Ljubljana, Faculty for Mathematics and Physics together with the national research organisation the J. Stefan jointly established a Graduate programme of Nuclear Engineering. From the onset, the programme focused on nuclear technology, nuclear safety, and reactor physics and environment protection. Over the years this graduate programme has became the focal point of nuclear related, research and educational activities in Slovenia. It has grown into a meeting ground for recognised national and distinguished foreign educators and experienced professionals from the industry. In conjunction with an important national project, supported by the Slovenian government, entitled 'Jung Researcher' it also enhances the knowledge transfer to the next generation. Since the programme was introduced, the interest for this programme has been steadily growing. Accordingly, a number of PhD and MS degrees in NE have been awarded. The graduates of this programme have encountered very good job opportunities in nuclear as well as in non-nuclear sector. (author)
Bering, E. A., III; Longmier, B.; Giambusso, M.
This paper reports on the issues that confront a professor when supervising graduate students and postdocs whose research work is done on site at a small business. The advantages include relative freedom from having to write proposals; the excitement of working on topics that have clear, direct uses; more extensive engineering support than many students get; and hands on day to day mentoring from the rest of the team. Students get direct instruction in technology transfer and small business processes. The disadvantages include isolation from the rest of the students in your Department and campus life, physical isolation from resources such as the seminar program, library, health center, and other student services. In addition, students who need "introduction to research" practicum instruction in electronics and computer skills will not do well. Finally, care must be taken to avoid including proprietary data in the core argument of the work.
Andriole, Dorothy A; Jeffe, Donna B; Hageman, Heather L; Klingensmith, Mary E; McAlister, Rebecca P; Whelan, Alison J
To identify predictors of attrition during graduate medical education (GME) in a single medical school cohort of contemporary US medical school graduates. Retrospective cohort study. Single medical institution. Recent US allopathic medical school graduates. Attrition from initial GME program. Forty-seven of 795 graduates (6%) did not complete the GME in their initial specialty of choice. At bivariate analysis, attrition was associated with election to the Alpha Omega Alpha Honor Medical Society, being an MD-PhD degree holder, and specialty choice (all P PhD degree holder (odds ratio, 3.43; 95% confidence interval, 1.27-9.26; P = .02), election to Alpha Omega Alpha (2.19; 1.04-4.66; P = .04), choice of general surgery for GME (5.32; 1.98-14.27; P < .001), and choice of 5-year surgical specialty including those surgical specialties with a GME training requirement of 5 years or longer (2.74; 1.16-6.44; P = .02) each independently predicted greater likelihood of attrition. Academically highly qualified graduates and graduates who chose training in general surgery or in a 5-year surgical specialty were at increased risk of attrition during GME.
This paper examines the composition of the gender earnings gap among young European higher education graduates, with a particular focus on competencies controlling for individual background and job characteristics. The results show that much of the female worker's earnings advantage can be explained by job characteristics. With respect to the…
Jan 18, 2011 ... The paper is an assessment of education, graduate unemployment and the ... acknowledged as a legitimized vehicle for self and societal advancement. The ... curriculum and pedagogical reforms, upgrading existing facilities to match ... It is against this background that the paper examines the issue of.
However, majority of students, particularly in the developing countries, enrol for general education programs that prepare them for white-colour jobs. A questionable aspect is whether these students have any vocation skills that would prepare them for job creation upon graduation. In this study, we provide insights into the ...
This paper presents an analysis of labour market outcomes for Ukrainian graduates with higher education in teaching, based on the survey 2015. Besides, the study investigates the issues of the source of tuition fee, transition period and employment sectors in the labour market. The evidence presented in this article indicates that teacher…
Mean scores and standard deviation were used for data analysis. The study revealed amongst others that business education graduate employees need to possess clusters of team work competencies as pre-condition for gainful employment and for optimum performance in offices. It was recommended amongst others that ...
Skill development and training in institution and industries serves as a veritable tool for the improvement of technical education graduates. Skill development through training and on-job-training constitute an inevitable strategy if standard must be improved in the institution and industries. It appears from available evidence ...
An expansion in higher education in combination with the recent global economic recession has resulted in a high college graduate unemployment rate in Taiwan. This study investigates how the high unemployment rate and financial constraints caused by economic cutbacks have shaped undergraduates' class choices, job needs, and future income…
Rots, Isabel; Aelterman, Antonia; Devos, Geert
In an era of recurring teacher shortages, Flanders struggles with a considerable proportion of teacher education graduates who do not enter the teaching profession. This study identifies the predictors of teacher education graduates' choice on job entry (teaching profession or not). A prospective research design with two data collection phases is…
Jwayyed, Sharhabeel; Stiffler, Kirk A; Wilber, Scott T; Southern, Alison; Weigand, John; Bare, Rudd; Gerson, Lowell W
Studies on computer-aided instruction and web-based learning have left many questions unanswered about the most effective use of technology-assisted education in graduate medical education. Objective We conducted a review of the current medical literature to report the techniques, methods, frequency and effectiveness of technology-assisted education in graduate medical education. Methods A structured review of MEDLINE articles dealing with "Computer-Assisted Instruction," "Internet or World W...
Anand, Gopesh; Chhajed, Dilip; Hong, Seung Won; Scagnoli, Norma
The insertion of mobile technology in educational settings is becoming more prevalent, making it important to understand the effectiveness of such technology in enhancing students' learning and engagement. This article is based on research conducted to study the effects of the use of mobile technology--specifically iPads--by students in a graduate…
David, Dagmar M; Euteneier, Alexander; Fischer, Martin R; Hahn, Eckhart G; Johannink, Jonas; Kulike, Katharina; Lauch, Robert; Lindhorst, Elmar; Noll-Hussong, Michael; Pinilla, Severin; Weih, Markus; Wennekes, Vanessa
The German graduate medical education system is going through an important phase of changes. Besides the ongoing reform of the national guidelines for graduate medical education (Musterweiterbildungsordnung), other factors like societal and demographic changes, health and research policy reforms also play a central role for the future and competitiveness of graduate medical education. With this position paper, the committee on graduate medical education of the Society for Medical Education (GMA) would like to point out some central questions for this process and support the current discourse. As an interprofessional and interdisciplinary scientific society, the GMA has the resources to contribute in a meaningful way to an evidence-based and future-oriented graduate medical education strategy. In this position paper, we use four key questions with regards to educational goals, quality assurance, teaching competence and policy requirements to address the core issues for the future of graduate medical education in Germany. The GMA sees its task in contributing to the necessary reform processes as the only German speaking scientific society in the field of medical education.
Beldham-Collins, Rachael; Milinkovic, Danielle
Purpose: The evaluation of the Radiation Oncology Network's (RON) in house professional development year (PDY) support program was implemented to determine the appropriate teaching, learning and transfer of learning strategies that assist the newly practicing radiation therapists' transition into the busy working environment. As the AIR program saw little clinical support offered to participating new graduates and thus a need for further educational support was felt. The RON support program was initially introduced as the clinical education support component of the NSW PDY program that was introduced in 1995 by the Australian Institute of Radiography. Method: Following the facilitation of the RON PDY program over a twelve month period, qualitative feedback was obtained using a focus group consisting of new graduates from the program. Two moderators facilitated the focus group: one moderator facilitated the discussion while the second moderator transcribed it. The graduate practitioners were asked a number of questions related to the teaching and learning strategies employed by the program as well as the structure of the program. Results/discussion: The responses were analysed into the following themes: teaching and learning strategies, transfer of learning, facilitation and future learning needs. Overall the graduate practitioners found the program nurtured their skill, knowledge and attitudes appropriately at such a critical stage in their career
Beldham-Collins, Rachael [Radiation Oncology Network, Department of Radiation Oncology, Westmead Hospital, PO Box 533, Wentworthville NSW 2145 (Australia); School of Medical Radiation Sciences, Faculty of Health Sciences, University of Sydney, PO Box 170, Lidcombe, NSW 1825 (Australia); Milinkovic, Danielle [School of Medical Radiation Sciences, Faculty of Health Sciences, University of Sydney, PO Box 170, Lidcombe, NSW 1825 (Australia)], E-mail: email@example.com
Purpose: The evaluation of the Radiation Oncology Network's (RON) in house professional development year (PDY) support program was implemented to determine the appropriate teaching, learning and transfer of learning strategies that assist the newly practicing radiation therapists' transition into the busy working environment. As the AIR program saw little clinical support offered to participating new graduates and thus a need for further educational support was felt. The RON support program was initially introduced as the clinical education support component of the NSW PDY program that was introduced in 1995 by the Australian Institute of Radiography. Method: Following the facilitation of the RON PDY program over a twelve month period, qualitative feedback was obtained using a focus group consisting of new graduates from the program. Two moderators facilitated the focus group: one moderator facilitated the discussion while the second moderator transcribed it. The graduate practitioners were asked a number of questions related to the teaching and learning strategies employed by the program as well as the structure of the program. Results/discussion: The responses were analysed into the following themes: teaching and learning strategies, transfer of learning, facilitation and future learning needs. Overall the graduate practitioners found the program nurtured their skill, knowledge and attitudes appropriately at such a critical stage in their career.
Full Text Available This paper examines the relationship between economic growth, higher education, unemployment and poverty using properties of time series variables while applying the Ordinary Least Squares (OLS method. Our study thus contributes to the existing literature by giving the first integrated approach to examine the four way linkages in the Tunisian background over the period 1990-2013. This paper holds that higher education can impact unemployment and graduate unemployment causes poverty which would affect economic growth. Our empirical results show that there is bi-directional causal relationship between per capita gross domestic product (GDP and poverty rate (POV and also between Number of graduate students (GRA and School enrollment tertiary education (ENR besides unidirectional causal relationship which running from Number of graduate students to Unemployment with tertiary education (UNP, from Higher education expenditure (EXP to poverty rate and from Unemployment with tertiary education to poverty rate. Our empirical results also verified the existence of positive effect of ENR, GRA and POV on economic growth, while, UNP and EXP have negative determining influence on economic growth with only GRA statistically significant. These empirical insights are of particular interest for the policy makers as they help build sound economic policies to sustain economic development and improve the higher educational quality.
Tsai, Alexander C; Fricchione, Gregory L; Walensky, Rochelle P; Ng, Courtney; Bangsberg, David R; Kerry, Vanessa B
Global health training opportunities have figured prominently into medical students' residency program choices across a range of clinical specialties. To date, however, the national scope of global mental health education has not heretofore been systematically assessed. We therefore sought to characterize the distribution of global health training opportunities in US graduate psychiatric education. We examined the web pages of all US psychiatry residency training programs, along with search results from a systematic Google query designed to identify global health training opportunities. Of the 183 accredited US psychiatry residency programs, we identified 17 programs (9.3%) offering 28 global health training opportunities in 64 countries. Ten psychiatry residency programs offered their residents opportunities to participate in one or more elective-based rotations, eight offered research activities, and six offered extended field-based training. Most global health training opportunities occurred within the context of externally administered, institution-wide initiatives generally available to residents from a range of clinical specialties, rather than within internally administered departmental initiatives specifically tailored for psychiatry residents. There are relatively few global health training opportunities in US graduate psychiatric education. These activities have a clear role in enhancing mastery of Accreditation Council for Graduate Medical Education core competencies, but important challenges related to program funding and evaluation remain.
Jani, Asim A.; Trask, Jennifer; Ali, Ather
During 2012, the USDHHS’s Health Resources and Services Administration funded 12 accredited preventive medicine residencies to incorporate an evidence-based integrative medicine curriculum into their training programs. It also funded a national coordinating center at the American College of Preventive Medicine, known as the Integrative Medicine in Preventive Medicine Education (IMPriME) Center, to provide technical assistance to the 12 grantees. To help with this task, the IMPriME Center established a multidisciplinary steering committee, versed in integrative medicine, whose primary aim was to develop integrative medicine core competencies for incorporation into preventive medicine graduate medical education training. The competency development process was informed by central integrative medicine definitions and principles, preventive medicine’s dual role in clinical and population-based prevention, and the burgeoning evidence base of integrative medicine. The steering committee considered an interdisciplinary integrative medicine contextual framework guided by several themes related to workforce development and population health. A list of nine competencies, mapped to the six general domains of competence approved by the Accreditation Council of Graduate Medical Education, was operationalized through an iterative exercise with the 12 grantees in a process that included mapping each site’s competency and curriculum products to the core competencies. The competencies, along with central curricular components informed by grantees’ work presented elsewhere in this supplement, are outlined as a roadmap for residency programs aiming to incorporate integrative medicine content into their curricula. This set of competencies adds to the larger efforts of the IMPriME initiative to facilitate and enhance further curriculum development and implementation by not only the current grantees but other stakeholders in graduate medical education around integrative medicine
Langley, Malinda E; Brown, Sylvia T
The purpose of this study was to examine the perceptions of graduate nursing students and a small sample of faculty regarding learning outcomes associated with reflective learning journals (RLJ) in online education. Reflective journaling is used extensively in nursing curricula, yet few studies have explored perceptions of learning outcomes with online students, specifically those preparing to become nurse educators.An electronic survey was developed utilizing items associated with four learning outcomes of reflective journaling: professional development, personal growth, empowerment, and facilitation of the learning process. Positive outcomes such as the connection between theory and practice, recognition of strengths and weaknesses, and integration of new ideas and concepts were identified. Obstacles included the amount of time needed for reflection and grading, and the development of trust between students and faculty. The results of this study indicate that graduate students and faculty perceive positive learning outcomes with the use of reflective journals in online education.
Pearson, Jeffrey P
... policy change intended to eliminate any bias towards advanced education at promotion boards. Besides graduate education, explanatory variables include basic demographic traits and professional characteristics...
Full Text Available The massification of higher education in Poland means that many students choose this educational pathway to improve their chances for a good job. Therefore, the labour market outcomes of graduates provide an important perspective for future students, higher education institutions, as well as decision makers at the national level. The Polish Graduate Tracking System (ELA, based on administrative data, is designed to monitor graduates’ outcomes in the labour market by type of studies, higher education institution, as well as individual curricula. Results of the first two years of graduate tracking show that the outcomes vary by study area, but also change over time. While in the first months after graduation, aspects such as prior experience in the labour market and place of residence have a substantial effect on employment chances, in the longer run, they lose their importance relative to other factors.
Grifith, Shannon M; Domenech Rodriguez, Melanie M.; Anderson, Austin J
Ethical practice of psychology is emphasized by APA accreditation requirements. The current study is a content analysis of 53 ethics courses syllabi from all APA accredited programs listed in the American Psychologist 2011 annual report. This article is a companion to Domenech Rodríguez et al. (2013) and contributes knowledge on the current state of graduate ethics education. Of the parent project respondents (N = 364), 14% returned syllabi for the present study. General information (e.g., ob...
Lake, Jeremy Paul
This study is an examination and evaluation of the outcomes of a series of courses that I helped build to create a graduate certificate. Specifically, I wanted to evaluate whether or not the online iteration of the Informal Science Institutions Environmental Education Graduate Certificate Program truly provided the long term professional development needed to enhance the skills of the formal and informal educators participating so that they could contribute meaningfully to the improvement of science literacy in their respective communities. My role as an internal evaluator provided an extraordinary opportunity to know the intent of the learning opportunities and why they were constructed in a particular fashion. Through the combination of my skills, personal experiences both within the certificate's predecessor and as an educator, I was uniquely qualified to explore the outcomes of this program and evaluate its effectiveness in providing a long-term professional development for participants. After conducting a literature review that emphasized a need for greater scientific literacy in communities across America, it was evident that the formal education enterprise needs the support of informal educators working on the ground in myriad different settings in ways that provide science as both content and process, learning science facts and doing real science. Through a bridging of informal science educators with formal teachers, it was thought each could learn the culture of the other, making each more fluent in accessing community resources to help make these educators more collaborative and able to bridge the classroom with the outside world. This bridge promotes ongoing, lifelong learning, which in turn can help the national goal of greater scientific literacy. This study provided insight into the thinking involved in the learners' growth as they converted theory presented in course materials into practice. Through an iterative process of reviewing the course
Nevin, Christa R; Westfall, Andrew O; Rodriguez, J Martin; Dempsey, Donald M; Cherrington, Andrea; Roy, Brita; Patel, Mukesh; Willig, James H
Introduction The last decade has seen many changes in graduate medical education training in the USA, most notably the implementation of duty hour standards for residents by the Accreditation Council of Graduate Medical Education. As educators are left to balance more limited time available between patient care and resident education, new methods to augment traditional graduate medical education are needed. Objectives To assess acceptance and use of a novel gamification-based medical knowledge software among internal medicine residents and to determine retention of information presented to participants by this medical knowledge software. Methods We designed and developed software using principles of gamification to deliver a web-based medical knowledge competition among internal medicine residents at the University of Alabama (UA) at Birmingham and UA at Huntsville in 2012–2013. Residents participated individually and in teams. Participants accessed daily questions and tracked their online leaderboard competition scores through any internet-enabled device. We completed focus groups to assess participant acceptance and analysed software use, retention of knowledge and factors associated with loss of participants (attrition). Results Acceptance: In focus groups, residents (n=17) reported leaderboards were the most important motivator of participation. Use: 16 427 questions were completed: 28.8% on Saturdays/Sundays, 53.1% between 17:00 and 08:00. Retention of knowledge: 1046 paired responses (for repeated questions) were collected. Correct responses increased by 11.9% (pgamification-based educational intervention was well accepted among our millennial learners. Coupling software with gamification and analysis of trainee use and engagement data can be used to develop strategies to augment learning in time-constrained educational settings. PMID:25352673
Nevin, Christa R; Westfall, Andrew O; Rodriguez, J Martin; Dempsey, Donald M; Cherrington, Andrea; Roy, Brita; Patel, Mukesh; Willig, James H
The last decade has seen many changes in graduate medical education training in the USA, most notably the implementation of duty hour standards for residents by the Accreditation Council of Graduate Medical Education. As educators are left to balance more limited time available between patient care and resident education, new methods to augment traditional graduate medical education are needed. To assess acceptance and use of a novel gamification-based medical knowledge software among internal medicine residents and to determine retention of information presented to participants by this medical knowledge software. We designed and developed software using principles of gamification to deliver a web-based medical knowledge competition among internal medicine residents at the University of Alabama (UA) at Birmingham and UA at Huntsville in 2012-2013. Residents participated individually and in teams. Participants accessed daily questions and tracked their online leaderboard competition scores through any internet-enabled device. We completed focus groups to assess participant acceptance and analysed software use, retention of knowledge and factors associated with loss of participants (attrition). Acceptance: In focus groups, residents (n=17) reported leaderboards were the most important motivator of participation. Use: 16 427 questions were completed: 28.8% on Saturdays/Sundays, 53.1% between 17:00 and 08:00. Retention of knowledge: 1046 paired responses (for repeated questions) were collected. Correct responses increased by 11.9% (pgamification-based educational intervention was well accepted among our millennial learners. Coupling software with gamification and analysis of trainee use and engagement data can be used to develop strategies to augment learning in time-constrained educational settings. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.
Hsu, Yu-Chang; Ching, Yu-Hui; Baldwin, Sally
This research explored how K-16 educators learned physical computing, and developed as maker-educators in an online graduate course. With peer support and instructor guidance, these educators designed maker projects using Scratch and Makey Makey, and developed educational maker proposals with plans of teaching the topics of their choice in STEAM…
MWANGI, SAMUEL M.; YAMASHITA, TAKASHI; EWEN, HEIDI H.; MANNING, LYDIA K.; KUNKEL, SUZANNE R.
The purpose of this study is to document current practices and understandings about globalization of gerontology education in the United States. Better understanding of aging requires international perspectives in global communities. However, little is known about how globalization of gerontology education is practiced in U.S. graduate-level degree programs. The authors conducted qualitative interviews with representatives of the Association for Gerontology in Higher Education, the major national organization supporting higher education in gerontology, graduate program directors, and students. Although all respondents expressed their interest in globalizing gerontology education, actual practices are diverse. The authors discuss suggested conceptualization and strategies for globalizing gerontology education. PMID:22490075
Mwangi, Samuel M; Yamashita, Takashi; Ewen, Heidi H; Manning, Lydia K; Kunkel, Suzanne R
The purpose of this study is to document current practices and understandings about globalization of gerontology education in the United States. Better understanding of aging requires international perspectives in global communities. However, little is known about how globalization of gerontology education is practiced in U.S. graduate-level degree programs. The authors conducted qualitative interviews with representatives of the Association for Gerontology in Higher Education, the major national organization supporting higher education in gerontology, graduate program directors, and students. Although all respondents expressed their interest in globalizing gerontology education, actual practices are diverse. The authors discuss suggested conceptualization and strategies for globalizing gerontology education.
Hermens, Antoine; Clarke, Elizabeth
Purpose: The purpose of this paper is to explore the role of computer based business simulations in higher education as innovative tools of teaching and learning to enhance students' practical understanding of real business problems. Whether the integration of business simulation technologies will enable significant innovation in teaching and…
...) or Non-PME, on officer performance. The intent of the thesis is to provide empirical evidence to support or refute Marine Corps cultural perceptions that PME improves officer performance more than Non-PME graduate education...
Embo, M; Valcke, M
Midwifery education plays an important role in educating graduates about engaging in continuous professional development (CPD) but there is a lack of empirical research analysing student midwives' awareness of CPD beyond graduation. We aimed to explore student midwives' awareness of the need to become lifelong learners and to map their knowledge of CPD activities available after graduation. Therefore, forty-seven reflective documents, written in the last week of student midwives' training programme, were analysed in a thematic way. Content analysis confirmed student midwives' awareness of the importance of CPD before graduation. They mentioned different reasons for future involvement in CPD and described both, formal and informal CPD-activities. Respondents were especially aware of the importance of knowledge, to a lesser degree of skills-training and still less of the potential value of the Internet for individual and collective learning. Respondents perceived a need for a mandatory preceptorship. Supporting learning guides were highly valued and the importance of reflection on CPD was well-established. This could have resulted from an integrated reflective learning strategy during education. Undergraduate midwives are aware of the importance of CPD and the interplay of formal and informal learning activities. Virtual learning requires special attention to overcome CPD challenges. Copyright © 2015 Elsevier Ltd. All rights reserved.
This dissertation aims to make two research contributions: (1) In physics education research, this work aims to advance our understanding of physics student learning at the graduate level. This work attempts to better understand how physics researchers and teachers are produced, and what factors support or encourage the process of becoming a researcher and a teacher. (2) In cognitive science research in the domain of expert/novice differences, researchers are interested in defining and understanding what expertise is. This work aims to provide some insight into some of the components of expertise that go into becoming a competent expert researcher in the domain of physics. This in turn may contribute to our general understanding of expertise across multiple domains. Physics graduate students learn in their classes as students, teach as teaching assistants, and do research with research group as apprentices. They are expected to transition from students to independent researchers and teachers. The three activities of learning, teaching, and research appear to be very different and demand very different skill-sets. In reality, these activities are interrelated and have subtle effects on each other. Understanding how students transition from students to researchers and teachers is important both to PER and physics in general. In physics, an understanding of how physics students become researchers may help us to keep on training physicists who will further advance our understanding of physics. In PER, an understanding of how graduate students learn to teach will help us to train better physics teachers for the future. In this dissertation, I examine physics graduate students' approaches to teaching, learning, and research through semi-structured interviews. The collected data is interpreted and analyzed through a framework that focuses on students' epistemological beliefs and locus of authority. The data show how students' beliefs about knowledge interact with their
Evans, Dabney P; Anderson, Mark; Shahpar, Cyrus; Del Rio, Carlos; Curran, James W
The objective of this report was to show how the Center for Humanitarian Emergencies (the Center) at Emory University (Atlanta, Georgia USA) has trained graduate students to respond to complex humanitarian emergencies (CHEs) through innovative educational programs, with the goal of increasing the number of trained humanitarian workers. Natural disasters are on the rise with more than twice as many occurring from 2000-2009 as there were from 1980-1989. In 2012 alone, 144 million people were affected by a natural disaster or displaced by conflict worldwide. This has created an immense need for trained humanitarian workers to respond effectively to such disasters. The Center has developed a model for educational programming that targets learners along an educational continuum ranging from the undergraduate level through continuing professional education. These programs, based in the Rollins School of Public Health (RSPH) of Emory University, include: a competency-based graduate certificate program (the Certificate) in humanitarian emergencies; a fellowship program for mid-career professionals; and funded field practica. The competency-based Certificate program began in 2010 with a cohort of 14 students. Since then, 101 students have received the Certificate with 50 more due for completion in 2016 and 2017 combined. The fellowship program for mid-career professionals has hosted four fellows from conflict-affected or resource-poor countries, who have then gone on to assume leadership positions with humanitarian organizations. From 2009-2015, the field practicum program supported 34 students in international summer practicum experiences related to emergency response or preparedness. Students have participated in summer field experiences on every continent but Australia. Together the Certificate, funded field practicum opportunities, and the fellowship comprise current efforts in providing innovative education and training for graduate and post-graduate students of public
This article seeks to provide theoretical insight into supply and demand factors within higher education and how these relate to each other and to graduate unemployment within the South African context. Research was undertaken primarily to determine the graduate unemployment rate at a higher education institution in South Africa and secondly to…
Noland, Shelley S; Lee, Gordon K
The Accreditation Council for Graduate Medical Education emphasizes outcome-based residency education. This project is an outcomes study on graduates of the Stanford University Integrated Plastic Surgery Residency. A survey assessing various outcomes, including practice profile, financial, personal, and educational issues, was electronically distributed to all 130 graduates between 1966 and 2009. There was a 65% response rate. Nearly all respondents are currently in practice. Popular fellowships included hand and microsurgery. Most respondents participated in research and held leadership roles. Adequate residency education was noted in areas of patient care, board preparation, and ethical and legal issues. Inadequate residency education was noted in areas of managing a practice, coding, and cost-effective medicine. This is the first long-term outcomes study of plastic surgery graduates. Most are in active, successful practice. We have incorporated educational content related to running a small business, contract negotiating, and marketing to better prepare our residents for future practice.
Humburg, M.; van der Velden, R.K.W.
In this paper, we reflect on the skills higher education graduates are expected to have in today’s economy and the role of higher education in equipping graduates with these skills. First, we identify 6 trends which form the basis of the changing role of graduates in economic life. These trends are
Humburg, M.; van der Velden, R.K.W.
In this paper, we reflect on the skills higher education graduates are expected to have in today’s economy and the role of higher education in equiping graduates with these skills. First, we identify 6 trends which form the basis of the changing role of graduates in economic life. These trends are
American Chemical Society, Washington, DC.
This document reports on graduate education in chemistry concerning the nature of graduate programs. Contents include: (1) "Graduate Education in Chemistry in the United States: A Snapshot from the Late Twentieth Century"; (2) "A Survey of Ph.D. Programs in Chemistry"; (4) "The Master's Degree in Chemistry"; (5) "A Survey of Ph.D. Recipients in…
Ackerman, S. A.; Crone, W.; Dunwoody, S. L.; Zenner, G.
One of the most important skills a student needs to develop during their graduate days is the skill of communicating their scientific work with a wide array of audiences. That facility will serve them across audiences, from scientific peers to students to neighbors and the general public. Increasingly, graduate students express a need for training in skills needed to manage diverse communicative environments. In response to that need we have created a course for graduate students in STEM-related fields which provides a structured framework and experiential learning about informal science education. This course seeks to familiarize students with concepts and processes important to communicating science successfully to a variety of audiences. A semester-long course, "Informal Science Education for Scientists: A Practicum," has been co-taught by a scientist/engineer and a social scientist/humanist over several years through the Delta Program in Research, Teaching, & Learning at the University of Wisconsin-Madison. The course is project based and understanding audience is stressed throughout the class. Through development and exhibition of the group project, students experience front end, formative and summative evaluation methods. The disciplines of the participating students is broad, but includes students in the geosciences each year. After a brief description of the course and its evolution, we will present assessment and evaluation results from seven different iterations of the course showing significant gains in how informed students felt about evaluation as a tool to determine the effectiveness of their science outreach activities. Significant gains were found in the graduate students' perceptions that they were better qualified to explain a research topic to a lay audience, and in the students' confidence in using and understanding evaluation techniques to determine the effectiveness of communication strategies. There were also increases in the students
Ruslan A. Abramov
Full Text Available Abstract. The aim of the research is identification of the objective and subjective factors influencing professional self-realization of graduates of the field of study «Public and Municipal Administration».Methods. The authors have conducted anonymous opinion survey of prestigious economic universities undergraduates (bachelor and master degree course and graduates specialized in this sphere. The questions were about correspondence of gained academic qualification and actual occupation, the importance of degree certificate, satisfaction with education quality, attitude to different aspects of studying etc. In order to make relevant conclusions, the authors apply comparative, statistical, eneralization and induction methods.Results. Informants’ answers helped to count out the percentage of graduates whose occupation is connected with public administration, understand the reasons of choosing relevant master course, assess the significance of acquired competence and qualification for job placement at governmental organizations. The main scientific result of the research is working out a system of recommendations aimed at increasing demand for graduates specialized in the sphere of civil service, and, consequently, improving the efficiency of investment in management training. It is specified that the most important issues in this regard are forethought of career choice, students’ vision of academic planning, and approach to teaching, practice-oriented type of education.Scientific novelty. Having organized the data and compared it with previous surveys’ results, the authors reveal the factors essential to professional success and application of knowledge as well as correlation of these factors which means meeting the objective of the research.Practical significance. The presented materials can be used for the further modernization of the process of educational planning and taken into notice while developing academic programs for the
Alkhateeb, Fadi M; Clauson, Kevin A; Latif, David A; Al-Rousan, Rabaa M
Although the Foreign Pharmacy Graduate Equivalency Examination (FPGEE) is not intended to measure educational outcomes or institutional effectiveness, it may be a reliable and valid criterion to assess the quality or success of international pharmacy programs. This comprehensive review describes the evolution and historical milestones of the FPGEE, along with trends in structure, administration, and passing rates, and the impact of country of origin on participant performance. Similarities between the FPGEE and the Pharmacy Curriculum Outcomes Assessment (PCOA) are also explored. This paper aims to provide a global prospective and insight for foreign academic institutions into parameters for evaluating their students' educational capabilities.
Patwardhan, Kishor; Gehlot, Sangeeta; Singh, Girish; Rathore, H.C.S.
In the present day scenario, Ayurveda is globally being perceived in several contradictory ways. Poor quality of Ayurveda graduates produced as a result of poorly structured and poorly regulated education system is at least one of the important factors responsible for this scenario. The present study was carried out to evaluate the ‘Global challenges of graduate level Ayurvedic education’ and is based on the responses of Ayurvedic students and Ayurvedic teachers from various educational institutions of India to a methodically validated questionnaire. As the study indicates, the poor standard of Ayurvedic education in India is definitely a cause of concern. The curriculum of Bachelor of Ayurvedic Medicine and Surgery (BAMS) course of studies is required to be reviewed and restructured. The syllabi are required to be updated with certain relevant topics like laws governing the intellectual property rights, basic procedures of standardization of medicinal products, fundamental methods of evaluating the toxicity of the medicinal products, essentials of healthcare management and the basics of cultivation and marketing of medicinal plants. Furthermore, the study suggests that the Ayurvedic academicians are required to be trained in standard methods of research and documentation skills, and the educational institutions are required to be encouraged to contribute their share in building up the evidence base for Ayurveda in the form of quality education and research. PMID:20532099
Christenson, T.; Kaplan, M.
Underrepresented groups, including Black, Hispanic, Native American, Alaska Native, Native Hawaiian and Pacific Island professionals remain underrepresented in STEM fields generally, and in the ocean and atmospheric sciences specifically. NOAA has tried to address this disparity through a number of initiatives under the Educational Partnership Program with Minority Serving Institutions (EPP MSI) which currently has two components: four Cooperative Science Centers (CSCs) aligned with NOAA's mission areas; and an Undergraduate Scholarship Program (USP), both established in 2001. In order to determine the outcomes for the program participants and the impacts of these programs on degree completions and on the workforce, the EPP MSI undertook a multi-pronged effort to identify career and education achievements for 80% of the approximately 1750 EPP MSI alumni, 75% of whom are from underrepresented groups. This was accomplished through 1) searching online resources (e.g. professional web pages, LinkedIn, etc.), 2) personal communication with program-associated faculty, 3) National Student Clearinghouse, 4) a survey of former scholars conducted by Insight Policy Research, and 5) self-reporting though NOAA's Voluntary Alumni Update System. Results show that 60% of CSC alumni currently hold an advanced degree in a STEM field with another 8% currently working toward one. 66% of EPP Undergraduate Scholars go to graduate school. 72% of CSC and USP alumni are currently employed in or pursuing a graduate degree in a NOAA-related* field. More than 70 CSC graduates currently work for NOAA as contractors or federal employees while more than 240 work for other government agencies. More than 400 are employed in the private sector. Of more than 225 PhD graduates, 66 have completed or currently hold post-doctoral positions in NOAA mission fields; 71 have held faculty positions at major universities. However, one challenge is retaining diverse STEM talent within the Geosciences in light
Sato, Takahiro; Haegele, Justin A.
The purpose of this study was to investigate in-service physical education teachers' engagement during online adapted physical education (APE) graduate professional development. This study was based on andragogy theory. All participants were in-service physical education teachers enrolled in a state-approved online APE endorsement program at a…
Baldwin, Kathleen M; Black, Denice L; Normand, Lorrie K; Bonds, Patricia; Townley, Melissa
The project goal of was to decrease new graduate nurse (NGN) attrition during the first year of employment by improving communication skills and providing additional mentoring for NGNs employed in a community hospital located in a rural area. All NGNs participate in the Versant Residency Program. Even with this standardized residency program, exit interviews of NGNs who resigned during their first year of employment revealed 2 major issues: communication problems with patients and staff and perceived lack of support/mentoring from unit staff. A clinical nurse specialist-led nursing team developed an innovative program integrating retired nurses, Volunteer Nurse Ambassadors (VNAs), into the Versant Residency Program to address both of those issues. All NGNs mentored by a retired nurse remain employed in the hospital (100% retention). Before the VNA program, the retention rate was 37.5%. Both the NGNs and VNAs saw value in their mentor-mentee relationship. There have been no critical incidences or failure to rescue events involving NGNs mentored by a VNA. Use of VNAs to support NGNs as they adjust to the staff nurse role can prevent attrition during their first year of nursing practice by providing additional support to the NGN.
Ahmed, Awad A; Hwang, Wei-Ting; Thomas, Charles R; Deville, Curtiland
Data show that international medical graduates (IMGs), both US and foreign born, are more likely to enter primary care specialties and practice in underserved areas. Comprehensive assessments of representation trends for IMGs in the US physician workforce are limited. We reported current and historical representation trends for IMGs in the graduate medical education (GME) training pool and US practicing physician workforce. We compared representation for the total GME and active practicing physician pools with the 20 largest residency specialties. A 2-sided test was used for comparison, with P < .001 considered significant. To assess significant increases in IMG GME trainee representation for the total pool and each of the specialties from 1990-2015, the slope was estimated using simple linear regression. IMGs showed significantly greater representation among active practicing physicians in 4 specialties: internal medicine (39%), neurology (31%), psychiatry (30%), and pediatrics (25%). IMGs in GME showed significantly greater representation in 5 specialties: pathology (39%), internal medicine (39%), neurology (36%), family medicine (32%), and psychiatry (31%; all P < .001). Over the past quarter century, IMG representation in GME has increased by 0.2% per year in the total GME pool, and 1.1% per year for family medicine, 0.5% for obstetrics and gynecology and general surgery, and 0.3% for internal medicine. IMGs make up nearly a quarter of the total GME pool and practicing physician workforce, with a disproportionate share, and larger increases over our study period in certain specialties.
Full Text Available Ahmed Hashim Gastroenterology Department, Brighton and Sussex University Hospitals NHS Trust, Brighton, UK Introduction: International medical graduates (IMGs in the UK constitute approximately one-quarter of the total number of doctors registered in the General Medical Council (GMC. The transition of IMGs into the health care system in the UK is accompanied by significant sociocultural and educational challenges. This study aims to explore the views of IMGs in medical training on the educational challenges they face.Methods: This study was conducted in the Kent, Surrey and Sussex region in 2015. All IMGs who work in medical (physicianly training programs were included. Data were collected through a questionnaire and semi-structured interviews. Thematic approach was used to analyze the qualitative data.Results: Of the total 61 IMGs included, 17 responded to the survey and 3 were interviewed. The common educational barriers faced by IMGs were related to lack of appreciation of the values and structure of the National Health Service (NHS, ethical and medicolegal issues, receiving feedback from colleagues and the different learning strategies in the UK. IMGs suggested introduction of a mandatory dedicated induction program in the form of formal teaching sessions. They also believed that a supervised shadowing period prior in the first job in the UK would be beneficial. Further assessment areas should be incorporated into the prequalifying examinations to address specific educational needs such as NHS structure and hospital policies. Other measures such as buddying schemes with senior IMGs and educating NHS staff on different needs of IMGs should also be considered.Conclusion: This study highlighted important educational challenges faced by IMGs and generated relevant solutions. However, the opinions of the supervisors and other health care professionals need to be explored. Keywords: international medical graduates, IMG, educational barriers
Petrick, Joseph A.; Polak, George G.; Scherer, Robert F.; Munoz, Carmen Gloria
Criticisms of graduate management education have led to changes in the balance between business and academic standards, strategic leadership, curriculum, faculty performance incentives, graduate proficiencies, and relations with the business community. Operations management/management sciences have similarly changed in terms of curricular…
Peiris, Dilka; Fernando, Sisira
-microfinance (savings clubs), skills/technical/asset transfer and microfinance, depending on the PLSR ranking. Economic development activities include skills transfer, savings clubs and small business development. Progress along the Graduation Pathway is measured by improvements in both economic well-being and child nutritional status. The Graduation Model optimizes development resources through its integrated pathway to economic self-sufficiency and improved nutrition. Families are empowered to improve their living conditions and children’s nutritional status. Future plans include expansion of the Model to new project areas and incorporation of early childhood education and agriculture interventions. World Vision Lanka has achieved significant achievements by integration of economic development and nutrition through the graduation pathway model. 24% of Poorest of the Poor (PoP) families who were identified at the baseline survey were reduced to 19.2% within a two years which is a 4.8% progress. The number of Poor (P) families reduced from 31% to 27.6%; Vulnerable non-poor families reduced from 23% to 19.5% and Small and Medium entrepreneur families increased from 14% to 17%. After two years of implementation in one project area, significant reductions were noted in the prevalence of anaemia (71% to 33%) and underweight (32% to 26%) among children 6-59 months. Changes were seen in wasting (17% to 16%) or stunting (26% to 24%). (author)
Packard, Becky Wai-Ling; Leach, Miki; Ruiz, Yedalis; Nelson, Consuelo; DiCocco, Hannah
This study analyzed the career development of career and technical education (CTE) high school graduates during their school-to-work transition, specifically their adaptability in the face of barriers. Forty graduates (22 men, 18 women) from working-class backgrounds participated in baseline surveys at graduation and phenomenological interviews 1…
Schilmer, Thie, Harrell, Tseng, 2006). One of the foundations for this continued advantage is the level of graduate education attained by the U.S...attributed to graduate education to be inaccurate. 15 Self-selection bias plays an even greater role within an internal labor market. It has been...GRADUATE EDUCATION ON THE PERFORMANCE OF AIR FORCE OFFICERS by Jeffrey P. Pearson March 2007 Thesis Advisor: Stephen L. Mehay Co-advisor
Further improvement of graduate school education in nuclear field is one of the important issues in universities in nuclear field. The COE-INES program has performed international cooperative activities for graduate school education with foreign universities in nuclear field. There are a lot of possibilities in international cooperation with foreign universities for graduate school education. The use of Internet can be a strong tool for the activities. (author)
Kainer, Karen A; Schmink, Marianne; Covert, Hannah; Stepp, John Richard; Bruna, Emilio M; Dain, Jonathan L; Espinosa, Santiago; Humphries, Shoana
Conventional graduate training related to tropical conservation and development has typically separated the two fields, with students focusing on either conservation from the perspective of the biophysical sciences or development as an extension of the social sciences. On entering the workforce, however graduates find they are required to work beyond disciplinary boundaries to address the complex interconnectivity between biological conservation and human well-being. We devised a framework for graduate education that broadens students' skill sets to learn outside their immediate disciplines and think in terms of linked socioecological systems, work in teams, communicate in nonacademic formats, and reflect critically on their own perspectives and actions. The University of Florida's Tropical Conservation and Development program has adopted a learning and action platform that blends theory, skills, and praxis to create an intellectual, social, and professionally safe space where students, faculty, and other participants can creatively address the complex challenges of tropical conservation and development. This platform operates within a nondegree-granting program and includes core courses that are taught by a team of biophysical and social scientists. It incorporates a range of alternative learning spaces such as student-led workshops, retreats, visiting professionals, practitioner experiences, and a weekly student-led seminar that collectively encourage students and faculty to enhance their skills and systematically and thoroughly reflect on program activities. Challenges to the described approach include increased service demands on faculty, a redefinition of research excellence to include effective and equitable collaboration with host-country partners, and the trade-offs and uncertainties inherent in more collaborative, interdisciplinary research. Despite these challenges, growing interdisciplinary programs, coupled with adaptive educational approaches that
... Council on Graduate Medical Education (COGME) was authorized by Congress in 1986 to provide an ongoing...), the Senate Committee on Health, Education, Labor and Pensions, and the House of Representatives Committee on Energy and Commerce. The topic of discussion for this meeting is graduate medical education...
... . COGME will join the National Advisory Council on Nursing Education and Practice (NACNEP), the Advisory... Graduate Medical Education; Notice of Meeting In accordance with section 10(a)(2) of the Federal Advisory...: Council on Graduate Medical Education (COGME). Dates and Times: April 22, 2010, 8:30 a.m.-4:15 p.m. EST...
Loshbaugh, Heidi G.; Laursen, Sandra L.; Thiry, Heather
Calls for reform in graduate education have emerged from professional societies, educational research, and foundations, with particular concern for how graduate students are prepared for their future professional environments. This qualitative research study explores current issues in Ph.D. chemistry education, including how U.S. chemistry…
Beebe, Lora Humphrey; Roman, Marian; Skolits, Gary; Raynor, Hollie; Thompson, Dixie; Franks, Andrea
A faculty team developed the 4-week Recovery-Based Interprofessional Distance Education (RIDE) rotation for graduate students in their disciplines. The evaluation team identified the Team Development Measure (TDM) as a potential alternative to reflect team development during the RIDE rotation. The TDM, completed anonymously online, was piloted on the second student cohort (N = 18) to complete the RIDE rotation. The overall pretest mean was 60.73 points (SD = 11.85) of a possible 100 points, indicating that students anticipated their RIDE team would function at a moderately high level during the 4-week rotation. The overall posttest mean, indicating student perceptions of actual team functioning, was 72.71 points (SD = 23.31), an average increase of 11.98 points. Although not statistically significant, Cohen's effect size (d = 0.43) indicates an observed difference of large magnitude. No other published work has used the TDM as a pre-/posttest measure of team development. The authors believe the TDM has several advantages as a measure of student response to interprofessional education offerings, particularly in graduate students with prior experience on health care teams. Further work is needed to validate and extend the findings of this pilot study. [Journal of Psychosocial Nursing and Mental Health Services, 56(4), 18-22.]. Copyright 2018, SLACK Incorporated.
Cutler, David M; Huang, Wei; Lleras-Muney, Adriana
Using Eurobarometer data, we document large variation across European countries in education gradients in income, self-reported health, life satisfaction, obesity, smoking and drinking. While this variation has been documented previously, the reasons why the effect of education on income, health and health behaviors varies is not well understood. We build on previous literature documenting that cohorts graduating in bad times have lower wages and poorer health for many years after graduation, compared to those graduating in good times. We investigate whether more educated individuals suffer smaller income and health losses as a result of poor labor market conditions upon labor market entry. We confirm that a higher unemployment rate at graduation is associated with lower income, lower life satisfaction, greater obesity, more smoking and drinking later in life. Further, education plays a protective role for these outcomes, especially when unemployment rates are high: the losses associated with poor labor market outcomes are substantially lower for more educated individuals. Variation in unemployment rates upon graduation can potentially explain a large fraction of the variance in gradients across different countries. Copyright © 2014 Elsevier Ltd. All rights reserved.
Kucel, Aleksander; Róbert, Péter; Buil, Màrian; Masferrer, Núria
This article studies entrepreneurial education and its impact on job-skills matches for higher education graduates. Those who possess entrepreneurial skills are assumed to be more market aware and creative in their job search. They are also expected to foresee which job offers would and would not, match their skills. Using a large comparative…
Mwangi, Samuel M.; Yamashita, Takashi; Ewen, Heidi H.; Manning, Lydia K.; Kunkel, Suzanne R.
The purpose of this study is to document current practices and understandings about globalization of gerontology education in the United States. Better understanding of aging requires international perspectives in global communities. However, little is known about how globalization of gerontology education is practiced in U.S. graduate-level…
Cheng, R; Lourenço, F; Resnick, S
Purpose – Despite rising graduate unemployment in the UK, there are insufficient numbers of graduates employed in small and medium sized enterprises (SMEs). The literature suggests that a teaching emphasis on large organisational business models in Higher Education Institutions (HEI), particularly in the teaching of marketing theory, renders the SME sector unattractive to graduate employment and conversely, it is perceived that graduates lack additional ‘soft skills’ vital for SME development...
Bjerregaard Jensen, Lotte; Almegaard, Henrik
to EU legislation. And a successful engineering student must be prepared to work in the open-ended, multidisciplinary environment necessary to produce structures which comply with EIA demands. This paper describes an innovative course developed at the Technical University of Denmark which integrates...... landscaping and structural design. The integrated courses create a setting for learning about the design of large-scale structures and involve geometry, statics, computer simulation, graphical design and landscape architecture. Together, they educate engineers who can take part in the early design phases...... of a project, function well in design teams, and comply with EU EIA demands....
Full Text Available Through the use of graphic calculators and dynamic software running on computers and mobile devices, students can learn complex algebraic concepts. The purpose of this study is to investigate the experiences of graduate students using Cabri as a visualization tool in math education. The qualitative case study was used in this study. Five students from graduate students studying at the non-thesis math program of a university located in the Blacksea region were the participant of the study. As a dynamic learning tool, Cabri provided participants an environment where participants visually discovered the geometry. It was concluded that dynamic learning tools like Cabri has a huge potential for teaching visually the challenging concepts that students struggle to image. Further research should investigate the potential plans for integrating the use of dynamic learning software into the math curriculum
Parker, Scott L; McGirt, Matthew J; Asher, Anthony L; Selden, Nathan R
There has been no formal, standardized curriculum for neurosurgical resident education in quality improvement. There are at least 2 reasons to integrate a formalized quality improvement curriculum into resident education: (1) increased emphasis on the relative quality and value (cost-effectiveness) of health care provided by individual physicians, and (2) quality improvement principles empower broader lifelong learning. An integrated quality improvement curriculum should comprise specific goals and milestones at each level of residency training. This article discusses the role and possible implementation of a national program for quality improvement in neurosurgical resident education. Copyright © 2015 Elsevier Inc. All rights reserved.
Riddell, Jeff; Jhun, Paul; Fung, Cha-Chi; Comes, James; Sawtelle, Stacy; Tabatabai, Ramin; Joseph, Daniel; Shoenberger, Jan; Chen, Esther; Fee, Christopher; Swadron, Stuart P
The flipped classroom model for didactic education has recently gained popularity in medical education; however, there is a paucity of performance data showing its effectiveness for knowledge gain in graduate medical education. We assessed whether a flipped classroom module improves knowledge gain compared with a standard lecture. We conducted a randomized crossover study in 3 emergency medicine residency programs. Participants were randomized to receive a 50-minute lecture from an expert educator on one subject and a flipped classroom module on the other. The flipped classroom included a 20-minute at-home video and 30 minutes of in-class case discussion. The 2 subjects addressed were headache and acute low back pain. A pretest, immediate posttest, and 90-day retention test were given for each subject. Of 82 eligible residents, 73 completed both modules. For the low back pain module, mean test scores were not significantly different between the lecture and flipped classroom formats. For the headache module, there were significant differences in performance for a given test date between the flipped classroom and the lecture format. However, differences between groups were less than 1 of 10 examination items, making it difficult to assign educational importance to the differences. In this crossover study comparing a single flipped classroom module with a standard lecture, we found mixed statistical results for performance measured by multiple-choice questions. As the differences were small, the flipped classroom and lecture were essentially equivalent.
Lunetta, Vincent N.; van den Berg, Euwe
Science education graduate programs in high-income countries frequently enroll students from low-income countries. Upon admission these students have profiles of knowledge, skills, and experiences which can be quite different from those of students from the host high-income countries. Upon graduation, they will normally return to work in education systems with conditions which differ greatly from those in high-income countries. This article attempts to clarify some of the differences and similarities between such students. It offers suggestions for making graduate programs more responsive to the special needs of students from low-income countries and to the opportunities they offer for enhancing cross-cultural sensitivity. Many of the suggestions can be incorporated within existing programs through choices of elective courses and topics for papers, projects, and research. Many references are provided to relevant literature on cultural issues and on science education in low-income countries.
Dasgupta, Shoumita; Symes, Karen; Hyman, Linda
The Division of Graduate Medical Sciences at the Boston University School of Medicine houses numerous dynamic graduate programs. Doctoral students began their studies with laboratory rotations and classroom training in a variety of fundamental disciplines. Importantly, with 15 unique pathways of admission to these doctoral programs, there were also 15 unique curricula. Departments and programs offered courses independently, and students participated in curricula that were overlapping combinations of these courses. This system created curricula that were not coordinated and that had redundant course content as well as content gaps. A partnership of key stakeholders began a curriculum reform process to completely restructure doctoral education at the Boston University School of Medicine. The key pedagogical goals, objectives, and elements designed into the new curriculum through this reform process created a curriculum designed to foster the interdisciplinary thinking that students are ultimately asked to utilize in their research endeavors. We implemented comprehensive student and peer evaluation of the new Foundations in Biomedical Sciences integrated curriculum to assess the new curriculum. Furthermore, we detail how this process served as a gateway toward creating a more fully integrated graduate experience, under the umbrella of the Program in Biomedical Sciences. © 2015 The International Union of Biochemistry and Molecular Biology.
Andolsek, Kathryn M
The author reflects on the chapter titled "Preserving Excellence in Residency Training and Medical Care" in Dr. Kenneth Ludmerer's book Let Me Heal: The Opportunity to Preserve Excellence in American Medicine. Rather than assuming that the status quo represents excellence, however, the author asserts that we must make an informed judgment regarding the quality of graduate medical education (GME) by applying an evidence-based approach, carefully measuring performance against specific criteria. But what are the right criteria to judge excellence in GME? The author posits that the first criterion for excellence is the foundational concept identified by the Josiah Macy Jr. Foundation, that of accountability to the public. The author argues that for GME to be truly excellent it must produce a workforce "of sufficient size, specialty mix, and skill" needed to serve the public good. For GME to be truly excellent it must produce the right composition (reflecting the population it serves), use the right pedagogy, and be embedded within the right clinical learning environment. Implementation of competency-based education must be bolder and accelerated. The process of culling out service from education in GME must be more honest, not because all service cannot in some ways be educational but because it is simply too expensive to squander a single minute of time in training. Finally, the epidemic of burnout must be addressed urgently and innovatively.
Rockwell, A.; Clark, R. D.; Stevermer, A.
The National Center for Atmospheric Research Earth Observing Laboratory, Millersville University and The COMET Program are collaborating to produce a series of nine online modules on the the topic of meteorological instrumentation and measurements. These interactive, multimedia educational modules can be integrated into undergraduate and graduate meteorology courses on instrumentation, measurement science, and observing systems to supplement traditional pedagogies and enhance blended instruction. These freely available and open-source training tools are designed to supplement traditional pedagogies and enhance blended instruction. Three of the modules are now available and address the theory and application of Instrument Performance Characteristics, Meteorological Temperature Instrumentation and Measurements, and Meteorological Pressure Instrumentation and Measurements. The content of these modules is of the highest caliber as it has been developed by scientists and engineers who are at the forefront of the field of observational science. Communicating the availability of these unique and influential educational resources with the community is of high priority. These modules will have a profound effect on the atmospheric observational sciences community by fulfilling a need for contemporary, interactive, multimedia guided education and training modules integrating the latest instructional design and assessment tools in observational science. Thousands of undergraduate and graduate students will benefit, while course instructors will value a set of high quality modules to use as supplements to their courses. The modules can serve as an alternative to observational research training and fill the void between field projects or assist those schools that lack the resources to stage a field- or laboratory-based instrumentation experience.
money. With the cost of tuition having increased by five percent the last two years, ( Gose , 1997) the financing ofa graduate education can be an area...Maher B. (1995). Research-Doctorate Programs in the United States: Continuity and Change. Washington, D.C.: National Research Council. 102 103 Gose , B
Goodman, David C; Robertson, Russell G
Graduate medical education (GME) has fallen short in training physicians to meet changes in the US population and health care delivery systems. The shortfall in training has happened despite a consensus on the need for accelerated change. This article discusses the varied causes of GME inertia and proposes a new funding mechanism coupled to a competitive peer-review process. The result would be to reward GME programs that are aligned with publicly set priorities for specialty numbers and training content. New teaching organizations and residency programs would compete on an equal footing with existing ones. Over a decade, all current programs would undergo peer review, with low review scores leading to partial, but meaningful, decreases in funding. This process would incentivize incremental and continual change in GME and would provide a mechanism for funding innovative training through special requests for proposals.
This article argues for a new kind of nurse graduate, equipped for the global challenges to health in the 21st century. The author points to the correlation between the public health role of a nurse in the 19th century and community health patterns of modern times to justify the shape of a recently installed undergraduate nursing studies programme at the University of Lincoln. The universal adoption of a public health philosophy by nurses is shown to be mutually advantageous to practitioners, to practice and to service users alike. In addition to research into the health inequalities and the patient experience, theoretical frameworks of learning and social policy are resourced to give direction to future nurse education and leadership among vulnerable individuals, communities and groups.
Kavanagh, Katherine R; Spiro, Jeffrey
Objectives Burnout is a well-described psychological construct with 3 aspects: exhaustion, depersonalization, and lack of personal accomplishment. The objective of this study was to assess whether faculty members of an otolaryngology residency program exhibit measurable signs and symptoms of burnout with respect to their roles as medical educators. Study Design Cross-sectional survey. Setting Otolaryngology-head and neck surgery residency program. Subjects and Methods Faculty members from an otolaryngology residency program, all of whom are involved in resident education, completed the Maslach Burnout Inventory-Educators Survey (MBI-ES). The surveys were completed anonymously and scored with the MBI-ES scoring key. Results Twenty-three faculty members completed the MBI-ES, and 16 (69.6%) showed symptoms of burnout, as evidenced by unfavorable scores on at least 1 of the 3 indices (emotional exhaustion, depersonalization, or low personal accomplishment). The faculty consistently reported moderate to high personal accomplishment and low depersonalization. There were variable responses in the emotional exhaustion subset, which is typically the first manifestation of the development of burnout. Conclusion To our knowledge, this is the first application of the MBI-ES to investigate burnout among otolaryngology faculty members as related to their role as medical educators. Discovering symptoms of burnout at an early stage affords a unique and valuable opportunity to intervene. Future investigation is underway into potential causes and solutions.
Faucett, Erynne A; Barry, Jonnae Y; McCrary, Hilary C; Saleh, Ahlam A; Erman, Audrey B; Ishman, Stacey L
To date, there have been no reports in the current literature regarding the use of the Accreditation Council for Graduate Medical Education (ACGME) core competencies in otolaryngology residency training. An evaluation may help educators address these core competencies in the training curriculum. To examine the quantity and nature of otolaryngology residency training literature through a systematic review and to evaluate whether this literature aligns with the 6 core competencies. A medical librarian assisted in a search of all indexed years of the PubMed, Embase, Education Resources Information Center (via EBSCOhost), Cochrane Library (Cochrane Database of Systematic Reviews, Cochrane Central Register of Controlled Trials, and Cochrane Methodology Register), Thomson Reuters Web of Science (Science Citation Index Expanded, Social Sciences Citation Index Expanded, Conference Proceedings Citation Index-Science, and Conference Proceedings Citation Index-Social Science and Humanities), Elsevier Scopus, and ClinicalTrials.gov databases to identify relevant English-language studies. Included studies contained original human data and focused on otolaryngology resident education. Data regarding study design, setting, and ACGME core competencies addressed were extracted from each article. Initial searches were performed on May 20, 2015, and updated on October 4, 2016. In this systematic review of 104 unique studies, interpersonal communication skills were reported 15 times; medical knowledge, 48 times; patient care, 44 times; practice-based learning and improvement, 31 times; professionalism, 15 times; and systems-based practices, 10 times. Multiple studies addressed more than 1 core competency at once, and 6 addressed all 6 core competencies. Increased emphasis on nonclinical core competencies is needed, including professionalism, interpersonal and communication skills, and systems-based practices in the otolaryngology residency training curriculum. A formal curriculum
Vaughan, Michelle; Burnaford, Gail
This review explores the goals and challenges as well as the policy and programmatic implications of action research in graduate teacher education as evidenced in the published literature. This literature review looks specifically at how action research is being used in graduate teacher education programs as a content area and as a methodology in…
.... Work on the Council's 21st report on the restructuring of graduate medical education will finish. The... DEPARTMENT OF HEALTH AND HUMAN SERVICES Health Resources and Services Administration Council on Graduate Medical Education; Notice of Meeting In accordance with section 10(a)(2) of the Federal Advisory...
In this article, I draw on interviews with graduates from an Outdoor and Environmental Education course to explore the ways in which their environmental ethics changed since leaving university. I do this in relation to the graduates' personal and professional experiences, particularly in the context of teaching Outdoor Education and Physical…
Franklin, Somer L.; Slate, John R.; Joyner, Sheila A.
In this article, we analyzed research studies in the field of graduate education. In particular, we explored the issue of inequity in graduate education through three key lenses of social science analyses. Furthermore, we analyzed selected quantitative research studies that undertook a comparative examination of aggregate trends in enrollment and…
This study examined the employers assessment of work ethics required of university Business Education graduates in south south Nigeria. One research question and three hypotheses guided the study. The design of this study was a descriptive survey. The population of the study comprised 318 identified employers of Business Education graduates in…
Carroll, David; Tani, Massimiliano
We analyse the relationship between job search and over-education for recent Australian bachelor degree graduates using data from the 2011 Beyond Graduation Survey. Results from panel estimation suggest that jobs found through university careers offices are associated with lower probability of over-education relative to jobs found through…
...] Medicare Program; Solicitation for Proposals for the Medicare Graduate Nurse Education Demonstration... participate in the Medicare Graduate Nurse Education (GNE) Demonstration. DATES: Proposals will be considered...--(A) 1 or more applicable schools of nursing; and (B) 2 or more applicable non- hospital community...
Roberson, Richard D., Jr.
Graduate education in hospitality is a growing field with a number of different approaches and philosophies which inform the decisions and directions put forth by program administrators. A case study explains the methods and justifications used by one institution to conduct a self assessment to assure high quality graduate hospitality education.…
Robert G. Bing-You
Full Text Available Background: A new organizational model of educational administrative support was instituted in the Department of Medical Education (DME to better meet increasing national accreditation demands. Residency and fellowship programs were organized into four ‘Communities of Practice’ (CoOPs based on discipline similarity, number of learners, and geographic location. Program coordinator reporting lines were shifted from individual departments to a centralized reporting structure within the DME. The goal of this project was to assess the impact on those most affected by the change. Methods: This was a mixed methods study that utilized structured interviews and the Organizational Culture Assessment Instrument (OCAI. Eleven members of the newly formed CoOPs participated in the study. Results: Three major themes emerged after review and coding of the interview transcripts: improved group identity, improved availability of resources, and increased opportunity for professional growth. OCAI results indicated that respondents are committed to the DME and perceived the culture to be empowering. The ‘preferred culture’ was very similar to the culture at the time of the study, with some indication that DME employees are ready for more creativity and innovation in the future. Conclusion: Reorganization within the DME of residency programs into CoOPs was overwhelmingly perceived as a positive change. Improved resources and accountability may position our DME to better handle the increasing complexity of graduate medical education.
Bing-You, Robert G; Varaklis, Kalli
Background A new organizational model of educational administrative support was instituted in the Department of Medical Education (DME) to better meet increasing national accreditation demands. Residency and fellowship programs were organized into four 'Communities of Practice' (CoOPs) based on discipline similarity, number of learners, and geographic location. Program coordinator reporting lines were shifted from individual departments to a centralized reporting structure within the DME. The goal of this project was to assess the impact on those most affected by the change. Methods This was a mixed methods study that utilized structured interviews and the Organizational Culture Assessment Instrument (OCAI). Eleven members of the newly formed CoOPs participated in the study. Results Three major themes emerged after review and coding of the interview transcripts: improved group identity, improved availability of resources, and increased opportunity for professional growth. OCAI results indicated that respondents are committed to the DME and perceived the culture to be empowering. The 'preferred culture' was very similar to the culture at the time of the study, with some indication that DME employees are ready for more creativity and innovation in the future. Conclusion Reorganization within the DME of residency programs into CoOPs was overwhelmingly perceived as a positive change. Improved resources and accountability may position our DME to better handle the increasing complexity of graduate medical education.
Latessa, Robyn A; Swendiman, Robert A; Parlier, Anna Beth; Galvin, Shelley L; Hirsh, David A
The authors explored affordances that contribute to participants' successful learning in longitudinal integrated clerkships (LICs). This dual-institutional, mixed-methods study included electronic surveys and semistructured interviews of LIC graduates who completed their core clinical (third) year of medical school. These LIC graduates took part in LICs at Harvard Medical School from 2004 to 2013 and the University of North Carolina School of Medicine-Asheville campus from 2009 to 2013. The survey questions asked LIC graduates to rate components of LICs that they perceived as contributing to successful learning. A research assistant interviewed a subset of study participants about their learning experiences. The authors analyzed aggregate data quantitatively and performed a qualitative content analysis on interview data. The graduates reported multiple affordances that they perceive contributed to successful learning in their LIC. The most reported components included continuity and relationships with preceptors, patients, place, and peers, along with integration of and flexibility within the curriculum. As LIC models grow in size and number, and their structures and processes evolve, learners' perceptions of affordances may guide curriculum planning. Further research is needed to investigate to what degree and by what means these affordances support learning in LICs and other models of clinical education.
Bowman, Thomas G; Dodge, Thomas M
Although previous researchers have begun to identify sources of athletic training student stress, the specific reasons for student frustrations are not yet fully understood. It is important for athletic training administrators to understand sources of student frustration to provide a supportive learning environment. To determine the factors that lead to feelings of frustration while completing a professional athletic training education program (ATEP). Qualitative study. National Athletic Trainers' Association (NATA) accredited postprofessional education program. Fourteen successful graduates (12 women, 2 men) of accredited professional undergraduate ATEPs enrolled in an NATA-accredited postprofessional education program. We conducted semistructured interviews and analyzed data with a grounded theory approach using open, axial, and selective coding procedures. We negotiated over the coding scheme and performed peer debriefings and member checks to ensure trustworthiness of the results. Four themes emerged from the data: (1) Athletic training student frustrations appear to stem from the amount of stress involved in completing an ATEP, leading to anxiety and feelings of being overwhelmed. (2) The interactions students have with classmates, faculty, and preceptors can also be a source of frustration for athletic training students. (3) Monotonous clinical experiences often left students feeling disengaged. (4) Students questioned entering the athletic training profession because of the fear of work-life balance problems and low compensation. In order to reduce frustration, athletic training education programs should validate students' decisions to pursue athletic training and validate their contributions to the ATEP; provide clinical education experiences with graded autonomy; encourage positive personal interactions between students, faculty, and preceptors; and successfully model the benefits of a career in athletic training.
Jennifer D. Maderazo
Full Text Available This tracer study determines the employment status of the graduates of Doctor of Dental Medicine of Lyceum of the Philippines University (LPU from 2008-2012. It assessed the relevance of the Dentistry curriculum, knowledge, skills and attitude acquired by the graduates deemed to be relevant for their employment; identify the personal and professional characteristics and job placement of Dentistry graduates and the school related factors associated with their employment. This tracer study used a descriptive research design. The study described the experiences of the graduates before and after employment. The graduates conveyed their personal observations regarding the situations they faced after graduation. The findings showed that majority of the Dentistry graduate-respondents are presently employed except for one whose primary reason is family concern and decided not to find a job. Most of the graduates had their first job as associate dentist with recommendation from the department or alumni of the college and opted to put up their own private practice after 6 months. Rewarding salaries and benefits are the main reason for staying on the job and are all enjoying a professional career in dentistry with initial gross income of 25,000 pesos and above. The following school related factors for job placement such as curriculum and instruction for the general education and professional subjects, student services and faculty instruction were found to be relevant in meeting the demands of the graduates’ dental profession. And the following are the work related values gained by the graduates such a love for God, honesty and truth, professional integrity and leadership. These values were found to be very relevant in the practice of the profession.
Post, Jerri L.
The problem explored in this study focused on the attitudes of nurse educators toward online degrees in relation to hiring practices. With the proliferation of online courses and degrees, research has shown that the acceptability of online degrees has become a concern for graduates of online programs seeking jobs and for potential employers. A…
Orr, Stuart; Bantow, Ray
Purpose: Online education has been growing rapidly, but has not had the benefit of the extensive teaching pedagogy development of traditional face-to-face teaching. This paper aims to provide a review of the current literature and present the results of a survey, conducted to determine the effectiveness of a graduate online subject.…
This study presents the perspectives of education graduate students of using Twitter as a pedagogical tool for 15 weeks as a required social media activity in class. The results indicated that participants in each course reported a positive learning experience of using Twitter. Although this was their first experience with Twitter, participants…
Strauss, Susanne; Leuze, Kathrin
In times of rapid technological and organisational change, it is argued that lifelong further education becomes more and more important for labour market success. Especially in labour market segments for the highly qualified, it is essential to constantly update one's qualifications. This is reflected in the finding that graduates with tertiary…
Sadowski, Brett; Cantrell, Sarah; Barelski, Adam; O'Malley, Patrick G; Hartzell, Joshua D
Leadership is a critical component of physician competence, yet the best approaches for developing leadership skills for physicians in training remain undefined. We systematically reviewed the literature on existing leadership curricula in graduate medical education (GME) to inform leadership program development. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines, we searched MEDLINE, ERIC, EMBASE, and MedEdPORTAL through October 2015 using search terms to capture GME leadership curricula. Abstracts were reviewed for relevance, and included studies were retrieved for full-text analysis. Article quality was assessed using the Best Evidence in Medical Education (BEME) index. A total of 3413 articles met the search criteria, and 52 were included in the analysis. Article quality was low, with 21% (11 of 52) having a BEME score of 4 or 5. Primary care specialties were the most represented (58%, 30 of 52). The majority of programs were open to all residents (81%, 42 of 52). Projects and use of mentors or coaches were components of 46% and 48% of curricula, respectively. Only 40% (21 of 52) were longitudinal throughout training. The most frequent pedagogic methods were lectures, small group activities, and cases. Common topics included teamwork, leadership models, and change management. Evaluation focused on learner satisfaction and self-assessed knowledge. Longitudinal programs were more likely to be successful. GME leadership curricula are heterogeneous and limited in effectiveness. Small group teaching, project-based learning, mentoring, and coaching were more frequently used in higher-quality studies.
Salerno-Kennedy, Rossana; Henn, Pat; O'Flynn, Siun
In modern times, peer tutoring methods have been explored in health care education for over 30 years. In this paper, we report our experience of implementing a peer-tutoring approach to Clinical Skills Laboratory (CSL) training in the Graduate Entry in Medicine Programme (GEM) at University College Cork. Eighteen fourth-year medical students were recruited as peer tutors for CSL sessions on physical examination. In order to standardise the process, we developed a training course for peer tutors that comprised two stages. They then ran the practical sessions with junior students, under the watchful eye of medical educators. At the end of the last CSL session, the students were given 10 minutes to reflect individually on the experience, and were asked to complete a feedback form. Twenty-four of the 42 GEM students and six of the seven Senior Tutors (STs) completed and returned their feedback forms. With the caveats of small sample sizes and low response rates, both groups reported that they had both positive and negative experiences of peer tutoring, but that the positive experiences predominated. The overall experience was positive. In terms of the primary thesis of this study, the STs thought that they were well prepared by the teaching staff to take part in these teaching sessions. © Blackwell Publishing Ltd 2010.
Chattopadhyay Satya P.
Full Text Available The changed environment of global economy with painful austerity and restructuring measures causing severe economic dislocations in many diverse parts of the world have brought into focus the usefulness and value of management education in general and graduate management education in particular. The various accrediting bodies in America, Europe and Asia in recent years have shifted their emphasis to ensuring that learning outcomes of students in the program are tied to the goals and missions of the academic institution and meet the needs of the external partners of the academic enterprise that the students go on to serve. This has resulted in rapid advances in the field of innovative outcome assessment, and measurement of competency in performing higher order tasks as well as demonstration of traits related to successful transition into the business world and contribution to the success of the enterprise where the students are employed. The mere assessment/measurement of traits is not the end, but rather the first step in the cycle of continuous improvement in the tradition of the Plan-Do-Study-Act tradition of TQM. The goal is to identify shortcomings or opportunities for improvement via the assessment process and then to “close the loop” by introducing planned changes to improve system performance.
Berman, S J; Perkocha, V A; Novotny, T E
Continuing education (CE) is a vital component in strengthening the public health work force, and its importance has been emphasized by the Institute of Medicine and the Council for Education in Public Health. A CE preference survey was undertaken of alumni of the University of California, Berkeley, School of Public Health (UCB-SPH). Questionnaires were mailed to a one-third random sample of 1,500 graduates from 1981-1992 who currently reside in U.S. Department of Health and Human Services (HHS) Region IX. A response rate of 57% was achieved. Results of the survey show that CE activities are highly desired among respondents. Overall, 58% of respondents prefer a half-day to one-day seminar format during regular business hours, as opposed to night classes. They prefer a traditional didactic classroom presentation that is within one hour's automobile travel. The optimal setting for CE courses would be at the University of California, Berkeley, or in-house at their institution. Subject areas of interest noted by respondents are health policy development, communication in public health, community involvement, and research. Schools of public health may respond to the CE needs of their alumni through a variety of channels, including the mainstreaming of CE as part of a school's teaching responsibility, special seminars or institutes, extension courses through the larger university system, distance-based learning, and through a separately funded for-profit CE activity.
Kucel, Aleksander; Vilalta-Bufi, Montserrat
In this paper we investigate the determinants of regret of study program for tertiary education graduates in Spain and the Netherlands. These two countries differ in their educational system in terms of the tracking structure in their secondary education and the strength of their education-labor market linkages in tertiary education. Therefore, by…
This study used a phenomenological approach to explore the lived experiences of three groups of stakeholders of the Botswana basic education program related to the employment and unemployment of graduates of basic education. Semi-structured interviews were conducted with 21 participants from three groups of stakeholders, graduates of basic…
Brown, Cynthia J; Wilson, Carol B
As online education gains momentum, strategies to promote student engagement, develop social presence, and create a virtual community are essential for students' successful learning. A university with a philosophy grounded in caring developed two strategies for the graduate online education setting. These two strategies intentionally promote caring for self and others as a means to foster engagement, social presence, and a vibrant online community. One strategy was online Caring Groups, that is, small groups of four to five nursing students created each semester in one of the students' required courses in the online setting. The second strategy was the creation of two Caring Connections online sites, one for master of science in nursing students and one for doctorate in education nursing students. The sites were developed external to required courses to provide support for the online students throughout the graduate programs. Each site provides an ongoing space for students and faculty to post and discuss inspirational quotes, self-care tips, music, and photographs. The online Caring Groups and Caring Connections sites will be described, including how they were created, how they are used by students, how faculty support students, lessons learned, and how Caring Groups are integrated into the curriculum. © The Author(s) 2016.
Grace, Andre P.; Gouthro, Patricia A.
Reviews the status of graduate education for women in the United States and Canada, historical perspectives on women's work in the workplace and home, and barriers to graduate education for women. Uses psychological and liberatory models of feminist pedagogy to elucidate a feminist direction for graduate education. (Contains 49 references.) (SK)
Noguchi, Toru; Yoshikawa, Kozo; Nakamura, Masato; Kaneko, Katsuhiko
New education programs for engineering graduate courses, and the achievements are described. Following the previous reports on overseas and domestic internship2) , 3) , this article states other common programs ; seminars on state of technologies in industries, practical English and internationalization programs, and a program to accept overseas internship students. E-learning system to assist off-campus students is also described. All these programs are developed and conducted by specialist professors invited from industries and national institutions, in collaboration with faculty professors. Students learn how the engineering science apply to the practical problems, acquire wider view and deeper understanding on industries, and gain abilities to act in global society including communication skill, those are not taught in classrooms and laboratories. Educational effects of these industry collaborated programs is significant to activate the graduate course education, although the comprehensive evaluation is the future subject.
Ferudun SEZGİN,; Hasan KAVGACI ,; Ali Çağatay KILINÇ
This study aimed to examine the self evaluations of educational administration and supervision graduate students about their own qualifications in the context of National Qualifications Framework for Higher Education in Turkey (NQF-HETR) in a descriptive way. In this respect, this study was designed as a qualitative research. Participants consisted of 15 master and 6 doctoral students who had completed the courses at educational administration and supervision graduate program. To collect the ...
Full Text Available Considerations for The Instruction Of Research Methodologies In Graduate-Level Distance Education Degree Programs Tom JONES, Ph.D. Associate Professor Centre for Distance Education Athabasca University, CANADA M. Cleveland-INNERS, Ph.D. Assistant Professor Centre for Distance Education Athabasca University, CANADA ABSTRACT The growth of basic and applied research activity in distance education requires redirection on several fronts, including the instruction of research methods in the education of graduate students. The majority of graduate students in distance education are practitioners whose goals range from carrying out original research to acquiring the concepts and skills necessary to become a practitioner. We argue that the best foundation for achieving both of those goals in distance education is developed by means of an understanding and internalization of sound research design methodologies, primarily acquired by formal instruction, and that an emphasis on research in graduate programs in distance education will encourage theory development. This paper presents the rationale for a general curricular model that attempts to address the sets of research competencies for graduate students in graduate-level distance education programs while at the same time moving students toward an appreciation and understanding of the epistemological foundations for social science research.
Chester, Theodore E.
In 1968, 75% of the 5,466 graduates of hospital administration were in management positions in hospitals and related institutions, and about 1,000 to 1,500 held key government jobs. The US needs approximately 40,000 trained hospital administrators, but the total graduate output is about one-eighth of that amount. Of the 23 existing programs, 8 are…
Gauvreau, Sarah; Hurst, Deborah; Cleveland-Innes, Martha; Hawranik, Pamela
While many online graduate students are gaining academic and scholarly knowledge, the opportunities for students to develop and hone professional skills essential for the workplace are lacking. Given the virtual environment of distance learning, graduate students are often expected to glean professional skills such as analytical thinking,…
In the following account I write about my experiences as a graduate student, studying for a Doctor of Philosophy (PhD) degree at the University of Cambridge in England. I recall my observations of life at graduate school and my own perceptions of the advantages and disadvantages offered by different
Morrissey, Benjamin; Heilbrun, Marta E
The 2014 Institute of Medicine report, Graduate Medical Education that Meets the Nation's Health Needs , challenged the current graduate medical training process and encouraged new opportunities to redefine the fundamental skills and abilities of the physician workforce. This workforce should be skilled in critically evaluating the current systems to improve care delivery and health. To meet these goals, current challenges, motivations, and educational models at the medical school and graduate medical education levels related to formal training in nonclinical aspects of medicine, especially critical thinking, are reviewed. Our diagnostic radiology training program is presented as a "case study" to frame the review.
Humphries, Laura S; Lyon, Sarah; Garza, Rebecca; Butz, Daniel R; Lemelman, Benjamin; Park, Julie E
A thorough understanding of attitudes toward and program policies for parenthood in graduate medical education (GME) is essential for establishing fair and achievable parental leave policies and fostering a culture of support for trainees during GME. A systematic review of the literature was completed. Non-cohort studies, studies completed or published outside of the United States, and studies not published in English were excluded. Studies that addressed the existence of parental leave policies in GME were identified and were the focus of this study. Twenty-eight studies addressed the topic of the existence of formal parental leave policies in GME, which was found to vary across time and ranged between 22 and 90%. Support for such policies persisted across time. Attention to formal leave policies in GME has traditionally been lacking, but may be increasing. Negative attitudes towards parenthood in GME persist. Active awareness of the challenges faced by parent-trainees combined with formal parental leave policy implementation is important in supporting parenthood in GME. Copyright © 2017. Published by Elsevier Inc.
Rural health care facilities are geographically remote, tend to be small, and often possess limited resources. Although newly graduated registered nurses are important to the work force of many rural communities, maintaining a formal preceptorship/mentorship program within a rural hospital may prove difficult as a result of limited resources. Unfortunately, the new graduate may become overwhelmed by the many expectations for clinical practice and the facility can experience high turnover rates of new graduate hires. This article explores the unique traits of the rural hospital and the new graduate nurse as well as the pros and cons of a formal preceptorship program within a rural setting. Constructivist learning theory is used to develop practical teaching strategies that can be used by the preceptor and the new graduate. These strategies are inexpensive, yet effective, and are feasible for even the smallest of facilities. Copyright 2013, SLACK Incorporated.
Nichols, Ruth I.
The purpose of this phenomenological study was two-fold: (a) to explore and describe the perceived impact of Pepperdine University's Educational Leadership Academy (ELA) on 2003-2006 ELA graduates' career advancement, career enhancement, and personal growth; and (b) to obtain ELA graduates' suggestions for ELA program improvement to better prepare…
Greene, Francis J.; Saridakis, George
This article examines the career progression of self-employed graduates immediately following graduation and four years subsequently. Using a career socialization theory specific to entrepreneurial settings, it links the role of skills acquired in UK higher education courses and the use of support with self-employment outcomes. Using a wide range…
Louie, Angelique; Izatt, Joseph; Ferrara, Katherine
We present an overview of graduate programs in biomedical imaging that are currently available in the US. Special attention is given to the emerging technologies of molecular imaging and biophotonics. Discussions from the workshop on Graduate Imaging at the 2005 Whitaker Educational Summit meeting are summarized.
Leader-Janssen, Elizabeth M.; Nordness, Philip D.; Swain, Kristine D.; Hagaman, Jessica L.
The purpose of this study was to evaluate graduate students' perceptions of a completely online master's degree program in special education for emotional and behavioral disorders. The Community of Inquiry survey was used to examine graduate students' perceptions of the online program in the areas of teaching, cognitive, and social presences. The…
... DEPARTMENT OF HEALTH AND HUMAN SERVICES Health Resources and Services Administration Council on Graduate Medical Education; Notice of Meeting In accordance with section 10(a)(2) of the Federal Advisory Committee Act (Pub. L. 92-463), notice is hereby given of the following meeting: Name: Council on Graduate...
... DEPARTMENT OF HEALTH AND HUMAN SERVICES Health Resources and Services Administration Council on Graduate Medical Education; Notice of Meeting In accordance with section 10(a)(2) of the Federal Advisory Committee Act (Pub. L. 92-463), notice is hereby given of the following meeting: Name: Council on Graduate...
Chapman, David W.; Chien, Chiao-Ling
Faced with escalating demand for instructional staff to serve the expanding undergraduate enrolments, many middle income countries in Southeast Asia are investing heavily in expanding their provision of graduate education. An attractive secondary benefit is that graduate programmes contribute to a local university-based research capacity that…
Federal requirements stipulate that states and local education agencies annually calculate and report an Adjusted Cohort Graduation Rate, disaggregated by student group. The ACGR includes all students who graduate from high school in four years with a regular high school diploma, plus all students with the most significant cognitive disabilities…
Wamala, Robert; Buyinza, Mukadasi
Although the Graduate Management Admission Test (GMAT) is considered by leading business institutions worldwide as a predictor of success in graduate programs, an issue of contention is whether the introduction of the examination enhances the quality of education outcomes. This study sought to obtain an understanding of this issue, focusing on…
Graduate Management Admission Council, 2013
This latest report in the GMAC® Data-to-Go Series provides an overview of trends in graduate management education in Canada and a brief look at jobs and employment trends for recent 2013 business school graduates in Canada. Key themes of internationalization, program portfolio, and student recruitment appear in data throughout. Data presented here…
Howells, Kerry; Fitzallen, Noleine; Adams, Christine
Australian higher education institutions have struggled to develop clear strategies for developing and assessing graduate attributes within their specific disciplinary contexts. Using the example of the graduate attribute of social responsibility, this paper explores the outcomes of using assessment tasks to raise the awareness of development of…
Symons, Gladys L.
Women in Canada and the U.S. enjoy neither equality of access to higher education nor equality of treatment within graduate level institutions. While women in the U.S. have somewhat greater access to graduate study, they are excluded from the sponsorship system in which Canadian women participate. (SB)
Anderson, Vivienne; McGrath, Terry; Butcher, Andrew
In 2008 the Asia New Zealand Foundation commissioned a three-year project examining Asia-born New Zealand-educated business graduates' study to work transitions. Data were collected through annual online surveys and in-depth interviews. Graduates were asked to discuss their post-study experiences, reflections on studying in New Zealand, and…
Hannon, Paul D.; Collins, Lorna A.; Smith, Alison J.
There is a strong interest in knowledge-based economies in increasing the levels of graduate entrepreneurship. The role of higher education in this context is crucial in enhancing the motivation and capability of graduates to engage in entrepreneurial activity. However, traditional pedagogical approaches in business and management as applied to…
Ehrlich, Dan J.; Heinemann, Harry N.
A study was conducted for the purpose of determining the impact of cooperative education (CE) on the experiences of community college students subsequent to their graduation. Comprehensive normative data on graduates and non-completers of LaGuardia Community College, which has a universal CE program, were collected by means of surveys.…
Knewstubb, Bernadette; Ruth, Alison
Academics implementing graduate attributes, and the educational developers who support those academics, may experience graduate attributes and disciplinary knowledge and skills as unrelated dimensions of curriculum. Gestalt conceptions of curriculum, together with a figure-ground understanding of the relationship between disciplinary understanding…
Bogomolova T. Yu.
Full Text Available The increase of “friendliness” of the education system towards individuals with disabilities (people with health limitations, especially the development of inclusive education, is a relatively recent humanistic trend that has been set by the most economically developed societies and in which our country has been responsibly integrating for the last two decades. The article summarizes the results of the survey that was conducted in 2017 among NSU graduates with disabilities. The study was aimed at describing how higher education promotes acquisition of the social and physical space by individuals with disabilities, which means ensuring the social inclusion.
Bitterman, Noemi; Shalev, Ilana
In light of changes in the medical profession, the different requirements placed on physicians and the evolving needs of the healthcare system, the need arose to examine the medical education curriculum in Israel. This survey, conducted by the Samuel Neaman Institute for Science and Technology, summarizes 20 years of medical education in Israel's four medical schools, as the first stage in mapping the existing state of medical education in Israel and providing a basis for decision-making on future medical education programs. To characterize the academic background of graduates, evaluate their attitudes towards current and alternative medical education programs, and examine subgroups among graduates according to gender, medical school, high school education, etc. The survey included graduates from all four Israeli medical schools who graduated between the years 1981 and 2000 in a sample of 1:3. A questionnaire and stamped return envelope were sent to every third graduate; the questionnaire included open and quantitative questions graded on a scale of 1 to 5. The data were processed for the entire graduate population and further analyzed according to subgroups such as medical schools, gender, high school education, etc. The response rate was 41.3%. The survey provided a demographic profile of graduates over a 20 year period, their previous educational and academic background, additional academic degrees achieved, satisfaction, and suggestions for future medical education programs. The profile of the medical graduates in Israel is mostly homogenous in terms of demographics, with small differences among the four medical schools. In line with recommendations of the graduates, and as an expression of the changing requirements in the healthcare system and the medical profession, the medical schools should consider alternative medical education programs such as a bachelor's degree in life sciences followed by MD studies, or education programs that combine medicine with
Burton, Donna L; Levin, Bruce Lubotsky; Massey, Tom; Baldwin, Julie; Williamson, Heather
An innovative approach to research education that integrates the theory and principles of implementation science, participatory research, and service learning in the area of adolescent behavioral health is presented. Qualitative interviews and surveys of program participants have been conducted to assess the program's curricula, service-learning partnerships, student (scholar) satisfaction, and views of community partnerships and academic mentors. The Institute has experienced the successful completion of its first and second cohorts and enrollment of a third cohort of scholars. Community partners are utilizing results of service-learning projects to influence agency operations. Institute scholars have identified research and service learning experiences as key factors in the decision to apply to the Institute graduate certificate program. The availability of tuition support is identified as valuable but not ranked as the most important reason for scholar interest in the program. Academic mentors report positive relationships with community agencies. Future iterations of the program will expand options for distance learning and alternatives to traditional graduate education for community-based scholars. Community partner agency capacity for participation is expected to change over time. Methods are being identified to both sustain existing partnerships and develop new community partnership relationships.
McCloskey, Cindy B; Domen, Ronald E; Conran, Richard M; Hoffman, Robert D; Post, Miriam D; Brissette, Mark D; Gratzinger, Dita A; Raciti, Patricia M; Cohen, David A; Roberts, Cory A; Rojiani, Amyn M; Kong, Christina S; Peterson, Jo Elle G; Johnson, Kristen; Plath, Sue; Powell, Suzanne Zein-Eldin
Competency-based medical education has evolved over the past decades to include the Accreditation Council for Graduate Medical Education Accreditation System of resident evaluation based on the Milestones project. Entrustable professional activities represent another means to determine learner proficiency and evaluate educational outcomes in the workplace and training environment. The objective of this project was to develop entrustable professional activities for pathology graduate medical education encompassing primary anatomic and clinical pathology residency training. The Graduate Medical Education Committee of the College of American Pathologists met over the course of 2 years to identify and define entrustable professional activities for pathology graduate medical education. Nineteen entrustable professional activities were developed, including 7 for anatomic pathology, 4 for clinical pathology, and 8 that apply to both disciplines with 5 of these concerning laboratory management. The content defined for each entrustable professional activity includes the entrustable professional activity title, a description of the knowledge and skills required for competent performance, mapping to relevant Accreditation Council for Graduate Medical Education Milestone subcompetencies, and general assessment methods. Many critical activities that define the practice of pathology fit well within the entrustable professional activity model. The entrustable professional activities outlined by the Graduate Medical Education Committee are meant to provide an initial framework for the development of entrustable professional activity-related assessment and curricular tools for pathology residency training.
O'Sullivan, Lindsay M
...? Or does the MSA curriculum teach graduates the necessary skills for follow-on billets? Individuals in the private and public sections have tried to quantify the value of both training and education...
Sockman, Beth Rajan; Sutton, Rhonda; Herrmann, Michele
This study determined the usefulness of digital comic creation with 77 graduate students in a teacher technology course. Students completed an assigned reading and created digital comics that addressed technology integration concerns in the schools and society. Using practical action research, 77 student-created comics were analyzed. The findings…
Sayre, Jerry W; Toklu, Hale Z; Ye, Fan; Mazza, Joseph; Yale, Steven
Case reports and case series or case study research are descriptive studies that are prepared for illustrating novel, unusual, or atypical features identified in patients in medical practice, and they potentially generate new research questions. They are empirical inquiries or investigations of a patient or a group of patients in a natural, real-world clinical setting. Case study research is a method that focuses on the contextual analysis of a number of events or conditions and their relationships. There is disagreement among physicians on the value of case studies in the medical literature, particularly for educators focused on teaching evidence-based medicine (EBM) for student learners in graduate medical education. Despite their limitations, case study research is a beneficial tool and learning experience in graduate medical education and among novice researchers. The preparation and presentation of case studies can help students and graduate medical education programs evaluate and apply the six American College of Graduate Medical Education (ACGME) competencies in the areas of medical knowledge, patient care, practice-based learning, professionalism, systems-based practice, and communication. A goal in graduate medical education should be to assist residents to expand their critical thinking, problem-solving, and decision-making skills. These attributes are required in the teaching and practice of EBM. In this aspect, case studies provide a platform for developing clinical skills and problem-based learning methods. Hence, graduate medical education programs should encourage, assist, and support residents in the publication of clinical case studies; and clinical teachers should encourage graduate students to publish case reports during their graduate medical education.
Newton, Warren; Wouk, Noah; Spero, Julie C
The National Academy of Medicine has called for fundamental reform in the governance and accountability of graduate medical education, but how to implement this change is unclear. We describe the North Carolina graduate medical education system, and we propose tracking outcomes and aligning residency stipends with outcomes such as specialty choice, practice in North Carolina, and acceptance of new Medicaid and Medicare patients. ©2016 by the North Carolina Institute of Medicine and The Duke Endowment. All rights reserved.
Alismail, Halah Ahmed
In the 21st century, educators believe using technology can be an effective factor in education for the new generation, making educational goals easier to achieve. In fact, technology is being studied by teachers and implemented into classrooms for a positive effect on student learning. Many teachers are integrating multimedia tools in teaching…
Desautel, D.; Hunter, N.; Mourtos, N.; Pernicka, H.
This paper describes the development and integration of a suite of laboratories in an aerospace engineering program. The program's approach to undergraduate education is described as the source for the development of the supporting laboratories. Nine laboratories supporting instruction were developed and installed. The nine laboratories include most major flight-vehicle disciplines. The purpose and major equipments/experiments of each laboratory are briefly described, as is the integration of the laboratory with coursework. The laboratory education provided by this program successfully achieves its purpose of producing competitive aerospace engineering graduates and advancing the level of undergraduate education.
SHEIKHOLESLAM, Robabeh; GHASSEMI, Hossein; GALAL, Osman; DJAZAYERY, Abolghassem; OMIDVAR, Nasrin; NOURMOHAMMADI, Issa; TUAZON, Ma. Antonia G.
Iran has been active in human nutrition training for the past five decades, but the existing curricular programs do not equip the graduates with the knowledge and skills required for solving food security and nutritional problems of the country. Given this, the Nutrition Department (ND) of Iran’s Ministry of Health and Medical Education (MOHME) initiated a curricular reform to develop responsive graduate programs in key areas of nutrition that fill the existing gaps in nutrition training with the goal of improving nutrition policy-making and program development, implementation and evaluation. ND called for a request for proposals for a project entitled “Graduate Level Training in Nutrition”. Specifically, with technical assistance from leading academic institutions in Asia, North America and UK, seven new graduate programs were housed in three separate institutions, but coordinated so that together they form a broad multidisciplinary resource for graduate education and research. These seven-degree programs are MSc and PhD in Molecular/Cellular Nutrition, MSc and PhD in Nutritional Epidemiology, MSc and PhD in Food Policy and Nutrition Intervention, and MSc in Community Nutrition. The programs were prepared in collaboration and active participation of selected faculty members of the three Iranian universities, International Union of Nutritional Sciences and the University of Philippines at Los Baños. The development of these programs was made possible through a loan from the World Bank, under the Second Primary Health and Nutrition Project in the MOHME. PMID:25905083
Sheikholeslam, Robabeh; Ghassemi, Hossein; Galal, Osman; Djazayery, Abolghassem; Omidvar, Nasrin; Nourmohammadi, Issa; Tuazon, Ma Antonia G
Iran has been active in human nutrition training for the past five decades, but the existing curricular programs do not equip the graduates with the knowledge and skills required for solving food security and nutritional problems of the country. Given this, the Nutrition Department (ND) of Iran's Ministry of Health and Medical Education (MOHME) initiated a curricular reform to develop responsive graduate programs in key areas of nutrition that fill the existing gaps in nutrition training with the goal of improving nutrition policy-making and program development, implementation and evaluation. ND called for a request for proposals for a project entitled "Graduate Level Training in Nutrition". Specifically, with technical assistance from leading academic institutions in Asia, North America and UK, seven new graduate programs were housed in three separate institutions, but coordinated so that together they form a broad multidisciplinary resource for graduate education and research. These seven-degree programs are MSc and PhD in Molecular/Cellular Nutrition, MSc and PhD in Nutritional Epidemiology, MSc and PhD in Food Policy and Nutrition Intervention, and MSc in Community Nutrition. The programs were prepared in collaboration and active participation of selected faculty members of the three Iranian universities, International Union of Nutritional Sciences and the University of Philippines at Los Baños. The development of these programs was made possible through a loan from the World Bank, under the Second Primary Health and Nutrition Project in the MOHME.
Harada, Isao; Ikeda, Naoshi; Yokoya, Takayoshi
We report the education and training program for graduate students of Graduate School of Natural Science and Technology Okayama University made at synchrotron facilities, SPring-8 and HiSOR. This program is a joint course of graduate school lecture and synchrotron facility training with company researchers, that was authorized by the Ministry of Education, Culture, Sports, Science and Technology. The purpose of this program is the development of human resources who can understand the potential ability of synchrotron experiment. We report our plan and actual activity of the training program. (author)
Baldwin, Adele; Bentley, Karyn; Langtree, Tanya; Mills, Jane
Nursing practice is a dynamic and constantly changing field within healthcare, with well-documented challenges to maintaining a suitably skilled workforce to meet the needs of the community it serves. Undergraduate nursing education provides the mandatory minimum requirements for professional registration. Each nursing program has clearly stated graduate attributes, qualities that their graduates will possess on graduation. The aim of this paper is to stimulate discussion about graduate attributes for nurses, a transferrable set of specific attributes that make nursing graduates work ready. This paper focuses on identifying specific attributes, the embedding of those attributes in nursing education, particularly through role modelling, with the aim of producing a future workforce that is knowledgeable, compassionate and confident. The graduate attributes are likened to the qualities sought by the characters in 'The Wizard of Oz'; brains, heart and courage and the learning process as the 'Yellow Brick Road'. There is a relative lack of discussion about role modelling by nurse educators for nursing students, a potentially undervalued learning experience that we believe must be brought to the forefront of discussions pertaining to undergraduate nursing education and achieving graduate outcomes. Copyright © 2013 Elsevier Ltd. All rights reserved.
Full Text Available China’s emergence as a global economic and political power is in part due to the country’s renewed involvement with, and commitment to, graduate higher education (Harris, 2005. Graduate education in China is viewed as the means of producing the essential scientists, engineers and skilled workforce needed to sustain the country’s rapid industrial growth and economic development. But how does China’s graduate education system compare with North American graduate higher education and what can each learn from the other? This paper examines the trends and patterns in Master’s level graduate education programs in China and Canada based on enrolment data gathered from 1999 to 2005. Initial comparisons of the data find that Master’s level enrolments in China are growing faster than in Canada; enrolment pattern distributions for both countries are unbalanced geographically and from a disciplinary perspective the highest number of Master’s level enrolments in Canada were in the business and management disciplines while in China the greatest Master’s level enrolments were in engineering. The comparisons provided by this study help identify some of the trends and challenges of graduate education at both the national and the regional levels of both countries.
Hawley, Willis D.; Rosenholtz, Susan J.
While desegregation is neither a necessary nor a sufficient condition for ensuring either equity or quality education for minorities, the evidence is convincing that it is "educationally more difficult" to improve student achievement in segregated schools. Desegregation offers the opportunity to enhance the quality of education, particularly when…
Deo, Madhav G
rating of 8.1 on a scale of 1 to 10. This cost-effective, 'in-study' module of short-duration 'mobile' workshops can be used to educate graduate medical students in basic research procedures employed in clinical and laboratory medicine research. The module is suitable for resource-strapped developing nations. Copyright 2013, NMJI.
Full Text Available Society has become fascinated with web- based social media. Recently, aspects of social media environments such as participatory culture, new media digital literacies, and connectivism have been increasingly investigated. However, current university policies often restrict, if not forbid, the use of social networking sites in class. For professors seeking to introduce social media into their teaching practice, these restrictive policies can make it difficult to teach with and about social computing and computer-supported collaborative work. This descriptive paper presents the experiences of two professors who integrated Web 2.0 practices into their respective graduate-level education courses titled Social Computing and Computer-Supported Collaborative Work and Web 2.0 = Pedagogy 2.0? and describes their underlying theories and concepts. Subsequently, the courses’ rationales theoretical underpinnings, and teaching approaches are delineated, and implementation strategies are suggested.
Polin, Linda G.
This chapter describes academic life at the intersection of three related topics: community of practice (CoP), a pedagogical model; digital culture, as embodied in the current and future student population; and post-secondary education, in particular graduate professional education. The aim is to illustrate ways in which social computing applications enable the use of a CoP model in graduate professional education. The illustrations are drawn from two hybrid, or blended, degree programs (a mix of face-to-face and online interactions) at the graduate school of education and psychology at Pepperdine University. These fully accredited programs have each been in operation for more than a decade. One is the MA degree in educational technology, begun in 1998; the other is the EdD degree in educational technology leadership, begun in 1995.
Mohamad, Noorkartina; Lim, Hock-Eam; Yusof, Norhafezah; Soon, Jan-Jan
Purpose: Previous studies on the effect of entrepreneur education are not comprehensive. Thus, estimating the effect of entrepreneur education is imperative. According to the Malaysian Ministry of Education (MoE), only 1.7 percent (as of 2013) of university graduates are self-employed, that is managing one's own business or known as graduate…
Research concerning professional development and its contribution to the formation of professional identity is prevalent in both general and music education. However, its implications for music educators in the context of graduate programs for music education are seldom discussed. This mixed-methods case study examined experienced music teachers'…
Since the 1990s, globalization has become a central phenomenon for all of society, including graduate education and particularly doctoral education. Globalization takes place in a context where doctoral education and research capacity are unevenly distributed and where a few research universities, mainly in wealthy countries, have become powerful…
Eliophotou Menon, Maria
The paper investigates the views of Greek university graduates on the link between higher education and productivity in order to determine the extent to which productivity can be considered to be an indication of quality in higher education. It also investigates the perceived effect of the type and content of higher education on productivity;…
Haussen, Tina; Uebelmesser, Silke
In higher education systems that are partly tax funded, a country might not be willing to subsidize the education of international students who might leave after graduation. This paper analyzes how student migration affects governmental decisions regarding the private funding share of higher education for 22 OECD countries for the period of…
This paper reports on a study that examined factors which had a direct impact on the quality of graduates from the Public Authority of Applied Education and Training (PAAE&T) in Kuwait. The study also examined the extent to which the graduates met the requirements of local employers. It consisted of a review of the literature; a questionnaire…
Romano Spica, V; Giampaoli, S; Di Onofrio, V; Liguori, G
Post-industrial societies have to face the problem of physical inactivity and inappropriate lifestyles. Programs to promote physical activity are strongly supported by supranational, national and local institutions and organizations. These programs can be developed in sport facilities but also in places that are not institutionally dedicated to sport. The use of urban and working sites has the advantage of better reach the various segments of the population, but at the same time requires coordination between various professionals in structuring an effective intervention. Bibliographical research in the historical archives of the library of the University of Rome Foro Italico, online databases, paleoigiene (wikigiene), documents archives (GSMS-SItI, WHO, ISS, OsEPi, INAIL, ISTAT, national laws). Several guidelines and regulations face the problem of safety in sport environments. The context is in rapid evolution and directions are provided by public health authorities. Graduates in Sport and Physical Activity, represent an additional resource in terms of: prevention and safety in the workplace, health education, application of preventive and adapted physical activities in the territory. These tasks can be integrated in all prevention stages: e.g. childhood and primary prevention programs in school, adapted physical activity for the elderly. The contribution of public health specialists is strategic in the surveillance and coordination of integrated projects. At the same time, graduates in Physical Education appear to be pivots for health promotion and qualified resources for institutions in the territory. Their training should always include contents related to prevention and safety, regulations on sport and working environments, along with bases of preventive medicine related to the context of physical activity.
Almeida Guimarães, Jorge; Chaves Edler de Almeida, Elenara
The authors discuss the CAPES Foundation, the Brazilian Agency for Support and Evaluation of Graduate Education. They also present and discuss the current data and status of the Brazilian venture for developing human resources and for the formation of an active community dedicated to Science and Technology, giving a general vision of its…
Quinless, F W; Levin, R F
The purpose of this article is to describe the evolution and implementation of the Northern New Jersey Nursing Education consortium--a consortium of seven member institutions established in 1992. Details regarding the specific functions of the consortium relative to cross-registration of students in graduate courses, financial disbursement of revenue, faculty development activities, student services, library privileges, and institutional research review board mechanisms are described. The authors also review the administrative organizational structure through which the work conducted by the consortium occurs. Both the advantages and disadvantages of such a graduate consortium are explored, and specific examples of recent potential and real conflicts are fully discussed. The authors detail governance and structure of the consortium as a potential model for replication in other environments.
Anania B. Aquino
Full Text Available Teacher Education institutions primarily aim of producing competent and highly qualified graduates employable here and abroad. Tracer studies on graduates can appropriately provide valuable information for evaluating the results of the education and training of a specific institution of higher education. It collects essential information concerning the employment profile of graduates, their undergraduate experience, the first and current jobs of graduates and the relevance of their educational background and skills required in their job. The main objective of this study was to trace the employment profile of the graduates after they obtained their teacher education degree. The descriptive survey method of research was applied to this research with a survey questionnaire as the main data gathering instrument. It analyzed data from 129 respondents characterized by a preponderance of females over male as females and unmarried or single graduates as opposed to those who were married. The study found that there were more respondents who finished Bachelor of Secondary Education (BSED over Bachelor of Elementary Education. They obtained this degree as they believed that teaching is a rewarding and challenging profession, Majority are Licensure Examination for Teachers (LET passers and are employed in public schools at the time of the study. Their present job, mostly professional in nature, was also their first job and relevant to their degree. It took only a moderate period of time for most graduates to land a job. Most stay in their job for economic reason, finding communication skills and human relation skills as part of their teacher education preparation very relevant to their jobs.
Chamings, Patricia A.; And Others
The authors describe development of a collaborative graduate concentration in anesthesia nursing involving North Carolina Baptist Hospital and the University of North Carolina at Greensboro. Project components included (1) developing a cohesive faculty work group, (2) developing the curriculum, and (3) combining resources through an administrative…
Garces, Liliana M.
This study examines whether bans on affirmative action across four states-- Texas (during "Hopwood v. State of Texas"), California (with Proposition 209), Washington (with Initiative 200), and Florida (with One Florida Initiative)--have reduced the enrollment rates of underrepresented students of color in graduate studies and in a…
Theodore, Reremoana; Tustin, Karen; Kiro, Cynthia; Gollop, Megan; Taumoepeau, Mele; Taylor, Nicola; Chee, Kaa-Sandra; Hunter, Jackie; Poulton, Richie
Maori, the indigenous population of New Zealand, are gaining university qualifications in greater numbers. This article describes the history of Maori university graduates, their current situation and the implications for indigenous futures. Section one provides a brief overview of historical policies and practices that, similar to those used on…
Mark C. Taylor's op-ed in the "New York Times," "End the University as We Know It," struck a nerve among both faculty and graduate students, as shown by the numerous blog posts and letters to the editor it inspired. Taylor, chair of the religion department at Columbia University, spoke directly to their deepest insecurities by…
Schwartz-Ilan, Dana; Goldberg, Avishay; Pliskin, Joseph S; Peled, Ronit; Shvarts, Shifra
Ben-Gurion University (BGU) in Beer-Sheva, opened a special program (B.A. degree) for training junior academic administrative personnel who can improve the quality of service in health care organizations through suitable and high-quality administration. The program the first of its kind in Israel, has been in operation since 1994, providing 50 candidates for administrative positions within the health system per year. The research goals of the project described in this paper were to examine integration of 224 graduates of the undergraduate program in Health Systems Management (HSM) within the private and public health system in Israel, including employment trends and evaluation of the program in retrospect. Questionnaires were sent to all graduates of the program. Participants were requested to answer questions regarding their present place of employment and their satisfaction with their academic degree. The findings showed that the graduates of the undergraduate program in HSM have integrated well into the health system, butnotas well as they could have. The graduates encountered difficulties in their absorption into management roles in the public health system and feel that the extent of their abilities has yet to be fully recognized and utilized by the system.
Full Text Available Competency-based education is a new trend in the process of teaching to support and develop the competencies of graduates. This challenge of the European Union aimed at changes in learning processes contributes to improvement in the educational qualifications of the population. Recently, in Europe and Slovakia, several research studies aimed at key competencies of graduates have been conducted. This paper provides the results of the study aimed at identification of key competencies of graduates of the study program Construction Technology and Management. A proposal for innovations in learning forms is presented as an output of the national project “Universities as Engines of Knowledge Society Development”. The innovations will influence the development of profession-specific and transferable competencies of graduates of the aforementioned study program at the Faculty of Civil Engineering in Technical University of Košice, Slovakia.
Von Gonten, W.D.; Whiting, R.L.
Petroleum Engineering educational programs produce graduates primarily for the upstream sector of the petroleum industry. This paper presents a summary of both the undergraduate and graduate petroleum engineering programs in the United States. The undergraduate portion of the paper will address the curriculum, accreditation, enrollments, student recruitment, faculty, jobs, starting salaries, and a historical perspective. The graduate section will address both master and doctoral level programs including the number and size of programs, curriculum, admission requirements, program administration, jobs, salaries, and a historical perspective
Everett-Thomas, Ruth; Valdes, Beatriz; Valdes, Guillermo R; Shekhter, Ilya; Fitzpatrick, Maureen; Rosen, Lisa F; Arheart, Kristopher L; Birnbach, David J
Applied knowledge was observed among nurse groups from a medical-surgical residency program to measure clinical performance during simulation training. Twenty groups of new graduate nurses were observed during five simulated clinical scenarios, and their performances were scored on a 24-item checklist. Nurse groups showed significant improvement (p new graduate nurses, and standardized training during the residency program may help instructors recognize specific factors to address during the transition from education to practice. Copyright 2015, SLACK Incorporated.
Graduates of the Wilderness Education Association (W.E.A.) were surveyed by mail to investigate the effects of their certification on safety, ecological impact, and curriculum standardization of their subsequent leadership activities. Self-reports showed a slight, but not statistically significant, decrease in the number of post- W.E.A. course evacuations and rescues. Graduates reported a moderate W.E.A. influence on their accident records, and knowledge of W.E.A. stan...
Hochreiter, L. E.; Zimmerman, D. L.; Brenizer Jr, J. S.; Stark, M. A.
The Pennsylvania State University Nuclear Engineering Distance Education Program has a twenty year history of providing graduate level distance education in Nuclear Engineering. The Distance Education Program was initiated as a specific program which was developed for the Westinghouse Energy Systems Divisions in Pittsburgh. In 1983, Carnegie-Mellon University (CMU) decided to terminate its small Nuclear Engineering Program. Up until that time, Westinghouse employees could enroll at CMU for graduate classes in Nuclear Engineering as well as other engineering disciplines and could obtain a masters degree or if desired, could continue for a Ph.D. degree. (authors)
Wardrop, Richard M; Berkowitz, Lee R
The promotion of change and growth within medical education is oftentimes the result of a complex mix of societal, cultural and economic forces. Graduate medical education in internal medicine is not immune to these forces. Several entities and organizations can be identified as having a major influence on internal medicine training and graduate medical education as a whole. We have reviewed how this is effectively accomplished through these entities and organizations. The result is a constantly changing and dynamic landscape for internal medicine training. Copyright © 2017 Southern Society for Clinical Investigation. Published by Elsevier Inc. All rights reserved.
Murray-Parahi, Pauline; DiGiacomo, Michelle; Jackson, Debra; Davidson, Patricia M
To summarise the literature describing new graduate nurse transition to professional practice within the primary health care (PHC) setting. There is a plethora of research literature spanning several decades about new graduate nurse transition in the acute care setting. Yet, the experiences of new graduate nurse in the PHC setting is unremarkable particularly considering the increasing demand for skilled health care workers and focus of health reform to provide care where people work and live. Electronic data bases, Academic Search Complete, EBSCO, Medline, PsycINFO, CINHAL, and ERIC were searched using a combination of terms and synonyms arising from three key concepts which identify the phenomenon; 'transition', 'new graduate registered nurse' and 'primary health care. An inclusive search strategy placed no limits on language or publication date. Of the 50 articles located and examined for relevance; 40 were sourced through databases and 10 from Google Scholar/Alerts and hand-searching references. None of the 19 articles retained for analysis addressed all key concepts. Some challenges of researching the professional transition of graduate nurses in PHC settings included, an absence of definitive transition models, a dearth of literature and deference to acute care research. Nursing in PHC settings, particularly the client's home is notably different to hospital settings because of higher levels of isolation and autonomy. Societal changes, health reform and subsequent demand for skilled workers in PHC settings has caused health care providers to question the logic that such roles are only for experienced nurses. Implications arise for education and health service providers who desire to close the theory practice gap and mitigate risk for all stakeholders when next generation nurses have limited opportunities to experience PHC roles as undergraduates and newly graduated registered nurses are already transitioning in this setting. © 2016 John Wiley & Sons Ltd.
Jones, Jacqueline; Kotthoff-Burrell, Ernestine; Kass-Wolff, Jane; Brownrigg, Vicki
With a shortage of primary care providers prepared to care for an aging U.S. population, nurse practitioner (NP) programs are integrating gerontological content. This qualitative descriptive study explored NP graduate perceptions on the adequacy of their education to prepare them to care for seniors. Twenty-three graduates of NP program options at two universities in the western U.S. participated in focus group discussions or interviews. Participants shared their perceptions of their NP educational preparation and suggestions for enhancing gerontologic curriculum. Four main domains emerged from analysis of qualitative data: (a) "Getting your boots on and getting into the role"; (b) "Older people are more complex than we were prepared to care for"; (c) "It is very different as a provider, but I am so glad I was a nurse with experience first"; (d) "NPs have a scope of practice, physician assistants (PAs) have a job description-but I wish we had their [procedural] preparation." Graduates identified a need for more educational content and clinical experiences specific to the care of older adults. Some suggested a postgraduate residency or mentoring option to assist NP role transition and progression and limit role confusion. ©2015 American Association of Nurse Practitioners.
Henderson, Saras; Dalton, Megan; Cartmel, Jennifer
Health professionals may be expert clinicians but do not automatically make effective teachers and need educational development. In response, a team of health academics at an Australian university developed and evaluated the continuing education Graduate Certificate in Health Professional Education Program using an interprofessional learning model. The model was informed by Collins interactional expertise and Knowles adult learning theories. The team collaboratively developed and taught four courses in the program. Blended learning methods such as web-based learning, face-to-face workshops, and online discussion forums were used. Twenty-seven multidisciplinary participants enrolled in the inaugural program. Focus group interview, self-report questionnaires, and teacher observations were used to evaluate the program. Online learning motivated participants to learn in a collaborative virtual environment. The workshops conducted in an interprofessional environment promoted knowledge sharing and helped participants to better understand other discipline roles, so they could conduct clinical education within a broader health care team context. Work-integrated assessments supported learning relevance. The teachers, however, observed that some participants struggled because of lack of computer skills. Although the interprofessional learning model promoted collaboration and flexibility, it is important to note that consideration be given to participants who are not computer literate. We therefore conducted a library and computer literacy workshop in orientation week which helped. An interprofessional learning environment can assist health professionals to operate outside their "traditional silos" leading to a more collaborative approach to the provision of care. Our experience may assist other organizations in developing similar programs.
Refai, Deema; Thompson, John
This paper reports an investigation of the extent to which enterprise education (EE) is used in professional health schools at HEIs to develop graduates' "soft" and "functional" enterprise skills, and assesses the effectiveness of the process of delivering this education. A qualitative research study was carried out, using…
Frazier, Robert Sipplin
This qualitative study examined how teachers use instructional practices and family reinforcement interventions to support intrinsic motivation for special education students as a means to meet graduation requirements. Purposeful sampling of highly qualified special education teachers certified in language arts was used in this study. The data…
Florence, D. Christopher
The development of critical thinking skills among learners is a common educational goal across graduate theological schools. The purpose of this article is to provide a survey of some of the primary historical influences of the critical thinking movement in higher education in the United States and the movement's impact on graduate…
Alliance for Excellent Education, 2011
Building on its previous work examining education and the economy, the Alliance for Excellent Education (the Alliance), with generous support from State Farm[R], analyzed the economies of all fifty states and the District of Columbia to determine the economic benefits that states could see by improving high school graduation rates. Using a…
Alliance for Excellent Education, 2011
Building on its previous work examining education and the economy, the Alliance for Excellent Education (the Alliance), with generous support from State Farm[R], analyzed the economies of all fifty states and the District of Columbia to determine the economic benefits that states could see by improving high school graduation rates. Using a…
Alliance for Excellent Education, 2011
Building on its previous work examining education and the economy, the Alliance for Excellent Education (the Alliance), with generous support from State Farm[R], analyzed the economies of all fifty states and the District of Columbia to determine the economic benefits that states could see by improving high school graduation rates. Using a…
Alliance for Excellent Education, 2011
Li, Ian W.; Mahuteau, Stephane; Dockery, Alfred M.; Junankar, P. N.
The rate of higher education participation in Australia has increased over the past decade for individuals from disadvantaged backgrounds. This study contributes to the knowledge on the outcomes of disadvantaged individuals who complete higher education by looking at the labour market outcomes of university graduates from equity groups. The number…
Previous migration discourse views educational migration through narrowly defined push-pull forces, which ignores overseas graduate education as a path for maneuvering through restrictive gendered and cultural experiences. The purpose of this exploratory research is to expand migration research and view women's migration decisions as employing…
Sidman-Taveau, Rebekah; Karathanos-Aguilar, Katya
Graduate-level ESL students in Education are future multicultural educators and promising role models for our diverse K-12 students. However, many of these students struggle with academic English and, in particular, writing. Yet little research or program development addresses the specific writing-support needs of this group. This article shares…
This study focuses on how moral values differ and vary according to variants such as education, culture, thoughts, religion, gender and family relations. It handles the issue of moral education in Jordan, from the perspective of graduate students in Petra University. Since we are facing new challenges in this era and region of the world, we are…
...] Medicare Program; Solicitation for Proposals for the Medicare Graduate Nurse Education Demonstration... Education (GNE) Demonstration. The primary goal of the GNE Demonstration is to increase the number of... schools of nursing; and (B) 2 or more applicable non-hospital community-based care settings. The written...
Hughes, Patrick J.; Panzo, Donna
Much of recent research on leadership education focuses on the application of a particular assignment or project to develop an individual's leadership. Other research has examined leadership development from different educational levels such as graduate, undergraduate, and even K-12. The following paper is an idea brief surrounding a newly created…
This study examined the extent to which age, education, and practice experience among social work graduate students (N = 184) predicted cognitive complexity, an essential aspect of critical thinking. In the regression analysis, education accounted for more of the variance associated with cognitive complexity than age and practice experience. When…
Squire, Dian D.; Williams, Terry E.; Cartwright, Matthew; Jourian, T. J.; Monter, Marie; Weatherford, Amy
This case study explores how graduate students who attended a short-term education abroad program understood gender as a result of participation in the trip. Findings reveal that students' understandings of gender are influenced by in and out of class contexts. Implications for faculty and education abroad practitioners are shared to deepen and…
Pukelis, Kestutis; Pileicikiene, Nora
Higher education provides graduates with both monetary and non-monetary benefits. Globalization and technological developments foster utilitarian approach, therefore the transmission of competences that are relevant in labour market is an important target for higher education institutions. The paper presents findings of research on the match of…
Sato, Takahiro; Haegele, Justin Anthony; Foot, Rachel
Graduate adapted physical education (APE) courses have typically been taught using face-to-face formats where the instructor and learners physically meet in a classroom and engage in discussions and experiential exercises. However, because in-service physical educators have time demands associated with teaching, coaching, and family commitments,…
This qualitative explorative study explored dietetic employers' perceptions, attitudes, and policies regarding hiring of online dietetic graduates; how their perceptions were formed; and factors contributing to their development. Higher educational institutions and learners have embraced online education, evidenced by increased online program…
The purpose of this research is to determine the perception of the academic self efficacy of Turkish Education graduate students. This study applied qualitative research approach and interview method. Master's students of Erciyes University, Institute of Education Science were chosen as a sample for the purpose, using clustering method. In this…
Olson, Margaret R.; Craig, Cheryl J.
This research shows how two teacher educators, one from Canada and one from the United States, have attempted to imbue their preservice and graduate education practices with a sense of social justice, despite the downgrading of the importance of social justice by accreditation agencies such as National Council for the Accreditation of Teacher…
Engler, Karen S.; MacGregor, Cynthia J.
At a time when deaf education teacher preparation programs are declining in number, little is known about their actual effectiveness. A phenomenological case study of a graduate-level comprehensive deaf education teacher preparation program at a midwestern university explored empowered and enabled learning of teacher candidates using the Missouri…
Jansen, Amanda; Berk, Dawn; Meikle, Erin
In this article, Amanda Jansen, Dawn Berk, and Erin Meikle investigate the impact of mathematics teacher education on teaching practices. In their study they interviewed six first-year teachers who graduated from the same elementary teacher education program and who were oriented toward teaching mathematics conceptually. They observed each teacher…
Smith, Beatrice Quarshie
Prospective graduate students from Sub-Saharan Africa continue to choose the United States as their destination for higher education. This choice has always been somewhat of a mixed blessing for African nations; some students return to share the benefits of their education but many stay on in the West. This "brain drain" effect has…
Ma Rhea, Zane
This paper examines the nexus between Indigenous rights, the modern university, and graduate attributes and theorises the potential of the university in postcolonial democracies to address Indigenous rights in its professional education programs. It posits the postcolonial professional as one who has been educated about internationally recognised…
Chang, Anna; Fernandez, Helen; Cayea, Danelle; Chheda, Shobhina; Paniagua, Miguel; Eckstrom, Elizabeth; Day, Hollis
Internal medicine residents today face significant challenges in caring for an increasingly complex patient population within ever-changing education and health care environments. As a result, medical educators, health care system leaders, payers, and patients are demanding change and accountability in graduate medical education (GME). A 2012 Society of General Internal Medicine (SGIM) retreat identified medical education as an area for collaboration between internal medicine and geriatric medicine. The authors first determined a short-term research agenda for resident education by mapping selected internal medicine reporting milestones to geriatrics competencies, and listing available sample learner assessment tools. Next, the authors proposed a strategy for long-term collaboration in three priority areas in clinical medicine that are challenging for residents today: (1) team-based care, (2) transitions and readmissions, and (3) multi-morbidity. The short-term agenda focuses on learner assessment, while the long-term agenda allows for program evaluation and improvement. This model of collaboration in medical education combines the resources and expertise of internal medicine and geriatric medicine educators with the goal of increasing innovation and improving outcomes in GME targeting the needs of our residents and their patients.
especially when 6 faced with uncertainty within an environment and specifically how graduate education enables officers to establish an extensive array...Navy flag officer is responsible to the Vice Chief of Naval Operations for ensuring the education programs, especially higher level programs, are...California, is the primary source of graduate education for naval officers, especially SWO officers. It is a fully 10 funded graduate level institution
Christensen, Dean L.; Tennyson, Robert D.
This paper presents a perspective of the current state of technology-assisted instruction integrating computer language, artificial intelligence (AI), and a review of cognitive science applied to instruction. The following topics are briefly discussed: (1) the language of instructional technology, i.e., programming languages, including authoring…
Kotcherlakota, Suhasini; Zimmerman, Lani; Berger, Ann M
Two broad issues that beginning graduate nursing students face are identifying a research focus and learning how to organize complex information. Developing a mind map is 1 strategy to help students clarify their thinking and lay the foundation for in-depth expertise related to their research focus, review of the literature, and conceptual framework. The authors discuss their use of mind mapping combined with feedback using a fishbowl technique.
Kidwell, Clara Sue; LaPidus, Jules B.
This pamphlet guides the college graduate in determining whether graduate school is an appropriate choice in career planning. Chapter titles include: "Why Graduate School?,""What is Graduate Education?,""Preparation for Graduate School,""Career Options with a Graduate Degree,""Making the Decision,""Financing a Graduate Education,""Choosing a…
Tudor, Thomas R.
Higher education institutions in the United States are under increasing pressure to retain and graduate more students. Traditionally, the academic advisor helps students to meet degree graduation requirements and may also do some minor career advising. A new approach is proposed, in which career coaching with industry help becomes just as…
Based on "First Job" surveys conducted six months after graduation among graduates from 2000 to 2007 and semi-structured interviews, this paper examines the recruitment and workplace integration of women and men graduates from EPF Ecole d'Ingenieurs. The study's findings show that women engineering graduates from EPF generally have more…
Oriol, Nancy E; Hayden, Emily M; Joyal-Mowschenson, Julie; Muret-Wagstaff, Sharon; Faux, Russell; Gordon, James A
In the natural world, learning emerges from the joy of play, experimentation, and inquiry as part of everyday life. However, this kind of informal learning is often difficult to integrate within structured educational curricula. This report describes an educational program that embeds naturalistic learning into formal high school, college, and graduate school science class work. Our experience is based on work with hundreds of high school, college, and graduate students enrolled in traditional science classes in which mannequin simulators were used to teach physiological principles. Specific case scenarios were integrated into the curriculum as problem-solving exercises chosen to accentuate the basic science objectives of the course. This report also highlights the historic and theoretical basis for the use of mannequin simulators as an important physiology education tool and outlines how the authors' experience in healthcare education has been effectively translated to nonclinical student populations. Particular areas of focus include critical-thinking and problem-solving behaviors and student reflections on the impact of the teaching approach.
A T Gasparishvili
Full Text Available The article is based on the results of the project “Education, labor market and social behavior of the youth under the current economic situation”, in which the sociological study of the professional orientations and plans of the Russian career and technical schools graduates was conducted. The graduates explained their reasons for the career choice, and what factors influenced such a decision, discussed their plans after graduation, expressed their opinions on the quality of education and the educational level necessary to be successful in life. According to the research data, the graduates aim to pursue a higher education degree to become more competitive in the labor market. For most of them, the career and technical education system is an intermediate, “secondary” step in the planned life trajectory. The research data also show significant differences in the motives of certain groups, for instance, students of medical and pedagogical colleges are more committed to the moral values of serving the society than those who plan to work in the commercial sector, service sector, etc. Thus, the data of the study is useful for planning and changing the state and departmental policies in both career and technical education and higher education.
Toyota, Brian D
The growing science and technology of various neurosurgical areas fosters subspecialization. The transmission of this expanding knowledge base to the neurosurgical resident becomes an increasing challenge. A survey of neurosurgical residency program directors was undertaken to evaluate their response to the budding subspecialization of spine surgery within general neurosurgery. A survey requesting background data, educational infrastructure and prevailing opinion was distributed to all 13 neurosurgical program directors in Canada. The responses were tabulated and results recorded. It is upon these results that conclusions and proposed directions are based. The current practice of the overwhelming majority of Canadian academic neurosurgical centers is to have neurosurgical spinal subspecialists working under the umbrella of the general neurosurgical division. A large percentage of neurosurgical program directors in Canada believe that the management of spinal disease, including both intradural procedures and instrumentation, is and should remain an integral part of general neurosurgical training. A consensus statement regarding the requirements of neurosurgical training in spinal disorders is the expressed desire of almost all program directors. A proposed direction and resolution is discussed.
Full Text Available The main objective of this paper is to examine the nexus between the existing university education system and graduate unemployment, and to explore the responses of successive governments to address this issue. It also examines the viability and potential of the knowledge hub as a solution to graduate unemployment. Towards this end, it argues that the solution to graduate employment lies in implementing structural changes that are concurrent to changes that are taking place at the international level in higher education. It illustrates, with the use of relevant sources, the pressing issue of graduate un- and underemployment, and identifies the mismatch between skills and requirements as a major factor contributing to intensify the crisis. It observes that strategies such as training unemployed graduates to enable them to acquire the competencies needed for the modern work place, developing systems to link them to the world of work, re-structuring the university system such that it is more concerned with quality and relevance rather than the width of knowledge imparted, and introducing job-oriented programmes could partially address this issue. It also identifies the proposal to establish a knowledge hub in Sri Lanka as constituting a long term and sustainable strategy not only to mitigate the effects of graduate un- and underemployment, but also to facilitate a lucrative source of revenue for the country.
Chernomas, Wanda M; Care, W Dean; McKenzie, Jo-Ann Lapointe; Guse, Lorna; Currie, Jan
The workplace for new graduates must be a constructive learning environment to facilitate their development. Nurse managers need new graduates who can "hit the ground running." Conflict between the needs of new nurses and the realities of the workplace often creates role confusion and tension in new graduates and threatens employers' ability to retain them. As part of a larger study that examined the effectiveness of a new strategy on new nurse retention and workplace integration, we conducted focus groups with new nurses and nurse managers. This paper discusses the perspectives of new nurses on their role transition from graduates to practising professionals and the perspectives of nurse managers on the workplace integration of new nurses. The thematic findings integrate new nurses' perspectives on their needs during role transition with the perspectives of nurse managers in meeting those needs. The discussion includes strategies to facilitate successful transition and integration of new nurses into the workplace within the context of recruitment and retention.
Knowlton, Mary; Collins, Shawn Bryant
Plagiarism is a concern related to students educated in countries other than the United States, where English is not the first language spoken. The authors' experience with plagiarism by a foreign-educated nursing student prompted an investigation into this topic. This article focuses on the occurrence of unintentional plagiarism, a common focus with foreign-educated students, addressing linguistic, as well as cultural, viewpoints. The findings from the literature on plagiarism among foreign-educated students are elicited and the article discusses strategies to help foreign-educated students learn about plagiarism and how to properly cite and reference sources. A variety of proactive strategies exist that can be used by both faculty and students to mitigate the occurrence of plagiarism by foreign-educated nursing students in higher education, starting with a clearer understanding of some of the antecedents to the problem of plagiarism. [J Nurs Educ. 2017;56(4):211-214.]. Copyright 2017, SLACK Incorporated.
Burke, Linda M.; Harris, Debbie
Stakeholders involved in commissioning and contracting for nursing education (n=34) were asked whether nursing education in Britain should shift completely to degrees instead of diplomas. Although they identified benefits that degreed nurses brought to the profession, the consensus was to continue a mix of degree- and diploma-educated nurses.…
Silvestre, Jason; Serletti, Joseph M; Chang, Benjamin
The purposes of this study were to (1) determine the proportion of plastic surgery residents pursuing subspecialty training relative to other surgical specialties, and (2) analyze trends in Accreditation Council for Graduate Medical Education accreditation of plastic surgery subspecialty fellowship programs. The American Medical Association provided data on career intentions of surgical chief residents graduating from 2014 to 2016. The percentage of residents pursuing fellowship training was compared by specialty. Trends in the proportion of accredited fellowship programs in craniofacial surgery, hand surgery, and microsurgery were analyzed. The percentage of accredited programs was compared between subspecialties with added-certification options (hand surgery) and subspecialties without added-certification options (craniofacial surgery and microsurgery). Most integrated and independent plastic surgery residents pursued fellowship training (61.8 percent versus 49.6 percent; p = 0.014). Differences existed by specialty from a high in orthopedic surgery (90.8 percent) to a low in colon and rectal surgery (3.2 percent). From 2005 to 2015, the percentage of accredited craniofacial fellowship programs increased, but was not significant (from 27.8 percent to 33.3 percent; p = 0.386). For hand surgery, the proportion of accredited programs that were plastic surgery (p = 0.755) and orthopedic surgery (p = 0.253) was stable, whereas general surgery decreased (p = 0.010). Subspecialty areas with added-certification options had more accredited fellowships than those without (100 percent versus 19.2 percent; p < 0.001). There has been slow adoption of accreditation among plastic surgery subspecialty fellowships, but added-certification options appear to be highly correlated.
Schuster, Barbara L
The graduate medical education (GME) process in the United States is considered the most respected model for high-quality education of graduate physicians in the world. With substantial funding through government and private insurers and through structured educational accreditation standards, the American Board of Medical Specialists-certified physicians are recognized for their expertise in delivering high-quality medical care. However, under fiscal constraints and changing social expectations, questions are continually posed about the process of funding and whether the "physician outcomes" are sufficient to continue with the investment. This article reviews the history of postgraduate physician education, the multiple funding pathways, disruptions to a placid educational system and changing social expectations. The ultimate issues involve the core goals of GME and how much GME should shoulder responsibility for changing the healthcare system. Copyright © 2017 Southern Society for Clinical Investigation. Published by Elsevier Inc. All rights reserved.
quantify learning effectiveness and retention rates by comparing didactic lectures, reading, audiovisual presentations, demonstrations, discussion...Graduate Education and Simulation Training for CBRNE Disasters Using a Multimodal Approach to Learning Part 2: Education and Training from the...TITLE AND SUBTITLE Graduate Education and Simulation Training for CBRNE Disasters Using a Multimodal 5a. CONTRACT NUMBER Approach to Learning
Yamaguchi, Kenji; Ohtuka, Sigeru; Morita, Shinichi; Matsumoto, Itaru; Yakabe, Masaki; Hayamizu, Yasutaka; Ohtuka, Kouichi
The importance of presentation skills rapidly increases in engineering education in Japan. The authors have applied various teaching-method of presentation skills to the course of graduation research for the fifth-grade students of the mechanical engineering program in Yonago National College of Technology. The lectures including teachers' demonstration and basic skills in presentation have resulted in improvement of students' skills. The meeting for announcing the results of graduation research has been opened to the public in cooperation with the Yonago Chamber of Commerce and Industry to give the students incentives to graduation research as well as presentation. The students have mutually evaluated their presentation to get good opportunities for even self-evaluation. This paper discusses the effects and problems of our educational practice.
Hankins, O.E.; Gilligan, J.G.; Wehring, B.W.; Bourham, M.; Auciello, O.H.
In a climate of tight fusion research and teaching laboratory budgets, it has become necessary to utilize equipment obtained for research purposes in the teaching program. Likewise, it is desirable to use plasma research equipment from nonfusion projects to support basic understanding of general plasma concepts. Multiple experiments can also be done on a single device. The plasma laboratory that has been developed at North Carolina State University in the last 4 yr incorporates all of the aforementioned ideas to support a 3-credit-hour hands-on laboratory course for graduate students. Incorporating teaching and research into the fusion plasma laboratory maximizes the resources and gives students experience on actual research tools. 2 refs
Josefina Andrade Paco
Full Text Available The continuous education, that the productive sector demands, is not only the accumulation of new knowledge, supported inthe education-learning process, but also a focus on the new tendencies that the labor field demands, where the universities havethe opportunity to extend their involvement, through graduations or specializations, that contribute the strength of the acquiredskills in the classroom. The objective is to know the kind of graduation interests that motivate the graduates, as a process ofcontinuous education. The study is based on the application of a questionnaire to 50 students of different degrees from publicuniversities in Sonora, whose excellent results are: 51% of those surveyed, indicate that at the end of their degree they do notobtain the tools to compete in their labor field. 92% of the students mention that universities should offer within the educativeprogram some area of financial or specialization, related to other disciplines. Another important data is that the financial areasthat graduates prefer are related to the social administrative and financial areas and in smaller proportion they prefer the engineeringdisciplines. 70% of those surveyed, indicate that universities have infrastructure, learning spaces and the skilled humanresources to offer this type of courses. The conclusion of this work, is that public universities follow training programs related tocertain areas and disciplines, centered on the student and learning, like part of their formation, but they do not have the educativeflexibility and the graduates will need to know other disciplines to complement their professional education.
graduate education required for Ocean Facilities Program (OFP) officers in the Civil Engineer Corps (CEC) of the United States Navy. For the purpose...determined by distributing questionnaires to all officers in the OFP. Statistical analyses of numerical data and judgmental3 analysis of professional...45 B. Ocean Facility Program Officer Graduate Education Questionnaire ....... 47 C. Summary of Questionnaire Responses
Posselt, Julie Renee; Reyes, Kimberly A.; Slay, Kelly E.; Kamimura, Aurora; Porter, Kamaria B.
Background/Context: Education scholars have examined how state policy and informal practice can widen or reproduce racial and gender inequalities in graduate education. Just one empirical study, which focused on psychology programs, has identified organizational practice that supports recruitment and retention of graduate students of color. Focus…
Kniola, David; Chang, Mido; Olsen, Deborah
Transformative graduate education programs (TGP) are programs that are national in scope and are intended to impact the reformation of graduate education in the United States. We employ data from national sources and shift the unit of analysis from the individual doctoral student to the doctoral institution as whole in order to begin to assess the…
Elcicek, Mithat; Erdemci, Husamettin; Karal, Hasan
The aim of this study is to determine the levels of digital citizenship and social presence of the graduate students having distance education and to reveal the relationship between these two variables. The research was carried out with 50 women (35%) and 93 men (65%) graduate students enrolled in distance education master programs of Karadeniz…
The purpose of this study is to examine a neural network based approach to predict achievement in graduate education for Elementary Mathematics prospective teachers. With the help of this study, it can be possible to make an effective prediction regarding the students' achievement in graduate education with Artificial Neural Networks (ANN). Two…
This article studies the impact of parental education on the education-to-work transition among graduates in Norway during the time period 1987-2001. Four indicators of labour market success are examined: (1) main activity after graduation, (2) mismatch in the labour market, (3) type of job position, and (4) monetary outcome. The findings indicate…
Skeith, Leslie; Ridinger, Heather; Srinivasan, Sushant; Givi, Babak; Youssef, Nazih; Harris, Ilene
To explore the thesis experience of recent Master of Health Professions Education (MHPE) graduates in the University of Illinois at Chicago (UIC) program. This is a qualitative case study exploring the experience of MHPE graduates between 2014 and 2016 (n=31). Using convenience sampling, all graduates with an email address (n=30) were invited to participate in an online survey and semi-structured interviews. Interviews were completed in-person or via telephone or video conference; interviewers collected detailed notes and audio recordings. Two authors independently analyzed the data iteratively using thematic analysis and discrepancies were discussed and resolved. Survey results (n=20, 67%) revealed an average graduation of 5.1 years; 10 graduates (33%) were interviewed. Three themes related to the thesis experience were identified: success factors, challenges, and outcomes. Success factors, when present, promoted completion of a thesis; these included: a supportive program environment, time management, available resources, MHPE foundational coursework, aligning theses with career goals, and identifying a project with limited scope. Challenges made thesis completion more difficult for graduates; these included: institutional factors, personal or professional responsibilities, burnout, externally-imposed deadlines, and barriers in the research process. Despite these challenges, completing the thesis resulted in many professional or personal benefits (outcomes). Multiple success factors and challenges were identified in the master's thesis process among MHPE graduates at UIC. These findings can help students conducting education-based scholarship through the master's thesis process. This study also informs program evaluation and improvements and outlines personal and professional outcomes of completing a master's thesis.
Mohammad Farhan A. Alqudah
Full Text Available The present study aimed to identify the causes and motives of Yarmouk University students to enroll in graduate programs of educational disciplines in Jordan. Ten students (6 males and 4 females participated in the study. The study used qualitative research method by means of in-depth interviews during which the participants were given various open questions in each session so as to express their views about the issue under investigation. After the analysis of participants’ responses, it was found that they focused on the following motives: career advancement; creation of wider job opportunities; social motivation, which focuses on improving the social status; formation of social relationships; friends and family’s encouragement to pursue graduate studies. Then economic motives were brought in by the participants, who believed that to get a graduate degree would increase their income, career promotion, personal living standards, and job opportunities abroad. The results also pointed to the role of psychological motivation for admission to the College of Graduate Studies. This would provide psychological stability and satisfaction, and self-esteem. There was also a reference to the admission policies at universities which became more flexible than before, whereby standards have also changed. This made admission more open than before, which encouraged more students to apply to graduate programs. They also added that in view of these standards and policies, it is clear that more students will apply to the graduate programs in the future; and other new disciplines would be opened in the future as well. Keywords: Motivations of enrollment, Graduate studies, Programs, Educational disciplines, Qualitative study, Yarmouk University, Jordan.
Nikravanfard, Nazila; Khorasanizadeh, Faezeh; Zendehdel, Kazem
Research ethics training during post-graduate education is necessary to improve ethical standards in the design and conduct of biomedical research. We studied quality and quantity of research ethics training in the curricula of post-graduate programs in the medical science in I.R. Iran. We evaluated curricula of 125 post-graduate programs in medical sciences in I.R. Iran. We qualitatively studied the curricula by education level, including the Master and PhD degrees and analyzed the contents and the amount of teaching allocated for ethics training in each curriculum. We found no research ethics training in 72 (58%) of the programs. Among the 53 (42%) programs that considered research ethics training, only 17 programs had specific courses for research ethics and eight of them had detailed topics on their courses. The research ethics training was optional in 25% and mandatory in 76% of the programs. Post-graduate studies that were approved in the more recent years had more attention to the research ethics training. Research ethics training was neglected in most of the medical post-graduate programs. We suggest including sufficient amount of mandatory research ethics training in Master and PhD programs in I.R. Iran. Further research about quality of research ethics training and implementation of curricula in the biomedical institutions is warranted. © 2016 John Wiley & Sons Ltd.
Mookherjee, Somnath; Pheatt, Lara; Ranji, Sumant R; Chou, Calvin L
There is widespread recognition that physical examination (PE) should be taught in Graduate Medical Education (GME), but little is known regarding how to best teach PE to residents. Deliberate practice fosters expertise in other fields, but its utility in teaching PE is unknown. We systematically reviewed the literature to determine the effectiveness of methods to teach PE in GME, with attention to usage of deliberate practice. We searched PubMed, ERIC, and EMBASE for English language studies regarding PE education in GME published between January 1951 and December 2012. Seven eligibility criteria were applied to studies of PE education: (1) English language; (2) subjects in GME; (3) description of study population; (4) description of intervention; (5) assessment of efficacy; (6) inclusion of control group; and (7) report of data analysis. We extracted data regarding study quality, type of PE, study population, curricular features, use of deliberate practice, outcomes and assessment methods. Tabulated summaries of studies were reviewed for narrative synthesis. Fourteen studies met inclusion criteria. The mean Medical Education Research Study Quality Instrument (MERSQI) score was 9.0 out of 18. Most studies (n = 8) included internal medicine residents. Half of the studies used resident interaction with a human examinee as the primary means of teaching PE. Three studies "definitely" and four studies "possibly" used deliberate practice; all but one of these studies demonstrated improved educational outcomes. We used a non-validated deliberate practice assessment. Given the heterogeneity of assessment modalities, we did not perform a meta-analysis. No single strategy for teaching PE in GME is clearly superior to another. Following the principles of deliberate practice and interaction with human examinees may be beneficial in teaching PE; controlled studies including these educational features should be performed to investigate these exploratory findings.
Jackson, Vanessa P.; Wesley, Scarlett C.
The purpose of this paper is to describe an educational partnership experience between rural retailers and graduate students in a Merchandising, Apparel and Textiles program. Students were afforded an opportunity to work with small business owners in rural communities, giving them real world exposure to the actual challenges being faced by…
Garcia-Aracil, Adela; Mora, Jose-Gines; Vila, Luis E.
The labour market rewards for a number of required human capital competences are analysed using a sample of young European higher education graduates. Factor analysis is applied to classify competences by jobs into eight orthogonal groups, namely participative, methodological, specialised, organisational, applying rules, physical, generic and…
Hall, Owen P., Jr.; Ko, Ken
Globalization is bringing about a radical "rethink" regarding the delivery of graduate management education. Today, many students entering a residential MBA program do not possess an undergraduate degree in business. As a result, many business schools are increasingly turning to the Internet to provide "customized" instructional content to ensure…
Maloy, Debra A.
Traditionally, nurse anesthesia educators have utilized prior academic achievement to predict student success. However, research has indicated that prior academic achievement offers an inadequate assessment of student success in graduate healthcare programs with extensive clinical residencies. The educational literature has identified many non-cognitive factors, such as self-efficacy and locus of control, that may provide a more holistic prediction model of student success. An experimental study with pretest-posttest design and stratified random assignment was conducted to evaluate the effectiveness of an educational intervention to promote self-management, professional socialization, and academic achievement among first semester graduate nurse anesthesia students. Participants (N = 66) were demographically similar to the national graduate nurse anesthesia student body, though Hispanics and younger students were a little over-represented in the sample (56% female, 75.8% White, 15.2% Hispanic, 6% Other, 59% ≤ 30-years-old, 67% ≤ 3 years of ICU). The results showed that most graduate anesthesia students had strong self-management and professional socialization characteristics on admission. The results did not support the effectiveness of this educational intervention. Thus, ceiling effect may have accounted in part for statistically non-significant results regarding self-efficacy (p = .190, o2 = .03), locus of control (p = .137, o2 = .04), professional socialization (p = .819, o2 = .001), and academic achievement (p = .689, o2 = .003). Future researchers may need to expand the scope of the intervention, use a more powerful and sensitive instrument, and utilize a larger sample.
Buettner, Kevin Charles
The purpose of this study was to better understand professional socialization in nurse anesthesia educational programs through an exploration of the attitudes and beliefs of faculty members and recent graduates. Participants for this cross-sectional, quasi-experimental online study included a convenience sample of 178 nurse anesthesia faculty…
Lincoln, Ian; Walker, Arthur
Proposes a remodeled funding system for UK higher education that incorporates a graduate tax system and reduces dependency on general taxation. Estimates this system's effects on available resources, economic attractiveness to students, and implications for public expenditure. Proposal offers a non-means-tested grant for students, combined with an…
Moon, Bruce L.; Hoffman, Nadia
This article presents an innovation in art therapy research and education in which art-based performance is used to generate, embody, and creatively synthesize knowledge. An art therapy graduate student's art-based process of inquiry serves to demonstrate how art and performance may be used to identify the research question, to conduct a process…
Flomo, John S., Jr.
This study investigated the congruence between higher education and the labor market from the perspectives of college graduates in Liberia. It specifically examined the alignment of the skills college students acquire in college to Liberia's labor market. The study employed a Tracer Study quantitative research methodology. Tracer study as a…
Eden, Jill, Ed.; Berwick, Donald, Ed.; Wilensky, Gail, Ed.
Today's physician education system produces trained doctors with strong scientific underpinnings in biological and physical sciences as well as supervised practical experience in delivering care. Significant financial public support underlies the graduate-level training of the nation's physicians. Two federal programs--Medicare and…
Stock, Wendy A.; Siegfried, John J.
In this article, the authors summarize their 15 years of research on graduate education in economics in the United States. They examine all stages of the process, from the undergraduate origins of eventual economics PhDs to their attrition and time-to-degree outcomes. For PhD completers, the authors examine job market outcomes, research…
Allowing high school students to fulfill a math or science high school graduation requirement via a computer science credit may encourage more student to pursue computer science coursework. This Education Trends report is an update to the original report released in April 2015 and explores state policies that allow or require districts to apply…
Jones, S H
High attrition rates among black students are a significant factor in the decline in graduation rates from nursing programs. Nursing education needs a program to address problems of anger, frustration, and loneliness and to develop the black student as a whole person.
Botha, Melodi; Ras, Rochelle
In-depth interviews were conducted with a sample of BCom Entrepreneurship graduates, as well as a control group to determine whether the exposure to entrepreneurship education can enhance actual business start-up. Information was collected on how they experienced the learning approaches, and the value which they had derived from the degree. This…
Kirshner, Ben; Saldivar, Manuel Gerardo; Tracy, Rita
Students from underrepresented groups who seek to become the first in their family to attend college confront economically and racially stratified education systems. This article reports findings from an evaluation of First Graduate, an organization that offers college advising, mentoring, tutoring, and case management to first-generation students…
Alejnikov, V.E.; Ivanova, S.P.; Timoshenko, G.N.
Basic information is presented on the IAEA Regional Post-Graduate Educational Course on Radiation Protection which was conducted in Russia in 1996 and was sponsored by the IAEA and organized in cooperation with the Government of Russia and the Joint Institute for Nuclear Research. (A.K.)
Kull, Ryan M.; Kosciw, Joseph G.; Greytak, Emily A.
This study examined whether school counselors' LGBT-related graduate education and professional development predicted more frequent efforts to support LGBT students, and whether their LGBT-related self-efficacy mediated the relationship between their training experiences and supportive efforts. Results from ordinary least squares (OLS) regression…
Murray-Johnson, Kayon; Ross-Gordon, Jovita M.
The purpose of this multiple case study was to describe the experiences of graduate education faculty of varying racial/ethnic backgrounds, learning to navigate difficult discourses on race effectively over time. The study employed positionality as a theoretical framework. Findings indicate that faculty balance what we refer to as "strategies…
Swickert, Mary Lee
Reports on interviews of 10 doctoral graduates of counselor education programs to determine how they viewed professional identity. Results focus on uniqueness of counselors, career development issues, dislike of research, grouping for support, dislike of managed care, anger over turf wars, and affinity with holistic and preventive medicine. (RJM)
Council on Graduate Medical Education.
This report reassesses recommendations made by the Council on Graduate Medical Education in earlier reports which had, beginning in 1992, addressed the problems of physician oversupply. In this report physician supply and requirements are examined in the context of a health care system increasingly dominated by managed care. Patterns of physician…
This study investigated graduate students gender-specific preferences for certain website interface design features, intending to generate useful information for instructors in choosing and for website designers in creating educational websites. The features investigated in this study included colour value, major navigation buttons placement, and…
Smith, Penny Pence; Gibson, Lindsey A.
This chapter focuses on project-based learning in colleges of business, a concept that offers the student a "hands-on" approach to knowledge by working on actual projects with business community organizations. However, it may take more than such partnerships to assure graduates become "educated people" as well as those…
Voelkel, Robert H.; Johnson, Christie W.; Gilbert, Kristen A.
The purpose of this article is to present how one university incorporates immersive simulations through platforms which employ avatars to enhance graduate student understanding and learning in educational leadership programs. While using simulations and immersive virtual environments continues to grow, the literature suggests limited evidence of…
Middeldorp, Marten; Edzes, Arend; van Dijk, Jouke; Ritschard, Gilbert; Studer, Matthias
The successfulness of the transition from education into working life is closely related to further career success. Graduates with good access to jobs earn higher wages and have lower chances of being unemployed. Access to jobs at the start of the career is therefore an important determinant of
Garcia-Aracil, Adela; Van der Velden, Rolf
Labor market rewards based on competencies are analyzed using a sample of young European higher education (HE) graduates. Estimates of monetary rewards are obtained from conventional earnings regressions, while estimates total rewards are based on job satisfaction and derived through ordered probit regressions. Results for income show that jobs…
Temtime, Zelealem T.; Mmereki, Rebana N.
Purpose: The purpose of this paper is to examine the degree of satisfaction and perceived relevance of the Graduate Business Education (GBE) programme at the University of Botswana. Design/methodology/approach: A self-administered questionnaire and face to face interviews were used to collect data from Master of Business Administration (MBA)…
Hine, Gregory S. C.
This qualitative research project explored the self-perceptions of pre-service secondary mathematics teachers completing a Graduate Diploma of Secondary Education. Specifically, the researcher investigated the extent to which teachers perceived their readiness to commence a secondary mathematics teaching position. The project relied principally on…
Heijke, Hans; Meng, Christoph
Using a unique European data-set, we investigated the significance of five higher education programme characteristics for the labour market position of the graduates: the academic versus discipline-specific character of the competencies generated; the standardization of these competencies; the combination of working and learning; the…
Graduate Management Admission Council, 2012
This paper provides statistics on women and graduate management education for 2012. This paper contains two parts: (1) Women in the Business School Talent Pipeline; and (2) Women in Business. "Women in the Business School Talent Pipeline" discusses: (1) GMAT[R] Examinees; (2) B-School Demand from Younger Women; (3) MBA, Masters &…
Smith, Amy N; Boyd, Linda D; Rogers, Christine Macarelli; Le Jeune, Ronald C
Increasing the knowledge base of its practitioners through formal education is vital to advancing the dental hygiene profession, ensuring practitioners' readiness for participation in future health care workforce models, and preparing future dental hygiene educators. The aim of this study was to discover the value of, barriers to, and motivations for graduate education among dental hygienists as a first step toward establishing ways to stimulate enrollment and facilitate program change. A qualitative pilot study design was used, with focus groups used for data collection. Four virtual focus groups were conducted on a video conferencing platform with dental hygienists (N=15) of varying educational levels residing in nine states. Focus group results were examined for emerging themes. The majority of participants placed a high value on graduate education as it related to expanding employment options and satisfying personal goals, but perceived it to have little value regarding advancement in clinical practice. Top barriers to education were reported to be time management, finances, and degree program options. Motivational themes for pursuing education included increased career options, benefits, and salary; personal satisfaction; potential to advance the profession; and financial support. The participants agreed that increased education can lead to more varied career opportunities and advance the profession, but their responses suggested limited motivation to pursue graduate studies. Determining ways to increase the value, reduce barriers, and enhance motivation for a graduate degree should be a priority of academic institutions and professional organizations involved in dental hygiene to ensure a workforce that is qualified for future health care initiatives and prepared to become educators.
Vergolini, Loris; Vlach, Eleonora
In this paper, we analyse social inequalities along the horizontal dimension of education in Italy. More precisely, we focus on the role of family background in completing specific fields of study at both secondary and tertiary levels of education. To mitigate the limitations of the traditional sequential model, we construct a typology of…
de Alencar, Eunice Maria Lima Soriano; de Oliveira, Zélia Maria Freire
There is an increasing awareness of the importance of fostering creativity in higher education. The benefits of creativity to individuals and societies have also been increasingly recognized, as well as the key role of higher education in the information age. In spite of this recognition, there has been little research exploring creativity in…
Cherednichenko, G. A.
Research on Russian students shows that obtaining a higher level of education and adding to one's knowledge, skills, abilities, and motivations increases levels of social and professional status. Investment in human capital in Russia, especially in education, also brings benefits that are not directly related to income, such as a rise in social…
Callegher, Jonathan D.
Depending on the area of academic concentration, formal education beyond the secondary school level may present Catholic-educated individuals with a steady stream of perspectives, theories, and worldviews on a variety of sociocultural issues, including sexuality, that are different from those of the Catholic Church. Increasingly, liberal attitudes…
Edzes, Arjen; Hamersma, Marije; Venhorst, Viktor; van Dijk, Jouke
It is well-known that those with lower levels of education and school drop-outs are less successful in the labour market. The aim of this paper is to shed light on the determinants to continue in education to at least the minimum level defined by the Lisbon Treaty 2000, the so-called starting
Cawley, James F
Graduate medical education (GME) is funded by taxpayers through Medicare subsidies that pay for physician residency training, primarily to teaching hospitals. The Institute of Medicine (IOM) recently conducted a study of US GME and issued a series of recommendations for future policy reform. This commentary examines the major elements of proposed reforms for GME and offers analysis of those that may pertain specifically to physician assistant education now and in the future.
Cultural differences in educational practices can be regarded as one of the major causes of struggle and failure. If these practices take place in foreign language settings where the medium of communication is carried out solely in the foreign language, the severity of the struggle on the part of the students rises significantly. In this study, cultural differences in educational practices are examined through the experiences of a Korean graduate student who studies in a north-eastern America...
Higgins, Niall S; Taraporewalla, Kersi; Edirippulige, Sisira; Ware, Robert S; Steyn, Michael; Watson, Marcus O
To measure specialist international medical graduates' (SIMGs) level of learning through participation in guided tutorials, face-to-face or through videoconferencing (VC), and the effect of tutorial attendance and quality of participation on success in specialist college examinations. Tutorials were conducted at the Royal Brisbane and Women's Hospital between 19 September 2007 and 23 August 2010, and delivered through VC to participants at other locations. Tutorials were recorded and transcribed, and speaker contributions were tagged and ranked using content analysis software. Summary examination results were obtained from the Australian and New Zealand College of Anaesthetists. Tutorial participation and attendance, and college examination pass and fail rates. Transcripts were obtained for 116 tutorials. The median participation percentage for those who subsequently failed the college examinations was 1% (interquartile range [IQR], 0%-1%), while for those who passed the exams it was 5% (IQR, 2%-8%; P technology was found to be a feasible method to assist SIMGs to become aware of the requirements of the exam and to prepare more effectively.
Over the past few decades Islamic finance has been the fastest growing segment of the global system. The fast growing market has necessitated corresponding expansion of education and training facilities to increase appropriately the supply of skilled manpower. This called for a stock taking of the adequacy and suitability of the existing educational and training facilities in several directions. IRTI has launched a project to accomplish this work. The present working paper looks at the range,...
Over the past few decades Islamic finance has been the fastest growing segment of the global system. The fast growing market has necessitated corresponding expansion of education and training facilities to increase appropriately the supply of skilled manpower. This called for a stock taking of the adequacy and suitability of the existing educational and training facilities in several directions. IRTI has launched a project to accomplish this work. The present working paper looks at the range,...
Gallucci, German O; Weber, Hans Peter; Kalenderian, Elsbeth
The academic program for the Harvard School of Dental Medicine's Advanced Graduate Program in Oral Implantology is based on scientific evidence applied to educational quality, translational research, patient care, and service. The objective of the program is to enable highly motivated individuals with proven scholarship and excellence in patient care to achieve academic leadership in the clinical and scientific fields of implant dentistry and tissue regeneration. A detailed curriculum describing the academic program, as well as a business plan (which included a management plan describing the organizational structure, financial implications, and market forces) and implementation and communication plans, were developed before moving forward. With careful academic and business planning, the result was a vibrant implant program, in which all placements and restorations of implants are coordinated with regard to practice management. The program is integrated into the existing clinical care model and has been financially self-sustaining from its inception. Six students have participated in the last two years. On average, each student performed seventy-nine procedures on twenty-nine patients, generating over $46,000 in production. The curriculum includes didactics, hands-on clinical learning, and research activities. Research is a critical component as well. The results demonstrate that the time taken to develop a detailed curriculum and business plan for a new academic program, which anticipated and resolved potential barriers to success, was instrumental in the successful implementation of an oral implantology residency program.
Toklu, Hale Z; Fuller, Jacklyn C
Scholarly activities (i.e., the discovery of new knowledge; development of new technologies, methods, materials, or uses; integration of knowledge leading to new understanding) are intended to measure the quality and quantity of dissemination of knowledge. A successful mentorship program is necessary during residency to help residents achieve the six core competencies (patient care, medical knowledge, practice-based learning and improvement, systems-based practice, professionalism, interpersonal and communication skills) required by the Accreditation Council for Graduate Medical Education (ACGME). The role of the mentor in this process is pivotal in the advancement of the residents' knowledge about evidence-based medicine. With this process, while mentees become more self-regulated, exhibit confidence in their performance, and demonstrate more insight and aptitude in their jobs, mentors also achieve elevated higher self-esteem, enhanced leadership skills, and personal gratification. As such, we may conclude that mentoring is a two-sided relationship; i.e., a 'win-win' style of commitment between the mentor and mentee. Hence, both parties will eventually advance academically, as well as professionally.
Full Text Available This study aimed to examine the self evaluations of educational administration and supervision graduate students about their own qualifications in the context of National Qualifications Framework for Higher Education in Turkey (NQF-HETR in a descriptive way. In this respect, this study was designed as a qualitative research. Participants consisted of 15 master and 6 doctoral students who had completed the courses at educational administration and supervision graduate program. To collect the data, a semi-structured interview form developed by researchers was used. The results demonstrated that graduate students had problems especially with associating theory and practice, using research methods and techniques, designing interdisciplinary studies and studies capable of providing solutions for country problems, sharing knowledge in national and international platforms, and using foreign language. In addition, it was determined that participants had great expectations from course advisor faculty members in terms of overcoming the deficiencies expressed in the study. In the light of the results, some suggestions have been made in order to make graduate programs more capable of providing necessary knowledge, skills and competence expressed in NQF-HETR.
George, Daniel R; Dellasega, Cheryl
Social media strategies in education have gained attention for undergraduate students, but there has been relatively little application with graduate populations in medicine. To use and evaluate the integration of new social media tools into the curricula of two graduate-level medical humanities electives offered to 4th-year students at Penn State College of Medicine. Instructors selected five social media tools--Twitter, YouTube, Flickr, blogging and Skype--to promote student learning. At the conclusion of each course, students provided quantitative and qualitative course evaluation. Students gave high favourability ratings to both courses, and expressed that the integration of social media into coursework augmented learning and collaboration. Others identified challenges including: demands on time, concerns about privacy and lack of facility with technology. Integrating social media tools into class activities appeared to offer manifold benefits over traditional classroom methods, including real-time communication outside of the classroom, connecting with medical experts, collaborative opportunities and enhanced creativity. Social media can augment learning opportunities within humanities curriculum in medical schools, and help students acquire tools and skill-sets for problem solving, networking, and collaboration. Command of technologies will be increasingly important to the practice of medicine in the twenty-first century.
Lachance, Jennifer A; Oxendine, Jeffrey S
Public health program graduates need leadership skills to be effective in the complex, changing public health environment. We propose a new paradigm for schools of public health in which technical and leadership skills have equal priority as core competencies for graduate students. Leadership education should focus on the foundational skills necessary to effect change independent of formal authority, with activities offered at varying levels of intensity to engage different students. Leadership development initiatives should be practice based, process focused, interdisciplinary, diversity based, adaptive, experimental, innovative, and empowering, and they should encourage authenticity. Leadership training in graduate programs will help lay the groundwork for public health professionals to have an immediate impact in the workforce and to prioritize continuous leadership development throughout their careers.
Oxendine, Jeffrey S.
Public health program graduates need leadership skills to be effective in the complex, changing public health environment. We propose a new paradigm for schools of public health in which technical and leadership skills have equal priority as core competencies for graduate students. Leadership education should focus on the foundational skills necessary to effect change independent of formal authority, with activities offered at varying levels of intensity to engage different students. Leadership development initiatives should be practice based, process focused, interdisciplinary, diversity based, adaptive, experimental, innovative, and empowering, and they should encourage authenticity. Leadership training in graduate programs will help lay the groundwork for public health professionals to have an immediate impact in the workforce and to prioritize continuous leadership development throughout their careers. PMID:25706021
Aikens, Melissa L.; Corwin, Lisa A.; Andrews, Tessa C.; Couch, Brian A.; Eddy, Sarah L.; McDonnell, Lisa; Trujillo, Gloriana
Postdoctoral positions in biology education research (BER) are becoming increasingly common as the field grows. However, many life science graduate students are unaware of these positions or do not understand what these positions entail or the careers with which they align. In this essay, we use a backward-design approach to inform life science graduate students of postdoctoral opportunities in BER. Beginning with the end in mind, we first discuss the types of careers to which BER postdoctoral positions lead. We then discuss the different types of BER postdoctoral positions, drawing on our own experiences and those of faculty mentors. Finally, we discuss activities in which life science graduate students can engage that will help them gauge whether BER aligns with their research interests and develop skills to be competitive for BER postdoctoral positions. PMID:27856554
Background Despite the large body of evidence suggesting that effective public health infrastructure is vital to improving the health status of populations, many universities in developing countries offer minimal opportunities for graduate training in public health. In Nepal, for example, only two institutions currently offer a graduate public health degree. Both institutions confer only a general Masters in Public Health (MPH), and together produce 30 graduates per year. The objective of this assessment was to identify challenges in graduate public health education in Nepal, and explore ways to address these challenges. Methods The assessment included in-person school visits and data collection through semi-structured in-depth interviews with primary stakeholders of Nepal’s public health academic sector. The 72 participants included faculty, students, alumni, and leaders of institutions that offered MPH programs, and the leadership of one government-funded institution that is currently developing an MPH program. Data were analyzed through content analysis to identify major themes. Results Six themes characterizing the challenges of expanding and improving graduate public health training were identified: 1) a shortage of trained public health faculty, with consequent reliance on the internet to compensate for inadequate teaching resources; 2) teaching/learning cultures and bureaucratic traditions that are not optimal for graduate education; 3) within-institution dominance of clinical medicine over public health; 4) a desire for practice–oriented, contextually relevant training opportunities; 5) a demand for degree options in public health specialties (for example, epidemiology); and 6) a strong interest in international academic collaboration. Conclusion Despite an enormous need for trained public health professionals, Nepal’s educational institutions face barriers to developing effective graduate programs. Overcoming these barriers will require: 1
Hixon, Allen L; Buenconsejo-Lum, Lee E; Racsa, C Philip
Access to care for patients in Hawai'i is compromised by a significant primary care workforce shortage. Not only are there not enough primary care providers, they are often not practicing in locations of high need such as rural areas on the neighbor islands or in the Pacific. This study used geographic information systems (GIS) spatial analysis to look at practice locations for 86 University of Hawai'i Family Medicine and Community Health graduates from 1993 to the 2010. Careful alumni records were verified and entered into the data set using the street address of major employment. Questions to be answered were (1) what percentage of program graduates remain in the state of Hawai'i and (2) what percentage of graduates practice in health professional shortage areas (HPSAs) throughout the United States. This study found that 73 percent of graduates remain and practice in Hawai'i with over 36 percent working in Health Professional Shortage Areas. Spatial analysis using GIS residency footprinting may be an important analytic tool to ensure that graduate medical education programs are meeting Hawai'i's health workforce needs.
Benham-Hutchins, Marge; Lall, Maureen P
Although virtual reality platforms, such as Second Life, have been used in academic settings for more than a decade, little is known about how students perceive or adapt to this technology. This article presents the results of a research study that examined the experiences and perceptions of graduate nursing students as they explored the educational applications of Second Life. The students created avatars, interacted with one another in the virtual world, explored healthcare and educational uses, and maintained a reflective blog (online journal) of their experiences. Conventional content analysis was used to analyze the reflective blogs, and four themes were identified: (1) mastering Second Life, (2) technological challenges, (3) social interaction, and (4) knowledge dissemination. The results support the use of virtual reality in education, as even novice graduate students were able to overcome initial challenges and learn to navigate within a virtual world.
Mioranza, Claudio; Aquino, Afonso Rodrigues de
Educational institutions have been highly concerned about the quality of products offered to the society, in order to obtain better results they need to provide a high degree quality service. The exclusive approach of this study is the development of a Multidimensional Model for the Educational Quality Assessment, named MULTQUALED, based on quality standards and models used in other economic sectors. This model was developed to support the decision process, concerning the strategic actions for improving the quality of the graduate courses. Four data collection instruments were created, comprehending dimensions such as pedagogical, human resources and facilities regarding qualified and quantified actions for the continuous improvement of educational quality management process. The study was applied to the Nuclear Technology stricto sensu Graduate Program from the Instituto de Pesquisas Energeticas e Nucleares, IPEN-CNEN/SP. (author)
Full Text Available Introduction: Improvement and promotion of the quality of clinical education requires continuous assessment of the current situation, and also identifying the strengths and weaknesses. Students' views and ideas as learner can help future planning. This study aims to identify the experiences of midwifery graduates about factors affecting their clinical learning. Methods: A qualitative study using phenomenology approach was conducted. Ten midwifery graduates were selected based on purposive sampling and then interviewed. Data were analyzed by thematic analysis. Results: The extracted conceptual codes were classified into several main concepts. There were two main themes factors facilitating learning and factors preventing learning, and seven sub themes performance of instructor, pre-clinical training, students satisfaction, lack of peripheral facilities, lack of coordination of educational planning and behaviors of health care personnel. Conclusion: Trained human resources and equipment for midwifery educational planning are needed to provide a supportive learning atmosphere and promote the quality of clinical learning.
Bari, Ferenc; Forczek, Erzsébet; Hantos, Zoltán
With the overall growth of informatics, the medical education system should also provide programs at both graduate and post-graduate levels. While there is a wide consensus as to the importance of this urgent need, several factors slow down the construction and operation of effective education programs in medical and nursing schools. The increasing need for better and more comprehensive training in informatics is strongly limited by several factors including undefined output skills, tight time frame etc. An efficient development of partnerships within the health care system assumes that all professionals involved must possess strong informatics and interpersonal knowledge, and skills reaching beyond their own individual fields. There is an emerging need to define the basic skills and knowledge for each level of the health care education. Trans-border cooperation offers a unique opportunity for the establishment of common criteria for basic skills and knowledge, via joint discussions, collaborative thinking and concerted action.
Hunsaker, B. Tom; Thomas, Douglas E.
In his 1918 orienting work, The Higher Learning in America, Veblen highlights two primary aims of the higher education institution: (a) scientific and scholarly inquiry, and (b) the instruction of students (Veblen, 1918). As of 2006, this overarching mission remained intact. In contemporary literature, a common measure of the efficacy of the…
Aldoory, Linda; Toth, Elizabeth L.
Conducts a content analysis of web pages to examine 26 United States Masters degree programs in public relations for their degree requirements, core courses, public relations courses, and optional courses. Finds a lack of adherence to the recommendations of the Foundation for Public Relations Research and Education. (NH)
Carter, Jane Robbins
This paper examines factors influencing the number of minority students enrolling in library schools during the 10 years prior to 1978. Robbins notes that there are four categories of barriers likely obstructing recruitment of students of color into LIS programs: financial, educational, psychosocial, and cultural. [For the commentary on this…
The purpose of this study is to explore the extent to which the characteristics of public administration degree programs are related to public service motivation (PSM) using a higher education socialization framework. Using a sample of approximately 500 students enrolled in 26 Master's degree programs across the country, this study confirms that…
Ahmed Umar Rufai
Full Text Available The purpose of this paper is to evolve a sustainable practical model of employability skills that is sure to capture relevant learning aspects of a particular occupational discipline to be used as framework for Undergraduate students to develop their employability potentials. The study was conducted in three Universities and Polytechnics each with three multi-national companies. Data were collected using semi-structured interviews. Using purposeful sampling 18 academic staff and 3 professionals representing company employers were selected as the study participants. The study evolved a model that is work-based, explicit in its outcome, fully articulated and realistic in terms of employability skill experiences. The proposed model can be used to establish a common higher education programme or curricula that is work-based and skill experience oriented, that can encourage students in higher education to think about work place learning more explicitly and reflectively, that will in turn help them to develop a broad range of knowledge, skills, attitudes, and values, each of which ultimately contribute in some manner to graduate employability. The paper is considered a contribution to the evolution and growth of knowledge on the linkage between higher education and workplace, through which the ‘skill gap’ occurring between the demand of employment and the level of educational preparation of graduates can be bridged. Keywords: Employability, Higher Education, Graduates, Model/Framework, academic staff, Employers/Professionals
This study extends the analysis of the economic return of college education up to 10 years after college education and further examines the impact of college education on graduates' hours of work. The results suggest that variation in hours of work explains a portion of earnings differentials among college graduates. Graduates from high-quality…
Eby, Ruth A; Hartley, Patricia Lynn; Hodges, Patricia J; Hoffpauir, Rebecca Baldwin
Nursing students bring an array of morals, values, and ethics that may be inconsistent with ethical integrity. This study explored nurse educator perceptions of student ethical integrity and how educators can foster an ethical foundation in students and novice educators. Four major themes influencing ethical integrity emerged: the learning environment, behaviors, ethical principles, and a toolbox of strategies. Strategies for fostering ethical integrity included: modeling ethical integrity, effective communication, grading accuracy, faculty perceptions, and faculty peer mentoring.
Summers, Arrita W.
The purpose of this study was to examine college graduates and college non-graduates who enrolled in one of the 27 Tennessee Technology Centers, which during the process of this dissertation was renamed the Tennessee Colleges of Applied Technology. This study was designed to assess the respondents for their: (a) motives for enrollment in…
Savio, E.O.; Rey, A.M.; Teran, M.A.; Fornaro, L.R.; Leon, A.S.
Radiopharmacy deals with the design preparation, quality control and dispensation of medicinal radioactive products used in Nuclear Medicine. In the context of the Hospital Radiopharmacy Unit the Radio pharmacist responsibilities also include radiation protection of personnel and patients, monitoring and advice in case of adverse effects after administration, involvement in clinical protocols and training of other members of the staff. In order to develop all these functions, knowledge in a variety of fields including radiation physics and biology, chemistry of radiopharmaceuticals, GMP, radiopharmacology, etc. is required. However, Radio pharmacists have traditionally got their expertise by a combination of informal training and self-education. Possibilities of formal education in Radiopharmacy are still very limited. Consequently, the Faculty of Chemistry and Pharmacy of Uruguay has started a pre graduate optional course of Radiopharmacy for advanced Pharmacy students and a post-graduate course for Hospital Pharmacy Specialization. Both subjects include theoretical and practical classes on handling and detection of radioactive substance, radioprotection, preparation of radiopharmaceuticals and clinical applications, together with seminars for discussion of relevant matters. At pre graduate level, the subject provides a basic training for a future professionals working in this field. For Hospital Pharmacists the pos graduate course supports the interpretation of clinical histories of patients that have undergone Nuclear Medicine procedures, and provides the necessary background to give suitable advice to patients, their family and health staff about radiation protection
Full Text Available BACKGROUND: Few data are available evaluating the associations of formal public health education with long-term career choice and professional outcomes among medical school graduates. The objective of this study was to determine if formal public health education via completion of a masters of public health (MPH degree among US medical school graduates was associated with early and long-term career choice, professional satisfaction, or research productivity. METHODS: We conducted a retrospective cohort study in 1108 physicians (17.1% completed a MPH degree who had 10-20 years of follow-up post medical school graduation. Multivariable logistic regression analyses were conducted. RESULTS: Compared to their counterparts with no MPH, medical school graduates with a MPH were more likely to have completed a generalist primary care residency only [relative risk (RR 1.79, 95% confidence interval (CI 1.35-2.29], obtain employment in an academic institution (RR 1.81; 95% CI 1.33-2.37 or government agency (RR 3.26; 95% CI 1.89-5.38, and practice public health (RR 39.84; 95% CI 12.13-107.38 or primary care (RR 1.59; 95% CI 1.18-2.05. Furthermore, medical school graduates with a MPH were more likely to conduct public health research (RR 8.79; 95% CI: 5.20-13.82, receive NIH or other federal funding (RR 3.11, 95% CI 1.74-5.33, have four or more peer-reviewed publications (RR 2.07; 95% CI 1.56-2.60, and have five or more scientific presentations (RR 2.31, 95% CI 1.70-2.98. CONCLUSION: Formal public health education via a MPH was associated with career choice and professional outcomes among physicians.
Triola, Marc M; Hawkins, Richard E; Skochelak, Susan E
Medical educators are not yet taking full advantage of the publicly available clinical practice data published by federal, state, and local governments, which can be attributed to individual physicians and evaluated in the context of where they attended medical school and residency training. Understanding how graduates fare in actual practice, both in terms of the quality of the care they provide and the clinical challenges they face, can aid educators in taking an evidence-based approach to medical education. Although in their infancy, efforts to link clinical outcomes data to educational process data hold the potential to accelerate medical education research and innovation. This approach will enable unprecedented insight into the long-term impact of each stage of medical education on graduates' future practice. More work is needed to determine best practices, but the barrier to using these public data is low and the potential for early results is immediate. Using practice data to evaluate medical education programs can transform how the future physician workforce is trained and better align continuously learning medical education and health care systems.
Susan S. Janer
Full Text Available In response to the CHED’s Higher Education Development Project and the need to track the status of Sorsogon State College (SSC teacher education graduates, this research was conceptualized. The study aims to gauge the teacher education program’s thrust of providing a quality and relevant education that could ensure worthwhile and appropriate employment opportunity to its graduates. Descriptive research design was employed in this study. Surveys, unstructured interviews, and documentary analysis were undertaken to gather pertinent data among the respondents. The study consists of 427 teacher education graduates who were selected through stratified random technique. This tracer study determined the employability of Teacher Education graduates in SSC, Sorsogon Campus from 2009 to 2013 with an end-view of proposing a Teacher Education Enhancement Program (TEEP to enhance the competitive edge of SSC Teacher Education graduates in all teaching job opportunities. The intellectual, social and linguistic attributes of the SSC graduates were likewise identified in this study. Some of the factors identified by the respondents that could help improve their competitive edge are the pre-service trainings, job placement program, teacher education curriculum enrichment, and Licensure Examination for Teachers (LET review program.
Bennett, L. Michelle; Cicutto, Lisa; Gadlin, Howard; Moss, Marc; Tentler, John; Schoenbaum, Ellie
Abstract This paper is the third in a five‐part series on the clinical and translational science educational pipeline, and it focuses on strategies for enhancing graduate research education to improve skills for interdisciplinary team science. Although some of the most cutting edge science takes place at the borders between disciplines, it is widely perceived that advancements in clinical and translational science are hindered by the “siloed” efforts of researchers who are comfortable working in their separate domains, and reluctant to stray from their own discipline when conducting research. Without appropriate preparation for career success as members and leaders of interdisciplinary teams, talented scientists may choose to remain siloed or to leave careers in clinical and translational science all together, weakening the pipeline and depleting the future biomedical research workforce. To address this threat, it is critical to begin at what is perhaps the most formative moment for academics: graduate training. This paper focuses on designs for graduate education, and contrasts the methods and outcomes from traditional educational approaches with those skills perceived as essential for the workforce of the future, including the capacity for research collaboration that crosses disciplinary boundaries. PMID:26643714
Petrovskaya, Olga; McDonald, Carol; McIntyre, Marjorie
Our analysis in this paper unfolds on two levels: a critique of the 'realities' of graduate nursing education and an argument to sustain its 'ideals'. We open for discussion an aspect of graduate nursing education dominated by instrumental reason, namely the research industry, using an internal critique approach developed by Max Horkheimer and Theodor Adorno of the Early Frankfurt School. As we explain, internal critique arises out of, and relies on, the mismatch between goals, or 'ideals', and existing realities. Thinking about 'ideals' of the academy, we draw on Hans-Georg Gadamer's view of the university as a place to think freely, creatively, and critically. The contemporary realities of the university, on the other hand, that emphasize the market values of the research industry forcefully shape nursing academic scholarship in a particular direction. In our attempt to recognize and disrupt the forces of the research industry with its instrumental reason, we consider Judith Butler's writings on how norms operate in society. We show that our growing involvement in the research industry makes it very difficult to disentangle ourselves from that situation. The values of the research industry actually suppress the very ideals of education and scholarship that we would like to uphold. As a contra-force, the internal critique of the 'existing realities' in the graduate nursing education unmasks the tyranny of the research industry and makes visible the importance of sustaining the higher goals and ideals in nursing scholarship. © 2011 Blackwell Publishing Ltd.
Two examples of project-oriented research that involve the conceptual design of fusion systems are described. One of these projects involved close collaboration with workers in a national laboratory while the second was formally organized as a cooperative effort with two other laboratories. An important educational aspect of such research is that the students are involved in a design team composed of both students and professionals facing a realistic problem. In retrospect, it appears that both students and faculty profited from the experience. Several students have taken jobs in related areas, and additional research has resulted at the University from new insight gained during the projects
Rajadurai, Jegatheesan; Sapuan, Noraina Mazuin; Daud, Salina; Abidin, Nurazariah
Technical, Vocational Education and Training has been viewed as a means of developing a nation. The marketability of technical graduates is reliant on whether these graduates possess the attributes demanded by their respective industries. Hence, this study aims to investigate the gap between the key attributes of Higher Education Institutions'…
Brownie, Sharon M.; Williams, Ged; Barnewall, Kate; Bishaw, Suzanne; Cooper, Jennifer L.; Robb, Walter; Younis, Neima; Kuzemski, Dawn
Graduates of an Abu Dhabi transnational nursing degree struggled with the mandatory national licensing examination. Poor pass rates undermine graduate career futures and impact on the workforce capacity building contributions of the partnering transnational educational providers. This paper describes how the design and delivery of an intensive…
This paper focuses on understanding the vocational skills required by graduates and assessing the competence of graduates for the management accountancy profession. It explores "expectation gaps" by examining whether the Chartered Institute of Management Accountants, practitioner employers and university educators have different…
Filipova, Anna A.
This study examines the impact of thought self-leadership education on graduate students' perceptions of ethics and competencies in the execution of cognitive strategies (beliefs and assumptions, self-talk, and mental imagery) in a graduate public administration program's health care administration law course. The results obtained from Wilcoxon…
Nurses are often the first healthcare contact for those affected by violence. Despite the impact of violence on healthcare across specialties and ages, forensic nursing content is limited in undergraduate and graduate curricula. The purpose of this article is to provide background on forensic nursing and present a model of a graduate forensic nursing program that can be used as a curriculum guide.
Thurston, Linda P.; Yelich Biniecki, Susan M.
A strengths assessment of the College of Education at Kansas State University in the United States showed that a majority of faculty had strong interests in social justice issues in education. The need for providing continuing post-graduate education in social justice education with theory-to-practice relevancy is critical in formal and informal…
Vivas, Amparo Jimenez
The aim of the research behind this article is to identify the relationships that must exist between university training and the social and occupational environment. One of the many functions that derive from the university-society relationship is to train students to carry out certain professions. as a result, the analysis of the labour market…
Falk, Nancy L; Phillips, Kathleen M; Hymer, Regina; Acquaviva, Kimberly D; Schumann, Mary Jean
Graduate nurses are employed in clinical, research, educational, and policy roles. As leaders, they are expected to develop and sustain projects that support translating research to practice and policy. Funding to support initiatives is tight and requires innovative solutions to cover salaries, benefits, equipment purchases, and other program expenses. In an effort to teach grant writing while developing skilled leaders who are effective and competitive in securing funds, the George Washington University School of Nursing offers a graduate-level grant writing course. In the summer of 2011, a collaborative learning model was developed within the course. The joint approach was foundational to securing an Agency for Healthcare Research and Quality grant to support development and implementation of a patient engagement project by the Nursing Alliance for Quality Care. This article describes the project and offers hints for those seeking to develop a collaborative educational experience that affords new leadership skills for RNs from all backgrounds. Copyright 2014, SLACK Incorporated.
Windmueller, John; Wayne, Ellen Kabcenell; Botes, Johannes (Jannie)
This article uses a case study of the assessment of a graduate program in negotiations and conflict management as a springboard for discussing several critical, but unanswered questions in our field. It raises questions regarding the lack of clear core competencies and expectations regarding curricula at the graduate-level of peace and conflict studies programs, as well as concerns over how educators in this field can or should assess their own work and train students for practice. It also addresses, via a comparative case analysis in Tajikistan, the degree to which the competencies and pedagogical approaches in this field are culturally bound. The picture that emerges from these case studies suggests that there have been important omissions in the way that the varied educational programs and the larger peace and conflict studies field itself have developed thus far.
Sekiya, Mizuki; An, SoonHwa; Ata, Masafumi
After more than ten years of strategic investment research and development supported by government policies on science and technology, nanotechnology in Japan is making a transition from the knowledge creation stage of exploratory research to the stage of making the outcomes available for the benefit of society as a whole. Osaka University has been proactive in discussions about the relationship between nanotechnology and society as part of graduate and continuing education programs. These pr...
Full Text Available Background and purpose: In recent years although the number of students registering for medicines has decreased in Kermanshah University of Medical sciences parallel to other universities of medical sciences the quality of educational services has not improved the informal reports suggests that the competency of medical graduates is not satisfactory Since any intervention needs situation analysis this study was conducted to obtain viewpoints of three main groups of stockholders including faculty members, students and graduates on medical school problems and insufficiencies.Methods: In this qualitative study faculty members of medical schools, medical graduated of 2005-6, and medical students of different phases participated. With participation of these subjects Focus Group Discussion (FGD sessions were carried out. The goals of the projects were first explained for participants. In the end of each discussion session the discussions were careful transcribed. The sessions continued till the sessions get saturated. The transcript of discussion was thoroughly reviewed by researchers and codified. The problems were classified in 7 areas of management, planning, education goals, evaluation, ethics, teaching, and students.Results: The subjects believed that the most important problems in Kermanshah medical school include neglecting the student evaluation, no educational objectives or being inattentive to them, unwanted effects of pay for service plan, too much duties for interns (students, overload of medical duties and insufficiency in the number of faculty members, no rewarding system for teachers, inattention to needed outcomes, shortage of facilities for student in hospital and being negligent about mutual respect between students and teachers.Conclusion: some of the problems such as the effects of pay for service plan and insufficiency in the number of faculty members have solutions stemming beyond the university at Ministry of Health level
significance of graduate education timing within the SWO community and its effect on retention and job performance. Job performance is measured as promotion...d. Marriage Marital status was used in previous studies of SWO retention and is included within this study (Abunaz & Tobrun, 2012). Three binary...the Navy or to separate such as demand for billets variation across years, private sector job opportunities. 44 Figure 5. Basic Retention Model
Chauhan, Bindiya; Coffin, Janis
On April 1, 2013, sequestration cuts went into effect impacting Medicare physician payments, graduate medical education, and many other healthcare agencies. The cuts range from 2% to 5%, affecting various departments and organizations. There is already a shortage of primary care physicians in general, not including rural or underserved areas, with limited grants for advanced training. The sequestration cuts negatively impact the future of many primary care physicians and hinder the care many Americans will receive over time.
Latham, Katherine; Messing, Barbara; Bidlack, Melissa; Merritt, Samantha; Zhou, Xian; Akst, Lee M
Most agree that education about vocal health and physiology can help singers avoid the development of vocal disorders. However, little is known about how this kind of education is provided to singers as part of their formal training. This study describes the amount of instruction in these topics provided through graduate-level curricula, who provides this instruction, and the kinds of affiliations such graduate singing programs have with medical professionals. This is an online survey of music schools with graduate singing programs. Survey questions addressed demographics of the programs, general attitudes about vocal health instruction for singers, the amount of vocal health instruction provided and by whom it was taught, perceived barriers to including more vocal health instruction, and any affiliations the voice program might have with medical personnel. Eighty-one survey responses were received. Instruction on vocal health was provided in 95% of the schools. In 55% of the schools, none of this instruction was given by a medical professional. Limited time in the curriculum, lack of financial support, and lack of availability of medical professional were the most frequently reported barriers to providing more instruction. When programs offered more hours of instruction, they were more likely to have some of that instruction given by a medical professional (P = 0.008) and to assess the amount of instruction provided positively (P = 0.001). There are several perceived barriers to incorporating vocal health education into graduate singing programs. Opportunity exists for more collaboration between vocal pedagogues and medical professionals in the education of singers about vocal health. Copyright © 2017 The Voice Foundation. Published by Elsevier Inc. All rights reserved.
Kitagawa, Noboru; Sato, Yuji; Komabayashi, Takashi
Geriatric dentistry and its instruction are critical in a rapidly aging population. Japan is the world’s fastest-aging society, and thus geriatric dentistry education in Japan can serve as a global model for other countries that will soon encounter the issues that Japan has already confronted. This study aimed to evaluate geriatric dental education with respect to the overall dental education system, undergraduate geriatric dentistry curricula, mandatory internships, and graduate geriatric education of a selected dental school in Japan. Bibliographic data and local information were collected. Descriptive and statistical analyses (Fisher and Chi-square test) were conducted. Japanese dental schools teach geriatric dentistry in 10 geriatric dentistry departments as well as in prosthodontic departments. There was no significant differences found between the number of public and private dental schools with geriatric dentistry departments (p = 0.615). At Showa University School of Dentistry, there are more didactic hours than practical training hours; however, there is no significant didactic/practical hour distribution difference between the overall dental curriculum and fourth-year dental students’ geriatric dental education curriculum (p=0.077). Graduate geriatric education is unique because it is a four-year Ph.D. course of study; there is neither a Master’s degree program nor a certificate program in Geriatric Dentistry. Overall, both undergraduate and graduate geriatric dentistry curricula are multidisciplinary. This study contributes to a better understanding of geriatric dental education in Japan; the implications of this study include developing a clinical/didactic curriculum, designing new national/international dental public health policies, and calibrating the competency of dentists in geriatric dentistry. PMID:21985207
Yazdi, Youseph; Acharya, Soumyadipta
We describe a new model of graduate education in bioengineering innovation and design- a year long Master's degree program that educates engineers in the process of healthcare technology innovation for both advanced and low-resource global markets. Students are trained in an iterative "Spiral Innovation" approach that ensures early, staged, and repeated examination of all key elements of a successful medical device. This includes clinical immersion based problem identification and assessment (at Johns Hopkins Medicine and abroad), team based concept and business model development, and project planning based on iterative technical and business plan de-risking. The experiential, project based learning process is closely supported by several core courses in business, design, and engineering. Students in the program work on two team based projects, one focused on addressing healthcare needs in advanced markets and a second focused on low-resource settings. The program recently completed its fourth year of existence, and has graduated 61 students, who have continued on to industry or startups (one half), additional graduate education, or medical school (one third), or our own Global Health Innovation Fellowships. Over the 4 years, the program has sponsored 10 global health teams and 14 domestic/advanced market medtech teams, and launched 5 startups, of which 4 are still active. Projects have attracted over US$2.5M in follow-on awards and grants, that are supporting the continued development of over a dozen projects.
Full Text Available The purpose of this qualitative inquiry was to describe and understand the lived experiences of the acculturative process of Indonesian graduate students at an American public research university. The theoretical frameworks of Oberg’s (1960 Culture Shock Model and Berry and his colleagues’ (1987 and Berry’s (2006 Acculturation Stress Model were used to guide this study. Data for this study were collected through a demographic background survey, in-depth interviews, and focus group discussions with Indonesian graduate students. The demographic data were analyzed descriptively. The interviews and focus groups data were analyzed using within-case and cross-case displays and analyses (Miles and Huberman 1994. Five salient themes and sub-themes that emerged were: academic shock, adjustment, crisis, resolution, and what helps/does not help? Implications and strategies for professionals and scholars who work with international students in practice, education, and policy are discussed. In addition, strategies to promote Indonesian graduate students’ academic and social success in graduate programs are included. Suggestions for future research are also discussed.
Haghighi Moghadam, Yousef; Atashzadeh-Shoorideh, Foroozan; Abbaszadeh, Abbas; Feizi, Aram
Introduction: Clinical education is the core component of nursing education. PhD graduated nurses who are faculty members can play a main role in clinical instruction. However, there is not clear understanding about the challenges which they may encounter for accepting their role as clinical educator. The aim of this study was to explore the challenges of role acceptance by PhD aduated nurses who are faculty members. Methods: In this qualitative exploratory study a total of 13 participants (8 PhD graduated in nursing, 3 head of departments of nursing, one educational vice chancellor of nursing school, and one nurse) were selected by purposive sampling method. Data were collected by semi-structured, face to face interview and analyzed by conventional content analysis approach developed by Graneheim and Lundman. Results: The main theme emerged from data analysis was "identity threat". This theme had five categories including expectations beyond ability, lack of staff's rely on the performance of PhD graduated nurses, poor clinical competencies, doubtfulness, and obligation. Conclusion: PhD graduated nurses experienced some worries about their role as clinical educators and argued that they have not been prepared for their role. Therefore, policy makers and authorities of nursing schools should support PhD graduated nurses for accepting their new roles as clinical educators. Moreover, some changes in nursing PhD curriculum is needed to improve the clinical competencies of PhD graduated and prepare them for their role as a clinical educator.
Somerville, R. C.
Constructivist learning theory and inquiry-based educational practice stress the parallels between learning and research. Although peer review has long been a central feature of the working lives of research scientists, it has rarely found its way into the classroom. Motivated by this thought, an imaginary journal, Reviews of Atmospheric Science Topics (ROAST), has been integrated into a graduate-level course in atmospheric thermodynamics. The instructor acts as editor of ROAST. Students in the class are divided into teams and assigned topics on which to write survey papers and give in-class presentations, using the text, the Internet, the library, and other resources. The assigned topics range over the subject matter of the course. The submitted survey papers are sent by the ROAST editor to other members of the class, acting as anonymous reviewers. Just as in the case of real research journals, the editor asks the authors to respond to criticisms of reviewers and then sends the revised papers back to the reviewers. Each student is thus a researcher and co-author of one paper as well as an anonymous reviewer of several others. ROAST has proven to be not only a useful means of fostering learning, but also a natural and effective assessment tool. The peer review mechanism allows the student authors to address the defects in their papers, and hence in their learning, as pointed out not by an authority figure or an examination but by their own peers. As an important side benefit, the students gain experience with the peer review process itself and come to appreciate its strengths and weaknesses in evaluating scientific papers.
Pohl, Joanne M; Savrin, Carol; Fiandt, Kathryn; Beauchesne, Michelle; Drayton-Brooks, Shirlee; Scheibmeir, Monica; Brackley, Margaret; Werner, Kathryn E
To ensure that nurse practitioners are prepared to deliver safe, high-quality health care, the National Organization of Nurse Practitioner Faculties (NONPF) publishes documents that outline the expected competencies for nurse practitioner (NP) practice (Domains and Core Competencies of Nurse Practitioner Practice and Practice Doctorate Nurse Practitioner Entry-Level Competencies). Having participated in the development of the Quality and Safety Education for Nurses (QSEN) competencies for graduate education, NONPF convened a task force to compare NONPF competencies with QSEN competencies for graduate education. This paper reports the first step of that cross-mapping process, comparing NONPF competencies with the QSEN knowledge objectives. Overall findings indicate close congruence across the 2 sets of competencies; however there are areas in which gaps are noted or for which clarification is required.
Garvey, Katharine C; Kesselheim, Jennifer C; Herrick, Daniel B; Woolf, Alan D; Leichtner, Alan M
The deterioration of humanism and professionalism during graduate medical training is an acknowledged concern, and programs are required to provide professionalism education for pediatric fellows. We conducted a needs assessment survey in a national sample of 138 first- and second-year gastroenterology fellows (82% response rate). Most believed that present humanism and professionalism education met their needs, but this education was largely informal (eg, role modeling). Areas for formal education desired by >70% included competing demands of clinical practice versus research, difficult doctor-patient relationships, depression/burnout, angry parents, medical errors, work-life balance, and the patient illness experience. These results may guide curricula to formalize humanism and professionalism education in pediatric gastroenterology fellowships.
Gazza, Elizabeth A; Hunker, Diane F
Online education, a form of distance education, provides students with opportunities to engage in lifelong learning without the restrictions of time and space. However, while this approach meets the needs of employed nursing professionals, it poses some challenges for educators. Student retention is one such challenge. Student retention rates serve as measures of program quality and are reported to accrediting bodies. Therefore, it is imperative that administrators and program faculty implement comprehensive programs to ensure student retention. This review of the literature was designed to identify strategies to improve student retention in online graduate nursing education programs. The review includes 23 articles that address models, research, and best practices supported in nursing and higher education. The findings indicate that student retention in online programs is a multidimensional problem requiring a multifaceted approach. Recommendations for facilitating retention in online nursing programs include ensuring social presence and program and course quality, and attentiveness to individual student characteristics. Copyright © 2014 Elsevier Ltd. All rights reserved.
Grotkowska, Gabriela; Wincenciak, Leszek; Gajderowicz, Tomasz
This article researches higher education (HE) managers' perception of graduate professional success and higher education institutions' (HEI) activity aimed at enhancing graduate employability. The issue is worth examining not only because of growing relative unemployment rates among HE graduates but also because it is a part of a heated discussion…
Jorge Almeida Guimarães
Full Text Available CAPES Foundation, The Brazilian Agency for Support and Evaluation of Graduate Education, was created in July 11th, 1951, some few years after the end of World War II, by the initiative of Anísio Teixeira, a pioneer Brazilian educator. At the same time, Alvaro Alberto, another open mind leader pioneer created CNPq, The Brazilian National Research Council. CAPES is linked to the Ministry of Education, and CNPq to the Ministry of Science, Technology and Innovation. Since its creation, CAPES has been responsible for the evaluation and financial support of graduate courses at master and doctorate levels, covering the entire Brazilian graduate system including both public and private institutions. The evaluation procedures consist of critical analysis of annual reports of each course and their re-evaluation every third year. The systematic process includes the recognition and approval of new courses proposed by the universities and research centers. A national plan, designed to establish and support training and development of human resources for strengthening science and technology activities in Brazil, was initiated six decades ago. This plan, named PNPG, can be viewed today as a successful program in terms of the significance of its general output. During this period, this program has been consolidated and is functioning only in the departments or other subdivisions of public or private universities and research centers that are officially accredited to offer degrees at one (Master's or both (Master's and Ph.D. levels. Since its beginning, in 1951, a substantial investment has been applied to develop this plan. This investment has been worthwhile since S&T activities were institutionalized; many scientific and technological achievements have been made. To reach such advances the existence of an effective system based on a group of multi-funding agencies was an essential additional factor for the attained advances. Highlights of these advances have
Kenny, Patricia; Reeve, Rebecca; Hall, Jane
In the context of predictions of future shortages of nurses, retaining new graduate nurses in the nursing workforce is essential to ensure sufficient nurses in the future. This paper investigates the links between satisfaction with nursing education and job satisfaction, and job dissatisfaction and intentions to leave a nursing job. It uses survey data from a cohort study of nursing students recruited through two Australian universities and followed after graduation and workforce entry. Structural equation modeling (SEM) was used to simultaneously estimate the impact of educational satisfaction (work preparation component) on job satisfaction and the impact of job satisfaction on the expectation of leaving the current job. Two job satisfaction sub-scales were identified: 1) work environment satisfaction and 2) work hours and wages satisfaction. Work preparation satisfaction was significantly and positively associated with both job satisfaction scales but only work environment satisfaction was significantly associated with the expectation to stay in the job; a one standard deviation increase in work environment satisfaction was associated with a 13.5 percentage point reduction in the probability of expecting to leave. The estimated effect of satisfaction with education on expecting to leave, occurring indirectly through job satisfaction, was small (reducing the probability by less than 3 percentage points for a 1 point increase in work preparation satisfaction). Participating in a graduate transition program had the largest effect, reducing the probability of expecting to leave by 26 percentage points, on average. The study results suggest policies which focus on improving satisfaction with the work environment would be more effective at retaining nurses early in their career than improvements to conditions such as work hours and wages. Investment in new graduate transition programs would potentially have the largest impact on retention. Copyright © 2015 Elsevier
Mithat ELCICEK; Hüsamettin ERDEMCİ; Hasan KARAL
The aim of this study is to determine the levels of digital citizenship and social presence of the graduate students having distance education and to reveal the relationship between these two variables. The research was carried out with 50 women (35%) and 93 men (65%) graduate students enrolled in distance education master programs of Karadeniz Technical University. Individual Information Form, Social Presence Scale and Digital Citizenship Scale were used to collect data. Descriptive statisti...
Willis, Ross E; Van Sickle, Kent R
The use of simulation in Graduate Medical Education has evolved significantly over time, particularly during the past decade. The applications of simulation include introductory and basic technical skills, more advanced technical skills, and nontechnical skills, and simulation is gaining acceptance in high-stakes assessments. Simulation-based training has also brought about paradigm shifts in the medical and surgical education arenas and has borne new and exciting national and local consortia that will ensure that the scope and impact of simulation will continue to broaden. Copyright © 2015 Elsevier Inc. All rights reserved.
Azarnert, Leonid V.
This paper analyzes the consequences of integration in public education. I show that the flight from the integrated multicultural public schools to private education increases private educational expenditures and, as a result, decreases fertility among more affluent parents whose children flee. In contrast, among less prosperous parents…
The United Kingdom's developing policy to integrate higher education curriculum and the demands of the workplace is explored, particularly in the context of undergraduate and graduate programs based on learning within the workplace. The policy itself, the relationship between work-based learning and conventional college instruction, and validation…
Wilhelmsson, Margaretha; Svensson, Annemie; Timpka, Toomas; Faresjö, Tomas
Today interprofessional education (IPE) is spread throughout the world. In Sweden only one of the existing nursing programs has an IPE curriculum on several levels during the training. The aim of this study was to examine how nurses who recently graduated from universities with IPE or non-IPE curricula perceive the importance of different educational goals and whether they found themselves prepared for their profession, and especially for collaboration with other professions. Three universities with different commitments to IPE were studied. We used a survey with eight different targets: communication skills, cooperation with other professions, problem-solving capability, self-directed learning skills, whether their education has prepared them to work professionally, to perform research, to take care of acutely ill patients, to work preventively and working as a nurse. The participants were asked whether their undergraduate education had prepared them for these targets and whether they perceived that the targets were important goals for their education. A main result in this study was that nurses who had recently graduated from the IPE university perceived to a greater extent that their undergraduate training had prepared them to work together with other professions in comparison with nursing students from non-IPE universities.
Full Text Available “Ayurveda” is an ancient system of healthcare that is native to India. At present, in India, there are more than 240 colleges that offer a graduate-level degree (Bachelor of Ayurvedic Medicine and Surgery—BAMS in Ayurveda. Even though the Central Council of Indian Medicine, the governing body that monitors the matters related to Ayurveda education, has imposed various educational norms and regulations, the standard of education has been a cause of concern in recent years. The mushrooming of substandard Ayurvedic colleges is the most important factor that is being held responsible for this kind of erosion in the standards. The present study is a mailed survey, which was carried out to evaluate the “Extent of exposure to basic clinical skills during BAMS course” as perceived by the sample groups of students and teachers drawn from 32 Ayurvedic educational institutions spread all over India. A methodically validated questionnaire was used as the tool in the study, to which 1022 participants responded. The study indicates that there are some serious flaws in the existing system of the graduate-level Ayurveda education. Since the Ayurvedic graduates play an important role in the primary healthcare delivery system of the country, governing bodies are required to take necessary steps to ensure the adequate exposure of the students to basic clinical skills. Along with the strict implementation of all the regulatory norms during the process of recognition of the colleges, introducing some changes in the policy model may also be required to tackle the situation.
Patwardhan, Kishor; Gehlot, Sangeeta; Singh, Girish; Rathore, H. C. S.
“Ayurveda” is an ancient system of healthcare that is native to India. At present, in India, there are more than 240 colleges that offer a graduate-level degree (Bachelor of Ayurvedic Medicine and Surgery—BAMS) in Ayurveda. Even though the Central Council of Indian Medicine, the governing body that monitors the matters related to Ayurveda education, has imposed various educational norms and regulations, the standard of education has been a cause of concern in recent years. The mushrooming of substandard Ayurvedic colleges is the most important factor that is being held responsible for this kind of erosion in the standards. The present study is a mailed survey, which was carried out to evaluate the “Extent of exposure to basic clinical skills during BAMS course” as perceived by the sample groups of students and teachers drawn from 32 Ayurvedic educational institutions spread all over India. A methodically validated questionnaire was used as the tool in the study, to which 1022 participants responded. The study indicates that there are some serious flaws in the existing system of the graduate-level Ayurveda education. Since the Ayurvedic graduates play an important role in the primary healthcare delivery system of the country, governing bodies are required to take necessary steps to ensure the adequate exposure of the students to basic clinical skills. Along with the strict implementation of all the regulatory norms during the process of recognition of the colleges, introducing some changes in the policy model may also be required to tackle the situation. PMID:19687194
Full Text Available Entrepreneurship plays a major role in the economic growth and development of most modern economies. Measures are being taken by most governments in order to stimulate entrepreneurship, however even more can be done by promoting entrepreneurship in the educational context. According to the Global Entrepreneurship Monitor Global Report (2013 Romania is performing slightly under the average of similar countries when it comes to entrepreneurial activity, is above the average at necessity-driven entrepreneurship and low at innovation driven entrepreneurship. Under these circumstances, a focus on entrepreneurship in higher education is required in order to help Romania bridge the gap to the other efficiency-driven economies. Our study aims to assess the impact of the university level education on the career choices of present entrepreneurs in the Bihor county of Romania. 30 university graduates that are currently running a business have been interviewed regarding the reasons for starting their companies as well as the relationship that they had and have with the university from which they graduated. While some of the entrepreneurs claim that their education had little impact on the decision to become an entrepreneur, most of them believe that it played a big role on their performance and it prepared them somewhat for the challenges they faced once they opened their businesses. Also a large portion of them report being involved in the activity of the university. The participants offered valuable feedback regarding their experience with the university. They also provided considerable information regarding the improvement that they would like to see in the future and how a more student-centered education process could positively impact the development of entrepreneurial spirit and better prepare future graduates to start and run a business. We further discuss the means through which this could be achieved in the context of our institution and other
Leong, Raymond; Kavanagh, Marie
Universities are being placed under increasing pressure to produce employable work ready graduates who are able to cope in a rapidly changing work environment. This has resulted in universities offering their undergraduate students the opportunity to gain business acumen and real world experience by undertaking work-integrated learning (WIL) as…
Hall, Melinda; Pascoe, Deborah; Charity, Megan
Exercise and Sports Science (E&SS) programs at Federation University Australia provide work-integrated learning (WIL) opportunities for students to develop, apply and consolidate theoretical knowledge in the workplace. This study aimed to determine the influence of WIL experiences on achieving common graduate attributes for E&SS students.…
Full Text Available To provide research insights in line with the Tuning project approach, we estimate the effects of competences on wages of higher education graduates with work experience. Using the conventional earnings regressions methods (Mincer equation on data from a survey of graduates, we investigate the way in which the labour market reacts and rewards competences. The results show small significant evidence for an effect of competences on wages in our dataset; however, methodological and social skills display positive payoff returns. Our empirical findings also suggest that the labour market rewards less specialised competences, and unlikely methodological and social competences are deemed more necessary compared to cognitive skills (theoretical knowledge. Finally, wages tend to decrease for those who are female and working in the private sector. Overall, the findings of the study are highly related to the specification and structure of the Moroccan labour markets.First published online: 30 November 2017
Joseph B. A. Afful
Full Text Available A key support service in doctoral research that has increasingly gained attention is academic writing courses. This position paper argues for the institutionalization of graduate writing courses in universities in Ghana in order to acquaint doctoral students with the theoretical, procedural, and practical aspects of the writing of high stakes academic genres. An overview (including evaluation of existing courses on research- related writing in some universities is proffered. The study consequently presents arguments to support a proposal for institutional graduate writing courses in Ghanaian universities, followed by a discussion of other pertinent issues such as the curriculum, staffing, and funding. It is hoped that the institutionalization of such a writing support service will ultimately improve the quality of doctoral research education in Ghana
Field, J C; Walmsley, A D; Paganelli, C; McLoughlin, J; Szep, S; Kavadella, A; Manzanares Cespedes, M C; Davies, J R; DeLap, E; Levy, G; Gallagher, J; Roger-Leroi, V; Cowpe, J G
It is often the case that good teachers just "intuitively" know how to teach. Whilst that may be true, there is now a greater need to understand the various processes that underpin both the ways in which a curriculum is delivered, and the way in which the students engage with learning; curricula need to be designed to meet the changing needs of our new graduates, providing new, and robust learning opportunities, and be communicated effectively to both staff and students. The aim of this document is to draw together robust and contemporaneous methods of teaching, learning and assessment that help to overcome some of the more traditional barriers within dental undergraduate programmes. The methods have been chosen to map specifically to The Graduating European Dentist, and should be considered in parallel with the benchmarking process that educators and institutions employ locally. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.
Exploring Educational Quality and Relevance through Integrating Environmental and Social Issues in Science Education. ... However, the new contextualised concept of learning and teaching was applied only to one of them. A post-test was ...
Langlais, Philip J; Bent, Blake J
The development of effective means to enhance research integrity by universities requires baseline measures of individual, programmatic, and institutional factors known to contribute to ethical decision making and behavior. In the present study, master's thesis and Ph.D. students in the fields of biological, health and social sciences at a research extensive university completed a field appropriate measure of research ethical decision making and rated the seriousness of the research issue and importance for implementing the selection response. In addition they were asked to rate their perceptions of the institutional and departmental research climate and to complete a measure of utilitarian and formalistic predisposition. Female students were found to be more ethical in their decision making compared to male students. The research ethical decision measure was found to be related to participants' ethical predisposition and overall perception of organizational and departmental research climate; however, formalism was the only individual predictor to reach statistical significance and none of the individual subscales of the research climate measure were significantly correlated to ethicality. Participants' ratings of the seriousness of the issue were correlated with their ratings of the importance of carrying out their selected response but neither was significantly predictive of the ethicality of their responses. The implications of these findings for the development of more effective training programs and environments for graduate students in research ethics and integrity are discussed.
Olowo, Oluwatoyin Olusegun
This paper attempted to investigate the effects of integrating Peace Education into Nigeria educational system. Four research questions were designed for the study. The researcher designed an instrument tagged: Questionnaire on effect of Integrating Peace Education (QEIPE). The entire population of two hundred respondents spread across Secondary…
Full Text Available Abstract Background Problem-based Learning (PBL has been suggested as a key educational method of knowledge acquisition to improve medical education. We sought to evaluate the differences in medical school education between graduates from PBL-based and conventional curricula and to what extent these curricula fit job requirements. Methods Graduates from all German medical schools who graduated between 1996 and 2002 were eligible for this study. Graduates self-assessed nine competencies as required at their day-to-day work and as taught in medical school on a 6-point Likert scale. Results were compared between graduates from a PBL-based curriculum (University Witten/Herdecke and conventional curricula. Results Three schools were excluded because of low response rates. Baseline demographics between graduates of the PBL-based curriculum (n = 101, 49% female and the conventional curricula (n = 4720, 49% female were similar. No major differences were observed regarding job requirements with priorities for "Independent learning/working" and "Practical medical skills". All competencies were rated to be better taught in PBL-based curriculum compared to the conventional curricula (all p Conclusion Among medical graduates in Germany, PBL demonstrated benefits with regard to competencies which were highly required in the job of physicians. Research and business competence deserve closer attention in future curricular development.
Rich, Jessica V
Primarily grounded in Zimmerman's social cognitive model of self-regulation, graduate medical education is guided by principles that self-regulated learning takes place within social context and influence, and that the social context and physical environment reciprocally influence persons and their cognition, behavior, and development. However, contemporary perspectives on self-regulation are moving beyond Zimmerman's triadic reciprocal orientation to models that consider social transactions as the central core of regulated learning. Such co-regulated learning models emphasize shared control of learning and the role more advanced others play in scaffolding novices' metacognitive engagement.Models of co-regulated learning describe social transactions as periods of distributed regulation among individuals, which instrumentally promote or inhibit the capacity for individuals to independently self-regulate. Social transactions with other regulators, including attending physicians, more experienced residents, and allied health care professionals, are known to mediate residents' learning and to support or hamper the development of their self-regulated learning competence. Given that social transactions are at the heart of learning-oriented assessment and entrustment decisions, an appreciation for co-regulated learning is likely important for advancing medical education research and practice-especially given the momentum of new innovations such as entrustable professional activities.In this article, the author explains why graduate medical educators should consider adopting a model of co-regulated learning to complement and extend Zimmerman's models of self-regulated learning. In doing so, the author suggests a model of co-regulated learning and provides practical examples of how the model is relevant to graduate medical education research and practice.
Betters-Reed, Bonita L.
The origin and establishment of three innovative graduate institutions in the Boston, Massachusetts, area were assessed: The Arthur D. Little Management Education Institute, The Massachusetts General Hospital Institute of Health Professions, and the Wang Institute of Graduate Studies. These institutions started in non-educational institutions and…
L. A. Amirova
Full Text Available The paper is devoted to the problem of professional selfdetermination, which involves selection of and enrolment in a particular educational institution, as well as preparation for a job placement after graduation in the fast changing labor market. Additionally, the authors point out the related complications, caused by deformations in the professional orientation system, and leading to a professional self-identification crisis. The aim of the research is to demonstrate that fostering the competitive university graduates -the priority task of the modern higher school - requires psycho-pedagogical facilitation, and flexible alternative application of available resources of time, content, organization, and technology. However, the necessity to follow the Federal State Educational Standards and other regulatory procedures slows down the higher school’s response to changing realities, and hinders the prompt development of mobile and adaptive educational programs. As an effective tool for solving the problem of professional selfidentification, the author recommends the variational programs of additional education, regarded as an option to the major specialization. The paper discusses the “SchoolofProfessional Success” project, approbated inBashkirskyStatePedagogicalUniversity, based on the competence and person-oriented approaches, and analytical monitoring of students’ requirements for additional skills and knowledge. The above experience can be further extrapolated to different fields of training.
Eduardo Mendes Nascimento
Full Text Available Based on Scriven’s User-Focused Evaluation Theory, the general objective in this study was to identify and analyze the degree of importance Brazilian students attribute to the variables that influence them when choosing distance education lato sensu graduate business programs. The research is classified as descriptive and an electronic questionnaire was used to survey the data, involving 354 students from distance education lato sensu graduate business programs distributed across different Brazilian locations. The questionnaire included 16 variables, which the students were expected to score from 0 to 10. The results indicated that 04 variables obtained a mean score superior to 9, and that flexibility was the main factor the respondents considered in the choice of a distance education program. This evidences that the possibility to structure the program according to their available time is fundamental for the students. Nevertheless, having a trained teaching staff (second most influential variable and a curriculum appropriate to their pedagogical needs (fourth are also essential characteristics. Finally, the respondents indicated the cost as the third most important variable. Some authors even consider it decisive in the students’ choice as distance education programs are frequently cheaper than in-class programs. In addition, it was verified that women score the investigated internal variables higher than men. In addition, the location of the support hub appeared as a determinant variable in the choice of the program.
Bush, Roger W; Philibert, Ingrid
Parsimony, and not industry, is the immediate cause of the increase of capital. Industry, indeed, provides the subject which parsimony accumulates. But whatever industry might acquire, if parsimony did not save and store up, the capital would never be the greater.Adam Smith, The Wealth of Nations, book 2, chapter 31In 2003, the Accreditation Council for Graduate Medical Education implemented resident duty hour limits that included a weekly limit and limits on continuous hours. Recent recommendations for added reductions in resident duty hours have produced concern about concomitant reductions in future graduates' preparedness for independent practice. The current debate about resident hours largely does not consider whether all hours residents spend in the educational and clinical-care environment contribute meaningfully either to residents' learning or to effective patient care. This may distract the community from waste in the current clinical-education model. We propose that use of "lean production" and quality improvement methods may assist teaching institutions in attaining a deeper understanding of work flow and waste. These methods can be used to assign value to patient- and learner-centered activities and outputs and to optimize the competing and synergistic aspects of all desired outcomes to produce the care the Institute of Medicine recommends: safe, effective, efficient, patient-centered, timely, and equitable. Finally, engagement of senior clinical faculty in determining the culture of the care and education system will contribute to an advanced social-learning and care network.
EL PLAN DE ESTUDIOS DE LA CARRERA DE EDUCACIÓN ESPECIAL CON ÉNFASIS EN INTEGRACIÓN: UNA MIRADA DESDE LOS EGRESADOS (THE CURRICULUM OF THE SCHOOL OF SPECIAL EDUCATION WITH EMPHASIS ON INTEGRATION: A VIEW FROM THE GRADUATES
Hernández Segura, Ana María
Full Text Available Resumen: El objetivo principal del artículo es presentar la valoración que hacen los egresados de la carrera de Educación Especial acerca del Plan de Estudios, para establecer relaciones con planteamientos de este documento y otras fuentes que se enmarcan en la fundamentación misma del Plan. Uno de los actores e informantes claves de estos procesos es un grupo de egresados de la carrera, quienes en este caso particular hacen una valoración de su proceso de formación docente, tomando en consideración aspectos tales como: desempeño laboral y habilidades desarrolladas, valores y actitudes, formación teórica-práctica recibida, así como contenidos adquiridos y desempeño profesional, todos aspectos contemplados en el Plan de Estudios de la Carrera. Participó un total de 31 egresados, graduados del periodo 2006-2009 y se utilizó un cuestionario que consta de 55 ítems. Las principales conclusiones del estudio evidencian que los egresados deben participar en espacios de consulta, los cuales les permitan fortalecer sus procesos reflexivos. En este sentido, los egresados valoran que la atención de poblaciones diversas, la actitud de disposición y la sensibilidad ante las diferencias que poseen las personas con necesidades educativas especiales son las tres habilidades desarrolladas durante su proceso de formación y que adquieren mayor trascendencia en el quehacer de su profesión. Desde la perspectiva de los egresados, la formación en valores es una de las fortalezas que tiene el Plan de Estudios de la carrera, lo cual permite asegurar que la dimensión del ser persona es de vital importancia para el desarrollo de la profesión docente.Abstract: The aim of the paper is to present the valuation made by graduates of the race on the Special Education Curriculum, to establish relationships with approaches of this document and other sources that fall under the same rationale of the Plan. One of the stakeholders and key informants from these
Gold, Jeffrey P; Stimpson, Jim P; Caverzagie, Kelly J
Funding for graduate medical education (GME) and undergraduate medical education (UME) in the United States is being debated and challenged at the national and state levels as policy makers and educators question whether the multibillion dollar investment in medical education is succeeding in meeting the nation's health care needs. To address these concerns, the authors propose a novel all-payer system for GME and UME funding that equitably distributes medical education costs among all stakeholders, including those who benefit most from medical education. Through a "Medical Education Workforce (MEW) trust fund," indirect and direct GME dollars would be replaced with a funds-flow mechanism using fees paid for services by all payers (Medicaid, Medicare, private insurers, others) while providing direct compensation to physicians and institutions that actively engage medical learners in providing clinical care. The accountability of those receiving MEW funds would be improved by linking their funding levels to their ability to meet predetermined institutional, program, faculty, and learner benchmarks. Additionally, the MEW fund would cover learners' UME tuition, potentially eliminating their UME debt, in return for their provision of health care services (after completing GME training) in an underserved area or specialty. This proposed model attempts to increase transparency and enhance accountability in medical education by linking funding to the development of a physician workforce that is able to excel in the evolving health delivery system. Achieving this vision requires physician educators, leaders of academic health centers, policy makers, insurers, and patients to muster the courage to embrace transformational change.
Janes, Lindsay; Lanier, Steven T; Evans, Gregory R D; Kasten, Steven J; Hume, Keith M; Gosain, Arun K
Although recent estimates predict a large impending shortage of plastic surgeons, graduate medical education funding through the Centers for Medicare and Medicaid Services remains capped by the 1997 Balanced Budget Act. The authors' aim was to develop a plan to stimulate legislative action. The authors reviewed responses of the American Society of Plastic Surgeons, American College of Surgeons, and American Medical Association from January of 2015 to a House Energy & Commerce Committee request for input on graduate medical education funding. In addition, all program directors in plastic surgery were surveyed through the American Council of Academic Plastic Surgeons to determine their graduate medical education funding sources. All three organizations agree that current graduate medical education funding is inadequate to meet workforce needs, and this has a significant impact on specialty selection and distribution for residency training. All agreed that funding should be tied to the resident rather than to the institution, but disagreed on whether funds should be divided between direct (allocated to residency training) and indirect (allocated to patient care) pools, as is currently practiced. Program directors' survey responses indicated that only 38 percent of graduate medical education funds comes from the Centers for Medicare and Medicaid Services. Organized medicine is at risk of losing critically needed graduate medical education funding. Specific legislation to support additional graduate medical education positions and funding (House Resolutions 1180 and 4282) has been proposed but has not been universally endorsed, in part because of a lack of collaboration in organized medicine. Collaboration among major organizations can reinvigorate these measures and implement real change in funding.
Objectives To deliver an estimate of bullying among residents and fellows in the United States graduate medical education system and to explore its prevalence within unique subgroups. Design/Setting/Participants A national cross-sectional survey from a sample of residents and fellows who completed an online bullying survey conducted in June 2015. The survey was distributed using a chain sampling method that relied on electronic referrals from 4,055 training programs, with 1,791 residents and fellows completing the survey in its entirety. Survey respondents completed basic demographic and programmatic information plus four general bullying and 20 specific bullying behavior questions. Between-group differences were compared for demographic and programmatic stratifications. Main Outcomes/Measures Self-reported subjected to workplace bullying from peers, attendings, nurses, ancillary staff, or patients in the past 12 months. Results Almost half of the respondents (48%) reported being subjected to bullying although both those subjected and not subjected reported experiencing ≥ 1 bullying behaviors (95% and 39% respectively). Attendings (29%) and nurses (27%) were the most frequently identified source of bullying, followed by patients, peers, consultants and staff. Attempts to belittle and undermine work and unjustified criticism and monitoring of work were the most frequently reported bullying behaviors (44% each), followed by destructive innuendo and sarcasm (37%) and attempts to humiliate (32%). Specific bullying behaviors were more frequently reported by female, non-white, shorter than bullying in the United States graduate medical education programs. Including specific questions on bullying in the Accreditation Council for Graduate Medical Education annual resident/fellow survey, implementation of anti-bullying policies, and a multidisciplinary approach engaging all stakeholders may be of great value to eliminate these pervasive behaviors in the field of
Amar R Chadaga
Full Text Available To deliver an estimate of bullying among residents and fellows in the United States graduate medical education system and to explore its prevalence within unique subgroups.A national cross-sectional survey from a sample of residents and fellows who completed an online bullying survey conducted in June 2015. The survey was distributed using a chain sampling method that relied on electronic referrals from 4,055 training programs, with 1,791 residents and fellows completing the survey in its entirety. Survey respondents completed basic demographic and programmatic information plus four general bullying and 20 specific bullying behavior questions. Between-group differences were compared for demographic and programmatic stratifications.Self-reported subjected to workplace bullying from peers, attendings, nurses, ancillary staff, or patients in the past 12 months.Almost half of the respondents (48% reported being subjected to bullying although both those subjected and not subjected reported experiencing ≥ 1 bullying behaviors (95% and 39% respectively. Attendings (29% and nurses (27% were the most frequently identified source of bullying, followed by patients, peers, consultants and staff. Attempts to belittle and undermine work and unjustified criticism and monitoring of work were the most frequently reported bullying behaviors (44% each, followed by destructive innuendo and sarcasm (37% and attempts to humiliate (32%. Specific bullying behaviors were more frequently reported by female, non-white, shorter than < 5'8 and BMI ≥ 25 individuals.Many trainees report experiencing bullying in the United States graduate medical education programs. Including specific questions on bullying in the Accreditation Council for Graduate Medical Education annual resident/fellow survey, implementation of anti-bullying policies, and a multidisciplinary approach engaging all stakeholders may be of great value to eliminate these pervasive behaviors in the field of
J. M. Kaspersma
Full Text Available The water sector is dependent on effective institutions and organisations, and, therefore, on strong competences at the individual level. In this paper we describe competence formation and competence needs in a case study of the Directorate General of Water Resources (DGWR in the Ministry of Public Works in Indonesia. A framework is introduced for the water sector comprising three aggregate competences for technical issues, management, and governance, and a meta-competence for continuous learning and innovation. The four competences are further organised in a T-shaped competence profile. Though DGWR professionals have a firmly "technical" orientation, both surveys and interviews reveal a strong perceived requirement for other competences: in particular the learning meta-competence, as well as the aggregate competence for management. The aggregate competence for governance systematically scores lower. Further, a discrepancy appears to exist between the competences that staff perceive as needed in daily work, and those that can be acquired during post-graduate water education.
In both locally-based and international post-graduate water education, the aggregate competences for management as well as governance are reportedly addressed modestly, if at all. With low competence in these fields, it is difficult for professionals to communicate and collaborate effectively in a multidisciplinary way. As a result, the horizontal bar of the T-shaped profile remains weakly developed. In international post-graduate education, this is partially compensated by the attention to continuous learning and innovation. The exposure to a different culture and learning format is experienced as fundamentally formative.
Kaspersma, J. M.; Alaerts, G. J.; Slinger, J. H.
The water sector is dependent on effective institutions and organisations, and, therefore, on strong competences at the individual level. In this paper we describe competence formation and competence needs in a case study of the Directorate General of Water Resources (DGWR) in the Ministry of Public Works in Indonesia. A framework is introduced for the water sector comprising three aggregate competences for technical issues, management, and governance, and a meta-competence for continuous learning and innovation. The four competences are further organised in a T-shaped competence profile. Though DGWR professionals have a firmly "technical" orientation, both surveys and interviews reveal a strong perceived requirement for other competences: in particular the learning meta-competence, as well as the aggregate competence for management. The aggregate competence for governance systematically scores lower. Further, a discrepancy appears to exist between the competences that staff perceive as needed in daily work, and those that can be acquired during post-graduate water education. In both locally-based and international post-graduate water education, the aggregate competences for management as well as governance are reportedly addressed modestly, if at all. With low competence in these fields, it is difficult for professionals to communicate and collaborate effectively in a multidisciplinary way. As a result, the horizontal bar of the T-shaped profile remains weakly developed. In international post-graduate education, this is partially compensated by the attention to continuous learning and innovation. The exposure to a different culture and learning format is experienced as fundamentally formative.
Full Text Available This study traces the root causes of dropout rates in one post-graduate course “Studies in Education,” offered by the Hellenic Open University (HOU. From our research findings, it was found that the main cause of dropping out stem from a combination of adult learners’ obligations, specifically balancing their academic workload with their employment commitments and family obligations (mainly for female students. The second reason for dropout rates among adult distance education learners include students’ miscalculation of the available time for studying and their underestimation of the extra effort required for effective learning. These reasons can be compared to the educational material, which, in general, was not considered overly difficult and did not appear to compel students to abandon their studies.
Hughes, Joan E.
This research examined preservice teacher graduates' positioning toward integrating technology in future teaching. Participants included 115 preservice teachers across three cohorts in 2008-2009 who graduated from a laptop-infused teacher education program. The study implemented a case study methodology that included a survey administered upon…
Winkel, Abigail Ford; Yingling, Sandra; Jones, Aubrie-Ann; Nicholson, Joey
Graduate medical education programs employ reflection to advance a range of outcomes for physicians in training. However, the most effective applications of this tool have not been fully explored. A systematic review of the literature examined interventions reporting the use of reflection in graduate medical education. The authors searched Medline/PubMed, Embase, Cochrane CENTRAL, and ERIC for studies of reflection as a teaching tool to develop medical trainees' capacities. Key words and subject headings included reflection , narrative , residents/GME , and education / teaching / learning . No language or date limits were applied. The search yielded 1308 citations between inception for each database and June 15, 2015. A total of 16 studies, encompassing 477 residents and fellows, met eligibility criteria. Study quality was assessed using the Critical Appraisal Skills Programme Qualitative Checklist. The authors conducted a thematic analysis of the 16 articles. Outcomes studied encompassed the impact of reflection on empathy, comfort with learning in complex situations, and engagement in the learning process. Reflection increased learning of complex subjects and deepened professional values. It appears to be an effective tool for improving attitudes and comfort when exploring difficult material. Limitations include that most studies had small samples, used volunteers, and did not measure behavioral outcomes. Critical reflection is a tool that can amplify learning in residents and fellows. Added research is needed to understand how reflection can influence growth in professional capacities and patient-level outcomes in ways that can be measured.
Yager, Joel; Katzman, Jeffrey E
As decadelong observers of evolving administrative regulations governing academic medicine, the authors have identified several organizational disorders they define as "bureaucrapathologies," pathological conditions caused by dysfunctional bureaucratic processes that generate excesses of wasted time, effort, and other resources. Appearing wherever bureaucratic organizations exist, they have become particularly egregious in health care, research, and education. In past decades, graduate medical education has been beset by proliferating assessment requirements accompanied by corresponding documentation requirements imposed by academic educational regulatory agencies (specifically the Accreditation Council on Graduate Medical). Although originating from the best of intentions, these largely untested, unvalidated, and unfunded mandates generate burdensome personnel, time, and resource requirements. As they trickle down organizational levels, the intentions of the originators are inevitably degraded. As motivations and incentives of lower level administrators and faculty differ considerably from those at higher levels, we inevitably encounter debatable assessment practices yielding results of dubious reliability and validity. These processes invariably lead to proliferating reports and paperwork. All of this raises serious questions about the benefits vs. harms of these enterprises. In our view, these pathogenic processes can be recognized as diagnosable subtypes of bureaucrapathology. Here the authors briefly describe two, Galloping Regulosis and Assessment Degradosis, which reflect on their pathogenesis and offer preliminary thoughts for potential remedies. Several other recently identified bureaucrapathological syndromes awaiting future delineation are noted.
Long, Debbie A; Young, Jeanine; Rickard, Claire M; Mitchell, Marion L
One strategy to address the current nursing shortage in specialty areas has been to introduce graduate nurse programs. However introducing novice nurses to specialty areas raises concerns around education and competency which, in turn, highlights the need to identify and prioritise the elements of competent paediatric intensive care unit (PICU) nursing care considered essential to safe practice. To determine the key knowledge, skills and attributes of competent level PICU nurses. A practice analysis survey of 15 nurse educators was conducted in all eight Australian and New Zealand PICUs during 2008. Three areas of practice essential to PICU nursing competence were explored: patients most commonly cared for; frequency and criticality of activities performed; and level of independence against critical care nursing competency standards. Data were analysed using descriptive statistics. Cardiac and respiratory problems accounted for over 50% of patients cared for by competent level nurses. Cardiac and respiratory activities were therefore also ranked as the most important activities. Respondents identified that competency domains of teamwork and professional practice are performed with minimal supervision, whereas clinical problem solving requires supervision and assistance. PICU nurses are performing activities and caring for a breadth of complex patients within a year of entering the workforce. Using a practice analysis to define actual practice and expectations can assist in the identification and prioritisation of content for graduate and other educational programs. Copyright © 2013 Elsevier Ltd. All rights reserved.
Levin, Dana S; Woodford, Michael R; Gutiérrez, Lorraine M; Luke, Katherine P
Social work faculty play an important role in preparing students to address sexism and engage in culturally competent practice with women. This study examines the nature of U.S. and Anglo-Canadian graduate social work faculty's support for content on women and on sexism. Although support appears high for both content areas, results suggest that faculty endorsement for content on women is significantly greater than that for sexism. Further, bivariate and multivariate analyses indicate that the nature of support differs for each content area. Implications for social work education are discussed.
Wilson-Parish, Nichelle; Parish, Anthony
One method for physical educators to increase their contact hours with their students is curricular integration, which consists of combining two or more subject areas with the goal of fostering enhanced learning in each subject area. This article provides an example of a possible integrated lesson plan involving physical education and art.
Phillips, Janet M; Stalter, Ann M
A critical need exists for nursing leadership in current complex health care settings. Systems thinking can be incorporated into nursing education at all levels by using evidence-based principles in education. Teaching tips are provided using a systems awareness model to guide nurse educators in the assessment and integration of systems thinking and engaging learners in interprofessional education and practice. J Contin Educ Nurs. 2016;47(9):395-397. Copyright 2016, SLACK Incorporated.
Akyürek, Erkan; Afacan, Özlem
This study was conducted to determine the problems faced by graduate students when conducting scientific research and to make suggestions for solving these problems. The research model was a case study. Semi-structured interviews were conducted with participants in the study with questions about the problems encountered during scientific research…
Nystrom, Sofia; Dahlgren, Madeleine Abrandt; Dahlgren, Lars Owe
This qualitative and longitudinal study focuses on graduate employment and the development of graduate employment paths. The aim of this article is to explore the present professional trajectory from higher education to working life, with particular reference to graduates from two different study programmes at Linkoping University in Sweden:…
Full Text Available This article explores the relationship between integral education and the emerging terrestrial consciousness—a consciousness of interdependency, sovereignty, and earthly responsibility. It asserts that integral education is well positioned at this time when urgent environmental catastrophes threaten our planet, to help us recover an integral relation with the universe and our planet Earth, and contribute to restoration of a sense of earthly wonder and reverence.
稲葉, 美由紀; Inaba, Miyuki
The number of international students coming into the U.S. for higher education is steadily rising. The ability of these students to perform well in their educational endeavors is related to their degree of success in adjusting to American popular and educational culture. This study uses a naturalistic perspective to understand the factors involved in the adjustment of international graduate students from India and Japan to American popular and educational culture. Implications of these result...
Peabody, Michael R; O'Neill, Thomas R; Eden, Aimee R; Puffer, James C
Due to the Accreditation Council for Graduate Medical Education (ACGME)/American Osteopathic Association (AOA) single-accreditation model, the specialty of family medicine may see as many as 150 programs and 500 trainees in AOA-accredited programs seek ACGME accreditation. This analysis serves to better understand the composition of physicians completing family medicine residency training and their subsequent certification by the American Board of Family Medicine. We identified residents who completed an ACGME-accredited or dual-accredited family medicine residency program between 2006 and 2016 and cross-tabulated the data by graduation year and by educational background (US Medical Graduate-MD [USMG-MD], USMG-DO, or International Medical Graduate-MD [IMG-MD]) to examine the cohort composition trend over time. The number and proportion of osteopaths completing family medicine residency training continues to rise concurrent with a decline in the number and proportion of IMGs. Take Rates for USMG-MDs and USMG-IMGs seem stable; however, the Take Rate for the USMG-DOs has generally been rising since 2011. There is a clear change in the composition of graduating trainees entering the family medicine workforce. As the transition to a single accreditation system for graduate medical education progresses, further shifts in the composition of this workforce should be expected. © Copyright 2017 by the American Board of Family Medicine.
Dewi Juliah Ratnaningsih
Full Text Available The vision and mission of Universitas Terbuka (UT is to become a highly qualified open and distance education institution and to provide higher education access to all communities. Graduates of UT are expected to acquire adequate knowledge, hard skills and soft skills. Soft skills play important roles in the world of work. The aim of this article is to describe: (1 whether the open and distance education systems are capable of providing graduates with soft skills, (2 how soft skills are acquired during the period of study, and (3 how are the range of soft skills acquired by graduates and required by stakeholders at work. This article uses 2009 UT tracer study, which employed survey and in-depth interviews to selected respondents and stakeholders. 2.417 pairs data (graduates and stakeholders were analysed. The rating scales were from 1 (very poor to 4 (excellent. The attributes analysed were personal, interpersonal and situational skills. The results show that learning systems that are based on individual learning and tutorial did provide graduates with soft skills. Graduates and stakeholders perceived interpersonal skills as fair. In general, soft skills required at work were time management, self-confidence, problem solving, creativity and team-work.
Perret, Danielle; Knowlton, Tiffany; Worsowicz, Gregory
This national survey highlights graduate medical education funding sources for physical medicine and rehabilitation (PM&R) residency programs as well as perceived funding stability, alignment of the current funding and educational model, the need of further education in postacute care settings, and the practice of contemporary PM&R graduates as perceived by PM&R department/division chairs. Approximately half of the reported PM&R residency positions seem to be funded by Centers of Medicare and Medicaid Services; more than 40% of PM&R chairs believe that their residency program is undersized and nearly a quarter feel at risk for losing positions. A total of 30% of respondents report PM&R resident experiences in home health, 15% in long-term acute care, and 52.5% in a skilled nursing facility/subacute rehabilitation facility. In programs that do not offer these experiences, most chairs feel that this training should be included. In addition, study results suggest that most PM&R graduates work in an outpatient setting. Based on the results that chairs strongly feel the need for resident education in postacute care settings and that most graduates go on to practice in outpatient settings, there is a potential discordance for our current Centers of Medicare and Medicaid Services graduate medical education funding model being linked to the acute care setting.
Kuster, E.; Fox, G.
Climate change is happening; scientists have already observed changes in sea level, increases in atmospheric carbon dioxide, and declining polar ice. The students of today are the leaders of tomorrow, and it is our duty to make sure they are well equipped and they understand the implications of climate change as part of their research and professional careers. Graduate students, in particular, are gaining valuable and necessary research, leadership, and critical thinking skills, but we need to ensure that they are receiving the appropriate climate education in their graduate training. Previous studies have primarily focused on capturing the K-12, college level, and general publics' knowledge of the climate system, concluding with recommendations on how to improve climate literacy in the classroom. While this is extremely important to study, very few studies have captured the current perception that graduate students hold regarding the amount of climate education being offered to them. This information is important to capture, as it can inform future curriculum development. We developed and distributed a nationwide survey (495 respondents) for graduate students to capture their perception on the level of climate system education being offered and their view on the importance of having climate education. We also investigated differences in the responses based on either geographic area or discipline. We compared how important graduate students felt it was to include climate education in their own discipline versus outside disciplines. The authors will discuss key findings from this ongoing research.
Polley, Scott; Thomas, Glyn J.
Research has indicated that some stakeholders in the Australian outdoor education profession are uncertain about the capabilities of students graduating from university outdoor education programmes. Unfortunately, there is currently no formal or informal agreement amongst university programmes regarding the knowledge, skills, and experience that…
Ratnaningsih, Dewi Juliah
The vision and mission of Universitas Terbuka (UT) is to become a highly qualified open and distance education institution and to provide higher education access to all communities. Graduates of UT are expected to acquire adequate knowledge, hard skills and soft skills. Soft skills play important roles in the world of work. The aim of this article…
The purpose of this phenomenological study was to provide insight into Liberal Arts and Sciences (LAS) graduates' reflections on their cooperative education (co-op) experiences and resulting career self-efficacy. Wichita State University houses a cooperative education program, the only one of its kind in the state of Kansas. This program…
Davila, Giovanna Adelia
The purpose of this study was to examine four elementary/general music educators (EGME) enrolled in a music and special education graduate course, on their attitudes toward teaching children with disabilities and how they applied knowledge gained from the course in their classrooms. Data collection began on the first class session, February 9th,…
Snowden, Monique L.
In March 2013, the US Department of Education issued guidance to institutions on how to attain approval for competency-based programs under the current title IV, Higher Education Act (HEA) regulations on direct assessment programs. This article considers the graduate enrollment futures of colleges and universities that have chosen and will elect…
M. Elgeziri (Moushira)
textabstractThis thesis addresses the role of education in women’s social mobility, focusing on the case of female graduates of commercial schools in Egypt. Technical education, which encompasses the commercial variant along with two other streams, has been intriguing in both its beginnings and
Gill, Fenella J; Leslie, Gavin D; Grech, Carol; Boldy, Duncan; Latour, Jos M
To develop critical care nurse education practice standards. Critical care specialist education for registered nurses in Australia is provided at graduate level. Considerable variation exists across courses with no framework to guide practice outcomes or evidence supporting the level of qualification. An eDelphi technique involved the iterative process of a national expert panel responding to three survey rounds. For the first round, 84 statements, organised within six domains, were developed from earlier phases of the study that included a literature review, analysis of critical care courses and input from health consumers. The panel, which represented the perspectives of four stakeholder groups, responded to two rating scales: level of importance and level of practice. Of 105 experts who agreed to participate, 92 (88%) completed survey round I; 85 (92%) round II; and 73 (86%) round III. Of the 98 statements, 75 were rated as having a high level of importance - median 7 (IQR 6-7); 14 were rated as having a moderate level of importance - median 6 (IQR 5-7); and nine were rated as having a low level of importance - median 4 (IQR 4-6)-6 (IQR 4-6). The majority of the panel rated graduate level of practice as 'demonstrates independently' or 'teaches or supervises others' for 80 statements. For 18 statements, there was no category selected by 50% or more of the panel. The process resulted in the development of 98 practice standards, categorised into three levels, indicating a practice outcome level by the practitioner who can independently provide nursing care for a variety of critically ill patients in most contexts, using a patient- and family-focused approach. The graduate practice outcomes provide a critical care qualification definition for nursing workforce standards and can be used by course providers to achieve consistent practice outcomes. © 2014 John Wiley & Sons Ltd.
Louis J. Grabowski
Full Text Available The emerging body of research on business professional doctoral programs has focused primarily on the programs’ composition and management, offering limited insight into students’ motivations and the impact the degree has on graduates and their careers. However, understanding these student motivations and career impacts is valuable for several reasons. In addition to helping future candidates assess various programs and the business professional doctoral degree itself, it can help enrolled students maximize their academic experience and help administrators improve these programs so that they better meet students’ personal and professional expectations. To bridge this research gap, this study pursued a mixed-methods approach to glean insights into why people pursue professional doctorates in business, the ultimate personal and professional outcomes of students, and the educational process producing those outcomes. The study revealed that most students entered these programs with a desire for personal or professional transformation, including the possibility of entering academia or a new industry. Moreover, the vast majority of program graduates believed they had experienced such a transformation, often in both professional and personal ways. Further, while important to personal growth, alumni perceived that certain program elements—such as the student networks they created and non-research related coursework—had little to no effect upon their career and viewed their research and the research process as far more important to their professional development. Based upon these findings, the researchers propose a comprehensive process model to explain the personal and professional factors and outcomes for graduates of business professional doctoral programs. They also suggest practical steps that students and administrators can take to improve the business professional doctoral educational experience.
Martinez, Iveris L; Mora, Jorge Camilo
Medical school accreditation requirements require educational opportunities in geriatrics. Twenty-six minimum graduating competencies in geriatrics have recently been identified for medical students. The authors describe how these competencies are being integrated into a new medical curriculum through coursework and community-based experiences. This approach is intended to expose students to older adults from diverse communities and adequately prepare students to address the complex and individual needs of these patients. Initial results indicate proficiency in the minimum geriatric competencies covered. The growth and diversity of the older adult population makes it important to integrate and evaluate geriatrics education in undergraduate medical education.
Lutz, Wolfgang; KC, Samir
Almost universally, women with higher levels of education have fewer children. Better education is associated with lower mortality, better health, and different migration patterns. Hence, the global population outlook depends greatly on further progress in education, particularly of young women. By 2050, the highest and lowest education scenarios--assuming identical education-specific fertility rates--result in world population sizes of 8.9 and 10.0 billion, respectively. Better education also matters for human development, including health, economic growth, and democracy. Existing methods of multi-state demography can quantitatively integrate education into standard demographic analysis, thus adding the "quality" dimension.
Saswati Mahapatra; Anjali Bhagra; Bisrat Fekadu; Zhuo Li; Brent A.Bauer; Dietlind L.Wahner-Roedler
OBJECTIVE:Integrative medicine (IM) combines complementary medical approaches into conventional medicine and considers the whole person.We implemented a longitudinal IM short-course curriculum into our medical school education.This study aimed to evaluate the feasibility and effectiveness of the curriculum via knowledge and attitude surveys regarding IM among students.METHODS:A mandatory short IM curriculum across all years of medical school was created and taught by IM professionals and physician faculty members with expertise in integrative therapies.Graduating classes of 2015 and 2016 completed the same survey in their first and third years of medical school.Paired data analysis was done,and only students who completed surveys at both time points were included in final analyses.RESULTS:Of 52 students in each class,17 (33％) in the class of 2015 and 22 (42％) in the class of 2016 completed both surveys.After the IM curriculum,students' knowledge of and comfort with several IM therapies—biofeedback,mindfulness,and the use of St.John's wort—improved significantly.Students' personal health practices also improved,including better sleep,exercise,and stress management for the class of 2015.Students graduating in 2016 reported decreased alcohol use in their third year compared with their first year.CONCLUSION:It is feasible to incorporate IM education into undergraduate medical education,and this is associated with improvement in students' knowledge of IM and personal health practices.
Council on Graduate Medical Education.
This report presents specific recommendations to the Department of Health and Human Services and Congress from the Council on Graduate Medical Education that address Medicare's direct and indirect graduate medical education (GME) payments and the monies allocated by the Public Health Service that is targeted toward physician education and primary…
Mullan, Fitzhugh; Chen, Candice; Steinmetz, Erika
Graduate medical education (GME) determines the overall number, specialization mix, and geographic distribution of the US physician workforce. Medicare GME payments-which represent the largest single public investment in health workforce development-are allocated based on an inflexible system whose rationale, effectiveness, and balance are increasingly being scrutinized. We analyzed Medicare cost reports from teaching hospitals and found large state-level differences in the number of Medicare-sponsored residents per 100,000 population (1.63 in Montana versus 77.13 in New York), total Medicare GME payments ($1.64 million in Wyoming versus $2 billion in New York), payments per person ($1.94 in Montana versus $103.63 in New York), and average payments per resident ($63,811 in Louisiana versus $155,135 in Connecticut). Ways to address these imbalances include revising Medicare's GME funding formulas and protecting those states that receive less Medicare GME support in case funding is decreased and making them a priority if it is increased. The GME system badly needs a coordinating body to deliberate and make policy about public investments in graduate medical education.
Rawlins, Peter; Kehrwald, Benjamin
This article is a case study of an integrated, experiential approach to improving pre-service teachers' understanding and use of educational technologies in one New Zealand teacher education programme. The study examines the context, design and implementation of a learning activity which integrated student-centred approaches, experiential…
Full Text Available This article aims to examine the efforts that need to be done in facing the readiness of the working world for vocational education by developing self-concept and self efficacy. The increasingly intense work competition in the current era makes vocational education graduates should prepare themselves to be better prepared in facing the world of work. This is done by developing self-concept that can be formed through the planting of strong religious values, self-confidence, self-acceptance. The more we have a positive self-concept then success will be as expected. Self-efficacy is a physiological and emotional condition, expected to increase the ability to work and adapt to the work environment more easily, because self efficacy shows the implementation of processes that have been done during the previous learning process.
Posters are increasingly recognised as both a method of professional communication and a strategy for learning and assessment in nurse education. Rapid technological developments in health care and the nursing practice environment are generating specific educational needs in relation to the use of technology. There is a move to incorporate within the traditional rational technical focus a broader, more comprehensive understanding of technology, technological equipment and procedures. Technological innovations are an ideal subject matter for poster presentations at the graduate level particularly as broader dimensions such as the impetus for introduction, the research base, the evaluation strategy and the cost can be incorporated. Each poster can become a teaching focus for a student presentation to classmates or other professional forums in order to catalyse discussions of these wider dimensions. A description of the use of posters for these purposes with examples and comments by participants is included.
Karaman, Selcuk; Kucuk, Sevda; Aydemir, Melike
The aim of this study is to evaluate the online continuing education program from the perspectives of new graduate nurses. An evaluation framework includes five factors (program and course structure, course materials, technology, support services and assessment). In this study, descriptive research methods were used. Participants of the study included 2.365 registered nurses enrolled in the first online nursing bachelor completion degree program in the country. Data were collected by survey. The findings indicated that students were mostly satisfied with this program. The results of this study suggest that well designed asynchronous online education methods can be effective and appropriate for registered nurses. However, the provision of effective support and technological infrastructure is as vital as the quality of teaching for online learners. © 2013.
Full Text Available Cultural differences in educational practices can be regarded as one of the major causes of struggle and failure. If these practices take place in foreign language settings where the medium of communication is carried out solely in the foreign language, the severity of the struggle on the part of the students rises significantly. In this study, cultural differences in educational practices are examined through the experiences of a Korean graduate student who studies in a north-eastern American university. The data is collected through in-depth face-to-face interviews which yielded to significant implications. Classroom activities, power relations, and expectations are presented through cultural lenses and how the differences in cultures affect the success of a foreign student are presented.
Lupeja, Thabita Lameck; Gubo, Qi
This paper examines the influence of secondary education in promoting; health awareness, gender awareness and civic awareness. The study sought to assess whether the education policy which considers secondary education as the key instrument in bringing social and economic transformation has been reflected in graduates' livelihood strategies once…
Nwokike, Felicia Ogonnia; Eya, Gloria Mgboyibo
The study dealt with perception of accounting educators and senior accountants on skills required of accounting education graduates for effective job performance in automated offices. The study adopted a descriptive research design.The population consisted of 149 respondents, made up of 80 accounting educators in public tertiary institutions and…
Lummis, Geoff W.; Morris, Julia E.; Lock, Graeme; Odgaard, Judith
Sustainability has recently been made a cross-curriculum priority in Australia, through the development and implementation of the Australian Curriculum. Subsequently, primary and secondary teachers across all subject areas are required to integrate Education for Sustainability (EfS) into formal education. A recent research case study was…
The problem of this study was to develop a strategy for integrating technology education concepts within the Chinese mathematics and science curricula. The researcher used a case study as the basic methodology. It included three methods for collecting data: literature review, field study in junior and senior secondary schools in America and China, and interviews with experienced educators who were familiar with the status of technology education programs in the selected countries. The data came from the following areas: Japan, Taiwan, the United Kingdom, China, and five states in the United States: Illinois, Iowa, Maryland, Massachusetts, and New York. The researcher summarized each state and country's educational data, identified the advantages and disadvantages of their current technology education program, and identified the major concepts within each program. The process determined that identified concepts would be readily acceptable into the current Chinese educational system. Modernization of, industry, agriculture, science and technology, and defense have been recent objectives of the Chinese government. Therefore, Chinese understanding of technology, or technology education, became important for the country. However, traditional thought and culture curb the implementation of technology education within China's current education system. The proposed solution was to integrate technology education concepts into China's mathematics and science curricula. The purpose of the integration was to put new thoughts and methods into the current educational structure. It was concluded that the proposed model and interventions would allow Chinese educators to carry out the integration into China's education system.
International Medical Graduates. Immigration Law and Policy and the U.S. Physician Workforce. Council on Graduate Medical Education Resource Paper. A COGME Panel Discussion (Washington, DC, March 12, 1996).
Health Resources and Services Administration (DHHS/PHS), Rockville, MD. Bureau of Health Professions.
This report includes presentations and discussions by the Council on Graduate Medical Education (COGME) addressing issues related to the current supply of physicians in the United States and the role of international medical graduates (IMGs). The presentations focused on the following areas: the exchange visitor program and the use of waivers, the…
Full Text Available The meaningful integration of theoretical knowledge and industrial practice in Masters level programmes is now more than ever vital to ensure that graduates have the required competence in IT and that they are ready to contribute to the organisations that hired them within a short timeframe. It is also crucial in ensuring ongoing industrial support for academia because Information technology (IT is regarded as a fundamental component in the success of organisations. This has led to a growing demand for IT specialists, sometimes with hybrid skills, to design, develop, implement, and support IT infrastures in both the public and private sectors. However, in recent years there has been a shortfall of IT graduates, with essential experience entering the job market. In order to keep up with demand, educational institutions must adopt innovative programmes to increase the skill-set and knowledge base of their IT graduates.One such programme, under the auspices of University College Cork, is a Masters course in Management Information and Managerial Accounting Systems (MIMAS. The programme focuses on IT to suit the needs of industry while also combining IT with other theoretical subjects like managerial accounting and the design of management control systems. One key element of the teaching experience is a business simulation where students create software companies and bid for a large scale development project. As part of this, they experience of broad range of tasks and problems inherent in commercial software development. The business game is designed to encourage students to make use of as much of the theoretical elements taught in the degree as possible and is mediated by the teaching staff through the intermediary of a purpose-designed computer system. Our experience indicates the immense value of such practical components in an IT oriented degree programme. It also shows that the application of new technology in training and education will only
D.F. Escoto et al
Full Text Available INTRODUCTION: In Brazil, since 1980, there is a tendency among Programs Graduate(PG of specific area, such as Biochemistry, of inserting activities involving teaching /education alongside their area of expertise. In this context, various scientific events ofrelevance in the area have presented sessions dedicated to these matters in theirconferences and meetings. OBJECTIVES: This study aimed to investigate the occurrenceof research lines or areas of concentration teaching/education in 16 PG. MATERIALSAND METHODS: We analyzed 35 courses and divided among doctoral, master’sacademic and professional. Data collection occurred through websites of programs. Theanalysis was performed from the indication of the concentration areas or lines of researchprograms presented in their virtual space. Later, they were classified into two categories:those with and those without research in teaching / education. RESULTS ANDDISCUSSION: After visiting all virtual spaces, the results obtained showed that only 3 PGhave research areas and/or areas of concentration in teaching/education. On 2 PG notfound sites were and other 2 PG nor its research nor their area of concentration. From thequantitative search of PG it was still possible to characterize each line found. Basically, theactivities focus on undergraduate education and the pursuit of new teachingmethodologies, only 1 of the PG aims at continuing formation of teachers of basiceducation. CONCLUSION: These activities contribute significantly to the impact andevaluation of the PG. Perceptibly, these spaces are scarce, however, with national policiesfor the dissemination and popularization of scientific production trend is that they areleveraged.
Lars J. Grimm
Full Text Available Purpose: This study aims to assess the incidence of major life events during graduate medical education (GME training and to establish any associations with modifiable activities and career planning. Methods: The authors surveyed graduating GME trainees from their parent institution in June 2013. Demographic information (clinical department, gender, training duration and major life events (marriage, children, death/illness, home purchase, legal troubles, property loss were surveyed. Respondents were queried about the relationship between life events and career planning. A multivariable logistic regression model tested for associations. Results: A total of 53.2% (166/312 of graduates responded to the survey. 50% (83/166 of respondents were female. Major life events occurred in 96.4% (160/166 of respondents. Male trainees were more likely (56.1% [46/82] vs. 30.1% [25/83] to have a child during training (p=0.01. A total of 41.6% (69/166 of responders consciously engaged or avoided activities during GME training, while 31.9% (53/166 of responders reported that life events influenced their career plans. Trainees in lifestyle residencies (p=0.02, those who experienced the death or illness of a close associate (p=0.01, and those with legal troubles (p=0.04 were significantly more likely to consciously control life events. Conclusion: Major life events are very common and changed career plans in nearly a third of GME trainees. Furthermore, many trainees consciously avoided activities due to their responsibilities during training. GME training programs should closely assess the institutional support systems available to trainees during this difficult time.
Purpose: Education for sustainable development (ESD) is one of the challenges engineering education currently faces. Engineering education needs to revise and change its curriculum to integrate ESD principles and knowledge. Problem based learning (PBL) has been one of the main learning pedagogies...... used to integrate sustainability in engineering education. However, there is a lack of understanding of the relation between ESD and PBL principles and the ways in which they can be integrated and practised in the engineering curricula. This paper aims to investigate the relation between PBL and ESD...... knowledge and the tacit presence of sustainability. Originality/value: The existence of a PBL curriculum at institutional level, such as at Aalborg University, enables investigation of how the PBL and ESD principles are practised, highlighting the limitations and potentials of integrating sustainability...
Full Text Available Integrally-informed educational approaches have much in common withprogressive (including reform, alternative, holistic, and transformative approaches, andshare many of the same values. One function of the integral approach is to provide anoverarching model within which to coordinate different progressive methods. Thoughintegral adds much more than that, descriptions of integral education sometimes soundlike progressive educational principles recast with new terminology. This essay attemptsto clarify what the integral approach adds over and above progressive educationaltheories. After an overview of progressive pedagogical principles, the integral approachis discussed in terms of integral as a model, a method, a community, and a developmentalstage. Integral as a type of consciousness or developmental level is elaborated upon asconsisting of construct-awareness, ego-awareness, relational-awareness, and systemawareness,all important to the educational process. Finally, challenges and supportsystems for realizing integral education are discussed.
Strauss, Jeff; Shope, Richard E., III; Terebey, Susan
Science literacy is a major goal of science educational reform (NRC, 1996; AAAS, 1998; NCLB Act, 2001). Some believe that teaching science only requires pedagogical content knowledge (PCK). Others believe doing science requires knowledge of the methodologies of scientific inquiry (NRC, 1996). With these two mindsets, the challenge for science educators is to create models that bring the two together. The common ground between those who teach science and those who do science is science communication, an interactive process that galvanizes dialogue among scientists, teachers, and learners in a rich ambience of mutual respect and a common, inclusive language of discourse . The dialogue between science and non-science is reflected in the polarization that separates those who do science and those who teach science, especially as it plays out everyday in the science classroom. You may be thinking, why is this important? It is vital because, although not all science learners become scientists, all K-12 students are expected to acquire science literacy, especially with the implementation of the No Child Left Behind Act of 2001 (NCLB). Students are expected to acquire the ability to follow the discourse of science as well as connect the world of science to the context of their everyday life if they plan on moving to the next grade level, and in some states, to graduate from high school. This paper posits that science communication is highly effective in providing the missing link for K-12 students cognition in science and their attainment of science literacy. This paper will focus on the "Science For Our Schools" (SFOS) model implemented at California State Univetsity, Los Angeles (CSULA) as a project of the National Science Foundation s GK-12 program, (NSF 2001) which has been a huge success in bridging the gap between those who "know" science and those who "teach" science. The SFOS model makes clear the distinctions that identify science, science communication, science
Reddy, Anjani T; Lazreg, Sonia A; Phillips, Robert L; Bazemore, Andrew W; Lucan, Sean C
Since 1965, Medicare has publically financed graduate medical education (GME) in the United States. Given public financing, various advisory groups have argued that GME should be more socially accountable. Several efforts are underway to develop accountability measures for GME that could be tied to Medicare payments, but it is not clear how to measure or even define social accountability. We explored how GME stakeholders perceive, define, and measure social accountability. Through purposive and snowball sampling, we completed semistructured interviews with 18 GME stakeholders from GME training sites, government agencies, and health care organizations. We analyzed interview field notes and audiorecordings using a flexible, iterative, qualitative group process to identify themes. THREE THEMES EMERGED IN REGARDS TO DEFINING SOCIAL ACCOUNTABILITY: (1) creating a diverse physician workforce to address regional needs and primary care and specialty shortages; (2) ensuring quality in training and care to best serve patients; and (3) providing service to surrounding communities and the general public. All but 1 stakeholder believed GME institutions have a responsibility to be socially accountable. Reported barriers to achieving social accountability included training time constraints, financial limitations, and institutional resistance. Suggestions for measuring social accountability included reviewing graduates' specialties and practice locations, evaluating curricular content, and reviewing program services to surrounding communities. Most stakeholders endorsed the concept of social accountability in GME, suggesting definitions and possible measures that could inform policy makers calls for increased accountability despite recognized barriers.
Zalkind, D; Malec, B
A national survey of alumni of AUPHA programs from the classes of 1983, 1984, and 1985 was undertaken to assess their experiences in management information systems education, both formally and on the job. The survey covered 38 AUPHA graduate member programs and resulted in 1,181 responses. Over 40 percent of the alumni indicated that they had had an introductory management information systems (MIS) course in a health administration program. Since graduation, almost 90 percent have had some significant on-the-job involvement with computers, computer-generated information, or MIS. More than one-third of the respondents felt that their MIS course work did not adequately prepare them for what was expected on the job. Alumni stressed that microcomputer software applications, such as spreadsheets and data bases, are important areas for student hands-on experiences. When asked the importance of certain areas to be included in a required introductory MIS course, the alumni also recommended spreadsheet analysis and design, report writing and data presentation, and other management areas. Additional comments suggested more access to personal computers (PCs), more relevance in the curriculum to the "real world," and the importance of MIS to the career paths of alumni. Faculty suggestions from a 1984-85 survey are compared with alumni responses in order to identify curricular changes needed. Recommendations are outlined for consideration.
Van der Putten, Marc; Vichit-Vadakan, Nuntavarn
This pilot study was undertaken to determine the impact of team-based learning (TBL) on graduate students of public health in a Thai context. The pilot project adopted Michaelsen's approach with the aim of improving learning among Thai graduate students enrolled in public health ethics. This TBL approach attempted to motivate students to do pre-class reading and be active "in-class" learners. Pre-class preparation allowed teachers to address and concentrate on learning gaps, while team work promoted peer interaction and active learning. TBL was found to be useful in fostering student preparedness and to transform "passive" into "active" learning, which especially benefited students "academically at risk" through peer teaching opportunities. With TBL, students valued the relevance of the course content and learning materials. They had positive opinions regarding the effect of TBL on individual and group learning. TBL was perceived to be instrumental in translating conceptual into applicable knowledge, and stimulated individual efforts as well as accountability. This study should be useful to those considering using TBL for public health education.
Barwacz, Christopher A; Pantzlaff, Ed; Allareddy, Veerasathpurush; Avila-Ortiz, Gustavo
The aim of this descriptive study was to provide an overview of the status of implementation of Commission on Dental Accreditation (CODA) Standard 4-10.2.d (Provisionalization of Dental Implants) by U.S. graduate periodontics programs since its introduction in 2013. Surveys were sent in May 2015 to 56 accredited postdoctoral periodontics program directors to ascertain program director characteristics; status of planning, implementation, and curriculum resulting from adoption of Standard 4-10.2.d; preferred clinical protocols for implant provisionalization; interdisciplinary educational collaborators; and competency assessment mechanisms. The survey response rate was 52% (N=29); the majority were male, aged 55 or older, and had held their position for less than ten years. Among the responding programs, 93% had formal educational curricula established in implant provisionalization. Graduate periodontics (96%) and prosthodontics (63%) faculty members were predominantly involved with curriculum planning. Of these programs, 96% used immediate implant provisionalization, with direct (chairside) provisionalization protocols (86%) being preferred over indirect protocols (14%) and polyethylethylketone provisional abutments (75%) being preferred to titanium (25%) provisional abutments. Straight and concave transmucosal emergence profile designs (46% each) were preferred in teaching, with only 8% of programs favoring convex transmucosal profiles. A majority of responding programs (67%) lacked protocols for communicating to the restorative referral a mechanism to duplicate the mature peri-implant mucosal architecture. Regional location did not play a significant role in any educational component related to implant provisionalization for these graduate periodontal programs. Overall, this study found that a clear majority of graduate periodontics programs had established formal curricula related to implant provisionalization, with substantial clinical and philosophical consensus
Schlett, Christopher L; Doll, Hinnerk; Dahmen, Janosch; Polacsek, Ole; Federkeil, Gero; Fischer, Martin R; Bamberg, Fabian; Butzlaff, Martin
Problem-based Learning (PBL) has been suggested as a key educational method of knowledge acquisition to improve medical education. We sought to evaluate the differences in medical school education between graduates from PBL-based and conventional curricula and to what extent these curricula fit job requirements. Graduates from all German medical schools who graduated between 1996 and 2002 were eligible for this study. Graduates self-assessed nine competencies as required at their day-to-day work and as taught in medical school on a 6-point Likert scale. Results were compared between graduates from a PBL-based curriculum (University Witten/Herdecke) and conventional curricula. Three schools were excluded because of low response rates. Baseline demographics between graduates of the PBL-based curriculum (n = 101, 49% female) and the conventional curricula (n = 4720, 49% female) were similar. No major differences were observed regarding job requirements with priorities for "Independent learning/working" and "Practical medical skills". All competencies were rated to be better taught in PBL-based curriculum compared to the conventional curricula (all p learning/working" (Delta + 0.57), "Psycho-social competence" (Delta + 0.56), "Teamwork" (Delta + 0.39) and "Problem-solving skills" (Delta + 0.36), whereas "Research competence" (Delta--1.23) and "Business competence" (Delta--1.44) in the PBL-based curriculum needed improvement. Among medical graduates in Germany, PBL demonstrated benefits with regard to competencies which were highly required in the job of physicians. Research and business competence deserve closer attention in future curricular development.
Leak, Tashara M; Benavente, Lisa; Goodell, L Suzanne; Lassiter, Annie; Jones, Lorelei; Bowen, Sarah
To identify ways to effectively use social media to communicate nutrition-related information to low-income populations. The authors conducted 4 focus groups with female Expanded Food and Nutrition Education Program graduates who used social media at least twice a week (n = 26 total). Transcripts were analyzed using the constant comparative method to identify key themes. For participants, page content, page maintenance, and networking opportunities with others were important aspects of a nutrition education social media page. Trust emerged as a central theme, because participants expressed a need for reliable information from known, credible sources and safe places to share ideas. Using social media to provide nutrition-related messages may be an effective way to encourage sustained positive behavior changes resulting from educational programming and to engage participants beyond class time. Establishing the trustworthiness of the social media site is essential to its use among low-income participants. Copyright © 2014 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.
Ana Elisa Spaolonzi Queiroz Assis
Full Text Available Integral Education, despite being the subject of public policy agenda for some decades, still carries disparities related to its concept. In this sense, this article aims to problematize not only the concepts of integral education but also the categories time and space contained in the magazines Em Aberto. They were organized and published by the National Institute of Educational Studies Anísio Teixeira (INEP, numbers 80 (2009 and 88 (2012, respectively entitled "Educação Integral e tempo integral" and " Políticas de educação integral em jornada ampliada". The methodology is based on Bardin’s content analysis, respecting the steps of pre-analysis (research corpus formed by the texts in the journals; material exploration (reading the texts encoding data choosing the registration units for categorization; and processing and interpretation of results, based on Saviani’s Historical-Critical Pedagogy. The work reveals convergent and divergent conceptual multiplicity, provoking a discussion about a critical conception of integral education. Keywords: Integral Education. Historical-Critical Pedagogy. Content Analysis.
Zhou, Chunfang; Otrel-Cass, Kathrin; Børsen, Tom
In this chapter, the authors aim to explore the necessity of teaching ethics as part of engineering education based on the gaps between learning “hard” knowledge and “soft” skills in the current educational system. They discuss why the nature of engineering practices makes it difficult to look...... products are not value neutral. With a focus on Problem-Based Learning (PBL), the authors examine why engineers need to incorporate ethical codes in their decision-making process and professional tasks. Finally, they discuss how to build creative learning environments that can support attaining...... the objectives of engineering education....
SELLAMI, Sana; VERHAEST, Dieter; NONNEMAN, Walter; VAN TRIER, Walter
We investigate the role of four motives to participate in higher education – investment, educational consumption, student life consumption and social pressure – on field of study choices and academic performance and on three labour market outcomes – over-education, wages and job satisfaction. We use data on three cohorts of about 3000 Flemish individuals documenting the transition from education to work. Principal components are used to identify the four study motives. Effects of study motive...
Maldonado, Maria E; Fried, Ethan D; DuBose, Thomas D; Nelson, Consuelo; Breida, Margaret
Despite the 2002 Institute of Medicine report that described the moral and financial impact of health care disparities and the need to address them, it is evident that health care disparities persist. Recommendations for addressing disparities include collecting and reporting data on patient race and ethnicity, supporting language interpretation services, increasing awareness of health care disparities through education, requiring cultural competency training for all health care professionals, and increasing diversity among those delivering health care. The Accreditation Council on Graduate Medical Education places strong emphasis on graduate medical education's role in eliminating health care disparities by asking medical educators to objectively evaluate and report on their trainees' ability to practice patient-centered, culturally competent care. Moreover, one of the objectives of the Accreditation Council on Graduate Medical Education Clinical Learning Environment Review visits as part of the Next Accreditation System is to identify how sponsoring institutions engage residents and fellows in the use of data to improve systems of care, reduce health care disparities, and improve patient outcomes. Residency and fellowship programs should ensure the delivery of meaningful curricula on cultural competency and health care disparities, for which there are numerous resources, and ensure resident assessment of culturally competent care. Moreover, training programs and institutional leadership need to collaborate on ensuring data collection on patient satisfaction, outcomes, and quality measures that are broken down by patient race, cultural identification, and language. A diverse physician workforce is another strategy for mitigating health care disparities, and using strategies to enhance faculty diversity should also be a priority of graduate medical education. Transparent data about institutional diversity efforts should be provided to interested medical students
This paper explores the concept of good practice in integrating education in divided societies. Using Northern Ireland as a case study, the paper draws on data from eight schools (both integrated Catholic and Protestant, and separate) that are identified as exemplifying good practice in response to cultural diversity. Analysis is provided through…
McHaney, Roger; Cronan, Timothy Paul; Douglas, David E.
Academic integrity receives a great deal of attention in institutions of higher education. Universities and colleges provide specific honor codes or have administrative units to promote good behaviors and resolve dishonesty allegations. Students, faculty, and staff have stakes in maintaining high levels of academic integrity to ensure their…
Henry, Stephen G; Holmboe, Eric S; Frankel, Richard M
Communicating with patients is arguably the most common and important activity in medical practice, but this activity receives relatively little emphasis in graduate medical education. We propose 12 evidence-based communication competencies that program directors can adopt as a framework for teaching and evaluating residents' communication skills. We review supporting evidence for these competencies and argue that communication should be treated like a procedural skill that must be taught and evaluated by observing real resident-patient interactions. We make practical suggestions for implementing these competencies by addressing three critical components of a competency-based approach to communication skills: patient safety, faculty development, and direct observation of residents. This approach to teaching and assessing communication skills provides a rationale for incorporating routine direct observation into graduate medical education programs and also for designing communication skills training that ensures graduating residents develop the skills needed to provide safe, effective patient care.
de Brock, EO; Khosrowpour, M
An important, existing challenge of IT education that will surely remain in the 21(st) century is to integrate IT education and the world outside in an early stage of the curriculum in a sensible, real-life, and useful manner: Moreover we would like to reach that goal in such a durable way that we
Hymel, Glenn M.
The massage therapy profession is currently engaged in a competency-based education movement that includes an emphasis on promoting massage therapy research competencies (MTRCs). A systems-based model for integrating MTRCs into massage therapy education was therefore proposed. The model and an accompanying checklist describe an approach to…
Colbert, Colleen Y; Ogden, Paul E; Ownby, Allison R; Bowe, Constance
Since 2001, residencies have struggled with teaching and assessing systems-based practice (SBP). One major obstacle may be that the competency alone is not sufficient to support assessment. We believe the foundational construct underlying SBP is systems thinking, absent from the current Accreditation Council for Graduate Medical Education competency language. Systems thinking is defined as the ability to analyze systems as a whole. The purpose of this article is to describe psychometric issues that constrain assessment of SBP and elucidate the role of systems thinking in teaching and assessing SBP. Residency programs should incorporate systems thinking models into their curricula. Trainees should be taught to understand systems at an abstract level, in order to analyze their own healthcare systems, and participate in quality and patient safety activities. We suggest that a developmental trajectory for systems thinking be developed, similar to the model described by Dreyfus and Dreyfus.
Ruth Folake Aluko
Full Text Available This paper examines the impact of a distance education program offered by the University of Pretoria, South Africa, on the professional practice of teachers. A pilot study was conducted using a combination of surveys and focus group interviews. Findings reveal that the program was beneficial to graduates’ personal development, professional practice, schools, learners, and colleagues. Further, principals who participated in the study attested to the differences they observed between the graduates and other teachers who had not been exposed to such a program. Suggestions for improvements included the introduction of subjects taught at school as areas of specialization, involvement of school principals in the assessment of enrolled students, visits to schools by the organizers, and exposure of students to the practical opportunities offered by the program (with portfolios that could be a part of the assessment.
Geissman, J. W.
The need for the highest levels of scientific integrity and ethical principles in higher education, globally, is obvious. This is the setting where faculty scientists practice and future scientists, as entering science majors, those who change course and switch to science, and graduate students, are nurtured and mentored. Institutions of higher education across the globe are devoting increasing attention to scientific integrity and ethical practices, often as mandated by specific (funding) agencies, and this certainly is a step in the right direction. One approach has involved graduate students, particularly PhD students, in formal classes/seminars on the subjects. Another, more institution-specific, is to require freshman science majors to take one or more classes designed to assist students, in many ways, to succeed in whatever science path they choose. For the past five years I have "taught" such a class, which I like to refer to as "Science is the Rest of Your Life 101". My section is very heavy on scientific integrity and ethical practices; most students have never been exposed to nor have considered such subjects. Their interest level is exceedingly keen. So, steps are being taken, but rectifying existing concerns will take time. Here are some (potential/real) problems. One facing all of higher education is the ever decreasing number, certainly in the United States, of tenured/tenure track faculty in all disciplines together with the generational "gap" or "double gap" (some colleagues of mine are in their 80s) between those who never for all intents and purposes received any "formal" exposure to scientific integrity and ethical practices issues and those fresh in the academy for which these subjects are recently and better engrained. At most institutions, those faculty never involved in such formal training because of, well, their age, are required to pass some form of on-line "certification" class in research ethics among other subjects on an annual or bi
Lambert, Trevor; Smith, Fay; Goldacre, Michael J
Doctors who graduated in the UK after 2005 have followed a restructured postgraduate training programme (Modernising Medical Careers) and have experienced the introduction of the European Working Time Regulation and e-portfolios. In this paper, we report the views of doctors who graduated in 2008 three years after graduation and compare these views with those expressed in year 1. Questionnaires about career intentions, destinations and views sent in 2011 to all medical graduates of 2008. 3228 UK medical graduates. Comments on work, education and training. Response was 49% (3228/6538); 885 doctors wrote comments. Of these, 21.8% were unhappy with the standard of their training; 8.4% were positive. Doctors made positive comments about levels of supervision, support, morale and job satisfaction. Many doctors commented on poor arrangements for rotas, cover and leave, which had an adverse effect on work-life balance, relationships, morale and health. Some doctors felt pressured into choosing their future specialty too early, with inadequate career advice. Themes raised in year 3 that were seldom raised in year 1 included arrangements for flexible working and maternity leave, obtaining posts in desired locations and having to pay for courses, exams and conferences. Many doctors felt training was available, but that European Working Time Regulation, rotas and cover arrangements made it difficult to attend. Three years after graduation, doctors raised similar concerns to those they had raised two years earlier, but the pressures of career decision making, family life and job seeking were new issues.
Full Text Available Christian Cable,1,2 Mary Knab,3,4 Kum Ying Tham,5,6 Deborah D Navedo,3 Elizabeth Armstrong3,7,81Scott and White Healthcare, Temple, 2Texas A&M University Health Science Center, TAMHSC College of Medicine, Bryan, TX, 3MGH Institute of Health Professions, 4Physical and Occupational Therapy Services Department, Massachusetts General Hospital, Boston, MA, USA; 5Emergency Department, Tan Tock Seng Hospital, 6Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore; 7Harvard Macy Institute, 8Department of Pediatrics, Harvard Medical School, Boston, MA, USAAbstract: Little is known about the nature of faculty development that is needed to meet calls for a focus on quality and safety with particular attention to the power of interprofessional collaborative practice. Through grounded-theory methodology, the authors describe the motivation and needs of 20 educator/clinicians in multiple disciplines who chose to enroll in an explicitly interprofessional master's program in health profession education. The results, derived from axial coding described by Strauss and Corbin, revealed that faculty pursue such postprofessional master's degrees out of a desire to be better prepared for their roles as educators. A hybrid-delivery model on campus and online provided access to graduate degrees while protecting the ability of participants to remain in current positions. The added benefit of a community of practice related to evidence-based and innovative models of education was valued by participants. Authentic, project-based learning and assessment supported their advancement in home institutions and systems. The experience was described by participants as a disruptive innovation that helped them attain their goal of leadership in health profession education.Keywords: health education
Sterling, Madeline; Leung, Peggy; Wright, Drew; Bishop, Tara F
Despite the growing presence of social media in graduate medical education (GME), few studies have attempted to characterize their effect on residents and their training. The authors conducted a systematic review of the peer-reviewed literature to understand the effect of social media on resident (1) education, (2) recruitment, and (3) professionalism. The authors identified English-language peer-reviewed articles published through November 2015 using Medline, Embase, Cochrane, PubMed, Scopus, and ERIC. They extracted and synthesized data from articles that met inclusion criteria. They assessed study quality for quantitative and qualitative studies through, respectively, the Medical Education Research Study Quality Instrument and the Consolidated Criteria for Reporting Qualitative Studies. Twenty-nine studies met inclusion criteria. Thirteen (44.8%) pertained to residency education. Twitter, podcasts, and blogs were frequently used to engage learners and enhance education. YouTube and wikis were more commonly used to teach technical skills and promote self-efficacy. Six studies (20.7%) pertained to the recruitment process; these suggest that GME programs are transitioning information to social media to attract applicants. Ten studies (34.5%) pertained to resident professionalism. Most were exploratory, highlighting patient and resident privacy, particularly with respect to Facebook. Four of these studies surveyed residents about their social network behavior with respect to their patients, while the rest explored how program directors use it to monitor residents' unprofessional online behavior. The effect of social media platforms on residency education, recruitment, and professionalism is mixed, and the quality of existing studies is modest at best.
Eubanks-Turner, Christina; Beaulieu, Patricia; Pal, Nabendu
The Smooth Transition for Advancement to Graduate Education (STAGE) project was a three-year pilot project designed to mentor undergraduate students primarily from under-represented groups in the mathematical sciences. The STAGE pilot project focused on mentoring students as they transitioned from undergraduate education to either graduate school…
Almberg, L. D.; Eichelberger, J. C.; Izbekov, P.; Ushakov, S.; Vesna, E.
NSF's Partners in International Research and Education (PIRE) program seeks to introduce American students to collaborative international science early in their graduate careers. The intent is that the next generation of American scientists will be better prepared to work at the international level. The emphases on partnership and learning about the culture of the host country is a welcome and productive change from the `grab and dash' approach that can characterize `Winter national' projects. Our PIRE project, US-Russia-Japan Partnership in Volcanological Research and Education, is an interdisciplinary investigation of the magma systems at Bezymianny and Shiveluch Volcanoes in Kamchatka, Russia and Mount St Helens in Washington, USA. We wish to understand how massive edifice collapse at all three volcanoes perturbed the magma systems and influenced subsequent and continuing eruptive behavior. Seven American graduate students from the universities of Alaska, Hawaii, Washington, Oregon, and Stanford embarked on a personal and professional development adventure in July and August, 2006. Their experience began in Fairbanks, AK with preparations for remote foreign field work and research planning with mentor scientists. The adventure continued in Petropavlosk-Kamchatsky, Kamchatka, which required circumnavigation of the world as no airlines fly between Anchorage and Petropavlovsk. Faculty at Kamchatka State University provided intensive short courses for two weeks, introducing students to Russian language, culture, geography and history while they adjusted to the new environment and met Russian counterparts at the Institute of Volcanology and Seismology. Afternoon discussions with Russian experts in volcanology, seismology, tectonics and tephrachronology were enlightening and influenced the research plans. Russian graduate and advanced undergraduate students joined the group at the helicopter accessed camp on Bezymianny volcano. Two young Russian scientists headed the
Schreiner, K. M.; Katsev, S.; Steinman, B. A.; Sterner, R.; Williams, J.; Zak, K.
At the Large Lakes Observatory at the University of Minnesota Duluth, we designed a flipped-classroom, interdisciplinary limnology course sequence that incorporates partnerships with industry, meaningful field and analytical work, and integrated skills learning for our graduate students. This new curriculum is co-taught by four instructors with different research backgrounds and is meant to teach incoming graduate students with a wide range of undergraduate preparation. The courses we developed include lecture and practice classes each semester in the graduate students' first year and are built around a course website, www.studywater.org, which will go public in fall of 2018 and contains new, interdisciplinary limnology curriculum applicable to both upper level undergraduate and graduate students. Because the lecture and practice sections were co-taught by the same instructor group, we had the opportunity to fully integrate meaningful skills training directly into the course, including laboratory and analytical training, sample collection in the field and ship work, and professional skills like working in teams, oral and written communication, and project management. Another important component of this project was the cultivation of community partnerships in order to teach our graduate students applicable skills for a variety of careers. In our first year of implementation we partnered with two environmental consulting companies who have local ongoing projects, and they designed and led capstone projects for the students, including advising them on the production of project deliverables and helping them to relay their results to the consulting companies' clients. While this pilot project was designed specifically for graduate limnology students, the principles we employed would be applicable to any interdisciplinary graduate program that attracts students from a variety of undergraduate majors who still must all be taught in the same classroom.